Author Archives: Swati

Short Answer Type Question:

Q1.What do you know about the Mongol? Discuss their occupations in brief.
ANSWER:
The nomadic people inhabiting in the regions of present days of Mongolia in Central Asia were known as the Mongol. They were predominantly pastoralists and hunter gatherers. They dwelt in tents and were divided into several patriarchal dynasties. They were constantly at war with other tribes like tatars, Naimans and Khitans. The main occupation of the nomadic tribe during the 12th century was pastoralism. They reared animals such as horse and sheep. In addition to these animals, they also reared goats and camels. They reared them for getting milk, meat, and wool. The geographical conditions prevailing here were not in favour of adapting agriculture. Nomadic Empires 109 Consequently, their economy was not geared to feed the regions having higher population concentration.

Q2.Write a note on the Mongol society.
Or
Describe the main characteristics of the Mongol society in 12th century.
ANSWER:

• The Mongol society was patriarchal in nature.
• The eldest male member was the head of the family who used to take care of the needs of their family members.
• The rich families were larger in size. The birth of son was highly solicited in the society.
• Polygamy was in practice in the society.
• Regarding marriage, strict rules were followed. There was ban on marriage within family circle or within a tribe.
• There were constant wars among different sections of the society.
• Some tribes with an aim to keep harmonious relations arranged marriages between their respective tribes.
•  Women were not secluded to hearth and home alone; rather than as per the needs of the hour, they used to equally assist their male counterparts in the battlefield.
• In case of death of their husbands, they too looked after children and the property of their respective families.

Q3.How did the Mongol carry out their trade?
ANSWER:
The scarcity of resources forced the nomadic tribes (the Mongols) to depend on the other neighboring countries for the essential goods for trade. Their trade was based on barter system, which was beneficial for both parties engaged in trade. They imported agricultural products and made implements from China and in line of these they used to export horses, fur and animals used for hunting. The nomadic people used to suffer less as compared to their opponents. The possible reason behind that was the nomadic people quickly disappeared from the place of their strife after carrying out loot and plunder. It meant several losses for trading partner, i.e. China. In order to safeguard their people from Mongol strife’s, the ruler of China constructed the ‘Great Wall of China’.

Q4.Write a brief description of Genghis Khan.
Or
Discuss the early career and achievements of Genghis Khan.
ANSWER:
Genghis Khan was the greatest Mongol who laid the foundation of Nomadic empire. His contribution was immense in unifying Mongols. It was due to his efforts that a vast Mongol empire was established. He was born in the year 1162. He was born near the river Onon. His father’s name was Yesugei, who was the chief of the tribe, Kiyat. His mother Oleun-eke belonged to Onggerat tribe. His original name was Temujin. He grew up as a brave man. He organized a powerful army which helped him to lay down the foundation of a vast empire. His main achievements were the conquest of Northern China, conquest of Qara Katie, etc. During the period from 1219 to 1222 CE the Mongol forces occupied Bukhara, Samarqand, Balk, Marv, Nishapur and Herat. Genghis not only built vast empire but also contributed a lot in improving the civil administration of the empire.

Q5.How did Temujin become Genghis Khan? Discuss.
ANSWER:
No doubt, Temujin was a bom commander. His initial success made him more influential. Jamuque was unable to see the growing friendly relations between Temujin and Tughril Khan. Thus, he started be-friending all the tribes hostile to Temujin. Temujin was unable to tolerate it and gave a crushing defeat to Jamuqua with the help of Tughril Khan. Encouraged by the defeat over the powerful Jamuqua, he concentrated towards Taters, Naimaans and Kereyits. Later on Tughril Khan also became hostile to Temujin and was defeated. Thus, he became the most influential person in the politics of steppe region. Keeping his achievement in mind, Quriltai awarded him with the title of Genghis Khan which means universal sovereign.

Q6.Describe in your own words the conquest of northern China by Genghis Khan.
ANSWER:
During the tenure of Genghis Khan, China was divided into three realms. These realms were North-West region, North China and South China. Each realm was governed by different ruling dynasties. His campaign against China was the result of a long drawn-out process. Northern China was invaded by Genghis Khan in 1211. It was then under the influence of Chin dynasty. The Chin ruler gave him a stiff competition. He also posed many difficulties for Genghis Khan. Tc win over him, Genghis Khan took recourse to diplomacy and instigated the people of the South Manchuria against Chin ruler. This resulted in weakening of the position of Chin ruler. Thus, he succeeded in occupying Peking in 1215. After this, Genghis Khan unleashed a reign of loot and terror in Peking. This victory of Genghis Khan encouraged his soldiers to a great extent. After this successful invasion he returned to Mongolia in 1216.

Q7.“Genghis Khan laid special emphasis on discipline in the army”. Keeping this statement in your mind, describe the rules formulated by him in the sphere of military administration.
ANSWER:
Genghis Khan made several rules in military administration with an aim to ensure discipline in the army. Some of these rules are:

• All the soldiers in the army had to obey the order of their chief commander.
• Soldiers could not take part or indulge into loot and plunder without the prior permission of their commander.
• The soldiers who were on leave immediately had to report back in case of hostilities.
• No soldier was allowed to move out of his own unit or to enter another unit.
• All the soldiers had to inspect their weapons properly before the departure for the battlefield.

Q8.Discuss the methods of the warfare of Mongol army.
ANSWER:

• Prior to any expedition, the Mongol Khan convened the meeting of the Quriltai.
• An elaborate discussion pertaining to the arms and planning for war were taken here. All the military leaders/commanders took part in it and used to receive special direction.
• The Mongol spies spread rumours in the enemy’s country, with the aim to demoralize its soldiers.
• The enemy was given the option to surrender or to face annihilation.
• After these initial preparations, when the actual war was to begin, the Mongol soldiers used to encircle the area that was to be attacked from all the sides.
• The Mongol soldiers faced the enemy’s army face to face, the tactic adopted by them was to show that they were deserting the war field. The enemy soldiers thought that the Mongol army had deserted the field. But no sooner had they reached at a particular place, the Mongol soldiers used to attack soldiers and gave them a crushing defeat.

Q9.Narrate the position of Khan in Mongol administration.
ANSWER:

• The Khan (Empire) occupied the highest rank in the administration.
• He was vested with the unlimited powers and had the authority to formulate both internal and external policies of the state.
• He was the chief commander of the army. All the armed forces of the state used to act as per his sole discretion.
• He was the sole authority to appoint all higher and civil authorities.
• He was authorized to levy any kind of new taxes.

Q10.What do you know about Ulus system? Explain.
ANSWER:
Ulus system was established by Genghis Khan. According to this system, Khan used to transfer the administration of newly conquered lands to his four sons, namely Jochi, Chaghatai, Ogedei and Toluy. His eldest son Jochi was given the region of Russian steppes. Chaghatai was given the charge of Transoxiana steppe and the region of north of Pamir Hills. It was an indication from the Khan that his third son Ogedei would succeed him as the Khan. Toluy, the fourth son was given the region of Mongolia. Ulus was not fixed. The size of Ulus used to change. Under this system, the position of the son of Khan was that of a deputy ruler. They were made the independent in-charge of the military troops, known as Tama. They (Persons holding Ulus) can appoint the person under their region and can also levy new taxes.

Q11.Write a short note on Yam.
ANSWER:
Yam was a military post, established by Genghis Khan. During the Mongol Empire, such posts were created at a distance of 25 miles. At these posts cavaliers and messengers were appointed and horses were placed at their disposal. These cavaliers used to carry official records from one place to another. Each cavalier was required to tie a bell with the neck of his horse. Whenever, a message used to reach near a post, the messenger present at post, on listening the ring of the bell so tied with the neck of horse, used to get ready along with horse to leave for the next destination. At Yam, proper arrangements were also made for the travellers. With the aim to make their stay secure and comfortable the travellers were issued official passes, known as Paiza. These passes were of three types—gold, silver and iron. The travellers had to tie these passes (Paiza) on their forehead. The travellers were provided facilities at every Yam, according to these passes. The institution proved very successful for the Mongol administration.

Q12.Describe the religious beliefs of Mongols.
ANSWER:
Religious beliefs of Mongols:

• Mongols had deep faith in religion.
• They worshiped the main deity, Tengzi, i.e. the Sun God and believed him to be omnipotent.
• In order to please their deity they used to perform animal sacrifices.
• They (Mongolian, people of Mongol) used to show special respect for holy religious man called ‘Shamans’.
• Genghis Khan believed that destiny has ordained royalty for mongers. Therefore, it is a religious obligation for the Mongol to bring more and more regions under their direct suzerainty.
• Mongols were secular in nature and followed the policy of religious tolerance. They allowed the people to respect their religion with full liberty.
• The recruitment’s under the Mongols were made only on merit basis and religion had no role to play in it.

Q13.Critically evaluate the Mongol administration.
ANSWER:
The Mongols belonged to a nomadic society. The main aim in their life was to collect booty for their survival. Mongols were much inclined towards establishing a good administration for the people being ruled by them. Their system of administration as implemented by them was at best, a makeshift effort on their part. But they did not pay heed towards the military administration. They failed to achieve anything remarkable in regard to the civil administration, which was a prerequisite for the consolidation of their empire.

Q14.What do you know about Ogodei? Write his achievements in brief.
ANSWER:
Ogodei was declared as the new Mongol Khan by Quriltai in 1229. He ruled from 1229 to 1241. After becoming the new Mongol Khan, he paid his attention towards Mughal empire. At the time of accession to power the position of Mongols in the Northern China was not much stable. In order to establish his control over Northern China, he entered into an alliance with the Sung ruler of Southern China.

• In 1234, he occupied regions of Northern China.
• In 1231, he had also inflicted a crushing defeat to the ruler of Iran Jalal-ud-din, who had escaped to India, during the time of Genghis Khan.
• Ogedei not only helped the Mongol empire to expand, rather than he also played an important role in consolidating it with an objective of strengthening the economic condition. He also regularised taxes and encouraged trade.
• He established a chain of courts in empire to give justice to all his citizens.
• To encourage education he also opened schools.
• He also did a number of civil reforms and further expanded the Yam system.

Q15.Write a short note on Jochid dynasty.
ANSWER:
Jochid dynasty was also one of the prominent dynasties of the Mongols. Jochid, the eldest son of Genghis Khan was the founder of this dynasty. Genghis Khan had transferred the region of Russian steppe to Jochid in 1224. The region of Russian steppe granted to him is also known as Southern Russia or Golden Horde. Jochid died in 1227 and was succeeded by Batu. Batu proved to be an able ruler and conquered entire Russia, Hungary, Poland and Austria during his compaigns from 1236 to 1242. He took several steps to expand Golden Horde to a large extent. He also took numerous steps to strengthen his economy and also modernised his force. After his death in 1256, his successors continued to rule up to 1359 CCE.

Long Answer Type Question:

Q1.Which favourable conditions encouraged Genghis Khan to launch an expedition against the Muhammad Shah of Khwarazm?
ANSWER:
Following favourable conditions encouraged, Genghis Khan to launch an expedition against the Shah of Khwarazm:

• Shah had established a vast empire, but nothing had been done to consolidate it.
• Shah also refused to recognise the Khalifa of Baghdad. This mistake resulted in the hostility of Muslim community against him.
• By annexation of a number of regions to his vast empire, Shah antagonised a large number of people.
• The mutual relations between Turkish and Iranian officers were not cordial. They never missed a chance to let down each other.
• He had also imposed many taxes on the farmers and general public but did care a little about their grievances. So the people wanted to get rid of such tyrannical regime.
• There was also a fear of loot and plunders. So there was restlessness among the traders as well as the common people.
• There was lack of discipline in his army.
• The continued intrigues of his mother further eroded his position. She wanted him to overthrow.

Q2.Discuss the causes of the success of Genghis Khan.
ANSWER:
Prior to his death, Genghis Khan had established a vast empire within a short span of 20 years.
Some of the main causes of his success are listed below:

• He was a born commander and distinctively fortunate to get success, wherever he went. He became a real terror of his opponents.
• He also established a large disciplined army. It was not easy to face such a huge army.
• His spies used to collect every bit of information about the opponent’s army and gave it to him.
• He knew the importance of psychological warfare and used to unleash the region of terror. In this effort, people could not face his army.
• He used to make people dread his forces, so that the people could surrender without waging a war against him.
• The Mongol soldiers were experts in horse riding and archery.
• Genghis Khan usually launched his expedition during the winter season. Because during this season rivers used to freeze and make it easier to cross them.
• The use of Naphtha Bombardment destroyed enemy forts and had dreadly results in the course of the war.

Q3.Why did Genghis Khan become unpopular? Explain.
Or
Describe the causes of the unpopularity of Genghis Khan.
ANSWER:
No doubt, Genghis Khan had established a vast empire. The newly vanquished people had no inclination towards their new ruler. Several causes were responsible for this.
The main causes were:

• The Mongols during the course of their expedition destroyed several beautiful cities and towns. Most of these cities lost their glory after his attack.
• Their invasion also badly affected the agriculture, because when the huge forces passed away they destroyed standing crops.
• During war year or the time of invasion trade and commerce was badly affected.
• A large number of people lost their lives due to their invasion. Many became handicapped and helpless.
• A number of people were slaves.
• As a result of their invasion, the timely repair to the underground rivers in the arid region was not carried out.
• All his invasions resulted in rapid desertification of newly conquered areas.
• People from all walks of life had to face hardships.

Q4.Discuss the rules and regulations of the Yasa as evolved by Genghis Khan.
ANSWER:
Rules and regulations of the Yasa:

• People should believe in one God, because He gives us life and death, riches and poverty.
• All religions are equal. They must be respected. The priests should be exempted from all kinds of taxes, transcending all religious barriers.
• Any person, who proclaimed himself to be a Khan without the recognition of Quriltai, should be awarded death penalty.
• Do not indulge into adultery. People doing so will be given death penalty.
• Do not tell a lie.
• Always respect the aged and the poor and not deceive anyone.
• It was mandatory for all able-bodied persons to serve in the army.
• On the opening of hostilities, the soldiers on leave, were asked to resume their duties immediately.
• Passion involved in spying, giving the false information/evidence/witness should be punished with death penalty.
• No one in his empire can employ a Mongol as his slave or servant.
• If a soldier indulges into loot and plunder without the prior permission of the commander, he should be awarded death penalty.
• All the Mongol princesses should preserve this Yasa, and at the time of need, they should take help from it.
• The armed forces are to be organized into units numbering 10,100, 1000 and 10000. This makes it easier for the army commander to control over military. Yasa played a remarkable role in unifying the Mongols and kept their tribal identity intact. Without any hesitation, we can say that Yasa played a remarkable role in making of global Mongol empire.

Q5.Discuss the role of civil administration in Mongol administration’
ANSWER:
Genghis Khan belonged to nomadic society. On the basis of capacity he established a vast empire. His empire included the people from various walks of society and they were civilized people. To rule such a diverse society was not an easy task. Hence, he appointed the people belonging to civilized society to look after the civil administration. The officers were concerned with civil administration and were appointed on the basis of merit. No credit was given to tribals or religious affinities while appointing them in civil administration. The civil administration played an outstanding role in strengthening and consolidating the foundation of Mongol empire. They even influenced the Mongol rulers to transform their policies pertaining to administration. He also made Genghis Khan aware about the ‘Importance of Yan system’ as followed in China.

Reading with Insight
Q1. The two accounts that you read above are based in two distant cultures. What is the commonality of theme found in both of them?

ANSWER:
The autobiographical accounts included in the “Memories of Childhood” are by two women from socially marginalized sections in two distant cultures of the world. One highlights the evil practice of racial prejudice while the other talks about the hierarchical Indian caste system and untouchability. The first part traces how the author, a Native American, was victimized at the hands of the European staff of her boarding school. The second account gives a picture of the hardships and humiliations faced by the Indian ‘Dalits’ from the eyes of a third standard student.
Although they are set in different cultures, both the stories share a similar theme. They show the sufferings and oppression faced by their respective communities. The practice of social stratification is rebuked by both the authors. Zitkala-Sa’s hair was “shingled” at the behest of Europeans who considered themselves superior to the Native American. On the other hand, Bama witnessed untouchability being practiced openly where people from ‘lower castes’ were considered impious and were not even allowed to touch the people from the upper castes. From a very young age, both Zitkala-Sa and Bama start protesting and resisting in their own ways.

Q2. It may take a long time for oppression to be resisted, but the seeds of rebellion are sowed early in life. Do you agree that injustice in any form cannot escape being noticed even by children?

ANSWER:
However, their keen observant eye is capable enough to notice any form of injustice and discrimination. When subjected to such evil practices, their sensitive minds and hearts are deeply affected. Perplexed, they often resist in their own simple ways.
In the lesson, the two girls describe their encounters with inequality. Zitkala-Sa, in the very first line reports that her first day in school was “bitter-cold”. For her, it not only describes the weather, but also represents the atmosphere of the boarding school. The overly disciplined students of the school and the European staff were unfriendly or “cold” towards her, and the vain struggle against her hair being shingled was a “bitter” experience for her. On the other hand, Bama walked on her brother’s footsteps to protest against the practice of untouchability through education. She studied wholeheartedly to reach a position where people would forget her “caste” and feel proud to befriend her.

Q3. Bama’s experience is that of a victim of the caste system. What kind of discrimination does Zitkala-Sa’s experience depict? What are their responses to their respective situations?

ANSWER:
While Bama was subjected to caste discrimination and untouchability, Zitkala-Sa was a victim of racial prejudice. Zitkala-Sa was packed off to a European missionary school where, being a local tribal, she was looked down upon. Her precious, long and heavy hair, which was her pride, was shingled. She tried to resist with all her might but, ultimately, she was forced to give up her struggle. On the contrary, Bama, who witnessed the malpractice of untouchability, decided to blur the difference of castes with the light of education. Under the guidance and supervision of her elder brother, she judiciously utilized her anger and sense of rebellion to study hard and outwit any form of prejudice. She understood that a social change would be possible only if these so-called lower castes make an effort to study and, thus, make progress.
It can easily be noticed that though both the protagonists tried to protest against the injustice they faced, the paths they chose are remarkably different. Through this journey of rebellion, Zitkala-Sa is forced to give in; on the contrary, Bama successfully implemented her brother’s advice to finally top in her class. While Zitkala-Sa continued to rebel by criticizing the evils of racial prejudice through her works, Bama opted for a more subtle way to carry forth her silent yet effective remonstration.

SHORT ANSWER TYPE QUESTIONS :

Q1. What does Zitkala-Sa remember about her ‘first day in the land of apples’?
  ANSWER: It was a bitter-cold day. The snow still covered the ground. The trees were bare. A large bell rang for breakfast. Its loud metallic sound crashed through the belfry overhead and penetrated into their sensitive ears.

Q2. How did Zitkala-Sa react to the various sounds that came when the large bell rang for breakfast?
ANSWER:  The annoying clatter of shoes on bare floors disturbed the peace. There was a constant clash of harsh noises and an undercurrent of many voices murmuring an unknown tongue. All these sounds made a bedlam within which she was securely tied. Her spirit tore itself in struggling for its lost freedom.

Q3. Where were the girls taken and how ?
Ans. The girls were marching into the dining room in a line. The Indian girls were in stiff shoes and tightly sticking dresses. The small girls wore sleeved aprons and shingled hair. They did not seem to care that they were indecently dressed.

Q4. “I felt like sinking to the floor”, says Zitkala-Sa. When did she feel so and why ?
ANSWER: It was her first day at school. She was marching into the dining room with other girls in a line. She walked noiselessly in her soft moccasins. But she felt that she was immodestly dressed, as her blanket had been removed from her shoulders. So, she felt like sinking to the floor.

Q5. “But this eating by formula was not the hardest trial in that first day”, says Zitkala-Sa. What does she mean by ‘eating by formula’ ?
ANSWER:  The ringing of a large bell summoned the students to the dining room. Then a small bell tapped. Each pupil drew a chair from under the table. Then a second bell was sounded. All were seated. A man’s voice was heard at one end of the hall. They hung their heads over the plates. The man ended his mutterings. Then a third bell tapped. Everyone picked up his/her knife and fork and began eating.

Q6. How did Zitkala-Sa find the ‘eating by formula’ a hard trial?
ANSWER:  She did not know what to do when the various bells were tapped and behaved unlike others. When the first bell rang, she pulled out her chair and sat in it. As she saw others standing, she began to rise. She looked shyly around to see how chairs were used. When the second bell was sounded, she had to crawl back into her chair. She looked around when a man was speaking at the end of the hall. She dropped her eyes when she found the paleface woman looking at her. After the third bell, others started eating, but she began to cry.

Q7. What did Judewin tell Zitkala-Sa? How did she react to it?
ANSWER: Judewin knew a few words of English. She had overheard the paleface woman. She was talking about cutting their long, heavy hair. Judewin said, “We have to submit, because they are strong.” Zitkala-Sa rebelled. She declared that she would not submit. She would struggle first.

Q8. ‘Why, do you think, was Zitkala-Sa so opposed to cutting of her hair?
ANSWER:  Zitkala-Sa had heard from her mother that only unskilled warriors, who were captured, had their hair shingled by the enemy. Among their people, short hair was worn by mourners, and shingled hair by cowards. Since she was neither, she was dead against cutting of her long hair.

Q9. How did Zitkala-Sa try to avoid the inevitable loss of her long hair ?
ANSWER:  She crept up the stairs and passed along the hall. She did not know where she was going. She turned aside to an open door. She found a large room with three white beds in it. The windows were covered with dark green curtains. She went to the comer farthest from the door and crawled under the bed in the darkest corner.

Q10. How was the search made for Zitkala-Sa?
ANSWER:  First, they called out her name in the hall in loud voices. Then the steps were quickened. The voices became excited. The sounds came nearer. Women and girls entered the room. They opened closet doors. They peeped behind large trunks. Someone threw up the curtains. The room was filled with sudden light. Someone stooped, looked under the bed and found her there.

Q11. How was Zitkala-Sa treated on being traced from her hiding place ?
ANSWER: Zitkala-Sa was dragged out. She tried to resist by kicking and scratching wildly. But she was overpowered. She was carried downstairs and tied fast in a chair. She cried aloud and kept shaking her head.

Q12. What did Zitkala-Sa feel when her long hair was cut? ‘
ANSWER: When she heard them remove one of her thick braids, she lost her spirit. She had suffered utmost indignities there. People had stared at her. She had been tossed about in the air like a wooden puppet and now her long hair was shingled like a coward’s. In her anguish, she moaned for her mother. She felt herself as one of the many little animals driven by a herder.

Q13. Which words of her brother made a deep impression on Bama? [Delhi 2014]
ANSWER:  While returning home, Bama’s elder brother told her that although people do not get to decide the family they are bom into, they can outwit the indignities inflicted upon them. It left a deep impression on her.

Q14. Name some of the novelties and oddities in the streets that attracted Bama?
ANSWER:  These included the performing monkey, the snakecharmer’s snake, the cyclist who had kept on biking for three days, the spinning wheels, the Maariyaata temple and the huge bell hanging there. She also noticed the pongal offerings being cooked in front of the temple.

Q15. What were the articles in flit stalls and shops that fascinated Bama?
ANSWER:  She saw the dried fish stall by the statue of Gandhiji; the sweet stall, and the stall selling fried snacks. There were many other shops next to each other. Then there was the narikkuravan huntergypsy. He had his wild lemur in cages. He sold needles, clay beads and instruments for cleaning out the ears.

Q16. What sort of shows or entertainments attracted the passers-by?
ANSWER:  Sometimes various political parties put up a stage. They addressed people through their mikes. There might be a street play, a puppet show, or a “no magic, no miracle” stunt performance. There was some entertainment or the other happening there from time to time.

Q17. Which actions of the people would Bama watch keenly in the bazaar?
ANSWER: She watched how each waiter in the various coffee clubs would cool the coffee. He would lift a tumbler high up. Then he would pour its contents into another tumbler held in the other hand. She observed how the people, chopping up onion, would turn their eyes elsewhere to avoid irritation in their eyes.

Q18. Why was Zitkala-Sa in tears on the first day in the land of apples? [All India 2014]
ANSWER:  On the first day in the land of apples, Zitkala-sa was in tears. The main reason of tears was that her hair was mercilessly cut. She had heard from her mother that only unskilled warriors, who were captured, had their hair shingled by the enemy. That is why she shook her head in resistance.

Q19. Which fruit or sweet delicacies did she observe in the bazaar?
ANSWER: There would be mango, cucumber, sugar-cane, sweet potato, palm-shoots, gram, palm- syrup, palm-fruit, guavas and jack-fruit, according to the season. She would see people selling sweet and savoury fried snacks, payasam, halva, boiled tamarind seeds and iced lollies each day.

Q20. How were the threshing proceedings going on in the corner of the street?
ANSWER: There was a threshing floor set up in the comer of the street. People were hard at work. They were driving cattle in pairs, round and round, to tread out the grain from the straw. The animals were muzzled so that they couldn’t eat the straw. Bama stood there watching for fun. The landlord was watching the proceedings. He was seated on a piece of sacking spread over a stone ledge.

Q21. What, do you think, made Bama want to double up and shriek with laughter?
ANSWER:  Bama saw an elder of their street coming along from the direction of the bazaar. He was a big man. He was carrying a small packet, holding it out by its string. The manner in which he was walking along made Bama want to double up. She wanted to shriek with laughter at the funny sight.

Q22. How did the elder approach the landlord and offer him the packet?
ANSWER:  The elder went straight up to the landlord. Then he bowed low and extended the packet towards him. He cupped the hand that held the string with his other hand. The landlord opened the parcel and began to eat the vadais.

Q23. What explanation did Bama’s elder brother Annan give her about the elder’s “funny” behaviour?
ANSWER:  Annan told Bama that the man was not being funny when he carried the package by the string for his landlord. The upper caste people believed that others must not touch them. If they did, they would be polluted. That was the reason why he (the elder man) had to carry the package by its string.

Q24. How did Bama react on learning about untouchability?
ANSWER:  Bama became sad on listening how the upper caste people behaved towards low caste persons like them. She felt provoked and angry. She wanted to touch those vadais herself. She wondered why their elders should run errants for the miserly rich upper caste landlords and hand them over things reverently, bowing and shrinking all the while.

Q25. How did the landlord’s man behave with Annan?
  ANSWER: The man thought that Annan looked unfamiliar, and asked his name respectfully. However, his manner changed as soon as Annan told his name. The man immediately asked the name of the street he lived in. The purpose was to identify his caste from the name of the street.

Q26. How, according to Annan, was the caste system discriminatory? How can one overcome the indignities?
ANSWER: Annan said that the lower caste people were never given any honour or dignity or respect. They were deprived of all that. Thus, the caste system was discriminatory. But, if they studied and made progress, they could throw away those indignities.

Long Answer type Question:

Q1. Why did Zitkala-Sa feel oppressed in new establishment?
  ANSWER: Since the day, the author was taken away from her mother, she had suffered extreme indignities. People had stared at her. She had been tossed about in the air like a wooden puppet. Her blanket had been removed from her shoulders. She felt that she was immodestly dressed. She was so shocked and oppressed that she felt like sinking to the floor. Later, her soft moccasins were taken away. These were the traditional footwear of the local Indian American. They were replaced by squeaking shoes. She saw other Indian girls in stiff shoes and tightly sticking dresses. The small girls wore sleeved aprons and shingled hair. The worst indignity she suffered was the cutting of her long hair. The coward’s shingled hair made her moan with anguish. She felt she was not a human being but one of the little animals driven by a herder. The systematic erosion of their culture and disrespect to women was quite oppressive.

Q2. “But this eating by formula was not the hardest trial in that first day”, says Zitkala-Sa.What do you understand by ‘eating by formula’ and how did she find it a hard trial?
ANSWER:  There was a fixed procedure laid down for breakfast. Zitkala-Sa calls it ‘eating by formula’. The ringing of a large bell summoned the inmates to the dining room. Boys and girls entered the dining room in lines from separate doors. Then a small bell was tapped. Each of the pupil drew a chair from under the table. The writer also did so. She supposed this act meant they were to be seated. So she slipped into the chair. She found others standing. Just when she began to rise, looking shyly, the second bell sounded and all sat down. Then she heard a man’s voice at one end of the hall. She looked around to see him. But all the others hung their heads over their plates. She found the paleface woman watching her. When the man ceased his mutterings, a third bell was tapped. Everyone picked up his knife and fork and began eating. She began to cry. She was so afraid that she could not do anything further. Her discomfiture was caused by her unfamiliarity with the procedure. However, she found it a difficult experience—a sort of trial.

Q3.“I will not submit! I will struggle first!” says Zitkala-Sa. What was she going to resist and why? What efforts did she make and what was the outcome?
ANSWER: Zitkala-Sa had long, heavy hair. Her Mend Judewin had overheard the paleface woman talk that their hair was to be shingled. Zitkala-Sa decided to resist it. Among their people, short hair was worn by mourners, and shingled hair by cowards. Unskilled warriors captured by the enemy also got their hair shingled. Cutting a woman’s long hair was thus against their tradition and culture.
She tried to avoid it. She crept up the stairs quietly and hid herself under the bed in a room with dark green curtains. She had crawled to the comer farthest from the door and lay close in the darkest comer. Soon she heard her name shouted in the hall. Then the steps were quickened and voices became excited. Women and girls entered the room. They opened closet doors and peeped behind large trunks. Someone threw up the curtains. The room was filled with sudden light. Someone stooped, looked under the bed and saw her there. She was dragged out though she resisted by kicking and scratching wildly. She was carried downstairs and tied fast in a chair. She cried aloud and kept shaking her. head till the scissors cut her long hair.

Q4. What diversions in the streets, shops and the bazaar attracted Bama, tethered her legs and stopped her from going home?
ANSWER:  There were many novelties and oddities that attracted Bama. These included the performing monkey, the snakecharmer’s snake, the narikkuravan huntergypsy’s wild lemur in cages, -the cyclist who had been pedalling for three days, the spinning wheels, the Maariyaata temple and its huge bell. She also noticed the pongal offerings being cooked in front of the temple. There was a dried fish stall near the statue of Gandhiji. There was a sweet stall and a stall selling Med snacks. There were many shops next to each other.
The public meetings of political parties, street plays, puppet shows, and stunts were other entertainments. She would watch how the waiters would pour coffee from a tumbler held high to another low down to cool it. Then she saw people who chopped onion kept their eyes to another side to avoid irritation. She admired the various fruits that came to the bazaar according to the season. She also noticed people selling sweet and savoury fried snacks. These were the usual scenes and sights that tethered her legs and stopped her from going home.

Q5. How did Bama react to the threshing proceedings in a corner of their street and the spectacle of a big man carrying a packet by its string ?
ANSWER:  Bama watched the threshing floor, people working with cattle to tread out the grain and the muzzled animals with a child’s curiosity. She stood there watching the fun. The landlord was also watching the proceedings. He was seated on a piece of sacking spread over a ledge.
Then she saw a big man, an elder of her street, coming along from the direction of the market. The manner in which he was walking along made her want to double up. She wanted to shriek with laughter at the sight of such a big man carrying a small packet by its string, without touching. She thought that the package might come undone and its contents fall out. ‘
Then the elder went straight upto the landlord, bowed low and extended the packet towards him. He cupped the hand that held the string with his other hand. The landlord opened the parcel and began to eat the vadais. She found the whole scene quite funny and amusing. She related it to her brother in all its comic details.

Q6. How did Bama’s brother explain the elder’s behaviour to her? What was her immediate reaction?
ANSWER:  Bama’s elder brother, Annan, told her that the big man was not being funny when he carried the package by the string for his landlord. The upper caste people believed that others must not touch them. If they did so, they (people belonging to upper caste) would be polluted. That was why he did not touch the contents but held the packet by its string. Bama didn’t want to laugh any more now. She felt terribly sad. She could not understand how the vadai, first wrapped in a banana leaf and then parcelled in a paper, would become disgusting if one of them held that package in his hands. She felt so provoked and angry that she wanted to touch those vadais herself straightaway. She wondered why they had to fetch and carry for these people. She was infuriated that an important elder of theirs went meekly to the shops to fetch snacks and then handed them over reverently, bowing and shrinking to the fellow who sat there and stuffed them in his mouth. She felt that they too were human beings. Their people should not do petty jobs for the miserly rich upper castes. They should work in their fields, take home their wages and leave it at that.

Q7. What indignities did the caste system heap on the lower castes? How could they end the discrimination? How did Bama react to her brother’s advice?
ANSWER: According to Annan, the caste system was highly discriminatory. It put the lower castes in a very disadvantageous position. They were never given any honour, dignity or respect. They were deprived of all that. The only way to end this social discrimination was self¬improvement. They should study hard and make progress. Then they could throw away all those indignities.
He advised Bama to study with care and learn all that she could. If she was always ahead in her lessons, people would come to her of their own accord and attach themselves to her. The words “work hard and learn” became the guiding principles of Bama’s life. She studied hard with all her breath and being. She was almost in a frenzy. She stood first in her class and, because of that, many people became her friends. This was the beginning of her illustrious career.

Q8. What oppression and discrimination did Zitkala-Sa and Bama experience during their childhood? How did they respond to their respective situations?
ANSWER:  Zitkala-Sa was a victim of social and cultural oppression by the victors who had overpowered them by their sheer strength. They were prejudiced towards Native American culture and women.
They adopted force and oppression to compel the natives to shed their age-old traditions and customs. The cutting of the long hair of Zitkala-Sa is a symbol of their oppression. She opposed this prejudice and oppression by rebelling against it. She protested with all her strength.
Bama was a victim of caste system. She had seen, felt and experienced the evils of untouchability when she was studying in the third standard. She felt humiliated by what it was. She struggled hard against this social discrimination. She studied hard and topped in her class. Many students became her friends.
Thus, both Zitkala-Sa and Bama fought the existing circumstances with courage and determination and ended the prejudice, discrimination and oppression.

Short Answer Type Question:

Q1. How were Islamic architectural forms different from those of the Roman Empire?

ANSWER:

• Roman Empire Architectural Forms: The Romans emperors were great builders . solidity and magnificence of conception are two important features of their architecture e.g- city of Rome.
(i)They introduced two architecture  features, the arch and cupolas or domes.
(ii) Art of painting murals was highly developed so much so that some of their murals practically covered the whole wall.
(iii) Their buildings were multistoried with one row of arches standing over another, examples- Pompeys Theatre.
(iv) Inventors of concrete and could firmly cement, bricks and stones together ,examples- pantheon.

2.Islamic Architectural Forms:
(i) The Islamic art right forms  Spain to central Asia showed some basic architectural features horseshoe arches, bulbous domes ,small minarets, twisted columns and open courtyard.
(ii ) Religious buildings – mosques, shrines and tomb were the greatest architectural symbols of this world.
(iii) Another features was decorative forms of writing e.g.- calligraphy and arabesque i.e geometric and vegetal designs, to decorate architecture, and manuscripts.
(iv) The places were modeled on romans and sasanian architectural features e.g.-palace at Baghdad. They were richly decorated with sculptures, mosaics and paintings.

Q2.Describe the main teachings of Islam.
ANSWER: Main teachings of Islam are given below:

• Allah should be worshiped.
• No Muslim should practice idol worship. It is a sin.
• Muslims should believe that all Muslims are equal. They should regard themselves as brothers.
• All Muslims should follow the same rules regarding marriage and divorce.
• All Muslims should lead a simple life.

Q3.Describe in brief how Prophet Muhammad’s religion was a factor in the growth of Arab unity.
ANSWER:
Prophet Muhammad’s religion was a responsible factor in the growth of Arab unity as;

• The religion started by Him was denoted by a term Islam implied to complete submission.
• He told that there is only one God, i.e. Allah.
• He emphasised on the principles of equality and unity, for those who accepted Allah and the Prophet.

Q4.What do you know about Arab tribe? Write in short.
ANSWER:
The entire Arab society was divided into tribes known as Qabila, headed by a chief. The chief of Qabila (Tribe) was elected on the basis of his family, wisdom and courage. Besides these, his personality also played a crucial role. Each tribe had its own religious beliefs. They worshiped their own gods and goddesses in mosques.

The tribes were nomadic, and kept on moving from one region to another in search of food and fodder for their camels. Some of them settled and practiced trade or agriculture. Muhammad’s own tribe was Qurayash who had reigned its supremacy in Mecca. It established its control over Kaba, a cublic like structure in which idols were placed. Even the tribes outside Mecca considered the Kaba installed their own idols at this shrine, making annual pilgrimage (Hajj) to the shrine.

Q5.What were Crusades? Describe its two impact on the Christian Muslim relations.
ANSWER:
Crusades meant the military expeditions. It was organized in western Christendom to recover the holy places of Palestine from Muslim occupation. The four Crusades were fought, as given below.

1. First Crusade – 1095 to 1099 CE
2. Second Crusade – 1147 to 1148 CE
3. Third Crusade – 1189 to 1192 CE
4. Fourth Crusade – 1202 to 1204 CE

Impact on Christian-Muslim relations

• Ever since the Crusade, the people of western Christendom developed a stereotypical and distorted Islamic image.
• These wars resulted in harsher attitude of the Muslim state towards its Christian subjects.

Q6.Write any four factors responsible for the rise of Arab empire.
ANSWER:
The following factors were responsible for the rise of Arab empire:

• The Arabs were skilled warriors.
• The Arabs were successful merchants, who maintained their trade relations with the far off countries.
• The spread of Islam in different countries, also helped them in consolidating their empire.
• They collected information from the available sources and developed it still further.

Q7.Why did the early Caliph follow an expansionist policy? Which factors contributed to their success?
ANSWER:
The early Caliph followed an expansionist policy because:

• They were well aware about the fact that ‘Umma’ could not be maintained but the modest income taken through trade and taxes.
• They realised that a rich booty could be obtained by expediting raids.
• The Byzantine and Sassarian empires patronised Christianity and Zoroastrianism respectively. On the eve of Arab’s
• invasion both these empires began to decline. This provided an opportunity to the Arabs to expand their empire.

The following factors contributed to their success:

• Arabs used camels which could work easily in desert regions.
• Both Byzantine and Sassarian empires were not in a position to face the determined challenges of Arab, because they were on the way to their decline.

Q8.Describe some features of administrative structure of Arabs under the early Khalifa.
ANSWER:
Features of administrative structure:

• Arab states were headed by governors called amirs and the tribal chieftains called ashraf.
• Tax paid by the Muslims and the share obtained from the booty were the main sources of income for the central authority.
• The ruling class and the soldiers (who participated in the raids) received their share in the booty and monthly payment.
• The non-Muslims residing in the Arab administration had to pay taxes. These taxes were Jaziya and Kharaj.
• Christians and Jews were declared as protected citizens. Both were given autonomy in conducting communal affairs.

Q9.Write in brief about the contribution of the Arab civilization to the world in the field of science.
ANSWER:

• The Arab astronomers proved that earth is round and it revolves round the sun.
• They discovered compounds like sodium carbonate, silver nitrate, nitric and sulphuric acids.
• In the field of mathematics, they excelled in numbers and trigonometry. They spread this knowledge to other parts of the world.
• Two great Arab physicians Al-Razi and Ibn Sina told about small-pox and tuberculosis.

Q10.List the responsible factors which enabled the Umayyad to come to power.
ANSWER:
The Umayyad dynasty was founded by Muawiya in 661 CE. Between the years 661- 750 all Caliphs were from Umayyad dynasty. Following factors enabled Umayyads to coming into power.

• With the territorial expansion, the Umma unity was broken up.
• Conflicts over the distribution of resources began to increase among the Umma.
• The Meccan character of the early Islamic state by Uthman, who packed his administration with his own men, to his exclusion of other tribes men, to secure greater central.
• Opposition of tuber men in Iraq and Egypt combined with opposition in Medina, led to assassination of Uthman. After his assassination Ali became the fourth Caliph. The rifts deepened and after his assassination Muwaiya successfully made him the next Caliph, to exclusion of Ali’s son Hussain, founding Umayyad dynasty.

Q11.Write an evolutionary note on the regime of the fourth Caliph, Ali.
ANSWER:
Ali was the fourth Caliph. He fought two wars against those who were representing the aristocracy of Mecca. As a result of these wars, the rifts among the Muslims depened. Later on his supporters and enemies got divided into two sects. These two sects were: Shias and Sunnis. Ali established himself at Kufar and defeated Aisha’s (Muhammad’s wife) army in the Battle of Camel in 657.

Although Ali won this war but he was unable to suppress the group led by Muawiya, a kinsman of Uthman and the governor of Syria. Then he fought another war with him at Siffin, which ended in a truce. After the War of Siffin, Ali’s followers got divided into two groups. Some remained loyal to them, while others who left them came to be known as Kharjis.

Q12.During Abbasids, Arab influence began to decline. Why?
ANSWER:
During Abbasids, the Arab influence began to decline on account of the following reasons:

• The Abbasids established their capital at Baghdad, near the ruins of ancient Iranian metropolis, Ctesiphon. As a result of this, the Iranian influence of culture began to increase under Abbasids.
• The Abbasids ruler strengthened the religious status and functions of the caliphate and patronized Islamic institutions and scholars.
• The army and bureaucracy were recognized on a non-tribal basis to ensure greater participation by Iraqi and Khuraseni.
• The Abbasids maintained the magnificent imperial architecture of Umayyads. They also elaborated court ceremonials of Umayyads.

Long Answer Type Question:

Q1.Describe the major beliefs and practices that characterized Sufism.
ANSWER:
Sufi’s were a group of religious minded people turned to asceticism and mysticism.
Their major beliefs and practices are given below:

• The Sufi’s laid emphasis on seeking of salvation through devotion of God.
• They laid emphasis on celibacy and ignored the rituals and observed extreme form of asceticism.
• They considered every one equal in the eyes of God. God is one and almighty. Everyone in the universe is his creation.
• They interpreted the Quran on the basis of their own experiences.
• They maintained a distance from worldly power.
• They used to go for Ziyarat. They remembered God by reciting the divine names or evoking his presence through Sama.
• They regarded Prophet Muhammad as a perfect human being and preached to follow his teachings.
• Sufi’s were in favor of Sama, singing and dance.

Q2.What do you know about the main teachings of Islam?
ANSWER:
Main teachings of Islam:

• Idol-worship is a curse, according to Islam.
• God, i.e. Allah is almighty. He is all wise and merciful.
• Islam believes in life after death, in hell or in heaven. The sinner will go to the hell and face many hardships. The religious and honest people will go to the heaven. They will be served by beautiful damsels.
• The Quran is the divine book of Islam. The sayings of Prophet Muhammad are regarded as God.
• All are equal. No one is superior or inferior. Islam preached the principle of equality and brotherhood.
• There is no restriction on keeping slaves in Islam, but Muhammad asked his followers to treat them kindly.

Q3.Write your argument to justify the following statement:
“Prophet Muhammad laid down the foundation of a new political structure.”
ANSWER:
Prophet Muhammad laid down the foundation of a new political structure as:

• He replaced the tribal organisation with a state. The state was encompassed with a number of tribes.
• Umma constituted the armed forces.
• He was a religious leader as well as a law-giver.
• His followers (The Umma) were converted into a wide community to include polytheists and Jews of Madina.
• The conquest of Mecca established him both as a religious as well as political leader.
• He maintained the independence of the state by fixing the booty to l/15th (which directly went to him).
• Tax like ‘Zakat’ was imposed on tribes who had accepted Muhammad’s leadership. All Muslim tribes had to pay it.
• With his efforts and influence, he was able to convert many Bedouins into Islam. In a short span of time, he was able to unite a large part of peninsula.

Q4.“Throughout the history of human beings their interest in religion often went hand in hand”. Justify the statement by giving examples.
ANSWER:

• From the very beginning, evidence has been traced out that Indian traders traveled to the different countries of South East Asia for trade in gold, tin, spices, etc. While travelling and trading to these nations they also took with them the ideas and practices of the religion. The ideology of Buddhism and Hinduism became the part and parcel of their culture. These two religions were adopted by the people of Jawa, Cambodia, Sri Lanka, etc.
• The Arab traders in the medieval period established their trade relations with India and many other countries of Europe and Asia. They carried with them the ideas of newly founded religion, i.e. Islam. Due to its simplicity in principle, Islam was adopted by many Indians and in the same way it spread into Spain, Syria, Iran and Iraq.
• The traders of the western countries, i.e. the traders of England, Holland, France, etc. spread their trading relations in many countries. They brought with them the ideas of Christianity. While trading, they also spread Christianity into different countries. Today this religion is adopted by the people of different countries of Asia and Africa.Keeping the above examples in mind, we can conclude that throughout the history human being’s interest in religion went hand in hand.

Q5.Discuss the main sources of income of the state in detail.
Or
What do you know about agriculture of the Central Islamic lands?
ANSWER:
Agricultural was the main occupation of the settled population, since long. It also remained a major occupation in newly acquired territories. The bulk of income of the state was derived from the agricultural land.

Land was owned by the small and big farmers and in some cases by the state. After Islamic conquests, big estates were abandoned and acquired by the state. Later on these states were handed over to Muslim elites. The chief among them were the members of Khalifa’s (Caliph’s) army.

The land conquered by the Arabs, which remained in the hands of the owners were subjected to a tax, called Kharaj, varied from 1/2 to 1/5th of the produce. While the land cultivated by the Muslims were levied 1/10th of tax, known as ushr as land
revenue. When non-Muslims started converting to Islam, the land revenue income fell dramatically. To meet the shortfall, the Caliphs decided to discourage the conversions and later adopted a uniform land revenue policy.

After 10th century, the state authorised its officials to claim salaries from the agricultural territories called Iqtas (The person who held the Iqtas came to be known as Iqtadars). Agricultural prosperity and political stability went hand-in-hand. To ensure agricultural prosperity it took several measures such as canals were constructed, dams were built, the digging of wells, etc. were done. Tax concessions were granted to those people who brought land under cultivation. By the initiatives of peasants and state support the agriculture began to increase. Many new crops such as cotton, oranges, bananas, watermelon, spinach and brinjal began to grow and even exported to Europe.

Short Answer Type Question:

Q1. Suppose the emperor Trajan had actually managed to conquer India and the Romans had held on to the country for several centuries. In what ways do you think India might be different today?

ANSWER:

If roman emperor Trajan had actually managed to conquer India, India would be different today on following aspects:
(i) Changes in art, architecture, literature and law as was evident even in the case of Indo Greek.
(ii) Exchange of ideas , roman law would have helped growth of Indian law.
(iii) Conversion and Christianization.
(iv) Concept of public baths and entertainment.
(v) Slavery would probably have become more rampant as roman society was known to use slave labour in every sector- agriculture, mining ,handicrafts etc.
(vi) Indian agriculture would have benefitted from roman diversified application of water.
(vii) The hitherto caste and class differences would have been further stratified.
(viii) The pattern of Indian trade ,would probably have under grown vast changes.

Q2. Go through the chapter carefully and pick out some basic features of Roman society and economy which you think make it look quite modern.

ANSWER:

Basic features of the Roman society:
(i) The concept of amusement.
(ii) Prevalence of vast diversity in religious cults.
(iii) The considerable legal rights women enjoyed in owning and managing property.
(iv) Divorce was relatively easy and needed no more than a notice of intent to dissolve the marriage by either husband or wife.

Basic features of the Roman economy:
(i) Preference to live in urban centres.
(ii) Cities as bedrock of the imperial system.
(iii) Disputes between the rich and poor.
(iv) Widespread use of money , such as silver denarius, and gold solidi.
(v) Competition amongst regions for control of the markets in olive oil.

Q3.What does ‘Post – Roman’ mean in the 540’s?
ANSWER:
The general prosperity was especially marked in the East where population was still expanding till the sixth century, despite the impact of the plague which affected the Mediterranean in the 540’s. In the West, by contrast, the empire fragmented politically as Germanic groups from the North took over all the major provinces and established kingdoms that are best described as ‘Post-Roman’.

Q4.Who was Columella?
ANSWER:
Columella, a first-century writer who came from the south of Spain, recommended that landowners should keep a reserve stock of implements and tools, twice as many as they needed to improve the better situation of laborers.

Q5.What had occurred after Prophet Muhammad’s death by 642?
ANSWER:
By 642, barely ten years after Prophet Muhammad’s death, large parts of both the Eastern Roman and Sasanian empires had fallen to the Arabs in a series of confrontations. Though, those conquests, which eventually a century later extended up to Spain, Sind and Central Asia, began in fact with the subjection of the Arab tribes by the emerging Islamic state, first within Arabia and then in the Syrian desert on the fringes of Iraq.

Q6.What is Frankincense?
ANSWER:
Frankincense is the European name for an aromatic resin used in incense and perfumes. It is tapped from Boswellia trees by slashing the bark and allowing the exuded resins to harden. The best quality of it came from the Arabian peninsula.

Q7.Define the territorial position of the Roman empire.
ANSWER:
The continents of Europe and Africa are separated by a sea, called the Mediterranean that stretches all the way from Spain in the west to Syria in the east and it was the heart of Rome’s empire. To the north, the boundaries of the empire were formed by two great rivers, the Rhine and the Danube and to the south, by the huge expanse of desert called the Sahara. This vast stretch of territory was the Roman empire.

Q8.What does the term ‘Republic’ refer to in the history of the Roman empire?
ANSWER:
The Republic was the name for a regime in which the power lay with the Senate, a body dominated by a small group of wealthy families who formed the ‘nobility’. The Republic represented the government of the nobility, exercised through the body called the Senate. The Republic lasted from 509 BCE to 27 BCE, when it was overthrown by Octavian, the adopted son and heir of Julius Caesar.

Q9.How army was the important key institution of imperial rule in the Roman empire?
ANSWER:
The Roman had a paid professional army where soldiers had to put in a minimum of 25 years of service. The existence of paid army was a distinctive feature of the Roman empire. It was an organized body in the empire by the fourth century and had the power to determine the fate of emperors. The soldiers would trouble for better wages and service conditions. These agitations often took the form of revolt.

Q10What was the policy of taxation in the Roman empire?
ANSWER:
The great urban centers of the Mediterranean were the base of the grand system of the Roman empire. It was through the cities that ‘government’ was able to tax the regional countrysides which generated much of the wealth of the empire. The local upper classes actively collaborated with the Roman state in administering their own territories and raising taxes from them.

Q11.How had the Roman survived their lives during famine?
ANSWER:
The famine for many successive years in many provinces had clearly displayed for men of any understanding the effect of malnutrition in generating illness. So the city- dwellers, collected and stored enough grain for the next year immediately after the harvest, carried off all the wheat, barley, beans and lentils, and left to the peasants various kinds of pulses-after taking quite a large proportion of these to the city. After consuming what was left in the course of the winter, the country people had to resort to unhealthy foods in the spring. They ate twigs, shoots of trees and bushes and roots of inedible plants.

Q12.What was the typical form of marriage in the third century of Rome?
ANSWER:
Males married in their late twenties or early thirties; while women were married in the late teens or early twenties. There was an age gap between husband and wife. As a result, there was inequality. Marriages were generally arranged, and there is no doubt that women were often subject to domination by their husbands. Divorce was relatively easy and needed no more than a notice of intent to dissolve the marriage by either husband or wife.

Q13.How was the economic condition in the early Roman empire?
ANSWER:
The empire had a substantial economic infrastructure of harbors, mines, quarries, brickyards, olive oil factories, etc. Wheat, wine and olive-oil were traded and consumed in huge quantities, and they came mainly from Spain, the Gallic provinces, North Africa, Egypt and to a lesser extent, Italy where conditions were suitable for these crops. Liquids like wine and olive oil were transported.

Q14.How had the Roman empire been considered the wealthiest empire in case of fertility of land?
ANSWER:
The Roman empire included many regions that had a reputation of exceptional fertility. Campania in Italy, Sicily, the Fayum in Egypt, Galilee, Byzacium (Tunisia), Southern Gaul (called Gallia Narbonensis) were among the most densely settled or wealthiest parts of the empire, like Strabo and Pliny. The best kinds of wine came from Campania. Sicily and Byzacium exported large quantities of wheat to Rome. Galilee was densely cultivated, and Spanish olive oil came mainly from numerous estates {fundi) along the banks of the river Guadalquivir in the south of Spain.

Long Answer Type Question:

Q1.What do you think about the importance of Latin and Greek languages in the Roman empire?
ANSWER:
“Greek East” and “Latin West” are the terms that are used to distinguish between the two parts of the Greco-Roman world, especially the eastern regions where Greek was the lingua franca, and the western parts where Latin filled this role. During the Roman empire a division had persisted between Latin and Greek speaking areas. This division was encouraged by administrative changes in the empire’s structure between the third and fifth centuries, which led ultimately to the establishment of separate Eastern and Western Roman empires.

Latin and Greek were the dominant languages of the Roman empire. The language of the ancient Romans was Latin, which served as the “language of power”. Latin was omnipresent in the Roman empire as the language of the law courts in the West, and of the military everywhere. A great number of Roman citizens would have lacked Latin, though they were expected to acquire at least token knowledge, and Latin remained a marker of “Romanness”.

Greek had become a shared language around the Eastern Mediterranean and into Asia Minor as a consequence of the conquests of Alexander the Great. The “linguistic frontier” dividing the Latin West and the Greek East passed through the Balkan peninsula. Educated Romans, particularly those of the ruling elite, studied and often achieved a high degree of fluency in Greek, which was useful for diplomatic communications in the East even beyond the borders of the empire. The use of Greek at international level was one condition that enabled the spread of Christianity, as indicated for example by the choice of Greek. With the dissolution of the empire in the West, Greek became the dominant language of the Eastern Roman empire.

Q2.What do you know about Augustus? Explain.
ANSWER:
Augustus was the founder of the Roman empire and its first Emperor, ruling from 27 BCE until his death in 14 CE. He was born Gaius Octavius into an old and wealthy equestrian branch of the Plebeian Octavii family. In 44 BCE he was adopted posthumously by his maternal great-uncle Gaius Julius Caesar following Caesar’s assassination. Together with Mark Antony and Marcus Lepidus, he formed the Second Triumvirate to defeat the assassins of Caesar. Following their victory at Phillipi, the Triumvirate divided the Roman Republic among them and ruled as military dictator.

Lepidus was kept into exile and stripped of his position and Antony committed suicide following his defeat at the Battle of Actium by Augustus in 31 BC.

After the demise of the Second Triumvirate, Augustus restored the outward facade of the free Republic, with governmental power vested in the Roman Senate, the executive magistrates, and the legislative assemblies. In reality, however, he retained his autocratic power over the Republic as a military dictator. By law, Augustus held a collection of powers granted to him for life by the Senate, including supreme military command, and those of tribune and censor. It took several years for Augustus to develop the framework within which a formally republican state could be led under his rule. He rejected monarchial titles, and instead called himself Princeps Civitatis (“First Citizen”). The resulting constitutional framework became known as the Principate, the first phase of the Roman Empire.

Q3.How was the reign of Augustus by 27 BC? Discuss.
ANSWER:
The reign of Augustus initiated an era of relative peace known as the Pax Romana (The Roman Peace). Despite continuous wars or imperial expansion on the empire’s frontiers and one year-long civil war over the imperial succession, the Roman world was largely free from large-scale conflict for more than two centuries. Augustus dramatically enlarged the empire, annexing Egypt, Dalmatia, Pannonia, Noricum, and Raetia, expanded possessions in Africa and Germania, and completed the conquest of Hispania.

Beyond the frontiers, he secured the empire with a buffer region of client states, and made peace with the Parthian empire through diplomacy. He reformed the Roman system of taxation, developed networks of roads with an official courier system, established a standing army, and also the Praetorian Guard, created official police and fire-fighting services for Rome, and rebuilt much of the city during his reign.

Augustus died in 14 AD at the age of 75. He might have died from natural causes. He was succeeded as emperor by his adopted son (also steps on and former son-in-law), Tiberius.

Q4.Explain the system of administration governed by politicians of senatorial rank in Rome.
ANSWER:
In ancient Rome, provinces were generally governed by politicians of senatorial rank, usually former consuls. A later exception was the province of Egypt, incorporated by Augustus. After the death of Cleopatra it was ruled by a governor of equestrian rank only, perhaps as a discouragement to senatorial ambition as Egypt was considered Augustus’s personal property, following the tradition of earlier, hellenistic kings.

The territory of people who were defeated in war might be brought under various forms of treaty, in some cases entailing complete subjection. The formal annexation of a territory created a “province” in the modern sense of an administrative unit that was geographically defined. Republican provinces were administered in one-year term by the consuls and praetors who had held office the previous year.

Rome started expanding beyond Italy during the First Punic War. The first permanent provinces to be annexed were Sicily in 241 BC and Sardinia in 237 BC. Military expansionism kept increasing the number of these administrative provinces, until there were no longer enough qualified individuals to fill the posts.
The terms of provincial governors often had to be extended for multiple years, and on occasion the Senate awarded imperium even to private citizens, most notably Pompey The Great. Prorogation undermined the republican constitutional principle of annual elected magistracies, and the amassing of disproportionate wealth and military power by a few men through their provincial commands was a major factor in the transition from a republic to imperial autocracy.

Q5.What was the policy of education in the Roman empire?
ANSWER:
Education in the Roman empire contributed to the social mobility that characterized the earlier period of Imperial history known as the Principate.

Education was available only for those who could pay for it, since there was no state- supported system of schools with public funding.

A higher rate of literacy is indicated among military personnel than among the general population. Educated women were not unusual, and there was an expectation that upper-class girls would at least attend primary school, probably in the same classes as boys. Only an elite few, regardless of gender, went on to receive secondary education.

Modest number of slaves were educated and they played a key role in promoting education and the culture of literacy. Teachers, scribes, and secretaries were likely to be slaves. The education of slaves was not discouraged, and slave-children might attend classes with the children of their masters. Book stores were already well-established in Rome by the beginning of the Imperial period, and are found also in urban centers of the provinces.

Books were expensive, but by the later period, popular genres of literature indicated reading for pleasure among non-elites. Emperor sponsored libraries that were to some extent public, and a wealthy individual might donate a library for a community, or accumulate impressive private collections to which in-house scholars might be attached. Literacy is thought to have declined in late antiquity during the transition away from the classical institutions and practices that supported it.

Q6.How was the infrastructure during the Roman empire?
ANSWER:
The infrastructure system in ancient Rome was complex. A system of thirteen Roman aqueducts provided the inhabitants of Rome with water of varying quality, the best being reserved for potable supplies. Water was used in public baths and in latrines. Inferior types of latrine systems have been found in many places, such as house steads, a Roman fort on Hadrian’s Wall in Pompeii, Herculaneum, and elsewhere that flushed waste away with a stream of water. Romans used sea sponges on a stick and dipped in vinegar after defecation.

The Romans had a complex system of sewers covered by stones. They recycled public bath waste water by using it as part of the flow that flushed the latrines. Terracotta piping was used in the plumbing that carried waste water from homes. The Romans were the first to seal pipes in concrete to resist the high water pressures developed in siphons and elsewhere. Beginning around 5th century BC, city officials called aediles supervised the sanitary systems. They were responsible for the efficiency of the drainage and sewage systems, the cleansing and paving of the streets, prevention of foul smells, and general oversight of brothels, taverns, baths, and other water supplies. Roman rubbish was often left to collect in alleys between buildings in the poor districts of the city. It sometimes became so thick that stepping stones were needed.

The empire of Rome, especially the city itself, had a huge demand for water. The average Roman consumed over 200 gallons of water per day. Wealthy households had water supplied to their settlements unlike many poor who could not afford this. Even these people enjoyed the luxuries of Rome’s public baths, fountains, and public toilets equipped with sinks.

River Tiber was the city’s main water source before any aqueducts were constructed. As the population of Rome increased, however, the Romans taste for water became too much for the river to supply.
The paved roads were all constructed so they would require minimal amount of repair and provide a very smooth surface for travelling.

Q7.How was economic scenario of the Roman empire?
ANSWER:
The Roman economy was underdeveloped and underachieved, as subsistence agriculture, urban centers that consumed more than they produced in terms of trade and industry, low status artisans, slowly developing technology, and lack of economic rationality.

Some cities were known for particular industries or commercial activities, and the scale of building in urban areas indicates a significant construction industry. Papyri preserve complex accounting methods that suggest elements of economic rationalism and the Empire was highly monetized. Although the means of communication and transport were limited in antiquity, transportation in the 1st and 2nd centuries expanded greatly, and trade routes connected regional economies.

Economic dynamism opened up one of the avenues of social mobility in the Roman empire. Social advancement was thus not dependent solely on birth, patronage, good luck, or even extraordinary ability. Although aristocratic values permeated traditional elite society, a strong tendency toward plutocracy is indicated by the wealth requirements for census rank. Prestige could be obtained through investing one’s wealth in ways that advertised it appropriately: grand country estates or town houses, durable luxury items such as jewels and silver ware, public entertainments, funerary monuments for family members or co-workers, and religious dedication such as altars. Guilds and corporations provided support for individuals to succeed through networking, sharing sound business practices, and willingness to work.

Short Answer Type Question:

Q1. Of the new institutions that came into being once city life had begun, which would have depended on the initiative of the king?

ANSWER:

The new institutions that came into being with the beginning of city life include trade, temple, sea making, sculpture, and the art of writing. All these institutions depend on the initiative of the king.

Q2. What do ancient stories tell us about the civilisation of Mesopotamia?

ANSWER:

Ancient stories of Mesopotamia are valuable sources of information. It is one of the advanced civilization of that time, its society was divided into three classes
(i) Upper classes
(ii)  Middle classes.
(iii)  Lower classes
• People belonging to upper classes live a luxurious life and enjoyed special privileges.
• Agriculture is the main occupation of the people. Their life was normally prosperous.
• Religion was the main part of their life. They worshiped many gods and goddesses.
• Shames was their main god who was the sun. Ziggurat was the name given to the Sumerian temples.

Another description from the bible-
According to bible, the flood was meant to destroy all life on earth. The almighty assigned the task of sustaining the earth, to a man Noah. Noah built a huge boat, and ark and took a pair of each known species of animals and birds on the ark. Thus when every other things were destroyed by the flood, this ark remained safe along with pairs of all species. Thus began a new life on earth.
There is a reference to a strikingly similar story in Mesopotamian tradition, where the principal character instead of Noah , was called Ziusudra or Utnapishtim.

Q3.Why Mesopotamia is considered important by Europeans? Give reasons. (VBQ)
ANSWER:
Europeans considered Mesopotamian important on account of the following reasons:

• In Old Testament, there are references about it, which refer to ‘Shimar’, meaning the Sumer (the land of brick-built cities). It clearly refers to Mesopotamia, because early planned cities existed there.
• European scholars and travelers referred to Mesopotamia as their ancestral land.
• Archaeological discoveries also depict that Europeans had a keen interest in this region.

Q4.“Rivers play crucial role in the emergence of civilization”. Justify this statement in context to Mesopotamia. (HOTS)
ANSWER:
Mesopotamia is situated between the land of two rivers, i.e. Euphrates and Tigris. Both these rivers originated from Armenia mountain in present-day Turkey. They drained a vast mountain region. Although the climate of this area is dry yet agriculture is possible because of irrigation facilities. The favorable agricultural condition encouraged the people to reside in this region. The surplus food production of crops enabled the agriculturist communities to feed those people such as craftsmen, priests, rulers, soldiers, etc. who were not practicing agriculture. The nomadic pastoralist communities provided with other essential needs of daily use to these people. Thus the settlement of all these in this region paved the way for the rise of civilization.

Q5.Give some facts to show geographical diversities that existed in Iraq.
ANSWER:
Geographical diversity existed in Iraq. Some of these arguments that support it are the following:

• North-east region is lush green region. It is also covered with mountain ranges with clear streams.
• There is plentiful rainfall in the region which is sufficient for growing crops.
• In Northern region there is a vast track of upland, called steppe. In this region, animal herders reside who provides better livelihood than agriculture.
• In the east, River Tigris and its tributaries flows which provides routes of communication into the mountain region of Iran.

Q6.Write in brief about the importance of southern and north-east regions of Mesopotamia.
ANSWER:
Mesopotamian southern region is desert, but the rivers Euphrates and Tigris support the city life here. These rivers deposit their silt by flooding in the region and make the soil fertile. When the river Euphrates enters the desert, it gets divided into small channels. These river channels provided irrigation facilities in the past. Crops such as wheat, barley, peas or lentils were grown here, though there did not happen sufficient rainfall. In the north-east region, sheepary goats were grazed on steppe by the Mesopotamia’s. In this region milk, wool and meat was produced in bulk. Fish was also available in plenty. Date-palm provided fruit in summer. Considering these facts we can conclude that these regions were of utmost importance for Mesopotamia’s.

“Q7.The use of seals played significant role in the development of trade in urbanization in Mesopotamia.” Discuss.
ANSWER:
A number of seals have been excavated from Mesopotamia. These were made of stone and were cylindrical in shape. These seals were fitted with a stick and then rolled over wet clay so that a continuous picture got engraved over it. This work was done by skilled craftsmen. The name of the owner, his God, his official, ranks, etc. were also engraved on it. Seals were used by merchants to send their goods from one place to another. Goods were first packed and a seal was put at the head of the pack to ensure its authenticity. In case seals were found tampered with, it meant the back had been pilfered on the way otherwise it was safe and secure. Undoubtedly, we can say that the use of seals played a significant role in the growth of urbanization.

Q8.“The Euphrates river of ancient Mesopotamia was world-renowned trade route”. How will you justify it? (HOTS)
ANSWER:
Earlier the task of transportation of goods, food grains and other essential commodities were carried by the beasts of burden or bullock-carts. It was a time-consuming activity and a lengthy process. The river Euphrates helped the people to get rid of this task. It flows almost through the entire region of Mesopotamia. It provided people one of the cheapest means of transport, which made possible to transport bulk goods with any difficulty. The boats guided by the direction of winds were available free of cost. Several stream emerging of it provided an excellent source of water transportation. Most of the trade began to carry out on this route. Hence, we can say that the river of Euphrates was a well-renowned trade-route.

Q9.Explain with the help of an example, how did compulsory labor make possible the construction of temples, palaces, buildings, etc.
ANSWER:
Mesopotamian king enjoyed the supreme status in the society and also enjoyed extensive power. The king made labor compulsory to all inhabiting in his empire for rendering their services to town’s deities and to construct temples. For example, the construction of temple in Uruk city was done by 1500 people working 10 hours a day. This work continued for five years. No person could seek immunity from compulsory labor. The people who were engaged in compulsory labor were paid grains in lieu of their services.

Q10.How pictographic script came into prominence?
ANSWER:
The trace of written language has come up from Sumer in Mesopotamia. They are dated back to 3200 BCE. It is believed that the written language was evoked by temple priests, who were assigned to look after temples independently by the king. They had to keep the records of the expenditure and income of the temples. So they began to paint the items donated to the temples on clay tablet. In this, they began to keep these records. The temple of Uruk has revealed a list of 5000 such tablets. They engraved the pictures like signs and numbers of oxen, fish, etc. Now, it became easier to remember the things. In this way, the pictographic script came into prominence.

Q11.What do you know about the ancient town Ur of Mesopotamia?
ANSWER:

• This city was founded by Mesapnanda about 2670 BCE. It was a well-known commercial centre and a port was destroyed by Elemites around 2200 BCE.
• Ur was re-established under Ur-Nammu in 2100 BCE.
• It was first excavated by British excavator J.E. Taylor in 1854-55.
• This city was designed without planning as the excavation depicted.
• Excavation was carried out on a large scale during 1920’s and 1930’s, under the supervision of Sir Leonard Woollsey.

Q12.Which factors suggest that Ur was an unplanned city?
ANSWER:
Ur was an unplanned city because excavation here reveals that people used to throw domestic garbage in the street. As a result of this, the level of the streets began to increase. Holders had to raise the level of their house for proper arrangement of light inside their rooms. It was made possible through doors, rather than windows. Several superstitious beliefs were also prevalent among Ur people regarding their houses under consideration. For example, they raised threshold of a house that brought prosperity. They believed that the first door that did not open towards another house was good and praiseworthy. In case, the door opened outward, it is believed that their strained relations between the husband and the wife residing in it.

Long Answer Type Questions :

Q1.What do you know about Uruk?
ANSWER:
Situated on the bank of the river Euphrates, about 2500 kilometers south-east of modern capital city of Baghdad, Uruk is an ancient Mesopotamian city. It came into existence around 3000 BCE, and was reckoned to be the most extensive town in the contemporary world. Uruk spread over an area of 250 hectares. It was twice in size when compared to Indus valley civilization. The city expanded around 2800 BCE. This area increased to about 400 hectares. Nearly 50,000 to 80,000 people resided here at that time.

Sumerian king Ermerkar was the founder of this town. He also constructed here the temple of a well-known goddess Inanna. Another famous ruler of this town was Gilgamesh. He declared Uruk as the capital city of his empire. To safeguard ground from any invasion he constructed a massive town around it. Here in Uruk the war prisoner had to do compulsory labour either for the ruler or for construction of temple. They were paid in grains in return. The common people were engaged in the extraction of stones, making mud-bricks, etc. as per the order of their ruler.

Uruk had also made unprecedented progress in the field of technology. The invention of potter’s wheel led to a revolutionary change in the field of technology and also helped in utensil making on a large scale.

Q2.Describe the main features of the city of Babylon.
ANSWER:
The city of Babylon had played an outstanding role in the ancient history of Mesopotamia. It was Akkad ruler, Sargon, who ruled from 2370 to 2315 BCE. Being situated on the north-west bank of river Tigris it made tremendous progress under Humurabiera. Babylon witnessed the emergence of glorious era of its history under Keldian ruler Nabopolassor. At that time, it covered an area of more than 850 hectares. Some magnificent features of Babylon were as follows:

• A triple wall was constructed all-around the city to safeguard it from any foreign threat.
• A massivq Ziggurat was the main center of attraction in Babylon.
• It was also a famous commercial center.
• The city had also made tremendous progress in the field of language, literature, science, medicine, etc.

Q3.Describe the nature of early urban society under Mesopotamia.
Or
“There was a great disparity among the different sections of the Mesopotamian society”. Explain.
ANSWER:
The early urban society was divided into three classes. The first class or group of the people coming from elites and consisted of the king (Monarch), the priest, the officials, rich merchants and businessmen, high military officials, etc. They led a luxurious life and lived in magnificent buildings and palaces. They wore expensive clothes and used to eat sumptuous foods. The people of this class were served by several men and women slaves. The people belonging to second class consisted of the people such as small scale merchants, artisans, state officials, intellectuals, etc. Like upper or 1st class they also led a life of luxury. The third estate or class people constituted the lowest strata of the society. Their life was very miserable. The dead bodies of the upper class people were buried along with precious items such as gold vessels, oyster shell, lapis lazuli, etc. On the other hand, the dead bodies of common people were buried along with ordinary pots, etc. It clearly indicates that there was great disparity among the different sections of society.


Q4.Illustrate the construction of temple and gradual increasing of activities of temples in Mesopotamia.
ANSWER:
Mesopotamian temples have played a significant role in the history of Mesopotamia. They constructed temples and dedicated them to their different gods and goddesses. Their temples were dedicated to Nanna, Anu, Enki and Inanna. Besides these four deities, each town had its own deity who was considered to be the protector of the respective town.

Temples of early Mesopotamia were comparatively smaller in size. They were also made of unbaked bricks. With the passage of time, the temple began to take new shape. Their importance as well as size began to increase. They used to build their temples on the hill tops because they believed that God (deities) dwell on the hill-top. These temples were made of baked bricks.

One of the peculiar features of these temples was that their outer walls had inward and outward bend at regular intervals. The temple had a courtyard and there were several rooms around it. The image of the deity was placed in the main room. Some rooms served as dwelling places for priests and other rooms were meant to stay for the pilgrims.

Increasing Activities of the Temples:

• Temples served as center of imparting education, where the priests used to serve as teachers.
• Land attached to temples was also used for industrial purposes.
• Temples were also engaged in sales and purchases of goods and also used to provide advance loans to the traders and charge interest thereon.
• The people offered grains, curd, dates, etc. to serve their deities. They also sacrificed ox, sheep, goat, etc. to offer their blessings.
• Temples also served as the centers for entertainment and provided a common platform for the people to meet each other and get a new boost.

Q5.What do you know about Gilgamesh? Explain in detail.
ANSWER:
The Gilgamesh epic occupies a special place not only in Sumerian literature, but also in world history. It was written by Uruk ruler Gilgamesh, who ruled there about 2700 BCE. It was written on 12 tablets. This epic is about the achievements of Gilgamesh. Gilgamesh was a famous ruler of Uruk. He was a great ruler and laid the foundation of a vast empire. To secure the Uruk against any threat of the foreign ruler he constructed a well around it with a view to end his tyrannical rule. People prayed to deity, Anu. As a result of this, God Anu ordered the goddess Arur to create such a God who could surpass Gilgamesh. The goddess created Enkidu who fought with Gilgamesh. He was impressed by his bravery and became a fast friend.

“They both performed several commendable works and decided to kill a demon of Elam known as Humbaba. After a terrible war, Gilgamesh finally killed Humbaba. Impressed by the bravery of Gilgamesh, Ishtar fell in love with her.

Gilgamesh’s friend Enkidu fell in love with a beautiful dancing girl. This enraged the deities. So they decided to end the life of Enkidu. Soon after he fell ill and died. The death of Enkidu deeply hurt Gilgamesh. He began to think one day that he will also die. Thus he began his search to attain immortality, but no one could ever become immortal. At the time of creation of a human being God gave him (the man) death and kept life with them. Despite this he did his best to become immortal.

Finally, he thought about Utnapishtim. Being impressed by his efforts Utnapishtim revealed the secret of immortality through the pant lying at the button of an ocean (sea). Gilgamesh accepted this challenge and jumped into the sea to bring the said plant. On his return he was very tired and fell asleep. Meanwhile a snake came here and took away that plant. When he woke up he saw the desired plant was missing. Finally, he understood the fact that the man can never become immortal. He came back to his native city. After many years he became emotional on seeing his city. He realised the fact that hi. sons will continue to enjoy the vast empire built by him after his death.

Q6.State the points of similarities and differences between Indus valley and Mesopotamia a n civilization.
ANSWER:
Similarities:

• Both are river valley civilizations. Indus valley civilization flourished along the bank of river Indus, while Mesopotamian civilization flourished along the banks of Tigris and Euphrates.
• Both are known for their excellent town planning.
• Baked bricks were used for construction.

Differences	Mesopotamian Civilization	Indus valley Civilization
Regarding town planning	• Lack of town planning	• Excellent town planning
	• Streets were narrow	• Streets were wider and straight.
	• No uniformity was followed while constructing houses.	• Uniformity was followed in the construction of houses. City was divided into a number of blocks.
Regarding drainage system	Drainage system was not efficient. Drains were not covered and water flowed from it through clay pipes.	Drainage systemwas very efficient. It was far excellent when compared toother contemporary civilizations.

Q7.What do you know about the palace at Mari of King Zimrilim?
ANSWER:
The Great Palace of Mari was the residence of royal family. This palace was the hub of administration and a centre of production of beautiful ornaments. It was a famous palace of his time. Many minor kings from north Syria came to see it, carrying with him a letter of introduction from royal friends of the king of Mari. The king met all of them and shared food with them. The palace had only an entrance from the north and had a large courtyard such as 131 were beautifully paved. The king also met foreign delegates in 132 rooms, which were decorated with wall paintings and illustrations. This sprawling structure was spread over an area of 2.4 hectares having 260 rooms.

Q8.Why were there often clashes between the animal herders and farmers of Mari?
ANSWER:
There were a number of factors responsible for their conflicts. Some of them are given below:

• The shepherds of Mari used to take their herds through the standing crops on their way when going out in search of water. It caused immense damage to the crops of the farmer.
• The shepherds (animal herders) used to invade the inhabitants of the villages by farming communities and indulged into lost and plunder.
• Sometimes the farmers used to their (animal herder’s) way, which hampered their access to sources of water. It also led to clashes between them.
• Some groups of the herders used to serve as agricultural laborers or helpers in assisting in harvest. With the passage of time their income increased and they became prosperous. Then they began to live a settled life, which was not acceptable to farmers. It also led to the emergence of struggle or clashes between them.

Short Answer Type Question:

Q1.Discuss the extent to which (a) hunting and (b) constructing shelters would have been facilitated by the use of language. What other modes of communication could have been used for these activities?

ANSWER:

• Hunting and constructing shelters would have been facilitated by the use of language because these two activities are group activities requiring collective labour and cooperation among fellow humans.
• Humans certainly had to communicate with each other during the group activities. Language was vital tool in these group activities.

Other modes of communication:

• Gestures or hand movements, other non-verbal communication such as singing or humming, imitation of movements and sounds of birds and animals, cave paintings and other expressions with signs could have been used for these activities.

Q2.Choose any two developments each from Timelines 1 and 2 at the end of the chapter and indicate why you think these are significant.

ANSWER:  Timeline- 1

2.6-2.5 mya – Earliest stone tools

The earliest evidence for the making and use of stone tools comes from sites in Ethiopia and Kenya. It is likely that the earliest stone tool makers were the Australopithecus. Tools enabled man to become hunter from scavenger, and then, cultivator of his own crops for food.

0.8 mya- ‘Archaic’ sapiens,Homo heidelbergensis

The earliest fossiIs from Europe are of Homo heidelbergensis and Homo neanderthalensis. Both belong to the species of archaic (old) Homo sapiens. The fossils of Homo heidelbergensis (0.8-0.1 mya) have a wide distribution, having been found in Africa, Asia and Europe.

Timeline- 2

Development of voice box -200,000 years ago

The brain of Homo habilis (the tool maker) had certain features which would have made it possible for them to speak. Thus, language may have developed as early as 2 mya. The evolution of the vocal tract was equally important. This occurred around 200,000 years ago. It is more specifically associated with modern humans.

Invention of sewing needles- 21,000 years ago

The trapping of fur-bearing animals (to use the fur for clothing) and the invention of sewing needles are important developments in human history. Early man had used grass, leaves, tree bark, and animal skin to protect his body from harsh weather. The invention of sewing needles made it possible to stitch cloth and make many strong and durable dress materials. Man started experimenting with various types of naturally available fibrous materials such as silk, cotton, wool, jute. This revolutionized his material condition and culture. The earliest evidence of sewn clothing comes from about 21,000 years ago.
Q3/What do you know about Java men? Why did scientists call them “The Erect Ape Men”?
ANSWER: The remains of Java men were first discovered by a Dutch surgeon in Java. It included-a skull, a thigh bone and two teeth. The study of these remains depicts that the Java was half ape and half man. It is because his head (Java man’s head) was set forward of the neck. The Java men were also called “The Erect Ape Men” by the scientists because they could walk erect.
Q4.How did the use of language prove valuable in the construction of shelters?
ANSWER:
The use of language proved helpful in the construction of shelters in following ways:

• People could now secure places about their settlement.
• They became aware about resources available in near surroundings.
• They could discuss the ways of pattern of constructing their shelters.
• They could consider the ways and means to protect their shelters from predators and severe storms..

Q5.What do you know about cave paintings at Altamira?
ANSWER: Altamira is a cave site in Spain. The paintings on the ceiling of the caves were first brought into notice of an amateur archaeologist Marcelino sanz de Sautuola and his daughter Maria in November 1879. Maria suddenly noticed the paintings on ceiling when his father was busy in digging the floor of the cave. She brought these paintings to the notice of his father. At first looking of the picture of oxen, he just laughed, but soon he realised that some sort of paste rather than the paint has been used for painting. Two decades later, his findings were dismissed by European archaeologists on the ground that they did not appear too good to be very old.

Q6.Explain the effects of changing environment around 12,000 years ago.
ANSWER: Around 12,000 years ago, there was a change in the climate of the world. There was an increase in the temperature of their environment. It resulted into the development of grasslands in many regions which in turn led to an increase in the number of animals that ate grass like deer, antelope, goat, sheep, cattle, etc

Q7.Where do we get the earliest evidence of planned hunting? What did it depict?
ANSWER: We get the earliest evidence of planned hunting from European site Dolni Vestonice, Czech Republic. This site is nearby a river and it is believed that it was deliberately used by people. During the autumn and spring seasons reindeer and horse crossed the river and killed or hunted by early human on a large scale. The selection of such site depicted that the people were well aware about the movement of birds and animals and able to kill (hunt) them in large numbers.

Long Answer Type Question:

Q1.Write a description about the origin of human beings.
ANSWER:
The story about the origin of human beings is very long and complicated. Different views in this regard have been given, and still the process of discoveries is going on. The chronological order of the number of events has changed due to new discoveries and excavations made so far. There is plenty of scope left for excavations. The early human passed through several stages of journey to become a modern man. The various stages which throw light on the story of progress made by man from the very beginning to the present days are given below.

• Primates: The early human came into being in Africa and Asia about 36-24 mya. They constitute a sub-group of a large group of mammals, such as monkeys, apes, and the humans. They had hair on their bodies and different kinds of teeth.
•  Hominoids: They came into being about 24 mya. They had four legs and used to move on their four paws. The first portion of their bodies and legs were quite flexible but were unable to walk erect. Their

• body was different from the monkeys because they were comparatively larger and had no tail.
• Hominids: They belonged to hominidae family and came into existence about 5.6 • mya. Their earliest fossils were excavated at Laotoli and Hader (both in Africa). It is a clear evidence that they originated in Africa. Their fossils were also found outside Africa.

Q2.What do you know about early man’s tools and weapons made by them? Which techniques were used to make these tools?
ANSWER:
Early man’s tools and weapons were made of stones. Early man used hard stones known as flint, along with other types of stones for making tools and weapons. Flint was the stone that was used for lighting fire. It was also found that these types of stones can be given desired shape. However, the tools that early man

used were rough and unpolished. We get the earliest evidence for making and use of these stone tools from Ethiopia and Kenya. The Australopithecus were the first to make and use stone tools.
The stone tools were made by using following techniques:

• Stone on Stone: In this technique, the pebble from which the tool was to be made was held in one hand and the second stone was used to strike off flakes from the first.
•  Pressure Flaking: In this technique, the core was placed on a firm surface. The hammer stone was used on a place of bone or stone that was placed on the core to remove flakes that could be shaped into tools.
• The Punch Blade Technique: In this technique, the top of a larger pebble is removed by using hammer stone to produce a flat surface. This flat surface, thus so produced, is called striking platform. This is then struck using a hammer and a punch made of bone. It then leads to the production of blades. It also leads to formation of knives.

“Q3.Undoubtedly the modern man-made tremendous progress since coming into being.” Justify the statement. (HOTS)
ANSWER:
Modern man had several peculiarities which made him different from his predecessors. Modern man is most intelligent in comparison to forefathers on account of the size of his brain. Modern man-made tremendous progress. He began to construct his huts in addition to the caves wherein he dwelled earlier. He started to lead a settled life and began practicing agriculture. Now, he does not wander here and there in search of his food. He acquired knowledge how to cook food and also learnt how to store food grains and consumed it properly. He began to store food grains for his future use or used it when required during the time of natural calamity. He also used much superior tools, which helped him to safeguard himself from the wild predatory more effectively. The invention of needle helped him to wear stitched clothes. The development in the field of art and language made him more superior. So we can conclude that the modern man made great achievements in comparison to his forefathers.

Q4.Discuss in detail about the places of residence of early humans.
ANSWER:

• The early humans lived on the branches of the trees. Between 400,000 and 125,000 years ago, the human beings began to live in caves and open air sites.
• We got the earliest evidence of living in caves from Lazaret cave in southern France. It measured 12 x 4 meters and revealed evidence of two hearths, several fruits, vegetables, seeds, nuts, eggs of animals and fishes.
• Dwelling in caves proved beneficial for him, as he could now protect himself from the danger of wild animals. Living in caves provided him natural refuge from severe stream and cold.
• The early humans began to live or dwell in huts around 125,000 years ago. It proved a significant step in early human’s journey towards progress.
• We get the most significant evidence of the hut constructed by early humans at Terra Amata in Southern France. It was made up of thatch and its roof was made up of wood Reconstruction of hut at Terra Amata stone-flakes scattered on the floor.

Q5.Who were the first to use tools? How these tools used by early man were categorized?
ANSWER:
Australopithecus were the first to use tools. About 35,000 years ago, we came across the evidence of a remarkable improvement in the method of hunting animals. It became clear from the event that a special type of spear was used to hunt animals.
The tools used by early man can be categorized into three types. They are discussed under following heads:

• Hand-axes: They were used for pouncing. In the beginning, they were used without a handle, but later on wooden handle was attached to it. It was made possible to use them with much force.
• Chopper: They were made of heavy stones worked to a sharp edge in one direction only, and were most probably used for chopping meat.
• Flake implements: They were used as knives and scrapers for finer works. For thousands of years of man’s early history the only remains that we find are crude stone tools. These tools are often found lying along the terraces of rivers, or in the huts or caves where early man used to live and roam in search of wild animals. These tools made by him served many purposes such as skimming of dead animals, cutting their flesh, etc.
  About 35,000 years ago new kinds of tools such as spear throwers, bow and arrow came into being.

Q6.Distinguish between Homo heidelbergensis and Homo neanderthalensis.
ANSWER:

Homo heidelbergensis	Homo neanderthalensis
(i) Their earliest fossils have been excavated from Heidelberg in Germany.	(i) Their earliest fossils have been excavated from Neander valley.
(ii) Their fossils were discovered in 1858.	(ii) Their fossils were excavated first in 1854.
(iii) Their fossils have been traced from Europe, Asia and Africa.	(iii) Their fossils have been traced from several countries across Europe, Western and Central Asia.
(iv) They had comparatively much larger brain, heavier jaws and much heavier limbs and hand.	(iv) They had much larger brain size.
(v) They had thick hair on the body.	(v) They also had similar features.
(vi) They belonged to Homo sapien species.	(vi) They also belonged to Homo sapien species.
(vii) They used to live in caves.	(vii) They used to dwell in caves.
(viii) Their fossils existed from 0.8-0.1 mya.	(viii) They existed from 130,000 to 35,000 years ago.

Q7.How did early man procure his food? Explain.
ANSWER:
The early man procured his food through a number of ways. Some of the ways are listed below:

Gathering: For his food items, early man was totally dependent on nature. He was a pastoralist nomad, who kept on wandering. In the very beginning, he was a food-gatherer. He gathered eatables from trees and plants. The main food items were seeds, nut, fruit, etc. All these food items could be preserved. There is lack of evidence. The prominent role in food-gathering was played by women and children.

Scavenging: The early man also procured his food through scavenging. They used to obtain food from the carcasses of those animals which had died naturally or had been killed by other larger animals. They were used to eat the meat of small birds, eggs and several kinds of insects.

Hunting: To procure food through hunting was also one of the best methods of obtaining food. Hunting was mainly the domain of menfolk. They used to hunt the small animals individually, but in case of the hunting of large animals, group efforts were the key to success. They hunted wild animals such as wild horses, wild buffaloes, rhinoceros, bear, etc. They used spears and tools made of stone to hunt wild animals. We get the earliest evidences of well planned hunting and butchery of large animals from Boxgrove in Southern England and Schoningen in Germany. About 35,000 years ago, there is some evidence of planned hunting that comes from European sites. One such site of planned hunting is Dolini Vestonice in Czech Republic. This site was situated in close proximity to a river, where a number of animals came to drink water. Horses and reindeers were used to come here to drink and cross the river during autumn and spring migrations. Then they were hunted on large scale, by the early humans who were well aware about their movement.

Fishing: Early man also obtained his food by fishing. They caught fish from rivers and ponds with their hands. Later on hooks and harpoons for catching fishes came into use.

Q8.Discuss the progress made by early man in the field of art.
ANSWER:
The early man was much interested in the field of art. He found that art is a unique
method to express his feelings. So, he tried his hands both in paintings and sculptures.

(i) Paintings: In the very beginning, the early man tried to express every thing which impressed him in his daily life. He was much impressed by seeing (observing) natural beauty, i.e. flora and fauna, the sun, the moon, stars, rivers, etc. and also fond of hunting. Hunting was the part of his daily routine. So he painted many pictures depicting the hunting theme. The paintings depicting hunting theme have been envisaged on the wall of the caves and ceiling on the walls. For example, the caves of Altamira, Lascaux, and Chauvet are specially well known. Altamira caves were discovered by Marcelino sanz de Sautuola and his daughter in 1879.

• Lascaux and Chauvet caves came into limelight in 1894. These caves have plenty of beautiful pictures.
• Most of these paintings are of horses, bison’s, mammoths, bears, leopards, owls, etc. Black, red, yellow and white colors have been widely used for engraving these paintings. A number of questions have been put forward regarding the above mentioned paintings.
• Scholars have different opinions in this regard. Some scholars are of the view that they painted these pictures to beautify the walls and ceilings on the caves while others put forward their argument as they did so to pass their knowledge from one generation to another.

(ii) Sculpture: Small-sized statues were built by early man, representing humans and animals. Most of the human statues were of women and recovered from several places in Europe. These female statues are called Venus goddes

Read and Find Out
Q1. What kind of a person was Evans?

ANSWER:
Evans was a young, clever prisoner. He had escaped thrice from the prison for which he was known ‘Evans the Break’. He was not a violent sort of a person. He was quite a pleasant person and was a star at the Christmas concert.

Q2. What were the precautions taken for the smooth conduct of the examination?

ANSWER:
For smooth conduct of the examination, various precautionary measures were taken. All sharp instruments like razor nail scissors were removed. The Governor, senior prison officer Jackson and officer Stephen were put on duty. A special invigilator was arranged. A microphone was fitted in the prison cell where the examination was to be conducted.

Q3. Will the exam now go as scheduled?

ANSWER:
Everything had been in order for the exam to start on its scheduled time, but the Governor, still apprehensive, ordered a last minute change in plan. As another precautionary measure, he ordered frisking the invigilator as well, before allowing him to carry out his assigned job. This wasted some time and the exam started at 9:25am, ten minutes later than the scheduled time.

Q4. Did the Governor and his staff finally heave a sigh of relief?

ANSWER:
Evans was a shrewd man who allowed only a momentary sigh of relief to the Governor and his staff. The exam was supposed to have ended peacefully, but when Stephens rechecked Evans’s cell, he was stunned to see a profusely bleeding McLeery still in the cell. He concluded that the man he had escorted to the gate was actually Evans.
Measures were taken to recapture Evans with the help of the bleeding McLeery, who was later sent off to a hospital for treatment. However, soon it was exposed that this ‘bleeding McLeery’ was the real Evans. Finally, when the Governor traced Evans and ordered him to be taken back to the prison with a prison officer in the official van, another conspiracy unfolded. Evans fled again, as the prison officer and the van were part of his back-up plan. His flawless plans left everyone perplexed and troubled.

Q5. Will the injured McLeery be able to help the prison officers track Evans?

ANSWER:
Injured McLeery, showcasing his knowledge of German, reveals the supposed plan of Evans through the superimposed question paper. He proposes to guide the officials to the whereabouts of Evans. However, this is later revealed to be a part of the Evans plan to flee to safety, as it was Evans himself who was disguised as the injured McLeery. It can be, thus, noticed that the disguised McLeery’s help to the officials was fake as it was just a part of Evans’s escape plan.

Q6. Will the clues left behind on the question paper, put Evans back in prison again?

ANSWER:
Evans escaped from the prison with the help of a clever, infallible plan. Certain clues were left behind by the shrewd fugitive which was a “careless” act according to the Governor. There was a superimposed question paper with directions to the supposed plan. However, it was soon seen that all of it was fake and part of the plan to misguide the officials.
But the little German the Governor knew and the ‘correction slip’ did help them to track him down.

Q7. When Stephens comes back to the cell he jumps to a conclusion and the whole machinery blindly goes by his assumption without even checking the identity of the injured ‘McLeery’. Does this show how hasty conjectures can prevent one from seeing the obvious? How is the criminal able to predict such negligence?

ANSWER:
Evans was a smart and perceptive criminal. He hadassessed the weaknesses of the jail officers successfully. Stephen was new recruit to the prison set up. When he saw the injured Mcleery in the cell he was so overwhelmed that he did not even check who he really was and neither did anyone else. It did not occur to anyone to question how there could there be two persons – one in the cell and the other who had been escorted out by Stephens. It was for this very reason that friends of Evans, who, posing as the Governor on the phone, have directed Stephens that he himself should escort the parson out, when the exam is finished. The Governor and his officers, in effect actually lead Evans out of the prison. The question paper is left behind to mislead the Governor. This shows that Evans the criminal had enough time to study the behavior patterns of the jail officers and plan their strategy well.

Q8. What could the Governor have done to securely bring back Evans to the prison when he caught him at the Golden Lion? Does that final act of foolishness really prove that “he was just another good-for-a-giggle, gullible governor, that was all”?

ANSWER:
The Governor took all the precautions to make sure that Evans should not have any chance to escape from the prison. He even tracked and arrested him at the Golden Lion after his sensational escape from the prison. But his overconfidence once again proved that he was no match for the clever and crafty Evans.
The Governor after finding the clues from the question paper tracked Evans at the Golden Lion. When Evans entered the room he was shocked to see the Governor. Evans offered no resistance and was arrested. The gullible Governor gloated over his success and said goodbye to him. Evans was handcuffed and made to sit in the police van. The Governor did not take care to check the identity of the driver, the van and the officer. A little more vigilance could have averted the escape of the criminal. If theGovernor had accompanied Evans to the prison cell with full police arrangements the criminal would not have escaped.This act of negligence proved that he was “just another good-for-a-giggle gullible governor that was all”.

SHORT ANSWER TYPE QUESTIONS:

Q1.What request did the Secretary of the Examination Board receive from the Governor of Oxford Prison?
ANSWER:  The request was to create an examination centre in the prison for one candidate named James Roderick Evans. He had started night classes in O-Level German last September. He was the only one in the class and said that he was keen to get some sort of academic qualification. The Secretary agreed to give him a chance and promised to send all the forms and stuff.

Q2. What enquiry did the Secretary of the Examination Board make about Evans? What did the Governor tell him about Evans?
ANSWER:  The Secretary wanted to know if Evans was a violent sort of person. The Governor told him that there was no record of violence. He was informed that Evans was quite a pleasant fellow—an amusing person. He was good at imitation and hence h star at the Christmas concert. He suffered from the desire to steal. He had this disease from birth.

Q3. What facts about Evans did the Governor of Oxford Prison not reveal to the Secretary of the Examination Board?

ANSWER:  Evans was called ‘Evans the Break’ by the prison officers. He had escaped from prison three times already. He would have done so from Oxford Prison as well if there had pot been unrest in the maximum security establishments up north.

Q4. What issue regarding conducting the examination did the Secretary of Examination Board raise? What was he told?
ANSWER:  The Secretary wanted to know whether a room could be arranged for holding examination. The Governor told him that Evans had a cell on his own. He could sit the exam in there. Secondly, they could easily get one of the parsons from St. Mary Mags to invigilate. The Secretary hoped that they would not have much trouble in keeping Evans without communicating with others.

Q5. Who met Evans on the eve of the examination? What does this brief interview reveal?
ANSWER:  It was Evans’ German teacher who shook him by the hand at 8.30 p.m. on Monday, 7 June. They met in the heavily guarded Recreational Block, just across from D Wing. The teacher wished him good luck in German, which Evans failed to understand. The teacher observed that he had a remote chance of getting through. Evans remarked that he might surprise everybody. These remarks prove quite meaningful and prophetic.

Q6. Who visited Evans on the morning of the Examination? What did they visit him for?
ANSWER:  Mr Jackson and Mr Stephens visited Evans. Jackson was the senior prison officer on D Wing and Stephens was a burly, surly-looking, new recruit. They visited him to ensure that he did not retain any potential weapon with him. Mr Stephens was asked to take away the razor after Evans had shaved himself.

Q7. What evidence do you get from the text to show that Mr Jackson and Evans “had already become warm enemies” ?
ANSWER: Jackson nodded curtly. He addressed Evans as “little Einstein” and mockingly enquired about him. He felt annoyed as Evans pointed out his ignorance about Einstein. Jackson genuinely loathed about the long, wavy hair of Evans. He had taken away the nail-scissors and nail-file of Evans. He used the word ‘bloody’ too often while addressing Evans.

Q8. How was the Reverend Stuart McLeery dressed and why ?
ANSWER:  He had put on a long black overcoat and a shallow-crowned clerical hat. His spectacles had thick lenses. It was a chilly day for early June and the steady drizzle, which had set in half an hour earlier still continued. In his right hand he was carrying a small brown suitcase.

Q9. What were the contents of the small brown suitcase that McLeery carried?
ANSWER: It had a sealed question paper envelope, a yellow invigilation form, a special ‘authentication’ card from the Examination Board, a paper knife, a Bible, and a current copy of ‘The Church Times’. Except the last two articles, the rest were related to his morning duties as invigilator.

Q10. What was the object found in McLeery’s suitcase that puzzled Mr Jackson? How did McLeery react to Mr Jackson’s query?
ANSWER: There was a smallish semi-inflated rubber ring. Even a young child with a waist of about twelve inches might have to struggle into it. Jackson asked McLeery if he was thinking of going for a swim. McLeery’s amiable demeanour was slightly ruffled by this tasteless pleasantry. He answered Jackson somewhat sourly and told him he suffered from piles.

Q11. What instructions did the invigilator issue to the examiner before the examination?
ANSWER:  He asked the examinee if he had got a watch. He would tell him when to start and again
when he had five minutes left. He asked him to write the name of the paper, 021-1, in the .
top left-hand comer, and his index number-313 in the top right-hand comer. Just below that he was to write his centre number-271.

Q12. How did the Governor, who was listening-in, react to these numbers at that time and later on after the escape of Evans?
ANSWER:  Initially, the Governor took them as innocuous, routine information and did not pay much attention. Later on, when Evans had escaped, he consulted the Ordnance Survey Map for Oxfordshire. He found that the six-figure reference 313/271 pointed to the middle of Chipping Norton—the place of hiding for run away Evans.

Q13. What was the import of the two phone calls the Governor received after a quarter of an hour of the start of the examination?
ANSWER:  The first phone call was from the Assistant Secretary of the Examination Board. It was about a correction slip in the O-Level German paper. The word ‘Golden Lion’ was to replace ‘Golden Lowe’. The second call was from the Magistrate’s Court. They needed a prison van and a couple of prison officers for a remand case.

Q14. How did the Governor react to the two phone calls he received in quick succession?
ANSWER:  When the Governor received the first call, he checked it immediately by dialling the number of the Examination Board. He wanted to ascertain whether it was a fake phone call or some signal or secret message. He found the line engaged. After the second phone call, the Governor was wondering whether that could be a hoax. Then he told himself not to be so silly. His imagination was beginning to run riot.

Q15. What did Stephens notice on looking through the peep-hole of Evans’ cell?
ANSWER:  He found Evans sitting with his pen between his lips. He was staring straight in front of him towards the door. Opposite him sat McLeery. His hair was amateurishly clipped pretty closely to the scalp. His eyes were fixed at ‘The Church Times’. His right index finger was hooked beneath the narrow clerical collar. The fingers of the left hand were slowly stroking the short black beard.

Q16. What request did Evans make about half an hour before the end of the examination? How did McLeery and Stephens react to it?
ANSWER: Evans made a polite request if he could put a blanket round his shoulders as it was a bit chilly there. McLeery told Evans to be quick about it. A minute later, Stephens was surprised to see a grey blanket draped round Evans shoulders.

Q17. Who was the phone call three minutes before the end of the examination meant for? How important did it prove?
ANSWER:  The phone call was meant for Stephens. Jackson told him that the Governor wanted to speak to him. Stephens listened to the rapidly spoken orders. The phone call was important. Stephens had to accompany McLeery to the main prison gates. He was to see the door locked on Evans after McLeery had left the cell. It was also important for Evans. He could make swift changes and adjustments, in his dress and make-up.

Q18. What did* Stephens notice on coming back to the cell of Evans? What did he assume?
ANSWER: Stephens saw a man sprawling in Evans’ chair. The front of his closely cropped, irregularly tufted hair was covered with red blood. It had dripped already through the small black beard. It was now spreading over the white clerical collar and down into the black clerical front. He assumed that Evans had hit McLeery and left the prison impersonating McLeery.

Q19. How did the Prison machinery swing to action? What point was overlooked?
ANSWER:  Sirens were sounded. Prison officers shouted orders. Puzzled prisoners pushed their way along the corridors. Doors were banged and bolted. Phones were ringing everywhere. Jackson and Stephens supported McLeery on either side and brought him to the prison yard. The identity of the injured “McLeery” remained unchecked. Thus, hasty conjectures prevented them from seeing the obvious.

Q20. How did the injured “McLeery’’ behave? What, do you think, did he achieve by this sort of behaviour?
ANSWER: The injured “McLeery” claimed to know where Evans was. He showed more interest in arrival of police than of ambulance. He drew the Governor’s attention to the German question paper. The photocopied sheet in German contained the route of escape. He diverted the attention of the prison officers and the police to the person (Evans) who had already left the prison.

Q21. What did the Governor tell Detective Superintendent Carter when he enquired about the injured “McLeery”?
ANSWER:  Carter wondered who had hit “McLeery”. Before the Governor could explain anything, McLeery told the officer to go to Elsfield Way, where Evans… The Governor told Carter to take “McLeery” with him if he thought he would be all right. He was the only one who seemed to know what was happening. Thus, injured “McLeery” left the prison in police car as a witness.

Q22. What conclusion did the Governor arrive at after reading the German text on the question paper?
ANSWER:  The text advised Evans to drive to the Headington roundabout from Elsfield Way. The Examinations Board was in Elsfield Way. Someone from the Board must have been involved in the escape plan from the very beginning. It was clear from the question paper and the correction slip.

Q23. What did the Governor’s questioning of Stephens reveal?
ANSWER:  It was Stephens who had taken “Evans” to the main gates. Stephens claimed that he had acted as he had been told by the Governor on phone at about twenty past eleven just before the paper was over. The Governor said that he had not rung him. He had used the telephone at that time, unsuccessfully, to get through to the Examinations Board.

Q24. Why was the Governor angry with Jackson?
ANSWER: Jackson had spent two hours in Evans’s cell the previous evening. He had confidently reported that there was nothing hidden away there. Yet Evans had concealed a false beard, a pair of spectacles, a dogcollar and other material of a priest. He also had a weapon with which he hit McLeery across the head.

Q25. What did the Governor think of Evans and his plan after ringing up Detective Chief Inspec¬tor Bell?
ANSWER:  The Governor admired clever Evans and his beautifully laid plan. He called it careless of him to leave the question paper behind. He observed that all criminals made mistakes somewhere. That is why they were nabbed. He hoped that very shortly Mr clever-clever Evans would be back inside the prison.

Q26. What did Detective Superintendent Carter inform the Governor about Evans?
ANSWER: Superintendent Carter informed the Governor that McLeery had spotted Evans driving off along Elsfield Way. They had got the number of the car all right. They had given chase immediately, but they had lost him at the Headington roundabout. He assumed that Evans must have doubled back into the city.

Q27. Where, according to the Governor, was Evans likely to be found and why ? What did he think about himself after this episode?
ANSWER:  The Governor said that Evans was on his way to Newbury. He explained his reasons for believing so. The clues in the German text pointed to this. It was now a police job to arrest him. He thought he was merely a laughing stock, a credulous governor.

Q28. What truth did the enquiries about injured “McLeery” from (i) Carter and (ii) the Radcliffe reveal?
ANSWER:  Carter said that he was in the Radcliffe. He was really groggy near the Examination offices. They rang for the ambulance from there. The accident department of the Radcliffe informed him that there was no parson named McLeery there. They had sent an ambulance to Elsfield Way, but the fellow had vanished from there by then.

Q29. Where did they find the Reverend S. McLeery and in what condition? What can you deduce from it?
ANSWER:  A quarter of an hour later they found the Reverend S. McLeery in his study in Broad Street. He was bound and gagged securely. He said that he had been there since 8.15 a.m. when two men had called and… It is obvious that the two men were helpers of Evans and one of them acted as the Reverend S. McLeery during the Exam.

Q30. What did the inmates of the prison come to know by tea-time?
ANSWER: They came to know what had really happened. Earlier, it was presumed that Evans had impersonated McLeery and walked out of the prison. The truth was that Evans, impersonating McLeery, had stayed in.

Q31. What sort of hair did Evans have? How then did he personate McLeery?
ANSWER:  Evans had long, wavy hair, whereas the hair of McLeery had been amateurishly clipped pretty closely to the scalp. Jackson had pinched Evans’s scissors. So, he had to remove his hair off his head with his only razor. Then he kept his head covered with a bobble hat to prevent detection.

Q32. Jackson had thoroughly searched Evans’s cell for two hours the previous evening. How then was Evans able to disguise himself as a parson?
ANSWER:  Evans had really nothing hidden in the cell. It was McLeery who had worn two black fronts and two collars. Evidently, Evans put on one set of these. He used the blanket to cover his act. The parson suddenly seemed to have grown slimmer when he left the Oxford Prison.

Q33. “It was that bloody correction slip, I s’pose”. Who said this, when and why?
ANSWER: Evans said this when he found the Governor of Oxford Prison in his room in Hotel Golden Lion in Chipping Norton. He knew he was beaten. The details of the escape plan were there on the correction slip and he had left it there on the table.

Q34. What two purposes did the correction slip serve? Which of them did Evans consider more important?
ANSWER:  The correction slip provided Evans the name of the hotel and its location. Secondly, it contained the exact time the exam started. The really important thing for Evans was that the phone rang just before the exam finished. Thus, he was able to get the prison officers out of the way for a couple of minutes.

LONG ANSWER TYPE QUESTION:

Q1. Should criminals in prison be given the opportunity of learning and education ? Give reasons in support of your answer.
ANSWER: Modern prisons are no longer the dark dungeons of the middle ages where even the rays of the sun could not penetrate. Human rights are observed scrupulously in all civilised countries even in jails. These prisons are gradually becoming reform houses. Under the prevailing conditions criminals are given the opportunity of self improvement. Provision is made for learning and education. The light of knowledge, it is hoped, will reform the criminals, change their thoughts and make them responsible citizens. They will join the mainstream, give up crime and contribute to the well-being of society and nation. Instead of physical torture and mental agony, love and sympathy be used to transform the bitterness, cruelty and evil bent of mind. Let us hate sin and crime, not the sinner and criminals. Hence, the criminals should be given opportunity of learning and education in prison.

Q2. What precautions were taken for the smooth conduct of the O-Level German examination in prison and why ?
ANSWER: James Roderick Evans was a smart fellow. He was known as ‘Evans the Break’ among the prison officers. He had escaped from prison three times. Now he was taking O-Level German Examination in prison.His solitary cell was located in D-Wing, which had two heavy gates—outer and inner. Both were locked securely. Evans’s cell was kept under strict observation. Prison officer Mr Stephens watched his activities every minute through the peep-hole. Mr Jackson, the incharge of D-Wing, was in constant touch with the Governor on phone. The Governor himself listened in to the conversation in the cell. During his stay in prison, Evans was not allowed to have any visitor or letters.
All potential weapons such as knife, scissors, nail-file and razor had been removed from the cell of Evans. The contents of the suitcase of the invigilator, Reverend S. McLeery were also thoroughly searched. Even the paper-knife was taken away. In short, all precautions had been taken to see that Evans did not get a means to escape.

Q3. How was Evans able to devise foolproof plan for escape from prison as well as items for disguise in spite of severe restrictions and strict observation ?
ANSWER: First, Evans joined the 0-Level German night classes in last September. He was the only student. The Governor had appointed a teacher from the Technical College. Since Governor did not check on the person, a friend of Evans joined as German teacher. He was in contact with him everyday and visited him even on the eve of the examination to say good luck. The plan was devised slowly—from September to June.
Reverend S. McLeery, who was to invigilate, was bound and gagged in his flat. A friend of Evans replaced him as invigilator. McLeery put on double clerical collar, two black clerical fronts. He carried a pair of reading glasses and the semi-inflated rubber ring for piles in his suitcase.
Evans had friends in the Examination Board as well. The correction slip fixed the hotel and provided exact time of start of paper. Two more telephone calls proved handy—One asking for prison-van for court and the other for giving instructions to Stephens. It was near the Examination Board that Evans as “injured McLeery” got a car to change his make¬up and clothes and escape to Golden Lion. Here, it is worth-mentioning that the silent prison officer and the driver, who drove the prison van from the Golden Lion and helped Evans escape, were his friends.

Q4. What factors, other than friends, do you think, contributed to the success of the plan of the escape devised by Evans?
ANSWER: Evans’s calm, pleasant, amusing temperament and his insight into the working of the minds of prison authorities helped him a lot. He devised everything carefully and executed the plan skilfully. Every detail was worked out beforehand. For example, he knew that Mr Jackson who used rough tone, had some compassion for him deep inside. He granted Evans’s request to keep the filthy looking red and white bobble hat on his head during the examination. It was, in fact, a device to hide his recently closely cropped hairs. Secondly, he knew that the whole prison machinery blindly goes by assumption. He impersonated McLeery and posed to be injured. No one checked the injured “McLeery”. The hasty conjecture was that Evans, impersonating McLeery, had hit the parson and escaped. It prevailed. The police was after run away Evans while the real Evans left the prison with the police as the only witness. He claimed to have seen Evans driving. When they reached Examination Board he acted as if he was quite weak. The police officer phoned for an ambulance and left Evans there. He got into the car his friends had kept for him and disappeared from the scene. Thus, his ingenuity, presence of mind and theatricality also helped him.

Q5. What lapses on the part of the police and prison authorities helped Evans to escape from the prison?
ANSWER: In spite of elaborate precautions and careful arrangements, Evans succeeds in slipping away. Certain lapses on the part of the police and prison authorities contribute to it. The Governor, who smells a rat in every call and tries to cross check it, fails at vital moments. For example, no one tries to verify the identity of the German teacher, the invigilator, the “injured” McLeery, the driver of prison-van and the “silent” prison officer who handcuffs Evans at the Golden Lion hotel. Sometimes, appearance—the outward form and dress— deceives as it is accepted to be genuine. The criminals impersonate even the prison officer and driver. The Detective Superintendent too acts hastily. He does not drive to the Rad- cliffe and get the “injured” McLeery admitted there. This provides him God-sent opportunity to disappear. The greatest lapse is on the part of the Governor who nabs Evans at Golden Lion hotel and fails to bring him to jail as he gets tricked by the prison-van, “silent” prison officer and driver. Had he waited for police escort, Evans would not have escaped yet again.

Q6. What estimate do you form of the Governor of Oxford Prison ?
OR
How far do you agree with the observation: “He was just another good-for-a-giggle, gullible governor, that was all” ?
ANSWER:  The Governor was a fussy sort of person. He would carry things to the extreme and in his enthusiasm, sometimes overdid them and ignored the obvious. His imagination seemed to run riot. He was apprehensive that Evans might try to take advantage of the examination and escape. He was filled with doubts. Evans might take advantage of the invigilator and hi-jack-knife him.
The Governor wag duty-conscious. He did not run away from responsibility. He listened- in to the conversation in the cell himself. In spite of all his virtues, the Governor had a serious flaw. He was too credulous. He had full faith in his officers and the law-enforcing machinery. He believed the injured “McLeery” and let him accompany Superintendent Carter to help him trace Evans. Actually, he let Evans leave the prison.
The final act of foolishness was when he let Evans be carried in a prison-van, without sufficient police escort. He had used his intelligence to locate the hide-out of Evans and nab him. His gullible nature deprived him of all credit. In the end, he appeared as “another good-for-a-giggle, gullible governor.”

Q7. Using examples from the play ‘‘Evans Tries An 0-Level’ show how the criminals like Evans turn the tables on the Governor of Oxford Prison and the local police.
ANSWER:  Evans is familiar with the methods of the prison authorities and he anticipates all their moves. Hence, in the battle of wits between himself and the official machinery he employs tricks unknown to them. The new German teacher and the replaced invigilator are merely stooges of Evans. Carrying blood in a rubber ring for piles is a novelty. The device of the correction slip to fix the hide out and the route to it is another piece of ingenuity. The master-stroke is when Evans impersonating wounded “McLeery” stays in prison and misguides the police to trace the parson. The use of modem devices such as prison-van, car, telephone, Ordnance Survey Map for Oxfordshire etc. shows how the criminals can misuse these facilities for their own ends. The whole operation is run by someone in the Examination Board who remains unknown till the end. It is well-planned and skilfully executed escape using the prison-van and prison staff.

Q8. What impression do you form of ‘Evans the Break’?
OR
Attempt a brief character sketch of James Roderick Evans.
ANSWER:  “Evans the Break” as he was known among the prison officers was a jail-bird. He was a congenital kleptomaniac, but he was non-violent. He was quite a pleasant sort of person— an amusing chap; a star at the Christmas concert good at imitations.
Evans had long wavy hair. When we meet him for the first time his face was unshaven and he wore a filthy looking red and white bobble hat upon his head. He had tucked a grubby string-vest into equally grubby trousers. He smiled cheerfully at the prison officers. “Evans is smart, cunning and resourceful. He makes a request to Mr Jackson to allow him to put on his bobble hat. But he complains to the invigilator against Stephens. Stephens’ presence disturbs Evans’ concentration. He makes a very polite request to cover himself with blanket as it is chilly. He uses it to put on the clerical collar and black front. He employs the brief absence of prison officers to disguise himself as parson McLeery and spill blood on himself to look injured. He acts the part of injured parson well. He offers to help police and wins their confidence. He becomes groggy and is left there to wait for ambulance.
Evans enjoys the faith, support and active cooperation of his dedicated friends. They plan carefully, working out the minute details and execute it skilfully. He never loses his calm or presence of mind even in the worst circumstances.

Q9. Comment on the ending of the play ‘Evans Tries An O-Level’.
ANSWER:  The ending of the play is qyite surprising and unexpected. Only a couple of minutes ago the Governor of Oxford Prison had nabbed Evans from his hide-out at the ‘Golden Lion’. A silent prison officer handcuffed the recaptured Evans. Then the two men clambered awkwardly into the back seat of the prison-van.
The Governor bade him farewell but wished to see him soon in his jail. Evans too behaved as if he would remain there for a long time and wanted to know about the O-Level Italian classes coming up next September. The Governor remarked that perhaps Evans might not be with them then. Evans pondered over it and said that he wouldn’t. After a couple of minutes Evans implemented what he had predicted. Not only were the handcuffs unlocked, but the van moved on fast towards Newbury.
Evans is once again free. The broad Scots accent leaves us in no doubt who the driver was. Once again Evans scores over the prison authorities.

Q10. Comment on the aptness of the title ‘Evans Tries An O-Level’
OR
Do you think the title ‘Evans Tries An O-Level’ is appropriate. Give reasons in support of your answer.
ANSWER: The title ‘Evans Tries An O-Level’ is quite apt and suggestive. The action of the play begins with a conversation between the Secretary of the Examination Board and the Governor of the Oxford Prison about holding the O-Level examination in German at the prison. The play ends with the mention of O-Level Italian classes and Evans’s interest in them. The middle portion of the play is devoted to the holding of the O-Level Examination and its consequences—escape of Evans impersonating McLeery, the Invigilator. In short, the title dominates the play and is interwoven in the whole action.
The title indicates how criminals may exploit a facility for their selfish purpose of escaping from prison. It, thus, throws a comment on crime and punishment. The complacent Governor and methodical prison officers are outwitted again by a smart criminal ahd his friends who help in his adventure. It makes us laugh at the discomfiture of the efficient prison authorities.

Q11. Describe the precautions taken by the prison officers to prevent Evans from escaping.[Delhi 2014]
ANSWER:  Special precautions were taken by the prison staff to prevent him from escaping during Evans O-level German test. A parson from St. Mary Mags was called to invigilate. Evans “was put in the heavily guarded recreational block. Between the cell and the yard there were two locked doors. The prison officers were on alert. In Evan’s cell a microphone was installed while Mr. Stephens kept eye on Evans. Mr. Jackson and Mr. Stephens, the two prison officers checked his cell thoroughly for the possible escape.

Read and Find Out
Q1. Who is Mr. Lamb? How does Derry get into his garden?

ANSWER:

Mr Lamb is an old man with a tin leg. His real leg was blown off years ago during the war. He lives all alone in his house. There is a garden near the house. It has ripe crab apples looking orange and golden in colour. Mr Lamb is sitting in his garden when Derry climbs over the garden wall to get into his garden. Though the gate is open, the boy does not use it.

Q2. Do you think all this will change Derry’s attitude towards Mr. Lamb?

ANSWER:
Derry’s burnt face made him the center of ridicule. Although people sympathized with him, it was never a heartfelt one. This resulted in his pessimistic approach towards life. He thought that everyone detested and despised him. On the contrary, Mr. Lamb did not show any pity towards him. He considered Derry to be his equal and welcomed him in his garden. He helped the boy to love and live life happily without any contempt for his own self. Derry had initially considered the old man to be like others, but he gradually started respecting and liking him for what he said.

Reading with Insight

Q1. What is it that draws Derry towards Mr. Lamb in spite of himself?

ANSWER:
Derry finds Mr. Lamb different from others. Mr. Lamb shows no shock or fear on seeing Derry’s burned face. Rather he talks to him in a loving manner. He welcomes him to his garden. He offers to pluck apples and make jelly for him. He calls him his friend. He says that things look outwardly different, but inwardly they are all the same. He gives the example of flowers, trees, herbs and weeds. They look different, but they are all growing living things. Similarly, people can have different looks, but inwardly they are all the same. Derry says that he hates some people. At this, Mr. Lamb says that it can do him more harm than any bottle of acid. Acid burns only the face, but hatred burns one away inside. He tells Derry never to think of his burned face. He has two arms, two legs, eyes ears, tongue and a brain. And if he has a firm mind, he can do better than others. It is by such words of encouragement that Mr. Lamb draws Derry to himself.
Q2. In which section of the play does Mr. Lamb display signs of loneliness and disappointment? What are the ways in which Mr. Lamb tries to overcome these feelings?

ANSWER:
Although the loneliness of Derry dominates the play, there are evident traces of Mr. Lamb’s loneliness throughout the first scene of the play. The old man says that having heard the bees for a “long time” he knows that they “sing”, not buzz. It not only depicts how his perception was different from others but also illustrates that he was lonely and that he did not have any one to be with.
Another evidence of his loneliness is the fact that whole day he sat in the sun and read books. This proves that books were his only true friends. He says that his “empty house” is full of books, underlining the way in which the void of his empty life was filled in by books.
By the end of this scene, it becomes even clearer that he is lonely and sad when he mutters to himself that no one comes back to him after the first meeting. Likewise, he did not expect Derry to return. He was so sure that Derry would never return that he climbed the ladder to collect all the apples himself, although Derry had offered to help him after informing his mother. Ironically, the old man would have died unnoticed if Derry had not returned to fill the emptiness of his own life.

Q3. The actual pain or inconvenience caused by a physical impairment is often much less than the sense of alienation felt by the person with disabilities. What is the kind of behaviour that the person expects from others?

ANSWER:
A person with any physical impairment can live life with respect and honour, if he is not ridiculed and punished with heartless pity. He expects empathy rather than sympathy. If everyone looks down at him with a pessimistic approach, he may never be able to come out of his sorrow, and consequently, recline to his own secluded world. He is already in tremendous mental and emotional pressure. So, he expects others to be understanding rather than remind him of his disability.
In the play, Derry and Mr. Lamb, both are caught in a similar situation. Mr. Lamb, as an adult, is able to cope with such problems, but Derry, being a child, is not able to untangle this web alone. He develops a strong liking for this old man because he spoke the words a person, with such problem, would want to hear.

Q4. Will Derry get back to his old seclusion or will Mr. Lamb’s brief association effect a change in the kind of life he will lead in the future?

ANSWER:
The brief association of Derry with Mr. Lamb boosted his self-confidence and helped him to respect his own self. The manner in which the old man made Derry realize the importance of his being self-dependent, of respecting himself and of holding on to hope helped Derry undergo a remarkable change. The new found self-esteem makes him tell his mother that his looks are not important.
It is not likely that the death of Mr. Lamb would take him back to his secluded life. This big change is definitely here to stay and would not be undone due to setbacks.

SHORT ANSWER TYPE QUESTIONS :

Q1.“Mind the apples!”, says Mr Lamb. Why do you think, does he issue this instruction, to whom and how many times?
ANSWER:  Mr Lamb issues this instruction to Derry, a boy of fourteen, who climbs over the garden wall and enters the garden. He asks Derry twice to mind the apples which have been blown down by the wind from the trees and strewn in the grass. He (Derry) could put his foot on some apple, fall down and hint himself.

Q2. What is the attitude of Mr Lamb to the small boy who comes to his garden ?
ANSWER:  Mr Lamb’s attitude to the small boy is quite gentle, protective and accommodating. Like an elder in the family offering advice and instructions to the younger members, Mr Lamb advises the young boy to mind the apples lest he should trip. He also advises the boy not to feel afraid.

Q3. What explanation does the small boy offer for coming into the garden? How does Mr Lamb react to it?
ANSWER:  The boy thought that this was an empty place. He did not know there was anybody there. Mr Lamb assures him that it is all right. He asks the boy what he is afraid of. He tells the boy that the house is empty as he is in the garden and is likely to stay there. Such a beautiful day should not be wasted indoors.

Q4. “T ‘m not afraid. People are afraid of me,” says Derry. What do people think on seeing his face? How do they react then?
ANSWER:  On looking at Derry’s face they find it bad and frightful. They think that it is the ugliest thing they have ever seen. They call him a poor boy as one side of his face has been burnt by acid. Some of them are afraid of his ugly and horrible face.

Q5. How does Mr Lamb change the subject from ugly face to ripe apples?
OR
How does Mr Lamb keep himself busy when it is a bit cooler ?
ANSWER:  There is a momentary pause in the conversation. Then Mr Lamb changes the subject. He says that when it is a bit cooler, he will get the ladder and a stick. Then he will pull down those ripe crab apples. He makes jelly. He calls these orange coloured and golden apples magic fruit. September is a good time to make jelly. He tells the boy that he could help him.

Q6. Why, according to Derry, has the old man changed the subject?
ANSWER: Derry says that people always change the subject. They don’t ask him about his physical impairment. They simply pretend that it is not true and isn’t there. They don’t want the boy to mind and get upset. He thinks that the old man has changed the subject because he is afraid to ask him about his burnt face.

Q7. “You got burned in a fire,” says Mr Lamb. What do you think, had happened to Derry’s face?
ANSWER:  Derry’s face did not get burned in a fire. He got acid all down that side of his face and it burned it all away. Derry says that this acid not only ate his face up, it also ate him up. One side of his face is ugly and it won’t ever be any different.

Q8. How does Mr Lamb react to Derry’s query: ‘Aren’t you interested’?
ANSWER:  Mr Lamb tells Derry that he is interested in anybody and anything. There’s nothing God made that does not interest him. Fruit and flowers, trees and herbs, grass and weeds all interest him. Even stuff or rubbish is interesting. He finds no essential difference between a “weed’ and another ‘flower’ as both represent life—developing or growing.

Q9. “We’re not the same”, says Derry. How does Mr Lamb try to convince him that there is no essential difference between them?
ANSWER:  Derry and Mr Lamb are both of the same species. They represent various stages of growth. Derry is young, Mr Lamb is old. Both suffer from the same physical impairment. Derry has a burnt face. The old man has got a tin leg. But this physical disability is not important. What is important is that both are alive. Derry is standing there whereas Mr Lamb is sitting.

Q10. How, according to Derry, does the tin leg not trouble Mr Lamb? What explanation does the old man offer?
ANSWER:  Derry thinks that the old man can put on trousers and cover up his tin leg. Then no one sees it. So, people don’t have to notice and stare at, as they do at his face. Mr Lamb replies that some people do notice and stare at his disability. Some don’t. In the end, they get tired of it. Moreover, there are plenty of things to stare at.

Q11.“There’s plenty of other things to stare at.” Which ‘things’ are worth staring at and why?
ANSWER:  According to the old man there are plenty of things to stare at. These include crab apples or the weeds or a spider climbing up a silken ladder, or his tall sun-flowers. All of them are beautiful and ‘growing’. Derry is surprised at the mention of ‘things’. Mr Lamb tries to convince him that it is all relative. Then he mentions ‘Beauty and the Beast’.

Q12. How does Derry interpret the fairy stoiy ‘Beauty and the Beast’? What does he feel about himself?
ANSWER:  Derry says that he has been told that story before. It teaches us that outward appearance does not matter. It is what one is inside that is important. Handsome is that handsome does. Beauty loved the monstrous beast for himself. When she kissed him, he changed into a handsome prince. No one except Derry’s mother kisses him. She too kisses him on the other side of the face. He has developed a negative attitude and says he does not care ’ “if nobody ever kissed” him.

Q13. How, according to Derry, do people try to console those suffering from some physical impairment?
ANSWER: They ask the person to look at all those people who are in pain and brave. They never cry or complain. They don’t feel sorry for themselves. Then the person is asked to think of all
those persons worse off than him. One might have been blinded or bom deaf, or confined to a wheelchair, or be crazy and dribble. Since Derry has none of these disabilities he is far better placed.

Q14. Why do these arguments fail to console Derry ?
ANSWER:  Derry has developed negative attitude. He says that the arguments to console him will not make his face change. He feels more hurt and pained by the comments of persons or what he overhears. Once he heard a woman in the street whispering to another, “Look at that, that’s a terrible thing. That’s a face only a mother could love.” Derry calls it cruel of them.

Q15. How does Mr Lamb try to remove the baseless fears of Derry’?
ANSWER:  Derry has developed withdrawal symptoms. He doesn’t like being near people. Mr Lamb tells him the story of a person who was afraid of everything in the world. So he went into his room and locked the door. He got into his bed and stayed there for a while. Then a picture fell off the wall on to his head and killed him.

Q16. Which fears did the man suffer from? What is the common factor in all of them?
ANSWER: The man feared that a bus might run him over, or a man might breathe deadly germs onto him, or a donkey might kick him to death or lightning might strike him down, or he might love a girl and the girl would leave him, and he might slip on a banana skin and fall and people who saw him would laugh their heads off. Most of these fears are imaginary.

Q17. What peculiar things does Derry notice about the old man?
ANSWER:  Derry thinks that the old man is peculiar. He says peculiar things. He asks questions which Derry does not understand. There are no curtains at the windows in his house. He likes the light and darkness and hears the wind with the windows open.

Q18. What does Derry listen about himself? How does he react to it?
ANSWER:  Derry listens to what his parents talk about him downstairs when he is not there. They seem to be anxious about him and his future. What he will ever do and how will he ever get on in that world. What is going to happen to him with that bum mark on his face. They say what is going to happen to him when they have died.

Q19. In what ways does Mr Lamb inspire Derry to overcome his physical disability?
ANSWER:  Mr Lamb tells Derry that he ‘has got two arms, two legs and eyes and ears. He has got a tongue and a brain. He will get on the way he wants, like all the rest. And if he chooses and sets his mind to it, he could get on even better than all the rest.

Q20. “People are never just nothing. Never.” Why does Mr Lamb say so? Why does he advise Derry not to hate anyone?
ANSWER:  Mr Lamb says that he has friends every where. Derry says that the people passing us in the street are not our friends. Mr Lamb tells him that they are not enemies either. When Derry says they are “Just nothing”, Mr Lamb makes this remark. He tells Derrry that hatred does more harm than any bottle of acid. Acid only bums the face, but hatred may bum a person away inside.

Q21. How should people be judged?
ANSWER:  People should not be judged by what they look like. They must be judged by their actions. Appearances may be deceptive. On the other hand, people with physical impairments overcome their disabilities and perform wonderful feats in different spheres.

Q22. How, according to Mr Lamb, can one overcome of sense of hurt or humiliation caused by remarks at one’s physical disability?
ANSWER:  Mr Lamb does not provide a straight forward solution. He says that in the street kids shout “Lamey-Lamb” at him. Still they come to his garden. They are not afraid of him because he is not afraid of them. He simply ignores their comments. He concentrates on other things which are encouraging and positive.

Q23. What possibility does Derry indicate in the old man’s act of getting the crab apples down? What is its dramatic importance?
ANSWER:  Derry says that if the old man fell down the ladder and broke his neck, he might lie on the grass and die, in case he was alone in the garden. This observation proves prophetic. The last scene shows the ladder falling back with Mr Lamb. The playwright uses the device of foreshadowing to prepare us for the eventual end.

Q24. What does Deny want to know? How, according to the old man, can he know that?
ANSWER:  Derry wants to know what he could do. The old man tells him that he does not know everything. He can’t tell the boy what to do. He has to find it out himself by waiting, watching, listening sitting here or going there. Derry says that he wants something no one else has got or ever will be. Something just his own.

Q25. What makes Derry think that the old man is always alone and miserable? What does he tell the old man? 
ANSWER:  Derry asks Mr Lamb whether the persons who come there talk to him and ask him things. As usual, Mr Lamb says that some do, some don’t. He asks them as he likes to learn. This makes Derry think that nobody ever comes there.
He tells the old man that he is there all alone by himself and miserable. He says no one would know if he were alive or dead and nobody cares.

Q26. Why does Derry’s mother oppose his going back to the old man’s garden?
ANSWER:  Derry’s mother tells him that she has heard things about the old man. In fact, she has been warned. Though they have lived there for three months, she knows what is worth knowing and Derry is not to go back there.

Q27. What argument does Derry give to convince his mother why he wants to go to the old man’s garden?
ANSWER:  Derry says that the old m^n has a tin leg. He lives in a huge house without curtains. He has a garden. Derry wants to be there and listen to things that matter. Things nobody else has ever said. Things he wants to think about. They are not about his face and how he looks.

Q28.What makes Derry resolve to go to the old man?
ANSWER: He no longer cares about his face and looks. He is more concerned with what he thinks and feels, what he wants to see and find out and hear. He knows that if he does not go back there, he will never go anywhere in that world again. He wants the world. He no longer shuns it or avoids the people.

Q29. Comment on the ending of the play ‘On The Face Of If.
ANSWER: The play has a pathetic but dramatic ending. Mr Lamb who works actively in spite of his physical disability loses balance and falls down along with the ladder. Derry enters and tries to converse with Mr Lamb, who does not respond. Mr Lamb’s “exit” is exactly the same as envisaged by Derry earlier in the play.

Q30.What other ending would you suggest to the above story ?
ANSWER: I would like the play to end on a happy note. Derry’s efforts will revive the old man. After regaining his consciousness, Mr Lamb will grant permission to Derry to live with him and see, hear and learn things.

LONG ANSWER TYPE QUESTIONS
Q1. How does Derry behave on entering Mr Lamb’s garden?
ANSWER:  Derry does not use the gate to enter the garden. He climbs over the garden wall. His footsteps are heard as he walks slowly and hesitantly through the long grass. He is startled when Mr Lamb asks him to mind the apples and warns that he might trip. Deny shows signs of fear and nervousness. He explains that he took it for an empty place. Mr Lamb, the old man, tells him that the house is empty till he goes inside. That beautiful day is not to be spent inside. Derry panics and says he has got to go. He becomes angry to learn that the old man was watching him. He explains his intentions. He has not come there to steal anything. When Mr Lamb again asks him not to be afraid, Derry remarks that people are afraid of him because his face is ugly and frightful.

Q2. What efforts does Mr Lamb make to strike up a friendship with Derry, the small boy, who enters his garden ?
ANSWER:  Mr Lamb is quite gentle, accommodating and protective. He asks Derry to mind the apples as he might trip. Instead of feeling angry over the way of his entry, he points out that the gate is always open and he is welcome. His cordial manner and conciliatory tone touch the inner most chords of a defiant boy like Derry who does not want to mix up with others. On learning about his burnt face, he does not react like others. Instead of exhibit¬ing fear and revulsion, he shows understanding and affection. He admits that he is the same as the boy. If the boy has a burnt face, he has got a tin leg. Gradually, he tries to win over the confidence of Derry by reminding him of ‘Beauty and the Beast’. He then tells him the story of a man who feared everything and shut himself in a room. His positive attitude towards life inspires the boy to talk to him like a friend.

Q3. What is the bond that unites the two—old Mr Lamb and Derry, the small boy ? How does the old man inspire the small boy?
ANSWER:  It is the bond of physical impairment that unites old Mr Lamb and the small boy, Derry. He got his leg blown off during the war and since then he has a tin leg. Derry got one side of his face burnt by acid. Their respective disabilities have not only caused pain and suffer¬ing to the body but to their mind and soul as well. They have to live with their physical impairment. Mr Lamb has adjusted himself to the ways of the world and stopped bother¬ing about what people call him. He keeps himself busy in meaningful activities like pick¬ing apples, making jelly, bee-keeping and preparing toffee from honey. He loves reading books, hearing music, observing beautiful things and thinking about them. He inspires the small boy by saying that he has all the God-given organs intact. He has to decide what to do. He must work for it and then he can outshine even the others. Derry admits that ‘Handsome is he who handsome does.’ For him his face or how he looks does not matter now. He has become positive and has started thinking differently.

Q4. What is the theme of the play ‘On The Face Of It’? How has it been worked out?

ANSWER:  The theme of the play is the consequences of physical impairment on the affected person’s body, mind and soul. The actual pain and inconvenience caused by the disabilities is often much less than the sense of alienation felt by the disabled person. People think that a person who has lost an organ or suffered some deformity such as a disfigured face should either be confined to the hospital or allowed to move in the company of people having the same disability. The playwright does not approve of this idea as it will create a strange sort of world. The attitude of persons towards the victims of accidents or disasters needs com¬plete change. They must be considerate and thoughtful. They must appreciate the efforts of the physically challenged persons to overcome their disability and compete with others. The theme has been worked out through the interaction of two characters—old Mr Lamb and a young boy, Derry. Through his peculiar way of looking at things and asking ques¬tions, Mr Lamb persuades Derry to have a positive approach to fife. Only positive attitude towards life will give one true happiness.

Q5. Compare and contrast the characters of Mr. Lamb and Derry.
ANSWER:  Both Mr. Lamb and the young boy Derry have one thing in common—their physical im¬pairment. Both are victims of these disabilities after birth. The leg of Mr. Lamb was blown off during the war. Derry’s face was burnt by acid. One side of his face looked very ugly and frightful.
Apart from this, they have nothing in common. Mr. Lamb is old, Derry is a young boy of fourteen. Mr. Lamb enjoys company and wants to talk. Derry is very withdrawn and defiant. He does not want to come in contact with people.
Mr Lamb does not bother about his lameness. He has developed love for reading books, hearing music, seeing beautiful things and thinking about them. He is calm and patient. He asks peculiar questions. He forces Derry to see that actions are more important than mere looks. In spite of his lameness he picks apples, makes jelly, maintains a beehive and makes toffees from honey. The gate of his garden is always open. Derry develops a new vision of life under his guidance. He becomes positive and looks happy.

Q6. What impression do you form of Derry, the small boy, in the play ‘On The Face Of It’ ?
ANSWER:  Derry is a fourteen year old boy who is very withdrawn and defiant. One side of his face has been burnt by acid and it looks very ugly and frightful. This incident has made him a victim of inferiority complex.
Derry is highly sensitive to what others—his parents, family friends, well-wishers or even total strangerssay about him. Their anxiety, concern, fear and revulsion pains him more than the bum did.
Derry is quite intelligent. When Mr Lamb mentions the story ‘Beauty and the Beast’, Derry at once comes out with its moral: ‘Handsome is as handsome does.’ He, however, evokes self-pity by saying, “I won’t change… and no one’ll kiss me ever.”
Derry is sensitive to the sufferings of others. He arouses sympathy for himself by making enquiries about the old man’s leg, pain and how he passes his life alone. Derry has the capacity to learn. He is impressed by the old man’s way of life in spite of physical handicap. In the end, he does not bother about his face or looks and wants to see, hear, learn and think and do what no one else has done. In short, Derry is a developing character.

Q7. Which qualities of Mr Lamb have impressed you most?
OR
Draw a character sketch of old Mr Lamb.
ANSWER:  Mr Lamb is the protagonist in the play. He dominates the play from beginning to end. He impresses us as a sensitive, watchful, kind, considerate and sympathetic person. He is quite gentle, accommodating and protective. He is more concerned about the boy’s well-being than the apples.
He is a victim of alienation due to his physical impairment. Though he keeps his gates open and says he has many friends, actually he lives alone and is quite miserable. He loves company and wants to talk. He shares his thoughts even with the young boy.
Mr Lamb is like a modem communicator and a psychologist who believes in drawing out the best of an individual. His tactful handling and peculiar questions make Derry shed some of his firmly fixed notions and respond to the things of the world around him. Thus he is a source of inspiration to the depressed and gloomy.
Mr Lamb is pragmatic. His way of life is an object lesson for all who suffer some physical handicap or the other. One can always undertake some meaningful activities which give life some purpose and aim and save it from boredom. Even in his fall with the ladder, he exhibits Christ-like grace.

Q8. Comment on the ending of the play ‘On The Face Of It’. How far do you find it effective ?
ANSWER:  The ending of the play is quite suggestive. Mr Lamb, who has been picking apples, falls down along with the ladder. As Derry enters the garden, he finds total silence pervading there. He is surprised and shocked to see Mr Lamb on the ground. He hopes it is all right. He kneels near Mr Lamb and announces that he has come back and he is there. He implores the old man to get up and talk. As the old man does not respond to Derry’s repeated requests, he begins to weep.
The ending is quite dramatic and stageworthy. The old man with the ladder under him is a Christ-like figure. It is a pathetic ending, no doubt, but it does not spread gloom. Rather, it acts like a beacon light. The old generation has handed over the charge to the younger one. It is like a soldier making an exit with the satisfaction of mission accomplished. The old man has handed over his philosophy of life to Derry and inspired him to find out what he wants to be. Thus, though the old man expires physically, his ideas inspire Derry to pursue higher goals and Achieve them. In this sense, the ending is quite effective and meaningful.

Q9. What do you understand by ‘On The Face Of If ? Do you think the title ‘On the Face of If is appropriate? Give reasons in support of your answer.
ANSWER: ‘On The Face Of It’ is used to say that something seems to be good, true, etc. but that this opinion may need to be changed when you know more about it.
Apparently, the play seems to be an interaction between two persons suffering from physi¬cal impairment. Being a drama of ideas, it has minimum physical action. The old man’s efforts to strike up a friendship with a young boy of fourteen, who is very withdrawn and defiant, seems to be the main issue. The old man’s effort is worth appreciation.
However, as we go on reading further, more is in store for us. We learn the mental anguish, emotional starvation and physical distress of the physically challenged who are unable to lead normal life among normal persons. The play is not didactic but it inspires people like Derry, who have some physical blemish, to ignore it as well as comments of people about it. They should set goals for themselves and strive to outshine even the other normal persons. Thus, the title is quite appropriate and highly suggestive.

Q10. Both Derry and Lamb are physically impaired and lonely. It is the responsibility of society to understand and support people with infirmities so that they do not suffer from a sense of alienation. As a responsible citizen, write, in about 100 words what you would do to bring about a change in the lives of such people. [All India 2014]
ANSWER: Both Mr. Lamb and the young boy Derry have one thing in common—they are physically impaired. Both are victims of these disabilities after birth. Such type of people should not be reprimanded but they must be honoured with. They must be given respect and honour in the society. If somebody looks upon them with pessimistic approach, they may never be able to come out of their sorrow. But they will go into the world of alienation. As a responsible citizen, it must be our duty to provide them a respectable place in the society. Then only they can come into the mainstream of the society and live like a normal people. They must not be reminded of their disabilities. Only then we can play the role of a responsible citizen.

Read and Find Out
Q1. Who is Jo? How does she respond to her father’s story telling?
ANSWER:
Jo is the shortened form of Joanne. She is the four year old daughter of Jack and Clare. For the last two years, her father, Jack, has been telling her bed-time stories. Since these stories are woven around the same basic tale and have the same characters and turn of events,
She was an intelligent and inquisitive child. Her mind was bubbling with queries regarding whatever she heard or saw. Her responses to the stories were a curious mixture of emotions caught in recognition of the known and eagerness to explore the unknown aspects woven in the basic tale by her father. An impatient Jo wanted the story to move with a fast pace and yet cannot proceed with conflicting ideas or unresolved queries in her mind. She was also a very observant listener and corrected her father wherever she felt he faltered. The intensity of her engagement with the story was apparent from her body language and facial expressions. She empathized with the protagonist and rejected whatever did not fit in her own narrow world. The eagerness to understand and the restlessness to assert her point of view kept her awake. She was even willing to fight with her father and to coax him to end the story according to her standpoint. Her responses indicate that she had started developing a personality of her own.

Q2. What possible plot line could the story continue with?
ANSWER:
From the perspective of Jo, the story should have ended with a happy note of Roger Skunk getting rid of the foul smell forever and being able to play with all other children. However, from the perspective of Jack, the story may not have such an innocent fairy tale ending. In the process of story telling, it was evident that Jack got nostalgic about his own childhood and his mother. Thus, he brought in his own perspective. His sense of belongingness to his mother and his experience of dealing with reality resulted in a mature and compromising end where the reality limited the scope of fiction. As he associated himself with Roger Skunk of his story, he avoided getting into the problematic situation of identity crisis and of blaming his mother.

Q3. What do you think was Jo’s problem?
ANSWER:
Little Jo had been accustomed to the happy ending of the stories of Roger, where the wizard was helpful to him in fulfilling his wish. At the request of Roger Skunk, the wizard had changed his awful smell to that of the roses. Other small animals liked it and played with Roger Skunk happily. She could not digest the ending of the extended story where Roger Skunk’s mother hit the wizard on the head and forced him to change Skunk’s smell to the earlier foul one.
Jo could not accept that mother’s stubbornness-hitting the well wisher of her son, Roger Skunk. Jo insisted that her father should tell her the same story again the next day with changed ending. The wizard should hit that unreasonable mummy on the head and leave Roger Skunk emitting the pleasant smell of roses. In the beautiful world of a child’s imagination, fairies and wizard’s are more real than reality itself. She could not digest the harsh realities of life. She did not like the unfeeling mother who hit the benefactor of her son.

Reading with Insight

Q1. What is the moral issue that the story raises?

ANSWER:
The story examines moral issues dependent on different levels of maturity. There is a sharp contrast between an adult’s perspective of life and the worldview of a little child. Children represent innocence. Hatred and injustice have no place in the their world. In the story, the baby skunk was able to make friends only after he smelled of roses. In Jo’s perspective, the happiness of being able to make friends surpassed any other thing. As a result, she is unable to assess the reason why the mother skunk pressurized her child to get his original foul body odour restored.
On the contrary, Jack tried to justify the skunk’s mother and wanted Roger to listen to his mother even if it means smelling bad again. Jack, a typical father, wanted his daughter to believe that parents are always correct and they know what is best for their children. Thus, the story raises the question of whether parents should always be followed blindly.

Q2. How does Jo want the story to end and why?

ANSWER:

Jo was not convinced with the ending of the story and coaxed her father to retell the story the next day giving the story a predetermined path that she had set. According to her, neither Roger Skunk nor the wizard was wrong in the story. Jo refused to accept the end where Roger Skunk’s mother hits the wizard and that too without being hit back. She wanted the story to end with the wizard hitting back the mother skunk with his magic wand and chopping off her arms ‘forcely’.

Q3. Why does Jack insist that it was the wizard that was hit and not the mother?

ANSWER:

Jack has the typical parental attitude. He is of the opinion that the parents know what is best for their children. He asserts the parental authority tiroe and again to quieten Jo and stifle her objections and amendments to the story of the foul smelling Skunk related by him.
He defends the attitude of Roger Skunk’s mother. She does not approve of the unnatural, unskunk like smell that Roger has. She calls the sweet smell of the roses an awful smell. Earlier the little skunk smelled the way a little skunk should. She wants the natural characteristic-the foul smell-restored. He says that she knew what was right. Secondly, the little skunk loved his mommy more than he loved all the other animals. That is why, he took his mommy to the wizard. She hit the wizard and forced him to change the smell of roses to his earlier bad odour. He insisted on this ending to emphasise the concern of the parents for children and their role in bringing them up on proper lines.

Q4. What makes Jack feel caught in an ugly middle position?

ANSWER:
Jack feels that he has been caught in an ugly middle position physically, emotionally as well as mentally. The woodwork, a cage of mouldings and rails and skirting boards all around them was half old tan and half new ivory.
He was conscious of his duties as a father and as a husband. Little Bobby was already asleep. His efforts to make Jo fall asleep proved quite fatiguing. She kept on interrupting him, asking for clarifications, pointing errors and suggesting alternatives.
Jack did not like that women should take anything for granted. He liked them to be apprehensive. So he extended the story, though he was in a haste to go down stairs and help his pregnant wife in her hard work of painting the woodwork. The result of the extension to the story proved unfruitful and unpleasant for Jo, Jack and Clare. Jo wanted him to change the ending of the story. Clare complained that he had told a long story. Jack felt utter weariness and did not want to speak with his wife or work with her or touch her. He was really caught in an ugly middle position.
Q5. What is your stance regarding the two endings to the Roger Skunk story?

ANSWER:
Considering the tender age of Jo, both the endings seem a little irrational. It is certain that she will be learning from whatever she hears and visualizes at this age. If the story ends according to Jack, Jo will never be able to question anything she considers wrong in life since this ending stresses that elders are always right in whatever they do. In addition, the story shows the skunk’s mommy hitting the wizard for no fault of his. The wizard had only done what he was asked to. This may scare the four-year-old Jo, as it teaches that mothers, being elders, have the right to hit anyone, even if they are not at fault.
On the contrary, if the story ends as Jo wanted it to, it will stop her from believing in and respecting her elders. She may even start believing that there is nothing wrong in hitting elders.
A balanced view may be given in an apt ending, where the mommy either does not hit the wizard at all or realizes her mistake soon.

Q6. Why is the adult’s perspective on life different from that of a child?

ANSWER:
A child’s speech and line of thought, his actions and reactions, are natural and not guided by any outward influence. He speaks from his heart in accordance with what is ethically right in his perspective. On the other hand, an adult has many things to consider before speaking or reacting. Thus, the influence of society governs and dominates his thoughts.
In this chapter, Jo speaks what she considers correct. But Jack, an adult caught in a dilemma, kept thinking on the consequences of accepting his daughter’s ending to the story and what the society has made him learn over time.

SHORT ANSWER TYPE QUESTIONS :

Q1.What custom did Jack follow in the evenings and for Saturday naps?
ANSWER: Jack would tell his four year old daughter Joanne (or Jo) a stoxy out of his head in the evenings and for Saturday naps. This custom had begun when she was two and now it was nearly two years old.

Q2. What was the basic tale underlying each story that Jack told?
ANSWER:  A small creature named Roger had some problem. He would go to the wise owl who told him to go to the wizard. Theiwizard performed a magic spell. It solved Roger’s problem. He demanded more pennies than Roger had. Then he directed Roger to the place where extra money could be found. Roger felt happy and played many games with other creatines. He then went home. His daddy arrived from Boston. They had supper. The stoiy wound up with the description of the items of their supper.

Q3. How was the custom of story telling especially fatiguing on Saturdays?
ANSWER: Jo was growing up. She never fell asleep in naps any more. Her brother, Bobby, who was two was already asleep with the bottle. But Jo would not take her nap like an infant. The bumps her feet made under the covers were hallway down the bed. Her fat face deep in the pillow shone in the sunlight. The custom seemed futile and especially fatiguing on Saturdays.

Q4. Which animal did Jo suggest for the story that day? What do you know about this new animal?
ANSWER:  Jo suggested ‘skunk’ for the story that day. It was a new animal for her. They must be talking about it at nursery school. A skunk or a pole-cat is a small black and white North American animal. It can produce a strong unpleasant smell to defend itself when it is attacked.

Q5. Why did Roger Skunk go to see the old owl? [All India 2014]
ANSWER:  Due to foul body odour of Skunk, other animals were not interested in playing with him. But he wanted to play with friends. So, Roger Skunk went to the wise owl to get rid of the foul smell.

Q6. How did Jo and Jack react as the new animal was mentioned?
ANSWER: Jo squeezed her eye&Shut and smiled to be thinking that she was thinking. She opened her blue eyes and said firmly, “Skunk”. Having a fresh hero momentarily stirred Jack to creative enthusiasm. He started telling the story of Roger Skunk that smelled so bad that none of the other little woodland creatures would play with him.

Q7. How did Jack imagine the reaction of Roger Skunk on being universally detested ?
ANSWER:  Whenever Roger Skunk went out to play, all of the other tiny animals would cry: “Uh-oh, here comes Roger Stinky Skunk”. Then they would run away. Roger Skunk would stand there all alone. Two little round tears would fall from his eyes. Jack would relate all this with zest, remembering certain humiliations of his own childhood.

Q8. How do you think, did Jo identify with Roger Skunk, the victim of the hatred of other creatures?
ANSWER: Jo seemed to share the pleasure and pain of the hero of the stray—Roger. So complete was her identification that the mention of tears in Roger’s eyes brought tears in her eyes. Her mouth drooped down and her lower lip bent forward. Jack’s finger traced the course of a tear along the side of her nose.

Q9.Which two opposite forces acted on Jack while he was telling Jo a story about the little skunk?
ANSWER:  Jack was happy that he was telling Jo something true, something she must know. He had no wish to hurry on. But just then, a chair scraped downstairs. He realised that he must get down to help his wife, Clare to paint the woodwork in the living room. Thus, the interests of daughter and wife pulled him in different directions like two opposite forces.

Q10.“This was a new phase, just this last month, a reality phase.” What do you learn about Jo’s reality phase? How did her parents try to convince her?
ANSWER: Jo would ask if the magic spells were real. When Jack told her that spiders ate bugs, she would turn to her mother and ask if that was really so. When Clare told her God was in the sky and all around them, she would turn to her father to know the reality. Jack tried to convince her by saying? “They’re real in stories.”

Q11. “He felt being an old man suited him.” How would Jack play the old wizard?
ANSWER: The wizard’s voice was one of Jack’s own favourite effects. He did it by scrunching up his face and somehow whining through his eyes. During this brief period of time his eyes would become full of watery secretions. He would say, ‘Eh? Whatzis? Whatcher want? You smell awful.’

Q12. How was the Skunk’s story different from the other stories narrated by Jack? [Delhi 2014]
ANSWER: The stories told by Jack were well taken by Jo. But the ending of the Skunk’s story did not satisfy her. She believed that the wizard should have hit back Skunk’s mommy and Skunk would have kept smelling like roses.

Q13. How did Jack make the role of the wizard more impressive?
ANSWER: Jack fixed Jo with the trance like gaze. Then he chanted a magic spell in the wizard’s elderly irritable voice. The chanting was rhythmical and had sweet rhymes. The exclamation “Bingo!” confirmed the pleasure, the pleasure of the wizard at having done what he had been trying to do. All of a sudden, the whole inside of the wizard’s house was full of the smell of roses.

Q14. How did Jo react to Jack’s chanting of the magic spell ?
ANSWER: Jack chanted the magic spell as the wizard would do. When he paused, he noticed a rapt expression widening out from his daughter’s nostrils. She forced her eyebrows up and her lower lip down in a wide noiseless grin. This expression reminded Jack of his wife’s expression while feigning pleasure at cocktail parties.

Q15. “Very silly of your stupid old daddy,” says Jack. Why, do you think, did Jack say so?
ANSWER:  While narrating the story of Roger Skunk, Jack by chance said Roger Fish. Jo was quick to interrupt him and point out the error. She repeated twice that he had said Roger Fish and asked if that wasn’t silly. Jack had to admit that it had been very silly of him.

Q16. What action of Jo annoyed Jack? What do you think disturbed him?
ANSWER: Roger Skunk began to cry as he had only four pennies. Jo made the crying face again, but this time without a trace of sincerity. This annoyed Jack. Some more furniture rumbled down stairs. Jack thought that Clare shouldn’t move heavy things. He was worried because she was six months pregnant. It would be their third child.

Q17. Which two factors made Jack continue the story?
ANSWER:  Roger Skunk had returned home at dark after playing happily with the other little animals. Jo did not fall asleep. She was starting to fuss with her hands and look out of the window. She thought the story was over. Jack did not like women when they took anything for granted. He liked them to be worried. So he continued the story.

Q18. Why was Roger Skunk’s mommy angry? What did she finally tell him?
ANSWER:  She was angry because Roger Skunk had an unusual smell of roses. She called it awful and asked Roger who made him smell like that. When he said, “The wizard”, she ordered him to come with her and they were going right back to that very awful wizard. She seemed to be very angry with the wizard.

Q19. Why, do you think, did Roger Skunk’s mommy insist on taking him to the wizard at once?
ANSWER:  Roger Skunk’s mommy wanted young skunk to smell the way a little skunk should. She did not want him to acquire the artificial and uncharacteristic smell of the roses. The foul smell was a tool for him to keep the enemy away. That is why she hit the wizard right over the head and he agreed to restore the original ‘foul’ smell.

Q20. How did Jo want the wizard to behave when mommy skunk approached him?
ANSWER:  Jo had a deep regard for the wizard. He had magical powers and could do anything. She did not agree with her father’s version. She said that the wizard hit her (Roger Skunk’s mommy) on the head and did not change that little skunk back. She did not want that the other little animals should hate him again for his awful smell.

Q21. Why does Jo insist that her father should tell her the story with a different ending—where the wizard hit that mommy?
ANSWER:  Jo was not convinced that the little animals eventually got used to the way the little skunk was and did not mind it all. It was just the opposite of what her father had said at the beginning. (The other tiny creatures called him Stinky Skunk and would run away, leaving Roger alone to shed tears.) Later, when the wizard made the skunk smell like roses, the other little animals gathered around him and played with him till dark. Hence Jo wanted the wizard to punish the stupid mommy.

LONG ANSWER TYPE QUESTIONS :

Q1. Why did Jack conduct the ‘story-session’ and what story did he tell? How did he ensure active participation of the listener in the development of the story?
ANSWER:  Jack started telling bed-time stories to his two-year-old daughter Jo (Joanne) two ye&fs ago. Now she was four-year-old and had recently entered the reality phase. Jack would tell her stories in the evenings or for Saturdays naps.
Each new story was a slight variation of a basic tale. The central character was a small creature named Roger. He could be Roger Fish, Roger Squirrel, Roger Chipmunk or Roger Skunk. Roger had some problem and went for help to the wise, old owl. The owl would tell him to go to the wizard. The wizard would perform a magical spell that solved the problem. He would demand more pennies than Roger had. He would direct unhappy Roger to the place where extra pennies could be found. Roger would then feel happy and play games with other small creatures till dark. Then he went home to his mommy. His daddy arrived from Boston and they had their supper. The story would end with the description of the items of supper.
Since the plot of the story and the actions and reactions of the various characters remained the same, both Jo and Jack would enact typical scenes. Thus, Jo felt involved in the story.

Q2. What problem did Roger Skunk have? How was it solved?
ANSWER: Roger Skunk smelled very bad—in fact so bad that none of the other little woodland creatures would play with him. Whenever Roger Skunk went out to play, all the other tiny animals would cry: ‘Uh-oh, here comes Roger Stinky Skunk.’ Then they would run away. Roger Skunk would stand there all alone. Two little round tears would fall from his eyes. Roger Skunk walked along very sadly and came to a very big tree. There was a huge, wise, old owl on the topmost branch of the tree. He told the owl that all the other little animals ran away from him because he smelled very bad. The owl admitted that he did so. Skunk wanted to know what he could do and cried hard. The owl advised Roger Skunk to go to the wizard who lived in the dense forest over a little river. The wizard too observed that the Skunk smelled awful. He asked what he wanted. Roger Skunk told his problem. The wizard found his magic wand and asked Roger Skunk what he wanted to smell like. Roger thought and said, “Roses”. The wizard chanted a magical spell. There was a smell of roses all around the wizard’s house. Roger Skunk now smelled like that of roses

Q3. Why, do you think, was Roger Skunk’s mommy angry ? Does her anger seem justified? What did she decide to do?
ANSWER:  Roger Skunk’s mommy was angry because he had lost his God-given smell. He no longer emitted the foul smell he was bom with. On the other hand, he had an awful and unusu¬ally sweet smell of roses. She wanted her young one to smell the way a young skunk should. This smell was God-given protection against danger. The predator could be kept at bay.
The newly acquired smell of roses, howsoever pleasant and sweet smelling could endan¬ger the skunk’s life by attracting the predators to the tiny skunk. She wanted to know who had done so. She felt very angry at the wizard. Her anger is justified because by his simple act he had put the life of the young skunk in danger. No mother can act peacefully or rationally when there is some danger to her young one. Hence, she at once decided to go to the wizard with Roger Skunk so that his foul smell might be restored and his life might be free from dangers.

Q4. Comment on the ending of the story ‘Should Wizard Hit Mommy’?
ANSWER:  The story does not end with the wizard being hit by the mother. Joanne, who believes the fictional characters to be real, wants her papa to tell the story that the wizard hit the stupid mommy. Instead of having a nap, she kicks her legs up and sits down on the bed. Jack advises her to have a rest.
When he went downstairs, he found that his wife, Clare had spread the newspapers and opened the paint can. She was wearing an old shirt of his on top of her maternity smock. She was stroking the chair rail with a dipped brush. He heard footsteps moving overhead and scolded Joanne.
Jack watched his wife labour. He had come there to help her, but the story-session had filled him with utter weariness. Clare remarked that it was a long stoiy. Jack uttered only three words: ‘The poor kid’. He felt caught in an ugly middle position. Though he felt the presence of his wife there, he did not wish to speak to her, touch her or work with her. It leaves us baffled. We begin to ponder over human relationships. Thus, the ending is thought provoking.

Q5. Why, do you think, the title has a question mark? How far do you find it a convincing and appropriate title?
ANSWER:  The question mark in the title ‘Should Wizard Hit Mommy?’ focuses the reader’s attention on the two well-wishers of the main character—Roger Skunk. The wizard solves Roger Skunk’s problem of bad smell and gives him the smell of roses at his request. The skunk’s mother is angry, because her baby has been deprived of the bad odour which a skunk of his age should emit. This bad odour is a sort of armoura protection against predators who are kept away by the dirty smell. The mother skunk hits the wizard on the head and forces him to restore the foul smell to the skunk.
Jo, the four-year-old girl, for whom the wizard is a real do-gooder, can’t digest his humiliation at the hands of a stupid mother. From her point of view, the smell of roses make skunk popular among the other little animals.
The story can take either direction and ending depending on the point of view of the adult or child. The author very cunningly seeks the reaction of his readers by putting a ques¬tion mark at the end of the title. One may approve of it or reject it. Thus, the title is quite convincing and appropriate one.

Read and Find Out

Q1. How do geological phenomena help us to know about the history of humankind?

ANSWER:
The geological phenomenon of separating various continents and water bodies from one compact landmass tells us about the age of existence of human race on the earth. Six hundred and fifty million years ago, no human race existed on the earth because the environment was not favourable. After the time when the dinosaurs were wiped out, the Mammals started existing and after the separation of landmass, the human race started flourishing on the earth.

Q2. What are the indications for the future of humankind?
ANSWER:
The future of the humankind can get in danger if the emission of carbon- dioxide and other poisonous gases go on in the same manner. These gases deplete the ozone layer and allow the ultra-violet rays of the sun to enter the earth’s environment. This causes the rise in temperature of the earth and giving rise to the phenomenon called global warming. Increased temperature can melt the ice of the Antarctica, and cause other environmental problems, thus jeopardizing the future of human kind.

Reading with Insight

Q1. ‘The world’s geological history is trapped in Antarctica.’ How is the study of this region useful to us?

ANSWER:
It gives an idea, how the earth was like, before it drifted into continents and countries. It shows how slight changes in the climate can change the shape of the region. It gives the explanation how the climatic conditions of the earth were not favourable for life before and how slowly rising temperature made earth a place to sustain life. All secrets are embedded in the layers of ice in the form of half million year old carbon records.

Q2. What are Geoff Green’s reasons for including high school students in the Students on Ice expedition?

ANSWER:
Geoff Green took the high school students to one end of the world, to provide them the opportunity to develop the respect and understanding for the earth. He wanted to make the future policy-makers to experience how difficult it would have been for the earth to sustain life by rising its temperature. He wanted them to understand that any interference in nature can cause drastic mishappenings in the future when the students see the ice shelves melting and collapsing, they can estimate the kind of environmental troubles ahead in their future.

Q3. ‘Take care of the small things and the big things will take care of themselves.’ What is the relevance of this statement in the context of the Antarctic environment?

ANSWER:
This statement has great relevance in the context of the Antarctic environment. A small change in the environment can give rise to drastic developments. Antarctica has a small biodiversity. The example of small grass called phytoplankton can be studied in this context. These microscopic grasses undergo the process of photosynthesis and serve as food for number of marine birds and animals. The author says if there is further depletion of the ozone layer, it will affect the phytoplanktons and the carbon cycle on the globe. This whole process can jeopardize the existence of all the marine birds and animals. So if we take care that processes carried over by these small grasses are carried out properly, the bigger animals and birds will fall into the place on their own.

Q4. Why is Antarctica the place to go to, to understand the earth’s present, past and future?

ANSWER:
Antarctica gives us an idea, how the earth would have been like millions of years ago and how it got divided into various earth masses. The melting and colliding ice masses also give us an insight into how our future is going to be, if we continue with interference in the working of the nature. Moreover, Antarctica holds into the depths of its ice half-million year old carbon records, which are helpful in understanding the past, present and future of the earth. Therefore, Antarctica is the place which reveals our past, shows our present and visualizes our future.