Purpose of Debate:

The purpose of a debate is to show skill and ability in arguing.

This grammar section explains English Grammar in a clear and simple way. There are example sentences to show how the language is used. NCERT Solutions for Class 12 English will help you to write better answers in your Class 12 exams. Because the Solutions are solved by subject matter experts.

Debate Writing Class 12 Format, Examples, Topics, Samples

Format of Debate Writing:

• Salutation: ‘Respected chairperson, honourable judges, and my dear friends…’.
• Introduction: ‘I am here to present my views for/against the motion…’
• Body of the argument: May include views, facts, rebutting the statements, questions, etc.
• Common phrases: ‘I strongly feel that…’, ‘I would like to draw your attention to…’, ‘May I ask all present…’, ‘I wholeheartedly oppose/support…’, ‘In my opinion…’

Debate is a creative expression of a person’s opinion or a perspective on an issue.

Format (150-200 words)

• Catchy introduction
• Pre-speech note to draw attention of listeners
• Formal address to audience
• Development of the topic
• Adverse effects
• Conclusion
• Formal thanks to audience

Sample Debate:

Question 1.
Should schools promote coaching institutes? Taking a cue from the points given below
and using your own ideas, write a debate speech for or against the topic in about 150-200 words.

• Despite CBSE’s ban, coaching centres running classes in schools
• Teachers from coaching institutes teach subjects like physics, chemistry and mathematics, English and physical education continue to be taught by the school faculty.
• Classes in separate sections from 8 a.m. to 12 noon for the CBSE and competitive
  examinations. (10 marks) [CBSE Sample Paper 2017]

Answer:
Respected Chairperson, honourable member of the jury, my worthy opponents and dear audience, I, Bhavik Gautam, would like to speak for the motion, ‘Should school promote coaching institutes’. CBSE has banned coaching centres running classes in school, yet it seems to flourish in both public and private schools as many parents and guardians are very much in favour of it. Firstly, if we look into the monetary aspect from the point of view of both, then we find that both benefit from it by saving on the huge fee and regular conveyance attached to this.

Time management is the second factor. Coping with CBSE syllabus and that of the competitive exams, yet maintaining the required attendance percentage and keeping good health comes after. It is not possible for all parents to judge on the quality of the faculty or time of most advertised institutes. Now, it is the school’s responsibility to see to these factors and provide the best service at affordable cost. The safety of the students who willingly join these extra or coaching classes beyond regular school schedule is also their choice. Competition in some fields is so much that there can hardly be an alternative to this for those who are ambitious and make it to the best educational institutions.

I hope I have been able to get my point of view across to you by now.

Thank you

Question 2.
‘Private cars should be banned in the congested commercial areas of the cities.’ Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE Paper 2017]

Answer:
Respected Chairperson, honourable members of the jury, worthy opponents and dear audience. Today I, Ravi, would like to express my views for the motion, ‘Private cars should be banned in the congested commercial areas of the cities’. For personal well manages economic policies and various schemes floated for consumers, there are more private cars now per family than earlier days. The UN census reveals approximately 7,00,000 people in congested commercial areas succumbing to various types of respiratory diseases. The maintenance of some of the best breads are not up to the mark and the size of vehicles are many a time unwieldy.

Some individuals regard it as a status symbol to flaunt their vehicles according to their rise in income. This often results in parking spaces encroaching upon highways, where trucks and public Vehicles’ movements get clogged and bottlenecks are created. India does not have areas demarcated exclusively for commercial transport movement zone, though a time had been fixed to ease out complication for traffic control. Wholesale and retail markets are most of the time obsession for a chunk of consumers, who buy in bulk. Hence, the incredible traffic jams that occur on weekdays add to the plight of pedestrian, too who helplessly watch the two wheelers taking to the footpaths to avoid the hour long wait or snail-slow movement of traffic.

It is not only the main towns or metropolises that face this situation, but extended towns and districts too share the same fate. If there is any accident, inadvertent heated exchanges, medical help required or if the police have to intervene to set things right, nothing really works out because of this mesh of private vehicles queued up condition. The other aspect is the infrastructure in Indian commercial complexes that is far below international recommended norm. Therefore, unless situations are supportive, private cars should be banned from entering or parking in commercial areas.

Question 3.
‘Our large population is not a cause of poverty but an asset, a resource.’ Write a debate in 150-200 words either for or against the motion. (10 marks) [CESE (Delhi) 2017]

Answer:
Respected Chairperson, honourable members of the jury, my worthy opponents and dear audience, today I, Sasank, would like to express my views against the motion, ‘Our large population is not a cause of poverty but an asset, a resource.’

Be it IT jobs, sales, HR, marketing, job hunters frantically crowd at Job Fairs and Career seminars, the literates skilled and semi-skilled ones try their hand digitally or knock at various doors for the so-called interview. Unemployment is, however, a serious social issue and a major challenge for the state and central governments. Though unemployment rate has fallen from 5.20 to 4.90 now, the agricultural sector and agro based industrial sector have a tough challenge.

With the population reaching to 1.3 billion and more and more hungry mouths to feed, natural and man-made resources unable to cope with rising demand for food, shelter and clothing, poverty glares at our face even in a supersonic age. 22% of our population is still below poverty level according to official statistics. Theft, lechery, kidnapping, rape, robbery, and burglary are in most cases committed by migrant labourers, living in slums on the outskirts of town and cities. Many a time, this teeming, unregistered population find their names in the voters’ list or used as muscle power by unethical political leaders creating a class of hoodlums and assassins, etc.

Question 4.
“It is cruel to put stray dogs to sleep.” Write a debate in 150-200 words either for or against the motion. (10 marks) [CASE (AI) 2017, 2019]

Answer:
Respected Chairperson, honourable members of the jury, and my worthy opponents. Today, I, Karan, would like to express my views for the motion, ‘It is cruel to put stray dogs to sleep.’ It’s all in the mind and of course one’s attitude and upbringing with respect to dogs. The mongrels and curs are looked down upon, pelted with stones, kicked or beaten up just because they do not carry a certificate to prove their breed. Initially, for a couple of ‘chapattis’, stale bread or leftover food they practise utmost loyalty to the street, lane, pocket in which they are born and grow up naturally.

Let a stranger try sneaking in quietly, or ragpickers try their hands-on stealth, these stray dogs are the first to set a general alarm, linking up with their kith and kin till the locality is aroused to caution and acceptance. However, some people do not approve of the natural behaviour of these dogs that only bark but not bite. It is true that in some localities, due to the quality of food and care that they receive regularly, these mongrels do look presentable and often surpass the well bred domesticated ones in some homes, hence posing a threat by appearance to those allergic to dogs but this by no way means that authorities have to be intimated and dog catchers fetched to take away these loyal protectors or guards of the locality and finally be put to sleep.

Dogs by nature are harmless and man’s best friend. We need to be less hyper and balanced to co-exist with them who render unpaid loyal service day and night till their last breath and express their gratitude to simple look or a polite tone as a sign of acceptance of their existence. Hence, I hope killing of stray dogs, even legally should be banned.

Question 5.
“A career counsellor (not you, yourself) is the best person to guide you in the choice of a career.” Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE (AI) 2017]

Answer:
Respected Chairperson, honourable judges, my worthy opponents and dear audience, today, I, Varun, would like to speak in favour of the motion, ‘A career counsellor is the best person to guide you in the choice of a career’.

Career counsellors use aptitude and achievement tests to help us evaluate our interests, skills and abilities, our backgrounds, education, training and so on to help us develop realistic goals. They also teach us job searching skills like interviewing and networking. They aid us with a career choice when we are flummoxed or frustrated with too many options, especially these days before us. It is they who with their exposures and experience guide us in the best possible directions.

After assessing us through tests, they try matching us with a field suitable for our skills and personality creating the most profitable match possible in terms of job satisfaction and monetary benefits. They often work late hours to ensure a thorough and satisfactory result. Hence, if we wish to have a scientific approach to an appropriate choice of character to prosper and progress in life, then career counsellors are indispensable for us.

Question 6.
‘Social media (Facebook, Twitter, etc.) is being used to create disaffection in society.’ Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE (F) 2017]

Answer:
Dear friends, today, I stand before you to argue in favour of the motion, ‘Social media is being used to create disaffection in society’. These days people spend most of their time on social media, updating all the events of their lives. Social networking on the internet is important currently because the internet is the place to be for everything.

People head to the internet to shop, to sell things, to meet others and to find what they’re looking for. The internet is full of social networking sites and tools that make it very easy to connect with others. For them, it has become more important to connect to more and Ynore people online, rather than make actual connections in person.

It is a dangerous place for the young adults or teenagers to be. For them, it is a time to explore the world. But instead, they get addicted to social media. One can never be sure of what the person is behind the profile that he/she has put up. We’ve even had people committing suicides over rumours spread over some networks about their identities. Another trouble with social media is that it makes us live for others. We want to have more and more friends on our lists, so the world can see, and we can boast about our ‘sociability’.

This gives them undue pressure and stress. It has totally changed the meaning of ‘friendship’. Now, people have more friends with weaker bonds, than the other way around. People with camera phones taking their own pictures with friends they go out with, so they could flaunt it on social media. Social networking is worse than good, and uglier than both. Although it gives us a chance to know people from all over the world and make friends, we are losing our individuality and our identity.

Question 7.
‘Gyms and fitness centres have reduced the importance of exercise in the park.’ Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE (F) 2017]

Answer:
Dear friends, today, I stand before you to argue against the favour of the motion, ‘Gyms and fitness centres have reduced the importance of exercise in the park’. Nowadays, increasing number of people are going to the gym more out of convenience and necessity to keep themselves fit, since it is difficult to find open space to walk in the present model of urbanisation.

Moreover, exercising in gym has both its pros and cons, whereas exercising in park is loaded with health benefits provided one can find in the vicinity. Though doing gym is more attractive to the young generation as it gives a better physical health, but it is exercising in the parks which give both physical and mental health. Fitness centres and gyms have also become a quotient of status in the society. People going to gyms are looked upon, whereas those going to parks are looked down upon.

Another major reason for opting gym over the park is the convenient time for exercise. In today’s busy world, people don’t have much time for health. By the time one gets back home, it is already dark and closing time for parks. So, gyms are the best alternatives available. Even though parks are the best medium to connect with nature and be fit, people are shifting to gyms.

Question 8.
‘Homes for the aged is a necessity in India.’ Write a debate in 150-200 words either for or against the motion. You are Shivam/Shivani. (10 marks) [CBSE Paper 2018]

Answer:
Honourable Jury members, teachers and my dear friends. A very good morning to all of you. Today, I am here to share my views on the topic, “Are old age homes necessary in India?” In today’s world, old age homes are necessary specially in India. Parents educate their children and then they travel to different places and countries which may not suit their parents. Hence, someone looks after their needs. ‘Homes’ here, does mean for the people who are deserted by their children but the people where children are working either abroad or somewhere else where they can’t take them along. They are ready to pay any amount for their welfare.

In another case, if they are abandoned by their children even then it is beneficial for old people as Old Age Homes provide them with security, physical and medical stability. People can play, interact and relax at the same time. I feel, we need old age homes to give some people shelter and to others the time of their lives.

Question 9.
“Everyone should become vegetarian,” Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE Paper 2018 (C)]

Answer:
Good morning! Respected teachers and my dear friends. Today, I got the opportunity to speak against the motion, “Everyone should become Vegetarian”. Vegetarians are likely to face some difficulties, if they do not eat meat. One of the difficulties is that the individuals have to pay attention to choose the correct balance of vegetarian food that would meet energy needs. If they are in a wrong way of choosing types of vegetables, this may lead to malnutrition.

Benefits of non-veg is that high biological value protein is obtained from this diet. It is a main source of vitamin B complex, i.e., B12. It is rich in certain amino acids which the . body cannot produce on its own. The risk of anaemia is reduced. According to the medical science, a diet constituting of sea food like fish, and eggs sharpen our intellect and promote the smooth functioning of our brain. This ultimately accelerates our wisdom. Non-vegetarians have a wide range of food to choose as in some countries, it is difficult to find the vegetarian food.

Question 10.
The government has banned the use of animals in the laboratories for the purpose of dissection. Write a debate in 150-200 words either for or against this decision. (10 marks) [CBSE (AI) 2015]

Answer:
Respected Chairperson, honourable judges, and my dear friends, I stand here today, to speak for the motion, ‘Ban the use of animals in the laboratories for the purpose of dissection’. Animal dissection in labs is an unethical and unnecessary part of the secondary school biology curriculum. The millions of animals that are dissected each year in education systems are subjects of severe animal abuse. Animals are often stockpiled on top of one another and shipped in crowded containers with no temperature regulation, food, or water. Animals are treated unjustly, and by conducting dissections, we fund and promote the abuse of animals.

Millions of frogs are brought every year from the wild for dissection purposes. This means that, along with all of the other ways humans are impacting frog populations, such as global climate change and pollution, humans are also destroying their populations. In the school curriculum, children are taught about the biodiversity crisis and all of its negative aspects. However, at the same time, students are encouraged to contribute to it. By continuing with animal dissections, school boards are promoting the mistreatment of the animals.

It is not necessary for students to dissect animals in order to see what the insides of the hnimals look like. If a student were to pursue a career in a field where this is needed, they would have the opportunity to dissect human cadavers in University. However, very few students who participate in these labs in high school will actually go down these career paths. The only thing that an animal dissection lab teaches students is that an animal’s life is disposable and unimportant.

Buying animals for all biology classes can be quite costly. The high school dissection sets are also costly and are used only once or twice. The animals used for dissection are also very costly. Children can learn dissection from programs on Discovery Science where programs explaining detailed dissection are shown. Many educational CDs showing dissections are also in the market. The schools can rather take help of such technology to make the students understand how dissection takes place. This way, not only a lot of money can be saved, but also a lot of innocent animal lives can be saved.

Thank you

Question 11.
Some people feel that electronic media (TV news) will bring about the end of print media (newspapers). What are your views on the issue? Write a debate in 150-200 words either for or against this view. (10 marks) [CBSE (AI) 2015]

• use of visuals on TV
• authentic and fast
• not enough news for 24-hour telecast
• may fabricate news
• become repetitive and dull
• even scandals become news
• print media – time tested
• analysed, verified news
• editorial comments
• cater to all interests

Answer:
Respected Chairperson, honourable judges, and my dear friends, I stand here todav to speak against the motion, ‘Electronic media will bring about the end of print media’. We will keep on buying newspapers, that’s for sure. I feel that it is absurd to think that there will only be online newspapers rather than a variety of options in the future. Though I read e-newspaper every day, I do not feel satisfied till I have read a hard copy of a newspaper.

In fact, there are many like me. It is nice to read updated news but even that can be a problem. Often the reliability of the news is not checked and rumours get printed. Sometimes, reading online can also be a problem. I remember how I was reading an interesting novel on the train, on my iPad and because I hadn’t charged it, the battery ran out. It was so irritating because I had reached almost the end and also because it was a mystery novel. A book with me made my day, though earlier I was cribbing because it felt too heavy for a one-day journey.

One of the things that drives technological changes, such as the proposition that newspapers will go online is not so much our ability to enforce that change as technologists, but our desire as consumers to see it happen. I’m neutral on whether I read my stuff on a digital machine such as a Kindle or an iPad, online or pre-downloaded, or whether I read it on paper. But there are people who want the choice and there is a generation that doesn’t want to adopt the digital newspaper. There are people for whom, because of the upfront cost of the tablet technology, the idea of the digital newspaper will never be right.

It’s not really a question of the so-called authority of paper over online journalism. But the real issue is what the consumer wants. In the past, despite the leading-edge technology available, the public rejected laser disc, minidisc and digital audio tape. People just didn’t want it, and I think that is what will happen with this question. We’ve had newspapers a long time and they aren’t going away in the near future.

Thank you

Question 12.
Consumerism is- increasing day by day. Luxuries of yesterday have become necessities of today. The result is that the more we want the more miserable we become. Write a debate in 150-200 words on ‘The only way to minimise human suffering and pain is to control our needs’. You are Navtej/Navita. (10 marks) [CBSE (AI) 2015]

Answer:
Respected Chairperson, honourable judges, and my dear friends, I stand here today to speak for the motion, ‘The only way to minimise human suffering is to control our needs’. Even when people have all they need, they feel deprived. Though they have money, some people stare into empty cupboards or an empty refrigerator bemoaning their circumstances.

Modern consumerism is, in part, a product of our instinct to cope with inner emptiness. Consumerism creates the illusion that we’re rich. This is facilitated by credit cards where one is allowed to make purchases beyond the income level. Advertisements also reshape our desires and push us into buying things which we might not need. We are driven to create the illusion of a pain-free life, full of choices that make us feel in control.

We need multiple choices for each and every thing, so that we feel like kings of the universe. We need faster pain relievers, appliances to take away all inconvenience, and communication devices to foster immediate exchange. All of these create the illusion of complete pleasure at our fingertips, with none of the hassle of pain. When we are ruled by this kind of physical materialism, we identify ourselves by what we have.

Since human ego is never satisfied, consumerism grows. Increased consumerism evidently comes at a steep price. People are incurring debt and working longer hours to pay for the high-consumption lifestyle, consequently spending less time with family, friends, and community organisations. In the rat race to earn more, our health gets affected and we feel stressful. In rampant consumerism, we’ve created a monster with a huge appetite for the planet’s natural resources. It’s depleting and polluting the planet, impoverishing us and future generations. Excess consumption can be counterproductive. The irony is that less needs i.e., being satisfied can actually cure some of these problems.

Thank you

Question 13.
Migration from villages to cities has led to the spread of urban slums. People living %in these slums lead a miserable life. Economic disparity leads to the problems of law and order. Write a debate in 150-200 words on ‘Solution to the problem of misery in the urban slums lies in creating jobs in the villages’. You are Navtej/Navita. (10 marks) [CBSE (AI) 2015]

Answer:
Respected Chairperson, honourable judges, and my dear friends, I stand here today to speak for the motion, ‘Solution to the problem of misery in the urban slums lies in creating jobs in the villages’. The vast majority of Indians, live in villages, and eke out a meagre existence from agricultural related labour. We tend to forget the fact that our economic prosperity and our lives in urban India are correlated.

Therefore, if the goal is India’s economic prosperity, somehow the 700 million living in some 600,000 villages of India have to have the same option of living and working in urban India on jobs in non-agricultural sectors. Do we want a future where the majority of Indians is urbanised and is engaged in highly productive non-agricultural sectors? We can choose, and having chosen, we can actually make that future happen.

I believe that to prevent migration from villages to cities, we need to carry out equitable development of rural areas. Instead of only creating job opportunities, Government must improve the quality of slums. Government should also ensure compulsory service in villages for its employers. This would reduce the burden on the city and also help these people explore the possibility of living in the village.

Adoption of villages by corporate would also help. Providing self-employment opportunities to villagers is also a solution. Setting up small-scale industries would help reduce the misery in the urban slums by creating multiple job opportunities. Only when these steps are taken, we can reduce the migration from villages to cities, thereby reducing the spread of urban slums.

Thank you

Question 14.
‘The policy of reservation of seats for admission to the professional courses is good for the deprived sections of society.’ Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE Delhi 2016]

Answer:
Dear friends, today, I stand before you to argue in favour of the motion, ‘The policy of reservation of seats for admission to the professional courses is good for the deprived sections of society’. These days the demand for professional courses is on the rise. Professional courses have become a way of life. These courses guarantee jobs and are usually short time. All this has led to a sudden upsurge of such courses. We see every student rushing after these courses.

Since these courses are so specific, they are highly priced too. Students who are rich can easily pay for the course and get a job. But what about the poor students. For them getting a job is equally important. Many parents in the poor homes pay for their child’s education by doing two-three jobs. Seeing the importance and popularity of professional courses, I think it would be good to have a policy of reservation of seats for admission to such courses for the deprived sections of society. Only then, I feel can equality be maintained.

Thank you

Question 15.
‘Rising prices can be controlled only by the government.’ Write a debate in 150-200 Words either for or against the motion. (10 marks) [CBSE Delhi 2016]

Answer:
Honourable Principal Sir, respected teachers and my dear friends. Today, I stand before you to put my views for the motion, ‘Rising prices can be controlled only by the government’. India has witnessed huge economic development in the past 10 years, yet we are not able to control inflation. It is sure that something has gone wrong somewhere. There are many reasons for inflation in India. Increase in the cost of living, lack of control and check over government spending, hoarding of essential commodities by greedy traders, absence of an adequate mechanism to control and fix the prices of essential commodities in the market places are some of the reasons. The steep rise in price is not in keeping with the income generated and this disparity is affecting the growth of an individual and, at a higher level, that of the nation.

In order to have an egalitarian society, the government should intervene and defuse the situation before it worsens. It is important that the government put a ceiling to the prices of essential commodities and thus, make it affordable to the common people. The Public Distribution System must be revamped, so that the benefit reaches maximum number of people. Government officials should crack down on such retailers who try to create artificial conditions of lack of commodities, thereby, increasing the price of goods.

Some might say that the government has other important matters to consider than to regulate market rates, others might say that the market should be governed by the principal of demand and supply. However, it is important to remember that the principal duty of the government is towards the public. It is important to do what is best for them. Therefore, I believe that the rising prices can be controlled by the government.

Thank You.

Question 16.
‘The policy of no detention till Class VIII is not in the interest of students.’ Write a debate in 150-200 words either in favour of or against the motion. (10 marks) [CBSE Delhi 2016]

Answer:
Honourable Principal Ma’am, respected teachers and my dear friends. Today, I stand before you to put my views for the motion, ‘The policy of no detention till Class VIII is not in the interest of students’.

Under this policy, the students up to Class VIII are automatically promoted to the next class without being held back even if they do not get a passing grade. The policy was implemented as part of the Continuous and Comprehensive Evaluation (CCE) under the RTE Act in 2010 to ensure all-round development of students. The concept of CCE imported from the West, emphasises on evaluating a child through the year, and not just based on the performance in one or two term exams.

It was found that the detention system led to increased dropouts among students, especially from economically and socially-weaker sections, who cannot afford costly private education. In order to overcome this, the no-detention policy was brought in to provide elementary school children an environment free from fear, anxiety and stress.

This would help the students learn and grow at their own pace. It would also reduce the \indue stress borne by the students due to the increasing competition among students, parents and the educational institutions. I feel that this policy is not in the interest of students. Since all the students are promoted to the next class, irrespective of their learning, it will lead to students developing a lackadaisical attitude towards studies.

It also takes away the difference between good and poor learners, since everyone is treated at par. This policy also does not take into consideration that there can be slow and fast learners. Some students might need more help. However, with this policy, such students cannot be helped, since everyone is the same in the end.

I believe that detention is like a stepping stone to success. It helps students know what is wrong and helps them grow. It is a way of monitoring learners. We need a system of assessment where the learning outcomes are properly assessed. Therefore, I believe that No Detention Policy is a bane for the students.

Thank you

Question 17.
‘Brain drain is not a bane for a developing country like India’. Write a debate in 150-200
words either for or against the motion. (10 marks) [CBSE (AI) 2016]

Answer:
Honourable Principal Ma’am, respected teachers and my dear friends. Today, I stand before you to present my views against the topic, ‘Brain drain is not a bane for India’. Brain drain refers to the situation when highly qualified and trained people leave a country to permanently settle in some other country. Many of you might ask why it should bother others if someone is going to another country. You might also feel that brain drain might reduce the population in the country. But the truth is that with the population other things like resources also reduce.

Our government spends a lot of money, collected from us through taxes, so that professionals progress in their respective fields and help the country progress. But instead of that we have students who let the government invest money in them and then cruelly go and seek their fortunes elsewhere. The cost of education being low in our country, we have people coming from abroad who become professionals in their respective fields and go back and help their country. So why is it that we are different? I think we need stringent laws where professionals need to compulsorily work for some time in their country before going abroad. With better economic policies, better facilities by industries and government promoting entrepreneurship, research-friendly atmosphere, better campus selections, there is still hope for India. If proper measures are taken at a faster rate, India can be saved!!!

Thank you

Question 18.
‘The internet cannot replace a classroom teacher’. Write a debate in 150-200 words either for or against the motion. (10 marks) [CBSE (AI) 2016]

Answer:
Honourable Principal Sir, respected teachers and my dear friends. Today, I, Karuna stand before you to express my views on the topic, ‘The internet cannot replace a classroom teacher’. With the advent of internet, life has become really easy. All of us have time and again thken the help of internet to collect information. In fact, it has become a lifesaver at times. It can provide answer to all questions, provides different viewpoints on all topics and most importantly helps us learn at our own pace, without even going to the school. It can even help students of remote and inaccessible areas. Many of you would question: When we can find everything on internet, why do we need teachers? This is because teachers touch lives in innumerable ways. They are humans and give a positive impact.

Technology can never be a replacement to teachers. There are times when online information may not be authentic. It can never replace the relationships between students and teachers, the bond that we share with our teachers is irreplaceable. The evaluation of internet is unbiased, but this is what is exactly required while teaching and testing. Learning differences among students require different means of testing. Being human and taking student’s background and level of understanding of the subject into account is important. Remember teachers give knowledge and wisdom while the internet only gives information. A big thank you to all our teachers for being there for us, for giving us knowledge and wisdom, and for making us what we are today.

Thank you

Question 19.
Write a debate in 150-200 words either for or against the motion, ‘Capital Punishment should be abolished’. (10 marks) [CBSE 2019 (1/1/1)]

Answer:
Respected jury members, teachers and my dear friends, I stand here to speak in favour of the motion, ‘Capital Punishment should be abolished’. Throughout history, societies around the world have used the death penalty as a way to punish the most heinous crimes. While capital punishment is still practiced today, many countries have since abolished it. In my opinion, death penalty guarantees that convicted murderers will never kill again. There have been countless cases where the convicts sentenced to life in prison have murdered other inmates and/or prison guards.

Convicts have also been known to successfully arrange murders from within prison. There are also cases where convicts who have been released for parole after serving only part of their sentences even life sentences – have murdered again after returning to society. A death sentence is the only irrevocable penalty that protects innocent lives.

I believe innocent lives should be valued over the lives of killers. Innocent victims who have been murdered – and in some cases, tortured beforehand – had no choice in their untimely and cruel death or any opportunity to say goodbye to friends and family, prepare wills, or enjoy their last moments of life. Meanwhile, convicted murderers are sentenced to life in prison – and even those on death row – are still able to learn, read, write, paint, find religion, watch TV, listen to music, maintain relationships, and even appeal their sentence. It can be truly said that capital punishment symbolises justice and is the only way to adequately express society’s revulsion of the murder of innocent lives.

The death penalty is a way to restore society’s balance of justice – by showing that the most severe crimes are intolerable and will be punished in kind.
In conclusion, I reiterate that death penalty has been used to maintain the balance of
justice throughout history, punishing violent criminals in the severest way to ensure
they won’t kill again.

The Enemy NCERT Solutions for Class 12 English Vistas Chapter 4

The Enemy NCERT Text Book Questions and Answers

The Enemy Reading with insight

Question 1.
There are moments in life when we have to make hard choices between our roles as private individuals and citizens with a sense of national loyalty. Discuss with reference to the story you have just read.
Answer:
A conflict of interest arises in a situation when someone in a position of trust, such as a doctor, has competing interests. Such competing interests can make it difficult to fulfill his or her duties impartially. A conflict of interest can create a situation of conflict, like in the story when a white American soldier falls into the hands of a Japanese physician, in enemy territory during the Second World War. The Japanese physician, Sadao, disliked the whites and struggled with issues of loyalty, duty, and racism. As a Japanese national, it was his duty to hand over the escaped prisoner to the police, while as a doctor, it was his duty to save his life.

Sadao risked his safety and saved an enemy. He feared the consequences of harbouring an enemy. Subconsciously, he overcame his dislike for Americans and addressed the soldier as “my friend”. He, then, helped the soldier escape.

The character of Sadao can be aligned to that of a hero for his qualities of bravery, helpfulness, and professional competence. He, like a real hero, stood up for what he believed and cared less for repercussions. One definitely admires him for saving the soldier’s life like a true hero.

Class 12 English Vistas Chapter 4 Question Answer help to score more marks in your CBSE Examination.

Question 2.
Dr. Sadao was compelled by his duty as a doctor to help the enemy soldier. What made Hana, his wife, sympathetic to him in the face of open defiance from the domestic staff?
Answer:
When Sadao and Hana saw the prisoner of war, they were confronted with a dilemma, but the doctor in Sadao knew he had to save him. Hana, too, knew that if they left the American there, he would certainly die. She could not put him back in the sea. In the bedroom, Hana covered him with a flowered silk quilt and also washed him when Yumi refused. She also helped Sadao operate on the American. She was afraid lest the servants report them, yet she had the courage to assist her husband in saving the American’s life. When the soldier regained consciousness, he was terrified, but Hana reassured him.

Hana’s pride and self-respect held her back even when her servants deserted her. The servants felt, that their master’s stay in America had tempered his attitude towards the Americans. Though Hana comes across as patriotic, advising her husband to give up the prisoner, her sympathy and humanity towards the wounded ‘enemy’ raises her beyond petty parochialism.

Question 3.
How would you explain the reluctance of the solider to leave the shelter of the doctor’s home even when he couldn’t stay there without risk to the doctor and to himself?
Answer:
As the American, Tom, recovered from his wound, he was weak and trusted Sadao to save his life. Though Sadao does not gracefully accept the gratitude the wounded soldier offered him, he was attentive as a doctor and eager for his patient to recover. However, Sadao was also concerned for his safety, and asked Tom to leave at his earliest. Though Sadao was momentarily tempted by the General’s offer to arrange for the prisoner to be secretly assassinated, the doctor showed unrest and finally arranged for the prisoner to escape.

Tom understood that he posed a risk to the doctor’s family and his own self, but he was reluctant to leave. He felt safe at the doctor’s and admitted that he was the finest Japanese he came across. Fear of arrest and death led him to seek shelter with Sadao and his family. In this story, Tom bonds with the Japanese family as fellow humans, who have looked after him, and looked up to them as his saviour. The mutual hatred, that their respective country festered in them, fell away at the time of crisis.

Question 4.
What explains the attitude of the ruthless General in the matter of the enemy soldier? Was it human consideration, lack of national loyalty, dereliction of duty, or simply self-absorption?
Answer:
The General was a highly self-absorbed man. He had kept the doctor in the country primarily because he needed medical attention. He decided to get rid of the soldier, quietly, to save the doctor from facing the consequences. When Sadao told him about the successful operation of the American, the General was happy because that was a reassurance of Sadao’s professional skill. His self-absorption came to the forefront when he wondered aloud what would happen if Sadao were condemned to death when he required his medical attention. He conspired to get the soldier killed by his private assassins, to ensure his own safety, rather than Sadao’s.

Later, when Sadao informed the General about Tom’s escape, a week after his emergency operation, the General admitted that he had promised to get him killed but during his suffering, he “thought of nothing but myself (himself), and forgot my (his) promise”. He was only concerned about if the matter was publicised and required assurance from the doctor that he would certify for his honesty.

Question 5.
While hatred against the enemy race is justifiable, especially during wartime, what makes a human being rise above narrow prejudices?
Answer:
Sadao had grown up believing that the Japanese were a superior race. He also disliked Americans as his own experience in America had not been pleasant. He had faced racial bias. He thought Americans were full of prejudice. Despite this, he couldn’t let the young American soldier bleed to death. While his logic and reasoning revolted against saving his ‘enemy’, his inherent humanity won over. Humanity and compassion often tide over hatred and prejudice.

Sadao was a fine example of how his patriotic and parochial attitude acted as a constant voice of conscience. He, however, was led by the superior feelings of compassion and humanity. As a doctor, he valued his promise to help any fellow human and he failed to compromise on his personal and professional ethics.

Question 6.
Do you think that the doctor’s final solution to the problem was the best possible one in the circumstances?
Answer:
Yes, it was.

• He was duty bound as a doctor to save lives.
• Political enemies are not personal enemies.
• Tom was a young soldier who was merely doing his duty.
• Compassion is a natural instinct.

OR

No, it wasn’t.

• The foremost duty is towards one’s motherland.
• The soldier would have recovered and continued his job of killing Sadao’s people.
• Harbouring an enemy soldier is an offence.
• After doing his duty as a doctor, he could have easily handed over the soldier to the authorities.

Question 7.
Does the story remind you of “Birth” by A J Cronin that you read in the Snapshots last year? What are the similarities?
Answer:
“The Enemy” is about an American-trained Japanese surgeon, working in Japan during Second World War, who saves an American POW first by operating on him and then by helping him escape. Sadao realized that the white man in the US navy uniform had a bullet wound. He was in a dilemma for a moment but the doctor in him took over and he treated the bullet wound and saved the soldier.

In “Birth”, A J Cronin deals with medical ethics through the protagonist, Andrew Manson. It brings out that medicine is not merely a business whose goal is to enrich its practitioners materially, the essence of being a doctor is the use of one’s senses, knowledge, and experience to reduce suffering and improve people’s lives. Manson overlooks the disappointment caused to him by his relationship, and seeks tremendous satisfaction in saving a mother and child.

Both the stories underline the medical ethics—a doctor’s responsibility to the patient is of the greatest importance. In light of this, both Sadao and Andrew are true to their profession and their duty as doctors.

The Enemy Extra Questions and Answers

The Enemy Short Answer Questions

Question 1.
What were Dr Sadao Hoki’s memories about his house?
Answer:
Dr Sadao Hoki had very pleasant memories about his house that was built on a spot in the Japanese coast. As a little boy he had often played on the beach. The low, square stone house was set upon rocks well above a narrow beach that was outlined with bent pines. As a boy Sadao had climbed the pines, supporting himself on his bare feet, as he had seen men do in the South Seas when they climbed for coconuts.

Question 2.
What was his father’s advice to Dr Sadao?
Answer:
Dr Sadao Hoki’s father had taken him often to the islands of those seas, and told him that the islands were the stepping stones to the future for Japan. The future was limitless and it depended on what one made it.

Question 3.
Why had Dr Sadao not been sent abroad with the troops?
Answer:
Sadao had become famous not only as a surgeon but as a scientist. He was kept back to tend to the old General, lest he needed an operation. Sadao was required to stay back in the capacity of a doctor.

Question 4.
Where had Dr Sadao first met his wife? What had been his initial reaction?
Answer:
Dr Sadao had met Hana, presently his wife, in America, at an American professor’s house. They were invited by the couple as foreign students. Sadao had waited before falling in love, until he was sure she was Japanese. His father would never have received her unless she proved to be a Japanese, pure of race.

Question 5.
How did Dr Sadao discover the American soldier?
Answer:
Standing on the porch of their house, Dr Sadao and his wife saw a man flung up, out of the ocean, by a breaker. He staggered a few steps, his body outlined against the mist. Sadao and Hana saw him on his hands and knees, crawling. Then they saw him fall on his face and lie there. It was only when they rushed to rescue him that they realized that he was an American.

Question 6.
What was Dr Sadao’s first reaction? What was the dilemma?
Answer:
Dr Sadao and his wife, Hana, thought of putting the injured soldier back in the sea; they were scared of being marked as someone who was sheltering an enemy. But they also realized that if they turned him over as a prisoner, he would certainly die. They stared at the stranger with repulsion, but eventually decided to carry him into the house.

Question 7.
How was the servants’ reaction different from that of Sadao?
Answer:
The two servants, employed by Sadao, were frightened. The old gardener, felt that his master should not shelter and treat a white man. Yumi also refused to wash a white man. The servants were defiant and made their displeasure evident. They even threatened to leave till their masters turned away the white man.

Question 8.
What was the American prisoner’s first reaction on regaining consciousness? How did Hana reassure him?
Answer:
When the wounded soldier awoke, he was weak, and his blue eyes were terrified when he perceived where he was. Hana felt compelled to apologize. She begged him not to be afraid. She knelt and fed him gently with the porcelain spoon. He ate unwillingly.

Question 9.
Why had the messenger in official uniform come to Sadao’s place? What was their reaction?
Answer:
The messenger had come to summon Dr Sadao as the old General was in pain. The Hokis were terrified as they wrongly guessed that they were being officially summoned for sheltering an American prisoner.

Question 10.
What was the General’s reaction to Sadao’s saving the enemy?
Answer:
The General was happy, much to Sadao’s surprise, as the General felt that his success at saving the prisoner made him all the more indispensable to himself. He felt the doctor could save anyone as he was extremely skilled. The self-centred General felt safe and reassured in Dr Sadao’s care.

Question 11.
What was the General’s plan to do away with the soldier?
Answer:
The General suggested that it would be best if he could be quietly killed, by someone who did not know him. For this, he planned to send his private assassins to the doctor’s house at night. He wanted the doctor to leave the outer partition of the white man’s room open, to provide an easy access to the soldier.

Question 12.
How did Sadao finally get rid of the prisoner?
Answer:
Sadao put the prisoner on a boat with food and extra clothing. He advised the prisoner to row to a little island not far from the coast. Nobody lived on it. He advised the American to lie low till he saw a Korean fishing boat pass by. Tom followed his instructions and Sadao was glad to see that his prisoner was gone within a few days of helping him escape to the island.

The Enemy Long Answer Question

Question 1.
Dr Sadao was a dutiful son who had not disappointed his father. Justify.
Answer:
When Sadao was a little boy, his father showed him the islands not far from the shore and told him that those islands were the “stepping-stones to the future of Japan”. Listening attentively to all that his father said, Sadao realized that his education was the most important thing in the world to his father. At twenty-two, he was sent to America to study surgery and medicine and he returned at thirty not only as a famous surgeon, but as an accomplished scientist. Since he was working on an important medical discovery, he was not sent abroad with the troops. The old General, too, trusted Sadao’s skill more than any other doctor. He had become a sought-after surgeon, thereby fulfilling his father’s wishes.

Question 2.
How did Sadao and Hana come across the American solider? How did they send him off?
Answer:
The American soldier came into the lives of the Japanese couple quite suddenly, one day. Sadao and Hana saw from their house, overlooking the beach, a man crawling out of the ocean, on his hands and knees who fell on his face and lay there. They rushed out to help him thinking it was a fisherman. It was only on coming closer that they saw the man was badly hurt. He had a gunshot wound and his clothes were wet rags. They turned his head and saw he was a white man whose gunshot wound had reopened. Looking at the “US Navy” insignia on his tattered uniform, they realized that he was a prisoner of war.

The “enemy’s” exit from the couple’s lives was equally dramatic. After Sadao confided in the General about the American in his house, the General said that he would send his private assassins to his house to kill the white man. Though Sadao waited for three nights, the assassins did not turn up. Unable to live in such tension, Sadao suggested to the American that he would put him in a boat at night, with food and extra clothes in it, and Tom could row it to the little island not far from the coast. This plan was executed and it was the last that Sadao and his family saw of him.

Question 3.
Describe Sadao and Hana’s chance meeting which turned into a very fruitful relationship.
Answer:
Sadao had met Hana by chance at the American professor’s house while both of them were students in America. Professor Harley and his wife had been kind people who wanted to do entertain their few foreign students. On one such occasion, Sadao had met Hana, a new student, there. They had not married, in haste, while in America. On the contrary, Sadao and Hana had waited for the completion of their studies and their love to mature. After finishing their studies, Sadao and Hana returned to Japan. After his father had seen her, and had realized that she too valued traditional Japanese values, the marriage was arranged in the old Japanese way, although Sadao and Hana had talked everything over before. They were perfectly happy and Sadao thought about how lucky he was that he had met her.

Question 4.
Why did the servants in Sadao’s family not approve of Sadao and Hana’s decisions?
Answer:
When Sadao and Hana got the wounded American home, they were apprehensive about the reaction of the servants. They decided to explain to the servants that they would hand the man to the police as soon as he recovered. The two servants were frightened hearing about the wounded American soldier. They felt that Sadao ought not to treat the wounds of a white man. The old gardener felt that the white man ought to die.

If he was saved; he would take revenge on them. When the American needed to be washed, Hana called Yumi for help she refused to wash a white man and Hana had to do it herself. Sadao operated on the man and saved his life. But the servants disapproved of their actions. They felt that since Hana and Sadao had been in America for a long time, they had forgotten to think of their own country first. They felt that the soldier should have been left to die. On the seventh day after the wounded soldier’s arrival, the servants left.

Question 5.
Why did the servants leave? Were they justified? Give reasons.
Answer:
The servants were frightened when they learnt about the white man’s presence in the house. They felt it was wrong for Sadao to heal the wounds of a white man. They could not understand when Sadao, who had been trained not to let a man die if he could help, agreed that Americans were their enemies, but treated him nevertheless. The old gardener felt that the white man ought to die. If he were saved; he would take revenge on them. Yumi refused to wash a white man. She was sad that Sadao and Hana did not think of their children who would suffer if their father was punished as a traitor. The cook said that it was Sadao’s pride in his skill that made him save the American soldier. As the days passed, the servants were as polite as ever, but their eyes were cold. But, on the seventh day, they left.

The servants were not justified because compassion and love are fundamental to all human beings. It was unethical to let a human die if he could be saved. The enemy should be first treated as a human. Man-made barriers like political enmity need not always translate into a personal one.

OR

Servants’ actions can be justified because harbouring an enemy is an offence or a crime. Unfettered by education, they simply followed the dictates of their society and country. They also feared for their lives, and their instinct of self-preservation made them unwillingly abandon the household.

Question 6.
Do you think the General was a self-centred man? Justify your answer.
Answer:
General was a self-centred man. In spite of a war, Sadao was kept in Japan to tend to the old General, lest he needed an operation. General Takima beat his wife cruelly but no one talked about that after he fought a victorious battle in Manchuria. Hana believed that if a man could be so cruel to a woman in his power, he would be worse to an enemy. When Sadao visited the General, he told him about the white man at his place. The General, instead of reacting furiously, felt reassured that Sadao could save anyone.

He wanted to save the . doctor more than ever as he might require his services. He suggested that he would send two of his private assassins to the doctor’s house at night. They would also take the soldier’s body away. However, no action was taken for three nights after that. On the fourth day, Sadao put Tom on a boat with provisions and told him to row to the island nearby. He later learnt that although the General had promised to send assassins, he had forgotten to send them in his anxiety about his own health.

Question 7.
Discuss Sadao’s feelings for the Americans.
Answer:
The wounded soldier brought back memories of his time in America. Sadao recalled the other white men he had known in America. He thought of the professor at whose house he had met Hana. He remembered his old teacher of anatomy and his fat landlady. He recalled how difficult it had been to find a place to live in America because he was a Japanese. The Americans were full of prejudice. It had been tough to live with such antagonistic feelings. As a Japanese, he had believed that he was superior to Americans.

He had hated the ignorant and dirty old woman who had agreed to rent him a room in her miserable house. She had taken care of him when he was sick. He had tried to be grateful to her but it proved difficult for him. He thought she was disgusting, even though she was kind to him. But then, white people were disgusting to Sadao. Then he remembered the young, tired face of his prisoner. It had been white and disgusting and he wondered why he could not kill him.

Question 8.
What was the dilemma that Sadao faced when he found the injured American soldier? How did he resolve it in “The Enemy”?
Answer:
The two main principles of medical ethics state “A physician shall, while caring for a patient, regard responsibility to the patient as paramount” and “A physician shall support access to medical care for all people”. In light of this, Sadao’s primary duty as a doctor was to help his patient without caring for his identity. He had to struggle between loyalty to his country and his training as a doctor to save a life. He instinctively chose the latter. Though rationality told him to hand over the prisoner to the police, humanitarian feelings and professional ethics made him act otherwise.

Sadao, who had grown up believing that the Japanese were a superior race, had not had a pleasant experience in America because he was a Japanese. The Americans were full of prejudices. He had found it tough to live with such feelings. Also, his socio-cultural values made it even more difficult for him to accept the Americans. But he could not let the young American soldier bleed to death. Neither could he kill him himself. While operating on him, he had called him “my friend” and had for the moment forgotten that he was his enemy. His instinctive sympathy to a suffering being conflicted with his duty as a loyal Japanese.

Question 9.
Discuss the message in Pearl S. Buck’s in “The Enemy”.
Answer:
Human beings have the ability to reason. However, thoughtful consideration is not always used in determining actions which are driven by motivation. What complicates the decision, at times, is how a person may have contradicting motives due to his internal conflicts.
Sadao, a Japanese surgeon, lived in Japan during the Second World War with his wife Hana and the servants. Earlier, he had spent several years in the United States during medical school where he had experienced cultural prejudice and bias first hand. He did have a few positive experiences including those with his teacher and landlady, but most Americans had not welcomed him.

Despite this, he put his life in jeopardy to save an American prisoner of war. Pearl S. Buck shows how humanitarian considerations override man-made barriers of rationality and culture. Man’s affinity, despite cultural prejudices, is instinctive.

Question 10.
There are moments in life when we have to make hard choices between our roles as private individuals and as citizens with a sense of national loyalty. Discuss with reference to the story you have just read.
Answer:
Sometimes a conflict of interest between duty and loyalty can create an appearance of impropriety. A white American soldier falls into the hands of a Japanese physician during World War II in enemy territory. The Japanese physician, Sadao, who dislikes whites struggles with issues of loyalty, duty, wartime medicine and racism.

However, Sadao risks his safety and saves the enemy. Although he fears the consequences for harbouring an enemy, he addresses the soldier as “my friend” after successfully saving him. Once the American soldier recovers, Sadao helps him escape. While Sadao does not come across as a “nationalist”, he can be viewed as a hero for his qualities such as bravery, helpfulness, and professional competence. Like a real hero . he stands up for what he believes in, and does not restrict himself for fear of repercussions. He is admirable for saving the American soldier’s life.

The students appearing for UP board, Maharashtra board, MP board, CBSE, Gujarat board, etc. can practice using NCERT Solutions. It also helps in preparing well for competitive exams such as JEE and NEET.

Haloalkanes and Haloarenes NCERT Solutions will help you to score more marks in your CBSE board Examination.

NCERT Solutions for Class 12 Chemistry Chapter 10 Haloalkanes and Haloarenes

Haloalkanes and Haloarenes is an important chapter from examination perspective. This chapter defines haloalkanes and haloarenes according to the IUPAC system of nomenclature. The reactions involved in the preparation of haloalkanes and haloarenes are also explained here. These are very important for the examination.

The chapter also explains the correlation between haloalkanes and haloarenes. NCERT Solutions for Class 12 Chapter 10 acts as a guide for the students preparing this chapter. The students can refer to these for better practice.

NCERT IN-TEXT QUESTIONS

Question 1.
Write the structures of the following compounds : (C.B.S.E. Delhi 2010)
(i) 2-Chloro-3-methylpentane
(ii) 1-Chloro-4-ethylcyclohexane
(iii) 4-tert. butyl-3-iodoheptane
(iv) 1,4-Dibromobut-2-ene
(v) 1-Bromo-4-sec butyl-2-methylbenzene. (C.B.S.E. Sample paper 2011)
Answer:

Question 2.
Why is sulphuric acid not used during the reaction of alcohols with KI?
Answer:
H₂SO₄ is an oxidising agent. It oxidises HI produced during the reaction to I₂ and thus prevents the reaction between an alcohol and HI to form alkyl iodide. To prevent this, a non¬oxidising acid like H₃PO₃ is used.

Question 3.
Write the structures of different dihalogen derivatives of propane.
Answer:
Propane (CH₃CH₂CH₃) has two primary and one secondary hydrogen atoms present. Four isomeric dihalogen derivatives are possible. Let the halogen X be Br.

Question 4.
Among the isomeric alkanes of molecular formula C₅H₁₂, identify the one which on photochemical chlorination yields
(i) A single monochloride
(ii) Three isomeric monochlorides
(iii) Four isomeric monochlorides.
Answer:
The molecular formula C₅H₁₂ represents three structural isomers which are chain isomers.

(i) The isomer is symmetrical with four primary (1°) carbon atoms and one quaternary (4°) carbon atom. Since all the hydrogen atoms are equivalent, it will yield only one monochloride upon photochlorination i.e., chlorination carried in the presence of ultra-violet light.

(ii) In the straight chain isomer pentane, there are three groups of equivalent hydrogen atoms. As a result, three isomeric monochlorides are possible.

(iii) The branched chain isomer has four types of equivalent hydrogen atoms present. It will give four isomeric monochlorides upon chlorination.

Question 5.
Draw the structures of the major monohaloproducts in each of the following reactions:

Answer:

The reaction is carried in the presence of dry acetone upon heating. It is called Finkelstein reaction. In this reaction, I^– ion being a stronger nucleophile displaces Br^– ion. NaBr formed is insoluble in dry acetone whereas Nal dissolves. This shifts the equilibrium in the forward direction.

Under the reaction conditions allylic halogenation will take place. Addition of bromine can be possible in case the reaction is carried at room temperature.

Question 6.
Arrange each set of compounds in order of increasing boiling points.
(i)Bromomethane, Bromoform, Chloromethane, Dibromomethane.
(ii)1-Chloropropane, Isopropyl chloride, 1-Chlorobutane.
Answer:
(i) Chloromethane < Bromomethane <
Dibromomethane < Bromoform
The reason is:
(a)for same alkyl group, B.Pt increases with size of halogen atom.
(b)B.Pt increases as number of halogen atoms increase.
(ii)Isopropyl chloride < 1 – Chloropropane < 1 – Chlorobutane
Reason :
(a)For same halogen, B.Pt. increases as size of alkyl group increases.
(b)B.Pt. decreases as branching increases.

Question 7.
Which alkyl halide from the following pairs would you expect to react more rapidly by S_N² mechanism ? Explain your answer.

Answer:
If the leaving group is the same in different isomers of a particular molecular formula, the reactivity of the isomers towards S_N² mechanism decreases with the increase in steric hindrance. In the light of above, the reactivity order in different cases is :

(i) CH₃CH₂CH₂CH₂Br is a primary alkyl halide (1°). It is more reactive than the other isomer which is a secondary (2°) alkyl halide because less steric hindrance is caused by primary alkyl group as compared to secondary alkyl group.
(ii)

is a secondary alkyl halide (2°). It is more reactive than the other isomer which is a tertiary alkyl halide (3°). The explanation is the same.
(iii) Here both the isomers are primary alkyl halides (1°). However, the isomer with CH₃ group at C₂ atom exerts more steric hindrance to the attacking nucleophile at C₁ atom as compared to the other isomer in which a CH₃ group is attached to C₃ atom. It is, therefore, less reactive.

Question 8.
In the following pairs of halogen compounds, which compound undergoes reaction faster ? (C.B.S.E. Delhi 2008, Outside Delhi 2010, 2013)

Answer:
The reactivity of a particular halogen compound towards S_N¹ reaction depends upon the stability of the carbocation formed as a result of ionisation. This is a slow step and is called rate determining step. The order of relative stabilities of different carbocations is in the order : tertiary > secondary > primary. In the light of this, the order of reactivity in the two cases is explained.

1. The isomer (a) is a tertiary alkyl chloride while the other isomer (b) is a secondary alkyl chloride. The isomer (a) is more reactive towards S i reaction since the tertiary carbocation formed in this case is more stable than the secondary carbocation which is likely to be formed in the other case.
2.  The isomer (a) is a secondary alkyl chloride while the other isomer (b) is primary in nature. The secondary alkyl chloride (a) is expected to react faster since the secondary carbocation formed is more stable than the primary carbocation which is likely to be formed in the other case.

Question 9.
Identify A, B, C, D, E, R and R’ in the following :

Answer:

NCERT EXERCISE

Question 1.
Name the following compounds according to IUPAC system and classify them as alkyl, allyl, benzyl (primary, secondary, tertiary) vinyl or aryl halides.
(i) (CH₃)₂CHCH(C1)CH₃ (C.B.S.E. Delhi 2013)
(ii) CH₃CH₂CH(CH₃)CH(C₂H₅)Cl
(iii) CH₃CH₂C(CH₃)₂CH₂I
(iv) CH3C(C1)(C₂H5)CH₂CH₃
(v) CH₃.C(C₂H₅)₂CH₂Br
(vi) CH₃CH=C(C1)CH₂CH(CH₃)₂
(vii) CH₂=CH-CH₂-Br
(viii) CH₃CH=CHC(Br)(CH₃)₂
(ix) m-C1CH₂C₆H₄CH₂C(CH₃)3
(x) o-BrC₆H₄CH(CH₃)CH₂CH₃
(xi) (CH₃)₃CCH₂CH(Br)C5H₅
(xii) p-ClC₆H₄CH₂CH(CH₃)₂
Answer:

Question 2.
Give the IUPAC names of the following compounds :

Answer:

Question 3.
Write the structures of the following compounds :
(i) 2-Chloro-3-methylpentane
(ii) 1-Chloro-4-ethylcyclohexane.
(iii) 2-(2-Chlorophenyi)-1-iodooctane
(iv) 4-tert. butyl -3-iodooctane
(v) 1, 4-Dibromobut-2-ene
(vi) 1-Bromo-4-sec.butyl-2-methylbenzene.
(vii) p-Bromochlorobenzene
(viii) Perfluorobenzene
Answer:

Question 4.
Which one of the following has highest dipole moment?
(a) CH₂Cl₂
(b) CHCl₃
(c) CCl₄
Answer:

CCl₄ is a symmetrical molecule. Therefore, the dipole moments of all four C-Cl bonds cancel each other. Hence its resultant dipole moment is zero.

As shown in the above figure, in CHCl₃, the resultant dipole moments of two C-Cl bonds is opposed by the resultant dipole moments of one C-H and one C-Cl bond. Since the resultant of one C-H and one C-Cl bond is smaller than the resultant of the two C-Cl bonds dipole moments, the opposition is to a small extent. As a result CHCl₃ has a small net dipole moment.

On the other hand, in case of CH₂,Cl₂ the resultant of the dipole moments of two C-Cl bonds is strengthened by the resultant of the dipole moments of two C-H bonds. As a result, CH₂Cl₂ has a higher dipole moment. Hence CH₂Cl₂ has the highest dipole moments among the three compounds.
Hence, the given compounds can be arranged in the increasing order of their dipole moments as
CCl₄ < CHCl₃ < CH₂Cl₂

Question 5.
A hydrocarbon C₅H₁₀ does not react with chlorine in dark but gives a single monobromo compound in bright sunlight. Identify the hydrocarbon.
Answer:
A hydrocarbon with the molecular formula, C₅H₁₀ belongs to the group with a general molecular form C_nH_2n. therefore, it may either be an alkene or a cycloalkane since hydrocarbon does not react with chlorine in the dark, it cannot be alkene. Further, the hydrocarbon gives a single monochloro compound, C₅H₉Cl by reacting with chlorine in might sunshine since the formed compound is monochloro one all the C-H bonds should be equivalent. Hence the compound should be a cycloalkane. Hence the compound is C₅H₁₀ (cyclopentane).

Question 6.
Write the isomers of the compound having the formula C₄H₉Br. (Haryana Board 2013)
Answer:
The compound has the following structural isomers.

2-Bromobutane has a chiral carbon and it is expected to exhibit optical isomerism.

Question 7.
Write equations for the preparation of 1-Iodobutane from :
(a) Butan-1- ol
(b) 1-Chlorobutane
(c) But-1-ene.
Answer:

Question 8.
What are ambident nucleophiles? Explain with an example.
Answer:
Nucleophiles which can attack through two different sites are called ambident nucleophiles. For example, cyanide ion exists as a hybrid of the following two structures. It can attack either

through carbon to form cyanides (or nitriles) or through nitrogen to form isocyanides (or carbyl amines). For more details, consult section 11.7.

Question 9.
Which compound in the following pairs will react faster in the Sn² reaction?
(1) CH₃Br or CH₃I
(1) (CH₃)₃CCl or CH₃Cl (C.B.S.E. 2008)
Answer:
1. In the S_N2 mechanism the reactivity of halides for the same alkyl group increase in order. This happens because as the size increases the halide ion becomes a better leaving group.
R-F << R-Cl < R – Br < R-I
Therefore, CH₃I will react faster than CH₃Br in S_N2 reaction with image 17.

2. The S_N2 mechanism involves the attack of the nucleophile at the atom bearing the leaving group. But, in the case (CH₃)₃ CCl, the attack of the nucleophile at the carbon atom is hindered by the presence of the bulky substituents on that carbon atom bearing-the leaving the group in CH₃Cl. Hence CH₃Cl reacts faster than (CH₃)₃ CCl in S_N2 reaction with

Question 10.
Predict all the alkenes that would be formed by dehydrohalogenation of following alkyl halides with sodium ethoxide in ethanol.
(i) 1-Bromo-l-metbylcyclohexane
(ii) 2-Chloro-2-methyl butane
(iii) 3-Bromo-2, 2, 3-trimethylpentane.
Answer:
(i) 1-Bromo-l-methylcyclohexane has two β-hydrogen atoms. This will give a mixture of two alkenes as a result of dehydrohalogenation. Since alkene (B) is more substituted according to SaytzefFs rule, it is more stable and will be the major product. The same rule applies to the other alkyl halides also.

(ii) The compound has two sets of β-hydrogen atoms. Therefore, two elimination products are formed. However, a more substituted alkene is formed in greater proportion as compared to a less substituted alkene.

The explanation is similar. More substituted alkene is formed in preference to less substituted alkene.

Question 11.
How will you bring about the following conversions?   (Haryana Board 2011)
(i) Ethanol to but-1-yne
(ii) Ethane to bromoethane
(iii) Propene to 1-nitropropane
(iv) Toluene to benzyl alcohol
(v) Propene to propyne
(vi) Ethanol to ethyl fluoride
(vii) Bromometbane to propanone
(viii) But-1-ene to but-2-ene
(ix) 1-Chiorobutane to n-octane
(x) Benzene to biphenyl
Answer:

Question 12.
Explain why:
(i) Dipole moment of chlorobenzene is lower than that of cyclohexyl chloride (C.B.S.E 2016)
(ii) Alkyl halides though polar, are immiscible with water.
(iii) Grignard reagents should be prepared under anhydrous conditions.
Answer:

The polarity of C- Cl bond in chlorobenzene is less than that of same bond in cyclohexyl chloride because of carbon atom involved in chlorobenzene is more electronegative (greater s-character) as compared to the carbon atom in case of cyclohexyl chloride (lesser s-character). Therefore, the dipole moment of chlorobenzene is less with respect to cyclohexyl chloride.

(ii) In water, H₂O molecules are linked to each other by intermolecular hydrogen bonding. Although alkyl halides also contain polar C – X bonds, they cannot break the hydrogen bonding in H₂0 molecules. This means that there is hardly any scope for the association between molecules of alkyl halides and water. They, therefore, exist as separate layers and are immiscible with each other. For more details, consult section 11.6.

(iii) Grignard reagents (R – Mg – X) should be prepared under anhydrous conditions because these are readily decomposed by water to form alkanes.

That is why ether used as solvent in the preparation of Grignard reagent is completely anhydrous in nature.

Question 13.
Give the uses of freon-12, D.D.T., carbon tetrachloride and iodoform?
Answer:

1. Freons are the trade names for the commercially used fluoro chloromethanes with the formula CF_xCl_y (x + y = 4). A few examples are:
   CF₄ (Freon-14), CF₃C1 (Freon-13), CF₂Cl₂ (Freon-12), CFCl₃ (Freon-11)
   Out of the various freons mentioned, Freon- 12 is the most common refrigerant. It is prepared by passing hydrogen fluoride
   through carbon tetrachionde in the presence of antimony trichioride catalyst.
   
   in addition to their use as refrigerants in place of highly toxic liquid sulphur dioxide (SO₂) and ammonia (NH₃), large amount of CFCs are also used in the manufacture of disposable foam products such as cups and plates, as aerosol propellants in spray cans and as solvents to clean freshly soldered electronic circuit boards.
2. D.D.T. is the abbreviated form of p, p’-dichlorodiphenyltrichloroethane and its actual IUPAC naine has been given above. It is
   prepared by heating chiorobenzene with chlorai (trichioroacetaldehyde) in the presence of conc. H₂S0₄
   
3. Carbon tetrachloride (CC14) is also a colourless oily liquid just like chloroform. It is completely immiscible with water but
   dissolves in organic solvents.
   Carbon tetrachloride is a very useful solvent for oils, fats, resins etc. Ills used as a cleansing agent both in industry and in home because it can easily dissolve grease and other organic matter. But it mainly finds application for the manufacture of refrigerants, propellants for aerosol cans and some pharmaceuticals.
4. lodoform is a yellow crystalline solid with a characteristic unpleasant smell. It is insoluble in water but dissolves in alcohol, ether and other organic solvents.
   lodoform can be prepared in the laboratory by treating ethyl alcohol or acetone with sodium hydroxide and iodine. The reaction is known as haloform or iodoform reaction.
5. Physiological effects: lodoform is used as an antiseptic, particularly for dressing wounds. Actually, on coming in contact with skin (organic mater) it decomposes and slowly loses iodine which accounts for the antiseptic properties of iodoform.

Question 14.
Write the structures of the major products in each of the following reactions :

Answer:

Question 15.
Explain the following reaction :    (C.B.S.E. Delhi 2009 Comptt.)

Answer:
KCN is a resonance hybrid of two contributing structures :

This shows that the cyanide ion is an ambident nucleophile and the nucleophile attack is possible either through carbon atom or nitrogen atom resulting in cyanides and isocyanides respectively. In this case, in the presence of polar solvent, KCN readily ionises to furnish ions. The nucleophile attack takes place predominantly through a carbon atom and not through nitrogen atom as C- C bond is more stable than C -N bond.

Question 16.
Arrange the compounds of each set in order of decreasing reactivity towards (S_N²) displacement:
(a) 2-Bromo-2-methylbutane, 1-Bromopentane, 2-Bromopentane
(b) 1-Bromo-3-methylbutane, 2-Bromo-2-methylbutane, 2-Bromo-3-methylbutane
(c) 1-Bromobutane, l-Bromo-2, 2-dimethylpropane, l-Bromo-2-methylbutane, l-Bromo-3-methylbutane. (C.B.S.E. Outside Delhi 2011)
Answer:
The reactivity of a particular haloalkane towards S_N² reaction is inversely proportional to the steric hindrance around the carbon atom involved in C – X bond. More the steric hindrance, lesser will be the reactivity. In the light of this, the decreasing order of reactivity in all the three cases is as follows :

Question 17.
Out of  C₆H₅CH₂Cl and C₆H₅CH(C1)C₆H₅ which is more easily hydrolysed by aqueous KOH?
Answer:
The compound C₆H₅CH₂Cl is a primary aralkyl halide while C₆H₅CH(Cl)C₆H₅ is secondary in nature. The hydrolysis of both these compounds with aqueous KOH (polar) is likely to proceed by S_N¹ mechanism due to the following reasons.
(a) The carbocations formed in both the cases as a result of ionisation are resonance stabilised due to the presence of phenyl groups at the a-position(s).
(b) As water is a polar solvent, it is expected to favour ionisation of the two halogen-substituted compounds leading to S_N¹ mechanism.
The carbocations that are formed as a result of ionisation in the slow steps are shown :

The ease of hydrolysis depends upon the relative stability of the carbocation/s that are formed in two cases. The secondary carbocation is more stable since the positive charge on the carbocation is delocalised on two phenyl groups that are present at the a-positions. On the other hand, there is only one phenyl group in primary carbocation available for charge delocalisation.
Thus, we may conclude that C₆H₅CHClC₆H₅ is more easily hydrolysed by aqueous KOH as compared to C₆H₅CH₂Cl.

Question 18.
p-Dichlorobenzene has higher m.p. and lower solubility than those of o-and m-isomers. Discuss.
Answer:
p-dichlorobenzene has a higher melting point than its o-isomer due to the symmetry of the p-isomer that fits in the crystal lattice better than the o- or m- isomer. Therefore, it has stronger intermolecular forces of attraction than o- and m- isomers, and thus greater energy are required to break crystal lattice to melt or dissolve the p-isomer than the corresponding o- and m- isomers. In other words, the melting point of the p-isomer is higher and its solubility is lower than corresponding m- and o- isomers.

Question 19.
How the following conversions can be carried out?
(i) Propene to propan-1-ol
(ii) Ethanol to but-1-yne
(iii) 1-Bromopropane to 2-bromopropane
(iv) Toluene to benzyl alcohol
(v) Benzene to 4-bromonitrobenzene
(vi) Benzyl alcohol to 2-phenyl ethanoic acid
(vii) Ethanol to propane nitrite
(viii) Aniline to chlorobenzene
(ix) 2-Chlorobutane to 3, 4 – dimethyl hexane
(x) 2-Methylpropene to 2-chloro-2-methylpropane
(xi) Ethyl chloride to propanoic acid
(xii) But-l-ene to n-butyl iodide
(xiii) 2-Chloropropane to propan-l-ol
(xiv) Isopropyl alcohol to iodoform
(xv) Chlorobenzene to p-nitrophenol
(xvi) 2-Bromopropane to 1-bromopropane
(xvii) Chloroethane to butane
(xviii) Benzene to diphenyl
(xix) tert-Butyl bromide to isobutyl bromide
(xx) Aniline to phenyl isocyanide.
Answer:

Question 20.
The treatment of alkyl chlorides with aqueous KOH leads to the formation of alcohols but in the presence of alcoholic KOH, alkenes are major products. Explain.
Answer:
If aqueous solution, KOH is almost completely ionized to give OH^– ions which being a strong nucleophile brings about a substitution reaction on alkyl halides to form alcohols. Further in the aqueous solution, OH^– ions are highly solvated (hydrated). This solvation reduces the basic character of OH^– ions which, therefore, fails to abstract a hydrogen from the P-carbon of the alkyl chloride to form alkenes. In contrast, an alcoholic solution of KOH contains alkoxide (RO^–) ion which being a much stronger base than OH^– ions preferentially eliminates a molecule of HCl from an alkyl chloride to form alkenes.

Question 21.
Primary alkyl halide (a) C₄H₉Br was reacted with alcoholic KOH to give compound (b). Compound (b) was reacted with HBr to give (c) which was an isomer of (a). When (a) was reacted with sodium metal, it gave a compound (d) C₈H₁₈, that was different than the compound when n-butyl bromide was reacted with sodium. Give the structural formula of (a) and write the equations for all the reactions.
Answer:
The two primary alkyl bromides are possible from the molecular formula (a) C₄H₉Br. These are:

According to the available information, the isomer (I) does not represent the correct compound because this on reacting with sodium metal (Wurtz reaction) will give n-octane. (C₈H₁₈) which is not actually formed

Question 22.
What happens when
(i) n-butyl chloride is treated with alcoholic KOH,
(ii) bromobenzene is treated with Mg in the presence of dry ether,
(iii) chlorobenzene is subjected to hydrolysis,
(iv) ethyl chloride is treated with (aq.) KOH,
(v) methyl bromide is treated with sodium in the presence of dry ether,
(vi) methyl chloride is treated with KCN?
Answer:
(i) But-l-ene is formed as the product as a result of dehydrohalogenation.

(ii) Phenyl magnesium bromide (Grignard reagent) is formed as a result of the reaction.

(iii) Chlorobenzene will not get hydrolysed on boiling with NaOH. No product will be formed.
(iv) Ethyl alcohol is formed as the product

(v) Ethane is formed as a result of Wurtz reaction

(vi) Methyl cyanide is formed.

We hope the NCERT Solutions for Class 12 Chemistry Chapter 10 Haloalkanes and Haloarenes help you. If you have any query regarding NCERT Solutions for Class 12 Chemistry Chapter 10 Haloalkanes and Haloarenes drop a comment below and we will get back to you at the earliest.

A Thing of Beauty NCERT Solutions for Class 12 English Flamingo Poem 4

A Thing of Beauty NCERT Text Book Questions and Answers

A Thing of Beauty Think it out 

Question 1.
List the things of beauty mentioned in the poem.
Answer:
Keats begins the poem by saying that a beautiful thing is a source of everlasting pleasure. It keeps people from being overwhelmed by worldly concerns. Pleasure is the escape from reality. The things of beauty that provide happiness to the soul are the sun, the moon, a bower of trees, daffodils, and clear streams. He also talks about musk-roses that flower in the forest. The magnificence of the heroic tales also inspires us. Keats primarily talks about the beauty of nature in the poem.

A Thing Of Beauty NCERT Solutions will help you to score more marks in your CBSE board Examination.

Question 2.
List the things that cause suffering and pain.
Answer:
Keats lists the things that cause suffering and pain to human soul. It includes the scarcity of noble people, overcast days, and the unhealthy and miserable ways in which humanity searches for meaning in life.

Question 3.
What does the line, “Therefore are we wreathing a flowery band to bind us to earth” suggest to you?
Answer:
For Keats, each “flowery band” serves as a reminder of the fragility of whatever people have achieved. Beauty signifies a constant battle to guard one’s well-being against sadness and defeat. The poet praises nature and believes that man’s connection with nature was essential in contributing to his happiness.

Question 4.
What makes human beings love life in spite of troubles and sufferings?
Answer:
Keats elaborates through the poem that beautiful experiences helps in overcoming one’s problems. It is because of the eternal pleasures that despite much unhappiness and misery, one continues to love and value life. He exults over how he considers beauty to be immortal. He affirms that it always lifts the pall—the funeral cover—from the coffin of confused misery to provide some light for humanity’s anxious quest for meaning. The pleasure one derives from beautiful objects and experiences dispels any misery.

Question 5.
Why is “grandeur” associated with the “mighty dead”?
Answer:
The word “grandeur” is associated with the “mighty dead” because the splendour of such deeds is inspirational. The legends and stories of martyrs inspire people. Through their legends, the mighty dead continue to live and act as spiritual guides. This enhances the quality of one’s life — divine influence, like an eternal fountain, showers its grace on earthly existence.

Question 6.
Do we experience things of beauty only for short moments or do they make a lasting impression on us?
Answer:
Beauty is a quality in a person or an object that gives intense pleasure or deep satisfaction to the mind. Beauty has inspired many,throughout history. Beauty of nature has been celebrated by humans since time immemorial. Those who cherish the beauty of the earth find reserves of strength that would endure for life. According to Keats, things of beauty give eternal pleasure and erase the misery in our soul. They do not fade away into nothingness, their beauty increases with time.

Question 7.
What image does the poet use to describe the beautiful bounty of the earth?
Answer:
Romantics have praised the majesty of nature in many of the literary works, Keats’ poetry in Endymion, is dominated by a description of the natural world. He uses the images of nature to describe the beautiful bounty of the earth. He specifically refers to the sun, moon, daffodils, and trees, stating that their beauty gives life true meaning and significance. Keats also states how beauty continue to inspire ceaselessly. The poem also illustrates a connection with nature—“flowery band to bind us to the earth”.

A Thing of Beauty Extra Questions and Answers

A Thing of Beauty Short Answer Questions

Question 1.
Explain: “A thing of beauty is a joy forever”.
Answer:
This is the first line of Book 1 of Endymion and one of the most quoted lines in English poetry. It is multi¬layered in meaning. It implies that beauty can create joy in the soul that will last forever. The sights of beauty also decrease the misery of dark and gloomy days. It underlines the power of nature to heal and give happiness.

Question 2.
What are the things that cause suffering and pain to human beings on earth?
Answer:
Keats feels that beauty makes life worth living despite the unhappiness and misery that one goes through on earth. He feels that one encounters days that are sad and depressing; causing gloom, natural sorrow, sadness or dejection.

A Thing of Beauty Value Based Questions

Question 1.
Keats feels that nature binds us to the earth. How does he justify this?
Answer:
According to Keats, man has a strong relationship with nature. Man is bound to the earth despite the gloom and misery that abounds his existence. Beauty relieves man of gloom and misery. The beauty that man sees around him, brings him joy and respite; it “is a joy forever” because of the bond he forges with nature. Like other Romantics, Keats is a believer in the healing powers of nature. He talks about the different elements of nature that surround man and overwhelm him with their magnificence.

Question 2.
Bring out the theme of love and beauty in the poem.
Answer:
Keats, an advocate of beauty, begins the verse by celebrating a thing of value which is always considered beautiful. Hence, despite human misery on earth, man is inexplicably tied to this world. The poet discusses how the beauty of nature brings about joy and drives away sorrow. Keats also discusses how the legends and stories of martyrs instil inspiration in people. The various things of beauty, love and inspiration that the poet celebrates through his poem contribute to the pleasure; he calls these divine influence that, like an eternal fountain, is bestowed upon man.

Give examples from the poem of the following poetic devices.

Rhyme scheme
Rhyming couplets
Metaphor

(a) “will keep
A bower quiet for us”
“Flowery band”

(c) “Some shape of beauty moves away the pall
From our dark spirits.”

(d) “An endless fountain of immortal drink,
Pouring unto us from the heaven’s brink”

Deep Water NCERT Solutions for Class 12 English Flamingo Chapter 4

The Rattrap NCERT Text Book Questions and Answers

The Rattrap Think as you read 

Question 1.
From where did the peddler get the idea of the world being a rattrap?
Answer:
The poor rattrap peddler struggled for his existence. He could not make both ends meet so he had to resort to both begging and petty thievery. Despite this, his condition was deplorable. Thinking of his miserable plight and his job, as he plodded on, he was struck by the idea that the whole world was nothing but a big rattrap. It baited people in the form of riches and joys, shelter and food, heat and clothing, just as the rattrap offered cheese and pork. Similarly, the moment one was tempted by the material joys, the world closed in on him and trapped him.

The Rattrap NCERT Solutions will help you to score more marks in your CBSE board Examination.

Question 2.
Why was he amused by this idea?
Answer:
The world had never been kind to him, so it gave him great joy to think ill of it. It became a treasured pastime for him to think of people he knew who had let themselves be caught in the dangerous trap, and of others who were still moving around the bait, ready to be trapped.

Question 3.
Did the peddler expect the kind of hospitality that he received from the crofter?
Answer:
When the peddler reached the little grey cottage by the roadside, he knocked on the door to ask for shelter for the night. He was surprised because, instead of the sour faces which ordinarily met him, this time he was welcomed by the owner, an old man.

Question 4.
Why was the crofter so talkative and friendly with the peddler?
Answer:
The crofter was an old man without wife or child. He was happy to get someone to talk to, in his loneliness. So, he welcomed the peddler. The old man was just as generous with his confidences as with his porridge and tobacco.

Question 5.
Why did he show the thirty kronor to the peddler?
Answer:
The old man was confiding and trusting. He told the peddler that he was no longer able to work as a day labour, and was supported by what he earned by selling his cow’s milk. The old man showed him the thirty kronor that he had received as payment from the creamery, to convince the peddler.

Question 6.
Did the peddler respect the confidence reposed in him by the crofter?
Answer:
No, the peddler did not respect the confidence reposed in him by the crofter because later, he went up to the window, smashed a pane and got hold of the pouch with the thirty kronor. He took the money and thrust it into his own pocket and went away.

Question 7.
What made the peddler think that he had indeed fallen into a rattrap?
Answer:
At first, the peddler was pleased with the money in his pocket; but he later got lost in the forest. All at once, he recalled his thoughts about the world being a rattrap. He felt that his end was near and that he had been fooled by a bait of thirty kronor.

Question 8.
Why did the ironmaster speak kindly to the peddler and invite him home?
Answer:
The owner of Ramsjo iron mill came into the forge on one of his night rounds of inspection and saw the peddler. The ironmaster walked close up to him, looked him over very carefully and mistook him for his friend, Nils Olof, and invited him home.

Question 9.
Why did the peddler decline the invitation?
Answer:
The peddler did not reveal his identity because he thought that the ironmaster might give him a couple of kronor. But, to go along up to the manor house and be received as his friend scared the peddler. He had stolen the thirty kronor from the old man and he felt that going up to the manor house would make him vulnerable. He merely wanted to sleep in the forge and then quietly sneak away.

Question 10.
What made the peddler accept Edla Willmansson’s invitation?
Answer:
When Edla Willmansson invited him, she looked at him compassionately. She also assured him that he would be allowed to leave just as freely as he came. She requested him to stay with them over Christmas Eve. She said this in such a friendly manner that the rattrap peddler felt reassured. Hence, he accepted Edla Willmansson’s invitation.

Question 11.
What doubts did Edla have about the peddler?
Answer:
When Edla Willmansson looked compassionately at the peddler, she noticed that the man was afraid. She at once knew that he had either stolen something or else had escaped from jail.

Question 12.
When did the ironmaster realise his mistake?
Answer:
When the ironmaster saw the stranger the day after, clean and well dressed, he realized his mistake. The valet had bathed him, cut his hair and shaved him. He was wearing clothes that belonged to the ironmaster. The ironmaster frowned as he realized that in the dimly-lit furnace, he had made a mistake. As the stranger stood there in daylight, it was impossible to mistake him for an old acquaintance.

Question 13.
What did the peddler say in his defence when it was clear that he was not the person the ironmaster had thought he was?
Answer:
When the ironmaster realized his mistake, the stranger made no attempt to hide or pretend. He said that it was not his fault as he had never pretended to be anything but a poor trader. He had pleaded and begged to be allowed to stay in the forge. He offered to put on his rags and go away.

Question 14.
Why did Edla still entertain the peddler even after she knew the truth about him?
Answer:
Edla entertained the peddler even after she knew the truth about him. She said that the whole year long the peddler roamed about without anyone welcoming him. He was forever afraid of being arrested and cross-examined. So, she felt compassion for the homeless tramp and wanted him to enjoy a day of peace with them. She also said that it was their mistake and they ought not to chase away a human being whom they had invited home and had promised Christmas cheer.

Question 15.
Why was Edla happy to see the gift left by the peddler?
Answer:
Edla gave a little cry of joy on seeing the gift, a small rattrap with three wrinkled ten kronor notes. Her deed of kindness had helped the poor peddler atone for his sin. He did not want her to be embarrassed in the Christmas season because of a thief. He said that the rattrap was a Christmas present from a rat who would have been caught in the world’s rattrap, had he not received kindness and honour from her. Ella felt satisfied at having helped someone rise above his faults.

Question 16.
Why did the peddler sign himself as Captain von Stahle?
Answer:
The peddler signed himself as Captain von Stahle because Edla had treated him as if he were a captain. He took away from the incident, the transient honour of having being treated like a captain. It inspired him to do good, and let go of his thieving ways.

The Rattrap Understanding the text

Question 1.
How did the peddler interpret the acts of kindness and hospitality shown by the crofter, the ironmaster, and his daughter?
Answer:
The peddler was granted shelter in a little cottage by the roadside. The crofter gave him food and trusted him by investing confidence in him. However, the peddler betrayed his trust and stole his money. Later, as he was lost in the forest, he felt trapped, and judged the kindness and money that came his way as nothing but a bait to trap him. He was also suspicious of the kindness showed to him by the ironmaster and his daughter. The peddler was convinced that any kindness shown to him was just a bait to trap him.

Question 2.
What are the instances in the story that show that the character of the ironmaster is different from that of his daughter in many ways?
Answer:
Despite a close relationship, the character of the ironmaster is shown to be different from that of his daughter. The ironmaster spoke to the peddler for some time but continued to mistake him for his friend Captain von Stahle, whereas, his observant daughter, who had never met his friend, within minutes, observed that either the peddler had stolen something or else he had escaped from jail.

When the ironmaster discovered that the peddler was not his friend, he wanted to hand him over to the sheriff but his daughter was more compassionate. She said that the peddler roamed without being welcomed anywhere. So, she wanted him to enjoy a day of peace with them. She also said that it was their mistake and they ought not to chase away a human being whom they had asked to come to their home and whom they had promised Christmas cheSr.

At church, they learnt that the rattrap peddler had robbed the crofter. The ironmaster wondered what all he had stolen from their cupboard and blamed the daughter for letting him in. However, she was repaid by the peddler for her trust that helped in reforming his character.

Question 3.
The story has many instances of unexpected reactions from the characters to others’ behaviour. Pick out instances of these surprises.
Answer:
The story does have many instances of unexpected reactions of the characters in response to others’ behaviour. The first was the crofter’s reaction to the peddler. Instead of the sour faces which ordinarily met him, the old man, without wife or child, was happy to get someone to talk to in his loneliness. He was very welcoming. But, the peddler, despite the hospitality, stole his money.

The second was the ironmaster, who mistook the peddler to be his friend Nils Olof, and tried to take him to his house. But, he was quick to turn his back when he realized his mistake.The third was the arrival of the ironmaster’s daughter, who realized that there was something amiss about the peddler but took him in. Even when the father and daughter found out the truth, the daughter stood by him. She wanted him to enjoy a day of peace with them.The peddler, in turn, surprised everyone when he returned his stolen booty. He honoured the trust reposed in him by Edla.

Question 4.
What made the peddler finally change his ways?
Answer:
Due to the trust and compassion shown by the ironmaster’s daughter Edla Willmansson, the peddler became a changed man. This was evident from the package he left for her before leaving. The package contained a small rattrap with three wrinkled ten kronor notes that the peddler left for her. In the rattrap, also lay a letter that revealed how he did not want her to be embarrassed in the Christmas season by a thief. He wanted her to return the money to the old man on the roadside. The rattrap was a Christmas present from him, who had been reformed and touched by the treatment he received from her.

Question 5.
How does the metaphor of the rattrap serve to highlight the human predicament?
Answer:
The peddler considered that the whole world was nothing but a big rattrap. Its only purpose was to set baits for people. It offered riches and joys, shelter and food, heat and clothing, exactly as the rattrap offered cheese and pork, and as soon as one let oneself be lured by the bait, it closed in. The peddler also told the ironmaster that the whole world was nothing but a big rattrap. All the good things that were offered were nothing but cheese rind and bits of pork, set out to drag people into trouble.

None escaped; one person falls into the trap one day and the other the next day. The only thing that could turn a person from rat-like ways was human kindness, something that he had received from Edla. Thus, in the end, the peddler left the rattrap as a Christmas present and called himself a rat who had been spared.

The metaphor of the rattrap highlights the theory of crime and punishment. Crimes, such as theft or giving in to temptation, are compared with a bait and the subsequent imprisonment in a trap. However, the human predicament forms the basis of the story where the story of the rattrap serves to bring out a lesson in moral values.

Question 6.
The peddler comes out as a person with a subtle sense of humour. How does this serve in lightening the seriousness of the theme of the story and also endearing him to us?
Answer:
The peddler has a good sense of humour and this diffuses the seriousness of the theme of the story, he also endears himself to the reader. Although he was a vagabond in pursuit of food and shelter, he found time to meditate on his philosophies and draw pleasure from the anticipated miseries of other people. He imagined people he knew to have landed in the trap and of others who were still circling around the bait.

The humour is brought out when at every occasion he lapsed into his theory of the rattrap. When his identity was discovered by the ironmaster, he said that a day would arrive when the ironmaster too might chase a big piece of pork, and get caught in the trap. He also signs off in the letter as “Captain von Stahle”, revealing how he held on to his sense of humour till the end.

The Rattrap Talking about the text

Discuss the following in groups of four. Each group can deal with one topic and present the views of the group to the whole class.

Question 1.
The reader’s sympathy is with the peddler right from the beginning of the story. Is the sympathy justified?
Answer:
The reader’s sympathy is with the peddler right from the beginning of the story for various reasons. It is justified.He is a victim of circumstances. He made rattraps with the material he got by begging in stores or at big farms. But even so, the business was not profitable. He had to resort to both begging and petty thievery for a living. His clothes were in rags, his cheeks were sunken, and hunger gleamed in his eyes. When he knocked on a door to ask for shelter at night, he was often refused and he “met sour faces”. Even when he stole the money from the crofter, he at once realized that his philosophy about the world as a rattrap had turned true for him. He had been caught with the bait of money. He regretted it and knew his own turn had come.
OR
It is not justified.
There were many who had lost their jobs. He stole money from the crofter who was hospitable to him. Secondly, he had the opportunity to tell the ironmaster of his true identity which he did not. He knew all along that if he did something wrong, he would be trapped, yet, he could not resist the bait.

Question 2.
The story also focuses on human loneliness and the need to bond with others. Discuss.
Answer:
The above statement is true for many characters in the chapters:
(a) The crofter, because of loneliness, lets the peddler in.

(b) The ironmaster at once bonded with the peddler without confirming his identity—“But of course it is you, Nils Olof!” he said. “How you do look!” and again “.. .We were just saying that it was too bad we didn’t have any company for Christmas.”

(c) Edla Willmansson sensed that all was not well, yet insisted that the peddler spend Christmas with them. When the ironmaster wanted to turn the peddler out, the daughter said, “I think he ought to stay with us today. I don’t want him to go.”

(d) The peddler, while leaving the ironmaster’s house left a message, “Written with friendship and high regard”.
The peddler was reformed by the kindness shown by Edla Willmansson. He wanted to be nice to her in return and did not want to embarrass her by his theft. He returned the stolen money, asking her to forward it to the old man. Human warmth and bonding enabled this change in him.

Question 3.
Have you known/heard of an episode where a good deed or an act of kindness has changed a person’s view of the world?
Answer:
The Bishop’s Candlesticks is one such episode that takes up on a similar theme.

The Rattrap Working with words

Question 1.
The man selling rattraps is referred to by many terms such as “peddler”, “stranger”, etc. Pick out all such references to him. What does each of these labels indicate about the context or the attitude of the people around him?
Answer:
He is referred to as a vagabond, intruder, tramp, ragamuffin and poor hungry wretch. These labels indicate the context or the attitude of the people around him. The people

• Had no respect for him.
• Felt he was a burden.
• Did not care to know him or his problems.
• Could pity him, but were not really compassionate.

Question 2.
You came across the words plod, trudge, stagger in the story. These words indicate movement accompanied by weariness. Write down five other words with a similar meaning.
Answer:
drag oneself, footslog, lumber, plod along, slog, stumble, traipse

The Rattrap Extra Questions and Answers

The Rattrap Short Answer Questions

Question 1.
What did the rattrap peddler do for a living?
Answer:
The rattrap peddler was an iron worker who lost his job to machines in an age of industrialization. Hence, he resorted to selling small rattraps of wire, and he obtained the required materials by begging. His business was not a profitable one, so he had no option but to beg and steal. His clothes were in rags, and his cheeks were sunken; he looked starved. He roamed alone like a vagabond.

Question 2.
How did the peddler get the idea of the world being a rattrap?
Answer:
The peddler struggled for his existence as selling rattraps was not a profitable business. He often resorted to begging and stealing. This led him to believe that the world was a big rattrap that sets baits for people. The moment one was tempted to reach out for the bait, the trap closed in on him.

Question 3.
Why was he amused by the idea of the rattrap?
Answer:
The peddler was amused by the idea of the rattrap because the world had been unkind to him. No one helped him; on the contrary, everyone shunned him. Hence, the peddler got joy in thinking ill of others. His treasured pastime consisted of thinking of people caught in the trap.

Question 4.
How was the crofter different from the kind of people the peddler usually met?
Answer:
The crofter was different from the kind of people the peddler usually met. The crofter invited him into his house, and unlike the usual people, he did not shun him. When the peddler went begging, the crofter offered him porridge, supper, and tobacco. He played cards with the peddler. Not only was he hospitable, but reposed a lot of trust in the peddler. He showed peddler where he kept his money.

Question 5.
Why did crofter show the thirty kronor to the peddler?
Answer:
The crofter showed the thirty kronor to the peddler because he was generous with his confidences. Moreover, he had told the peddler that he could not labour, but a cow supported him. When the peddler looked at him in disbelief, just to prove his point, he showed him the thirty kronor.

Question 6.
How did the peddler discover Ramsjo Ironworks?
Answer:
After stealing the crofter’s money, the peddler realized that he was lost. He had been walking around in the same area. Soon it became dark, and his fears and apprehensions increased. He felt he was caught in a rattrap. He sank down on the ground in gloom and dejection. When he put his head on the ground, he heard a hard, thumping sound. He was certain that the sound was produced by hammer strokes. So he mustered strength and moved in the direction of the sound.

Question 7.
What sight did the peddler see at the Ramsjo Ironworks?
Answer:
At the Ramsjo Ironworks, the peddler noticed that the master smith and his helper were sitting near the furnace. They were heating pig iron to put on the anvil. They wore nothing but a long shirt and a pair of wooden shoes. He also saw them get up every few minutes to stir the glowing mass with a long iron bar.

Question 8.
What was the blacksmith’s reaction to the peddler’s arrival at the forge?
Answer:
When the peddler entered the forge, the blacksmith failed to notice him right away as it was noisy and they were busy working. When the peddler stood close to the furnace, the blacksmith showed no reaction. It was a usual sight for the blacksmith to see vagabonds take shelter for the night at the forge. So he just glanced casually at the peddler and nodded a haughty consent, permitting him to spend the night.

Question 9.
How was the blacksmith’s reaction to the peddler different from that of the ironmaster? Why was it different?
Answer:
The blacksmith’s reaction was one of sheer indifference. He glanced casually and nodded a haughty consent. But the ironmaster noticed the tall stranger at once. He walked up to him, looked him over and called out, “Nils Olof!” The reactions were different because it was a usual sight for the blacksmith who often saw vagabonds come to spend the night there. But the ironmaster had mistaken him for his friend and hence invited him home.

Question 10.
Why did the rattrap peddler not reveal his identity to the ironmaster? Why did the peddler decline the invitation?
Answer:
The rattrap peddler realized the ironmaster’s mistake. He expected the ironmaster to give him a couple of kronor. He, however, felt discomforted to visit the ironmaster’s home with the mistaken identity. He also felt guilty having stolen thirty kronor. He felt going to the ironmaster’s house would be like throwing himself into the lion’s den. He just wanted to sleep in the forge that night and then sneak away.

Question 11.
What were the peddler’s feelings on his way to the ironmaster’s manor?
Answer:
On his way to the ironmaster’s manor, the peddler felt confidence in Edla. He followed her to the carriage. However, while travelling in the carriage, he had evil premonitions and regretted taking the crofter’s money. He could see himself in the trap. He felt he would never get out of it.

Question 12.
When the peddler was bathed and dressed, the ironmaster was not pleased. Why?
Answer:
The peddler had reached the ironmaster’s house looking like a vagabond. There, the valet helped the peddler dress. He had bathed him, cut his hair, and shaved him. The peddler was dressed in the ironmaster’s clothes. But when the peddler was bathed and dressed, the ironmaster was shocked. He then realized that this man was not his friend. In the dim light, he had mistaken him for his friend.

Question 13.
After the peddler’s identity was discovered, how did he spend the rest of his stay at the ironmaster’s house?
Answer:
After the peddler’s identity was discovered, he wondered why Edla had supported him. He sat and ate quietly. Through the morning he slept, and at noon they woke him for his share of the Christmas fare, after which he slept again. Feeling safe, he slept soundly like he had never slept before. He awoke in the evening, and after he had had his dinner, he thanked each one in the house and wished them for the night.

Question 14.
What did the ironmaster and Edla learn about the peddler at the church? How did they react?
Answer:
At the church, Edla received news of how the rattrap peddler had robbed the old crofter. The ironmaster was angry with Edla for letting the peddler stay. He was certain that the peddler might have had stolen things from the house while they were at the church. Edla was dejected, as well as embarrassed. She realized her mistake and was speechless.

Question 15.
What did the ironmaster and Edla discover when they went home?
Answer:
When ironmaster and Edla reached home, they expected the peddler to have escaped after robbing them. However, when they reached home, they discovered that the peddler had gone away, but much to their surprise, he had left a gift for Edla. The gift was a small rattrap with three wrinkled ten-kronor notes. Edla’s compassion had helped the poor peddler atone for his sin. The peddler also left a note saying he would have been caught in the world’s rattrap had he not been inspired and moved by Edla’s generosity.

The Rattrap Long Answer Questions

Question 1.
“The old man (crofter) was just as generous with his confidences as with his porridge and tobacco.” Justify.
Answer:
The crofter was as generous with his confidences as with his porridge and tobacco. It was out of a sense of hospitality that he looked after the vagabond as a guest. He had offered him porridge, supper and a big slice from his tobacco roll. After that they had played cards until bedtime. He discussed his life with the peddler and told him about his days of prosperity. He took him into confidence and told him that he earned a living by selling the milk his cow produced. The crofter had received a payment of thirty kronor. He also showed him the three ten-kronor bills and where he kept his money. The crofter was liberal with his hospitality and trust.

Question 2.
How did nature play against the peddler after he stole the crofter’s money?
Answer:
Nature seemed to penalize the peddler for stealing the crofter’s money. The peddler was initially pleased to get the money. He decided to steer away from the public highway for the fear of getting caught. So he went into the woods. The first hours of travel were easy, but later, the forest seemed like a labyrinth. The paths twisted back and forth strangely. The peddler walked on without coming to the end of the wood, He then realized that he had been walking around in the same area. At once, he recalled the rattrap theory he was baited with the thirty kronor.

Question 3.
Was the ironmaster a generous man? Why or why not?
Answer:
The ironmaster was a generous man. He mistook the rattrap peddler for an old acquaintance, Captain von Stahle, and coaxed him into going home with him. When the peddler refused, he sent his daughter to get him. He was also anxious that the peddler was looked after and comfortably dressed at his home. He also promised to try to get him a job. However, he felt cheated by the peddler once he found out his real identity.
OR
The ironmaster was not generous. He was a lonely man whose wife was dead and whose sons were abroad. He lived with his daughter. He had invited the peddler, mistaking him as an old friend, to alleviate his loneliness. Later, when he discovered his true identity, he wanted to get rid of him. In fact after discovering the truth about the peddler at the church, he was so angry and worried that he wanted to hand him over to the sheriff.

Question 4.
What kind of a girl was Edla? Give reasons for your answer.
Answer:
Edla was not pretty, but looked modest and shy. She was very hospitable and went to the forge to welcome her father’s guest. Her father was confident of her powers of persuasion and was sure that she would convince the guest to stay with them. Edla was also concerned and sensitive. She handed her big fur coat to the peddler to make him feel more comfortable and to cover his rags. She was polite and gentle.

She was, however, a keen observer. Unlike her father, she noticed that the peddler was afraid. She knew at once that either he had stolen something or had escaped from jail. She had the maturity to hide her emotions. She also assured the peddler that he would be allowed to leave just as freely as he had come. But, out of concern, she made him stay till Christmas.

Question 5.
What were the attitudes of the ironmaster and Edla toward the peddler before and after they discovered his identity?
Answer:
Before discovering the peddler’s identity, the ironmaster addressed the peddler as Nils Loft. He did not take the peddler’s reaction into account. He sensed that the peddler must have been uncomfortable because of the economic disparity between the two of them. The ironmaster also made sure that he was supplied with good meal and clothes. But once he discovered the case of mistaken identity, he immediately wanted to hand the peddler over to the sheriff. After he heard of the peddler in the church, he was furious and wondered what he had stolen from their cupboard. He blamed his daughter for letting him in.

Edla saw the peddler for the first time when she came to fetch him home. She noticed at once that the man was afraid. She guessed that he was either a thief or a runaway culprit. Despite this, she requested him to stay.

She was spontaneous and friendly, and coaxed the peddler into spending the Christmas with them. He also accepted the fur coat, and wore it over his rags. Edla expressed her surprise about his miserable plight and noticed that there was nothing to show that he was an educated man. When in the church, she realized that he was a thief; she never once expressed her fear. Her trust and compassion helped in reforming the peddler.

Question 6.
Was the case of mistaken identity the peddler’s fault?
Answer:
It was his fault.
The peddler let the ironmaster believe that he was an old acquaintance. He did so in order to get a couple of kronor from the ironmaster. He told the ironmaster that he was not doing well in life. His second chance to clear himself came when Edla came to invite him home. He kept quiet deliberately in the hope of material gain. He realized the risk of going to the manor house. Even when his identity was revealed, he behaved in a self-righteous fashion.
OR
It was not his fault.
The poor peddler stuggled to survive.
He had lost all ways of earning his livelihood and lived a life of hardship. He did not deliberately cheat them but merely kept quiet. He did try to avoid going to the iron master’s place many times, but starved as he was, and in rags, he was tempted to spend a comfortable day.

Question 7.
The story is both entertaining and philosophical. Discuss.
Answer:
The story has entertaining merit. The peddler has a pronounced sense of humour despite odds. He tends to philosophize even in the most difficult times. The reader is also kept in a ‘cliff hanging situation’ throughout the story. Every moment, the reader waits to know what would happen next. The story has entertaining moments like when the peddler’s identity is revealed after the valet had bathed him.
The philosophical message of the story is brought out in the theory of the rattrap— life is one big rattrap which closes in on an individual when he gives in to a temptation or steals or commits a crime. The story also elaborates the philosophy of second chances, stating that everyone should get another chance.

The Rattrap Value Based Question

Question 1.
The warmth of compassion extends its rays around the world, engraving mankind with its characteristic. Selma Lagerlof supports the theory of compassion in “Rattrap” which depicts the powerful and positive impact of such care. Discuss.
Answer:
The story revolves around the theory that life is one big rattrap. This implies that if one takes something wrongfully, the person will end up getting trapped in life as a consequence. The peddler felt that the whole world was a big rattrap that sets baits for people. The peddler earned his living by petty thievery. However, he turns over a new leaf when he receives compassion and trust from the ironmaster’s daughter. The protagonist believed till then in the dismal side of human nature.

His first “true” Christmas at the ironmaster’s . house egged him to change his ways and honour people’s trust in him. The story validates the concept that compassion revolves around humankind and the consideration of others. The peddler makes amends by returning the money he had previously stolen from the old man who had sheltered him. The tale also throws light on the value of second chances, stating that everyone should get another chance in life.

The Last Lesson NCERT Solutions for Class 12 English Flamingo Chapter 1

The Last Lesson NCERT Text Book Questions and Answers

The Last Lesson Think as you read 

Question 1.
What was Franz expected to be prepared with, for school that day?
Answer:
M Hamel, who was Franz’s French teacher, had wanted the students to be prepared for a lesson on participles, in grammar.

NCERT Solutions for Class 12 English will help you to score more marks in your CBSE board Examination.

Question 2.
What did Franz notice that was unusual about the school that day?
Answer:
Franz noticed that the school was unusually quiet. Usually, there was a great commotion of the opening and closing of desks, of lessons repeated in unison, and the teacher’s huge ruler rapping on the table. But on that particular day school was as quiet as on a Sunday morning.

Question 3.
What had been put up on the bulletin-board?
Answer:
The bulletin board displayed the news that an order had come from Berlin to teach only German in the schools of Alsace and Lorraine. The teaching of the French language was discouraged and had to be discontinued. The French districts of Alsace and Lorraine had been taken over by the Prussians and the ban on French language came about as a result.

Question 4.
What changes did the order from Berlin cause in school that day?
Answer:
The day the order came from Berlin, an uncanny silence hung about in the air in school. The students got new copies with “France. Alsace” written on them, and received their last lesson in French. These copies looked like little flags floating every where in the school room. This was in contrast to the usual scene when the school would be buzzing with activity. That day, everyone was working very quietly. The only sound that was heard was of the scratching of pens on paper.

Question 5.
How did Franz’s feelings about M Hamel and the school change?
Answer:
Franz felt sorry for not learning his French lessons when he realized that he was to receive his last lesson in French that day. His books, that had seemed such a bother a while back, seemed precious to him and he felt he could not give them up. He had disliked his teacher, M Hamel, previously, but he felt sad on that day at the thought of his leaving.

The Last Lesson Understanding the text

Question 1.
The people in this story suddenly realise how precious their language is to them. What illustrates this? Why does this happen?
Answer:
In the story, the people of Alsace and Lorraine receive an order from Berlin that only German was to be taught in the schools from that day. They realized the value of their language when they were faced with the command to give it up completely. The usual noisy scene at the school was replaced by the quietness of a Sunday church.

The earnestness of the students was evident from the fact that each one set to work very quietly. The only sound in the class was the scratching of pens on paper. Even the village people came and sat quietly in the class, like students. Everybody looked sad. M Hamel, the French teacher, evoked a feeling of regret in the students. Franz regretted not having listened carefully during his lessons.

M Hamel, who felt heartbroken at the thought of leaving, explained everything with a rare lucidity and with patience. It seemed almost as if he wanted to share all his learning before going away.

Question 2.
Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
(There could be more than one answer.)
Answer:

• When Franz wondered whether they would even make the pigeons sing in German, he uses it as a metaphor to mean that the French language was as natural to them as cooing was to the pigeons. Robbing them of their right to speak in their own tongue and forcing the German language on them would call for unnatural practice.
• It is difficult for people to accept a language which is imposed on them. French was their mother tongue and they were comfortable using it as their own. It would not be easy to switch to a different language.

The Last Lesson Talking about the text

Question 1.
“When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.” Can you think of examples in history where a conquered race of people had their language taken away from them or had a language imposed on them?
Answer:
During colonisation, colonisers usually imposed their language on the colonised people, forbidding natives to speak in their mother tongue. Many writers, educated while their countries were under colonisation, recount how students were demoted, humiliated, or even beaten for speaking in their native language in colonial schools.

(a) The Germanic tribes (Anglos, Saxons) over the course of six centuries, conquered the native Brythonic people of what is now England and south-east Scotland, and imposed their culture and language upon them.

(b) When Puerto Rico came to be the territory of the United States, as a consequence of the Spanish-American War, its population at that point consisted almost entirely of Spanish and people of mixed Afro-Caribbean Spanish descent. Though they retained the Spanish language, bequeathed to them as the mother tongue, the Americans imposed English as the co-official language.

(c) Written in the Latin alphabet, Estonian is the language of the Estonian people and the official language of the country. The oldest known examples of written Estonian originate in the thirteenth century chronicles. During the Soviet era, Russian was imposed upon Estonians as the language to be used for official purpose.

(d) The conquests of territories by Napoleon led to an imposition of the French language on the people of the conquered areas as the official language in the entire territory’. As the influence of French (and in the Channel Islands, English) spread among sectors of provincial populations, cultural movements arose to study and standardise the vernacular languages.

(e) A language was imposed more than 500 years ago on the indigenous people of Brazil by their conquerors. The native language has made a comeback in recent years.

(f) As a literary language, Venetian was overshadowed by the Tuscan ‘dialect’ and by the French languages. After the demise of the Republic, Venetian gradually ceased to be used for administrative purposes; and when Italy was unified in the nineteenth century the Tuscan language was imposed as the national language of Italy. Since that time, Venetian, deprived of any official status, has steadily lost ground to Italian. At present, virtually all its speakers are bilingual and use Venetian only in an informal context.

Question 2.
What happens to a linguistic minority in a state? How do you think they can keep their language alive?
For example—Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Answer:
Preserving Language Preserves Identity!
Language is an important marker of identity. Even while speaking the same language, social groups differentiate themselves by the way they talk. Thus, language offers a way of stating resistance to cultural uniformity. A native language goes beyond simple differentiation.

It represents a whole cultural history. Most people recognise the importance and value of indigenous culture and linguistic tradition and thus create opportunities where the languages can be used for a wider range of purposes than simply conversing with grandparents.

First, they often form social clubs and publish their own newsletters that bind them together. They encourage popular entertainment through their mother tongue. They encourage viewing of TV programmes and movies that are subtitled in their mother tongue. They often assume an active role in language and cultural preservation.

Although children of minorities are no longer subjected to corporal punishment for using their home language, they are often the target of other, more subtle forms of rejection and ostracism. Thus, these children begin ignoring their native language. Often, overt put- downs come from peer groups belonging to other linguistic belts. To prevent this, elders of the community try to send children where there are others like them who show greater respect and appreciation for their culture.

However, we must all contribute to keeping native languages alive. To do this, it is essential to practise communicating in it. If the use of a language is declining, it is necessary to identify special occasions and designate special times and places to use the language. The community must provide direction, but unless the school system participates in the effort, it may lack credibility in the eyes of the youth.

Question 3.
Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?
Answer:
‘Linguistic chauvinism’ means an unreasonable, overenthusiastic and aggressively loyal attitude towards one’s own language. Language is much more than a means of communication it is a vehicle to propagate one’s own culture and customs, etc. Hence, its importance is immeasurable. But, in an era of globalisation, one needs to have a more practical and realistic view of the situation.

For example, BPO and IT industries today employ people who are conversant with the English language. The salary differences between equally qualified persons who can and cannot speak English can be as high as 400 to 500 per cent. In fact, the best jobs with the upmarket sectors are reserved for those who can speak English.

Consequently, there is already a serious shortage of employable human resources in the service sector. The Chinese are hiring football stadiums to teach the English language and enhance employment opportunities. In India, language chauvinism bars a frank discussion or an acknowledgement that English is now the global language of commerce.

In his Independence Day address in August 2004, President APJ Abdul Kalam talked about the need to achieve 100 per cent literacy. The bigger challenge in the coming years will be to adapt our school and college curriculum to meet the demands of a changing society, job market, and individual aspirations. This signifies the inclusion of language skills.

The Last Lesson Working with words

Question 1.
English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example:
petite – French
kindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origins of the following words:
Answer:
Tycoon – It is borrowed from the Japanese word taikun, meaning ‘great lord’.

Barbecue – It is borrowed from the Spanish barbacoa, a framework used for storing meat or fish that was to be dried or smoked. It was also used to mean a framework on which one could sleep. The Spanish word came from the Arawak barbacoa, meaning ‘a framework of sticks on posts’ referring to the framework of such a structure.

Zero – The word zero comes through the Arabic literal translation of the Sanskrit shunya meaning void or empty, into cifr meaning empty or vacant. Through transliteration, this became zephyr or zephyrus in Latin. The word zephyrus already meant ‘west wind’ in Latin; the proper noun Zephyrus was the Roman god of the West Wind (after the Greek god Zephyros). With its new use for the concept of zero, zephyr came to mean a light

breeze –  an almost nothing.

Tulip – The word originated in Turkey. It was derived from dulband which meant turban and somewhat described the shape of the flower.

Veranda – The word originated in India where it is found in several native languages. However, it may have been an adaptation of the Portuguese and Spanish word baranda referring to a railing, balustrade, or balcony.

Ski – The word ‘ski’ (pronounced ‘shee’ in Norwegian) is derived from the old Norsk word skith meaning to split a piece of firewood.

Logo – A logo (from the Greek word logotipos) is a graphic element, symbol, or icon of a trademark or brand and together with its logotype, set in a unique typeface or arranged in a particular way.

Robot – Robot comes from the Czech word robot, which means worker.

Trek – It is borrowed from the Dutch word trekken which means to draw, pull, or travel.

Bandicoot – Bandicoot, a large rat, derives its name from Pandhikoku in Telugu, which meant pig-like.

Question 2.
Notice the underlined words in these sentences and tick the option that best explains their meaning.
(a) “What a thunderclap these words were to me!”
The words were
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.
(iv) startling and unexpected.

(b) “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”
It is as if they had the key to the prison as long as they
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror’s language.
(iv) do not lose their language.

(c) Don’t go so fast, you will get to your school in plenty of time. You will get to your school
(i) very late.
(ii) too early.
(iii) early enough.
(iv) early enough.

(d) I never saw him look so tall.
M Hamel
(i) had grown physically taller.
(ii) seemed very confident.
(iii) stood on the chair.
(ii) seemed very confident

The Last Lesson Extra Questions and Answers

The Last Lesson Short Answer Questions

Question 1.
Why was Franz unhappy as he set out for school?
Answer:
Franz was unhappy chiefly for two reasons. He had started very late for school that morning and expected his teacher to reprimand him for running late. Secondly, he had not learnt his lesson on participles and was afraid his teacher, M Hamel, would punish him.

Question 2.
What little details does Franz notice as he walks to school? Why was he reluctant to go to school that day?
Answer:
On Franz’s way to school, he observed how the weather was warm and bright, and the birds chirped melodiously. At a distance, Franz noticed the Prussian soldiers drilling. But soon, his attention was arrested by a crowd in front of the bulletin board. He was afraid of being hauled up by his teacher for not having learnt his French lessons and was reluctant to go to school.

Question 3.
What was the announcement on the bulletin board? When did Franz learn the contents of the announcement?
Answer:
The bulletin board contained the unfortunate announcement that the French districts of Alsace and Lorraine had been conquered by the Prussians. Consequently, the notice carried an order to teach only German in the schools of Alsace and Lorraine. He learnt of the announcement when he reached school.

Question 4.
When Franz reached school that day he found the sight very unusual. Why?
Answer:
When Franz reached school that day he found an uncanny calm, unlike usual days when there was a din of the opening and closing of desks, of lessons repeated in unison, and the teacher’s ruler rapping on the table.

Question 5.
What were the unfamiliar sights that Franz noticed as he entered the classroom?
Answer:
Unlike the usual chaotic scene, Franz noticed that his classmates were seated in their places. There was an unusual calm and quiet. He noticed his teacher, M Hamel dressed in his Sunday best. The back benches that were usually empty were occupied by villagers sitting quietly. He was also surprised that M Hamel was quiet and took no note of Franz’s late arrival.

Question 6.
What does Monsieur Hamel reveal at the start of class?
Answer:
M Hamel announced at the beginning of the class that it was to be their last lesson in French. He explained that there was an order from Berlin to teach only German in the schools of Alsace and Lorraine. It was therefore M Hamel’s last lesson, and he requested the students to be very attentive.

Question 7.
What were the evident changes in school after the order from Berlin?
Answer:
There was an unnatural quiet in school that day. The students had new copies with “Vive La France!” written on them. The class was uncommonly filled up for M Hamel’s last lesson. The villagers turned up for the last class and sat quietly at the back. Everybody looked upset at having to let go of their French lessons.

Question 8.
Why were the villagers in the class that day?
Answer:
After the announcement that German was to be taught in the schools of Alsace and Lorraine, the villagers came to school for the last French lesson. They regretted not having valued education previously. They also wanted to thank M Hamel for his forty years of faithful service to teaching. By attending the last lesson, it was their way of paying homage to their country that was no more theirs.

Question 9.
What did M Hamel say to Franz when he was unable to answer a question on participles?
Answer:
When Franz could not recite the rules for the participle, he was scared of what M Hamel would say. But, much to his surprise, M Hamel did not scold him as usual. He expressed regret on Franz’s behalf for never getting the right opportunity to learn. He railed at parents for sending children to work instead of school. He also blamed himself for not doing his duty faithfully.

Question 10.
What did M Hamel say about the importance of language to the “enslaved” people?
Answer:
M Hamel reiterated that French language was the most beautiful language in the world. He said it was the clearest and the most logical language, and even more importantly it was their own language. He felt they must guard and hold fast to their language as long as they could. He drew an analogy between their language and the key to their prison. Like the key, their language could liberate them.

Question 11.
What was the difference in teaching and learning after the order of the Government?
Answer:
There was a yawning gap in the attitudes of the teacher and the taught after the order of the Government. Franz was amazed to see how well he understood his French lesson that day. Perhaps, it was because he had never listened so carefully or because M Hamel had never explained with so much patience. It seemed almost as if he wanted to give the students all he knew before going away.

Question 12.
How did Franz realize that announcement had left M Hamel heartbroken?
Answer:
M Hamel seemed subdued and nostalgic as he neither scolded Franz when he arrived late in class, nor when he could not recite his lessons. He was reminded about his association with the class and looked sad. Hence, it seemed to Franz that he was heartbroken to leave.

Question 13.
The last moments with M Hamel were very emotional. What final words did M Hamel write on the board?
Answer:
Hauser, one of the villagers, cried as he spelled the letters. His voice trembled with emotion as he spoke. At twelve, M Hamel stood up, choked with emotions. All he was able to do was write “Vive La France!” on the blackboard. He sagged back on the wall, and without a word signalled to them to go.

The Last Lesson Long Answer Questions

Question 1.
How did little Franz’s feelings alter before he left for school and on his way to school?
Answer:
Before Franz set out for school he was in dread of a scolding, because he was late for school that morning. Moreover, he was scared to be tested on participles by his French teacher, M Hamel, for he was ill-prepared. Hence he thought of playing the truant and spending the day outdoors. As he walked about, the weather . was warm and bright. His spirits also lifted when he saw the Prussian soldiers drilling. He was a little apprehensive when he saw a crowd in front of the bulletin board as this sight usually spelt bad news. He resisted this desire and hurried off to school. The blacksmith teased him for being late to school. By the time he reached school he was out of breath.

Question 2.
What was the scene in the classroom that alarmed Franz?
Answer:
There was an eerie silence unlike usual days when there was a savage din of the opening and closing of desks, of lessons repeated in unison, and the teacher’s huge ruler rapping on the table. His classmates were in their places and his teacher, M Hamel, was dressed formally. On entering, he was surprised to see the village people sitting quietly on the back benches. He noticed how everybody looked sad. He was further astonished when M Hamel announced in a grave and gentle tone that it was to be their last lesson in French. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine from then on.

Question 3.
M Hamel’s reaction when Franz could not answer a question on participles was unlike what he had expected. Justify.
Answer:
Franz had been reluctant to reach school as he had anticipated a scolding from his teacher. But much to his surprise when M Hamel noticed that Franz was mixed up on the basics; he did not scold him as usual. He said that Franz must be feeling bad himself. He added it was too late as they would never learn French in Alsace. Ironically, they were Frenchmen, who could neither speak nor write their own language.
M Hamel was also critical of their parents who put them to work on a farm or at the mills for a little more money rather than study. He also blamed himself for sending the students on errands instead of teaching them. He also regretted giving them a day off when he wanted to go fishing.

Question 4.
What was the impact of the announcement of the change on M Hamel?
Answer:
The announcement shook M Hamel to his roots. He was kind to Franz and did not scold him for not learning his lessons. On the contrary, he blamed himself for not doing his duty faithfully. His formal attire reflected his serious attitude towards his work. He taught with passion and great patience. During the class, M Hamel sat motionless in his chair gazing as if he wanted to etch those last moments in his mind. It was evident that he was heartbroken to leave.

Question 5.
Discuss the last moments in the class on the last day of the French lesson.
Answer:
The last moments of the French lesson were evocative of their freedom and their way of life coming to an end. Old Hauser sat at the back of the room wearing his spectacles and holding his primer in both hands. As he spelled the letters, he was crying. His voice trembled with emotion, so that all of them wanted to laugh and cry.

When the church clock struck twelve, the trumpets of the Prussians, returning from drill, were heard. M Hamel stood up, and could not go on with his speech. His voice was choked. All he could do was write on the board, as large as he could: “Vive La France!” He fell back against a wall, dejected and gestured to his , students, with his hand, to leave.

Question 6.
How does telling the story from young Franz’s point of view affect the reader’s reaction to the story? How does this point of view help build suspense at the start of the story?
Answer:
Telling the story from young Franz’s point of view makes it particularly moving as it voices Franz’s childlike concerns. The fears and apprehensions of a child arrest the attention of the readers.

Franz’s anxiety of running into trouble with his teacher stirs the readers’ concern. One is worried about his % reception as he reaches his school late. Every moment, one wants to know what is in store for little Franz. After learning of the order from Berlin to teach only German in the schools of Alsace and Lorraine, the readers’ concerns increase.

The readers leam to love the French language as the most beautiful language and also share Franz’s childlike fascination with the new copies given by M Hamel. Franz’s concerns worry the readers; they keenly feel his disappointment of losing his French lessons.

Question 7.
The story helps one realize how precious one’s own language is. Justify.
Answer:
With the announcement of the change in Government, the situation and people’s reaction was radically altered. The usual noisy scene at the school was replaced by the one which was as quiet as the Sunday church. The students’ earnestness was reflected in their enthusiasm for the last lesson. So much so that even the elderly village people came and sat quietly in the class like students.

Sadness was writ large on their faces. The students felt sorry for M Hamel as he was made to discontinue his French lessons. Franz regretted not having studied well. The students endeavoured to pay unwavering attention to their last lesson, even M Hamel taught with a rare lucidity and passion.

The Last Lesson Value Based Question

Question 1.
Young Franz grows up into a fine young lad. He recalls his “last lesson” with tenderness as it taught him the greatest lesson on patriotism. Write Franz’s feeling in the form of a diary entry.
Answer:
Dear Diary
I was like any other child, postponing duties and jobs with a perpetual feeling that there was plenty of time to do things. I felt going to school was a drudgery and studying, sheer boredom. But that day the most unexpected thing happened! We received an order from Berlin instructing compulsory education of German in the schools of Alsace and Lorraine. It was a crucial day when the realization dawned on all, young and old. The loss of language and the loss of freedom for France shook our being.

Our parents had preferred us working on the farms and mills instead of having us leam at school. We were in fact postponing the lessons of life, oblivious to the fact that life is subject to change. Our French teacher, M Hamel, taught us for the last time that day. The last lesson symbolized the changing order of life and its impact on the sensibilities and emotions of people. Our teacher taught us to hold firm to our love for our mother tongue, and consequently our sense of liberation. I remember the soldiers marching under the windows, representing the dawn of Prussia in France, the defeat of the French people and the resultant threat to their language and culture. We painfully realized the importance of all that we would be deprived of.

Our teacher ended the class by writing the bold message of “Long live France” on the blackboard, instilling in us an undying pride in our nation and language.

NCERT Solutions for Class 12 History Chapter 1 Bricks, Beads and Bones The Harappan Civilisation will help you to score more marks in your CBSE board Examination.

NCERT Solutions for Class 12 History Chapter 1 Bricks, Beads and Bones The Harappan Civilisation

Question 1.
List the items of food available to people in Harappan cities. Identify the groups who would have provided these.
Solution :
(a) The following items of food were available to people in Harappan cities : Wheat, barley, lentil, chickpea, sesame, millets, rice, fish, and goat.
(b)

• Animals such as cattle, sheep, buffalo and pig were domesticated. So, they could get meat from these animals.
• The evidence of a ploughed field at Kalibangan and knowledge of bull prove that harvesting was done by the Harappans.
• Regarding hunting of wild animals such as boar, deer and gharial, there is no proof whether the Harappans hunted these animals themselves or obtained meat from other hunting communities.

Question 2.
How do archaeologists trace socio-economic differences in Harappan society? What are the differences that they notice?
Solution:
Following examples can be cited to show the existence of social and economic variations : in the Harappan society:
(i) Study of burials is one example. In the Harappan sites, the deads were usually laid in pits. There were differences in the Way burial pits were made. At some instances, the hollowed-out spaces were lined with bricks. But these may not be taken as an indication of social differences.
(ii) In some graves pottery and ornaments have been found. Jewellery has been found from the graves of men and women as well. These findings can point out social and economic differences. ‘
(iii) The artefacts have been classified into two categories, Utilitarian and Luxurious. Objects of daily uses and objects made of ordinary materials made of clay or stone come under utilitarian category. Ordinary articles consisted of querns, pottery, flesh-rubbers and needles. These have been found distributed throughout settlements.
(iv) Objects of luxuries were rare and made from precious, non-local materials. The technology used was advanced and complicated. Little pots of faience were considered precious. They were also not easy to make. These show the existence of social and economic variations in the Harappan society.

Question 3.
Would you agree that the drainage system in Harappan cities indicates town planning? Give reasons for your answer.
Solution :
The drainage system in Harappan cities indicates town planning as is clear from the following reasons :

• It was planned drainage system. In the Lower Town, the roads and streets were laid out along an approximate “grid” pattern, intersecting at right angles.
• It seems from the plan of the Lower Town that streets with drains were laid out first and then houses built along them.
• The drains of every house were connected to the street drains. Very long drainage channels were provided at intervals with sumps for cleaning. Drainage system has been found in smaller settlements like Lothal.

Question 4.
List the materials used to make beads in the Harappan civilisation. Describe the process by which any one kind of bead was made.
Solution :
(a) The materials used to make beads in the Harappan civilisation were as given below:

• Stones like carnelian of a beautiful red colour, jasper, crystal, quartz, and steatite;
• Metals like copper, bronze, and gold;
• Shell, faience, and terracotta or burnt clay.

(b)

• The process or technique for making beads differed according to the material.
  For example, steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical form that were made out of harder stones.
• Red colour of carnelian was obtained by firing the yellowish raw material and beads at various stages of production.
• Nodules were chipped into rough shapes, and then finely flaked into the final form.
• Grinding, polishing, and drilling completed the process.

Question 5.
Look at figure and describe what you see. How is the body placed? What are the objects placed near it? Are there any artefacts on the body? Do these indicate the sex of the skeleton?
Solution :
(a) A dead body has been laid in a pit.
(b) Some objects of pottery are placed near it.
(c) There seems to be some ornaments on body but these do not indicate the sex of the skeleton because jewellery has been found in burials of both men and women.

Question 6.
Describe some of the distinctive features of Mohenj odaro.

Or

Describe the features that justify that Mohenjodaro was a planned urban cetnre.
Solution :
Some of the distinctive features of Mohenjodaro were as given below :

1. Mohenjodaro is the most well known site. It was divided into two sections – one smaller but higher and the other much larger but lower. These are known as the Citadel and the Lower Town, respectively. Both the sections were walled.
2. Several buildings were built on platforms which implies that the building activity was restricted on the platforms. It seems that the settlement was first planned and then implemented accordingly.
3. The standardised ratio of bricks – sundried or baked – is also a sign of planning. The length and breadth of bricks were four times and twice the height, respectively.
4. There was well-planned drainage system. The roads and streets were laid out along an approximate “grid” pattern, intersecting at right angles. It appears that streets with drains were laid down first and then houses built along them.
5. Residential buildings were centered on a courtyard, with rooms on all sides. There were no windows in the walls along the ground level to have privacy. The main entrance too did not give a direct view of the courtyard.
6. There was a bathroom in everyhouse. The drains were connected to the street drains.
7. Some houses had staircases to reach a second story or the roof.

Question 7.
List the raw materials required for craft production in the Harappan civilisation and discuss how these might have been obtained.
Solution :

Following is the list of materials required for craft production in the Harappan Civilisation:
Stone, clay, copper, tin, bronze, gold, faience, shell, camelian, jasper, crystal, steatite, quartz, timber.
Some of the raw materials were locally available whereas some were purchased from the distant places. Soil and wood were locally available raw materials. Stones, fine quality wood, metals were procured from distant places.
Settlements of the Harappans were situated at such places where raw materials were easily available. Nageshwar and Balacot were famous for shell. Some places were famous for Lapis Lazuli like Shortughai in Afghanistan. Rajasthan and Gujarat were famous for copper. Lothal was famous for camelian.

Another way of obtaining raw material was sending expeditions to different places.
Evidences show that expedition was sent to Khetri region of Rajasthan for copper and to South India for Gold. Through these expeditions local communities were contacted. Harappan evidences found at these places indicate contacts between each other. Evidences found at Khetri region were given the name of Ganeshwar Jodhpura Culture by archaeologists. Huge reserves of copper products were found here. It is assumed that inhabitants of these area sent copper to Harappan people.

Question 8.
Discuss how archaeologists reconstruct the past.
Solution :
It is the material evidence by which the archaeologists reconstruct the past. This material could be pottery, tools, ornaments and household objects. It is done in the following ways:

1. Classifying finds : The archaeologists classify their finds in terms of material, such as stone, clay, metal, bone, ivory, etc. and in terms of function i.e., an artefact is a tool or an ornament or both or something meant for ritual use.
2. The archaeologists try to reconstruct religious practices because certain objects which seemed unusual or unfamiliar may have had a religious significance. For example, terracotta figurines of women, heavily jewelled, some with elaborate head dresses were regarded as mother goddesses.
3. Religious beliefs and practices are reconstructed by examining seals, depicting ritual scenes, animals (one, horned animal) cross-legged yogic figure.
4. Many reconstructions are made on the assumption that later traditions provide parallels with earlier ones because archaeologists move from present to the past. The example is ‘proto-Shiva’ seal which can be compared with Rudra mentioned in Rigveda.

Question 9.
Discuss the functions that may have been performed by rulers in Harappan society.
Solution :
The functions that may have been performed by rulers in Harappan society whereas mentioned below –

1. There are indications of complex decisions being taken and implemented in Harappan society. For example, the extraordinary uniformity of Harappan artefacts as evident in seals, pottery, weights and bricks would have due the authority of the rulers. A large building has been found in Mohenjodaro. It might be a palace for the rulers. A stone statute has been labelled as ‘priest-king’. Thus, he may be a ruler who exercised authority for taking various decisions.
2. Whether the ritual practices were performed by the ‘priest-king’ is not clear because these practices of Harappan civilisation are not well understood yet nor are there any means of knowing whether those who performed them also held political power.

We hope the NCERT Solutions for Class 12 History Chapter 1 Bricks, Beads and Bones The Harappan Civilisation help you. If you have any query regarding NCERT Solutions for Class 12 History Chapter 1 Bricks, Beads and Bones The Harappan Civilisation, drop a comment below and we will get back to you at the earliest.

Deep Water NCERT Solutions for Class 12 English Flamingo Chapter 3

Deep Water NCERT Text Book Questions and Answers

Deep Water Think as you read 

Question 1.
What was the “misadventure” that William Douglas speaks about?
Answer:
William Douglas’ traumatic experience in the sea, as a child, made him afraid of water. However, as he was learning to swim in the YMCA pool, he was thrown into the deep end by an older boy. The experience terrified him as he had almost drowned and finally lost consciousness before being hauled out of the water.

Deep Water NCERT Solutions will help you to score more marks in your CBSE board Examination.

Question 2.
What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface?
Answer:
When Douglas was thrown into water, he landed in a sitting position, swallowed water, and went at once to the bottom. He was frightened, but planned to jump, as his feet touched the bottom, and bounce to the surface, and paddle to the edge of the pool. His repeated failed attempts left him terrified and exhausted, till he slipped into unconscious and was pulled out of the pool. The author went from fear to exhaustion and finally submission. He showed courage when he planned to reach the surface, however the repeated attempts drained his strength and he was gripped by terror. He eventually gave up and felt resigned before losing consciousness.

Question 3.
How did this experience affect him?
Answer:
The writer’s experience of near drowning affected him greatly. He felt weak and trembled on his way back home from the pool. He spent many more days in unrest. He never went back to the pool. He feared water and avoided it whenever he could.

Question 4.
Why was Douglas determined to get over his fear of water?
Answer:
Douglas was determined to get over his fear of water as he wished to get into the water of Cascades. He felt terrorised by the memories of the pool and regretted being deprived of the pleasures of fishing, canoeing, boating, and swimming.

Question 5.
How did the instructor “build a swimmer” out of Douglas?
Answer:
The instructor put a belt around Douglas to which a rope was attached. The rope went through a pulley fixed on an overhead cable. He held on to the end of the rope, and made Douglas swim for weeks. Three months later, he taught Douglas to exhale under water, and to raise his nose and inhale, and made him overcome his fear of putting his head under water. Next, the instructor held him at the side of the pool and made him kick with his legs. Gradually, after weeks of practice, his legs relaxed. When Douglas had perfected each hurdle, the instructed coordinated his efforts and gradually built a swimmer out of Douglas.

Question 6.
How did Douglas make sure that he conquered the old terror?
Answer:
To make sure he had conquered fear, Douglas went to Lake Wentworth in New Hampshire, dived in and swam two miles across the lake to Stamp Act Island. Only once when he was in the middle of the lake, did the terror return. But he confronted it and swam on. He also swam across Warm Lake to the other shore and back, to make sure that he had conquered his fear of water.

Deep Water Understanding the text

Question 1.
How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.
Answer:
Douglas was pushed into the deep end of the YMCA swimming pool by a strong boy. He landed up in sitting position, swallowing water. He was frightened, but as he was going down to the bottom of the pool, he decided to make a big jump when his feet would hit the bottom of the pool, come up to the surface, lie flat, and paddle to the edge. But his fall seemed unending. The nine feet felt ninety to the little boy, and before his feet touched the bottom, his lungs were ready to burst.

As soon as his feet hit the bottom, he gathered all his strength and tried to spring upwards. Unlike what he had foreseen, he came up slowly. On opening his eyes, he saw nothing but water; he was terrified. There was nothing to hold on to and he felt suffocated. He tried to scream but no sound came. His eyes and nose came out of the water but his mouth was still under the surface. He thrashed at the surface of the water, but merely swallowed more water and choked. When he tried to bring his legs up, they hung like dead weights, refusing to move. He was pulled under water and once again he felt himself sinking back to the bottom of the pool. Breathless, he hit at the water with all his strength. His lungs and head ached and he began to feel dizzy.

He decided to jump when he hit the bottom. However it made no difference. He groped around for something and felt even more terrorized, with his limbs refusing to move. He finally gave up—his legs felt limp and blackness swept his brain. He felt neither anxiety nor fear. On the contrary, he felt quiet and peaceful, but drowsy, and was finally oblivious of everything around him. The writer makes the description vivid by giving graphic details of the situation and of his fear.

Question 2.
How did Douglas overcome his fear of water?
Answer:
Douglas overcame his fear of water through sheer determination. The experience he had, as a child of three or four, had left an indelible imprint on his mind. This was aggravated by the experience that he had when he was thrown into the pool. This made him stay away from water for many years. Later when he attempted to overcome his fear, his instructor taught him to swim, yet he felt terror-stricken when alone in the pool. He swam tirelessly up and down the length of the pool but he was not sure that the fear had left.

So he went to Lake Wentworth, in New Hampshire, and swam two miles across the lake to Stamp Act Island. Only once did he feel afraid, when he was in the middle of the lake, but he confronted it and swam on. To ascertain if he had overcome his fear completely, he went up to Meade Glacier, and swam across the Warm Lake. This assured him that he had accomplished his desire to overcome his fear of water.

Question 3.
Why does Douglas, as an adult, recount a childhood experience of terror and his conquering of it? What larger meaning does he draw from this experience?
Answer:
Douglas, as an adult, recounts his childhood experience of terror and how he conquered it. He recalled his ordeal as a child about how he almost drowned in a swimming pool. He narrated his journey, under his trainer, where he learnt to swim and finally how he swims across Warm Lake. The account does not attempt to glorify his accomplishment as a swimmer, but celebrates his efforts of conquering his fear of water.

The writer shares with his readers how the experience held a deep significance for him. He writes that he had experienced both the sensation of dying and the terror it produces. He came to realize the value of life through this incident. The account also sheds light on his take on adventure. Adventure calls on all the faculties of the mind and the spirit. It develops self-reliance and independence. Adventure is, however, enjoyed when one is rid of fear. Fear cripples an individual and limits one’s scope. One stays tethered by strings of doubt and indecision and has only a small and narrow world to explore. Douglas shared his experience as a useful lesson and called upon his readers to conquer their fears.

Deep Water Talking about the text

Question 1.
“All we have to fear is fear itself.” Have you ever had a fear that you have now overcome? Share your experience with others in the class.
Answer:
Answers will vary.

Question 2.
Find and narrate other stories about the conquest of fear and what people have said about courage. For example, you can recall Nelson Mandela’s struggle for freedom, his perseverance to achieve his mission, to liberate the oppressed, and the oppressor as depicted in his autobiography. The story “We’re Not Afraid To Die”, which you have read in Class XI, is an apt example of how courage and optimism helped a family survive under dire stress.
Answer:
She could easily be called the Helen Keller of our times. The darkness that surrounds her life has not prevented Bibi Mohammadi from spreading the light of education. At twenty six, Bibi, whose lower limbs are paralysed teaches more than 300 students at her school in Nathnagar, Bhagalpur.

Born in a poor family of weavers, Bibi cleared her intermediate examination—an achievement, considering that her six siblings failed. But, her achievement has not come easy. At school, she was the laughing stock and when other children jumped and ran about, she could only watch. In 1983, while she was still studying, she decided to start a school of her own with around 50 students. Now she teaches over 300 children in three shifts.

Keeping in view the poor economic condition of her locality, she charges a nominal fee of Rs 10 from each student. Interestingly, she is the lone teacher and manages all the classes single-handedly. With slippers in her hands, she crawls from one comer to the other of the dingy, thatched-roof classroom. What keeps her going are words of inspiration from Qari Saheb, the Imam of the Nathnagar mosque. He told her to continue with her education so that by teaching children she could become financially independent and not feel handicapped. Many such stories of Gandhi’s freedom straggle, Martin Luther King, and various everyday examples continue to inspire us.

Deep Water Extra Questions and Answers

Deep Water Short Answer Questions

Question 1.
Douglas’s first experience in water was not a happy incident. Why?
Answer:
Douglas’s first experience in water was very unhappy. It left an indelible imprint on his young mind. As a three or four-year-old, his father took him to the beach in California. As they were surfing, the waves pushed him down and swept over him. He felt buried in water and felt suffocated and frightened. All he could recall later was clinging to his father out of fear. The terror caused by the force of the waves resulted in fear and insecurity that he associated with water.

Question 2.
What were the writer’s complexes that he needed to overcome in order to learn swimming at the YMCA?
Answer:
The writer had developed a fear of water at an early age that was associated with the bitter memory of the Yakima River. He had gone surfing and had almost drowned in the river. Secondly, he hated walking naked into the pool with his bare skinny legs. To overcome this complex, he had to hold back his pride.

Question 3.
What was the writer’s misadventure in the pool at YMCA?
Answer:
The writer was still battling with his complexes in order to learn swimming when another misadventure befell him. He was sitting on the poolside waiting for others when a boy of about eighteen years old came up to him and asked him if he wanted to be “ducked”. Before the writer could react, the older boy picked him up and tossed him into the deep end of the pool.

Question 4.
Douglas had planned on coming out of the pool. Why did his plan fail him?
Answer:
When Douglas was pushed into the pool of water, he planned to jump to the surface and paddle to the edge of the pool. But before he touched bottom, he felt that his lungs were ready to burst. He tried to spring up, but came up slowly. He could see and feel nothing but water. He was too suffocated to scream for help as his mouth did not surface out of the water. As fear gripped him and his legs seemed paralyzed. His attempts to shoot up were thwarted and before he knew he was sinking back to the bottom.

Question 5.
How did Douglas feel when he sank into water the second time?
Answer:
Douglas was petrified of water and the fear worsened when he could not rise to the surface of water. His first attempt to rise was thwarted and he sank back to the bottom. He attempted again but felt a force pulling him under water. He seemed to sink down endlessly. He tried to open his eyes but saw nothing but water with a yellow glow. Fear gripped him and he could not shout out.

Question 6.
Why did his second attempt to come out of water fail?
Answer:
Douglas’ second attempt to come out of water failed although he sprang from the bottom and came up like a cork to the surface. He planned to lie flat on the water and strike out with his arms and thrash with his legs. Keeping that in mind he decided to jump when he hit the bottom. However when he attempted to jump, it made no difference. His helplessness made him shiver with fright. His limbs refused to move as if he was paralyzed, he tried in vain to call for help.

Question 7.
Where did Douglas find himself when he regained his memory?
Answer:
When Douglas’ repeated attempts to come out of water failed, he felt drowsy and lost consciousness. His next memory was of being carried. He got the feeling of floating in space and also felt tender arms lulling him to sleep.On regaining his consciousness, he found himself lying on the side of the pool on his stomach and vomiting. He recalled that the boy who threw him claimed that he was “only fooling”. He vividly heard someone giving instructions to carry him to the locker room.

Question 8.
How did the drowning experience affect Douglas?
Answer:
After the drowning experience, Douglas felt weak and was trembling as he walked home. That night he shook and cried in bed and could not eat. A haunting fear gripped his heart for days the slightest exertion upset him, made him unsteady in the knees and sick to his stomach. The experience affected him so adversely that he started dreading the sight of water and avoided it.

Question 9.
When did Douglas try to go into water again after the pool episode? What was the outcome?
Answer:
A few years after the misadventure in the pool, Douglas learnt of the waters of the Cascades. He tried to wade across the Tieton. He even attempted bathing in Warm Lake of the Goat Rocks. But all his attempts reminded him of the terrifying experience in the pool, and he would get paralyzed with fear.

Question 10.
How did the instructor “build a swimmer” out of Douglas?
Answer:
The instructor built a swimmer out of Douglas gradually. First he put a belt around him to which a rope was attached. The rope was hung through a pulley that ran on an overhead cable. He went into water holding on to one end of the rope. Three months later, the instructor taught Douglas to exhale under water. He also taught him to raise his head and inhale. The instructor taught him next to put his legs to use. With practice, he learned to coordinate his efforts and learnt to swim.

Question 11.
The instructor was satisfied but not the writer. Why?
Answer:
The instructor was satisfied with Douglas’ progress, but Douglas was still apprehensive about facing his fears alone. Although after about six months of training, the instructor felt he had succeeded in teaching Douglas the technique, Douglas felt differently. He wondered how he would react when alone in water. He, thus, attempted to swim alone but his old terror kept coming back. He decided to practise some more to overcome the fear.

Question 12.
How did Douglas make sure that he conquered the old terror?
Answer:
To conquer his old terror of water, Douglas went to Lake Wentworth in New Hampshire and swam for two miles across the lake to Stamp Act Island. He felt the old terror return but he confronted it and swam on. He practised the crawl, the breast stroke, side stroke, and back stroke. Then he swam across Warm Lake to the other shore and back. It was only then that he was sure of having conquered his fear of water.

Question 13.
What was the biggest lesson that the writer learnt during his swimming lessons?
Answer:
The biggest lesson that the writer learnt during his swimming lessons was the need to conquer his fear.
He learnt that in death there was peace but in terror there was the fear of death alone. The writer endorsed Roosevelt’s views: “All we have to fear is fear itself.” Being free from terror was being released.

Deep Water Long Answer Questions

Question 1.
Recount the experiences that made the writer terrified of water? How did he plan to overcome his fear?
Answer:
Two experiences made the writer terrified of water. As a child of three or four, he had gone with his father to a beach in California. They had been surfing and the waves knocked him down and swept over him.He remembered having felt buried in water and was gasping for breath. Later, when he was ten or eleven years old at the YMCA in Yakima, he was pushed into the pool by an older child. He had been saved from drowning but the experience had petrified him. The writer planned to overcome his fear by learning to swim in order to conquer his fear of water.

Question 2.
Why did Douglas’ second attempt to come out of the pool fail?
Answer:
Douglas’s second attempt to come out of the pool failed. As he sank to the bottom of the pool, the nine feet seemed like ninety. Before he touched the bottom of the pool, his lungs were ready to burst. Although Douglas mustered up all his strength and made a spring upwards, he came up slowly. On his way up, he saw nothing but dirty yellow water. He tried to latch on to something but he was surrounded by water. He felt suffocated and could not scream. As he reached up, his eyes and nose were out of the surface of water, but his mouth was still below the surface. His legs hung like dead weights and soon he sank back to the bottom of the pool.

Question 3.
When Douglas went down the third time, he could barely recall anything. What does he recall of the episode?
Answer:
When Douglas went down the third time, he remembered very little of it later. He saw nothing but dark water all around. It terrified him. Screams froze in his throat. He felt lifeless and the only sign of life was his beating heart and the pounding in his head. He was determined to push himself up when he hit the bottom but it made no difference.

He lost hope around that time. He shook and trembled with fright and his limbs were paralyzed. When he regained his consciousness next, he was lying on his stomach and vomiting. He overheard the boy who pushed him into the water claim that he was “only fooling.” Douglas also heard someone say that he had almost died. He was the carried into the locker room.

Question 4.
How did the instructor help Douglas learn swimming?
Answer:
Douglas’ instructor helped build him as into a swimmer. He did this bit by bit. Douglas practised with him five days a week, for an hour each day. Each day the instructor put a belt around his waist, attached to a rope that was strung through a pulley on an overhead cable. He held on to the end of the rope as Douglas swam. Initially, each time the instructor relaxed his hold, the old terror returned.

However, after three months the tension began to ease. The instructor also taught him to put his face under water and exhale, and to raise his nose and inhale till he had eventually learnt to put his head under water. His instructor held him at the side of the pool and had him kick with his legs. The stiffness of the legs gradually relaxed and finally he could command a use over them. Thus piece by piece, the instructor built him into a swimmer.

Question 5.
Why was Douglas not satisfied even after the instructor finished his job of teaching him to swim? How did he help himself?
Answer:
The instructor was satisfied once Douglas learnt to swim. But Douglas still had his apprehensions. He wondered if he would be terror-stricken when was alone in the pool. He tried swimming the length of the pool but was still terrified. He went to Lake Went worth in New Hampshire and also dived off a dock at Triggs Island. He swam two miles across the lake to Stamp Act Island; in the middle of the lake, he put his face under water. Although he was scared, he swam on. It was when he dived into the Warm Lake and was . able to swim across that he shouted with joy at having conquered his fear of water.

Deep Water Value Based Question

Question 1.
Often, the key to the cause of a certain fear or phobia is the same as the key to conquering it. How does the story “Deep Water” justify this?
Answer:
Douglas, the narrator, had been scared of water as a boy. As a child, he was terrified of getting into water. In his attempt to overcome his fear, he tried to learn swimming. At YMCA, he was hurled into the deepest part of the pool by a big strong boy. He was almost drowned, and thereafter he lived a life of overwhelming fear of water. He was so petrified that the sight of water made him sick. Consequently he lost out on various water sports such as fishing or canoeing. He decided to overcome the constricting dread and with grit and determination, he found an instructor who trained him to swim, bit by bit. He successfully overcame his fear and felt liberated. He put his grit and determination to test. The experience of overcoming his fear of water was life-changing for the narrator.

All these class 12 NCERT Flamingo and Vistas English Solutions are given by highly qualified subject teachers adhering to the latest CBSE Syllabus Guidelines & based on the NCERT Textbooks. Students are advised to get chapter-wise NCERT solutions for 12th class English by accessing the quick links available over here and plan accordingly.

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Download All Chapters Class 12 English Flamingo and Vistas NCERT Solutions PDF from the direct links provided below and learn the entire subject thoroughly to score high in the examinations. By using these NCERT Solutions for Class 12 English Vistas and Flamingo, you can practice or cross-check your answers and identify your level of preparation. It helps to pay focus on the areas you have to learn more. So, download and prepare offline whenever requires.

Here we are providing NCERT Solutions for Class 12 English Flamingo and Vistas. Students can get Class 12 English NCERT Solutions, Class 12 English Extra Questions and Answers designed by subject expert teachers.

Class 12 English NCERT Solutions

NCERT Solutions for Class 12 English Flamingo

NCERT Solutions for Class 12 English Flamingo Prose

• Class 12 English Chapter 1 The Last Lesson
• Class 12 English Chapter 2 Lost Spring
• Class 12 English Chapter 3 Deep Water
• Class 12 English Chapter 4 The Rattrap
• Class 12 English Chapter 5 Indigo
• Class 12 English Chapter 6 Poets and Pancakes
• Class 12 English Chapter 7 The Interview
• Class 12 English Chapter 8 Going Places

NCERT Solutions for Class 12 English Flamingo Poetry

• Poem 1 My Mother at Sixty-six Class 12 English
• Poem 2 An Elementary School Classroom in a Slum Class 12 English
• Poem 3 Keeping Quiet Class 12 English
• Poem 4 A Thing of Beauty Class 12 English
• Poem 5 A Roadside Stand Class 12 English
• Poem 6 Aunt Jennifer’s Tigers Class 12 English

NCERT Solutions for Class 12 English Vistas

• Class 12 English Chapter 1 The Third Level
• Class 12 English Chapter 2 The Tiger King
• Class 12 English Chapter 3 Journey to the end of the Earth
• Class 12 English Chapter 4 The Enemy
• Class 12 English Chapter 5 Should Wizard hit Mommy
• Class 12 English Chapter 6 On the face of It
• Class 12 English Chapter 7 Evans Tries an O-level
• Class 12 English Chapter 8 Memories of Childhood

English Grammar for Class 12 English Writing Skills

• Notice Writing Class 12
• Advertisement Writing Class 12
• Poster Writing Class 12
• Invitations and Replies Class 12
• Letter Writing Class 12
• Article Writing Class 12
• Speech Writing Class 12
• Debate Writing Class 12
• Report Writing Class 12

CBSE Class 12 English Reading Comprehension Passages

• Factual Passages
• Descriptive Passages
• Literature Passages
• Note-Making & Summarising

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• It helps you to know your preparation level and subject knowledge.
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• You can get detailed and illustrated solutions for all chapter questions in NCERT English Solutions Book.
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Maths NCERT Solutions Class 12 | Maths Class 12 NCERT Solutions

Class 12 Maths Chapter 1 Relations and Functions

• Class 12 Maths Chapter 1 Relations and Functions Ex 1.1
• Class 12 Maths Chapter 1 Relations and Functions Ex 1.2
• Class 12 Maths Chapter 1 Relations and Functions Ex 1.3
• Class 12 Maths Chapter 1 Relations and Functions Ex 1.4
• Class 12 Maths Chapter 1 Relations and Functions Miscellaneous Exercise

Class 12 Maths Chapter 2 Inverse Trigonometric Functions

• Class 12 Maths Chapter 2 Inverse Trigonometric Functions Ex 2.1
• Class 12 Maths Chapter 2 Inverse Trigonometric Functions Ex 2.2
• Class 12 Maths Chapter 2 Inverse Trigonometric Functions Miscellaneous Exercise

Class 12 Maths Chapter 3 Matrices

• Class 12 Maths Chapter 3 Matrices Ex 3.1
• Class 12 Maths Chapter 3 Matrices Ex 3.2
• Class 12 Maths Chapter 3 Matrices Ex 3.3
• Class 12 Maths Chapter 3 Matrices Ex 3.4
• Class 12 Maths Chapter 3 Matrices Miscellaneous Exercise

Class 12 Maths Chapter 4 Determinants

• Class 12 Maths Chapter 4 Determinants Ex 4.1
• Class 12 Maths Chapter 4 Determinants Ex 4.2
• Class 12 Maths Chapter 4 Determinants Ex 4.3
• Class 12 Maths Chapter 4 Determinants Ex 4.4
• Class 12 Maths Chapter 4 Determinants Ex 4.5
• Class 12 Maths Chapter 4 Determinants Ex 4.6
• Class 12 Maths Chapter 4 Determinants Miscellaneous Exercise

Class 12 Maths Chapter 5 Continuity and Differentiability

• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.1
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.2
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.3
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.4
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.5
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.6
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.7
• Class 12 Maths Chapter 5 Continuity and Differentiability Ex 5.8
• Class 12 Maths Chapter 5 Continuity and Differentiability Miscellaneous Exercise

Class 12 Maths Chapter 6 Application of Derivatives

• Class 12 Maths Chapter 6 Application of Derivatives Ex 6.1
• Class 12 Maths Chapter 6 Application of Derivatives Ex 6.2
• Class 12 Maths Chapter 6 Application of Derivatives Ex 6.3
• Class 12 Maths Chapter 6 Application of Derivatives Ex 6.4
• Class 12 Maths Chapter 6 Application of Derivatives Ex 6.5
• Class 12 Maths Chapter 6 Application of Derivatives Miscellaneous Exercise

Class 12 Maths Chapter 7 Integrals

• Class 12 Maths Chapter 7 Integrals Ex 7.1
• Class 12 Maths Chapter 7 Integrals Ex 7.2
• Class 12 Maths Chapter 7 Integrals Ex 7.3
• Class 12 Maths Chapter 7 Integrals Ex 7.4
• Class 12 Maths Chapter 7 Integrals Ex 7.5
• Class 12 Maths Chapter 7 Integrals Ex 7.6
• Class 12 Maths Chapter 7 Integrals Ex 7.7
• Class 12 Maths Chapter 7 Integrals Ex 7.8
• Class 12 Maths Chapter 7 Integrals Ex 7.9
• Class 12 Maths Chapter 7 Integrals Ex 7.10
• Class 12 Maths Chapter 7 Integrals Ex 7.11
• Class 12 Maths Chapter 7 Integrals Miscellaneous Exercise

Class 12 Maths Chapter 8 Application of Integrals

• Class 12 Maths Chapter 8 Application of Integrals Ex 8.1
• Class 12 Maths Chapter 8 Application of Integrals Ex 8.2
• Class 12 Maths Chapter 8 Application of Integrals Miscellaneous Exercise

Class 12 Maths Chapter 9 Differential Equations

• Class 12 Maths Chapter 9 Differential Equations Ex 9.1
• Class 12 Maths Chapter 9 Differential Equations Ex 9.2
• Class 12 Maths Chapter 9 Differential Equations Ex 9.3
• Class 12 Maths Chapter 9 Differential Equations Ex 9.4
• Class 12 Maths Chapter 9 Differential Equations Ex 9.5
• Class 12 Maths Chapter 9 Differential Equations Ex 9.6
• Class 12 Maths Chapter 9 Differential Equations Miscellaneous Exercise

Class 12 Maths Chapter 10 Vector Algebra

• Class 12 Maths Chapter 10 Vector Algebra Ex 10.1
• Class 12 Maths Chapter 10 Vector Algebra Ex 10.2
• Class 12 Maths Chapter 10 Vector Algebra Ex 10.3
• Class 12 Maths Chapter 10 Vector Algebra Ex 10.4
• Class 12 Maths Chapter 10 Vector Algebra Miscellaneous Exercise

Class 12 Maths Chapter 11 Three Dimensional Geometry

• Class 12 Maths Chapter 11 Three Dimensional Geometry Ex 11.1
• Class 12 Maths Chapter 11 Three Dimensional Geometry Ex 11.2
• Class 12 Maths Chapter 11 Three Dimensional Geometry Ex 11.3
• Class 12 Maths Chapter 11 Three Dimensional Geometry Miscellaneous Exercise

Class 12 Maths Chapter 12 Linear Programming

• Class 12 Maths Chapter 12 Linear Programming Ex 12.1
• Class 12 Maths Chapter 12 Linear Programming Ex 12.2
• Class 12 Maths Chapter 12 Linear Programming Miscellaneous Exercise

Class 12 Maths Chapter 13 Probability

• Class 12 Maths Chapter 13 Probability Ex 13.1
• Class 12 Maths Chapter 13 Probability Ex 13.2
• Class 12 Maths Chapter 13 Probability Ex 13.3
• Class 12 Maths Chapter 13 Probability Ex 13.4
• Class 12 Maths Chapter 13 Probability Ex 13.5
• Class 12 Maths Chapter 13 Probability Miscellaneous Exercise