ProTeacher

Tag: NCERT Study Material

  • 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 – 6, English, Hornbill, Prose – 1

    Silk Road

    Author: Nick Middleton

    Pre-text Questions (with answers)

    Q1. Why is the Silk Road famous in history?
    Ans. The Silk Road was an ancient trade route connecting Asia with Europe, famous for trade in silk, spices, culture, and ideas.

    Q2. What do travelogues usually show us?
    Ans. They give firsthand experiences of journeys, describing landscapes, people, and cultures from the perspective of the traveler.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. Where was the author traveling and for what purpose?
    Ans. He was traveling to Mount Kailash in Tibet for a pilgrimage, describing the landscape and experiences along the way.

    Q2. What difficulties did the travelers face?
    Ans. They faced rough roads, altitude sickness, bad weather, and physical exhaustion during the journey.

    Q3. Who was Tsetan, and how did he help?
    Ans. Tsetan was the Tibetan driver who skillfully guided them through dangerous terrain and ensured their safety.

    Q4. How did the author describe the village people?
    Ans. He described them as simple, hospitable, and deeply spiritual, living in harmony with nature.

    Q5. What impression do we get about the landscape of Tibet?
    Ans. Tibet is portrayed as barren yet beautiful, with high mountains, icy winds, remote settlements, and an atmosphere of deep spirituality.

    B. Talking About the Text

    Q1. What values are reflected in the journey to Kailash?
    Ans. Determination, faith, endurance, and appreciation of cultural and natural beauty.

    Q2. How is the journey both physical and spiritual?
    Ans. Physically, it was challenging due to harsh conditions, while spiritually it gave inner strength, peace, and closeness to faith.

    Q3. What does the travelogue tell us about Tibetan life?
    Ans. Tibetans are shown as resilient people, living with few resources but strong in faith, simplicity, and contentment.

    C. Working with Words

    • Pilgrimage → religious journey.

    • Ascent → climb or upward journey.

    • Hospitable → welcoming, generous.

    D. Noticing Form

    • The text is a travelogue, blending factual description with personal impressions and reflections.

    Summary of Silk Road

    Nick Middleton’s Silk Road is a travelogue that recounts his adventurous journey through the inhospitable landscape of Tibet as he travels to Mount Kailash, a sacred pilgrimage site. The text is not just about physical travel but also about spiritual discovery and cultural exploration.

    The author begins his journey across rugged mountains and rough roads in the company of his Tibetan driver, Tsetan. The terrain is harsh, with icy winds, snow-covered passes, and dangerous roads, making the journey both exhausting and risky. Yet, Tsetan’s expertise and courage ensure safe passage, highlighting the resilience of the Tibetan people.

    During the journey, Middleton interacts with locals and describes their lifestyle. He portrays the Tibetan villagers as simple, kind-hearted, and deeply religious. Their homes are modest, but their hospitality is rich. He notices prayer flags, monasteries, and rituals, which add to the spiritual atmosphere of Tibet.

    The physical journey also takes a toll on Middleton, who experiences altitude sickness. The thin air, freezing cold, and long climbs test his endurance. Despite the difficulties, the spiritual significance of reaching Mount Kailash keeps him motivated.

    The travelogue captures the beauty of Tibet—its barren yet striking landscape, towering mountains, and vast plains. The author notes how nature dominates the land, shaping the lives of its people. Unlike urban societies, Tibet seems untouched by modern excess, retaining its spiritual essence.

    At a deeper level, the journey becomes symbolic. The hardships faced on the road mirror the struggles of life, while the destination—Mount Kailash—represents spiritual fulfillment. Middleton suggests that pilgrimage is not only about reaching a holy place but also about experiencing inner growth and reflection.

    The Silk Road, historically a trade route connecting Asia and Europe, becomes in the narrative a road of self-discovery. By documenting both the challenges and the rewards, Middleton presents a vivid account of how travel broadens horizons, tests human limits, and enriches the soul.

    In conclusion, Silk Road is more than a travel diary. It is a meditation on resilience, faith, and the harmony between human beings and nature. It reminds us that true journeys are both physical and spiritual, shaping not only our experiences but also our inner selves.

    Biography of Nick Middleton

    Nick Middleton (1960–2021) was a British geographer, writer, explorer, and television presenter, well known for his engaging travel books and documentaries. His work combined scientific geography with personal travel experiences, making complex ideas accessible to a wide audience.

    Born in London in 1960, Middleton studied geography at Oxford University, where he later became a fellow at St. Anne’s College. His academic focus was on environmental issues, climate, and the impact of geography on human societies. However, he was equally passionate about popularising geography through writing and media.

    Middleton’s career as a writer and explorer took him to more than 80 countries. He wrote extensively about deserts, mountains, and remote regions of the world. His book Going to Extremes (1998), based on a Channel 4 television series, explored how people survive in the harshest environments—deserts, Arctic tundra, and high mountains. This combination of scientific explanation and storytelling won him a wide readership.

    Another notable work, Atlas of the World’s Extreme Weather (2002), studied how geography and climate shape societies. His travel writings often blended personal adventure with cultural insights, as seen in Silk Road, where he described the harsh yet spiritually rich landscape of Tibet.

    In addition to books, Middleton appeared in documentaries and television programs, where he shared his experiences as a traveler and geographer. His warm style and curiosity made him popular among audiences.

    Academically, Middleton’s research included work on desertification, climate change, and environmental adaptation. He collaborated with institutions worldwide, bridging the gap between fieldwork and classroom learning.

    Despite his global recognition, Middleton remained grounded. He believed geography was not just about maps but about people—their struggles, adaptations, and stories. Through his writing, he showed how geography and culture are inseparable.

    Nick Middleton passed away in 2021, leaving behind a legacy as a geographer who could make the subject exciting and human-centered. His works continue to inspire students, travelers, and readers to view geography not just as a science but as a story of human survival and discovery.

  • Chapter – 5, English, Hornbill, Prose – 1

    The Adventure

    Author: Jayant Narlikar

    Pre-text Questions (with answers)

    Q1. Do you think history could have turned out differently if some events had changed?
    Ans. Yes. History depends on decisions, wars, and discoveries. If any major event had happened differently, the course of history would also have changed.

    Q2. How does science fiction help us think about history and reality?
    Ans. Science fiction allows us to imagine alternate possibilities—how science, time, or chance could create different worlds or versions of reality.

    Post-text Questions (with answers)

    A. Understanding the Text

    Q1. What strange experience did Professor Gaitonde have?
    Ans. He found himself in an alternate version of reality where history had taken a different course.

    Q2. How was the Maratha history different in this parallel world?
    Ans. In this world, the Marathas had defeated the British at the Battle of Panipat in 1761 and established strong rule, preventing British colonisation.

    Q3. What differences did Gaitonde notice in Bombay?
    Ans. He saw signs in Hindi and English, a different set of institutions, and a society influenced more by indigenous traditions than by Western colonial impact.

    Q4. How does the author use the concept of Catastrophe Theory in the story?
    Ans. He explains that small changes in historical events could lead to massive shifts in the course of history, creating alternate realities.

    Q5. How did Gaitonde return to his original reality?
    Ans. After an accident (a truck hitting him), he returned to his normal world, realising that he had experienced a time-space shift.

    B. Talking About the Text

    Q1. Why is this story called The Adventure?
    Ans. Because it combines the thrill of science fiction with the adventure of exploring alternate versions of history.

    Q2. What is the significance of the Battle of Panipat in the story?
    Ans. It is the turning point in history; in one world the Marathas lost, in the alternate world they won, leading to completely different futures.

    Q3. What message does Jayant Narlikar give through this story?
    Ans. That history is not fixed—it could have been different. Science and imagination can help us think critically about reality and its possibilities.

    C. Working with Words

    • Catastrophe Theory → a scientific idea that small events can trigger sudden large changes.

    • Parallel world → another version of reality.

    • Alternate history → imagining how history might have unfolded differently.

    D. Noticing Form

    • The story blends science fiction with historical imagination, creating a mix of realism and speculation.

    Summary of The Adventure

    Jayant Narlikar’s The Adventure is a fascinating story that blends science fiction with history. It uses the concept of alternate realities to explore how small changes in the past could have completely altered the present.

    The protagonist, Professor Gangadharpant Gaitonde, is a historian. One day, he experiences a strange shift after a road accident and finds himself in a world that looks familiar yet different. He realises that he has somehow entered an alternate version of reality.

    In this parallel world, history has taken a different course. The Battle of Panipat in 1761, a turning point in Indian history, ended differently here. Instead of losing to Ahmad Shah Abdali, the Marathas won decisively. As a result, they established a strong and unified rule in India, preventing British colonisation.

    This alternate victory had far-reaching consequences. When Gaitonde visits Bombay, he notices striking differences. The signs are in Hindi and English, the city is governed by Indian institutions, and society is deeply rooted in Indian traditions rather than Western influence. India in this reality has developed differently, with more indigenous confidence and less colonial dominance.

    Gaitonde is both amazed and unsettled by this discovery. Being a historian, he realises that this world is an example of how history could have diverged from the known timeline.

    Later, through his friend Rajendra Deshpande, the concept of Catastrophe Theory and quantum mechanics is introduced. Catastrophe Theory suggests that a small event at a crucial point can completely change the outcome of history. In this case, a different decision at Panipat altered the entire destiny of the subcontinent.

    Gaitonde eventually returns to his original reality after another accident, realising that his journey into the parallel world was a time-space shift—a glimpse of how things might have been.

    The story highlights the fragility of history and the power of imagination. It shows that the world we live in is only one of many possibilities. Science fiction, through such alternate histories, makes us reflect on the complexity of time, space, and chance.

    At its core, The Adventure is not just about fantasy. It is a meditation on history, science, and destiny. It teaches that while history is fixed in our records, it could have easily taken another turn, reminding us of the uncertainty of human progress.

    Biography of Jayant Narlikar

    Jayant Vishnu Narlikar (1938– ) is one of India’s most distinguished astrophysicists and a noted writer of science fiction. He is admired both for his scientific contributions and for his ability to popularise science through lectures, essays, and imaginative stories.

    Born on 19 July 1938 in Kolhapur, Maharashtra, Narlikar was the son of a mathematician and a Sanskrit scholar, which gave him an early exposure to both scientific and cultural traditions. He pursued his undergraduate studies in physics at Banaras Hindu University (BHU), where he stood first in his class. Later, he went to the University of Cambridge, UK, for higher studies.

    At Cambridge, Narlikar worked under the famous astrophysicist Fred Hoyle. Together, they developed the Hoyle–Narlikar theory of gravitation, an alternative to Einstein’s general relativity. This theory attempted to explain the universe’s structure and offered a different perspective on cosmology.

    Narlikar’s research covered a wide range of areas in astrophysics, including cosmology, relativity, and gravitational theory. His contributions earned him recognition worldwide. He was also a strong advocate for independent and original thinking in Indian science.

    In addition to his scientific work, Narlikar is also celebrated as a science communicator and writer. He wrote extensively in English and Marathi, producing essays, books, and stories that made complex scientific concepts accessible to general readers. His science fiction blends imagination with solid scientific ideas, inspiring curiosity in younger generations.

    Stories like The Adventure show his creative side. By mixing history with scientific theories such as quantum mechanics and catastrophe theory, he demonstrates how science fiction can be a bridge between fact and imagination. His works often encourage readers to think critically about science, society, and the future.

    Narlikar has received numerous awards, including the Padma Bhushan (1965) and the Padma Vibhushan (2004) for his contributions to science. He also served as the founding director of the Inter-University Centre for Astronomy and Astrophysics (IUCAA) in Pune, making it an international hub for astrophysics research.

    Despite his global reputation, Narlikar remained committed to science education in India. He delivered public lectures, wrote popular science books, and inspired countless students to pursue careers in research.

    Jayant Narlikar represents the rare combination of a world-class scientist and a creative storyteller. Through his research, he expanded the horizons of cosmology, and through his writings, he expanded the horizons of imagination.

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

    Poem – Childhood

    Poet: Markus Natten

    Pre-text Questions (with answers)

    Q1. What do you think marks the end of childhood?
    Ans. Childhood ends when innocence gives way to awareness—when a child begins to question, reason, and understand the realities of life.

    Q2. Do you believe childhood is lost suddenly or gradually?
    Ans. Childhood is lost gradually; as children grow, their thinking changes and they move into maturity step by step.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What questions does the poet raise about childhood?
    Ans. He asks when childhood ended—was it when he realized that adults are hypocritical, when he discovered the difference between truth and lies, or when he became aware of individuality?

    Q2. What realization did the poet have about adults?
    Ans. He realized that adults often preach love and goodness but do not practice it, which made him question their honesty.

    Q3. What truth about life did the poet discover?
    Ans. That heaven and hell are not real physical places, but only exist in the human mind and imagination.

    Q4. What is meant by “individuality” in the poem?
    Ans. It means self-awareness—the understanding that each person is unique, with an independent identity and personality.

    Q5. Where does the poet say childhood has gone?
    Ans. He says childhood has gone into some forgotten place, hidden in an infant’s face, symbolising innocence that cannot be regained.

    B. Talking About the Poem

    Q1. Do you think the poet looks at childhood with nostalgia or criticism?
    Ans. With nostalgia. He remembers childhood as a time of innocence, faith, and simplicity, which contrasts with the doubts and complexities of adulthood.

    Q2. What message does the poem convey?
    Ans. That childhood is a stage of purity and wonder, but it inevitably ends as awareness, reasoning, and individuality take over.

    C. Working with Words

    • Hypocrisy → pretending to have virtues one does not follow.

    • Individuality → uniqueness of a person.

    • Innocence → purity, absence of doubt or guilt.

    D. Noticing Form

    • The poem is written in free verse with a reflective, questioning tone.

    • Repetition of the question “When did my childhood go?” emphasises the poet’s search for answers.

    Summary of Childhood

    Markus Natten’s poem Childhood is a reflective exploration of the transition from innocence to experience. The poet contemplates when exactly childhood ends and maturity begins, raising deep philosophical questions about human growth.

    The poem begins with the poet asking when his childhood went away. He suggests several possibilities. Perhaps it ended when he realized that adults often do not practice what they preach. They talk about love and goodness but fail to live up to these ideals. This hypocrisy made the poet question the sincerity of grown-ups. Childhood, in contrast, was a stage of unquestioning faith.

    The poet then considers another possibility. Maybe childhood ended when he discovered that heaven and hell were not real physical places but mere concepts. This realization shattered a part of his innocence. As a child, he believed what he was told, but with reasoning and maturity, he understood that such stories were only symbolic.

    The third possibility is when he became aware of his individuality. Childhood is often marked by dependence and lack of self-identity, but adulthood comes with the realization that every human being is unique, with independent thoughts, choices, and responsibilities. This awareness may mark the end of innocence and the beginning of maturity.

    Despite these reflections, the poet acknowledges that childhood is never truly gone—it hides in “some forgotten place,” perhaps visible in the pure face of an infant. Childhood remains as a symbol of innocence, untouched by hypocrisy, reasoning, or self-consciousness.

    The poem captures the universal human experience of growing up. It shows how loss of innocence is both natural and inevitable. Childhood is marked by trust, simplicity, and wonder, but maturity brings doubt, logic, and individuality. This shift is not necessarily negative but highlights the complexity of human development.

    The structure of the poem—with repeated questioning—mirrors the poet’s confusion and search for answers. The use of free verse and reflective tone adds to its philosophical quality.

    In essence, Childhood is not about a specific time but about a mental shift. It reflects the bittersweet reality of growing up—where one gains self-awareness but loses the innocence of unquestioned belief. Through this poem, Markus Natten reminds readers of the beauty of childhood and the inevitability of change.

    Biography of Markus Natten

    Markus Natten is a contemporary Norwegian poet best known for his reflective poem Childhood, which is widely studied in schools and universities. Though not a very prolific poet, Natten has gained recognition for his ability to capture deep philosophical ideas in simple language.

    Born in Norway in the 20th century, Markus Natten grew up in a literary environment that valued nature, introspection, and philosophical questioning—qualities that strongly influence his writing. Details of his personal life remain relatively private, but his work reveals a deep concern with universal human experiences such as growth, innocence, and the search for meaning.

    Childhood, his most famous poem, explores the transition from innocence to awareness, questioning when exactly childhood ends. Natten uses simple, conversational language to reflect profound thoughts, making the poem accessible to young readers while still resonating with adults. This ability to balance simplicity with depth is a hallmark of his style.

    Natten’s poetry is often associated with themes of identity, philosophy, and human development. He does not use ornate language or rigid structures. Instead, he prefers free verse, allowing his ideas to flow naturally, almost like a conversation.

    His work reflects the Scandinavian tradition of introspection and simplicity, echoing broader European philosophical ideas. By blending personal reflection with universal concerns, Natten ensures that his poetry remains timeless.

    Although Childhood is part of the NCERT Class 11 English textbook Hornbill, his writings are appreciated beyond classrooms. The poem resonates globally because every individual experiences the bittersweet passage from childhood to adulthood.

    Natten’s contribution lies not in a vast body of work but in his clarity of thought and philosophical depth. Through a single poem, he has managed to provoke generations of students and readers to reflect on their own lives, questioning when and how innocence gives way to maturity.

    Even though Markus Natten is not a household name like other great poets, his poem Childhood has earned him a lasting place in literary studies. By raising questions without fixed answers, he teaches readers that growth is complex and subjective.

    Thus, Markus Natten’s legacy lies in the way his poetry helps readers explore themselves. Through Childhood, he gives voice to universal emotions, making him a significant yet understated poet of our times.

  • 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, Poem – 1

    Poem – The Laburnum Top

    Poet: Ted Hughes

    Pre-text Questions (with answers)

    Q1. What do you usually notice in a tree when it has no birds or animals around?
    Ans. It appears silent, lifeless, and still, even though it may still be alive in itself.

    Q2. How does the presence of birds make a tree more lively?
    Ans. Birds bring sound, movement, and energy to trees. Their chirping and activity turn silence into vibrancy.

    Post-text Questions (with answers)

    A. Understanding the Poem

    Q1. What is described at the beginning of the poem?
    Ans. The laburnum tree, quiet and still, with yellowing leaves, symbolizing lifelessness and emptiness.

    Q2. What happens when the goldfinch arrives?
    Ans. The goldfinch enters the tree suddenly, bringing a burst of energy and activity. The tree, once silent, comes alive with sound and movement.

    Q3. How does the bird transform the tree?
    Ans. The bird is like an engine that energises the tree; it turns into a lively machine full of activity and sound.

    Q4. What happens when the bird flies away?
    Ans. The tree once again becomes silent and still, returning to its lifeless state.

    Q5. What is the central idea of the poem?
    Ans. The poem shows the contrast between silence and vitality, suggesting that energy and life come from dynamic forces (symbolised by the bird) even in an otherwise still environment.

    B. Talking About the Poem

    Q1. Why does the poet compare the bird to an engine?
    Ans. Because the bird, like an engine, powers the tree with life, activity, and sound, transforming its stillness into vibrancy.

    Q2. How does the poem highlight the interdependence of nature?
    Ans. It shows that trees and birds complement each other: the tree provides shelter, and the bird brings liveliness.

    Q3. What message do you derive from the poem?
    Ans. Life is a balance of stillness and activity. Vitality comes and goes, but both silence and liveliness are natural parts of existence.

    C. Working with Words

    • Laburnum → a type of tree with yellow flowers.

    • Goldfinch → a small bright yellow bird.

    • Stirring → moving, coming alive.

    D. Noticing Form

    • The poem is in free verse, with no rhyme scheme, creating a natural, conversational tone.

    • It uses metaphors and similes to compare the bird with an engine and the tree with a machine.

    Summary of The Laburnum Top

    Ted Hughes’ The Laburnum Top is a symbolic poem that beautifully captures the cycle of silence and vitality in nature through the imagery of a tree and a bird.

    The poem opens with a description of a laburnum tree. It appears still, quiet, and lifeless, with yellowing leaves that suggest decay and emptiness. This imagery sets the tone of calmness and silence, highlighting the tree’s dormant state.

    Suddenly, the goldfinch enters. The bird is small but energetic, and its arrival immediately changes the atmosphere. As it perches and moves inside the tree, the once-silent laburnum becomes full of movement and sound. The tree is compared to a machine that has been powered by an engine—the goldfinch. The metaphor captures how the bird’s energy infuses the tree with life.

    The poet describes how the bird feeds its young ones hidden in the tree. Their chirping and fluttering make the tree vibrate with activity. The laburnum, which seemed lifeless, is transformed into a lively and dynamic space.

    However, this liveliness is temporary. Once the goldfinch flies away, the energy departs, and the laburnum returns to silence and stillness. The cycle of silence, sudden vitality, and silence again mirrors the rhythm of life itself.

    The poem highlights the interdependence of life in nature. The laburnum tree provides shelter and protection to the bird and its nestlings, while the goldfinch fills the tree with life. Together, they symbolise how different elements of nature support each other.

    At a deeper level, the poem symbolises the human condition. Just as the tree remains still until the bird animates it, human lives often gain meaning and energy through relationships, inspiration, or fleeting moments of joy. Yet, silence and stillness are also essential parts of existence.

    The poem also reflects Hughes’ fascination with the natural world. His choice of the goldfinch, a bright and energetic bird, highlights the sudden burst of vitality that life brings into otherwise ordinary settings. The contrast between the lifeless laburnum and the energetic bird underscores the theme of transience—that life, energy, and joy are temporary, yet profoundly meaningful.

    In conclusion, The Laburnum Top is more than a simple description of a bird and a tree. It is a reflection on how vitality comes and goes, how nature’s cycles mirror human life, and how silence and energy together form the rhythm of existence.

    Biography of Ted Hughes

    Ted Hughes (1930–1998) was one of the most influential English poets of the 20th century. Known for his powerful imagery, deep connection with nature, and exploration of human instincts, Hughes’ poetry continues to be studied and admired worldwide.

    Born on 17 August 1930 in Mytholmroyd, Yorkshire, England, Edward James Hughes (later known as Ted Hughes) grew up surrounded by the wild moors, rivers, and countryside of northern England. This early environment shaped his lifelong fascination with animals and the raw forces of nature, themes that dominate much of his poetry.

    He studied at Cambridge University, initially focusing on English literature before switching to archaeology and anthropology. His interest in myth, folklore, and human origins deeply influenced his later works.

    Hughes’ first collection, The Hawk in the Rain (1957), immediately established him as a significant voice. His poetry was noted for its vigorous rhythm, stark imagery, and elemental power. Collections such as Crow (1970) and Moortown(1979) continued his exploration of the relationship between humans, animals, and nature.

    In 1956, Hughes married the American poet Sylvia Plath. Their marriage was famously turbulent, and Plath’s tragic suicide in 1963 drew public attention. Hughes was both criticised and sympathised with, but he later edited and published much of Plath’s poetry, ensuring her legacy.

    As a poet, Hughes was not limited to one style. While much of his poetry is raw and elemental, he also wrote children’s literature, translations, plays, and essays. His children’s works, such as The Iron Man (1968), gained immense popularity.

    Hughes’ poetry often portrays animals and birds as symbols of instinctual power. In The Laburnum Top, for instance, the goldfinch symbolises energy and vitality that transforms silence into life. His work is marked by a sense of awe at the brutality and beauty of nature.

    In recognition of his contribution to literature, Hughes was appointed Poet Laureate of the United Kingdom in 1984, a position he held until his death in 1998. His later works, including Birthday Letters (1998), addressed his relationship with Sylvia Plath and won the Whitbread Book of the Year award.

    Ted Hughes died on 28 October 1998, but his legacy endures. His poetry continues to be celebrated for its intense power, its exploration of nature and human instinct, and its ability to capture life’s energy in striking language.

  • 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.