CLASS-7 SUBJECT CIVICS CHAPTER-4 GROWING UP AS BOYS AND GIRLS

 EVENTS CONVENT HIGH SCHOOL

04/02/2022      CLASS- 7  SESSION 2021-22
SUBJECT : CIVICS
CHAPTER-4
GROWING UP AS BOYS AND GIRLS

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Question 1.Fill in the blanks with appropriate words:

1. The child centres in villages are called …………… .
2. Our constitution provides ……………………….. of genders.
3. In Madhya Pradesh the ………………… schools were designed differently in the 1960s.
4. Most of the work done by women is …………….. .
Answer:
1 anganwadi
2. equality
3. girls’
4. devalued /invisible.

Question 2.State whether the given statements are true or false.
1. House work does not require physical and emotional work.
2. Life of domestic worker is very difficult.
3. Government has passed laws that organisations with women workers must have creche facilities.
4. Domestic workers get high wages.
Answer:
1. False
2. True
3. True
4. False.

Question 3.Match the contents of Column A with that of Column B.

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

VERY SHORT ANSWER TYPE QUESTIONS

1. What was a very important activity on the Samoan islands in the 1920s?
Answer: Fishing was a very important activity on the Samoan Islands in the 1920s.

 2. How was the girls’ school in Madhya Pradesh in the 1960s designed differently from the boys’ school?
Answer: Girls’ school had a central courtyard where girls played in total seclusion and safety from the outside world. The boys school had no such courtyard.

3. As these girls walked on the streets, they looked so purposeful’. What does the word ‘purposeful’ refer to?
Answer: Their only intention was to get home safe and as soon as possible.

4. Why do we give boys and girls different toys to play with? [V. Imp.]
Answer: We want to tell them that they will have different futures when they become men and women.

5. What do we teach boys and girls in their early childhood? [Imp.]
Answer: We teach boys that they need to be tough and masculine. On the contrary, we, teach girls that they need to be soft and mild.

 SHORT ANSWER TYPE QUESTIONS

1. Why did Harmeet develop a notion that her mother did not work?
Answer: In our societies, the work that women do within the home is not recognised as work. It is assumed that this is something that comes naturally to women. It is therefore, Harmeet developed such notions and said that her mother did not work

2. Why are the wages of domestic workers usually low? [V. Imp.]
Answer: It is because the work that domestic workers do, does not have much value.

3. What is the daily schedule of a domestic worker?
Answer: A domestic worker’s day usually begins at five in the morning and ends at twelve in the night.

4. How are domestic workers treated by their employers?  [V. Imp.]
Answer: Domestic workers are often not treated well by their employers. Despite the hard work they do, their employers often do not show them much respect.

5. What do you mean by the term ‘double burden’?  [Imp.]
Answer: Several women today work both inside and outside the home. This is often referred to as ‘double burden’.

CLASS-8 SUBJECT SOCIAL SCIENCE (FINALS-E) CIVIC CHAPTER-4 UNDERSTANDING LAW.

  EVENTS CONVENT HIGH SCHOOL

27/01/2022      CLASS- 8   SESSION 2021-22
SUBJECT : SOCIAL SCIENCE CIVIC

CHAPTER-4 
UNDERSTANDING LAW

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1. When did the Protection of Women from Domestic Violence Act come into effect?
   1. 2006
   2. 1990
   3. 2001
   4. 2005 -Answer 
2. A bill finally becomes an Act after the assent of______.
   1. President -Answer
   2. Prime Minister
   3. Supreme Court
   4. Speaker
3. When was the Sedition Act passed?
   1. 1870 -Answer
   2. 1860
   3. 1919
   4. 1858
4. Abuse of the woman includes…………….
   1. Economic abuse
   2. Sexual abuse
   3. Verbal abuse
   4. All of these -Answer

5. Match the following:

   (i) The Sedition Act	(a) 2006 (2)
   (ii) Protection of women from Domestic Violence Act	(b) 1919 (3)
   (iii) Rowlatt Act	(c) Lead to conflict (4)
   (iv) Controversial Laws	(d)1870 (1)

6. 1. All persons in independent India are equal before the law.
   2. The colonial law was arbitrary
   3. Indian judges began to play a greater role in making decisions
   4. The role of citizens is crucial in helping the parliament frame different concerns that people might have into laws.

7. State True or False:

   1. Girls can inherit father’s property. True
   2. The British government was good to the Indian people. False
   3. The Indian Constitution served the Indians with the laws which are equal to all without any discrimination. True
   4. The Parliament does not have any role in making laws. False

8. Answer the following questions:-

Question 1. Mention the different categories under which Law can be classified.
Solution: Some of the categories under which law can be classifies are…
Criminal law
Contract Law
Property Law
International law
Equity and Trust Laws

Question 2 Write a short note on Lady Justice.
Solution: Lady Justice or Justitia is the Roman Goddess of Justice. It is a personification of the moral force that underlies the legal system. Her blindfolded eyes symbolize equality under the law and impartiality towards all the people who are governed by it. The weighing scales represent the balancing of people’s interests under the law, and her sword denotes the law’s force of reason.

Question 3 Mention some of the common laws that govern us.
Solution: Some of the common laws that govern us are…
The age at which a person can vote
Specific age for marriage
Laws governing the selling and buying of property

Question 4 What is a constitution?
Solution:A Constitution is a document outlining the basic laws or principals by which a country is governed.

Question 5State Article 14 of the Indian constitution
Solution:Article 14 – Equality before law. – The State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India.

Question 6 How was the system of law during ancient times in India?
Solution: In ancient India, there were countless and overlapping local laws. Different communities were given the liberty to enforce the laws according to their need. In some cases, the punishment that two persons received for the same crime varied depending on their caste. The lower castes were punished more harshly.

Question 7 When was the Hindu Succession Amendment Act revised?
Solution: The Hindu Succession Amendment Act was revised in 2005.

Question 8 What was the Sedition Act?
Solution: According to the Sedition Act of 1870 any person protesting or criticising the British government could be arrested without due trial.

CLASS-7 SUBJECT HINDI (FINALS-E) CHAPTER-4 कठपुतली

   EVENTS CONVENT High SCHOOL

25/01/2022      CLASS- 7   SESSION 2021-22
SUBJECT :HINDI

CHAPTER-4

 कठपुतली 

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बहुविकल्पी प्रश्नोत्तर

(क) कठपुतली कविता के रचयिता हैं
(i) मैथलीशरण गुप्त
(ii) भवानी प्रसाद मिश्र
(iii) सुमित्रानंदन पंत
(iv) सुभद्रा कुमारी चौहान

(ख) कठपुतली को किस बात का दुख था?
(i) हरदम हँसने का
(ii) दूसरों के इशारे पर नाचने का
(iii) हरदम खेलने का
(iv) हरदम धागा खींचने का।

(ग) कठपुतली के मन में कौन-सी इच्छा जागी?
(i) मस्ती करने की
(ii) खेलने की
(iii) आज़ाद होने की
(iv) नाचने की

(घ) पहली कठपुतली ने दूसरी कठपुतली से क्या कहा?
(i) स्वतंत्र होने के लिए।
(ii) अपने पैरों पर खड़े होने के लिए।
(iii) बंधन से मुक्त होने के लिए 106
(iv) उपर्युक्त सभी

(ङ) कठपुतलियों को किनसे परेशानी थी?
(i) गुस्से से
(ii) पाँवों से
(iii) धागों से
(iv) उपर्युक्त सभी से

(च) कठपुतली ने अपनी इच्छा प्रकट की|
(i) हर्षपूर्वक
(ii) विनम्रतापूर्वक
(iii) क्रोधपूर्वक
(iv) व्यथापूर्वक

(छ) कठपुतली गुस्से से क्यों उबल पड़ी
(i) वह आजाद होना चाहती थी
(ii) वह खेलना चाहती थी
(iii) वह पराधीनता से परेशान थी
(iv) उपर्युक्त सभी

(ज) “पाँवों को छोड़ देने का’ को अर्थ है
(i) सहारा देना
(ii) स्वतंत्र कर देना
(iii) आश्रयहीन कर देना
(iv) पैरों से सहारा हटा देना

उत्तर
(क) (ii)
(ख) (ii)
(ग) (iii)
(घ) (iv)
(ङ) (iii)
(च) (iii)
(छ) (iii)
(ज) (ii)

अतिलघु उत्तरीय प्रश्न

(क) कठपुतली को धागे में क्यों बाँधा जाता है?
उत्तर-
कठपुतली को धागे में इसलिए बाँधा जाता है जाकि उसे अपनी उँगलियों के इशारों पर नचाया जा सकें।

(ख) कठपुतलियाँ किसका प्रतीक हैं?
उत्तर-
कठपुतलियाँ ‘आम आदमी’ का प्रतीक हैं ताकि वे अपनी मर्जी का जीवन जी सके।

(ग) ‘कठपुतली’ कविता के माध्यम से कवि क्या संदेश देना चाहता है?
उत्तर-
‘कठपुतली’ कविता के माध्यम से कवि संदेश देना चाहता है कि आजादी का हमारे जीवन में महत्त्वपूर्ण स्थान है। पराधीनता व्यक्ति को व्यथित कर देता है। अतः स्वतंत्र होना और उसे बनाए रखना बहुत जरूरी है, भले ही यह कठिन क्यों न हो।

लघु उत्तरीय प्रश्न

(क) कठपुतली को गुस्सा क्यों आता है?
उत्तर-
कठपुतली को गुस्सा इसलिए आता हैं क्योंकि उसे चारों ओर से धागों से बंधन में बाँध कर रखा गया था। वह इसे बंधन से तंग आ गई थी। वह आज़ाद होना चाहती थी। वह अपनी इच्छानुसार जीना चाहती थी।

(ख) पहली कठपुतली की बात दूसरी कठपुतलियों को क्यों अच्छी लगी?
उत्तर-
अवश्य पहली, कठपुतली की बात सुनकर दूसरी कठपुतलियों को अच्छी लगी होगी। परतंत्र रहना किसी को पसंद नहीं। सभी स्वतंत्र यानी आजाद रहना चाहते हैं। सभी अपने-अपने मर्जी से काम करना चाहते हैं। किसी भी कठपुतली को धागे में बंधे रहना और दूसरों की मर्जी से नाचना पसंद नहीं था। यही कारण था कि पहली कठपुतली की बात दूसरी कठपुतलियों को अच्छी लगी होगी।

(ग) आपके विचार से किस कठपुतली ने विद्रोह किया?
उत्तर-
हमारे विचार से स्वतंत्रता के लिए सबसे छोटी कठपुतली ने विरोध किया होगा क्योंकि नई पीढ़ी ही सदैव बदलाव के लिए प्रयास करती है। इसी भावना से प्रेरित होकर उसने अपने बंधनों को तोड़कर स्वावलंबी बनने का प्रयास किया होगा।

class-9 subject social science chapter-4 Geograpgy CLIMATE

 EVENTS CONVENT HIGH SCHOOL

05/01/2022      CLASS- 9   SESSION 2021-22
SUBJECT :SOCIAL STUDIES 

CHAPTER-4 GEOGRAPHY

CLIMATE
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1. Choose the correct answer from the four alternatives given below.

(i) Which one of the following places receives the highest rainfall in the world?

(a) Silchar

(b) Mawsynram

(c) Cherrapunji

(d) Guwahati

Ans:

(b) Mawsynram

(ii) The wind blowing in the northern plains in summers is known as:

(a) Kaal Baisakhi

(b) Loo

(c) TVade Winds

(d) None of the above

Ans:

(b) Loo

(iii) Which one of the following causes rainfall during winters in north-western part of India,

(a) Cyclonic depression

(b) Retreating monsoon

(c) Western disturbances

(d) Southwest monsoon

Ans:

(c) Western disturbances

(iv) Monsoon arrives in India approximately in:

(a) Early May

(b) Early July

(c) Early June

(d) Early August

Ans:

(c) Early June

(v) Which one of the following characterises the cold weather season in India?

(a) Warm days and warm nights

(b) Warm days and cold nights

(c) Cool days and cold nights

(d) Cold days and warm nights

Ans:

(c) Cool days and cold nights

2.Answer the following questions:-

Question-1What are the controls affecting the climate of India?

Solution:
There are six major controls of the climate of any place. They are:

1. Latitude
2. Altitude
3. Pressure and wind system
4. Distance from the sea (continentality)
5. Ocean currents
6. Relief features

Question-2Why does India have a monsoon type of climate?
Solution:
The monsoon type of climate is characterised by a distinct seasonal pattern. The weather conditions greatly change from one season to the other. These changes are particularly noticeable in the interior parts of the country. The coastal areas do not experience much variation in temperature though there is variation in rainfall patterns. Four main seasons can be identified in India – the cold-weather season, the hot weather season, the advancing monsoon, and the retreating monsoon with some regional variations.

Question-3Which winds account for rainfall along the Malabar Coast?
Solution:
Surface winds account for rainfall along the Malabar coast.

Question-4What are Jet streams and how do they affect the climate of India?
Solution:
Jet streams are a narrow belt of high altitude (above 12,000 m) westerly winds in the troposphere. Their speed varies from about 110 km/h in summer to about 184 km/h in winter. A number of separate jet streams have been identified. The most constant is the mid-latitude and the subtropical jet stream.

Over India, these jet streams blow south of the Himalayas, all through the year except in summer. The western cyclonic disturbances experienced in the north and northwestern parts of the country are brought in by this westerly flow. In summer, the subtropical westerly jet stream moves north of the Himalayas with the apparent movement of the sun. An easterly jet stream, called the tropical easterly jet stream blows over peninsular India, approximately over 14°N during the summer months.

Question-5Define monsoons. What do you understand by “breaks” in monsoon?
Solution:
The seasonal reversal in wind direction during a yeat is called the monsoon. Monsoon tends to have ‘breaks’ in rainfall; which means that there are wet and dry spells in between The monsoon rains take place only for a few days at a time and then come to the rainless intervals.

Question-6Why is the monsoon considered a unifying bond?
Solution:
Despite great moderating influences on the climate of India, there are great variations in the temperature conditions. Nevertheless, the unifying influence of the monsoon on the Indian subcontinent is quite perceptible. The seasonal alteration of the wind systems and the associated weather conditions provide a rhythmic cycle of seasons.

Question-7Why does the rainfall decrease from the east to the west in Northern India?
Solution:
The western coast and northeastern India receive over about 400 cm of rainfall annually. However, it is less than 60 cm in western Rajasthan and adjoining parts of Gujarat, Haryana, and Punjab. Rainfall is equally low in the interior of the Deccan plateau, and east of the Sahyadris. The third area of low precipitation is around Leh in Jammu and Kashmir. The rest of the country receives moderate rainfall.

Snowfall is restricted to the Himalayan region. Owing to the nature of monsoons, the annual rainfall is highly variable from year to year. Variability is high in the regions of low rainfall such as parts of Rajasthan, Gujarat and the leeward side of the Western Ghats. As such, while areas of high rainfall are liable to be affected by floods, areas of low rainfall are drought-prone.

Question-8Give reasons as to why.
(i) The bulk of rainfall in India is concentrated over a few months.
(ii) The Tamil Nadu coast receives winter rainfall.

Solution:
(i) The bulk of rainfall in India is concentrated over a few months
The inflow of the south-west monsoon into India brings about a total change in the weather. Early in the season, the windward side of the Western Ghats receives very heavy rainfall, more than 250 cm. The Deccan Plateau and parts of Madhya Pradesh also receive some amount of rain in spite of lying in the rain shadow area. The maximum rainfall of this season is received in the north-eastern part of the country. Mawsynram in the southern ranges of the Khasi Hills receives the highest average rainfall in the world. Rainfall in the Ganga valley decreases from the east to the west. Rajasthan and parts of Gujarat get scanty rainfall.

(ii) The Tamil Nadu coast receives winter rainfall
A characteristic feature of the cold weather season over the northern plains is the inflow of cyclonic disturbances from the west and the northwest. These low-pressure systems, originate over the Mediterranean Sea and western Asia and move into India, along with the westerly flow. They cause the much-needed winter rains over the plains and snowfall in the mountains. Although the total amount of winter rainfall locally known as ‘mahawat’ is small, they are of immense importance for the cultivation of ‘rabi’ crops. The peninsular region does not have a well-defined cold season. There is hardly any noticeable seasonal change in temperature patterns during winters due to the moderating influence of the sea.

Question-9Describe the regional variations in the climatic conditions of India with the help of suitable examples.
Solution:
Despite an overall unity in the general pattern, there are perceptible regional variations in climatic conditions within the country. The two important elements, which cause these variations, are – temperature and precipitation.
For example, in summer, the mercury occasionally touches 50°C in some parts of the Rajasthan desert, whereas it may be around 20°C in Pahalgam in Jammu and Kashmir. On a winter night, the temperature at Drass in Jammu and Kashmir may be as low as minus 45°C. Tiruvananthapuram, on the other hand, may have a temperature of 20°C.

Class-9 Subejct Social Science History Chapter-9 FOREST SOCIETY AND COLONALISM

  EVENTS CONVENT HIGH SCHOOL

10/12/2021      CLASS- 9   SESSION 2021-22
SUBJECT : SOCIAL SCIENCE  

CHAPTER-4
FOREST SOCIETY AND COLONALISM

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Question-1

Discuss how the changes in forest management in the colonial period affected the following groups of people:
(a) Shifting cultivators
(b) Nomadic and pastoralist communities
(c) Firms trading in timber/forest produce
(d) Plantation owners
(e) Kings/British officials engaged in a shikar.
Solution:
(a) Shifting Cultivators
Shifting cultivation was a traditional agricultural practice in many parts of Asia, Africa, and South America. Parts of the forest are cut and burnt in rotation. After the first monsoon rains, seeds are sown in the ashes, and crops are cultivated. Cultivation is continued for a couple of years. Then the forest is allowed to grow in the area for 12 to 18 years. Then they are cut and burnt once more. This rotation is called Shifting cultivation.

The Colonial government banned Shifting cultivation, as European foresters felt that this would harm the forests and valuable timber would be lost. The Government also found it difficult to calculate taxes when Shifting cultivation was practiced.
The ban displaced many Shifting cultivators. Many of them had to change their occupation. A few Shifting cultivators agitated against the ban.

(b) Nomadic and Pastoralist Communities
Nomadic and pastoralist communities moved about in the mountains and deserts and in the plains and plateaus of India and Africa. The pastoralist communities formed an important part of the population in both countries during the Colonial era. When the Colonial government established control over the forests it affected the pastoralist communities in a big way.
The pastoralist communities always moved from place to place with their cattle. When forests were destroyed by the government to expand agriculture, the Nomads lost grazing fields for their cattle. This brought a lot of hardship to the pastoralist communities.

(c) Firms Trading in Timber/Forest Produce
Large expanses of forests were cut for timber and forest produce. The Colonial Government was worried about this reckless felling of trees. It passed the Indian Forest Act in 1865. This Act was amended in the year 1878. Under this amendment the forests were divided into 3 categories, – reserved, protected and village forests. Villagers and local firms trading in timber and forest produce could not take anything from the reserved or protected forests which had the best trees. This affected the traders immensely.

(d) Plantation Owners
Vast areas of forests were given to European Planters, at a very cheap rate by the Colonial government. Natural forests were cleared to cultivate tea coffee and rubber trees. There was a great demand for these commodities in Europe. These plantations were fenced off and others were not allowed inside.

(e) Kings/British Officials engaged in Shikar
Forest laws banned hunting of deer, partridges, and small animals. People who lived near the forests were deprived of their livelihood and food because of this ban. Contrary to this ban hunting of big animals like the tiger, leopard and wolves became a sport for the kings and the British. The British felt that by killing dangerous animals they could civilize India. The indiscriminate hunting by the British and the Kings almost made certain species of animals extinct.

Question-2
What are the similarities between the colonial management of the forests in Bastar and in Java?
Solution:
The similarities between the colonial management of forests in Bastar and in Java are as follows.
Colonial management in Bastar:

1. In 1905, the colonial government proposed to reserve 2/3 of the forests, stop shifting cultivation, hunting and collection of forest produce.
2. The villagers were suffering from increased rents and demand for free labour and goods by colonial officials.
3. In the reserved forests, the villagers could stay in the forests and had to work free for the forest department and help them in cutting and transporting trees and protecting them from forest fires. They were called forest villages.

Colonial management in Java:

1. In Java, villagers were punished for grazing cattle, transporting goods without permit or travelling on forest roads.
2. The Dutch needed labour to cut trees, transport logs and prepare sleepers. They introduced the blcmdongdiensten system. According to this system, they first introduced rents on land being cultivated in the forest and then some villages were exempted from paying rent, if they worked collectively to provide free labour and buffaloes for cutting and transporting timber. It was similar to ‘forest villages’.

CLASS-6 SUBJECT-SCIENCE CHAPTER-4 SORTING MATERIAL INTO GROUPS

 EVENTS CONVENT HIGH SCHOOL

01/12/2021      CLASS- 6   SESSION 2021-22
SUBJECT :SCIENCE

CHAPTER-4
SORTING MATERIAL INTO GROUPS

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Q. 1. State whether the statements given below are ‘true’ or ‘false’.

(i) Stone is transparent, while glass is opaque.
(ii) A notebook has lustre while eraser does not
(iii) Chalk dissolves in water.
(iv) A piece of wood floats on water.
(v) Sugar does not dissolve in water.
(vi) Oil mixes with water. 
(vii) Sand settles down in water.
(viii) Vinegar dissolves in water.
Ans.
(i) False
(ii) False
(iii) False
(iv) True
(v) False
(vi) False
(vii) True
(viii) True

Q. 2. Given below are the names of some objects and materials:
 Water, basket ball, orange, sugar, globe, apple and earthen pitcher Group them as:
(a) Round shaped and other shapes
(b) Eatables and non-eatables
Ans.
(a) (i) Round shaped: Basket ball, apple, orange, globe, earthen pitcher.
(ii) Other shapes: Water, sugar.
(b) (i) Eatables: Water, orange, sugar and apple.
(ii) Non-eatables: Basket ball, globe and earthen pitcher.

Q.3 VERY SHORT ANSWER TYPE QUESTIONS

1. Why do we need to group materials? Give one reason.
Ans: We often group materials for our convenience. It helps to describe their properties.

2. Suggest two bases on which we can group objects.
Ans:
(i) Material used in making the object, e.g. wood or metal/plastic.
(ii) Material of the object is soft or hard, or substance is soluble or insoluble in water.

3. Is a substance which can be compressed soft or hard?
Ans: Soft.

4. Select a lustrous material out of the following substances:
Ans: Aluminium.

5. Which material is generally used for making pens?Wood, aluminium, plastic, cotton 
Ans:Plastic or metal.

6. Is oil soluble in water?
Ans: Oil does not dissolve in water so it is insoluble in water but floats on the surface of water.

7. Name two objects which are made from opaque materials.
Ans: Wooden doors, blackboard/steel plate.

Q.4SHORT ANSWER TYPE QUESTIONS

1. Write any four properties of materials.
Ans:
(a) Appearance
(b) Hardness
(c) Solubility
(d) Float or sink in water
(e) Transparency

2. Why is a tumbler not made with a piece of cloth?
Ans: We use tumblers made of glass, plastic and metal to keep a liquid. These substances can hold a liquid.
A tumbler made of cloth cannot hold a liquid because:
(i) Cloth piece is not hard enough to hold liquids and
(ii) Cloth piece has very minute pores through which the’liquid oozes out.

3. What are the similarities between iron, copper and aluminium?
Ans:
(a) They all have lustre,
(b) They are all metals,
(c) They are hard.

4. Mention some materials which are made up of paper.
Ans: Books, notebooks, newspapers, toys, calendars, etc.

5. Why is water important for our body?
Ans: Water can dissolve a large number of substances, so it is needed by the body. It is also major part of our body cells.

Class-9 Subejct-Hindi Chapter-4 साँवले सपनों की याद

 EVENTS CONVENT HIGH SCHOOL

18/11/2021      CLASS- 9   SESSION 2021-22
SUBJECT :  HINDI 

CHAPTER-4 
साँवले सपनों की याद

______________________________________

पाठ्यपुस्तक के प्रश्न-अभ्यास

प्रश्न 1.किस घटना ने सालिम अली के जीवन की दिशा को बदल दिया और उन्हें पक्षी प्रेमी बना दिया?
उत्तर-
एक बार बचपन में सालिम अली की एयरगन से एक गौरैया घायल होकर गिर पड़ी। इस घटना ने सालिम अली के जीवन की दिशा को बदल दिया। वे गौरैया की देखभाल, सुरक्षा और खोजबीन में जुट गए। उसके बाद उनकी रुचि पूरे पक्षी-संसार की ओर मुड़ गई। वे पक्षी-प्रेमी बन गए।

प्रश्न 2.सालिम अली ने पूर्व प्रधानमंत्री के सामने पर्यावरण से संबंधित किन संभावित खतरों का चित्र खींचा होगा कि जिससे उनकी आँखें नम हो गई थीं?
उत्तर-
सालिम अली ने पूर्व प्रधानमंत्री चौधरी चरण सिंह के सामने रेगिस्तानी हवा के गरम झोकों और उसके दुष्प्रभावों का उल्लेख किया। यदि इस हवा से केरल की साइलेंट वैली को न बचाया गया तो उसके नष्ट होने का खतरा उत्पन्न हो जाएगा। प्रकृति के प्रति ऐसा प्रेम और चिंता देख उनकी आँखें नम हो गईं।

प्रश्न 3.लॉरेंस की पत्नी फ्रीडा ने ऐसा क्यों कहा होगा कि ‘‘मेरी छत पर बैठने वाली गौरैया लॉरेंस के बारे में ढेर सारी बातें जानती है?”
उत्तर-
लॉरेंस की पत्नी फ्रीडा जानती थी कि लॉरेंस को गौरैया से बहुत प्रेम था। वे अपना काफी समय गौरैया के साथ बिताते थे। गौरैया भी उनके साथ अंतरंग साथी जैसा व्यवहार करती थी। उनके इसी पक्षी-प्रेम को उद्घाटित करने के लिए उन्होंने यह वाक्य कहा।

प्रश्न 4.आशय स्पष्ट कीजिए-
(क) वो लॉरेंस की तरह, नैसर्गिक जिंदगी का प्रतिरूप बन गए थे।
(ख) कोई अपने जिस्म की हरारत और दिल की धड़कन देकर भी उसे लौटाना चाहे तो वह पक्षी अपने सपनों के गीत दोबारा कैसे गा सकेगा!
(ग) सालिम अली प्रकृति की दुनिया में एक टापू बनने की बजाए अथाह सागर बनकर उभरे थे।
उत्तर-
(क) लॉरेंस बनावट से दूर रहकर प्राकृतिक जीवन जीते थे। वे प्रकृति से प्रेम करते हुए उसकी रक्षा के लिए चिंतित रहते थे। इसी तरह सालिम अली ने भी प्रकृति की सुरक्षा, देखभाल के लिए प्रयास करते हुए सीधा एवं सरल जीवन जीते थे।

(ख) मृत्यु ऐसा सत्य है जिसके प्रभाव स्वरूप मनुष्य सांसारिकता से दूर होकर चिर निद्रा और विश्राम प्राप्त कर लेता है। उसका हँसना-गाना, चलना-फिरना सब बंद हो जाता है। मौत की गोद में विश्राम कर रहे सालिम अली की भी यही स्थिति थी। अब उन्हें किसी तरह से पहले जैसी अवस्था में नहीं लाया जा सकता था।

(ग) टापू समुद्र में उभरा हुआ छोटा भू-भाग होता है जबकि सागर अत्यंत विशाल और विस्तृत होता है। सालिम अली भी प्रकृति और पक्षियों के बारे में थोड़ी-सी जानकारी से संतुष्ट होने वाले नहीं थे। वे इनके बारे में असीमित ज्ञान प्राप्त करके अथाह सागर-सा बन जाना चाहते थे।

प्रश्न 5.इस पाठ के आधार पर लेखक की भाषा-शैली की चार विशेषताएँ बताइए।
उत्तर-
‘साँवले सपनों की याद’ नामक पाठ की भाषा-शैली संबंधी विशेषताएँ निम्नलिखित हैं

1. मिश्रित शब्दावली का प्रयोग-
इस पाठ में उर्दू, तद्भव और संस्कृत शब्दों का सम्मिश्रण है। लेखक ने उर्दू शब्दों का अधिक प्रयोग किया है। उदाहरणतया
जिंदगी, परिंदा, खूबसूरत, हुजूम, ख़ामोश, सैलानी, सफ़र, तमाम, आखिरी, माहौल, खुद। संस्कृत शब्दों का प्रयोग भी प्रचुरता से हुआ है। जैसेसंभव, अंतहीन, पक्षी, वर्ष, इतिहास, वाटिका, विश्राम, संगीतमय, प्रतिरूप।
जाबिर हुसैन की शब्दावली गंगा-जमुनी है। उन्होंने संस्कृत-उर्दू का इस तरह प्रयोग किया है कि वे सगी बहने लगती हैं। जैसे- अंतहीन सफर, प्रकृति की नज़र, दुनिया संगीतमय, जिंदगी को प्रतिरूप। इन प्रयोगों में एक शब्द संस्कृत का, तो दूसरा उर्दू का है।

2. जटिल वाक्यों का प्रयोग-
जाबिर हुसैन की वाक्य-रचना बंकिम और जटिल है। वे सरल-सीधे वाक्यों का प्रयोग नहीं करते। कलात्मकता उनके हर वाक्य में है। उदाहरणतया
‘सुनहरे परिंदों के खूबसूरत पंखों पर सवार साँवले सपनों का एक हुजूम मौत की खामोश वादी की तरफ अग्रसर है।’
पता नहीं, इतिहास में कब कृष्ण ने वृंदावन में रासलीला रची थी और शोख गोपियों को अपनी शरारतों का निशाना बनाया था।

3. अलंकारों का प्रयोग-
जाबिर हुसैन अलंकारों की भाषा में लिखते हैं। उपमा, रूपक, उनके प्रिय अलंकार हैं। उदाहरणतया

• अब तो वो उस वन-पक्षी की तरह प्रकृति में विलीन हो रहे हैं। (उपमा)
• सालिम अली प्रकृति की दुनिया में एक टापू बनने की बजाय अथाह सागर बनकर उभरे थे।
• 
  

4. भावानुरूप भाषा-
ज़ाबिर हुसैन भाव के अनुरूप शब्दों और वाक्यों की प्रकृति बदल देते हैं। उदाहरणतया, कभी वे छोटे-छोटे वाक्य प्रयोग करते हैं

• आज सालिम अली नहीं हैं।
• चौधरी साहब भी नहीं हैं। कभी वे उत्तेजना लाने के लिए प्रश्न शैली का प्रयोग करते हैं और जटिल वाक्य बनाते चले जाते हैं। जैसे

प्रश्न 6.इस पाठ में लेखक ने सालिम अली के व्यक्तित्व का जो चित्र खींचा है उसे अपने शब्दों में लिखिए।
उत्तर-
लेखक ने सालिम अली का जो चित्र खींचा है, वह इस प्रकार है-
सालिम अली प्रसिद्ध पक्षी-विज्ञानी होने के साथ-साथ प्रकृति-प्रेमी थे। एक बार बचपन में उनकी एअरगन से घायल होकर नीले कंठवाली गौरैया गिरी थी। उसकी हिफाजत और उससे संबंधित जानकारी पाने के लिए उन्होंने जो प्रयास किया, उससे पक्षियों के बारे में उठी जिज्ञासा ने उन्हें पक्षी-प्रेमी बना दिया। वे दूर-दराज घूम-घूमकर पक्षियों के बारे में जानकारी एकत्र रहे हैं और उनकी सुरक्षा के लिए चिंतित रहे। वे केरल की साइलेंट वैली को रेगिस्तानी हवा के झोकों से बचाने के लिए तत्कालीन प्रधानमंत्री चौधरी चरण सिंह से भी मिले। वे प्रकृति की दुनिया के अथाह सागर बन गए थे।

प्रश्न 7.‘साँवले सपनों की याद’ शीर्षक की सार्थकता पर टिप्पणी कीजिए।
उत्तर-
‘साँवले सपनों की याद’ एक रहस्यात्मक शीर्षक है। इसे पढ़कर पाठक जिज्ञासा से आतुर हो जाता है कि कैसे सपने? किसके सपने? कौन-से सपने? ये सपने साँवले क्यों हैं? कौन इन सपनों की याद में आतुर है? आदि।

‘साँवले सपने’ मनमोहक इच्छाओं के प्रतीक हैं। ये सपने प्रसिद्ध पक्षी-प्रेमी सालिम अली से संबंधित हैं। सालिम अली जीवन-भर सुनहरे पक्षियों की दुनिया में खोए रहे। वे उनकी सुरक्षा और खोज के सपनों में खोए रहे। ये सपने हर किसी को नहीं आते। हर कोई पक्षी-प्रेम में इतना नहीं डूब सकता। इसलिए आज जब सालिम अली नहीं रहे तो लेखक को उन साँवले सपनों की याद आती है जो सालिम अली की आँखों में बसते थे। यह शीर्षक सार्थक तो है किंतु गहरा रहस्यात्मक है। चंदन की तरह घिस-घिसकर इसके अर्थ तथा प्रभाव तक पहुँचा जा सकता है।

रचना और अभिव्यक्ति

प्रश्न 8.प्रस्तुत पाठ सालिम अली की पर्यावरण के प्रति चिंता को भी व्यक्त करता है। पर्यावरण को बचाने के लिए आप कैसे योगदान दे सकते हैं?
उत्तर-
‘साँवले सपनों की याद’ सालिम अली ने पर्यावरण के प्रति अपनी चिंता प्रकट की है। उन्होंने केरल की साइलेंट वादी को रेगिस्तानी हवा के झोंको से बचाने के लिए तत्कालीन प्रधानमंत्री से मुलाकात की और उसे बचाने का अनुरोध किया। इस तरह अपने पर्यावरण को बचाने के लिए हम भी विभिन्न रूपों में अपना योगदान दे सकते हैं; जैसे-

• अपने आस-पास पड़ी खाली भूमि पर अधिकाधिक पेड़-पौधे लगाएँ।
• पेड़-पौधों को कटने से बचाने के लिए लोगों में जागरूकता पैदा करें।
• लोगों को पेड़-पौधों की महत्ता बताएँ।।
• हम जल स्रोतों को न दूषित करें और न लोगों को दूषित करने दें।
• फैक्ट्रियों से निकले अपशिष्ट पदार्थों एवं विषैले जल को जलस्रोतों में न मिलने दें।

CLASS-8 SUBJECT-SOCIAL SCIENCE HISTORY CHAPTER-4 TRIBALS DIKUS AND THE VISION OF A GOLDEN AGE

 EVENTS CONVENT HIGH SCHOOL

08/11/2021      CLASS- 8   SESSION 2021-22
SUBJECT : SOCIAL SCIENCE(HISTORY) 

CHAPTER-4
TRIBALS DIKUS AND THE VISION OF A GOLDEN AGE

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Question 1.

Choose the correct option:
(i) The Khonds belonged to
(a) Gujarat
(b) Jharkhand
(c) Orissa
(d) Punjab

(ii) British officials saw these settled tribal groups as more civilised than hunter-gatherers
(a) Gortds
(b) Sahthals
(c) Khonds
(d) Both (a) and (b)

(iii) Vaishnav preachers were the worshippers of
(a) Shiva
(b) Durga
(c) Krishna
(d) Vishnu

(iv) Kusum and Palash flowers were used to
(a) prepare medicines
(b) make garlands
(c) color clothes and leather
(d) prepare hair oil

(v) The Gaddis of Kulu was
(a) shepherds
(b) cattle herders
(c) fruit gatherers
(d) hunters
Answer:
(i) (c), (ii) (d), (iii) (d), (iv) (c),(v) (a).

Question 2.
Fill in the blanks with appropriate words to complete each sentence.

1. The lives of shifting cultivators depended on free movement within …………….
2. The …………… were not ready to work as laborers.
3. The British wanted tribal groups to …………. and become …………… cultivators.
4. The British declare that forests were …………… property.
5. Birsa was born in a family of ………….. a tribal group that lived in …………………
6. The Santhals of Hazaribagh reared

Answer:

1. forests
2. Baigas
3. settle down, peasant
4. state
5. Mundas, Chottanagpur
6. cocoons

Question 3.
State whether each of the following statements is True or False.

1. The traders and moneylenders never deceived the tribal people.
2. The silk growers earned huge amount of wealth and therefore enjoyed a happy life.
3. Many tribal groups did not like the colonial forest laws and therefore revolted.
4. The jhum cultivators in north-east India stopped their traditional practice.
5. The tribal Chiefs lost their authority under the British rule.

Answer:

1. False
2. False
3. True
4. False
5. True

Question 4.
Match the items given in Column A correctly with those given in Column B.

Answer:
(i) (d)
(ii) (a)
(iii) (e)
(iv) (b)
(v) (c)

Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age Very Short Answer Questions

Question 1.
Mention different types of activities of the tribal people.
Answer:

1. Some practiced jhum cultivation,
2. Some were hunter-gatherers.
3. Some herded animals.
4. Some took to settled cultivation.

Question 2.
Why did the British want tribal groups to settle down and become peasant cultivators?
Answer:
It was because settled peasants were easier to control and administer than people who were always on the move.

Question 3.
Why did the British introduce land settlements?
Answer:
They did so in order to get a regular revenue source for the state.

Question 4.
Why were some forests classified as Reserved Forests?
Answer:
These forests produced timber which the British wanted.

Question 5.
What problem did the British face after they stopped the tribal people from living inside forests?
Answer:
They faced the problem of shortage of labour.

Question 6.
Why did the Forest Department establish forest villages?
Answer:
It did so in order to ensure a regular supply of cheap labour.

Question 7.
How did the tribal groups view the market and the traders?
Answer:
They viewed them as their main enemies.

Question 8.
Who was Birsa?
Answer:
Birsa belonged to a family of Mundas, a tribal group that lived in Chottanagpur.

Question 9.
What did people say about him?
Answer:
People said that he had miraculous powers. He could cure all diseases and multiply grain.

Question 10.
What problems did Birsa set out to resolve?
Answer:

• The familiar ways of tribals seemed to be disappearing.
• Their livelihoods were under threat.
• The religion appeared to be in danger. Birsa set out to resolve these problems.

Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age Short Answer Type Questions

Question 1.
What were the main activities of the Khonds living in the forests of Orissa?
Answer:
The Khonds were basically hunter-gatherers. They regularly went out on collective hunts and then divided the meat amongst themselves. They ate fruits and roots collected from the forest and cooked food with the oil they extracted from the seeds of the sal and mahua. They used many forest shrubs and herbs for medicinal purposes and sold forest produce in the local markets. All their activities were based on forests.

Question 2.
How did traders and moneylenders exploit the tribal people?
Or
How were traders and moneylenders cause of the tribals’ misery? [V. Imp.]
Answer:
Tribal groups often needed to buy and sell in order to be able to get the goods that were not produced within the locality. This led to their dependence on traders and moneylenders. Traders came around with things for sale. They sold the goods at high prices.

Moneylenders used to give loans with which the tribals met their cash needs, adding to what they earned. But the interest charged on the loans was very high. Thus, both traders and moneylenders always exploited tribal people. It is therefore the tribals- saw them as evil outsiders and the cause of their misery.

Question 3.
How did the British officials view settled tribal groups and those who moved about from place to place?
Answer:
The British officials saw settled tribal groups such as the Gonds and Santhals as more civilised than hunter-gatherers or shifting cultivators. These tribal groups lived in the forests and kept on moving. They did not have a fixed home. The British considered them wild and savage and therefore they needed to be settled and civilised.

Question 4.
Describe land settlements introduced by the British.
Answer:
The British introduced land settlements to ensure a regular revenue source for the state. Under these settlements:

• the British measured the land, defined the rights of each individual to that land, and fixed the revenue demand for the state.
• some peasants were declared landowners, other tenants. The tenants were to pay rent to the landowner who in turn paid revenue to the state.

Question 5.
Why was the British effort to settle jhum cultivators not very successful?
Answer:
(a) It is usually difficult to carry on settled plough cultivation in areas where water is scarce and the soil is dry.
(b) Jhum cultivators who took to plough cultivation often suffered since their fields did not preclude good yields. Hence, the jhum cultivators in north-east India insisted on continuing with their traditional practice.
(c) The British faced widespread protests. Therefore, they allowed them to carry on shifting cultivation in some parts of the forest.