MARKING SCHEME - Central Board of Secondary …cbse.nic.in/curric~1/CBSE Humanities Class-XII...

MARKING SCHEME

CLASS XII

HUMANITIES SUBJECTS

CENTRAL BOARD OF SECONDARY EDUCATIONDELHI

2007

MARKING SCHEME

CLASS XII

HUMANITIES SUBJECTS

CENTRAL BOARD OF SECONDARY EDUCATIONDELHI

2007

(ii)

CBSE, Delhi-110301

Published by Shri Vineet Joshi, Secretary, C.B.S.E. 'Shiksha Kendra', 2, Community Centre,Preet Vihar, Delhi - 110301. Laser typesetting and Printed by Akashdeep Printers, Daryaganj,New Delhi - 110002

Manuscript as such highlights the main value points and does not represent a complete ideal answer.Manuscript may vary from time to time and year to year.

Price : Rs.

November, 2007 : 200 Copies

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PREFACE

CBSE as a pace setting national Board has constantly been striving to design its evaluation

process in a manner that it is used as a powerful means of influencing the quality of teaching and learning

in the classroom situation. Also, it has to be so designed that it provides constant feedback regarding

the effectiveness of the course content, classroom processes and the growth of individual learners

besides the appropriateness of evaluation procedures.

As a move in this direction, CBSE started the practice of publishing the Marking Schemes with

twin objectives in mind-(i) making the system more transparent and at the same time, (ii) ensuring high

degree of reliability in scoring procedure.

Who are the markers of answer scripts? How do they mark the answer scripts? How can it be

ensured that marking is fair, objective and reliable? Questions of these types naturally arise in the minds

of candidates appearing in the public examination. These questions are equally pertinent to the teachers

who are not adequately exposed to the CBSE system of marking.

Answer Scripts marking is a specialised job. It is assigned to teachers-PGTs for Class XII and

TGTs for Class X who are in direct touch with the subject and have a minimum of 3 years experience

of teaching the subject at that level. Appointment of examiners is made in accordance with the well-

defined norms. Markers examine scripts with the help of datailed guidelines called the 'Marking Schemes'.

It is this tool (Marking Scheme) alongwith the extensive supervisory checks and counter-checks

through which CBSE tries to ensure objective and fair marking. The present publication is being brought

out with a view to serving the following objectives :

(i) To give an opportunity to the teachers and students to look into the Marking Schemes that

were developed by the Board and supplied to the evaluators in 2006 main examination in

some selected main subjects.

(ii) To receive feedback and suggestions from institutions/subject teachers on the utility and

further improvement of Marking Schemes.

(iii) To encourage institutions to undertake similar exercise of developing marking schemes for

classes other than those covered by the Board's examination with a view to increasing

teachers' responsiveness to them as the essential tools of evaluation.

(iv)

HOW TO USE

Teachers and the students preparing for Class XII examination of the Board constitute the

primary interest-group of this publication. Marking Schemes of Question Papers in the subjects of

English Core, Functional English, Hindi Elective, Hindi Core, History, Political Science, Geography,

Psychology, Sociology, Home Science, Sanskrit Core, Sanskrit Elective, Urdu Core and Urdu Elective

administered in Delhi and Outside Delhi during the 2007 main examination have been included in this

document. Some tips on their usage are given below :

(a) To Teachers :

--- Go through the syllabus and the weightage distribution for the subject carefully.

--- Read the question paper to find out how far the question paper set subscribes to the

prescribed design. Grade every question by difficulty level for students who have taken the

main Board examination.

--- Consult the 'Marking Scheme' for each question, with reference to steps into which answers

and awards have been divided.

--- Work out concrete suggestions for the Board.

(b) To Students :

--- Study each question carefully, comprehend them and write down the main points of the

answer and note down their difficulties for clarification.

--- Examine a question in conjunction with the Marking Scheme and find out the proximity of

the answer to that suggested in the Marking Scheme.

--- We will feel motivated if this publication is commented upon by practitioners in the context

of its impact on their teaching learning strategies. Contribution of the experts and the officials

of the Board in bringing out this document is gratefully acknowledged.

We urge the teachers to encourage their students to make use of this publication and at the same

time to enrich us with their free and frank reactions.

M.C. SHARMA

CONTROLLER OF EXAMINATIONS

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CONTENTSSenior School Certificate Examination (XII)

Marking Scheme

Page No.

1. English Core .............................................................................................................. 1-32

2. Functional English ...................................................................................................... 33-74

3. Hindi Elective ........................................................................................................... 75-110

4. Hindi Core ................................................................................................................ 111-150

5. History ...................................................................................................................... 151-222

6. Political Science ........................................................................................................ 223-242

7. Geography ................................................................................................................ 243-278

8. Psychology ................................................................................................................ 279-294

9. Sociology .................................................................................................................. 295-321

10. Home Science ........................................................................................................... 322-345

11. Sanskrit Core ............................................................................................................ 346-372

12. Sanskrit Elective ........................................................................................................ 373-396

13. Urdu Core ................................................................................................................. 397-426

14. Urdu Elective ............................................................................................................. 427-475

15. Bengali ...................................................................................................................... 476-486

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LIST OF COORDINATORS/SUBJECT EXPERTS/REPRESENTATIVESOF THE REGIONS FOR UPDATION/FINALISATION OF THE

MARKING SCHEME FOR THE SENIOR SCHOOL CERTIFICATEEXAMINATION, 2007

S.No. Name of the Coordinator/SubjectExperts


ENGLISH CORE

1. Mrs. Usha RamPrincipalLaxman Public SchoolHauz Khas, New Delhi

2. Sh. J.K. GangalH- 196, Rama Krishna ViharPatparganj SocietyDelhi

3. Dr. Opkar SinghRetd. Prof.121, Sahyog AppartmentsMayur Vihar, Phase-IDelhi

4. Ms. Lata MathewPrincipalHamdard Public SchoolTalima Bagh, Sangam ViharNew Delhi

5. Smt. Vandana KapporPrincipalS.L.S. DAV Public SchoolMausam ViharDelhi

6. Mrs. Rachna PantPrincipalSummer Field SchoolKailash Colony,New Delhi

7. Smt. Kiran Khanna

Principal

Vivekanand School

D- Block, Anand Vihar

Delhi

8. Mrs. S. Chatterjee

Principal

Ajmera Mukesh Nemichand Bhai Shri

Gujarati Samaj School

A.B. Road, Indore

Madhya Pradesh

9. Smt. J. Dasbasu

Principal

Kendriya Vidyalaya

Digaru

P.O. Sonapur, Distt. Kamrup

Assam

10. Mrs. Prem Dulari

Principal

The Hindu Senior Secondary School

Triplicane

Chennai

Tamil Nadu

11. Mrs. Ravi Raj Kaur

PGT

Govt. Model Senior Secondary School

Sec. 35, Chandigarh

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12. Mrs. Neena Sehgal

PrincipalDelhi Public SchoolSec. 30, Noida, G.B. Nagar,U.P. - 2110303

13. Sh. D.N. Tiwari,Laxman Public School,Hauz Khas,New Delhi-16

14. M/s Bella BathejaG.D. Goenka SchoolNew Delhi

15. Navin SharmaLaxman Public School,New Delhi-16

FUNCTIONAL ENGLISH

1. Mrs. Annie KoshyPrincipalSt. Mary SchoolB-11 Block Safdarjung EnclaveNew Delhi

2. Mrs. Usha RamPrincipalLaxman Public SchoolHauz Khas, New Delhi

3. Shri P.J. PeterPGTLaxman Public SchoolHauz Khas, New Delhi

4. Mrs. Malini KhatriModern SchoolBarakhamba Road

New Delhi



5. Mrs. Neena Kaul

St. Mary School

B-II Block, Saftarjung Enclave

New Delhi

6. Mrs. Rita Kapoor

Principal

Delhi Public School

Ghaziabad

Uttar Pradesh

7. Mrs. Kamala Subramaian

PGT, English

Ramjas Public School

R.K. Puram, New Delhi

HINDI ELECTIVE

1. Mrs. Prem Lata GargPrincipalDAV Public SchoolSreshtha ViharDelhi-92

2. Dr. S. NayyarD-141, SaketNew Delhi

3. Dr. Jaipal TarangH-453, Mahavir EnclaveNew Delhi-45

4. Dr. Devendra Tyagi

H-25, Jyoti Nagar

West Loni Road, Delhi-92

5. Dr. Kamal Satyarthi

187-K, Jiwan Nagar

Kilokari, New Delhi

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6. Mr. B. Solanki,RV-111, Pritampura,Opp. Power House, Delhi-88

7. Smt. Neerja Behl,BB-16B,Janakpuri, New Delhi-58

8. Smt. Geeta GhaiPrincipal,Happy Model School,B-2, Janakpuri,New Delhi

9. Ms Geeta BudhirajaBal Bharti Public SchoolPitampura,Delhi

HINDI CORE

1. Mrs. Prem Lata GargPrincipalDAV Public SchoolSreshtha ViharDelhi-92

2. Dr. Kamal Satyarthi

187-K, Jiwan Nagar

Kilokari, New Delhi

3. Dr. Devendra Tyagi

H-25, Jyoti Nagar

West Loni Road, Delhi-92

4. Mrs. Hemlata MohanPrincipalDelhi Public SchoolSec. IV, Bokaro Steel CityBokaro Jharkhand-827004

5. Dr. Suresh PantC4C, 10/C JanakpuriNew Delhi

6. Sh. Parmanand AryaGovt. Model Senior Secondary School,Manimajra,Chandigarh

7. Ms. Rekha AgarwalDAV Public SchoolShreshtha ViharDelhi

HISTORY

1. Sh. M.I. HussainPrincipalDelhi Public SchoolMathura Road, New Delhi

2. Sh. Pritish AcharyaReaderRegional Institute of EducationBhubaneswar, Orissa

3. Sh. V.B. KrishnaC-382, Saraswati ViharDelhi-34

4. Sh. Jagdish BhartiyaED-94, Tagore GardenNew Delhi-27

5. Ms. Padma SriniwasanHODDelhi Public SchoolSector - XII R.K. Puram,

New Delhi

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6. Shri R.C. Shekhar

Gyan Bharti Public School

Saket, New Delhi

7. Sh. H.M. Rout,PrincipalDewan Public School,

Meerut Cantt.,Uttar Pradesh

8. Ms. Chitra SrinivasSardar Patel VidyalayaLodi Estate, New Delhi

9. Ms. Neelam MainrajDelhi Public School,

Mathura Road,

New Delhi

10. Pritam GambhirVice-Principal

SBS Senior Secondary School,

Sector-7, Karnal,

Haryana

11. Dr. D.R. SinghPrincipal,

DAV Jawahar Vidya Mandir,

H.S.L. Colony, Shyamli,

Ranchi,

Jharkhand

12. Sh. Rakesh Dhawan,PGT,St. Margaret Public SchoolD-Block, Prashant Vihar,Delhi



13. Prof. R.D. Shukla,

40, Delux Apptt.

B-5, Vasundhara Enclave,

Delhi

POLITICAL SCIENCE

1. Mrs. Chitra Nakra

Principal

Ved Vyas DAV School

Vikaspuri, New Delhi

2. Prof. R.B. Jain

102, SFS DDA Flats

Mukherji Nagar

Delhi-110009

3. Dr. R.K. Anand

Retd. Principal,

School of Correspondence Courses

R-837, New Rajinder Nagar,

New Delhi - 60

4. Sh. Madan Lal Sawhney

PGT

Govt Boys Sr. Sec. School

Sector-VII, R.K. Puram, New Delhi

5. Smt. A Versha Manku

PGT

Kulachi Hans Raj Model School

Ashok Vihar Phase III, Delhi

6. Smt. Meenakshi Tandon

PGT

Sardar Patel Vidyalaya

Lodhi Estate, New Delhi

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7. Sh. G. Rama Kirpal

PGT

Lady Irwin School

Canning Road, New Delhi

8. Mr. C.O. Koshy

Principal

Army School,

Shillong Cantt. C/o 99 APO,

Meghalaya

9. Mrs. Indu Bala

Principal

Govt. Model Senior Secondary School

Manimajra,

Chandigarh

10. Mr. V.P. Pandey

4, Ghalib Appartments

Pitampura,

Delhi-34

11. Mr. J.M. Arora,B-541, Sarita Vihar,

New Delhi-76

12. Mrs. Kirti Bajaj

DE-114, Tagore Garden

New Delhi

GEOGRAPHY

1. Sh. G.S. Negi

Principal

Bhartiya Vidya Bhawan's Mehta Vidyalaya

K.G. Marg, New Delhi



2. Sh. S.S. RastogiC-402, Saraswati Vihar,Delhi

3. Dr. D.S. YadavE-52, Pandav NagarDelhi-91

4. Sh. J.P. SinghalPrincipalGovt. Sarvodaya Boys Sr. Sec. SchoolRadhey Shyam Park, Delhi

5. Sh. S. KumarPGTMayo School, Ajmer (Raj)

6. Dr. B.N. SinghPrincipalKendriya VidyalayaCCL, RanchiJharkhand

7. Ms K DeolKendriya VidyalayaAir Force StationHigh Grounds,Chandigarh

8. Mrs. Beena Sri KumarCRPF Public School,Sector-XIV, Rohini,Delhi-85

PSYCHOLOGY

1. Mrs. Ruchi SethPrincipalDelhi Police Pub School,B-4, Safdarjang EnclaveNew Delhi

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4. Ms. Shilpi Sharma

C.S.K.M. Public SchoolSatbari, Mehrauli

New Delhi

SOCIOLOGY

1. Smt. Bharti Sharma

Principal

Amity International School

H-Block, Saket, New Delhi

2. Dr. Rita Khanna

Delhi Public School

Sector 12, R.K. Puram

New Delhi

3. Ms. Seema Roy Choudhury

Presentation Convent Senior Sec. School

S.P. Mukherjee Marg,

Delhi

4. Mrs. Maya Gupta

Principal

Universal Public School

A-Block, Preet Vihar, Delhi

5. Smt. Vinita Shankar

Principal

Sarvodaya Kanya Vidyalaya No.1Shakti Nagar, Delhi

6. Mrs. Renu Bhatia

St. Paul School, Hauz Khas,

C-3, S.D.A., New Delhi

HOME SCIENCE

1. Mrs. Anju Chauhan,

PGT

St. Thomas Girls Senior Secondary School

Mandir Marg,

New Delhi

2. Dr. Shanti Dabbas

A-202, Vikaspuri,

New Delhi

3. Smt. Susma Goel

PGT,

Government Modal Senior Sec. School,

Sector-8, Chandigarh

4. Ms. Seema MainiSarvodaya Kanya VidyalayaIdgah Road

Ahata KadaraDelhi

4. Ms. Asha Rani SinghLaxman Public SchoolNew Delhi

2. Sh. A.K. Bhatnagar

I-826, Ansals Palam Vihar

Gurgaon, New Delhi

3. Mrs. Usha AnandSt. Thomas Girls Senior Secondary School,Mandir Marg,

New Delhi

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SANSKRIT ELECTIVE / CORE

1. Mrs. Tosh Pratima Kohli

Principal

Shaheed Bhai Bal Mukund

Sarvodaya Vidyalaya,

Shankaracharya Marg,

Civil Lines, Behind I.P. College,

Delhi

2. Sh. Y.D. Sharma

H.No. 100, 101 Pocket A-3

Sector - 11, Rohini, Delhi

3. Ms. Usha Taneja

Shaheed Bhai Bal Mukund Sarvodaya

Vidyalaya, Shankaracharya Marg

Delhi

4. Sh. Raghu Nath Sharma

263, Kohat Enclave

Pitampura, Delhi - 110088

5. Smt. Shakuntala Sharma

Sarvodaya Kanya Vidyalaya,

Kedar Bldg., Ghanta

Ghar, Delhi-110007

6. Smt. Tara Rani,

Sarvodaya Girls Sr. Sec.

School, Malka Ganj, Delhi



URDU ELECTIVE / URDU CORE

1. Mohd. Maroof Khan

Principal

Dr. Zakir Hussain Memorial

Sr. Sec. School

Jafrabad, Delhi -110053

2. Sh. Kudisia Qureshi

Retd. Reader

B-52 Phase II Vivek Vihar

Delhi - 95

3. Dr. Nafees Jahan Ansari

Ex-Principal

47/5, Uttranchal Society

I.P. Extn., Delhi

4. Mr. Kishwar Jahan

Dr. Zakir Husain Memorial

Sr. Sec. School

Jafrabad, Delhi-53

5. Mr. Arif Hussain Usmani

TGT (Urdu)

Anglo Arabic Senior Secondary School

Ajmeri Gate

Delhi

5. Mr. Chander Mohan SharmaDAV Modal Sr. Sec. School,Sector-8, PanchkulaHaryana

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BANGALI

1. Mr. P. Saha,PGT,V.N. Bengali Senior Secondary School,Sarojini Nagar,New Delhi

2. Mrs. Mitra Saha,PGT,Shyama Prasad VidyalayaSenior Secondary School,Lodhi Estate,

New Delhi



3. Ms. Madhupurna Paul,

Vice-Principal

Bhawans Gangabux

Kanoria Vidya Mandir,

Salt Lake, Kolkatta

West Bengal

4. Ms. Chitralekha Mukhopadhyay

PGT Bengali

Birla High School for Boys (Sr. section)

1 Moira Street, Kolkatta

West Bengal

5. Prof. S.P. Ray

83 Sahyog Apartment,

Mayur Vihar Phase 1

Delhi

6. Mr. Razi Ahmad

PGT (Urdu)

Government Boys Senior Sec. SchoolJafrabad,

Delhi

1

ENGLISH (Core)

Time allowed : 3 hours Maximum marks: 100

General Instructions:

(i) This paper is divided into three sections: A, B and C. All the sections are compulsory.

(ii) Separate instructions are given with each section and question, wherever necessary.Read these instructions very carefully and follow them faithfully.

(iii) Do not exceed the prescribed word limit while answering the questions.

QUESTION PAPER CODE 1/1/1

SECTION A : READING 20 Marks

1. Read the passage given below and answer the questions that follow : (12 marks)

1. Millions of men and women, thousands of leaders, a succession of social,religious and political movements - it is impossible to draw up a fulllist of the makers of India even on a limited 1000-year basis. “All thatcan be attempted here is to present a few representative names, someof them inspirational still. All of them remind us of the course we havetraversed, and how we have come to where we are. Let us make a startwith the best ever Indian.

2. Implied in Toynbee’s assessment was the deduction that Gandhi was notjust an Indian phenomenon. No doubt India derived unequalled benefitfrom his leadership. By fitting the freedom struggle into the framework ofa philosophy of justice and fairness, he achieved for India a stature thatwas denied to other countries, including China, that won independencearound the same time. That the stature was quickly lost by the governmentsthat came to power on the labours of Gandhi is a different matter. Thedecline of India did not amount to any repudiation of Gandhi. Indeed, itwas seen as a consequence of the betrayal of Gandhi by his supposedfollowers.

3. The true measure of his impact on history is that it is not dependenton the successful completion of his mission in India. The others whosoldiered on with him in the epic war of independence - Jawaharlal Nehruand Sardar Patel included - will be remembered for what they did inIndia and for India; they were essentially Indian personalities. So, forthat matter, was Jinnah whose life’s work boiled down to the creationof a state on what rapidly proved to be a dubious premise.

2

4. Gandhi soared above them all because he dealt essentially with ideasand theories relevant to all mankind. Like Buddhism, Gandhism lostground in the land out of which it evolved. But, like Buddhism, it hasbeen embraced by distant peoples who see in its tenets the promise ofa meaningful life. It was as though Gandhi’s involvement with India wasmerely incidental to his larger involvement with what he persistentlycalled Truth. Raja Rao put it pithily when he wrote: “For Gandhi Indiawas only the symbol of a universal principle. All countries were, forGandhi, India.” When we look at him in this perspective, we realise thatit was his universality, the transcendent quality of his life and thought,that made Gandhi Gandhi.

5. He will be greater than not just Stalin and Hitler - two characters whoare rather too one-dimensional to be contrasted with the vastness thatwas Gandhi. Gandhi personifies the greatness of the time-honoured propo-sition that Love is superior to Hatred, that Good is better than Evil. Greatpersonages of history who based their “greatness” on Hatred and Evil,on conquests and oppression, have all gone under. The Byzantines andthe Ottomans, the Mongols and the Mughals, the British and the Spanishonce strode the earth as if they owned it. Today only Britain and Spainsurvive, and that as second-class entities confined to Europe. Alexander,the first king in history to be called “The Great,” died a lonely deathas a disillusioned and defeated man at the incredible age of 33. Nothingof his greatness remains today even in his native Macedonia which isnow but an appendage to the horrible tragedy of Yugoslavia.

6. Greatness built on murder and acquisition passes. Greatness rising out ofcompassion and service abides. The Buddha abides. Christ abides. Thegreat unknown thinkers of the Upanishads abide. Gandhi carried thattradition through to our times. He might have been let down by the“Gandhians” who, armed with political power, have turned India into amess. That too is parallel to the way quarrelling Buddhists, exploitativeChristians and lately intolerant Hindus have been letting down theirpreceptors. But their smallness does not detract from the true greatness ofthe sages who opened the path of enlightenment for them and for theworld. They abide because they gave without taking. They were not menof arms. They were men of ideas. Parithranaya sadhunam, they appearfrom age to age. They appear to teach us that the world can be conquered,not with force, but with ideas. It was the lesson of this Millennium too -taught by the Man of the Millennium.

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(a) (i) What did Gandhi achieve through his philosophy of justice andfairness ? 2

(ii) How will Jawahar Lal Nehru and Sardar Patel be remembered ? 1

(iii) According to Raja Rao, what did Gandhi represent ? 2

(iv) The author talks of two types of greatness. Which one is muchappreciated and admired ? 2

(v) What was the lesson of this millennium ? 2

(b) Pick out one word from the passage that means the same as : 3

(i) continuous decrease/fall (para 2)

(ii) strong effect (para 3)

(iii) rose quickly (para 4)

2. Read the passage given below : (8 marks)

The tests of life are its plus factors. Overcoming illness and suffering is a plusfactor for it moulds character. Steel is iron plus fire, soil is rock plus heat. Solet’s include the plus factor in our lives.

Sometimes the plus factor is more readily seen by the simple-hearted. Myerstells the story of a mother who brought into her home - as a companion to herown son - a little boy who happened to have a hunchback. She had warnedher son to be careful not to refer to his disability, and to go right on playing withhim as if he were like any other boy.

The boys were playing and after a few minutes she overheard her son say tohis companion : “Do you know what you have got on your back ?” The littleboy was embarrassed, but before he could reply, his playmate continued: “It isthe box in which your wings are and some day God is going to cut it open andthen you will fly away and be an angel”.

Often it takes a third eye, or a change in focus, to see the plus factor. Walkingalong the corridors of a hospital recently where patients were struggling withfear of pain and tests, I was perturbed. What gave me fresh perspective werethe sayings put up everywhere, intended to uplift. One saying made me consciousof the beauty of the universe in the midst of pain, suffering and struggle. Theother saying assured me that God was with me when I was in deep water andthat no troubles would overwhelm me.

The import of those sayings also made me aware of the nether springs that flowinto people’s lives when they touch rock-bottom or lonely, or even deserted.The nether springs make recovery possible, and they bring peace and patiencein the midst of pain and distress.

4

The forces of death and destruction are not so much physical as they are psychicand psychological. When malice, hate and hard-heartedness prevail, they getchannelled as forces of destruction. Where openness, peace and good-heartednessprevail, the forces of life gush forth to regenerate hope and joy. The life force istriumphant when love overcomes fear. Both fear and love are deep mysteries, butthe effect of love is to build whereas fear tends to destroy. Love is often the plusfactor that helps build character. It helps us to accept and to overcome suffering.It creates lasting bonds and its reach is infinite.

It is true that there is no shortage of destructive elements - forces and peoplewho seek to destroy others and in the process, destroy themselves - but at thesame time there are signs of love and life everywhere that are constantly enablingus to overcome setbacks. So let’s not look only at gloom and doom - let’s seekout positivity and happiness. For it is when you seek that you will find what iswaiting to be discovered.

(a) On the basis of your reading of the above passage make notes on itusing headings and sub-headings. Use recognizable abbreviations,wherever necessary. 5

(b) Write a summary of the above passage in 80 words using the notesmade and also suggest a suitable title. 3

SECTION B : ADVANCED WRITING SKILLS 35 Marks

3. You plan to sell your two wheeler. Draft a suitable advertisement in not morethan 50 words to be inserted in the classified columns of a local daily,giving all necessary details of the two wheeler. You are Sumit/Sudha,15, Krishna Nagar, Delhi. (5 marks)

OR

Recent rains have caused havoc in some parts of our country. You are Surya,a member of the social service organization, SEVA MANDIR, Ahmedabad.Draft a poster requesting people to help the rain and flood afflicted familiesphysically and economically.

4. You are Rama of Gandhi Senior Secondary School, Kolkata. You visited aScience Exhibition organised by the city schools recently. Write a brief reportin 100-125 words for your school magazine on what you saw, the exhibit you

liked most and other special features of the exhibition. (10 marks)

OR

You are Rama, studying in Sun Public School, Bangalore. Every year yourschool celebrates the ‘World Health Day’ that falls on 7th April. Write areport for your school newsletter in 100-125 words on how the day wascelebrated this year.

5

5. You are Apoorva, B-120, Malviya Nagar, Chennai. Read the advertisementgiven below and write a letter to the advertiser, applying for the job.

INDIAN PHARMACEUTICALS,

20 Coast Road, Kochi, requires

Trainee Medical Representatives.

Candidates should be Science or Pharmacy graduates and below 25 years ofage. Fluency in English and any one of the regional languages is essential.Attractive stipend with handsome working allowances will be offered duringtraining period. After successful completion of the training, the candidates willbe appointed on regular basis. Please apply with complete resume and apassport size photograph at the above address.

OR (10 marks)

You are Apoorva, Physical Education Teacher of Wisdom Public School, NewDelhi. Write a letter to the Sales Manager of Bharat Sports Limited, New Delhiplacing an order for sports articles and accessories that you wish to purchasefor your school. Also ask for the discount permissible on the purchase.

6. You are Bala, a social worker and freelance writer, much concerned about thediscriminatory treatment given to females right from their birth in the Indiansociety. Write an article in 150-200 words throwing light on this problem andgiving suggestions for putting an end to it. (10 marks)

OR

You are Bala, a social worker, much concerned about the practice of keepingbuilding materials on roadsides and pavements. Write an article in 150-200words on how this encroachment not only leads to health and hygiene problemsbut also endangers life and property. Give suitable suggestions for putting an endto this practice.

SECTION C : LITERATURE 45 Marks

7. (a) Read the extract given below and answer the questions that follow : (4 marks)

Freedom from the anarchy of a destiny

whose sails are weakly yielded to the blind uncertain winds,

and the helm to a hand ever rigid and cold as death.

(i) Whose freedom is referred to in the above lines ? 1

(ii) What does the poet mean by the anarchy of a destiny ? 2

(iii) Describe the simile used in the last line. 1

' '

6

OR

I heard a thousand blended notes

While in a grove I sat reclined,

In that sweet mood when pleasant thoughts

Bring sad thoughts to the mind.

(i) Where was the poet ? 1

(ii) What did he hear ? 1

(iii) Why did the poet feel sad though he was in a happy mood ? 2

(b) Answer the following questions in 30-40 words each : (3×2 = 6 marks)

(i) Why does the poet call the lily a flower of light ?

(ii) In the poem, Once Upon a Time, what does the poet want to relearn ?

(iii) Why did the priest give the gold plate to the peasant ?

8. Answer the following questions in 30-40 words each : (5×2 = 10 marks)

(a) Why was it almost impossible for a man to live on the AndamanIslands ?

(b) What was the contribution of the Brahmo Samaj towards the emancipationof Indian women ?

(c) What important problems of the Science of Language can be studied inIndia ?

(d) What, according to Bertrand Russell, is the first requisite of happiness ?

(e) How did Mr. Gupta react when he was asked to gaze into the ring ?Why ?

9. Answer the following question in 125-150 words : (10 marks)

Humour is the most dominant feature in ‘The Importance of Being Earnest’.Give four instances of humour from the play in support of the statement.

OR

What happened in the Westbury explosion ? How did Markwardt and Mr.Parsons react to the happening ? Who do you appreciate ? Why ?

10. Answer the following question in 125-150 words : (7 marks)

The title, ‘The Hour of Truth’ is apt. Substantiate.

OR

What should the youth of India realize ? Write on the four dimensions that Dr.Karan Singh suggests to them.

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11. Answer the following questions in 30-40 words each : (4×2 = 8 marks)

(a) Mrs. Wang was very humane. Give two examples from the text in supportof this statement.

(b) How should one guard oneself while conversing in mixed companies ?

(c) When Barin met C the second time in the train, how did he feel ?Why ?

(d) Who would you call a better person - the lawyer or the banker ?Why ?

QUESTIONS PAPER CODE 1/1



1 Millions of men and women, thousands of leaders, a succession of social,religious and political movements — it is impossible to draw up a full listof the makers of India even on a limited 1000-year basis. All that can beattempted here is to present a few representative names, some of theminspirational still. All of them remind us of the course we have traversed,and how we have come to where we are. Let us make a start with thebest ever Indian.

2 Implied in Toynbee’s assessment was the deduction that Gandhi was notjust an Indian phenomenon. No doubt India derived unequalled benefitfrom his leadership. By fitting the freedom struggle into the framework ofa philosophy of justice and fairness, he achieved for India a stature thatwas denied to other countries, including China, that won independencearound the same time. That the stature was quickly lost by the governmentsthat came to power on the labours of Gandhi is a different matter. Thedecline of India did not amount to any repudiation of Gandhi. Indeed, itwas seen as a consequence of the betrayal of Gandhi by his supposedfollowers.

3 The true measure of his impact on history is that it is not dependent on thesuccessful completion of his mission in India. The others who soldiered onwith him in the epic war of independence — Jawaharlal Nehru and SardarPatel included — will be remembered for what they did in India and forIndia; they were essentially Indian personalities. So, for that matter, wasJinnah whose life’s work boiled down to the creation of a state on whatrapidly proved to be a dubious premise.

4 Gandhi soared above them all because he dealt essentially with ideas andtheories relevant to all mankind. Like Buddhism, Gandhism lost ground inthe land out of which it evolved. But, like Buddhism, it has been embraced

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by distant peoples who see in its tenets the promise of a meaningful life.It was as though Gandhi’s involvement with India was merely incidental tohis larger involvement with what he persistently called Truth. Raja Rao putit pithily when he wrote : “For Gandhi India was only the symbol of auniversal principle. All countries were, for Gandhi, India.” When we lookat him in this perspective, we realise that it was his universality, thetranscendent quality of his life and thought, that made Gandhi Gandhi.

5 He will be greater than not just Stalin and Hitler — two characters whoare rather too one-dimensional to be contrasted with the vastness that wasGandhi. Gandhi personifies the greatness of the time-honoured propositionthat Love is superior to Hatred, that Good is better than Evil. Greatpersonages of history who based their “greatness” on Hatred and Evil, onconquests and oppression, have all gone under. The Byzantines andthe Ottomans, the Mongols and the Mughals, the British and the Spanishonce strode the Earth as if they owned it. Today only Britain and Spainsurvive, and that too as second-class entities confined to Europe. Alexander,the first king in history to be called ”The Great”, died a lonely death as adisillusioned and defeated man at the incredible age of 33. Nothing of hisgreatness remains today even in his native Macedonia which isnow but an appendage to the horrible tragedy of Yugoslavia.

6 Greatness built on murder and acquisition passes. Greatness rising out ofcompassion and service abides. The Buddha abides. Christ abides. Thegreat unknown thinkers of the Upanishads abide. Gandhi carried thattradition through to our times. He might have been let down by the“Gandhians” who, armed with political power, have turned India into amess. That too is parallel to the way quarrelling Buddhists, exploitativeChristians and lately-intolerant Hindus have been letting down theirpreceptors. But their smallness does not detract from the true greatness ofthe sages who opened the path of enlightenment for them and for theworld. They abide because they gave without taking. They were not menof arms. They were men of ideas. Parithranaya sadhunam, they appearfrom age to age. They appear to teach us that the world can be conquered,not with force, but with ideas. It was the lesson of this Millennium too —taught by the Man of the Millennium.

(a) (i) What did Gandhi achieve through his philosophy of justice and fairness ? 2

(ii) How will Jawahar Lal Nehru and Sardar Patel be remembered ? 1

(iii) According to Raja Rao, what did Gandhi represent ? 2

(iv) The author talks of two types of greatness. Which one is muchappreciated and admired ? 2

(v) What was the lesson of this millennium ? 2

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(b) Pick out one word from the passage that means the same as : 3

(i) continuous decrease/fall (para 2)

(ii) strong effect (para 3)

(iii) rose quickly (para 4)


The tests of life are its plus factors. Overcoming illness and suffering is a plusfactor for it moulds character. Steel is iron plus fire, soil is rock plus heat. Solet’s include the plus factor in our lives.

Sometimes the plus factor is more readily seen by the simple-hearted. Myerstells the story of a mother who brought into her home — as a companion toher own son — a little boy who happened to have a hunchback. She hadwarned her son to be careful not to refer to his disability, and to go right onplaying with him as if he were like any other boy.

The boys were playing and after a few minutes she overheard her son say tohis companion : “Do you know what you have got on your back ?” The littleboy was embarrassed, but before he could reply, his playmate continued : “Itis the box in which your wings are and some day God is going to cut it openand then you will fly away and be an angel.”

Often it takes a third eye, or a change in focus, to see the plus factor. Walkingalong the corridors of a hospital recently where patients were struggling withfear of pain and tests, I was perturbed. What gave me fresh perspective werethe sayings put up everywhere, intended to uplift. One saying made me consciousof the beauty of the universe in the midst of pain, suffering and struggle. Theother saying assured me that God was with me when I was in deep water andthat no troubles would overwhelm me.

The import of those sayings also made me aware of the nether springs that flowinto people’s lives when they touch rock-bottom or when they feel lonely, oreven deserted. The nether springs make recovery possible, and they bringpeace and patience in the midst of pain and distress.

The forces of death and destruction are not so much physical as they arepsychic and psychological. When malice, hate and hard-heartedness prevail,they get channelled as forces of destruction. Where openness, peace and good-heartedness prevail, the forces of life gush forth to regenerate hope and joy.

The life force is triumphant when love overcomes fear. Both fear and love aredeep mysteries, but the effect of love is to build whereas fear tends to destroy.Love is often the plus factor that helps build character. It helps us to accept andto overcome suffering. It creates lasting bonds and its reach is infinite.

It is true that there is no shortage of destructive elements — forces and peoplewho seek to destroy others and in the proeess, destroy themselves — but at

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the same time there are signs of love and life everywhere that are constantlyenabling us to overcome setbacks. So let’s not look only at gloom and doom— let’s seek but positivity and happiness. For it is when you seek that you willfind what is waiting to be discovered.

(a) On the basis of your reading of the above passage make notes on it usingheadings and sub-headings. Use recognizable abbreviations, wherevernecessary. 5

(b) Write a summary of the above passage in 80 words using the notes madeand also suggest a suitable title. 3

SECTION B : ADVANCED WRITING SKILLS 35 Marks

3. You plan to sell your flat. Draft a suitable advertisement in not more than 50words to be inserted in the classified columns of a local daily giving all necessarydetails of the flat. You are Neeraj / Neeraja, 28, Gopal Nagar, Delhi.

OR (5 marks)

You are Surya / Roshni, a social worker much concerned about the reportedcases of Chikungunya, a fever, spread by mosquitoes that breed during daytime. Draft a poster to create awareness among people, indicating the need tomaintain neat, dry and hygienic surroundings. You belong to an organisation,Health for All, Nagpur.

4. You are Ram / Rama of Vidya Senior Secondary School, Kanpur. You visiteda Science Exhibition organised by the city schools recently. Write a brief reportin 100 - 125 words for your school magazine on what you saw, the exhibit youliked most and other special features of the exhibition.

OR (10 marks)

Every year your school, Sun Public School, Lucknow celebrates the ‘WorldEnvironment Day’ that falls on 5th June. Write a report in 100 - 125 words foryour school newsletter on how the day was celebrated in your school this year.You are Bharat / Bharati.

5. You are Apoorva / Ashima, A-22, Industrial Colony, Delhi. Read theadvertisement given below and write a letter to the advertiser, applying for thejob. Also give your detailed resume, which you would send along with yourletter of application for the job.

Solace Medical Equipments requires for its Chennai unitSenior Executive AccountsQualification : M.Com.Experience : Minimum 5 yearsCompetency : Knowledge in accounting functions and related commercial activitiesSalary commensurate with qualification and experience.Apply to : Solace Medical Equipments, 10, Sector-4, Gurgaon-15

' '

11

OR (10 marks)

You are Akshay / Aditi, Sales Manager of Bharat Sports Limited, Delhi. Youhave received a letter from the Sports Teacher of Wisdom Public School, Delhi,who placed an order on behalf of the school two months ago, expressingconcern over the undue delay in the supply from your end. Write a suitable replyexplaining the cause of undue delay and promising the delivery of the sportsgoods at the earliest.

6. You are Bimal/Bimla, a social worker and freelance writer, much concernedabout the discriminatory treatment given to females since their birth, in the Indiansociety. Write an article in 150 - 200 words throwing light on this problem andgiving suggestions for putting an end to it.

OR (10 marks)

You are Ganesh / Gauri, a social worker, much concerned about the practiceof keeping building materials on roadsides and pavements. Write an article in150 — 200 words on how this encroachment not only leads to health andhygiene problems but also endangers life and property. Give suitable suggestionsfor putting an end to this problem.

SECTION C : LITERATURE 45 Marks

7. (a) Read the extract given below and answer the questions that follow : (4 marks)

If this belief from heaven be sent,

If such be Nature’s holy plan,

Have I not reason to lament

What Man has made of Man ?

(i) What is the poet’s belief ? 1

(ii) What does the poet mean by ‘Nature’s holy plan’ ? 1

(iii) Why does the poet lament ? 2

OR

Freedom from the insult of dwelling in a puppet’s world,

where movements are started through brainless wires,

repeated through mindless habits.

(i) What does the phrase ‘puppet’s world’ refer to ? 1

(ii) Why is it an insult to live in it ? 1

(iii) What does the phrase ‘brainless wires’ indicate ? 2

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(b) Answer the following questions in 30 - 40 words each : (3×2 = 6 marks)

(i) What is Ben Jonson’s message in his poem, ‘The Noble Nature’ ?

(ii) What does the poet Gabriel Okara mean by the phrases, ‘laugh withtheir hearts’ and ‘laugh with their teeth’ in ‘Once Upon a Time’ ?

(iii) What did the pilgrims do to win the plate of gold ? Why did theyfail ?

8. Answer the following questions in 30 - 40 words each : (5×2 = 10 marks)

(a) How were the prisoners treated while being taken to the AndamanIslands ?

(b) What two major changes did the Gandhian movement bring about in thestatus of women ?

(c) Mention any two reasons why Max Mueller calls India unique.

(d) How do machines affect emotions ?

(e) Why did Mr. Gupta accept a shilling from Maggie ?

9. Answer the following question in 125 - 150 words : (10 marks)

What was “the whole question of Cecily” ? How did Jack clear it finally ?

OR

It is the right attitude that helps us reach great heights in life. Elaborate thisstatement with reference to Mr. Parsons and Markwardt in ‘The Man WhoHad No Eyes’.

10. Answer the following question in 125 -150 words : (7 marks)

Attempt a character sketch of Baldwin. (The Hour of Truth)

OR

Describe the element of supernatural in the story, ‘The Face on the Wall’.

11. Answer the following questions in 30 — 40 words each : (4×2 = 8 marks)

(a) Why did Mrs. Wang open the flood gates of the river ?

(b) What is Chesterfield’s opinion about telling stories in company ?

(c) What, according to Barin, was ‘an incredible coincidence’ ?

(d) We appreciate the lawyer more than the banker in ‘The Bet’. Why ?

13

Marking Scheme — English Core

General Instructions :

1. Answer scripts should not be given to the evaluators for evaluation until and unless the

given Marking Scheme has been thoroughly discussed with them in groups or individually

on the first day of their starting evaluation.

2. The Head-Examiners have to go through the first five answer-scripts evaluated by each

evaluator to ensure that the evaluation has been carried out as per the Marking Scheme

only. The remaining answer scripts meant for evaluation shall be given only after ensuring

that there is no significant variation in the marking of individual evaluators.

3. Evaluation is to be done as per instructions provided in the Marking Scheme. It should

not be done according to one’s own interpretation or any other consideration - Marking

Scheme is the only guideline.

4. The Marking Scheme carries only suggested value points for the answers. These are only

guidelines and do not constitute the complete answer.

5. If a question has parts, please award marks on the right hand side for each part. Marks

awarded for different parts of the question should then be totalled up and written out in

the left hand margin and circled.

6. If a question does not have any parts, marks must be awarded on the left-hand margin.

7. Where marks are allotted separately for content and expression as per the Marking

Scheme, they have to be reflected separately and then totalled. This is a mandatory

requirement.

8. A slash (/) in the Marking Scheme indicates alternative answers. If a student writes an

answer which is not given in the Marking Scheme but which is equally acceptable, marks

should be awarded only in consultation with the Head-Examiner.

9. If a child has attempted an extra question, answer of the question deserving more marks

should be retained and the other answer scored out.

10. Q1 under section A (Reading Skills) and Q.7 (a) under Section C (Literature) questions

have been designed to test students’ understanding and their ability to interpret, evaluate

and respond to the given passage. In other words, only the ability to comprehend the

given passage on the part of the students should be tested. So the examinees should not

be unnecessarily penalised for language errors.

14

11. However, where questions have been designed to test the writing skills of students,

expression (grammatical accuracy, appropriate vocabulary and style, spellings, organization

and presentation of relevant matter in a coherent and logical way) is important.

12. If a student, in response to a short-answer-type question, writes a single word answer

which constitutes the core of the answer, it may be accepted and awarded full marks.

13. If a student literally lifts a portion of the given passage as an answer to a question, no

mark(s) to be deducted for this as long as it is relevant and indicative of the desired

understanding on the part of the student (especially in questions under Q1 and Q7).

14. A full scale of marks - 0 to 100 - has to be used.


EXPECTED ANSWERS/VALUE POINTS

SECTION A: READING (20 Marks)

1. COMPREHENSION PASSAGE Total : 12 Marks

(a) NOTE: no marks should be deducted for mistakes of grammar, spelling, orword limit. Full marks may be awarded if the student has been able to identifycore ideas. If a student literally lifts a portion of the given passage as an answerto a question, no mark(s) to be deducted for this as long as it is relevant.

(i) an unequalled / unparalled stature / a stature for India that was denied toother countries / universal appeal / achieved greatness / historical impact. 2 marks

(ii) as Indian personalities / soldiered on with Gandhi in the epic war ofindependence / remembered for what they did in India and for India 1 mark

(iii) symbol of universal principle / the transcendent quality of life and thought/universality / ideas and theories related to all mankind (any one) 2 marks

(iv) greatness rising out of compassion 1 markand service 1 mark

(If the student writes only 'compassion', award 1 mark

If the student writes only 'service', award 1 mark)

(v) that the world can be conquered not with force but with ideas. 2 marks

(b) (i) decline 1 mark

(ii) impact 1 mark

(iii) soared / soar 1 mark

15

2. Note making and summarizing Total : 8 Marks

Note

· If a student has attempted only summary or only notes, due creditshould be given.

· 1 mark for title be given if the student has written the title in Q2(a)or Q2(b) part

· Min. 3 main headings and 3 sub-headings for content

The notes provided below are only guidelines. Any other title, main points andsub-points should be accepted if they are indicative of the student’s understandingof the given passage and the notes include the main points, with suitable andrecognizable abbreviations. Complete sentences should not be accepted asnotes.

Numbering of points can be indicated in different ways and these should beaccepted as long as a consistent pattern is followed.

(a) Note Making

Distribution of Marks

Abbreviations / Symbols (with /without key) – any four 1 mark

Title 1 mark

Content (minimum 3 sub-headings with proper Indentation and notes) 3 marks

Suggested Notes

Title: Plus Factors / Positivity of Life / Positive Thinking / Being Positive /Benefits of Positivity and Happiness / any other suitable title relevant to thepassage

1 What are + factors

1.1 test of life

1.2 overcoming illness, suffering

2 How they can be identified / identification

2.1 by the 3rd eye

2.2 in midst of pain, suffering. struggle

2.3 amidst death & destruction

3 Forces of destruction / destructive forces

3.1 malice

3.2 hate

3.3 hard heartedness

3.4 fear

16

4 + factors can be enhanced with4.1 openness4.2 peace4.3 good heartedness4.4 love4.5 attitude / positivity

(b) Summary

The summary should include all the important points given in the notes.

Content: 2 marks

Expression 1 mark

SECTION B: ADVANCED WRITING SKILLS (35 Marks)

NOTE: The objective of this section on Advanced Writing Skills is to test acandidate’s writing ability. Hence expression assumes as much importance as thecontent of the answer.

3. ADVERTISEMENT Total : 5 marks

Content 3 marks

Expression 2 marks

Suggested Value Points

Title: SCOOTER FOR SALE / FOR SALE

– heading / classification

– make, mileage, condition etc

– special features

– contact details

– any other relevant details

ORPOSTER Total : 5 Marks

Content: 3 marks

Expression 2 marks

Suggested value points

(Caption / Catchy Heading)

– help the afflicted to move to safer places

– supply food and medicines

– financial assistance

– serve them through social service organizations i.e. Seva Mandir, Ahmedabad

(credit should be given for creativity)

17

4. REPORT WRITING Total : 10 Marks

Format

1. Title, reporter’s name 1 mark

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2½]Coherence and relevance of ideas and style [2½] 5 marks

Suggested value points:

(SCIENCE EXHIBITION)

– when

– where

– who organised; inaugurated

– why was it organised

– dignitaries present

– highlights of the exhibition

– exhibit you liked most

– response of the public

– any other special features

OR


(WORLD HEALTH DAY)

– when

– where

– occasion

– how the day was celebrated this year

(health check up, talk, debate, exhibition)

– chief guest


5. LETTER WRITING Total : 10 Marks

[Note: - No marks are to be awarded if only the format is given. Credit should begiven to the candidate’s creativity in presentation of ideas. Use of both the traditionaland the new format is permitted. However, mixing up of the two is NOTacceptable.]

Format

1. sender’s address, 2. date, 3. receiver’s address, 4. subject heading,5. salutation, 6. complimentary close. 2 marks

18

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2]Coherence and relevance of ideas and style [2] 4 marks

(APPLICATION FOR JOB)


- reference to the advertisement

- personal details

- educational qualifications

- professional qualifications

- computer proficiency

- any other relevant details

OR

(ORDER FOR SPORTS ARTICLES)


- list of articles with specifications

- purchase for school

- mode of payment (cheque / DD)

- request for discount

- to be well packed / to be delivered on time

6. ARTICLE WRITING Total : 10 Marks

Format: (Title and writer’s name) 1 mark

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2½ ]Coherence and relevance of ideas and style [2½] 5 marks


(DISCRIMINATORY TREATMENT TO FEMALES)

Reasons of discrimination

- dowry, social pressure, male dominated society, education, family

Nature of discrimination

- society – gender bias, social customs

- female infanticide

- lack of education

- denial of basic rights

19

Suggestions for improvement

- free education

- corrective measures

- health care

- employment

- share in the property, govt. policies

- any other appropriate suggestion

OR

Suggested Value Points(BUILDING MATERIAL ON PAVEMENT / ENCROACHMENT OFPAVEMENTS LEADING TO PROBLEMS / ANY OTHER SUITABLETITLE)

– inconvenience caused

– eyesore

– health and hygiene problems

– threat to life, pollutants

– causes accidents

– causes traffic jams

Suggested solutions

– strict laws, proper enforcement

– authorities to be vigilant

– punishment in the form of challans / fine

– any other appropriate suggestion

SECTION C: LITERATURE (45 Marks)

NOTE: The objective of this section on Literature is to test a candidate’s abilityto understand and interpret the prescribed text through short answer and longanswer type questions. Hence both content and expression in answer to thegiven question deserves equal importance while awarding marks.

7(a) [This question has been designed to test the students’ understanding of the text

and their ability to interpret, evaluate and respond to the questions based on thegiven stanza. In other words, it attempts to test their reading comprehensionONLY.]

Value points:

(i) – people of India / India’s freedom / freedom of our country 1 mark

(ii) – uncertain future 2 marks

(iii) – hand of destiny is compared to death which is rigid and cold 1 mark

Total: 4 Marks

20

OR

(i) – sitting in a grove / under a tree 1 mark

(ii) – heard the melodious notes of the birds / heard a thousand blended notes 1 mark

(iii) – man is destroying nature thereby harming his own self 2 marks

7.(b) Short answer type questions (Poetry) Total : 6 Marks

Distribution of marks:

Content: 1 mark

Expression

(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(i) – spreads joy / happiness all around though has a short life

– symbol of beauty and happiness

– flower blossoms in the daytime only 2 marks

(ii) – spontaneous and natural behaviour / how to laugh / warm and genuine

expressions / greeting others / to shake hands and laugh naturally 2 marks

(iii) – genuine compassion made him the most deserving of the gold plate /

plate began to shine thrice its former lustre showing God’s approval. 2 marks

8. Short answer type questions (Prose) Total : 10 Marks

Questions are to be answered in 30-40 words.


Content: 1 mark

Expression

(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(a) – bad weather/ climate, diseases and death rampant on island 2 marks

(b) – purdah system was broken

– women moved freely in society

– education of women 2 marks

(c) – growth and decay of language / dialects

– possible mixture of languages in respect to words and grammatical

elements 2 marks

(d) – increase in income to meet basic physical needs

– emotional fulfillment or satisfaction 2 marks

21

(e) – surprised and shocked at the unexpected superstitious behaviour ofwesterners

– second time again he tried to console Maggie’s mother by saying thather son was alive (any one) 2 marks

Q.9 & 10 [These questions have been set to test the students’ understandingof the text and their ability to interpret, evaluate and respond to the issues raisedtherein. Hence no particular answer can be accepted as the only correct answer.All presentations may be accepted as equally correct provided they have beenduly supported by the facts drawn from the text. The important thing is that thestudent should be able to justify his or her viewpoint.]

9. Distribution of marks: Total :10 Marks

Content 5 marks

Expression 5 marks

Grammatical accuracy, appropriate words and spelling [2½ ]

Coherence and relevance of ideas and style [2½]

Value points:

– the humour concerning the name Earnest

– the cigarette case incident

– the fun concerning their relationship –Jack calls Cecily, his aunt who callsherself little as she is not tall; the aunt calling the nephew - uncle out ofrespect

– the anticlimax of Mrs. Bracknel’s reservation against Jack

– the different characters’ opinion of love and how they expressed themselves

– humorous statement of Oscar Wilde

– the humorous end of the play

– any other humorous incident

(any four)

OR

In the explosion in the chemical shop in Westbury, 108 people were killed,about 200 injured and over 50 were blinded. When all others tried to escapeMarkwardt pulled down Parsons and stepped over him and tried to escape;but both lost their eyes

– Mr. Parsons took his handicap as a challenge, was positive and workedhard and came up in life in the field of insurance; was full of empathy andhelped others in need

22

– Markwardt indulged himself in self pity, used his handicap to cash upon thesympathy of others as a means of survival; was negative and twisted thestory and blamed the other victim (who according to his twisted story hadpulled him down and tried to escape) to earn sympathy cheaply and cunningly.

Quite naturally all our admiration is for the dignified, kind, positive andhardworking Mr Parsons

10. Distribution of marks: Total : 7 Marks

Content: 4 marks

ExpressionGrammatical accuracy, appropriate words and spelling [1½]

Coherence and relevance of ideas and style [1½] 3 marks

Value Points:

Appropriateness of the title “The Hour of Truth”

– the play is pivoted around the title as it was a moment of truth which revealedeveryone’s true picture.

– Gresham’s misappropriation of money; his offer of money to silence Baldwinto save himself from law

– Baldwin’s honest and incorruptible stand against the offer made by Greshamto pretend in the court for not remembering about things that he knew

– his family members’ initial appreciation for his truthful testimony

– their change in attitude due to the hundred thousand dollars offered to himand his reaction

– Baldwin’s firmness and the reward he got for it

OR

– The youth of India should realize that in order to protect their independentIndia which is founded on the two great principles of secularism anddemocracy, they should use their immense potential to strengthen integrity.

– youth fountainhead of idealism

– youth have the responsibility to maintain and strengthen their freedom.

– Physical dimension – growth with iron muscles, get groomed through NCCand Physical Fitness Scheme and work collectively

– Intellectual dimension – highly competitive age of science and technology-cannot afford mediocrity-students not to waste energy getting involved inparty politics and intrigues-devote time to highest academic pursuit in schools,colleges and university-serve India with greater efficiency.

– Patriotic dimension – should be patriotic in the true sense to put an endto corruption and nepotism and strengthen economy

23

– Spiritual dimension – understanding spiritual evolution and individual dignitypromotes unity among the Indians of different faiths to fight to preservetheir freedom with courage

11. Short answer type questions:Questions are to be answered in 30-40 words.

Distribution of marks :

Content: 1 mark

Expression: 1 mark

(deduct ½ mark for two or more grammatical/spelling mistakes)

Value Points:

(i) – cared more for others than herself / checked the dike for the safetyof others / felt wars could be avoided and problems or disputescould be sorted out at the tea table / was compassionate to theJapanese pilots though the Japanese had killed her brother / sacrificed

her life for humanity 2 marks

(any two)

(ii) – one should avoid argumentative and polemical talks in mixed companyto avoid ill will and misunderstanding / should end the conversationwith a humorous joke if the conversation grows wild and noisy 2 marks

(iii) – Barin developed psychological discomforts and mortal fear on seeingC the second time in the train

– as he had stolen C’s clock and was using it 2 marks

(iv) – the lawyer grew wise and mature, started detesting money and waivedoff the banker’s offer, the banker became so selfish and meanthat he planned to kill the lawyer. Lawyer was the better person. 2 marks

QUESTIONS PAPER CODE 1/1


SECTION A: READING (20 marks)

1. COMPREHENSION PASSAGE Total : 12 Marks

(a) NOTE: no marks should be deducted for mistakes of grammar, spellings, orword limit. Full marks may be awarded if the student has been able to identifycore ideas. If a student literally lifts a portion of the given passage as an answerto a question, no mark(s) to be deducted for this as long as it is relevant.

(i) an unequalled / unparalled stature / a stature for India that was denied toother countries / universal appeal / achieved greatness / historical impact. 2 marks

24

(ii) as Indian personalities / soldiered on with Gandhi in the epic war ofindependence / remembered for what they did in India and for India 1 mark

(iii) symbol of universal principle / the transcendent quality of life and thought/universality / ideas and theories related to all mankind (any one) 2 marks

(iv) greatness rising out of compassion 1 markand service 1 mark

(If the student writes only 'compassion', award 1 mark

If the student writes only 'service', award 1 mark)

(v) that the world can be conquered not with force but with ideas. 2 marks

(b) (i) decline 1 mark

(ii) impact 1 mark

(iii) soared / soar 1 mark

2. Note making and Summarizing Total : 8 Marks

Note· If a student has attempted only summary or only notes, due credit

should be given.· 1 mark for title be given if the student has written the title in Q2(a)

or Q2(b) part· Min. 3 main headings and 3-sub headings for content

The notes provided below are only guidelines. Any other title, main points andsub-points should be accepted if they are indicative of the student’s understandingof the given passage and the notes include the main points, with suitable andrecognizable abbreviations. Complete sentences should not be accepted asnotes.

Numbering of points can be indicated in different ways and these should beaccepted as long as a consistent pattern is followed.

(a) Note makingDistribution of Marks

Abbreviations / Symbols (with /without key) – any four 1 mark

Title 1 mark

Content (minimum 3 sub-headings with proper Indentation and notes) 3 marks

Suggested Notes

Title: Plus Factors / Positivity of Life / Positive Thinking / Being Positive /Benefits of Positivity and Happiness / any other suitable title relevant to thepassage

1 What are + factors

1.1 test of life

1.2 overcoming illness, suffering

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2 How they can be identified / identification2.1 by the 3rd eye2.2 in midst of pain, suffering. struggle2.3 amidst death & destruction

3 Forces of destruction / destructive forces3.1 malice3.2 hatred3.3 hard heartedness3.4 fear

4 + factors can be enhanced with4.1 openness4.2 peace4.3 good heartedness4.4 love4.5 attitude / positivity

(b) SummaryThe summary should include all the important points given in the notes.Content: 2 marksExpression 1 mark

SECTION B: ADVANCED WRITING SKILLS (35 Marks)

NOTE: The objective of this section on Advanced Writing Skills is to test acandidate’s writing ability. Hence expression assumes as much importance asthe content of the answer.

3. ADVERTISEMENT Total : 5 marksContent 3 marksExpression 2 marksSuggested Value PointsTitle: FLAT FOR SALE / FOR SALE– floor, no. of rooms/ covered area– location and surroundings– address, contact details– any other relevant details

ORPOSTER Total : 5 marksContent: 3 marksExpression 2 marksSuggested value points(WAKE UP CITIZENS/ HEALTHY LIFE/ Any other suitable)– dangers and suffering caused– precautionary measures– issued in public interest by Health for All, Nagpur– any other suitable input(credit should be given for creativity)

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4. REPORT WRITING Total : 10 Marks

Format1. Title, reporter’s name 1 mark

Content 4 marks

ExpressionGrammatical accuracy, appropriate words and spelling [2½]



(SCIENCE EXHIBITION / any other suitable title)

– when

– where

– who organised; inaugurated

– why was it organised

– dignitaries present

– highlights of the exhibition

– exhibit you liked most

– response of the public

– any other special features

ORSuggested value points:

(WORLD ENVIRONMENT DAY/ any other suitable title)

– when

– where

– occasion

– how the day was celebrated this year

(talks, debates, exhibition, video shows, projects etc)

– chief guest

– public response


5. LETTER WRITING Total : 10 Marks

[Note: - No marks are to be awarded if only the format is given. Credit shouldbe given to the candidate’s creativity in presentation of ideas. Use of both thetraditional and the new format is permitted. However, mixing up of the two isNOT acceptable.]

Format1. sender’s address, 2. date, 3. receiver’s address, 4. subject heading,5. salutation, 6. complimentary close. 2 mark

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Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2]

Coherence and relevance of ideas and style [2] 4 marks

(APPLICATION FOR JOB)


– personal details

– educational qualifications

– professional qualifications

– knowledge of accounting functions

– work experience

– any other relevant details

OR

(DELAY IN SUPPLY OF SPORTS GOODS)


– reference to letter received

– regret about delay

– reasons for delay

– assuring early delivery of goods

6. ARTICLE WRITING Total : 10 Marks

Format: (Title and writer’s name) 1 mark

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2½]



(DISCRIMINATORY TREATMENT TO FEMALES /any other suitable title)

Reasons of discrimination

– dowry, social pressure, male dominated society, lack of education, family

Nature of discrimination

– society – gender bias, social customs

– female infanticide

– lack of education

– denial of basic rights

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Suggestions for improvement

– free education

– corrective measures

– health care

– employment

– share in the property, govt. policies


ORSuggested Value Points(BUILDING MATERIAL ON PAVEMENT / ENCROACHMENT OFPAVEMENTS LEADING TO PROBLEMS / ANY OTHER SUITABLETITLE)

– inconvenience caused– eyesore– health and hygiene problems– threat to life, pollutants– causes accidents– causes traffic jams

Suggested solutions

– strict laws, proper enforcement– authorities to be vigilant– punishment in the form of challans / fine


SECTION C: LITERATURE (45 Marks)

NOTE: The objective of this section on Literature is to test a candidate's ability tounderstand and interpret the prescribed text through short answer and long answertype questions. Hence both content and expression in answer to the given questiondeserves equal importance while awarding marks.

7.(a) [This question has been designed to test the students’ understanding of the textand their ability to interpret, evaluate and respond to the questions based on thegiven stanza. In other words, it attempts to test their reading comprehension

ONLY.] Total : 4 Marks

Value points:

(i) – nature has a holy plan / scheme to make every person happy / thatevery object of nature is full of joy / that there is a spiritual link betweenman and nature

(any one) 1 mark

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(ii) – that man must learn to live in harmony with nature / to spread happiness 1 mark

(iii) – sad to see the destruction / devastation caused by man

– on man– on nature 2 marks

OR(i) – a world where people dance to the tunes of their masters without

questioning or reasoning i.e. India under British rule / lifeless existence 1 mark

(ii) – like a slave’s life / no free will 1 mark

(iii) – people obey without questioning or reasoning

– don’t have independent will, they are like puppets 2 marks

7.(b) Short answer type questions (Poetry) Total : 6 MarksDistribution of marks:

Content: 1 mark

Expression(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(i) – neither bulk nor long life makes life nobler / a short but meaningful

life is better than a long but selfish one 2 marks

(ii) – laugh with their hearts - genuine laughter / sincere feelings

– laugh with their teeth – artificial laughter / hypocrisy 2 marks

(iii) – gave gold coins to show off their generosity / kindness

– failed because they were not sincere i.e. lacked genuine compassion 2 marks

8. Short answer type questions (Prose) Total : 10 MarksQuestions are to be answered in 30-40 words.


Content: 1 mark

Expression(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(a) – fettered and handcuffed

– solitary cells in Calcutta

– cooped in compartments

– confined to lower hold

– poor quality of food

(any two) 2 marks

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(b) – free and equal participation of women in all spheres of national activity

– released women from social bondage that custom had imposed

– appointed to high posts

(any two) 2 marks

(c) India unique

– country richly endowed, paradise on earth, natural wealth, power

and beauty

– India has greatest minds, scholars, philosophers pondering over issues

of world concerns and found solutions – wealth of knowledge

– In contrast to western world devoted to study of outward material

world, Indians engaged in studying the human mind or inward

intellectual world. The beginning and progress of rational thought

– In India there are opportunities for solution to all burning questions

of the day

– Purest form of religion

– Wonderful language – Sanskrit

– Any other relevant point

(Any two) 2 marks

(d) – two important ingredients of human happiness are spontaneity and

variety - machines deprive man of these two emotions

– machines are regular, precise and exact which leaves no scope for

variety 2 marks

(e) Mr Gupta accepted the shilling

– was the price of flowers to be offered on her brother’s grave

– spoke volumes of her love for her brother and her spirit of sacrifice

– a touching expression of love by a young girl

– would give Maggie joy, ease the grief

– did not want to hurt her feelings

(any two points) 2 marks

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Q 9 & 10 [These questions have been set to test the students understandingof the text and their ability to interpret, evaluate and respond to the issues raisedtherein. Hence no particular answer can be accepted as the only correct answer.All presentations may be accepted as equally correct provided they have beenduly supported by the facts drawn from the text. The important thing is that thestudent should be able to justify his or her viewpoint.]


Content 5 marks

Expression


Value points:

– arose when Algernon read the inscription inside the cigarette case

– concerns the identity and relationship of Cecily and Jack / Ernest

– at first Jack lied that Cecily was his aunt

Clarification

– he later admitted that he was the guardian of Cecily who was thegranddaughter of Mr Cardew

– he had invented a younger brother called Ernest so that he could enjoy himselfin town

– he was actually in love with Gwendolen

(any four)

OR

– both Markwardt and Parsons were victims of same tragedy – explosion inWestbury

– both lost their eyes

– both had different attitude to life

– Markwardt was mean and selfish / encashed his handicap to arouse pity /falsely blamed Parsons

– Parsons – a successful insurance agent due to strong will, hard work, integrity

– accepted his handicap calmly and bravely


Content: 4 marks

Expression


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Value Points:

Character sketch of Baldwin– man of principles / morally upright– honest, hardworking person– confident and firm– never complaining– loyal and incorruptible– man of honour and lover of truth

OR

'The Face on the Wall' – supernatural element

– discoloration on wall resembling a face

– other patches change shape but the face remained the same

– the face dimmed and disappeared when the American met with an accidentand later died

– the connection between the location / address and the name of the American

11. Short answer type questions

Questions are to be answered in 30-40 words.

Distribution of marks :

Content: 1 mark

Expression: 1 mark

(deduct ½ mark for two or more grammatical/spelling mistakes)

Value Points:

(a) – to save the villagers

– to stop the Japanese army 2 marks

(b) – should avoid telling stories

– stories should be short and apt

– should be relevant and logical

– should be kept to the point

(any two) 2 marks

(c) – incredible coincidence was meeting C after nine years under similar

circumstances 2 marks

(d) – he was wise and mature

– started detesting money and willingly renounced material things , cameout before time

– became more spiritual / much better human being

– banker was mean and selfish and wanted to kill the lawyer

(any two) 2 marks

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FUNCTIONAL ENGLISH

Time allowed : 3 hours Maximum marks: 100

General Instructions:

(i) The paper is divided into four sections: A, B, C and D. All the sections are compulsory.

(ii) Separate instructions are given with each section and question, wherever necessary.

Read these instructions very carefully and follow them faithfully.

(iii) Do not exceed the prescribed word limit while answering the questions.

QUESTION PAPER CODE 212/1


1. Read the following passage : (12 marks)

1. Many of us hold the assumption — a taken for granted belief — that“small” is synonymous with “inconsequential” or “insignificant”. We believethat small actions and choices do not have much of a bearing on our lives.We think that it is only the big things, the big actions and the big decisionsthat really count. But when you look at the lives of all great people, youwill see that they built their character through small decisions, small choicesand small actions that they performed every day. They transformed theirlives by working on their day-to-day behaviours slowly, steadily andconsistently. Their personal and spiritual transformation did not occur inone giant felled swoop, or in one singular, spectacular action. It happenedmore through a step-by-step or day-by-day approach. They nurtured andnourished their good habits and chipped away at their bad habits, one stepat a time. It was their small day-to-day decisions, their everyday choicesand actions, that cumulatively added up to make tremendous difference inthe long run. Indeed, in matters of personal growth and character building,there is no such thing as an overnight success.

2. Growth always occurs through a sequential series of stages. There is anorganic process to growth and transformation that cannot be circumvented.When we look at children growing up, we can see this process at work:the child first learns to crawl, then to stand and walk, and finally to run.The same is true in the natural world. We cannot sow today and expectto reap tomorrow. The soil must first be tilled, and then the seed must beplanted. Next, it must be nurtured and nourished with enough water andsunlight, and only then will it grow, bear fruit and finally ripen and beready to eat.

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3. Gandhi intuitively understood this organic process and used this naturallaw to his benefit. Gandhi grew in small ways, in his day-to-day affairs.He did not wake up one day and find himself to be the “Mahatma” (greatsoul). In fact, there was nothing much in his early life that showed signsof greatness. But from his mid-twenties onwards, he consciously,deliberately and consistently attempted to change himself, reform himselfand grow in some small way everyday. Day by day, hour by hour, herisked failure, explored, experimented and learned from mistakes. Inseemingly small and large situations alike, he took up rather than avoidedresponsibility. Understanding that “a journey of a thousand miles beginswith the first step”, he seized each day and made it count.

4. People have always marvelled at the seemingly effortless way in whichGandhi could accomplish the most complex tasks. He exhibited a level ofself-mastery and discipline that was astounding. It would, however, bewrong to claim that these things came easily to him. Many people saw himexhibiting his self-mastery, but did not see the years of practice anddisciplined training that went into making his successes possible. Very fewsaw, up close and personally, his trials and tribulations, fears, doubts andanxieties, or his inner efforts to overcome them. They saw the victory, butnot the struggle.

5. This is a common factor in the lives of all great people : by exercising theirfreedoms and choices in small ways, their ability to influence and impacttheir lives and their environment grows. Each of their small and seeminglyinsignificant decisions and actions, taken everyday, adds up cumulatively tohave a profound impact in the long run. By understanding this principle, wecan move forward, with confidence, in the direction of our dreams. Oftenwhen our “ideal goal” looms too far from us, we become easily discouraged,disheartened and pessimistic. However, when we choose to grow in smallways, and when we break down any great task into small steps, performingit becomes progressively easy.

Anand Kumarasamy

1.1 On the basis of your understanding of the passage answer the following inyour own words :

(a) Mention two ways in which great people have built their characterand transformed their lives ? 2

(b) What according to the author is the universal law of nature ?Give an example. 2

(c) Mention three qualities and characteristic features that helpedto make Gandhi the ‘Mahatma’. 3

(d) How can we achieve our dreams and ‘ideal goals’ ? 1

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1.2 Pick out the words/phrases from the passage which are similar in meaningto the following : (4 marks)

(i) to destroy bit by bit (para 1)

(ii) avoid by going round (para 2)

(iii) a gut feeling (para 3)

(iv) deep, very strongly felt (para 5)

2. Read the passage given below : (8 marks)

It has taken a tsunami to bring the coastal areas and rural coastal communities- the country’s tail-end ecosystem and its marginalised people - into sustainedmainstream attention. In normal times, there has rarely been so much coverageof fisher folk, other coastal poor and their problems in the media. The terrifyingimages of death and devastation along the narrow two-kilometre swathe of oursouthern coastline have left a lasting impression on civil society. It also broughtto public attention the wide range of economic activity that has moved towardsthe coast. The debate on how to protect coastal lives and coastal ecosystemsis now widespread.

There are four features of the coastal area ecosystem which makes it a particularlysensitive eco-zone. First, it is an “interface zone” where land meets the sea. Itis therefore dynamic and non-static in its geo-physical and chemical parameters.Secondly, it has the highest primary productivity on the planet. Thirdly, it-is thetail-end ecosystem and consequently receives all the negative externalities ofterrestrial pollution. Fourthly, it is where the human population density is highestand is also home to several socially isolated and disadvantaged communitiessuch as fisher folk.

Where once only isolated marine fishing communities existed, we now have awide array of economic activity. These include five-star hotels, nuclear powerplants, pilgrimage centres, coastal highways, aquaculture farms, shipbreakingyards, large chemical industry units, refinery units, sea cargo terminals, luxuryresidential colonies, fishing harbours, missile launching facilities and amusementparks. Many of these have entered the coast over the last two decades.

However with this expansion the original inhabitants are rarely taken intoconfidence. The rights of the original settlers have often been ridden overroughshod. The freedoms that they once enjoyed have been curbed and theyhave become the recipients of all the negative externalities of these newdevelopment activities - air and sea pollution, nuclear radiation, invasion of theircultural rights, to name but a few. Rarely have they been given adequatecompensation for loss of their occupation, dignity, land and cultural rights.

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The post-tsunami disaster vulnerability reduction measures (the relief andrehabilitation) - including those provided by the state, are neither a “pure publicgood” nor a “pure private good.” These measures often lie in the intermediateterrain between the two. A tsunami early warning system is near the public endand the quake and tsunami resistant homes near the private end. Other measureslike community facilities are somewhere in between. It is, therefore, not just thequantum of disaster vulnerability reduction measures but to whom they areprovided, that matters most. We need to encourage public policies, which givepriority to risk mitigation of those who are less able to acquire it privatelybecause they are poor and dispossessed. Sustainable development of the coastaltract and greater entitlements and capabilities for the poor can be ensured onlywith a new structure of rights to an ecosystem which covers both landand sea.

John Kurien

(a) On the basis of your reading of the above passage make notes on it usingheadings and sub-headings. Use recognizable abbreviations wherevernecessary. 5

(b) Using the notes write a summary of the above passage in 80 words. 3

SECTION B : WRITING 25 Marks

3. The Literary Club of ‘Captain School’ is staging the play, ‘Othello’ in the schoolauditorium. You are Rosy/Rohan, Secretary of the Literary Club. Draft a postergiving details of the staging for display in and around the school premises.

OR (5 marks)

Read the following information provided and write a factual description of theplace referred to. You are Reena/Rishabh, an executive working for a travelcompany. Do not use more than 80 words.

GORGEOUS GOA !

Population : 1.5 million

Area : 3702 square km

Main languages : Konkani, Marathi, English

Main attractions : Palm fringed beaches, dense coconut groves,

Portuguese architecture, wildlife sanctuaries

Getting there : By air, road and rail.

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4. You are Neena/Neeraj, Secretary of the Home Science Club of Pinnacle SeniorSchool. You had placed an order for a consignment of articles of crockery. Onreceipt you find that some of them have been damaged and broken in transit.Write a letter to the Sales Manager ‘Kitchen Plus Solutions’ complaining aboutreceipt of damaged goods. Request them to replace the damaged goods.

OR (10 marks)

A serious note needs to be taken of certain recent incidents in some institutionswhere first year students were harassed in the name of ragging. Some fresherseven committed suicide. Write a letter to the editor of the local daily expressingyour views on the issue. Give suggestions on how to curb the menace. You areAnkit/Anurima.

5. You are Vishu/Veena, a budding journalist for a local daily. Write an article on‘Play Time - the Vanishing Joy of Childhood’ based on the input given below:

Playing - makes kids happier, fitter and smarter

Unstructured play - not high tech toys designed for academic enrichment

Benefits - important for physical, social and emotional well-being of children;bonding with parents enhanced; spontaneous group play helps to build negotiationskills.

OR (10 marks)

Meena /Mukesh Patil reads the given news item and decides to write a speechto be delivered during the English Day celebrations in her/his school. She/Hedecides to speak on the importance of learning English especially in today’sworld where the world has become a global village.

150-200 words

The Chennai Corporation plans to introduce a spoken English

programme in its schools to help students gain better job skills. The

Corporation’s education department is looking at various language-

training options for its teachers, including networking with,

nongovernmental organisations and sending teachers for short courses

at the Regional Institute of Education in Mysore. The idea is to help

teachers train students to speak fluent English. “The programme is

primarily aimed at students of classes 11 and 12 who may be taking

up jobs once they complete schooling,” said the Joint Commissioner

of Education.

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SECTION C : GRAMMAR 20 Marks

6. Rearrange the following sentences sequentially to make complete sense : (5 marks)

Making Gingerbread

1. After the eggs have been added mix the flour at low speed until the batteris smooth.

2. Next beat together butter and brown sugar for 3-5 minutes.

3. First sift together flour, baking soda, spices and salt into a bowl.

4. When the mixture is fluffy add the eggs one at a time.

5. Finally bake in an oven and cool.

7. You are Hilal/Heena and have just attended a talk by a doctor on how to tacklethe heat during summer. Using the input given below construct a dialoguebetween the two of you. Make five sets of exchanges. The first one has beendone for you. (5 marks)

Mini: Good morning, Sir.

Doctor : Good morning, Mini

causes heat stroke

body unable to cope with excessive heat

symptoms of heat exhaustion

fatigue, nausea, cramps, headache and dizziness

steps to avoid

stay in shade, drink fluids to replace lost salt and rest

difference between heat stroke and heat exhaustion

when left untreated, heat exhaustion can progress to heat stroke, a more

serious condition that can be fatal

• guide to stay protected

• plenty of water, avoid caffeinated drinks

8. The following passage has ten errors. Identify the errors in each line and writethem along with the corrections as shown in the example. (5 marks)

Incorrect Correct

My head was bend low from the bend bent

(a) impact for delivery, but I could

(b) see that the ball was deliver

(c) on line to the target. The batsman lean

(d) forward to push its away to the off-side

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(e) but the ball had move deceptively

(f) across the face of the bat. Clearly’t have

(g) deflected. Now come the tell-tale echo

(h) of the snick. I struggle to stay

(i) upright on my follow through, anxiously

(j) watching the flight in the ball

Alan Davidson

9. Lama T Phuntsok runs an orphanage in Tawang district of Arunachal Pradesh.Frame ten questions that you would like to ask him regarding his work based

on the items given in the box below. (5 marks)

Inspiration; beginning; atmosphere of the orphanage;funding; inmates; care; visitors ; support-community;school attached; road ahead.

SECTION D : LITERATURE 35 Marks10. Read the following extract and answer the questions that follow : (7 marks)

‘To bend with apples the mossed cottage trees,

And fill all fruit with ripeness to the core;

To swell the gourd, and plump the hazel shells.

With a sweet kernel; to set budding more,

And still more, later flowers for the bees,

Until they think warm days will never cease,

For summer has o’er-brimmed their clammy cells’

(a) Name the poem and the poet ? 1

(b) Pick out the names of two fruits ? 1

(c) Briefly describe the overall sense of abundance brought out in these lines. 2

(d) Who does ‘they’ stand for in line 6 ? 1

(e) What is the co-relation between ‘later flowers’ and the ‘bees’ ? 2

OR

Dumb

As old medallions to the thumb,

Silent as the sleeve-worn stone

Of casement ledges where the moss has grown -

A poem should be wordless

As the flight of birds.

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(a) Name the poem and the poet. ? 1

(b) What do ‘dumb’and ‘thumb’signify ? 2

(c) Which literary device is used in the poem ? Give an example. 2

(d) What are the two words used in the extract which express the meaning ofa poem without saying anything ? 1

(e) What are the qualities of a good poem according to the above lines ? 1

11. Answer any two of the following in about 50 words each : (4×2=8 marks)

(a) Bring out the significance of the title of the poem ‘Curtains’ in your ownwords.

(b) ‘Men who went out to battle grim and glad;

Children, with eyes that hate you, broken and mad,’

Bring out the contrast signified by the two lines.

(c) Bring out the love of Sally brought out in the panegyric ‘Sally in OurAlley’.

12. Answer any one of the following questions :

‘I see. You’re going to keep your vow then ? Very well as you please.’

(i) Where have these lines been taken from ? Name the play and author. 1

(ii) Who says these words and to whom ? 1

(iii) What is the vow ? Why has it been taken ? 2

(iv) What happened when Alexander pleaded with Queen Mother ? 1

OR

Compare and contrast the characters of Mr White and Mrs White withreference to the monkey’s paw and their son Herbert. Answer in 80-100 words. 5

13. Answer any two of the following in 50 words each : (4×2=8 marks)

(a) What was Iona Potapov’s state of mind as he waits for a fare? What didhe want to do ? How was he finally able to achieve his objective ?

(b) How was the deal between Jacques Roux and Robichon beneficial forboth of them ?

(c) What was the transformation in Asoka’s mind and heart as a result of theKalinga war ?

14. Answer any one of the following in 100-125 words: (7 marks)

Comment on Einstein’s views on education briefly.

OR

How did Lisa meet Major Doronin ? How did their relationship blossom and howdid it end ? What effect did it have on Lisa ?

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QUESTION PAPER CODE 212

SECTION A — READING 20 Marks

1. Read the following passage and answer the questions that follow : (12 marks)

The Power of a Dream

1 In order to make something happen, there must first be a dream. All great pioneersand visionaries were, first and foremost, dreamers whose dreams contained atouch of the impossible. Let us take the example of Gandhi, who also dreamed an“impossible” dream. To dream of freeing India from more than 100 years of Britishrule — a powerful imperial power — was novel enough, but to dream that freedomwould be achieved without a single shot being fired was audacious.

2 Dreams (or day dreams) play a very important role in our lives. They provide uswith a vision of what we want to achieve in life. Why is it important to have mightygoals, to dream great dreams ? When our dreams and visions have a touch of theimpossible, it stretches us. It grabs and pulls us out of our comfort zone. It forcesus to employ new and innovative ways to achieve our goals. As Peter Senge statesin his book, “The Fifth Discipline’, “The loftiness of the target compels new waysof thinking and acting.” We are forced to ‘think outside the box’.

3 With Gandhi at the helm, India embarked on one of the most unique freedomstruggles in the history of the modern world. With truth, compassion and non-violence as his only weapons, Gandhi took on the might of the British empire.Gandhi painted a compelling picture of a free India — a united and truly self-reliant nation. Although many people initially doubted the efficacy of his methods,they gradually changed their minds as they saw Gandhi lead by example. Peoplebegan to commit to this cause in larger numbers with each passing day. At onepoint, it was no longer Gandhi’s vision; it had become a shared vision. Gandhi alsohelped them understand that this was a struggle of historic importance; if Indianscould prove that freedom could be won through the non-violent way, then it wouldbe a message of vital significance for future generations.

4 This shared vision lifted common men and women to greater levels of heroism andcourage. These “ordinary” folk became so inspired that they bravely and willinglyjoined in the struggle for Indian sovereignty. They endured physical blows andassaults without retreating or retaliating. They joined in Gandhi’s hunger strikesand marches. The feeling that they were participating in something sacred andprofound elicited the very best from these men and women. Their courageousactions are not understandable unless one realises that a powerful vision can inspireheroic acts and extraordinary courage from even the most seemingly ordinaryperson.

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5 Gandhi himself was a very fearful and painfully shy child. This shyness continued

well into his late twenties. He was so shy and fearful that at social gatherings, he

could not make the simplest of speeches. At meetings, somebody else would have

to read aloud what he had written. To top it all off, his first appearance as a lawyer

in court was an unmitigated disaster; as Gandhi’s turn came to speak, he found

himself overwhelmed and tongue-tied. In his autobiography, he speaks of the

innumerable occasions when he found himself in similar embarrassing situations,

all due to his shyness.

6 And yet this person became the leader of millions. He became an extremely

proficient speaker. He grew so self-confident that he was soon meeting and

negotiating with very important and influential leaders, such as British viceroys and

generals who were in the top echelons of power. What happened ? How did this

painfully shy and fearful person end up as one of the greatest revolutionaries of the

20th century ? What triggered such a powerful transformation ?

7 The answer is simple : when we care about something deeply, it unleashes within

us immense courage; it inspires in us great daring, and we venture forth boldly. The

vision of a free India and a peaceful and harmonious world was so compelling to

Gandhi that he was no longer a slave to his fears. Inspired by this dream, he rose

to the occasion. It enabled him to overcome his shyness. He cared so deeply

about issues of freedom and non-violence that he tapped into his inner reservoirs

of courage, will power and self-confidence.

8 Only when we have a great dream — will we truly know the extent and the depth

of our potential, our courage and creativity. Unfortunately, the reverse is also true:

when we do not have an overarching vision, even the trivial becomes painful,

molehills appear as mountains and mere winds seem like hurricanes.

Anand Kumarasamy

(a) On the basis of your understanding of the passage, answer the following in

your own words :

(i) What were the two main features of Gandhi’s ‘impossible’ dream ? 2

(ii) Mention two factors which are a result of having mighty dreams. 2

(iii) What were Gandhi’s weapons in his struggle for freedom ? 1

(iv) What led to the transformation of Gandhi from a shy person to one of

the greatest revolutionaries of the 20th century ? 2

(v) What happens when we do not have a great vision or dream ? 1

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(b) Pick out words/phrases from the passage which are similar in meaning to

the following : 4

(i) daring and shocking (para 1)

(ii) a course of action which produces the desired effect (para 3)

(iii) terrible in every way (para 5)

(iv) a level/rank within an organisation (para 6)


Coastal environments constitute a critical national and global resourcethat suffers widespread degradation due to human impact. The importance ofthe coast can be gauged more precisely if we look at its place in the overallclassifications of the physical divisions and relief features of the Earth. Theprincipal divisions of the Earth are air, water and land. We recognise these moretechnically as atmosphere, hydrosphere and lithosphere.

Coast is the meeting ground of the two. Hence coasts are subjected togeological actions of air, water and all the landward processes including humanactions. They are endowed with rich renewable resources, accessibility and acommunication network. This provides an ideal situation for infrastructuredevelopment and economic activities, attracting more people into the coastaldomain. Today, 50 percent of the world’s population (about 3.2 billion) livesalong the coastline, spread over 80 percent of the world’s 218 sovereign states.In the US, over 80 percent of people live within 50 miles of the coast, whilein India over 250 million people live within 50 km from the coast. But coastsare also subjected to the ill-effects of all human activities on land and are proneto the fury of Nature from air, sea and land.

Recent years have witnessed large-scale destruction along the coasts inIndia due to cyclonic storms, floods, erosion and tidal inundation in the low-lying areas of the western and eastern coasts and the Andaman Islands. Theimportance of coasts in India — their human and resource potential andvulnerability to natural hazards — has been understood after the huge damageto life, property and habitat as a result of the December 26, 2004 tsunami inthe Indian Ocean.

India is a major sea-front nation with a mainland coastline of 5,422 kmand island coastline of 2,094 km, extending from Kachchh in the west to WestBengal in the east.

Unlike the remarkably straight western coast, the eastern coast and thecontinental shelf bordering it are irregular because of their comparative antiquityin relation to the western coast. The western coast has narrow plains, whereasthe eastern coast and the coast in Gujarat have wider plains with subduedtopography, large marshes, mudflats etc.

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Coastal geomorphic features do regulate the vulnerability of the coastsdue to storm surges, tidal and wave impacts and resource availability. This hasbeen proved in the extreme case of tsunami waves. It is therefore recommendedthat setback lines (lines beyond which natural hazard impact will be minimal ornil in the event of natural hazards along the coastal areas) need to be demarcatedbased on location — specific coastal geomorphic features, stability of the coastalrock strata, erosion rates, sea-ward coastline characteristics, wave dynamicsand vegetation cover.

In thickly populated low-lying coastal areas, erection of a first linedefence from storm surges (be it mangrove vegetation or a sea-wall dependingon local specifics) is also important. The demarcation of setback lines requiresskilled inputs from a number of Government agencies. Disaster managementschemes need to be overhauled for the purpose.

Dr. K. Soman

(a) On the basis of your reading of the above passage, make notes on it usingheadings and sub-headings. Use recognizable abbreviations wherevernecessary. 5

(b) Using the notes write a summary of the above passage in 80 words. 3

SECTION B — WRITING 25 Marks

3. The Health Club of ‘Peach Glow Senior School’ is launching a ‘Eat Fresh Fruitand Junk Junk Food Drive’ in and around the school. You are Vinay / Vineeta,Secretary of the Health Club. Draft a poster for display in and around theschool premises.

OR (5 marks)

Read the following information provided and write a factual description of theplace referred to. You are Vishnu / Veena, an executive working for a travelcompany. Do not use more than 80 words.

Beautiful Bhubaneswar !

Capital — Orissa

Languages — Oriya, English

Getting There — Rail, Train, Bus

Places to Visit — Konarak, Puri - beach and temple, Nandan Kanan —wildlife sanctuary, botanical garden and lake, Udaygiri caves, Pipli

Things to buy — Applique craft, handloom, filigree jewellery, carved woodenhandicrafts.

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4. You are Ira / Inder, Sports Captain of ‘Super Excel Senior School’. Write aletter registering your complaint about a mix-up in the order of tennis andbadminton rackets, to the Sales Manager, Sports India Pvt. Ltd., Ludhiana.Request them to rectify the problem.

OR (10 marks)

The alarming sex-ratio in some of the states of the country has raised concernabout the growing scourge of female foeticide. Challenges posed by the killingof the unborn girl child need to be addressed by insisting on a ‘zero toleranceapproach’. Write a letter to the editor of a local daily highlighting the problemand provide a few remedial suggestions. You are Amitabh / Anuradha.

5. You are Fatima / Farhan, a budding journalist for a local magazine. Write an

article on ”Crisis of Childhood” based on the input given below :

• Junk food — obesity; diseases

• Greater affluence — lack of exercise

• Competitive schooling — stress, anxiety and depression in many cases

• Life-style changes — working parents, dependence on electronic meansof entertainment

• Leisure activities — structured rather than unorganised

OR (10 marks)

You are Sarit / Seema, a volunteer of the Health Club of your school. Basedon the inputs given below prepare a speech for the slum dwellers of yourneighbourhood.

‘Prevention is Better Than Cure’

• Mosquito borne diseases

• Spread and consequences

• Preventive measures

• Supportive Therapy

• Sustained effective eradication and control programme

SECTION C— GRAMMAR 20 Marks

6. Rearrange the following sentences sequentially to make complete sense. Theprocess described is related to making soft centred chocolates. (5 marks)

(a) The solution is heated slowly until the sugar dissolves and then the syrupis boiled.

(b) After it cools the fondant is re-heated and an enzyme called invertase isadded in.

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(c) Soft centred chocolates contain fondant which is made by mixing sugarwith a quarter of its own weight of water.

(d) Next, the hot, sticky, clear solution is poured out and left to cool.

(e) Finally, the fondant is moulded into fancy shapes.

7. You are Abhishek / Aishwarya and are set to meet Dr. Salim, a specialist onbirds. Based on the input given below construct a dialogue between the two ofyou. Make five sets of exchanges. The first one has been done for you as anexample. (5 marks)

Aishwarya / Abhishek : Good morning, Sir.

Dr. Salim : Good morning.

• possible for birds to find their way home after long journeys.

• can find

• how — manage

• extra sensory capabilities of birds — detect changes in atmosphericpressure, weather and earth’s magnetic field.

• birds - sleep - on one leg - how

• bird’s body weight causes the bird to bend its knees, close its claws andsleep on even one leg.

• sleep at night

• yes, but not nocturnal species

• eagles - save energy - how

• adopt - energy saving technique - gliding

8. The following passage has ten errors. Identify the errors in each line and write

them along with the corrections as shown in the example. (5 marks)

Incorrect correct

In the second now I would the a

(a) have complete my delivery. My left foot

(b) pound down behind the bowling

(c) crease and my body swing sideways with

(d) the right arm stretch high. My

(e) left hand tightened it grip on

(f) the ball, the first two finger feeling

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(g) reassuring down the seam. Now

(h) my right foot come down to brace

(i) against the strain, and, like an

(j) released spring, the ball was in its way.

Alan Davidson

9. Raj Vasudeva runs an old age home in Jallandhar. Based on the items given below

frame ten questions that you would like to ask her regarding her work : (5 marks)

inspiration; beginning; atmosphere of the old age home; funding; inmates;care; visitors; support—community; school attached; road ahead.

SECTION D — LITERATURE 35 Marks

10. Read the following extract and answer the questions that follow : (7 marks)

‘Who hath not seen thee oft amid thy store ?

Sometimes whoever seeks abroad may find,

Thee sitting careless on a granary floor,

Thy hair soft-lifted by the winnowing wind;

Or on a half-reaped furrow sound asleep,

Drowsed with the fume of poppies while thy hook,

Spares the next swath and all its twined flowers:

(a) Name the poem and the poet. 1

(b) What does the first sentence actually mean ? 1

(c) Who does ‘thee’ stand for ? 1

(d) What is the ‘figure of speech’ used here ? Give a brief description. 2

(e) What does the hook held by the girl do and why has it stopped now ? 2

OR

Is it so easy, then ? Goodbye no more than this

Quiet disaster ? And is there cause for sorrow

That in the small white murder of one kiss

Are born two .ghosts, two Hamlets, two soliloquies

Two worlds apart, tomorrow ?

(a) Name the poem and the poet. 1

(b) Who are the questions addressed to ? 1

(c) What does ‘quiet disaster’ mean ? 1

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(d) Why does the poet allude to Hamlet ? Who is he compared to ? 2

(e) Why is ‘two’ used thrice ? 1

(f) What is a soliloquy ? 1

11. Answer any two of the following in about 50 words each : (4×2 = 8 marks)

(a) Comment on the title of the poem ‘Of Mothers, Among Other Things’.

(b) ‘Ars Poetica’ epitomises what the characteristic features of a good poemare. Comment.

(c) Bring out the birds’ feelings of despair and the empathy of the poet asexpressed in the poem ‘Sympathy’.

12. Answer any one of the following questions : (5 marks)

‘Who is the Master of the World

Who shall I condemn to death’

(a) Name the play and the author. 1

(b) Who speaks these words and to whom ? 1

(c) Who does ‘Master of the World’ refer to ? 1

(d) What is his dilemma ? 1

(e) Why does he call it ‘his last act of mercy’ ? 1

OR

What are the three wishes that the white couple makes ? What happens as aresult ? Answer in 80-100 words. 5

13. Answer any two of the following in about 50 words each : (4×2 = 8 marks)

(a) Mention four important characteristic features of Einstein’s model ofeducation.

(b) How was the deal between Jacques Roux and Robichon beneficial to bothof them ?

(c) How does Lynd differentiate between mosquitoes, bees and wasps ?

14. Answer any one of the following in 100 - 125 words : (7 marks)

Do you think ‘Grief’ is an appropriate title for the story written by Chekhov ?Also suggest an alternate appropriate title.

OR

Attempt an appraisal of Asoka as a mighty ruler. Elucidate his strengths on thebasis of your reading of the lesson.

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Marking Scheme — English Core


1. Answer scripts should not be given to the evaluators for evaluation until and unless the givenMarking Scheme has been thoroughly discussed with them in a group or individually on thefirst day of evaluation.

2. The Head Examiner must go through the first five answer scripts evaluated by each evaluatorto ensure that the evaluation has been carried out as per the Marking Scheme. The remaininganswer scripts meant for evaluation shall be given only after ensuring that there is no significantvariation in the marking of individual evaluators.

3. Evaluation is to be done as per instructions provided in the Marking Scheme. It should notbe done according to one's own interpretation or any other consideration. However theMarking Scheme carries only suggested value points and does not constitute the completeanswer.

4. If a question has parts please award marks on the right hand side for each part. Marksawarded for different parts of the question should then be totalled up and written in the lefthand margin and circled.

5. If a question does not have any parts, marks must be awarded in the left-hand margin.

6. Where marks are allotted separately for content and expression as per the Marking Schemethey have to be reflected separately and then totalled. This is a mandatory requirement.

7. A slash (/) in the Marking Scheme indicates alternative answers. If a student writes ananswer which is not given in the Marking Scheme but which is equally acceptable, marksshould be awarded only in consultation with the Head Examiner.

8. If a candidate has attempted an extra question, marks obtained in the question attemptedfirst should be retained and the other answer should be scored out.

9. Under Section A, Reading (Q1) question has been designed to test a student's understandingof the passage and his/her ability to interpret, evaluate and respond to the given passage. Assuch, content assumes more importance than expression in the answers to these questions.

10. However where questions have been designed to test the writing skills of the students,expression (grammatical accuracy, appropriate vocabulary and style, spellings, organizationand presentation of relevant matter in a coherent and logical way) is important.

11. Section C is on grammar. Care should be taken not to award marks to any inaccurateanswer carrying errors in grammar and punctuation.

12. If a student writes a single word in response to a short answer type question and it constitutesthe core of the answer it should be accepted and awarded full marks.

13. If a student literally lifts a portion of the given passage as an answer to a question no marksshould be deducted for this so long as it is relevant and indicative of the desired understandingon the part of the student especially in Q.1 (Section A) and Q.11 (Section D).

14. Please do not hesitate to award full marks if the answer deserves it especially in the longanswers.

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SECTION A: READING (20 marks)

Q1.1 READING GANDHIJI TOTAL MARKS: 12

Objective : To identify and understand main parts of the text.

Marking : As marked in the question paper. No penalty for spelling andgrammar.

Accept any other word equivalent in meaning to the answersgiven below.

Answers : (a)

· Through small decisions / small actions

· By working on it slowly, steadily and consistently

· By step by step / day by day approach

· Nurtured / nourished good habits everyday

· Chipped away bad habits everyday

(Any two) 2 Marks

(b) Cannot sow today and expect to reap tomorrow / There isan organic process to growth and transformation that cannotbe circumvented

(Any one)

e.g. – The child first learns to crawl, then stand , walk ,finally run 2 Marks

(c)

· From mid - twenties consciously, deliberately andconsistently attempted to change / reform himself

· Risked failure

· Learnt from mistakes

· Took up responsibilities

· Made each day count

· Self mastery and discipline

· Chipped away bad habits everyday

(Any Three)

Or any other relevant answer 3 Marks

(d)

· Choosing to grow in small way

· Breaking tasks into small steps

(Any One) 1 Mark

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Q1.2 VOCABULARY

Objective : To deduce the meanings of unfamiliar lexical items.

Marking : 1 mark each (4 marks)

Answers : 1. chipped away / chipped

2. circumvent

3. intuitively

4. profound

Q 2. Note making and Summarizing Total Marks: 8

Objective : To develop the skill of taking down notes

To develop the extracted ideas into a sustained piece of writing.

Marking : Note making 5 marks

Heading 1 mark

Abbreviations / Symbols 1 mark

(with or without key)

(minimum four)

Content 3 marks

(minimum three sub headings)

Important instructions:

The notes provided below are only guidelines. Any other title, main points andsub points should be accepted if they are indicative of the students' understandingof the given passage and the notes include the main points with suitable andrecognizable abbreviations.

Complete sentence should not be accepted as notes. Half a mark shouldbe deducted from the total if the student writes complete sentences.

Numbering of points can be indicated in different ways and these should beaccepted as long as it follows a consistent pattern.

(a) Note making

Note : If the student has attempted only the summary or only the notes,due credit should be given.

Suggested Notes

Title : Coastal Ecosystem / Or any other similar, appropriate heading

I. Effects of Tsunami

i. coastal areas gaining attention

ii. need felt for its protection

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II. Features of Coastal Area Ecosystemi. Interface zone

a. land meets seab. dynamic and non-static

ii. Highest primary productivityiii. Tail end ecosystem

a. receives –ve. teres. pollutioniv. Den. human population highest

III. Various Economic Activitiesi. 5 star hotelsii. nuclear power plantsiii. pilgrimage centresiv. coastal highways etc.

IV. Problems of Original Inhabitantsi. Freedom curbedii. Receiving –ve impacts of dev.

a. air and sea pollutionb. nuclear radiationc. invasion of dev. activities

iii. no compensation fora. loss of occupationb. dignityc. land and cultural nights

V. Post Tsunami Measuresi. Present conditions

a. neither purely public or privateii. Actual requirement

a. to reach the needy / poorb. encourage public policies

c. Better protection of ecosystemKey1. teres.-terestrial2. Den.- density3. –ve –negative4. dev. Development

5. etc. –etcetra

Note: 1. Any abbreviations done by the students should be accepted.

2. No student to be penalized if they have not given a key to

abbreviations separately.

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(b) SUMMARY

Objective : (1) To expand notes (headings and sub-headings) into a summary

(2) To test ability of expanaion

Marking : Content 2 marks

Expression 1 mark

Note: Considering the numerous facts mentioned in the notes about the coastal

eco-system, due consideration should be given to the students if they do not

cover all the points in the summary which is expected to be concise. The

summary should cover the essential details only.

SECTION B (WRITING) TOTAL - 25 MARKS

Q.3. OPTION-1

POSTER – STAGING A PLAY TOTAL – 5 MARKS

Objective : To write in an appropriate style of a poster (blurbs, bullets,

different font size etc. may be considered)

Marking :

Format - 1 mark

(Heading, organizer)

Content - 3 marks

Expression - 1 mark

(Coherence and relevance of ideas and style)


What - 1

When - 1 (date + time)

Where - 1

OR

Option-2

FACTUAL DESCRIPTION GOA TOTAL – 5 MARKS

Objectives : To write in an appropriate style and format of a factual description.

Marking : Format (heading) ½ mark

Content 2½ mark

Expression 2 marks

(Coherence and relevance of ideas and style)

54

Suggested Value points

- population

- area

- main languages

- main attractions

- getting there

Q.4. Option -1

LETTER OF COMPLAINT TOTAL -10 MARKS

Objectives : To use an appropriate style to write a formal letter.

To plan, organize and present ideas coherently

Marking : Format 2 marks

(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

Expression: 4 marks

� Grammatical accuracy,

appropriate words and spellings 2 marks

� Coherence and relevance of ideas

and style 2 marks


- recently bought crockery

- receipt no / date of purchase

- upset because some crockery items broken

- asking for replacement

Or

Option -2

LETTER TO THE EDITOR TOTAL -10 MARKS

Objectives : To use an appropriate style to write a formal letter.

To plan, organize and present ideas coherently

Marking : Format 2 marks

(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

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Expression 4 marks

� Grammatical accuracy appropriate

words and spellings 2 marks


and style 2 marks


- ragging, social menace

- form of bullying

- negative effects of bullying / suicides etc

- preventive measures

Q.5. Option -1

ARTICLE – VANISHING JOY OF CHILDHOOD Total – 10 Marks

Objective : To write in a style appropriate to the given situation.

To plan, organize and present ideas coherently.

Marking : Format 1 mark

(heading and writer’s name)

Content 4 marks

Expression 5 marks

� Grammatical accuracy, appropriate

words and spellings 2½ marks


and style 2½ marks


- Role of play

- Imp. of unstructured play

- Benefits of unstructured play

(Any four relevant value points to be accepted)

Or

Option - 2

SPEECH – IMPORTANCE OF ENGLISH TOTAL – 10 MARKS




Introduction of speech and appropriate ending

56

Content 4 mark

Expression 5 marks

� Grammatical accuracy,

appropriate words and spellings 2½ marks

� Coherence and relevance of ideas and

style 2½ marks

Suggested Value Points- Importance of learning English

- Role of English in today’s world

- Measures being taken to promote the language in India

- Advantages of learning English

SECTION C (GRAMMAR) 20 MARKS

Q6. REARRANGING TOTAL: 5 MARKS

Objectives : To be able to present ideas in grammatically logical

sequence 5 marks

Marking : 1 mark for every correct answer

Answer

1. First sift together flour, baking soda, spices and salt into abowl

2. Next beat together butter and brown sugar for 3-5 minutes

3. When the mixture is fluffy add the eggs one at a time

4. After the eggs have been added mix the flour at low speeduntil the batter is smooth

5. Finally bake in an oven and cool

Q7. DIALOGUE WRITING TOTAL-5 MARKS

Objectives : To be able to extend a situation into a meaningful dialogue.

Marking : 1 mark each for every correct exchange provided it is accuratelyand appropriately expressed. No marks should be awarded ifthere is any inaccuracy. This includes inaccuracies in grammar,spelling or punctuation. 5 marks

Sample Answers:

(The dialogue could take place between Mini and thedoctor, Heena / Hilal and the doctor, Heena and Hilal)1. Mini / Heena / Hilal: When is a heat stroke caused?

Doctor / Heena / Hilal: It is caused when the body is unableto cope with excessive heat

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2. Mini / Heena / Hilal: What are the symptoms?

Doctor / Heena / Hilal: They are fatigue, nausea, cramps,

headache and dizziness.

3. Mini / Heena / Hilal: What steps should I take to avoid a

heat stroke?

Doctor / Heena / Hilal: One should stay in the shade , drink

fluids to replace lost salt and rest

4. Mini / Heena / Hilal: What is the difference between heat

stroke and heat exhaustion?

Doctor / Heena / Hilal: Heat stroke is worse than heat

exhaustion. When left untreated heat exhaustion can progress

to heat stroke.

5. Mini / Heena / Hilal: How should we protect ourselves?

Doctor / Heena / Hilal: We should protect ourselves by

drinking plenty of water and avoiding caffeinated drinks.

Q.8. EDITING TOTAL: 5 MARKS

Objectives : To use grammatical items appropriately

Marking : ½ mark each

If the candidate copies the sentence and replaces the incorrect

word with the correct answer marks should be awarded.

However no marks are to be deducted if the candidate has

given only the correct words.

Incorrect Correct

a) for - of

b) deliver - delivered

c) lean - leant / leaned

d) its - it rrr

e) move - moved

f) ‘t / have - it / had

g) come - came

h) struggle - struggled

i) on - in

j) in - of

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Q9. FRAMING QUESTIONS TOTAL-5 MARKS

Objectives : To understand the context and frame relevant and appropriatequestions.

Marking : ½ mark each for every accurate question framed

Note : No marks to be awarded if there is any inaccuracy. Theten questions should cover at least any of the two areas specifiedfor the interview in the given question.

Sample questions:

a) Who has been your inspiration? /

b) Who inspired you to open / start an orphanage?

c) In the beginning did you find it difficult to run the orphanage?

d) How is the atmosphere of the orphanage?

e) From where do you get funds to run the orphanage?

f) What kind of inmates do you have?/

How many inmates do you have?

g) Do you take good care of the inmates?

h) Are visitors allowed?

i) Does your community support the orphanage?

j) Is there a school attached to the orphanage?

k) Is there a road ahead?

SECTION D: LITERATURE 35 MARKS

Q10. REFERENCE TO CONTEXT TOTAL- 7 MARKS

Objective : To test students’ comprehension of poetry- local, global,interpretative, inferential and evaluative

Marking : 7 marks

Answers:

OPTION (1) ODE TO AUTUMN

a) Ode to Autumn ; John Keats - ½ + ½

b) apples / grapes / hazelnuts / gourd (any 2) - ½ + ½

c) · apple trees bent with apples

· swelling gourds

· plumping hazelnuts

· budding flowers

· honey being collected

(Any two) - 1+1

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d) bees - 1

e) later flowers refer to

· extending warm weather

· abundance of flowers

· hence abundance of nectar

· bees collecting this nectar

(Any two) 1+1

OPTION (2) ARS POETICA

a) Ars Poetica ; Archibald Macleish - 1

b) dumb signifies wordless / silent - 1

thumb signifies sense of touch / feeling /

mark of achievement / memories of past (any one) - 1

c) simile - 1

e.g.

· as old medallions to the thumb

· silent as the sleeve – worn stone of casement ledges

· wordless as the flight of birds

(any one example) - 1

d) dumb / silent / wordless (any two) - ½ + ½

e) · conveys meaning silently

· conveys meaning effortlessly

· conveys meaning effectively

· evokes nostalgia

· it's timeless

· symbolic

(any 2) - ½ + ½

Q11. POETRY TOTAL 4×2 = 8 MARKS

Objectives : To test students’ comprehension of poetry – local and global

Marking : Content: 3 marks

Expression: 1 mark

(a) · symbol of separation

· signifies end of relationship / curtain has been drawn on

the relationship

· irreversible and final

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(b) first line – describes soldier before the war – fired with patriotism

second line – describes soldier after the war – emotionally, physically,

mentally broken

(c) Any one to be accepted

From Sally’s viewpoint

· Is willing to wait for seven years

· Meets him every Sunday

· Accepts the jeering

From narrator’s viewpoint

· Suffers master’s beatings to watch Sally

· Willing to give away his savings

· Willing to become a slave for her

· Eager to meet her every Sunday

· Looking forward to marrying her after 7 years

(Any other relevant point) (Any three)

Q12. PLAY TOTAL-5 MARKS

Objectives : To test the students’ ability to comprehend plays, understandcharacter etc.


Expression: 2 marks

OPTION (1) ALEXANDER

- An Adventure Story ; Terence Rattigan - ½ + ½

- Alexander to Queen Mother - ½ + ½

- Queen Mother had vowed not to speak to Alexander- 1

- She felt he had killed her son - 1

- She broke her vow - 1

OR

OPTION (2) MONKEY’S PAW

- both loved son deeply

- Mr. White, more adventurous took the risk

- Mrs. White not interested in the paw

- Disbelieving the powers of the paw initially, later on compelled

husband to wish the son alive

- Mr. White maintained composure after son’s death

- Mrs. White desperate after her son’s death; longing for son

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Q13. FICTION TOTAL 4×2=8 MARKS

Objective : To test student’s ability to comprehend, interpret and evaluateprose texts


Expression: 1 mark

a) · Grief stricken /depressed / lonely (Any Two)

· Longing for sympathy

· Desperate to unburden grief

· Talks about son’s death - 1

· Finally unburdened his heart to his horse - 1

b) · helped to delay debut (Jack Roux’s first performance onstage)

· helped to overcome stage fright

· got paid for allowing Robichon to perform in his place

· got free advertisement

(Any Three) - 1½

Robichon – got a chance to prove his versatility / in aserious role / in front of an audience - 1½

c) · was impacted deeply by extent of massacre

· remorse / law of piety

· public acknowledgement turned non-violent

· turned to Buddhism / practiced Dharma / sentmissionaries abroad

(Any Three)

Q14. LONG ANSWERS - FICTION TOTAL 7 MARKS

Objectives : To test students’ ability to comprehend prose texts globally,interpret and evaluate them.

Marking : Content - 4 marks

Expression - 3 marks

Option -1 ON EDUCATION

Note: Marks should be awarded for the student’s creativity

Suggested Value Points:

- “True education is that which remains if one has forgotteneverything he learnt in school”

- Aim of education – production of harmonious individuals capableof thinking / working individual

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- To create truly successful beings giving more to society than

receiving

- Creating individuals motivated by love of learning

- Using practical methods of education

- Giving more importance to holistic education than specialized

knowledge

- Teachers should be worthy of respect due to intellectual ability

- Freedom to choose curriculum

- School - means of transferring culture + values

(Any four points from above)

Option- 2 THE ACTRESS


- At the war front -½

- Lisa was attracted towards Doronin inspite of his ordinary looks

- Doronin took care of Lisa and her co-performers at the

front

- Lisa expressed her feelings through letter

- Doronin rejected – which hurt her but later received a - 1

letter after his death calling her his fiancé

- Understood true meaning of the line

‘ If you love the whole world is within you and there is no

death’

- From a little actress became real actress

- Play acting was her destiny


SECTION A (READING) 20 MARKS

Q1. READING GANDHIJI TOTAL MARKS: 12

Objective : To identify and understand main parts of the text.

Marking : As marked in the question paper. No penalty for spelling and

grammar.

Accept any other word equivalent in meaning to the answers

given below.

- 1½

- 1

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Answers : (a) (i)

· Freeing India from more than 100 years of British rule

· Achieving freedom without a single shot being fired

1+1 Marks

(ii)

· It provides us with a vision of what we want to achieve

· It grabs and pulls us out of our comfort zone

· Forces us to employ new and innovative ways toachieve our goals

· Forces us to think outside the box / compels newsways of thinking

(any 2) 1+1 Marks

(iii) Truth / Compassion / non-violence

(Any two) ½ + ½ = 1 Mark

(iv)

· The vision of a free India and a peaceful and harmoniousworld made him fearless.

· He was inspired by dreams of freedom and rose to theoccasion

· He cared so deeply about freedom and non-violencethat he tapped into his inner resources of courage, willpower and self confidence

(Any 2) 1+1 Marks

(v) Even the trivial becomes painful, molehills appear as

mountains and mere winds seem like hurricanes

(Any 1) 1 Mark

(b) VOCABULARY

Objective : To deduce the meanings of unfamiliar lexical items.

Marking : 1 mark each (4 marks)

Answers : 1. audacious

2. efficacy

3. unmitigated disaster/ unmitigated/ disaster

4. echelons

Q 2. Note making and Summarizing Total Marks: 8

Objective : To develop the skill of taking down notes

To develop the extracted ideas into a sustained piece of writing.

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Marking : Note making 5 marks

Heading 1 mark

Abbreviations / Symbols 1 mark

(with or without key)

(minimum four)

Content 3 marks

(minimum three sub-headings)

Important instructions:

The notes provided below are only guidelines. Any other title, main points and subpoints should be accepted if they are indicative of the students' understanding ofthe given passage and the notes include the main points with suitable and recognizableabbreviations.

Complete sentence should not be accepted as notes. Half a mark shouldbe deducted from the total if the student writes complete sentences.

Numbering of points can be indicated in different ways and these should be acceptedas long as it follows a consistent pattern.

(a) Note making

Note: If the student has attempted only the summary or only the notes,due credit should be given.

Suggested Notes

Title : Coastal Ecosystem / Coastal Environment/ or any other relevant heading

I. Salient features / General Facts

(i) Constitute national and global resource

(ii) Meeting ground of water and land

(iii) Exposed to deg. due to natural and human impact

(iv) Provide ideal sit. for infra, dev + eco activities

(v) 50% of world pop. lives along coastline

II. Difference between Western and Eastern Coast

(i) Eastern coast

(a) irregular

(b) wider plains

(ii) Western coast

(a) straight

(b) narrow plains

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III. Preventive Measures / Recommendations

(i) Set back lines need to be demarcated based on:

(a) Location

(b) Specific coastal geometric features

(c) Stability of the coastal rock strata

(a) erosion rates

(b) seaward coastline characteristics

(c) wave dynamics

(d) vegetation cover

IV. Needs in low lying coastal areas

(i) Erection of a first line defence from storm surges

(ii) Input from government agencies

(iii) Overhauling disaster management schemes

(b) SUMMARY

Objective : (1) To expand notes (heading and sub-headings) into a summary

(2) To test ability of expansion.


Expression 1 mark

Note: Considering the numerous facts mentioned in the notes about the coastal

eco-system, due consideration should be given to the students if they do not cover

all the points in the summary which is expected to be concise. The summary

should cover the essential details only.

SECTION B (WRITING) 25 MARKS

Q.3. POSTER – EAT FRESH FOOD TOTAL – 5 MARKS

Objective : To write in an appropriate style of a poster (blurbs, bullets,different font size etc. may be considered)

Marking : Format - 1 mark

(heading, organizer)

Content - 3 marks

Expression - 1 mark

(Coherence and relevance of ideasand style)

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Suggested Value Points· Capital· Location· Languages· Getting there· Main attractions / shopping / sight seeing

FACTUAL DESCRIPTION BHUBANESWAR TOTAL – 5 MARKS

Objectives : To write in an appropriate style and format of a factual description.

Marking : Format (heading) ½ markContent 2½ markExpression 2 marks(Coherence and relevance of ideas and style)

Suggested Value points- capital- languages- getting there- places to visit- things to buy

Q.4. LETTER OF COMPLAINT TOTAL -10 MARKS

OPTION ( 1 )

Objectives : To use an appropriate style to write a formal letter.To plan, organize and present ideas coherently

Marking : Format 2 marks(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

Expression 4 marks� Grammatical accuracy,

appropriate words and spellings 2 marks� Coherence and relevance of ideas

and style 2 marks Suggested value points

- any answer related to a complaint about the mix-up of theorder be accepted

- reference to order placed (reference number / date)- details of the order(specifications)- mention of mix up- asking for rectification of problem(Any other relevant value points)

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OrOPTION – 2

LETTER TO THE EDITOR TOTAL -10 MARKS

Objectives : To use an appropriate style to write a formal letter.To plan, organize and present ideas coherently

Marking : Format 2 marks(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

Expression 4 marks� Grammatical accuracy,

appropriate words and spellings 2 marks� Coherence and relevance of ideas

and style 2 marks

Suggested value points- alarming sex-ratio – cause for concern- female foeticide – bane to society- causes, preventive measures

Q.5. ARTICLE – CRISIS OF CHILDHOOD TOTAL -10 MARKS

Objective : To write in a style appropriate to the given situation.To plan, organize and present ideas coherently.

Marking : Format 1 mark(heading and writer’s name)Content 4 marksExpression 5 marks

� Grammatical accuracy,appropriate words and spellings 2½ marks

� Coherence and relevance of ideasand style 2½ marks

Suggested value points Causes:

- dependence on junk food leading to obesity / diseases- lack of exercise due to greater affluence- stressful school life- working parents- dependence on electronic goods- structured leisure activities

Suggestions- individual response or any other relevant points

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Or

OPTION - 2

SPEECH – SPEECH FOR SLUM DWELLERS TOTAL – 10 MARKS




Introduction of speech andappropriate ending

Content 4 marks

Expression 5 marks

� Grammatical accuracy,appropriate words and spellings 2½ marks

� Coherence and relevance of ideasand style 2½ marks


- diseases – caused by mosquitoes

- spread and consequences

- preventive measures

- supportive therapy

- eradication / control / programmes

SECTION C (GRAMMAR) 20 MARKS

Q6. REARRANGING TOTAL: 5 MARKS

Objectives : To be able to present ideas in grammatically logicalsequence 5 marks

Marking : 1 mark for every correct answer

Answer

1. Soft centred chocolates contain fondant which is made bymixing sugar with a quarter of its own weight of water.

2. The solution is heated slowly until the sugar dissolves andthen the syrup is boiled.

3. Next, the hot sticky clear solution is poured out and left tocool.

4. After it cools the fondant is re heated and an enzyme calledinvertase is added in

5. Finally the fondant is moulded into fancy shapes.

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Q7. DIALOGUE WRITING TOTAL-5 MARKS

Objectives : To be able to extend a situation into a meaningful dialogue.

Marking : 1 mark each for every correct dialogue provided it is accuratelyand appropriately expressed. No marks should be awarded ifthere is any inaccuracy. This includes inaccuracies in grammar,spelling or punctuation. 5 marks

Sample Answers:

(Any other suitable exchange to be accepted)

1. Aishwarya / Abhishek : Is it possible for birds to find theirway home after long journeys?

Doctor S: Yes they can find it.

2. Aishwarya / Abhishek: How do they manage to do this?

Doctor S: The extra sensory capabilities of the birds helpthem to detect changes in the atmospheric pressure, weatherand the earth’s magnetic field.

3. Aishwarya / Abhishek: How do birds sleep on one leg?

Doctor S: The body weight of a bird bends its knees, closesits claws and helps it to sleep on one leg.

4. Aishwarya / Abhishek: Do they sleep at night?

Dr S: Yes, but not nocturnal species.

5. Aishwarya / Abhishek: How do eagles save energy?

Doctor S: They save energy by gliding

Q.8. EDITING TOTAL: 5 MARKS

Objectives : To use grammatical items appropriately

Marking : ½ mark each

If the candidate copies the sentence and replaces the incorrectword with the correct answer marks should be awarded.However, if only the correct words are given marks are to beawarded.

Incorrect Correct

a) complete - completed

b) pound - pounded

c) swing - swung

d) stretch - stretching / stretched

e) its - its / the

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f) finger - fingersg) reassuring - reassuringlyh) come - camei) an - aj) in - on

Q9. FRAMING QUESTIONS TOTAL-5 MARKS

Objectives : To understand the context and frame relevant and appropriatequestions.

Marking : ½ mark each for every accurate question framed

Note: No marks to be awarded if there is any inaccuracy. The ten questionsshould cover at least any of the two areas specified for the interview in the givenquestion.

Sample questions:a) Who has been your inspiration? /

Who inspired you to open / start an orphanage?b) In the beginning did you find it difficult to run the orphanage?c) How is the atmosphere of the orphanage?d) From where do you get funds to run the orphanage?e) What kind of inmates do you have?

How many inmates do you have?f) Do you take good care of the inmates?g) Are visitors allowed?h) Does your community support the orphanage?i) Is there a school attached to the orphanage?j) Is there a road ahead?

SECTION D: LITERATURE 35 MARKS

Q10. REFERENCE TO CONTEXT TOTAL-7 MARKSObjective : To test students’ comprehension of poetry- local, global,

interpretative, inferential and evaluativeMarking : 7 marksAnswers :OPTION (1) ODE TO AUTUMN

a) Ode to Autumn ; John Keats - ½ + ½b) that autumn is a season of abundance which everybody

knows about - ½ + ½c) Autumn - 1d) Personification – Autumn as a woman busy in harvesting

(winnowing , reaping, etc.) - 1+1(e) Cut/reap the harvest/; she’s sleeping intoxicated by the fumes

of the poppy - 1+1

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OPTION (2)

a) Curtain – Helen Spalding - ½ + ½

b) The lady to herself - 1

c) traumatic separation known only to the lovers - 1

d) Because like Hamlet they are isolated / lonely and cannotconfide in anyone

OR

indecisive like Hamlet unsure whether decision was wise ornot - 1

He is compared to the lovers - 1

e) To emphasize the separation - 1

(f) Soliloquoy-Speech in which the character speaks to himself/ herself or to the audience rather than to another actor inthe play. - 1

Q11. POETRY TOTAL 4×2=8 MARKS

Objective : To test students’ comprehension of poetry – local and global

Marking : Content : 3 marks

Expression : 1 mark

a)

· Poem focuses on central theme of mother

· Mothers – symbolic of universality of mother

· Comma – emphasizes role of mother among other things

· Occupying prominent place among his childhoodmemories

· Picture of mother created through use of 1st person andfigures of speech

b)

· Evokes experience rather than states directly

· External timeless beauty

· Subjective interpretation

· Suggestive and symbolic

· Wordless, palpable

· Sensuous appeal

(Any three points)

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c)

· Poet identifies with bird’s misery

· Describes its desperation

· Attempts at freedom – agony and pain

· Use of repetition to show empathy

· Yearning of the bird to enjoy beauties of nature

· Prayer to God to put an end to misery

· Further emphasized by the parallel drawn to the anguish

suffering, exploitation faced by the poet and his family

as members of the black community

(Any three points)

Q12. PLAY TOTAL-5 MARKS

Objectives : To test the students’ ability to comprehend plays, understand

character etc.


Expression: 2 marks

OPTION (1) ALEXANDER

a. An Adventure story ; Terence Rattigan - ½ + ½

b. Alexander to Ptolemy - ½ + ½

c. Alexander to his successor - 1

d. Whether he should name his successor - 1

e. Did not consider the title glorious - ½

Did not want anyone else to suffer his fate - ½

OR

OPTION (2)

- First wish for 200 pounds

- Second wish for Herbert to come alive

- Third wish to let Herbert’s spirit rest in peace

Result

- First wish, got money but lost son

- Second spirit appeared but were scared to face it

- With the third wish spirit goes back, knocking stops couple

left shattered and heart broken

73

Q13. FICTION TOTAL 4×2=8 MARKS

Objective : To test student’s ability to comprehend, interpret and evaluateprose texts


Expression: 1 mark

a)

- “True education is that which remains if one has forgotteneverything he learnt in school”

- Aim of education – production of harmonious individualscapable of thinking / working individual

- To create truly successful beings giving more to societythan receiving

- Creating individuals motivated by love of learning

- Using practical methods of education

- Giving more importance to holistic education thanspecialized knowledge

- Teachers should be worthy of respect due to intellectualability

- Freedom to choose curriculum

- School - means of transferring culture and values

Any three points from above

(Any other relevant answers)

b)

· helped to delay debut (Jacques Roux’s first performanceon stage)

· helped to overcome stage fright

· got paid for allowing Robichon to perform in his place

· got free advertisement/ publicity

(Any Three) - 1½

Robichon – got a chance to prove his versatility / in a

serious role / in front of an audience - 1½

c)

· Mosquitoes – unscrupulous, attacks without provocation,causes diseases

· Bees/ wasps – noble creatures

· Sting only when provoked

· Help in pollination

· Give honey

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Q14. LONG ANSWERS — FICTION TOTAL 7 MARKS

Objectives : To test students’ ability to comprehend prose texts globally,interpret and evaluate them.


Expression 3 marks

OPTION (1) GRIEF

Note: Marks should be awarded for students' creativity


Yes, appropriate

- Deals with grief of cab driver

- Loss of son

- No one to listen / share grief with

- Experiences with fares

- Final unburdening to horse

Title –Individual answers (any suitable title) to be accepted

OPTION (2)


- Ashoka mighty ruler / second only to Buddha

- Large empire / collapsed after his death

- After Kalinga transformed from autocratic ruler to kind caring protectiveruler / brought peace, prosperity

- Man with missionary zeal

- Led by example

- Implemented dharma / law of piety

(Any four of the above)

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ls mrjk 'kk;j] ;gk¡ dk ckf'kank FkkA vkSj ekuk fd jgs fnYyh esa ij [kk,¡xs D;k*] iwNus

ds ckot+ wn bldh xfy;k¡ NksM+ dgha x;k u FkkA gks ldrk gS] fet+kZ le> x, gksa fd

iVjh ls mrjus dk et+k rc gS tc T+;knkrj yksx iVjh ij yns jgsa vkSj vkids fy,

80

HkVdus dks jkLrs [kqys iM+s gksaA ,d ckj HkhM+ iVjh ls mrj dj] vkidh jkg vk yxs rks

lef>,] ogh iVjh cu xbZ vkSj vki mlesa fgy&feydj] x, dke lsA

vFkok

cgqr nwj rd vkSj cgqr dky ls ihM+k igq¡pkrs pys tkrs gq, fdlh ?kksj vR;kpkjh

dk cuk jguk gh yksd dh {kek dh lhek gSA buds vkxs {kek u fn[kkbZ nsxh & uSjk';]

dk;jrk vkSj f'kfFkyrk gh NkbZ fn[kkbZ iM+sxhA ,slh xgjh mnklh dh Nk;k ds chp vk'kk]

mRlkg vkSj rRijrk dh izHkk ftl Øks/kkfXu ds lkFk QwVrh fn[kkbZ iM+sxh] mlds lkSan;Z

dk vuqHko lkjk yksd djsxkA jke dk dkykfXu&ln'k Øks/k ,slk gh gSA ;g lkfÙod rst

gS] rkel rki ughaA

2- fuEufyf[kr iz'uksa esa ls fdUgh rhu ds mÙkj fyf[k, % 4+4+4=12

¼d½ Ô;fDr dh ,d >yd* fucU/k esa ys[kd us izlkn ds O;fDrRo ds cká vkSj Hkhrjh

Lo:i dh fdu fo'ks"krkvks dk mYys[k fd;k gS\

¼[k½ lR; vkSj f'ko ds izfr Hkh"e vkSj d".k ds nf"Vdks.k esa D;k varj Fkk\ & ^Hkh"e

dks {kek ugha fd;k x;k!* ikB ds vk/kkj ij mÙkj fyf[k,A

¼x½ ^fe'kujh* Hkko dh fuank vkSj bZ";kZ&}s"k ls izsfjr fuank esa D;k vUrj gS\ fuank&jl*

ikB ds vk/kkj ij Li"V dhft,A

¼?k½ êsjh thou;k=kk % nks fp=k* ikB esa ys[kd us vkfFkZd fLFkfr ds dkj.k viuh

fdu&fdu leL;kvksa dk mYys[k fd;k gS\

3- ^vFkkrks /kqeDdM+&ftKklk* fucU/k ds ys[kd ;qokvksa dks ?kqeDdM+&/keZ xzg.k djus dk

ijke'kZ D;ksa nsrs gSa\ 3

vFkok

êa=k* dgkuh ds cw<+s Hkxr dk MkW- pM~<k ds izfr O;ogkj vkn'kZ D;ksa gS\ ;qfDr;qDr

foospu dhft,A

4- fuEufyf[kr dkO;ak'k dh lizlax O;k[;k dhft, vkSj dkO;&lkSan;Z ij fVIi.kh fyf[k, % 10

tk fnu rs Nfc lksa eqlqdkr dgw¡] fuj[ks uanyky fcyklhA

rk fnu rsa eu&gh&eu esa] efrjke fi;S eqldkfu lq/kk&lhA

81

usdq fues"k u ykxr uSu] pds fproS fr; nso&fr;k&lhA

pan&eq[kh u pyS] u fgyS] fujckr fuokl esa nhi&fl[kk&lhAA

vFkok

tc iy Hkj dk gS feyuk]

fQj fpj fo;ksx esa f>yuk]

,d gh izkr gS f[kyuk]

fQj lw[k /kwy esa feyuk]

rc D;ksa pVdhyk lqeu jax\

5- fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj fyf[k, 3+3+3=9

¼d½ ^fnudj* us ^rw rks gS og yksx tgk¡ mUeqDr euqt dk eu gS* & fdls dgk gS vkSjD;ksa\

¼[k½ ^vks esjs eu* dfork esa thou ds izfr dfo ds {kksHk dk D;k dkj.k gS] mls vkidgk¡ rd mfpr le>rs gSa\

¼x½ iqjok flgdh] fQj nh[k x,

f'k'kq ?ku&dqjax

'kf'k ls 'kjekuk lh[k x,

f'k'kq ?ku&dqjax

mi;qZDr iafDr;ksa dk Hkko&lkSan;Z Li"V dhft,A

¼?k½ ^,d NksVh&lh yM+kbZ* dfork esa dfo lekt ds fdl oxZ ds fgr esa la?k"kZ djukpkgrk gS vkSj D;ksa\

6- tk;lh vFkok 'ke'ksj cgknqj flag ds thou vkSj jpukvksa dk ifjp; nsrs gq, mlds

dkO;&f'kYi ij izdk'k Mkfy,A 6

7- ^jaxHkwfe* miU;kl ds dFkkud dh pkj izeq[k fo'ks"krkvksa ij izdk'k Mkfy,A 5

vFkok

^^ jaxHkwfe* ,d leL;kewyd miU;kl gS ftlesa vkS|ksxhdj.k dh leL;k fo'ks"k :i ls

mBkbZ xbZ gSA** & bl dFku ds vkyksd esa jaxHkwfe ds dFkkud dh leh{kk dhft,A

82

8- ^^lksfQ;k izxfr'khy fopkjksa okyh] mnkjân;k rFkk vkn'kZ izsfedk gSA** & bl dFku

ds vkyksd esa lksfQ;k dk pfj=kkadu dhft,A 5

vFkok

^^lwjnkl dks dksbZ dgrk Fkk fl) Fkk( dksbZ dgrk Fkk cyh Fkk( dksbZ nsork dgrk Fkk(

ij og ;FkkFkZ esa f[kykM+h FkkA** bl dFku dh iqf"V eas lwjnkl dk pfj=kkadu dhft,A

9- ^îzsepan Hkk"kk ds tknwxj FksA** & bl nf"V ls jaxHkwfe dh Hkk"kk dh leh{kk dhft,A 5

vFkok

^^ jaxHkwfe* dk mís'; turk dh drZO;&psruk dks txkuk gSA** vki bl dFku ls dgk¡

rd lger gSa\ ;qfDr;qDr foospu dhft,A

10- jkeHkfDr dkO;/kkjk vkSj d`".kHkfDr dkO;/kkjk esa ewy vUrj crkrs gq, jkeHkfDr

dkO;/kkjk ds dkO; dh fdUgha rhu izeq[k izofÙk;kas ij izdk'k Mkfy,A 4

vFkok

HkkjrsUnq;qxhu dkO; dh rhu lkekU; fo'ks"krkvksa dk mYys[k djrs gq, bl dkO;/kkjk ds

nks izfl) dfo;ksa ds uke Hkh fyf[k,A

11- izxfroknh dkO;/kkjk vFkok ubZ dfork dh pkj izeq[k izofÙk;ksa ij izdk'k Mkyrs gq,

ml dkO;/kkjk ds nks izfl) dfo;ksa dk ukeksYys[k dhft,A 5

12- izlknksÙkj fgUnh ukVd vFkok izsepanksÙkj fgUnh miU;kl ds Øfed fodkl dk laf{kIr

ifjp; nhft,A 4

13- fuEufyf[kr fo"k;ksa esa ls fdlh ,d ij yxHkx 300 'kCnksa esa fucU/k fyf[k, % 12

¼d½ Hkkjrh; laLdfr dk cnyrk Lo:i

¼[k½ D;k ugha dj ldrh ukjh

¼x½ egkuxjh; thou % leL;k,¡ vkSj lek/kku

¼?k½ pfj=k&fuekZ.k esa f'k{kk dh Hkwfedk

¼³½ ifjorZu % izdfr dh ,d 'kk'or izfØ;k

83

14- fuEufyf[kr dkO;ka'k dks if<+, vkSj iwNs x, iz'uksa ds mÙkj nhft, %

uhykEcj ifj/kku gfjr iV ij lqUnj gS]

lw;Z&pUnz ;qx eqdqV] es[kyk jRukdj gS]

ufn;k¡ izse&izokg] Qwy rkjs eaMu gSa]

canhtu [kxoUn] 'ks"kQu flagklu gSA

djrs vfHk"ksd i;ksn gSa] cfygkjh bl os"k dhA

gs ekrHkwfe] rw lR; gh] lxq.k ewfrZ losZ'k dhA

fueZy rsjk uhj ver ds le mÙke gS]

'khry eUn lqxU/k iou gj ysrk Je gS]

"kM~_rqvksa dk fofo/k n';;qr vn~Hkqr Øe gS]

gfj;kyh dk Q+'kZ ugha e[key ls de gS]

'kqfp lq/kk lhaprk jkr esa] rq> ij pUnz izdk'k gSA

gs ekrHkwfe] fnu esa rjf.k] djrk re dk uk'k gSA

¼d½ ^ûhykEcj ifj/kku-------- flagklu gS** dkO;&iafDr;ksa esa fpf=kr ekrHkwfe ds os"k

dk o.kZu vius 'kCnksa esa dhft,A 2

¼[k½ ekrHkwfe ds ty vkSj ok;q dh D;k fo'ks"krk,¡ gSa\ 1

¼x½ lw;Z vkSj pUnzek ekrHkwfe dh lsok fdl izdkj djrs gSa\ 1

¼?k½ cknyksa ds }kjk ^vfHk"ksd* fd, tkus dk D;k vk'k; gS\ 1

15- fuEufyf[kr x|ka'k dks if<+, vkSj iwNs x, iz'uksa ds mÙkj fyf[k, %

tc rd fdlh inkFkZ dk laLdkj ugha gksrk] rc rd og lnks"k vkSj xq.kghu jgrk

gSA mnkgj.kkFkZ] tc rd ghjs dks lku ij laLdr ugha fd;k tkrk] rc rd ml ij ls

u rks feêh dk vkoj.k gh gVrk gS vkSj u mleas ped gh vkrh gSA blh izdkj tc lksuk

[kku ls fudyrk gS rc og efyu jgrk gSA laLdkj ds cx+Sj lqo.kZ ugha cu ikrkA tc

tM+ oLrqvksa esa Hkh laLdkj ls gh foy{k.krk vkrh gS] rc euq"; dk rks dguk gh D;k\

euq"; dk Hkh Lo:i laLdkj ls gh ;FkkFkZr% izdkf'kr gksrk gSA

84

laLdkj og Lusg;qDr nhid gS tks ekuo dks va/kdkj ls fudkydj] vlH;rk ds

iad ls [khapdj larksa dh Js.kh esa yk fcBkrk gSA mlds thou dks fnO;rk iznku djrk

gSA vPNs laLdkj euq"; ds eu] opu vkSj deZ rhuksa dks ifo=krk iznku djrs gSaA gekjs

pfj=k dks mTToy cukrs gSaA mTToy pfj=k ls u dsoy gekjk ykHk gksxk] vfirq lekt]

jk"Vª vkSj fo'o dk Hkh vH;qn; gksxkA

¼d½ fdlh inkFkZ dk laLdkj djus ls D;k rkRi;Z gS\ 1

¼[k½ laLdkj ekuo ds pfj=k dks mTToy dSls djrs gS\ 1

¼x½ lqlaLdkjh cuus ds fy, gesa fdl izdkj ds yksxksa ds chp mBuk&cSBuk pkfg,\ 1

¼?k½ lqlaLdkjh ls lekt vkSj jk"Vª dk vH;qn; dSls gksxk\ 1

¼³½ mi;qZDr x|ka'k ds fy, ,d mi;qDr 'kh"kZd fyf[k,A 1

85

vad ;kstuk & fganh ¼,sfPNd½

lkekU; funsZ'k %

1- vad&;kstuk dk mn~ns'; ewY;kadu dks vf/kdkf/kd oLrqfu"B cukuk gSA vad&;kstukesa fn, x, mÙkj&fcanq vafre ugha gSaA ;s lq>kokRed ,oa lkadsfrd gSaA ;fn ijh{kkFkhZ usbuls fHkUu fdarq mi;qDr mÙkj fn, gSa] rks mls mi;qDr vad fn, tk,aA

2- ewY;kadu djus okys ijh{kdksa ds lkFk tc rd izFke fnu oS;fDrd vFkok lkewfgd :ils vad&;kstuk ij Hkyh&Hkk¡fr vk|ksikar fopkj&fofu;e ugha gks tkrk] rc rdewY;kadu vkjaHk u djk;k tk,A

3- ewY;kadu viuh futh O;k[;k ds vuqlkj u djds vad&;kstuk esa fufnZ"V funsZ'kkuqlkjgh fd;k tk,A

4 iz'uksa ds miHkkxksa ds mÙkjksa ij nkbZa vksj vad fn, tk,aA ckn esa miHkkxksa ds bu vadksadk ;ksx ckbZa vksj ds gkf'k, esa fy[kdj mls xksykd`r dj fn;k tk,A

5- ;fn iz'u dk dksbZ miHkkx ugha gS rks ml ij ckb± vksj gh vad nsdj mUgsa xksykd`rdj fn;k tk,A

6 ;fn ijh{kkFkhZ us fdlh iz'u dk vfrfjDr mÙkj Hkh fy[k fn;k gS rks vis{kkd`r

vPNs mÙkj ij vad nsdj nwljs vfrfjDr mÙkj dks dkV fn;k tk,A

7- laf{kIr] fdUrq mi;qDr foospu ds lkFk izLrqr fd;k x;k fcanqor mÙkj foLr`r foospudh vis{kk vPNk ekuk tk,xkA ,sls mÙkjksa dks mfpr egRo nsus dh vis{kk gSA

8- ckj&ckj dh xbZ ,d gh izdkj dh v'kq) orZuh ij vad u dkVsaaA

9- vifBr x|ka'k vkSj dkO;ka'k ds iz'uksa esa ijh{kkfFkZ;ksa dh le>] cks/k {kerk vkSjxzg.k“khyrk dk ijh{k.k fd;k tkrk gS] vr,o buds mÙkjksa esa vfHkO;fDrxr ;ksX;rk dksvf/kd egÙo u fn;k tk, ftlls ijh{kkfFkZ;ksa dks vdkj.k gkfu gksA

10- ewY;kadu esa laiw.kZ vad iSekus & 0 ls 100 dk iz;ksx vHkh"V gS] vFkkZr~ ijh{kkfFkZ;ksa us;fn lHkh visf{kr mÙkj&fcanqvksa dk mYys[k fd;k gS rks mls “kr&izfr'kr vad fn,tk,aA

86

iz'u&i=k&la[;k 29@1@1

vad & ;kstuk

1- x|ka'k dh lzilax O;k[;k

vad foHkktu bl izdkj gS

1- ys[kd rFkk ikB dk ukeksYys[k (½+½) 1 vad

2- iwokZij laca/k&fuokZg 1 vad

3- O;k[;k& izeq[k fcUnqvksa dk Li"Vhdj.k 5 vad

4- Hkk"kk 'kSyh ij fVIi.kh 3 vad

dqy 10 vad

¼1½ ys[kd& uannqykjs oktis;h] Ô;fDrRo dh ,d >yd*A

¼2½ ys[kd dh nf"V esa izsepanz dh eR;q ij ;g dguk fd dksbZ ekLVj ej x;k &

vuqfpr Fkk] og mnkl gks tkrk gSA

¼3½ ys[kd dky vkSj iFoh dh O;kidrk dk vuqHko djrs gq, lksprk gS( ftudk tUe

lalkj dks vkuan ns vkSj eR;q 'kksd Hkj ns && os gh cM+s ughaA cM+s os Hkh gSa tks pqipki

,dkdh thou fcrkdj bl lalkj ls fonk ys ysrs gSaA ,sls yksx lalkj ds yksxksa dk

iFk iz'kLr dj tkrs gSaA

¼4½ Hkk"kk&rRle 'kCnkoyh] thou&nhi esa :idA

vFkok

¼1½ ys[kdys[kdys[kdys[kdys[kd & gfj'kadj ijlkbZ] ^fuankjl* lsA

¼2½ ys[kd dk fe=k fuank djus esa ikjaxr] ys[kd Hkh fuank esa lq[k vuqHko djrk gSA

¼3½ ys[kd vius nq'euksa dk uke ysrk x;k vkSj mldk fe=k ydM+h phjus ds vkjs ds

leku muds nks"k fxurk x;kA

¼4½ nq'euh ds {ks=k esa ys[kd ;ks)k cuk vkuan mBkrk x;kA

2- dsoy rhu iz'uksa ds mÙkj visf{kr

vad ;kstuk 3 vad

fo"k; oLrq 1 vad

mi;qDr Hkk"kk 'kSyh dqy 4 vad

4 x 3 = 12 vad

87

d- lu~ 1947 esa 'kj.kkFkhZ dkfQyksa ds :i esa fnYyh vk,] jkr&fnu cgqr esgur djds

mUgksaus vius ?kj ;gha clk, o vius dke&/ka/kksa dks c[kwch ls pyk;k fd os vlyh

fnYyh okyksa ls vkxs fudy x,A mudh dke djus dh jQ~rkj rst] ekufldrk

nwljksa dks ekr nsdj vkxs c<+us dh jgh vkSj ,slk djuk muds fy, LokHkkfod FkkA

--[k-[k-[k- bl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksabl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksabl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksa

dks mBk;k gSAdks mBk;k gSAdks mBk;k gSAdks mBk;k gSA

¼1½ i;kZoj.k iznw"k.k dh leL;kA

¼2½ izkdfrd lalk/kuksa dh dehA

¼3½ tSfod fofo/krk dk gklA

¼4½ i;kZoj.k iznw"k.k ls mRiUu izkf.k;ksa ds LokLF; dh leL;k,¡A

¼5½ fodkl dh vo/kkj.k ds dkj.k vehj&xjhc ds chp dh [kkbZ dk c<+uk vkfn

leL;kvksa ij izdk'k visf{kr gSA

x- nq[k igq¡pkus okys ds izfr fd;k x;k Øks/k ;fn cgqr fnuksa rd gn; esa fVdk jgs

rks ogh ôSj* dgykrk gSA bl fLFkfr esa Øks/k dk osx {kf.kd gksrk gS] ij oSj

LFkk;h gks tkrk gSA vr% Øks/k vkSj oSj dk varjdky lkis{k dgk x;k gSA

?k-? k -? k -? k -? k - Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %

¼1½ Hkh"e D;k djuk pkfg, vFkok D;k ugha] bldk le; ij leqfpr fu.kZ; dj ikus

esa vleFkZ jgsA

¼2½ vkthou czg~epkjh cus jgus dk xyr fu.kZ; ysus ij] os bl ij bruk vfMx jgs

fd ns'k ds fgr dks Hkh Hkwy x,A

¼3½ vius fuohZ;Z Hkkb;ksa ds fy, dU;k gj.k djus dk mudk dk;Z vuqfpr jgkA

¼4½ nzkSinh ds vieku ds le; mudk ekSu /kkj.k fd, jguk vijk/k FkkA

3 ¼1½ cw<+k Hkxr n;kyq ,oa ijksidkjh LoHkko dk Fkk tks fcuk fdlh LokFkZ ds MkW0 pM~<k 3 vad

ds vidkj dks Hkwy dj muds cPps dh tku cpkrk gSA

¼2½ mlesa dÙkZO;cks/k dh Hkkouk cM+h gh izcy FkhA pw¡fd mls lk¡i ds dkVs dk bykt

vkrk Fkk vr% MkW0 pM~<k ds cPps dks cpkuk og viuk dÙkZO; le>rk FkkA

88

¼3½ MkW0 pM~<k ds fcuk cqyk,] viuh iRuh ls pksjh muds ?kj tkuk o cPps dh tku

cpk dj pqipki ykSV vkuk mlds LoHkko dh ljyrk dk ifjpk;d gSA

vFkok

ys[kd ^vkseizdk'k okYehfd* firHkDr Fkk î<+&fy[k dj tkfr lq/kkjuh gS* ;g okD;

mldk izsj.kk&lzksr jgk%

mlds pfj=k dh fofHkUu fo'ks"krk,¡ %

¼1½ vkfFkZd raxh esa u ?kcjkukA

¼2½ dPph jksfV;ksa dk Hkh vknj djukA

¼3½ Nk=kkokl esa lkfgfR;d xfrfof/k;ksa ls tqM+k jgukA

¼4½ lHkh ds izfr mldk lnO;ogkj vkfn xq.k ls izHkkfor gksukA

4-4-4-4-4- vad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gS

1-1-1-1-1- dfo o dfork dk ukedfo o dfork dk ukedfo o dfork dk ukedfo o dfork dk ukedfo o dfork dk uke ½+½ =1 vad

2-2-2-2-2- iwokZij laca/k&fuokZgiwokZij laca/k&fuokZgiwokZij laca/k&fuokZgiwokZij laca/k&fuokZgiwokZij laca/k&fuokZg 1 vad

3-3-3-3-3- eq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.k 3 vad

4-4-4-4-4- dkO; lkS an;ZdkO; lkS an;ZdkO; lkS an;ZdkO; lkS an;ZdkO; lkS an;Z 5 vad

dqy 1 vad

¼1½ dfo efrjke ^lkSUn;Z vkSj Ükaxkj* 'kh"kZd ls mn~/kr inA

¼2½ ukf;dk ds ikjn'khZ lkSUn;Z dk fp=k.kA

¼3½ ukf;dk ¼jk/kk½ ds xkSjo.kZ ds vkxs HkV~Vh esa ris lksus dh ped Hkh Qhdh] mldh

ck¡dh fprou] vkyL; Hkjh eLrh eueksgd] ml :i ek/kqjh ij dkSu&U;ksNkoj ugha

gksxk\ mls ftruk lehi ls ns[kks mruk xgjk vkd"kZ.kA

¼4½ Jaxkj jl] Hkk"kk czt] ljl] e/kqj] xs;rk ds xq.kksa ls Hkjiqj] ^fcuk eksy fcdkr*

eqgkojs dk lQy iz;ksx] miek vyadkj] Nan loS;kA

vFkok

¼1½ dfo&t;'kadj izlkn] dfyax fot; ls lacaf/kr dfork ^v'kksd dh fparkA

89

¼2½ thou esa ekuo dh r".kk HkVdrh gSA

¼3½ thou {kf.kd] ;kSou dh meax dks vkSj HkM+dkrh gSA r".kk vfXu f'k[kk cuh ekuo

dks tykrh gSA

¼4½ miek] :id vaydkj] Hkk"kk esa y{k.kk&O;atuk] rRle 'kCnkoyh] [kM+h cksyhA

5 d½ fjD'kkpkyd dh nhu&ghu n'kk] xV~<s iM+s [kqjnjs iSjksa dh nqnZ'kk ys[kd ds 3+3+3 = 9 vad

laosnu'khy eu dks bruk vf/kd O;fFkr dj xbZ fd og mls Hkqyk ugha

ik,xkA

[k½ ySai iksLV tykus dk vFkZ gS lekt esa psruk ykuk] cqf)thoh oxZ dks tkxzr

djukA ;g dke rks dksbZ Hkh O;fDr dj ldrk gS ij fgalk dk f'kdkj gqbZ cPph

dh ek¡ ds eu dh ihM+k dks dksbZ ugha ck¡V ldrk vkfn mYys[k visf{kr gSA

x½ dfo Hkkjr ds ml Lo:i dks ueu djuk pkgrk gS ftlesa mlds fof'k"V

xq.k&ijLij izse Hkkouk] loZleHkko] ekuork vkfn clrs gSa u fd mlds HkkSxksfyd

:i dksA

?k½ tks HkfDr esa vkuaneXu gqvk] lkalkfjd fo"k; oklukvksa ds jl dks NksM+ dj jkr

fnu izHkq Hktu easa yhu gS o ftlus fo"k;ksa dks fo"k le> R;kx fn;k gS ogh vlyh

HkDr gS ,oa mlh us ml ver dks p[kk gS tks fnO; gSA

6 fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½ 6 vad

tUe esnuhiqj ¼caxky½ esa lu~ 1897 esa] eSfVªd rd fof/kor~ f'k{kk] laLdr] vaxzsth]

caxyk&lkfgR; dk v/;;u ?kj ij] 15 o"kZ esa fookg ij nkEiR; lq[k HkkX; esa ugha FkkA

ckn esa firk] pkpk vkSj var esa iq=kh ljkst dh eR;q us bUgsa >d>ksj fn;kA

jpuk,ajpuk,ajpuk,ajpuk,ajpuk,a

^rqylhnkl*] ^vukfedk*] îfjey*] ^xhfrdk*] ^dqdqjeqÙkk*] ^vf.kek*] û, iÙks* vkfnA

dkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYi

LoPNan Nan 'kSyh ds fuekZrk] dkO; esa ,d vksj 'kfDr vkSj vnE; ikS:"k rks nwljh vksj

Jaxkj Hkh] tgk¡ ,d vksj cqf) rRo ogka nwljh vksj jgL; rRo HkhA

90

Hkk"kkHkk"kkHkk"kkHkk"kkHkk"kk

[kM+h cksyh % laLdr ds rRle 'kCnksa dk ckgqY;] mnwZ&vaxzsth 'kCnksa dk iz;ksxA

vFkok

rqylhnklrqylhnklrqylhnklrqylhnklrqylhnkl

tUe ckank ftys ds jktkiqj xkao ds lu~ 1532 esa] eR;q dk'kh esa lu~ 1632 esA cpiud"Vksa esa chrk] egkRek 'ks"k lukru ds laj{k.k esa lkfgR;] bfrgkl] dkO; dyk dkv/;;uA

jpuk,ajpuk,ajpuk,ajpuk,ajpuk,a

jkepfjrekul] ikoZrh eaxy] tkudh eaxy] fou; if=kdk] xhrkoyh] dforkoyhA

dkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYi

egkdkO;] [kaMdkO;] eqDrd xhr lHkh izdkj dh jpuk,a dhA fo"k; vkSk Hkko ds vuqlkjNan iz;ksx] czt vkSj vo/kh nksuksa ij vf/kdkj] fofHkUu vFkkZyadkjksa ds lQy iz;ksxA

7 dFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSA 5 vad

;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA

ekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSA

lqxfBrrk & lqxfBrrk & lqxfBrrk & lqxfBrrk & lqxfBrrk & lwjnkl dh eq[; dFkk ds lkFk fou; vkSj lksfQ;k dh dFkk] ¼ftldk dsUnz

dk'kh gS tgk¡ tku lsod] egsUnz flag] bUnq vkfn dh dFkkvksa dk iYyou gksrk gS½ rkfgj

vyh o mlds ifjokj dh dFkk fcuk ck/kk ds tqM+h gqbZ gSaA

jkspdrk & jkspdrk & jkspdrk & jkspdrk & jkspdrk & dFkkud esa ukVdh; izlaxkas }kjk jkspdrk mRiUu dh xbZ gSA

lthork & lthork & lthork & lthork & lthork & eq[; dFkk ds lkFk vU; midFkk,a dFkkud dks ltho cuk, j[krh gSaA

dkSrwgy dkSrwgy dkSrwgy dkSrwgy dkSrwgy & bl miU;kl esa dkSrwgy vkjaHk ls var rd cuk jgrk gSA dFkkud dh bu

fo'ks"krkvksa dk mYys[k visf{kr gSA bl mÙkj ds 5 vad gSaA

91

vFkok

jaxHkwfe dk dFkkud Hkkjrh; Lora=krk laxzke dh egkxkFkk gSA ^jaxHkwfe* ml le; ds

jktuSfrd la?k"kZ dks ikBdksa ds le{k cM+h ;FkkFkZrk ls izLrqr djrk gSA blds lkFk gh

xzkeh.k o uxjh; laLdfr;ksa dk la?k"kZ Hkh ;gka fpf=kr gqvk gSa blesa ns'kh ujs'kksa ds

vR;kpkj vkSj iw¡thoknh nks"kksa dk Hkh gn;gkjh fp=k.k feyrk gSA ;g miU;kl rRdkyhu

ns'k dky o okrkoj.k dh ;FkkFkZrk dks LokHkfod :i esa fpf=kr djrk gSA ml le; dk

lkekftd] jktuSfrd o lkaLdfrd ifjos'k ikBdksa ds le{k lkdkj gks mBrk gSA

rRdkyhu ifjfLFkfr;ksa dk cgqr gh l'kDr fp=k.k gqvk gSA ml dky esa tehankjh izFkk

vius iwjs fodjky :i esa ns'kHkj esa tM+ tek, gq, FkhA ;s lkearh 'kfDr;ka fczfV'k

jkt'kfDr ds lkFk feydj xjhc turk dks rjg&rjg ls 'kksf"kr dj jgh FkhaA mu fnuksa

jk"Vªh; vkanksyu Hkh iwjs mRlkg ds lkFk py jgk FkkA rRdkyhu U;k;ky;ksa dh iksy Hkh

ys[kd us [kksyh gSA ikaMsiqj esa flxjsV dk dkj[kkuk yx tkus ds ckn ogka dh iru'khy

fLFkfr;ksa dk fo'kn fp=k.k dj vkS|ksfxdhdj.k ds ujd dks ewÙkZ :i fn;k gSA bu lcdh

iwjh rLohj ^jaxHkwfe* ds dFkkud vkSj ik=kksa ds ek/;e ls mHkkjh xbZ gSA

8 vad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gS 4 vad

pkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gS 1 vad

dqy 5 vad

lwjnkl dk pfj=kkadulwjnkl dk pfj=kkadulwjnkl dk pfj=kkadulwjnkl dk pfj=kkadulwjnkl dk pfj=kkadu

lwjnkl miU;kl dk eq[; ik=k gS tks lHkh ¼vU;½ ik=kksa o ?kVukvksa ls tqM+k gqvk gSA og

{kh.kdk;] nhu&ghu] nfjnz gksrs gq, Hkh deZB] vk'kkoknh] nwjnf"V laiUu vkn'kZ O;fDr

gS tks vU;k; o vR;kpkjksa ds fo:) tu&psruk tkxzr djrk gSA

og xka/khoknh fopkjk/kkjk dk vuqlj.kdÙkkZ gS] tks vkRecy ls thou la?k"kksaZ ls tw>rk

gSaA og mnkjekuk ijksidkjh O;fDr gSA blfy, lkekftd 'kks"k.k dh f'kdkj lqHkkxh dks

viuh >ksaiM+h esa vkJ; nsrk gSA

lwjnkl iq'rSuh tehu ds izfr eksg j[kus okyk gS] ftlds fy, og viuh tku ij [ksy

tkrk gSA ^ljdkj] iqj[kksa dh ;gh fu'kkuh gS] cspdj mUgsa dkSu eq¡g fn[kkÅ¡xk\** mldh

xk;dh esa bruk izHkko Fkk fd mldh t+ehu ljdkj us Nhu yh vkSj mlus xk&xkdj 'kgj

dks bdV~Bk dj fy;kA bl dFku ls ;g ckr Li"V gksrh gS fd og lQy xk;d gSA og

,d f[kykM+h gS] ^^,d u ,d fnu gekjh thr gksxh] t:j gksxhA** mldk dFku mlds

deZB thou vkSj thou ds izfr vk'kkoknh nf"Vdks.k dk izek.k gSA

fdUgha pkj fo'ks"krkvksa ds mYys[k ij iwjs pkj vad fn, tk ldrs gSaA

92

vFkok

lksfQ;k dk pfj=kkadu %

izsfedk ds :i esaiz sfedk ds :i esaiz sfedk ds :i esaiz sfedk ds :i esaiz sfedk ds :i esa

og fou; ds izfr lkfRod izse j[krh gSA mlesa L=kh&iq:"k ds oklukiw.kZ nSfgd laaca/kksa dk

iqV ugha gSA

okd~iVqokd~iVqokd~iVqokd~iVqokd~iVq

lksfQ;k okd~iVq gSA og vius i{k dks prqjrkiwoZd izLrqr djrh gSA ;Fkk og fou; dks

dgrh gS & eSaus ogha fd;k tks eq>s U;k;laxr tku iM+kA

rdZ'khy izd`frrdZ'khy izd`frrdZ'khy izd`frrdZ'khy izd`frrdZ'khy izd`fr

lksfQ;k rdZ esa fo'okl j[krh gS] gj rF; dk rdZ dh dlkSVh ij dluk mldk

LokHkkfod xq.k gSA

ekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.k

lksfQ;k us Hkys gh bZlkbZ ifjokj esa tUe fy;k gks] ijarq mlesa ekuorkoknh nf"Vdks.k FkkA

og fgUnw /keZ dks Hkh lEeku nsrh FkhA

og oS;fDrd Lora=krk dh leFkZd gSaA og bUnq ls dgrh gS & ^lcls vyxj jguk pkgrh

gw¡] tgk¡ esjh Lok/khurk esa ck/kk Mkyus okyk dksbZ u gksA**

lksfQ;k og jlorh /kkjk gS tks vkn'kZ ds dxkjksa ds chp] xhr lh rjy] ljy] ekuork

dh fn'kk dh vksj fujarj izokge;h gSA

9 ^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA

vad ;kstukvad ;kstukvad ;kstukvad ;kstukvad ;kstuk 4 vad

mn~ns'; & dF;mn~ns'; & dF;mn~ns'; & dF;mn~ns'; & dF;mn~ns'; & dF; 1 vad

Hkk"kk 'kq)rkHkk"kk 'kq)rkHkk"kk 'kq)rkHkk"kk 'kq)rkHkk"kk 'kq)rk dqy 5 vad

93

^jaxHkwfe* ds dFkkud] ik=kksa ds fØ;kdykiksa o leL;kvksa ds izfriknu }kjk ys[kd dk

mn~ns'; xka/kh&;qx ds thou&ewY;ksa dks izfrikfnr djuk gSA uk;d lwjnkl dk bZ'oj esa

fo'okl gSA mldk izR;sd dk;Z /keZ ls vuqizkf.kr gSA og xka/khoknh fl)karksa dk ikyu

djrk gqvk fgalk ds ekxZ ls Økafr ugha ykuk pkgrk gS] vfirq gn; ifjorZu ls ykuk

pkgrk gSA og lR;] vfgalk esa fo'okl j[krk gqvk thou dk vk/kkj lR; dks ekurk

gS] vFkZ dks ughaA xka/khokn esa ukjh dk lEeku gSA lwjnkl xka/kh th dk izfr:i fl) gksrk

gSA og lqHkkxh dks 'kj.k nsrk gSA og xka/kh th dh Hkkafr vkS|ksfxdhdj.k dk fojks/kh gSA

og uSfrdrk dh yM+kbZ yM+rk gS] rkM+h] 'kjkc vkfn dks jksdrk gSA mlds iz;klksa ls lqHkkxh

dk thou lq/kjrk gS rFkk HkSjksa esa ln~ofÙk;k¡ tkxrh gSaA vkfn fcUnqvksa es ls fdUgha pkj

dk mYys[k djuk gSA ¼,d fcUnq dk ,d vad gS½

vFkok

^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a

� Hkk"kk ik=kkuqdwy gSA

� ik=kksa ds pfj=kksa dks mtkxj djus esa l{ke gSA

� xzkeh.k {ks=kh; izHkkoksa dks fy, gq, 'kCn ;kstuk gSA

� fofo/k 'kCnkoyh& rRle] rn~Hko] ns'kt o fons'khA

� eqgkojs o yksdksfDr;ksa dk lQy iz;ksxA

� lwfDr;ksa dk lgt iz;ksxA

� miek] mRizs{kk vyadkjksa ls vyadr Hkk"kkA

� o.kZukRed 'kSyh jkspdrk dk xq.k fy, gq, gSA

� O;aX;iw.kZ] izHkkoe;h vkSj izokge;h Hkk"kkA

10 jhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;ka


fo"k; izfriknufo"k; izfriknufo"k; izfriknufo"k; izfriknufo"k; izfriknu 1 vad

dfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[k dqy 4 vad

� Jaxkj dh iz/kkurkA

� jhfr&fu:i.k dh izofÙkA

94

� vyadj.k dh izofÙk & ;ed] 'ys"k] vfr'k;ksfDr vkfn vyadkjksa dk iz;ksxA

� y{k.k&xzaFkksa dk fuekZ.kA

� fofo/k dkO; :i ,ao Nan iz;ksx&dfoÙk] loS;k] nksgk] NIi;] gfjin vkfn dk

iz;ksxA

� ukf;d o.kZu dh cgqyurkA

¼fdUgha rhu fcUnqvksa dk laf{kIr fu:i.k visf{kr gSA½

izfl) dfo rFkk mldh izfl) jpuk

� fcgkjh yky & ^fcgkjh &lrlbZ*

� ds'konkl & ^jfld fiz;k*] ^dfo fiz;k*

� efrjke & êfrjke&lrlbZ*

¼fdlh ,d dfo dk uke rFk mldh ,d izfl) dkO;&jpuk dk mYys[k visf{kr½

vFkok

HkfDrdky ds lkfgR; dh fo'ks"krk,¡

� fuxqZ.k ,o lxq.k HkfDr&dkO;ksa dh jpukA

� jke ds fuxqZ.k ,oa lxq.k :iksa dks ekU;rkA

� vorkjokn esa jke vkSj d".k nksuksa ij dkO; jpukA

� Jhd".k dh cky&yhykvksa ds ljl fp=kA

� Jaxkj jl ds la;ksx vkSj fo;ksx i{kksa dk o.kZuA

� d".k dkO; dh vf/kdka'k jpuk,¡ czt Hkk"kk esa rFkk jke dkO; dh jpuk,a

vo/kh rFkk cztHkk"kk esaA

¼fdUgh¼fdUgh¼fdUgh¼fdUgh¼fdUgha rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½ blds rhu vad gSaAblds rhu vad gSaAblds rhu vad gSaAblds rhu vad gSaAblds rhu vad gSaA

HkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSA

� iwoZ Z Z Z Z ,oa ijorhZ dky ls c<+ djA

� Lokar% lq[kk; dkO;&jpukA

95

� fofHkUu dkO; /kkjk,aA

¼1½ fuxqZ.k dkO; /kkjk&KkuekxhZ] izseekxhZ

¼2½ lxq.k dkO; /kkjk&jkeHkfDr] d".kHkfDr

� egku xzaFkksa dh jpuk&jkepfjrekul

� rRdkyhu cztHkk"kk rFkk vo/kh nksuksa Hkk"kkvksa esa jpuk,a jphaA

¼fdUgha nks dkj.kksa dk mYys[k visf{kr½ bl dFku dk 1/2+1/2=1 vad gSA dqy 3+1=4

vad gSaA

11 Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡


izo`fÙk;ks a dsizo`fÙk;ks a dsizo`fÙk;ks a dsizo`fÙk;ks a dsizo`fÙk;ks a ds ½+½ = 1

dfo o d`frdfo o d`frdfo o d`frdfo o d`frdfo o d`fr dqy 5 vad

¼1½ lkSUn;Z psruklkSUn;Z psruklkSUn;Z psruklkSUn;Z psruklkSUn;Z psruk

lkSUn;Z cks/k] v'kjhjh vkSj vewrZA

¼2½ izse Hkkoukizse Hkkoukizse Hkkoukizse Hkkoukizse Hkkouk

vKkr lÙkk ¼bZ'oj½ ukjh ds izfr izdfr ds izfrA

¼3½ oS;fDrdrk]oS;fDrdrk]oS;fDrdrk]oS;fDrdrk]oS;fDrdrk]

Lo dh izeq[krk] d:.kk] osnuk vkSj fujk'kk dh vfHkO;fDrA

¼4½ izdfr dk ekuohdj.k

¼5½ dYiuk dh vfr'k;rk

¼6½ Hkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyh

¼1½ [kM+h cksyh esa yk{kf.kdrk ,oa izrhdkRedrk dk lekos'k

¼2½ fp=kkRedrk

¼3½ miek] :id] mRizs{kk vyadkjksa dk lQy iz;ksxA

¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½

¼1½¼1½¼1½¼1½¼1½ dfo t;'kadj izlkndfo t;'kadj izlkndfo t;'kadj izlkndfo t;'kadj izlkndfo t;'kadj izlkn¼vk¡lw] ygj] >juk½

¼2½¼2½¼2½¼2½¼2½ lqfe=kkuan iarlqfe=kkuan iarlqfe=kkuan iarlqfe=kkuan iarlqfe=kkuan iar¼Lo.kZ fdj.k] Lo.kZ /kwfy] ifjoZru½

96

¼3½¼3½¼3½¼3½¼3½ fujkykfujkykfujkykfujkykfujkyk¼rqylhnkl] jke dh 'kfDr iwtk½

¼4½¼4½¼4½¼4½¼4½ egknsoh oekZegknsoh oekZegknsoh oekZegknsoh oekZegknsoh oekZ¼uhjtk] lka/; xhr] ;kek] nhif'k[kk½

¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½

vFkok

iz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;ka

¼1½ ?kksj O;fDrokn & ^vge* dh psruk lokZf/kd

¼2½ uXurk ;k Hkn~ns dkO; dk fp=k.kA

¼3½ O;aX;kRedrkA

¼4½ ukfLrdrkA

¼5½ fujk'kk dh HkkoukA

¼6½ Hkksxokn ,oa okluk dh izofÙkA

¼7½ Hkk"kk] Nan] fcEcA

¼d½ u, 'kCnksa ds fuekZ.k }kjk Hkk"kk dks u;k :i

¼[k½ Nan ;qDr dk dkO;

¼x½ vyadkjksa dk iw.kZ fooj.k rFkk fcEc dh ;kstuk vkfnA

¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½

izfl) dfoizfl) dfoizfl) dfoizfl) dfoizfl) dfo

¼1½¼1½¼1½¼1½¼1½ vKs;vKs;vKs;vKs;vKs;

¼gjh ?kkl ij {k.k Hkj] fdruh ukoksa esa fdruh ckj] lqugys 'kSoky] ckojk vgsjh] bUnz/kuq"k

jkSans gq,½

¼2½¼2½¼2½¼2½¼2½ HkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzoky

¼Nfo ds ca/ku] tkxrs jgks] dkxt ds Qwy] eqfDr ekxZ] ,d mBk gqvk gkFk½

¼3½¼3½¼3½¼3½¼3½ txnh'k xqIrtxnh'k xqIrtxnh'k xqIrtxnh'k xqIrtxnh'k xqIr

¼uko ds ik¡o] 'kCn&na'k] 'kEcwd] ;qXe]xkSih&xkSre] Nan&'krh½

¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpuk½

97

12 Lokra=k~;ksÙkj fgUnh fuca/k dk fodkl

vk/kqfud fgUnh x|&fo/kkvksa esa fuca/k dk egRoiw.kZ LFkku izxfr'khy fuca/k dh ,d

Lora=k /kkjk fodflr gqbZ ftlds mUuk;dksa esa jkefoykl 'kekZ dk uke vxzx.; gSA bl

;qx ds fuca/kdkjksa esa gtkjh izlkn f}osnh vius yfyr fuca/kksa ds fy, izfl) ¼v'kksd

ds Qwu] dqVt] dYiyrk½ lkaLdfrd psruk dk lekos'kA izkphu vkSj uohu dk

lkeatL;A O;fDrijd fuca/kksa esa ;qfDr;qDr fopkj] ekSfyd fparu] rdksZa ds vfrfjDr

vFkZ dh xgurk] O;kidrk jghA

izeq[k fuca/kdkjizeq[k fuca/kdkjizeq[k fuca/kdkjizeq[k fuca/kdkjizeq[k fuca/kdkj

izdk'kpanz xqIr] ;'kiky] f'konku flag pkSgku] ukeokj flag] jkaxs; jk?koA

vU; fuca/kdkjvU; fuca/kdkjvU; fuca/kdkjvU; fuca/kdkjvU; fuca/kdkj

oklqnso'kj.k vxzoky] vkpk;Z uannqykjs oktis;h] MkW0 uxsUnz] MkW0 bUnzukFk enku

ubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZo

MkW0 fo|kfuokl feJ] /keZohj Hkkjrh] dUgS;kyky feJ îzHkkdj*] gfj'kadj ijlkbZ]

dqcsjukFk] foosdh jk;] MkW0 feJ th }kjk vkpk;Z f}osnh dh lakLdfrd&lkfgfR;d yfyr

fuca/k ijaijk dk fodkl gqvkA gfj'kadj ijlkbZ gkL;&O;aX; iz/kku fuca/kksa ds fy, izfl)gq,A

¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½

vFkok

fgUnh dgkuh dk fodkl 4 vad¼pkj fcUnq visf{kr gSa½

bl ;qx esa dgkuh ds {ks=k esa u,&u, iz;ksx gq,A

u, <ax dh dgkfu;k¡ fodflr gqb±A dgkuh esa cnyko dk fcUnq gS & ubZ oSpkfjd nf"V]u;k dgkuhdkj fdlh efgek ;k vkn'kZ dh ctk; iwjh lPPkkbZ ls okLrfodrk dks mHkkjrkgSA

98

uxjh; cks/k] dLckbZ okrkoj.k] orZeku thou dh folaxfr;ka] vkfFkZd ladV dh pqukSrhdks Lohdkjrh ukjh vkfn izofÙk;k¡ feyrh gSaA

f'kYi dh nf"V ls dgkuh ds lkjs rRoksa dk la'ys"k.k gSA

dgkuh esa dFkk rRo dk gzkl gqvk gS rFkk bldh {kfriwfrZ iz/kkur% ukVdh;rk] lkn';fo/kku] izrhdkRedrk ,oa fcac fo/kkuksa ls gqbZ gSA

dgkuhdkjksa us ;FkkFkZ dks fparu dh xgjkbZ ls tksM+ dj ns[kk vkSj ledkyhu] xaHkhj iz'uksa]leL;kvksa dks viuk;kA

thou esa O;kIr] fujk'kk] vlQyrk] la?k"kZ dk fp=k.k vf/kd gqvk gSA

Q.kh'ojukFk ^js.kq*] jktsUnz ;kno] eksgu jkds'k] deys'oj] vejdkar] /keZohj Hkkjrh]d".kk lkscrh] Hkh"e lkguh] m"kk fiz;Eonk ds uke fo'ks"k mYys[kuh; gSaA

fgUnh esa gkL;&O;aZ; dh dgkfu;k¡ fy[kus esa gfj'kadj ijlkbZ] ts-ih- JhokLro] cs<ccukjlh] 'kjn tks'kh izfl) dgkuhdkj gSaA s

vkt dh dgkuh vewrZ gksrh tk jgh gSA

f'kokuh] enqyk xxZ vkfn ysf[kdk,¡ Hkh dgkuh {ks=k dks le) dj jgh gSaA

¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½

13 fdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[ku


izLrkouk@Hk wfedkizLrkouk@Hk wfedkizLrkouk@Hk wfedkizLrkouk@Hk wfedkizLrkouk@Hk wfedk 6 vad

dF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknu 2 vad

milagkj@fu"d"kZmilagkj@fu"d"kZmilagkj@fu"d"kZmilagkj@fu"d"kZmilagkj@fu"d"kZ 3 vad

Hkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyh dqy 12 vad

uksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[kh

tk,A fuca/k ij vad lextk,A fuca/k ij vad lextk,A fuca/k ij vad lextk,A fuca/k ij vad lextk,A fuca/k ij vad lexz :i esa fn, tk,aAz :i esa fn, tk,aAz :i esa fn, tk,aAz :i esa fn, tk,aAz :i esa fn, tk,aA

99

14 ikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaA 1 x 5 = 5 vad

d ladqfpr 'kfDr ls rkRi;Z LokFkZ Hkkouk ls izsfjr gksdj O;ogkj djus ls gSA

[k foKku dsoy 'kjhj dks lq[k&lqfo/kk nsus vFkkZr~ HkkSfrd mUufr ds fy, gS vkSjvkReKku ekuo ewY;ksa dh mUufr dj euq"; dks vk/;kfRed&f'k[kj rd igq¡pkusds fy, gSA bu nksuksa ds lg;ksx ls gh ekuo vius thou dks lkFkZd dj ldrkgSA

x iFoh ij LoxZ ykus ds fy, foKku vkSj vkReKku nksuksa dk fodkl djuk gksxkAvkReKku euq"; ds fy, fn'kk n'kZd dk dke djsxk rks foKku ml fn'kk esa xfrc<+kus dkA

?k ijek.kq vL=k euq"; dks 'kkafr ls thou thus dh ckr dgrs gSaA ;fn euq"; izsevkSj vfgalk dh jkg ij ugha pysxk rks mls 'kkafr ugha feysxhA

M- NksVs&eksVs fooknksa dks lqy>kus ds fy, le> cqf)] ijLij dh ln~Hkkouk] izse vkSjeS=kh dh vko';drk gSA

15 izLrqr dkO;ka'k esa ik¡p iz'uksa ds mÙkj visf{kr gSaA izR;sd mÙkj dk ,d vad gS 1 x 5 = 5 vad

d Lora=krk ekuo gh ugha] izR;sd izk.kh dh tUetkr bPNk gS] ,d ekSfyd izofÙk gSfd og fdlh ds ca/ku esa jguk ugha pkgrkA ;g xq.k fdlh ds i<+kus ;k fl[kkusls ugha vkrkA

[k Lok/khu cus jgus ds fy, eqlhcrksa] d"Vksa o dfBukb;ksa vkfn dk lkeuk lkgl

ls djus dh vko';drk gSA fuHkhZdrk] ns'k ds fy, loZLo R;kx] Lokoyacu vkfn

xq.kksa dk gksuk vko';d gSA

x Loj esa ikod gksus ls vk'k; ôk.kh esa vkst* ls gSA fou; ohjksa dk vkHkw"k.k gS]

mudk xq.k gSA 'k=kq dks yydkjuk o ;q) esa izfrdkj dh Hkkouk ls izk.kksa dks gFksyh

ij ysdj ns'k dh j{kk djuk ohjksa dk dÙkZO; gSA

?k ;q) esa nq"Vksa dks ekjuk iq.; dk dke gSA /keZ dh j{kk ds fy, ;q)Hkwfe esa cgk;k

x;k jDr lkjs iki /kks nsrk gSA

100

iz'u&i=k&la[;k 29@1

vad & ;kstuk

1 ,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr

vad ;kstukvad ;kstukvad ;kstukvad ;kstukvad ;kstuk

¼1½ ys[kd o ikB dk uke 1/2+1/2=1

¼2½ iwokZij laca/k 1

¼3½ O;k[;k 5

¼4½ Hkk"kk 'kSyh ij fVIi.kh 3

dqy 10 vad

¼1½ ys[kd ys[kd ys[kd ys[kd ys[kd % enqyk xxZ] ^fny ls x, fnYyh esa*A

¼2½ fnYyh okyksa dh izofÙk ij djkjk O;aX;

¼3½ [ksy [ksyus vkSj nwljksa ds {ks=k esa ?kqlus esa fnYyh okys dq'ky( tks ;gka dh eq[;

/kkjk ls gV dj pyrs gSa yksx mUgsa u lgkjk nsrs gSa] u lEekuA ;g izofÙk dqN

o"kksZ dh nsu gSA igys ,slk ugha FkkA igys yhd ls gVdj pyus okys dykdkjksa

vkSj ys[kdksa dh dnz Fkh tSls vehj [kqljks dhA os Hkq[kejh dh ftanxh thrs jgs ij

fnYyh NksM+ dj dgha ugha x,A muds Lora=k ys[ku dk lEeku FkkA

¼4½ fnYyh okyksa ij O;aX;] Hkk"kk esa eqgkojksa dk iz;ksx] mnwZ 'kCnksa dk iz;ksx] ljy

cksypky dh Hkk"kk

vFkok

¼1½ ys[kd % jkepUnz 'kqDy] ^Øks/k*A ¼2½ Øks/k ds lkfRod :i dk o.kZuA

¼3½ cgqr nwj rd o cgqr le; ls ihM+k igqapkus okys vR;kpkjh dks lcd fl[kkuk

yksd dY;k.k djuk gSA ;g Øks/k fujk'kk] dk;jrk vkSj f'kfFkyrk dh xgjkbZ ls

fudy dj mRlkg] ohjrk vkSj vkst dh 'kfDr fy, jgrk gS & Øks/k ds bl :i

esa yksd eaxy dh Hkkouk jgrh gSA jke dk Øks/k ,slk gh FkkA

M- Lok/khu jgdj ns'k dh j{kk djuk ohjksa dk /keZ gSA jk{klksa dks ekjuk /kjrh ls iki

dk cks> de djuk gSA vr% gesa vU;k;] vR;kpkj dk MVdj lkeuk djuk

pkfg,A

101

Hkk"kk 'kSyh & lkjxfHkZr] fopkj iz/kku] rdZ lEer& rRle 'kCn iz/kku fdarq izokge;h

foospukRed 'kSyhA

2 dsoy rhu iz'uksa ds fuca/kkRed mÙkj visf{kr gSa &

vad ;kstuk

dF; ds 3 vad

'kq) Hkk"kk dk iz;ksx 1 vad

= 3x4 = 12

¼d½ izlkn dk O;fDrRo ,d egkekuo dk O;fDrRo] os vius ;qx ds lcls cM+s

ikS:"koku dfo ( muds laidZ esa vkus okys muls izHkkfor gq, fcuk u jgrs] os

LoHkko ls fouksnh] eLrekSyk] Li"Voknh izofÙk ds] fuysZi] fdarq ,d lPps fe=k

vkfnA

¼[k½ Hkh"e lnSo lR; ls fpiVs jgsA f'koa dh vis{kk os lR; dks gh egÙo nssrs jgs ftlls

ns'k fgr dh gkfu gqbZ] d".k us Bhd blds foijhr vkpj.k fd;k os f'koa ds

i{k/kj FksA

¼x½ fe'kujh Hkko dh fuank dk mn~ns'; ek=k fuank djuk gksrk gSA blesa fdlh ds izfr

cSj Hkko ugha] bZ";kZ ughaA os pkSchlksa ?kaVs fuank deZ esa cM+s ifo=k Hkko ls yxs jgrs

gSaA fuank muds fy, VkWfud] fdarq bZ";kZ }s"k ls izsfjr fuank djus okyk cM+k nq[kh

jgrk gS] og Lo;a gh nafMr gksrk jgrk gSA

¼?k½ ys[kd ds ikl lksus ds fy, fcLrj ugha FkkA dbZ fnu rd fot; cgknqj ds gh

fcLrj ij mlh ds lkFk lks;k( fQj m/kkj ds iSlksa ls fcLrj fy;kA ,-,e-vkbZ-bZ-

bathfu;fjax dh izkbosV ijh{kk nsuk pkgrk Fkk( QkeZ rks yk;k ij Hkj ugha ldk

dkj.k Qhl nsus Hkj dks iSls ugha FksA

3 dsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSA

dF;dF;dF;dF;dF; 3 vad

?kqeDdMh esa lq[k] vkuUn vkSj fuf'parrk izkIr gksrh gSA ;qok oxZ dks blfy, izssfjr djrs

gSa fd ;kSoukoLFkk esa gh 'kfDr vkSj fo/u ck/kkvksa dks ikj dj ysus dh fgEer gksrh gS

vkfn ds mYys[kA

vFkok

102

cw<+s Hkxr us MkW0 pM~<k ds lkFk ^tSls dks rSlk* okyk O;ogkj u dj ,d ijksidkjh

mnkjeuk ,oa laosnu'khy ekuo dk O;ogkj fd;k vkSj dSyk'k dh tku cpkbZA mlus

,slk u rks fdlh ykyp ls fd;k vkSj u fn[kkos ds fy,&og dSyk'k dks thou nku nsdj

pqipki f[kld x;k Fkk& vr% mldk pfj=k ,d vkn'kZ pfj=k gSA

4 dsoy ,d dkO;ka'k dh lizlax O;k[;k rFkk dkO;&lkSUn;Z ij fVIi.kh visf{kr

vad ;sktuk

dfo dk dfork dk uke 1/2+1/2=1

iwokZij laca/k 1 vad

O;k[;k 5 vad

dkO; lkSUn;Z ij fVIi.kh 3 vad

dqy 10 vad

¼1½ dfo% efrjke] ^lkSUn;Z vkSj@Jaxkj ds in

¼2½ Jh d".k dh eukseqX/kdkjh eqLdku dk izHkko& eqX/kkukf;dk ijA

¼3½ O;k[;k& ftl fnu ls xksih us foyklh uanyky dks ns[kk mldh e/kqj eq[k Nfo&eqLdku

dks og eu gh eu jleXu gq, ih jgh gSA og mls Hkwy ugha ik jghA og nsokaxuk ds

leku pfdr gq, fu"iyd ml fiz;re ds :i&ek/k;Z dks ,sls fugkj jgh gS tSls ok;q jfgr

LFkku ij tyrh gqbZ nhid dh ykS gks- u fgyrh u Mqyrh

¼4½ dkO; lkSnU;Z& miek vyadkj] vusd LFkyksa ij vuqizkl] panzeq[kh esa :idA

Hkk"kk&czt] jl&Jaxkj NUn loS;kA

vFkok

¼1½ dfo% t;'kadj izlkn] ^v'kksd dh fpark] ls

¼2½ thou dh u'ojrk] {kf.kdrk dk mYys[k]

¼3½ O;k[;k%& ekuo thou esa feyu {kf.kd vkSj fo;ksx 'ks"k thou ds fy, LFkk;h gS rks

fQj feyuk D;ksa\ bl thou dh fLFkfr dqN {k.kksa ds fy, f[kyus okys iq"i dh lh gS

vkSj var Hkh iq"i dh Hkkafr eqj>k dj feV~Vh dh rjg thou dh pVd&eVd ls nwj jg

dj d:.kk] lgkuqHkwfr viukus dh ckrA

¼4½ dkO; lkSan;Z%& thou dh fuLlkjrk ,oa {kf.kdrk dk o.kZu] vuqizkl vyadkj] eqDr

Nan] iz'uksÙkj 'kSyh] izrhdksa dk dq'ky iz;ksx] Hkk"kk lkfgfR;d [kM+h cksyh] Nk;koknh]

nk'kZfud nf"Vdks.k

103

5 fdUgha rhu iz'uksa ds mÙkj visf{kr gSaA 3+3+3

vad ;kstuk

d½ dfooj ^fnudj* Hkkjr ds ml fnO; Lo:i dks ueu djrs gq, dgrs gSa fd ;gka

thou esa ijLij izse] eS=kh] ca/kqRo gS D;ksafd ;gk¡ lejlrk] mUeqDrrk o lekurk ds Hkko

fufgr gSaA

[k½ thou ds izfr dfo ds {kksHk dk dkj.k gS fd og lekt] jk"Vª fgr esa dqN u dj

ldk] og vius futh&LokFkksZa dh iwfrZ esa gh yxk jgk] vkn'kZ o fl)karoknh cuus dk <ksax

jprk jgkA mlus tu dY;k.k ds fy, dqN ugha fd;kA

x½ dfo us cknyksa dh dYiuk ex 'kkodksa ds :i esa dh gSA iqjoS;k ds pyrs gh ;s

uUgs&uUgs ckny vkdk'k esa fQj fn[kkbZ nsus yxsA ,slk yxrk gS tSls bUgsa pUnzek ls

'kjekuk vk x;k gSA rHkh rks dHkh eq¡g fNikrs gSa vkSj dHkh izdV gq, fn[kkbZ nssrs gSaA

cknyksa dk ekuohdj.k] dfo dh dYiuk vuwBh] yTtk Hkko dk vaduA

?k½ dfo lekt ds 'kksf"kr oxZ ds fgr esa la?k"kZ djuk pkgrk gS tks ukSdj'kkgh ds

'kks"k.k dk vkt Hkh f'kdkj gSA

6 eq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksaeq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksaeq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksa

dk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSA


thou ifjp;thou ifjp;thou ifjp;thou ifjp;thou ifjp; 2 vad

jpukvksa dk ifjp;jpukvksa dk ifjp;jpukvksa dk ifjp;jpukvksa dk ifjp;jpukvksa dk ifjp; 2 vad

dkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYi dqy 6 vad

tk;lh&¼1½ vesBh ds fudV tk;l uxj ds jgus okys] vius le; ds fl) Qdhj lS;n]

v'kjQ vkSj 'ks[k cqjgku ds f'k";

¼2½ inekor] v[kjkoV vkSj vkf[kjh dykeA

¼3½ Hkk"kk BsB vo/kh] 'kSyh eluoh] nksgk&pkSikbZ NUn vkSj miek] :id] mRizs{kk vyadkjksa

ds lQy iz;ksx] eq[; :i ls Jaxkj] ohj vn~Hkqr jlksa ds vuwBs iz;ksxA

104


'ke'ksj cgknqj flag&tUe frfFk&1911( tUe LFkku&nsgjknwu( fo|k v/;;u&,e-,- rd

1935&36 eas izfl) fp=kdkj mdhy ca/kqvksa ls fp=kdyk izf'k{k.k fy;kA 1939 esa :ikHk

if=kdk esa lgk;d laiknd ds in ij dk;Z] dgkuh] u;k lkfgR;] dE;wu] ek;k] u;k iFk]

euksgj dgkfu;k¡ if=kdkvksa esa laiknu lg;ksxA mnwZ&fgUnh dks'k dk laiknuA

¼2½ ^dqN dfork,¡*] dqN vkSj dfork,¡*] ^pqdk Hkh ugha gw¡ eSa*] ^dky rqels gS gksM

esjh*] ^mfnrk*A

¼3½ izse vkSj lkSUn;Z ds dfo] 'kCn jax vkSj js[kkvksa ds fprssjs] dkO;&oLrq dk p;u vkSj

f'kYi xBu esa budh lw>&cw> vkSj dkS'ky dk mRd"kZ] izrhd&;kstuk] fcEc fo/kku vuwBk]

Hkk"kk esa fp=kkRedrkA

7 jaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k Mkyukvisf{kr gSAvisf{kr gSAvisf{kr gSAvisf{kr gSAvisf{kr gSA


fo'k s"krk,afo'k s"krk,afo'k s"krk,afo'k s"krk,afo'k s"krk,a 1 vad

'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx = 5 vad

dFkkud dh fo'ks"krk,a& ekSfydrk& vkS|ksxhdj.k ds lexz nq"ifj.kke dks ekSfyd <a+x ls

fn[kk;k x;k gSA bldh ?kVuk,a ijLij lqxfBr gSaA vkS|ksxhdj.k dh eq[; dFkk esa vU;

xkS.k dFkk,a tqM+h gqbZ gSaA

jkspdrk & izsepan us dFku dks jkspd cukus ds fy, ukVdh; izlaxksa vkSj dkSrwgyiw.kZ

?kVukvksa dk lgkjk fy;k gSA

lthork& jaxHkwfe dk dFkkud foLrr gksus ds ckotwn lthork cuk, j[krk gSA dkSrwgy]

ukVdh;rk vkfn ds xq.k Hkh dFkkud esa fo|eku gSaA

¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½

vFkok

leL;k ewyd miU;kl jaxHkwfe ds dFkkud esa vkS|ksxhdj.k dh leh{kk visf{kr gSA

jaxHkwfe dk ekSfyd la?k"kZ&vkS|ksxhdj.k dks ysdj gSA tkWu lsod vkS|ksxhdj.k O;oLFkk dk

izfrfuf/k gSA mlesa LokFkZijrk] pkiywlh] Ny&diV] flQkfj'k djus dk nko isap os lHkh

xq.k gSa] tks turk] 'kklu ra=k vkSj usrk lHkh dks my>k, j[krs gSaA iwathifr dk ,dek=k

105

y{; /kuksiktZu & ys[kd us tkWu lsod ds ek/;e ls bl O;oLFkk ij ;FkkFkZ izdk'k Mkyk

gSA vkS|ksxhdj.k ds nq"izHkkoksa dk ohHkRl fp=k vkfn ds mYys[k visf{kr&&&&&&&1

8 lksfQ;k ds pfj=kkdau esa izxfr'khyrk] gkfnZd mnkjrk rFkk vkn'kZ izse dk

fooj.k lksnkgj.k visf{kr

vad ;kstuk 4 vad

fp=kkdau 1 vad

'kq) Hkk"kk iz;ksx = 5 vad

lksfQ;k%& izxfr'khy fopkjksa dh ukjh gSA /keZ dk ladh.kZ vkSj ik[kaM iw.kZ Lo:i lksfQ;k

dks ilan ugha] og ekuork vkSj deZ ij fo'okl djrh gSA mls u rks firk tkWu lsod

dk iw¡thoknh O;fDrRo o fopkj vPNs yxrs gS vkSj ugha ek¡ dh dV~Vj etgc ijLrhA

og mnkjeuk] vkn'kZ yyuk gSA fQVu ds ihNs nkSM+rs gq, lwjnkl dks ns[kdj og ek¡ ls

vuqjks/k djrh gS&&&&&& ûgha ek¡] iSls gksa rks ns nhft,] cspkjk vk/kk ehy ls nkSM+k vk jgk

gSA &&&&&&&^^blh izdkj fou; dks vkx dh yiVksa es Qalk gqvk ns[kdj mlls vifjfpr

gsus ij Hkh vkx esa dwn iM+rh gS vkSj mls cpkrh gSA blh rjg DykdZ dh xksyh lwjnkl

dks yxrs ns[kdj og rqajr mlds ikl igq¡p dj ml ?kk;y dk mipkj dj mls vLirky

fHktokrh gSA og vkn'kZ izsfedk gSA fou; ds izfr mldk izse mnkÙk gSA mlesa izfrnku

dh ladh.kZrk ughaA vkRe le.kZ.k dk vkSnkR; gSA mlesa vkRek dk ca/ku gS] 'kjhj dk

ughaA og izse ds bl vkn'kZ ls dHkh ugha gVhA lwjnkl ds pfj=k dh lcls cM+h fo'ks"krkgS f[kykM+h LoHkko dh pkfjf=kd fLFkjrk( thou dh fo"ke ifjfLFkfr;ksa ls tw>us dh vfMx'kfDr] lqHkkxh dks viekfur djus okys HkSjksa vkSj fo|k/kj dh Fkkus esa jiV fy[kkus dkgkSalyk djrk gSA feV~Bw dks fiVrs o jksrs lqudj HkSjksa dks mldh yydkj& HkSjksa Hkyk pkgrsgks rks NksM+ nks mls] ugha rks vPNk ugha gksxk&esa mldk vnE; lkgl ns[krs gh curk gSAog ,d lPpk f[kykM+h gSA ^^thou ,d [ksy gS] bls [ksyks] gkjks rks ?kcjkvks ugha] thrksrks ?ke.M esa pwj u gksA**&&&&& &&&&& ^ge gkjs rks D;k &&&& &&&&& fQj ls [ksysaxsA vkSj ,du ,d fnu gekjh thr gksxh t:j gksxhA** bl izdkj lwjnkl u fl)] u cyh] u nsorkcfYd f[kykMh ds :i esa mldk vkn'kZ pfj=k ekuork dh Å¡pkb;ksa dks Nwrk gSA

9 jaxHkwfe dh leh{kk vFkok jaxHkwfe ds mn~ns'; dh ;qfDr;qDr foospuk visf{krA

vad ;kstuk 4 vad

Hkk"kk dh leh{kk vFkok mn~ns'; dh ;qfDr;qDr foospuk 1 vad

Hkk"kk;h 'kq) iz;ksx = 5 vad

106

izLrqr dFku izsepan dh Hkk"kk ij v{kj'k% ?kfVr gksrk gSA izsepan dh Hkk"kk vke cksypky

dh Hkk"kk gS ftlesa lgt HkkokfHkOlfDr] izokge;rk] izs"k.kh;rk ds lkFk&lkFk ik=kkuqdwyrk

dk LokHkkfod xq.k vk;k gSA Hkk"kk dFkkud ds ifjos'k dks] ik=kksa dh ekufldrk ,oa

izlaxkuqdwyrk dks fy, gq, gSA mlesa eqgkojs o lwfDr;ksa ds lQy iz;ksx ds lkFk

fp=kkRedrk o ltukRedrk Hkh ns[krs curh gSaA buds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aA

vFkok

jaxHkwfe tu&tkxj.k dk miU;kl gSA rRdkyhu jktuSfrd o lkekftd xfrfof/k;ksa]

vkS|ksxhdj.k ds ifj.kke Lo:i xjhc etnwjksa dk 'kksf"kr thou] fdlkuksa ds izfr gksus

okyk vU;k;] 'kks"kd oxZ ds vR;kpkj] vaxzsth gqdwer ds dkj.k ns'kh fj;klrksa dh nqnZ'kk]

mu jktkvksa dh Lok/khurk] vkRelEeku dk dqpyk tkuk vkfn bl miU;kl esa fn[kk dj

ys[kd us turk tuknZu dk txkus dk iz;kl fd;k gSa xka/khoknh thou n'kZu }kjk

uo;qodksa esa vfgalk vkSj lR; ds ekxZ dks viukus dh izsj.kk nh gS& ;gh ugha thou&laxzke

dks [ksy dh Hkkouk ls tw>us dk Hkh ea=k fn;k gSA

10 jkeHkfDr dkO;/kkjk o d".kHkfDr dkO;/kkjk esa ewy varj crkus dk 1 vad 1 vad

jkeHkfDr dkO; dh rhu izeq[k izofÙk;ksa ds 3 vad 3 vad

dqy 4 vad

jke HkfDr dkO; vkSj d".k HkfDr dkO; esa ewyr% varj bu nksuksa dh mikluk ds b"Vnso

dks ysdj gSA jke HkDr dfo;ksa us n'kjFk&iq=k Jh jke dh e;kZnk HkfDr dks viuk;k gS]

tcfd d".k HkDr dfo;ksa us uan&iq=k cky d".k dh iqf"VekxhZ; HkfDr Hkkouk dk izJ;

fy;k gS vkSj mudh ukuk izdkj dh cky&yhykvksa dk ek/kq;ZKku fd;k gSA

jkeHkfDr dkO;%& buds b"V Jhjke esa 'kfDr] 'khy vkSj lkSan;Z dk leUo;u] HkfDr esa

nkL;Hkko dh iz/kkurk&^lsod lsO; Hkko fcuq Hkou rfj; mjxkfjA* ¼2½ jkeHkfDr dkO;

eq[;r% vo/kh Hkk"kk esa] czt Hkk"kk esa Hkh] ij iz;ksx de

¼3½ dkO; izca/k vkSj eqDrd nksuksa :iksa esaA

¼4½ nksgk&pkSikbZ ds vfrfjDr dqaMfy;k] lksjBk] jksyk] loS;k vkfn Nanksa dk Hkh iz;ksx

fd;k x;kA

¼5½ lHkh jlksa ds o.kZu miyC/k gSa ij HkfDr jl eq[;] miek] :id] mRizs{kk vkfn NUnksa

ds lokZf/kd iz;ksx&&&&&&&&&&

107

vFkok

HkkjrsUnq ;qxhu dkO; dh rhu lkekU; fo'ks"krkvksa ds mYys[k ds 1 vad

nks izfl) dfo;ksa ds ukeksYys[k ds 1/2+1/2 dqy 4 vad

izofÙk;k¡ ¼1½ jk"Vªh;rk&psruk dk Loj izeq[k&izkjaHk dh dforkvksa dh jktHkfDr jk"VªHkfDr

esa ifjofrZr gksrh pyh xbZ] fut Hkk"kk] fut jk"Vª o viuh Hkkjrh; laLdfr ds izfr izse

dkO; dk iqV gSA bZ'oj HkfDr ij Hkh dfork,¡ fdarq muesa nSU; Hkko dk izk/kkU; gSA

Hkk"kk&x| dh Hkk"kk [kM+h fdarq dkO; dh czt jghA yksdxhr] dtyh] gksyh vkfn(

NUn&dfoÙk] lSo;k] jksyk] nksgk vkfn NUn Hkh viuk, x,] vFkkZyadkjksa ds iz;ksxA

11 pkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks adk mYys[k visf{krdk mYys[k visf{krdk mYys[k visf{krdk mYys[k visf{krdk mYys[k visf{krvad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡ 4 vad

ukeksYys[kukeksYys[kukeksYys[kukeksYys[kukeksYys[k (½+½ = 1) 1 vad

dqy 5 vad

¼1½ izxfroknh dkO;/kkj& izeq[k izofÙk;k¡&dkyZekDlZ dh fopkj/kkjk ls izHkkfor 'kks"kdksa ds

vU;k;] vR;kpkjksa ds fofHkUu :iksa ds fp=k.k] 'kksf"kr&ihfM+r nfyr oxZ ds izfr

lgkuqHkwfrA

¼2½ izxfroknh dfo bZ'oj dh lÙkk] vkRek] /keZ] ijyksd vkSj HkkX;okn dks udkjrk gSA

¼3½ lekt esa QSys vFkZ oS"kE; dks feVkus ds fy, Økafr dk vkg~oku djrk gSA

¼4½ ukjh ds izfr ;FkkFkZoknh nf"Vdks.k] ukjh eqfDr ds xhr] Hkk"kk 'kSyh ljy] dyk dh

mi;ksfxrk thou ds fy, &&&&

vFkok

fujkyk] ukxktqZu] ujsUnz 'kekZ] ckyd".k 'kekZ ûohu* vkfnA

ubZ dfork% ?kksj oS;fDrrk ds Loj iz/kku&buesa ;qxhu tfVyrk] oSKkfudrk] euksfo'ys"k.kRed

'kkL=k ds vopsru eu dh dqaBk,¡ vga] neu] LoIu vkfn fLFkfr;ksa dh LohdkjksfDr gSA

dfo thou dh folaxfr;ksa ,oa foMEcuksa ds chp jgdj mUgsa Hkksxrk gS] muls iyk;u ugha

djrkA ubZ dfork esa fparu dk vf/kd egRo gS] lkekftd dq:irkvksa ij O;aX; Hkh gSA

Hkk"kk esa u,&u, iz;ksx] 'kCnksa dh ubZ O;k[;k] Loj fo/kku u;k vkSj 'kCn laxhr Hkh ubZ]

fcEc fo/kku esa Hkh uohurk izrhd ;kstuk esa Hkh nf"Vdks.k u;k] Nan fo/kku esa rqd canh]

fu;eksa ds vHkkoA

108

12 dfo& Hkokuh izlkn feJ] ujsUnz 'kekZ] /kwfey] 'kEHkwukFk flag vkfnA

izlknksÙkj fgUnh ukVd vFkok izsepUnksÙkj fgUnh miU;kl ds Øfed fodkl dk laf{kIr

ifjp; visf{kr gSA 3 vad

vad ;kstuk & Øfed fodkl 1 vad

Hkk"kk;h 'kq) iz;ksx dqy 4 vad

izlknksÙkj fgUnh ukVd %& ¼lu~ 1937 ds ckn dk dky½ ikSjkf.kd ukVd ys[ku esa lsB

xksfoan nkl ¼^drZO;*] ^deZ*½] mn; 'kadj HkV~V ¼jk/kk] vEek] lkxj&fot;½

fd'kksjhyky oktis;h ¼lqnkek½ mYys[kuh; gSA ,sfrgkfld ukVddkjksa esa pUnzxqIr fo|kyadkj

dk ^v'kksd*] xksfoan oYyHk iar dk ^jkteqdqV*] gfj'kadj izseh dk ^j{kk ca/ku*] îzfr'kks/k*]

^vkgqfr* rFkk y{ehukjk;.k yky] cspu 'kekZ ^mxz* pfpZr jgs gSaA vk/kqfud ;qx ds

ukVddkjksa esa eksgu jkds'k] fo".kq izHkkdkj] Kkunso vfXugks=kh ds uke mYys[kuh; gSaA

izsepanksÙkj fgUnh miU;kl %& bl ;qx esa tSusUnz dqekj] bykpanz tks'kh] vKs;] Hkxorh

izlkn oktis;h] xksfoan oYyHk iar] mn;'kadj HkV~V Hkxorhpj.k oekZ] fo'ks"k pfpZr gq,A

izsepan dh ;FkkFkZoknh lkekftd ijaijk dks vkxs c<+kus okyksa esa ;'kiky] ukxktqZu]

misUnzukFk v'd] jkaxs; jk?ko] ve`ryky ukxj] Q.kh'oukFk js.kq ds uke fo'ks"k

mYys[kuh; gSaA vk/kqfud ;qx esa vk¡pfyd miU;klksa dk Loj izeq[k gSA vkt ds ;qx esa

pfpZr miU;kldkj gSa /keZohj Hkkjrh] ¼lwjt dk lkroka ?kksM+k½ losZ'oj n;ky lDlsuk

¼[kks;k gqvk ty½ vejdkar ¼lw[kk iÙkk½ vkfnA ysf[kdk,a Hkh yksdfiz;rk izkIr dj jgh

gSaA f'kokuh ¼jF;k½ eUuw HkaMkjh ¼vkidk caVh½ enqyk xxZ ¼vukjks½ vkfnA

13 fdlh ,d fo"k; ij fuca/k ys[ku visf{kr 1 vad

¼1½ izLrkouk 6 vad

¼2½ dF; fu:i.k vkSj izLrqfr 2 vad

¼3½ milagkj 3 vad

¼4½ Hkk"kk 'kq)rk vkSj fo"k;kuq:i 'kSyh dqy 12 vad

uksV %& Hkk"kk 'kSyh esa fo"k; izfriknu dh {kerk] Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[kh

tk,A fuca/k ij vad lexz :i eas fn, tk,aA

109

14 vifBr dkO;ka'k ds pkj iz'uksa ds mÙkjksa esa ¼d½ dk y?kwÙkj rFkk ¼[k x] ?k½ ds vfr

y?kqÙkj visf{kr gSaA

vad ;kstuk d 2 vad

[k 1 vad

x 1 vad

?k 1 vad

dqy 5 vad

d ekr Hkwfe ¼Hkkjr ek¡½ 'ks"kukx ds Qu flagklu ij fojkteku gSaA Åij rkjk

eaMy&Qwyksa dk eaMi gSa] lwjt vkSj pUnzek mlds rkt gSa] jRukdj mudh dj?kuh

gS] ufn;k¡ muds gn; esa izse dh /kkjk gSa vkSj if{k;ksa dk lewg oUnu xk;u dj

jgk gSA

[k ekrHkwfe dk ty ver ds leku gS rFkk iou 'khry ean] lqxa/k o Fkdku nwj dj

nsssus okyhA

x lw;Z fnu esa va/kdkj dk uk'k djds ekrHkwfe dh lsok djrk gS vkSj jkr esa pUnzek

Hkkjr ekrk ij ver dh o"kkZ ls lsok djrk gSA

?k ekrHkwfe ds bl lqUnj os"k ij ckny brus U;ksNkoj gSa tc tgk¡ ftruh t:jr

gS o"kkZ djrs gSaA

15 x|ka'k ds ik¡pksa iz'uksa ds mÙkj vfr y?kwÙkj visf{kr gSaA 1+1+1+1+1

vad ;kstuk %& dqy 5 vad

d inkFkZ ds laLdkj djus dk eryc gS] mldh efyurk nwj djds mlesa laLdfr ds

lkSUn;Z dh lf"V djukA

[k laLdkj euq"; ds thou&ewY; rFkk ekuoh; xq.kksa dk ,slk fodkl djrk gS ftlls

eu 'kq) gks tkrk gS] ok.kh e/kqj O;ogkj djrh gS] rFkk ij&lsok ,ao mÙke dk;Z

djuk gh O;fDr dk y{; jgrk gSA bl izdkj laLdkj ekuo ds pfj=k dks mTtoy

djrs gSaA

110

x lqlaLdkjh cuus ds fy, gesa Hkys yksxksa ,oa larksa ds chp mBuk&cSBuk pkfg,A

?k lqlaLdkjksa ls O;fDr dk thou egku curk gSA mTToy pfj=k okys O;fDr;ksa ls

lekt vkSj jk"Vª Hkh egku curs gSaA

M ^laLdkjksa dk thou esa egRo*] lqlaLdkj vkSj thou* ;k vU; dksbZ blh x|ka'k ds

dsUnzh; Hkko ij laHko gSA izR;sd mi;qDr 'kh"kZd ij iw.kkZad nsaA

111

fganh ¼dsafnzd½


iz'ui=k la[;k 2@1@1

1- fuEufyf[kr dkO;ka'kk s a dh liz alx O;k[;k dhft, % 5

lej es a vej dj izk.k]

xku xk, egkfla/k q&ls]

fla/k q&un rhjoklh!

lS a/ko rqjaxks a ij

prqjax&pe~&lax

^^lok&lok yk[k ij

,d dks p<+kÅ¡xk]

xksfoanflag fut]

uke tc dgkÅ¡xkA**

vFkok

,sls vkvks

tSls fxfj ds Ük` ax 'kh'k ij

jax&:i dk ØhV yxk,

ckny vk,

gal&eky&ekyk ygjk,

vkSj f'kyk&ru&&

dkafr&fudsru&ru cu tk,A

2- fuEufyf[kr dkO;ka'kk s a es a ls fdUgha nks dk dkO;&lkS an;Z Li"V dhft, % 3+3=6

¼d½ ;ks a rks cPpks a dh xqfM+;k&lh Hkk syh feêh dh gLrh D;k]

vk¡/kh vk, rks mM+ tk,] ikuh cjls rks xy tk,A

¼[k½ iqgqi e/; T;kSa ckl clr gS eqdqj ek¡fg tl Nk¡bZA

rSls gh gfj clS fujarj ?kV gh [kkstks HkkbZAA

¼x½ tgk¡ rqEgkjs pj.k] ogha ij

in&jt cuh iM+h gw¡ eSa

112

esjk fuf'pr ekxZ ;gh gS

/kzqo&lh vVy vM+h gw¡ eSaA

3- fdUgh nks iz'uksa ds mÙkj la{ksi esa nhft, % 2+2=4

¼d½ ôhjkaxuk* dfork ds vk/kkj ij Li"V dhft, fd ukjh dh rqyuk yksgs ls gh

D;ksa dh xbZ gS\

¼[k½ êSa vkSj esjk fiV~Bw* dfork ds vk/kkj ij DydZ&thou dh foMEcuk ij izdk'k

Mkfy,A

¼x½ ^;s vukt dh iwysa rsjs dk¡/ks >wysa* dfork esa dfo us ^tu&x.k ds Hkzkrk* fdls

dgk gS vkSj D;ksa\

4- fuEufyf[kr x|ka'k dks i<+dj iwNs x;s iz'uksa ds mÙkj nhft, % 2+2+2=6

;|fi ge vusd Hkk"kk,¡ cksyrs gSa fdUrq fHkUu&fHkUu Hkk"kkvksa ds Hkhrj cgus okyh gekjh

Hkko&/kkjk ,d gS rFkk ge izk;% ,d gh rjg ds fopkjksa vkSj dFkk&oLrqvksa dks ysdj

viuh&viuh cksyh esa lkfgR;&jpuk djrs gSaA jkek;.k vkSj egkHkkjr dks ysdj Hkkjr

dh izk;% lHkh Hkk"kkvksa ds chp vn~Hkqr ,drk feysxh] D;ksafd ;s nksuksa dkO; lcds

mithO; jgs gSaA blds flok] laLdr vkSj izkdr esa Hkkjr dk tks lkfgR; fy[kk x;k Fkk]

mldk izHkko Hkh lHkh Hkk"kkvksa dh tM+ eas dke dj jgk gSA fopkjksa dh ,drk tkfr dh

lcls cM+h ,drk gksrh gSA vr,o] Hkkjrh; turk dh ,drk ds vlyh vk/kkj Hkkjrh;

n'kZu vkSj lkfgR; gSa tks vusd Hkk"kkvksa esa fy[ks tkus ij Hkh var esa tkdj ,d gh

lkfcr gksrs gSaA

¼d½ fofHkUu Hkk"kk&Hkk"kh gksus ij Hkh gekjh Hkko&/kkjk esa lekurk D;ksa gS\

¼[k½ gekjh ,drk ds vk/kkj fdUgsa ekuk x;k gS vkSj D;ksa\

¼x½ ^fopkjksa dh ,drk tkfr dh lcls cM+h ,drk gksrh gS*] vk'k; Li"V dhft,A

vFkok

nsg gS uk'k'khy vkSj vkRek gS 'kk'or] rks vkRek dks fgyuk&>qduk ugha gS vkSj nsg dks

fujUrj fgyuk&>qduk gh gS( ugha rks ge gks tk,axs jkeyhyk ds jko.k dh rjg tks ck¡l

dh [kifPp;ksa ij [kM+k jgrk gS & u fgyrk gS u >qdrk gSA gekjs fopkj yphys gksa]

ifjfLFkfr;ksa ds lkFk os leUo; lk/krs pysa] ij gekjs vkn'kZ fLFkj gksaA gekjs iSjksa esa

thou ds ekspsZ ij MVs jgus dh Hkh 'kfDr gks vkSj Lo;a eqM+dj gesa mBus&cSBus&ysVus esa

enn nsus dh HkhA

113

¼d½ nsg vkSj vkRek ds LoHkko esa ewy varj D;k gS\

¼[k½ ^^gekjs fopkj yphys gksa-------- vkn'kZ fLFkj gksa** & dFku ls ys[kd dk D;k rkRi;Z

gS\

¼x½ vius vklikl fdu oLrqvksa dks ns[kdj ys[kd ds eu esa ;s fopkj mRiUu gq,\

mlus D;k fu"d"kZ fudkyk\

5- fuEufyf[kr esa ls fdUgha rhu iz'uksa ds mÙkj la{ksi esa nhft, % 3+3+3=9

¼d½ ^rRlr~* dgkuh ds vk/kkj ij crkb, fd isM+&ikS/kksa vkSj i'kq&if{k;ksa dks igys ou

dk gksuk D;ksa ugha le> vk jgk Fkk\ cM+nknk dks ;g vglkl dSls gqvk fd ou

gS\

¼[k½ xk¡/kh th Hkkjrh; lekt ds lcls cM+s vkykspd gksrs gq, Hkh lcls cM+s ns'kizseh

dSls Fks\ êsjs fy, Hkkjrh; gksus dk vFkZ* ikB ds vk/kkj ij Li"V dhft,A

¼x½ ufn;ksa ds u jgus ij gekjh laLdfr dSls fofPNUu gks ldrh gS\ ,slk u gksus nsus

ds fy, gesa D;k djuk pkfg,\ unh cgrh jgs* ikB ds vk/kkj ij mÙkj nhft,A

¼?k½ ûhyw* ds LoHkko dh ,slh rhu fo'ks"krkvksa dk mYys[k dhft, ftuds dkj.k og

vU; dqÙkksa ls fHkUu yxrh gSA

6- ^fofo/kk & Hkkx&2* ds vk/kkj ij fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj la{ksi

esa nhft, % 2+2+2=6

¼d½ iq#"kksÙkenkl VaMu vkSj QkSft;ksa ds chp Vdjko dk D;k dkj.k Fkk\

¼[k½ ew¡xk xw¡xk dh D;k fo'ks"krk Fkh\ og xk¡o NksM+dj D;ksa pyk x;k\

¼x½ v#eqxe D;ksa izfl) gks x;k\

¼?k½ ^lR;fdj.k* ,dkadh ds }kjk ys[kd D;k lans'k nsuk pkgrk gS\

7- Hkkjrh; laxhr dks if.Mr fo".kq fnxEcj iyqLdj ds ;ksxnku ij izdk'k Mkfy,A 4

vFkok

Hkfxuh fuosfnrk ds O;fDrRo dh pkj fo'ks"krk,¡ Li"V dhft,A

8- ^fojkVk dh ifn~euh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj nhft, % 3+3=6

¼d½ nsohflag dkSu Fkk\ ykspuflag mlls ukjkt gksdj D;ksa pyk x;k\

114

¼[k½ fojkVk dh ifn~euh fdls dgk x;k gS vkSj D;ksa\

¼x½ îapunk* dgk¡ gS\ mldk ;g uke D;ksa iM+k\

9- ^fojkVk dh ifn~euh* miU;kl ds vk/kkj ij dqeqn ds pfj=k dh pkj izeq[k fo'ks"krkvksa

ij izdk'k Mkfy,A 4

vFkok

^fojkVk dh ifn~euh* miU;kl dh jpuk ds ihNs ys[kd dk D;k mís'; jgk gksxk\

rdZ&laxr mÙkj nhft,A

10- fuEufyf[kr okD; esa js[kkafdr inksa dk O;kdjf.kd ifjp; nhft,% 3

;g gekjh ,drk dk nwljk izek.k gSA

11- funsZ'kkuqlkj okP;&ifjorZu dhft, % 3

¼d½ Åij ,d txg geus Hkwxksy dks nks"k fn;k gSA ¼deZokP; esa½ 1

¼[k½ og vklkuh ls igpku fy;k tk,xkA ¼drZokP; esa½ 1

¼x½ vc FkksM+h nsj Vgy ysaA ¼HkkookP; esa½ 1

12- ¼d½ fdUgha nks inksa dk foxzg dj lekl dk uke Hkh fyf[k, % 2

Lora=k ns'k] prqHkqZt] mÙkj&nf{k.k

¼[k½ fdUgha nks in&lewgksa ls leLr in cukb, vkSj lekl dk uke Hkh fyf[k, % 2

fcuk [kVds ds] pkj jkgksa dk lewg] ØhM+k ds fy, {ks=kA

13- fuEufyf[kr okD;ksa dks 'kqn~/k dhft, %

¼d½ igys rks Hkz"Vkpkj dks [kRe djk tkuk pkfg,A 1

¼[k½ Vhe esa ugha fy;k rks rqe D;k djsxk\ 1

¼x½ xk¡/kh dk ns'k cgqr _.kh gSA

14- funsZ'kkuqlkj mÙkj nhft, %

¼d½ gekjh&rqEgkjh rjg buesa tM+sa ugha gksrha\ ¼iz'ukFkZd esa cnfy,½ 1

¼[k½ ;fn tM+ u gks rks os th ugha ldrsA ¼vFkZ ds vuqlkj okD;Hksn crkb,½ 1

115

¼x½ tc rd eSa gw¡] rc rd dksbZ u MjsA ¼ljy okD; esa cnfy,½ 1

¼?k½ eSa ns[krk jgk fd og isM+ >qd jgk gSA ¼jpuk ds vuqlkj okD;Hksn crkb,½ 1

15- fuEufyf[kr yksdksfDr;ksa vkSj eqgkojksa dk okD;&iz;ksx bl izdkj dhft, fd mudk

vFkZ Li"V gks tk, % 4

(i) myVk pksj dksroky dks Mk¡Vs

(ii) lk¡p dks vk¡p D;k

(iii) ikiM+ csyuk

(iv) [kjh&[kksVh lqukuk

16- ¼d½ okD;&fo'ys"k.k dhft,%

dykdkj fp=k cuk jgk FkkA 2

¼[k½ ,d la;qDr okD; eas la'ys"k.k dhft, % 2

(i) ,d fnu dh ckr gSA

(ii) dqN yM+ds ugkus ds fy, vk,A

(iii) os eNfy;ksa ds leku rSjus yxsA

17- fuEufyf[kr vorj.k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

lkekftd thou esa Øks/k dh cjkcj t+:jr iM+rh gSA ;fn Øks/k u gks rks euq"; nwljksa

ds }kjk igq¡pk, tkus okys cgqr ls d"Vksa ls NwVus dk mik; gh u dj ldsA dksbZ euq";

fdlh nq"V dh nks&pkj pksVsa fuR; lgrk gSA ;fn mlesa Øks/k dk Hkko fodflr u gqvk

rks og dsoy ^vksg*] ^Åg* djsxk] ftldk ml nq"V ij dksbZ izHkko ugha iM+sxkA ml

nq"V ds gn; esa foosd] n;k vkfn mRiUu djus esa cgqr le; yxsxkA brus NksVs&NksVs

dkeksa ds fy, bruk le; fdlh dks ugha fn;k tk ldrkA Hk;Hkhr izk.kh dHkh&dHkh

viuh j{kk dj ysrk gS] ij bl izdkj izkIr fuofÙk LFkk;h ugha gksrhA gekjs dgus dk

vfHkizk; ;g ugha gS fd Øks/k djus okys ds eu esa lnk Hkkoh d"V ls cpus dk mís';

jgk djrk gSA dgus dk vfHkizk; dsoy bruk gS fd psru lf"V ds Hkhrj Øks/k dk

fo/kku blhfy, gSA

¼d½ lf"V esa Øks/k dk fo/kku fdlfy, fd;k x;k gS\ 1

¼[k½ lkekftd thou esa Øks/k dh vko';drk D;ksa gksrh gS\ 1

116

¼x½ nq"V ds eu esa fdu xq.kkas dk vHkko gksrk gS\ 1

¼?k½ dSlh fuofÙk LFkk;h ugha gksrh vkSj D;ksa\ 1

¼³½ mi;qZDr vorj.k ds fy, ,d mi;qDr 'kh"kZd nhft,A 1

18- fuEufyf[kr dkO;ka'k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

tks chr xbZ lks ckr xbZA

thou eas ,d flrkjk Fkk]

ekuk] og csgn I;kjk Fkk]

og Mwc x;k] rks Mwc x;k]

vacj ds vkuu dks ns[kks

fdrus blds rkjs VwVs

fdrus blds I;kjs NwVs

tks NwV x, fQj dgk¡ feys]

ij cksyks & VwVs rkjksa ij

dc vacj 'kksd eukrk gS!

tks chr xbZ lks ckr xbZ!

thou esa og Fkk ,d dqlqe

Fks ftl ij fuR; fuNkoj rqe

og lw[k x;k rks lw[k x;k

e/kqcu dh Nkrh dks ns[kks

lw[kh bldh fdruh dfy;k¡

eqj>kb± fdruh oYyfj;k¡

ij cksyks lw[ks lqeuksa ij

dc e/kqcu 'kksj epkrk gS]

tks chr xbZ] lks ckr xbZA

¼d½ ^VwVs rkjksa ij vkdk'k dk 'kksj u epkuk* D;k fl) djrk gS\ 1

¼[k½ e/kqcu fdldk 'kksd ugha eukrk vkSj D;ksa\ 1

¼x½ dfork dk dsanzh; Hkko Li"V dhft,A 1

¼?k½ ^rkjk* vkSj ^dqlqe* fdlds izrhd gSa\ 1

¼³½ vk'k; Li"V dhft,% ^^tks NwV x,] fQj dgk¡ feys**\ 1

117

19- fdlh izfrf"Br lekpkj&i=k ds lEiknd dks i=k fyf[k, ftlesa ck<+ mrjus ds ckn cp

x, yksxksa ds vlgk;&fu#ik; thou dk fp=k.k gksA 5

vFkok

vius ioZrkjksg.k ds 'kkSd dk mYys[k djrs gq, vius firkth dks i=k fy[kdj vuqjks/k

dhft, fd os vkidks vizSy ekl ls ioZrkjksg.k laLFkku] mÙkjdk'kh esa izf'k{k.k ds fy,

vuqefr iznku djsaA

20- fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 300 'kCnksa esa fuca/k fyf[k, % 10

¼d½ ;qok ih<+h dk lalkj

¼[k½ yM+dh dks tUe ysus dk vf/kdkj gS

¼x½ ubZ lnh % u;k lekt

¼?k½ Hkz"Vkpkj & dkj.k vkSj fuokj.k

¼³½ 'kgj pysa vc xk¡o dh vksj

iz'ui=k la[;k 2@1

1- fuEufyf[kr dkO;ka'kk s a es a ls fdlh ,d dh lizlax O;k[;k dhft, % 5

ifÙk;ks a us D;k fd;k\

la[;k ds cy ij cl Mkyks a dks Nki fy;k]

Mkyks a ds cy ij gh py&piy jgh gS a]

gokvks a ds cy ij gh epy jgh gS a(

ysfdu ge vius ls [kqys] f[kys] Qwys gS a &

jax fy,] jl fy,] ijkx fy, &

gekjh ;'k&xa/k nwj&nwj&nwj QSyh gS]

Hk zejks a us vkdj gekjs xqu xk, gS a]

ge ij ckSjk, gS aA

vFkok

vkt igyh ckj &

Fkdh 'khry gok us

'kh'k esjk mBk dj]

118

pqipki viuh xksn es a jD[kk]

vkSj tyrs gq, eLrd ij

dk¡irk&lk gkFk j[k dj dgk%

^^lquks] eS a Hkh ijkftr gw ¡A**

2- fuEufyf[kr dkO;ka'kk s a es a ls fdUgha nks dk dkO;&lkS an;Z Li"V dhft, % 3+3=6

¼d½ vof/k xbZ vtgw ¡ ufga vk,] drgq ¡ jgs fpr pksjAA

dcgw ¡ uSu fuj[k ufga ns[ks] ekjx fpror rksjAA

nknw ,sls vkrqj fcjgf.k] tSls pan pdksjAA

¼[k½ vkt rqe jktdq¡vj]

lej ljrktA

eqDr gks lnk gh rqe]

ck/kk&foghu&ca/k Nan T;ksa]

Mwcs vkuan esa lkfPpnkuan&:iA

¼x½ ok;q rqEgkjh mTToy xkFkk

lw;Z rqEgkjk jFk gS]

chgM+ dk¡Vksa Hkjk dhpe;

,d rqEgkjk iFk gSA

;g 'kklu] ;g dyk] riL;k

rq>s dHkh er HkwysaA

3- fdUgh nks iz'uksa ds laf{kIr mÙkj nhft, % 2+2=4

¼d½ ^Le`fr;k¡* dfork ds vk/kkj ij izkphu Hkkjrh; ukjh ds vkn'kks± dk mYys[k

dhft,A

¼[k½ ôhjkaxuk* dfork ds vk/kkj ij Li"V dhft, fd ukjh dh rqyuk yksgs ls D;ksa

dh xbZ gSA

¼x½ ^vkneh dk vuqikr* dfork dk lans'k vius 'kCnksa esa fyf[k,A

4- fuEufyf[kr x|ka'k dks i<+dj iwNs x;s iz'uksa ds mÙkj nhft, % 2+2+2=6

gesa dHkh vius lekt dh dqjhfr;ksa] vius lÙkk/kkjh usrkvksa dh LokFkZfyIlkvksa

119

dks vius ns'k&izse ls xMeM ugha djuk pkfg,A esjs fy,] esjk ns'k esjs jktuhfrd]

lS)kafrd vkxzgksa ls dgha Åij gS --- ;k gksuk pkfg,A xka/khth ls cM+k Hkkjr&izseh dkSu

gks ldrk Fkk] ysfdu og Hkkjrh; lekt ds lcls cM+s vkykspd Hkh Fks & D;ksafd tks

O;fDr ân; ls vius ns'k ls I;kj djrk gS] mls gh vkykspuk djus dk vf/kdkj Hkh

izkIr gksrk gSA

¼d½ ys[kd ns'k dh vkykspuk dk vf/kdkj fdls nsuk pkgrk gS vkSj D;ksa\

¼[k½ vk'k; Li"V dhft, & ^êsjs fy, esjk ns'k esjs jktuhfrd] lS)kafrd vkxzgksa ls

dgha Åij gSA**

¼x½ ns'k&izse esa dkSu&ls rÙo ck/kd gSa vkSj D;ksa\

vFkok

ftl izdkj ouksa dk o{kksa ls] ufn;ksa dk ty ls lEcU/k gS] mlh izdkj ufn;ksa dk

ouksa ls Hkh lEcU/k ekuuk pkfg,A ouksa ds jgrs ufn;k¡ Lo;a QwV iM+rh gSa] izokfgr gksrh

jgrh gSaA ou ugha jgsaxs rks ufn;k¡ ugha jgsaxhA ufn;ksa ds u jgus ij gekjh laLdfr

fofPNUu gks tk,xhA gekjk thou&òksr gh lw[k tk,xkA

¼d½ ôu ugha jgsaxs rks ufn;k¡ ugha jgsaxh* & dFku dks Li"V dhft,A

¼[k½ ufn;ksa ds u jgus ij gekjh laLdfr dSls fofPNUu gks ldrh gS\

¼x½ ouksa vkSj ufn;ksa dks cuk, j[kus ds fy, vki D;k&D;k mik; vko';d le>rs

gSa\

5- fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj la{ksi esa nhft, % 3+3+3=9

¼d½ ^;g ns'k ,d gS* ikB ds vk/kkj ij Li"V dhft, fd ^Hkk"kk dh nhokj* ls D;k

rkRi;Z gSA og fduds chp gS vkSj dSls VwV ldrh gS\

¼[k½ ûhyw* ds LoHkko dh rhu fo'ks"krkvksa ij izdk'k Mkfy,A

¼x½ ^fp=k* ikB ds vk/kkj ij crkb, fd dykdkj dh dYiuk esa vk, feyj eksj dk

fp=k gh D;ksa cuokuk pkgrs FksA

¼?k½ Bw¡B vkSj gjs&Hkjs o{k dks ns[kdj ys[kd fdl fu"d"kZ ij igq¡pk\ vius 'kCnksa esa

Li"V dhft,A

6- ^fofo/kk & Hkkx&2* ds vk/kkj ij fuEufyf[kr fdUgha rhu iz'uksa ds mÙkj la{ksi esa

nhft, % 2+2+2=6

120

¼d½ FkkFkoyh xk¡o dh ml efgyk dk igyk uke Hkqykdj yksx mls v#eqxe dh ek¡*

ds uke ls D;ksa tkuus yxs\

¼[k½ fo".kq fnxacj iyqLdj ds xk;u dh fo'ks"krk ij izdk'k Mkfy,A

¼x½ Nkouh dk ikuh can djus dk uksfVl D;ksa nsuk iM+k\ blls VaMu th ds LoHkko

dh dkSulh fo'ks"krk >ydrh gS\

¼?k½ êw¡xk xw¡xk* xk¡o NksM+dj D;ksa pyk x;k\

7- johanzukFk Bkdqj us Hkfxuh fuosfnrk dh lsok dks ^fny dh lsok* D;ksa dgk\ & ikB ds

vk/kkj ij Li"V dhft,A 4

vFkok

^lR;fdj.k* ,dkadh ds lHkh ik=k vius Åij fdj.k dk iz;ksx djus ls D;ksa drjk jgs

Fks\

8- ^fojkVk dh ifn~euh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj nhft, % 3+3=6

¼d½ ykspu flag dkSu Fkk\ og nsohflag ls ukjkt+ gksdj D;ksa pyk x;k\

¼[k½ nkaxh dU;k dqeqn ds ckjs esa nqxkZ dk vorkj gksus dh ckr D;ksa QSyh\

¼x½ nyhiuxj vksj dkyih dh VqdfM+;ksa esa >M+i D;ksa gqbZ\

9- dqatj flag ds pfj=k dh pkj izeq[k fo'ks"krkvksa ij izdk'k Mkfy,A 4

vFkok

^fojkVk dh ifn~euh* miU;kl ds mís'; ij izdk'k Mkfy,A

10- js[kkafdr inksa dk O;kdjf.kd ifjp; nhft,% 3

mlus dcwrj dk fp=k cuk fn;kA

11- funsZ'kkuqlkj okP;&ifjorZu dhft, % 3

¼d½ tks Hkh rqe fiykvksA ¼deZokP; esa½

¼[k½ 'k=kq dks jkLrs ls gVk fn;k x;kA ¼drZokP; esa½

¼x½ og g¡lk ughaA ¼HkkookP; esa½

121

12- ¼d½ fdUgha nks inksa dk foxzg dj lekl dk uke Hkh fyf[k, % 2

fj'rs&ukrs] tyiznw"k.k] uhydeyA

¼[k½ fdUgha nks in&lewgksa ls leLr in cukdj lekl dk uke fyf[k, % 2

'kfDr ds vuqlkj] ?kjksa esa pyrs gSa tks m|ksx] ukp vkSj xkukA

13- fuEufyf[kr okD;ksa dks 'kqn~/k dhft, % 3

¼d½ ge gekjh t+ehu dks igpkusaA

¼[k½ Lokfr] fp=kk vkSj uhfyek [ksy jgs gSaA

¼x½ lizlax lfgr O;k[;k dj ldrs gks\

14- funsZ'kkuqlkj mÙkj nhft, %

¼d½ lfnZ;ksa esa ywlh us nks cPpksa dks tUe nsdj viuh oa'k&of) dhA

¼la;qDr okD; esa cnfy,½ 1

¼[k½ Hkk"kk&Hksn dh ;g leL;k gekjh jk"Vªh; ,drk esa lcls cM+h ck/kk gSA

¼feJ okD; esa cnfy,½ 1

¼x½ D;k gekjh&rqEgkjh rjg buesa tM+sa ugha gksrha\

¼vFkZ ds vuqlkj okD;&Hksn fyf[k,½ 1

¼?k½ gekjs lkeus mldk eq¡g dSls [kqysxk\ ¼fu"ks/kkFkZd okD; esa cnfy,½ 1

15- ¼d½ okD;&fo'ys"k.k dhft,%

eSa viuk ns'k dHkh ugha NksMw¡xkA 2

¼[k½ ,d la;qDr okD; eas la'ys"k.k dhft, % 2

(i) ;wukfu;ksa us iatkc ij geyk fd;kA

(ii) mls da/kkj ls feyk;kA

(iii) mudh dksf'k'k csdkj gqbZA

16- fuEufyf[kr eqgkojksa vkSj yksdksfDr;ksa dk okD;&iz;ksx bl izdkj dhft, fd mudk

vFkZ Li"V gks tk,% 4

¼d½ vk¡p u vkus nsuk

¼[k½ nky u xyuk

122

¼x½ nwj ds <ksy lqgkous

¼?k½ <kd ds rhu ikr

17- fuEufyf[kr vorj.k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

izR;sd jk"Vª dh viuh lkaLdfrd /kjksgj gksrh gS ftlds cy ij og izxfr ds iFk

ij vxzlj gksrk jgrk gSA ekuo ;qx&;qx ls vius thou dks vf/kd lq[ke;] mi;ksxh]

'kkafre; vkSj vkuaniw.kZ cukus dk iz;kl dj jgk gSA bl iz;kl dk vk/kkj og

lkaLdfrd /kjksgj gksrh gS tks izR;sd ekuo dks fojklr ds :i esa feyrh gS vkSj bl

iz;kl ds QyLo:i ekuo viuk fodkl djrk gSA ;g fodkl lkaLdfrd vk/kkj ds

fcuk laHko ugha gSA lH;rk vkSj laLdfr nks vyx&vyx phtsa+ gSaA ;|fi nksuksa esa xgjk

fj'rk gS fdUrq laLdfr euq"; dks Js"B vkSj mUur cukus dh lk/kukvksa dk uke gSa vkSj

lH;rk mu lk/kukvksa ds QyLo:i miyC/k gqbZ thou iz.kkyh dk uke gSA lH;rk ds

varj esa cgus okyh fopkj/kkjk dks ge laLdfr dgrs gSa ftleas ;qxksa ls ekuo&fodkl

ds cht fo|eku gSaA fdlh jk"Vª dk ewY;kadu ge mldh laLdfr ds vk/kkj ij Hkh dj

ldrs gSaA

¼d½ ^lkaLdfrd /kjksgj* ls D;k vfHkizk; gS\ 1

¼[k½ thou dks lq[kh cukus dk iz;kl ewyr% fdl ij fuHkZj gksrk gS\ 1

¼x½ laLdfr vkSj lH;rk eas D;k varj gS\ 1

¼?k½ vki dSls dg ldrs gSa fd laLdfr esa euq"; ds fodkl ds cht fo|eku gksrs

gSa\ 1

¼³½ laLdfr ds vk/kkj ij fdlh jk"Vª dk ewY;kadu dSls fd;k tk ldrk gS\ 1

18- fuEufyf[kr i|ka'k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

cgqr fnuksa ls vkt feyh gS lk¡> vdsyh] lkFk ugha gks rqeA

isM+ [kM+s QSyk, ck¡gsa

ykSV jgs ?kj dks pjokgs

;g xks/kwyh! lkFk ugha gks rqeA

dqy&cqy] dqy&cqy uhM+&uhM+ esa

pg&pg] pg&pg HkhM+&HkhM+ esa

/kqu vycsyh] lkFk ugha gks rqeA

123

Å¡ps Loj ls xkrs fu>Zj

meM+h /kkjk] tSlh eq> ij &

chrh] >syh] lkFk ugha gks rqeA

¼d½ ^rqe* dkSu gS ftlds lkFk u gksus ls lk¡> lwuh yx jgh gS \ 1

¼[k½ ^xks/kwfy ds le; dSlk nw'; gS\ 1

¼x½ vycsyh /kqu ls D;k vk'k; gS\ ;g /kqu fdldh gS\ 1

¼?k½ >juksa ds 'kksj ds chp dfo ij D;k chrh\ 1

¼³½ vk'k; Li"V dhft, & îsM+ [kM+s ck¡gsa QSyk,A* 1

19- vkidks lekpkj&i=k ls Kkr gqvk fd jktLFkku f'k{kk&cksMZ viuh ikB~;&iqLrdsa cnyus tk

jgk gSA cksMZ ds funs'kd dks i=k fy[kdj crkb, fd vkids fopkj ls ek/;fed d{kkvksa

dh fgUnh dh iqLrdsa dSlh gksa vksj muesa fdu ckrksa dk lekos'k gksuk pkfg,A 5

vFkok

flfDde&fuoklh bZ'kk nsmik dh vksj ls mldh lgsyh lthyh dks i=k fy[kdj /kU;okn

nhft, fd mlus n'kgjs ds vodk'k esa mls vius 'kgj cqykdj ogk¡ dh lSj djkbZA ns[ks

gq, dqN LFkkuksa dk Hkh mYys[k djsaA

20- fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 300 'kCnksa esa fuca/k fyf[k, % 10

¼d½ fo'o eas c<+rk vkradokn

¼[k½ Hkkjr % ,d mHkjrh fo'o&'kfDr

¼x½ izkdfrd vkink,¡

¼?k½ cnyrs lkaLdfrd ewY;

¼³½ D;k ugha dj ldrh ukjh

124

vad & ;kstuk & fganh ¼dsafnzd½

lkekU; funsZ'k %

1- vad&;kstuk dk mn~ns'; ewY;kadu dks vf/kdkf/kd oLrqfu"B cukuk gSA vad&;kstukesa fn, x, mÙkj&fcanq vafre ugha gSaA ;s lq>kokRed ,oa lkadsfrd gSaA ;fn ijh{kkFkhZ usbuls fHkUu fdarq mi;qDr mÙkj fn, gSa] rks mls mi;qDr vad fn, tk,aA

2- ewY;kadu djus okys ijh{kdksa ds lkFk tc rd izFke fnu oS;fDrd vFkok lkewfgd :ils vad&;kstuk ij Hkyh&Hkk¡fr vk|ksikar fopkj&fofu;e ugha gks tkrk] rc rdewY;kadu vkjaHk u djk;k tk,A

3- ewY;kadu viuh futh O;k[;k ds vuqlkj u djds vad&;kstuk ds funsZ'kkuqlkj ghfd;k tk,A

4 iz'uksa ds miHkkxksa ds mÙkjksa ij nkbZa vksj vad fn, tk,aA ckn esa miHkkxksa ds bu vadksadk ;ksx ckbZa vksj ds gkf'k, esa fy[kdj mls xksykd`r dj fn;k tk,A

5- ;fn iz'u dk dksbZ miHkkx ugha gS rks ml ij ckb± vksj gh vad nsdj mUgsa xksykd`rdj fn;k tk,A

6 ;fn ijh{kkFkhZ us fdlh iz'u dk vfrfjDr mÙkj Hkh fy[k fn;k gS rks vis{kkd`r

vPNs mÙkj ij vad nsdj nwljs vfrfjDr mÙkj dks dkV fn;k tk,A

7- laf{kIr] fdUrq mi;qDr foospu ds lkFk izLrqr fd;k x;k fcanqor mÙkj foLr`r foospudh vis{kk vPNk ekuk tk,xkA ,sls mÙkjksa dks mfpr egRo nsus dh vis{kk gSA

8- ckj&ckj dh xbZ ,d gh izdkj dh v'kq) orZuh ij vad u dkVsaaA

9- vifBr x|ka'k vkSj dkO;ka'k ds iz'uksa esa ijh{kkfFkZ;ksa dh le>] cks/k&{kerk vkSjxzg.k“khyrk dk ijh{k.k fd;k tkrk gS] vr,o buds mÙkjksa esa vfHkO;fDrxr ;ksX;rk dksvf/kd egÙo u fn;k tk, ftlls ijh{kkfFkZ;ksa dks vdkj.k gkfu gksA

10- ewY;kadu esa laiw.kZ vad iSekus & 0 ls 100 dk iz;ksx vHkh"V gS] vFkkZr~ ijh{kkfFkZ;ksa us;fn lHkh visf{kr mÙkj&fcanqvksa dk mYys[k fd;k gS rks mls “kr&izfr'kr vad fn,tk,aA

125

iz'u&i=k&la[;k 2@1@1

fganh ¼dasfnzd½

1- fdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr %

vad&;kstuk

1- lanHkZ & dfo rFkk dfork dk ukeksYys[kA 1/2+1/2= dqy 1 vad

2- izlax% iwokZij laca/k& fuokZg 1/2 vad

3- izeq[k Hkko & fcUnqvksa dk Li"Vhdj.k visf{kr 3 vad

4- Hkk"kkxr fo'ks"krk,a 1/2 vaddqy 5 vad

¼1½ lw;Zdkar f=kikBh ^fujkyk*& ^tkxks fQj ,d ckj*

¼2½¼2½¼2½¼2½¼2½ Hkkjrokfl;ksa dks nlosa flD[k xq: xksfoUn flag ds ohj pfj=k vkSj cfynku&Hkkoukdk Lej.k djk dj tkxzr djus dk iz;klA

¼3½ O;k[;k & fcUnq & Hkkjrokfl;ksa dks muds xkSjoe; bfrgkl dk Lej.k djkuk]xq: xksfoUn flag dh izfrKk& ^lok yk[k ls ,d yM+kÅa* dk Li"Vhdj.k] ohjHkko dk izdVhdj.kA

¼4½¼4½¼4½¼4½¼4½ fo'ks"kfo'ks"kfo'ks"kfo'ks"kfo'ks"k & vkst&xq.k] ohj jl] vuqizkl vyadkj vkSj 'kCn&eS=kh dk iz;ksxA

vFkok

¼1½¼1½¼1½¼1½¼1½ dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*

¼2½¼2½¼2½¼2½¼2½ dfo }kjk mTToy ,oa fu"dyad thou thus dk vkg~okuA

¼3½¼3½¼3½¼3½¼3½ O;k[;O;k[;O;k[;O;k[;O;k[;kkkkk &&&&& fcUnqfcUnqfcUnqfcUnqfcUnq & izkdfrd miknkuksa ls ekuo&thou dh rqyuk] dkafr&fudsru&ru}kjk lkSan;Z&cks/k] thou esa fofo/k jaxks }kjk [kqf'k;ksa dh izkfIr dk vkg~okuA

¼4½¼4½¼4½¼4½¼4½ fo'ks"kfo'ks"kfo'ks"kfo'ks"kfo'ks"k & mRizs{kk] vuqizkl] ;ed vkfn vyadkj] ek/kq;Z&xq.k ,oa eqDr NanA

¼1½¼1½¼1½¼1½¼1½ dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*

¼2½¼2½¼2½¼2½¼2½ dfo mTToy] fu"dyad ,oa izlUu thou thus ds fy, euq"; dks izsfjr djrkgSA

126

¼3½¼3½¼3½¼3½¼3½ O;k[;k fcUnO;k[;k fcUnO;k[;k fcUnO;k[;k fcUnO;k[;k fcUnq & mTToy ,oa fu"dayd thou izkIr dj ekuo thou esa iw.kZrkdk vuqHko] lkxj dk :id] thou&Nfo dk lkxj&&mlesa 'ka[k] ef.k] lhivkfn dh euksgjrk iznf'kZr] larq"V ,oa iw.kZ thou thus dh bPNkA

¼4½¼4½¼4½¼4½¼4½ fo'ks"k&fo'ks"k&fo'ks"k&fo'ks"k&fo'ks"k& :id vkSj vuqizkl vyadkj] ek/kq;Z xq.k] eqDr NanA

vFkok

¼1½¼1½¼1½¼1½¼1½ lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*

¼2½¼2½¼2½¼2½¼2½ Hkkjrh; ;qodksa dks mn~cks/ku] Lora=krk&izkfIr & gsrq izsj.kkA

¼3½¼3½¼3½¼3½¼3½ O;k[;O;k[;O;k[;O;k[;O;k[;kkkkk &&&&& fcUnqfcUnqfcUnqfcUnqfcUnq & Hkkjrh; ;qodksa dks Øwjrk&jfgr ohjrk dk nqyZHk xq.k] tks ;q)esa i'kqrk dk izn'kZu ugha djrk] mlds fy, izsj.kk] dkypØ esa Hkkjrh;ksa dk neu]Hkkjrh; thou& n'kZu esa mls thou&eqDr lfPpnkuan Lo:i dgk x;k gSA

¼4½¼4½¼4½¼4½¼4½ fo'ks"kfo'ks"kfo'ks"kfo'ks"kfo'ks"k & mRizs{kk] :id] vuqikl vkfn vyadkjA vkst&xq.k ,oa eqDr NanA

¼1½¼1½¼1½¼1½¼1½ lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkA

¼2½ Hkkjrh; ;qodksa dks mn~cks/ku] Hkkjrh; thou dh egkurk dk cks/kA

¼3½¼3½¼3½¼3½¼3½ O;k[;O;k[;O;k[;O;k[;O;k[;kkkkk &&&&& fcUnq& fcUnq& fcUnq& fcUnq& fcUnq& Hkkjrh; n'kZu esa _f"k;ksa vkSj egkRekvksa dks ijekuan :i vkSjijekRek dk Lo:i crk;k x;k gSA Hkkjr esa ;g ea=k loZ=k O;kIr && ^Hkkjrh;egku gSaA* dk;jrk rFkk dkeijrk vkfn nqxqZ.k Hkkjrh;ksa dss fy, ugha & os rks czg~eLo:i gSaA fo'o && Hkj muds fy, dqN ughaA

¼4½¼4½¼4½¼4½¼4½ fo'ks"fo'ks"fo'ks"fo'ks"fo'ks"k& :id ,oa vuqizkl vyadkjA vkst xq.k ,oa eqDr NanA

vFkok

¼1½¼1½¼1½¼1½¼1½ losZ'oj n;ky lDlsuk && ^vkt igyh ckj*^vkt igyh ckj*^vkt igyh ckj*^vkt igyh ckj*^vkt igyh ckj*

¼2½¼2½¼2½¼2½¼2½ thou esa ysus dh vis{kk nsus dh Hkkouk j[kus ij cyA

¼3½¼3½¼3½¼3½¼3½ O;k[;k fcUnqO;k[;k fcUnqO;k[;k fcUnqO;k[;k fcUnqO;k[;k fcUnq & euq"; thou dh izfrdwyrk,a gh thou dk lacy curh gSa] osijkt; fn'kkghurk vkfn vkosxksa dks dbZ xquk c<+k nsrh gSaA leL;k,a thoulaokjus ds fy, ekuo&thou esa vkrh gSaA

127

¼4½ fo'ks"k & u, iz;ksx] Hkk"kk thoar] eqDr NanA

2 nks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 1+1/2= 1 vad

Hkko & lkS an;ZHkko & lkS an;ZHkko & lkS an;ZHkko & lkS an;ZHkko & lkS an;Z 1+1/2= 1 vad

f'kYi&lkS an;Zf'kYi&lkS an;Zf'kYi&lkS an;Zf'kYi&lkS an;Zf'kYi&lkS an;Z =3x2= 6 vad

d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %

ekuo & thou ls feV~Vh dk laca/k] feV~Vh dh vfLFkjrk ,oa ekuo & thou dhu'ojrkA feV~Vh dk Hkksykiu] lknxh] ljyrk vkSj foo'krk ij fVIi.khA

f'kYi&lkSf'kYi&lkSf'kYi&lkSf'kYi&lkSf'kYi&lkSaa aa an;Z %n;Z %n;Z %n;Z %n;Z %

vewÙkZ dh ewÙkZ ls miek] Nk;koknh izHkko] yk{kf.kdrk] izrhdkRedrk ,oa xs;rkA

[k½[k½[k½[k½[k½ Hkko & lkSHkko & lkSHkko & lkSHkko & lkSHkko & lkSaa aa an;Z %n;Z %n;Z %n;Z %n;Z %

bZ'oj dh loZO;kidrk ,oa lkoZdkfydrk dk o.kZu] bZ'oj & izkfIr ds fy, ckg~;kMEcjksadh vis{kk vareqZ[kh [kkst ij cyA

f'kYi& lkS an;Z %f'kYi& lkS an;Z %f'kYi& lkS an;Z %f'kYi& lkS an;Z %f'kYi& lkS an;Z %

mRizs{kk vkSj miek vyadkj] izrhd ?kV* dk iz;ksx] xs;rk] rqdkUrrk] e/kqjrk] cztHkk"kkA

x½x½x½x½x½ Hkko & lkS an;Z %Hkko & lkS an;Z %Hkko & lkS an;Z %Hkko & lkS an;Z %Hkko & lkS an;Z %

ifr ds izfr iRuh dk loZLo& leiZ.k HkkoA ifr dk vuqdj.k djus dk Hkko && izkphuHkkjrh; ukjh ds vkn'kZ && tgka iq:"k dks iwT; ekuk x;k gSA

f'kYi & lkS an;Z %f'kYi & lkS an;Z %f'kYi & lkS an;Z %f'kYi & lkS an;Z %f'kYi & lkS an;Z %

miek] :id] vuqizkl vyadkjA izlkn xq.k] xs;rk] rqdkUrrk vkSj e/kqjrkA ljy olgt [kMh cksyh dk iz;ksxA

128

3 fdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkj la{ksi esa visf{krj la{ksi esa visf{krj la{ksi esa visf{krj la{ksi esa visf{krj la{ksi esa visf{kr

¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½ 1+1=2+2=

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 4 vad

d fo"ke ifjfLFkfr;ksa esa rius] d#.kk ls nzfor gksus] ifjfLFkfr;ksa ds vuqlkj<yus] vkØks'k izdV djus ds fy, izgkjd cuus tSls xq.kksa ds dkj.kA

[k eu esa lkfgR;dkj cuus dh bPNk] ijUrq DydhZ djus dks foo'k gksus ds dkj.kxgLFk thou ds la?k"kZ vkSj vkthfodk dh leL;k vkfn foMEcuk,a gSaA

x fdlku dks tu&x.k dk Hkzkrk dgk gS] D;ksafd Hkkjr fdlku dh mit ij gh fuHkZjgSA og mRiknu u djs rks yksx Hkw[ks jg tk,axs & og lekt ds fy, HkkbZ tSlkgSA

4 x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 2+2+2=6 vad

¼d½¼d½¼d½¼d½¼d½ Hkkjrh; n'kZu vkSj lkfgR; gekjs fopkkjksa dh ,drk izfrikfnr djrs gSaA

¼[k½¼[k½¼[k½¼[k½¼[k½ ekSf[kd Hkk"kk dks fyf[kr :i nsus ds ladsr] Hkkjrh; Hkk"kk,a ck,a ls nk,a dhvksj fy[kh tkrh gSaA

¼x½¼x½¼x½¼x½¼x½ fopkjksa dh ,drk crkrh gS fd lHkh Hkkjrh;ksa dh fparu&izfØ;k ,d gSA bllstkfr dh ,drk cuh jgrh gSA vf/kdka'k Hkkjrh; Hkk"kkvksa dh o.kZekyk ,dtSlh gSA

vFkok

¼d½ vkRek 'kk'or] lnk jgus okyh gS vkSj nsg uk'koku gSA

¼[k½ ys[kd dk rkRi;Z gS fd ge gBh u gksa] ifjfLFkfr;ksa ls leUo; LFkkfir djsaij vkn'kZ u NksM+saA

¼x½ ,d gjs&Hkjs vkSj nwljs Bw¡B&lw[ks o{k dks ns[kdj ys[kd ds eu esa ;gh fu"d"kZvk;k fd gesa fouez Hkh gksuk pkfg, vkSj n<+ HkhA

¼d½ Hkk"kkvksa esa ikjLifjd cks/kxE;rk cuk dj vkSj vU; Hkk"kkvksa dks lh[k djHkk"kk dh nhokj gVkbZ tk ldrh gS & nwljh Hkk"kk dk cks/k u gksuk gh Hkk"kkdh nhokj gSA

129

¼[k½ Hkkjrh; yksxksa dk LoHkko] mudh thou&'kSyh] /kkfeZd vkLFkk vkSj fo'oklvkfn ds dkj.k Hkk"kk dh nhokj ds vkj&ikj jg dj Hkh Hkkjrh; ,d gh gSaA

¼x½ jhfr&fjokt] /kkfeZd fo'okl] rhFkZ&ozr] izxfr'khyrk ;k ikjaifjdrk vkfn]mÙkj vkSj nf{k.k Hkkjr dh lkaLdfrd lekurk ds izrhd gSaA

¼d½ thou esa bfPNr oLrq izkIr gksuk] drdR; gksuk] O;fDrRo esa fouezrk vkSjn<+rk thou dh drkFkZrk gSaA

¼[k½ LoHkko] thou&'kSyh] fo'okl vkfn esa lekurk leUo;okn gSA thou dsfoLrr O;ogkj esa leUo;oknh jgsa ;k lR; ds fl)kar ij fLFkj jgsaA

¼x½ fl)karksa ds iz'u ij n<+rk visf{kr gS D;ksafd fl)kar gh thou&/keZ gSaA

¼d½ ,d /keZ ds vuq;k;h }kjk nwljk /keZ Lohdkjuk /keZ&ifjorZu gSA ns'k dkvrhr thfor yksxksa ls gh ugha] cfYd ejs&[kis yksxksa dh fopkj/kkjk gksrh gS tksvklkuh ls ugha cnyrhA

¼[k½ gekjs iwoZ tUes yksx laLdfr dh dM+h gksrs gSaA os vrhr dks orZeku ls tksM+rsgSa] muls gh fdlh ns'k dh igpku curh gSA

¼x½ HkkSxksfyd lhek,a cny tk,a rks laLdfr dh gkfu gksrh gS vkSj lkaLdfrdigpku cnyus yxs rks ge vrhr ls dV tkrs gSaA bl izdkj ,d ds [kafMrgksrs gh nwljs gh xkfjek dks pksV igqaprh gSaA

¼d½ thou esa bfPNr oLrq izkIr gksuk] drdR; gksuk] O;fDrRo esa fouezrk vkSjn<+rk drkFkZrk gSA ge thou esa n<+ gksa] vfM+;y u gksa & ;s xq.k drkFkZrk dsfy, vko';d gSaA

¼x½ n<+rk dk vFkZ gS & vkSfpR;] lR; vkSj fl)karksa ij n<+ jguk] ijarqvkSfpR;&vukSfpR; dk /;ku j[ks fcuk vM+ tkuk] VwV tkuk ij fgyukugha&vfM+;yiu gSA

¼x½ BwaB esa futhZo tM+rk gS] og tl dk rl jgrk gS] u fgyrk gS u >qdrk gSAisM+ esa thoar n<+rk gSA og volj igpku dj fl)karksa ij n<+ jgrk gSA

5 fdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 3+3+3=9 vad

d isM+&ikS/kksa vkSj i'kq&if{k;ksa dks igys ou dh igpku va'k ;k [k.M ds :i esa Fkh&

130

lexz :i esa ughaA cM+ nknk us viuh lcls Å¡ph dfy;ksa ls pkjksa vksj ns[kk rksmls lexz ou dk cks/k gqvkA

[k tks O;fDr gn; ls fdlh dks I;kj djrk gS mls gh mldh vkykspuk dk vf/kdkjgks ldrk gSA xka/kh th Hkkjr dks izk.kksa ls vf/kd I;kj djrs Fks] blfy, os Hkkjrh;lekt dh dqjhfr;ksa dh vkykspuk djds Hkh lcls cM+s ns'k&izseh FksA

x Hkkjr ds izkphu lkaLdfrd dsanz] rhFkZ&eafnjksa] unh&rVksa ij gh vofLFkr gSaA gesaufn;ksa dks u"V vkSj iznwf"kr gksus ls cpkuk pkfg,A ufn;ksa ds u jgus ls gekjs ;slHkh lkaLdfrd dsUnz u"V gks tk,axsA

?k uhyw /ofu dk Kku j[krk Fkk] vius Lokeh ds vkns'k dks le>rk Fkk] LokfHkekuhFkk] vU; i'kq&if{k;ksa ls izse djrk Fkk vkSj mudh j{kk djrk FkkA og viuhLokfeuh ls Hkh izse djrk FkkA

6 fdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 1+1/2 vad

dF;dF;dF;dF;dF; 1/2 vad

Hkk"kkHkk"kkHkk"kkHkk"kkHkk"kk dqy 2x3=6vad

d QkSth vusd o"kksZ ls uxj ikfydk dks ikuh dk dj ¼VSDl½ ugha ns jgs Fks]ikfydk }kjk uksfVl nsus ij Nkouh ds vf/kdkfj;ksa }kjk fojks/kA

[k xaxk dq'ky rSjkd] vusd Mwcrs yksxksa dks cpkuk] cpkus esa ¼rSjus½ esa dfBukbZdk vglkl gksus ij viuh dyk dh cnukeh ds Mj ls xkao NksM+ tkukA

x v:eqxe Jhuxj esa ikfdLrku ls ;q) djrs gq, ohjxfr dks izkIr] ohjrkiwoZdejus ls iwoZ 'k=kq ds foekuksa dks ekj fxjkus ,oa Hkxkus esa lQyA ohj&pØ lslEekfurA

?k lekt ds izfrf"Br yksx nksxysiu vkSj nqgjs pfj=k ds gkssrs gSaA mudk izR;{kthou okLrfod thou ds fcYdqy foijhr gksrk gSA

7 iz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 3 vad

dF;dF;dF;dF;dF; 1 vad

Hkk"kkHkk"kkHkk"kkHkk"kkHkk"kk dqy 4 vad

131

Hkkjrh; laxhr dks ia0 fo".kq fnxEcj iyqLdj dk fuEukafdr ;ksxnku gS & Hkkjrh;'kkL=kh; laxhr dks ubZ fn'kk] v'yhy jpukvksa dk xk;u fuf"k) djuk] HkfDr ,oalkfgfR;d jpukvksa dh izLrqfr] efgykvksa dks laxhr f'k{kk] laxhr ,oa laxhrdkjksa dksvknj.kh; LFkku fnYkkukA

vFkok

Hkfxuh fuosfnrk ds O;fDrRo dh fuEufyf[kr fo'ks"krk,a gSa%tUe ls fons'kh gksrs gq, Hkh thou esa iw.kZr% Hkkjrh;] Lora=krk laxzke esa Hkjiwj lg;ksx]ck<+&vdky vkSj Iysx dh egkekjh esa jkr&fnu lsok&dk;Z] vlg;ksx vkanksyu ls tqM+djvaxzsth 'kklu dk fojks/k] fiNM+s xjhc Hkkjrh;ksa dh lsokA

jktusrkvksa vkSj lekt&lsodksa ds nqgjs O;fDrRo ,oa pfj=kghu thou dk izdVhdj.k]lekt esa izfr"Bk dh dkeuk] lekt&lsok ds cgkus ;=k&r=k ?kweuk o ekSt&eLrh djuk]ikfVZ;k cnyuk] LokFkZ&ijrk ,oa fl)karghurkA

Hkkjrh th us ch-,- o ,e-,- ds nkSjku ^vH;qn;*] ^laxe* vkSj ^fgUnqLrku vdkneh¼,dsMeh½ esa dke fd;kA mlh le; êqnksaZ dk xkao*] îFoh vkSj LoxZ* nks dgkuh laxzgNisA ,e-,- ds ckn ekDlZokn dk v/;;u fd;k rFkk mUgha fnuksa ^xqukgksa dk nsork*]izxfrokn ,d leh{kk* rFkk ^lwjt dk lkroka ?kksM+k* fy[kkA ckn esa ûnh I;klh Fkh*]^pkan vkSj VwVs gq, yksx*] ^Bsys ij fgeky;*] ^fl) lkfgR;* vkfn jpuk,a izdkf'krA

Hkfxuh fuosfnrk lPps vFkksZ esa Hkkjrh; ukjh] Hkkjrh; os'k&Hkw"kk /kkj.k djuk] Hkkjr ,oaHkkjrh;ksa ls izse] Hkkjr dh Lora=krk ds fy, iz;kl] vdky] ck<+ o Iysx tSlh vkinkvksaesa Hkkjrh; turk dh lsok esa yhu jguk] fgUnw /keZ esa vkLFkk] Hkkjrh; laLdfr] /keZ] n'kZuds fy, laiw.kZ thou yxk nsukA

ia0 fo".kq fnxEcj iyqLdj ejkBh Hkk"kh gksdj Hkh fgUnh ls izse djrs FksA mUgksaus fgUnhlh[kh vkSj 50 ls vf/kd xazFk fgUnh esa fy[ksA fgUnh ds jk"VªHkk"kk cuus esa iw.kZ vkLFkkAfgUnh&izse ds dkj.k fgUnh dh vkykspuk djus okyksa dh ijokg ugha dhA

8 fdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{kr 3+3 = 6 vad

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk

d nsoh flag cqansyk ;qod] ns'k HkDr fdlku] ykspu flag nsoh flag ls fcuk iwNs ghnyhi uxj ds fonzksg dks dqpyus pyk x;k ftlds fy, nsoh flag }kjk mlsQVdkj] n;kyq ,oa jkt&ifjokj ds izfr lEekuA

132

[k fojkVk dh in~feuh dqeqn dks dgk x;k gSA og fojkVk uxj esa iSnk gqbZ rFkkin~feuh ds leku :iorh FkhA ;kSoukLFkk esa igqaprs&igqaprs mlds lkSUn;Z dhiz'kalk nwj&nwj rd QSy pqdh FkhA lkSUn;Z esa fpÙkkSM+ dh jkuh in~ekorh ds lekuAlekt esa nqxkZ eka ds vorkj ds :i esa ekU;rkA mlds lkSan;Z ds dkj.k vusdjktkvksa ds chp ;q)A

x cqansy[kaM dk ,d LFkku tgka ikap ufn;ksa dk lewg feyrk gSA ikap ufn;ksa dkifo=k laxe gksus ds dkj.k îapunk* ukeA ikap ufn;ka gSa & ;equk] pacy]fla/kq] igqt vkSj dqekjhA buds fdukjs ckyw&ikuh&gfj;kyh dk lkezkT;A

9 ik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{kr 1+1+1+1=

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk dqy 4 vad

dqeqn &dqeqn &dqeqn &dqeqn &dqeqn &

¼1½ miU;kl dh ukf;dk

¼2½ dFkkoLrq dk dsUnz

¼3½ vR;ar :ilh] lHkh mls nsoh ds vorkj ds :i esa ekudj vk'khokZn pkgrs gSaA

¼4½ la?k"kZ ds le; mnkj

¼5½ ukjh dh xfjek vkSj efgek dks cuk, j[kus esa l{keA

¼6½ vyhenkZu ds gkFk yxus ls iwoZ gh csrok unh esa dwn dj thou&yhyk dh bfrJhA

vFkok

miU;kl ds mn~ns';miU;kl ds mn~ns';miU;kl ds mn~ns';miU;kl ds mn~ns';miU;kl ds mn~ns';

¼1½ cqansy[kaM dh ohjrk iznf'kZrk djukA

¼2½ lqUnjh ukjh ds fy, ejus&ekjus dh e/;;qxhu izofÙk ls ifjfpr djkukA

¼3½ Hkkjrh;ksa esa ohj&Hkkouk dk lapkj djukA

¼4½ ukjh&lEeku dh j{kk dk ikBA

¼5½ va/k&fo'oklksa ls ijs jgus dh izsj.kkA

¼6½ Lora=krk dh Hkkouk izcy djukA

133

10 js[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{kr 1+1+1=


¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[kvisf{kr½visf{kr½visf{kr½visf{kr½visf{kr½

gekjh &gekjh &gekjh &gekjh &gekjh & loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] mÙke iq:"k] cgqopu] laca/k dkjd ,drk lslaca/kA

,drk ,drk ,drk ,drk ,drk & laKk] Hkkookpd] laKk] Hkkookpd] laKk] Hkkookpd] laKk] Hkkookpd] laKk] Hkkookpd] L=khfyax] ,d opu] laca/k dkjd] izek.k ls laca/kA

nwljk &nwljk &nwljk &nwljk &nwljk & fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] iqfYyax] ,dopu] izek.k dk fo'ks"k.kA

geus &geus &geus &geus &geus & loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] mÙke iq:"k] cgqopu dÙkkZdkjdA

fn;k gSfn;k gSfn;k gSfn;k gSfn;k gS fØ;k] ldeZd] fØ;k] ldeZd] fØ;k] ldeZd] fØ;k] ldeZd] fØ;k] ldeZd] iqfYyax] ,dopu] Hkwrdky] iw.kZdkfydA

fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp; 1+1/2 vad1+1/2 vad dqy 3 vad

eSeSe Se Se Sa &a &a &a &a & iq:"kokpd loZuke]iq:"kokpd loZuke]iq:"kokpd loZuke]iq:"kokpd loZuke]iq:"kokpd loZuke] mÙke iq:"k] iqfYyax] ,dopu] dÙkkZdkjd] ns[kuk*fØ;k dk dÙkkZA

isM+ dks &isM+ dks &isM+ dks &isM+ dks &isM+ dks & laKk] tkfrokpd] laKk] tkfrokpd] laKk] tkfrokpd] laKk] tkfrokpd] laKk] tkfrokpd] iqfYyax] ,dopu] deZdkjd ^ns[kuk* fØ;k dkdeZA

ns[k jgk Fkk &ns[k jgk Fkk &ns[k jgk Fkk &ns[k jgk Fkk &ns[k jgk Fkk & ldeZd fØ;k]ldeZd fØ;k]ldeZd fØ;k]ldeZd fØ;k]ldeZd fØ;k]iqfYyax] ,dopu] Hkwrdky] viw.kZ i{kA

11 funsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{kr 1+1+1=


¼d½ Åij ,d txg gekjs }kjk Hkwxksy dks nks"k fn;k x;k gSA

¼[k½ mls vklkuh ls igpku ysasxsA

¼x½ vc FkksM+h nsj Vgy fy;k tk,A

¼d½ Lora=krk fnol /kwe/kke ls eukrs gSaaA

¼[k½ eq>ls rqEgkjk O;aX; lgk ugha tk ldrkA

¼x½ gels Nr ij dSls lks;k tk,xkA

134

¼d½ cgqr ls isM+ dkVs x,A

¼[k½ eSa ;g ugha lg ldrkA

¼x½ eq>ls jks;k ugha tk ldrkA

12 fdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{kr 1+1 =


¼d½ ¼1½ Lora=k gS tks ns'k & deZ/kkj; lekl

¼2½ pkj Hkqtk,a gSa ftldh & cgqchfg

¼3½ mÙkj vkSj nf{k.k & }a}

¼[k½¼[k½¼[k½¼[k½¼[k½ fdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[k

visf{krvisf{krvisf{krvisf{krvisf{kr 1+1 =


¼1½ cs[kVds & vO;;hHkko

¼2½ pkSjkgk & f}xq

¼3½ ØhM+k&{ks=k & rRiq:"k

¼d½ ¼1½ fojke ds fy, fpg~u & rRiq:"k

¼2½ BkSjk ;k fBdkuk & }a}

¼3½ lkr lkS dk lewg & f}xq

¼[k½ ¼1½ egf"kZ & deZ/kkj;

¼2½ larok.kh & rRiq#"k

¼3½ uhyd.B & cgqczhfg

¼d½ ¼1½ in dk ifjp; & rRiq:"k

¼2½ eq[; gS tks lfpo & deZ/kkj;

¼3½ nl gS vkuu ¼eq[k½ ftlds & cgqczhfg

135

¼[k½ ¼1½ rhoz cqf) & cgqczhfg

¼2½ nks pkj & }a}

¼3½ ;Fkk'kfDr & vO;;hHkko

13 okD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{kr 1+1+1 =


¼d½ igys rks Hkz"Vkpkj dks [kRe fd;k tkuk pkfg,A

¼[k½ Vhe esa ugha fy;k rks rqe D;k djksxs\

¼x½ ns'k xka/kh dk cgqr _.kh gSA

¼d½ nks fnu esa rqeus D;k&D;k fd;k gSA

¼[k½ rqeus ml Hk;kous ou dks ns[kk gSA

¼x½ eq>ls dgk ugha tk,xkA

¼d½ crkb,] vkius ou ns[kk gS\crkvks] rqeus ou ns[kk gS\

¼2½ eSaus ;g ikB i<+ fy;k gSA

¼3½ mUgksasus gekjh ,d u lquhA

14 funsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{kr 1+1+1+1 =


¼d½ gekjh& rqEgkjh rjg D;k buesa tM+sa ugha gksrha\

¼[k½ fu"ks/kkFkZd@ fu"ks/kokpd

¼x½ esjs jgus rd dksbZ u MVsA

¼?k½ feJ@ fefJr okD;

¼d½ mn~ns'; & iqfyl usfo/ks; & vkradoknh dks idM+ fy;k

136

[k ,d fnu ugkus ds fy, dqN yM+ds eNfy;ksa ds leku rSjus yxsA¼,d fnu dqN yM+ds ugkrs le; eNfy;ksa dh rjg rSjus yxs½

15 vFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNr 1+1+1+1=

dqy 4 vad

16 okD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 1+1=dqy 2vad

d mn~ns'; & dykdkjfo/ks; & fp=k cuk jgk FkkA

mn~ns'; & ns'k ds iz/kku ea=kh usfo/ks; & vk'oklu fn;kA

mn~ns'; & iqfyl usfo/ks; & ,d vkradoknh dks idM+ fy;kA

17 vifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{kr 1+1+1+1+1=

dqy 5 vad

¼d½ lfZ"V esa Øks/k dk fo/kku Øks/kh ds eu esa Hkkoh d"V ls cpus ds mn~ns'; lsA

¼[k½ euq"; thou esa nwljksa }kjk igqapk, tkus okys d"Vksa ls eqDr gksus ds fy,A

¼x½ nq"V ds eu esa foosd] n;k vkfn Hkkoksa dk vHkko gksrk gSA

¼?k½ Hk; dh fuofÙk LFkk;h ugha]@dHkh&dHkh Hk;Hkhr gksdj vkRe&j{kk dj ysukA

¼M-½ Øks/k@Øks/k dh vko';drk

18 dkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr 1+1+1+1+1=

dqy 5 vad¼d½ tks lkFkh NwV tkrs gSa mudh fpark djuk O;FkZ gSA

¼[k½ e/kqou lw[ks Qwyksa dk 'kksd ugha eukrk] D;ksafd f[kyuk vkSj lw[kuk LokHkkfodfØ;k,a gSaA

¼x½ tks ckr tSls Hkh chr tk, mls Hkqykdj u, <ax ls thou izkjaHk djukA

¼?k½ rkjk&vPNk fe=k vkSj lkFkh dk izrhd( lqeu&izseh ;k fiz;&ik=k dk izrhdA

137

¼M-½ thou fdlh dh izrh{kk ugha djrk] thou&;k=kk esa tks ihNs NwV tkrs gSa os fQjdHkh ugha feyrsA

19 visf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstuk

izkjaHk ,oa var dh izkjaHk ,oa var dh izkjaHk ,oa var dh izkjaHk ,oa var dh izkjaHk ,oa var dh vkSipkfjdrk,a 2 vad

iz'ukuqlkj fo"kiz'ukuqlkj fo"kiz'ukuqlkj fo"kiz'ukuqlkj fo"kiz'ukuqlkj fo"k; &; &; &; &; &oLrqoLrqoLrqoLrqoLrq dh izLrqfr 2 vad

Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr & dkS'ky 1 vaddqy 5 vad

20 fdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk

Hk wfedk@izLrkoukHk wfedk@izLrkoukHk wfedk@izLrkoukHk wfedk@izLrkoukHk wfedk@izLrkouk 1 vad

fo"k; & oLrqfo"k; & oLrqfo"k; & oLrqfo"k; & oLrqfo"k; & oLrq 6 vad

¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½

milagkj@lekiu@milagkj@lekiu@milagkj@lekiu@milagkj@lekiu@milagkj@lekiu@fu"d"kZ 1 vad

'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj vfHkO;fDr 1 vad

izLrqfr 'kSyh@izLrqfr 'kSyh@izLrqfr 'kSyh@izLrqfr 'kSyh@izLrqfr 'kSyh@vfHkO;fDr 1 vad

dqy 10 vad

iz'u&i=k&la[;k 2@1

fganh ¼dasfnzd½

20 fdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gS

vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq % 1/2+1/2=

1-1-1-1-1- lnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kA dqy 10 vad

2-2-2-2-2- iwokZij laca/k & fuokZgiwokZij laca/k & fuokZgiwokZij laca/k & fuokZgiwokZij laca/k & fuokZgiwokZij laca/k & fuokZg 1@2 vad

3-3-3-3-3- izeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{kr 3 vad

4-4-4-4-4- Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk % 1@2 vad

dqy 5 vad

138

� dfo dfo dfo dfo dfo & gfjoa'k jk; ^cPpu*

� dfork&dfork&dfork&dfork&dfork& ^tM+ dh eqLdku*

� iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg % ubZ ih<+h ds izrhd Qwy viuh gelQj ifÙk;ksa ds egRo

dks udkjrs gSaA

izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&

Qwyksa us vius lkSan;Z ds u'ks esa pwj gksdj dgk&

¼1½ gekjs lkeus ifÙk;ksa dk D;k egRo gS] os rks xq.kghu gSaA

¼2½ la[;k esa vf/kd gksus ds dkj.k gh mudk ncnck gS] mUgsa gok ,oa Mkyksa dk lacy

gSA

¼3½ ge Qwy gSa( jax vkSj jl ls Hkjiwj gSaA

¼4½ gekjh ;'k:ih xa/k nwj&nwj rd QSyh gS vkSj HkkSjksa us gekjk xq.kxku fd;k gSA os

gekjs dkj.k xfoZr gSaA

fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %

Hkk"kk& fu>Zj dh Hkkafr xfr'khy ,oa izokgiw.kZ( ekuohdj.k vyadkj] izrhdksa dk vR;ar

dq'kyrk iwoZd iz;ksx] eqDr NanA


� dfo & dfo & dfo & dfo & dfo & losZ'oj n;ky lDlsuk

� dfork& dfork& dfork& dfork& dfork& ^vkt igyh ckj*

� iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % ijkt; ds nnZ ds izfr lgkuqHkwfr dh vfHkO;fDrA


dfo dgrk gS fd vkt thou esa igyh ckj esjs lkFk ,slk gqvk fd cgrh BaMh ok;q us

esjk flj pqipki xksn esa j[k fy;kA mlus esjs ekFks ij d#.kk&Hkjk gkFk j[kk( fQj cksyh

& ^êSa Hkh rqEgkjh rjg dh gkjh gqbZ gwaA esjk Hkh bl nqfu;k esa dksbZ ugha gS] vr% rw vkSj

eSa ,d tSls gh gSaaA

139

� fo'k s"kfo'k s"kfo'k s"kfo'k s"kfo'k s"k

Hkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & dkseydkar] [kM+h cksyh] ok;q dk ekuohdj.k] laokn ds dkj.k dfork esalthork] eqDr NanA


� dforkdforkdforkdforkdfork & ^tM+ dh eqLdku*

� iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg & bl va'k esa ruk tM+ dks egRoghu crkrs gq, viukegRo izfrikfnr djrk gSA


¼1½ ruk dgrk gS fd tM+ rks ^tM+* vFkkZr~ vpsru vkSj ew[kZ gSA

¼2½ mlesa thou dk vHkko gS vkSj ;gh mldk bfrgkl gSA

¼3½ og eqDr vkdk'k esa u QSy dj feV~Vh esa gh eq[k xkM+s iM+h jgrh gS] fdUrq eSa tehuls ckgj vkdj ru dj [kM+k gks x;k gw¡A

� fo'k s"kfo'k s"kfo'k s"kfo'k s"kfo'k s"kHkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & yk{kf.kdrk ls ;qDr [kM+h cksyhA


� dforkdforkdforkdforkdfork & ^tM+ dh eqLdku*

� iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg & ?keaM ls Hkjh Mkfy;ka rus dks QVdkjrh gqbZ viukegRo LFkkfir djrh gSaA

izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %

¼1½ Mkfy;ka rus dks QVdkjrh gqbZ dgrh gSa fd og fdl ckr ij ruk gqvk gS\ ogxfrghu gksdj vius gh LFkku ij Bgjk gS] mlus rfud Hkh izxfr ugha dhA

¼2½ og dsoy vius fy, gh thfor gSA [kk&ihdj eksVk gqvk gS] fdUrq ge mlxfrghu ls QwVdj Hkh fn'kk&fn'kk esa viuk fodkl djrh jgh gSa] gj izdkj dh gokesa >werh jgh gSa] vius uke dks lkFkZd djrh jgh gSaA


140

� dfo& dfo& dfo& dfo& dfo& losZ'oj n;ky lDlsuk

� dfork& dfork& dfork& dfork& dfork& ^vkt igyh ckj*

� iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & gok dfo ds izfr lgkuqHkwfr vkSj laosnuk izdV djrs gq,dgrh gS %

¼1½ eSa Hkh rqEgkjh gh rjg ijkftr gw¡ vkSj rqEgkjh gh rjg fn'kk&Hkzfer gw¡A

¼2½ rqEgkjh gh rjg esjk Hkh lalkj esa dksbZ ugha gSaaA eSa Hkh dgha vkJ; [kkst jgh gw¡A

¼3½ ij eSa ijkftr gksdj Hkh fujk'k&grk'k gksdj cSBh ugha gw¡] cfYd ijkt; us eq>s 'kkarvkSj xfr'khy cus jgus dh izsj.kk nh gSA

� fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %

Hkk"kk& Hkk"kk& Hkk"kk& Hkk"kk& Hkk"kk& rRle vkSj rn~Hko 'kCnksa ls ;qDr dkseydkar [kM+h cksyh] Hkk"kk esa laoknkRedyk{kf.kdrkA

� dfo dfo dfo dfo dfo & losZ'oj n;ky lDlsuk

� dforkdforkdforkdforkdfork& ^vkt igyh ckj*

� iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & gok dfo dks lkaRouk nsrs gq, viuk vuqHko crkrh gSA

� O;k[;k & fcUnq %O;k[;k & fcUnq %O;k[;k & fcUnq %O;k[;k & fcUnq %O;k[;k & fcUnq %

¼1½ lalkj esa esjk dksbZ viuk u Fkk] dksbZ esjk lgk;d u FkkA

¼2½ eSaus lcdks viuk le>k vkSj lHkh dks viukiu ck¡Vrh jgh] bl ij Hkh eq>s fdlhdk lgkjk ugha feykA

¼3½ gok dh ckr lqu dj dfo dks cM+k lgkjk feyk vkSj mls yxk fd mldk nnZ]mlls Hkh vf/kd egRoiw.kZ gSA

� fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %

Hkk"kk %Hkk"kk %Hkk"kk %Hkk"kk %Hkk"kk %

¼1½ rRle vkSj rn~Hko 'kCnksa ls ;qDr dkseydkar [kM+h cksyhA

¼2½ Hkk"kk esa laoknkRed yk{kf.kdrkA

141

2 � dkO; & lkS andkO; & lkS andkO; & lkS andkO; & lkS andkO; & lkS an;Z %;Z %;Z %;Z %;Z %

¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½

¼d½¼d½¼d½¼d½¼d½ Hkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;Z 1+1/2

¼[k½¼[k½¼[k½¼[k½¼[k½ f'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Z 1+1/2

Hkko& lkSUn;Z %Hkko& lkSUn;Z %Hkko& lkSUn;Z %Hkko& lkSUn;Z %Hkko& lkSUn;Z % 3x2= 6 vad

¼1½ ^nknw* }kjk jfpr bl HkfDr&in esa dfo us fujkdj czg~e ds izfr viuh fojg&osnuk,d fojfg.kh ukf;dk ds :i esa O;Dr dh gSA

¼2½ fiz;re dk ekxZ ns[krs&ns[krs fojfg.kh vkRek dks ;qx chr x,A

f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %miek }kjk viuh osnuk O;Dr djrs gq, dfo us viuh fojgkdqy fLFkfr dh lqUnjO;atuk dh gSA dfo dh Hkk"kk vyadkje;h czt gSA in esa vuqiz;kl dk tgka&rgka lqUnjiz;ksx feyrk gSA

� dfodfodfodfodfo & lw;Zdkar f=kikBh ^fujkyk*

� dfork & dfork & dfork & dfork & dfork & ^tkxks fQj ,d ckj*

Hkko&lkSUn;ZHkko&lkSUn;ZHkko&lkSUn;ZHkko&lkSUn;ZHkko&lkSUn;Zdfo us Hkkjrh; uo;qodksa esa jk"Vª&izse vkSj ohjrk dk Hkko txkrs gq, mUgsa eqDr] Lok/khuvkSj czg~eLo:i crk;k gSA

f'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;ZHkk"kk &vkst xq.k iz/kku] laLdr&fu"B 'kCnkoyh ls ;qDrA eqDr NanA miek] :id vkSjvuqizkl vyadkj dk iz;ksxA

� dfo & dfo & dfo & dfo & dfo & ek[kuyky prqosZnh

� dfork & dfork & dfork & dfork & dfork & ^;s vukt dh iwysa rsjs dka/ks >wysaA*

Hkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkkjr ds Jethoh fdlku dh xkSjo&xkFkk dk xku fd;k x;k gSA fdlku dh dfBu&dBksj

142

thou & 'kSyh dk lEekuA lkFk gh ns'k ds dykdkjksa] 'kkldksa vkSj lk/kdksa ls vis{kk dhxbZ gS fd os fdlku ds bl xkSjo rFkk mlds ri& R;kx dh mis{kk u djsaA

f'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Z

fdlku dk vfr'k;ksfDriw.kZ xq.kxku fd;k x;k gSA lw;Z dks fdlku dk ^jFk* vkSj ok;qdks mldh ^mTToyxkFkk* dgk x;k gSA lacks/ku 'kSyh] laLdrfu"B] izokgiw.kZ rFkkvyadr Hkk"kk dk iz;ksxA

3 fdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{kr 1/2+1/2 =2x2 =4vad

fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %

¼1½ ifrozr /keZ

¼2½ leiZ.k Hkkouk

¼3½ izsjd 'kfDr

¼4½ ikfjokfjd R;kx&riL;kA ;gh iw.kZrk dk vkn'kZ bl dfork esa O;Dr gqvk gSA

[k bl dfork esa ukjh dh n<+rk dks yksgs ds :i esa O;Dr fd;k x;k gSA ukjh yksgsls Hkh etcwr gksrh gS] dHkh og d"V >syrh gS] dHkh Loa; dks xykdj nwljksa dsvuqlkj <yrh gS vkSj dHkh ladV vkus ij xksyh ds leku nwljksa ij vk?kkr djrhgSA

x dfork dk lans'k gS fd euq"; fojkV vfLrRo dk y?kq va'k gS] fdUrq og LokFkZ]bZ";kZ vkSj vagdkj ds o'khHkwr gksdj Loa; dks cM+k ekuus yxrk gS rFkk tkfr]/keZ vkSj {ks=kh;rk ds vk/kkj ij vius vkidks ck¡Vus yxrk gSA

4 x|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{kr 2+2+2

3x2 = 6 vad¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½

fofHkUu izns'kks a ds ou] flapkbZ vkSj d`f"k&foHkkx laxfBr gksdj tc ,d ghvf/kdj.k ds varxZr dk;Z djrs gSa rks og laxBu ^tykxe {ks=k* dgykrk gSA

tykxeksa dh LFkkiuk vko';d gS] D;ksafd buls gekjh fodkl & ;kstuk,a] lQy gksdjykHkizn cu tkrh gaSA

143

ouksa vkSj ufn;ksa dk ijLij ?kfu"B laca/k gSA ou ufn;ksa dks u dsoy lw[kus vkSj mFkykgksus ls cpkrs gSa] cfYd ls Hkwfexr ty dks lqjf{kr j[kus esa Hkh lgk;rk nsrs gSaA

ys[kd ds vuqlkj ljdkjh foHkkxksa esa rky&esy ugha gS] ftlls mudh fLFkfr ,slh gks xbZgS tSlss 'kjhj ds fofHkUu vaxksa esa rkyesy u gksus ls 'kkjhfjd&fodfr vk tkrh gSA

5 ddddd fdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{kr dqy vad 9dqy vad 9dqy vad 9dqy vad 9dqy vad 9vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk (3+3+3)

fgUnh Hkk"kh {ks=kksa esa fgUnhrj Hkk"kkvksa dk izpkj&izlkj gks rkfd fgUnh Hkk"kh yksx'ks"k Hkkjrh;ksa ds lkFk lgt :i ls okrkZyki dj ldsaA nwljh vksj vfgUnh Hkk"kh{ks=kksa esa fgUnh Hkk"kk dk O;kid izpkj&izlkj gksuk pkfg,] rkfd vfgUnh Hkk"kh yksxfgUnh ds ek/;e ls 'ks"k jk"Vª ls tqM+ ldsaA blh ls Hkk"kk dh nhokj rksM+h tkldsxhA

[k[k[k[k[k uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %

¼1½ LokfHkeku

¼2½ vØks/k

¼3½ vfgalk

¼4½ LokfeHkfDr

¼5½ fouezrk

¼6½ mnkjrk

x feyj lkfgR; dks e;wj tSlk euksje ekurk gSA tSls eksj vius jax&fcjaxs ia[k QSykdj euksje uR; djrk gS vkSj lcdk eu eksg ysrk gS] mlh izdkj lPpk lkfgR;turk dk dsoy euksjatu dh ugha djrk] vfirq og tu&eu dh cqjkb;ksa dks Hkhnwj djrk gSA

?k Bw¡B vkSj gjs&Hkjs o{k dks ns[kdj ys[kd bl fu"d"kZ ij igq¡pk fd gesa thou esarkyesy vkSj leUo; ls thuk pkfg,] fdUrq vius vkn'kksZa ij Hkh n<+ jgukpkfg,A

6 fdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{kr 2+2+2= 6 vad

d v#eqxe ds cfynku ls iwoZ yksx mldh ek¡ dks mlds vius uke ls iqdkjrs Fks]

144

ijarq tSls gh v:eqxe us ns'k dh j{kk ds fy, viuh tku&U;ksNkoj dh] mldhfxurh ns'k HkDrksa esa gksus yxhA yksx mldk gh ugha] mldh ohjrk dk Hkh xq.kxkudjus yxsA bl dkj.k yksx mUgsa lEeku ls ^v:eqxe dh ek¡* iqdkjus yxsA

[k mudh vkokt esa e/kqjrk vkSj xw¡t dk vn~Hkwr laxe FkkA y; vkSj rky ij mudkvlk/kkj.k vf/kdkj FkkA vkyki xaHkhj gkssrs FksA rku bruh peRdkjiw.kZ gksrh Fkhfd mls lqudj /kjrh dkairh utj vkrh FkhA dHkh mlesa flag dh ngkM+] fctyhdh dM+d ;k ckny dh xM+xM+kgV lqukbZ iM+rh FkhA ;gk¡ rd fd mudh vkokt+ls xSl dh cfÙk;ka dkairh Fkha vkSj cYc cq>us yxrs FksA

x vaxzst QkSth vf/kdkjh euekuh djuk pkgrs FksA os Lo;a dks fu;e&dkuwu ls Åijekurs Fks( vr% ty& dj tek djuk ugha pkgrs FksA VaMu th us Li"V 'kCnksa esadj tek djus dk funsZ'k fn;k rFkk u tek djus ij ikuh can djus dk uksfVlfn;kA os U;k;'khy] lkglh] fouez rFkk 'kkar LoHkko ds O;fDr FksA

?k xw¡xk rSjkdh ds fy, izfl) FkkA blh dkj.k yksx mls tkurs Fks rFkk mlds iz'kaldFksA viuh blh fo'ks"krk ds dkj.k og Loa; dks lkFkZd le>rk FkkA

Mwcrs yM+ds dks cpkrs gq, mls vuqHko gqvk fd vc mlesa igys tSlh 'kfDr ughajg xbZ gSA mlds eu esa cSB x;k fd vc og lekt esa viuh vftZr dhfrZ dksugha cpk ldsxkA vr% og cnukeh ds Mj ls xk¡o NksM+dj pyk x;kA

7 dF; &dF; &dF; &dF; &dF; & 3 vad

Hkk"kk & iz;ksx Hkk"kk & iz;ksx Hkk"kk & iz;ksx Hkk"kk & iz;ksx Hkk"kk & iz;ksx &&&&&&&&&&&&&&& 1 vaddqy 4 vad

johUnzukFk us fuosfnrk dh lPph lsok dks ^fny dh lsok* dgk FkkA mUgsa crk;k x;k Fkkfd 1906 ds vdky vkSj ck<+ ls f?kjs yksxksa dks cpkus ds fy, Hkfxuh fuosfnrk Lo;adhpM+ eas yFkiFk gksdj rFkk o{kksa dh Vgfu;ksa ij p<+dj ihfM+rksa rd igq¡ph FkhaA mUgksauscM+s eu ls mudh Hkw[k&I;kl vkSj O;kf/k;k¡ nwj dhaA 1899 esa Nwr&vNwr dk fopkj fd,fcuk mUgksaus Iysx&ihfM+rksa dh lsok dh FkhA


,dkadh ds lHkh ik=k vius Åij ^lR; fdj.k* ds iz;ksx ls drjk jgs Fks] D;ksafd mUgsaviuh iksy [kqyus dk Hk; FkkA lHkh ik=k vius&vius dkjukeksa ij inkZ Mkys j[kuk pkgrsFksA vr% os ^lR;&fdj.k* dk iz;ksx ugha djuk pkgrs FksA

145

8 ^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr vad & ;kstuk3+3= 6 vad

d ykspuflag nyhiuxj dk 'kwjohj lsukifr FkkA var esa og nsohflag ds fu.kZ; ls{kqC/k gksdj lsukifr dk in NksM+dj dgha pyk x;kA

[k ujifr flag nk¡xh nqxkZ dk HkDr FkkA tc mldh dU;k xHkZ esa Fkh] rHkh mldhiRuh fofp=k lius ns[kk djrh FkhA iq=kh ds tUe ds le; ujifr dks ,slk yxkekuks mlds ?kj fdlh izdk'k iqat us tUe fy;k gksA tSls&tSls ;g yM+dh cM+h gqbZ]bldh lqanjrk f[kyus yxh vkSj bldk ;'k Hkh QSyus yxkA bl izdkj turk esa;g ckr QSy xbZ fd ujifr ds ?kj esa lk{kkr nqxkZ us gh vorkj fy;k gSA

x nyhi uxj ds jktk us Øks/k] v/kS;Z rFkk tYnckth ds dkj.k dkyih ij vkØe.kdjus dk vkns'k ns fn;kA mls irk pyk fd dkyih dh eqlyeku lsuk us fgUnwnsoh dk vieku fd;k gS] mlus bl leL;k ij BaMs fnekx ls lkspus ds ctk; Øq)gksdj vkØe.k dk vkns'k ns fn;kA

9 miU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{kr 1+1+1+1

= 4 vaddqatj flagdqatj flagdqatj flagdqatj flagdqatj flag

& miU;kl dk uk;dA

& fujarj vius nqHkkZX; ls la?k"kZ djus esa O;LrA

& nklh iq=k gksus dh dpksV ls ihfM+r

& ohj ,oa lkglhA

& vkn'kZ izsehA


¼1½ ^fojkVk dh in~feuh*

,sfrgkfld i"BHkwfe ij fy[kk x;k miU;kl gSA bl miU;kl esa miU;kldkj usfojkVk dh in~feuh ds cfynku dh dFkk dk fp=k.k fd;k gSA blesa vusd dkyksadh ,sfrgkfld ?kVukvksa dk jksekuh fp=k.k fd;k x;k gSA

¼2½ izse ds vkn'kZ :i dk fp=k.kA

146

¼3½ ns'kHkfDr dh Hkkouk dks txkus dk iz;RuA

¼4½ /kkfeZd&fo}s"k ds dqifj.kkeksa dk vaduA

1010101010 js[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{kr 1+1+1

= 3 vadrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{kr

¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½

¼1½¼1½¼1½¼1½¼1½ mlusmlusmlusmlusmlus& iq:"kokpd loZuke] iq:"kokpd loZuke] iq:"kokpd loZuke] iq:"kokpd loZuke] iq:"kokpd loZuke]

vU; iq:"k iqfYyax] ,dopu] dÙkkZ dkjdA

¼2½¼2½¼2½¼2½¼2½ dcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKk

iqfYyax] ,dopu] laca/k dkjdA

¼3½¼3½¼3½¼3½¼3½ cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]Hkwrdky] dÙkZokP;A

¼1½ esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]

iqfYyax] ,dopu] laiznku dkjdA

¼2½ e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]

iqfYyax] ,d opu] laca/k dkjdA

¼3½ cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]dÙkZokP; iqfYyax] orZeku dkyA

rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke] e/;e iq:"k] iqfYyax] ,dopu] dÙkkZdkjdA

eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] ,dopu] iqfYyax] viknu dkjdA

vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] ,dopu] iqfYyax] dÙkZokP;] HkwrdkyA

11 funsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{kr 1+1+1= 3 vad

d tks Hkh rqEgkjs }kjk fiyk;k tk,A

[k 'k=kq dks jkLrs ls gVk fn;kA

x mlls g¡lk ugha x;kA

nsj jkr Hkh esjs ?kj vk;k tk ldrk gSA

ck<+&ihfM+rksa dh lgk;rk dhA

fcy dc is'k fd;k tk,xkA

147

Nr ij gesa lqyk;k tk,xk D;k\

Hkkstu ds fy, pysa@pfy,A

fny [kksydj ck<+&ihfM+rksa dh lgk;rk dh tk,A

12 fdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{kr 1+1=2 vad 1+1=2 vaddqy 4 vad

ddddd ¼1½¼1½¼1½¼1½¼1½ fj'rs vkSj ukrsfj'rs vkSj ukrsfj'rs vkSj ukrsfj'rs vkSj ukrsfj'rs vkSj ukrs & }a} lekl

¼2½2½2½2½2½ ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k & rRiq:"k lekl

uhyk deyuhyk deyuhyk deyuhyk deyuhyk dey

uhyk deyuhyk deyuhyk deyuhyk deyuhyk dey & deZ/kkj; lekl

[k[k[k[k[k ;Fkk'kfDr ;Fkk'kfDr ;Fkk'kfDr ;Fkk'kfDr ;Fkk'kfDr & vO;;hHkko

x`g m|ksxx`g m|ksxx`g m|ksxx`g m|ksxx`g m|ksx & deZ/kkj; lekl

ukp&xkuukp&xkuukp&xkuukp&xkuukp&xku & }a} lekl

jktk dk njckjjktk dk njckjjktk dk njckjjktk dk njckjjktk dk njckj & rRiq#"k

izsjd gS tks izlaxizsjd gS tks izlaxizsjd gS tks izlaxizsjd gS tks izlaxizsjd gS tks izlax & deZ/kkj;

'kfDr ds vuqlkj'kfDr ds vuqlkj'kfDr ds vuqlkj'kfDr ds vuqlkj'kfDr ds vuqlkj & vO;;hHkko

[k[k[k[k[k HksnHkkoHksnHkkoHksnHkkoHksnHkkoHksnHkko & rRiq#"k

uhy dey &uhy dey &uhy dey &uhy dey &uhy dey & deZ/kkj;

mBuk&cSBukmBuk&cSBukmBuk&cSBukmBuk&cSBukmBuk&cSBuk & }a}

ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & deZ/kkj;

gkFk vkSj iSjgkFk vkSj iSjgkFk vkSj iSjgkFk vkSj iSjgkFk vkSj iSj & }a}

thou & Hkjthou & Hkjthou & Hkjthou & Hkjthou & Hkj & vO;;hHkko

Lokxr }kjLokxr }kjLokxr }kjLokxr }kjLokxr }kj & rRiq#"k

'krkCnh'krkCnh'krkCnh'krkCnh'krkCnh & f}xq

prqHkq ZtprqHkq ZtprqHkq ZtprqHkq ZtprqHkq Zt & cqgqczhfg

148

13 ddddd okD;ksa dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{kr 1+1+1= 3 vad

¼1½ ge viuh tehu dks igpkusaA

¼2½ Lokfr] fp=kk vkSj uhfyek [ksy jgh gSaA

¼3½ lizlax O;k[;k dj ldrs gksA


iazlx lfgr O;k[;k dj ldrs gksA

¼1½ yM+fd;ks! D;k flusek ns[kus pyksxh\


yM+dks! D;k flusek ns[kus pyksxs\

¼2½ vki rks eq>s yfTtr dj jgs gSaArqe rks --------------------------------------- gksA

¼3½ eq>s lkS #i;s pkfg,A

¼1½ rqEgkjs ckn eq>s Hkk"k.k nsuk gSA

¼2½ vki gekjs ?kj dc vk,¡xs\rqe ------------------------------- vkvksxs\

¼3½ lc yM+ds vkidks tkurs gSaA

14 funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr % 1+1+1+1= dqy 4 vad

d lfnZ;ksa essa ywlh us nks cPpksa dks tUe fn;k vkSj vius oa'k dh of) dhA

[k Hkk"kk&Hksn dh ;gh og leL;k gS tks gekjh jk"Vªh; ,drk esa lcls cM+h ck/kk gSA

x iz'ukFkZd@iz'uokpd okD;A

?k gekjs lkeus mldk eq¡g ugha [kqysxk@dSls ugha [kqysxkA

15 okD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{kr 1+1= dqy 2 vad

mn~ns'; & eSa

fo/ks; & ^viuk ns'k dHkh ugha NksMw¡xk*

149

mn~ns';mn~ns';mn~ns';mn~ns';mn~ns'; & jktk us

fo/ks;fo/ks;fo/ks;fo/ks;fo/ks; & ^flxkj ihuk can dj fn;kA*

mn~ns';mn~ns';mn~ns';mn~ns';mn~ns'; & lHkh ns'koklh

fo/ks;fo/ks;fo/ks;fo/ks;fo/ks; & û, isM+&ikS/ks yxk,¡A*

15 ;wukfu;ksa us iatkc ij geyk dj da/kkj dks mlesa feyk;k] fdUrq mudh dksf'k'k csdkj 2 vadgqbZA

16 yksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,A 1+1+1+1= dqy 4 vad

17 ¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr % 1+1+1+1+1= dqy 5 vad

¼d½ ;qxksa&;qxksa ls ekuo&thou dks lq[ke; vkSj vkuane; cukus ds iz;klksa dkslkaLdfrd /kjksgj dgk tkrk gSA

¼[k½ laLdfr ijA

¼x½ laLdfr euq"; dks Js"B cukus dh lk/kukvksa dk uke gS tcfd lH;rk euq"; }kjkizkIr lalk/kuksa dkA

¼?k½ ;qxksa ls euq"; vius thou dks vkuaniw.kZ cukus dk iz;kl dj jgk gS tks laLdfrds fodkl ds dkj.k gh laHko gqvk] blfy, dg ldrs gSa fd laLdfr esa euq"; dsfodkl ds cht fo|eku gksrs gSaA

¼M-½ laLdfr dh laiUurk jk"Vª dh vkarfjd Js"Brk dk vk/kkj gSA

18 dkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr 1+1+1+1+1= dqy 5 vad

¼d½ ^rqe ls* ls dfo dk vk'k; mldh izs;lh ls gSA

¼[k½ isM+ ck¡gsa QSyk, [kM+s gSa vkSj pjokgsa ?kj ykSV jgs gSaA

¼x½ if{k;ksa vkSj euq";ksa dh vkokt+saA

¼?k½ fu>Zjksa dh /ofu dfo ds gn; dks m}sfyr dj jgh gS] mls viuh izs;lh dk lkFk;kn vk jgk gSA

¼M-½ isM+ Lokxr djus vkSj vkJ; nsus ds fy, mRlqd gSa] ekuks ck¡gsa QSyk dj cqyk jgsgksaA

150

19 fn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{kr

& & & & & izkajHk vkSj var dh vkSipkfjdrk,a 2 vad

& iz'ukuqlkj fo"k;&izLrqfr 2 vad

& Hkk"kk vkSj vfHkO;fDr&dkS'ky 2 vad

dqy 5 vad

20 fdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{kr

& & & & & Hkwfedk & izLrqfr 1 vad

& fo"k;oLrq 5 vad

& milagkj@lekiu 1 vad

& Hkk"kk vkSj vfHkO;fDr 3 vad

dqy 10 vad

151


A. Modern India

1. Explain briefly any two achievements of the Saiyid brothers. 2

2. Explain briefly any two causes for the growth of militant nationalism in the IndianNational Movement. 2

3. Mention briefly any two basic principles of the Indian Constitution. 2

4. State the general condition of peasants during the first half of 19th century.What made many of the peasants to join the Revolt of 1857 ? 2+ 3=5

5. Why was the Act of 1858 passed by the British Parliament? Explain three mainfeatures of this Act. 2+ 3=5

OR

Explain the main three causes which led to the Nepal War of 1814. Also explainany two main consequences of the war. 3+ 2=5

6. Explain how did the 19th century reform movements contribute to the nationalawakening in the country? Name any two main reform movements of this period. 3+2=5

7. Critically evaluate the basis of struggle against the INA trial after the SecondWorld War. Also explain two main implications of the struggle. 3+2=5

HISTORY

Time allowed : 3 hours Maximum Marks : 100

GENERAL INSTRUCTIONS :

(i) Answer all the questions. Marks are indicated against each question.

(ii) Answeres to questions carrying 2 marks should not exceed 30 words each.

(iii) Answeres to questions carrying 5 marks should not exceed 100 words each.

(iv) Answeres to questions carrying 8 marks should not exceed 250 words each.

(v) Attach the maps with the answer scripts.

(vi) Stencils or templates for drawing outline maps may be used wherever necessary.

152

OR

Assess the significance of Civil Disobedience Movement (1930-1934) to India’sstruggle for independence. 5

8. Examine the main causes for launching the Non-Cooperation Movement. Why wasthe movement suspended in 1922 ? 3+2=5

OR

Examine the main achievements of the Congress ministries of 1937. Mention twostates where such ministries had been formed. 3+ 2=5

9. Explain any two reasons for Anglo-French struggle in South India. Also explainfour causes for the success of the British in this struggle. 2+6=8

OR

Why was Pitt’s India Act passed in 1784 ? Explain the main provisions of this Act. 2+6=8

10. What is meant by the system of separate electorates? When was the systemintroduced in India? Describe the main implications of the system. 2+ 1 +5=8

OR

Describe how did foreign domination contribute to the rise of Indian nationalismin the late 19th century? Mention any two main nationalist organizations of the time. 6+ 2=8

11. Read the following passage and answer the questions that follow:

In a famous article in his weekly journal, ‘Young India’ Gandhiji wrote: “Nonviolenceis the law of our species, as violence is the law of the brute”, but that “where there isonly a choice between cowardice and violence .... I would rather have India resortto arms in order to defend her honour, than that she should, in a cowardly manner,become or remain a helpless witness to her own dishonour.”

11.1 In which context Gandhiji wrote this article?

11.2 When can one resort to violence according to Gandhiji ?

11.3 What were Gandhiji’s ideas about non-violence? 2+2+4=8

OR

What is referred to as the’ Jallianwala Bagh massacre’ ? When did it take place?Describe its impact on the national movement. 2+ 1 +5=8

12. On the given political outline map of India, mark and name any five princely statesin 1947. 5

153

OR

On the given political outline map of Inqia, mark and name the following centres ofrevolt of 1857. 5

12.1 Jhansi

12.2 Barrackpore

12.3 Meerut

12.4 Delhi

12.5 Arrah

Note: The following question is only for the Blind Candidates in lieu of

Q. No. 12.

Mention any five princely states in 1947. 5

OR

Mention any five centres of revolt of 1857. 5

Contemporary World History

13. Mention any two points of the famous ‘Fourteen Points’ of peace proposal ofWoodrow Wilson. 2

14. What was the ‘Phoney War’ with reference to the Second World War? 2

15. Mention any two changes that took place in Soviet Union shortly after the deathof Stalin. 2

16. Why was the invention of aeroplanes considered to be a breakthrough in the fieldof science and technology? 2

OR

Mention any two features of renaissance in Asian literature. 2

17. When and by whom was the manifesto of Communist Party written? 2

OR

In what way has technology helped in the proper distribution of perishable goods indistant places? 2

18. Why was the exhibition of rejected paintings held in France in 1861 ? 2

154

OR

How does the ability to split the atom spell disaster as well as prove a boon tomankind? 2

19. Explain the meaning of contemporary history and any three of its characteristics. 3+2=5

OR

Explain the causes of Russian revolution and two of its impacts on the world. 3+2=5

20. What was the Poland Question which led to the Second World War in September1939 ? Why was the Soviet Russia reluctant to help Poland? 3+ 2=5

OR

What is meant by the ‘Negritude’ Movement? Explain any three main outcomesof this movement. 2+ 3=5

21. Critically examine the basis of war in Korea soon after the Second World Warand name two foreign countries involved in the war. 3+2=5

22. When did the US formally join the Second World War? Mention the incidentwhich compelled her to join the war. Explain the US attitude to the war beforejoining it. 1 +2+5=8

OR

Give the basic objectives of Non-Aligned Movement as laid down at the firstconference. What is the relevance of NAM today? 4+4=8

23. On the political outline map of Asia mark and name any five British colonies in1914. 5

OR

On the political outline map of Europe mark and name any two allied countries ofGermany, two of Britain and one neutral country in 1914. 5

Note: The following question is only for the Blind Candidates in lieu of

Q. No. 23.

Mention any five British colonies in Asia in 1914. 5

OR

Mention any two allied countries of Germany, two of Britain and one neutral countryin 1914. 5

155

156

157

158


MODERN INDIA

1. Explain one main consequence of the Battle of Buxar (1764) on the Mughals in India. 2

2. Explain anyone reason for the Partition of Bengal in 1905. 2

3. What is meant by ‘equality before law’ as enshrined in the Indian Constitution? 2

4. In what way did the attitude of racial superiority of the British contribute to the Revoltof 1857 ? Mention any three other causes of the Revolt. 2+3=5

OR

Who were the Sepoys during the Company’s rule? What were the main causes oftheir revolt in 1857 ? 2+3=5

5. Explain three main features of the Councils Act of 1861. State whether the Actrepresented the Indian opinion or not. Give two points. 3+2=5

OR

Why was the Treaty ofYandabo signed? Explain three main provisions of the treaty. 2+3=5

6. When and by whom was the Brahmo Sabha founded? Explain any three ideas of theSabha. 2+3=5

OR

When and by whom was the Theosophical Society started in India ,? ‘Explain threemain objectives of the Society. 2+3=5

7. Critically examine the reasons for the change in the British attitude towards Indiaafter the Second World War. Explain two main developments which reflected thisattitude. 3+2=5

8. Analyse the developments which led to the passing of the ‘Purna Swaraj’ resolutionby the Congress. 5

9. When was the French East India Company founded? Describe its relations withKarnataka and Hyderabad. Mention any three reasons which prevented its growthin India. 1 +4+3=8

159

OR

Briefly describe the main features of the British economic policy in India during theCompany’s rule. When and after which specific development did the Company’srule come to an end? 5+1+2=8

10. Explain the growth of communalism in India during the first half of the 20th centuryand examine the efforts of the nationalist movement to check it. 6+2=8

OR

Explain the contribution of the ‘Rediscovery of India’s Past’ to the rise of nationalismin the late 19th century. Examine anyone shortcoming of such a rediscovery of thepast. 6+2=8

11. When and by whom was the Champaran Satyagraha launched? Explain where didGandhiji initially evolve the principle of Satyagraha. Mention two achievements ofthe Champaran Satyagraha. 2+4+2=8

OR

Read the following passage carefully and answer the questions that follow:

“ .... the immediate ending of British rule in India is an urgent necessity,both for the sake of India and for the success of the cause of United Nations ....India, the classic land of modern imperialism, has become the crux of the question,for by the freedom of India, will Britain and United Nations be judged, and thepeople of Asia and Africa be filled with. hope and enthusiasm. The ending of Britishrule in this country is thus a vital and immediate issue on which depends the future ofthe war and the success of freedom and democracy.” .

(i) Mention the context in which this resolution was passed.

(ii) In what way would the ending of British rule in India further the cause of UnitedNations?

(iii) Explain how Britain could be judged by giving freedom to India, as stated in theresolution. 2+3+3=8

12. On the political outline map of India (on page 9) mark and name the following centresof the freedom movement: 5

(12.1) Lucknow

(12.2) Surat

(12.3) Champaran

(12.4) Dandi

(12.5) Nagpur

160

OR

On the political outline map of India (on page 9) mark the extent of British empirein 1805, with any two of its important centres.

Note : The following question is only for the Blind Candidates in lieu of Q. No. 12.

Mention any five important centres of the freedom movement in India.

OR

Mention the methods adopted by Lord Wellesley to expand the British power inIndia.

CONTEMPORARY WORLD HISTORY

13. Give two examples to show how Germany had been humiliated. at the Paris PeaceConference. 2

14. What was referred to as the ‘Vichy France’ during the Second World War? 2

15. Mention any two leading nations of the Non-Aligned Movement. Mention the Super-power which was supportive of the NAM during the Cold War period. 2

16. Mention any two significant findings of the Biological Sciences in the 19th century. 2

OR

Who was the first Asian to get the Nobel Prize in Literature? Mention anyone of hismajor works.

17. Who was Dostoevsky? Mention anyone of his major works. 2

OR

Mention any two diseases which could be controlled. in the Contemporary period.

18. Mention two main features of the Second Industrial Revolution. 2

OR

Mention any distinct feature of the Bengal School of Art. Mention any one mainpropounder of this school.

19. Why is it argued that the world got integrated in the Contemporary period ? Explaintwo developments in support of this argument. 3+2=5

161

OR

Explain three main causes for the rise of the USA as an industrial power in the lastquarter of the 19th century. Give two examples to show this rise.

20. Why was the Munich Pact signed? Explain three main consequences of the Pact. 2+3=5

OR

Explain three main features of the Nationalist Movement in Egypt during the inter-World War period. Examine the attitude of the king towards the movement. 3+2=5

21. Explain three main consequences of the Vietnam War. Mention two foreign powersdirectly involved in the war. 3+2=5

22. When did the Second World War really become a ‘global war’ ? Explain any threeincidents which made it so. Explain the impact of the global war on Nazi Germanyand its allies. 1+3+4=8

OR

What was referred to as the USSR in Contemporary history? Explain its significanceduring the Post-World War period. When did the USSR disintegrate? 2+5+1=8

23. On the political outline map of Asia (on page 11), mark and name one colony ,of theDutch and two each of Britain and France in 1914. 5

OR

On the political outline map of Africa (on page 12) mark and name any three countrieswhich achieved independence in 1960 and any two countries which achievedindependence in 1961.

Note: The following question is only for the Blind Candidates in lieu of Q. No. 23.

Mention anyone Dutch Colony, two colonies of Britain and two of France in Asia in1914.

OR

Mention three countries which achieved independence in 1960 and two countrieswhich achieved independence in 1961 in Africa.

162

163

164

165

Marking Scheme ---- History

General Instructions

1. The Marking Scheme provides general guidelines to reduce subjectivity in the marking. Theanswers given in the Marking Scheme are suggested answers. The content is thus indicative.If a student has given any other answer which is different from the one given in the MarkingScheme, but conveys the meaning, such answers should be given full weightage.

2. Evaluation is to be done as per instructions provided in the Marking Scheme. It should notbe done according to one’s own interpretation or any other consideration. Marking Schemeshould be strictly adhered to and religiously followed.

3. If a question has parts, please award marks in the right hand side for each part. Marksawarded for different parts of the question should then be totalled up and written in the lefthand margin and circled.

4. If a question does not have any parts marks be awarded in the left-hand margin and circled.

5. If a candidate has attempted an extra question, marks obtained in the question attemptedfirst should be retained and the other answer should be scored out.

6. In questions carrying 5 marks each, the approach in case of break-up of value-points with 3and 2 marks may be flexible. If the answer reflects understanding of the scope of thequestions, the value points in the same question may be allowed as 2 and 3 marks and viceversa.

7. In case of long questions carrying 8 marks, distribution of marks may be indicated in case ofbreak-up of value points mentioned in the Marking Scheme excepting those to be markedas a whole and the total be ploughed back within a circle.

8. No marks should be awarded if the candidate himself has crossed the answer to any question.

9. A full scale of marks 0-100 has to be used. Please do not hesitate to award full marks if theanswer deserves it.

166



MODERN INDIA

Q1. Explain briefly two achievements of the Saiyid brothers-

1. Saiyid brothers were called ‘Kingmakers’.

2. Followed a policy of religious tolerance

3. Conciliated the Rajputs, Marathas, Jats etc.

4. Abolished the Jaziya and pilgrims tax

5. Contained rebellions

6. Any other relevant point

Page 4 (Any two points) 1+1=2

Two reasons for the invasion of Nadir Shah-

i) Fabulous wealth of India

ii) Political instability

iii) North Western frontier was unguarded.

iv) Factional fights between nobles

v) Treasury was empty in Persia.

vi) Mughal army was weak.

vii) Any other relevant point


Two reasons for the 3rd battle of Panipat-

1) Conflict between Marathas and Afghans(Ahmad Shah Abdali)

2) Conflict over the mastery of Punjab and North India

Page 23 2

Q2. Explain briefly two causes for the growth of militant nationalism – in the IndianNational Movement

1. Failure of moderate politics

2. Recognition of the true nature of British rule

3. Political events between 1892 - 1905

4. Partition of Bengal

5. Unemployment and growth of education

167

6. International influences

7. Growth of self-confidence and self-respect

8. Leadership by Tilak, Lala Lajpat Rai and Bipan Chandra Pal


Page 189 - 194 (Any two points) 1+1=2

Two achievements of moderates-

i) Succeeded in creating national awakening

ii) Set up the INC

iii) Aroused national consciousness

iv) Realisation of a common enemy in imperialism

v) Trained the people in the art of political work

vi) Formulated demands and put them up before the government

vii) Economic critique of imperialism was given by them

viii) Established the truth that India should be ruled in the interest of Indians.

ix) Spread modern ideas of secularism, democracy, civil liberties

x) Any other relevant point

Page 168 -169 (Any two points) 1+1=2

Reasons for starting Shivaji festival-

1) To arouse confidence and national pride in people

2) To arouse people to fight against British rule

3) To arouse Hindus to join national movement

4) Any other relevant point

Page 192 (Any one point) 2

Q3. Mention briefly any two basic principles of the Indian Constitution.

1. India was to be a secular and democratic republic with a parliamentary

system.

2. It was to be based on Adult Franchise

3. It was also to be a federation with demarcation of spheres of actions between

the Union Government and the state Governments forming the union

4. It guarnteed fundamental rights to the Indian citizens

5. Any other relevant point.

Page- 272 (Any two points) 1+1=2

168

Meaning of Adult Franchise-

Right of all adult men and women to vote

Page 272 2

Fundamental Rights-

1) Right to equality (before law)

2) Right to freedom- freedom of speech & expression etc.

3) Untouchability abolished

4) Right to freedom of religion

5) Any other fundamental right mentioned in the constitution

Page 272 (Any two points) 1+1 = 2

Q4. State the general conditions of peasants during the first half of the 19th century.What made many of the peasants to join the revolt of 1857.

1. Impoverishment of peasants

2. High land revenue demand

3. Indebtedness was common among peasants.

4. Traditional economic fabric was destroyed.

5. No ties between new zamindars and peasants.

6. Resulted in loss of land and frequent famines

7. Thus, many peasants joined the revolt


(To be assessed as a whole)

Page 103 5

Significance of Hindu-Muslim unity in the revolt of 1857

1) Bahadur Shah emerged as the symbol of Hindu-Muslim unity.

2) Complete cooperation among soldiers, people and leaders of Hindus andMuslims.

3) Hindu and Muslims rebels and sepoys respected each other’s sentiments.

4) Wherever the revolt was successful, banning of cow slaughter was ordered.

5) The greased cartridges issue brought the Hindu and Muslim sepoys togetherto fight against the British.


Page 113 (To be assessed as a whole) 5

169

Q4. Weaknesses of the Revolt leading to its failure-

1) Bahadur Shah was the weakest link in the Revolt.

2) Educated Indians did not participate.

3) Many zamindars and princely states supported the British to suppress theRevolt.

4) The Revolt was not well organised. The leaders did not co-ordinate well.

5) Primitive weapons were used by rebels.

6) The Revolt did not have a progressive outlook and wanted to bring backthe old order.

Page 116-119 (Any five points) 1x5 = 5

Q5 (a) Why was the Act of 1858 passed by the British Parliament ? Explain threemain features of this Act.

1. To bring India under the direct control of British Empire and toconsolidate their hold on India

2. To transfer power to the British crown

3. To prevent the recurrence of another Revolt

4. The powers enjoyed by the company were given to secretary of statefor India & his council

5. Any other relevant point 1+1=2

Page 121 (Any two points)

(b) Main features of the Act-

1. Post of Secretary of State was created

2. Enlarged the Government General’s council for making laws

3. Post of Viceroy created and he was made the representative of theKing in India.

4. Viceroy was assisted by an Executive Council. 1x3=3


Page-121 &122 (Any three points)

OR

Explain the three main causes which led to the Nepal war of 1814. Also explainany two main consequences of the war.

1. Toextend the boundary of India to its natural geographic border.

2. Border clash between the border policy of the two countries

3. To secure the Indian frontiers up to Himalayas. 1x3=3

170

Two main consequences of the war-

1. Gurkhas added strength to the British Indian army.

2. Obtained sites for important hill stations e.g. Nainital, Shimla, Mussorie etc.

3. Gained greater facilities for trade with Central Asia

4. The British Indian Empire reached the Himalayas.

5. Nepal accepted a British Resident.

6. Nepal ceded districts of Garhwal, Kumaon and gave up claims to Terai areas.

7. Nepal withdrew from Sikkim. 1+1 =2


Page 133 (Any two points) 3+2 =5

Q6. Explain how did the 19th century reform movements led to the national awakeningin the country. Name any two main reform movements of this period.

1. Awakening of the people

2. Unifying the people

3. Respect for the greatness of India

4. Resulted in social reforms and religious reforms

5. Gained modern, secular, rational national outlook

6. Gained self-confidence and self-respect

7. Resulted in the spread of education

8. They created an environment for the emancipation of women.

9. Attempt to eradicate social and religious evils.


Page 172 (Any 3 points) 1x3=3

Second Part

Names of two reform movements

Arya Samaj, Brahmo Samaj, R.K.Mission, Aligarh Movement, TheosophicalMovement, Young Bengal Movement or any other. 1x2=2

Page 181 and 94-102 (Any two points) 3+2=5

Ramakrishna Mission-

1) Vivekananda set up Ramakrishna Mission.

2) He condemned caste system, superstitions and narrow mindedness.

3) He urged the people to be liberal, believe in equality and humanism.

171

4) He carried on social service by opening schools, hospitals, orphanages,

libraries etc.

5) He emphasized on social service i.e. ‘Service to man is Service to God’.

6) He promoted education.

7) Any other relevant point. 5

Page 173 – 174 (To be assessed as a whole)

Sir Saiyid Ahmed Khan’s educational and social reforms:

1) Muhammedan Literary Society started by him.

2) Encouraged Muslims to take to western education.

3) He interpreted Islam rationally and scientifically.

4) He fought against ignorance, dependence on customs, and irrationalism.

5) Promoted modern education and started schools.

6) Founded MAO College at Aligarh in 1875.

7) Translated many books into Urdu.

8) He asked the Muslims to give up medieval customs.

9) Advocated removal of purdah and education for women.

10) Condemned polygamy and easy divorce


Page 176-178 (Any five points) 5

Q7. Critically evaluate the basis of struggle against the I.N.A. trial after the second

world war. Also explain two main implications of the struggle.

1. Subhash Chandra Bose formed the Azed Hind Fouz (INA) in Singapore

2. British Indian soldiers and the officers captured by the Japanese in Malaya,

Singapore and Burma joined the INA.

3. INA joined Japanese forces to liberate India.

4. With the collapse of Japan, INA too, met defeat.

5. INA soldiers were captured and put on trial by the British at Red Fort, Delhi.

6. Popular upsurge against it all over the country

7. British could not ignore it.


Implication of the struggle-

1. The upsurge weakened British rule.

2. The heroism, patriotism and sacrifice of the soldiers inspired the people and

army.

172

3. The British realized that they could not rely any more on the Indian armywhich was the Chief instrument of British rule in India.

4. There were a number of strikes all over the country e.g. strikes in Royal AirForce, Police, Indian Signal Corp; hartal in factories; peasant movements etc.

5. As a result, the INA prisoners were set free.

6. Thus, British realized that it will no longer be possible for them to rule Indiafor long.

7. British, therefore, sent Cabinet Mission in 1946.

8. Any other relevant point 5

Page 265-267 (Both parts to be assessed as a whole)

OR

Assess the Significance of Civil Disobedience Movement(1930-34) to India'sstruggle for independence.

1. Civil Disobedience Movement was started by Gandhiji with Dandi Marchin 1930.

2. He broke the salt law at Dandi.

3. The aim of the Movement was to achieve complete independence as perthe Congress resolution of 1929 at Lahore.

4. The movement spread all over the country by defying the laws and by refusingto pay taxes. Satyagraha was offered.

5. Women participated in large numbers.

6. The important incidents of the movement-(i) Khudai Khidmetgar Andolan in NWFP(ii) Rani Gaidelieu of Nagaland rebelled.(iii) Participation of Manipuris

7. Repressive measures were used by the Government to complel the INC toend the movement.

8. Gandhi- Irwin Pact (1931)

9. Gandhiji went to London to participate in the second RT Conference.

10. Revival of Civil Disobedience Movement in 1932.

11. The people of India were politicized.

12. Indians won their independence at heart.

13. The political prisoners of Civil Disobedience Movement got a hero’swelcome.


Page 247-51 (To be assessed as a whole)

173

Q8. (a) Examine the main causes for launching the Non-cooperation Movement.Why was the movement suspended in 1922.

(i) Atrocities in Punjab (Jallianwalan Bagh)

(ii) National urge for self government

(iii) Passing the Rowlatt act.

(v) Any other relevant point

Page 228 (Any three point) 3

(b) Suspension of the movement-Chauri Chaura incident of 1922 with details. 2Page 232 3+2=5

OR

Examine the main achievements of the Congress ministries of 1937. Mention twostates where such ministries had been formed

1. Political prisoners set free

2. Restrictions on Press removed

3. Promoted civil liberties

4. Permitted trade unions, peasant organizations to function.

5. Curbed the power of the police

6. Passed agrarian legislation

7. Introduced Prohibition in selected areas

8. Harijan uplift

9. Spread of education

10. Promotion of public health

11. Supported khadi, village industries, modern industries.


Page 252 (Any three points) 3

Second part

States where the ministries were formed

1. Except Bengal and Punjab, in all the 09 provinces Congress ministries were 2

formed.Page 252 3+2=5

Swarajists –

1) Suspension of non cooperation resulted in the rise of Congress Khilafat –

Swaraj Party.

2) Important leaders were Motilal Nehru and C.R.Das.

174

3) They wanted to ‘enter council’ and ‘wreck the system from within’.

4) They wanted to obstruct the working of the councils from within.

5) They accepted the Congress programme except in one respect i.e. it would

take part in the council elections.

6) They failed to change the policies of the British and hence walked out in

1926 and again in 1930.

7) No changers were those who opposed council entry

8) Any other relevant point 5

Page 235-36 (To be assessed as a whole)

OR

Factors which led to the rise of socialist bloc 2

1) Impact of Russian Revolution

2) Great depression of 1929

3) J.L.Nehru, Subhash Bose etc. were influenced by socialist ideas.

4) Kisan Sabha was formed and peasants were aroused.

5) Communist party was formed.

6) Trade unions were organized.

7) Resolutions passed at the Karachi Session of 1931, Faizpur Session and

Lucknow Session, 1936 showed socialist influence on INC.

8) Planning taken up as a national goal by the INC.

9) Congress Socialist Party formed.

10) Formation of Forward Block

11) Revolutionaries were influenced by socialist ideas.


Page 252-255 (To be assessed as a whole) 5

Simon Commission-

1. Indian statutory commission was sent to India to reform 1919 Act.

2. It was opposed by nationalists as :-

i) There was no Indian in the Commission.

ii) Foreigners would decide the fate of India.

iii) It was seen as an insult to Indians.

iv) Hartals were organized all over the country.

v) Organised anti Simon campaigns and black flag demonstrations

175

vi) Nehru Report of 1928 to meet the challenge

vii) Any other relevant point

Page 243-45 (Both points to be assessed as a whole) 5

OR

Attitude of the Congress towards fascists in the 1930’s and 40’s-

1. Congress condemned fascism.

2. INC gave full support to people who were oppressed by fascists e.g.

Czechoslovakia, Spain, Ethiopia, China etc.

3. Even though the Congress ministries resigned in 1939 to protest against the

decision taken by the British that India will participate in WW II. At the same

time, the national leaders(Gandhiji) made it clear that they saw no distinction

between Nazism and the British autocracy in India.


Page 256 & 261 (any three points)

Significance of the medical mission to China-

1. To show Indian sympathy to the Chinese people who were subjugated by

the Japanese. 2

2. Medical mission under Dr.Atal worked with the Chinese army 3+2=5

Page 256

Q9. (a) Explain any two reasons for Anglo-French struggle in South India. Also explain

four causes for the success of the British in this struggle.

i) Traditional rivalry

ii) Trade rivalry

iii) Wars on the continent resulted in proxy wars in India.

iv) Unsettled political conditions in South India

v) Any other relevant point 2

Page 41-42 (Any two)

(b) Causes of success of the British in this struggle-

i) French East India company dependent on the French government and

was controlled by the government

ii) French state was autocratic, semi-feudal, unstable, corrupt and decadent

iii) EIC was better organized, financially sound and was administered by

efficient commanders like Clive.

176

iv) Conquest of Bengal gave British enough resources to defeat the French.

v) The British Navy and Army was strong.

vi) The British bargained with the French that Dupleix should be sent back

to France as he was a threat to the British in India.

vii) The EIC had the support of the British government.

viii) Any other relevant point 6

Page 42-44 (Any 6 points) 2+6=8

OR

Why was Pitt’s India Act passed in 1784? Explain the main povisions fo this Act.

1. The Regulating Act had many defects.

2. Company officials were corrupt.

3. The British government did not get decisive control over the company in the

Regulating Act.

4. The act failed to resolve the conflict between EIC and its opponents in England.


Page 65 (Any two points) 2

Second part

Provisions of the Act

1. The British government got supreme control over the company

2. Established the Board of Control consisting of six commissioners.

3. The Board of Control controlled the Court of Directors and Government

of India

4. Governor General’s Council reduced to three members

5. Complete subordination of Bombay and Madras Presidencies to Bengal


Page 65 (Second part to be assessed as a whole) 2+6=8

Q10. What is meant by the system of Separate electorates?

When was the system introduced in India? Describe the main implications of the

system.

(i) Meaning of Separate Electorates:- All Muslims grouped together as a separate

constituencies from where only Muslims could be elected.

Page 201 2

(ii) When?

Introduced in 1909.

177

(iii) Main implications of the system :

a) Laid the foundation of communal politics

b) Separate Electorate was introduced in the name of protecting Muslim

interests.

c) It was a part of the ‘divide and rule’ policy of the British

d) It proved harmful in practice for the Muslims and the nation.

e) It checked the process of India’s unification.

f) It isolated the Muslims from the mainstream of Indian National Movement

g) It prevented people from concentrating on common political and

economic problems of Hindus and Muslims.

h) Any other relevant point 5

Page 202-203 (Any 5) 2+1+5=8

OR

Describe how did foreign domination contribute to the rise of nationalism in the

late19th century? Mention any two main nationalist organisations of the time.

(i) British rule was the major cause of India’s economic backwardness.

(ii) Every class, section of Indian population suffered under British rule.

(iii) Administrative and economic unification.

(iv) Western thought and education.

(v) Role of press and literature.

(vi) Rediscovery of India’s past.

(vii) Racial arrogance of the British.

(viii) Any other relevant point.

Page 153-157 (To be assessed as a whole) 6

Names of any two Nationalist organization- 2

INC & Indian Association or any other. 6+2=8

Q11. 11.1- Paragraph based question to the reproduced from paper along with the

questions below it. In which Context?

In the Context of Jallianwala Bagh incident and Non Cooperation Movement. 2

11.2

When there is a choice between cowardice and violence, the choice would be to

use violence in order to save the honour of the country. 2

178

11.3

Gandhi’s ideas about Non-violence.

1. To be truthful

2. To be peaceful

3. Refuse to submit to wrong

4. Accept suffering willingly

5. Love the evil doer

6. Fearlessness

7. Non-violence in thought and practice

8. Non-violence in belief and action


Page 222-23 (Any four points) 2+2+4=8

OR

What is referred to as the Jallianwala Bagh massacre ? When did it take place?

Describe its impact on the national movement.

People gathered at Jallianwala Bagh at Amritsar on April 13th 1919 to protest

against the arrest of Dr.Saifuddin Kitchlew and Dr. Satyapal who had been arrested

on the basis of passing of the Rowlatt Act and they were massacred at the order of

General Dyer.

2nd Part-

2

It took place in 1919 on 13th April. 1

Second part-

Impact on the National Movement-

(i) Rise of anti British feelings.

(ii) Satyagraha against Rowlatt Act all over the country.

(iii) Non Cooperation movement was launched.

(iv) Many leaders gave up their titles etc.

(v) Any other relevant point. 5

Page 225-227 (Thired part to be assessed as a whole) 2+1+5=8

Q 12 On the given outline map of India mark and name any five princely state in 1947.

As per map attached

Kashmir, Travancore, Bhopal, Hyderabad, Jaipur, Patiala, Rampur, Junagadh,

Bahawalpur.

179

OR

On the given political outline map of India mark and name the following centres

of the Revolt- Jhansi, Barrackpur, Meerut, Delhi, Arah or any four from the given

below.

Delhi, Kanpur Lucknow, Barrackpore, Arrah, Meerut, Allahabad, Jhansi or any

other center of the revolt

Note the following question is only for the blind candidats in lieu of Q No. 12.

Mention any five princely state in 1947.

Mention any five centers revolt of 1857

(Answer as givens above against Q. No 12 map)

180

181

COUTRIES OF REVOLT OF 1857

182


Q13. Montion any two- points of the famous fourteen Points of peace proposal of

woodrow wilson.

a) Abolition of secret diplomacy

b) Freedom of Seas

c) Reduction of armaments

d) Redrawing of the boundaries of European countries

e) League of Nations

f) Any other relevant point 1+1=2

Page 57 (Any two points)

Q14. What was the ‘Phoney War with reference to the Second world war.

The Second World War started in Sept,1939. No actual war took place between

Allies and Germany for the next 7 months except for minor naval clashes. This

period in the history of the second world war is known as the phoney war 2

Page 117

Q15. Mention any two changes that look place in Soviet Union shortily after the death

of Stalin.

(i) End of terror and repression which was prevalent in Stalin’s time

(ii) Change in internal and foreign policies of Soviet Union

(iii) A number of economic reforms introduced though they did not improve the

economy.

(iv) To an extent, intellectual freedom was restored.

(v) Peaceful coexistence in foreign policy

(vi) Khrushchev opposed war and promoted disarmament. No rise of dictatorial

rule during the period of Khrushchev

(vii) Support to NAM, the party and the govt. were now controlled by the

collective leadership during Khrushchev era.

(viii) Any other relevant point 1+1=2

Page 174-176 (Any two points)

183

Q16. Why was the unvention of aeroplanes considered to be a breakthrough in the field

of science and technologty ?

1) Travel in outerspace possible within 40 years of invention

2) Travel time reduced

3) Used in medical emergencies for relief

4) Used in natural calamities for relief

5) Aeroplanes and helicopters are used for guarding forests and spraying

insecticides

6) Used as a defence equipment.

7) Any other relevant point.

Page 218 (Bk. 3) (Any two points) 1+1=2

OR

Mention any two features of Renaissance in Asian literature-

1) Nationalist writings

2) Emergence of literature in vernacular language

3) Influence of European writings on Asian literature

4) Many orientalists contributed to Asian literature

5) Glorification of the country’s past as well as criticism of conventions seen

in Asian literature


Page 244-45 (Bk-3) (Any two points) 1+1=2

OR

1. They spread the new cultural consciousness to Asian literature at the end of

the 19th and early 20th century.

2. They explained the worth of Asian historical and cultural remains to the people

in the west.

3. Any other relevant point (Any two points) 1+1=2

Q17. When and by whom was the Manifesto of Communist Party written ? 1

When – 1848 1

By whom – Karl Marx and Fredrick Engels. 1+1=2

Page 235

184

OR

In what way has technology helped in the proper distribution of perishable goods-

1) Refrigerated trucks to move goods

2) Cold storage facilities available


Page 227 (Any two points) 1+1 = 2

Q18. Why was the exhibition of rejected paintings held in France in 1861 ?

Official French academic had rejected paintings as unfit for regular exhibition &this exhibition was organized as an outcry against rigid academic conventions andpractices.

Page 254 2

OR

How does the ability to split the atom spell disaster as well as prove a boon tomankind. 2

1) Atomic bomb and Hydrogen bomb are destructive and can create massdestruction.

2) An atomic reaction can make electricity and is a boon.

3) Atom can be used in laser technology, X-ray etc. and can help in improvingmedical facilities.

4) Any other relevant point.

Page 224-5 (Any two points) 1+1=2

Q19. Explain the meaning of contemporary history and any three of its characteristics

The period of world history beginning from the end of 19th century till recent times

Page 5 3

Characteristics-

1) World is integrated.

2) Growing secularization

3) The period marked by world wars and regional conflicts

4) Cold war politics

5) NAM formed

6) UN formed

7) Disintegration of USSR & End of Cold war

185

8) Re-unification of Germany

9) End of Imperialism

10) It is provisional and open ended 2

11) Rise of third world


Page 5,8&9 (Any two points) 3+2=5

OR

Explain the causes of the Russian Revolution and two of its impacts on theworld.

1. Autocratic political system

2. Divine Right of Kingship

3. Inefficient, rigid topheavy, corrupt administration

4. Backward economy

5. Russian peasantry without land holdings and were miserable.

6. Industrial workers miserable

7. Participation of Russia in World War I and its defeat

8. Opression of non-Russian nationalities

9. Shortage of food, famine situation before WWI

10. Heavy taxation on the people before World War I

11. Spread of socialist ideas

12. Any other relevant point (any three prints) 1x3 = 3

Impact

1. Czar abdicated from power.

2. Civil war and foreign intervention

3. Planning emerged as an important concept.

4. Spread of Communism and Communist parties all over the world

5. Russia emerged as a friend of anti imperialist struggles all over the world.

6. Democracy was redefined.

7. Third Communist International was formed.

8. Betterment of society or the idea of a welfare state emerged.

9. Inspired the workers to fight for their rights

10. Promotion of trade union and peasant movement all over the world

11. Any other relevant point 1+1 = 2

Page 50-51 (Any two points) 3+2 = 5

186

Main difference between Modern history and Contemporary history.

Modern History-

1) 15th – 17th Centuries.

2) Major developments- Renaissance, Reformation, beginning of ModernScience etc.

3) End of feudal system.

4) Rise of capitalism.

5) Industrial Revolution.

6) Emergence of capitalist & working classes.

7) Trade Union and Socialist movements.

8) Emergence of Nation states.

Contemporary History-

1) Integrated world

2) It starts from early twentieth century

3) World wars

4) Collapse of Imperialism

5) Rise of 3rd World

6) Emergence of superpowers

7) Emergence of a secular world

8) Freedom movement all over the world

9) It is difficult to write about contemporary history.

10) Contemporary history is Open–ended and ‘Provisional’.

Pages 6,7,8,9 (Any three matching points from modern and Contemporary 3history) 2

Second PartIt was the recent & immediate past during the twentieth century 3+2=5

(any two mark)

OR

Causes of conflict between Germany and Britain in WWI-

1) Britain was an old colonial power and Germany was new imperialist power.

2) Attempts by Germany to redivide the world caused tensions.

3) Germany was a newly industrialized nation and emerged as a major economic

power leaving Britain and France far behind in industrial production. She

was a product of Second Industrial Revolution.

187

4) Ambition of Germany to conquer parts of Europe and create a ‘Greater

Germany’ caused tensions.

5) Both countries had ambitions to take over parts of disintegrating Ottoman

Empire.

6) German aims of building a railway link between Berlin & Baghdad added

to tensions.

7) German navy was a threat to Britain.

8) Britain and Germany formed Triple Entente and Triple Alliance respectively.

9) Britain and Germany started making deadly weapons creating a race for

armaments. 3


(Any three points)

Two other rivals of Germany-

1) France 2) Russia 3) US

Page 11-17 (Any two countries) 3+2=5

Bias in contemporary history-

1. Contemporary history is open-ended.

2. Historian is a participant in the contemporary events taking shape around

him.

3. He can be emotionally involved with the contemporary events. 3

(Assessed as a whole)

Historians are reluctant to write.

1. Too many sources available

2. Official documents are made available only after a lapse of certain number

of years. 2

Page 3(bk 3) 2+3=5

OR

1. A movement to end exploitation and inequalities in society. 2

2. Organised workers all over the world to fight against capitalism.

Attitude of the movement towards colonialism-

1. Rejection of colonialism.

188

2. Every country has the right to be free and independent.

3. They opposed militarisation and war. They considered it as an instrument

of capitalists. 3

4. Some socialists believed that the socialist government could play a positive

role in colonies and this group supported the colonial policies of their respective

governments.


Page 19-21 (Any three points)

Q20. What was the ‘Poland Question’ which led to the Second World War in September

1939 ? Why was the Soviet-Rassia reluctant to help Poland.

1. Germany demanded city of Danzig from Poland and the Polish corridor.

2. Threat by U.K. & France to invade Poland

3. Germany attacked Poland

4. Declaration of war on Poland by Germany

5. Germany had a non- aggression Pact with Russia and hence Russia did not

help Poland.

Page 115 & 118 (To be assessed as a whole) 5

OR

What is meant by the Negritude movement ? Explain any three main outcomes of

this movement.

1. A cultural Movement in Africa

2. Promoted pride and identity of black people

3. Rejection of white and colonial domination

4. Promotion of African culture-music, art and literature

5. Created a sense of self-respect and national feelings among black people

6. Helped freedom movements in Africa

7. Promoted solidarity and unity among blacks all over the world


Page 89-90&250-51 (To be assessed as a whole)

(Bk.3)

189

Q21. Crilically examine the basis of war in Korea soon after the Second World war

and name two foreign countries unvolved in the war. 3+2 = 5

1) Korea divided into North and South Korea after WWII.

2) North Korea under Soviet Union’s control and South Korea under US.

3) In 1950, war broke out between North and South Korea.

4) Korean war took place between 1950-53.

5) US forces intervened in the war and Chinese troops moved in.

6) Efforts for negotiation made and armistice signed in 1953 and war came to

an end.

7) Korea remained divided.

8) Any other relevant point 3

Page 153,154 (To be assessed as a whole)

Names of two foreign countries involved in the war- 1+1=2

(i) US (ii) USSR or China 3+2=5

Q22. When did the U.S formally join the Second World War ? Mention the incident

which Compelled her to join the war. Explain the U.S. attitude to the war before

joining it.

1) US entry into the WWII in Dec 1941 1

2) The incident- Pearl Harbour’s invasion by Japan 2

3) US attitude to the war before joining it :

1) US was neutral initially when WW II broke out

2) US followed ‘Cash and Carry’ system to give arms to Britain.

3) US followed ‘lend and lease’ system to supply arms & goods to Britain

as she had no money in 1941.

4) US also gave protection to ships carrying goods to Britain.

5) ‘Lend and lease’ system extended to Soviet Union in 1941.

6) Atlantic Charter issued in 1941and showed US interest in World War II. 5


Page 123-124 (third part to be assessed as a whole) 1+2+5=8

190

OR

Give the Basic objectives of NAM as laid down in the first conference. What isthe relavance of NAM today ?

1) End of Imperialism and Colonialism.

2) Promotion of international peace and security.

3) Promotion of disarmament.

4) Creation of new international economic order.

5) End of racial discrimination and racism.

6) End of ‘Information Imperialism’.

7) Taking independent stand on international issues.


Page 214 (Any four points) 4

Second PartRelevance of NAM-1. NAM’s relevance has increased in the unipolar world.2. There is no peace in the world.3. Many new problems like terrorism, fundamentalism are a threat to peace

and hence disarmament is relevant.4. Exploitation and racial discrimination continue to exist.5. There are inequalities in the world. 46. Any other point

Page 214 (Any four points) 4+4=8

23 On the political outline map of Asia mark. and name any five British Coloniesin 1914.

Ans – As per map attached 5

OR

On the political outline map of Europe mark and name any two allied countriesof Germany, two of Britain and one neutral country in 1914. 2+2+1=5

Ans – As per map attached

Note - the following question is only for the Blind Candidates in lieu of Q No.23Mention any five British Colonies in Asia in 1914. 5

Ans – Consult-map attached.

OR

Mention any two allied countries of Germany, two British and one neutral in 1914.

Ans – Consult-map attached.

191

192

193

194



MODERN INDIA

Q1. Explain the main consequence of the Battle of Buxar (1764) on the Mughals in

India.

1. Shah Alam II got defeated.

2. Exposed the weaknesses of the Mughals

3. Reduced the Mughals to a small power

4. Mughal Emperor was made pensioner.

Page 7 & 48 (Any one point) 2

Why was Nizam-ul-Mulk known? One Reason

The State of Hyderabad was founded by Nizam-ul-Mulk Asaf Jah in 1724.

Page-9 (This and/or any other relevant point) 2

Prominence of Murshid Quli Khan(one main Reason)

(1) Murshid Quli Khan made Bengal virtually independent. (1717 A.D).

(2) He made Bengal free of the major uprisings by Zamindars.

(3) Reorganized the finances of Bengal by introducing the system of revenue

farming

(4) Granted agricultural loans (Taccavi) to the poor farmers

(5) Equal opportunities of employment were given to Hindus and Muslims.

(6) Encouraged the Indian and foreign merchants and expanded the trade

(7) Prevented abuses in the customs administration.

(8) Maintained strict control over the trading companies

Page 10,11 (Any one) 2

Q2. Explain any one reason for the partition of Bengal in 1905

1. The area and population of the province was too large to be administered

efficiently.

2. To stem the rising tide of nationalism in Bengal which was becoming the

centre of Indian nationalism

Page 193 (Any one point) 2

195

One main reason for launching of the Anti-Partition Movement in Bengal

� The nationalists saw the Partition as a challenge to Indian nationalism andnot merely an administrative measure.

� They saw it as a deliberate attempt to divide the Bengalis. Thus weaken thenationalism in Bengal.

� The official step taken was in utter disregard of public opinion & a blow tothe sentiments of a very sensitive & courageous people.

Page 194 (Any one) 2

Because he saw that with the inauguration of this Movement in Bengal, a newchapter in history of Indian nationalism had opened. This was an opportunity tolead this popular struggle against the British Raj and to unite the entire country inone bond of common sympathy.

Page 197 2

Q3. What is Meant ‘by equality before law’ as enshrined in the Indian Constitution ?

Everyone is equal before law irrespective of religion, caste, race, sex or place ofbirth.

Page 272 2

� All citizens of India are free to speak & express their opinions in a languageaccepted by the Constitution within the legal parameters.

Page 272 2

These are guidelines which are not enforceable in a court of law but to guide theState in the making of laws. These include the promotion of a social order basedon social, economic and political justice in all areas of national life, equal pay forequal work, a uniform civil code, right to work and education, prevention ofconcentration of wealth, etc.

Pages 272, 273 (As a whole) 2

Q4. In what way did the attitude of the racial superiority of British contribute to theRevolt of 1857.Mention any three other causes of the Revolt.

1. British claimed racial superiority over Indians.

2. They treated them with contempt and arrogance.

This caused wide spread resentment and ultimately led to revolt of 1857. 2

196

THREE OTHER CAUSES:

1. Economic exploitation by the British

2. Exclusion of Indians from higher position

3. Use of greased cartridges in Enfield rifle

4. Doctrine of Lapse led to large scale resentments among the princes andzamindars. 1x3=3

5. Religious sentiments of the people were hurt by the policies of the British.

Page 103 - 104(Any three of these or any other relevant point) 2+3=5

OR

During the Company’s rule ?

Who were the Sepoys, what were the main causes of their revolt in 1857?

Indians employed as soldiers in the Company army were in most of the casesa ‘peasant in uniform’. 2

Causes

1. The Sepoys were forbidden from bearing caste and sectarian marks, beardsor turbans.

2. As per the Act of 1856, the new recruits were to serve overseas.

3. Indian sepoys were paid much less and lodged and fed in a far worse mannerthan the British.

4. Little scope for promotion to Sepoys in the Army. 3

5. Annexation of Awadh hurt their local sentiments/pride.

6. Use of greased catridges.

Pages 105 & 106 (These or/ and any other relevant point) 2+3=5

Q5 Explain three main features of Councils Act of 1861. State whether the Actrepresented the Indian opinion or not (Give two points)

1. Enlarged the Governor General’s Council.

2. Increased the number of members of the executive.

3. Half the members of the Governor General’s nominees to Executive Councilhad to be non-officials either Indians or English.

(These three or any other relevant point) 1x3=3

The Act did not represent Indian opinion because:

1. Indian members were few in number in the Council.

2. They were not elected members. They were only nominated.

197

3. The nominated members were mostly from higher strata of the society who

were unrepresentatives of Indian people. 1x2=2

Pages 122 & 123 (Any two) 3+2=5

OR

Why was the treaty of Yandabo signed ? Explain three main provisions of the treaty.

It was signed because of the defeat of Burma in the Anglo-Burmese war (1824-

1826). 2

Three main provisions:

1. Burma to pay one crore as war compensation

2. To cede its coastal provinces of Aracan and Tenasserin.

3. To abandon all claims to Assam, Manipur, Cachar & Jaintia.

4. To recognize Manipur as an independent state.

5. To negotiate a commercial treaty with Britain.

6. To accept a British Resident at Ava while posting a Burmese Envoy at

Calcutta. 1x3=5

Page no. 133 (Any three or any other relevant point) 2+3=5

Q6 When and by whom was Brahmo Sabha founded. Explain any three ideas of the

Sabha. In the year 1828 by Raja Ram Mohan Roy. 1+1=2

Ideas of Brahmo Sabha:

1. To purify Hinduism

2. To preach monotheism or belief in one God.

3. The new society was to be based on reason and the Vedas and the Upanishads.

4. To incorporate the teachings of other religions.

5. Emphasis on human dignity, opposed idolatry and criticised social evils such

as Sati, child marriage, widows were not allowed remarriage. 1x3=3

Page:96 (Any three points or any other relevant point) 2+3=5

OR

When and by whom was the Theosophical Society: started in India. Explain three

main objectives of the society.

Theosophical society was started in 1886 by Madam

H.P. Blavatsky and Colonel H.S. Olcott 1+1=2

198

Three main Objectives :

1. The revival and strengthening of the ancient religions of Hinduism,

Zoroastrianism and Buddhism

2. Recognition of the doctrine of the transmigration of the soul

3. Preaching the universal brotherhood of man

4. Glorification of the Indian contributions to world civilizations 1x3=3

Page:175 (Any three points or any other relevant point) 2+3=5

Q.7 Critically examine the reasons for the change in the British attitude towards India

after the Second World War. Explain two main developments which reflected this

attitude

1) The II World War changed the balance of power in the world and now

Britain was no more a big power. The world powers supported India’s

demand for freedom.

2) Britain was economically & militarily shattered in the II World War.

3) In Britain, the Conservative Party was replaced by the Labour Party which

supported the Congress demands.

4) The British Indian Government could not any longer rely on the Indian

personnel of its civil admistration and the Armed Forces to suppress the

Indian National Movement.

5) The confident and determined mood of the Indian people would no longer

tolerate foreign rule and rest till freedom was won.

(These or other relevant points) 3

Two main developments which reflected the changed attitude of the British

Government:

1) In March 1946 Cabinet Mission was sent to negotiate with the Indians the

terms of the transfer of power to Indians.

2) On Feb 20 1947, Clement Attlee the British PM declared that the British

would quit India by June 1948.

3) Lord Mountbatten came to India as Viceroy in March 1947 to workout a

compromise after long discussions with the Congress & Muslim League. 1x2=2

Pages 266 & 267 (Any two of these or other relevant points) 3+2=5

Q.8 Analyse the developments which led to the passing of the ‘PURNA SWARAJ’

resolution by the Congress.

199

Developments

1. Revolutionary Activities:

Violent revolutionary activities, which manifested the power & unity among the

Indians, by Chandra Shekher Azad, Bhagat Singth & many more.

2. Simon Commission 1928:

Non-inclusion of Indians in the Commission angered the Indians.

3. Unsuccessful Nehru Report 1928:

The report could not be passed by the all party convention because of the objections

raised by the Muslim League, Hindu Mahasabha and the Sikh League.

4. Dominion status:

Demand for dominion status was rejected by the British.

Pages 239-245 (as a whole 5

Impact of Dandi March

� The goal of the Congress raised to a higher plane, from Swaraj to Purna

Swaraj

� The March became a symbol of protest against any unjust law of the British.

� Non-payment of taxes

� Involvement of peasants, women & masses

� Defiance of orders by the soldiers

� Deepening of the social rules of the freedom struggle and further politicising

the people. 3

Pages 247-248

When and by whom was the March started? 1+1=2

March 12, 1930 by Mahatma Gandhi. 3+2=5

(1) Launched in 1930

(2) Aimed at disobeying of the civil laws like the Chaukidari tax and Salt Law

(3) aimed at achieving complete independence

(4) It brought large scale participation of peasants women, students, masses as

a whole.

Pages 247- 249 (any three or any other relevant point) 1x3=3

When & with which specific incident the Civil Disobedience Movement started 1+1=2

The Civil Disobedience Movement began with Dandi March on 12th March, 1930. 3+2=5

200

Q9. When was the French East India Company founded? Describe its relations with

Carnatic and Hyderabad. Mention any three reasons which prevented its qrowth

in India.

Reasons which prevented Company’s growth.

It was founded in 1664. 1

French relations with Carnatic – The French Armies under Dupleix backed Chanda

Sahib and helped him to become the Nawab of Carnatic. Hence the French were

rewarded with a grant of 80 villages around Pondicherry.

French relations with Hyderabad – In Hyderabad too, the French armies under

Dupleix backed Muzaffar Jang to become the Nizam of Hyderabad. The New

Nizam rewarded the French company by giving them territories and money and

personal jagirs to officers. 2+2 = 4

Three reasons which prevented the French East India Company’s growth in India.

1. Naval weaknesses of the French

2. In Europe, position of France was comparatively weak.

3. The French Company was dependent on the French government .As the

French Govt. was autocratic, semi feudal and unpopular, control by such

a govt. was injurious to the company.

4. The economic position of the French company in India was frail.

5. The British annexation of Bengal further diminished the position of the French.

6. The French had small settlements at Pondicherry, Mahe & Chandernagore

which did not hold too much strategic importance.

7. The French generals lacked coordination and cooperation amongst themselves. 1x3=3

Pages 41-44 (Any three of these or any other relevant points) 1+4+3=8

OR

Briefly deseribe main features of British Economic Policy in India during the

Company’s rule-When and after which development did the Comapany’s rule

come to an end?

Main features:-

� The commercial policy of the British East India Company was guided by the

needs of British industries. Its main aim was to transform India into a consumer

of goods of British manufactures and a supplier of raw materials to them.

� The Drain of Indian wealth

201

� Development of modern means of transport & communication for furthering

the commercial interests of the Company

� Introduction of series of new Land Revenue Policies like Permanent

Settlement, Ryotwari Settlement & Mahalwari System.

� The imposition of free trade on India was one-sided while the doors of India

were thrown wide open to foreign goods. Indian products were subjected

to heavy import duties on entry to Britain. (as a whole) 5

Pages 66-78 & 121 (These or any other relevant point)

In the year 1858 1

With the passing of the India Act of 1858 also known as Queen’s Proclamation, 2

followed by the Revolt of 1857 5+1+2=8

(1) Ruler had to accept the British as the paramount power

(2) The ruler, who signed the treaty must accept the stationing of British forces

in his territory.

(3) To pay subsidy/or bear the cost of maintaining the troops

(4) In place of subsidy, cede a part of his territory

(5) Station a British Resident at his court

(6) Would not employ any European without the consent of the British

(7) Would not negotiate with any Indian ruler.

(8) In return for the above, the British promised protection to his Indian ally and

not to interfere in the internal affairs.

Pages 52-57

� Indian States virtually lost independence.

� They became a subordinate ally of the British.

� They lost the right of self-defence & control over foreign affairs.

� They lost part of their territories to this company.

(To be assessed as a whole) 8

OR

202

Causes and consequences of ‘Drain of Wealth’

Causes:

The drain was a result of the control on

(1) Indian revenue by a foreign company of merchants who spent the Indian

money in Britain.

(2) Collection of immense fortune extorted from common men, Indian rulers

and merchants.

(3) Collection of revenue of Bengal through the grant of Diwani in 1765 & thus

directly organized the drain

(4) The British remained perpetual foreigners which made them think of a drain

of Indian wealth.

(5) The British spent a large part of the taxes and income they derived from the

Indian people in Britain, their home country.

Pages 72,73

Consequences:

(1) By the end of the 18th century the drain amounted to 9% of India’s national

income in addition to salaries and other income of English officials.

(2) The company through purchases known as ‘Investments’ brought Indian

goods out of revenue of Bengal and exported them.

(3) Excess of India’s exports over its imports for which India got no return

(4) This played an important part in financing Britain’s capitalist development in

18th – 19th centuries, the early industrialization period.

(5) It has been estimated that it constituted nearly 2% of Britain’s national income

during that period.

( To be assessed as a whole) 8

Annexation:-

� Lord Dalhousie declared that the extinction of all native states of India is just

a question of time.

� Doctrine of Lapse: If the ruler died without a natural heir, his state would not

be passed to an adopted heir. Instead it was to be annexed to British

territories.

� Satara(1848), Nagpur & Jhansi(1854) were annexed by applying this

Doctrine.

203

� He refused to recognize the titles of many ex-rulers. Hence the nawabs ofCarnatic, Surat & Rajah of Tanjore’s titles were extinguished.

� Awadh was annexed on a different pretext of mal administration by the nawab

Page 61

Consequences of the ‘Policy of Annexation’:-

� Discontentment among the native kings & nawabs who did not have a naturalheir

� This attitude of Dalhousie towards the Indian rulers enraged the masses also.

� The nawabs & the rulers who lost their titles could not digest the insult &therefore turned hostile.

� The British territories considerably grew in size.


OR

Main features of ‘British Land Revenue System’

I. The Permanent Settlement:

� Introduced by Cornwallis in 1793 in Bengal & Bihar

� Zamindars were given the ownership rights of land which was hereditary &

transferable

� They now had to act as agents of the govt. collecting land revenue. 8

� This reduced the peasants to the low status of tenants and their conditions

became very miserable.

� The Zamindars were to give 10/11th of the rental they received keeping only

1/11th for themselves.

� But the sums to be paid by the Zamindars as land revenue to the Govt. were

fixed in perpetuity.

II. The Ryotwari Settlement:

� Many Madras officials led by Reed & Munro recommended this settlement.

� It was applicable in South & South Western India.

� It was directly made with the actual cultivators (Ryots).

� The Ryot was the owner of his plot as long as he paid the land revenue.

� Not permanent, and it was periodically revised after 20 to 30 yrs.

204

III. Mahalwari System:

� Introduced in Ganga Valley, the NW provinces, Punjab and parts of Central

India. The revenue settlement was to be made village by village or estate

(Mahal) by estate with landlords or heads of families who claimed to be the

landlords.

� In Punjab “the village system” was introduced for collecting land revenue.

� The land revenue was periodically revised.


Q10. Explain the growth of communalism in India during the first half of 20th century and

examine the efforts of the nationalist movement to check it

Growth of communalism:-

� Elections to the Legislative Assembly on the basis of restricted franchise &

separate electorates created separatist tendencies.

� Due to the radical agrarian programme of the Congress & the peasantmovements, the landlords & moneylanders shifted their support to thecommunal parties.

� The communal parties began to gather strength. The Muslim League turnedwith bitter opposition towards the Congress.

� The Muslim League propagated the unscientific & unhistorical theory thatthe Hindus & Muslims were two separate nations.

� Muslim League’s resolution demanding partition of the country in 1940

� The Hindu communalists also declared that the Hindus were a distinct nation.

(These or any other relevant point) 6

The efforts of the nationalist movement to check it From the beginning, the nationalistleaders took to negotiations with the communal leaders but did not bring anypositive results. Between 1937 and 1939, the Congress leaders repeatedly metJinnah to conciliate him. However, the more communalism was conciliated, themore extreme it became.

Pages 203 & 257-260 6+2=8

OR

Explain the Contribution of the ‘Rediscovery of India’s Past’ to the rise ofnationalism in the late 19th century? Examine any one short coming of such aredescovery of the past.

� The nationalist leaders tried to arouse the self confidence and self-respect ofthe people.

205

� They pointed to the cultural heritage of India with pride.

� They glorified the achievements of rulers like Ashoka, ChandraguptaVikramaditya & Akbar etc.

� They were helped by the work of many European & Indian scholars inrediscovering the past of India’s heritage.

� This rediscovery of India’s glorious past did support the rise of nationalismin the late 19th century.

Page 156 (These & any other relevant point) 6

One shortcoming

1. Only ancient past was glorified and medieval achievement were overlooked.

2. A false sense of pride was produced which tended to prevent Indians fromlooking critically at their society.

3. This turned the Indians away from healthy and fresh ideas from other partsof the world.

Page 156 (Any one) 6+2=8

Q11 When and by shom was the Champaran Satyagraha lounched ?

Explain where did Gandhiji imtally evolve the principle of satyagrah? Mention two

achievements of Champaran Satyagrah.

Launched in 1917 by Mahatma Gandhi 1+1=2

Pages 223 & 224

Principle of Satyagraha was evolved in South Africa.

Gandhiji was imbued with a high sense of justice. There(South Africa) he revolted

against racial injustices and degradation to which Indians had to submit in South

Africa. Indians had to pay a poll-tax in South Africa. They also could not stay out

of doors after 9 p.m. Gandhi led the struggle against these conditions during 1893-

1914. It was during this period that he initially evolved the principles of Satyagraha

based on truth & non-violence. 4

Two Achievements of Champaran Satyagraha

1. It forced the govt. to appoint a committee of enquiry of which Gandhiji was

a member.

2. The disabilities from which the peasantry was suffering were reduced.

3. Gandhiji won his first battle of civil disobedience in India. 1+1=2

(Any two points) 2+4+2=8

OR

206

Passage based Question

1. The failure of Cripps Mission embittered the Indians because of which the

Congress decided to pass the famous ‘Quit India Resolution’ on 8 Aug

1942 at Bombay. 2

2. By the freedom of India will Britain and United Nations be judged, and the

people of Asia and Africa be filled with hope and enthusiasm which would

certainly further the cause of freedom in the countries of the world. 3

3. The ending of British rule in India was a vital and immediate issue on which

depended the future of the war and the success of freedom and democracy.

A free India would assure this success by throwing all her great resources in

the struggle for freedom & against the aggression of Nazism, Fascism &

Imperialism. 3

Page 262 2+3+3=8

12 On the political outline map of India (on page) mark and name the following centresof the freedom movement.

12.1 Lukhnow 12.2 Surat

12.3 Champaran 12.4 Dandi 5

12.5 Nagpur

OR

On the political outline map of India (on page .....) mark the extent of the Britishempire in 1805 with any two of its important centres. 5

for answer see the maps on page ....... or ........

Note :- the following question is only for the Blind Candidates in lieu

of Q No.12 5

OR

Mention the methods adopted by lord welles ly to extend the British power in 5India.

for answer see map on ........ page no ....... or ...........

207

Q12

208

OR

209

Question for Blind Students Reproduce the question

Delhi, Bombay, Madras, Calcutta, Nagpur, Tripuri, Amritsar, Meerut, Champaran

and all other centres the freedom movement of India.

(Any five centres) 5

OR

Methods adopted by Lord Wellesly to expand British power in India:-

(1) By the system of subsidiary alliances.

(2) By outright wars.

(3) By assumption of the territories of previously subordinated rulers.

(4) (These & any other relevant point)


Q13 Give Two examples to show how Germany had been humiliated at the Parisconference.

(1) Alsac-Lorraine which Germany had seized from France in 1871, was returnedto France

(2) Poland, Belgium, Denmark and Lithuania also gained territories fromGermany.

(3) Germany was debarred from uniting with Austria.

(4) The Rhineland was to be permanently demilitarized and occupied by theAllied troops.

(5) The strength of the German army was fixed at 100, 000 and she was not tohave any air force and submarines.

(6) Germany was deprived of all her colonial possessions.

(7) The Pacific islands under German control were divided among Australia,New Zealand and Japan.

(8) Japan also acquired Shantung which had been a German sphere of influence.

(9) German representatives not asked to sit in the Conference, not consulted.

Page 60 (Any two or other relevant points) 1+1=2

Q14 What was referred to as the ‘Vichy France’ during the Second World War.?

That part of France which was ruled over by Petain’s govt. and collaborated withthe Nazis during the Second World War is known as Vichy France, because its

capital was at Vichy.

Page 119 2

210

Q15 Mention anty two leading Nations of NAM. Mention the Super power which was

supportive of the NAM during the Cold War period.

India – Jawahar Lal Nehru

Indonesia – Sukarno

Egypt – Nasser

Yugoslavia – Tito 1

(any two)

USSR was the super power which was supportive of the NAM during the Cold 1

War period.

Page 176 1+1=2

Peaceful coexistence means the giving up of the theory of the inevitability of war

Promotion of international peace and reduction of armaments.

Page-175-176 2

The Period between 1953 and 1964 during which Nikita Khrushchev was the first

Secretary General of Communist Party of USSR because 1

(1) N. Khrushchev was the head of this state.

(2) The most significant shift was in the new emphasis on ‘Peaceful Co-existence’ 1

(3) Major change in Soviet foreign policy with emphasis on international peace

and disarmament

Page 174 (any two pts.) 1+1=2

Q16 Mention any two significant findings of the Biological Sciences in the 19th century

(1) All living organisms are made up of complex chemical substances, called

Protoplasm.

(2) All living organisms are made up of minute chamber like cells and their

products and all cells originate from pre-existing cells.

(3) All present living organism have evolved from ancestors with simpler

organization.

(4) All organisms pass through an orderly process during developments from

the fertilized egg.

Page 219 (any two points) 1+1=2

OR

211

Who was the first Asian to get the Nobel Prize in Literature. Mention any one of

his major works.

Rabindra Nath Tagore was (1861-1941) awarded the Nobel Prize in 1913 1

(1) Gitanjali

(2) Golpha Guchchta (Short Stories)

(3) Gora

(4) Ghare Baire (any one) 1

Page 245 1+1=2

1. Survival of the fittest.

2. Organic evolution by natural selection

3. Organisms multiply prolifically and no two individuals are exactly alike.

Page 219 (Any two points or /any other relevant point) 2

OR

In the year 1882; by Bankim Chandra Chatterjee

Page 245 1+1=2

Meaning is that struggle is essential because living space and food remain constantwhile organisms produced prolifically

Page 219

OR

Meaning: 1

Literature written by people based on their own experiences of the lowest socialstratum

Writer 1

DAYA PAWAR

BABU RAO BASUL (Any one)

Page 246 1+1=2

Q17 Who was Dostoevsky? Mention any one of his major works.

Fyodor M. Dostoevsky was a Russian writer(novelist). 1

Works

� Brother Karamazov

� The village of Stepanchikova 1

(Any one)

Page 236 1+1=2

212

OR

Mention Any two diseases which could be controlled in the contemporary period.

(1) Yellow Fever

(2) Polio

(3) Mumps

(4) Chicken Pox

(5) Small Pox

(6) TB

(any two) 1+1=2

1. Thomas Hardy brought out the realities of empire building and war from the

points of view of their effect on ordinary people. His writings give a moving

picture of the disintegration of rural life in contemporary period.

2. They also reflect the ugliness of industrialized cities. 2

Page 236

OR

1. AIDS

2. Cancer 1+1=2

Page 227

In which genre of Literature did Ezra Pound write?

Mention a basic feature of her writings.

She wrote poetry in English. 1

Propounder of a movement called IMAGISM. She favoured delimiting poeticexpression to the creation of concrete and exact images. 1

Page 237 (any one point) 1+1=2

OR

(1) Newer sources of energy, invention of steam engines running on petroleumproducts gave birth to newer and faster modes of transport

(2) Establishment of retail petrol points with service and repair facilities on theroad side.

(3) Development of certain internationally agreed traffic rules

Page 227 (any two points or /and any other relevant point) 1+1=2

213

Q 18 Mention any two main features of the Second Industrial Revolution

(1) Mass production & mass consumption

(2) Shift from the use of mechanical to electrical devices to electronic devices

(3) Manifold increase in food production with the use of new agriculturalimplements

(4) New means of communication.

(5) Improved nutrition, health & sanitation facilities.

(6) New kinds of occupational structures

(7) Numbers of break through in science


OR

Mention anyone distinct feature of the Bengal School of Art. Mention any onemain propounder of this school.

(1) Themes were mostly from Indian mythology, epics & classical literature.

(2) Small size paintings in water colours with a limited palette

(3) Grew and developed at Santiniketan

(4) Use of folk traditions & oriental art traditions

(5) It represented the nationalist spirit; (Any one) 1

Propounder : Abanindranath Tagore, E.B. Havell, Ananda Kentish Coomaraswami 1

(Any one) 1+1=2

1. Due to the control of many diseases and increase in physical fitness.

2. Many new medicines like sulpha drugs, specific anti-malerial drugs, vaccinesetc. have helped in control of diseases.

3. Progress in research in the field of medical sciences.

Page 227 (any two) 1+2 = 2

OR

Its significance lies :

1. In its nationalist fervour and leftist leanings.

2. In organizing the Art Exhibitions for providing a forum for modern artists theworld over; (Any one) 1

When formed:-

In the year 1948. 1

Page 274 (Any one or any other relevant point) 1+2 = 2

214

The new development in communication has brought the world closer by quickmeans of transportation and communication between people & places.

For example – E-mail/ Fax, Internet, Air transport, Radio/Television satellites. 2

Page 277

OR

1. To promote art, music and dance.

2. To organize Art Exhibitions for providing a forum for modern artists theworld over

3. To bring out monographs on contemporary artists. 1+1=2

Page 275-281 (Any two)

Q19 Why is it argued that the world got integrated in the contemporary period. Explaintwo developments in support of this argument.

(1) End of colonialism

(2) Radical developments in science & technology

(3) Increasing economic interdependence

(4) Increasing importance of international organisations in the life of nation and

communities.

(5) Problems of all countries are common. The end of the 18th Century onset

the technical and industrial age as a natural corollary to the industrial revolution.

(6) The most significant event during the last decades of this century was the fall

of the Berlin Wall and the disintegration of USSR which symbolized the

integration of the world in the contemporary period.

(7) The threats of external subversion has been common to all countries.

(to be assessed as a whole) 5

OR

Explain three main causes for the rise of the USA as an industrial power in the last

quarter of the 19th century. Give two examples to show this rise.

By the 1890’s USA emerged as a new imperialist power.

Causes:

(1) USA became its own market for industrial goods.

(2) After the civil war in 1765, a large mass of labour force was available.

(3) A substantial rise in USA’s population through migration etc. 1x3=3

(These three or other relevant points)

215

Two examples-

1. Produced 1/3rd of the total production of the iron and steel in the world

2. More then 3 lac KMs of railways developed in the country by the end of

19th century

3. Produced and consumed more oil and natural gas than the rest of the world 1x2=2

Page 112 (Any two examples) 3+2=5

1. Much of contemporary history has been a history of confrontation and conflict.

2. Changes in different spheres of life have sharpened the divisions the world

over.

3. Some countries have highly developed economies and there are countries

with extreme economic backwardness.

4. Sharp ideological divisions between the people (any three pts.) 1x3=3

Two developments:-

1. The Second World War. 1+1=2

2. The Cold War.

Pages 6, 7 3+2=5

OR

It implies /means not caring for rules and human feelings for the sake of progress.

Industrial progress was considered to be the chief object of the state at any cost.

Wealth was concentrated in a few hands and it became a major issue in the

policies of USA. 3

Main Consequences:-

1. Exploitation of child labour and of women workers increased.

2. Many Americans raised their voice against the gross inequalities in society.

3. Large scale strikes were organized by the workers all over the country.

4. The Socialist Party of America was formed in 1901. 1x2=2

Page 27,28 (Any two or other relevant points) 3+2=5

(i) Tensions in Europe connected to the dismemberment of the Ottoman Empire.

(ii) Balkan Peninsula under the Ottomans till early 19th century

(iii) Throughout the 19th century wars between Ottoman and Russian Empires.

216

(iv) Russia’s attempts to extend control over the Ottoman Empire thwarted by 1x2=2

others. European Powers Britain, Germany and Austria–Hungary

(These or any other relevant points.)

(v) By early 20th century many Balkan nations emerged independent.

(vi) Serbia emerged as the champion of the Slav people, many of whom lived in

Austria-Hungary.

(vii) Serbia, supported by Russia to create a Greater Serbia, in South-East Asia.

(viii) This created tension between Serbia & Austria-Hungary & Serbia and

Ottomans

(ix) In 1908- Austria-Herzegovina was creating further intensification of tensions.

(x) The Balkan wars of 1912-13 led to more bitterness and this region became

the source of increasing tensions in Europe, finally providing the incident that

brought on the First World War.

Page 36 5

OR

Explain the meaning of Meiji Restoration in Japan. Mention two main results of the

development.

Meiji Restoration means restoration of power to the Emperor of Japan who was

known as the MEIJI. It took place in the year 1868. It also means the end of the

rule of the Shoguns. 2

Pages 32 & 34

1. Japan’s economy and political institution were transformed.

2. A new set of rulers and advisors came to the forefront in the country who

ruled in the name of the Emperor. 1½+1½

3. It also led to a breakthrough from traditionalism to modernism & industrialism

in Japan.

4. Japan started to grow as an industrial power.

(Any two or any other relevant point) 2+3=5

Q20 Why was the munich Pact, signed ? Explain Three main consequences of the pact.

It was signed for handing over Sudetenland to Germany. 2

Consequences:

(1) Sudetenland was occupied by German troops and parts of Czech territory

were also handed over to Hungary and Poland.

217

(2) In March 1939, Germany marched her troops into the remaining parts of

Czechoslovakia and occupied them.

(3) Lithuania was forced to surrender the town of Memel on the borders of

East Russia to Germany.

(4) This ultimately led to the outbreak of the Second World War in 1939. 1x3=3

Pages 112-114 (Any three) 2+3=5

OR

Explain three main features of the Nationalist Movement in Egypt during the inter-

World War period. Examine the attitude of the king towards the Movement.

Features:

(1) In 1918, an organization called the Wafd was setup which led the Egyptianstruggle for independence.

(2) The Movement was anti-Colonial and anti-King in nature.

(3) The a rebellion, which rose in Egypt, was suppressed.

(4) Anti-British disturbances continued.

(5) In 1922, the British govt. was forced to end her protectorate over Egypt.

(6) Ahemd Fuad was made king of the independent Egyptian kingdom.

(any three points)

Attitude of the King towards the movement 1x3=3

� The King was hostile to the Movement because he was a puppet in thehands of the colonizers.

� He dissolved the Parliament four times in a period of six years to prevent thenationalists from emerging to power.

� The king was against the WAFD party. 2

Page 86 (these or any other relevant points.) (any two) 3+2=5

Q21 Explain three main consequences of the Vietnam War. Mention two foreign powersdirectly involved in the War. 3+2=5

Consequences:

1. Vietnam was temporarily divided into North Vietnam and South Vietnam.

2. The war made the US unpopular.

3. The US accepted their defeat and withdrew the troops from Vietnam in1973.

4. The Vietnam casualties, both military and civilian, were much higher than theUS casualities.

218

5. It helped Vietnam to emerge as a united country because of the rise ofnationalistic spirit.

6. The defeat of the greatest military power(the US) in the world.

Pages 156-159 (any three points) 1x3=3

Two Foreign Powers

(a) US

(b) USSR

(c) France 1x2=2

(d) China

(any two) 3+2=5

Q22 When did the Second World War really become a global war? Explain any threeincidents which made its so. Explain the impact of the global war on Nazi Germanyand its allies. 1+3+4=8

By the end of 1941 1

Three incidents:

(1) The German invasion of the Soviet Union

(2) The Japanese attack on Pearl Harbour

(3) The US entry into the war 1x3=3

Impact of the Global war on Nazi Germany and its allies.

� The Battle of Stalingrad

� In November 1942, the German armies in and around Stalingrad wereencircled by Soviet troops.

� Emergence of a Second Front against Germany.

� Germany was defeated

� Germany and the countries allied to her lost over 300000 troops in thebottle.

� The German and allied troops launched another massive military operationagainst the Soviet army in the middle of 1943 (Battle of Kursk)

� Defeats in almost every theatre of war in 1943.

� In 1944, the Fascist troops were thrown out of Soviet territory. 4

Pages 124, 125,126, 127 1+3+4=8

OR

What was referred to as the USSR in Contemporary history? Explain its significance 2+5+1=8during the Post-World War period. When did the USSR disintegrate.

219

Union of Soviet Socialist Republic or Soviet Union or Soviet Russia. 2

Significance:

� Soviet Union proved to be a good friend of countries struggling forindependence.

� End of terror after the death of Stalin.

� The policy of large scale repression was ended.

� The cold war began to rise partly because of USSR. 5

� The USSR checked the imperial design of the US. (as a whole) 1

In the year 1991

Page 146 2+5+1=8

23 On the political outline of map of Asia mark and name one colony of the Dutchand two each of Britain and France. 1+2+2=5

Ans – As per map on page no.........

OR

On the political outline map of Africa mark and name any three countries whichachieved independence in 1960 and any two countries which achieved independencein 1961. 3+2=5

Ans – As per map on page no.......

Note - the following question is only for the Blind Candidates in lieu of Q No.23Mention any one Dutch Colony. two colonies of Britain and two of France in Asiain 1914. (for answer see map) 1+2+2=5

OR

Mention three countries which achieved independence in 1960 and two Countrieswhich achieved independence in 1961 in Africa (for answer see map) 3+2=5

220

Q23

221

222

OR

223


1. What do you understand by the term law ? 2

2. Differentiate between laissez-faire and welfare state. 2

3. Distinguish between ‘rights’ and’ claims’. 2

4. Define’ liberalism’. 2

5. What is meant by the system of proportional representation?

6. What do you understand by delimitation of constituencies? 2

7. Differentiate between ‘pressure groups’ and ‘interest groups’. 2

8. Explain the role of newspapers in the formulation and expression of public opinion. 2

9. Mention the full form of the’ SAARC’. Where is its secretariat established ? 1+1

10. ‘Political socialisation’ leads to ‘political participation’. Explain briefly. 2

11. The Indian concept of ‘dharma’ is not the synonym of the western concept of‘religion.’ Comment on this statement. 4

POLITICAL SCIENCE



(i) All questions are compulsary.

(ii) Marks for each question are indicated against it.

(iii) Question numbers 1 to 10 are of two marks each. The answers to these questionsshould not exceed 50 words each.

(iv) Question numbers 11 to 20 are of four marks each. The answers to thesequestions should not exceed 1000 words each.

(v) Question numbers 21 to 25 are of eight marks each. The answers to thesequestions should not exceed 200 words each.

224

12. ‘Rights imply duties’. Explain. 4

13. What is the relevance of Gandhism today? 4

14. Differentiate between ‘comparative government’ and ‘comparative politics’. Whydo we study comparative politics? 2+2

15. Write a brief note on the behavioural approach to the study of comparative politics. 4

16. Explain any two steps taken by the Election Commission of India to reform theelection system. 2+2

17. Mention briefly any four functions of the National Planning Commission of India. 1 + 1 + 1 + 1

18. Are you in favour of 27 per cent reservation for the OBCs in higher educationalinstitutions in India? Give any two reasons. 4

19. What do you understand by regional imbalance? How can we control it ? 2+2

20. Discuss India’s changing reiations with the USA.

21. How far is it correct to say that it is the notion of justice that binds liberty with’ equality?

OR

What do you understand by social justice? What steps have been taken by thegovernment to promote social justice in India? 2+6

22. Discuss the main tenets of Marxism.

OR

What is Fascism? What factors led to the rise and fall of Fascism? 4+4

23. Write a critical note on the nature of party system in India.

OR

Write a critical note on the programmes and policies of the Indian National Congress. 8

24. What are the major challenges before democracy in India? How can we confrontthem?

225

OR

‘Illiteracy is a bane for democracy in India’. Discuss. 8

25. Write a brief essay on the status of human rights in India.

OR

Examine the basic principles of the foreign policy of India. 8


1. What do you understand by social justice? 2

2. ‘Rights are not absolute in character.’ Explain. 2

3. What was the main cause behind the changing nature of state activities from laissezfaire to welfare? 2

4. Explain the scope of Comparative Politics. 2

5. Describe the composition of the Election Commission of India. 2

6. What is functional or occupational representation? 2

7. What is the role of opposition parties in a democracy? 2

8. What do you understand by ‘public opinion’ ? 2

9. Explain the theory of ‘class struggle’. 2

10. Name the member countries of the SAARC. 2

11. ‘Liberty does not imply absence of restraint.’ Comment. 4

12. Why do we say that rights imply duties? 4

13. What are the main characteristics of the modern approaches to the study ofComparative Politics? 4

14. Is economic development the pre-requisite of political development? How? 4

15. Is Marxism relevant today? Discuss. 4

226

16. Suggest any two electoral reforms to curb undue influence of money and musclepower during elections in India. 2+2

17. What steps have been taken by the Government of India for the welfare of OtherBackward Classes? 4

18. State any four provisions of the 74th Amendment of the Constitution of India. 4

19. ‘Casteism is a bane for democracy in India.’ Comment. 4

20. Describe India’s changing relations with Pakistan. 4

21. What are the characteristics of a good law? Why do we obey laws? 4+4

OR

What is the significance of the concept of ‘Dharma’ in Indian political thought andpractice?

22. Explain M.N. Roy’s ideas on Humanism. 8

OR

What is ‘Conflict Resolution’ ? Describe the Gandhian method of conflict resolution. 2+6

23. What factors are responsible for the rise of communalism in India? How can we controlthem? 4+4

OR

What are the causes for the rise of political violence in India? How can we stop it ?

24. Assess the nature of party system in India. 8

OR

What is the significance of pressure groups and interest groups in a democracy?

25. Examine India’s role in the Non-aligned Movement. 8

OR

What do you understand by globalisation ? How has India responded to its effects? 4+4

227



1. Any definition of law reflecting the following two points: 2

a) Relating to external human action.

b) Sanction of the sovereign political authority.

Or any other relevant points.

2 a) Laissez faire- The functions of the state are limited to police functions such 2

as defence, maintenance of law and order etc.

b) Welfare State - State performs developmental/welfare functions. State acts

as the manager, regulator and promoter.

MARKING SCHEME- POLITICAL SCIENCE


1. Please examine each part of the question carefully and allocate the marks allottedfor the parts as given in the marking scheme . TOTAL MARKS FOR ANYANSWER MAY BE PUT IN A CIRCLE ON THE LEFT SIDE WHERE THEANSWER ENDS.

2. The answers given in the marking scheme are suggested answers. The contentis thus indicative. The candidates may express the content in various forms.But, for the standardization of evaluation it is advisable to follow the markingscheme suggested here on the basis of expected content. However, full creditbe given if any other relevant and correct definition/point/answer are given bythe candidate.

3. Wherever only two/three or a “given” number of examples / factors/ points areexpected the first two/three or expected number should be read. The rest areirrelevant and need neither be examined nor any credit be given for the same.

4. There should be no effort at “moderation” of the marks by the evaluating teachers.The actual total marks obtained by the candidate are of no concern to theevaluators.

228

3 Rights provide the external conditions necessary for the development of individual 2

personality/ creation of a better life. Rights are those claims that are approved by

the society / state.

Claims are the demands which may or may not be accepted by the society.

4 Liberalism is the ideology that advocates: individual liberty, dignity of human beings, 2

secularism, tolerance, constitutional democracy, limited government, etc.

5 The term proportional representation means giving representation to minority groups 2

in the representative bodies in direct proportion to their overall electoral strength

through various devices such as list system, reservation of seats etc.

6 The process of reallocation of number of seats and their allocation into territories is 2

known as delimitation of constituencies.

7 Groups that have common aim and act in an organized way for the realization of their

aim are known as interest groups. 2

Groups that try to influence/ pressurize the policy makers in their own favour through

various means are known as pressure groups.

8 1. Reporting events. 2

2. Giving information regarding current affairs.

3. Drawing attention and creating awareness through editorials on matters of

public concern.

4. Publishing articles of eminent persons representing different walks of life on

various important current issues.

5. Publishing letters to the editors.

(Any two of the above)

9 South Asian Association of Regional Co-operation; the Secretariat is in Kathmandu

(Nepal) 1+1

10 Political socialization enlightens and makes the people aware of their rights and duties 2

as members of the political system through family, educational institutions. etc. and

creates in them an urge to participate in the working of the political system.

229

11 Dharma and religion is not the same. Dharma is a wider concept where as religion is 4

personel. Dharma is based on virtue, truth, duties, justice and humanitarian values;

whereas religion is subjective and related to the process of worship, rites and rituals

etc.

12 1. Two sides of the same coin. 4

2. Based on the principle of reciprocity.

3. Against the claims from the state.

4. Our social responsibility to perform our duties.

5. Awareness of duty along with rights. One is meaningless in the absence of the

other. ( any four)

13. The relevance of Gandhiji today, pertains to realisation of political and economic 4

power, establishment of Panchayati Raj i.e. local government at grassroot level,

emphasises dignity of labour as well as his views on internationalism.

14 Comparative Government is concerned with deliberations of studies of different forms 2+2

of state systems, their institutional frame-work and functions and their constitutional

background and formulation. Comparative Politics is concerned with non-state

institutions such as political processes, ideological foundations, norms and societal

frameworks of different political systems.

15. Behavioural Approach - It is a modern approach observing the outward behaviour 4

of political actions and institutions, analysing their behaviour scientifically. It gives a

lot of knowledge of the political systems. It draws heavily from sociological and

psychological approaches.

(Full credit may be given for properly developed answer).

16. Any two of the following 2+2

1. i) To control electoral expenditure of candidates and parties during

election.

ii) Disclosure of assets by the candidates.

2. Increasing the security deposit in order to check non serious candidates.

3. Nomination of an independent candidate to be proposed by a minimum of ten

electors.

230

4. Countermanding of elections upon the death of a candidate belonging to a

recognized political party.

5. Photo-Identity cards to voters.

6. Use of Electronic machines for voting.

(any two be explained briefly.)

17 Four functions of the National Planning Commission of India: 1x4

1. To make an assessment of the material, capital and human resources of the

country.

2. To formulate a plan for the most effective and balanced utilization of the

country’s resources.

3. To determine national priorities of development and define the stages of

growth.

4. To determine conditions necessary for the successful execution of the plan.

5. Periodic approval of plan implementation and necessary adjustments.

(Any four or any other relevant point.)

18 For : Article 340 of Indian Constitution provides development of economically, socially 4

and educationally backward classes of society. MandaI Commission recommended

27% reservation of seats in institutions of higher education in India for the identified

backward classes. The reservation shall no doubt lead to development of backward

classes since they have been suffering for centuries but-

(i) Creamy layer should be identified and be exempted.

(ii) Proper infrastructure should be provided for them.

Against : 2

Efforts should be made to ensure proper education at the primary level and raising

the standard at entrance level through special coaching rather than reserving seats.

19 By regional imbalances it is meant that wide differences in per-capita income, literacy 2+2

rates making provisions for the availability of good health and educational services,

levels of industrialization etc. among regions. This is due to inadequacy of planning.

Measures to curb regional imbalances

1. A genuine approach towards balanced development.

2. Efforts to ensure social justice, plurality.

231

3. Creating sufficient employment opportunities in the backward regions. Ensuring

industrial & agricultural development of backward areas. (Any two)

20 Post cold war era saw better relations between India and the U.S- 4

1. Close Economic ties and greater economic co-operation between the two

countries.

2. Emergence of the U.S. as a major investor in India.

3. United efforts to fight terrorism.

4. Realization of India’s’ stand on Kashmir by U.S.

5. Nuclear deal between the two countries.

(Any four or any other relevant point)

21 If justice is to be realized, liberty and equality must exist together. They are the two 8

sides of the same coin, hence are inseparable. It is correct to say that notion of

justice binds liberty with equality.

� The aim of all the three i.e. liberty, equality and justice is to provide opportunities

for individual development.

� Any sort of attack on liberty and equality will harm justice.

� Justice imbibes liberty and equality. Justice is to provide everyone their due.

Balance between liberty and equality is instrumental in the realization of justice.

(Any other relevant point)

Or

Social justice seeks to reform society in accordance with current ideas of what is

right or fair. It aims to bring about reforms in the areas of land-distribution, property,

rights and discrimination based on grounds of race, sex, caste or creed so that there

is an equitable distribution of national resources and wealth.

Steps taken by the government

- State has provided for free and compulsory education to all children.

- Various poverty alleviation programmes e.g. Antyodaya, Garibi Hatao etc.

- Planning and five years plans particularly those for backward areas.

- Programmes for improvement of health, sanitation, housing and education.

- Programmes of land reforms and to control monopolies.

- Steps to improve economic and social condition of Scheduled Castes and

Schedules Tribes and Other Backward Classes by reserving seats in services

and educational institutions

2+6

232

22 � Dialectical Materialism. 8

� Materialistic interpretation of History.

� Theory of class struggle.

� Dictatorship of the proletariat

� Class- less and state- less society

� Social revolution

� Theory of Surplus Value

(full credit may be given if any four basic tenets have been explained)

Or

The word Fascism is from Latin word“fascio’ meaning a bundle of sticks. The

word stands for unity, discipline and power. Partially Fascism advocates one party,

one leader and unqualified obedience to the party. Fascism is based on

authoritarianism

Factors responsible for rise of Fascism:

1. Failure of democratic government.

2. Suffering due to economic crisis 3.Suffering due to containment.

(or any other related factor)

Factors responsible for the fall of Fascism:

1. Power worship led to II world war.

2. Opposition to peaceful co-existence.

3. Resentment to people’s participation in government.

4. Belief in brute force.

(any 3 points to be explained or any other relevant point)

23 1. Multi-party system. 8

2. Important role of regional parties at the national level.

3. Similarities of ideologies among the political parties e.g. many political parties

believe in socialism/casteism.

4. Emergence of coalition governments.

5. Formation of alliances as no party is able to muster majority.

6. Defection has been banned but ‘split’ in the parties continues.

7. Hero - worship.

(Full credit be given if any four points have been analysed )

2+3+3

233

Or

- Indian National Congress established in 1885 by A.O. Hume and its major

role in attainment of freedom.

- Split in 1969 in Congress: (Requistionists) and Congress (Organised).

- Currently the UPA government at the centre is a coalition with Indian Nation

Congress as a major partner.

Policies and Programmes : 8

- Creating more jobs.

- Setting up momentum in agriculture, Irrigation-enhancement at the draught hit

areas.

- Poverty -alleviation and rural development.

- Panchyati Raj/ decentralization of power.

- Checking the growth of population.

- Percentage of G.D.P. on Education is 50% on Primary Education.

- Health, elimination of diseases and establishment network of hospitals.

- Strengthening Public Distribution System.

- Watching Minorities and women

- Women empowerment.

- Strengthening Industry.

(to be explained any other relevant programme.)

24 Candidates should have mentioned any four of the given challenges along with an 8

explanation of how to confront them.

- Communalism.

- Casteism.

- Regi onalism/ Linguism/Separatism.

- Poverty/Illiteracy.

- Corruption/political violence.

- Inequality.

- Population explosion.

Or

Indian has the highest numbers of illiterates in the world. India continues to struggle 8

with five years of primary schooling. It is a bane because:

-does not allow the growth of individual’s personality and talent.

-Lack of political awareness, ability to understand issues.

234

-People are more likely to be swayed by emotions and sentiments rather then by

logic.

-People tend to look only for short term solutions rather than long term solutions.

-Prevents the formation of a broader as well as national outlook. Government should

make efforts to achieve universalization of compulsory primary education, better

policies regarding education for all and other illiteracy alleviation programmes like

non formal and adult education.

25 Human rights are those rights to which human beings are entitled by virtue of their 8

existence. They are universal in the sense that they belong to all humans and not only

to members of any particular state, religion, race, gender or any other group.

The Indian Constitution which was enforced in 1950 has shown full respect to the

Universal Human Rights. In part III of the Indian Constitution, there is an elaborate

description of the basic rights. Many of the Human Rights have been incorporated in

the Fundamental Rights and the Directive Principles of State policy i.e. Rights dealing

with freedom, equality, social justice, freedom of speech and expressions, religion

etc. There is a proper balance between civil, political and social rights.

Apart from this the government has also set up several institutions through different

acts of Parliament to give effect to these provisions of human rights. We have National

Human Rights Commission at National level to safeguard our rights. The Government

also proposes to set up a Human Right Commission in every State.

Or

1. Freedom in policy - formulation.

2 Promotion of international peace and support and allegiance to the U.N. 8

3. Disarmament.

4. Opposition to colonialism, imperialism and racism.

5. Co-operation among the developing countries.

6. Non-alignment with military blocks, as well as attempt to maintain friendly

relation with all countries.

7. Principles of Panchsheel .

8. Peaceful Co-existence.

(any other relevant principle)

235



1 Social justice implies: 2

(a) The end of social inequalities.

(b) Absence of special privileges for any section of society.

(c) Equal opportunity to develop personality.

(d) Abolition of social evils.

(e) Protection of the interests of the weaker sections and minorities.

(Any two)

2 Rights are not absolute by nature because – 2

(a) One can enjoy only those rights which are recognized by the state.

(b) One can not make arbitrary use of one’s rights. So rights can be used/enjoyed

within certain limitations only.

(c) The welfare of the individuals as members of the society lies in a happy

compromise between their rights as individuals and the interests of the society

to which they belong.

3 The main causes are: 2

(1) Result of the development of Science and Technology.

(2) New outlook incorporating both individual and collective, elaims and their

adjustments to the changing conditions of the modem world.

(3) The state is no longer a police-state but has become a welfate-state i.e. caring

for the welfare of the individuals.

4 The scope of comparative politics is wider than that of comparative governments. 2

It includes the comparative study pf the political system of various countries, the

functioning of political institutions, political processes, political behaviour, ideological

foundations, their constitutional background and formulations.

5 The Election Commission consists of 2

(a) The Chief Election Commissioner and

(b) Two other Election Commissioners

They are appointed by the President of India for a term of six years or until they

attain the age of 65 years, whichever is earlier.

236

6 The representation of people in any legislative body based on the function or 2

occupation of individuals is known as functional representation. The constituencies

are divided on the basis of occupations or vocations of the people e.g. constituencies

for lawyers, doctors, teachers etc.

7 Role of opposition parties in a democracy: 2

(1) To provide alternative government.

(2) To keep a check on the government.

(3) To provide alternative policies and programmes.

(4) To influence public opinion.

Or any other relevant points.

8 Public opinion is the verbally expressed opinion and attitude of a collective body of 2

people with a common interest on any particular issue and accepted in general by

the people. It is commonly used to denote the aggregate of the views people hold on

matters concerning them or the community.

9 Marx emphasised the existence of a permanent condition of social conflict between 2

the haves and the have-nots. According to Karl Marx, the interests of these two

classes are always apposed to each other and the struggle will continue till a classless

society is formed.

10 Member countries of SAARC. 2

India, Pakistan, Nepal, Bhutan, Bangladesh, Maldives and Sri-Lanka.

(Two marks may be awarded if the candidate has written the names of all 7 members

but if he has mentioned 3 or 4 correctly, one mark may be given).

11 Liberty in the sense of complete absence of restraints is not possible. Man is a social 4

animal. So his activities directly or indirectly affect the society. Man can not do

whatever he wants to do in the society. Therefore, presence of the restraints is

essential but these should be reasonable.

12 Right and duties are two sides of the same coin. The relationship between them is 4

two fold.

a) Society functions on the principle of reciprocity. My rights involve a duty on

237

the part of others to respect my right and it is a duty on my part to respect the

right of others.

b) If we have claims against the state, it is also our responsibility to contribute

towards the state by observing our duties sincerely and honestly.

13 a) Use of scientific methods to explain matters relating to politics. 4

b) Empirical investigation of relevant data.

c) Use of scientific method of observation, qualification, generalisation.

d) Inter-disciplinary approach to the study of political systems.

Any other relevant point.

14 Yes, economic development is a pre-requisite of political development as economic 4

development influences political development through high levels of growth,

industrialization, urbanization and modernization. In the society of today, there is

high level of urbanization trade and industries are developed. Also such societies

have high percentage of people’s participation in political activities. Thus, economic

development and political development are both interdependent.

(Any other relevant argument should be given credit.)

15 Marxism is not relevant today in its original form. Though Marxism is popular in 4

some countries, it has undergone radical changes. Even in socialist countries, changing

trends in forces of market economy, openness in economies and shifting emphasis

on privatization are increasingly visible. Today, Marxism has adopted a reconciliatory

attitude towards parliamentary institutions and reforms rather than revolution.

16 1. Regular audit of party funds and election expenses.

2. Holding the Lok-Sabha elections along with Assembly elections to the extent

it is possible. 2+2

3. Reducing time for effective campaigning.

4. Persons with criminal ‘records, history sheeters etc. should be debarred

from contesting elections.

5. Transparency and ceilings on election expenditure and declaration of assets

and liabilities of the candidates in advance.

(Explain briefly) (Any four points)

238

17 1) Post-matric Scholarships 4

2) Pre-matric scholarships

3) Girls Hostel scheme.

4) Extra free-coaching facilities

5) Book Bank schemes etc. (Any four)

(Any other relevant point.)

18 1) Constitution of Planning Committees at the DIstrict Level. 1x4

2) Constitutional status for urban local bodies.

3) Preparation of a development plan for the whole district.

4) Submission of the District Development Plans to the government.

(Deseribe briefly)

19 1. Many political parties in India are based on caste. 4

2. Some pressure groups and interest groups are also based on caste.

3. Caste factor plays an important role in the voting behaviour.

4. Caste also influences policy making.

5. Provision of the reservation of seats on the basis of caste has its adverse

effects. (Explain briefly)


20 1) Exchange of visits by heads of the State and governments. 4

2) Number of agreements between the two countries have played a positive

role.

3) Sports activities like cricket and hockey help in bringing cordiality in the

relations.

4) Bus diplomacy- I) Sada- a- Sarhad ( Delhi Lahore) and Amritsar - Lahore.

5) Operating Munabo Rail link.

6) Opening of Amen Setu so that people of Kashmir and Pakistan occupied

Kashmir can visit each other.

7) Promotion of confidence building measures.

8) Non official contacts between cultural/ educational institutions and associations.

(Any other relevant point.) (Explain briefly)

21 Following are the main characteristics of a good law: 4+4

(1) The language has to be simple and clear.

239

(2) A good law has to be flexible.

(3) A good law should be for the welfare of the Society.

(4) It should be brief and to the point.

Why do we obey lows :

(1) Law promotes common good of the people.

(2) Obedience to law brings harmony and peace in the society.

(3) Laws provide order in the society. Therefore people should habitual by

obey laws.

(4) Laws emanate from the authority of state and thus can be enforced.

(to be explained)

Or

1. Dharma is the central concept in Indian philosophy and has been used since 8

ancient times. It determines the ideals, values and ways of life of individuals

in the society.

2. According to the Hindu philosophy there are four goals in life. They are Artha,

(Wealth) Kama (Enjoyment of life), Dharma (Righteous) and Moksha

(Salvation).

3. Dharma forms an important philosophical basis of Mahabharata. It stands for

Dharma. Sustains the society and maintains social order. It glorifies Dharma

by stating that Dharma protects those who protect it, those who destroy

Dharma get destroyed.

4. Dharma also forms the main pillars of the society according to the Vedas.

5. Geeta in Mahabharata emphasizes absence of enmity, freedom from anger,

selfdefence, sharing ones wealth, truthfulness etc.

6. Dharma plays an important role in every aspect of our lives.

22 In India, M.N. Roy gave a clear expression to the idea of humanism. He regarded 8

man as central in his political thinking. He wrote “freedom is the supreme value

because the urge for freedom is the essence of human existence. Roy accepted

humanism because humanists had always approached life on the basis of the

assumption of sovereignty of man. It is man’s unique capacity of knowing, as distinct

from the common biological activity of being aware, which endows him with powers,

not to rule over others, but to create freedom for the benefit of humanity

(Any other relevent idea)

Or

240

“According to Mahatma Gandli “Conflict Resolution” means the “ironing out of 2+6

difference of ideas and actions between individuals in a society, which according to

him can not be done through violence but only through non-violence harnessing the

forces of love as against hatred.” According to Gandhiji Satayagrah and non-violence

are the methods of conflict resolution and the means adopted must always be clear

and based on non-violence (various methods of Satyagrah to be added and briefly

explained.)

23 Factors responsible for the rise in communalism in India are: 4+4

1. Divide and rule policy of the British.

2. Backwardness of Muslim community specially in the field of education.

3. Orthodox religious organizations and their writings and public speeches.

4. Political parties select candidates on the basis of community and the manner

in which election campaigns are being organized.

5. Religious sentiments being played by various political parties and groups to

influence the voters.

How can we stop it :-

1. Educational institutions should teach the students the importance of tolerance

and to respect every religion.

2. No political party/organization should be allowed to exploit the religious

sentiments of the people.

3. Severe punishment for those who indulge in communalism.

4. Genuine grievances of various religions should be examined by the government

promptly and without any bias.

5. Religion should not be mixed with politics and religion oriented political parties

should not be allowed to contest elections.

6. Special courts may be set up to deal with communal cases.

7. Optimum use of Electronic and print media to spread the message of

brotherhood. (to be explained)

Or

Causes for political violence

(a) Socio-economic inequalities. 4+4

(b) Religious sentiments being played by politicians during elections.

(c) Regional aspirations.

(d) Regional imbalances.

(e) Formation of caste/ religion based political parties.

(f) Aspirations of political parties to capture power by hook or crook.

241

How can we stop it

(1) Stingent laws should be made and should be enforced without any bias.

(2) Paramititary forces should be deployed in sufficient number.

(3) Political parties should adhere strictly to the code of conduct.

(4) Mass-media should play a positive role to educate the people to shed violence.

(to be explained)

24 1) The nature of party system in India is generally determined by the ideological 8

and organizational structure. There is multiparty system in India in which more

than two parties compete in elections.

2) Presence of a good number of regional political parties.

(3) Political parties based on personalities.

(4) In the Indian party system today, ideological rigidities are breaking down and

parties are becoming more leader oriented.

(5) Coalition of parties to form government.

(6) Growth of caste and religion based political parties.

(7) Criminalisation of politics.

(8) Defections .


Or

Pressure groups and interest groups play a vital role in democracy. They are integral 8

part of democracy. The role played by them can be summarised as:

a) Help in the formation of public opinion.

b) Give an opportunity to certain sections of society to let their steam out by

arranging demonstrations and maintain necessary contact with legislators and

thereby influence the process of law making to guard their interests.

c) Establish and maintain necessary contacts with legislators.

d) During the time of crisis (flood, earthquake etc.) they extend assistance to the

govemment.

e) Act as a link between the govemment and the people.

f) Arrange seminars, conferences and debates to influence the decision making

processes.

25 1) India was among the founding fathers of the movement. Pandit Nehru’s initiative 8

in building NAM .

2) India opposed colonialism and imperialism.

242

3) India called for the establishment of New Intemational Economic Order.

4) India strongly condemned racial discrimination.

5) After the 9th NAM summit held in 1989 India proposed the establishment of

a protection fund under the auspices of the United Nations.

6) At the 11th NAM summit India rejected any third party mediation in bilateral

disputes.

7) At the 12th summit India alleged fears of an arms-race in the Indian sub-

continent.

Or

“Globalization can be defined as a concept that refers to the compression of the 4+4

world and intensification of the consciousness of the world as a whole” Generally it

refers to a process by which the planet Earth is considered to a be global village

where socio-economic interactions among the people are based on inter-dependence.

As a global village, global issues and problems are to be tackled with global efforts

and co-operation

India responded to globalization since 1990’s by welcoming the technological

developments which started the process of liberalization. A major change in the

economic policy matters began in 1991. Some of the importaht changes are as

follows :-

a. Trade policy reforms

b. Industrial policy reforms

c. Exchange rate reforms

d. Capital market reforms

e. Financial reforms

In addition to the above, government also has attempted to build up competition in

sectors, where the public sector has been enjoying a monopoly, and encouraged

private-public cooperation. Globalization has helped to create free trade areas,

elimination of government controls on allocation of resources in the domestic economy

and progressive removal of restrictions on external trade and payments.

243


1. Who was the writer of the book ‘Geographia Generalis’? State two branches ofgeography according to this writer. 1+2=3

2. Name the three groups of resources based on the content and give one exampleof each group. 1½+1½=3

3. Why is iron most widely used in the world, in comparison with other metals? Explainthree reasons. 3x1=3

4. Explain with examples the three major physical factors which affect the cropdistribution in the world. 3x1=3

5. How does ‘specialisation’ in the production of goods and services promote internationaltrade in the world? Explain with three suitable examples. 3x1=3

GEOGRAPHY



(i) There are 19 general questions.

(ii) All questions are compulsary.

(iii) Marks for each question are indicated against it.

(iv) Question numbers 1 to 10 are short-answer questions carrying 3 marks each.Answer to each of these questions should not exceed 80 words.

(v) Question numbers 11 to 15 are also short-answer questions of 4 marks each.Answer to each of these questions should not exceed 120 words.

(vi) Question numbers 16, 17 and 18 are long-answer questions of 5 marks each.Answer to each of these questions should not exceed 150 words.

(vii) Question number 19 contains test items of very short-answer. It is of 5 marks.

(viii) Outline maps of the World and India provided to you must be attached withyour answer-book.

(ix) Use of templates or stencils for drawing outline maps is allowed.

244

6. Explain any three major problems faced by Indian farmers in drylands. 3x1=3

7. “There is marked regional disparity in the levels of development in India”. Supportthis statement with any three suitable examples. 3x1=3

8. Study the table given below and answer the questions that follow:

1950-51 1980-81 1996-97Length of Roads (000 km)All 400 1419 2465.9Surfaced 157.0 684.0 1394.1National Highways 19.8 31.7 34.8State Highways NA 94.4 137.1Number of RegisteredVehicles (000)All 306 5391 37231Goods Vehicles (000) 82 554 2260Buses 34 162 488

(8.1) Which type of roads shows the highest increase during the period between1950-51 and 1996-97 ? How much has it increased?

(8.2) Explain two reasons responsible for the increase in this type of roads. 1+2=3

Note: The following question is for BLIND CANDIDATES only in lieu ofQ.No.8.

State any three main features of ‘Border Roads’. 3x1=3

9. Study the map given below and answer the questions that follow: 3x1=3

245

(9.1) Name the canal shown in the map. In which country is it located?

(9.2) Name the two seas connected by this canal.

(9.3) Name any two lakes through which this canal passes.

Note: The following question is for Blind Candidates only in lieu ofQ. No.9.

State three main features of ‘Panama Canal’. 3x1=3

10. Study the diagram given below and answer the questions that follow: 1+2=3

(10.1) Give a suitable title to the given diagram.

(10.2) How is rainwater harvested through this technique? Explain.

Note: The following question is for Blind Candidates only in lieu ofQ. No. 10.

What is rainwater harvesting? State any four objectives of rainwater harvesting. 1+2=3

11. Write any two main characteristics each of the four different modes of transport inthe world. 4x1 = 4

12. Describe any four major human-made sources of air pollution in India. 4x1 = 4

13. Explain any four differences between rural and urban settlements in India. 4x1 = 4

14. Classify the means of communication of India into two groups. Explain three pointsof importance of each group. 1+3 = 4

246

15. Study the table given below and answer the questions that follow: 1½ +1½+1= 4

Global Land Use Changes (Area in Million Hectares)

Broad Land Uses 1700 1850 1920 1950 1980 2000*

Forests 6214 5965 5678 5389 5053 3454

Grasslands 6860 6837 6748 6780 6788 3427

Croplands 265 537 913 1170 1501 1512

(15.1) Under which land use category the smallest area of land is being used? Explain one reason for it.

(15.2) Name the land use category in which the area is continuously decreasing.

Explain one reason for it.

(15.3) Explain the main reason for the continuous increase of crop land area.

Note: The following question is for Blind Candidates only in lieu of Q. No. 15.

Explain any four features of commercial agriculture practiced in the world. 4x1 = 4

16. What are rural settlements? Which are the two distinct patterns of rural settlementsof the world based on the form? Describe three main features of each. 1+1+1½+1½=5

17. What is the meaning of population growth? Describe two main features each of thefour phases of Indian demographic history. 1+ 4= 5

18. How do the physical factors play a dominant role in the distribution and density ofpopulation on the earth’s surface? Explain any five factors with suitable examples. 5x1=5

19. (19.1) In the given political outline map of the world four features are sbown as A,B, C and D. Identify them with the help of the map legend and write theircorrect names on the dotted lines marked on the map. 4x½ = 2

(19.2) On the given political outline map of India provided to you, locate and label

the following with appropriate symbols: 3x1 = 3

(i) The least populated state.

(ii) The biggest oil refinery in the country.

(iii) Iron and steel plant located in Chhattisgarh.

247

Note: The following question is for Blind Candidates only in lieu of Q.No.19. 5x1=5

(19.1) Name the most populated country of Africa.

(19.2) Which is the largest wheat producing country of Europe ?

(19.3) Which is the least populated state of India?

(19.4) Name the biggest oil refinery of our country.

(19.5) Name the iron and steel plant located in Chhattisgarh.

248

249

250


1. Divide the subject matter of Human Geography into two sections, according toFinch and Trewartha. Write two main features of each section. 1+2=3

2. Define the term ‘Foraging’. Write its four characteristics. 1+2=3

3. State any three characteristics of air transport. Which are the three major regionsof the world having very dense network of airways? 1½+1½ =3

4. Describe the three components of systematic planning needed for resource developmentin India. 3x1=3

5. Describe any three features of export trade of India during 1960-61 and 2000-01. 3x1=3

6. Explain the three components that set the international trade pattern in the world. 3x1=3

7. Explain any three factors which have contributed to the industrial development of‘Hugli Industrial Region’. 3x1=3

8. Study the diagram given below and answer the questions that follow:

(8.1) Give an appropriate title to the given diagram.

(8.2) How is rainwater recharged through this technique? Explain. 1+2=3

Note:The following question is for the Blind Candidates only in lieu of Q. No.8.

251

What is rainwater harvesting? State any four objectives of rainwater harvesting. 1+2=3

9. Study the table given below and answer the questions that follow:

Global Land Use Changes (Area in Million Hectares)

Broad Land Uses 1700 1850 1920 1950 1980 2000

Forests 6214 5965 5678 5389 5053 3454

Grasslands 6860 6837 6748 6780 6788 3427

Croplands 265 537 913 1170 1501 1512

(9.1) Under which land use category has the land area decreased most between1700 and 2000 ? How much has it decreased?

(9.2) Which land use category shows increasing tendency regularly in all the years?What is the total increase in the area in this category between 1700 and 2000 ?

(9.3) Give one reason for increasing trend in the area of croplands. 1+1+1=3

Note: The following question is for the Blind Candidates only in lieu of Q. No.9.

Why is rice called a labour intensive crop? Give three reasons. 3x1=3

10. Study the diagram given below and answer the questions that follow:

India: Consumption of Electricity (in Percentage)

252

(10.1) Which sector is the greatest consumer of electricity in India? Write its consumption in percentage.

(10.2) Name the two other major consumers of electricity. Write the percentage of consumption of each. 1+2=3


State any three points of importance of non-conventional sources of energy in India. 3x1=3

11. State any eight effects of air pollution on environment in India. 8x1½=4

12. Explain any two physical and two economic factors that influence mining activitiesin the world. 2+2 = 4

13. Explain two main features each of the four types of rural settlements found in India. 4x1= 4

14. Explain any four factors which have influenced the distribution pattern of railwaynetwork in India. 4x1 = 4

15. Study the map given below and answer the questions that follow:

253

(15.1) Name the important inland waterway shown in the map.

(15.2) Name the terminal ports of this inland waterway.

(15.3) Name the country through which this inland waterway passes.

(15.4) Write any two characteristics of this inland waterway. 1+1+1+1=4

Note: The following question is for the Blind Candidates only in lieu of Q. No. 15.

Explain any four main characteristics of Suez Canal. 4x1= 4

16. Define the term ‘Population Growth’. Describe any two components that makepopulation change in the world. 1+2+2=5

17. “Over-urbanisation in developing countries has given rise to slums and squattersettlements making urban life miserable the world over.” Support this statement withfive suitable examples. 5x1=5

18. Define the term ‘Density of Population’. Explain any four physical factors with suitableexamples that affect the distribution of population in India. 1+4=5

19. (19.1) In the given political outline map of the World (on page 9) four features areshown as A, B, C and D. Identify them with the help of the map legend andwrite their correct names on the dotted lines marked on the map. 4x1 =2

(19.2) On the given political outline map of India (on page 11) provided to you,locate and label the following with appropriate symbols: 3x1=3

(i) The state with highest literacy rate.

(ii) An important copper mining centre in Rajasthan.

(iii) The steel plant set up in the public sector in Andhra Pradesh.


(19.1) Name the most populated country of Europe.

(19.2) Which is the largest sugarcane producing country in South America?

(19.3) Name the state of India with the highest literacy rate.

(19.4) Name the most important copper mining centre in Rajasthan.

(19.5) Name the steel plant set up in the public sector in Andhra Pradesh.

254

255

256



Marking Scheme ---- Geography


1. The Marking Scheme provides general guidelines to reduce subjectivity in themarking. The answers given in the Marking Scheme are suggestive answers.The content is thus indicative. If a student has given any other answerwhich is different from the one given in the Marking Scheme, but conveysthe meaning, such answer should be given due weightage.

2. Evaluation is to be done as per instructions provided in the marking scheme.Marking Scheme should be strictly adhered to and religiously followed.

3. If a question has parts, please award marks in the right hand side for each part.Marks awarded for different parts of the question should then be totalled upand write in the left hand margin and circled.

4. If a question does not have any parts, marks be awarded in the left hand marginand circled.

5. A full scale of marks 0 – 70 has to be used. Please do not hesitate toaward full marks if the answer deserves it. Marks should not be deductedfor bad handwriting and spelling mistakes.

1 Name of the writer : Bernhard Varnius

(1 mark)

Two Branches of Geography :

� General

� Special (1+1 = 2 marks) 1+ 2 = 3

Book I, Page 1

257

2 Three groups of resources based on content

(1) Natural Resources : Land/Water/Air/Soil/Mineral

(2) Human Resources : Health/Education/Skill/Efficiency

(3) Cultural Resources : Science/Technology/Heritage/Religion/Caste/

Language etc.

Any other suitable example of each group.

Book II, Pages 60-61 1+1+1 = 3

3 Iron is widely used because of the following :

(1) Availability (2) Hardness (3) Strength

(4) Durability (5) Malleability (6) Convertibility

(7) Any other relevant point

Explanation of any three : 1+1+1 = 3

Book I, Page 41

4 Major physical factors affecting crop distribution in the world :

(1) Climate (ii) Temperature (iii) Rainfall

(2) Soil

(3) Relief

Explanation of these factors 3x1 = 3

5 Promotion of international trade due to specialisation in the production of goods

and services

(1) Boost to production of specialised goods and services.

(2) Better quality

(3) Lower cost of production and supply


Any three points ( ½ + ½ + ½ = 1 ½ marks )

Examples :

(1) Swiss watches

(2) Chinese silk

(3) Indian spices

(4) Iranian carpets

(5) Japanese camera/electronic goods

258

(6) Any other relevant example.

Explanation of any three points with examples (½+½+½=1½ marks)

Book I, Page 97 3x1 = 3

6 Problems faced by Indian farmers in drylands

(1) Extremely damaged soils

(2) Long period of aridity

(3) Uncontrolled grazing

(4) Erosional problems

(5) Deficiency in humus contents – infertile soil

(6) Rain only source of watering crops – highly variable


Explanation of any three points : 3x1 = 3

Book II, Page 81

7 Regional disparity in the levels of development in India :

(1) Variation in per capita income Rs. 6328 in Bihar, Rs. 35705 in Delhi

(2) Variation in the proportion of population living below poverty line. Jammu

& Kashmir 3.8%, Orissa 47.5 %.

(3) Variation in the proportion of urban population 5.5% in Arunachal Pradesh,

49.77% in Goa.

(4) Variation in literacy ratio : 36% in Bihar, 87.9 % in Kerala.

(5) Variation in human development : 0.367 in Bihar, 0.638 in Kerala.


Explanation of any three points 3 x 1 = 3

Book II, Page 143

8 Table based question :

(8.1) Surfaced Roads (½ mark)

Increase : 1237.1 thousand Km. (½ mark)

(8.2) (i) Increase in population

(ii) Increase in production

(iii) Increase in transportation of goods and passengers

259

(iv) Increase in number of vehicles.

(v) Any other relevant point.

Explanation of any 2 points (1+1 marks) 1+2 = 3

Book II, Page 152

For Blind Candidates

Importance of border roads

(i) Large/long frontiers

(ii) Strategic importance in the Northern and North Eastern areas

(iii) Increase in accessibility in difficult areas

(iv) Economic development

(v) National integration

(vi) Safety and defence

(vii) Any other relevant point

Explanation of any three points 3 x 1= 3

9 Map Question :

(9.1) Suez Canal (1/2 mark)

Egypt (1/2 mark)

(9.2) Mediterranean sea and Red sea ( ½ + ½ = 1 mark)

(9.3) Any two lakes : Timsah, Great Bitter, Little Bitter Lake 1+1+1 = 3

Book I, Page 91 ( ½ + ½ = 1 mark)


Features of Panama Canal

(i) Links : Atlantic Ocean and Pacific Ocean

(ii) Across the Panama Isthumus

(iii) Separates the land mass of North America from that of South America

(iv) Reduction in distance between coasts of North and South America.

(v) Lock system for ships, to pass through.

(vi) Any other relevant point.

Any three points 3 x 1 = 3

10 (10.1) Technique of Rain water harvesting through hand pump/Rainwater harvesting

(1 mark)

260

(10.2) Rain water collected on roof area goes to the ground.

From here water goes down through pipe of the hand pump. (2 marks) 1+2 = 3

Book II, Page 77


Rainwater Harvesting

A technique of increasing the recharge of ground water by capturing and storing

rainwater locally in sub surface water reservoir. (1 mark)

Objectives

(i) To meet the increasing demand for water

(ii) To reduce run off

(iii) To avoid flooding of roads

(iv) To augment ground water storage and raise the water table.

(v) To reduce ground water pollution.

(vi) To improve the quality of ground water

(vii) To reduce soil erosion

(viii) To supplement domestic water requirements during summers and droughts

(ix) Any four points : ½ mark each (4 x ½ = 2 marks) 1+ 2 = 3

Book II, Page 76

11 Characteristics of four modes of transport

Land transport :

· Roads and Railways – two major means

· Largest number of passengers and traffic carried

· Road network is one of the largest in the world.

· Railways network is the largest in Asia.

· Any other relevant point

Water Transport

· Cheapest

· Fuel efficient and Environmental friendly

· Construction cost almost nil.

· Ideal for bulky goods.

· Only means for island population

· Any other point.

261

Air Transport

· Quickest/fastest

· Costliest

· Linking countries in few hours – vital role

· Out of reach of the poor people

· Badly affected by bad weather

Pipelines

· Used for carrying liquids, gases, sludge and milk

· Uninterrupted flow

· Linkage between production and consumer centres

· Low maintenance cost

· Any other relevant point

Two points from each mode of transport

Book I, Page 23-93 (8 x ½ = 4)

12 Major human made sources of air pollution :

� Excessive consumption of fossil fuels

� Industrial development, smoke and poisonous gases

� Grinding of stones and manufacturing of concrete etc.

� Cement industries

� Thermal power plants

� Fertilizer and pesticides

� Urban centres

� Any other relevant point

Explanation of any four points 4 x 1= 4

Book II, Page 175

13 Differences between rural and urban settlements

Rural Settlements Urban Settlements

(i) Life support mainly from (i) Life support mainly from

primary activities secondary, tertiary and

quaternary activities

262

(ii) Low economy and low (ii) Higher economy and higher

standard of living standard of living

(iii) Villages small in size (iv) Urban centres/cities large

in size.

(iv) Villages supply raw (iv) Urban centres produce

material refined and finished goods

(v) Any four relevant point (v) Any other relevant point

Any other point

(1 mark for each pair of points)

Book II, Page 43 4x1= 4

14 Two group of communication

� Personal communication

� Mass communication ( ½ + ½ = 1 mark)

Characteristics :

� Personal – Written or Oral

- Made through postal network and telecommunication supported by computers

- Important for economic development and social development

- Access to information through computer and internet all over the world

- Low cost of communication

- Fastest communication

- Any other relevant point

� Mass Communication

- Includes print and electronic media

- Vital role in creating awareness about National and International issues.

- Entertainment

- Educational value

- Change in social cultural life


Any three points from each group (½ x 3 +½ x3 = 3 marks) 1+3 = 4

15 Table Question :

(15.1) Crop lands (½ mark)

- Additional land for habitation and industries

- Increase in urbanisation

263

- Limited arable land

- Any one point (1 mark)

(15.2) Forests (½ mark)

- Increasing land requirements for growing population

- Deforestation

- Any other reason

Only one reason (1 mark)

(15.3) Growing population

- Demand for cereals and other crops


Only one point (1 mark)

Book II, Page 51 1½+1½ +1=4

16 Rural Settlements

Rural settlement are those in which most of the people are engaged in primaryactivities mainly. (1 mark)

Two patterns

� Compact or Nucleated

� Dispersed or Scattered (½ + ½ = 1 mark)

Main features

� Compact or nucleated

- Houses side by side

- Closely spaced houses

- Monsoon lands/SE Asia and Coastal areas


- Any three points (3 x ½ = 1 ½ marks)

Dispersed or Scattered

- One or two dwelling units

- Knitted together to a common bond of cultural feature

- Found on hills/plateaus/ high lands

- Very common in Africa, in India on hilly terrain


- Any three points ( 3x½ = 1 ½ marks) 1+1+1½

Book I, Page 108 +1½ = 5

264

17 Population Growth

Net change in population between two points of time expressed in percentage.1 mark

Four phases of Indian Demographic History

� I Phase : Period of stagnant of growth before 1921

� II Phase : Period of steady growth ( 1921-1951)

� III Phase : Period of rapid growth ( 1951-1981)

� IV Phase : Period of declining growth ( 1981 onwards)

Description of these four phases ( 4 x 1 = 4 marks)

Book –II, Page 6-7- 1+4 = 5

18 Physical factors affecting the distribution and density of population on the earth'sSurface :

1. Relief

2. Climate

3. Soil

4. Natural vegetation

5. Water availability

6. Mineral resources


Explanation of any five factors with suitable examples: 5x1 = 5

19 (19.1) See map for answer, as given on page 265.

A. Nigeria

B. France

C. Auckland

D. Mexico (½x4 = 2 marks)

(19.2) See map for answer, as given on page 266.

½ mark for location and ½ mark for labelling

(3 x ½ + 3 x ½ =3 marks) 2+3 = 5

For Blind Candidates only

(19.1) Nigera

(19.2) France

(19.3) Arunachal Pradesh

(19.4) Jamnagar

(19.5) Bhilai 5x1=5

265

266

267



1 Two Sections according to Finch and Trewartha

1. Physical or Natural environment

2. Cultural or Man–made environment

(½+ ½ = 1 mark)

Main Features of Physical or Natural Environment

1. Consists of the physical or natural features and phenomena.

2. Includes surface configuration, climate and drainage

3. Natural Resources are also included in this section such as soils, minerals,

water and forests.

(Any two 2× ½ = 1 mark)

Main Features of Cultural or Man–made Environment

1. Cultural environment includes man–made features.

2. Includes population and human settlements.

3. Human activities are also included such as hunting, herding, fishing,

lumbering, mining, manufacturing, agriculture etc.

4. Education, services, religion, art and literature are also included in this

category.

(Any two 2× ½ = 1 mark) 1+1+1=3

Text Book I, Page – 4

2 Foraging – Definition

The subsistence of people based on hunting of animals and gathering of wild plant

foods and fishing without domestication of plants and animals is known as foraging

(1 mark)

Characteristics of foraging.

1. A simple way of arduous life.

2. Limited needs are satisfied

3. Total dependence on nature.

4. Involves movement from one place to another

5. Hunting of animals.

268

6. Gathering fruits, nuts, roots, stems and leaves of edible plants.

7. Limited to very few areas.

8. Practiced by small groups who do not have any private property

9. It is a primary activity


Any four points

(½ mark for each 4× ½ = 2 marks)

Text Book I, Page No 35 1+2=3

3 Characteristics of Air Transport

1. Fastest mode of transport

2. Costliest means

3. Manufacturing and operation of aircraft needs elaborate arrangements.

4. Air transport is mainly used for high value goods and passengers.

5. Difficult areas can be accessed by this mode of transport

6. Preferred for long distance travel


Any three points, (3×½ =1½ marks)

Major Regions of the world having very dense net work of air ways

1. Western Europe

2. Eastern USA

3. South East Asia

(½ mark each, 3 ×½ = 1½ marks )

Text Book I, Page 92-93 1½ + 1½= 3

4 Components of Systematic planning needed for Resource Development

1. Resource inventory

2. Evaluation

3. Resource development

(Explanation of these each components – 1 mark each )

Text Book II, Page 64 3× 1=3

269

5 Features of Export Trade of India during 1960 – 61 and 2000 – 01

1. Manufactured goods and agricultural products dominate the export trade

of India

2. Manufactured sector accounted for 78.0 per cent of the total value of export

in 2000 – 01

3. The share of agricultural products decreased considerable from 1960-61

to 2000-01

4. Marine Products including fish and fish products are at the top among the

agricultural produces

5. Cereals, tea, oilcake, coffee, cashew nuts, spices, fruits and vegetables,

tobacco etc. are other important agricultural items of export.

6. Among manufactured goods, jewellery and gems, readymade garments

are of great importance as export items.

7. Machinery, chemicals, equipments, leather and leather products, transport

equipments, electrical goods, handicrafts are other important items of export

8. Export of petroleum products has increased substantially.

Any other relevant point 3

Any three points, (1 mark each)

Text Book – II Page No. 162-163 3×1=3

6 Components of International Trade Pattern

1. Volume of trade

2. Composition of trade

3. Direction of trade

Explanation of each (1 mark each)

Text Book I, Page – 98 3×1=3

7 Factors Contributing for the Industrial Development of Hugli Industrial Region

1. Opening of riverine port Kolkata on river Hugli

2. Development of tea plantation in Assam and West Bengal

3. The processing of Indigo earlier and jute later

4. Opening of coal fields of the Damodar Valley and iron ore in Chhotanagpur

Plateau

270

5. Cheap labour from UP,Bihar and Orissa

6. Kolkata, being the capital city of British India, attracted the British capital

7. Cheap water transport provided by river Hugli and connectivity of Kolkatawith interior by rail and road


Any three points, (1 mark each)

Text Book – II, Page 134 3x1=3

8 1. Title to be given diagram

(i) Technique of rainwater harvesting through abandoned dug well / rain waterharvesting. (1 mark )

2. Roof water comes down through the pipe and rechange the ground waterthrough abandoned dug well (2 marks) 1+2=3

For the Blind Candidates

Rain water Harvesting

Technique of increasing the recharge of ground water by capturing and storingrain water ( 1 mark )

Objectives of Rain water Harvesting

1. To meet the ever increasing demand for water

2. Reduce the run – off

3. Avoid the flooding of roads

4. Augment the ground water storing

5. Reduce the ground water pollution

6. Improve the quality of the ground water

7. Reduce the soil erosion

8. Supplement the domestic water requirement


(Any four points ½ mark each, 4 ×½ = 2 marks) 1+2=3

Text Book – II, Page No. 76

9 Table Based Question

1. Grasslands ; 3433 million hectares decreased

(½+½= 1 mark)

271

2. Croplands; 1247 million hectares increased

(½+½=1 mark)

3. Increase in population led to the great demand of food and non–food

crops. (1 mark) 1+1+1=3

For the Blind Candidates.

Rice is called as a labour intensive crop because:

1. Most of the farming operations are done manually

2. Uprooting the seedling from nurseries

3. Transplanting the seedlings in the flooded fields

4. Removing weeds from time to time

5. Harvesting


Any three points (1 mark each}

Text Book I, Page 53 3x1=3

10 Diagram Based Question

1. Industrial Sector; 35% ( ½+½ = 1 mark )

2. Agriculture and Domestic Sector

31% and 21% respectively

(1+1 = 2 marks) 1+2=3

For the Blind Candidates.

Importance of non-conventional sources of energy in India :

1. Inexhaustible in nature

2. Provide base for sustainable energy development

3. Environment friendly

4. Biogas, Biomass, Solar energy ,Wind energy are the major sources

5. They are easily available in abundance.


Any three points (1 mark each)

Text Book II, Page 116. 3× 1 = 3

272

11 Effects of air pollution on environment

1. Air pollution modifies weather and climate

2. It affects human health.

3. It also affects biotic community

4. Chlorofluoro Carbons (CFC) deplete ozone layer.

5. It increases temperature of atmosphere

6. Smoky fog (smog) caused by these gases mostly in cities.

7. Air pollution can also cause acid rain

8. Air pollution causes diseases of the lungs, heart and circulatory systems

9. Children are specially at risk from air pollution


Any eight points – (½ mark each ) 8x ½=4

Text Book II, Page 176

12 Physical factors influencing mining activities in the world

1. Size of the mine

2. Depth of the mine

3. Quality of minerals

Any two factors (1 mark each 2 marks)

Economic Factors

1. Desirable knowledge and technology

2. Sufficient demand

3. Adequate supply of labour

4. Adequate supply of capital

5. Requisite infrastructure

Any two points (1 mark each 2 marks) 2+2=4

13 Features of the types of Rural Settlements found in India.

A. Clustered, agglomerated or nucleated

Characteristics

(i) Compact / closely built area of houses

(ii) Living area is separated from the farms, barns and pastures.

273

(iii) They are found in highly productive alluvial plains and in river valleys.

(iv) Any other relevant point

Any two points (½ mark each = 1 mark)

B. Semi – Clustered Characteristics

(i) They are also known as fragmented settlements.

(ii) Such settlements are the result of segregation or fragmentation of a largecompact village

(iii) The land owning and dominant community makes central or main village.

(iv) People of lower strata of society and workers are located on t he outerflank of the village.

(v) Such settlements are widespread in the Gujarat plains


C. Hamleted Settlement

i. These are fragmented in to several units

ii. They are physically separated from each other bearing on common name.

iii. They are known as Para,Palli, Nagla Dhani etc.


D. Dispersed Settlements

(i) They are isolated settlements

(ii) They are found in the form of huts in remote jungles.

(iii) They are also found on the hills with farms or pastures on the slopes.

(iv) Such settlements develop due to extremely fragmented nature of the landresource base of habitable areas.

(v) These are found in Meghalaya, Uttaranchal, Himachal Pradesh etc.


Note : If a candidatet writes the name of the type of rural settlement with onefeature may be awarded full credit.

Text Book II Page 47. 1+1+1+1=4

14 Factors affecting the distribution pattern of railway network in India

1. Nature of land

2. Density of population

3. Rich agriculture

4. Concentration of population

274

5. Industrialisation

6. Urbanisation


Explanation of any four points (1 mark each) 4x1=4

Text Book II, Page No. 152.

15 Map Based Question

1. Suez canal (1 mark)

2. Port aid and port Suez ( ½+½ = 1 mark )

3. Egypt (1mark)

4. Characteristics of Suez.

(i) It is a man made inland water way

(ii) It links Mediterranean sea with the Red sea

(iii) It is a sea level canal

(iv) There are no locks

(v) It reduces the distance between West Europe and South East Asian

countries.

(vi) Any other relevant point.

Any two points (½ mark each = 1 mark) 1+1+1+1=4

Text Book I, Page No – 91

For Blind candidates only

Same answer as Q.No 15. Part 4 given above

Any four points (one mark each ) 4x1=4

16 Population Growth

It refers to the change in number of inhabitants of a territory during a specific

period of time (1mark)

Components

A- Birth Rate

B- Death Rate

C-Migration

Description of any two components (2 marks each = 4 marks) 1+2+2=5

275

17 (i) Ecological degradation

(ii) Social pollution

(iii) Shortage of civic amenities like transport, housing, health etc.

(iv) Lack of quality life

(v) Shortage of potable water

(vi) Substandard housing with inadequate light, air, toilet and bathing facilities

(vii) Lack of family privacy

(viii) In Asia pacific, only 38 percent of urban households are connected to

sewerage system

(ix) Dharavi (Mumbai) in India, Imizamo Yethu in the Hout Bay area of Cape

Town are two typical examples of such living

(x) Any other example / relevant point

Any five points / examples (1 mark each)

Text Book I, page 113, 114 and 115. 5x1=5

18 Density of Population – Definition

- It is expressed as man-land ratio or to say number of persons per unit of

geographical area (1 mark)

Physical factors :

(i) The nature of terrain

(ii) Soil

(iii) Climate

(iv) Availability of water resources

(v) Availability of mineral resources

(vi) Any other relevant point

Description of any four points (1 mark each = 4 marks) 1+4=5

Text Book II – Page 3 and 6

19 19.1 See map for answer as given on page 277

B – Brazil

276

C-Seoul

D- Vancouver

(½ mark each, 4x½ = 2 marks)

19.2 See map for answer as given on page 278

(3x1 = 3 marks) 2+3 = 5

19 FOR THE BLIND CANDIDATES ONLY

1. Germany

2. Brazil

3. Kerala

4. Khetri

5. Vishakhapatnam 5x1 = 5

277

278

279

PSYCHOLOGY (Theory)



(i) All questions are compulsary.

(ii) Answers should be brief and to the point.

(iii) Marks for each question are indicated against it.

(iv) Question Nos. 1–7 in Part A are very short answer type questions carrying 2

marks each. Answer to each question should not exceed 30 words.

(v) Question Nos. 8–13 in Part B are short answer type-I questions carrying 3


(vi) Question Nos. 14–19 in Part C are short answer type-II questions carrying 4


(vii) Question Nos. 20–21 in Part D are long answer type questions carrying 7 markseach. Answer to each question should not exceed 200 words.


Part - A

1. Differentiate between verbal and non-verbal tests. 2

2. Explain giftedness. 2

3. Define personality. 2

4. What is observational leaming ? 2

5. Describe occupational therapy. 2

6. Explain the term crowding. 2

7. State two ways in which environment influences human behaviour. 2

280

Part - B

8. State three functions performed by attitudes. 3

9. Differentiate between prejudice and stereotype. 3

10. Explain the concept of stress. 3

11. What is emotion-focussed coping? 3

12. State the focus of cognitive therapy. 3

13. Explain standard deviation. 3

Part - C

14. Explain briefly Gardener’s theory of multiple intelligences. 4

15. Describe trait approaches to personality. 4

16. State the functions of managers. 4

17. What are the causes of gender discrimination? 4

18. Describe briefly the stages in the counselling process. 4

19. State the salient features of a normal distribution curve. 4

Part - D

20. What is a group? Describe the factors facilitating formation of a group. 7

OR

Discuss the different styles of leadership.

21. State major types of anxiety disorders. Explain obsessive-compulsive disorderswith examples. 7

281


Part - A

1. What is aptitute? 2

2. Explain naturalistic intelligence. 2

3. Give two examples of projective tests of personality. 2

4. What is self? 2

5. Describe implosive therapy. 2

6. State two ways to promote pro-environmental behaviour. 2

7. Give two effects of crowding on human behaviour. 2

Part - B

8. Explain the components of attitudes. 3

9. State any three strategies for overcoming prejudice. 3

10. Describe the sources of stress. 3

11. What is task-oriented coping? 3

12. Enumerate the steps in systematic desensitization. 3

13. Differentiate between ordinal and interval scales. 3

Part - C

14. Differentiate between simultaneous and successive processing. Give suitableexamples. 4

15. What are defense mechanisms? Explain reaction formation. 4

16. Explain work motivation. 4

17. State the effects of urbanisation. 4

282

18. Give the stages through which an interview proceeds. 4

19. Give the advantages and limitations of various measures of central tendency. 4

Part - D

20. What is social facilitation effect? Discuss with the help of examples. 7

OR

Define a leader. What factors lead to the emergence of leadership?

21. State the different types of somatoform disorders. Discuss conversion disorders withexamples. 7

283

Marking Scheme - Psychology


1. The marking scheme is a guideline. Any relevant and appropriate information other than

that given in the marking scheme may be marked correct.

2. Marks are not normally deducted for spelling errors but if the answer obliterates the right

concept, marks may be deducted accordingly.

3. If a student has attempted both parts of a choice question, the part obtaining the higher

score is to be considered.

4. Marks are not to be deducted if answers are not written according to the sequence given

in the question paper.

5. Marks are not to be deducted for exceeding the word limit.



PART - A

1. i) Use of language Vs. Use of pictures & illustrations 1

ii) Example of any test - RPM, Stanford Binet, any other

or

Culture biased test Vs. Culture fair test. 1

2. i) Definition

Giftedness is defined as a superior ability in any worthwhile line of human endeavour

including moral, physical, emotional, social, intellectual, or aesthetic. 2

284

or

Any other relevant definition

or

Features - High performance compared to peers. Combination of general

ability and specific talents. Self concept and motivation helps in striving for

excellence.

or

Joseph Renzulli 1. High Intelligence

2. High Motivation

3. High Creativity

(with diagram)

or

Characteristics

3. Definition (any one contemporary definition).

Personality refers to a person’s unique and relatively stable qualities that characterize

behavior patterns across different situations and over a period of time.

or

Any other relevant definition 2

4. i) Bandura ½

ii) Definition ½

Learning based on observation without any direct reward or reinforcement.

or

Any other relevant definition ½

iii) Emphasis on what people are doing in the current situation rather than on

drives and conflicts. ½

5. i) Has curative effect.

Activities or work used to involve withdrawn patients or as a regular treatment

of psychologically disturbed patients.

ii) It is aimed at imparting vocational & interpersonal skills to give the patient

feeling of worthiness, fulfillment.

iii) Sheltered workshops serve multipurpose functions for the goal of occupational

therapy.

(any two points) 1 + 1 = 2

285

6. i) Subjective feeling of crampedness 1

ii) Example or effects 1

7. i) Name any two 1

ii) Destructive effects of environment on human behavior (explain any two ½+½ = 1

of the following-noise pollution, air pollution, crowding, natural or man

made disasters)

PART – B

8. i) Provides basis for defining social groups.

ii) Helps to establish our identities.

iii) Guides thinking and behavior.

iv) Plays important role at societal level.

(name and explain any three) (½+½) x 3 = 3

9. i) Prejudice refers to the bias or the negative attitude formed about a group of

people. Stereotypes are the clusters of preconceived notions regarding

various groups. 1 + 1

ii) Prejudices are the affective component and stereotypes are the cognitive

component.

or

Any example to distinguish the two. 1

10. i) Definition (any relevant). 1

Stress can be described as the pattern of responses an organism makes to

stimulus event that disturbs the equilibrium and exceeds a person’s ability to

cope.

ii) Strain, eu-stress, distress 1

iii) Lazarus’s appraisal 1

or

iv) Subjective construct depends on :

(a) Past experience

(b) Controllable / uncontrollable stressor

(c) Psychological characteristics like mental health of individual.

(d) Environmental factors determining stressors. 3

286

11. i) It aims at managing and controlling emotions. 1

or

Self control and emotion reservation i.e. controlling anxiety, frustration anger

and other emotional reactions.

or

Trying to change these emotions. 1

ii) It is a remedial rather than problem solving approach 1

iii) Example related to strategies used to relieve tension (use of alcohol, tranquilizers). 1

12. i) Emphasis on recognizing and changing negative thoughts and maladaptive beliefs. 1

ii) Concept of cognitive triad 1

iii) Therapies of Albert Ellis, Aron Beck

or

Cognitive therapies used for the treatment of depression, etc. 1

13. i) Index of variability

Reflects how scores in a given set of data are spread out about the mean.

or

Indicates the average of distances of all the scores around the mean. 2

ii) Formula

(for ungrouped data)

(for grouped data)

or

Distinction of SD from Range 1

or

Example

PART – C

14. i) Three principles (not a single entity, independent, interwoven). 1

ii) Naming (Linguistic, Logical-mathematical, Spatial, Musical, Bodily-kinesthetic,

Interpersonal, Intrapersonal, Naturalistic) 1

iii) Explanation of each kind of intelligence. 2

15. i) Brief meaning and explanation 1

ii) Allport’s theory (cardinal, central, secondary) 1

iii) Cattell’s theory (source, surface) 1

287

iv) Eysenck’s theory (neurotic vs. emotional stability, extraversion vs. introversion,psychotism). 1

16. i) Planning

ii) Organizing

iii) Staffing

iv) Leading

v) Controlling

(write any four with explanation). 1 x 4 = 4

17. i) Lack of education

ii) Lack of exposure

iii) Dependence on males

iv) Customs(2 mark for listing) 1 x 4 = 4

18. i) Initial disclosure to lead to honest self-disclosure

- rapport formation

- attending by the counselor with empathy, genuiness, unconditional positive regard. ½

ii) In-depth exploration- client & counselor jointly assess the major problems and come to a mutually acceptable diagnosis of problems and assessment of clients behavior.- this may lead to emotional stress because of inadequacy of habitual ½+½+½=1½ behavior of client.

iii) Undertaking action- implementation of strategies 1

19. i) Bell-shaped curve – symmetrical distribution.

ii) Unimodal

iii) Value of mean, median and mode coincide.

iv) Starting at the center, going outward, height of curve descends and curve nevertouches the base.

v) Involves continuous distribution.

vi) Total area under the curve is distributed as u + 3(+ 1 = 68.26%, + 2 = 95%, + 3 = 99.70%)

(any four points but point no. 3 is compulsory). 1 x 4 = 4

288

PART – D

20. Definition of a Group –

A group is an organized system of two or more persons who are interrelated to

perform a function, has a structured set of role relationships among its members,

and has a set of norms that regulate their behaviors. ½x5 = 2½

Factors facilitating group-formation –

i) Proximity

ii) Similarity

iii) Common goals 1½x3 = 4½

(Note – Cohesiveness may or may not be mentioned as a factor. Both answers to

be considered correct.)

or

20. Styles of leadership –

i) Authoritarian – Absolute power, leader alone takes decision. Makes major

plans. Dictates activities of group members. Determines the pattern of

relationships. 1

ii) Democratic – Encourages greater involvement, has same amount of power

as authoritarian leader but differs in the way power is used. Acts as a facilitator,

etc. 1

iii) Nurturant Task – Jai B.P. Sinha

Combination of 2 components : task-orientation and relation-orientation

(explanation of above point) 2

iv) Laissez-faire – Passive observer, may not participate in group activities. 1

v) Charismatic – Special traits, personal strength, special type of relationship

exist between leader and member, capable of evoking strong loyalty. 1

vi) Transformational - High level of confidence, excellent communication skills.

Visionaries and also show a route to attain vision. Expertise in impression 1

management.

21. a) Types of anxiety disorder –

i) Generalized anxiety

ii) Panic

iii) Obsessive compulsive

289

iv) Phobic

v) Somatoform

vi) Dissociative

vii) Post Traumatic Stress Disorder (PTSD). 3

b) Obsessive – compulsive disorder

i) Obsession – unpleasant, unwanted thought that keeps coming to mind,

despite a person’s effort to resist it. Eg. sexual, aggressive, religious

obsession. 1

ii) Compulsion – an act or a series of acts a person feels compelled to

perform repeatedly despite knowing that it is senseless. Eg. repetitive

hand-washing. 1

iii) Obsessions and compulsions may go together. Compulsion may not

always be caused by obsession. 1

iv) Healthy people with such tendencies tend to work meticulously,

efficiently. Eg. cashier of a bank, laboratory, technician, etc. 1

290



PART – A

1. Definition / explanation covering the following points – 2

i) Combination of characteristics

ii) Capacity to acquire specific knowledge or skills

iii) Training or learning opportunities

2 i) Howard Gardner’s theory of multiple intelligence. ½

ii) Sensitivity towards natural phenomena – flora and fauna, etc. 1

iii) Eg. – hunters, farmers, etc. ½

3. i) Rorschach Ink – Blot Test

ii) Thematic Apperception Test.

iii) Rosenzweig Picture Frustration Study.

iv) Sentence Completion Test

v) Draw -A-Person test

(name any two) 1+1

4. i) Self refers to the totality of an individual’s thoughts and feelings having reference

to himself or herself as an object. 1

ii) Organized cognitive structure

or

I-Me concept

or

Possible self – Ideal self 1

5. i) A technique of behavior therapy ½

ii) Operates in a reverse manner to systematic desensitization.

The therapist describes the most frightening event or client is asked to imagine

the most anxiety arousing situation. 1½

6. i) Voluntary simplicity

ii) Encouraging concrete actions

iii) Providing behavioral norms

iv) Organized group activity

(any two points with brief explanation) 1+1 = 2

291

7. i) Negative effect on task performance, personality, interpersonal relationships,

general physical and mental health, etc. 1

ii) Goal blockage, interference and, mental and physical discomfort. 1

PART – B

8. i) Cognitive (thinking and belief) 1

ii) Affective (feeling - pleasant and unpleasant) 1

iii) Behavioral (actual behavior) 1

(explanation of above three points)

9. i) Providing inter-group contact

ii) Reorganizing learning in the family and school including role of media

iii) Recategorization

iv) Cognitive interventions

v) Developing positive attitudes

(explanation of any three points) 1 x 3 = 3

10. i) Traumatic events

ii) Recent life events

iii) Hassles

(explanation of above three points) 1 x 3 = 3

11. i) Confronting the probable 1

ii) Escape or withdrawal 1

iii) Compromise

(a) substitution ½

(b) accommodation ½

12. Techniques of behavior therapy developed by Wolpe for treatment of phobia and

other anxiety disorders.

Steps –

i) Interview

ii) Training in relaxation

iii) Construction of anxiety hierarchy

iv) Desensitization sessions

(½ mark to be deducted for each step omitted). 3

292

13. Comparison should be based on the following points.Ordinal scale 1½i) objects are rank-ordered on the basis of some characteristic or property.ii) gap between ranks is not equal.Interval scale 1½i) Interval between ranks are of equal size.ii) Intervals can be added and subtracted.iii) Intervals are added and subtracted, not the amount.

PART – C

14. i) PASS (planning, attention, simultaneous, successive) Model of Intelligenceby J.P. Das, Naglieri and Kirby. 1

ii) Example 1iii) Simultaneous processing – integration of different stimuli in groups, and is

holistic in nature.Successive processing – integrating the stimuli in series. 2

15. Defence mechanisms(a) Sigmund Freud

i) Mechanisms used by the ego to reduce anxiety, to cope with realityii) Unconscious processiii) Optimum use is healthyiv) Excessive use may lead to maladjustment is oneword ? 2

(b) Reaction – formation

i) Provoking impulse is replaced in consciousness by its opposite.

ii) Any suitable example. 1+1 = 2

16. a) Includes relationship with co-workers, amount of pay being received by theemployees, relationship with the boss, nature of group to which employeebelongs. 1½

b) Key motivational theories :–

(i) Need

(ii) Goal-setting

(iii) Reinforcement

(iv) Equity

(v) Expectancy ½ x 5 = 2½

(brief explanation of each).

293

17. i) Growth of slums

ii) Housing problem

iii) Crowding and depersonalization

iv) Maintenance of city

v) Law and order

vi) Transportation and traffic

(state all the points and explain any four in details). 1 x 4 = 4

18. Stages of interview

i) Warm up stage

ii) Question and answer stage

iii) Close stage

(brief explanation of above points) 4

19. Advantages and limitations of mean, median, and mode

The Mean is used when :

i) the measure of central value having maximum stability is required.

ii) the scores symmetrically fall around a central point i.e. the distribution

iii) measures of dispersion, such as standard deviation, are to be calculated.

The Median is used when :

i) the exact 50 percent point or the midpoint of the distribution is required.

ii) extreme scores are likely to affect the mean. The median is not affected by the

extreme scores.

The Mode is used when :

i) quick and approximate measure of central point of the distribution is required.

ii) the measure of the central value is required to denote the most typical

characteristic of the group.

(any four points; points must cover mean, median and mode). 1 x 4 = 4

PART – D

20. i) Positive effect on performance due to presence of others. 1

ii) Floyd H. Allport’s study

or

Any other relevant example. 2

294

iii) Facilitation is found in case of simple, automatic and over learned behaviors

and not in complex tasks. 2

iv) Reasons for social facilitation include – increased arousal, evaluation apprehension

and self-presentation. 2

(note: Social inhibition should also be covered)

or

i) Definition and explanation of a leader. Leadership is a process through which

one member of a group (the leader) influences other group members toward

the attainment of specific group goals. 2

ii) Factors leading to emergence of leadership

(a) Group complexity

(b) Crisis

(c) Group instability

(d) Inadequate leadership

(e) Personal needs

(brief explanation of above points). 1 x 5 = 5

21. a) Somatoform disorders –

“Soma” means “body”, therefore these disorders refer to physical problems.

Types –

(a) Somatisation

(b) Conversion

(c) Hypochondriasis

(brief explanation of above points). 1 x 3 = 3

b) Conversion disorders –

i) Causes are psychological and symptoms are physical.

ii) Symptoms - Eg. paralysis, loss of voice, selective hearing.

iii) Seeking attention, affection and sympathy is the secondary gain for the

patient.

iv) No real physical ailment is found yet medical check-up is advised. 1 x 4 = 4

295


1. What is a metropolis ? 2

2. Identify main religious communities of India. ½x4 = 2

3. What do you understand by elementary education ? 2

4. Define a social institution. 2

5. What is over-population? 2

6. What are the two houses of parliament? Whom do they represent? 1+1=2

7. Define ‘law’. 2

8. Who are affines? 2

9. Identify four examples of cross-cousins. ½x4 = 2

10. What is social deprivation? 2

11. What is westernization? 2

SOCIOLOGY



(i) There are 29 questions in all.

(ii) All questions are compulsory.

(iii) Question Nos. 1–14 are of 2 marks each, to be answered in about 30 words.

(iv) Question Nos. 15–26 are of 4 marks each, to be answered in about 75-80 words.

(v) Question Nos. 27–29 are of 8 marks each, to be answered in about 200 words.

(vi) Answer should be precise and to the point.

296

12. Identify some mechanisms of social control. 2

13. Define cognates. 2

14. What is a social faction? 2

15. What is material culture? Distinguish it from non-material culture. 2+2=4

16. Define ‘authority’. Identify various types of authority as understood in Sociology. 2+2=4

17. What is a ‘lobby’? Distinguish it from pressure group. 2+2=4

18. ‘Marriage by exchange’ and ‘marriage by elopement’ are two of the various forms

of marriage among the tribals in India. Write a note on these two. 2+2=4

19. Explain historical or cultural approach to the study of Indian society. 4

20. Write a note on the twin problem of ‘indebtedness’ and ‘land alienation’ faced by

the scheduled tribes. 2+2=4

21. Describe the role of legislation in bringing about social change in India. Give

examples. 3+1=4

22. Write a short note on Jainism in India. 4

23. Highlight the adverse potentials of globalization in India. 4

24. Write a short note on ‘Doordarshan’. 4

25. What are organized crimes? Discuss their incidence in India. 2+2=4

26. Define and distinguish between caste and class. 1+1+2=4

27. Discuss the importance of ‘right to equality’ and ‘right to freedom’ as provided in

the Indian Constitution. 2+3+3=8

OR

What is reform movement? Briefly discuss the aims and objectives of two reformmovements in the recent phase of the Indian history.

297

28. Highlight some of the well known tribal movements in the recent phase of the Indianhistory. 8

OR

Elucidate the distinctive features of Buddhism.

29. Identify the main constituents of Islamic faith. 8

OR

Discuss the broad profile of the rural class system in India.


1. What is a village ? 2

2. Define social change. 2

3. What was Taxila known for? 2

4. Define Sanskritization. 2

5. Define gender discrimination. 2

6. What does Executive stand for in a democracy? 2

7. What is a social movement? 2

8. What is a household? 2

9. What are Scheduled Tribes? 2

10. What is the meaning of ‘Infant Mortality Rate’? 2

11. Define a social group. 2

12. What is “kachcha” food? 2

13. What is patrilineal kinship? 2

14. Define social conflict. 2

298

15. Define ‘legitimacy’. Identify various types of legitimacy. 2 + 2 = 4

16. What is liturgy and what is baptism? 2 + 2 = 4

17. Define ‘Dharma’. Identify other three goals of life as laid down in Indian scriptures. 2 + 2 = 4

18. What is asceticism? How does it relate to the traditional Indian value system? 4

19. Briefly explain Indological or Cultural approach to the study of Indian society. 4

20. What do you understand by empowerment of women? Why is it necessary, 2 + 2 = 4

especially in the Indian society?

21. Point out the distinctive features of Sikhism that distinguish it from Hinduism. 4

22. What is a nuclear family? Distinguish it from a joint family. 2 + 2 = 4

23. How is caste different from tribe? 4

24. Discuss the phenomenon of urban violence. 4

25. Write a note on Democratic Decentralization and Panchayati Raj. 4

26. Reflect on the problem of over-population in India. 4

27. Discuss analytically the truth or otherwise of the often repeated phrase ‘Unity in

Diversity’ in the Indian context. 8

OR

Are majorities and minorities necessarily antithetical to the national integration?

Illustrate your answer with suitable examples from the recent phase of the Indian

society.

28. Discuss the concept of ‘interest groups’. Examine their negative and positive con- 8

tribution to a democratic polity, with suitable examples from contemporary India.

Or

What is meant by politicization of caste? Elucidate your answer with suitable

examples from the current phase of the Indian society.

299

29. Write an essay on the socio-political relevance of the Preamble to the Indian 8

Constitution.

OR

List out and briefly discuss the Fundamental Rights as included in the Indian Con-

stitution.

300

SOCIOLOGYMARKING SCHEME


After considering the observations received from various quarters, the following instructions

have been framed. These are to by followed by all examiners:

1. There has been a consensus that the Q.14 of 62/1 is out of course and therefore “2”

marks will be awarded to all.

2. The examiners have to, specially, study the marking scheme for the following questions

as the problems have been looked into and the solutions provided in the answers given -

Q.2; Q.3; Q.4; Q.6; Q.7; Q.9; Q.10; Q.12; Q.13; Q.14; Q.16; Q.17; Q.23; Q.25;

Q.27 both parts, Q.28; Q.29.

3. These general questions are not pertaining to the specific content of the prescribed

books but are related to either class XI syllabus, general awareness or are indirectly

connected to the content.

Ideally the students are expected to answer these general questions but they may not

be able to answer up to the expected level i.e. to achieve the optimum marks.

Wide choices of answers is given in the marking scheme as well as flexibility in the

evaluation of these questions. Hence in order to avoid penalizing the students they

should be given the benefit of having attempted such questions in whichever way they

may have comprehended them. These questions should not be marked according to

the expected correct answers, as is done in case of the questions from the prescribed

text.

4. In the questions which are general in nature, the examiner may take into consideration

any relevant points.

5. Examiners should go through the Marking Scheme carefully before commencing

evaluation.

6. Examiners are expected to follow the marking scheme.

301



1. What is a metropolis ? 2

Ans. Metropolis

- It denotes large urban centres and surrounding suburbs. Often capital cities.

- They have good infrastructural facilities, job opportunities and easily available

resources.

2. Identify main religious communities of India. 2

Ans. Main religious communities of India.

- Hindus

- Muslims

- Sikhs

- Christians

- Jains

- Buddhists

- Jews

- Parsis

- Animists

(any four) (4x½)

3. What do you understand by elementary education ? 2

Ans. Elementary education: -

- Basic / useful /meaningful relevant education.

- From 6-14 years of age.

- Fundamental Right

(any 2) (1 + 1)

4. Define a social institution. 2

Ans. Social institution.

- Behaviour pattern accepted by all in a society.

- Comprises of norms, rules, guidelines to conform to the order of society.

302

- Example: family, marriage, kinship etc.

- Any other words or sentences which convey the meaning of above mentioned

lines (any 2 ) (1 + 1)

5. What is over-population? 2

Ans. Over population – When the inhabitants / people of an area increase in number,

goes beyond the prescribed limit of population in a region which would lead to

poverty, unemployment, illiteracy etc.

(Any other points which convey the essence of the above mentioned sentences.)

6. What are the two houses of parliament? Whom do they represent? 1+1=2

Ans. TWO houses of parliament

- The Upper house is called Rajya Sabha or Council of States. Represents states.

- The lower house is called Lok Sabha or House of the People. Represents people.

7. Define ‘law’. 2

Ans. Laws

- Laws are 1. standardized and codified rules 2. written and recorded document

3. enacted by legislatures and 4. enforced by administrative agencies. (any 2)

8. Who are affines? 2

Ans. AFFINES

- Affines are the set of kins who are related to each other through marriage.

- eg. husband and wife. A husband and his wife’s sisters are affines.

9. Identify four examples of cross-cousins. 2

Ans. CROSS COUSINS - Persons who are respective children of brother and his

sister are cross–cousins.

(If all 4 examples are given - children of father’s sister and children of mother’s

brother.)

10. What is social deprivation? 2

Ans. Social deprivation refers to a condition in which people lack economic, political,

303

educational and social opportunities. Such as Scheduled Castes, Scheduled Tribes,

Other Backward Classes etc.

11. What is westernization? 2

Ans. - According to M.N. Srinivas – “Westernization refers to the changes broughtabout in Indian society and culture as a result of British rule.”

(Thinker’s name may not be mentioned)

12. Identify some mechanisms of social control. 2

Ans. Mechanisms of social control

- Informal mechanisms are “unofficial” and tend to occur in small groups. (i)Some ways of informal control are social rewards, punishment, persuasionand redefined norms by family, peer group, neighbourhood etc. (ii) It isalso exercised through folkways, mores, norms, taboos, ridicule etc.

- Formal mechanisms are ‘official’ and involve large organizations such aspolice, State, law, panchayats etc.

13. Define cognates. 2

Ans. COGNATES

A person related by descent from a common ancestor regardless to whether links

are through female or male lines is called cognate.

(If blood relation or cognatic descent is explained, marks may be awarded).

14. What is a social faction? 2

Ans. Social Faction- Explains Social group.- Either in conflict or harmony.

15. What is material culture? Distinguish it from non-material culture. 2+2=4

Ans. � Material culture is tangible. Concrete forms of material goods are artefacts,technology etc.

� Material culture is tangible, whereas non-material culture is intangible.

- Material culture includes technology, instruments, material goods, consumer

goods and other social activities.

304

- Non-material culture includes norms, values, beliefs, myths and other intel-

lectual – literary activities.

� Ogburn has given an interesting concept showing the difference between

material and non-material cultures, called ‘cultural lag.’

� While material culture such as technology may change at a very fast pace

non-material culture may change at a gradual pace.

16. Define ‘authority’. Identify various types of authority as understood in Sociology. 2+2=4

Ans. Authority refers to that form of power, which is considered legitimate and ac-

cepted by those on whom it is exercised.

Types of Authority -

1. Kingship, aristocratic class, religious chief.

2. Kinship rules and customs regulate dispersion of power in the whole society.

OR

3. (a) Traditional, (b) charismatic, (c) legal-rational authority.

17. What is a ‘lobby’? Distinguish it from pressure group. 2+2=4

Ans. LOBBY AND PRESSURE GROUPS

Lobby refers to interest groups formed to influence the members of government to

concede to their demands.

Differences -

1. Pressure groups pressurise the government to concede to their demands or

get a work done. Lobby influences the Government to do so.

2. The farmers have their lobby in the parliament and state legislatures whereas

pressure groups are formed, may be, to build roads, railway tracks, to stop

encroachment in farmer’s lands.

18. ‘Marriage by exchange’ and ‘marriage by elopement’ are two of the various forms

of marriage among the tribals in India. Write a note on these two. 2+2=4

Ans. These are the ways of acquiring mates among tribal communities.

- MARRIAGE BY EXCHANGE :

* Two families exchange their daughters and sons so that neither side is required

to pay bride–price. Marriage by exchange is common in Indian tribes.

305

* Generally practiced in the Vralis in Kerala, Muria Gonds.

- MARRIAGE BY ELOPEMENT :

* It takes place when a woman and a man love each other and want to marry,

but their parents refuse their relationship. In such cases, both of them escape

from the village and get married and are accepted as husband and wife.

* Practised among the tribes in Jharkhand.

19. Explain historical or cultural approach to the study of Indian society. 4

Ans. HISTORICAL APPROACH

* It gives more importance to the historical process of development than the

synchronic structures of social phenomena.

* It is concerned with problems of social development especially the histori-

cal processes of industrialization, urbanization, democratization and

modernisation.

* D.P. Mukherji used the categories of structure, class conflict and model of

socialist society in his analysis of historical social processes of India.

* Ramakrishna Mukherjee, A.R. Desai are other sociologists who applied

historical approach in their works.

OR

CULTURAL APPROACH

* It takes culture as the primary object of study.

* The study covers ideas, values, norms, beliefs and religion of a culture of a

society.

* Levi Strauss and Dumont are two sociologists who used culturological

approach.

* Ethnosociology is an important aspect of this approach. It seeks to explore

the meanings and symbols, codes and substances that inherent are in the

texts and languages of a people’s own culture.

(or any other relevant point)

20. Write a note on the twin problem of ‘indebtedness’ and ‘land alienation’ faced by

the scheduled tribes. 2+2=4

306

Ans. Indebtedness :

- It is due to rampant poverty, loss of tribal rights in land and forest as well as

poor and primitive mode of agriculture.

- It has not only economic dimensions but also social and psychological di-

mensions.

Land Alienation :

- It is due to chronic indebtedness to the shopkeepers and money lenders,

simplicity and ignorance of the tribals.

- The methods adopted by civilized people to encroach upon the lands of

tribals are by utilizing the intimidation of courts, temptation of immediate

gains.

21. Describe the role of legislation in bringing about social change in India. Give

examples. 4

Ans. LEGISLATION BRINGS ABOUT SOCIAL CHANGE

- Law redefines the normative order and creates the possibility of new

forms of social institutions.

- Law not only articulates but also interacts directly with social institutions

and brings about obvious changes.

- Law has given formal rights to those who suffer from disabilities.

- Eg. Law against untouchability, Anti Dowry Act 1961 or the recent law

against domestic violence / child labour / tribals etc.

(1 each)

22. Write a short note on Jainism in India. 4

Ans. JAINISM

- The word Jain is derived from “Jin” which means “conqueror”.

- It is one of the oldest religions, a form of Sanatan Dharm.

- Has 24 Tirthankaras, first one was Risabhdere and twenty-fourth Mahavira.

- Sects of Jainism – Svetambars (white clothed) –

Digaambars (unclothed).

- Believe in soul, karma, cycles of birth and death.

307

- Five fold discipline - Non violence, truth, honesty, sexual purity, indiffer-

ence towards material gains.

- Mahavir Jayanti - main festival


23. Highlight the “adverse potentials” of globalization in India. 4

Ans. ADVERSE POTENTIALS OF GLOBALISATION

- Increased trade, new technologies, foreign investment have no doubt led to

substantial growth but the gains are not evenly distributed among different

regions.

- Market is pushing the Indian society towards further inequality.

- Several activities and goods which are important for human development

are overlooked in the rush to integrate with global markets.

- Globalisation leading to occupational diversification has led to breaking up

of joint families.

- Profit oriented market leads to inequity.

- Unemployment rates have increased.

- Globalisation leads to “marketisation of culture”

24. Write a short note on ‘Doordarshan’. 4

Ans. DOORDARSHAN

- One of the largest terrestrial networks.

- DD reaches maximum population through network terrestrial transmitters.

- Educational television programmes are relayed in different languages from

different doordarshan kendras.

- 26 January 2005, DD Gyandarshan was started.

(or any relevant point)

25. What are organized crimes? Discuss their incidence in India. 4

Ans. ORGANIZED CRIMES

- Crime that involves a group of persons for its execution is called organized

crime.

308

OR

� Planned

� Accepted leadership

� Gang criminality

� Racketeering

� Syndicated crime

� Terrorism etc.

- Major influential mafias operate in metros like Mumbai, Kolkata, Delhi.

- Number of organized crimes increased substantially and cover large geo-

graphical regions.

- eg. : Betting, drug trafficking, automobile theft, supply of illegal arms, insur-

gency, etc.


26. Define and distinguish between caste and class. 4

Ans. CASTE AND CLASS

Caste - Castes are ascriptive groups membership of which is determined by

birth.

Class - Class is classification or division of people on the basis of one’s occupa-

tion, wealth, income.

(Due consideration be given for mention of features of caste and class)

Difference -

- Caste system is based on person’s birth where as class system is based on

wealth, power or achievement i.e. caste is ascribed where as class is

achieved.

- Class is more open. One may change one’s class position by change in

occupation, wealth, income whereas caste is considered closed system of

stratification as it permits only horizontal mobility.

- In class, one chooses one’s occupation according to his capability, tem-

perament and efficiency but in caste, occupation is considered hereditary.

27. Discuss the importance of ‘right to equality’ and ‘right to freedom’ as provided in

the Indian Constitution. 8

309

OR

What is reform movement? Briefly discuss the aims and objectives of two reformmovements in the recent phase of the Indian history.

Ans. The constitution secures social and economic justice through the guarantee of fun-damental rights.- They are fundamental because these are essential for civilized human exist-

ence.

- RIGHT TO EQUALITY

- It aims to remove inequalities and disabilities of caste, gender, religion, re-gion or race.

- It seeks to remove deprivation suffered traditionally by different sections ofthe people of India in various situations.

- Through this, everyone is considered equal before the law.

- Abolition of untouchability

- RIGHT TO FREEDOM

- It gives the right to freedom of speech and expression.

- It allows peaceful assembly without arms; forming of associations and unions.

- It gives freedom to move throughout the territory of India; or individual canreside and settle in any part of the country.

- Freedom to practice any profession, occupation, trade or business.

OR

REFORM MOVEMENT.

- Reform movement is sustained collective mobilization of people which at-tempts to improve conditions within an existing social eystem without changingthe fundamental structure of the society itself.

- Bhakti movement

- all India movement by lower caste people.

- love of God as most significant thing in religion.

- protested against ritualism and caste barriers.

- primary objective to reform world view and social practices.

- Brahmo Samaj

- Founded in 1828

310

- Raja Ram Mohan Roy – founder.

- Major achievement – abolition of Sati.

- Aimed at providing education to girl child, widow remarriage, abolition ofchild marriage.

(or any other reform movement – such as Arya Samaj, Prarthana Samaj,Satyashudhak Samaj, S.N.D.P., Ahmediya and Aligarh Movement, SinghSabha, Rehnumai Mazdeyaan Sabha etc.

28. Highlight some of the well known tribal movements in the recent phase of the Indianhistory. 8

OR

Elucidate the distinctive features of Buddhism.

Ans. TRIBAL MOVEMENTS

- Kol and Bhumij revolts, Santhal uprisings, Birsa Munda movement.

- Indebtedness, land alienation, poverty, unemployment and alcoholism arethe main problems faced by the tribals.

� Jharkhand movement

- started in Chhotanagpur, was spearheaded by tribals demanding separatestate to protect themselves from dikus (outsiders).

- It not only aimed at fighting for political autonomy but also contained cul-tural and social issues.

- The demand had been finally met and a separate state called Jharkhandwas formed in the year 2000.

� Naga movement

- oldest of all tribal movements in the country.

- started for creating a separate state outside the Indian Union.

- It assumed a militant character from the very beginning and continues tilldate.

(any other tribal movement)

OR

BUDDHISM

- Indic origin, a form of Sanatan Dharm

- Founder – Gautam Buddha

311

- Teachings include four noble truths -

1 there is suffering

2 there is a cause of suffering (desire)

3 cause of suffering can be removed

4 The fourth great truth enables to remove the cause of suffering.

The faith is known as ‘Triple Refuge’ or the Three Jewels -

1. the Buddh

2. the Dhamm

3. the Sangh

Eight fold path - Right view

Right speech

Right action

Right effort

Right livelihood

Right aspiration

Right mindfulness

Right meditation

- Dhamm is the doctrine given by “Buddh” which means

1. Absolute truth

2. Right Conduct

3. Doctrine

4. Ultimate constitution of experience.

- Basic scriptures

Vinay Pittak

Sutta Pittak

Abhidhamm Pittak

- Main festival – Buddh Purnima

- Spread to India, Sri Lanka, China

- Four major forms of Buddhism - ‘Theravad’, ‘Mahayan’, ‘Vajrayan or Tantra’,

‘Zen’.

29. Identify the main constituents of Islamic faith. 8

312

OR

Discuss the broad profile of the rural class system in India.

Ans. ISLAMIC FAITH

- Islam says there is only one God (Allah) and submission to him results in

inner peace.

- Prophet Mohammed is considered as the messenger of God.

- There are two sects amongst Muslims - Shias and Sunnis.

- Ummah or totality of people who are muslims compose the Islamic world,

is a key concept in Islam.

- Five foundations of Islam:-

� The Quran – holy book, contains revealed words of God.

� Prophet Mohammed – best human being, best creation of God.

� Hadith – book of sayings dictated by the prophet himself.

� Shariat or Divine Law, contains concrete embodiment of the will of God.

� Tariquat or the spiritual path represents the inner dimensions of Islam.

� Haj is the supreme pilgrimage, Ka’bah at Mecca.

� Basic rites – Toheed, Namaz, Roza, Zakat and Fitra

� Main festivals - Id-ul-Fitr, Id-ul Zuha.

OR

RURAL CLASS SYSTEM IN INDIA

� Land revenue settlements started by the British

� Zamindari settlement

� Raiyatwari settlement

� Mahalwari settlement.

� A new class of ‘moneylenders’ arose. The peasantry was crushed under

triple burden of government.

� There were the ‘tenants’ who were real cultivators.

� Rural industries and artisans were hard hit under British system.

� After Independence various land reforms were introduced to change agrarian

structure :-

313

- abolition of Zamindari system.

- tenancy reform measures were undertaken to provide security of

tenure.

- ‘ceilings’ were imposed in existing family.

� Capitalist farmer, gentleman farmer, dominant middle-caste peasantry.

QUESTION PAPER CODE 62EXPECTED ANSWERS/VALUE POINTS

1. What is a village ? 2

Ans. A village is

� a settlement with a population of less than 5000.

� having agriculture / agricultural related activities.

2. Define social change. 2

Ans. Social change is a process –

� involving series of events over a period of time.

� any alteration that occurs in structure, culture and functions of society.

(Definition of any scholar should be accepted)

3. What was Taxila known for? 2

Ans. Taxila

� seat of learning

� an ancient University.

4. Define Sanskritization. 2

Ans. According to M.N. Srinivas, “Sanskritization is a process by which a ‘low’ HINDUCASTE OR TRIBAL OR OTHER GROUP changes its CUSTOMS, RITUAL,IDEOLOGY AND WAY OF LIFE in the direction of a high, and frequently, “twice-born caste.”

5. Define gender–discrimination. 2

Ans. Gender discrimination refers to

� differential treatment given to men and women in society on the basis ofsex.

� neglect in treatment at home, work-place and wages.

314

6. What does Executive stand for in a democracy? 2

Ans. Executive refers to Law implementing authority.

OR

Enforcement of Laws which are passed by the legislature.

7. What is a social movement? 2

Ans. A social movement essentially involves sustained collective mobilization through

either informal or formal organization and is generally oriented towards bringing

about SOCIAL CHANGE in the existing system of relationships.

OR

It is a situational collective effort that focuses on some aspect of social change.

8. What is a household? 2

Ans. Household refers primarily to the residential aspect of the family.

9. What are Scheduled Tribes? 2

Ans. The Tribes that have been specified by Presidential Orders issued under the Article

341 and 342 of the Constitution are called Scheduled Tribes. They are specified

by the Presidential Orders in consultation with the Governors of the States.

10. What is the meaning of ‘Infant Mortality Rate’? 2

Ans. Number of deaths of children within one year per thousand live births.

11. Define a social group. 2

Ans. A social group is a collectivity of people, interacting in an established pattern to

achieve a particular goal.

(Any other definition be considered)

12. What is “kachcha” food? 2

Ans. Boiled food especially rice and chappati etc.

13. What is patrilineal kinship? 2

Ans. Descent traced through males only is referred to as patrilineal kinship.

315

14. Define social conflict. 2

Ans. � Opposing point of view which aims at destruction / complete annihilation

of the opponent.

� Process of seeking to obtain rewards by eliminating or weakening the

competitor.


(2 Marks for any one point)

15. Define ‘legitimacy’. Identify various types of legitimacy. 2+2 = 4

Ans. Legitimacy is

� institutionalised

� legal

� approved by societal norms

� authority / power

16. What is liturgy and what is baptism? 2+2 = 4

Ans. Liturgy - The standard form of service in a church is called liturgy.

Baptism - The religious ceremony of initiating someone into Christian faith or

group is called baptism.

OR

Baptism is a ritual process of becoming or making a Christian and is performed

when a child is a few days old.

17. Define ‘Dharma’. Identify other three goals of life as laid down in Indian scriptures. 2+2 = 4

Ans. Dharma -

� is the basic moral force that holds the universe together.

� moral duty.

� social duties / regulation of social life by norms of conduct.

� normative order of the cosmos.

� orientation of the human action towards its fruits.

(any two of the above)

316

The other three goals of life are

� Arth (source of livelihood)

� Kama (desire of sex)

� Moksha (salvation or liberation from all types of bondage and attachment)

18. What is asceticism? How does it relate to the traditional Indian value system? 4

Ans. Wordly asceticism – transcending the lust for selfish interest without taking the

formal renunciation.

(any other relevant point) (4 marks to be awarded)

19. Briefly explain Indological or Cultural approach to the study of Indian society.

Ans. INDOLOGICAL APPROACH 4

* Systematic study of Indian society and culture or a systematic approach

to study Indian society through categories, theories and framework of

Indian civilization.

* They rely primarily on the book view or sources such as classical texts,

manuscripts, archaeological artifacts, symbolic expressions etc.

* Prominent thinkers B.K. Sarkar, G.S. Ghurye, Radhakamal Mukherjee,

K.M. Kapadia, P.H. Prabhu, Iravati Karve, M.N. Srinivas, etc.

* Indological studies – there are broadly two types of works (a) Indology

or Indic studies (b) Oriental studies.

* Indological studies have sought to develop an emphatic understanding of

Indian culture.


OR

CULTURAL APPROACH

* It takes culture as the primary object of study.

* The study covers ideas, values, norms, beliefs and religions of a culture of

a society.

* Levi Strauss and Dumont are two sociologists who used culturological

approach.

* Ethnosociology is an important aspect of this approach. It seeks to explore

317

the meanings and symbols, codes and substances that are inherent in the

texts and languages of a people’s own culture.


20. What do you understand by “empowerment of women”? Why is it necessary, 2+2 = 4especially in the Indian society?

Ans. Women empowerment : - When women become conscious for their rightsand begin to assert.

It is necessary, especially in Indian society

� because of low status of women

� gender discrimination, gender bias

� female foeticide

� infanticide

� declining sex ratio

� exploitation of women

� various social evils like dowry, illiteracy etc.

21. Point out the distinctive features of Sikhism that distinguish it from Hinduism. 4

Ans. Sikhism Hinduism

� Founded by Guru Nanak � Divine origin.

� Holy book is Guru Granth � Holy book is Bhagwad GitaSahib

� Place of worship is Guru- � Place of worship is Templedwara

� Does not believe in caste � Rigid caste system


22. What is a nuclear family? Distinguish it from a joint family. 2+2 = 4

Ans. Nuclear family - The smallest family which consists of wife, husband and theirunmarried children.

Nuclear Family Joint Family

1. Consists of husband, wife 1. It consists of three or moreand their unmarried children. generations of people living

together in one household and

own common property.

318

2. Small size. 2. Large size.

3. Shared decision making. 3. Decision making power lies

with the eldest male member

of the family.

(any other relevant point)

23. How is caste different from tribe? 4

Ans. � Caste is a social group whereas tribe is a territorial group.

� Tribes are comparatively less developed and less integrated than caste in

the national mainstream.

� Caste - an All-India framework

Tribe – regional

� Caste - based on notion of “pollution-purity”

Tribe – no concept of untouchability.

� Caste - based on occupation.

Tribe - impose no restrictions on choice of occupation.

� Caste - interdependence among caste members.

Tribe – no interdependence

(any four points)

24. Discuss the phenomenon of urban violence. 4

Ans. Violence is a direct or indirect action applied to restrain, injure or destroy

persons or property.

Urban-violence

� communal riots

� terrorism

� violent public reaction (or any other relevant point)

25. Write a note on Democratic Decentralization and Panchayati Raj. 4

Ans. Democratic decentralization means sharing of decision making authority with the

lower levels in institutions and organizations.

� Sharing is based on the basic principles of democracy and democratisation.

Panchayati Raj is a three-tier system established at village, block and district level

to enable grassroot governance.

319

26. Reflect on the problem of over-population in India. 4

Ans. � under-development

� unemployment

� illiteracy

� crime

� lack of medical facilities etc.

� stress on infrastructural facilities

(or any relevant point)

27. Discuss analytically the truth or otherwise of the often repeated phrase ‘Unity in

Diversity’ in the Indian context. 8

Ans. � Geographical & demographic unity – despite geographical unity there

exists the problem of regionalism.

� Religious – besides having secular outlook there are problems of commu-

nalism

� Cultural – unity and brotherhood exists but problems of ethnic conflict are

witnessed.

� Political – single constitution, egalitarian values yet divisive forces visible.

� Linguistic - national language, emphasis on regional languages yet problem

of linguism exists.

OR

Q. Are majorities and minorities necessarily antithetical to the national integration?

Illustrate your answer with suitable examples from the recent phase of the Indian

society.

Ans. � Majorities and minorities both have played a significant role in achieving

national integration.

� Constitution does not discriminate on the basis of majority or minority

� Both the groups live in harmony

� There is a feeling of relative deprivation among some minorities yet they are

an integral part of national mainstream.

� Highlight the contributions of minorities.

320

28. Discuss the concept of ‘interest groups’. Examine their negative and positive con- 8

tribution to a democratic polity with suitable examples from contemporary India.

Ans. Interest groups are formed to influence the members of government to concede

to their demands.

� May be based on economic, ethnic, linguistic, religious, regional and other

organizations.

� May act as pressure groups eg. FICCI, AIMA

� They may form their lobby in the parliament and state legislatures to con-

cede to their demands.

� Role of trade unions.

� Examples: Strikes, explain welfare of the workers, SEZS, Narmada, child

labour etc.

Or

Q. What is meant by politicization of caste? Elucidate your answer with suitable

examples from the current phase of the Indian society.

Ans � Caste has become an instrument of political behaviour.

� Political changes in the caste based society–caused by deliberate and

intended results of state politics.

� Political mobilization around caste – a great obstacle in realization of political

goals.

� In India voters are still oriented towards particular caste rather than policy

or ideological issue.

� Suitable examples (political scenario in UP/Bihar etc.)

(any other relevant point)

29. Write an essay on the socio-political relevance of the Preamble to the Indian 1+2+3+2 = 8

Constitution.

Ans. � Introduction – Preamble provides guidelines for the social – political ideology (1)

� PREAMBLE (Write) (2)

� POLITICAL RELEVANCE – The Preamble to the Constitution declares (3)

the spirit and broad objectives. According to it, the State of Independent India is

sovereign - it has the supreme power to decide its own course of action relating

to the people and territory of India.

321

It is democratic – State where power is exercised by the representatives of the

people who are directly or indirectly chosen by them.

It is a republic – where the head of the state is President elected by the people.

(indirectly).

� SOCIAL RELEVANCE (2)

- Secular – State shall have no official religion

- Socialistic – curb or reduce inequalities among people

OR

Q. List out and briefly discuss the Fundamental Rights as included in the Indian 8

Constitution.

Ans. Right to Equality - Before law, no discrimination on the

basis of religion, race, caste, gender

or birth.

Right to Freedom - Freedom of speech, peaceful assem-

bly without arms, forming associa-

tions, free movement, residence and

settlement in any part of the country,

any profession, trade or business

Right against Exploitation - Prohibits all forms of forced labour,

child labour, etc.

Right to Freedom of Religion - Right to profess, practice and

propogate any religion

Cultural & Educational Rights - Right to conserve own distinctive cul-

ture, language and script, establish

educational institutions

Right to Constitutional Remedies - Right to seek justice for the enforce-

ment of Fundamental Rights 8

322

HOME SCIENCE



(i) All questions are compulsory..

(ii) Marks for each question are indicated against it.

(iii) Read each question carefully and answer to the point.

(iv) All parts of a question should be attempted together.


1. Define ‘natural’ and ‘acquired’ immunity. 1

2. List two beneficiaries of ‘Integrated Child Development Services’ (ICDS) scheme. 1

3. Name two important ingredients found in the composition of Oral RehydrationSolution (ORS) given by World Health Organisation. 1

4. Give any two essential qualities of a good child caregiver. 1

5. How will you remove a tea stain from a white cotton shirt? 1

6. You buy sweets that are bright green in appearance from a neighbouring sweetshop. Name a problem that can arise due to consumption of these sweets and statewhy this happens? 1

7. List two advantages of recording your daily household expenditure. 1

8. Tell your friend about two points that she must keep in mind while purchasing anelectric iron. 1

9. Explain the role of relatives and neighbours in providing child care when the parentsare out to work. 2

10. Name two adulterants commonly found in fats and oils. How would you detect thepresence of these adulterants? 2

323

11. State four suggestions by which you can use various colours in clothing to disguisefigure flaws. 2

12. Give four advantages of using silk fabric for making clothes. 2

13. Enumerate any four employment opportunities available to you on the basis of yourknowledge in ‘child development’. 2

14. Give any four characteristics of a good detergent for washing clothes. 2

15. Give four characteristics of cognitive development of a two year old child. 2

16. The sweets that you bought from the market were weighed along with the box bythe shopkeeper. What would be your two responsibilities as a consumer in thiscontext and why? 2

17. List three important characteristics of safe drinking water and justify, giving threereasons, why filtration is a good method for making water safe for drinking? 3

18. Enumerate any six characteristics of social development in infants under one yearof age. 3

19. Present six advantages of saving money. 3

20. List six points you will consider while buying a good readymade shirt. 3

21. What kind of modifications would be required in the normal meals to meet therequirements of a fever patient and why? 3

22. Radha wants to buy a bottle of pickle. Tell her about all the information she shouldlook for on the label of the pickle bottle to ensure that she buys a good product. 3

23. Arjun is a young child who is suffering from high fever, sore throat, and swelling inthe neck region. He is also experiencing difficulty in breathing and swallowing.Identify the disease Arjun is suffering from and suggest four ways of managing hiscondition. 3

24. Rajni’s family very often suffers from food-borne infectious diseases. What advicewould you give her regarding maintenance of hygiene while cooking and servingfood to prevent such diseases? 3

324

25. Amit wants to make investments that would also help him get some tax benefits.Suggest three such investments to him and also state one other benefit from eachcase. 3

26. Rama wants to store away her cotton clothes till summer is back. Give any sixprecautions she should observe while doing this. 3

27. Explain, giving reasons, any four points that should be considered while planningmeals for an adolescent girl. 4

28. Describe the various components of family income with suitable examples. 4

29. What four tips would you give to the mother of a 3-year old girl in selecting clothesfor her daughter? State reasons for giving those tips. 4

30. Explain the four special arrangements that would have to be made in a school forteaching children with partial hearing impairment along with normal children. Supportyour answer with adequate reasons. 4


1. Give any two’ advantages of breast-feeding for the infant. 1

2. Enumerate any two conditions by. which food is considered to. be adulteratedaccording to the Prevention of Food Adulteration (PF A) Act. 1

3. List any two services provided by the Integrated Child Development Services (ICDS)scheme for children between 0 - 6 years. 1

4. How will you remove a dry blood stain from a white cotton shirt? 1

5. Give any two advantages of care that is provided to a 4-year old child by his/hergrandparents. 1

6. You buy sweets that are. bright yellow in appearance from a local sweet shop. Namea problem that can arise due to consumption of these sweets and state why thishappens. 1

7. Tell Rita two advantages of recording her daily household expenditure. 1

325

8. Tell your friend about two important points that she should keep in mind whilepurchasing cloth for a salwar suit to ‘be worn in extreme summer. 1

9. Give any four characteristics of a good soap for washing clothes. 2

10. What is a mobile creche? List any two facilities provided by it. 2

11. Name any two adulterants commonly found in milk. How would you detect thepresence of these adulterants? 2

12. Mention four ways how straight lines in c.lothing help in disguising figure flaws. 2

13. Give four functions, other than physical, of clothing for an individual. 2

14. Enumerate any four employment opportunities available to you on the basis of yourknowledge and skills in food preparation and nutrition. 2

15. Define growth and development and give suitable examples of each. 2

16. Mention your four responsibilities, as a consumer, while purchasing medicines. 2

17. Explain the use of alum and chlorine tablets in making water safe for drinking. 3

18. Enumerate any six characteristics of motor development in infants under 1 year of age. 3

19. Explain six reasons for saving money. 3

20. List six points you will consider while buying a good readymade skirt. 3

21. Rani wants to buy a bottle of jam. Tell her about six important information sheshould look for on the label of the jam bottle to ensure that she buys a good product. 3

22. Present six considerations you will keep in mind while planning meals for a diarrhoeapatient. 3

23. Bharat is a young child who is suffering from fever, cough and running nose. He haspink rashes which first appeared on his face and later the rest of the body. Identifythe disease Bharat is suffering from and suggest four ways of managing his condition. 3

24. Anupa’s family very often suffers from food-borne infectious diseases. Mention oneimportant reason, emerging from her household, for this problem and four importantpoints she will have to observe in order to deal with this problem. 3

326

25. Rajesh wants to. invest his money for financial security during old age. Suggest anythree methods of investment to him and one added advantage of each of your selectedchoices. 3

26. Rama wants to store away her woollen clothes for the summer. Give six precautionsshe should observe while doing this. 3

27. What is ‘meal planning’ ? Explain fully why it is important to plan meals for the family. 4

28. Explain any four ways of supplementing family income and support your answer withsuitable examples. 8

29. What four tips would you give to a college-going girl in selecting her clothes? Supportyour answer with adequate reasons. 4

30. What are the four problems a partially blind child faces in a normal school? How canthe school help him to get over these problems? 4

327

Marking Scheme —— Home Science


1. The Marking Scheme provides general guidelines to reduce subjectivity in the marking. Theanswers given in the Marking Scheme are suggested answers. The content is thus inductive.If a student has given any other answer which is different from the one given in the MarkingScheme, but conveys the meaning, such answers should be given full weightage.

2. Evaluation is to be done as per instructions provided in the marking scheme. It should notbe done according to one’s own interpretation or any other consideration - Marking Schemeshould be strictly adhered to and religiously followed.

3. If a question does not have any parts, marks be awarded in the left hand margin.

4. Wherever only two / three or a ‘given’ number of examples / factors / points are expectedonly the first two / three or expected number should be read. The rest are irrelevant andmust not be examined.

5. A full scale of mark 0 - 70 has to be used. Please do not hesitate to award full marks if theanswer is correct.



1. i) Natural immunity is the inherent ability/natural resistance of body to fight

infection

ii) Acquired immunity is resistance obtained after having the disease or with

help of an external stimulation/ vaccination. ½ X 2 = 1

2. i) children 0-6 years

ii) women 15-45 years

iii) lactating mother

iv) Pregnant women (any two) ½ X 2 = 1

328

3. ORS –

i) Glucose

ii) Sodium Chloride (Salt)

iii) Sodium Bicarbonate

iv) Sucrose (Sugar)

v) Potassium Chloride

vi) Potassium Citrate

vii) water (any two) ½ X 2 = 1

4. Qualities of a care taker:-

(a) should have knowledge of

i) Hygiene and cleanliness

ii) Nutrition

iii) First aid

iv) Should be Patient

v) Caring

vi) Understand needs of child

vii) Any other (any two)

½ X 2 = 1

5. Tea-stain

1. Wash with warm water ½

2. Soak in warm water and Borax Solution or with glycerine

(any one) ½ X 2=1

6. i) Problem- Harmful effect on bones, skin, eyes and lungs/ diarroea/upset

stomach/food poisoning

ii) Reason : presence of green colour – malachite green /any extraveneous colour/

unpermitted colour ½ X 2 = 1

7. i) Helps to keep a track of expenditure/wasteful expenditure

ii) Prices can be compared.

iii) Prevent being cheated / overcharged

329

iv) As a ready reckoner for future

v) Any other (any two) ½ X 2 = 1

8. i) see ISI mark

ii) compare prices

iii) see reputed brand

iv) guarantee/durability

v) take bills

vi) any other (any two) ½ X 2 = 1

9. i) feeding the child

ii) keeping the child clean

iii) providing safety

iv) comfortable/ homely environment

v) meeting emergency requirements

vi) any other (any four) ½ X 4 = 2

10. (½ mark for each adulterant ½ mark for its testing)

i) Fats :- Pure Ghee - Vanaspati / animal fat, Starch

Test For Vanaspati Ghee : – Melt ghee, add conc HCL, Add furfural solution /

or sugar- crimson colour in lower layer indicates presence of vanaspati

OR

Test for Starch :- Add iodine turns blue black

ii) Oils:- Mustard Oil- Argemone Oil/ Rancid Oil / mineral oil

Test For Mustard Oil :

1. Argemone Oil :- add Nitric acid appearance of red color indicates presence

of Argemone

OR

2. Rancid oil:- foul/ bad smell ½ X 4 = 2

11. i) figure appear slimmer in dark/ dull/cool colours.

ii) Bright / warm/Light colours increase the size of figure

330

iii) Contrasting colors – makes a person appear fatter / shorter

iv) One color dress/ combination colors makes a person appear slimmer / taller ½ X 4 = 2

12. i) Strong natural fibre

ii) Better shine / smooth

iii) Good insulator/ warm to wear

iv) Good draping quality

v) Dyes well

vi) Retains shape

vii) Sheds dirt easily

viii) Any other (any four) ½ X 4 = 2

13. i) baby sitter

ii) open crèche /

iii) open nursery school / play school

iv) counselor

v) own or work in Non government organization (NGO)

vi) Teacher

vii) Any other (any four) ½ X 4 = 2

14. i) can be used in hard or soft water/ easily dissolve in water

ii) do not leave scum/ suds on clothes

iii) Keep soil suspended

iv) lower surface tension of water

v) Have inbuilt whitener/bleach

vi) Active emulsifier


15. i) has achieved advanced understanding of object permanence,

ii) can anticipate events

iii) Can copy actions of people (defered imitation)

iv) Curious about surroundings- likes to explore

331

v) Goal oriented and intentional behavior

vi) Engage in make believe


16. i) Be alert

ii) Buy from good reliable shops

iii) Report malpractices

iv) Spread awareness

v) Refuse to buy (any two)

½ mark each

Reasons –

1. Buying box at the same rate of sweets (Financial Loss)

2. Shop keeper is trying to cheat

3. Any other (any two)

½ mark each Total = 2 marks

17. Characteristics-

i) Free from coliform / colurless / Tasteless / neutral PH

ii) free from suspended particles

iii) Free from chemicals- floride, nitrate / iron / minerals, etc.

iv) Any other (any three) ½ mark each

½ X 3 = 1 ½

Advantage of filtration

i) Removes suspended particles

ii) Activated carbon / Charcoal absorbs organic impurities

iii) Saves time

iv) readily available

v) any other (any three) ½ mark each

½ X 3 = 1 ½

[1 ½ +1 ½ =3]

332

18. Social development-

2 mths i) Can distinguish between people and objects

3 mths ii) Recognizes familiar faces

4 – 5 mths iii) Shows delight in personal attention

6 – 7 mths iv) Actions become aggressive

v) Becomes strongly attached to mother

vi) Distinguish between angry and friendly faces

8 – 9 mths vii) Shows definite fear of strangers

10 –12 mths viii) Imitates simple acts gestures etc.

(any six) ½ X 6= 3

19. i) for meeting emergencies

ii) for secure future/old age

iii) for fulfilling family needs

iv) for raising standard of livings

v) to meet inflation

vi) for generating income for investment

vii) any other (any six) ½ X 6= 3

20. i) design -appropriate structural lines, according to fashion, etc.

ii) workmanship- cut along selvedge, etc

iii) seams- even, continuous, enough allowance, interlocked etc.

iv) Hem- invisible stitches, flat, enough allowance, stitched with strong, matching thread

v) Fasteners- extra button, aligned, enough fasterner/closely spaced etc.

vi) Drape- drape along body contours, not stiff,etc .

vii) Label- instructions for care, maintenance given, etc

viii) Durability- colourfast, resistant to friction, etc.

ix) Easy to wash, not to be dry- cleaned

x) Size- correct size, Any other (any six) ½ X 6= 3

333

21. (½ mark for suggested modification, ½ mark each for reason)

Suggestions Reasons

i) avoid spicy food i. irritation in gastric lining

ii) include high amounts of fluid ii. loss of water

iii) meet increased nutritional iii. High metabolic rate

requirement

iv) food should be easy to iv. digestive system is weak

digest/ not oily/fried

v) give small frequent meals v. large meals cannot be digested

(any three) ½ X 3 = 1 ½ + ½ X 3 = 1 ½ =3

22. i) name of foodstuff

ii) ingredients

iii) date of manufacturing

iv) name, place and address of manufacturer

v) net weight

vi) cost/MRP

vii) instructions for storage and use

viii) standard mark- FPO

ix) Lot number

x) preservatives or colours added

xi) date of expiry /best before (any six)

½ X 6= 3

23. Disease:- Diptheria 1 Mark

Management

i) provide adequate, nutrition/ fluid diet

ii) disinfect bedding/ room / clothes etc.

iii) Isolate the patient

iv) Give complete bed rest

v) Destroy/ Burn nasal and throat discharges

(any two) 1 X 2 = 2 [Total =3 marks]

334

24. While cooking:-

(i) Food handler should observe personal hygiene

(ii) Kitchen should be clean-ventilated, no flies/cockroaches

(iii) Dustbins should be covered

(iv) Utensils should be clean

(v) Fresh & clean water should be used.

(vi) Fruits and vegetables to be washed properly

(vii) Any other

(any three) ½ X 3=1 ½

While serving:-

(i) Personal hygiene should be observed

(ii) Place of eating should be clean.

(iii) Food should be served fresh .

(iv) Food should be held at right temperature

(v) Serving utensils should be clean and covered. (Any three)

½ X 3=1 ½ , Total= 3 marks

25 Any three schemes from below ½ mark for scheme and ½ mark for one advantage.

1) National saving certificate(NSC)

(a) Safe

(b) 8% /High interest for investment

(c) No limit for investment

(d) Can take loan (Any one)

2) Units

a) High interest

b) Life & Accident insurance covered (Any one)

3) Public Provident fund (PPF)

i) High Interest rate / (8%)

ii) Interest tax free

iii) Premature withdrawal allowed

iv) Can take loan Any one

335

4) LIC

(e) Safe and secure future

(f) Can take Loan

(g) Life insured Any one

5) 5 years Fixed deposit in bank

i) high interest,

ii) can take loan

iii) safe

6) Bonds-

i) Dividends are tax free

ii) safe (any one ) 3 X 1=3

26. i) Dry completely / make sure there is no dampness

ii) Close buttons, fasteners before storing

iii) Mend ,if required

iv) Remove starch.

v) Clean & remove stains

vi) Put naphthalene balls /neem leaves

vii) Container should be dry

viii) If iron box is used it should be lined with newspaper from all sides.

ix) Any other (any six) ½ X 6= 3

27. i) Iron, Calcium, Proteins to meet nutrient requirements high metabolic rate &

menstrual cycle, muscular and skeletal development

ii) Keep regular meal timings- to prevent malnutrition

iii) Avoid junk food (like potato wafer and aerated drinks)- leads to obesity

iv) Snacks should not substitute main meals- do not feel hungry for proper meals

v) Avoid High calorie diet-like Fried & sweets-as it is fattening

vi) any other (any four) 1X 4= 4

28. Explanation of:

i) Money income- flow of cash over a period of time. From any source

Any one Example ½ + ½ = 1Mark

336

ii) Real Direct Income: is flow of goods and services without the use of money.

Any one Example:

iii) Real Indirect Income = is flow of goods and services with the use of money.

Any one Example:

iv) Psychic Income- flow of satisfaction one gets after use of money and real

income.

Any one Example : 1X 4= 4

29. i) Easy to maintain as clothes get soiled easily

ii) Durable-as washing is done regularly & child tends to tear clothes

iii) Provide Extra allowance- as growth is fast.

iv) Comfortable / not too big/loose or tight–as it should not hinder the child

activities.

v) Easy to wear because children likes to dress themselves at this age.

vi) Colour and design should be according to occasion and climate.

vii) Any other (any four)( ½ mark for point and 11/2 mark for reason) 1X 4= 4

30. i) Orient peer group to help them and not ridicule them

ii) Should be given favorable seating in classrooms

iii) More visual aids can be used for teaching

iv) Teachers should speak slowly and clearly/normally as children would be lip

reading

v) Use of sign language if required

vi) Provide hearing aids

vii) Involve them in activity and encourage them to participate in all activities.

viii) Vocational training

ix) Any other (any two with appropriate reasons) 1X 4= 4

337



1. i) complete food

ii) gives natural immunity

iii) is safe and hygienic

iv) readily available and economical

v) is easy to digest

vi) available at right temperature

vii) strengthens bond between mother and child (any two) ½ X 2 = 1

2. PFA

i) if it is not of nature, substance and quality which it ought to be.

ii) if it contains added inferior or cheaper substance.

iii) if some part of it has been partially or wholly removed.

iv) if it is prepared, packed or stored under unsanitary conditions

v) if it is insect infested

vi) if it is from a diseased animal

vii) if it contains poisonous ingredients which makes it injurious to health.

viii) if the container makes it poisonous.

ix) if it contains prohibited/ excessive colours

x) if it contains prohibited/ excessive preservatives

xi) does not satisfy the prescribed standards laid down by authorities.(any two) ½ X 2 = 1

3. ICDS Services

i) supplementary nutrition

ii) pre-school education

iii) health check-up

iv) immunization

v) growth monitoring

vi) nutrition and health education (any two)

4. Blood Stains

(i) keep stained portion in cold water containing salt till it is removed.

(ii) use ammonia solution. ½ X 2 = 1

338

5. Advantages:-

i) entertain them by telling stories

ii) teaching moral values

iii) Feed the children

iv) Familiar surroundings/ feel more secure

v) Personal attention

vi) Does not face climatic weather conditions.

vii) Emergencies can be dealt with

viii) Any other (any two) ½ X 2=1

6. i) Problem- degeneration of reproductive organs causing sterility, stomachproblems, kidney and liver damage, abnormal foetus, mental retardation,anaemia, accumulation of lead in body and blood.

ii) Reason- presence of metanil yellow. ½ + ½ =1(i& ii = 1)

7. i) Helps to keep a track of money

ii) Prices can be compared.

iii) Prevent being cheated

iv) As a ready reckoner for future

v) Any other (any four) ½ X 2 = 1

8. i) compare prices

ii) see reputed shop

iii) good conductivity

iv) air- permeability

v) good absorbency

vi) any other (any two) ½ X 2 = 1

9. i) can be used in hard or soft water/ easily dissolve in water

ii) no cracks on surface

iii) not too much alkali

iv) should be firm-not extremely hard or soft

v) free from resin

vi) should not have white crystals on surface (any four) ½ X 4 = 2

339

10. (i) Mobile Creche- Creche at construction sites to take care of labourers’

children [1 Mark]

(ii) Facilities

i) Nutritional needs are met

ii) Non formal education

iii) Sleeping, resting, playing (any two ½ each) (i and ii 1+1 = 2)

11. Water in milk

i. Lactometer test (specific gravity – 1.030-1.034 for pure milk) OR

Take a drop of milk on a plate. Tilt the plate so that the drop flows. If it flows rapidly

and does not leave a trail it has water or any other method.

ii. Starch in milk – Add a drop of Iodine. If it turns Blueblack, shows that starch

is added. (1/2 mark each – adulterant and ½ for Detection test) 1X 2 = 2

12. Lines

i) Vertical lines create illusion of height

ii) Horizontal lines create illusion of width

iii) Diagonal lines if more vertical have slendering effect, if horizontal have

widening effect

iv) V-shaped-if broad from top lower height

v) Cross lines- cut down height ½ X 4=2

13. i) Enhance appearance

ii) Give physical & mental comfort

iii) Give confidence

iv) Provides Identification

v) Social status is recognised

vi) Creativity is reflected through clothing (any four) ½ X 4 = 2

14. i. Catering for parties etc

ii. Open Bakery/ Confectionary

iii. Preserve foods like pickles and jam

iv. Run cookery/hobby classes

340

v. Supply packed lunches/ snacks to offices, restaurants or tea-shops

vi. Diet counselling (any four) ½ X 4 = 2

15. i) Growth –Quantitative change in the body is called Growth/ It means increasein body dimensions & shape.

ii) example- wt, ht, teething, change in body proportions

iii) Development – both qualitative and quantitative change that occurs in thebody/process which includes growth of body as well as growth of variousaspects of a child’s personality.

iv) Example-social, emotional, motor, cognitive, language, and physicaldevelopment ½ X 4 = 2

16. i) buy from good reliable shops

ii) seek redressal in case of dissatisfaction

iii) Report malpractices & voice legitimate complaints

iv) Check the manufacturing and expiry date

v) Check MRP

vi) Take bill from the shopkeeper

vii) Buy sealed medicines

viii) Any other (any four) ½ X 4 = 2

17. i) Alum:- When dissolved in water form tiny, sticky globules to which theimpurities stick. These globules settle at bottom and top clean water isdecanted

(i) Chlorine Tablet :- put one tablet in 20 litres of water or /4 mg in 1 ltr). Shake /stir and allow it to settle for ½ an hour and then use the top layer of waterfor drinking. 1 ½ x2=3

18. Motor Development under one year:-

0-3 months i) lift chin,

ii) holds head

iii) reaches for longling objects-misses

4-6 months i) Sits with support

ii) complete control of head

341

iii) rolls from back to side

iv) transfer object from one hand to another

7-9 months i) Crawls on stomach,

ii) stands with help

iii) holds 2 objects together

iv) grasps with one finger and thumb

10-11motnhs i) Stands alone

ii) walks with support

iii) holds 3 objects together

12 months i) Walks independently with raised hands

ii) Builds towers of 2 cubes

(any six) ½ X 6= 3

19. Reasons for saving money

(i) for fulfilling needs of family

(ii) for achieving goals

(iii) meeting emergencies

(iv) for secure old age/ future use

(v) maintaining good standard of living

(vi) generating income for investment

(vii) to meet inflation (any six) ½ X 6= 3

20. (i) should be attractive/latest style

(ii) belt:- evenly stitched, extra hooks for adjustments, reinforcement at stretch

points, etc

(iii) placket-underlap not visible from right side, front over back, enough fasterners

etc.

(iv) hem- even, stitched with strong/fast coloured thread, invisible stitches,extra

allowance.etc

(v) pockets- if attached from outside print should match with the main fabric.

(vi) Pleats- deep,even etc

(vii) Any other (any six) ½ X 6=3

342

21. Label :-

i) Name of food stuff

ii) Ingredient

iii) Date of manufacturing & expiry

iv) Name, place & address of manufacturer

v) Net contents

vi) Cost

vii) Instructions for storage & use

viii) Standard mark –FPO

ix) Any other (any six) ½ X 6= 3

22. Diarrhoea

i) Give lots of fluid

ii) Restrict intake of fiber

iii) Restrict intake of spices

iv) Give small frequent meals

v) Give easily digest able soft food

vi) No fried food

vii) No laxatives

viii) Any other (any six) ½ X 6= 3

23. DISEASE:-Measles 1 mark for identification

Management :

i. Isolate and provide rest to the child

ii. Pay attention to complete cleanliness

iii. Don’t allow the child to scratch/Apply suitable lotion to reduce itching

iv. Give him light, easily digestible food

v. Keep in well ventilated room

vi. Any other 1+2=3

24. Reasons:-

(i) unhygienic kitchen:- uncovered dustbins, open drains, doors without mesh

(ii) unhygienic conditions while storing, cooking, serving and eating

343

(iii) unhygienic food handling

(iv) use of dirty vessels

(v) food exposed to flies and dirt(any one) 1 mark

POINTS TO DEAL WITH THE PROBLEM

i) observe personal hygiene

ii) keep kitchen clean and have doors with wire mesh

iii) keep food covered and prevent contamination by flies

iv) Wash hands properly with clean water

v) Use bath & wear clean clothes

vi) Wear apron & head gear if possible

vii) Food handler should not be sick

viii) Should not suffer from infectious diseases

ix) Should not lick food for tasting

x) Avoid dirty footwear in kitchen

xi) Any other (any four) ½ X 4= 2(1+2=3)

25. Schemes

(i) National Saving Certificate (NSC) safe, no limit of investment, can takeloan, tax rebate

(ii) LIC- secure future of family, pay in small ,easy installments, Loan can betaken, tax rebate

(iii) Fixed deposit for 5 years— tax rebate, loan facility, high rate of interest

(iv) Units-life and accident cover, tax rebate

(v) Provident Funds (PPF) high interest, loan facility, premature with drawal,interest tax-free, tax rebate

(vi) Recurring Deposit (RD) high interest, easy installment

(vii) Kissan Vikas Patra:- no limit of investment, high interest, pre- maturewithdrawal

(Any 3 methods ½ mark each and one advantage of each 1 mark each)

( 1½ + 1 ½ =3)

26. Woollen clothes:-

i) Brush and air before storing

ii) Clothes/ box should not be damp

344

iii) Store after washing/ dry cleaning

iv) Line with newspaper

v) Use naphthalene balls or neem leaves etc

vi) Box should be air-tight.

vii) Check pockets for food particles

viii) Remove pins to prevent rusting

ix) Any other (any 6) ½ x6=3

27. Meal planning:-is the implementation of principles of nutrition in one’s daily diet. [1 mark ]

Importance:-

(i) To meet nutritional needs

(ii) To give balanced meals

(iii) To cater to personal likes and dislikes

(iv) Serve attractive meals

(v) Remain within family budget

(vi) Save time, money and energy

(vii) Any other (any 6) ½ X 6= 3 [1+3=4]

28. Supplementing income

(i) Adopt income generation activities –e.g. making candles etc.

(ii) Part time job- e.g sales girl

(iii) Increase in real income- e.g use library instead of buying books

(iv) Judicious investment- e.g invest in investment scheme with high rate of interest

(v) Judicious use of resources— e.g grow vegetables in vacant land around house

(vi) Any other (any four)

(½ mark for suggestion & ½ mark for example ) ½ X 4=2

(2+2=4)

29. TIPS:-

(i) Buy according to personality .reason- every person has her own figure,

complexion

(ii) According to fashion – reason-latest trends-like to dress up as friends do

(iii) Formal/casual wear- reason-need different clothes for all occasions

345

(iv) According to comfort- reason-should be absorbent, good conductivity

(v) Not very costly- reason-likes to change dresses frequently

(vi) Large variety – reason-like to try out new combinations

(vii) Mix and match- reason-one neutral colour pant which matches with 3-4 tops

(viii) Any other (Any 4 with reason) 1 X 4=4

[½ mark for suggestions and ½ mark for reasons]

30. PROBLEMS

1. difficulty in reading black-board

2. teasing by students

3. can not participate in all the activities

4. suffer from inferiority complex

5. achievement may be low (any four, ½ mark each) ½ X 4=2

HOW SCHOOL CAN HELP

(i) Orient peer group to help them & not ridicule them

(ii) Should be given favourable seating in classroom

(iii) Provide books with big prints, use of magnifying glasses and embossed maps.

(iv) Green / grey board instead of black board

(v) Use of audio-visual aids

(vi) Make him sit in front row

(vii) Provide counseling if required

(viii) Any other (any four, ½ mark each) ½ X 4=2 (2+2=4)

346

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¼ii½ v=k -------------- lfefn~Hk% vfrufer% NfnizkUr%A

¼iii½ ---------------------------- iknik% fuirfUrA

¼iv½ ;L; fgea ------------------------------ u tkre~A

¼v½ v;a ckS)/keZL; -------------------------------- 'osrLrwi%A

e×tw"kk

izfl)%] yn~nk[kisz'kh;k% lkSHkkX;foyksfi] lqcq)ewyk%] 'kq";ek.kS%A 1x5=5

9- v/kksfyf[krs"kq dks"BdkUrZxr'kCnS% lg mi;qDrfoHkfDra iz;qT; fjDrLFkkukfu iwj;r&

¼i½ nso% pUnzxqIr% -------------------------------------- vkKki;fr ¼;q"en~½A

¼ii½ eu% -------------------------------- 'kq/;fr ¼lR;½A

¼iii½ vkH;ka ------------------------- lqo.kZ'krlgL=ka nki; ¼oSrkfyd½A

¼iv½ tyk'k;a n"V~ok -------------------------------------- mDre~ ¼eRL;thfou~½A

¼v½ cgqizfl)k [kyq ----------------------------------- lqJqrL; 'kY;fØ;k ¼Hkxor~½A

[k.M% ¼?k½

Hkkx&I

ifBrka'k & vocks/kue~ 35

10- v/kksfyf[kra x|ka'ka ifBRok laLdrsu iz'uku~ mÙkjr&

fiz;ckU/kok%! ;w;a losZ fnYyhLFkykSgLrEHksu ifjfprk%,oA dks·fi u v| ;kor~ tkukfr

dFka l% LrEHk% fodfra fouk rFkSo fr"BfrA vU;s foLe;djk% LrEHkk% lfUr & vgenuxjs

dEiekuk% LrEHkk%] lqfpUnja nsoky;s fLFkrk% l³~xhre;k% LrEHkk%] xksydq.Mknqxs Z

izfr/oU;kRedk% LrEHkk%& v| ;kon~ fnfXnxUrs"kq vLekad Hkkjrh;oSKkfudkuka xkSjoxkFkka

o.kZ;fUrA

351

¼v½ ,dinsu mÙkjrA

¼i½ d% fodfra fouk rFkSo fr"Bfr\

¼ii½ ,rs LrEHkk% ds"kka xkSjoxkFkka o.kZ;fUr\ ½x2=1

¼c½ iw.kZokD;su mÙkjrA

dks·fi v| ;kor~ fda u tkukfr\ 2

¼l½ ;FkkfunsZ'keqÙkjrA ½x2=1

¼i½ ^fodkje~* bR;FksZ fda i;kZ;ine=k iz;qDre~\

¼ii½ ^vU;s LrEHkk%* bR;=k LrEHkkuka fo'ks"k.ka fde~\

¼n½ ^;w;a losZ* bR;=k ^;w;e~* bfr loZukeina dsH;% iz;qDre~\ 1

11- v/kksfyf[kra ukV~;ka'ka ifBRok iz'uku~ mÙkjr&

pk.kD;%& u iz;kstue~ vUrjk pk.kD; % LoIus·fi ps"VrsA

jktk & vr ,o Jksrqe~ bPNkfeA

¼usiF;s oSrkfydkS dkO;ikBa dq#r%½

jktk & vk;ZoSghujs! vkH;ka oSrkfydkH;ka lqqo.kZ'krlgL=ka nki;A

pk.kD;% & oSghujs! fr"B fr"BA u xUrO;e~! o"ky! fde~ vLFkkus egku~ iztk&/kukiO;;%\

jktk & vk;sZ.k ,o loZ=k fu#)ps"VL; es cU/kufeo jkT;e~] u jkT;feoA

pk.kD;% & o"ky! Lo;e~ vufHk;qDrkuka jkKke~ ,rs nks"kk% lEHkofUrA


¼i½ d% LoIus·fi u ps"Vrs\

¼ii½ oSrkfydkS fda dq#r%\ ½x2=1


dhn'kL; pUnzxqIrL; jkT;a cU/kufeo\ 2

¼l½ ;FkkfunsZ'keqÙkjrA

¼i½ ^fouk* bR;FksZ fdZ i;kZ;ine~ v=k iz;qDre~\

¼ii½ vufHk;qDrkuka jkKke~ bR;u;ks% fo'ks"k.ka fde~\ ½x2=1

352

¼n½ ^fu#)ps"VL; esa* vfLeu~ okD;s ês* bfr loZukeina dLeS iz;qDre~\ 1

12- v/kksfyf[kra i|a ifBRok iz'uku~ mÙkjr&

l fdal[kk lk/kq u 'kkfLr ;ks·f/kia fgrkUu ;% la'k.kqrs l fdaizHkq%A

lnkuqdwys"kq fg dqoZrs jfra uis"oekR;s"kq p loZlEin%AA


¼i½ ;% fgrkr~ u la'k.kqrs l fdeqP;rs\

¼ii½ ;% vf/kia lk/kq u 'kkfLr l fda dF;rs\ ½x2=1


dk% dnk jfra dqoZrs\ 2

¼l½ ;FkkfunsZ'keqÙkjrA

¼i½ ûie~* bR;FksZ fda i;kZ;ine~ v=k iz;qDre~\

¼ii½ vuqdwys"kq uis"oekR;s"kq ,rs"kq fo'ks"k.kina fde~\ ½x2=1

¼n½ ^lnkfo#)s"kq* bR;L; foykseina fy[krA 1

13- fuEufyf[krkS 'yksdks ifBRok ;FkkfunsZ'ke~ mÙkjr&

¼i½ r.kkfu Hkwfe#nda okDprqFkhZ p lwurkA

,rkU;fi lrka xsgs uksfPN|Urs dnkpuAA

vL; 'yksdL; lUnHkZxzUFka ys[kda p fy[krA 1+1=2

¼ii½ lq[ka fg nq%[kkU;uqHkw; 'kksHkrs ;FkkU/kdkjkfno nhin'kZue~A

lq[kkÙkq ;ks ;kfr n'kka nfjnzrka fLFkr% 'kjhjs.k er% l thofrAA

bea 'yksda d% da izfr dFk;fr\ 1+1=2

14- v=k iznÙkHkkokFkZ=k;s 'kq)HkkokFkZp;ua dRok fy[kr&

¼i½ lÙoa p u ifjHkz"Va ;n~ nfjnzs"kq nqyZHke~A

HkkokFkkZ %&

¼d½ nfjnzkoLFkk;ka euq";% Hkz"Vks HkofrA

353

¼[k½ nfjnzs"kq dks·fi ekuo% Hkz"Vks HkofrA

¼x½ nfjnzkoLFkk;ka ;L; eu% uSo Hkz"Va tkre~] rÙkq nqyZHkesoA

¼ii½ ?kuhHkwra fgea fxfjjktL; 'kksHkka lrra izo/kZ;frA

¼d½ fgea fgeky;a fujUrja izo/kZ;frA

¼[k½ fgeky;L; |qfr% 'khrhHkwra fgea izo/kZ;frA

¼x½ ,d=khHkwra fgea lrra uxkf/kjktL; 'kksHkka mifprka djksfrA 2x2=4

vFkok

v/kksnÙkL; 'yksdL; iznÙka HkkokFkZa e×tw"kknÙkinS% iwjf;Rok fy[kr&

f'k{kk {k;a xPNfr dkyi;Z;kr~

lqc)ewyk fuirfUr iknik%A

tya tyLFkkuxra p 'kq";fr

gqra p nÙka p lnSo fr"BfrAA

dky% ifjorZu'khy%A lrra izogek.ksu-------------------lg fo|k vfi 'kuS%---------------------

HkofrA HkkSxksfyd&ifjorZudkj.kkr~ dnkfpn~----------------------- o{kk vfi u';fUrA tyL;

----------------LFkkuefi dkysu -----------------------Hkofr] ija ;r~ fdefi----------------------vFkkZr~

nku:is.k nh;rs] ;r~ p--------------------- vFkkZr~ ;KkXukS gfo";:is.k nh;rs ,rs---------------

----------------- fr"Br%A

e×tw"kk

dkysu] gqre~] foLerk] xUrO;e~] nÙke~]

tyghue~] fLFkjewydk%] lrre~A ½x8=4

15- v/kksfyf[krL; 'yksd};L; iznÙkkUo;s fjDrLFkkuiwfr± dRok iqu% fy[kr &

¼v½ v'kDrScZfyu% 'k=kks% drZO;a iziyk;ue~A

vkfJrO;ks·Fkok nqxZ% ukU;k rs"kka xfrHkZosr~AA

vUo;%&

v'kDrS%cfyu%----------------------- iziyk;ua------------------------] vFkok nqxZ% -----------------------]

rs"kke~ vU;k -------------------------------------- u Hkosr~A

354

¼vk½ fuoSjk foeq[khHkofUr lqgn% LQhrk HkoR;kin%A

ikia deZ p ;r~ ijSjfi dra rÙkL; lEHkkO;rsAA

vUo;%&

vkin% ------------------------ HkofUr] -------------------lqgn% foeq[khHkofUrA ijS%--------------------

;r~-------------------- deZ dra rr~ rL; lEHkkO;rsA ½x8=4

16- v/kksfyf[krokD;kuka lkFkZdla;kstua d`Rok Øes.k fy[kr&

¼i½ eRL;thfou% tyk'k;a fueZRL;a droUr%A

¼ii½ ,dfLeu~ tyk'k;s =k;% eRL;k% fuolfUr LeA

¼iii½ vukxfo/kkrk lokZu~ eRL;ku~ vkgw; rr~ lj% R;Drqe~ mikfn'kr~A

¼iv½ ra tyk'k;a n"V~ok eRL;thfou% eRL;laxzgkFkZa fu.khZroUr%A

¼v½ ;n~ Hkfo";% Hkfo";e~ vkfJR; r=kSo vfr"Br~A

¼vi½ izR;qRiUuefr% vukxrfo/kk=kk lg lifjokja gzna R;DRok vU;a gzna xPNfrA

¼vii½ izR;qRiUuefr% vukxrfo/kkrq% mins'ka LohdjksfrA

¼viii½ ;n~Hkfo";% Hkfo";e~ vkfJR; eR;qa izkIroku~A ½x8=4

17- v/kksfyf[krifM-~Dr"kq LFkwyk{kjinkuka izlúkuqlkj 'kq)e~ vFkZ fpRok fy[kr

¼i½ cgqyi{kpUnzL; T;ksRLukifj{k; bo je.kh;% nfjnzHkko%A

¼d½ cgo% i{kk% ¼[k½ d".ki{kL; ¼x½ cgwuka i{ksA

¼ii½ xk;=kh veqe~ ,o xk;frA

¼d½ dkpu ckfydk ¼[k½ izfl)% oSfndeU=k% ¼x½ xkue~A

¼iii½ lqxkM-~xizklknL; ekxZe~ vkns'k;A

¼d½ lqxkúukedjktHkkouL; ¼[k½ xaxkizlknr% ¼x½ lqxhrL;A

¼iv½ vkfJrO;ks·Fkok nqxZ%A

¼d½ dfBu% ¼[k½ xqIrLFkkue~ ¼x½ lqjf{krLFkkue~A 1x4=4

355

[k.M% ¼?k½

Hkkx&II

lkekU;% laLd`rlkfgR;ifjp;% 10

18- v/kksfyf[krkuka dohuka ns'k&dky&drhuka ;FkkfunsZ'ka ukekfu fy[kr&

¼v½ do;%&

¼i½ dkfynkl%

ns'k% 2

¼ii½ Hkr`Zgfj%

¼c½ do;% &

¼i½ pk.kD;%

dky% 2

¼ii½ Hkkl%

¼l½ fo".kq 'kekZ ] dfr% 1

¼vk½ laLdr:idk.kka dkU;fi i×p oSf'k"V~;kfu fy[krA 5

vFkok

v/k% e×tw"kkiznÙk'kCnS% fjDrLFkkuiwfrZ dq#r&

¼i½ egkdkO;L; foHkktua---------------] Hkofr ukVdL; p-------------------------A

¼ii½ dkfynklsu------------------------- xzUFkk% fojfprk%] rs"kq }s ----------------- Lr%A

¼iii½ egkdkO;s"kq ------------------------------ u Hkofr] ;r% ,rn~ -------------------ukfLrA

¼vi½ Hkj}ktsu -------------------------- jfpra lqJqrsu p ---------------------------- lafgrkA

¼v½ x|e|e;a dkO;a ------------------- vfHk/kh;rs ------------------------------ izfl)e~ vfLrA

e×tw"kk

pEiw%] lxs±"kq] uypEiw%] [k.MdkO;s] lIr] vøs"kq] ,dk] foeku'kkL=ke~] fonw"kd%] ukVde~A ½x10=5

356

iz'ui=k la[;k 22

[k.M d

vifBrka'k & vocks/kue~ 10

1- v/kksfyf[kra x|ka'ka ifBRok iz'ukuke~ mÙkjkf.k laLdrsu fy[kr %

foxr'krkCnhr% izHkfr oSKkfudh izxfr% lrra izo/kZrsA losZ"kq {ks=ks"kq uwruk% vkfo"dkjk%

fo/kh;UrsA iqjk ;r~ vlEHkoa izrh;rs Le] rr~ lkEizre~ vrho lqdja tkre~A iqjk

egkHkkjr;q)a lat;% LofnO;n"V~;k izR;{kfeo vdjksr~A bnkuha p losZ"kq xgs"kq nwjn'kZu&;U=ka

orZrsA o;a losaZ ,rUek/;esu nwjLFk{ks=ks lek;ksT;ekukuka dk;ZØek.kka lk{kkr~ izlkj.ka

i';ke%A ije~ vu;k oSKkfuD;k izxR;k dkfpn~ gkfujfi laoÙkkA oSKkfudS% ijek.kq{ks=ks ;k

izxfr% drk] rr% v| leLrefi txn~ Hkhrfeo n';rsA ijek.kq'kDrs% fodkl% fo|qnqRiknus

rq Js"B%} ija ;nk lagkjdk.kka ijek.oL=kk.kke~ mRiknua fo/kh;rs] rnk uwua ldyekuorkdrs

Hk;koge~A vr ,o izcq)k ukxfjdk% ijek.kq'kL=kkL=kfoeqDra fo'oa dke;UrsAA

iz'uk%

¼v½ ,dinsu mÙkjr ½x4=2

¼i½ dhn'kh izxfr% lrra izo/kZrs\

¼ii½ iqjk ;r~ vlEHkoa rRlkEizra dhn'ka tkre~\

¼iii½ dsu ek/;esu nwjLFkdk;ZØek.kka izlkj.ka i';ke%\

¼iv½ d;k izxR;k dkfpn~ gkfujfi laoÙkk\

¼c½ iw.kZokD;su mÙkjr 1x2=2

¼i½ izcq)k% ukxfjdk% fda dke;Urs\

¼ii½ iqjk lat;% fde~ vdjksr~\

¼l½ ^,rUek/;esu* v=k ,rr~ bfr loZukeina dLeS iz;qäe~\ 1

¼n½ ;FkkfunsZ'ke~ mÙkjr 1x3=3

¼i½ ^lagkjdk.kka ijek.oL=kk.kke~* v=k fo'ks"k.kina fde~\

¼ii½ ^lat;% izR;{kfeo vdjksr~* bR;=k drZina fde~\

¼iii½ ^ykHk%*bR;L; v=k foykseina fde~\

357

¼;½ vL; x|ka'kL; leqfpra 'kh"kZda laLdrsu fy[krA 2

[k.M% ¼[k½

laLdrsu jpukRed&dk;Ze~ 15

2- nhikoyhioZ.k% voljs fe=ka x`gs fueU=kf;rqe~ v/kksfyf[kri=ks e×tw"kkr% inkfu fpRok

fjäLFkkuiwfrZ dq#r %

fiz; fe=k xksfoUn!

lizse --------------------------- ¼1½

v=k dq'kay r=kkI;LrqA vkxkfeekls ee ----------------------------------- ¼2½ lEi=krka

iz;kfrA rnuUrja p --------------------- ¼3½ Hkfo";fUrA ,rs"kq fnus"kq -------------------- ¼4½

nhikoyh lekirfr] rnk vL; uxjL; ----------------------- ¼5½ fof'k"VSo HkofrA lqo.kZefUnja

ukuko.kksZisrS% fo|qn~nhi&fiM-~DrfHk% ----------------------------------¼6½A nhikyadrL; lqo.kZefUnjL;

izfrfcEca ;nk ljfl lekirfr] rnk vn~Hkqra-------------------- ¼7½ n';a tk;rsA ,rnoljs

Ro;k v=k uwua ----------------------------¼8½A vga Roka lokZf.k ---------------------- ¼9½ n'kZf;";kfeA

ekrk&fir`&pj.ks"kq iz.kkek×tfy%A

ro ------------------------------ ¼10½ l[kk

ufpdsrk%

e×tw"kk

vfHk=kg`n;%] ueks&ue%] n'kZuh;LFkkukfu] ijh{kk] lekxUrO;e~]

vodk'kfnukfu] u;ukfHkjkee~] lq'kksHkrs] 'kksHkk] izdk'kioZA

3- e×tw"kk&iznÙk&'kCnlwphlkgk;~;su y?kqdFkka'ka iwjf;Rok iqu% fy[kr %

dF;rs ;n~ ¼1½-------------------- fnf'k efgykjksI;a uke ¼2½-------------------- vklhr~A r=k ¼3½-

----------------------- ukedks jktk 'kklua djksfr LeA ;|fi rL; ¼4½ ------------------------

oSHkoifjiw.kZeklhr~] ija jktk ¼5½ -------------------------------- u yHkrs LeA rL; pRokj% ¼6½

----------------------------- jktuhfrdKku'kwU;k% vklu~A ee ¼7½ ------------------------------- bna

fo'kkya jkT;a d% nz{;rhfr ¼8½ --------------------------- ra lnSo ck/krs LeA rL; fpUrka ¼9½

--------------------- fo".kq'keZ.kk i×trU=ka fyf[kre~A fo'olkfgR;s vL; ¼10½----------------------

LFkkuefLrA

358

e×tw"kk

egÙoiw.kZe~] nf{k.kL;ke~] nwjhdrqZe~] uxje~] vej'kfä%] jkT;e~]

fu/kukuUrje~] 'kkfUre~] fpUrk] iq=kk%A

4- v/kksfyf[kra deI;sad fo"k;eoyEC; i×pokD;s"kq laLdrsu ,de~ vuqPNsna fy[kr %

jsy;k=kk] fgeky;%] LorU=krkfnol%A 5x1=5

[k.M% ¼x½

vuqiz;qDrO;kdj.ke~ 30

5- v/kksfyf[krs"kq okD;s"kq js[kkførins"kq lfU/kfoPNsna dq#r % 1x6=6

¼i½ ,rkU;fi lrka xsgsA

¼ii½ ,"k Hkxoku~ ef.kjkdk'ke.MyL;A

¼iii½ br brks nso%A

¼iv½ v| izR;w"k ,oA

¼v½ ;fn vk;ZL;kuqxzg% L;kr~A

¼vi½ thoR;ukFkks·fi ous folftZr%A

6- vk/kksfyf[krs"kq okD;s"kq js[kkførinkuka foxzgk% ys[kuh;k% 1x6=6

¼i½ vfgal;k p HkwrkRekA

¼ii½ izs;ku~ iq.MjhdiVyL;A

¼iii½ v;eso vgksjk=ka tu;frA

¼iv½ l fdal[kk lk/kq u 'kkfLr ;ks·f/kie~A

¼v½ losZ ;FkkLFkkue~ mifn'kfUrA

¼vi½ cgqeRL;ks·;a gzn%A

7- v/kksfyf[krs"kq okD;s"kq dks"BdkUrxZr&izdfr&izR;;a p ;kstf;Rok fjäLFkkukfu iwj;r % 1x8=8

¼i½ vkdk'ke~ ------------------------A ¼mr~+ + fo + bZ{k~ + Y;i~½

¼ii½ Lo;eso nsosu -----------------------A ¼vo + yksd~ + Dr½

359

¼iii½ tyk'k;a n"V~ok ------------------ eRL;thfofHk% mDre~A ¼xe~ + 'kr½

¼iv½ fp=ks-------------- dkfu ,rkfu LFkykfu\ ¼n'k~ + ¼deZf.k½ 'kkup~½

¼v½ ;fn ---------------------- vfLr] fda ikrdS%A ¼fi'kqu + ry~½

¼vi½ fo|ky;L; lwpukiês ---------------------------A ¼fo + Ki~ + fDru~½

¼vii½ u fu"iz;kstua izHkqfHk% vkgw;Urs ------------------ A ¼vf/kdkj + bu~½

¼viii½ bne~ vfHk;kua jkspda ------------------- pklhr~A ¼lkgl + Bd~½

8- v/kksfyf[krokD;s"kq drZfØ;kin;ks% vfUofr% fØ;rke~ % 1x5=5

¼i½ xk;=kh veqeso---------------A ¼xk;fr] xk;fUr½

¼ii½ Hkks Hkks% iq:"kk%! pUnuokfj.kk Hkwfea --------------------------A ¼fl×prq] fl×prq½

¼iii½ u iz;kstueUrjk pk.kD;% LoIus·fi ----------------------------A ¼ps"Vrs] ps"Vls½

¼iv½ usiF;s oSrkfydkS dkO;ikBa ---------------------A ¼dq#r%] dq:r%½

¼v½ fda Hkoku~ vFkZfoHkoa ----------------------A ¼fpUr;fl] fpUr;fr½

vFkok

v/kksnÙks"kq okD;s"kq fo'kS";S% lg e×tw"kk;k fo'ks"k.kinkfu ;kst;r %

¼i½ jkT;a fg uke----------------- uiL; drs% egRd"Vnk;de~A

¼ii½ v'kDrS% -------------------------- 'k=kks% iziyk;ua drZO;e~A

¼iii½ xzh"es uhyo.kkZ Hkwfe% -------------------------- tk;rsA

¼iv½ ok³~ek=ks.kkfi ---------------------------------- ,rRlj% R;Drqa u 'kD;rsA

¼v½ ,oa ---------------------------------- Hkkstukuka nk=kh HkkoA

e×tw"kk

/kwljo.kkZ] cfyu%] 'kksHkkukuke~] /keZo`fÙkijdL;] firìSrkefgde~A

9- v/kksnÙks"kq okD;s"kq dks"BdinS% lg mi;qä&foHkfäa iz;qT; fjäLFkkukfu iwj;r %

¼i½ dFka Li/kZrs ------------------------------ lg nqjkRekA ¼vLen~½

¼ii½ rnya ------------------------A ¼lUrki½

¼iii½ iwokZfHkeq[kh ifFkoh ----------------------- izfr izfro"kZ HkzefrA ¼lw;Z½

360

¼iv½ v| izR;w"k ,o -------------------------------- fu"ØkUrL; p×pyk;ssrs esa vf{k.khA ¼xg½

¼v½ u [kYoga u"Vka-------------------- vuq'kkspkfeA ¼Jh½

[k.M% ¼?k½

Hkkx I


10- v/kksfyf[kra x|ka'ka ifBRok laLdrus esa iz'uku~ mÙkjr %

dfLeaf'pTtyk'k;s vukxrfo/kkrk izR;qRiéefr% ;n~Hkfo";'p bfr =k;ks eRL;k izfrolfUrA

LeA vFk dnkfpr~ ra tyk'ka; n"V~ok xPNfn~Hk% eRL;thfofHk% mDre~ && vgks cgqeRL;ks·;a

Ën%] dnkfi u vLekfHk% vUosf"kr%A v| rq vkgkjo`fÙk% l×tkrkA lU/;kle; vfi

laoÙk%A rr% izHkkrs v=k vkxUrO;e~ bfr fu'p;%A

¼v½ ,dinsu mÙkjr %

¼i½ =k;ks eRL;k% dq=k olfUr Le\

¼ii½ tyk'k;a n"V~ok dS% mDre~\ ½x2=1

¼c½ iw.kZokD;su mÙkjr %

tyk'k;a n"V~ok eRL;thfou% fde~ mDroUr%\ 2

¼l½ ;FkkfunsZ'ke~ mÙkjr %

¼i½ ^gznk%* bR;L; fda fo'ks"k.ke~ v=k iz;qäe~\

¼ii½ îzkr%* bR;L; LFkkus fda i;kZ;ine~ v=k iz;qäe~\ ½x2=1

¼n½ ^v;a gzn% u dnkfi vLekfHk% vUosf"kr%* bR;fLeu~ okD;s ^vLekfHk%* bfr loZukeina 1

dsH;% iz;qäe~\

11- v/kksfyf[kra ukV~;ka'ka ifBRok iz'uku~ mÙkjr %

dk×pqdh;%& bne~ vk;Zpk.kD;x`ge~A vgks jktkf/kjktefU=k.kks foHkwfr%! rFkkfg&

xkse;kuke~ miyHksnde~ ,rr~ izLrj[k.Me~] br% f'k";S% vkuhrkuka nHkkZa.kka Lrwi%] v=k

'kq";ek.kS% lfefn~Hk% vfrufer% NfnizkUr% th.kkZ fHkÙk;%A vr ,o fu%Li`gR;kfxfHk%

,rkn'kS% tuS% jktk r.kon~ x.;rsA

361

¼v½ ,dinsu mÙkjr % ½x2=1

¼i½ mi;qZDrukV~;ka'ks dL; xga o.;Zrs\

¼ii½ xkse;kuke~ miyHksnda fde~ vfLr\

¼c½ iw.kZokD;su mÙkjr % 2

jktk r.kor~ dS% x.;rs\

¼l½ ;FkkfunsZ'ke~ mÙkjr % ½x2=1

¼i½ îk"kk.k[k.Me~* bR;FksZ fda i;kZ;ine=k iz;qäe~\

¼ii½ ^f'k";S%* bR;L; foykseina fde~\

¼n½ ^jktkf/kjktefU=k.k%* bfr ina dLeS iz;qäe~\ 1

12- v/kksfyf[kra i|a ifBRok iz'uku~ mÙkjr %

f'k{kk {k;a xPNfr dkyi;Z;kr~

lqc)ewyk fuirfUr iknik%A

tya tyLFkkuxar p 'kq";fr

gqra p nÙka p lnSo fr"BfrAA

¼v½ ,dinsu mÙkjr % ½x2=1

¼i½ dkyi;Z;kr~ dk {k;a xPNfr\

¼ii½ dhn'kk% iknik% fuirfUr\

¼c½ iw.kZok;su mÙkjr %

fda fda oLrq lnSo fr"Bfr\ 2

¼l½ ;FkkfunsZ'ke~ mÙkjr % ½x2=1

¼i½ ô{kk%* bR;FksZ fda ine~ v=k iz;qäe~\

¼ii½ ^tye~* bR;L; fo'ks"k.ka fde~\

¼n½ ^fou';fr* bR;FksZ ds ins v=k iz;qäs\ 1

13- v/kksnÙkk% iM-~Drh% ifBRok ;FkkfunsZ'ke~ mÙkjr%

¼v½ lq[ka fg nq%[kkU;uqHkw; 'kksHkrs ;FkkU/kdkjsf"oo nhin'kZue~A

lq[kkÙkq ;ks ;kfr ujks nfjnzrka /kr% 'kjhjs.k er% l thofrAA 1+1=2

vL; 'yksdL; lUnHkZxzUFka ys[kda p fy[krA

362

¼c½ vk;sZ.k ,oa loZ=k fu#)ps"VL; esa cU/kufeo jkT;e~ u jkT;feoA

bna okD;a d% da izfr dFk;fr\ 1+1=2

14- izR;sde~ va'kL; iznÙkHkkokFkZ=k;kr~ 'kq)HkkokFkZp;ua dq:r % 2+2=4

¼v½ lnkuqdwys"kq fg dqoZrs jfra uis"oekR;s"kq p loZlEink%A

HkkokFkkZ%

¼i½ jktfu lfpos"kq ijLija lgers"kq jkT;L; loZlef)HkZofrA

¼ii½ uis lfpos"kq p ijLija fo#)s"kq loZlEin% lek;kfUrA

¼iii½ iztk;k% uiL; p e/;s lgerkoLFkk;ka loZlEin% lek;kfUrA

¼c½ yksHk'psnxq.ksu fde~\

HkkokFkkZ%

¼i½ ;fn euq";s ,dks yksHk ,o orZrs] rnk vU;s"kka nqxqZ.kkuka dk vko';drk\

¼ii½ yksfHkfu tus u dks·fi xq.kks HkofrA

¼iii½ ;fn euq";s yksHk% vfLr] rfgZ xq.kS% u fdefi iz;kstue~A

vFkok

v/kksfyf[kr'yksdL; iznÙka HkkokFkZa e×tw"kknÙkinS% iwjf;Rok fy[kr % ½x8=4

onua izlknlnua ln;a gzn;a lq/kkeqpks okp%A

dj.ka ijksidj.ka ;s"kka ds"kka u rs oU|k%AA

rs tuk% loZ=k ¼1½----------- HkofUr] ;s"kka thoua ¼2½-----------------------,o HkofrA

oLrqr% rs"kka ¼3½ --------------------------------- izeq[ka y{;aa ¼4½ ----------------------------- ,o

HkofrA rs lnSo ¼5½------------------------ e/kqjka p ok.kha ¼6½ -------------------------A rs"kka onua

izl=krk;k% ¼7½ ------------------------ bo izrh;rsA rs"kka gn;a ¼8½ HkofrA

e×tw"kk

n;kiw.kZe~] oUnuh;k%] fuoklLFkkue~] ijksidkjk;] onfUr] ijksidkj%]

ve`rof"kZ.khe~] thouL;A

363

15- v/kksfyf[krL; 'yksd};L; iznÙkkUo;s fjäLFkkuiwfr± dRok fy[kr % ½x8=4

¼v½ v'kDrScZfyu% 'k=kks% drZO;a iziyk;ue~A

vkfJrO;ks·Fkok nqxZ% ukU;k rs"kka xfrHkZosr~AA

vUo;%&

v'kDrS% ¼i½---------------------------- 'k=kks% ¼ii½ --------------------- drZO;e~ vFkok

¼iii½ vkfJrO;%] rs"kke~ ¼vi½ ------------------------ xfr% u Hkosr~A

¼c½ ;Fkk prqfHkZ% duda ijh{;rs fu?k"kZ.kPNsnurkirkMuS%A

rFkk prqfHkZ% iq#"k% ijh{;rs R;kxsu 'khysu xq.ksu deZ.kkAA

vUo;%&

;Fkk ¼i½ ------------------------------ prqfHkZ% duda ijh{;rs rFkk ¼ii½ --------------------------- 'khysu

¼iii½ --------------------- deZ.kk ¼iv½------------------- iq#"k% ijh{;rsA

16- v/kksfyf[krokD;kuka lkFkZdla;kstua dRok Øes.k fy[kr % ½x8=4

¼i½ 'kkUra ikie~] 'kkUra ikie~] u fga foKkif;rqe~A

¼ii½ vk;Z! pUnzxqIr% iz.kefr ¼bfr ikn;ks% irfr½A

¼iii½ vya fou;su] u fu"iz;kstua izHkqfHk% vkgw;Urs vf/kdkfj.k%A

¼iv½ o`"ky! fdeFkZa o;ekgwrk%\

¼v½ mfÙk"B mfÙk"B oRl! fot;rke~A

¼vi½ vk;Z! dkSeqnhegksRloL; izfr"ks/ks fda Qye~ vk;Z% i';fr\

¼vii½ vk;ZL; n'kZusu vkRekue~ vuqxzghrqe~A

¼viii½ mikyC/kqa rfgZ o;ekgwrk%A

17- v/kksfyf[kriafä"kq js[kkførinkuka izlúkuqlkje~ vFkZ fpRok fy[kr % 1x4=4

¼v½ dq.Mye~ vk[k.Myfn'k%A

¼i½ iwoZfn'k%

¼ii½ if'pefn'k%

¼iii½ mÙkjfn'k%

364

¼c½ o"ky% eka nz"Vqe~ bPNfrA

¼i½ o`"kjkf'k%

¼ii½ o`{k%

¼iii½ pUnzxqIOr%

¼l½ 'kkfUrjki%A

¼i½ tykfu

¼ii½ Hkoku~

¼iii½ v=k

¼n½ fgea fxfjjktL; 'kksHkka izo/kZ;frA

¼i½ fxjukjuxjL;

¼ii½ xqtZjjktL;

¼iii½ fgeky;L;

[k.M% ¼?k½

Hkkx II

lkekU;% laLd`rlkfgR;ifjp;% 10

18- v/kksfyf[krkuka dohuka ns'kdkydrhuka ;FkkfunsZ'ka ukekfu fy[kr

¼v½ do;% &

¼d½ ¼i½ vfEcdknÙkO;kl%

ns'k% 2

¼ii½ fo'kk[knÙk%

¼[k½ ¼i½ dkfynkl%

dky% 2

¼ii½ Hkr`Zgzfj%

¼x½ ¼i½ Hkkjfo% } dfr% 1

365

¼c½ laLdregkdkO;kuka dkU;fi i×p oSf'k"V~;kfu fy[krA 5

vFkok

v/k% e×tw"kkiznÙk'kCnS% fjäLFkkuiwfrZ dq#r % ½x10=5

¼i½ NUnksjfgrk jpuk --------------- dF;rs] rL; Hksn};efLr dFkk ---------------------- pA

¼ii½ dkfynkl% --------------------- {ks=ks izfl)k%] n.Mh p ----------------------------- A

¼iii½ ukVds vknkS --------------------] Hkofr vUrs p ----------------A

¼iv½ [k.MdkO;a ------------------ dkO;L; Hksnks·fLr] -------------------- izfl)a [k.MdkO;efLrA

¼v½ :idL; ------------------------ Hksnk% HkofUr] rs"kq ----------------------- vfi vU;ree~A

e×tw"kk

ukVde~] es?knwre~] HkjrokD;e~] inykfyR;s]

vk[;kf;dk] n'k] x|e~] i|&] ukUnh] miekA

366

vad ;kstuk & laLÑr ¼dsfUnzde~½

fu/kkZfjr le; % 3 ?k.Vs vf/kdre vad % 100

/;krO;e~

� =kqfViw.kZ orZuh vFkok O;kdj.kkRed iz;ksxksa ds fy, vø vuqikrr% dkVs tk,¡ vU;Fkk iw.kZ vøfn, tk,¡A

� vkaf'kd nf"V ls lgh mÙkjksa ds fy, va'kr% vø vo'; fn, tk,¡A

� ;gk¡ fn, x, mÙkj fun'kZukRed gSaA vU; fodYikRed mÙkj gks ldrs gSa] vr% vø fn, tk,¡A

� bl ckj cPpksa dks iFkd~ mÙkj iqfLrdk esa mÙkj fy[kus FksA cPps vkxs&ihNs mÙkj fy[k ldrs

gSa] vr% /;ku ls ns[kdj mÙkjksa ds vø fn, tk,¡A

iz'u i=k la[;k 22/1

visf{kr mÙkj&ladsr ,oa ewY;&fcUnq

[k.M % ^d* ¼vifBrka'k&vocks/kue~½

iza0 1- ¼v½ ¼i½ vk;qosZn%

¼ii½ lqJqrukfEu xzUFks

¼iii½ ckS)dkys

¼iv½ LoerizpkjkFkZe~A ½x4=2

¼c½ ¼i½ ckS)erkoyfEcfHk% lg fons'ks"kq vk;qosZnKkuefi izlre~A

¼ii½ 'kro"kkZReda iw.kZe~ vk;q% izkIrqe~ vk;qosZnL; vuqlj.ke~ vko';de~@vR;ko';de~A 1x2=2

¼l½ ckS)erkoyfEcuka drs iz;qDra ^^rS%** bfr loZuke ine~A 1

¼n½ ¼i½ izkphuk ¼ii½ _"k;% ¼iii½ cfg%A 1x3=3

¼b½ vk;qosZn%@Hkkjrh;fpfdRlk 'kkL=ke~@ vk;qosZnL; egÙoe~@vk;qosZnL; efgekA 2x1=2

367

iz0 2- ¼i½ lsok;ke~ ¼ii½ leqfprk ¼iii½ ekU;k% ¼iv½ fuos|rs ¼v½ fudVSo

¼vi½ tkxj.kh;e~ ¼vii½ fo|qRizlkj% ¼viii½ jkf=kdkys ¼ix½ ¼x½ Nk=kk%A ½x10=5

iz0 3 ¼i½ rhjs ¼ii½ eS=kh ¼iii½ tEcwQykfu ¼iv½ Hkk;kZ ¼v½ O;ktsu

¼vi½ vkusrO;% ¼viii½ gn;e~ ¼viii½ Hkk;kZopuS% ¼ix½ okuje~ ¼x½ LokfHkizk;e~A ½x10=5

[k.M % x vuqiz;qDrO;kdj.ke~

iz0 4- 'kq)okD;drs iw.kkZø%] v'kq)okD;drs ;Fkkuqikre~A 1x5=5

iz0 5- ¼i½ ;su + vkØkefUr

¼ii½ vkfJrO;% + vFkok

¼iii½ ekxsZ.k + ,o

¼iv½ fdj.ks"kq + bo

¼v½ okf"kZd + mRlo%

¼vi½ xsgkr~ +fu"ØkUrL;A 1x6=6

izz0 6- ¼i½ fo'kkyk dk;k ;L;k% lk

¼ii½ jk"VªL; fpUrk

¼iii½ u vfHk;qDrkuke~

¼iv½ egku~ p vlkS dfo% rL;

¼v½ ioZrL;@ioZrkuke~ vkjksg.kk;

¼vi½ xq.kkuka lfUuikrsA 1x6=6

iz0 7- ¼i½ mn~oh{; ¼ii½ nz"Vqe~

¼iii½ izfrf"k)% ¼iv½ vfHky"k.kh;kfu

¼v½ xRok ¼vi½ foKfIr%

¼vii½ lkgflde~ ¼viii½ yC/koUr%A 1x8=8

iz0 8- ¼i½ 'kq/;fr ¼ii½ tu;fr ¼iii½ vyM-~dqcZUrq ¼iv½ v/;kLrs ¼v½ fuirfrA 1x5=5

[k.M % [k jpukReddk;Ze~

368

vFkok

¼i½ yn~nk[kizns'kh;k% ¼ii½ 'kq";ek.kS% ¼iii½ lqcq)ewyk% ¼vi½ lkSHkkX;foyksfi ¼v½ izfl)% 1x5=5

[k.M % ?k Hkkx & I ifBrka'k & vocks/kue~

iz0 9 ¼i½ ;q"eku~@o% ¼ii½ lR;su ¼iii½ oSrkfydkH;ka ¼iv½ eRL;thfofHk% ¼v½ Hkxor% 1x5=5

iz010 ¼v½ ¼i½ fnYyhLFkykSgLrEHk%@ LrEHk%@ ykSgLrEHk% ¼ii½ Hkkjrh;oSKkfudkuke~ ½x2=1

¼c½ dks·fi v|;kor~ u tkukfr dFka l% LrEHk% fodfra fouk rFkSo f"BfrA 1

¼l½ ¼i½ fodfre~ ¼ii½ vU;sA ½x2=1

¼n½ fiz;ckU/kosH;%@fiz;ckU/kok;A 1

iz0 11 ¼v½ ¼i½ pk.kD;% ¼ii½ dkO;ikBe~A

¼c½ vk;sZ.k ,o loZ=k fu:)ps"VL; pUnzxqIrL; drs jkT;a cU/kufeoA

¼l½ vUrjk ¼ii½ vufHk;qDrkuke~A ½x2=1

¼n½ jkKs@ pUnzxqIrk;@o"kyk;A

iz0 12 ¼v½ ¼i½ fda izHkq % ¼ii½ fdal[kkA ½x2=1

¼c½ loZlEin% uis"oekR;s"kq p lnkuqdwys"kq jfra dqoZrsA 2x1=2

¼l½ ¼i½ vf/kie~ ¼ii½ vuqdwys"kqA ½x2=1

¼n½ lnkuqdwys"kq 1x1=2

iz0 13 ¼i½ euqLefr%] euq%A 1+1=2

¼ii½ pk#nÙk%] fonw"kde~A 1+1=2

iz0 14 ¼i½ x ¼ii½ x 2x2=4

vFkok

dkysu] foLerk] fLFkjewydk%] xUrO;e~] tyghue~] nÙke] gqre~] lrre~A ½x8=4

369

iz0 15 ¼v½ jk=kkS%] dÙkZO;e~] vkfJrO;%] xfr%A

¼vk½ LQhrk%] fuoSZjk] vfi] ikie~A ½x8=4

iz0 16 ¼ii½] (iv), (vii), (vi), (v),(viii), (i)A ½x8=4

iz0 17 ¼i½ [k ¼ii½ d@[k ¼iii½ d ¼iv½ x 1x4=4

[k.M % ?k Hkkx & II lkekU;% laLdrlkfgR;ifjp;%

iz0 18 ¼v½ mTtf;uh@dk'ehje~ ¼ii½ mTtf;uhA 1+1=2

¼c½ prqFkZ 'krkCnh bZ0 ¼ii½ 100&400 bZ0iw0A 1+1=2

¼l½ i×prU=ke~A 1x1=1

¼v½ dkU;fi i×p oSf'k"V;kfu & vøs"kq foHkktue~] ukUnh] HkjrokD;e~]

fonw"kd%] usiF;s] vkRexre~] bR;kn;%A 1+5=5

vFkok

¼i½ lxsZ"kq] vøs"kq ¼ii½ lIr] [k.MdkO;s ¼iii½ ukUnh] ukVde~

¼iv½ foeku'kkL=ke~] lqJqr&@ ¼v½ pEiw%] uy pEiw%A ½x10=5

iz'u i=k la[;k 22



iz- 1 ¼v½ oSKkfudh ¼ii½ vrho lqdje~ ¼iii½ nwjn'kZu;k/;;su@nwjn'kZussu ¼iv½ oSKkfuD;kA ½x4=2

¼c½ ¼i½ izcq)k% ukxfjdk% ijek.kq'kL=kkL=kfo;qDra fo'oa dk;UrsA

¼ii½ LofnO;n"V~;k egkHkkjr;q)a izR;{kfeo vdjksr~A 1x2=2

¼l½ nwjn'kZuk;@ nwjn'kZuek/;;suA 1

¼n½ ¼i½ lagkjdk.kke~ ¼ii½ lat;% ¼iii½ gkfu%A 1x3=3

¼;½ oSKkfudh izxfr%A vFkok fdafpr~ lqeqfpra 'kh"kZde~A 2

370

[k.M ^[k*

laLdrsu jpukReddk;Ze~

iz- 2- ueks ue%] ijh{kk] vodk'k fnukfu] izdk'kioZ] 'kksHkk] lq'kksHkrs] u;ukfHkjkee~] lekxUrO;e]

n'kZuh;LFkkukfu] vfHkUugn;%A ½x10=5

iz-3- nf{k.kL;ke~] uxje~] vej'kfä%] jkT;e~] 'kkfUre~A

iq=kk%] fu/kukuUrje~] fpUrk] nwjhdrqZe~] egÙoiw.kZe~A ½x10=5

iz- 4- 'kq)okD;drs iw.kkZø%] v'kq)okD; drs ;Fkkuqikre~A 1x5=5

iz- 5- ¼i½ ,rkfu + vfi] ¼ii½ ef.k% + vkdk'ke.MyL; ¼iii½ br% + nso%] ¼iv½ izR;w"ks + ,o]

¼v½ vk;ZL; + vuqxzg%] ¼vi½ vukFk% + vfiA 1x6=6

iz- 6- ¼i½ u fgal;k] ¼ii½ iq.Mjhdk.kke~ iVyL;] ¼iii½ vg'p jkf=k'p ¼iv½ dqfRlr% l[kk

¼v½ LFkkue~ vufrØE; ¼vi½ cgo% eRL;k% ;fLeu~ l%A 1x6=6

iz- 7- ¼i½ m}h{; ¼ii½ voyksfdre~ ¼iii½ xPNfn~Hk%A ¼iv½ n';ekukfu ¼v½ fi'kqurk

¼vi½ foKfIr%A ¼vii½ vf/kdkfj.k% ¼viii½ lkgflde~A 1x8=8

iz- 8- ¼i½ xk;fr ¼ii½ fl×pUrq ¼iii½ ps"VrsA

¼iv½ dq#r% ¼vi½ fpUr;frA 1x5=5

vFkok

¼i½ /keZofÙkijdL; ¼ii½ cfyu% ¼iii½

/kwljo.kkZ ¼iv½ firiSrefgde~ ¼v½ 'kksHkukuke~A 1x5=5

iz- 9- ¼i½ e;k ¼ii½ lUrkisu ¼iii½ lw;Ze~ ¼iv½ xgkr~ ¼v½ fJ;e~A

371

[k.M ?k*

Hkkx & I

ifBrka'k & vocks/kue~

iz- 10- ¼v½ ¼i½ tyk'k;s ¼ii½ eRL;thfofHk%A ½x2=1

¼c½ vgks~! cgqeRL;ks·;a Ëna% dnkfi u vLekfHk% vUosf"kr%A 2

¼l½ ¼i½ cgqeRL; % ¼ii½ izHkkrsA ½x2=1

¼n½ eRL;thfofHk%A 1

iz- 11- ¼v½ ¼i½ vk;Zpk.kD;L; ¼ii½ izLrj[k.Me~A ½x2=1

¼c½ fuLigR;kfxfe% ,rkn'kS% tuS% jktk r.kon~x.;rsA 2

¼l½ ¼i½ izLrj[k.Me~ ¼ii½ xq#fHk%A ½x2=1

¼n½ vk;Zpk.kD;k;A vk;Zpj.kD;L; drsA 1

iz- 12- ¼v½ ¼i½ f'k{kk ¼ii½ lqc)ewyk%A ½x2=1

¼c½ gqra p nÙka p lnSo fr"BfrA 2

¼l½ ¼i½ iknik% ¼ii½ tyLFkkue~A ½x2=1

¼n½ {k;a xPNfr@ {k;a fy[kus ij ½ uEcj fn;k tk,A

iz- 13 ¼v½ pk#nÙke~] egkdfo% Hkkl%A

uksV% pk#nÙke~ dh txg ePNdfVde~ Hkh fy[kk gks rks uEcj fn, tk,A 1+1=2

¼c½ pUnzxqIr%] vk;Zpk.kD;e~A

iz- 14- ¼v½ ¼i½ ¼c½ ¼i½ vFkok 2+2=4

¼i½ oUnuh;k% ¼ii½ ijksidkjk; ¼iii½ thouL; ¼iv½ ijksidkj%

¼v½ verof"kZ.khe~ ¼vi½ onfUr ¼vii½ fuoklLFkkue~ ¼viii½ n;kiw.kZe~A

iz- 15- ¼v½ cfyu%] izikyk;ue~] nqxZ%] vU;kA

¼c½ fu/k"kZ.kP|snurkirkMuS%] R;kxsu] xq.ksu] prqfHkZ%A ½x8=4

iz- 16 ii, v, iv, vii, iii, vi, viii, i A ½x8=4

372

[k.M ?k*

Hkkx & II

lkekU;% laLdrlkfgR;ifjp;%

iza- 17 ¼v½ iwoZfn'k% ¼c½ pUnzzxqIr% ¼l½ tykfu@ tye~@ ¼n½ fgeky;L;A 1x4=4

iz- 18- ¼v½ ¼d½ ¼i½ t;iqje~@ okjk.klh ¼ii½ dqlqeiqje~@ iVuk@ vKkr@ 2

¼[k½ ¼i½ xqIrdky%@ izFke'krkCnh bZ-iw- ¼ii½ "k"Bh 'krkCnhA 2

¼x½ fdjkrktqZuh;e~A 1

¼c½ dkU;fi iUp oSf'k"V~;kfu ¼lxZcU/krk] izR;sdlxsZa fofHkUuNUniz;ksx%]

_rqo.kZue~] ;q)o.kZue~] Jaxkjo.kZue~] izkdfrdo.kZue~ bR;kfnA 5

vFkok

¼i½ x|dkO;a & vk[;kf;dk ¼ii½ miek & inykfyR;s

¼iii½ ukUnh & HkjrokD;e~ ¼iv½ i| & es?knwre~ ¼v½ n'k & ukVde~A ½x10=5

373

laLdre~ ¼,sfPNde~½


iz'ui=k la[;k 49@1

[k.M% d[k.M% d[k.M% d[k.M% d[k.M% d

vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ 5+10=15

1- v/kksfyf[kre~ vuqPNsn};a ifBRok iz'uku~ laLdrsu mÙkjr&

¼d½ izFke% vuqPNsn%

,dnk ,dfLeu~ fo'kky{ks=ks fLFkr% ,d%fof{kIr% tu% egrka lrka fopkjku~ ^vJ.kksr~&lRlaxs lekIrs l rr% mRFkk; vxPNr~A ,dnk mifn'ku~ egkiq#"k% ra fof{kIr xHkhj;k n'kklrre~ vi';r~A rr% l ra Jksrkja r=kSo fLFkra izR;ga n"Voku~A ,dnk egkiq#"k% ra r=ku voyksfdroku~A rr% egkiq:"k% vkdqy%l×tkr%A ds"kkf×on~ fnolkuke~ vuUraj l r=kSovkxR; vfr"Br~A lRlaxkuUrja l egkiq#"kLreqixE; viPNr~&,rkofUr fnukfu dq=k xr%vklhn~ Hkoku~\ fof{kIr% mÙkja nÙkoku~] Hkxork lg okÙkkZ% drqZa] Hkor% p HkDrku~ nz"Vqe~vge~ br% vU;yksda xroku~A

iz'uk%


¼i½ fof{kIr% dhn'ks {ks=ks fLFkr%\

¼ii½ fof{kIr% ds"kka fopkjku~ vJ.kksr~\ ½x2=1

funsZ'kk %

losZ iz'uk% laLdrsuSo mÙkj.kh;k%A

mÙkjkf.k iFkd~ nÙkk;ke~ mÙkjiqfLrdk;ke~ ,o ys[kuh;kfuA

vfLeu~ iz'ui=ks pRokj% [k.Mk% lfUrA

[k.M% d vifBrka'k&vocks/kue~ 15 vøk%

[k.M% [k jpukRedys[kue~ 20 vøk%

[k.M% x ifBrka'k & vocks/kue~ 45 vøk%

[k.M% ?k NUnks·yøkjk% 20 vøk%

374

¼vk½ iw.kZokD;su mÙkjrA

vkxR; fof{kIr% egkiq#"ka fda mÙkje~ v;PNr~\ 2

¼b½ ;FkkfunsZ'ke~ mÙkjrA

¼i½ ^fof{kIr%tu%* vu;ks% fda fo'ks"k.ke~\

¼ii½ ^dq=k xr% vklhn~ Hkoku~* v=k drZina fde~\

¼iii½ ^vuUrja r=kSo vkxR; vfr"Br~* v=k fØ;kina fde~\

¼iv½ ^Hkxork lg okrkZ% drqZe~* v=k ^lg* ;ksxs dk foHkfDr%\ ½x4=2

¼[k½ f}rh;% vuqPNsn%

;nk dnkfi dks·fi vLekda cU/kq% :X.kks Hkofr o;a rL; lqLokLF;L; dkeuka dqeZ%A

vLeklq dsfpr~ izkFkZu;k fØ;ek.ke~ mipkja LohdqoZfUr dsfpPp uA v|Ros foKkfuu%

fpfdRldk'pkfi izkFkZuk'kkfDra LohdrqZeqRlqdk% fo|UrsA xHkhjL; vuqlU/kkuL; ,"k% ifj.kke%

vkxr% ;n~ /keZlqLokLF;;kseZ/;s·fLr df'pRlEcU/k%\ vusu izkFkZuk nSfudewY;kfu

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v|Ros o;a izk;'k% losZ"kq fpfdRlky;s"kq mipkjx`gs"kq izkFkZukd{kefi fufeZreoyksd;ke%A

;r% fpfdRldk% eUrqekjsfHkjs ;r~ 'kkUrkoLFkk;ka efLr"da jpukReda HkofrA ;nk thoua

thforqdke% psruklEiUuks tk;rs rnk lE;³~fu.kZZsrqqa izHkofr l%A

vusds fpfdRldk vkS"k/ki=ks fyf[krqekjC/kk %&

^^vga fpfdRlka fon/kkfe LoLFka rq djksfr ijes'oj ,oA**

iz'uk%


¼i½ o;a dL; lqLokLF;L; dkeuka dqeZ%\

¼ii½ izkFkZuk thouL; dka izHkko;fr\ 1x2=2


xHkhjL; vuqlU/kkuL; d% ifj.kke% vkxr%\ 2

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¼i½ ^cU/kq% #X.kks Hkofr* v=k fo'ks"k.kina fde~\

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375

¼iii½ ^djksfr* vL; lekukFkZdfØ;k dk\

¼iv½ ^leFkksZ Hkofr* vL; LFkkus dk fØ;k iz;qDrk\ 1x4= 4

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[k.M % ¼[k½

jpukRedys[kue~ 20

2- e×tw"kkr% mfprløsrku~ /kRok v/kksfyf[krka dFkka iqu% fy[kr& 10

,dnk egkjkt%f'kojkt%f'kfojs Lolsukifra izR;S{krA rnSo gLrs ,da xzUFka /kkj;u~ ek/kojkt%

lsukifr% f'kojkta leqikxPNr~A rRi`"Br% ,da efgykokguefi ¼1½ ------------------------A

lsukifr% ¼2½------------------------ f'kojkta U;osn;r~ egkjkt! ¼3½--------------------------- rq lqnwja

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rnk f'kojkt% ¼6½---------------------------------- izfr n"V~ok viPNr~ fdfene~\ lsukifr% mokp

vfLeu~ ¼7½ --------------------------- vIljLlek cgyksyjkKh xkSgjukEuhA ;k [kqy fot;fJ;%

¼8½ --------------------------------------- izsf"krkA bna pkfLr ifo=ka dqjkuxzUFke~A v/kquk }kS

¼9½------------------------------------- izfr'kks/ka u;rq Hkoku~A f'kojkt% xzUFka rq izk.ker~] jkK~;k%

lehieqixR; vonr~& ¼10½ vgks!------------------------------- lqUnjh HkorhA bZ'ojdi;k dnkfpn~

vga HkoRiq=ka Hkforqa ;fr";s**A

e×tw"kk

vkLrs] lizlkne~] vkuhre~] ijkLrk] eqxylsuk] efgykokgue~]

migkjs.k] voeR;] fd;rh] izk.kku~A

3- e×tw"kkr% inkfu uhRok ^tyleL;k;k% lek/kkue~* bfr fo"k;s laLdrsu n'k okD;kfu fy[kr& 10

e×tw"kk

izkdfrdk vkink] le;s le;s] o"Vs% vHkko%] xzkes"kq uxjs"kq xÙkkZuka tyk'k;kuka

fuekZ.ke~] fo'kkys"kq Hkous"kq tylap;%] o"kkZtyL; HkwekS izs"k.ke~]

fofo/kkuka lzksrlke~ vUos"k.ke~] loZdkjs.k ns'kh;unhuka esyue~A

376

[k.M% ¼x½

ifBrka'k&vocks/kue~ 45

4- v/kksfyf[kra x|ka'ka] i|ka'ka] ukV~;ka'ka p ifBRok iznÙkiz'uku~ ;FkkfunsZ'ka laLdrsu mÙkjr&

¼d½ x|ka'k%

;kSoukjEHks p izk;% 'kkL=ktyiz{kkyufueZykfi dkyq";eqi;kfr cqf)%A bfUnz;gfj.kgkfj.kh

p lrrnqjUrs;eqiHkksxexrf".kdkA xq:ins'k'p uke iq:"kk.kkef[kyeyiz{kkyu{keetya

Lukue~A fojyk fg rs"kkeqins"Vkj%A

iz'uk%


¼i½ dk dkyq";e~ mi;kfr\

¼ii½ exr".kka da gjfr\ ½x2= 1


xq:ins'k% dhn'ka Lukue~ vfLr\


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¼[k½ i|e~

ikikfUuokj;fr ;kst;rs fgrk;

xqgzka fuxwgfr xq.kku~ izdVhdjksfrA

vkin~xra p u tgkfr nnkfr dkys

lfUe=ky{k.kfena izonfUr lUr%AA

iz'uk%


¼i½ lUr% dL; y{k.ka izonfUr\

¼ii½ xq.kkuka izdVhdj.ka dL; dÙkZO;e~\ ½x2= 1

377


vkin~xra dkys fde~ u tgkfr\

¼b½ ;FkkfunZs'keqÙkjrA

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¼x½ ukV~;ka'k%

v#U/krhtudkS & egRdkSrqda oRlL;A

dkSlY;k& vj.;xHkSZ:iykiS;wZ;a rksf"krk o;a pA

Hkxofr! tkukfe ra i';Urh of×prso

rLekfnrks·U;rks HkwRok isz{kkegs rkor~

iyk;ekua nh?kkZ;q"ke~A

v#U/krh& vfrtosu nwjefrØkUr% l piy% dFka n';rs\

cVo%& i';rq dqekjLrkonk'p;Ze~A

iz'uk%


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¼ii½ dk of×prk\


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¼i½ ^/kkoUre~* bR;FksZ fda ine=k iz;qDre~\

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5- js[kkførinL; 'kq}eFkZa iznÙksH;ks·FksZH;% fpRok fy[kr&

¼i½ eLrq lkSohjpØor~A

¼d½ yo.ke~ ¼[k½ nf/ktye~ ¼x½ nqX/ke~A

378

¼ii½ dqEHkL; pw.kZa l{kkSnze~A

¼d½ dy'kL; ¼[k½ dqEHkjk'ks% ¼x½ xqXxqyL;A

¼iii½ iq"djkog~oe~ 'kVha d`".kke~A

¼d½ d".kxke~ ¼[k½ ';keke~ ¼x½ fiIiyhe~A

¼iv½ uhfyuha fupqya O;ks"ke~A

¼d½ f=kQyk ¼[k½ b{kq=k;e~ ¼x½ 'kq.BhejhpfiIiY;%A ½x4= 2

6- js[kkførinkfu vk/kR; iz'ufuekZ.ka dq:r &

¼i½ vfHk"ksdksÙkh.kkZ; dk';ik; ouLifrlsoke~A

¼ii½ vfrxgua re% ;kSouizHkoe~A

¼iii½ e;k dra liZeku;rkA

¼iv½ oRlk;k% eq[kpUnzs.kkfi laonfrA 1x4= 4

7- v/kksfyf[krHkkokFkZ;ks% fjäLFkkuiwfrZ% e×tw"kkinlgk;r;k dj.kh;k&

¼i½ ly{e.kk; jkek; eqfufoZu;'kkfyusA

fo)ka cykefrcykeL=kk.;qifn"Voku~AA

HkkokFkZ%

lqcks/kjkepfjrukfez dkO;s ysf[kdk fy[kfr&

eqfu%fo'okfe=k% --------------------------- jkek; --------------------------------- 'kL=kf'k{kke~

------------------------ vL=kkf.k p ,o f'kf{kroku~ ;su l dnkfi ijkftr% u L;kr~A

¼ii½ nkua Hkksxks uk'kfLrlzks xr;ks HkofUr foÙkL;A

;ks u nnkfr u Hkq³~Drs rL; rrh;k xfrHkZofrAA

HkkokFkZ%

HkrZgfj.kk /kuL; --------------------------------- f=kfo/kk% izdkjk% dfFkrk% --------------------

vFkok Lo;a lq[kizkfIr%---------------------------------- rq /kua u"Veso L;kr~A

e×tw"kk

dLeSfpn~ nkue~] f=kfo/kke~] fouhrk;] mi;ksxk;] vU;Fkk] lokZf.kA 3+3= 6

379

8- v/kksfyf[krkUo;;ks% fjDrLFkkuiwfr± dq#r&

¼i½ fo|ka pkfo|ka p ;Lrn~osnksHk;a lgA

vfo|;k e`R;qa rhRokZ fo|;k·e`re'uqrsAA

vUo;%

fo|ka p ----------------------------------------p ;%-----------------------------------------------------

rr~--------------------------------------osnA vfo|;k eR;qa rhRokZ fo|;k vere~ v'uqrsAA

¼ii½ u fg df'pR{k.kefi tkrq fr"BR;deZdr~A

dk;Zrs gzko'k% deZ loZ% izdfrtSxqZ.kS%AA

vUo;%

tkrq----------------------------------{k.ke~ vfi------------------------------- u fr"Bfr] fg loZ%

------------------------------------------ izdfrtS% xq.kS% deZ dk;ZrsAA 1½+1½= 3

9- ;FkkfunsZ'ke~ mÙkjr&

¼v½ dr`Zina fpuqrA

¼i½ ;ks ;n~ oifr chte~A

¼ii½ 'kdqUryk ozhM+ka :i;frA

¼vk½ fo'ks";a fpuqrA

¼i½ vu'uéU;ks·fHkpkd'khfrA

¼ii½ deZ ijekizksfr iw#"k%A 2

¼b½ ^Hkks xúnÙk! u lE;xfHkfgra Ro;k* v=k ^Ro;k* bfr loZukeina dLeS iz;qäe~\

¼bZ½ v/kksfyf[krin;ks% i;kZ;kS ys[;kS& 2

¼i½ nsork

¼ii½ fdly;%A 1

¼m½ v/kksfyf[kr;ks% in;ks% foykseins ys[;s&

¼i½ forr%

¼ii½ vkØkefUrA 1

380

¼Å½ d% da dFk;fr\

¼i½ ^'kdqUrykgsrksoZuLifrH;% dqlqekU;kgjrA*

¼ii½ ^vgks! vink o;e~! ukfLr es r=k izos'k%A* 2

10- v/kksfyf[kr;ks% ,dL; laf{kIrifjp;ks nh;rke~&*

¼i½ Hkr`Zgfj%

¼ii½ i×prU=ke~A

[k.M% ¼?k½

NUnks·yøkjk% 20

11- ¼v½ iz'uku~ mÙkjr &

¼i½ folxZ;qDr% o.kZ% y?kq%Hkofr xq#% ok\

¼ii½ ^t;fUr* bfr ins dks x.k%\

¼iii½ ^xPNrq* v=k ^x* o.kZ% y?kq% xq#% ok\

¼iv½ mitkfrNUnfl izfrpj.ka dfr o.kkZ%\

¼v½ ^jlS% #nzSf'Nék* v=k #nz'kCnsu dks·fHkizk;%\

¼vi½ û dsoya izkf.ko/kks o/kks ee* v=k fda NUn%\ 1x6= 6

¼vk½ v/kksfyf[krk% ifjHkk"kk% iwj;r&

¼i½ uu e;;----------------------------- ekfyuh ---------------------------A

¼ii½ L;kfnUnzotzk ;fn ----------------------------------------------------------A 1x2= 2

¼b½ v/kksfyf[krs"kq dL;fpnsdL; NUnl% mnkgj.ka fy[kr& 2

vuq"Vqi~] olUrfrydk] 'kknwZyfoØhfM+re~A

12- ¼v½ v/kksfyf[krk% ifjHkk"kk% iw;ZUrke~&

¼i½ HkosRlaHkkouksRizs{kk --------------------------------------------A

¼ii½ f'y"VS% inSjusdkFkkZ ----------------------------------------A

¼iii½ lkE;a okP;eoS/kE;Z ----------------------------------------A

¼iv½ :ida :firk ------------------------------------------- A 1x4= 4

381

¼vk½ v/kksfyf[krs"kq vyøkjs"kq ,dL; mnkgj.ka fyf[kRok dkj.ka p Li"Vhdq#r&

vuqizkl%] ;ede~] vFkkZUrjU;kl%A 2+1= 3

¼b½ v/kksfyf[krif³~Dr"kq iz;qDrL; vyadkjL; uke fy[kr&

¼i½ nhif'k[kso dTtyefyua deZ m}efrA

¼ii½ U;k¸;kRiFk% izfopyfUr ina u /khjk%A

¼iii½ iqujfi f'k'kqqHkwZr% oRl% l es j?kquUnu%A 1x3= 3

iz'ui=k la[;k 49

[k.M% d[k.M% d[k.M% d[k.M% d[k.M% d

vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ vifBrka'k & vocks/kue~ 1515151515

1- v/kskfyf[kre~ vuqPNsn};a ifBRok iz'uku~ laLdrsu mÙkjr %

¼d½ izFke% vuqPNsn%

vfLeu~ lalkjs losZ"kka thokuka futks /keZ% vfLrA ;Fkk euq";k% fut/ke± iky;fUr

rFkk likZ%] of'pdk% fgalzk% i'koks ok Lo/keZa /kkj;fUrA;Fkk ruks%/keZ% rFkk eul%

vfiA ;|fi /keZfopkj.ks o;e~ ,rn~ u fopkj;ke%] rFkkfi ,rÙkÙoa Kkrqa ijeko';de~A

euks/keZ% vfLr] vXusfjo lnSo cqHkq{kkA ;kon~ bU/kua nkL;rs rkonfXunkgks Hkfo";frA

izkKks tu% f'k{k.ksu dnkfi rIrks u Hkofr] lnSo l KkrqeqRlqd% HkofrA fo'olqUnjh

ukjh dnkfi vkRekua lkSUn;Zfoeq[kha u djksfrA lglzdksfV/kua yC/ok tu% rrks·I;f/

kda /kuefHky"kR;soAeulks f}rh;ks /keksZ·I;fLr] izkIra /kua Loo'ks ,o /kkj;frA Hkwrs

orZekus ok rr~ uk'kf;raq usPNfrA ija lR;a rq fo|rs ,rn~ ;n~ u rq vesfjdkjk"Vªifr%lo±

izkIrqa leFkZ% u ok y?kqns'kL; ekynhoL; jk"Vªifr%A vr% ekuosu lnk lUrq"Vsu

Hkforqa iz;kl%drZO;%A

iz'uk%

¼v½ ,dinsu mÙkjr % ½x2= 1

¼i½ /keZ% ds"kke~ vfLr\

¼ii½ of'pdk% da /kkj;fUr\

¼c½ iw.kZokD;su mÙkjr % 2

d% dks ok loZaa izkIrqe~ vleFkZa% \

382

¼l½ ;FkkfunsZ'ke~ mÙkjr % ½x4= 2

¼i½ vXusfjo v=k d% lfU/kPNsn%\

¼ii½ êulks f}rh;ks /keksZ·I;fLr* v=k drZina fde~\

¼iii½ ^jf{krqe~* vL; fda foykseine~ v=k iz;qäe~\

¼iv½ ^lnk lUrq"Vsu ekuosu iz;kl% drZO;%* v=k fo'ks";ina fde~\

¼[k½ f}rh;% vuqPNsn%

jktk Kkulsu% LojkT;s 'kkL=kkFkZL; vk;kstuedjksr~A n'kfnukfu ;kor~ oknfookn;ks%

lrks% Hkkjfo% fot;h ?kksf"kr%A fo}kala Hkkjfoa lEekuf;rqa jktk ra xtk:<a dRok]

ifjpju~ x`ga izsf"kroku~A Hkkstule;s ;nk Hkkjfo% Lofirjeqnklhui';r~ rnk l

ekrja rL; dkj.keiPNr~A ekrk izR;onr~ & ;ks fot;%Ro;k izkIr%] tkukfl ra izfr

ro firq% fd;r~ ri% vfLrAfot;enijkHkwr% Roa Lofirja izfr lEekulwpd &opkafl

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KkRok] vkRekua f/kd~dR; firq% pj.k;ks% vyq.Br~A

iz'uk%


¼i½ dL; jkT;s 'kkL=kkFkZ% vk;ksftr%\

¼ii½ dfr fnukfu oknfooknkS vHkorke~\

¼iii½ Hkkjfo% dka firq% mnklhurkdkj.ke~ viPNr~\

¼iv½ d% fou;a u f'kf{kroku~\

¼c½ iw.kZokD;su mÙkjr % 1x2= 2

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¼ii½ ekrqoZp% JqRok Hkkjfo% fdedjksr~\

¼l½ ^;ks fot;% Ro;k izkIr%* v=k ^Ro;k* bfr loZukeian dLeS iz;qäe~\ 1

¼n½ ;FkkfunsZ'ke~ mÙkjr % 1x3= 3

¼i½ ^ro firq% fd;r~ ri% vfLrA* v=k drZian fde~\

¼ii½ ^fo}kala Hkkjfoa lEekuf;rqe~* v=k fo'ks";a fde~\

¼iii½ ^vkd.;Z* bR;FksZ v=k fda ina iz;qäe~\

383

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jpukRedys[kue~ 20

2- e×tw"kkr% mfprløsrku~ xghRok v/kksfyf[krka dFkka iqu% mÙkjiqfLrdk;ka fy[kr% 10

jktk jkts'oj% vrqyHkksxku~] oSHkoa lÙkklq[ka p fujFkZada ¼i½------------------------------rifLou% :is ¼ii½--------------------------] ;kor~ vkRerÙpe~ vUoS"k;r~ ¼iii½ ----------------------------------- l dkefi lQyrka u ¼iv½----------------------A ,dnk l ¼v½--------------------- ,de~

v=kkxkje~ vf/kxroku~Ad"kd% ra r=k n"V~ok Hk'ka ¼vi½-------------------] mokp p ^^vkxPN

fHk{kks! r.Mqykfu uhRok ,rkfu ¼vii½ ---------------------A v/kZa Hkoku~ Hk{k;rq] v/kZa p Hkkstue~

vge~ dfj";kfeA** fHk{kq% rFkSo lo± O;n/kkr~A JkUr'p r=kSo o{ke~ ¼viii½--------------------------- Nk;k;ka 'kf;roku~A {k.kkuUrjs l lEeq[ks rstlk nsnhI;ekua iq#"ke~ vnzk{khr~A l

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deZf.k vuklDr% lu~ tuks·ejRoa izkIraq {ke% Hkforqa 'kDuksfrA

e×tw"kk

vpZu;k] rifl] 'kro"kkZf.k] KkRok] ije~] v/k%] izklhnr~] {kq/kkihfM+r%] ikp;] izkIroku~A

3- e×tw"kkra% inkfu xghRok î;kZoj.kL; j{k.ke~* bfr fo"k;s laLdrsu n'k okD;kfu fy[kr% 10

e×tw"kk

o{k.kka NsnukHkko%] unh"kq nwf"krinkFkkZuke~ {ksi.kkHkko%] y?kw|ksxkuka fo'kkyks|ksxkuka p

iFkd~ LFkkus"kq LFkkiue~] ;kukuka iznw"k.kL; vHkko%] i'kwuka leqfprk vkoklO;oLFkkA

[k.M% x


4- v/kksfyf[kra x|ka'ka] i|ka'ka] ukV~;ka'ka p ifBRok iznÙkiz'uku~ ;FkkfunsZ'ka laLdrsu mÙkjr%

¼d½ x|ka'k%

xúnÙk vkg & ^^Hknz! d`ra Ro;k fe=kd`R;aA rRlkEizra ?kfVdk;U=kekxsZ.k

xE;rke~** bfrA liZ vkg & ^^Hkks xúnÙk! u lE;xfHkfgra Ro;kA dFkega r=k

384

xPNkfe\ enh;fcynqxZeU;su #)a Hkfo";frA rLekn=kLFkL; es e.MwdesdSda LooxhZ;a

iz;PNA uks psr~ lokZufi Hk{kf;";kfeA**

iz'uk%


¼i½ fe=kdR;a dsu dre~\

¼ii½ xúnÙk% li± dsu xUrqa dFk;fr\


liZ% dku~ Hk{kf;";fr\ 2


¼i½ ^v/kquk* bR;FksZ fde~ vO;;e~ v=k iz;qäe~\

¼ii½ ^vuqfpre~* bR;L; fda foykseine=k iz;qäe~\ 1x2= 2

¼[k½ i|ka'k%

tkM~;a f/k;ks gjfr fl×pfr okfp lR;a]

ekukséfra fn'kfr ikieikdjksfrA

psr% izlkn;fr fn{kq ruksfr dhfr±

lRlúfr% dFk; fda u djksfr iqalke~AA

iz'uk%

¼v½ ,dinsu mÙkjr% ½x2= 1

¼i½ d;k fn{kq rU;rs dhfrZ%\

¼ii½ lRlaxfr% okfp fda fl×pfr\


lRlaxfr% iqalka fda fda djksfr\ 2

¼l½ ;FkkfunsZ'ke~ mÙkjr % 1x2= 2

¼i½ ^lRlaxfr% iqalka fda djksfr* v=k drZina fde~\

¼ii½ ^cq)s%* vL; d% i;kZ;% v=k iz;qä%\

385

¼x½ ukV~;ka'k%

oVo% & Hkks Hkks%! fda iz;kstuks·;e'o% ifjor% i;ZVfr\

yo%& ¼lLigekRexre~½ v'oes/k bfr uke fo'ofotf;uka {kf=k;k.kkewtZLoy%

loZ{k=kifjHkkoh egku~ mRd"kZfud"k%A

¼usiF;s½

;ks·;e'o% irkds;eFkok ohj?kks"k.kkA

lIryksdSdohjL; n'kd.Bdqyf}"k%AA

iz'uk%

¼v½ ,dinsu mÙkjr %

¼i½ ^v'oes/k%* bfr ds"kkeqRd"kZfud"k%\ 1

¼ii½ v'o% dFka i;ZVfr\


ohj?kks"k.kk dhn'kL; dL; pkfLr\ 2


¼i½ ^rstLoh* vL; d% i;kZ;% v=k iz;qä%\

¼ii½ ^y?kq%* vL; fda foykseine=k iz;qäe~\

5- js[kkf”ørinkuka 'kq)e~ vFkZa iznÙkkFksZaH;% esyf;Rok fy[kr % ½x4=2

¼v½ izkr%izkreZ/kq;qra dkeykÙkkZ; ;kst;sr~A

¼i½ d".ko.ksZu vkrkZ;

¼ii½ deyL; iq"ik;

¼ii½ ikMqjksxihfMrk;

¼c½ ficsRlq[kks".ka lfcMa xqYekukgkjkfrZftPp ;r~A

¼i½ o`{ko`f)dkjde~

¼ii½ xqYeihMkgje~

¼iii½ xqYeo`f)osnukgje~

386

¼l½ dqEHL; pw.kZa l{kkSnza =kSQysu jlsu okA

¼i½ ?kVL;

¼ii½ LukuL;

¼iii½ xqXxqyL;

¼n½ f=kQyk;k xqMwP;k ok nkO;kZ fuEcL; ok jle~A

¼i½ myw[kysu

¼ii½ pelsu

¼iii½ nk:gfjnz;k

6- js[kkførinkfu vk/kR; iz'ufuekZ.ka dq:r % 1x4=4

¼i½ lR;su iUFkk forrks nso;ku%A

¼ii½ deZ.kSo laflf)ekfLFkrk tudkn;%A

¼iii½ iq#"kk.kkef[keyizR;{kkyu{kee~A

¼iv½ diZjs·fHkuos 'kqpkSA

7- v/kksfyf[krHkkokFkZ;ks% fjäLFkkuiwfrZ% e×tw"kkinlgk;r;k dq#r % 3+3=6

¼v½ Js;'p izs;'p euq";esrLrkS laijhR; fofoufä /khj%A

HkkokFkZ%

lkekU;r% ykSfdd% ¼i½---------------------------------------- dY;k.ka p izkf.kua izfr

Lo;ekxPNr%A ;% tu% ¼ii½ ------------------------------------ l rkS yC/ok lE;x~ fopkj;fr

¼iii½--------------------- tu% vH;qn;kr~ dY;k.ka] vYiK% p fiz;rja oLrq lef/kxPNfrA

¼c½ fu;ra dq# deZ Roa deZ T;k;ks gzkdeZ.k%A

'kjhj;k=kkfi p rs u izfl)~;sndeZ.k%AA

HkkokFkZ%

Jhd".kks ;q){ks=ks deZ.kks fojretZqua lEcks/k;fr &

gs vtqZu! Roa ¼i½------------------------- Lodk;Za dq#A deZghurk;k% rq deZ ,o

¼ii½---------------------A ;% tu% deZ u djksfr rL; rq ¼iii½ ------------------------------

,o vye~A

387

e×tw"kk

cqf)eku~] /khj%] vH;qn;%] oje~] thforsu] iz'kL;rje~A

8- v/kksfyf[kr;ks% vUo;;ks% fjäLFkkukfu iwj;r % 1½+1½=3

¼v½ rr'pkxR; ekeso oknk;kà;rs Le l%A

izoÙks pko;ksokZns iz;krk% lIr okljk%AA

vUo;%

rr% p l% ¼i½ ---------------------------- oknk; eke~ ,o ¼iii½ ---------------------------------------A

vko;ks% okns ¼iiii½--------------------------------lIr okljk% iz;krk%A

¼c½ izFkea Vw;ekuks·fi ofl"BL;kK;k rr%A

dkSf'kdL; djs jktk nnkS jkea ly{e.ke~AA

vUo;%

izFkee~ ¼i½ -------------------------------------- vfi] rr% ofl"BL; ¼ii½---------------------------------

jktk dkSf'kdL; djs ¼iii½-------------------------------jkea nnkSA

9- ;FkkfunsZ'ke~ mÙkjr %

¼d½ d% da dFk;fr\ 1x2=2

¼i½ euks es laeksgfLFkjefi gjR;s"k cyoku~A

¼ii½ îk"kk.kp;fuc)s dwis*A

¼[k½ fo'ks";a fpuqr % 1x2=2

¼i½ pj.kksiHkksxlqyHkks yk{kkjl%A

¼ii½ nk#.kks y{ehen%A

¼x½ drZina fpuqr % 1x2=2

¼i½ r;ksjU;% fiIiya Lokn~ofÙkA

¼ii½ vkIrksilsoh p HkoR;jksx%A

388

¼?k½ ^^,"k oks yoL; f'kjlk iz.kkei;kZ;%A** vfLeu~ okD;s ^^,"k%** bfr loZukeina 2

dLeS iz;qäe~\

¼³½ v/kksfyf[krin;ks% i;kZ;kS ys[;kS % ½x½ = 1

¼i½ nk;kn%

¼ii½ u`'kal%

¼p½ v/kksfyf[krin;ks% foykseins ys[;s % ½x½ = 1

¼i½ oaRly%

¼ii½ foin~

10- v/kksfyf[kr;ks% ,dL; laf{kIr&ifjp;% ys[;%& 1x5 = 5

¼i½ fo".kq'kekZ

¼ii½ vfHkKku'kkdqUrye~

[k.M% ?k

NUnks·yøkjk% 20

11- ¼v½ iz'uku~ mÙkjr % 1x6=6

¼i½ y?kqo.kZ% dnk xq#HkZofr\

¼ii½ ^fouhre~* vfLeu~ ins dks x.k%\

¼iii½ olUrfrydk&NUnfl dfr o.kkZ%\

¼vi½ f'k[kfj.kh&NUnfl ^jlS%* vusu dks·fHkizk;%\

¼v½ vuq"Vqi~ NUnl% vU;r~ fda uke\

¼vi½ mitkfr&NUnfl d;ks% NUnlks% iz;ksx% Hkofr\

¼c½ v/kksfyf[krk% ifjHkk"kk% iwj;r% 1x2=2

¼i½ trkS rq--------------------------tjkSA

¼ii½ uue;;---------------- HkksfxyksdS%A

¼l½ v/kksfyf[krs"kq dL;fpnsdL; NUnl% mnkgj.ka fy[kr % 2x1=2

mitkfr%] vuq"Vqi] 'kknwZyfoØhfMre~A

389

12- ¼v½ v/kksfyf[krk% ifjHkk"kk% iwj;r % 1x4=4

¼i½ f'y"VS% inS------------------------- b";rsA

¼ii½ HkosRlaHkkouksRizs{kk --------------------------------A

¼iii½ vuqizkl% 'kCnlkE;a ---------------------A

¼iv½ lkE;a okP;eoS/kE;Za ----------------------------A

¼c½ v/kksfyf[kr;ks% ,dL; vyøkjL; mnkgj.ka fy[kr dkj.ka p Li"Vhdq#r %

vFkkZUrjU;kl%] ;ede~A 3x1=3

¼l½ v/kksfyf[kriafä"kq ds vyøkjk% % 1x3=3

¼i½ ihRok rnzktiRU;Lrk vUroZRU;ks·Hkou~ nzqre~A

¼ii½ tkukfe rka i';Urh of×prsoA

¼iii½ izd`frfl)fena fg egkReuke~A

390

vad ;kstuk & laLÑr ¼,sfPNd½

fu/kkZfjr le; % 3 ?k.Vs vf/kdre vad % 100

/;krO;e~

� =kqfViw.kZ orZuh vFkok O;kdj.kkRed iz;ksxksa ds fy, vø vuqikrr% dkVs tk,¡ vU;Fkk iw.kZ vøfn, tk,¡A

� vkaf'kd nf"V ls lgh mÙkjksa ds fy, va'kr% vø vo'; fn, tk,¡A

� ;gk¡ fn, x, mÙkj fun'kZukRed gSaA vU; fodYikRed mÙkj gks ldrs gSa] vr% vø fn, tk,¡A

� bl ckj cPpksa dks iFkd~ mÙkj iqfLrdk esa mÙkj fy[kus FksA cPps vkxs&ihNs mÙkj fy[k ldrs

gSa] vr% /;ku ls ns[kdj mÙkjksa ds vø fn, tk,¡A

iz'u i=k la[;k 49/1



1- ¼d½ ¼v½ ¼i½ fo'kkys@ fo'kky{ks=ks ¼ii½ lrke~A ½x2=1

¼vk½ Hkxork lg okrkZ% drqZa] Hkor% p HkDrku~ nz"Vqe~ vge~ br% vU;yksda xroku~A 2

¼b½ ¼i½ fof{kIr% ¼ii½ Hkoku~ ¼iii½ vfr"Br~ ¼iv½ rrh;kA ½x4=2

¼[k½ ¼v½ ¼i½ #X.kL; ¼ii½ xq.korke~A 1x2=2

¼vk½ /keZlqLokLF;kseZ/;s df'pRlEcU/k% vfLrA 2

¼b½ ¼i½ #X.k% ¼ii½ LohdqoZfUr ¼iii½ fon?kkfr ¼iv½ izHkofrA 1x4=4

¼bZ½ izkFkZuk;k% egRoe~@ijes'ojdik@LokLF;L; egRoe~] vkn;%A 2

391

[k.M& [k*

jpukRedys[kue~

2- ¼i½ vkuhre~ ¼ii½ lizlkne~ ¼iii½ eqxylsuk ¼iv½ ijkLrk ¼v½ izk.kku~ ¼vi½ efgykokgue~

¼vii½ vkLrs ¼viii½ migkjs.k ¼ix½ voeR; ¼x½ fd;rhA 1x10=10

3- fufnZ"Vfo"k;e~ vf/kdR; n'kokD;s"kq ys[kua visf{kre~A

uksV & izR;sda okD;s v/kZ% vø% ^'kq)s%] v/kZ% HkkoL;A 1x10=10

[k.M & ^x*

4- ¼d½ ¼v½ ¼i½ cqf)% ¼ii½ bfUnz;gfj.ke~A ½x2=1

¼vk½ xq:ins'k% vf[kyeyiz{kkyu{kee~ vtya LukuefLrA 2

¼b½ ¼i½ vf[ky ¼ii½ {kee~ 1+1=2

¼[k½ ¼v½ ¼i½ lfUe=kL; ii fe=kL;A ½x2=1

¼vk½ vkin~xra dkys fe=ka lfUe=ka u tgkfrA 2

¼b½ ¼i½ tgkfr ¼ii½ lUr%A 1x2=2

¼x½ ¼v½ ¼i½ yoL;@ oRlL; ¼ii½ dkSlY;kA ½x2=1

¼vk½ v:U/krhtuddkSlY;kn;% iyk;ekua yoa izs{kUrsA 2

¼b½ ¼i½ iyk;ekue~ ¼ii½ rksf"krk%A 1+1=2

5- ¼i½ nf/ktye~ ¼ii½ xqXxqyL; ¼iii½ fiIiyhe~ ¼iv½ 'kq.BejhpfiIiY;% ½x4=2

6- ¼i½ dLeS ¼ii½ fde~ ¼iii½ fda dqoZrk@dsu ¼iv½ dL;k%A 1x4=4

7- ¼i½ fouhrk;] f=kfo/kka] lokZf.kA 3+3=6

¼ii½ mi;ksxk;] dLeSfpn~ nkue~] vU;FkkA

392

8- ¼i½ vfo|ka] mHk;] lgA 1½+1½=3

¼ii½ df'pr~] vdeZdr~] vo'k%A

9- ¼v½ ¼i½ ;% ¼ii½ 'kdqUrykA 2

¼vk½ ¼i½ vU;% ¼ii½ deZA 2

¼b½ xúnÙkk;A 2

¼bZ½ ¼i½ nso% ¼ii½ iYyoe~A 1

¼m½ ¼i½ {kh.k% ¼ii½ ØekfUr@vukØekfUrA 1

¼Å½ ¼i½ f}rh;% f'k";% & xkSrehe~A 2

¼ii½ liZ% & xúnÙke~A

10- ,dks·ø% dr;s] ,dks ns'kk;] =k;% vU;fo'ks"krkH;%A

[k.M ?k*

11 ¼v½ ¼i½ xq#% ¼ii½ tx.k ¼iii½ xq#% ¼iv½ ,dkn'k ¼v½ ,dkn'k ¼vi½ oa'kLFke~A 5

¼vk½ ¼i½ ;qrs;a &&&&&&&& HkksfxyksdS%A ¼x½ rkS txkS x%A 1x2=2

¼b½ dL;fpnsdL; NUnl% mnkgj.ke~A

uksV & 'kq) mnkgj.k esa iw.kkZø] orZuh v'kq) gksus ij ,d vad fn;k tk,A 1x2=2

12- ¼v½ ¼i½ izdrL; ijkReukA ¼iv½ fHk?kkus 'ys"k b";rsA

¼iii½ okD;SD;s miek nq;ks%A ¼iv½ jksiks fo"k;s fujig~uosA 1x4=4

¼vk½ }ksS vadkS mnkgj.kL;] ,d% vad% Li"Vhdj.kL;A 2+1=3

¼i½ miek ¼ii½ vFkkZUrjU;kl% ¼iii½ mRizs{kkA

393

iz'u i=k la[;k 49



1- ¼d½ ¼v½ ¼i½ thokuke~ ¼ii½ Lo/keZe~A ½x2=1

¼c½ vesfjdkjk"Vªifr% ekynhojk"Vªifr% p loZe~ izkIrqeleFkZ%A 1=2

¼l½ ¼i½ vXus% + bo ¼ii½ /keZ% ¼iii½ uk'kf;rqe~ ¼iv½ ekuosuA ½x4=2

¼[k½ ¼v½ ¼i½ KkulsuL; ¼ii½ n'k ¼iii½ ekrje~] ¼iv½ Hkkjfo% ½x4=2

¼c½ ¼i½ fo}kala Hkkjfoa lEekuf;rqe~ jktk ra xtk:<a dRok] ifjpju~ xga

izsf"kroku~A

¼ii½ ekrqoZp% JqRok Hkkjfo% Loegadkfjre~ KkRok] vkRekua f/kd~dR; firq%

pj.k;ks% vyq.Br~A 1x2=2

¼l½ Hkkjo;sA Hkkjos% drsA Hkkjfo bfr ink;A 1x1=1

¼n½ ¼i½ ri% ¼ii½ Hkkjfoe~ ¼iii½ JqRokA 1x3=3

¼;½ {kek;kpue~A {kek;kpukA =kqfVFkksMfHkKkue~A ekrlsokA firlsokA Hkkjfo% bR;kn;%A 1x2=2

[k.M% [k

jpukRedys[kue~

2- ¼i½ KkRok ¼ii½ 'kro"kkZf.k ¼iii½ ije~ ¼iv½ izkIroku~ ¼vi½ {kq/kkihfM+r% ¼vi½ izklhnr~

¼vii½ ikp; ¼viii½ v/k% ¼ix½ rifl ¼x½ vpZu;kA 1x10=10

3- fufnZ"Va fo"k;a vf/kdR; n'kokD;s"kq ys[kue~ visf{kre~A

½ vaø % 'kq)s % ½ vaø % HkkoL; 1x10=10

4- ¼d½ x|ka'k%&

¼v½ ¼i½ lisZ.k ¼ii½ ?kfVdk;U=kekxsZa.kA ½x2=1

394

¼c½ liZ% lokZufi xúnÙkifjokjlnL;ku~ Hk{kf;";frA 2x1=2

¼l½ ¼i½ lkEizre~] ¼ii½ lE;d~ 1x2=2

¼[k½ i|ka'k%&

¼v½ ¼i½ lRlaxR;k ¼ii½ lR;e~ ½x2=1

¼c½ lRlaxfr% iqalka f/k;% tkM~;a gjkZr okfp lR;a flapfrA 2x1=2

¼l½ ¼i½ lRlaxfr% ¼ii½ f/k;% 1x2=2

¼x½ ukV~;ka'k%

¼v½ ¼i½ {kf=k;k.kke~ ¼ii½ ifjor%A liz;kstu% ½x2=1

¼c½ ohj?kks"k.kk lIryksdSdohjL; n'kd.Bdqyf}"k% pkfLr 2x1=2

¼l½ ¼i½ ÅtZLoy% ¼ii½ egku~ 1x2=2

5- ¼v½ ik.MqjksxihfMrk;A ½

¼c½ xqYeof)osnukgje~A ½

¼l½ xqXxqyL;A ½

¼n½ nk:gfjnz;kA ½ (½x4)=2

6- ¼i½ d% ¼ii½ dsuSoA dsu ,o ¼iii½ ds"kke~ ¼iv½ dfLeu~A 1x4=4

¼v½ ¼i½ vH;qn;% ¼ii½ cqf)eku~A /khj% ¼iii½ /khj%A cqf)eku~A 1x3=3

¼c½ ¼i½ iz'kL;rje~ ¼ii½ oje~ ¼iii½ thforsuA 1x3=3

8- ¼v½ ¼i½ vkxR; ¼ii½ vkg~o;rs ¼iii½ izo`ÙksA ½x3=1½

¼c½ ¼i½ nw;eku% ¼ii½ vkK;k ¼iii½ ly{e.ke~A ½x3=1½

9- ¼d½ ¼i½ tud% & v#U/krhe~A

¼ii½ xúnÙk% & liZe~A 1x2=2

395

¼[k½ ¼i½ yk{kkjl% ¼ii½ y{ehen%A 1x2=2

¼x½ ¼i½ vU;% ¼ii½ vkIrksilsohA 1x2=2

¼?k½ i;kZ; bfr ink;@ i;kZ;k; 2x1=2

¼M-½ ¼i½ cU/kq% ¼ii½ Øwj%A ½x2=1

¼p½ ¼i½ i#"k%@ Øwj%A dBksj% ¼ii½ lEin~A lEinkA ½x2=1

10- ,dksø% dr;s] ,dks ns'kk;] =k;% vU;fo'ks"krkH;%A (1+1+3=5)

[k.M% ?k

NUnksMyøkjk%

11- ¼v½ ¼i½ folxZ;qDr%@ vuqLokj;qDr%@ la;qDro.kZins ijs lfrA 1

¼ii½ ;x.kA 1

¼iii½ prqnZ'kA 1

¼iv½ "kM~o.kkZ A "kV~A 6A 1

¼v½ 'yksd% 1

¼vi½ bUnzotzk&misUnzotz;ks%A 1x6=6

¼c½ ¼i½ oa'kLFkeqnhfjre~A

¼ii½ ;qrs;a ekfyuhA 1x2=2

¼l½ ,dL; NUnl% mnkgj.ke~A

'kq)s mnkgj.ks iw.kkZø%A

mitkfr%& vLR;qÙkjL;ke~ fnf'k nsorkRek] fgeky;ks uke uxkf/kjkt%A

vuq"Vqi~ & okxFkkZfoo lEiDrkS---------- vkfn

'kknwZyfoØhfMre~ & ;kL;R;| 'kdqUrysfr gn;a vkfn (2x1=2)

396

12- ¼v½ ¼i½ jusdkFkkZfHk/kkus 'ys"k

¼ii½ izdrL; ijkReuk

¼iii½ oS"kE;s·fi LojL; ;r~

¼iv½ okD;SD;s miek };ks% 1x4=4

¼c½ }kS vøS mnkgj.kL; drs ,dkø% dkj.kLi"Vhdj.kL; (2+1=3)

¼l½ ¼i½ vuqizkl% ¼ii½ mRizs{kk ¼iii½ vFkkZUrjU;kl%A 1

397

Urdu (Core)

Urdu Code No. 3/1

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Urdu (Core)

Urdu Code No. 3

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427

Urdu (Elective)

Urdu Code No. 30/1

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439

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441

442

443

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451

Urdu (Elective)

Urdu Code No. 30

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Date post:	25-Feb-2018
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