CBSE Class 12

Here we are providing NCERT Solutions for Class 12 English Flamingo Chapter 1 The Last Lesson. Students can get Class 12 English The Last Lesson NCERT Solutions, Questions and Answers designed by subject expert teachers.

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 are part of NCERT Solutions for Class 12 History. Here we have given NCERT Solutions for Class 12 History Chapter 1 Bricks, Beads and Bones The Harappan Civilisation.

Board	CBSE
Textbook	NCERT
Class	Class 12
Subject	History
Chapter	Chapter 1
Chapter Name	Bricks, Beads and Bones The Harappan Civilisation
Number of Questions Solved	9
Category	NCERT Solutions

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.

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Here we are providing NCERT Solutions for Class 12 English Flamingo Chapter 3 Deep Water. Students can get Class 12 English Deep Water NCERT Solutions, Questions and Answers designed by subject expert teachers.

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.