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.

Lesson Architecture: Biography Theme Story-At-A- Glance Recapitulation Message NCERT Solution Extra Questions CBE-Based Questions Biography of Catherine Mansfield Katherine Mansfield is remembered for her short stories and poems. Her most popular stories being The Garden Party, A Dill Pickle, Mr and Mrs Dove, and The Fly. During her writing career, Mansfield was incredibly inspired by the works of Oscar Wilde and Anton Chekhov Mansfield's health began to decline just as her work started receiving international attention. She was diagnosed with tuberculosis in 1917. Despite her health, she published two major collections, Bliss in 1920, and The Garden Party in 1922. Katherine Mansfield died in 1923 due to complications with tuberculosis. Many stories were collected posthumously and published. She was only 34 when she died. THEME The theme of the story is the relationship between children and their parents The writer conveys the message that children share a very important bond of love with their parents. During the early childhood, children might mistake their parents for being unnecessarily strict. But as they grow up, they share a strong bond. The story also focusses on the need of parents to be non-threatening and supportive from early childhood onwards. Parents are the role models for their children and therefore, they should take every effort to bring up their children with supportive and caring environment. STORY SEQUENCE This story begins with Kezia’s impression of her father being strict and non-approaching. Every morning before going to work he came into her room and gave her a casual kiss, to which she responded with “Goodbye, Father”. So this ritual on the part of her father shows that he has abundant love for her father. But Kezia would feel relieved when she heard that her father’s carriage was going away. It means she was very scared of him. In the evening when her father would return home, he would order that tea be served to him in the drawing room, he wanted the newspaper to be presented to him and he would also ask her to get him his slipper. Her father would tell her to hurry up and remove his boots. Her father would tell her to hurry up and remove his boots and keep them out of the room. Kezia never stammered while she spoke to other people. It was only when she talked to her father that she lacked confidence and that is why she tried very hard to speak properly and she stammered. Kezia’s father tells his wife that she should teach Kezia to behave in a better way and she should not appear as if she is so unhappy . Kezia felt that her father’s hand and his neck and his mouth were all so huge especially when he yawned. Whenever Kezia thought about her father she felt that she was thinking about a giant. Her father appeared to be a huge monster to her. Every Sunday, during the afternoon, Kezia’s Grandmother sent her downstairs to the drawing room in order to spend time with her parents. When Kezia went to her parents to meet them in the drawing room. They were busy doing their own things. Her mother was busy reading and her father was busy sleeping and snoring. Kezia’s father would compare Kezia to a little brown owl. He would say that Kezia was staring at him just like an owl does. Once Kezia was suffering from cold and was at home. Her grandmother suggested that she should make a birthday gift for her father as his birthday was approaching. She asked Keziato to make a pin cushion for him and she also gave her a yellow coloured fabric of silk to make the cushion. She used double cotton i.e a thread and stitched three sides of the cushion. She had to fill the cushion with something and stitch the fourth side. She did not know what to fill the cushion with. The grandmother was out in the garden, and she went into her mother’s bedroom to look for scraps of cloths or papers. On the bed-table she discovered a great many sheets of fine paper, gathered them up, tore them into tiny pieces, and stuffed her cushion and then sewed up the fourth side. Kezia’s father had prepared a speech for the Port Authority and he was unable to find it. When Kezia’s mother enquired about it, Kezia tells her mother that she found some pieces of paper which she used to stuff into the cushion, as she was making a surprised birthday gift for her father. Kezia’s mother became very angry and took her to her father, who asked her if she had torn her important papters. Kezia looked scared and started stammering. Kezia’s father asked his wife to bring that cushion downstairs and asked her to put Kezia to bed immediately. Kezia’s father went to her bedroom and told her that he would beat her with the ruler. He said, You must be taught once and for all not to touch what does not belong to you.” Kezia’s father hit the palms of her hand with a ruler. Hours later, when Grandmother had wrapped her in a shawl and rocked her in the rocking-chair, the child clung to her soft body. “What did God make fathers for?” she asked her grandmother crying. She gave her a handkerchief, to blow her nose in it and go to sleep. She added that by morning Kezia would forget the beating. Kezia told her grandmother that she was trying to explain to him the reason for tearing the sheets of paper but he was not ready to listen to her. Kezia being so little in her age, could not understand the fact that her father punished her as he wanted to teach her a lesson that she should not touch anything that does not belong to her. Whenever she saw her father, she got scared and her cheeks got full of red colour. Kezia’s father hit the palms of her hand with a ruler. Her neighbours were a family named Mac donalds. In all, the Mac donald’s had five children. And Kezia would peep at them through a hole in the fence. She would see that the family had a lot of fun. They played a game called tag. All the children were so much attached to their father. And then they would run around the garden, around the flower beds and they would laugh and laugh and laugh. Kezia also wanted to have such fun with her father and she missed it. One day,Kezia’s mother fell ill so she was taken to the hospital and the Grandmother also went along with her. The little girl was left alone in the house with Alice, the cook. That was all right in the daytime but while Alice was putting her to bed she grew suddenly afraid. Kezia’s father was sleeping in the next room and Alice told Kezia to sleep quietly.She removed Kezia’s socks and asked her not to scream. She warned her not to scream and wake her father. Kezia saw the old nightmare. She saw a butcher with a knife and a rope coming nearer, smiling that dreadful smile. Kezia was still scared of the nightmare. She said that there was a butcher who was holding a dreadful knife and she wanted her grandmother. He blew out the candle, bent down and caught up the child in his arms, carrying her along the passage to the big bedroom. Kezia’s father lay her in his bed next to him and covered her with the newspaper sheets. Kezia felt her father’s affection and went close to him. She held his shirt tightly so that she would not feel scared again. She felt that her father was a poor man who worked very hard and so, he got so tired that he went off to sleep and did not play with her like Mr. Macdonald did with his children. But Kezia felt that her father’s heart was also full of love for her. Kezia had placed her head on her father’s heart and herd his heart beat. She praised her father that he had a big heart. Her fear of her father had altogether gone for ever. Recapitulation This story revolves around a little girl, named Kezia who usually remained scared of him. She considered him to be as big as a giant. She would often get nervous and stammer while talking to him. She longed for his love and affection like her neighbour children had for their father, Mr Macdonald. Once at night she had a nightmare and woke up screaming. Her father picked her up, tucked her up in his bed and soon fell asleep. She realized her father was very loving and had a generous heart. You can see towards the end, Kezia is showing her love for her father. Now she has understood that her father might look cruel in his look and words, but inside he has abundant love for her. Henceforth, she has started enjoying the company of her father and is no longer scared of him. Message: The story showcases the deep bond between a father and his daughter. Kezia's father's immediate response to her distress in the middle of the night demonstrates his unconditional love and concern for her well-being. He goes to her room, not only to check her temperature but also to provide comfort and reassurance. This act highlights the significance of being present and supportive in the lives of our family members, especially during times of vulnerability. Additionally, the story portrays the role of parents as protectors and providers of emotional security. Kezia's father's actions show that a parent's love is not limited to basic needs but extends to offering comfort, care, and a sense of safety. By coming to her room, he creates a nurturing environment where Kezia feels loved and protected. The message of the story encourages readers to cherish and value the relationships with their loved ones, particularly with their children. It reminds us of the significance of being there for them, attending to their needs, and demonstrating affection and care. Through the father's actions, the story inspires us to prioritize the well-being and happiness of our family members, fostering a strong and loving connection with them. NCERT SOLUTION: (Page No. 38) II. Answer the following questions in one or two sentences: 1. Why was Kezia afraid of her father? Ans: Kezia's father looked terrifying to her. His hands and neck appeared to be very big and when he yawned he mouth appeared terrifying to Kezia. Thinking about him alone was like thinking about a giant. 2. Who were the people in Kezia’s family? Ans: Kezia's family consisted of her grandmother, mother and father. 3. What was Kezia’s father’s routine? (i) before going to his office? Ans: He used to kiss Kezia casually before going to his office. (ii) after coming back from his office? Ans: He would ask for the newspaper and tea after coming back from his office. (iii) on Sundays? Ans: On Sundays, he would take rest. He also used to sleep on the sofa. 4. In what ways did Kezia’s grandmother encourage her to get to know her father better? Ans: a) Her grandmother encouraged her by sending her to the drawing room so that she could interact with her parents. b) Once Kezia was kept indoors with a cold. As her father's birthday was approaching, her grandmother suggested that she should make him a pin-cushion for a gift out of a beautiful piece of yellow silk. III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each. 1. Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen? Ans: Kezia’s grandmother advised her to make a pin-cushion for her father on his birthday. She made it out of a beautiful piece of yellow silk. She wanted something to fill it with. She found some sheets of papers lying on the bed table. She tore them up and filled in the pin-cushion.These papers contained an important speech for the Port Authority. When her father came to know about it, he punished Kezia. 2. Kezia decides that there are “different kinds of fathers”. What kind of father was Mr Macdonald, and how was he different from Kezia’s father? Mr Macdonald was Kezia’s next door neighbour. He had a happy family of five children. He was always happy with his family and could be seen playing with his children in the garden. He was different from Kezia's father as like Kezia's father he was never rude and assertive in nature. He used to interact with his children very softly and was affectionate towards them. 3. How does Kezia begin to see her father as a human being who needs her sympathy? Ans: One day,Kezia’s mother fell ill so she was taken to the hospital and the Grandmother also went along with her. The little girl was left alone in the house with Alice, the cook. Kezia saw the old nightmare. She saw a butcher with a knife and a rope coming nearer, smiling that dreadful smile. Kezia was still scared of the nightmare. She said that there was a butcher who was holding a dreadful knife and she wanted her grandmother. Kezia's father came to the room and blew out the candle, bent down and caught up the child in his arms, carrying her along the passage to the big bedroom. He lay her in his bed next to him and covered her with the newspaper sheets. Kezia felt her father’s affection and went close to him. She held his shirt tightly so that she would not feel scared again. She felt that her father was a poor man who worked very hard and so, he got so tired that he went off to sleep and did not play with her like Mr. Macdonald did with his children. But Kezia felt that her father’s heart was also full of love for her. Kezia had placed her head on her father’s heart and herd his heart beat. She praised her father that he had a big heart. Her fear of her father had altogether gone for ever. Extra Questions: 1. Why was Kezia punished by her father? Ans : Kezia wanted to give a pin-cushion to her father on his birthday. She filled it with some papers. These papers contained an important speech for the Port Authority. When her father came to know about it, he punished Kezia. 2. How did Kezia’s grandmother console her after she was punished by her father? Ans : Kezia was punished by her father for tearing his important papers. Her grandmother wrapped her in a shawl after she was beaten by her father. Her grandmother gave her a hanky and sent her to her bed. 3. Why did Kezia always stutter while talking to her father? Ans : Kezia was a normal girl but whenever she was in front of her father she felt nervous. She would try hard to speak words but would end up in stuttering. She was very afraid of her father. 4. What did Kezia usually find when she wanted to interact with her parents? Ans : Kezia’s grandmother used to send Kezia to her parents to talk to them. When she would go to the drawing room, she would find her mother reading some books and her father sleeping soundly and snoring. 5. How did Kezia make a pin-cushion for her father? Ans : Kezia’s grandmother advised her to make a pin-cushion for her father on his birthday. She made it out of a beautiful piece of yellow silk. She wanted something to fill it with. She found some sheets of papers lying on the bed table. She tore them up and filled in the pin-cushion. 6. What orders were passed to Kezia in the evening when father returned home from office? Ans : When father returned home from office, in his loud voice he ordered Kezia to bring tea for him in the drawing room. He also asked whether the paper had come. He also asked her to bring his slippers. 7. What was the nightmare that Kezia had? Ans : Kezia always had a nightmare. It was a butcher with a knife and a rope, who came nearer and nearer. The butcher had a smile on his face. Kezia could only stand still. She used to cry out ‘Grandma! Grandma!.’ 8. Why did Kezia always stutter while talking to her father? Ans : Kezia was a normal girl but whenever she was in front of her father she felt nervous. She would try hard to speak words but would end up in stuttering. She was very afraid of her father. CBE-Based Questions: 1. How does Kezia begin to see her father as a human being who needs her sympathy? In the story, Kezia begins to see her father as a human being who needs her sympathy through a moment of vulnerability and care. When Kezia's mother falls ill and is taken to the hospital, she is left at home with Alice, the cook. During the night, Kezia has a nightmare and becomes frightened. However, to her surprise, her father appears by her side, comforting her and protecting her from her fears. In this moment of vulnerability, Kezia seeks solace and security from her father. She snuggles close to him, finding comfort and warmth in his presence. As she lays half asleep, she realizes that her father is tired because he has to work hard every day, which prevents him from playing with her as much as Mr. Macdonald does. This realization brings forth a sense of empathy and understanding within Kezia. She begins to recognize her father's efforts and sacrifices for the family. By acknowledging his hard work and expressing her feelings, she demonstrates her growing awareness of his humanity and the challenges he faces. Kezia's statement that her father has a "big heart" reflects her appreciation for his love and care despite his fatigue and responsibilities. This shift in perception signifies Kezia's developing empathy towards her father. She moves beyond seeing him solely as a provider or authority figure and starts to understand his needs, emotions, and the weight of his responsibilities. This newfound understanding allows her to connect with her father on a deeper level and offer him her sympathy and support. Alternative Answer: Kezia's recognition of her father's humanity and need for sympathy is further demonstrated by her understanding of his exhaustion and the physical toll his work takes on him. When her father instructs her to rub her feet against his legs to warm them, she realizes that he is physically fatigued from his daily labor. This simple act of caring for her father's comfort and warmth allows Kezia to empathize with his hardships and the strain he endures to provide for their family. Through this moment, Kezia's perception of her father evolves from seeing him as a distant figure to recognizing his vulnerability and need for compassion. She grasps that her father is not invincible or unaffected by the demands of his work, and she begins to view him as someone who deserves her sympathy and understanding. Furthermore, the fact that Kezia seeks solace and finds comfort in her father's presence demonstrates her growing emotional connection with him. By snuggling close to him and holding tightly to his shirt, she seeks a sense of security and reassurance. In doing so, she not only acknowledges her father's role as a source of comfort and protection but also reciprocates the love and care he has shown her throughout the story. Overall, Kezia's realization of her father's humanity and the sympathy she extends towards him signify her maturation and the deepening bond between them. Through her empathy and understanding, Kezia recognizes her father's needs, both physical and emotional, and begins to see him as a person deserving of her love, support, and compassion. Q2. The story of Kezia's father coming to her room with a ruler carries a deeper message about the power of parental presence and the significance of small acts of care and comfort. Explain. At its core, the story highlights the importance of being emotionally available and attentive to our loved ones, especially children. Kezia's father's immediate response to her distress reveals his unconditional love and commitment as a parent. He puts aside his own rest and takes the time to address her needs, showing her that she is seen, heard, and valued. This sends a powerful message that her well-being matters to him. Furthermore, the story emphasizes the impact of simple gestures of care and comfort. By using a ruler to measure Kezia's temperature, her father not only tends to her physical health but also provides a sense of security and reassurance. His presence and willingness to offer solace in the form of a familiar object create a safe space for Kezia. This conveys the message that even the smallest acts of kindness and attention can have a profound effect on the emotional well-being of those we love. In essence, the message of the story encourages us to prioritize emotional connection and attentiveness in our relationships. It reminds us that love is not solely demonstrated through grand gestures but is often found in the small, genuine acts of care and comfort that help foster deep bonds and a sense of security. Q3. Do you think Kezia’s father was a bad father ? Why/Why not? Ans: Based on the information provided in the story, there is no indication that Kezia's father was a bad father. In fact, the story portrays him as a caring and attentive parent. Certainly! Here are some examples from the story that highlight the caring nature of Kezia's father: 1. When Kezia has a nightmare: Kezia's father immediately responds to her cries in the middle of the night. He goes to her room, comforts her, and holds her close. His presence and reassurance provide her with a sense of safety and comfort. 2. Checking her temperature: Kezia's father comes to her room with a ruler to measure her temperature when she is distressed. This shows his concern for her well-being and his willingness to take care of her. 3. Making her feel comfortable: Kezia's father suggests rubbing her feet against his legs to warm them up. This small act of care demonstrates his attentiveness and his desire to make her comfortable. 4. Providing emotional support: Kezia's father offers emotional support by being there for her when she needs comfort. He shows understanding and empathy, creating a nurturing environment where she feels loved and protected. These examples showcase Kezia's father's caring nature and his commitment to being a loving and supportive parent. He consistently demonstrates his affection, attentiveness, and willingness to meet her needs, portraying him as a caring and nurturing figure in Kezia's life. Based on these portrayals, it would be inaccurate to characterize Kezia's father as a bad father. The story presents him as a dedicated parent who is concerned about his daughter's well-being and demonstrates his love and care for her whenever the situation demanded. Q4. Do you think Kezia was at fault when she tore up the important papers of her father? Why/Why not ? In the story, Kezia tearing up her father's important papers can be seen as a mistake on her part, but it would not be fair to assign fault or blame to her, considering her young age and lack of understanding. Kezia is portrayed as a young child who is still learning and exploring the world around her. Her act of tearing the papers was not driven by malice or intent to cause harm. Instead, it stemmed from her innocent curiosity and the natural inclination of children to engage with objects in their environment. At her age, Kezia may not have comprehended the significance or value of the papers she tore. She likely did not fully understand the consequences of her actions. It is essential to recognize that children, especially at a young age, are prone to making mistakes as they navigate and learn about the world. Responsibility for safeguarding important documents falls upon the adults, such as parents or caregivers, who should ensure that such items are kept out of a child's reach or adequately secured. It is their role to provide guidance, supervision, and appropriate boundaries to prevent accidents or unintended damage. Therefore, while Kezia's action may have caused frustration or inconvenience, it would not be appropriate to attribute fault to her. Instead, the incident serves as a reminder of the need for adult supervision and safeguards when children are exploring their surroundings, helping to prevent similar situations in the future. Q5. Write a brief character sketch of Kezia’s grandmother. Do you think grandparents are necessary? Ans: Kezia's grandmother, as depicted in the story, is a significant character who plays a supportive and nurturing role in Kezia's life. The following instances support this statement. 1. Based on the limited information provided in the story, Kezia's grandmother is portrayed as a caring and attentive figure. When Kezia's mother falls ill and goes to the hospital, her grandmother takes on the responsibility of caring for Kezia at home. This highlights her dedication and willingness to step in and provide support during challenging times. 2. Kezia's grandmother is shown as someone who understands and empathizes with Kezia's needs. When Kezia has a nightmare, her grandmother is quick to comfort her and assure her that everything is okay. She provides a sense of security and a comforting presence for Kezia, highlighting her nurturing nature. As for whether grandparents are necessary, it depends on various factors and individual circumstances. They often bring a unique perspective and experiences that can enrich a child's upbringing. Grandparents can offer additional emotional connections, guidance, and familial bonds that are valuable in a child's development. However, the necessity of grandparents may vary from family to family, and the absence of grandparents does not necessarily hinder a child's well-being. Ultimately, the presence of grandparents can be beneficial, but it is not an absolute requirement for a child's growth and happiness. <<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>

Lesson Architecture: Introduction Critical Analysis Text with Paraphrase Story-At-A Glance Message NCERT Solution Extra Short Questions We’re Not afraid to Die — If We Can All Be Together By Gordon Cook and Alan Easton Cook and Alan East INTRODUCTION The story, ‘We’re Not afraid to Die—if We Can All Be Together” is a story of extreme courage and skill exhibited by Gordon Cook, his family and crewmen in a war with water and waves for survival.The story describes how a mighty wave broke over them, and damaged the ship badly. But with much fortitude and optimism, the crew struggled and survived to reach Isle Amsterdam in the Indian Ocean. Critical Analysis: "We're Not Afraid to Die... if We Can All Be Together" is a gripping and inspiring story that recounts the harrowing experiences of a family facing tremendous challenges at sea. The story, written by Gordon Cook and Alan East, provides a vivid account of the power of determination, resilience, and the unbreakable bonds of love and unity. One of the notable strengths of the story is its ability to create a sense of tension and suspense. The authors effectively convey the relentless fury of nature through vivid descriptions of gales, monsoons, and the daunting conditions the family encounters. The readers are kept on the edge of their seats as they witness the family's struggle for survival in the face of treacherous seas, waterlogged boats, and constant danger. The narrative also delves into the psychological and emotional toll of the journey. The characters face fear, despair, and exhaustion, making their triumphs all the more remarkable. The story highlights the importance of inner strength, determination, and teamwork in the face of adversity. The characters' unwavering resolve and their refusal to give up despite overwhelming odds inspire readers and underscore the human spirit's capacity to endure. Furthermore, the story explores the themes of family bonds and camaraderie. The family's unity and support for one another become essential factors in their survival. The authors depict the deep love and commitment shared among the family members, reinforcing the notion that facing challenges together can make individuals stronger and enable them to overcome seemingly insurmountable obstacles. Critically analyzing the story, one might argue that some aspects could have been further developed. While the narrative emphasizes the physical challenges and survival tactics, the characters themselves could have been more fully fleshed out. Providing deeper insights into their thoughts, emotions, and backgrounds would have allowed for a stronger connection between the readers and the characters, enhancing the overall impact of the story. Additionally, while the story is engaging and inspiring, there may be a lack of in-depth exploration of the broader themes and implications of their journey. The story primarily focuses on the family's survival, and the wider social, cultural, and environmental contexts remain relatively unexplored. A more nuanced examination of these aspects could have added greater depth and resonance to the narrative. Overall, "We're Not Afraid to Die... if We Can All Be Together" is a compelling story that captivates readers with its gripping tale of survival and the power of human resilience. It serves as a testament to the strength of the human spirit, the importance of unity, and the unwavering determination to overcome challenges. While it could have benefited from further character development and deeper exploration of its themes, the story remains a testament to the indomitable nature of the human will. Text With Paraphrase ( Para 1) IN July 1976, my wife Mary, son Jonathan, 6, daughter Suzanne, 7, and I set sail from Plymouth, England, to duplicate the round the-world voyage made 200 years earlier by Captain James Cook. For the longest time, Mary and I — a 37-year-old businessman — had dreamt of sailing in the wake of the famous explorer, and for the past 16 years we had spent all our leisure time honing our seafaring skills in British waters. Paraphrase in Easy English In July 1976, my wife Mary, our son Jonathan, who was 6 years old at the time, our daughter Suzanne, who was 7 years old, and I started a sailing journey from Plymouth, England. Our goal was to recreate the same journey around the world that Captain James Cook had made 200 years earlier. Mary and I, who was a 37-year-old businessman, had been dreaming of following in the footsteps of the famous explorer for a long time. Over the past 16 years, we had spent all our free time practicing and improving our skills for sailing on the sea in the United Kingdom. Para 2 Our boat Wavewalker, a 23 metre, 30 ton wooden-hulled beauty, had been professionally built, and we had spent months fitting it out and testing it in the roughest weather we could find. Paraphrase in Easy English Our boat, Wavewalker, was a beautiful wooden-hulled vessel that measured 23 meters in length and weighed 30 tons. It was professionally constructed, and we had spent several months preparing and equipping it for our journey. We made sure to test it in the most severe weather conditions we could find to ensure its durability and suitability for our voyage. Para 3 The first leg of our planned three-year, 105,000 kilometre journey passed pleasantly as we sailed down the west coast of Africa to Cape Town. There, before heading east, we took on two crewmen — American Larry Vigil and Swiss Herb Seigler — to help us tackle one of the world’s roughest seas, the southern Indian Ocean. Paraphrase in Easy English The initial part of our planned three-year, 105,000-kilometer journey went well as we sailed along the western coast of Africa towards Cape Town. Once we reached Cape Town, we decided to take on two additional crew members, Larry Vigil from the United States and Herb Seigler from Switzerland. They joined us to assist in navigating through the southern Indian Ocean, which is known for being one of the most challenging and rough seas in the world. Para 4 On our second day out of Cape Town, we began to encounter strong gales. For the next few weeks, they blew continuously. Gales did not worry me; but the size of the waves was alarming — up to 15 metres, as high as our main mast. Paraphrase in Easy English On the second day after leaving Cape Town, we started experiencing powerful and strong winds known as gales. These gales continued for several weeks without stopping. I wasn't too concerned about the gales themselves, but what worried me was the enormous size of the waves they created. These waves reached up to 15 meters in height, which was as tall as our main mast on the ship. The sheer size of the waves was quite alarming and posed a significant challenge for us. Para 5 December 25 found us 3,500 kilometres east of Cape Town. Despite atrocious weather, we had a wonderful holiday complete with a Christmas tree. New Year’s Day saw no improvement in the weather, but we reasoned that it had to change soon. And it did change — for the worse. Paraphrase in Easy English On December 25th, we were located 3,500 kilometers to the east of Cape Town. Even though the weather was extremely bad, we managed to have a delightful holiday and even set up a Christmas tree to celebrate. As New Year's Day arrived, the weather didn't show any signs of improvement, but we hoped that it would get better soon. Unfortunately, things took a turn for the worse, and the weather deteriorated even further. Para 6 At dawn on January 2, the waves were gigantic. We were sailing with only a small storm jib and were still making eight knots. As the ship rose to the top of each wave we could see endless enormous seas rolling towards us, and the screaming of the wind and spray was painful to the ears. To slow the boat down, we dropped the storm jib and lashed a heavy mooring rope in a loop across the stern. Then we double-lashed everything, went through our life-raft drill, attached lifelines, donned oilskins and life jackets — and waited. Paraphrase in Easy English As the sun rose on January 2nd, we were faced with massive waves. We were sailing with only a small storm jib, a type of sail, yet we were still moving at a speed of eight knots. Each time our ship climbed to the top of a wave, we could see countless enormous waves approaching us. The sound of the wind and spray was so strong that it hurt our ears. To reduce the speed of the boat, we lowered the storm jib and secured a thick mooring rope in a loop across the back of the ship. We then made sure everything was tightly secured and prepared for emergency situations. We went through our life-raft drill, attached lifelines to keep us connected to the ship, put on our protective oilskin clothing and life jackets, and then we waited, knowing that the situation was serious and we needed to be prepared for whatever might happen. Para 7 The first indication of impending disaster came at about 6 p.m., with an ominous silence. The wind dropped, and the sky immediately grew dark. Then came a growing roar, and an enormous cloud towered aft of the ship. With horror, I realised that it was not a cloud, but a wave like no other I had ever seen. It appeared perfectly vertical and almost twice the height of the other waves, with a frightful breaking crest. Paraphrase in Easy English The first sign of something terrible about to happen occurred around 6 p.m. There was a strange and unsettling silence as the wind suddenly calmed down. The sky quickly became dark, and then a loud rumbling sound began to grow. Behind our ship, a massive cloud-like formation started to rise. But to my horror, I soon realized that it wasn't actually a cloud—it was a wave unlike any I had ever seen before. This wave looked incredibly steep and nearly twice as tall as the other waves around us. It had a terrifying crest that was breaking with great force. The sight of this wave filled me with fear and dread. Para 8 The roar increased to a thunder as the stern moved up the face of the wave, and for a moment I thought we might ride over it. But then a tremendous explosion shook the deck. A torrent of green and white water broke over the ship, my head smashed into the wheel and I was aware of flying overboard and sinking below the waves. I accepted my approaching death, and as I was losing consciousness, I felt quite peaceful. Paraphrase in Easy English The sound of the wave grew louder and louder, like the rumble of thunder, as the back of our ship started to climb up the steep slope of the wave. For a brief moment, I hoped that maybe we could ride over it and be safe. However, that hope was shattered when a tremendous explosion shook the ship violently. Suddenly, an overwhelming rush of green and white water crashed over the ship, hitting me with great force. My head slammed into the wheel, and before I knew it, I was thrown overboard and sinking beneath the waves. In that moment, I accepted that I might die, and surprisingly, I felt a strange sense of peace as I started to lose consciousness. Para 9 Unexpectedly, my head popped out of the water. A few metres away, Wavewalker was near capsizing, her masts almost horizontal. Then a wave hurled her upright, my lifeline jerked taut, I grabbed the guard rails and sailed through the air into Wavewalker’s main boom. Subsequent waves tossed me around the deck like a rag doll. My left ribs cracked; my mouth filled with blood and broken teeth. Somehow, I found the wheel, lined up the stern for the next wave and hung on. Paraphrase in Easy English To my surprise, I suddenly resurfaced above the water. Just a few meters away, our boat Wavewalker was in a dangerous position, on the verge of tipping over completely, with its masts nearly horizontal. Then, a powerful wave forcefully brought the boat upright again. In that moment, my lifeline tightened abruptly, and I instinctively grabbed onto the guard rails. I was flung through the air and ended up crashing into Wavewalker's main boom. As more waves came, they tossed me around the deck like a limp doll. The impact was so intense that my left ribs cracked, and my mouth filled with blood from broken teeth. Despite the pain and chaos, I managed to locate the wheel and positioned the stern of the boat to face the oncoming wave. Holding on tightly, I braced myself for whatever would come next. Para 10 Water, Water, Everywhere. I could feel that the ship had water below, but I dared not abandon the wheel to investigate. Suddenly the front hatch was thrown open and Mary appeared. “We’re sinking!” she screamed. “The decks are smashed; we’re full of water.” Paraphrase in Easy English There was water all around us, and I could sense that our ship had water inside it too. However, I was too afraid to leave the wheel and check what was happening. Then, out of nowhere, the front hatch burst open, and Mary, my wife, came into view. She was in a state of panic, screaming, "We're sinking! The decks are destroyed, and our ship is filled with water." Her words confirmed the seriousness of the situation, and it became clear that we were in great danger. Para 11( Page 15) “Take the wheel”, I shouted as I scrambled for the hatch Paraphrase in Easy English "Take the wheel!" I shouted to Mary as I quickly made my way towards the hatch. Para 12 Larry and Herb were pumping like madmen. Broken timbers hung at crazy angles, the whole starboard side bulged inwards; clothes, crockery, charts, tins and toys sloshed about in deep water. Paraphrase in Easy English Larry and Herb were pumping the water out with great intensity. They worked tirelessly, resembling madmen in their efforts. The ship's structure was severely damaged, with broken pieces of wood hanging at odd angles. The starboard side of the ship was noticeably deformed, bulging inward due to the pressure of the water. Everything inside the ship was in disarray as water filled the compartments. Clothes, dishes, navigation charts, cans, and even toys were floating around in the deep water, creating a chaotic scene. Para 13 I half-swam, half-crawled into the children’s cabin. “Are you all right?” I asked. “Yes,” they answered from an upper bunk. “But my head hurts a bit,” said Sue, pointing to a big bump above her eyes. I had no time to worry about bumped heads. Paraphrase in Easy English I managed to make my way, partly swimming and partly crawling, into the children's cabin. I asked them if they were okay, and they reassured me from the safety of their upper bunk. Sue mentioned that her head hurt a little, indicating a noticeable bump above her eyes. However, in that moment, I didn't have the luxury to worry too much about their minor injuries. There were more pressing matters at hand that required immediate attention. Para 14 After finding a hammer, screws and canvas, I struggled back on deck. With the starboard side bashed open, we were taking water with each wave that broke over us. If I couldn’t make some repairs, we would surely sink. Paraphrase in Easy English After managing to find a hammer, screws, and canvas, I made my way back to the deck, facing the challenging conditions. The starboard side of the ship was severely damaged, leaving us vulnerable to taking in water with every wave that crashed over us. It was clear that if I couldn't make some urgent repairs, our situation would become dire, and there was a high risk of our ship sinking. Para 15 Somehow I managed to stretch canvas and secure waterproof hatch covers across the gaping holes. Some water continued to stream below, but most of it was now being deflected over the side. Paraphrase in Easy English Through sheer determination, I found a way to stretch canvas over the holes and securely fasten waterproof hatch covers to cover the gaps in the ship's structure. While some water still managed to seep through, the majority of it was now being redirected and prevented from entering the ship. The measures I took helped to minimize the amount of water coming on board and improved our chances of staying afloat. Para 16 More problems arose when our hand pumps started to block up with the debris floating around the cabins and the electric pump short-circuited. The water level rose threateningly. Back on deck I found that our two spare hand pumps had been wrenched overboard — along with the forestay sail, the jib, the dinghies and the main anchor. Paraphrase in Easy English To make matters worse, our hand pumps began to clog up due to the debris floating around in the cabins. Additionally, the electric pump malfunctioned and short-circuited, leaving us without a reliable means to pump out the water. As a result, the water level inside the ship started to rise dangerously. Upon returning to the deck, I discovered that our two spare hand pumps had been torn away and thrown overboard, along with other essential items like the forestay sail, the jib, the dinghies, and even the main anchor. This unfortunate turn of events left us in an even more precarious situation, as we now had limited resources to combat the flooding and maintain control of the ship. Para 17 Then I remembered we had another electric pump under the chartroom floor. I connected it to an out-pipe, and was thankful to find that it worked. Paraphrase in Easy English In a moment of recollection, I remembered that we had an additional electric pump stored beneath the chartroom floor. Without wasting any time, I quickly retrieved the pump and connected it to an outlet pipe. Thankfully, when I tested it, the pump turned out to be functional. It was a moment of relief and gratitude, as having this additional working pump meant we now had a better chance of effectively draining the water from the ship and preventing further flooding. Bonus Info: chartroom floor: The chartroom floor is a specific area on a ship where the chartroom is located. The chartroom is a room or space on a ship where navigational charts, maps, and other navigation-related equipment and documents are kept. It serves as a central hub for navigation planning and monitoring the ship's course. Para 18 The night dragged on with an endless, bitterly cold routine of pumping, steering and working the radio. We were getting no replies to our Mayday calls — which was not surprising in this remote corner of the world. Paraphrase in Easy English The night seemed to stretch on endlessly, with a monotonous and bitterly cold routine of pumping out water, steering the ship, and operating the radio. Despite sending out distress signals and calling for help with Mayday calls, we received no responses. This lack of response was not unexpected, considering our remote location in this isolated part of the world. We continued to face the daunting challenges of the situation, battling against the elements and hoping for a breakthrough or assistance to come our way. Bonus Info: Mayday calls are distress signals used in radio communications to indicate that a vessel or aircraft is in grave and immediate danger and requires immediate assistance. The term "Mayday" comes from the French phrase "m'aider," which means "help me." Mayday calls are transmitted over the radio to alert nearby vessels, aircraft, or coastal authorities that a life-threatening emergency is occurring and that immediate action is needed. It is an internationally recognized distress signal and is typically used when there is a risk to human life or the safety of the vessel or aircraft. Mayday calls are taken very seriously, and emergency responders and nearby vessels will do their best to provide assistance and support. Para 19 Sue’s head had swollen alarmingly; she had two enormous black eyes, and now she showed us a deep cut on her arm. When I asked why she hadn’t made more of her injuries before this, she replied, “I didn’t want to worry you when you were trying to save us all.” Paraphrase in Easy English Sue's head had become significantly swollen, which was a cause for alarm. She had two large black eyes, and she showed us a deep cut on her arm. When I questioned why she hadn't mentioned her injuries earlier, she explained that she didn't want to add to our worries while we were focused on trying to save everyone. Her selflessness and concern for our well-being prevented her from drawing attention to her own injuries, as she understood the importance of our collective survival in that critical situation. Para 20 By morning on January 3, the pumps had the water level sufficiently under control for us to take two hours’ rest in rotation. But we still had a tremendous leak somewhere below the waterline and, on checking, I found that nearly all the boat’s main rib frames were smashed down to the keel. In fact, there was nothing holding up a whole section of the starboard hull except a few cupboard partitions. Paraphrase in Easy English By the morning of January 3, the constant pumping had managed to bring the water level to a more manageable state, allowing us to take turns resting for two hours at a time. However, we were still faced with a significant problem as there was a major leak somewhere below the waterline. Upon inspection, I discovered that nearly all of the boat's main rib frames, which provide structural support, were completely destroyed, extending down to the keel. In fact, a substantial section of the starboard hull had nothing left to support it except for a few cupboard partitions. This severe damage to the boat's structure added to the precariousness of our situation and highlighted the urgent need for further repairs to prevent a potential catastrophic failure of the hull. Para 21( Page 16) We had survived for 15 hours since the wave hit, but Wavewalker wouldn’t hold together long enough for us to reach Australia. I checked our charts and calculated that there were two small islands a few hundred kilometres to the east. One of them, Ile Amsterdam, was a French scientific base. Our only hope was to reach these pinpricks in the vast ocean. But unless the wind and seas abated so we could hoist sail, our chances would be slim indeed. The great wave had put our auxilliary engine out of action. Paraphrase in Easy English After enduring for 15 hours since the devastating wave struck our boat, it became evident that Wavewalker wouldn't hold together long enough for us to make it to Australia. I consulted our charts and identified two small islands located several hundred kilometers to the east. One of them, Ile Amsterdam, was a French scientific base. These islands became our sole glimmer of hope in the vast ocean. However, our chances of reaching them seemed bleak unless the wind and seas calmed down enough for us to raise the sails. Unfortunately, the powerful wave had rendered our auxiliary engine inoperable, further limiting our options and making our situation even more challenging. Bonus Info: But unless the wind and seas abated so we could hoist sail, our chances would be slim indeed. Sailing relies on harnessing the power of the wind to propel the boat forward. If the winds were still fierce and the seas remained rough, it would be incredibly difficult to control the sails effectively and maintain a stable course. The boat could be thrown off course by the force of the waves, leading to further damage or even capsizing. Therefore, our hope hinged on a significant change in the weather—a decrease in wind strength and a calming of the turbulent seas. If the elements were to relent and provide us with a window of opportunity, we could raise the sails and take advantage of the wind's assistance to steer towards the islands. This would greatly enhance our chances of reaching safety and finding assistance at the French scientific base on Ile Amsterdam. Para 22 On January 4, after 36 hours of continuous pumping, we reached the last few centimetres of water. Now, we had only to keep pace with the water still coming in. We could not set any sail on the main mast. Pressure on the rigging would simply pull the damaged section of the hull apart, so we hoisted the storm jib and headed for where I thought the two islands were. Mary found some corned beef and cracker biscuits, and we ate our first meal in almost two days. Paraphrase in Easy English On January 4, following an exhausting 36 hours of relentless pumping, we finally reached a point where the water level was only a few centimeters deep. At this stage, our primary focus shifted from pumping out water to maintaining a pace that matched the remaining water seeping into the boat. It was a delicate balance to prevent further flooding while keeping the boat afloat. Due to the severe damage to the main mast and the compromised structural integrity of the hull, it was not possible to set any sail on the main mast. The additional pressure exerted on the rigging would risk tearing apart the already damaged section of the hull. However, we were able to hoist the storm jib, a smaller and more manageable sail, to catch what little wind was available. With the storm jib set, we adjusted our course towards the estimated location of the two islands, aiming to reach safety and assistance. Amidst the challenging circumstances, a small glimmer of relief came in the form of sustenance. Mary discovered some corned beef and cracker biscuits, providing us with our first proper meal in almost two days. It was a welcome respite, nourishing our bodies and providing a much-needed boost in morale. The simple act of sharing a meal offered a moment of solace and a reminder of our resilience in the face of adversity. With the storm jib guiding us forward and some nourishment in our bellies, we pressed on, driven by the hope of reaching the islands and finding the help we desperately needed. It was a testament to our determination and resourcefulness as we faced the immense challenges that lay ahead on our journey to survival. Bonus Info: We could not set any sail on the main mast. Pressure on the rigging would simply pull the damaged section of the hull apart... The decision to hoist the storm jib instead of setting sail on the main mast was driven by the critical condition of the damaged section of the hull. With the hull compromised and weakened, any additional pressure on the rigging, such as that caused by larger sails, could potentially lead to further structural damage or even the complete separation of the damaged section from the rest of the boat. Understanding this risk, we opted to use the storm jib, a smaller sail that exerted less force on the rigging. The storm jib is designed specifically for challenging weather conditions and is more manageable in high winds and rough seas. By hoisting the storm jib, we could utilize what little wind was available to propel the boat forward without putting undue stress on the already weakened structure of the boat. Para 23 But our respite was short-lived. At 4 p.m. black clouds began building up behind us; within the hour the wind was back to 40 knots and the seas were getting higher. The weather continued to deteriorate throughout the night, and by dawn on January 5, our situation was again desperate. Paraphrase in Easy English Unfortunately, the relief we experienced with a meal and the hoisting of the storm jib was abruptly disrupted. At 4 p.m., foreboding black clouds started forming on the horizon behind us. Within a short span of an hour, the wind intensified, reaching speeds of 40 knots, and the waves grew taller and more treacherous. The promising signs of improvement were quickly replaced by a deteriorating weather system. By the time dawn arrived on January 5, our situation had once again plunged into a state of desperation. We were confronted with the harsh reality that the relentless forces of nature were relentlessly challenging our resolve and the fragile state of our vessel. Para 24 When I went in to comfort the children, Jon asked, “Daddy, are we going to die?” I tried to assure him that we could make it. “But, Daddy,” he went on, “we aren’t afraid of dying if we can all be together — you and Mummy, Sue and I.” Paraphrase in Easy English In a moment of vulnerability, as the storm raged on and uncertainty loomed, I entered the cabin to offer comfort to my children. It was then that my son Jonathan, with innocence and concern in his voice, posed a poignant question: "Daddy, are we going to die?" Trying to provide reassurance amidst the turmoil, I mustered my strength and expressed my belief that we had the ability to overcome this ordeal. However, Jonathan, with his young wisdom, shared a profound perspective that touched my heart. He expressed that our family's unity and togetherness were more important than the fear of death itself. He, along with his sister Sue, held a conviction that as long as we faced this challenge together, we could find solace and courage. Para 25 I could find no words with which to respond, but I left the children’s cabin determined to fight the sea with everything I had. To protect the weakened starboard side, I decided to heaveto — with the undamaged port hull facing the oncoming waves, using an improvised sea anchor of heavy nylon rope and two 22 litre plastic barrels of paraffin. Paraphrase in Easy English I was at a loss for words, unable to find a suitable response to Jonathan's heartfelt statement. However, his words stirred a determination within me to confront the mighty sea with all my strength and resolve. In order to safeguard the vulnerable starboard side of the boat, I made a decision to adopt a technique called heaving-to. To achieve this, I improvised a sea anchor using a strong nylon rope and attached two large barrels filled with paraffin, each holding 22 liters. This makeshift sea anchor would help us maintain stability and reduce the strain on the damaged side of the boat. Bonus Info: To protect the weakened starboard side, I decided to heaveto : Heaving-to involved positioning the boat in a way that the undamaged port side faced the powerful waves coming towards us. ...using an improvised sea anchor of heavy nylon rope and two 22 litre plastic barrels of paraffin: In order to stabilize our boat and protect the weakened side, I quickly devised a sea anchor using a sturdy nylon rope. To enhance its effectiveness, I attached two sizable barrels filled with paraffin to the anchor. Each barrel held 22 liters of paraffin. This improvised arrangement served as a counterbalance to the force of the waves, helping us maintain control and minimize the strain on the damaged portion of the boat. Para 26 That evening, Mary and I sat together holding hands, as the motion of the ship brought more and more water in through the broken planks. We both felt the end was very near. Paraphrase in Easy English As the evening progressed, Mary and I found solace in each other's presence. Holding hands tightly, we braced ourselves for the inevitable as the relentless motion of the ship allowed more water to seep in through the damaged planks. With each passing moment, we couldn't ignore the growing certainty that our journey was reaching its final moments. The weight of despair and acceptance settled upon us, as we prepared ourselves for whatever fate awaited us in the face of the overwhelming challenges we faced. Para 27 But Wavewalker rode out the storm and by the morning of January 6, with the wind easing, I tried to get a reading on the sextant. Back in the chartroom, I worked on wind speeds,changes of course, drift and current in an effort to calculate our position. The best I could determine was that we were somewhere in 150,000 kilometres of ocean looking for a 65 kilometre-wide island. Paraphrase in Easy English Despite the intense storm, our resilient vessel, Wavewalker, managed to withstand the turbulent conditions. By the morning of January 6, the wind began to calm down, providing a brief respite. Taking advantage of this lull, I made an attempt to determine our location using a sextant—an instrument used for celestial navigation. Inside the chartroom, I diligently worked on calculating various factors such as wind speeds, changes in course, drift, and currents. My aim was to estimate our position amidst the vast expanse of the ocean, spanning approximately 150,000 kilometers, in search of a relatively small island measuring only 65 kilometers in width. It was a challenging task, but I strived to make the best possible estimation to guide our journey towards safety. Para 28 While I was thinking, Sue, moving painfully, joined me. The left side of her head was now very swollen and her blackened eyes narrowed to slits. She gave me a card she had made. Paraphrase in Easy English As I pondered our situation, Sue, in a state of discomfort, came over to join me. The injuries she had sustained were visibly worsening, with the left side of her head significantly swollen and her bruised eyes almost closed. Despite her pain, she handed me a homemade card that she had crafted. Para 29 On the front she had drawn caricatures of Mary and me with the words: “Here are some funny people. Did they make you laugh? I laughed a lot as well.” Inside was a message: “Oh, how I love you both. So this card is to say thank you and let’s hope for the best.” Somehow we had to make it. Paraphrase in Easy English On the front of the card, Sue had sketched amusing caricatures of Mary and me, accompanied by the caption, "Here are some funny people. Did they make you laugh? I laughed a lot as well." Inside, a heartfelt message expressed her deep love for both of us. The card served as a thank-you gesture and a symbol of hope for better outcomes. Despite our challenging circumstances, we were determined to persevere and find a way to survive. Para 30 I checked and rechecked my calculations. We had lost our main compass and I was using a spare which had not been corrected for magnetic variation. I made an allowance for this and another estimate of the influence of the westerly currents which flow through this part of the Indian Ocean. Paraphrase in Easy English I carefully reviewed and double-checked my calculations. Unfortunately, our main compass was no longer functional, so I relied on a spare compass that hadn't been adjusted for magnetic variation. Taking this into account, I made necessary adjustments and also factored in the impact of the westerly currents that are present in this region of the Indian Ocean. It was crucial to consider these variables in order to estimate our approximate position and navigate our way forward. Para 31 About 2 p.m., I went on deck and asked Larry to steer a course of 185 degrees. If we were lucky, I told him with a conviction I did not feel, he could expect to see the island at about 5 p.m. Paraphrase in Easy English Around 2 p.m., I went on deck and instructed Larry to steer a course of 185 degrees. I tried to sound optimistic, assuring him that if luck was on our side, he might catch sight of the island around 5 p.m. However, deep down, I lacked the same conviction that I projected. Our hopes hinged on reaching the island within the given timeframe, but the outcome remained uncertain. Para 32 Then with a heavy heart, I went below, climbed on my bunk and amazingly, dozed off. When I woke it was 6 p.m., and growing dark. I knew we must have missed the island, and with the sail we had left, we couldn’t hope to beat back into the westerly winds. Paraphrase in Easy English Feeling despondent, I reluctantly descended below deck and settled onto my bunk. Surprisingly, exhaustion overcame me, and I drifted into a deep slumber. When I finally awoke, it was already 6 p.m., and the darkness was descending upon us. I realized with a sinking feeling that we must have passed the island, and considering the limited sail remaining, it was impossible for us to navigate against the strong westerly winds. Our situation seemed increasingly dire. Para 33 At that moment, a tousled head appeared by my bunk. “Can I have a hug?” Jonathan asked. Sue was right behind him. Paraphrase in Easy English In that very moment, a disheveled head popped up next to my bunk. "Can I get a hug?" Jonathan, my son, asked. Right behind him was Sue, my daughter, seeking solace as well. Para 34-39 “Why am I getting a hug now?” I asked. “Because you are the best daddy in the whole world — and the best captain,” my son replied. “Not today, Jon, I’m afraid.” “Why, you must be,” said Sue in a matter-of-fact voice. “You found the island.” “What!” I shouted. “It’s out there in front of us,” they chorused, “as big as a battleship.” Paraphrase in Easy English "Why am I getting a hug now?" I asked, confused by their sudden affection. "Because you are the best daddy in the whole world—and the best captain," my son replied. "Not today, Jon, I'm afraid," I said, feeling defeated. "Why, you must be," said Sue in a matter-of-fact voice. "You found the island." "What!" I exclaimed, taken aback. "It's out there in front of us," they both said in unison, "as big as a battleship." Para 40 I rushed on deck and gazed with relief at the stark outline of Ile Amsterdam. It was only a bleak piece of volcanic rock, with little vegetation — the most beautiful island in the world! Paraphrase in Easy English I hurriedly made my way to the deck and looked out in a mix of relief and joy at the unmistakable silhouette of Ile Amsterdam. It may have been a desolate and barren volcanic rock, with sparse vegetation, but to me, it was the most magnificent and beautiful island in the entire world. Para 41 We anchored offshore for the night, and the next morning all 28 inhabitants of the island cheered as they helped us ashore. Paraphrase in Easy English We dropped anchor at a safe distance from the shore and spent the night there. The following morning, to our delight, we were greeted by the enthusiastic cheers of all 28 residents of the island. They eagerly assisted us in coming ashore, providing us with a warm and welcoming reception. Para 42 With land under my feet again, my thoughts were full of Larry and Herbie, cheerful and optimistic under the direst stress, and of Mary, who stayed at the wheel for all those crucial hours. Most of all, I thought of a seven-year-old girl, who did not want us to worry about a head injury (which subsequently took six minor operations to remove a recurring blood clot between skin and skull), and of a six-year-old boy who was not afraid to die. Paraphrase in Easy English As I stood on solid ground once more, my mind was filled with gratitude and admiration for Larry and Herbie, who remained positive and hopeful throughout the most challenging moments. I couldn't help but reflect on Mary's unwavering determination as she steered the ship during those critical hours. Above all, my thoughts were consumed by the bravery of my seven-year-old daughter, who shielded us from her head injury, which later required multiple surgeries, and my six-year-old son, who faced the prospect of death without fear. Their strength and resilience left a profound impact on me. STORY-AT-A- GLANCE Para 1-2 In July 1976, the narrator with his wife Mary, son Jonathan and daughter Suzanne set sail from Plymouth, England, to repeat a round-the –world voyage, which Captain James Cook had made 200 years earlier. For about 16 years, the captain and his wife spent all their leisure time sharpening their sea-faring skills by travelling in British seas. The boat ‘Wavewalker’-23 metres long and weighing 30 tonnes, with a beautiful wooden structure was professionally built, and they took months to fit and teat it in the roughest weather. Vocabulary Voyage: journey on the sea in the wake of : following closely behind or as a result of honing: sharpening seafaring skills: specific knowledge, abilities, and expertise required to navigate and operate a vessel at sea. These skills encompass a wide range of competencies necessary for safe and effective maritime travel. hulled: the framework of a ship Bonus Info: Seafaring skills refer to the specific knowledge, abilities, and expertise required to navigate and operate a vessel at sea. These skills encompass a wide range of competencies necessary for safe and effective maritime travel. Some key seafaring skills include: 1. Navigation: The ability to determine a ship's position, plan routes, and navigate using charts, compasses, GPS systems, and other navigational instruments. 2. Seamanship: Proficiency in handling and maneuvering a vessel, including knowledge of sailing techniques, understanding wind and weather patterns, and executing tasks such as anchoring, mooring, and docking. 3. Maritime Communication: Effective communication skills, both verbal and non-verbal, necessary for maintaining contact with other ships, shore authorities, and crew members. This includes understanding and using maritime communication protocols and equipment, such as radios and signaling devices. 4. Safety and Emergency Procedures: Knowledge of safety protocols, emergency response plans, and lifesaving techniques to ensure the well-being of the crew and passengers in the event of accidents, storms, or other emergencies at sea. 5. Maintenance and Repair: Skills related to the maintenance and repair of essential equipment and systems aboard a ship, including engines, navigation instruments, electrical systems, and safety equipment. 6. Weather Interpretation: The ability to interpret weather forecasts, understand weather patterns, and make informed decisions regarding route planning and vessel operations based on current and projected weather conditions. 7. Leadership and Teamwork: Effective leadership and teamwork skills are vital for coordinating and managing a crew, delegating tasks, resolving conflicts, and maintaining a positive and efficient working environment onboard. 8. Knowledge of International Regulations: Familiarity with international maritime laws, regulations, and conventions, such as the International Maritime Organization (IMO) standards, to ensure compliance with safety, security, and environmental requirements. These are just a few examples of the diverse range of skills required for seafaring. Developing and honing these skills is crucial for sailors, ship captains, and other maritime professionals to operate vessels safely and effectively while navigating the challenges of the open sea. Para3 The first leg of their planned three year long journey which consisted of 1,05,000 kms ended safely. They sailed down the west coast of Africa to Cape Town. In their journey they hired two crewmen-an American named Larry Vigil and a Swiss named Herb Seigler. These two men would help them to tackle one of the roughest seas- Southern Indian Ocean. Vocabulary: First leg: first part of the journey. tackle: deal with a difficult situation. Para 4-6 On the second day, they encountered strong gales when they came out of Cape Town. The gales continued for weeks with the waves going up to 15 meteres, as high as their main mast. On December 25, they were 3500 kms away and had a wonderful time celebrating Christmas in spite of having rough weather. On January 2nd the waves were gigantic and they had put up only a small sail in the front part of the ship. When the ship rose to the top of each wave, they could see the endless huge sea rolling towards them. In order to slow down the speed , they dropped the storm jib. They secured everything tightly with the ropes, did their life raft drill, made life lines ready, put on oilskins and life jackets and took extreme precaution to ride over the waves. Vocabulary: encounter : meet unexpectedly or be faced with gales : very strong wind mast: tall upright post on a boat, carrying a sail or sails atrocious: horrible or dreadful. gigantic: huge, enormous storm jib: a triangular sail in front of a mast. mast: A mast is a tall, vertical pole or spar that is an integral part of a sailing vessel. Bonus Info: A mast is typically made of wood, aluminum, or steel and is used to support the sails and rigging of the ship. The mast plays a vital role in providing structural support and stability to the vessel, as well as facilitating the control and manipulation of the sails to harness the wind for propulsion. knots: units of speed used by ship enormous: very large. screaming of the wind : howling and screeching of strong wind over the sea spray: liquid sent through air in tiny drops lashed: beat against something : fastening a boat to an anchor mooring: shape produced by a curve that bends round and crosses itself. loop: A mooring loop is a type of knot or loop used to secure a vessel to a dock, buoy, or another fixed object. Mooring loops allow the ship to be fastened securely while docked or anchored. Stern : the rear of a ship or boat life-raft: a life raft is an inflatable ( expanded by filling air or gas) and self-contained emergency device designed to provide buoyancy and refuge for people in the event of an emergency or abandonment of the ship. It serves as a means of survival and rescue for individuals in situations where staying aboard the vessel is no longer safe or possible. Bonus info: In the context of a life raft, providing buoyancy means the ability of the raft to float and support the weight of occupants and equipment on the surface of the water. Buoyancy is the upward force exerted by a fluid, such as water, on an object immersed in it. It counteracts the force of gravity and allows the life raft to stay afloat. lifelines: a rope or line thrown to rescue someone . donned oilskins: "donned oilskins" refer to the act of putting on oilskin garments or protective clothing made from oil-treated fabric. Oilskins are waterproof or water-resistant clothing typically worn by sailors and seafarers to protect themselves from the harsh elements, such as rain, wind, and sea spray, while working on deck or in wet conditions. Bonus Info: Donning oilskins is a common practice in maritime settings, especially during stormy or rainy weather, when crew members need to maintain their comfort and protect themselves from the potential risks associated with being exposed to cold and wet conditions for prolonged periods. By wearing oilskins, sailors and seafarers can stay dry, retain body heat, and continue their duties onboard the ship without being hampered by the weather. Oilskins are an essential part of the protective gear worn by individuals working on ships or engaged in maritime activities. Para 7-9 At about 6 pm there was a dreadful silence. The wind stopped blowing and the sky grew dark. With a growing roar, huge cloud towered over the ship. With horror, they realized that it was not cloud but a huge wave. A dreadful explosion shook the deck and a torrent of water broke over the ship. The writer’s head smashed into the steering wheel. He was losing consciousness, but felt quite peaceful. A few metres away, Wave walker was near capsizing. Waves tossed the captain around the deck, his left ribs cracked and teeth were broken. His mouth was filled with blood, but he somehow hung on to the wheel. Vocabulary: impending: just about to happen. ominous: threatening towered: rose to or reached a greater height. aft: at or towards the rear of a ship. breaking crest: top of a wave breaking on the ship. Bonus Info: "breaking crest" refers to the turbulent and frothy upper portion of a wave that is in the process of breaking or collapsing. When waves become steep and unstable due to factors such as strong winds, opposing currents, or shallow water, they can reach a point where they break, leading to the formation of a breaking crest. The breaking crest is the highest part of the wave, characterized by the curling and foaming action as the wave energy is dissipated and the wave collapses forward. It is where the wave's momentum is disrupted, causing it to lose its regular shape and transform into a turbulent mass of white water. flying overboard: fly from the ship into the water. popped : came out quickly. capsizing: overturning in water. hurled: threw with great force. guard rails: metal horizontal bars put as protection. main boom: the main pole to which the foot of the ship's sail is attached. rag doll: soft toy or doll made from cloth or fabric scraps. ribs: curved bones round the chest. PARA 10 TO 15 There was water everywhere on the ship. But he could not dare to leave the steering wheel and go sown to investigate. Mary appeared from the front hatch and announced in great alarm that they were sinking. The lower decks have smashed allowing the water to sip through. Larry and Herb were pumping out water like madmen.. Clothes, crockery, charts, tins and toys lay scattered and floating on water. The captain half swam and half crawled into the children’s cabin. Sue had a big bump over her eyes. With a hammer, screws and canvas, he struggled back on the deck to make repairs on starboard side through which water was entering with every wave. Somehow, he managed to cover the gaping holes with canvas and water proof hatch covers. Vocabulary: abandon: give up front hatch scrambled: the hatch, which is an opening on the ship's deck leading to the lower compartments, might have been disarranged or damaged, possibly due to rough weather conditions or a significant impact. starboard: right hand side of a ship. bashed open: opened violently with a knock or blow. PARA 16-19 The electric pump went out of order due to a short circuit. With a spare pump connected to outer pipe, they managed to drain water out. The night dragged on in a routine of pumping, steering and sending radio signals. The Mayday calls were in vain as there was no response from the other end. Sue’s swelling got worse, and a deep cut on her arms was also prominent. Vocabulary: debris: rubbish, garbage wrenched: twisted and pulled with force. forestay: a rope or cable reaching from a ship's foremast to the bowsprit, for supporting the foremast. dinghies: small open boats or inflatable rubber boats main anchor: a heavy metal structure for securing a ship to the sea bottom. Para 20-21 The boat’s rib frames were smashed. The whole section of the starboard frame had nothing to hold it up except for a few cardboard partitions. They knew that the Wavewalker would not hold them long enough to reach Australia. The captain checked their charts and calculated that there were two small islands nearby towards their east. They planned to reach one of the islands, named Ile Amsterdam, which was a French Scientific base. That could be possible if the winds dropped and they could put up their sails. The great wave had already put the supporting engine out of order. Vocabulary: keel: timber or steel structure along the base of a ship. Pinpricks: small or tiny islands or land masses that appear as very small dots or points on a vast expanse of water. Para 22 They could not put any sail on the main mast for the fear of it being torn down. So they hosted only the storm jib and headed for the islands. Mary found some meat and biscuits, and they took their first meal in two days. Vocabulary: rigging: ropes used to support a ship's mast or sails. Para 23-26 The sense of relief was short lived as the weather worsened through the night creating an alarming situation again the next dawn. Jonathan asked his father whatever they were going to die. But Jon said firmly that they were not afraid of dying if they were all together. The narrator was speechless and left the cabin with a strong determination to fight the sea with all his might. The narrator sat holding Mary’s hand that evening as the motion of the ship brought in more and more water through the broken planks. Both of them felt their impending death. Vocabulary: heave: pull or lift with great effort. port hull: the left side of the body of a ship. improvised: makeshift arrangement. paraffin: wax planks: long flat pieces of timer. Para 27-29 On the morning of 6th January, the wind had ceased and Wavewalker rode out of the story. The narrator went to the chart room and concluded that they were looking for a 65 km wide island in the vast 1,50,000 kilometres of ocean. While the narrator and his wife were busy making calculations, Sue came to them with a swollen head on the left side and her eyes had narrowed to slits. Sue expressed her love for her parents with a cared where she had written how much she loved them both. Her spirit strengthened their determination to fight the turbulent sea and come out of it safely. Vocabulary: sextant: a navigational instrument used to determine the angle between celestial objects, such as the sun, moon, stars, and horizon. slits: narrow , straight opening caricatures: an exaggerated portrayal of a person for comic effect. Para 30 40 They had lost the main compass and had to manage with a spare one which was not corrected for magnetic variations. At about 2 pm he inspected the deck and instructed Larry to steer the ship at 185 degrees. They became hopeful of discovering ill Amsterdam by 5 in the evening. Around 6 pm Jonathan with Sue behind appeared beside the narrator’s bunk and asked for a hug to his father. He then told his father that he was the best father in the world and the best captain. They have Ile Amsterdam and the narrator rushed to the deck to confirm it. It was a bleak piece of volcanic rock with very little vegetation. Yet it seemed to be the most beautiful place on earth. Vocabulary: conviction: firm belief dozed off: a state of a short light sleep. beat back: overcome tousled: ruffled bleak: dull, dreary. Para 41-42 They anchored off the ship for the night. The next morning all twenty-eight inhabitants of the island cheered them and took them ashore. On landing his feet on the island the narrator recounted the hard work of Larry and Herbie and his wife, who have all displayed the team work and worked optimistically even under extreme stress. He thought of Sue the little seven year old girl, who endured the pain of the terrible injury for which she underwent six minor operations to remove recurring blood clot and Jonathan, who displayed amazing resilience in braving impending death. Vocabulary: direst: utomost, exgtreme recurring: occurring again and again clot: thick, semi solid mass especially of blood. Message The story "We're Not Afraid to Die... if We Can All Be Together" conveys a powerful and inspiring message about the strength of unity, resilience, and the indomitable human spirit in the face of adversity. At its core, the story emphasizes the importance of sticking together and supporting one another during challenging times. The family in the story faces unimaginable trials as they navigate treacherous waters and encounter life-threatening situations. However, their unwavering commitment to each other and their refusal to abandon one another serves as a driving force that enables them to endure. The story showcases the power of unity, emphasizing that when individuals join forces and work together, they become stronger and more capable of overcoming seemingly insurmountable obstacles. The family's determination to stay together and face their struggles as a cohesive unit highlights the profound impact of solidarity and mutual support. Additionally, the story underscores the significance of resilience and the refusal to succumb to despair. Despite facing numerous life-threatening challenges, the family members in the story exhibit extraordinary courage and tenacity. They refuse to give up or lose hope, even in the face of overwhelming odds. Their unwavering spirit sends a powerful message that perseverance and a refusal to be defeated can lead to triumph in the most dire circumstances. Furthermore, the story emphasizes the enduring power of love and family bonds. The deep affection and commitment shared among the family members serve as a guiding light throughout their journey. Their love for one another becomes a source of strength and motivation, inspiring them to keep fighting and to never lose sight of their ultimate goal. Ultimately, the message of "We're Not Afraid to Die... if We Can All Be Together" is one of resilience, unity, and the extraordinary capacity of the human spirit. It reminds readers that, even in the face of immense challenges, there is hope and strength in togetherness. The story serves as a powerful testament to the triumph of the human will and the enduring power of love and unity in the face of adversity. NCERT Solution: Understanding the Text ( Page 18) 1. List the steps taken by the captain (i)To protect the ship when rough weather began. Ans: (i) The captain took the following steps to protect the ship when rough weather began a) He decided to lower the speed of the boat. b) The storm jib was dropped. c) Heavy ropes were tied across the stern. d) They went through their life-raft drill. e) They put on oilskins and life jackets. (ii) to check the flooding of the water in the ship a) He took the hammer, screw and canvas and struggled t make repairs. b) He stretched the canvas and waterproof hatch covers across the gaping holes. c) Most of the water was now deflected over the sides. d) Spare hand pumps and an electric ump were put to work to pump out water. 2.Describe the mental condition of the voyagers on 4 and 5 January. Ans: On January 4, there was some respite initially as water level in the ship receded. They had to pump out water still coming in with every wave. They had their first meal in two days. But in the evening, black clouds built up and waves rose higher and higher. On Jan 5 the situation got worse as the narrator and his family were pretty certain that they would die. The narrator’s seven-year-old daughter, Sue, said that they were not afraid to die if they all could be together. These words strengthened the captain’s resolve to fight the sea with renewed hope. Q3. Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section. Section 1 ( Starting a Voyage) The first section deals with the description of the preparation and beginning of a voyage round the world. A 37-yr-old business man, the captain, with his wife and two children started on a voyage to duplicate round the world tour. Their boat ‘Wavewalker’ was professionally built and tested in rough weather. They began in July 1976 and had a pleasant sail till Cape Town from where two crewmen, an American and a Swiss joined them to help them tackle rough southern Indian Ocean. Trouble started when they left Cape Town and gigantic waves hit them on Jan 2. Section 2 ( Surviving the Struggles) The second section deals with struggle for survival. Strong gales and waves have struck the Wavewalker. The Captain was injured along with his little daughter. He managed to go on with repairs and replacements. Continuous pumping of water prevented the Wavewalker from sinking. This section also describes the emotional turmoil that the children underwent and their courage and cooperation kept inspiring their parents to fight the sea. Section 3 ( Restoration of Hope) The third section brought a sense of relief to the crew and everybody inside the ship. They were finally able to reach Ile Amsterdam, a tiny island in the vast ocean. They anchored their ship on reaching the island in the evening. The next morning all twenty-eight inhabitants of the island cheered and welcomed them in the island. Talking About the Text (Page 18) Question 1: What difference did you notice between the reaction of the adults and the children when faced with danger? Answer: The adults felt the stress of the circumstances but prepared themselves to face the dangers. They took sufficient precautions to protect the ship when the rough weather began. They equipped everyone with lifelines, water proof clothes, and life jackets. Larry and Herb worked cheerfully and optimistically for three days continuously to pump out water from the ship. Mary replaced the narrator at the wheel when the deck was smashed, and steered the ship. She also served them meal after two days of struggle against odds. The narrator performed his role as captain with courage, determination, resourcefulness and full responsibility. He undertook repair work and provided apparatus and directions needed to protect the ship. He also helped in steering the ship towards the island. The children suffered silently and patiently. Sue had a big bump over her eyes. Sue’s swelling got worse, and a deep cut on her arms was also prominent. Jonathan asked his father if they were going to die. But Jon said firmly that they were not afraid of dying if they were all together. Sue expressed her love for her parents with a cared where she had written how much she loved them both. Her spirit strengthened their determination to fight the turbulent sea and come out of it safely. Question 2: How does the story suggest the optimism helps to “endure the direst stress’’. Answer: The story is the living example of how optimism helps human beings endure the direst stress. Larry Vigil and Herb Seigler were two crewmen. As the mighty waves smashed the deck, water entered the ship through many holes and openings. Right from the evening of January 2, Larry and Herb started pumping out water. They worked continuously, excitedly and feverishly for 36 hours. It was a result of their continuous pumping that they reached the last few centimetres of water on January 4. They remained cheerful and optimistic while facing extremely dangerous situations. The narrator also fought the sea head-on and displayed the presence of mind during the crisis. He did not worry about the loss of equipment. He used whatever was available there. His self-confidence and practical knowledge helped them to steer out of storm and reach the Ile Amsterdam. Mary stayed at the wheel for all those crucial hours. She did not lose hope or courage either. Question 3: What lessons do we learn from such hazardous experiences when we are face to face with death? Answer: Hazardous experience is like a teacher who equips us with the challenges of life. The tale of life is replete with sweetness and sour. We must encounter life’s challenges with fortitude and courage. Adversity is the true test of character. The purity of gold is judged by putting it in fire. The hazardous experiences bring out the best in us. Coward persons die many times before their death. Fear is a negative feeling and leads to inactivity and abject surrender to circumstances. Such sailors or soldiers lose the battle against the odds in life. On the other hand, persons with self-confidence, courage, resourcefulness and presence of mind face all the dangers boldly and overcome all disasters. Their sharing and caring attitude inspires others also to face the adverse circumstances boldly and tide over them. Question 4: Why do you think people undertake such adventurous expeditions in spite of the risks involved? Answer: The greater the adventure, the more thrilled it is. The thrill of exploring unknown lands, discovering wealth and beauty lying hidden in far off lands inspires brave hearts to stake their life of rest and repose. Perhaps they value one crowded hour of glory more than a long uneventful life of sloth and inactivity. It is true that sometimes adventures are quite risky and prove fatal. The failures of some persons do not discourage the real lovers of adventure. They draw lessons from the shortcomings and errors of others and make fresh attempts with greater zeal. Part of the charm of an adventurous expedition lies in adapting oneself to the circumstances and overcoming the odds. The success of an adventurous expedition brings name, fame and wealth. History books are replete with accounts of famous explorers like Columbus, Vasco da Gama, Captain Cook and Captain Scott. Extra Short Questions Q.1. What preparations were made by the narrator before their round the world Voyage? Ans. The writer wanted to go around the world voyage as captain James Cook had done about 200 years earlier. For about 16 years, both he and his wife used to spend all their free time in improving their sailing skills on the British sea. They made a 23 m long boat wave walker, with great skill. They tested it in the roughest weather. Finally, the started their Voyage in July 1976. Q.2. How did the first leg of the journey pass? What happened to them immediately after they left? Ans. The first leg of the journey was from Plymouth (England) to Cape Town (Southernmost trip of Africa). It was a journey of 1,05,000 kilometres. It passed quite pleasantly. But after leaving Cape Town, they had to face strong gale. Q3. How does the author describe Wave walker? Ans. Wave walker was the name given to the narrator's boat. It was professionally built. It was a 23-metre long, wooden-hulled 30-ton boat. The narrator spent months fitting it out and testing it in the roughest weather. Q.4. What did the travellers find at dawn on 2 January and what preparation did the make? Ans. On this dawn, the waves were gigantic. The ship rose to the top of each wave that came their way. There was fear of shipwreck. So they made all possible preparations to save the ship and themselves as follows : 1. They dropped the storm jib to slow down ship. 2. They secured everything rightly. 3. The attached lifelines to the life-rafts. 4. They put on their oilskins and life-jackets. Q.5. "We are not afraid to die." Who speaks the words and when? Ans. The narrator' Son Jonathan, 6 years old, made this remark when his father went in to comfort the children. "But Daddy," he went on, "We are n't afraid of dying if we can all be together- you and mummy, She and I". Q.6. How did she make her father laugh when the situation was almost hopeless? Ans. The situation was hopeless and the parents were still tense. She made a card and drew their caricatures, laugh. The card also thanked them and gave a message of hope. CBE-Based Questions will be updated soon.

Learning spoken English can be an exciting journey. On the flip side, it can be a herculean task for some owing to deficit of perfect English ambience. To Quote George Bernard Shaw here. “You see, sleep or no sleep, hunger or no hunger, tired or not tired, you can always do a thing when you know it must be done. Well, that pipe must be got down...” Therefore, whatsoever daunting the task appear to be, we can always surmount any hiccups on our way to learning spoken English with the help of the 10 proven strategies. 1. Practice speaking regularly: The more you speak, the more comfortable you'll become. Engage in conversations with native English speakers or find language exchange partners to practice speaking with. 2. Immerse yourself in English: Surround yourself with English as much as possible. Watch English movies and TV shows with subtitles and also listen to English podcasts or radio, and read English books or newspapers. Immerse yourself in the language to improve your vocabulary and pronunciation & sentence structures. 3. Repeat and mimic Listen to native English speakers and try to mimic their pronunciation, intonation, and rhythm. Repeat phrases and sentences to practice your pronunciation skills. Pay attention to stress and intonation patterns. 4. Use English learning apps: There are several English learning apps available that focus on improving spoken English skills. They provide interactive exercises, pronunciation practice, and speaking drills to help you practice and receive feedback. 5. Take part in language courses or classes: Joining a language course or class can provide structure and guidance in your learning journey. Qualified teachers can provide valuable feedback, correct your mistakes, and offer speaking opportunities in a supportive environment. 6. Find a conversation partner: Look for a conversation partner who is a native English speaker or someone fluent in the language. Engaging in regular conversations will give you the opportunity to practice and receive real-time feedback on your spoken English skills. 7. Fake it Before you Make It: Use a voice recorder or your smartphone to record yourself speaking English. Listen to your recordings and identify areas where you need improvement. Pay attention to pronunciation, intonation, and fluency. 8. Learn common phrases and expressions: Focus on learning commonly used phrases and expressions in English. This will help you communicate more naturally in everyday conversations. Practice using these phrases in different contexts to build confidence. 9. Listen to spoken English: Listen to various sources of spoken English, such as podcasts, audiobooks, or TED Talks. This will help you familiarize yourself with different accents, improve your listening comprehension, and develop an ear for natural English speech. 10. Don't Be Afraid to Speak: Remember that making mistakes is a natural part of the learning process. Be confident, take risks, and don't be afraid to speak even if you're not perfect. The more you practice, the more you'll improve. Remember, consistency and persistence are key when learning any language. Practice regularly, be patient with yourself, and celebrate your progress along the way. Note: Read Hindi Translation of this post here

Why are they called Modals? A modal verb is so called because it indicates a modality such as a likelihood, ability, permission, request, capacity, suggestion, order, obligation, necessity, possibility or advice.