NILGIRI HILLS PUBLIC SCHOOL Class - XII (Humanities) Session-2021-22 Worksheet-2 History Key Notes : Dates of Mahabharata: 1. The original story was probably composed by charioteer-bards known as sutas and circulated the story orally for many decades. 2. Then, from the fifth century BCE, Brahmanas took over the story and began to commit it to writing. This was the time when mahajanapadas such as those of the Kurus and Panchalas, around whom the story of the epic revolves, were gradually becoming kingdoms. 3. Between c. 200 BCE and 200 CE when the worship of Vishnu was growing in importance, and Krishna, one of the important figures of the epic, was coming to be identified as an incarnation of Vishnu 4.Between c. 200 and 400 CE, large didactic sections resembling the Manusmriti were added in Mahabharata. The search for convergence or Finding historical truth from archaeology ( B.B.Lal`s excavation and findings in Hastinapura) 1. In 1951-52, the archaeologist B.B. Lal excavated a village named Hastinapura in Meerut (Uttar Pradesh). We are not sure that this was the Hastinapura of the epic or the names are coincidental. 2. B.B. Lal found evidence of five occupational levels in Hastinapura, of which the second and third are important. 3. B.B. Lal noted about the houses in the second phase (c. twelfth-seventh centuries BCE) a) There were no definite plans of houses found. b) The walls were made of mud and mud-bricks. c) The discovery of mud-plaster with prominent reed-marks suggested that some of the houses had reed walls plastered over with mud. 4. In the third phase (c. sixth-third centuries BCE), B.B. Lal noted- a) Houses of this period were built of mud-brick as well as burnt bricks.
Transcript
NILGIRI HILLS PUBLIC SCHOOL
Class - XII (Humanities)
Session-2021-22
Worksheet-2
History Key Notes :
Dates of Mahabharata:
1. The original story was probably composed by charioteer-bards known as sutas and circulated
the story orally for many decades.
2. Then, from the fifth century BCE, Brahmanas took over the story and began to commit it to
writing. This was the time when mahajanapadas such as those of the Kurus and Panchalas,
around whom the story of the epic revolves, were gradually becoming kingdoms.
3. Between c. 200 BCE and 200 CE when the worship of Vishnu was growing in importance,
and Krishna, one of the important figures of the epic, was coming to be identified as an
incarnation of Vishnu
4.Between c. 200 and 400 CE, large didactic sections resembling the Manusmriti were added in
Mahabharata.
The search for convergence or Finding historical truth from archaeology ( B.B.Lal`s excavation
and findings in Hastinapura)
1. In 1951-52, the archaeologist B.B. Lal excavated a village named Hastinapura in Meerut
(Uttar Pradesh). We are not sure that this was the Hastinapura of the epic or the names are
coincidental.
2. B.B. Lal found evidence of five occupational levels in Hastinapura, of which the second and
third are important.
3. B.B. Lal noted about the houses in the second phase (c. twelfth-seventh centuries BCE)
a) There were no definite plans of houses found.
b) The walls were made of mud and mud-bricks.
c) The discovery of mud-plaster with prominent reed-marks suggested that some of the houses
had reed walls plastered over with mud.
4. In the third phase (c. sixth-third centuries BCE), B.B. Lal noted-
a) Houses of this period were built of mud-brick as well as burnt bricks.
B) Soakage jars and brick drains were used for draining out refuse water.
C) Terracotta ring-wells may have been used as wells and drainage pits.
5. Weather the description of the city in the epic added after the main narrative had been
composed or it was a flight of poetic fancy, which cannot always be verified by comparisons
with other kinds of evidence.
Answer the following :
1. What sources are used by historians for understanding of social changes?
2. What do you understand by “The critical edition of the Mahabharata”?
3. Explain the language and content of Mahabharata.
4. What do you know about the authors and the period when Mahabharata was compiled?
Explain.
5. Describe the position of the untouchables in ancient society.
6. What are the rules of gotra as given in Brahmanical practice? Give some example to
show that these rules were not always followed.
7. Read the given source and answer the following questions:
Draupadi’s Questions:
Draupadi is supposed to have asked Yudhisthira whether he had lost himself before staking her.
Two contrary opinions were expressed in response to his question. Once, that even if Yudhisthira
had lost himself earlier, his wife remained under his control, so he could stake her. Two, that an
unfree man (as Yudhisthira was when he had lost himself) could not stake another person. The
matter remained unresolved; ultimately, Dhritarashtra restored to the Pandavas and Draupadi
their personal freedom.
1. How did Draupadi’s questions unsettle everyone in the assembly?
2. What was the implication of her questions?
3. What makes Draupadi’s question admirable?
Subject-Physical Education Correction of Home Test -1
1. How many bye will be given for 21 teams on the knock out basis.
2. The other name of League Tournament is …………..?
3. To avoid compete in initial round …………is been applied .
4. What is bye and seeding ?
5. Draw a fixture of 7 teams using staircase method.
6. Prepare cyclic fixture for 9 teams .
7. Briefly explain the advantages and disadvantages of knockout tournament.
8. Draw a knockout fixture of 13 teams.
9. Draw a fixture of 28 teams on league cum known basic.
Short question type
1. What is the formula for giving bye?
2. What is the formula for deciding teams for upper half in odd numbers of teams
participation.
3. What is the other name for knockout tournaments .
4. What are the types of tournaments .
5. What is the formula for number of matches in staircases method .
6. Write any two advantages of league tournaments .
7. Write any two disadvantages of knockout tournaments .
8. Combination tournaments are of four types what are they name it .
Subject-English (Core)
Weekly Assignment: An elementary School classroom in a slum (Stephen Spender)
Theme
In this poem, Stephen Spender deals with the theme of social injustice and class inequalities. He
presents the theme by talking of two different and incompatible worlds. The world of the rich
and the civilized has nothing to do with the world of narrow lanes and cramped holes. The gap
between these two worlds highlights social disparities and class inequalities.
Central Idea
Stephen Spender has presented a true picture of the life of the school children living in the slum
of Tyrolese Valley of Austrian Alpine Province. The children are in a very miserable condition
due to their poverty and illiteracy. They are depressed. Their pale faces express sadness. They
look lean, skinny and bonny. They are like rootless weeds which can’t resist anything for their
existence. They are physically very weak and under nourished. Spender voices his concern for
these children who live all their life in slums and have no opportunity to enjoy the real blessings
of life. He makes a frantic appeal to the educated and affluent sections of the society to better the
lot of the slum children through education. It will remove social injustice and class inequality.
Poem Outline
Stephen Spender was an English poet and an essayist. He took a keen interest in politics and
declared himself to be a socialist and pacifist.
In ‘An Elementary School Classroom in a Slum’ he has concentrated on themes of social
injustice and class inequalities. Through the example of slum children, he attacks those who are
exploiting the weaker sections of society.
Stanza 1
“Far far from gusty waves these children’s faces.
Like rootless weeds, the hair torn round their pallor:
The tall girl with her weighed-down head. The paper- seeming boy, with rat’s eyes. The
stunted, unlucky heir Of twisted bones, reciting a father’s gnarled disease,
His lesson, from his desk. At back of the dim class
One unnoted, sweet and young. His eyes live in a dream,
Of squirrel’s game, in tree room, other than this.”
Explanation:
The poet here describes the pathetic and miserable condition of the children sitting in a
classroom in a slum school. They are far away from the beautiful sights of nature. They look
weak and hungry. Their unkempt hair looks like rootless weeds on their pale faces. Unlike other
schoolchildren who are usually energetic and full of life, these children seem withered and
lifeless. The children of the slum are also unwanted in society, just as weeds are unwanted in a
garden.
A tall girl in the classroom is very depressed. She keeps her head down, being burdened by sad
thoughts. The girl is perhaps physically and mentally exhausted due to her poverty. .
One boy sitting in the class is as thin as paper, undoubtedly because of malnutrition. He has big
eyes like those of a rat. Vet another boy in the classroom has inherited his father’s arthritis.
Because of the disease, he has stunted growth and his bones are twisted. He is reciting his lesson.
In contrast to the children from affluent family backgrounds, who inherit property and wealth
from their parents, the slum children inherit diseases from their parents. There is another sweet
boy sitting at the back of the class. He is sitting there unnoticed, and dreaming of squirrels
playing in a tree. The dull and monotonous atmosphere in the classroom is perhaps unable to
Cloudless at dawn, civilised dome riding all cities.
Belled, flowery, Tyrolese valley. Open-handed map
Awarding the world its world. And yet, for these
Children, these windows, not this map, their world,
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes and stars of words.”
Explanation:
The walls of the classroom are pale and dirty, and give a rather unpleasant feeling. On these
walls many donated items have been put up. These represent the world of the rich and
prosperous. There is a picture of Shakespeare on the wall. The pictures of domes of big cities
represent the quality of life in those cities. The early morning sky is shown as cloudless in
another picture.
There is also a picture of the beautiful Tyrolese valley, a region in the Austrian Alpine province,
adorned with flowers. The world map which divides the world into countries, big and small,
symbolically gives the children the whole world.
But all these pictures have no meaning to these impoverished children. The world depicted on
these walls is not the world of these children. Their world does not contain huge domes or
prosperity or the scenic beauty presented in the picture. Unfortunately, their world is painted
with fog, the fog of hopelessness and hunger. Their future is grim and uncertain, and sealed with
a1 dark and dull sky.
The poet again says that their world is far away from the actual world of rivers and capes. These
things are like stars in the sky, which they cannot touch.
Stanza 3
“Surely, Shakespeare is wicked, the map a bad example,
With ships and sun and love tempting them to steal—
For lives that slyly turn in their cramped holes
From fog to endless night? On their slag heap, these children
Wear skins peeped through by bones and spectacles of steel
With mended glass, like bottle bits on stones.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.”
Explanation:
The poet calls the portrait of Shakespeare wicked because it is meaningless for children going to
a slum school. There is no quality education in these schools. The children here will never learn
about Shakespeare’s work. The map is also a bad example, because, for these children, their
classroom is the whole world for them. There is no world beyond their poverty, hunger and
hopelessness. So, these maps are unreal for these children. The beautiful world with its offerings
like the sun, ships, love and care only tempt them to steal because {hey cannot have all these
worldly things. They live in cramped holes-like hutments and there is no end to their misery.
There is a perpetual state of gloom, hunger and despair.
Their bodies look like garbage heaps. They are very skinny and their bones are peeping out of
their skin. The state of poverty is intensified by the fact that the glasses which these children
wear are cracked and look like broken pieces of a bottle.
All of their life is being destroyed here in the slum. The slum is like a blot as big as doom on the
maps of these children, i.e., the lives of these children.
Stanza 4
“Unless, governor, inspector, visitor,
This map becomes their window and these windows
That shut upon their lives like catacombs,
Break O break open till they break the town
And show the children to green fields, and make their world
Run azure bn gold sands and let their tongues
Run naked into books the white and green leaves open
History theirs whose language is the sun.”
Explanation:
These children will continue to suffer this hell unless government officials, like governors,
inspectors or educationists who visit such schools, come forward to help them.
The poet wants the civilised world to bridge the gap between them and the world of these
children. They should offer these children a glimpse of a better world so that the maps become
their window to the beautiful and charming world outside.
Then these windows of the elementary school classroom, which confine all their hopes and
dreams, must be broken so that these children can be brought out in the green fields away from
the filthy surroundings.
The poet desires that these children should be allowed to run freely on the golden sands – under a
clear sky, i.e., make progress.
They should be allowed to have quality education. The poet feels that education can help ‘them
immensely because, according to him, history is written by those whose language has the warmth
and energy of the sun.
WORD MEANINGS
The given page numbers correspond to the pages in the NCERT textbook.
Page 92
gusty — stormy, flowing strongly
torn round — scattered over
pallor — pale faces
weighed-down — depressed
paper-seeming — thin as paper
gnarled — knotty, marked by knots
unnoted — unnoticed
tree room — a small place made in a tree
sour cream — the colour of sour cream (off-white or yellowish)
Shakespeare’s head — a picture/statue of Shakespeare’s head
civilised dome — institutions that are symbols of civilisation
belled — having bells
Tyrolese valley — a valley in Tyrol, an Austrian Alpine province
open-handed map — a map drawn at the will of the people in authority awarding the
world its world — giving as a reward a world that is conquered and partitioned
Page 93
lead sky — dull or dimly-Pit sky
capes — extensions of land jutting out into water as peninsulas
holes — houses
slag — a stony waste matter separated from metals during the refining of ore
peeped through by bones — through which bones are visible
slums — insanitary settlements inhabited by poor people
doom — destruction, ruin
shut upon their lives — hinder or block their progress
catacombs — underground cemeteries /graves
azure — a bright blue colour like a clear sky
gold sands — sand on a beach
run naked — express themselves freely
Question 1.
Write in brief the summary of the poem.
Answer:
The poet describes some children sitting in an elementary school. This school is situated
in a slum. The children sitting here present a very miserable view. Their hair are like
weeds and scattered on their pale face. Then the poet describes a tall girl. She is sitting
with her head bent. There is a small and thin looking boy. His eyes are like that of a rat’s
eyes. Then there is an another boy who has disease of swollen and twisted bones and
joints. He has got his disease from his father.
The poet notices a young and sweet boy sitting at the back of the class. He is perhaps
dreaming about the squirrel’s game. He is perhaps dreaming of having such tree-room for
him¬self also. The poet says that the walls of the classroom are cream. They smell like
sour cream. There is a bust of Shakespeare in the classroom. There are pictures of big
church and the Tyrolese valley having bell-shaped flowers. There is an open-handed map,
which shows all the places of the world. But ironically for the children living in the slum
their world is not that map but only the scene that can be seen outside the window of their
classroom.
The poet says that it will be useless to talk about Shakespeare to the children in the
classroom. He even says that Shakespeare is wicked. The big map with all its places,
ships and so on tempts the children to steal. These children have to spend their lives in
small homes. Their lives are nothing but an endless night. The children have grown so
weak that their bones could be seen from their skin. Many of these wear spectacles, and
these spectacles have mended glass.
The poet appeals to the governor, inspector and the visitors to do something for the poor
children. The poet wants that the children should be shown green fields; they should be
allowed to live a free and carefree life. Without any worry they can concentrate well on
their studies. The poet says only those people create history who are carefree.
Question 2.
Write the central idea of the poem in detail.
Answer:
This poem is about the children who are living in a slum. They are mostly suffering from
malnutrition. In their classroom, there are many beautiful pictures. There is an open
handed map and the bust of . Shakespeare. The poet wants that these children should be
taken out of their slum and they should be shown green fields and be allowed to run
freely. Therefore, he appeals to the officials to do some thing for the children.
An Elementary School Classroom in a Slum Important Questions CBSE Class 12 English
Extract Based Questions (4 Marks)
Question.1. Read the extract given below and answer the questions that follow.
“ And yet, for these
Children, these windows, not this map, their world,
Where all their future’s pointed with a fog,
A narrow street sealed in with a lead sky Far far from rivers, capes and stars of
words.”
(a) Who are the ‘children’ referred to here?
(b) Which is their world?
(c) How is their life different from that of other children?
(d) Why is the future of these children “painted with a fog”? Answer. (a) The ‘children’ referred to here are the poor children living in the slum.
(b) Their world comprises of the dull and unpleasant classroom and its windows, amongst
the dirty surroundings of the slum
(c) The children of the slum are emaciated and poverty-stricken, as against the other
children who are healthy and have all the comforts and luxuries of life. The life of the
slum children is filled with darkness and hopelessness.
(d) The future of these children is dark and uncertain. So, the speaker says that it is
painted with a fog.
Question.2. Read the extract given below and answer the questions that follow.
“ And, yet for these .
children, these windows, not this map. their world,
Where all their future’s painted with a fog.”
(a) Which map is the poet talking about in the above lines?
(b) To what do the words, these windows, their world”, refer?
(c) What sort of future do the slum children have?
(d) Why is all their future painted with a fog? Answer. (a) The poet is talking about the map which depicts only the world of the rich
and the important, the world that comprises civilised domes, bells, flowers and the scenic
beauty of nature.
(b) “These windows” refers to the windows of the school classroom where the slum
children are sitting.
“Their world” refers to the world of the poverty-stricken slum dwellers. It has narrow
lanes, small congested houses, foggy skies and dim classrooms.
(c) The future of the slum children is dark and uncertain. They have no hopes for their
future.
(d) Their future is painted with a fog as it is not clear. They are not well-educated, and
there is no one to guide them.
Question.3. Read the extract given below and answer the questions that follow.
“With ships and sun and love tempting them to steal….
For lives that slyly turn in their cramped holes From fog to endless night?” (Delhi
2014; Modified)
(a) Who are ‘them’ referred to in the first line? “
(b) What tempts them?
(c) What does the poet say about their lives?
(d) What do you understand by “from fog to endless night”? Answer. (a) ‘Them’ here refers to the poor, emaciated children of the slum.
(b) They are tempted by all the beautiful things of the world, the luxuries and the lifestyle
that the rich enjoy. The are tempted to steal as they cannot possess these otherwise.
(c) The children of the slum live amidst dirty surroundings in cramped houses which are
dark and unpleasant. The poet is not happy with the way these children are compelled to
live.
(d) “From fog to endless night” means that from morning till night the poor children of
the slum have a miserable existence; they suffer from morning to night everyday.
Question.4. Read the extracts given below and answer the questions that follow. ‘
……….The stunted, unlucky heir
of twisted bones, reciting a father’s gnarled disease,
His lesson, from his desk. At the back of the dim class
One unnoted, sweet and young.
(a) Who is the unlucky heir?
(b) What has he inherited?
(c) Who is sitting at the back of the dim class? (AH India 2013; Modified)
(d) Explain, “reciting a father’s gnarled disease.”
or
(a) Who is the ‘unlucky heir’ and what has he inherited?
(b) What is the stunted boy reciting?
(c) Who is sitting at the back of the dim class? (Delhi 2012; Modified)
(d) How has the ‘unlucky heir’ been depicted here? Answer. (a) The boy with stunted growth and twisted bones is the ‘unlucky heir’.
(b) He has inherited the gnarled disease of his father, and as a result, his growth remains
stunted.
(c) An unnoted, sweet young boy is sitting at the back of the dim class. He is dreaming of
squirrels playing games on trees.
(d) The boy with stunted growth has inherited a disease from his father, which makes him
a living example of his father’s poverty and suffering.
or
(a) The boy with stunted growth and twisted bones sitting at the desk, is referred to as
‘unlucky heir’ because he has inherited the gnarled disease of his father that makes him a
living example of his father’s sufferings.
(b) The stunted boy is reciting his lessons, but due to his knotty disease, his voice is weak
and sick.
(c) At the back of the dim class, a boy is sitting who has a sweet nature. He is dreaming
of
squirrels playing games on trees. ‘
(d) The ‘unlucky heir’ has been depicted here as one with stunted growth and twisted
bones.
Question.5. Read the extract given below and answer the questions that follow.
Far far from gusty waves these children’s faces.
Like rootless weeds, the hair torn around their pallor
The tall girl with her weighed-down head. The paper-seeming boy, with rat’s eyes.
(a) What are the children compared to?
(b) Why do you think the tall girl is sitting with a weighed down head?
(c) Give two phrases which tell us that the children are under-nourishedlAll India
2012; Modified]
(d) What is the condition of the boy? Answer. (a) The children are compared to rootless weeds’.
(b) The girl is sitting with a weighed down head probably because she is depressed due to
abject poverty or family tussles.
(c) The phrases are ‘like rootless weeds, and ‘the paper-seeming boy with rat’s eyes’.
(d) The boy sitting in the classroom is as thin as paper, due to malnutrition. He has
bulging eyes like that of a rat.
Question.6. Read the extract given below and answer the questions that follow.
Surely, Shakespeare is wicked, the map a bad example,
With ships and sun and love tempting them to steal For lives that slyly turn in their
cramped holes From fog to endless night? On their slag heap, these children ‘ Wear
skins peeped through by bones and spectacles of steel With mended glass, like bottle
bits on stones
(a) Why is Shakespeare described as wicked?
(b) Explain, “from fog to endless night.”
(c) What does the reference to ‘slag heap’ mean?
(d) How do they live in their holes? Answer. (a) Shakespeare has been described as ‘wicked’ because the children are not
aware of his literary genius. In their school, hardly any learning takes place, as they are
troubled by hunger, despair and failed aspirations.
(b) With reference to the passage, ‘from fog to endless night’ refers to early morning to
late night. It means that every day is the same for the slum children.
(c) The bloodless bodies of the poor children are referred to as ‘slag heap’.
(d) They live like rats in their cramped little holes. Their houses are small, dirty and
congested. Fog and darkness dominate their lives.
Question.7. Read the extract given below and answer the questions that follow.
Break O break open till they break the town
And show the children to green fields, and make their world
Run azure on gold sands and let their tongues
Run naked into books the white and green leaves open
History theirs whose language is the sun.
(a) To whom does ‘they’ refer?
(b) What would they break?
(c) What does the poet want for them?
(d) What other freedom should they enjoy? (All India 2011; Modified) Answer. (a) The word ‘they’ refers to inspectors, visitors, governors and those who are in
authority.
(b) They would break the grim walls of the slum children’s world which shut the children
off from our world.
(c) The poet wants that these children should be properly educated, so that they get the
energy and warmth of the sun which is symbolic of light and knowledge.
(d) The slum children should get adequate opportunity to know the world and find their
place under the sun.
Question.8. Read the extract given below and answer the questions that follow.
………On their slag heap, these children
Wear skins peeped through by bones and spectacles of steel With mended glass, like
bottle bits on stones.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.
(a) Which two images are used to describe these slums?
(b) What sort of life do these children lead?
(c) Which figure of speech is used in the last line? (All India 2010; Modified)
(d) What does ‘slag heap’ refer to? Answer. (a) The images used to describe the slums are ‘foggy slum’ and ‘slums as big as
doom’.
(b) The homes of these children are very cramped and dingy. They are almost like holes
and these children live in them like rats. They are deprived of the picturesque beauty and
gift of nature.
(c) The figure of speech used in the last line is a simile, ‘slums as big as doom’.
(d) ‘Slag heap’ refers to the hunger-stricken bodies of the slum children, which seem to
be garbage heaps.
Short Answer Type Questions (3 Marks, 30-40 words)
Question.1. What change does the poet hope for in the lives of the slum children?
(Foreign 2014)
or
What does the poet want for the children of the slums? (Foreign 2010) Answer. The poet wishes for a better life for the children of the slums. They should have
access to education because education is the key to prosperity. They should be given
countless opportunities to explore the world. They need to break free from the confines of
their weak world into a world which should welcome them with open arms. The self-
centred attitude of the affluent classes should be broken to relieve the children from all
misery.
Question.2. To whom does the poet in the poem, ‘An Elementary School Classroom
in a Slum’
make an appeal? What is his appeal? (Compartment 2014; Modified) Answer. The poet makes an appeal to his readers, especially the educated and well-off
people, to help the poor children of the slum come out and get free from their miserable
surroundings. His appeal is that these children should be given quality education, because
education holds the key to their emancipation.
Question.3. Which words/phrases in the poem, ‘An Elementary School Classroom in
a Slum’ show that the slum children are suffering from acute malnutrition?
(Compartment 2014; Modified) Answer. The words/phrases in the poem which show that the slum children are suffering
from acute malnutrition are “the hair torn round their pallor”, “paper seeming boy”,
“stunted, unlucky heir of twisted bones” and “wear skins peeped through by bones.”
Question.4. The poet says, “And yet, for these children, these windows, not this map,
their world.” Which world do these children belong to? Which world is inaccessible
to them? Answer. The children belong to the world of poverty and misery in the dingy slum areas.
The world of the rich, with all the comforts and luxuries of life, is inaccessible to them.
Question.5. How does the poet describe the classroom walls? (Delhi 2010) Answer. The walls of the classroom are pale and dirty. They are decorated with the
donated picture of Shakespeare, a scene depicting buildings with domes, a world map and
beautiful valleys, which stand in sharp contrast to the dingy, dismal and gloomy
atmosphere in which these slum children live.
Question.6. What message does Stephen Spender convey through the poem, ‘An
Elementary School Classroom in a Slum’? (Odd 2013,Foreign 2011) Answer. The poet wants that the children of the slums should get rid of their dismal lives.
They should be educated and brought out from their ugly surroundings. He feels that it is
the responsibility of the affluent classes to free these poor children from the life of hunger
and misery.
Question.7. Why does Stephen Spender say that the pictures and maps in the
elementary school classroom are not meaningful? (Delhi 2009) Answer. The pictures and maps in the school are meaningless for the slum children
because they stand in sharp contrast to the dingy, dismal and gloomy atmosphere in
which these slum children live. These things have no meaning for those who are deprived
of the basic amenities of life.
Question.8. What does the poet wish for the children of the slums? (Delhi 2008) Answer. The poet wants that the children of the slums should break free from the rut of
their dreary existence. They should experience nature at its best, as well as frolic around
in a carefree manner. They should be educated and be able to transform themselves.
Question.9. Why does the poet Stephen Spender call the map a bad example? (All
India 200) Answer. The map represents the beautiful and wonderful world outside. However, this
world is beyond the reach of the slum children. Their hopes and aspirations are confined
to their world of despair and diseases. So Stephen Spender calls the map a bad example.
Questions for practice:
1. What do you think is the colour of ‘sour cream’? Why do you think the poet has used this
expression to describe the classroom walls?
2. why according to Stephen all the sceneries in the classroom are useless for these poor children
? Explain.
3. What does he want for these children to be done? How can their lives be made better?
4. How does the poet explain the classroom walls?
5. Whom does the poet appeal to help these children and what
ECONOMICS
FOREIGN EXCHANGE MARKET AND BALANCE OF PAYMENT
1). Differentiate between balance of trade and current account balance.
2). What are official reserve transactions? Explain their importance in the balance of payments.
3). Distinguish between the nominal exchange rate and the real exchange rate. If you were to
decide whether to buy domestic goods or foreign goods, which rate would be more relevant?
Explain.
4). How is the exchange rate determined under a flexible exchange rate regime?
5). Differentiate between devaluation and depreciation.
6). Would the central bank need to intervene in a managed floating system? Explain why.
7). Are the concepts of demand for domestic goods and domestic demand for goods the same?
MACRO ECONOMICS
FOREIGN EXCHANGE MARKET AND BALANCE OF PAYMENT
1). Differentiate between balance of trade and current account balance.
2). What are official reserve transactions? Explain their importance in the balance of payments.
3). Distinguish between the nominal exchange rate and the real exchange rate. If you were to
decide whether to buy domestic goods or foreign goods, which rate would be more relevant?
Explain.
4). How is the exchange rate determined under a flexible exchange rate regime?
5). Differentiate between devaluation and depreciation.
6). Would the central bank need to intervene in a managed floating system? Explain why.
7). Are the concepts of demand for domestic goods and domestic demand for goods the same?
Subject - Political Science
1. Define bipolarity.
2. What do you understand by gulf war? Describe India's role in gulf war.
3. Why did European Union establish? Is this a powerful organisation? Explain.
4. What was Palestinian conflict?
5. Describe role of Tunisia in 'Arab Spring'.
HINDI
आलेख लेखन
किसी एि किषय पर किचारप्रधान, गद्य प्रधान अकिव्यक्ति िो ‘आलेख’ िहा जाता है। यह एि प्रिार िे
लेख होते हैं जो अकधितर संपादिीय पृष्ठ पर ही प्रिाकित होते हैं। इनिा संपादिीय से िोई संबंध नही ं
होता। ये लेख किसी िी के्षत्र से संबंकधत हो सिता है; जैसे-खेल, समाज, राजनीकत, अर्थ, किल्म आकद। इनमें
