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  • Chapter-11-Grassroots Democracy — Part 2: Local Government in Rural Areas,Class 6th, Social Science, NCERT

    NCERT Answers

    Q1. Test yourself — without looking at the text above, can you name the three tiers of the Panchayati Raj system? What are the key functions of each of the three tiers?

    Answer (150 words):
    The Panchayati Raj system works at three tiers:

    1. Gram Panchayat (Village level):
      • Headed by a Sarpanch/Pradhan.
      • Directly elected by the Gram Sabha (all adult villagers).
      • Manages local needs like drinking water, sanitation, primary schools, and resolving small disputes.
    2. Panchayat Samiti (Block level):
      • Coordinates the work of many Gram Panchayats.
      • Prepares development plans, manages government schemes (like rural roads, health centres).
      • Acts as a link between Gram Panchayats and Zila Parishad.
    3. Zila Parishad (District level):
      • Oversees planning and development of the entire district.
      • Allocates funds and resources for big projects like hospitals, irrigation, and district schools.

    Together, they ensure self-governance and bring democracy closer to rural people.

    Q2. Write a letter to the Sarpanch regarding the issue of plastic bags lying on the roadside in the village.

    Answer (Model Letter):

    To,
    The Sarpanch,
    [Village Name]

    Respected Sir/Madam,

    I would like to bring to your attention the problem of plastic bags lying on the roadside in our village. These bags are polluting our environment, blocking drains, and harming animals who eat them. I request you to take steps to ban the use of plastic bags, install dustbins, and organise cleanliness drives. Please encourage villagers to use cloth or jute bags instead.

    Your action will help keep our village clean and healthy.

    Yours sincerely,
    [Your Name]
    Class VI Student

    Q3. In your view, what type of person should be a Gram Panchayat member?

    Answer (80–100 words):
    A Gram Panchayat member should be honest, responsible, and willing to serve the people. They must listen to everyone’s problems, especially women, children, and disadvantaged groups. The member should have leadership qualities, respect for all communities, and the ability to solve disputes fairly. Education and awareness of government schemes are also important, so that they can guide the villagers. Most importantly, the member should work selflessly for development without corruption.

    Q4. Let us suppose that you study in a village school. The school is located next to a highway and students find it difficult to cross the road when they come to school or leave at the end of the day. What are the options to solve this issue? Which institutions in the Panchayati Raj can help you? What can the students do?

    Answer (120–150 words):
    To solve this issue, some options are:

    • Building a speed breaker and zebra crossing near the school.
    • Requesting traffic police to be present during school hours.
    • Constructing an overbridge or underground crossing if possible.

    Institutions that can help:

    • Gram Panchayat: Can raise the issue in Gram Sabha meetings and request funds.
    • Panchayat Samiti: Can coordinate with the Public Works Department to build road safety measures.
    • Zila Parishad: Can allocate funds and approve larger projects like footbridges.

    What students can do:

    • Write a letter to the Sarpanch.
    • Spread awareness about road safety in the village.
    • Request parents and villagers to support the demand.

    This way, the Panchayati Raj institutions and community can work together to ensure children’s safety.

    Extra Questions – Chapter 11: Grassroots Democracy – Part 2

    Very Short Answer Questions

    1. Who is the head of a Gram Panchayat?
      Answer: Sarpanch or Pradhan.
    2. What is the Gram Sabha?
      Answer: The assembly of all adult villagers who are registered voters.
    3. Who maintains land records in villages?
      Answer: The Patwari.
    4. What is the three-tier system of Panchayati Raj?
      Answer: Gram Panchayat (village), Panchayat Samiti (block), Zila Parishad (district).
    5. What proportion of Panchayat seats are reserved for women?
      Answer: One-third.

    Short Answer Questions

    Q6. Why are Panchayati Raj institutions important in democracy?
    Answer: They allow people to participate directly in decision-making, manage local issues effectively, and bring governance closer to rural communities.

    Q7. What is the role of a Panchayat Samiti?
    Answer: It coordinates Gram Panchayat plans, implements schemes, and acts as a link between villages and the district.

    Long Answer Questions

    Q8. Explain with examples how Panchayati Raj has empowered disadvantaged sections of society.
    Answer (120–150 words):
    Panchayati Raj institutions reserve seats for women, Scheduled Castes, and Scheduled Tribes. This gives disadvantaged groups a voice in governance. For example, Vandana Bahadur Maida from Madhya Pradesh became the first female Sarpanch of her village and worked for education and sanitation. In Maharashtra, transgender Sarpanch Dnyaneshwar Kamble promoted social harmony. Hiware Bazar transformed into a model village under Popatrao Pawar through rainwater harvesting. These examples show that Panchayati Raj enables marginalised people to participate in decision-making, improve village life, and contribute to democracy at the grassroots.

  • Chapter-10-Grassroots Democracy — Part 1: Governance, Class 6th, Social Science, NCERT

    NCERT Answers

    Q1. Test yourself — What is the meaning of democracy? What is the difference between direct democracy and representative democracy?

    Answer (120–150 words):
    Democracy means “rule of the people.” It is a system of government in which citizens have the right to participate in decision-making. In ancient times, small communities sometimes practised direct democracy, where every citizen voted directly on decisions. An example is when a class votes on where to go for a picnic.

    In modern nations like India, direct democracy is not possible because the population is very large. Instead, we follow representative democracy, where citizens elect leaders to represent them in assemblies. These elected members (MLAs and MPs) discuss laws and policies on behalf of the people. Thus, the main difference is:

    • Direct democracy = people decide directly.
    • Representative democracy = elected representatives decide on behalf of the people.

    Q2. Recall the three organs of government. What are their different roles?

    Answer:

    1. Legislature – Makes laws, updates or removes old ones. In India, this includes Parliament (Lok Sabha and Rajya Sabha) at the Centre and State Assemblies.
    2. Executive – Implements laws and ensures administration. At the Centre, it includes the Prime Minister, ministers, and officers; at the State, the Chief Minister and government departments.
    3. Judiciary – Interprets laws, punishes criminals, and ensures justice. It includes the Supreme Court, High Courts, and lower courts.

    These three organs act separately but work together, maintaining balance through a “separation of powers.”

    Q3. Why do we need three tiers of government?

    Answer (100–120 words):
    India is a vast country with many states, districts, and villages. A single central government cannot handle all problems. Therefore, we need three tiers:

    • Local Government – Works at village, town, or city level; solves local issues like sanitation, drinking water, and street lighting.
    • State Government – Manages issues within a state, such as law and order, health, education, and agriculture.
    • Central Government – Handles national issues like defence, foreign affairs, and currency.

    These three levels ensure that decisions are taken closer to the people, problems are solved efficiently, and democracy works at the grassroots.

    Q4. Project: Many of you will remember the lockdown that took place during the COVID-19 pandemic. Make a list of all the actions that were taken at that time? Which tiers of government were involved in managing the situation? What was the role of each of the organs of government?

    Answer (150–180 words, model):
    During the COVID-19 lockdown, many actions were taken: closing schools, markets, and offices; providing medical facilities; distributing food; arranging vaccination drives; and enforcing safety rules like wearing masks and maintaining social distance.

    • Central Government: Announced national lockdowns, provided guidelines, organised vaccine production, and deployed funds.
    • State Governments: Imposed curfews, managed hospitals, provided oxygen and medicines, and arranged transport for migrants.
    • Local Governments: Distributed food packets, sanitised streets, and ensured help reached people at the grassroots.

    Organs of Government:

    • Legislature: Passed emergency financial measures.
    • Executive: Implemented lockdown rules, vaccination, and relief schemes.
    • Judiciary: Ensured human rights were protected, monitored distribution of oxygen and hospital facilities.

    This shows how all three levels and all three organs of government worked together during the pandemic.

    Extra Questions – Chapter 10: Grassroots Democracy – Part 1

    Very Short Answer Questions

    1. What does the word “democracy” literally mean?
      Answer: Rule of the people.
    2. Which organ of government enforces laws?
      Answer: The Executive.
    3. Which organ checks whether laws are fair?
      Answer: The Judiciary.
    4. Who is the nominal head of India’s government?
      Answer: The President of India.
    5. Who is called the “Missile Man of India”?
      Answer: Dr. A.P.J. Abdul Kalam.

    Short Answer Questions

    Q6. What is meant by the separation of powers?
    Answer: It means that the three organs of government — legislature, executive, and judiciary — must remain independent but work together. This prevents misuse of power and maintains balance in governance.

    Q7. Give one example where government affects your daily life.
    Answer: The government provides electricity and water supply in my area. It makes rules for safety and ensures fair pricing, directly affecting my daily life.

    Long Answer Questions

    Q8. Why is democracy important?
    Answer (120–150 words):
    Democracy is important because it gives people the right to choose their leaders and hold them accountable. It ensures equality, freedom of speech, and justice for all citizens. In a democracy, laws are made through discussion and debate, reflecting the will of the people. It prevents misuse of power by dividing authority among legislature, executive, and judiciary. Democracy also protects cultural diversity and individual dignity, as seen in India’s unity in diversity. Without democracy, citizens may lose their rights and freedom. Thus, democracy is not only a form of government but also a way of life that values participation, responsibility, and respect for all.

  • Chapter-9-Family and Community, Class 6th, Social Science, NCERT

    NCERT Answers

    Q1. What are some of the rules you follow in your family and neighbourhood? Why are they important?

    Answer (100–120 words):
    In my family, we follow rules like respecting elders, helping in household work, and speaking politely to each other. At home, I must finish my homework before playing, and avoid wasting food or water. In the neighbourhood, I avoid littering, greet neighbours respectfully, and follow traffic rules. These rules are important because they teach discipline, responsibility, and cooperation. They also ensure harmony within the family and safety in society. Following rules helps us live peacefully with others and shows that we care for both people and the environment.

    Q2. Do you think some rules are unfair to a few people in the family or community? Why?

    Answer (80–100 words):
    Yes, sometimes rules may feel unfair. For example, in some families, only women are expected to cook and clean, while men do not share household chores. Similarly, in some communities, certain groups face restrictions in using public spaces or resources. Such rules are unfair because they burden some members and give privileges to others. Rules should be equal and just for everyone, so that all members of a family or community can live with dignity, respect, and fairness.

    Q3. Describe several situations that you have observed where community support makes a difference. You can draw or write about these.

    Answer (120–150 words):
    I have seen many situations where community support is very helpful. During festivals like Diwali and Eid, neighbours share sweets and help in decorations, making celebrations joyful. In times of crisis, like heavy rains or floods, people in our colony worked together to remove water and provide food to those affected. During the COVID-19 lockdown, our housing society arranged for delivery of groceries and medicines for elderly people. Similarly, when someone in the neighbourhood has a wedding or function, all families join in cooking, cleaning, and organising. These examples show that community support gives strength during difficulties and spreads happiness during celebrations.

    Extra Questions – Chapter 9: Family and Community

    Very Short Answer Questions

    1. What is the smallest unit of society?
      Answer: The family.
    2. What are the two main types of families?
      Answer: Joint families and nuclear families.
    3. What do Indian languages often call cousins?
      Answer: Brothers or sisters (no separate word).
    4. What does “halma” mean in the Bhil community?
      Answer: Coming together to support each other in times of crisis.
    5. Name one new type of community in urban areas.
      Answer: Residents’ Welfare Associations.

    Short Answer Questions

    Q6. What values do children learn from family life?
    Answer: Children learn love, cooperation, responsibility, discipline, sharing, respect for elders, and cultural traditions from family life.

    Q7. How did Shalini’s family in Kerala practise family values?
    Answer: They sacrificed their own desires and bought clothes for her uncle’s family during Onam, showing love, sharing, and caring for relatives in need.

    Q8. What role did Tenzing’s grandparents play in his life?
    Answer: His grandmother told wise stories, and his grandfather helped with homework, accompanied him to the bus stop, and participated in community service.

  • Chapter-8-Unity in Diversity, or Many in the One, Class 6th, Social Science, NCERT

    NCERT Answers

    Q1. Conduct a class discussion on the two quotations at the start of the chapter.

    Answer (model – 120 words):
    Rabindranath Tagore’s quotation means that even in the variety of life, we should feel the touch of the One, the eternal truth. Sri Aurobindo’s words explain that India’s identity is based on unity in diversity. Though India has many languages, religions, customs, and traditions, they all form part of one civilisation. This unity gives India its strength. The message of both thinkers is that diversity is not a weakness but an enrichment. When we see “the Many in the One,” we understand the deep cultural and spiritual unity of India.

    Q2. Select a few stories from the Pañchatantra and discuss how their message is still valid today. Do you know of any similar stories from your region?

    Answer (100–120 words):
    One story from the Pañchatantra is “The Monkey and the Crocodile”. It teaches that wisdom and quick thinking can save us in difficult times. Another is “The Lion and the Clever Rabbit”, which shows how intelligence is more powerful than strength. These messages are still valid today, reminding us to use our mind wisely. In my region, we have folk tales like Tenali Raman’s stories, which also teach lessons of wit, honesty, and justice. Such stories remain popular because their morals are timeless.

    Q3. Collect a few folk tales from your region and discuss their message.

    Answer (model – 100 words):
    In my region, one folk tale is about a farmer who shared his food with a hungry traveller. Later, the traveller turned out to be a deity who blessed him with prosperity. The message is kindness and generosity always bring rewards. Another tale is about a crow and a snake, teaching courage and cleverness in facing enemies. These folk tales are simple but convey values like honesty, bravery, kindness, and respect for nature.

    Q4. Is there any ancient story that you have seen being depicted through a form of art? It could be a sculpture, a painting, a dance performance, a movie … Discuss with your classmates.

    Answer (example – 100 words):
    Yes, I have seen the story of Rāmāyaṇa depicted in the classical dance drama Kathakali in Kerala. The scene of Hanuman carrying the Sanjeevani mountain was performed with great expressions and costumes. I have also seen Rāmāyaṇa episodes painted on temple walls in Tamil Nadu. In movies too, the Mahābhārata and Rāmāyaṇa have been recreated. These artistic depictions help keep ancient stories alive and make them understandable for new generations.

    Q5. Discuss in class the following quotation by Jawaharlal Nehru.

    Answer (120–150 words):
    Jawaharlal Nehru observed that India’s cultural roots are deeply influenced by the epics Rāmāyaṇa and Mahābhārata. Even illiterate villagers could recite verses and relate morals from these epics in their daily conversations. This shows the powerful role of literature in shaping Indian society. These epics gave people values of truth, courage, sacrifice, and dharma, uniting them across regions. Nehru’s words also highlight the role of oral tradition in preserving knowledge. Today, even with television and books, the moral lessons of the epics continue to inspire. They remind us of our shared culture and the unity that binds Indians together.

    Extra Questions – Chapter 8: Unity in Diversity

    Very Short Answer Questions

    1. Who said, “Oh, grant me my prayer, that I may never lose the bliss of the touch of the one in the play of the many”?
      Answer: Rabindranath Tagore.
    2. What was the People of India Project?
      Answer: A survey by the Anthropological Survey of India studying 4,635 communities, their languages, and cultures.
    3. Name two common food grains found all over India.
      Answer: Rice and wheat.
    4. Which two Indian epics have united people across the country?
      Answer: The Rāmāyaṇa and the Mahābhārata.
    5. Which traditional Indian dress reflects unity in diversity?
      Answer: The sari.

    Short Answer Questions

    Q6. Explain how the sari reflects unity in diversity.
    Answer: The sari is a single piece of cloth worn all over India, but it has hundreds of variations in weaving, fabric, colour, and draping styles. Whether it is Kanjivaram silk, Banarasi brocade, or cotton handloom, the sari represents both the common cultural heritage (unity) and the regional creativity (diversity) of India.

    Q7. Give examples of a common festival celebrated under different names in India.
    Answer: The harvest festival is celebrated as Pongal in Tamil Nadu, Lohri in Punjab, Bihu in Assam, Uttarayan in Gujarat, and Makar Sankranti in Maharashtra. Though names and rituals differ, the essence is the same — thanksgiving for harvest.

    Long Answer Questions

    Q8. What is meant by “unity in diversity” in the Indian scenario?
    Answer (150 words):
    “Unity in diversity” means that India, though diverse in languages, religions, food, dress, and customs, has an underlying unity of culture and values. With more than 1.4 billion people, 325 languages, and thousands of communities, India could appear divided. But shared traditions, respect for nature, and common values like dharma, truth, and family ties unite the nation. Festivals like Diwali, Holi, and Eid are celebrated by all communities. Epics like the Rāmāyaṇa and Mahābhārata are known in every region in different versions. Common food grains, clothing styles, and arts also strengthen this unity. Thus, India celebrates diversity as enrichment while preserving unity as its foundation.

    Q9. How do epics like the Rāmāyaṇa and Mahābhārata represent unity in diversity?
    Answer (120–150 words):
    The Rāmāyaṇa and Mahābhārata are originally in Sanskrit, but they have been translated and adapted into every major Indian language. Many regional and tribal communities have their own versions of these stories, linking their history with epic heroes like Rama, Sita, or the Pandavas. Folk songs, dances, plays, paintings, and sculptures depict episodes from the epics in local styles. Even outside India, in Southeast Asia, the Rāmāyaṇa has versions in Thailand, Indonesia, and Cambodia. Despite the diversity of forms, the values of dharma, sacrifice, and truth are common. This shows how the same story unites different regions, cultures, and communities across India and Asia.

  • Chapter 7 – India’s Cultural Roots, Class 6th, Social Science, NCERT

    NCERT Answers

    Q1. If you were Nachiketa, what questions would you like to ask Yama? Write them down in 100–150 words.

    Answer (model):
    If I were Nachiketa, I would ask Yama:

    • What happens after death — does life end or continue in another form?
    • What is the true purpose of human life?
    • Why do people suffer even if they do good deeds?
    • How can one overcome fear, anger, and attachment?
    • What is the path to attaining peace and liberation?

    These questions would help me understand the mystery of life and death, the meaning of karma, and the way to live a righteous and fearless life.

    Q2. Explain a few central ideas of Buddhism. Briefly comment upon them.

    Answer (120–150 words):
    Central ideas of Buddhism include:

    1. Four Noble Truths: Life has suffering; suffering arises from desire; it can end; and the Eightfold Path leads to its end.
    2. Eightfold Path: Right understanding, thought, speech, action, livelihood, effort, mindfulness, and meditation.
    3. Ahimsa: Non-harming of all beings.
    4. Middle Path: Avoid extremes of luxury and hardship.

    Comment: These ideas emphasise simplicity, discipline, and compassion. They focus on inner transformation rather than rituals. Even today, Buddhist values of peace and mindfulness are relevant worldwide.

    Q3. Discuss the quotation of the Buddha: “Not by water is one made pure, though many people may bathe here [in sacred rivers]. But one is pure in whom truth and dharma reside.”

    Answer (80–100 words):
    The Buddha’s quotation means that real purity is not external but internal. Bathing in rivers may clean the body, but true purity comes from following truth, dharma (righteousness), and self-control. A person who is honest, kind, and non-violent is purer than one who only performs rituals. This teaching emphasises inner discipline, good actions, and moral values over external appearances.

    Q4. Explain a few central ideas of Jainism. Briefly comment upon them.

    Answer (120–150 words):
    Central ideas of Jainism are:

    1. Ahimsa: Non-violence towards all living beings, including insects and plants.
    2. Anekāntavāda: Truth has many sides; no single view is complete.
    3. Aparigraha: Non-attachment to possessions and simplicity in life.
    4. Karma: One’s actions decide the future cycle of birth.

    Comment: Jain philosophy highlights compassion, tolerance, and simplicity. Its teachings are deeply ecological, showing respect for all life forms. Even today, these principles guide people towards peace, environmental care, and ethical living.

    Q5. Consider and discuss André Béteille’s thought (p. 122).

    Answer (100–120 words):
    André Béteille said that castes and tribes in India influenced each other’s beliefs and practices. This means that Indian culture developed through interaction, borrowing, and sharing. Tribal deities became part of Hinduism (like Jagannath of Puri), while Hindu epics were retold in tribal versions. Such exchange made Indian culture rich, diverse, and united. This mutual influence shows that culture is never one-sided but a blend of traditions. It also reminds us to respect every community’s contribution to India’s civilisation.

    Q6. Make a list of popular gods and goddesses in your region and the festivals they are associated with.

    Answer (model – students adapt):

    • Durga – Durga Puja (West Bengal)
    • Krishna – Janmashtami (Uttar Pradesh)
    • Ganesh – Ganesh Chaturthi (Maharashtra)
    • Jagannath – Rath Yatra (Odisha)
    • Shiva – Mahashivaratri (all over India)

    Q7. List two or three tribal groups from your region or State. Document some of their art and belief systems.

    Answer (model – example from central India):

    • Gonds: Worship nature; famous for Gond paintings.
    • Santhals: Worship Singbonga (sun god); celebrate Sohrai harvest festival.
    • Baiga: Known for tattoo art; follow traditional forest rituals.

    True or False

    1. The Vedic hymns were written on palm-leaf manuscripts. – False. They were passed orally.
    2. The Vedas are India’s oldest texts. – True.
    3. The Vedic statement ekam sat viprā bahudhā vadanti reflects belief in unity of cosmic powers. – True.
    4. Buddhism is older than the Vedas. – False. Vedas are older.
    5. Jainism emerged as a branch of Buddhism. – False. It is an independent school.
    6. Both Buddhism and Jainism advocated peaceful coexistence and non-violence. – True.
    7. Tribal belief systems are limited to spirits and minor deities. – False. They also have supreme deities and rich traditions.

    Extra Questions – Chapter 7: India’s Cultural Roots

    Very Short Answer Questions

    Q1. What does the word “Veda” mean? – Knowledge.
    Q2. Who composed the Vedic hymns? – Rishis and rishikas.
    Q3. What does “aham brahmāsmi” mean? – I am divine.
    Q4. Who founded Buddhism? – Siddhārtha Gautama (the Buddha).
    Q5. Who founded Jainism? – Mahāvīra.

    Short Answer Questions

    Q6. What is the concept of karma?
    Answer: Karma means actions and their results. Good deeds bring happiness, while bad deeds bring suffering.

    Q7. What is anekāntavāda in Jainism?
    Answer: It is the belief that truth has many aspects and no single statement can describe it fully.

    Q8. How did tribal traditions enrich Hinduism?
    Answer: Tribal deities like Jagannath were adopted into Hinduism, while tribal groups adapted Hindu epics in their own style.

    Long Answer Questions

    Q9. Explain the contribution of the Vedas to Indian culture.
    Answer (120 words):
    The Vedas are the oldest Indian texts and a foundation of Indian culture. They contain hymns to gods like Indra, Agni, Sarasvatī, and Varuṇa. Their teachings emphasise truth, unity, and harmony in the cosmos. The Upanishads developed deeper ideas like ātman, brahman, karma, and rebirth. Vedic culture influenced rituals, festivals, philosophy, and social organisation. The oral preservation of Vedic hymns is recognised by UNESCO as world heritage. Even today, Vedic prayers and values guide Indian traditions and spirituality.

    Q10. How are Buddhism, Jainism, and Vedic schools similar and different?
    Answer (150 words):

    • Similarities: All three stress dharma, karma, rebirth, and liberation from suffering. They value non-violence, truth, and simplicity.
    • Differences:
      • Vedic schools accept the authority of the Vedas; Buddhism and Jainism reject it.
      • Buddhism emphasises the Middle Path and meditation.
      • Jainism stresses ahimsa in the strictest sense and detachment (aparigraha).

    Vedanta teaches that everything is one divine essence, brahman.
    Thus, despite differences, these schools enriched Indian thought and created a diverse yet unified cultural tradition.

  • Chapter 6 – The Beginnings of Indian Civilisation, Class 6th, Social Science, NCERT

    NCERT Answers

    Q1. Why does the civilisation studied in this chapter have several names? Discuss their significance.

    Answer (120–150 words):
    The civilisation has many names:

    • Indus Civilisation – because many cities like Harappa and Mohenjo-daro grew along the Indus River.
    • Harappan Civilisation – named after Harappa, the first site excavated in 1920–21.
    • Indus-Sarasvatī or Sindhu-Sarasvatī Civilisation – because many sites were also found along the Sarasvatī (Ghaggar-Hakra) River.

    These names highlight its geographical spread. It was not limited to the Indus Valley but extended to present-day Punjab, Sindh, Haryana, Rajasthan, and Gujarat. Using multiple names helps us understand the vastness of the civilisation and the role of different rivers in shaping its culture.

    Q2. Write a brief report (150–200 words) summing up some of the achievements of the Indus-Sarasvatī civilisation.

    Answer:
    The Indus-Sarasvatī Civilisation (2600–1900 BCE) was one of the world’s earliest urban civilisations. Its cities like Harappa, Mohenjo-daro, Dholavira, and Rakhigarhi show advanced town-planning with wide streets, fortifications, and drainage systems. Mohenjo-daro’s Great Bath and Dholavira’s large reservoirs prove their skill in water management.

    Harappans were skilled farmers, growing wheat, barley, millets, rice, and cotton, which was used for making clothes. They domesticated animals and fished in rivers and seas.

    They were also excellent craftspersons, making beads of carnelian, bronze tools, terracotta toys, ornaments, and figurines like the “Dancing Girl.” They traded actively with Mesopotamia, Oman, and other regions using land and sea routes.

    Although the civilisation declined due to climatic changes and drying rivers, its achievements in urbanism, crafts, agriculture, and trade laid the foundation for later Indian culture.

    Q3. Imagine you have to travel from the city of Harappa to Kalibangan. What are your different options? Can you make a rough estimation of the amount of time each option might take?

    Answer (model):

    • On foot: This might take 25–30 days, as the distance is about 600 km.
    • By bullock cart: About 15–20 days.
    • By boat (using Indus and its tributaries): Around 10–12 days, depending on water flow.

    Thus, rivers were the fastest means of transport in those times.

    Q4. Let us imagine a Harappan man or woman being transported to an average kitchen in today’s India. What are the four or five biggest surprises awaiting them?

    Answer:

    • Use of LPG gas stoves and microwaves instead of firewood.
    • Variety of steel, plastic, and glass utensils instead of clay pots.
    • Packaged food, spices, and ready-to-cook items.
    • Refrigerators for storage and mixer-grinders for cooking.
    • Electricity and water taps inside the kitchen.

    Q5. Looking at all the pictures in this chapter, make a list of the ornaments / gestures / objects that still feel familiar in our 21st century.

    Answer:

    • Bangles covering the entire arm (still worn in Gujarat and Rajasthan).
    • Beads, shell bangles, and pendants.
    • Terracotta toys and whistles (similar to clay toys today).
    • The “namaste” gesture.
    • Board games resembling modern ludo or chess.

    Q6. What mindset does the system of reservoirs at Dholavira reflect?

    Answer (80–100 words):
    The reservoirs at Dholavira reflect the Harappans’ advanced civic sense, planning, and concern for sustainable living. They realised the importance of water in a dry region and built huge reservoirs, some cut into rocks. These were connected by underground drains for harvesting and storing water. This shows their ability to organise collective labour, manage resources, and create long-lasting infrastructure. It highlights their scientific approach and sense of responsibility towards society.

    Q7. In Mohenjo-daro, about 700 wells built with bricks have been counted. They seem to have been regularly maintained and used for several centuries. Discuss the implications.

    Answer:
    The 700 wells of Mohenjo-daro show the Harappans’ concern for hygiene, community health, and water supply. Their maintenance over centuries suggests there was a proper administration and civic body. It also means people valued clean water and had rules for its use. This indicates a highly organised society with collective responsibility, which is an important lesson even for modern cities.

    Q8. It is often said that the Harappans had a high civic sense. Discuss the significance of this statement. Do you agree with it? Compare with citizens in a large city of India today.

    Answer (150–180 words):
    Yes, the Harappans had a high civic sense. Their cities had wide streets, advanced drainage, wells, public baths, and planned housing. Both small and big houses were built with similar quality, showing fairness in society. The Great Bath and large reservoirs prove their attention to cleanliness and water management.

    In comparison, modern Indian cities often face problems like overflowing drains, unclean roads, and water shortages. While we have advanced technology, citizens sometimes neglect cleanliness and waste management. The Harappans, with fewer resources, still maintained discipline and collective responsibility.

    Thus, their example teaches us that civic sense and cooperation are vital for healthy urban life.

    Extra Questions – Chapter 6: The Beginnings of Indian Civilisation

    Very Short Answer Questions

    Q1. Why are Harappans also called Indus people?
    Because their cities grew along the Indus River and its tributaries.

    Q2. Which was the first Harappan site excavated?
    Harappa (in present-day Pakistan).

    Q3. Which metal alloy did Harappans make using copper and tin?
    Bronze.

    Q4. Name one important port city of the Harappans.
    Lothal in Gujarat.

    Q5. Which famous figurine from Mohenjo-daro shows artistic skills?
    The bronze “Dancing Girl.”

    Short Answer Questions

    Q6. What did Harappans grow in their fields?
    They grew wheat, barley, millets, rice, pulses, vegetables, and cotton.

    Q7. What were Harappan seals used for?
    Seals were used for trade and identification. They carried animal figures and script signs.

    Q8. Mention two reasons for the decline of the Harappan civilisation.
    Climatic change causing drought, and drying up of the Sarasvatī River.

    Long Answer Questions

    Q9. Explain the importance of Harappan trade.
    Harappans traded beads, ornaments, cotton, timber, and food with Mesopotamia, Oman, and other regions. They used land, river, and sea routes. The dockyard at Lothal shows maritime trade. Seals helped identify goods. Trade spread Harappan culture and linked India with other civilisations.

    Q10. What do we learn about Harappan society from excavated objects?
    We learn that they used bronze mirrors, terracotta pots, weights, chisels, toys, and whistles in daily life. Figurines like the “Priest King,” “Dancing Girl,” and seals with deities show their culture and beliefs. Ornaments, bangles, and beads reflect fashion still familiar today. These finds tell us about their economy, religion, and lifestyle.

  • Chapter-5-India, That Is Bharat, Class 6th, Social Science, NCERT

    NCERT ANSWERS

    Q1. Discuss what could be the meaning of the quotation at the start of the chapter.

    Answer (80–100 words):
    The quotation means that India’s unity is based not only on geography but also on culture, traditions, and spirituality. From ancient times, the Himalayas in the north and the seas in the south have shaped India as one land. People shared common festivals, values, and ideas despite living in different regions. This cultural and spiritual unity made India a strong civilisation, known as Bharat, which continues to live in the hearts of its people.

    Q2. True or false?

    1. The Ṛig Veda describes the entire geography of India. – False. It mainly describes the Sapta Sindhu region.
    2. The Viṣhṇu Purāṇa describes the entire Subcontinent. – True. It defines Bharat as land between the Himalayas and oceans.
    3. In Aśhoka’s time, ‘Jambudvīpa’ included what is today India, parts of Afghanistan, Bangladesh and Pakistan. – True.
    4. The Mahābhārata lists many regions, including Kashmir, Kutch, and Kerala. – True.
    5. The term ‘Hindustān’ first appeared in a Greek inscription more than 2,000 years ago. – False. It first appeared in a Persian inscription.
    6. In ancient Persian, the word ‘Hindu’ refers to the Hindu religion. – False. It was a geographical term.
    7. ‘Bhārata’ is a name given to India by foreign travellers. – False. It was given by Indians themselves.

    Q3. If you were born some 2,000 years ago and had the chance to name our country, what name or names might you have chosen, and why?

    Answer (model – imaginative):
    If I were born 2,000 years ago, I would name our country “Aryavarta” meaning the land of noble people, or “Suryadesh” meaning the land of the rising Sun. These names would reflect India’s values, knowledge, and importance in the ancient world. I might also choose “Ganga Desh”, because the river Ganga symbolises purity and life for millions of people.

    Q4. Why did people travel to India from various parts of the world in ancient times? What could be their motivations in undertaking such long journeys?

    Answer (100–120 words):
    People travelled to India for many reasons:

    1. Trade: India was famous for spices, cotton, silk, gems, and metals.
    2. Religion and learning: Pilgrims and scholars came to study Buddhism, Hinduism, and visit holy places. Chinese travellers like Xuanzang visited universities like Nalanda.
    3. Exploration: Adventurers and travellers wanted to see India’s rich culture and geography.
    4. Conquest: Some came as invaders to control India’s wealth and land.
    5. Cultural exchange: Artists, poets, and writers visited to share and learn knowledge.
      Thus, India was an important centre of attraction for the ancient world.

    Extra Questions – Chapter 5: India, That Is Bharat

    Very Short Answer Questions

    Q1. What name does the Rig Veda give to northwest India?
    Answer: Sapta Sindhava (land of seven rivers).

    Q2. Which text first mentions the name ‘Bhāratavarṣha’?
    Answer: The Mahābhārata.

    Q3. What does ‘Jambudvīpa’ mean?
    Answer: The island of the jamun tree.

    Q4. Who was the first Indian emperor to use the name Jambudvīpa?
    Answer: Emperor Aśhoka.

    Q5. What does the Indian Constitution say at the beginning about India?
    Answer: “India, that is Bharat.”

    Short Answer Questions

    Q6. How did Persians and Greeks refer to India?
    Answer:

    • Persians called it Hind or Hidu from the word Sindhu.
    • Greeks called it Indoi or Indike, dropping the letter “h”.

    Q7. How did the Chinese refer to India?
    Answer: Ancient Chinese called India Yintu, Yindu, or Tianzhu (land of the heavenly master).

    Q8. What does the word Hindustān mean and when was it first used?
    Answer: Hindustān, meaning “land of the Hind,” was first used in a Persian inscription about 1,800 years ago.

    Long Answer Questions

    Q9. Explain the different names of India in ancient times.
    Answer (120 words):
    India has been known by many names:

    • Sapta Sindhava in the Rig Veda (land of seven rivers).
    • Bhāratavarṣha in the Mahābhārata (land of Bharata people/kings).
    • Jambudvīpa, used by Aśhoka and in Purāṇas.
    • Bharat, described in the Vishnu Purāṇa as land between the Himalayas and oceans.
      Foreigners also gave names:
    • Persians: Hind / Hidu.
    • Greeks: Indoi / Indike.
    • Chinese: Yindu, Yintu, Tianzhu.
    • Arabs & Persians later used: Hindustān.

    Europeans: India, Inde (French).
    These names reflect India’s geography, culture, and its image in the world.

  • Chapter-4-Timeline and Sources of History, Class 6th, Social Science, NCERT

    NCERT ANSWERS

    Q1. As a project, write the history of your family (or village if you live in one), using sources of history at your disposal. Ask your teacher to guide you.

    Answer (model – students can adapt):
    I wrote about my family using sources such as photographs, Aadhaar cards, and my grandparents’ memories. My father works in an office, and my mother is a teacher. My grandparents were farmers, and my great-grandparents also lived in the same village. Old land records and stories helped me know about our past. This shows how sources help us understand family or village history.

    Q2. Can we compare historians to detectives? Give reasons for your answers.

    Answer (80–100 words):
    Yes, historians are like detectives. Detectives gather clues and evidence to solve crimes, while historians collect sources such as inscriptions, coins, pottery, monuments, and written texts to reconstruct the past. Both compare different pieces of evidence, cross-check facts, and then come to conclusions. Sometimes, evidence may be missing or contradictory, but through reasoning and analysis, historians, like detectives, solve the puzzle of history.

    Q3. A few exercises with dates:

    1. Place these dates chronologically on the timeline:
    • 1900 BCE → 323 BCE → 100 BCE → 100 CE → 323 CE → 1090 CE → 2024 CE
    1. If King Chandragupta was born in 320 CE, which century did he belong to? And how many years was that after the Buddha’s birth?
    • 320 CE = 4th century CE
    • Buddha’s birth = 560 BCE
    • Years between = 560 + 320 – 1 = 879 years
    1. Rani of Jhansi was born in 1828. Which century did she belong to? How many years was that before India’s Independence?
    • 1828 CE = 19th century CE
    • Independence = 1947 CE
    • Gap = 1947 – 1828 = 119 years
    1. Turn ‘12,000 years ago’ into a date.
    • 2025 – 12,000 = 9975 BCE

    Q4. Plan a visit to a nearby museum.

    Answer (model report):
    I visited the National Museum in New Delhi. It had ancient coins, pottery, inscriptions, sculptures, and manuscripts. I found the Harappan seals very interesting because they showed animals and symbols. I also saw old ornaments and tools. What was unexpected was how well-preserved these objects were. The visit helped me understand history better and made learning more exciting.

    Q5. Invite to your school an archaeologist or a historian and ask them to speak on the history of your region and why it’s important to know it.

    Answer (model speech points):

    • Archaeologists explain the ancient monuments, inscriptions, and excavations of our region.
    • Historians tell us about rulers, culture, and traditions of the past.
    • Knowing local history connects us with our heritage.
    • It helps us value our culture and learn lessons from the past for the present and future.

    Extra Questions – Chapter 4: Timeline and Sources of History

    Very Short Answer Questions

    Q1. Who studies fossils?
    Answer: Palaeontologists.

    Q2. Which calendar is widely used today?
    Answer: The Gregorian Calendar.

    Q3. What does CE and BCE stand for?
    Answer: Common Era and Before Common Era.

    Q4. Who study ancient inscriptions?
    Answer: Epigraphists.

    Q5. Who were the earliest humans?
    Answer: Homo sapiens, who appeared around 300,000 years ago.

    Short Answer Questions

    Q6. What is a timeline? Why is it useful in history?
    Answer: A timeline is a line that shows events in chronological order. It helps us understand the sequence of events and compare different historical periods easily.

    Q7. What were the main sources of food for early humans?
    Answer: Early humans survived by hunting animals, gathering fruits, roots, and edible plants. Later, they learned farming and domestication of animals.

    Q8. Mention two differences between BCE and CE dating systems.
    Answer:

    • BCE counts years backward (e.g., 500 BCE is earlier than 200 BCE), while CE counts years forward.
    • BCE refers to “Before Common Era,” and CE refers to “Common Era.”

    Long Answer Questions

    Q9. Describe the different sources of history.
    Answer (100–120 words):
    Sources of history are divided into:

    1. Archaeological sources – remains of buildings, pottery, tools, coins, inscriptions, and excavations.
    2. Literary sources – manuscripts, Vedas, epics, poems, plays, travelogues, chronicles.
    3. Oral sources – folklore, stories, songs, and traditions.
    4. Artistic sources – paintings, sculptures, panels.
      These sources help historians reconstruct the past. Each source provides a part of the “puzzle of history,” and by combining them, historians get a clearer picture of how people lived in different times.

    Q10. How did early humans live?
    Answer (100–120 words):
    Early humans lived in caves, rock shelters, or temporary camps. They hunted animals and gathered fruits, nuts, and roots. They used stone tools, fire for cooking, and painted scenes of animals and daily life on cave walls. Later, they discovered farming, domesticated animals like cattle and goats, and settled near rivers. They also made pottery, metal tools, and ornaments. These developments slowly transformed small hamlets into villages and towns, laying the foundation for civilisations.

  • Chapter-3-Landforms and Life, Class 6th, Social Science, NCERT

    NCERT QUESTIONS

    Q1. In what type of landform is your town / village / city located? Which features mentioned in this chapter do you see around you?

    Answer (model – students can adapt):
    My town is located on the plains. It has fertile soil, rivers nearby, and supports farming. I can see flat land, green fields, and many settlements. Crops like wheat and rice are grown here. The plain also has roads, railways, and industries, making life easier compared to mountains and plateaus.

    Q2. Let us go back to our initial trip from Chhota Nagpur to Prayagraj and Almora. Describe the three landforms you came across on the way.

    Answer:

    • Chhota Nagpur Plateau – A raised landform with rocky soil, mineral resources, and waterfalls.
    • Prayagraj (plains) – Fertile floodplains of the Ganga, suitable for agriculture and dense population.
    • Almora (mountains) – High land with steep slopes, forests, and snow-capped peaks, where terrace farming is done.

    Q3. List a few famous pilgrimage spots in India along with the landforms in which they are found.

    Answer:

    • Kedarnath, Badrinath (Uttarakhand) – Mountains (Himalayas)
    • Vaishno Devi (Jammu & Kashmir) – Mountains
    • Varanasi, Prayagraj (Uttar Pradesh) – Plains, on the Ganga river
    • Rameswaram (Tamil Nadu) – Coastal plains / island

    Q4. State whether true or false —

    1. The Himalayas are young mountains with rounded tops. – False. They are young with sharp peaks.
    2. Plateaus usually rise sharply at least on one side. – True.
    3. Mountains and hills belong to the same type of landform. – True. Both are elevated landforms.
    4. Mountains, plateaus and rivers in India have the same types of flora and fauna. – False. Different landforms have different vegetation and animals.
    5. Ganga is a tributary to the Yamuna. – False. Yamuna is a tributary of the Ganga.
    6. Deserts have unique flora and fauna. – True. Example: cactus, camels.
    7. Melting snow feeds rivers. – True. Himalayan rivers depend on snowmelt.
    8. Sediments from rivers deposited in the plains makes the land fertile. – True.
    9. All deserts are hot. – False. Some are cold, like the Gobi Desert and Antarctica.

    Q5. Match words in pairs:

    • Mount Everest → Climbing
    • Rafting → River
    • Camels → Desert
    • Plateau → Roof of the world (Tibetan Plateau)
    • Gangetic plains → Rice fields
    • Waterway → Ganga
    • Mount Kilimanjaro → Africa
    • Yamuna → Tributary

    Extra Questions – Chapter 3: Landforms and Life

    Very Short Answer Questions (1–2 sentences)

    Q1. What is a landform?
    Answer: A landform is a natural physical feature of the Earth’s surface, such as mountains, plateaus, or plains.

    Q2. Which is the highest mountain peak in the world?
    Answer: Mount Everest (8,849 m).

    Q3. Name the highest mountain in South India.
    Answer: Anamudi (Kerala).

    Q4. Which plateau is called the “Roof of the World”?
    Answer: The Tibetan Plateau.

    Q5. Which is the largest river plain in India?
    Answer: The Ganga Plain.

    Short Answer Questions (30–50 words)

    Q6. What is terrace farming?
    Answer: Terrace farming is the practice of cutting steps or terraces on mountain slopes to grow crops. It prevents soil erosion and allows cultivation on steep land. It is common in the Himalayas and other hilly areas of India.

    Q7. Why are plains most suitable for human habitation?
    Answer: Plains have fertile soil, abundant water supply, and flat land for agriculture, transport, and building cities. This makes them densely populated regions and centres of human civilisation.

    Q8. Why are plateaus rich in minerals?
    Answer: Plateaus, formed by volcanic or tectonic activity, contain large reserves of minerals like coal, iron, and diamonds. For example, Chhota Nagpur Plateau in India has coal and iron, while the African Plateau has gold and diamonds.

    Long Answer Questions (80–120 words)

    Q9. Explain the differences between mountains, plateaus, and plains.
    Answer:

    • Mountains are high landforms with steep slopes and peaks. They have forests, rivers, and snow. Example: Himalayas.
    • Plateaus are flat-topped elevated areas with steep sides. They are rich in minerals and sometimes have fertile lava soil. Example: Deccan Plateau.
    • Plains are flat and low-lying areas formed by river deposits. They are very fertile and densely populated. Example: Ganga Plain.
      Thus, each landform has different features, advantages, and challenges for human life.

    Q10. What challenges do people face while living in mountains? Why do they still prefer to live there?
    Answer:
    Life in mountains is difficult due to harsh climate, landslides, avalanches, cloudbursts, and poor transport. Farming is limited and done through terrace cultivation. Yet, people live there because of fresh air, natural beauty, forest resources, tourism opportunities, and religious importance. Mountains also provide water from melting snow and rivers, making them valuable despite the challenges.

    Q11. Describe the importance of rivers in plains.
    Answer:
    Rivers in plains bring fertile soil (silt and sediments) which makes agriculture possible. They provide water for irrigation, transport, fishing, and daily life. Many ancient civilisations, like those on the Ganga and Indus plains, grew along rivers. Even today, rivers like the Ganga are centres of farming, trade, and religious activities.

  • Chapter 2 – Oceans and Continents, Class 6th, Social Science, NCERT

    Q1. Explain the following terms:

    (a) Continent – A continent is a very large continuous landmass surrounded by oceans. There are seven continents on Earth: Asia, Africa, North America, South America, Antarctica, Europe, and Australia.

    (b) Ocean – Oceans are vast bodies of salt water covering about three-fourths of the Earth’s surface. The five main oceans are the Pacific, Atlantic, Indian, Arctic, and Southern Oceans.

    (c) Island – An island is a piece of land surrounded by water on all sides but smaller than a continent. Example: Greenland, Andaman and Nicobar Islands.

    Q2. Let us draw – Without looking at the maps in this chapter, draw the continents free hand on a sheet of paper and colour them. Then compare your drawing with the map of oceans and continents in the chapter.

    Answer (Guidance for students):

    • Draw a rough sketch of the world map.
    • Colour the continents in different colours (e.g., Asia – yellow, Africa – green, North America – pink, South America – orange, Europe – purple, Australia – red, Antarctica – blue).
    • Colour all oceans in blue.
    • Then compare with the map in your book and check shapes, positions, and sizes.

    Q3. Let us do – On the outline map of the world given below, label all the continents and oceans.

    Answer (Guidance):

    • Mark and label:
      • Continents: Asia, Africa, North America, South America, Antarctica, Europe, Australia.
      • Oceans: Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean, Southern Ocean.

    Q4. Solve this crossword.

    Across

    1. Oxygen
    2. Continent
    3. Asia
    4. Plastic
    5. Antarctica

    Down
    2. Greenland
    4. Tsunami
    5. Australia
    7. Pacific
    9. Island

    Q4. Name the seven continents in order of size (largest to smallest).

    Answer:

    1. Asia
    2. Africa
    3. North America
    4. South America
    5. Antarctica
    6. Europe
    7. Australia

    Q5. What are tsunamis and how are they caused?

    Answer (60–70 words):
    A tsunami is a giant ocean wave caused by underwater earthquakes, volcanic eruptions, or landslides. The sudden movement of the sea floor displaces a huge amount of water, creating powerful waves that travel across the ocean. When they reach shallow coastal areas, these waves rise high and cause destruction. The 2004 Indian Ocean tsunami is an example, which affected Tamil Nadu, Kerala, and the Andaman & Nicobar Islands.

    Q6. What is the difference between an island and a continent?

    Answer:

    • Continent: Very large continuous landmass (e.g., Asia, Africa).
    • Island: Smaller landmass surrounded by water (e.g., Greenland, Andaman).

    Q7. Why is saving oceans important for our future?

    Answer (80–90 words):
    Oceans are called the “lungs of the planet” because they produce most of the oxygen we breathe. They also provide food, medicines, water cycle balance, and climate control. However, pollution, plastic waste, and overfishing are threatening marine life. If we don’t protect oceans, it will harm biodiversity and human survival. Saving oceans is necessary for a healthy planet and for future generations.

    Extra Questions – Oceans and Continents

    Q1. Why is the Earth called the “blue planet”?

    Answer:
    The Earth is called the blue planet because nearly three-fourths of its surface is covered with water. From space, the oceans give the Earth a bluish appearance, making it look mostly blue.

    Q2. Which is the largest and which is the smallest ocean?

    Answer:

    • The Pacific Ocean is the largest ocean.
    • The Arctic Ocean is the smallest ocean.

    Q3. How do oceans influence the climate of the Earth?

    Answer (70–80 words):
    Oceans store and distribute heat across the planet. They bring rainfall to the continents through the water cycle and regulate temperature by absorbing heat. For example, the Indian Ocean gives rise to monsoon rains, which are vital for agriculture in India. Oceans also produce more than half of the world’s oxygen, making them essential for life and climate balance.

  • Chapter 1 – Locating Places on the Earth, Class 6th, Social Science, NCERT

    Q1. Returning to page 10 and to Fig. 5.2 in Chapter 5 of this textbook, taking the scale to be 2.5 cm = 500 km, calculate the real distance from the estuary of the Narmada River to the estuary of the Ganga river.

    Answer:
    If the distance on the map between the estuary of the Narmada and the Ganga is about 4.5 cm, then using the scale 2.5 cm = 500 km:

    5002.5×4.5=900 km2.5500​×4.5=900km

    So, the real distance is about 900 kilometres.

    Q2. Why is it 5:30 pm in India when it is 12 pm or noon in London?

    Answer (80–100 words):
    The Earth rotates from west to east, and as it rotates, different places experience day and night at different times. The standard time in India is based on the longitude 82.5°E, which is 5 hours 30 minutes ahead of Greenwich Mean Time (GMT) in London. So, when it is 12 noon in London, India is already ahead in time, and the clock here shows 5:30 pm. This is why our watches run 5 hours 30 minutes ahead of London.

    Q3. Why do we need symbols and colours in the map?

    Answer (50–60 words):
    Maps show a lot of information in a small space. It is not possible to draw real shapes of rivers, mountains, roads or buildings. So, symbols are used to represent them clearly. Colours also make maps easy to read — for example, blue for water bodies, green for plains, and brown for mountains. They make maps simple and useful.

    Q4. Find out what you have in the eight directions from your home or school.

    Answer (student model – about 60 words):
    From my school:

     

    • North: A post office
    • South: A market
    • East: A temple
    • West: A bus stop
    • Northeast: A playground
    • Northwest: A hospital
    • Southeast: A small park
    • Southwest: A library

    (Students can change according to their locality.)

    Q5. What is the difference between local time and standard time? (100–150 words)

    Answer:
    Local time is the time of a particular place based on the position of the Sun. For example, when the Sun is exactly overhead, it is 12 noon at that place. Since the Earth rotates, local time changes as we move east or west. Standard time is a fixed time for an entire country or region, chosen along a central meridian. India uses Indian Standard Time (IST), based on 82.5°E longitude, so that the whole country follows one uniform time. Local time is useful for small areas, but for a big country, standard time avoids confusion in travel, communication and trade.

    Q6. Delhi’s and Bengaluru’s latitudes are 29°N and 13°N; their longitudes are almost the same, 77°E. How much will be the difference in local time between the two cities?

    Answer:
    Since the longitudes are almost the same, both cities have the same local time. The difference will be zero.

    Q7. Mark the following statements as true or false; explain your answers with a sentence or two.

      1. All parallels of latitude have the same length. – False. They become smaller as we move towards the poles.
      2. The length of a meridian of longitude is half of that of the Equator. – True. Longitudes are half circles from pole to pole.
      3. The South Pole has a latitude of 90°S. – True. It is the farthest point south from the Equator.
      4. In Assam, the local time and the IST are identical. – False. Assam’s local time is ahead of IST.
      5. Lines separating the time zones are identical with meridians of longitude. – False. They are adjusted to follow political boundaries.
      6. The Equator is also a parallel of latitude. – True. It is the longest parallel at 0°.

    Q8. Solve the crossword.

    Across:

    1. Scale
    2. Globe
    3. Equator
    4. Greenwich
    5. Map
    6. Latitude

    Down:
    2. Longitude
    3. Coordinates
    6. Grid
    7. IST
    9. North Pole
    11. IDL

     

    Extra Questions –

    Q1. What is the difference between a globe and a map?

    Answer:

    • A globe is a small model of the Earth that shows its true spherical shape and geographical features.
    • A map is a flat drawing of a part or whole of the Earth, showing physical, political, or thematic details.
      Globe is best for accuracy of shape; map is best for detailed study.

    Q2. Define latitude and longitude.

    Answer:

    • Latitude: Imaginary lines running east–west, parallel to the Equator, measuring distance north or south of it.
    • Longitude: Imaginary lines running north–south from pole to pole, measuring distance east or west of the Prime Meridian.

    Q3. Why is the Equator called the “great circle”?

    Answer:
    The Equator is called the “great circle” because it is the largest circle that divides the Earth into two equal halves — the Northern Hemisphere and the Southern Hemisphere. It is the longest parallel of latitude.

    Q4. How are latitudes related to climate?

    Answer (70–80 words):
    Latitudes influence the climate of different regions. Places near the Equator (low latitudes) are hot and receive direct sunlight (Torrid Zone). The areas in the middle latitudes have moderate or temperate climate. Near the poles (high latitudes), the sunlight is slanting and weak, so these regions are very cold (Frigid Zone). Thus, latitude plays an important role in determining the type of weather and seasons experienced in any place.

    Q5. Why was Greenwich chosen as the Prime Meridian?

    Answer:
    In 1884, an international agreement fixed the Prime Meridian at Greenwich, London, because it was already being used widely by sailors and scientists for navigation. It became the standard reference line for measuring longitude worldwide.

    Q6. Explain local time with an example.

    Answer (50–60 words):
    Local time is the time of a place determined by the position of the Sun. When the Sun is overhead, it is 12 noon at that place. For example, if it is noon in Delhi, the local time in Mumbai may differ slightly because of their different longitudes.

    Q7. Why does India use a single standard time?

    Answer (70–80 words):
    India is a large country with longitudes stretching from Arunachal Pradesh in the east to Gujarat in the west. If every place followed local time, there would be confusion in daily life, travel, and communication. Therefore, the longitude 82.5°E near Allahabad was chosen as the central meridian for Indian Standard Time (IST). This way, the entire country follows one uniform time, 5 hours 30 minutes ahead of Greenwich Mean Time (GMT).

    Q8. What is the International Date Line?

    Answer:
    The International Date Line is an imaginary line at 180° longitude, opposite the Prime Meridian. When we cross it from east to west, we add one day; when we cross from west to east, we subtract one day. It helps to keep the world’s dates in order.


     

  • Chapter – 6, English, Hornbill, Poem – 1

    Poem – Father to Son

    Poet: Elizabeth Jennings

    Pre-text Questions (with answers)

    Q1. What kind of bond usually exists between a father and a son?
    Ans. The bond is expected to be close, affectionate, and based on love and understanding, though sometimes it may face gaps due to generational differences.

    Q2. Can communication gaps harm family relationships?
    Ans. Yes. Misunderstandings and lack of dialogue can create distance, even when there is deep love underneath.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What problem does the father express in the poem?
    Ans. The father feels alienated from his son. Though they live together, he hardly understands his son’s thoughts, feelings, and choices.

    Q2. What does the father regret?
    Ans. He regrets that despite living under the same roof for years, he has failed to build a close emotional bond with his son.

    Q3. How does the son react to the father’s feelings?
    Ans. The son too feels the same distance. Though he does not express anger, he is unable to bridge the communication gap.

    Q4. What effort does the father make to restore the relationship?
    Ans. He offers reconciliation, saying he is ready to “forgive” and start afresh, hoping to heal their strained bond.

    Q5. What is the central idea of the poem?
    Ans. The poem highlights the emotional gap between generations, the pain it causes, and the father’s longing for understanding and reconciliation.

    B. Talking About the Poem

    Q1. Why is the tone of the poem described as both sad and hopeful?
    Ans. It is sad because the father feels isolated from his son, but hopeful because he expresses willingness to forgive and rebuild their relationship.

    Q2. How does Elizabeth Jennings portray universal family issues?
    Ans. She shows that gaps between parents and children are common, caused by changing values and lack of communication, yet love can overcome them.

    Q3. What lesson does the poem give?
    Ans. That communication, understanding, and forgiveness are essential for maintaining harmony between generations.

    C. Working with Words

    • Alienation → feeling of separation.

    • Reconciliation → restoring friendly relations.

    • Estrangement → emotional distance or separation.

    D. Noticing Form

    • The poem is written in free verse, expressing personal emotions without rhyme.

    • It uses repetition (“I do not understand this child”) to stress the father’s feelings.

    Summary of Father to Son

    Elizabeth Jennings’ poem Father to Son is a poignant reflection on the distance that often arises between parents and children as they grow older. The poem presents the voice of a father who feels alienated from his own son, despite sharing the same home and relationship.

    The father begins by confessing that he does not understand his son. Though they have lived together for many years, he feels as if he is speaking to a stranger. This highlights the generation gap, where differences in thoughts, values, and interests create emotional distance.

    The father regrets this estrangement. He laments that his son has grown into an independent individual with choices and beliefs that he cannot comprehend. The father feels that his son belongs to another world—one with which he himself is unfamiliar. This alienation causes him both sorrow and guilt.

    Despite his sadness, the father’s tone is not harsh or blaming. Instead, it is reflective and full of yearning. He admits his failure to establish a deeper bond but also acknowledges that the fault is mutual—both father and son have contributed to the distance.

    The son, though not directly speaking in the poem, is suggested to feel the same alienation. Neither of them openly quarrels, but the silence between them creates a wall stronger than words of anger. The lack of dialogue makes reconciliation difficult.

    However, the father does not give up. Towards the end of the poem, he expresses his willingness to forgive and start anew. He says, “I would have him prodigal, returning to his father’s house,” recalling the biblical story of the prodigal son. This indicates his readiness to welcome his son back into emotional closeness, without judgment.

    The poem ends with an image of extended hands—both father and son ready to reach out but unable to cross the final barrier. This unresolved tension makes the poem deeply moving, as it reflects real-life struggles within families.

    Thematically, Father to Son deals with communication gaps, generational conflict, and the universal longing for love and understanding. Jennings shows that even in relationships built on love, silence and misunderstanding can create painful distance. Yet, the possibility of reconciliation always remains if both sides are willing.

    In conclusion, the poem captures the complexity of family bonds, reminding us that while differences are natural, forgiveness and open dialogue are the keys to healing strained relationships.

    Biography of Elizabeth Jennings

    Elizabeth Jennings (1926–2001) was one of the most significant English poets of the 20th century, known for her lyrical, reflective, and deeply personal poetry. Unlike many of her contemporaries, Jennings avoided experimental styles, choosing instead to write in traditional forms with simplicity and emotional depth.

    She was born on 18 July 1926 in Boston, Lincolnshire, England, but grew up in Oxford, where she lived for most of her life. She studied English at St. Anne’s College, Oxford, and soon developed an interest in poetry. Jennings’ early influences included poets like Gerard Manley Hopkins, W.H. Auden, and T.S. Eliot, whose themes of faith, morality, and human experience resonated with her.

    Her first collection, Poems (1953), was well received, but it was A Way of Looking (1955) that established her as a major voice. Over the years, she published more than two dozen volumes of poetry, addressing themes of love, faith, loneliness, illness, and human relationships.

    Jennings’ poetry is often described as confessional—not in the modern American sense, but in its honesty and intimacy. She frequently wrote about her Catholic faith, her struggles with mental health, and her reflections on life’s fragility. Her simple language and clarity of thought allowed her poems to touch ordinary readers as well as critics.

    She was associated with “The Movement,” a group of British poets in the 1950s who reacted against modernist complexity and sought clarity and structure in verse. Alongside poets like Philip Larkin and Kingsley Amis, Jennings emphasised restraint, discipline, and accessibility.

    Despite her literary success, Jennings lived a modest and often difficult life. She struggled financially, faced health problems, and never sought fame. Her dedication to poetry was absolute, and she saw writing as both a vocation and a form of spiritual reflection.

    Her works include collections such as Song for a Birth or a Death (1961), The Mind Has Mountains (1966), Consequently I Rejoice (1977), and Collected Poems (1986). The poem Father to Son reflects her recurring theme of strained human relationships and the need for reconciliation.

    Jennings received several awards, including the Somerset Maugham Award (1955) and the Commander of the Order of the British Empire (CBE) in 1992 for her contribution to literature.

    Elizabeth Jennings passed away on 26 October 2001, but she left behind a vast body of poetry that continues to inspire readers with its sincerity, compassion, and timeless human themes

  • Chapter – 4, English, Hornbill, Prose – 1

    The Ailing Planet: The Green Movement’s Role

    Author: Nani Palkhivala

    Pre-text Questions (with answers)

    Q1. Why do we call Earth “Mother Earth”?
    Ans. Because it nourishes, sustains, and protects all living beings just like a mother cares for her children.

    Q2. Do you think human beings have respected nature enough?
    Ans. No. Human beings have exploited natural resources for selfish gain, leading to pollution, deforestation, and global warming.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. What is the Green Movement? When did it start?
    Ans. The Green Movement is a global effort to protect the environment. It started in 1972 when the first worldwide environmental conference was held in Stockholm.

    Q2. What are the four principal biological systems mentioned in the text?
    Ans. Fisheries, forests, grasslands, and croplands.

    Q3. Why does the author call Earth “an ailing planet”?
    Ans. Because human exploitation, overuse of resources, deforestation, and pollution have endangered the planet’s health.

    Q4. What is sustainable development according to the author?
    Ans. Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

    Q5. Why is population control important for the survival of Earth?
    Ans. Because unchecked population growth leads to overconsumption, resource depletion, unemployment, and poverty, which strain the planet’s limited resources.

    B. Talking About the Text

    Q1. Why does the author say that we have not inherited the Earth from our forefathers but borrowed it from our children?
    Ans. Because our responsibility is not just to use resources but to preserve them for future generations.

    Q2. What is the significance of the Green Movement in modern times?
    Ans. It reminds us to protect the environment, adopt sustainable practices, and act responsibly as trustees of the planet.

    Q3. What solutions does the author suggest to save the planet?
    Ans. Resource conservation, population control, afforestation, sustainable development, and ecological awareness.

    C. Working with Words

    • Holistic → complete, interconnected.

    • Degradation → decline, destruction.

    • Ecology → the study of relationships between living beings and environment.

    D. Noticing Form

    • The essay blends factual information, statistics, and persuasive argument in a journalistic style.

    Summary of The Ailing Planet

    Nani Palkhivala’s essay The Ailing Planet: The Green Movement’s Role is a thought-provoking reflection on the environmental crisis facing humanity. It highlights the urgent need to protect natural resources and adopt sustainable development.

    The essay begins by noting the rise of the Green Movement in 1972, which signaled the world’s awakening to environmental concerns. The author emphasizes that Earth is not a limitless resource to be exploited but a living entity that sustains life. Yet, human beings have treated it recklessly, leading to its gradual decline.

    Palkhivala identifies four essential biological systems—forests, fisheries, grasslands, and croplands. These systems form the foundation of life, but human exploitation has severely damaged them. Overfishing has depleted marine life; deforestation has destroyed biodiversity; grasslands have been degraded by overgrazing; and croplands have been overused without giving time for soil renewal.

    Another major concern is the uncontrolled growth of human population. The author calls it the greatest problem facing mankind. Every additional person puts pressure on resources, creates unemployment, and contributes to poverty. Population explosion, coupled with resource misuse, has made the Earth “ailing.”

    Palkhivala underlines the concept of sustainable development—meeting present needs without compromising the future. He stresses that resources must be preserved for future generations, echoing the idea that “We have not inherited this planet from our forefathers; we have borrowed it from our children.” This perspective makes human beings trustees, not masters, of the Earth.

    The essay also highlights the importance of awareness. Governments, NGOs, and individuals must recognize that economic progress without ecological balance is meaningless. True progress should integrate environmental responsibility with growth.

    In conclusion, the author appeals to readers to act with wisdom and responsibility. Protecting forests, controlling population, and practicing sustainable development are essential steps. Only then can humanity ensure a healthy planet for future generations.

    Thus, the essay is both a warning and a call to action. It reminds us that the Earth is fragile and finite, and unless we change our ways, we risk destroying the very foundation of life.

    Biography of Nani Palkhivala

    Nani Ardeshir Palkhivala (1920–2002) was one of India’s most respected jurists, economists, and public intellectuals. Renowned for his brilliance in law and his eloquence in writing and speech, Palkhivala was also a passionate advocate for environmental and economic issues.

    Born on 16 January 1920 in Bombay (now Mumbai), Palkhivala overcame early challenges—he had a speech impediment and struggled with stammering. Yet, through determination, he transformed into one of the most articulate lawyers and speakers of his time. He studied at St. Xavier’s College and Government Law College, Bombay, and went on to become a legal legend.

    Palkhivala gained national fame as a constitutional lawyer. He argued several landmark cases in the Supreme Court of India, including the famous Kesavananda Bharati case (1973), which established the “basic structure doctrine” of the Indian Constitution. This judgment became a cornerstone of Indian democracy, ensuring that Parliament could not alter the fundamental framework of the Constitution.

    Beyond law, Palkhivala was deeply engaged with economics and public policy. He wrote extensively on India’s economy and delivered popular lectures explaining the Union Budget to the general public in simple language. His book We, the People became a classic on Indian democracy and governance.

    Palkhivala was also a champion of environmental awareness. At a time when ecological concerns were not widely discussed in India, he raised his voice for the protection of forests, sustainable development, and ecological balance. His essay The Ailing Planet: The Green Movement’s Role reflects his visionary concern for the Earth’s future. He understood that true progress is not possible if we destroy the natural systems that sustain life.

    Throughout his career, Palkhivala served on various national and international bodies. He represented India at the United Nations and was also India’s ambassador to the United States in the 1970s. His intellect, integrity, and humility earned him admiration worldwide.

    Despite his professional achievements, Palkhivala lived a simple life, dedicated to knowledge and service. His speeches drew thousands, as he could explain complex issues with clarity, passion, and moral conviction.

    Nani Palkhivala passed away on 11 December 2002, leaving behind a rich legacy of law, literature, and public service. He is remembered as a defender of democracy, a visionary thinker, and a voice of conscience for environmental and economic justice. His writings continue to inspire new generations to act responsibly towards society and the planet.

  • Chapter – 3, English, Hornbill, Poem – 2

    Poem – The Voice of the Rain

    Poet: Walt Whitman

    Pre-text Questions (with answers)

    Q1. Why is rain important for life on earth?
    Ans. Rain renews soil fertility, supports crops, quenches thirst, and sustains the cycle of nature. Without rain, life cannot flourish.

    Q2. Do you think natural elements like rain can be personified? Why?
    Ans. Yes, because poets often give human voices and emotions to nature, allowing us to connect with it more deeply.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What does the rain say about its origin?
    Ans. Rain says it is born from the earth—rising as vapour from land and sea, then returning to refresh the earth in a perpetual cycle.

    Q2. How does the poet describe the cycle of rain?
    Ans. Rain rises from the earth, travels through the sky, forms clouds, and falls back to earth, giving life and completing a continuous cycle.

    Q3. Why does the rain call itself “the poem of the earth”?
    Ans. Because like poetry, rain emerges naturally, beautifies life, quenches thirst, and returns silently, enriching the world without asking for reward.

    Q4. What comparison does Whitman make between rain and music/poetry?
    Ans. He compares rain to songs—both are born from within, travel outward, return to their origin, and spread joy, beauty, and life.

    Q5. What is the central idea of the poem?
    Ans. The poem highlights the eternal life cycle of rain and compares it to the artistic cycle of poetry, both of which renew, nurture, and beautify the world.

    B. Talking About the Poem

    Q1. Why does the poet use dialogue form in this poem?
    Ans. To make the rain speak directly, personifying it, so its life cycle can be explained in simple yet profound terms.

    Q2. How does the poem show the relationship between nature and art?
    Ans. Just as nature (rain) sustains life, art (poetry) sustains the human spirit. Both work silently yet powerfully.

    Q3. What message does Whitman want to give through this poem?
    Ans. That natural processes and artistic creation are interconnected—they follow cycles of birth, growth, return, and renewal.

    C. Working with Words

    • Impalpable → intangible, cannot be touched.

    • Perpetual → everlasting, continuous.

    • Latent → hidden, not visible but present.

    D. Noticing Form

    • The poem is written in free verse with no rhyme or rhythm, reflecting Whitman’s unique style.

    • It uses personification (rain speaking in first person) and metaphor (rain compared to poetry).

    Summary of The Voice of the Rain

    Walt Whitman’s The Voice of the Rain is a short yet profound poem that captures the eternal cycle of rain and its symbolic connection with poetry. The poem begins with the poet asking the rain: “And who art thou?” In response, the rain personifies itself and speaks directly.

    The rain describes itself as the “poem of the earth.” It explains that it rises invisibly from the land and sea as vapour, ascends into the sky, transforms into clouds, and then returns to earth as rain. This cycle is endless and perpetual, sustaining all life. By returning to the place of its birth, rain nourishes plants, quenches thirst, and cleanses the world, fulfilling its purpose.

    The rain emphasizes its silent, selfless role in life. It quenches drought, revives nature, and helps seeds germinate, ensuring the continuation of the natural world. It works without expectation of recognition or reward, much like poetry.

    Whitman then compares the rain to poetry. A poem, he says, is born from the poet’s heart or mind. It travels into the world, touches people, and then returns to the poet with recognition, love, or simply in silence. Like rain, poetry is part of a cycle—nurturing human emotions, beautifying life, and then retreating to its origin.

    The poem also highlights the similarity between natural and artistic processes. Both rain and poetry arise from within (earth/poet), travel outward (clouds/readers), and then return enriched (life/recognition). Both bring joy and fulfillment, working silently but leaving a lasting impact.

    Another key theme is the eternal renewal of life. Rain symbolizes the never-ending cycle of birth, growth, death, and rebirth. Similarly, art never dies; poems may outlive their creators, renewing themselves with each new reader.

    Whitman’s use of free verse enhances the natural flow of thought. The dialogue form gives the rain a human voice, making its eternal wisdom accessible to the reader. The imagery of water rising, floating, and falling mirrors the beauty of nature’s processes.

    In essence, The Voice of the Rain is not just about the water cycle. It is a meditation on the relationship between nature and creativity. Rain sustains the physical world, and poetry sustains the human soul. Both follow cycles that are silent yet powerful, selfless yet essential, ordinary yet profoundly beautiful.

    Biography of Walt Whitman

    Walt Whitman (1819–1892) is celebrated as one of America’s greatest poets and the “father of free verse.” His poetry broke traditional forms and embraced a bold, democratic vision of life, nature, and humanity.

    Whitman was born on 31 May 1819 in West Hills, Long Island, New York, into a working-class family. He had limited formal education and worked various jobs—printer, teacher, journalist—before devoting himself to writing. His early exposure to ordinary American life shaped his poetry, which celebrated common people and everyday experiences.

    His most famous work, Leaves of Grass, was first published in 1855. It was groundbreaking because it abandoned rhyme and meter, using free verse instead. The book shocked critics but also earned admiration for its originality. Whitman continuously expanded Leaves of Grass throughout his life, adding new poems in each edition.

    Whitman’s poetry reflects themes of democracy, equality, nature, and spirituality. He believed that poetry should speak for all people—not just the elite. His works celebrated farmers, workers, soldiers, women, and people from all walks of life. He envisioned America as a land of unity and diversity, and his poetry became a voice of democracy.

    Nature was central to his vision. Poems like The Voice of the Rain show his reverence for natural cycles. He saw connections between the physical world and the human spirit, often blurring the line between the two.

    During the American Civil War, Whitman worked as a nurse, caring for wounded soldiers. This experience deepened his compassion and inspired moving war poems such as Drum-Taps. He also wrote essays and journalistic pieces, but his poetry remained his most lasting contribution.

    Whitman’s style was revolutionary. He rejected rigid structures, writing in long, flowing lines that mirrored natural speech. He used repetition, cataloguing, and vivid imagery to create rhythm without rhyme. His openness about the body, sexuality, and individuality was controversial but paved the way for modern poetry.

    Though criticized in his time, Whitman gained recognition later as a literary giant. Writers like T.S. Eliot, Ezra Pound, and Allen Ginsberg were influenced by his work. Today, he is regarded as a pioneer of modern poetry and a champion of freedom, equality, and human dignity.

    Walt Whitman died on 26 March 1892 in Camden, New Jersey. His legacy endures in the timeless beauty of Leaves of Grass and poems like The Voice of the Rain, which continue to inspire readers with their democratic spirit, love of nature, and celebration of life’s interconnectedness.

  • Chapter – 3, English, Hornbill, Prose – 1

    Discovering Tut: The Saga Continues

    Author: A.R. Williams

    Pre-text Questions (with answers)

    Q1. Why do ancient discoveries like pyramids and tombs fascinate us?
    Ans. Because they connect us to lost civilizations, reveal mysteries of history, and make us wonder about human achievements thousands of years ago.

    Q2. Do you think science has made archaeology more powerful? How?
    Ans. Yes. With tools like CT scans, DNA testing, and carbon dating, archaeologists can learn details about ancient lives, diseases, and cultures that were impossible to know earlier.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. Why was Tutankhamun such a significant figure in history?
    Ans. Tutankhamun, the “boy king” of Egypt, ruled during the 18th dynasty. His early death at 19 and the discovery of his intact tomb made him one of the most studied figures of ancient history.

    Q2. What problems did archaeologists face when Tut’s body was discovered in 1922?
    Ans. His body was badly preserved due to hasty burial, resins had hardened like cement, and attempts to remove the body caused damage.

    Q3. What did modern technology reveal about Tut’s body?
    Ans. A CT scan in 2005 revealed detailed 3D images of Tut’s body, confirming his physical condition, injuries, and possible causes of death.

    Q4. Why is Tutankhamun’s death still a mystery?
    Ans. Some historians believe he was murdered, while others think he died due to illness, accident, or genetic issues. No theory has been confirmed.

    Q5. How does the author connect past and present in this text?
    Ans. By showing how modern science and technology are applied to solve ancient mysteries, bridging the gap between history and modern research.

    B. Talking About the Text

    Q1. Do you think disturbing Tut’s tomb was justified? Why or why not?
    Ans. Opinions differ. Some say it was justified for historical and scientific knowledge; others argue it disrespects cultural and spiritual traditions.

    Q2. What role does technology play in reshaping history?
    Ans. Technology like CT scans allows us to uncover facts hidden for centuries, thus rewriting or refining historical understanding.

    Q3. Why do people continue to be fascinated by Tutankhamun even today?
    Ans. His youth, mysterious death, and the treasure-filled tomb make him a symbol of mystery, glory, and tragedy.

    C. Working with Words

    • “Resurrection” → coming back to life

    • “Casket” → small box, often for burial

    • “Forensic” → relating to scientific investigation of crimes/deaths

    D. Noticing Form

    • The text blends scientific reportage with historical narrative, making it informative and dramatic at the same time.

    Summary of Discovering Tut: The Saga Continues

    This lesson explores the story of Tutankhamun, the “boy king” of Egypt, whose life, death, and tomb continue to fascinate the world. Written by A.R. Williams, the article combines history, archaeology, and modern science to show how technology has reshaped our understanding of the past.

    Tutankhamun ascended the throne at a very young age and died mysteriously at 19, around 1324 BC. His reign was brief, but his death and the subsequent discovery of his tomb in 1922 by Howard Carter made him one of the most famous figures in archaeology. The tomb contained stunning treasures—gold, jewels, and artifacts—that provided insight into Egyptian civilization.

    However, Tut’s mummy raised questions. Carter’s team, in their eagerness, mishandled the body, using hot blades and chisels to separate it from hardened resins. This caused severe damage to the remains. For decades, mystery surrounded Tut’s death—was he murdered, or did he die of natural causes?

    In 2005, advanced technology offered new opportunities. Tut’s body was removed from his tomb and subjected to a detailed CT scan, producing 1,700 digital images. These scans revealed the structure of his skull, ribcage, and other features, allowing scientists to create a 3D reconstruction of his body. Though the exact cause of death remained uncertain, the scans ruled out some theories and gave fresh insights into his health.

    The CT scans suggested he was a young, physically fragile king who may have suffered injuries before death. Some researchers believe he died from an infection after a leg fracture, while others argue for genetic illness. The debate continues, but technology has provided unprecedented clarity compared to earlier speculation.

    The lesson also reflects on the symbolic nature of Tutankhamun’s story. He is not just an ancient king; he is a reminder of human mortality and the mysteries of history. His tomb, filled with treasures, highlights both the glory and the fragility of ancient civilizations.

    Ultimately, this text shows how modern science collaborates with history, offering new answers while raising further questions. Tutankhamun, even thousands of years after his death, continues to live in global memory as a symbol of youth, mystery, and discovery.

    Biography of A.R. Williams

    A.R. Williams (Andrew R. Williams) is an American journalist, editor, and writer known for his contributions to archaeology and history reporting. He has worked extensively with National Geographic, one of the world’s leading magazines on science, history, and culture. Williams is celebrated for his ability to transform complex archaeological discoveries into engaging stories for general readers.

    His career spans decades of covering global archaeological projects, from ancient Egyptian tombs to Mayan ruins in Central America. His writings often explore the intersection of history, science, and human culture, showing how discoveries from the past shape our understanding of the present.

    Williams has written on topics like mummies, lost civilizations, ancient artifacts, and burial rituals. His articles are notable for combining factual accuracy with narrative drama, which allows readers to not only learn but also feel the excitement of discovery.

    One of his most famous works is his coverage of Tutankhamun, the Egyptian boy king. In Discovering Tut: The Saga Continues, Williams explains how modern scientific methods like CT scans and forensic analysis help unravel ancient mysteries. His writing demonstrates a balance between reverence for history and enthusiasm for scientific progress.

    In his career at National Geographic, Williams contributed as a senior editor in the Archaeology Department. He collaborated with scientists, archaeologists, and photographers to produce groundbreaking stories that brought archaeology into mainstream media. His articles often highlight the painstaking work of archaeologists and the role of technology in making new discoveries.

    Williams’ passion for history extends beyond Egypt. He has covered topics like the Roman Empire, the Inca civilization, and Native American archaeology. His work reflects a global curiosity about how humans lived, built, and believed across centuries.

    As an editor and writer, A.R. Williams has also mentored younger journalists and contributed to books, documentaries, and exhibitions on archaeology. His career demonstrates how journalism can bridge the gap between scientific research and popular understanding.

    Through his work, Williams has helped millions of readers engage with archaeology—not as a dry academic subject but as a living, thrilling exploration of human history. His legacy lies in making the ancient world accessible, exciting, and meaningful to the modern world.

  • Chapter – 2, English, Hornbill, Prose – 1

    Lesson 1 – We’re Not Afraid to Die… If We Can All Be Together

    Authors: Gordon Cook & Alan East

    Pre-text Questions (with answers)

    Q1. How would you describe people who go on dangerous sea voyages?
    Ans. They are adventurous, courageous, and determined. They embrace risk in pursuit of discovery or personal challenge.

    Q2. Why do you think people risk their lives in such expeditions?
    Ans. To test human limits, seek adventure, experience nature’s power, and often to fulfill dreams or achieve recognition.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. List the preparations made by the narrator and his family for their voyage.
    Ans. They spent 16 years planning, built a 23-metre boat Wavewalker, tested it in harsh weather, and trained themselves in seamanship and survival.

    Q2. Describe the initial part of their journey.
    Ans. They sailed smoothly from Plymouth, England, in July 1976, covering 1,05,000 km over the years and reaching Cape Town successfully.

    Q3. What happened on January 2, 1977?
    Ans. They were hit by a gigantic wave in the Indian Ocean. The boat was badly damaged, water flooded in, and the narrator was injured.

    Q4. How did the children display courage during the storm?
    Ans. The son said he was not afraid to die if all stayed together, and the daughter showed cheerfulness despite her injuries, encouraging her parents.

    Q5. How did they manage to survive?
    Ans. By pumping out water, making temporary repairs, and navigating carefully with determination and teamwork until they reached Ile Amsterdam, a small island.

    B. Talking About the Text

    Q1. What values are highlighted in this story?
    Ans. Courage, resilience, teamwork, family unity, and optimism in the face of adversity.

    Q2. Would you call this a story of adventure or survival? Why?
    Ans. It is both. It begins as an adventure but turns into a gripping story of survival, where human spirit and determination triumph over disaster.

    Q3. How do the children’s responses inspire the adults?
    Ans. Their calm acceptance of danger and faith in togetherness inspired the adults to continue fighting for survival.

    C. Working with Words

    • “Mayday call” → emergency distress signal

    • “Stern” → rear part of a ship

    • “Deck” → floor surface of a ship

    D. Noticing Form

    • The story is a first-person account, filled with vivid description and suspense, which makes readers feel the intensity of the storm.

    Summary of We’re Not Afraid to Die…

    This lesson narrates an extraordinary story of courage, resilience, and survival against nature’s fury. Written by Gordon Cook and Alan East, it documents a sea expedition undertaken by the narrator, his family, and two crewmen.

    The narrator, his wife Mary, and their two children Jonathan (6) and Suzanne (7) set out from Plymouth, England, in July 1976, aiming to replicate the round-the-world voyage of Captain James Cook. They spent 16 years planning the journey and had a custom-built boat, Wavewalker, prepared and tested. The initial part of their journey was smooth, and they reached Cape Town safely.

    However, while crossing the Indian Ocean on January 2, 1977, they encountered a massive storm. The waves were monstrous, and the boat was repeatedly struck. Suddenly, a gigantic wave hit them, causing severe damage. The narrator was injured, and water gushed into the boat, threatening to sink it. Despite the chaos, everyone displayed remarkable courage. The narrator and his crew fought tirelessly to pump out water, repair the sails, and keep the boat afloat.

    The most touching moment came from the children. Jonathan, the six-year-old son, said, “We are not afraid to die if we can all be together.” This innocent yet powerful statement gave the parents immense strength. Suzanne, despite being injured, remained cheerful and brave. Their courage motivated the adults to continue their struggle.

    For 15 hours, they battled against nature, working in shifts, enduring exhaustion and fear. Eventually, they managed to control the flooding and make temporary repairs. Guided by determination, seamanship, and teamwork, they navigated towards Ile Amsterdam, a small French island.

    After days of struggle, they finally reached the island, where they were rescued. The survival was a triumph not only of skill but also of human endurance, family unity, and the will to live.

    The story is not just about adventure but about the human spirit. It shows how ordinary people can rise to extraordinary challenges when they act with courage and support each other. Nature may be powerful, but human resilience, hope, and unity can overcome even the harshest storms.

    In conclusion, the lesson teaches us that survival depends on optimism, teamwork, and never giving up, even in the face of overwhelming odds.

    Biography of Gordon Cook & Alan East

    Gordon Cook was a British sailor, adventurer, and writer who undertook several sea voyages in the 20th century. He is best known for his adventurous round-the-world sailing expeditions, one of which forms the basis of the lesson We’re Not Afraid to Die…. Cook, along with his wife and two children, attempted to follow the historic route of Captain James Cook. His passion for the sea reflected not only in his sailing but also in his writing, where he documented the challenges, risks, and beauty of ocean voyages.

    Cook’s accounts highlight the qualities of courage, preparedness, and human resilience. He was meticulous in planning his expeditions, often spending years in preparation. His writing style was simple yet gripping, focusing on real-life struggles and lessons in survival. Through stories like this, Gordon Cook inspires readers to embrace challenges, test their limits, and value teamwork and family bonds.

    Alan East was a British journalist and writer who collaborated with Gordon Cook to document the story. East had a background in adventure writing and journalism, with a flair for bringing real-life experiences alive on the page. His contribution was to shape the raw experience of Cook’s voyage into a coherent, dramatic narrative that could inspire readers.

    Alan East often focused on themes of resilience, courage, and the power of the human spirit in his works. By co-authoring this piece, he helped immortalise a real-life adventure into a story that speaks universally to readers about survival, optimism, and unity.

    Together, Gordon Cook and Alan East produced a work that is now part of school curricula, teaching young learners the values of perseverance and courage. Their writing is a reminder that literature is not only about fiction or imagination but also about documenting human experiences that inspire and educate.

    Although not widely known in the literary mainstream, both Cook and East contributed significantly to the genre of adventure writing. Their legacy lies in showing how ordinary families and individuals can face extraordinary challenges with strength and determination.

  • Chapter – 1, English, Hornbill, Prose – 2

    Lesson 2 – A Photograph

    Author: Shirley Toulson

    Pre-text Questions (with answers)

    Q1. Why do photographs often carry strong emotions with them?
    Ans. Because they freeze moments in time, bringing back memories of people, places, and feelings connected to them.

    Q2. Do you think photographs help us remember people who are no longer alive?
    Ans. Yes. Photographs become tangible memories, reminding us of the presence, love, and bond we shared with those who have passed away.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. What does the cardboard show? Why has this word been used?
    Ans. The cardboard shows a childhood photograph of the poet’s mother, about twelve years old, with her cousins at the beach. The word “cardboard” is used because old photographs were mounted on stiff paper, and also to suggest the fragility and fadedness of time.

    Q2. What has the camera captured?
    Ans. The camera has captured the smiling faces of the poet’s mother and her cousins as children, enjoying themselves at the beach with their uncle.

    Q3. What has not changed over the years?
    Ans. The sea, which has been there for eternity, has not changed, while human life has altered and moved on.

    Q4. The poet’s mother laughed at the snapshot. What did this laugh indicate?
    Ans. It indicated nostalgia and fondness. She remembered her carefree childhood days and laughed at how different life was back then.

    Q5. What is the meaning of the line: “Both wry with the laboured ease of loss”?
    Ans. It means both the poet and her mother smiled at the photograph but with a sense of helpless acceptance. The mother recalled her childhood with a sense of loss, and now the poet recalls her mother with the same bittersweet feeling.

    Q6. What does the poet mean by “its silence silences”?
    Ans. The poet means that the photograph evokes deep grief. It reminds her of her mother’s death, leaving her speechless and overcome by silence.

    B. Talking About the Text

    Q1. The poet’s mother laughed at her childhood photo. What does this tell us about her?
    Ans. It shows she had a simple, affectionate nature. She could laugh at herself and recall her childhood fondly.

    Q2. The sea has not changed, but human life has. What message does this contrast convey?
    Ans. It highlights the permanence of nature compared to the transience of human life. While natural elements endure, human beings live and die.

    Q3. How does the poem capture the idea of loss and memory?
    Ans. Through the photograph, the poet reflects on her mother’s childhood, her mother’s nostalgia in adulthood, and finally the poet’s grief after her mother’s death.

    C. Working with Words

    • “Cardboard” → old photograph

    • “Transient” → short-lived

    • “Wry” → ironic, slightly bitter

    D. Noticing Form

    • The poem is free verse, without rhyme scheme, giving it a conversational and reflective tone.

    Summary of A Photograph

    Shirley Toulson’s poem A Photograph is a poignant meditation on time, memory, and the loss of loved ones. The poem reflects the universal experience of remembering those who are no longer with us and the inevitable passage of life.

    The poem begins with the poet describing a photograph mounted on cardboard. The picture shows her mother as a twelve-year-old girl, standing at a beach with her cousins while their uncle takes the photo. The description is simple, yet full of tenderness: the girls are smiling, carefree, and enjoying their childhood moments. The sea, timeless and eternal, forms the backdrop to this fleeting human joy.

    The poet then reflects on how her mother used to look at this picture and laugh. For her mother, the photograph was a reminder of her childhood days—simple, innocent, and carefree. She recalled those times fondly but also with a sense of loss, knowing that those moments could never return. Thus, the mother too was aware of the transient nature of life.

    The poem then shifts to the poet’s own perspective. Many years have passed, and now the mother herself is no longer alive. For the poet, the photograph has become doubly painful. It first showed her mother’s nostalgia for her lost childhood, and now it reminds the poet of her own lost mother. The photograph becomes a silent witness to generations passing away.

    The lines “Both wry with the laboured ease of loss” express how both the mother and daughter dealt with loss—first the loss of childhood, and then the loss of life itself. Both accepted these losses with a kind of weary resignation, aware that time cannot be reversed.

    The poem ends with the deeply moving phrase: “Its silence silences.” The photograph is mute, but its silence conveys grief more powerful than words. For the poet, the silence of the photograph is the silence of her mother’s absence, and this overwhelms her.

    At its heart, the poem is about the contrast between permanence and transience. The sea has remained unchanged for centuries, while human life is short-lived and fragile. Childhood gives way to adulthood, and life eventually gives way to death. The photograph freezes a moment, but only highlights the inevitability of change and loss.

    Through simple imagery and gentle tone, the poem evokes a universal truth: memories stay, but people pass away, leaving behind only silence.

    Biography of Shirley Toulson

    Shirley Toulson (1924–2018) was a British poet, writer, and folklorist best known for her sensitive poems on memory, family, and the passage of time. She combined her literary talent with a passion for history and culture, particularly in the study of local traditions and landscapes.

    Born in Henley-on-Thames, England, Shirley Toulson received her education at Prior’s Field School and later studied English literature at Birkbeck College, University of London. Early in life, she developed a love for poetry and creative writing, which shaped her career as both a poet and prose writer.

    Toulson’s poetry is often marked by themes of loss, nostalgia, and memory. She wrote with great simplicity, yet her words carried emotional depth and universal appeal. Her most widely studied poem, A Photograph, reflects on the fleeting nature of life and the sorrow of losing loved ones. In this poem, she captures how photographs preserve memories, while time continues to take people away. This blend of personal reflection and universal emotion made her poetry resonate with readers across generations.

    Apart from poetry, Shirley Toulson had a strong interest in folklore, archaeology, and the English countryside. She wrote extensively about rural traditions, landscapes, and historical trails. One of her most important contributions was her work on ancient pathways and traditions in Britain. Her book The Drovers’ Roads of Wales explored the ancient routes once used by farmers and traders in Wales. She also wrote The Celtic Year, which examined traditional Celtic festivals and beliefs linked to seasons and agriculture.

    Toulson combined her literary skill with her interest in history to produce works that were both informative and evocative. She believed that the past lived on in traditions, landscapes, and stories, and much of her work sought to preserve this connection.

    Throughout her career, she published collections of poetry, essays, and books on local history and folklore. Her ability to weave together personal memory with cultural history made her a unique voice in English literature.

    Shirley Toulson passed away in 2018, but her works continue to be read in schools and appreciated by lovers of poetry and folklore. Through her poetry, she taught us the value of memory, the inevitability of loss, and the beauty of life’s fleeting moments.

  • Chapter – 1, English, Hornbill, Prose – 1

    Lesson 1 – The Portrait of a Lady

    Author: Khushwant Singh

    Pre-text Questions (with answers)

    Q1. What do you usually observe in the relationship between grandparents and grandchildren?
    Ans. The relationship is generally warm, affectionate, and filled with love. Grandparents often share stories, traditions, and values, while grandchildren bring joy and liveliness to their lives.

    Q2. Do you think a grandmother can also be a close friend to her grandchild? Why?
    Ans. Yes, because grandmothers provide emotional security, spend time in storytelling, and offer unconditional love. Their wisdom and patience make them ideal companions for children.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. Mention the three phases of the author’s relationship with his grandmother before he left for abroad.
    Ans.

    1. Childhood: Close companionship—he lived with her, went to school with her, and she helped him with lessons.

    2. Boyhood: Distance grew—he went to an English school in a bus; she could not help with his modern subjects.

    3. Youth: Greater separation—he went to university and lived in the city; they shared the same room but little conversation.

    Q2. Mention three reasons why the author’s grandmother was disturbed when he went to the city school.
    Ans.

    1. She could not understand subjects like English, Science, and music.

    2. She disliked that there was no teaching about God or scriptures.

    3. She felt alienated because she was no longer part of his education.

    Q3. Mention three ways in which the author’s grandmother spent her days after he grew up.
    Ans.

    1. She spun the wheel and recited prayers.

    2. She fed stray dogs in the street.

    3. She accepted a life of quiet seclusion, withdrawing into her spirituality.

    Q4. The odd way in which the grandmother behaved just before she died.
    Ans. She stopped talking to the family, lay peacefully reciting prayers and telling her beads, and refused to waste time on worldly conversation.

    Q5. The way in which the sparrows expressed their sorrow when the author’s grandmother died.
    Ans. Thousands of sparrows sat quietly in and around the house, without chirping, expressing silent grief. The next morning, they flew away quietly.

    B. Talking About the Text

    Q1. The author’s grandmother was a religious person. What are the different ways in which we come to know this?
    Ans. She always prayed while helping the author, carried a rosary, disapproved of music, believed in scriptures, and spent her final days reciting prayers.

    Q2. Describe the changing relationship between the author and his grandmother. Did their feelings for each other change?
    Ans. Their companionship weakened as he grew, studied modern subjects, and moved to the city. Yet, their emotional bond and love remained unchanged.

    Q3. Would you agree that the author’s grandmother was a strong character? Give reasons.
    Ans. Yes. She adjusted to loneliness without complaint, maintained her religious devotion, accepted change gracefully, and faced death with dignity.

    C. Thinking About Language

    • Example: The text uses words like “harl” of rosary beads, “serenity” of her face, “mournful” sparrows. Students should list such words and use them in sentences.

    D. Working With Words

    • Words like tranquility, seclusion, serenity, mourning, sequestered may be noted and used in exercises.

    E. Noticing Form

    • The story is written in first person with a reflective, nostalgic tone. Students can attempt writing a short note about their own grandparent in similar style.

    Summary of The Portrait of a Lady (≈ 430 words)

    Khushwant Singh’s The Portrait of a Lady is a moving and realistic portrayal of his grandmother and their evolving relationship over time. The narrative is personal, reflective, and tinged with nostalgia.

    In his early childhood, Singh lived with his grandmother in a village. She was described as an old, wrinkled woman who seemed to have been old for decades. Despite her physical appearance, she was deeply affectionate and spiritually devoted. She bathed him, dressed him, and accompanied him to school. While he learned alphabets, she sat in the temple reading scriptures. Their bond was intimate, and she was a constant companion.

    As Singh grew older, changes began to appear. When his parents settled in the city, he joined an English school and started traveling by bus. This created a distance between them. The grandmother could no longer help him with his lessons, as they included English words, Science, and music—subjects she neither understood nor approved of. She disapproved of Western education and particularly disliked music, which she associated with the frivolity of harlots and beggars. This intellectual distance symbolised the fading closeness between them.

    Later, when Singh went to university, their separation increased further. They still shared a room, but she withdrew into her spinning wheel, rosary, and prayers. She accepted her seclusion gracefully, without complaint. The only break in her silence was when she fed sparrows and stray dogs, showing her boundless compassion.

    When Singh returned from studying abroad, the grandmother was overjoyed. In celebration, she ignored her usual prayers and sang with village women, beating the drum—a rare moment of liveliness. The next day, however, she fell ill. Though the family thought it was a minor fever, she believed her end was near. Refusing to waste her remaining time in conversation, she lay reciting prayers and telling her beads. She died peacefully, leaving behind an image of dignity and devotion.

    Her death was mourned not only by the family but also by nature itself. Thousands of sparrows sat silently in and around the house, refusing to eat or chirp. Their silent mourning reflected the gravity of her passing.

    The story is not merely about a grandmother but about timeless human values—love, faith, sacrifice, and the acceptance of change and death with grace. Through his grandmother, Singh highlights the beauty of spiritual strength and quiet endurance.

    Biography of Khushwant Singh (≈ 420 words)

    Khushwant Singh (1915–2014) was one of India’s most prolific writers, journalists, and public intellectuals. Known for his sharp wit, candid expression, and deep insight into Indian society, he left an indelible mark on literature and journalism.

    Born on 2 February 1915 in Hadali (now in Pakistan), Singh belonged to a prosperous Sikh family. He studied at Government College, Lahore, before pursuing law at King’s College, London, and later at the Inner Temple, London. Although he briefly practiced law, he soon shifted his focus to writing and journalism.

    As a writer, Singh had remarkable versatility. His literary output spanned short stories, novels, historical accounts, biographies, and translations. His most celebrated novel, Train to Pakistan (1956), is a poignant depiction of the Partition of India, capturing the violence, human suffering, and moral dilemmas of that tragic period. Other works include Delhi: A Novel, The Company of Women, and numerous collections of short stories. His fiction is known for its honesty, social critique, and deep humanism.

    Apart from fiction, Singh contributed immensely as a historian and biographer. He wrote A History of the Sikhs, a scholarly yet accessible account of Sikhism and its evolution. He also translated classics like the Guru Granth Sahib and Ibn Battuta’s Travels. His historical works reflected his respect for India’s pluralism and cultural richness.

    As a journalist, Singh was equally influential. He edited several prominent publications, including The Illustrated Weekly of India, The Hindustan Times, and The National Herald. His bold editorials and satirical columns made him both loved and controversial. For decades, his weekly column “With Malice Towards One and All” entertained readers with sharp humour, irony, and social criticism.

    Singh’s personality combined intellectual sharpness with irreverent humour. He was outspoken about politics, religion, and morality, often challenging hypocrisy. At the same time, he was deeply humane, known for his compassion, honesty, and secular outlook.

    In recognition of his contributions, Singh was awarded the Padma Bhushan in 1974, though he returned it in protest against Operation Blue Star in 1984. Later, he received the Padma Vibhushan in 2007, India’s second-highest civilian award.

    Khushwant Singh passed away on 20 March 2014 at the age of 99. His legacy continues through his writings, which blend humour, honesty, and a deep understanding of India. Through works like The Portrait of a Lady, he celebrated ordinary human relationships, capturing their beauty and dignity with simplicity and affection.

  • Unit – 5, Class 8th English, Poorvi, NCERT

    Lesson 1: Feathered Friend – Arthur C. Clarke

    Before the Text

    Q1. What comes to your mind when you hear “life in space”?
    Ans. Astronauts floating in zero gravity, space stations, advanced machines, and unusual challenges.

    Q2. Do you think animals can be useful in space? How?
    Ans. Yes, animals can sense danger earlier, give companionship, and even help in experiments.

    Q3. Why might space travel be dangerous for humans?
    Ans. Because of lack of oxygen, zero gravity, cosmic radiation, and isolation.

    Let Us Discuss

    Q1. Who was Claribel?
    Ans. A small yellow canary secretly taken aboard the space station.

    Q2. Who brought her there?
    Ans. Sven Olsen, the narrator’s friend and fellow astronaut.

    Q3. Why did the narrator think Sven had chosen a canary?
    Ans. Because canaries are light, cheerful companions and have been used in coal mines to detect poisonous gases.

    Q4. What happened one morning inside the space station?
    Ans. Claribel fainted, which alerted the astronauts that oxygen had leaked.

    Q5. How did the bird save their lives?
    Ans. By fainting first, she warned them of low oxygen levels before it was dangerous for humans.

    Let Us Think and Reflect

    Extract 1

    Q1. Why did the narrator call Claribel an “illegal immigrant”?
    Ans. Because animals were not officially allowed on the space station.

    Q2. What does this reveal about Sven?
    Ans. That he was kind-hearted, playful, and valued companionship.

    Q3. Why was Claribel welcomed despite being illegal?
    Ans. Because she brought joy and song to the astronauts.

    Extract 2

    Q1. Why did Claribel faint before the astronauts?
    Ans. Because small animals need more oxygen and are affected earlier by lack of it.

    Q2. How does this incident show science in action?
    Ans. It shows how living beings react differently to changes in environment, and how animals can be natural warning systems.

    Q3. What qualities of Claribel are admired in the story?
    Ans. Her innocence, cheerfulness, and her unintentional role as a life-saver.

    Comprehension Questions

    Q1. Why did the narrator initially disapprove of Claribel?
    Ans. Because he thought bringing a bird was childish and unnecessary in a space station.

    Q2. How did his opinion change?
    Ans. He realised the bird was useful when she saved their lives.

    Q3. What does the story teach us about animals?
    Ans. That they are sensitive, valuable companions, and can even save human lives.

    Q4. Why is the story titled Feathered Friend?
    Ans. Because Claribel, the feathered canary, proved to be a true friend by warning them of danger.

    Q5. How is humour used in the story?
    Ans. By calling the bird an “illegal immigrant” and describing Sven’s secret plan in a light, amusing way.

    Vocabulary & Language Work

    Q1. Synonyms:

    • Illegal → Unlawful

    • Friend → Companion

    • Oxygen → Air

    • Warn → Alert

    Q2. Antonyms:

    • Life × Death

    • Legal × Illegal

    • Large × Small

    • Safe × Dangerous

    Writing Task

    Q. Write a diary entry as Sven Olsen on the day Claribel saved the astronauts.

    Ans.
    Dear Diary,
    Today Claribel proved why she belongs with us in space. This morning, she fainted suddenly. At first, I was terrified. But then we realised what had happened—oxygen levels were dropping fast. If not for her, we might not have noticed until it was too late. Who would have thought a little yellow bird could save the lives of strong astronauts? She is not just my pet, but everyone’s feathered friend now.
    – Sven

    Summary of the Story

    Feathered Friend by Arthur C. Clarke is a humorous yet thoughtful science fiction story set in a space station. Sven Olsen secretly brings a canary, Claribel, aboard. While some astronauts laugh at this, the bird proves her worth when she faints, warning them of low oxygen levels. This helps save their lives. The story highlights the importance of animals, their sensitivity, and the bond between humans and other creatures. It shows that even in a world of science and technology, simple natural companions can be life-savers.

    Lesson 2: Magnifying Glass – Walter de la Mare

    Before the Text

    Q1. Have you used a magnifying glass? What did you observe?
    Ans. Yes, I used it to look at leaves, insects, and small print. It made tiny details look bigger and clearer.

    Q2. Why do children enjoy using magnifying glasses?
    Ans. Because they make small things appear large and magical, sparking curiosity and fun.

    Let Us Discuss

    Q1. What does the child do with the magnifying glass?
    Ans. The child looks at everyday objects—ant, letters, hair, dust, leaf—and discovers hidden details.

    Q2. What does the poem suggest about curiosity?
    Ans. That curiosity turns ordinary things into exciting discoveries.

    Q3. Why does the poet use a child’s point of view?
    Ans. To show innocence, wonder, and the joy of exploring small things.

    Q4. How does the magnifying glass change the child’s world?
    Ans. It makes common objects appear extraordinary, teaching that science reveals hidden beauty.

    Let Us Think and Reflect

    Extract 1

    Q1. What objects does the child observe first?
    Ans. An ant and printed letters.

    Q2. Why does the ant look different?
    Ans. It looks huge and strange through the magnifying glass.

    Q3. What does this show about science tools?
    Ans. That simple tools help us see the world in new ways.

    Extract 2

    Q1. What other things did the child see?
    Ans. A hair, a leaf, and tiny specks of dust.

    Q2. How did these things appear?
    Ans. Large, detailed, and sometimes surprising.

    Q3. What feelings do these discoveries bring?
    Ans. Excitement, wonder, and curiosity to explore more.

    Comprehension Questions

    Q1. What is the central idea of the poem?
    Ans. The joy of curiosity and how science tools like magnifying glasses reveal hidden wonders.

    Q2. Why is the magnifying glass compared to magic?
    Ans. Because it transforms ordinary things into something extraordinary.

    Q3. How does the poem connect science and imagination?
    Ans. By showing how observation creates amazement, mixing knowledge with wonder.

    Q4. What values does the poem teach children?
    Ans. Curiosity, observation, creativity, and love for learning.

    Vocabulary & Language Work

    Q1. Synonyms:

    • Magnify → Enlarge

    • Tiny → Small, minute

    • Strange → Unusual

    • Discover → Find

    Q2. Antonyms:

    • Big × Small

    • Clear × Blurred

    • Magic × Ordinary

    • Known × Unknown

    Writing Task

    Q. Imagine you are a child with a magnifying glass. Write a short poem or paragraph about what you see.

    Ans.
    Through my tiny magic glass,
    I see the world in class.
    A leaf becomes a forest deep,
    An ant a giant, on a leap.
    Dust like planets in the sky,
    So much wonder meets my eye.

    Summary of the Poem

    Magnifying Glass by Walter de la Mare captures the curiosity of a child exploring the world with a magnifying glass. Simple things like ants, leaves, dust, and letters become extraordinary under the lens. The poem blends science and imagination, showing that curiosity and observation turn everyday life into a magical discovery.

    Lesson 3: Bibha Chowdhuri – The Beam of Light that Lit the Path for Women in Indian Science

    Before the Text

    Q1. Do you know any famous Indian women scientists?
    Ans. Yes, like Kalpana Chawla (astronaut), Janaki Ammal (botanist), and Tessy Thomas (missile scientist).

    Q2. Why is it important to highlight women scientists?
    Ans. Because their contributions inspire future generations and show that science belongs to everyone.

    Q3. What qualities are needed to succeed in science?
    Ans. Curiosity, hard work, patience, observation, and determination.

    Let Us Discuss

    Q1. Who was Bibha Chowdhuri?
    Ans. She was India’s first woman particle physicist and a pioneer in cosmic ray research.

    Q2. With whom did she work in England?
    Ans. With Nobel Prize winner Patrick Blackett at the University of Manchester.

    Q3. What was her contribution to physics?
    Ans. She studied cosmic rays and particles like mesons, making important discoveries in particle physics.

    Q4. What role did she play in India after independence?
    Ans. She worked at the Tata Institute of Fundamental Research (TIFR) and later at the Saha Institute of Nuclear Physics in Kolkata.

    Q5. How was she honoured later?
    Ans. The International Astronomical Union named a star, “Bibha,” after her in 2017.

    Let Us Think and Reflect

    Extract 1

    Q1. Why was it difficult for Bibha to pursue science in her time?
    Ans. Because women faced gender bias and very few studied science in the 1930s.

    Q2. What does her success prove?
    Ans. That determination and talent can overcome social barriers.

    Q3. What values are shown in her life?
    Ans. Courage, dedication, and passion for knowledge.

    Extract 2

    Q1. Why was Bibha’s work not widely recognised in her lifetime?
    Ans. Because she worked in a male-dominated field where women’s contributions were often overlooked.

    Q2. How does naming a star after her give justice?
    Ans. It immortalises her name, shining as a symbol of inspiration for future scientists.

    Q3. What lesson can students learn from her?
    Ans. To never give up, to break barriers, and to follow curiosity with perseverance.

    Comprehension Questions

    Q1. Why is Bibha Chowdhuri called “a beam of light”?
    Ans. Because like light, she illuminated the path for women in science and inspired others.

    Q2. What field of science did she specialise in?
    Ans. Particle physics and cosmic ray research.

    Q3. How did she contribute to Indian science after returning?
    Ans. By teaching, guiding young scientists, and doing research at top Indian institutes.

    Q4. What does her story tell us about women in science?
    Ans. That though women faced challenges, they made pioneering contributions with courage and brilliance.

    Q5. How can we continue her legacy today?
    Ans. By encouraging girls in STEM fields, supporting equality, and recognising women scientists.

    Vocabulary & Language Work

    Q1. Synonyms:

    • Beam → Ray

    • Pioneer → Trailblazer

    • Inspire → Motivate

    • Honour → Respect

    Q2. Antonyms:

    • Success × Failure

    • Recognised × Ignored

    • Early × Late

    • Male-dominated × Equal

    Writing Task

    Q. Write a short biographical sketch of Bibha Chowdhuri.

    Ans.
    Bibha Chowdhuri (1913–1991) was India’s first woman particle physicist. She studied physics at the University of Calcutta and later worked with Nobel Laureate Patrick Blackett in England on cosmic rays. Returning to India, she worked at TIFR and the Saha Institute of Nuclear Physics. Despite facing gender bias, she made pioneering contributions to particle physics. In 2017, a star was named “Bibha” in her honour. She remains an inspiration for all who wish to break barriers in science.

    Summary of the Lesson

    This lesson tells the story of Bibha Chowdhuri, India’s first woman particle physicist. At a time when very few women studied science, she became a pioneer in cosmic ray research and worked with Nobel laureates. She contributed greatly to Indian science after independence but did not receive the recognition she deserved during her lifetime. Later, a star was named after her. Her life teaches us the values of determination, courage, and the importance of recognising women in science.

  • Unit – 4, Class 8th English, Poorvi, NCERT

    Lesson 1: The Cherry Tree – Ruskin Bond

    Before the Text

    Q1. Have you ever planted a tree or a sapling? What was the experience like?
    Ans. Yes, I planted a neem sapling. Watching it grow gave me joy and taught me patience.

    Q2. Why is it important to plant trees?
    Ans. Because they give us oxygen, shade, fruits, wood, and help balance the environment.

    Q3. How do you feel when you see a tree you planted grow?
    Ans. Proud and happy, like taking care of a friend and watching it thrive.

    Let Us Discuss

    Q1. Who planted the cherry seed?
    Ans. Rakesh, a boy living in the hills.

    Q2. Where did he plant it?
    Ans. In a corner of his grandfather’s garden, near a dry stony ground.

    Q3. What difficulties did the plant face?
    Ans. It was eaten by a goat, cut by a grass-cutter, and once almost dried up in summer.

    Q4. How did the cherry tree survive?
    Ans. Despite struggles, it grew slowly and strongly with nature’s care—rain, sun, and soil.

    Q5. What did the tree look like after four years?
    Ans. It grew tall, blossomed with pink flowers, and bore small cherries.

    Let Us Think and Reflect

    Extract 1

    Q1. Why was Rakesh curious about the seed?
    Ans. Because he wanted to see how something so small could grow into a tree.

    Q2. What does his act of planting show?
    Ans. His love for nature and eagerness to learn.

    Q3. What lesson does this extract give us?
    Ans. That small actions, like planting a seed, can lead to great results.

    Extract 2

    Q1. How did the tree reflect the cycle of nature?
    Ans. It faced heat, rain, animals, and humans, but continued to grow, showing resilience of life.

    Q2. What does the cherry tree symbolize?
    Ans. Patience, hope, and the rewards of nurturing nature.

    Q3. How did Rakesh and his grandfather feel seeing the blossoms?
    Ans. Proud, amazed, and grateful to nature.

    Comprehension Questions

    Q1. Why did Rakesh plant the cherry seed?
    Ans. Out of curiosity and encouragement from his grandfather.

    Q2. How did the goat and grass-cutter affect the plant?
    Ans. The goat ate its leaves, and the grass-cutter cut it to the ground.

    Q3. Why is nature called a true caretaker in the story?
    Ans. Because despite troubles, nature—sunlight, rain, and soil—helped the seed grow into a tree.

    Q4. What values do we learn from the cherry tree’s survival?
    Ans. Perseverance, patience, and respect for nature.

    Q5. How is the story an example of “Environment” theme?
    Ans. It shows the bond between humans and nature, and how planting trees sustains life.

    Vocabulary & Language Work

    Q1. Synonyms:

    • Curious → Eager

    • Blossom → Flower

    • Survive → Continue, endure

    • Proud → Glad, happy

    Q2. Antonyms:

    • Plant × Uproot

    • Strong × Weak

    • Hope × Despair

    • Life × Death

    Writing Task

    Q. Write a short paragraph on “A Tree I Love.”
    Ans. I love the banyan tree in my village. It is huge, with thick roots and branches that spread like a roof. Birds nest in it, and children play under its shade. For me, it is not just a tree but a living companion that has seen many generations.

    Summary of the Story

    The Cherry Tree by Ruskin Bond is about Rakesh, a boy who plants a cherry seed in his grandfather’s garden. The sapling faces many struggles—being eaten by a goat, cut down, and dried by the sun. But with the care of nature, it grows into a beautiful tree with blossoms and cherries after four years. Rakesh and his grandfather feel joy and pride at its growth. The story teaches us the values of patience, perseverance, and love for nature.

    Lesson 2: Harvest Hymn – Sarojini Naidu

    Before the Text

    Q1. Why do farmers pray during harvest time?
    Ans. To thank God for the crops and to ask for blessings for a good yield and prosperity.

    Q2. How are festivals like Pongal, Baisakhi, or Onam related to harvest?
    Ans. They are celebrated by farmers after harvesting crops, to express gratitude and joy.

    Q3. Why is agriculture important for our country?
    Ans. Because it provides food, raw materials, and livelihood for millions of people.

    Let Us Discuss

    Q1. To whom is the poem addressed?
    Ans. To God, as a prayer of gratitude and request for blessings on the fields.

    Q2. What do the farmers ask from God?
    Ans. To bless their fields, protect them from pests, storms, and droughts, and grant them rich harvests.

    Q3. What images of nature are used in the poem?
    Ans. Fields, golden corn, green pastures, rain, sunshine, and storms.

    Q4. Why is the poem called a “hymn”?
    Ans. Because it is written like a prayer or song of devotion.

    Let Us Think and Reflect

    Extract 1

    Q1. What is meant by “Lord of the harvest”?
    Ans. God, who is believed to control nature and crops.

    Q2. Why do farmers call themselves “children of earth”?
    Ans. Because they live close to the soil and depend on it for survival.

    Q3. What values are reflected in these lines?
    Ans. Humility, gratitude, and devotion.

    Extract 2

    Q1. What dangers do farmers fear?
    Ans. Pests, floods, droughts, and storms destroying their crops.

    Q2. How do they seek God’s help?
    Ans. By praying for protection, sunshine, and rain in proper measure.

    Q3. What tone do these lines carry?
    Ans. Hopeful, humble, and devotional.

    Comprehension Questions

    Q1. Why is farming described as a partnership between humans and God?
    Ans. Because farmers work hard, but they depend on God’s blessings like rain and sunshine for crops to grow.

    Q2. What message does the poem give us?
    Ans. To respect nature, be grateful, and pray for balance in the environment.

    Q3. How does the poem highlight the link between nature and human life?
    Ans. By showing that human survival depends on fields, rain, and natural forces.

    Q4. Why is Sarojini Naidu called the “Nightingale of India”?
    Ans. Because of her melodious, lyrical poetry expressing deep emotions about nature, patriotism, and life.

    Vocabulary & Language Work

    Q1. Synonyms:

    • Hymn → Prayer, song

    • Harvest → Yield, crops

    • Bless → Protect, favour

    • Earth → Soil, land

    Q2. Antonyms:

    • Golden × Pale

    • Hope × Despair

    • Calm × Storm

    • Life × Death

    Writing Task

    Q. Write a short prayer thanking nature for food.

    Ans.
    “O God of nature, we thank you for the sun that shines, the rain that falls, and the soil that gives us food. Bless the farmers who work hard and protect our fields from harm. May all people share the harvest with joy and gratitude.”

    Summary of the Poem

    Harvest Hymn by Sarojini Naidu is a prayer-poem sung by farmers. They ask God, the “Lord of the harvest,” to bless their crops, protect them from pests and storms, and give them prosperity. The poem uses beautiful images of fields, sunshine, and rain. It reflects the farmers’ humility, gratitude, and dependence on nature. The central message is that human life depends on nature’s blessings, and we should live with gratitude and devotion.

    Lesson 3: Waiting for the Rain – Kamakshi Balasubramanian

    Before the Text

    Q1. How do people feel when it doesn’t rain for a long time?
    Ans. They feel worried, helpless, and anxious because crops, animals, and daily life suffer.

    Q2. Why is rain so important in villages?
    Ans. Because it provides water for farming, drinking, and daily use—villages mostly depend on rainfall.

    Q3. Have you experienced the first rain of the season? How does it feel?
    Ans. Yes, it feels refreshing, joyful, and fills the air with a pleasant smell of wet earth.

    Let Us Discuss

    Q1. Where does this story take place?
    Ans. In a village suffering from drought.

    Q2. Who is the main character?
    Ans. A boy named Arjun, who lives with his family.

    Q3. What were the villagers waiting for?
    Ans. They were waiting desperately for rain to save their crops and lives.

    Q4. How did drought affect the people?
    Ans. Wells dried up, crops failed, cattle starved, and people became restless.

    Q5. How did Arjun’s family respond to the drought?
    Ans. They worried about survival but tried to remain hopeful for rain.

    Let Us Think and Reflect

    Extract 1

    Q1. Why did Arjun’s father look up at the sky so often?
    Ans. To check for rain clouds with hope and anxiety.

    Q2. What did the parched land symbolise?
    Ans. Helplessness of farmers and the dependence on rain.

    Q3. What values are shown in the villagers’ behaviour?
    Ans. Patience, endurance, and unity in suffering.

    Extract 2

    Q1. What was the change when the first drops fell?
    Ans. The dry earth smelled sweet, people danced with joy, and nature looked alive again.

    Q2. How did the rain bring relief?
    Ans. It filled tanks and wells, revived crops, and gave hope to the villagers.

    Q3. What does the arrival of rain symbolise?
    Ans. New life, hope, and the cycle of renewal in nature.

    Comprehension Questions

    Q1. Why were the villagers desperate for rain?
    Ans. Because without rain they had no water for crops, animals, or daily needs.

    Q2. How did the drought affect children like Arjun?
    Ans. They felt anxious, hungry, and watched their parents’ struggles with fear.

    Q3. What was the mood of the village before and after the rain?
    Ans. Before → tense, hopeless, and silent.
    After → joyful, lively, and full of celebration.

    Q4. What lesson do we learn from the villagers’ experience?
    Ans. To value water, use it carefully, and respect nature’s role in our survival.

    Q5. How is this story related to “Environment”?
    Ans. It shows human dependence on rain, the dangers of drought, and the importance of conserving water.

    Vocabulary & Language Work

    Q1. Synonyms:

    • Parched → Dry

    • Drought → Lack of rain

    • Relief → Comfort

    • Joy → Happiness

    Q2. Antonyms:

    • Wet × Dry

    • Full × Empty

    • Hope × Despair

    • Alive × Dead

    Writing Task

    Q. Write a diary entry as Arjun on the day the rain came.

    Ans.
    Dear Diary,
    Today was the happiest day of my life! After so many weeks of waiting, dark clouds covered the sky. Suddenly, drops of rain fell, and the earth smelled wonderful. Everyone in the village came out—some danced, some prayed, all were smiling. Wells are filling again, and our crops will grow. The rain has given us new hope.
    – Arjun

    📚 Summary of the Story

    Waiting for the Rain by Kamakshi Balasubramanian describes life in a drought-hit village through the eyes of a boy, Arjun. The villagers wait anxiously as their crops and cattle suffer. The parched earth reflects their despair. Finally, when the rain arrives, it transforms the scene into joy, relief, and celebration. The story highlights the importance of water and teaches us to value nature, conserve resources, and live with patience and hope.