CBSE Class 9

NCERT Solutions for Class 9 Social Science History Chapter 4 Forest Society and Colonialism

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science History Chapter 4 Forest Society and Colonialism. Free PDF download of NCERT solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 4 – Forest Society and Colonialism. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

Question 1.
Discuss how the changes in forest management in the colonial period affected the following groups of people:
(a) Shifting cultivators
Ans. The colonial government put a ban on shifting cultivation as it was regarded as harmful for forests. Because of this, tribal communities were forced to leave their homes. Many had to change their occupations. There were some who took to protest the policies of colonial masters.

(b) Nomadic and Pastoralist Communities
Ans. In the process, many pastoralists and nomadic communities like the Korava, Karacha, and Yerukula of the Madras Presidency lost their livelihood. Some of them were dubbed as criminal tribes. They were forced to work in factories and plantations.

(c) Firms trading in timber/forest produce
Ans. In India trade in forest products was not new. We have records that show that Adivasi communities trading in goods like hides, horns, silk cocoons, ivory, bamboo, spices fibres, grasses, gums, and rising through nomadic communities like the banjaras. After the coming of the British, trade was completely controlled by the government. The British government gave the European companies the sole right to trade in the forest products.

(d) Plantation owners
Ans. In Assam, both men and women from forest communities like Santhals and Oraons from Jharkhand and Gonds from Chhattisgarh were recruited to work on tea plantations. Their wages were low and the condition of work was not good. They could not return easily to their home villages, from where they were recruited.

(e) Kings/British officials engaged in shikar
Ans. While the forest laws deprived people of their rights to hunt, hunting of big game became a sport. In India, it was the court’s culture to hunt tigers and other animals. However, under colonial rule, hunting increased to such an extent that many species became extinct. The British saw big animals as a sign of primitive society. They believed that by killing big animals, the British would civilise India. Tigers, wolves, and leopards were killed because they posed a threat to cultivators. A British administrator George Yule killed 400 tigers. Only after a long time environmentalists and conservators began to argue that these animals had to be protected.

Question 2.
What are the similarities between the colonial management of the forests in Bastar and in Java?
Answer:
Colonial management of the forests in Bastar and Java ran along the same lines. Bastar is located in India, while Java is an island in Indonesia. The people of Bastar had great respect for mother Earth. The people of Bastar lived in harmony within their own limited boundaries. When the Colonial Government introduced the ‘reservation of forests’ the people of Bastar were worried about their future. Most villagers were displaced while a few were allowed to stay and work for free for the forest department. The villagers of Bastar were deeply upset by this.

The famine in the early 1900s sparked a rebellion against forest reservations. But the rebellion was crushed by the British. The only victory for the villagers was that the colonial government reduced the ‘reserved forests’ by half. The plight of the forest-villagers in Java was very much the same as the people of Bastar. The Dutch were in control of Indonesia. The skilled forest – cutters of Java were in great demand. In the 18^th century, the Dutch slowly began to gain control over the forests in Java. The villagers rose in rebellion, but soon the uprising was suppressed. The Dutch enforced forest laws as in Bastar. The villagers were restricted from entering the forests and those who opposed the ban were severely punished.

Question 3.
Between 1880 and 1920, the forest cover in the Indian subcontinent declined by 9.7 million hectares,
from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following factors in this
decline:
(i) Railways:
Ans. They were essential for colonial trade and movement of troops. To run locomotives, wood was needed as fuel, and to lay the railway lines sleepers were essential to hold the track together. By 1890, about 25,500 km of tracts were laid and more and more trees were cut. In Madras Presidency alone 35,000 trees were being cut annually for sleepers.
(ii) Shipbuilding:
Ans. In England, from the early 19th century, oak forests were disappearing. It created a shortage of timber for the Royal Navy. Ships could not be built without a regular supply of strong and durable timber. Ships were necessary for the protection of overseas colonies and trade. Within a decade trees were cut on a large scale and timber was exported from India.
(iii) Agricultural expansion:
Ans. The colonial government believed that forests were unproductive. They had to be brought under cultivation so that they could yield agricultural products and generate revenue. So between 1880 and 1920, the cultivation increased by 6.7 million hectares.
(iv) Commercial farming:
Ans. The British encouraged the production of commercial crops like jute, sugar, wheat and cotton. The demand for these crops increased in the 19th century Europe, where food grains were needed for growing population and raw material for industries.
(v) Tea/Coffee plantations:
Ans. To meet the growing needs for tea, coffee and rubber, large areas of forests were cleared for their plantation. The colonial government took over the forests and gave vast areas to European planters at cheap rates. These areas were planted with tea, coffee and rubber.
(vi) Adivasis and other peasant users:
Ans. From early times, Adivasis communities traded in goods like hides, horns, silk cocoons, ivory, bamboo, spices, fibres, grasses, gums and resins through nomadic communities like the banjaras. This further declined forest cover.

Question 4.
Why are forests affected by wars?
Answer:
The impact of the First and Second World War on forests was tremendous. In India, the forest department cut trees freely to meet British war needs. The British needed to strengthen their Navy and timber was needed to build warships.
In Java, the Dutch enforced ‘a scorched earth’ policy. They destroyed sawmills and burnt huge piles of giant teak logs so that the Japanese could not get it, during the war.

The Japanese, who invaded Indonesia exploited the forests for their own war needs. They made forest villagers cut down forests. Many villagers used this opportunity to destroy forests and expand cultivation. When the war was over the Indonesian forest service was unable to get the forest land back from the villagers.

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NCERT Solutions for Class 9 English Literature Chapter 4 Keeping it from Harold are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 4 Keeping it from Harold.

NCERT Solutions for Class 9 English Literature Chapter 4 Keeping it from Harold

TEXTUAL EXERCISES
(Page 28)

Question 1.
Before you read “Keeping It From, Harold”, the teacher will encourage you to answer or discuss the following:

1. What are the different weight categories in Boxing ?
2. Have you ever heard the song whose lyrics go like …. “He floats like a butterfly and stings like a bee” ? Who does ‘he’ refer to ? He is also known as ‘The Greatest’ boxer of all time. What was his original name ? How many times did he win the World Heavyweight Belt ?
3. Find out from your friend if he!she watches WWE and who is his/her favourite wrestler. Also find out why he/she likes this wrestler.
4. Discuss with your friend as to why these wrestlers have such a large fan following. Has the perception of people changed over the century with respect to those who fight in the ring ?

Answer
1. The different weight categories in Boxing are the following :
1. Light Fly                46 to 48 kgs
2. Fly                         48 to 51 kgs
3. Bantam                 51 to 54 kgs
4. Feather                 54 to 57 kgs
5. Light                     57 to 60 kgs
6. Light Welter         60 to 63.5 kgs
7. Welter                  64 to 71 kgs
8. Middle                 71 to 75 kgs
9. Light Heavy         75 to 81 kgs
10. Heavy                81 to 91 kgs
11. Super Heavy     above 91 kgs

1. Yes, I have heard this song. It is all about the world Heavy Weight Champion in Boxing Cassius Clay alias Muhammad Ali.
His original name is Cassius Clay.
He won the World Heavyweight Belt three times.

2. I have talked about WWE with my friend. His favourite wrestler is ‘The Great Khali’. He is the first Indian who has made it to the Heavyweight Wrestling Entertainment after rising from humble roots. (His original name is Dalip Singh Rana. He hails from Himachal Pradesh in India).

4. For discussion with a friend. Some points relating to WWF and fan following are given below :
These wrestlers have a large fan following because of

• natural instincts to see traditional games like boxing, wrestling, kabaddi, etc.
• adventure, suspense and romance involved
• excitement as to who will win
• natural interest in sports
• seeing body building display
• wonder as to how such boxers and wrestlers maintain themselves fit and agile
• sheer entertainment involved

5. The perception of people has changed over the century with respect to these fighters in the ring for better. It is more due to the fact that these world boxers have become the star celebrities. It has been because of their personal endeavours, honest means and beliefs in sports and games. In the modern times boxing, wrestling, kabaddi, etc, have attracted more and more people. Boxing as a game has reached the villages now. It is now coupled with body building. Millions of aspirants are now attracted to it all over the world.

Question 2.
Now read the story :
Answer
For students to read the story.

Question 3.
Based on your reading of the story, answer the following questions by choosing the correct option.
(a) Mrs Bramble was a proud woman because ____

1. she was the wife of a famous boxer.
2. she had motivated her husband.
3. she was a good housewife.
4. she was the mother of a child prodigy.

(b) “The very naming of Harold had caused a sacrifice on his part.” The writer’s tone here is ____

1. admiring
2. assertive
3. satirical
4. gentle.

(c) Harold had defied the laws of heredity by _____

1. becoming a sportsperson.
2. being good at academics.
3. being well-built and muscular.
4. respecting his parents.

(d) Harold felt that he was deprived of the respect that his classmates would give him as _____

1. they did not know his father was the famous boxer, ‘Young Porky’.
2. his hero, Jimmy Murphy had not won the wrestling match.
3. he had not got Phil Scott’s autograph.
4. Sid Simpson had lost the Lonsdale belt.

Answer
(a) 4
(b) 3
(c) 2
(d) 1

Question 4.
Answer the following questions :

1. What was strange about the manner in which Mrs. Bramble addressed her son ? What did he feel about it ?
2. Why was it necessary to keep Harold’s father’s profession a secret from him ? [V. Imp.]
3. When Mr. Bramble came to know that he was to become a father what were some of the names he decided upon ? Why ?
4. Describe Mr. Bramble as he has been described in the story.
5. Why was Mrs. Bramble upset when she came to hear that Bill had decided not to fight ?
6. Who was Jerry Fisher ? What did he say to try and convince Bill to change his mind ?
7. How did Harold come to know that his father was a boxer ? (CBSE March 2012) [V. Imp.]
8. Why was Harold upset that his father had not told him about his true identity ? Give two reasons.
   [V. Imp.]
9. Do you agree with Harold’s parents’ decision of hiding from him the fact that his father was a boxer ? Why / Why not ?

Answer.
1. Mrs. Bramble felt amazed that she should have brought such a prodigy as Harold into the world. He was so different from other children. He was a model of behaviour and hence admirable. She had never expected that being the wife of a professional boxer she would mother such a gifted child. So she took a special care for Harold. She treated him as ‘a baby’ still. However, she felt jarred at being addressed like that.

2. It was necessary because Bramble and his wife felt more than obliged to be the parents of a gifted child. Bramble was a professional boxer and he should have children with such traits. But Harold’s being a prodigy was something that caused some sort of complex in them. They were doting parents. So they took a great care that Harold shouldn’t know his father’s profession.

3. Bramble thought that if he had a boy, he would name him as John, after John L. Sullivan. If they had a girl, she should be named Marie, after Miss Marie Lloyd. These personalities were celebrated ones. So Bramble wanted to name his child after them.

4. Mr. Bramble has been described as the mildest and most obliging of men. He was persuasive, a thorough gentleman and a doting father. He has a sacrificing nature. He yielded to all due to his soft and genial nature. This is seen in his changing his decision of fighting the boxing bout. He had decided to give up earlier.

5. Mrs. Bramble got upset because that would mean no money. So she was more upset because of money. She told him that Bramble had borrowed enough money from her. She hoped that she would get that back after Bramble fought the boxing bout and won. This money would ensure a good start of Harold’s life.

6. Jerry Fisher was the trainer at the White Hart. He was training Bramble to fight his boxing bout next Monday. He did everything possible to convince Bill to change his mind. He was not afraid of anybody. He even told Harold about his being a professional
boxer. He compelled Bramble not to give up. When Bramble asserted his decision of giving up, Jerry Fisher’s eyes had tears in them.

7. Harold came to know that his father was a boxer from Fisher. Fisher told him that his father was a fighting man, known to all the heads as a “Young Porky’. Harold’s mother and his maternal uncle Percy Stokes didn’t want it.

8. Harold was upset that his father had not told him about his true identity. First, Bramble was a man of muscle power whereas Harold was a man of intellect. Harold was a prodigy. Bramble had developed a kind of inferiority complex. Secondly, he had lately been a practiser of shady deeds. These two reasons kept him from telling Harold of being a professional boxer.

9. I agree with Harold’s parents’ decision of hiding from him this fact. Actually, Bramble was the mildest and most obliging of men. He had a sacrificing nature. Being such a man it was natural for him to prove his being a doting father. So whatever he did he did for the good of his son.

Question 5.
The sequence of events has been jumbled up. Rearrange them and complete the given flowchart.

1. Major Percy and Bill come to the house.
2. Harold comes to know that his father is a boxer.
3. Bill tells his wife that he is doing it for Harold.
4. Jerry Fisher tries to convince Bill to reconsider.
5. Mrs. Bramble is amazed to think that she has brought such a prodigy as Harold into the world.
6. Harold wants to know what will happen to the money he had bet on Murphy losing.
7. Mrs. Bramble is informed that Bill had decided not to fight.
8. Mrs. Bramble resumes work of darning the sock.
9. Harold is alone with his mother in their home.

Answer
The proper sequence of events would be as follows :
9 → 5 → 8 → 1 → 7 → 4 → 3 → 2 → 6
9. Harold is alone with his mother in their home.
↓
5. Mrs. Bramble is amazed to think that she has brought such a prodigy as Harold into the world.
↓
8. Mrs. Bramble resumes work of darning the sock.
↓
1. Major Percy and Bill come to the house.
↓
7. Mrs. Bramble is informed that Bill has decided not to fight.
↓
4. Jerry Fisher tries to convince Bill to reconsider.
↓
3. Bill tells his wife that he is doing it for Harold.’
↓
2. Harold comes to know that his father is a boxer.
↓
6. Harold wants to know what will happen to the money he had bet on Murphy losing.

Question 6.
Choose extracts from the story that illustrate the characters of these people in it.

Answer

LISTENING TASK
Question 7.
The teacher will ask the students to answer these questions based on an interview given by the legendary WWE wrestler, Kane to Chris Carle of IGN. The students are to listen to the interview.

1. What were the video games that Kane liked playing earlier and which games later ?
2. Who was Kane’s favourite wrestler when he was first getting into wrestling and who were some of the other wrestlers who influenced him into taking up wrestling ?
3. How according to Kane had the WWE changed in the past ten years ?
4. Does Kane prefer performing with the mask or without the mask ?
5. Why does Kane wrestle these days even though he has accomplished almost everything ?
6. What is your impression of Kane as a person after you have heard this interview ?

Answer

1. Kane liked playing Halo 2 and Ghost Recon earlier. Later he liked to play THQ’s Raw vs. Smachdown 2006.
2. Hulk Hogan. There were others also who influenced hiin into taking up wrestling. They were : Randy Savage, Ricky Steamboat, Rio Flair, Four Horsemen. Undertaker was his favourite.
3. According to Kane the WWE had become a product of television. It had become stronger. The format of the show had also changed due to the competition from the formerly WCW. Also business had grown manifold.
4. Kane prefers performing without the mask because he is unlimited in what he can do. However, with the mask he relies on body language.
5. Kane wrestles these days for two things : one, for fun and two, for entertaining his fans.
6. My impression about Kane is good. He is a wrestler in the true sense and a man of principles. Secondly, he has a warm respect for his fans. He is always ready for their entertainment.

WRITING TASK
Question 8.
Many people are of the opinion that violent, physical sports such as boxing, kick boxing and wrestling, to name a few should be banned while others think otherwise. Express your opinion on the topic by either writing in favour of banning these sports or against banning them. While writing, you should also include the rebuttal to your questions. Try not to go beyond 200 words.
Answer

Physical sports should be banned (in favour)

Physical sports should at once be banned. Physical sports are the sports where muscle power is the most important. In fact, it is the only power that is required in these sports. These are boxing, wrestling, kick boxing etc. This means that in such sports gripping, catching the opponent’s body and handling it to one’s advantage are the main things. Then both the participants aim at winning the game. It is quite possible that beyond a certain level the participants forget that it is sport only. In that event they may turn into enemies and harm each other. This, therefore, becomes very dangerous for either of the two.

Also it is quite possible that they may cross the decencies of these sports and go for the neck of each other. Thus such sports tend to end into serious injuries which may lead to death. I am, therefore, of this opinion that such sports involving physical contact of two or more persons is not at all desirable. Secondly, since such sports involve pure raw physical power, the opponents or the participants do anything to win physically. In doing so, they cross or tend to cross all the principles governing the sports or games. Such persons don’t see reason. But they can simply be animals beyond certain degrees. And in that case these sports become no sports but revengeful bouts. So I personally feel that these physical sports should at once be banned.

Against the motion

Physical sports like boxing, kick boxing and wrestling, involve the use of muscle power. That’s why, they are called physical sports. They are like other sports. They therefore, don’t involve any risk or danger to the person of the participants in principle. Many people are of the opinion that these sports should be banned because they tend to result’ in bloody fights. This fact is offset by the truth that the grappling opponents have to observe the rules of the game. Then there are spectators in the form of large crowds, together with the referees manning them. So the chance of getting the participants wild and out-of-control can’t be possible.

Then the participants are conscious of their future careers in these sports. They don’t put their careers at stake. Secondly, I would say that such sports have been played since ages, say from 3rd millennium. Homer’s Iliad contains the first detailed account of a boxing fight. So their utility and entertaining aspects can’t be ruled out. The next point is that the participants have their sporting career in their mind. They are governed by this fully while playing these. If they commit something unlawful or go against the rules of the sports, their sporting careers are liable to be ruined. Seeing these it is desirable that these physical sports are not banned.

Question 9.
A large part of the story is composed of conversation between the characters. Can you convert it into a play and in groups, present your version of the play before the class ? Before that, decide on the members of cast, minimum props required and also the costumes.
Answer
This is mainly a dramatic activity to be undertaken at classroom level. The following guidelines shall be of much use in performing this activity :

1. Members of Cast : The members of the cast are to be Bramble, Mrs. Bramble, Jerry Fisher, Percy Stokes, and Harold.
2. Minimum Props : The entire activity takes place in Bramble’s house. So minimum props are required. A humble house with modest props shall serve the purpose.
3. Costumes/ dialogues/ make up etc : The costumes shouldn’t be out of tune and rhythm with what is given in the story. These are to be as per the characters being played. Their proper make up needs to be carried out as per different situations. Dialogues to be used are or may be picked verbatim from the story as these appear. What is important are the facial expressions, gait, manners of walking, looking, exchanging the dialogues, etc. These need to be practised and-rehearsed by the characters to give out a real effect and tenor of the play.

Make up should also go like that as per the situation, character etc. For instance, Harold should look like a studious boy, learned, wise, serious etc. Mr. Bramble should look like a submissive, yielding, caring and doting father. Equally, all other characters should appear likewise. They should enact their parts with truth, dedication and convincingness.

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NCERT Solutions for Class 9 English Literature Chapter 9 Lord Ullin’s Daughter are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 9 Lord Ullin’s Daughter.

NCERT Solutions for Class 9 English Literature Chapter 9 Lord Ullin’s Daughter

TEXTUAL EXERCISES
(Page 74)

Questions 1 to 3 carry no questions.
Answer
There is no question asked on it. Meant for working out at class level.

Question 4.
Now, listen to the poem again. As you listen this time, read the poem aloud, along with the recording. Try to copy the rhythm of the recording.
Answer
Meant for class level. The rhythm of the tape-recording will be clearly understood. It will be understood and felt through the ‘beat’ at the end of each stanza.

Question 5.
On the basis of your understanding of the poem, answer the following questions by ticking the correct choice.
(a) Lord Ullin’s daughter and her lover are trying to ______

1. escape the wrath of her father
2. settle in a distant land
3. challenge the storm in the lake
4. trying to prove their love for each other.

(b) The boatman agrees to ferry them across because ____

1. he has fallen in love with Lord Ullin’s daughter.
2. he wants to avenge Lord Ullin.
3. he has lost his love.
4. he is sorry for the childlike innocence of the lady.

(c) The mood changes in the poem. It transforms from _____

1. happiness to fear.
2. anxiety to grief.
3. fear to happiness.
4. love to pain.

(d) The shore ofLochgyle has been referred to as ‘fatal shore !’ The poetic device used here is _____

1. metaphor.
2. simile.
3. transferred epithet.
4. onomatopoeia.

Answer
(a) 1
(b) 4
(c) 2
(d) 1

Question 6.
In pairs copy and complete the summary of the poem with suitable words! expressions.
A Scottish Chieftain and his beloved were (1) _____ from her wrathful father. As they reached the shores, the (2) _____ told a boatman to (3) ____ them across Lochgyle. He asked him to do it quickly because if (4) ____ found them, they would kill him. The boatman (5) ____ to take them not for the (6) _____ that the Chieftain offered but for his (7) _____. By this time, the storm had (8) ____ and a wild wind had started blowing. The sound of (9) _____ could be heard close at hand. The lady urged the boatman (10) _____ as she did not want to face an angry father. Their boat left the (11) _____ and as it got caught in the stormy sea, Lord Ullin reached the deadly (12) _____ . His anger changed to wailing when he saw his daughter (13) ____. He asked her to return to the shore. But it was (14) ____ as the stormy sea claimed his daughter and her lover.
Answer

1. fleeing
2. Chieftain
3. ferry
4. Lord Ullin’s men
5. promised
6. money
7. beloved
8. grown loud
9. tempest
10. to make haste
11. stormy land
12. shore
13. being surrounded by stormy water
14. vain

Question 7.
Why does Lord Ullin’s daughter defy her father and elope with her lover ? (Stanza 1)
Answer
Lord Ullin’s daughter loves the Chieftain passionately. She wants to marry him as both love each other beyond description. But Lord Ullin doesn’t allow her to marry due to various reasons. So she has no alternative except to elope with her lover.

Question 8.
Give two characteristics of the boatman who ferries the couple across the sea.
Answer
The two characteristics of the boatman are : one, he is courageous. Second, he doesn’t care for money. Then he is a man of words. He risks everything to fulfil his words.

Question 9.
“Imagery” refers to something that can be perceived through more than one of the senses. It uses figurative language to help form mental pictures. Campbell used vivid, diverse and powerful imagery to personify the menacing face of nature. Pick out expressions that convey the images of anger in the following stanzas

Answer

Question 10.
Read the following lines and answer the questions that follow
“His horsemen hard behind us ride ;
Should they our steps discover,
Then who will cheer my bonny bride When they have slain her lover ?”

1. Who is ‘his’ in line 1 ? Who does ‘us’ refer to ?
2. Explain : ‘cheer my bonny bride’. .
3. Why would the lover be slain ?

Answer

1. ‘His’ stands for Lord Ullin. ‘Us’ refers to Lord Ullin’s daughter and her lover Chieftain.
2. It means ‘who will console my attractive and beautiful beloved’ (after my death).
3. The lover would be slain because his beloved’s father, Lord Ullin, has been chasing them. He has not given his permission to his daughter to marry her lover.

Question 11.
“The water-wraith was shrieking.” Is the symbolism in this line a premonition of what happens at the end ? Give reasons for your answer. (Stanza 7)
Answer
The symbolism in this line is a forewarning of what happens at the end. The wind has raised the water into a kind of violent seastorm. This seastorm changes into a tempest. It drowns Lord Ullin’s daughter and her lover.

Question 12.
The poet uses words like ‘adown’, ‘rode’ which contain harsh consonants. Why do you think the poet has done this ? (Stanza 8)
Answer
The poet has done so to suggest the great anger of Lord Ullin and his armed men, chasing his daughter and her lover. This ‘danger’ to their lives is also suggested by the words like ‘wilder’, ‘drearer’, ‘adown’, ‘rode’ and ‘sounded’.

Question 13.
In Stanza 10, the poet says—
The boat has left a stormy land,
A stormy sea before her, …….

1. In both these lines, the word “stormy” assumes different connotations. What are they ?
2. The lady faces a dilemma here. What is it ? What choice does she finally make ?

Answer

1. ‘A stormy land’ suggests that Lord Ullin’s daughter’s elopement has stirred a ‘storm’ (squall) in her family. It is on the land. Lord Ullin is after her with his armed men. ‘A stormy sea’ gives out the hint that there is a seastorm rising at present in the sea.
2. The dilemma is that the lady has ‘storm’ on both her sides. She can’t return as there is ‘storm’ at home. She can’t go forward as the ‘seastorm’ is ready to drown her. She finally chooses to face the seastorm. She thinks it right to be killed with her lover than to live without him.

Question 14.

1. “Lord Ullin reached that fatal shore” just as his daughter left it. (Stanza 11).
   Why is the shore called fatal ?
2. Why does Lord Ullin’s. wrath change into wailing on seeing his daughter ?

Answer

1. The shore is called ‘fatal’ because Lord Ullin will see his daughter being drowned by the seastorm.
2. Lord Ullin’s anger changes into wailing on seeing his daughter. He now sees the tempest is drowning his daughter. That’s why, he calls up his daughter as his fatherly instinct is now over him. He would forgive her highland chief. He asks them to return to the shore.

Question 15.
“One lovely hand she stretch’d for aid.” Do you think Lord Ullin’s daughter wanted to reach out to her father ? (Stanza 12) If yes, why ?
Answer
I think that Lord Ullin’s daughter really wanted to reach out to her father now at this point of life and death. A daughter would always incline more towards her father than her lover at such a critical moment.

Question 16.
You are already familiar with the poetic device “alliteration”. The poet makes extensive use of the same throughout the poem. Pick out as many examples of alliteration as you can.
Example : fast – father’s; horsemen-hard.
Answer

Question 17.
What is the rhyme-scheme of the poem ?
Answer
The rhyme scheme is ab,ab. In the last stanza it is ab, cb.

Question 18.
Imagine you are one of the chiefs of the cavalry riding behind Lord Ullin. You and your men ride for three days at the end of which you reach the shore. Narrate your experience as you witnessed a father lamenting the loss of his child, in the form of a diary entry. (V. Imp.)
Answer
11.15 pm                                                                      Sunday, 26 April, 2015
At last after three days we reached the shore. It was with great difficulty that we reached there. To our horror, the wild tempest was beating the shore horribly. It was rising upto the skies. The water seemed to be touching the zenith. Then I saw Lord Ullin wailing bitterly over the drowning of his child. Seeing her drowning he was raising his hands upwards. He was crying most piteously.

Now Lord Ullin was not Lord Ullin but a helpless father seeing his own daughter drowning. The storm was violent and unabated. Soon it claimed the lives of his daughter and her lover, the chieftain of Ulva isle. The scene was heart-moving. I became emotional seeing the wailing of a father over the drowning of his child.

Question 19.
Imagine that you are Lord Ullin. You bemoan and lament the tragic loss of your lovely daughter and curse yourself for having opposed her alliance with the chieftain. Express your feelings of pain and anguish in a letter to your friend.
Answer
Uhan Glen Scotland
10 November, 2015
My dear Lord Gulva

I am really in a great shock over the tragic loss of my lovely daughter. I feel as if one part of my body has been cut. I must have understood my dearest daughter’s heart and myself have sorted out the matter. It was really bad on my part to have put my armed men to hunt for her and her lover. I must have understood that love is a basic instinct. I understand that it can’t be repressed. For ever and for ever I shall curse myself with a feeling.

It is that I myself am the murderer of my bonny and beautiful daughter. She was drowned by the wild tempest before my eyes and I couldn’t do anything. She extended her hand to me for help. But I couldn’t save her. I remember her innocent face crying for help. She was then between life and death at that crucial moment ! And I, a helpless father, could do nothing to save her ! But it’s all over. I shall live with this stigma in my mind that I am the killer of my own daughter.
Yours sincerely
Lord Ullin

Question 20.
In pairs, argue in favour of or against the topic “Lord Ullin’s daughter was right in her decision to defy her father.” Give logical and relevant reasons, and present your point of view to the class.
Answer

Lord Ullin’s daughter was right in her decision to defy her father
(For the Motion)

Lord Ullin’s daughter was right in her decision to defy her father. We must know that love is a God-given gift. Then love is not something that is at someone’s command. It is very essential for life and its propagation. Joy, happiness, pleasure etc, are its products or its faces. These are nourished and nurtured by love. Like love is a gift of the gods, falling in love too is the gift of gods. So when Lord Ullin’s daughter fell in love with the Chieftain she was following the dictates of the gods. So she eloped with the Chieftain as per the desire of the divine powers and her spiritual urges.

Thus nothing was wrong in their eloping together as her father would have got them killed. Secondly, love is something that must not be denied at any cost. It must be allowed to blossom since it is the fountainhead of all life. Obviously, she and the Chieftain were following the divine dispensation. It was opposed by earthly forces in the form of her father. To me nothing was wrong in Lord Ullin’s daughter to defy her father. If she had been wrong, her father couldn’t have asked her in the end to return. She was in the middle of the pitiless waves of the sea which drowned her and her lover, the Chieftain.

Lord Ullin’s daughter was right in her decision to defy her father
(Against the motion)

Lord Ullin’s daughter was not right in her decision to defy her father. It is a known fact that all parents love their children to the maximum. Their parents love them very much. They can do and shall do anything for the welfare and well-being of their children. Then it is the moral duty of the children to respect their parents’ feelings and emotions. Children are and shall always be children before their parents. Before them they are immature. They don’t see the right and wrong when they are young.

They may be swayed by emotions and commit something immoral. They may fall in love with somebody not approved by their parents. In marrying the person against the desire of the parents is something that is never allowed by the parents. This involves social level, social and economic levels, sincerity, faithfulness, social prestige, equality in status, etc. Marriage is a two-sided affair and once-in-a-life opportunity. So children need to leave this decision for them to their parents.

Their parents are always concerned more about their well¬being. But Lord Ullin’s daughter did something wrong in defying her father thus ruining his social status and standing. This social prestige is as essential for life as food and water. So Lord Ullin did nothing wrong in sending his men to kill them for the honour of his family and clan. Children mustn’t be allowed to do any thing against their parents’ interests and social standing. Thus Lord Ullin’s daughter mustn’t have defied her father at all.

We hope the NCERT Solutions for Class 9 English Literature Chapter 9 Lord Ullin’s Daughter help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 9 Lord Ullin’s Daughter, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 2 Video Show are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 2 Video Show.

CBSE 9 English Main Course Book Unit 4 Radio and Video Show Chapter 2 Video Show

Here is another challenging and innovative project for you to work on ; you will produce and present a video show.
Question 1.
You will watch a CD or a TV programme which will give you ideas for developing and presenting your own programme.
Answer :
Students can gather various ideas after going through the radio programme given above. A video show will equally be possible for them to be made on these lines.

Under Question 1. students shall watch a CD or a TV programme. This will give them ideas for developing and presenting their own programme as given above in verbal form.

Under Question 2. students shall discuss the difference between a Radio Show and a Video Show. Some hints given below shall enable them to know and understand this difference.

Radio Show : It is purely an audio programme, that is, one can hear it only as we listen to various Radio programmes.
Video Show : A Video Show means a show that has more video content than the audio one. The interlinking between various episodes is provided by the presenter. He acts like a go-between between various incidents joined together in the Video Show.

Students can make their own video show by using their handycam. But before that they will have to prepare a kind of plan and select a topic. Making a Video Show is like producing or making a documentary film on a particular subjec

Question 2.
Before you watch the recording the second time, in groups discuss the difference between a Radio Show and a Video Show.
Answer :
Students can gather various ideas after going through the radio programme given above. A video show will equally be possible for them to be made on these lines.

Under Question 1. students shall watch a CD or a TV programme. This will give them ideas for developing and presenting their own programme as given above in verbal form.

Under Question 2. students shall discuss the difference between a Radio Show and a Video Show. Some hints given below shall enable them to know and understand this difference.

Radio Show : It is purely an audio programme, that is, one can hear it only as we listen to various Radio programmes.
Video Show : A Video Show means a show that has more video content than the audio one. The interlinking between various episodes is provided by the presenter. He acts like a go-between between various incidents joined together in the Video Show.

Students can make their own video show by using their handycam. But before that they will have to prepare a kind of plan and select a topic. Making a Video Show is like producing or making a documentary film on a particular subject.

Question 3.
Complete the following table and then compare it with your partner.
VIDEO CD :

Is there enough variety of content ?
Answer :
Students to complete the table on their own after having made a Video Show.

Question 4.
Now it is your turn. Your class will be divided into groups of ten students. Each group will produce a programme. Keep in, mind the following.

• Each group will invent their own channel. Give it a name and logo. The duration of the programme should be about 10 – 15 minutes.
• Your presentation should be well-planned; it should include an introduction, a news item, a weather-report, and an advertisement. (You can take hints from Question 3)

Each group will have the following :
Two Anchors, Script Writer, Director, News Reader, Camera person and assistant, Cast, Reporter, Recorder and event manager.
Anchors : Present the programme in a lively manner.
Script Writer : Ensure the final draft of the script is ready before you start recording.
Director : Ensure the programme has enough variety.
News Reader : Report school news, current news and neighbourhood news.
Camera person and assistant : Capture the items on camera.
Cast : Each group will choose an item for the programme. Discuss it with the director ; write your script, making sure you do not exceed the allocated duration. Then rehearse your item, so that it is perfect when the programme is actually produced.
Reporter : Will help the news reader in compiling the news.
Recorder : Record the audio part.
Producer : Decide on a day when the whole programme is to be produced and assist in any way required

Event manager :

• Ensure the programme has enough variety of content.
• Supervise the work of the scipt writer
• Help edit the recording.
• Ensure that the required hardware – tape-recorder, video camera, charger, CD etc are available. Now enact or sit back and enjoy the programme.

Answer :
Project :
The Class IX Video Show is all about making a Video Show like a Radio Show. Question 4. is all about producing such a video show. Students may read the important points given under Question 2, Question 3, and Question 4. and proceed ahead with the task of producing this Video Show under the guidance of their teachers.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 2 Video Show help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 2 Video Show, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 1 The Indian Rhinoceros are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 1 The Indian Rhinoceros.

CBSE Class 9 English Main Course Book Unit 3 Environment Chapter 1 The Indian Rhinoceros

Question 1.
The Indian Rhinoceros :
Where are they ? Do they have a future ? We are very materialistic and are often lured into buying and using clothes and articles made from animal parts. Here’s a shopping list that is most shameful….

The list seems endless, doesn’t it ? Are these things not shameful enough to set us pondering deeply over the harm that we are inflicting on nature’s creations ?

1. Why is the list ‘most shameful’ ?
2. What is the name of the organisation that has been formed to protect and conserve wild life ?
3. Name at least ten other animals that are being exploited by man for commercial purposes. Surf the net to get your

information and complete the following table :

Answer :

1. This is called “the world’s most shameful shopping list” because for producing these products a number of wild animals including whales are killed.
2. The name of the organisation is : International Whaling Commission/World Wildlife Fund.
3. Animal / Part of the body used / Product

Question 2.
Read this article about the great Indian Rhinoceros. [You will find the information useful for your group discussion in A.5.]
Answer :
The Indian Rhinoceros or the Great One-Horned Rhinoceros or the Asian Onehorned Rhinoceros (Rhinoceros unicornis) is a large mammal primarily found in north-eastern India, Nepal and parts of Bhutan. It is confined to the tall grasslands and forests in the foothills of the Himalayas. The Indian Rhinoceros once ranged throughout the entire stretch of the IndoGangetic Plain but excessive hunting reduced their natural habitat drastically.

Today, about 3,000 Indian Rhinos live in the wild, 1,800 of which are found in India’s Assam alone. In 2008, more than 400 Indian Rhinos were sighted in Nepal’s Chitwan National Park. In size it is equal to that of the White Rhino in Africa; together they are the largest of all rhino species. The Great One-Horned Rhinoceros has a single horn; this is present in both males and females, but not on newborn young. In most adults, the horn reaches a length of about 25 centimetres, but has been recorded up to 57. 2 centimetres in length. The nasal horn curves backwards from the nose. The horn is naturally black.

This prehistoric-looking rhinoceros has thick, silver-brown skin which becomes pinkish near the large skin folds that cover its body. The Male develops thick neckfolds. It has very little body hair aside from eyelashes, ear-fringes and tail-brush. These rhinos live in tall grasslands and riverine forests, but due to habitat loss they have been forced into more cultivated land. They are mostly solitary creatures, with the exception of mothers and calves and breeding pairs, although they sometimes congregate at bathing areas.

The Indian Rhinoceros makes a wide variety of vocalizations. At least ten distinct vocalizations have been identified: snorting, honking, bleating, roaring, squeakpanting, moo-grunting, shrieking, groaning, rumbling and humphing. In addition to noises, the rhino uses olfactory communication.

In aggregations, Indian Rhinos are often friendly.They will often greet each other by waving or bobbing their heads, mounting flanks, nuzzling noses, or licking. Rhinos will playfully spar, run around, and play with twigs in their mouth. Adult males are the primary instigators in fights. Fights between dominant males are the most common cause of rhino mortality. Indian rhinos have few natural enemies, except for tigers. Tigers sometimes kill unguarded calves, but adult rhinos are less vulnerable due to their size. Humans are the only other animal threat, hunting the rhinoceros primarily for sport or for the use of its horn. Indian Rhinos have been somewhat tamed and trained in circuses, but they remain dangerous and unpredictable animals.

In the nineteenth and early twentieth century, the Indian Rhinoceros was hunted relentlessly. Reports from the middle of the nineteenth century claim that some military officers in Assam individually shot more than 200 rhinos. In the early 1900s,  officials became concerned at the rhinos’ plummeting numbers. By 1908 in Kaziranga, one of the rhino’s main ranges, the population had fallen to around 12 individuals. In 1910, all rhino hunting in India became prohibited.

The rhino is a major success of conservation. Only 100 remained in the early 1900s; a century later, their population has increased to about 2500 again, but even so the species is still endangered. The Indian rhino is illegally poached for its horn. Some cultures in East Asia believe that the hair has healing and potency powers and therefore is used for traditional Chinese medicine and other Oriental medicines.

The Indian and Nepalese Governments have taken major steps toward Indian Rhinoceros conservation with the help of the World Wildlife Fund (WWF). The Kaziranga National Park and Manas National Park in Assam, Pobitora Reserve Forest in Assam (having the highest Indian rhino density in the world), Orang National Park of Assam, Laokhowa Reserve Forest of Assam (having a very small population) and Royal Chitwan National Park in Nepal are homes to this endangered animal.

Question 3.
In Units 1 and 2 you learnt and practised the skill of deducing the meanings of new words by using other words in the given context. Now use that skill to deduce the meanings of words in the article you have read. Here is an example.
(a)
They are solitary creatures with the exception of the mothers and calves and breeding pairs, although they sometimes congregate at bathing places.

Deduce the meanings of the following words from the passage you have just read, using other words in the context to help you. Copy and complete the following :
Answer :

Question 4.
Punctuate the Following :
the indian rhinoceros was the first rhinoceros known to europeans rhinoceros comes from the greek rhino meaning nose and ceros meaning horn the indian rhinoceros is monotypic there are no distinct subspecies rhinoceros unicornis was the type of species for the rhinoceros family first classified by carolus linnaeus in 1758 the indian rhinoceros was the first rhino widely known outside its range the first rhino to reach europe in modern times arrived in lisbon in may 20, 1515 king manual I of portugal planned to send the rhinoceros to pope leo x but the rhino perished in a shipwreck.
Answer :
The Indian rhinoceros was the first rhinoceros known to Europeans. Rhinoceros comes from the Greek rhino meaning nose and ceros meaning horn. The Indian rhinoceros is monotypic. There are no distinct subspecies. Rhinoceros unicornis was the type species for the rhinoceros family first classified by Carolus Linnaeus in 1758. The Indian rhinoceros was the first rhino widely known outside its range. The first rhino to reach Europe in modern times arrived in Lisbon. On May 20, 1515 King Manual I of Portugal planned to send the rhinoceros to Pope Leo X but the rhino perished in a shipwreck.

Question 5.
Imagine that you are conducting a research on the conservation of a few animal species in India. You have been asked by the Wildlife Trust of India to prepare a report on the future of the YAK that lives in the Ladakh region of the Himalayan Mountains. In groups of four, discuss the issue and make notes for your report. Refer to the article in A.2 and the information in the box given here.

Answer :
Within your group, discuss :

• What is the problem? How has it arisen?
• What is the best way to preserve these species?
• Why do we need to preserve these species?
• What values are to be inculcated in the hearts of human beings? Why?
• What actions would you recommend to the World Wildlife Federation?
• How is global warming affecting these species?

Question 6.
In your discussions in groups, and in your individual written report, you will find the following language
useful :
Answer :

Question 7.
As a Conservationist, write a report to the World Wildlife Federation, based on A.5. Remember ‘CODER’.

Answer :
A.5 to A.7 cover discussing the report before preparing it in writing. Discussion to be undertaken at class level. A.6, A.7 to adopt and use the given language in writing the report
A Report to the World Wildlife Federation based on A.5 :
From : Anil Kumar, Conservationist
Dated : ___________
To : The Chairman World Wildlife Fund Geneva
Subject : Conserving the depleting population of Yak in the Ladakh region of India
Dear Sir,
You recently asked me to submit a report on my study of Yak – in particular, their future. The following are my findings and recommendations :
1. The current problem, as you know, is the diminishing number of Yaks in the Ladakh region of the Himalayan mountains in India. It is sad that yak living a domestic life and  living in the wild is being threatened due to various reasons. In the wild it is hunted for fur, fibre, meat etc.

2. The problem has arisen because of various factors. These are : shrinking natural habitat, poaching, shrinking forestry, increasing reclaiming of forest land for farming,  urbanisation, etc.

3. The effects of the problem are not difficult to imagine. First of all the disturbance in the ecological balance of nature. This ecological system sustains human life. Vanishing wildlife means a threat to the nature that sustains all kind of life.

4. I recommend that various steps should at once be taken like checking poaching, trading in the body parts of yak,increasing natural habitat etc. Strictest actions must be taken  against those indulging in illegal killing of Yak.

5. I strongly recommend that immediate steps should be taken to increase the population of yak both at domestic and domestic levels. At domestic level, public breeding of them  should be counselled about. It must focus on the necessity of having Yaks as the mainstay of life in these regions in providing us the necessities of life.

For increasing their number in the wild, we can make strict laws for poachers. Breeding places should be established where yak siblings can be given birth and released later in the  wild. In view of these facts, I strongly recommend that immediate steps must be taken to conserve the Yak population.
Yours faithfully, 
Anil Kumar.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 1 The Indian Rhinoceros help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 1 The Indian Rhinoceros, drop a comment below and we will get back to you at the earliest.