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AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6C An Icon of Civil Rights Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6C An Icon of Civil Rights

9th Class English Chapter 6C An Icon of Civil Rights Textbook Questions and Answers

Answer the following questions.

Question 1.
The speaker talks about “creative battle” in the beginning of his speech. What does he mean by this phrase?
Answer:
Martin Luther King (Jr) describes the Civil Rights Movement of the blacks in the USA as a ‘Creative battle’. This is to show that the battle is going to ‘create’ a new world. The battle uses ‘good’ will and ‘good’ intention as weapons. It follows ‘good’ methods like ‘truth’, ‘non-violence’ and ‘love’. Its aim is to promote universal brotherhood. Hence it is a creative battle.

Question 2.
What is Martin Luther King’s speech about? List the issues he is talking about.
Answer:
Martin Luther King’s speech is about justice and equality. It is about universal brotherhood. It is about food to every body, education to every mind and dignity and respect for every spirit. It is about truth, love and peace. It is delivered as Nobel Prize acceptance speech.

Question 3.
Do you think that this is an emotive speech ? If yes, pick out the expressions that show it is an emotive speech.
Answer:
Yes, it is an emotive speech. Every part, in fact, is an example to prove the point. Yet, here are some striking expressions : 22 million Negroes are engaged in a creative battle ; our children, crying for brotherhood, were answered with fire hoses beleaguered and unrelenting struggle ………

Question 4.
What sort of future does the speaker visualize for the Americans and the mankind in general?
Answer:
Martin Luther King (Jr) is full of hope. He visualises a bright future for Americans and humanity. He dreams of a widening and lengthening super highway. Blacks and whites will travel along it in a cooperative and brotherly mood. That will lead them to an ideal land. There everyone gets food, education, justice, equality and dignity. Love, truth and peace will rule supreme.

Vocabulary

I. Given below are the words taken from the reading passage listed as key words. Match the word with the meaning as used in the text.

Key word	Choice words
afflict	affect, touch, cause pain
beleaguered	experienced criticism, shattered, humiliated
retaliation	violation, reformation, revenge
tortuous	complicated, unclear, straight
prostrate	lie flat, roll on, unmoved
turmoil	certainty, great confusion, trouble
curator	representative, person in charge, physician

Answer:

afflict (v)	cause pain
beleaguered (adj)	experienced criticism
retaliation (n)	revenge
tortuous (adj)	complicated
prostrate (adj)	lie flat
turmoil (n)	great confusion
curator(n)	person in charge

II. Read the following expressions taken from the reading passage.
1. blazing light of truth
2. wounded justice
3. majestic scorn

Do they have any specific meaning?
Why does the speaker use such expressions?

The above phrases are figurative expressions. They mean a word or a phrase used in a different way from its usual meaning in order to create a particular mental image or effect to add interest to a speech or a writing. Here the two words that convey opposite meaning are combined together to get a positive meaning.

Now read the passage once again and pick out the figurative expressions.

Find out the meanings of all the expressions including the ones given above.
Answer:

1. blazing light of truth	bright light generated by pure truth
2. wounded justice	justice destroyed ; injustice pervading everywhere
3. majestic scorn	contempt or hatred of highest order
4. sterile passivity	unproductive inactiveness
5. creative psalm of brotherhood	the feeling of being brothers is like a song praising God
6. super highway of justice	a smooth path of justice

Writing

I. You have listened to the speech delivered by Subhash Chandra Bose and read the speech by Martin Luther King Jr.
Let’s analyze their speeches.

Discuss the following questions in groups.
1) How do they begin their speeches?
2) Do you find any logical sequence of ideas in their speeches?
3) What sort of language do they use? (Persuasive, argumentative, emotive)
4) Do you notice any quotations, examples? (to support their argument)
5) Do they use any linkers for cohesion?
6) Do they maintain unity of ideas/thoughts for coherence?
7) What expressions do they use to conclude their speeches?
Answer:

1. They begin their speeches with one’s obligations to family and country and to the Civil Rights Movement in the USA.
2. Yes, there is absolute logical sequence of ideas in their speeches.
3. They use argumentative and emotive language.
4. Yes, I do notice quite a good number of examples.
5. Yes, they use linkers liberally for the purpose of cohesion.
6. Yes, they do maintain unity of ideas for coherence.
7. They conclude their speeches with expressions of hope, freedom, justice, and equality for all!

II. Prepare a speech on the following occasion in your school.
You can use some of the quotations given in the box.

Independence Day

Answer:
Respected teachers, elders and guests and my dear friends! A very brilliant morning and warm greetings of our greatest day of days to you all.

We breathe this cool morning the inspiring air of freedom. Today we stand in the protective shelter of our tricolour flag as it flies high in the sky and proclaims to the world the great achievement of Indians! But the flag also reminds us of the selfless sacrifice thousands of Indians made to gift us this invaluable independence. The flag, at the same time, advises us to be mindful of our responsibilities.

As we celebrate this great event in the lap of goddess of learning, shouldn’t we pledge to follow the path our national leaders have so brilliantly illuminated for us? As the present students and future citizens, shall we plan for our future and our mother India’s future too?

As you all know well, planning for future demands analysis of present. Are we, then, rellay free in its comprehensive sense? Are we, for example, free from fear? For, as Aristotle has well said, “He who has overcome his fears will truly be free”. Are we really aware of and following Eleanor Roosevelt when he says, “Freedom makes a huge requirement of every human being. With freedom comes responsibility. For the person who is unwilling to grow up, the person who does not want to carry his own weight, this is a frightening prospect?” Are we really respecting freedom of expression? Do we follow

S.G. Talientyre’s mantra in this regard? The mantra is : “I disapprove of what you say, but I will defend to the death your right to say it.” Are we free from hatred and jealousy? Shouldn’t we put into practice Martin Luther King’s (Jr) wise advice – Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred – even after independence? Are we allowing our innate nature to move ahead in its own way? Do we prove Virginia Woolf right in the saying – Lock up your libraries if you like, but there is no gate, no lock, no bolt that you can set upon the freedom of my mind?

The present picture is full of challenges. Illiteracy, poverty, corruption, pollution, fast depleting natural resources – the list is too long to complete here. It haunts us day and night. Let us all work together to solve these burning problems. Let us empower ourselves first to be able to work for Mother India! Let us hope to see Mother India full of smiles! Thank you all for your encouraging attention. Jai Hind I

Project Work

Collect information about the great leaders who fought for the freedom of our country. Arrange the information in the table given below:

Discuss in groups and write down the questions you will need to get the information.

On the basis of the information collected in the table below, write a brief biographical sketch of any one of them and present it before others in class.


Answer:
A BRIEF BIOGRAPHICAL SKETCH OF SAROJINI NAIDU

Sarojini Devi was born on 13th February 1879 in Hyderabad to Aghoranath Chattopadhyaya and Varada Sundari Devi.

She passed matriculation when she was just 12. Then she went to England for higher studies in King’s college in London and later at Cambridge.

She married Mutyala Govindarajulu Naidu in 1898. Kandukuri Veeresalingam acted as the priest on the occasion.

Gopala Krishna Gokhale influenced and guided Sarojini Naidu into Freedom Struggle. She met Gandhiji in 1915 and Nehru in 1916 for the first time. She took a very active part in Congress activities and Independence movements. She inspired many men with her poetic recitals which won for her the title ‘Nightingale of India’, Recognizing her important role, Congress leaders made her the party president in 1925. But the British government imprisoned herforthe same role.

After India became independent, she was made the governor of United Provinces (now Uttar Pradesh), the first Indian woman to become so. People remember her as a patriot, poet, philospher and lover of peace. She remains a source of inspiration to many persons-particularly women.

An Icon of Civil Rights Summary in English

Martin Luther King (Junior) is one of the most influential and inspiring Afro-American leader. His Nobel Prize acceptance speech is noted for its excellent content and effective expression. He accepts the Nobel Prize on behalf of the Civil Rights Movement in America. He remembers the suffering of blacks in the USA. He praises the Indians for showing the path of non-violence. He believes in the power of truth and love. He is hopeful of bright future for humanity. He has faith in man’s ability to lay a super highway of justice on which all people will cooperatively go ahead and create a world where every body gets food, mind finds education and spirit receives dignity, equality and brotherhood. He says faith gives us courage and confidence to complete the mission of establishing universal brotherhood that has roots in love, truth and peace.

An Icon of Civil Rights Glossary

icon (n) : a famous person ; a symbol of an idea

majesty, highness, excellencies (nouns) : terms showing high respect to people of top positions

accept(v) : take; receive

determination (n) : firmness in continuing to do something despite difficulties

scorn (n) : contempt; hatred

reign (n) : rule (Note that the letter ‘g’ is silent.)

mindful (adj) : aware ; remembering

sanctuary (n) : a place that is safe

segregation (n) : separation ; isolation

debilitating (v+ing) : weakening

grinding (v+ing) (adj) : never ending ; never improving

afflicts (v) : causes suffering

rung (n) : step

beleaguered (adj) : experiencing a lot of criticism

unrelenting (v+ing : adj) : not stopping and not becoming less severe

contemplation (n) : serious thinking

antithetical (adj) : opposite

sterile (adj) : not capable of producing

elegy (n) : a poem or song about sad feelings

psalm (n) : a song praising god (Note that the letters ‘p’ and T are silent.)

revenge(n) : causing suffering to others because the caused suffering

aggression (n) : attack

retaliation (n) : action against someone because they harmed

tortuous (adj) : complicated, long, full of bends

alliances (n-plural) : groups working together to achieve what they want

audacious (adj) : daring ; willing to take risks

despair (n) : the feeling of losing all hope

flotsam and jetsam (phrase-noun) : useless things, persons with no job, no home

cynical (adj) : not believing that something good will happen

triumphant (adj) : successful; victorious

prostrate (adj) : lying on the ground facing downwards

altars (n-plural) : places of worships

redemptive (adj) : that saves from evil

dreary (adj) : that which makes one dull, bored

soared (v-past tense) : rose high ; went up

righteousness (n) : morally good behaviour

heirloom (n) : a valuable object from forefathers

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6B Freedom Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6B Freedom

9th Class English Chapter 6B Freedom Textbook Questions and Answers

Answer the following questions.

Question 1.
What sort of freedom does the poet wish to have?
Answer:
The poet wants freedom from fear and physical, intellectual, psychological, emotional, social, and financial weaknesses.

Question 2.
The poet talks about fear in the opening lines of the poem. What kind of fear is he talking about?
Answer:
The poet refers to fear of country’s future, development, social and economic equality, etc.

Question 3.
What does the expression “truth’s adventurous paths” mean?
Answer:
“Truth’s adventurous paths” means the road taken by persons speaking only truth is full of challenges and problems.

Question 4.
What does the poet mean by ‘figures’ in the poem? What sort of figures are they? What does the poet want them to be?
Answer:
‘Figures’ here are people. They are obedient and patient. The poet wants them to have their own individuality.

Question 5.
“Where figures wait with patience and obedience for the master of show.” What does the poet mean by this?
Answer:
Persons here wait for their leader. They just follow their master without any original thinking.

Question 6.
What does the ‘shackles of slumber’ mean? How does it arrest the progression of life?
Answer:
‘Shackles of slumber’ means chains of laziness, inaction and indifference. When one is a prisoner of laziness, life does not progress.

Question 7.
Do you think we are all free from fear? What kind of fears are haunting our motherland now?
Answer:
No, we are not at all free from fears. The fears of over population, over pollution, lawlessness, insecurity to women and the weak are some of the striking ones haunting our mother land.

Question 8.
What does freedom mean to you? Is it freedom from hunger? Is it freedom from physical attack? Is it freedom from illiteracy? is it freedom from social oppression? What else?
Answer:
Freedom from desire, selfishness, illiteracy, dirt and disease, hatred, poverty, etc. is what freedom means to me.

Freedom Summary in English

The poem ‘Freedom’ by Rabindranath Tagore is both philosophical and psychological. He wants a special kind of freedom for the motherland. It is freedom from fear. It is freedom from old age and related weaknesses. It is freedom from lack of vision and slumber. It is freedom from mistrust. It is freedom from uncertain destiny, cruel power and lack of individuality. It is freedom from meaningless movements, senseless statistics and heartless artificiality.

Freedom Glossary

claim (v) : demand ; achieve

beckoning (v+ing) : showing signs to call

shackles (n-plural) : chains

slumber (n) : sleep

mistrusting (v+ing) : having no faith

anarchy(n) : a situation without order, control or government

helm (n) : steering wheel or handle

puppet (n) : a person whose actions are controlled by others

mimicry (n) : copying; imitation

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6A A Long Walk to Freedom Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6A A Long Walk to Freedom

9th Class English Chapter 6A A Long Walk to Freedom Textbook Questions and Answers

Look at the following pictures and answer the questions that follow.

Question 1.
What do you know about the great persons in these pictures?
Answer:
The pictures are of Mahatma Gandhi and Nelson Mandela. Both of them are world class leaders. They sacrificed their lives for their countries. They exhibited excellent human qualities in their movements. They remain forever as models for leadership and humanity.

Question 2.
What similarities do you find in their lives?
Answer:
Mahatma Gandhi and Nelson Mandela have a lot of similarities in their lives. In fact, Mandela derived inspiration from Gandhi. Both are coloured. Both suffered at the hands of the whites. Both of them fought for their countries. They sacrificed their personal lives for their movement. Both of them spent a lot of time in jails. People regard both of them as their greatest leaders.

Comprehension

Answer the following questions.

Question 1.
Why is it difficult to fulfil the ‘twin obligations’ in a country like South Africa?
Answer:
In South Africa, coloured persons were not allowed to fulfil their twin obligations. If anyone tried to do so, he was punished and isolated. Blacks were not permitted to live like human beings.

Question 2.
What sort of freedom did Mandela enjoy as a boy? Was it real? Give your opinion.
Answer:
Mandela was born free. He could run around in their fields. He could swim in the streams nearby. He had the freedom to roast maize under the stars. He enjoyed rides on the backs of bulls. But that freedom was very limited and purely private. Later, it turned out to be an illusion.

Question 3.
How did Mandela’s understanding of freedom change with age and experience?
Answer:
As a boy, Mandela thought he was free. As a student, he knew he did not have freedom. Later, he realized that all blacks were deprived of their freedom, dignity, and self-respect. Finally, he understood that he could not enjoy his limited freedom as long as his people were not free. He felt that freedom was indivisible.

Question 4.
What does the line ‘the oppressed and the oppressor alike are robbed of their humanity’ suggest?
Answer:
Mandela is a wise leader. He has a lot of insight. He says ’the oppressed and the oppressor alike are robbed of humanity1. For an ordinary person, only the oppressed appear to be the sufferer. But the oppressor also suffers from hatred. Hence all are losers. Freedom to everyone alone is the solution.

Question 5.
What relevance does Nelson Mandela’s life have to the present society?
Answer:
Mandela’s life is relevant to any place and at any time. His life basically deals with human values. And humanity remains the same everywhere and at any time.

Question 6.
“It was this desire … that animated my life”, which desire is the narrator referring to?
Answer:
The desire Mandela refers to is the greater hunger for the freedom of his people.

Vocabulary

I. Tick (✓) appropriate meaning for each of the following underlined words.

1. I was born free.
a) able to act at will
b) having personal rights
c) not subjected to constraints
d) costing nothing
Answer:
c) not subjected to constraints

2. I was prevented from fulfilling my obligations.
a) not able to perform
b) stopped from doing
c) conditioned to do
d) forced to do
Answer:
b) stopped from doing

3. My freedom was curtailed.
a) enhanced
b) lost
c) reduced
d) blocked
Answer:
c) reduced

4. I was not a virtuous leader.
a) dignified
b) law-abiding
c) well behaved
d) honest
Answer:
d) honest

II. Read the following paragraph carefully. Fill in the blanks with the most appropriate forms of the words in brackets.

Nelson Mandela was an outstanding black ___(1)___ (lead) of South Africa, who spent his life time ___(2)___ (fight) against racial ___(3)___ (segregate). He had to spend 30 years of imprisonment to achieve ___(4)___ (free) of the coloured. Finally he ___(5)___ (creation) history when he became the first black man as the President of ___(6)___ (independence) Republic of South Africa. This great leader who has been a source of ___(7)___ (inspire)for millions of freedom lovers in the world was influenced by Mahathma Gandhi, the father of our nation!
Answer:
1) leader
2) fighting
3) segregation
4) freedom
5) created
6) independent
7) inspiration

Grammar

Defining Relative Clause :

Read the following sentences and notice the underlined parts.

1. The man who takes away another man’s freedom is a prisoner.
2. The people followed the principles that Mandela advocated.

• As you perhaps know, the clauses underlined above are called adjectival clauses because they qualify the noun in the preceding clause.
• In (1) we are able to identify who the man is with the help of the information contained in the clause, who takes another man’s freedom. Similarly, the identity of the principles is revealed by the clause, that Mandela advocated. Without these clauses, the listeners will not be able to know who the man is and which principles they are. Who in (1) refers to the man and that in (2) refers to the principles. These words in these sentences are

Relative pronouns.

• The Adjectival clauses are also called Defining Relative Clauses because they help to define the person or the object referred to.
• The whole expression containing the noun phrase and the Relative Clause now acts like a single noun phrase.

Pick out the Defining Relative Clauses and the noun phrases they define from the text. Fill in the table given below. One is done for you.

Writing

I. Read the story once again and analyze the text in the light of the following questions.

• What incidents do you find in the first paragraph?
• How does the writer reflect on (feel about) these incidents?
• What is the writer’s point of view on the incidents?

You may have witnessed several instances of discrimination in the world around you. Write an essay about one such incident. You may use the following clues:

• When and where did it take place?
• With whom did the incident occur?
• What were you doing at that time?
• How did you feel about these incidents?

Answer:
Pleasant are the ways of villagers. Sometimes the ways are mysterious too, particularly to a town boy as young as 12. Even after clear explanation by village elders, I find it difficult to understand the way the villagers behaved that day.

It was summer. As in every summer, I had been to my grandparents’ village. Born and growing in a small house in a crowded town, I always love to go to villages. And my love for my grandfather’s village is all the more as it is on a river bank with a range of hillocks on another side. I also cherish village games and countryside walks.

That particular day filled my heart with rather sad feelings. My grandfather and I were walking along a path beside the river. A man of about 25 was riding a bicycle towards the village. A young boy of below 10 years was sitting on the back seat of the cycle. He appeared to have been enjoying that ride as if it were for the first time he was riding a cycle !

Suddenly a group of 5 or 6 men stopped the cycle. They started scolding the man for allowing the boy to sit on his cycle. And as to the boy, they almost beat him. The boy’s eyes were filled with tears of fear. The trembling boy’s tender face left a deep impression on my mind. And the memory has been haunting me whenever I think of the village. Since then, though I have been going there, the feelings about the village have not been as pleasant as they used to be before that incident.

As I was at my wit’s end as to why the boy shouldn’t ride the bicycle, I asked my grandmother the reason for their behaviour. Grandmother said in a hushed voice that the boy belonged to a lower caste and the man was from a higher caste !

My mind failed to understand that and till today I see no point in that attitude ! May God bless us with the understanding that all men – nay, all living beings – are equal !

Study Skills

Read the following biographical account of a great patriot of India, which describes events in his life. After reading the text, complete the chronological table.

Subhash Chandra Bose was born on 23rd January in Cuttack in 1897. He was born in a rich family. When he was five he was admitted into a big European school. At the age of twelve, he was shifted to another school, where his headmaster, Beni Madhav Das, kindled the spirit of patriotism in him. When he was fifteen, he came under the profound influence of an outstanding spiritual leader, Swami Vivekananda.

After his graduation, Subhash left for Cambridge in 1919 to appear for the Indian Civil Service Examination (ICS). But he had made up his mind to dedicate his life to the service of his country; he resigned from the Indian Civil Service and returned to India in 1921. He took part in freedom struggle, Independence Movement and fought against the British rule in India. Bose was arrested and sent to a prison in Burma. With the cooperation of some prisoners and freedom lovers, Bose formed the Indian National Army (INA) in 1941 in Singapore. He inspired the troops to fight against the British to liberate their motherland. On 21st October 1943, the Azad Hind Government was set up in foreign soil.

Subhash is called ‘Nethaji’ (Neta- a leader) because he was a true and passionate leader of the Indian struggle for freedom.

Complete the following table based on your reading of the passage.

Year	Incident that took place/Significance
1. 1897	Subhash Chandra Bose was born on 23 January
2. 1902	Joined a big European school
3. 1909	Shifted to another school/headmaster Beni Madhav Das kindled the spirit of patriotism
4. 1912	Came under the influence of Swami Vivekananda
5. 1919	Left for Cambridge to appear for Indian Civil Service Examination
6. 1921	Resigned from Indian Civil Service and returned to India
7. 1941	Formed Indian National Army (INA) in Singapore
8. 1943	Set up Azad Hind Government – on 21st October in foreign soil.

Listening

Practise listening carefully. Then you will be bale to speak.
Listen to the ‘speech of Subhash Chandra Bose’ and answer the questions that follow.

Speech of Subhash Chandra Bose
Brave soldiers! Today you have taken an oath that you will give fight to the enemy till the last breath of your life, under the national tricolour. From today you are the soldiers of the Indian National Army of free India. You have volunteered to shoulder the responsibility of forty crores of Indians. From today your mind, might and money belong to the Indian Nation. Friends, you have the honour to be the pioneer soldiers of Azad Hind Fauj. Your names will be written in the history of Free India. Every soldier who is martyred in this holy war will have a monument, Free India. The coming generations will shower flowers on those monuments. You are very fortunate that you have got this valuable opportunity to serve your motherland. Although we are performing this ceremony in a foreign land, our heads and hearts are in our country. You should remember that your military and political responsibilities are increasing day by day and you must be ready to shoulder them competently. The drum of Indian Independence has been sounded. We have to prepare for the battle ahead. We should prepare ourselves as early as possible so that we can perform the duties we have shouldered. I assure you that the time is not far off when you will have to put to use the military skill which you possess.

Today we are taking the vow of independence under the National Flag. A time will come when you will salute this flag in the Red Fort. But remember that you will have to pay the price of freedom. It has to be got by force. Its price is blood. We will not beg freedom from any foreign country. We shall achieve freedom by paying its price. It doesn’t matter how much price we have to pay for it. I assure you that I will lead the army when we march to India together. The news of the ceremony that we are performing here has reached India. It will encourage the patriots at home, who are fighting empty-handed against the British. Throughout my life, it had been my ambition to equip an army that would capture freedom from the enemy. Today I congratulate you because the honour of such an army belongs to you. With this, I close my speech. May God be with you and give you the strength to the pledge which you have taken voluntarily today.
Inquilab Zindabad!

I. Based on the ‘speech of Subhash Chandra Bose’ answer the following question orally.

1. What is the thrust of Subhash Chandra Bose’s speech?
Answer:
The thrust (main point) of Bose’s speech is motivating the soldiers to fight for mother India’s Freedom with a sense of sacrifice and responsibility.

II. Say whether the following statements are True or False.

1. Subhash asked the soldiers to sacrifice everything for their motherland.
Answer:
True

2. Subhash dreamt that every soldier of INA would have a monument in Free India.
Answer:
True

III. Have you ever heard of &ny national leader’s speech? Talk about him/her.
Answer:
Yes. I heard of Atal Biharr Vajpayee’s speech. He uses a very simple language. Humour is clear and dignified in his talk. He quotes from poetry and himself composes poems and recites. His commitment to the cause of the country makes his words appealing. His selfless service adds force to his flow of sounds.

Oral Activity

Debating
Work in pairs. Organize a debate in dass on the following proposition. Women should work in kitchens and men in offices.
One member of the pair speaks in favour of the proposition, while the other speaks against it.
Remember

• Organize your ideas as main points and sub-points;
• Put your ideas in a proper order ( sequence);
• Give suitable examples, quotes;
• Use polite expressions;

You may use some of the following words/phrases to express your views

• In my opinion ………………
• personally feel ………………
• It’s my feeling ……………….
• think ……………..

To agree with your opponents

• I agree with my worthy opponents ……………..
• I am in favour of the ……………..
• I think they / you are right ……………..
• I support the idea ……………..

To disagree with your opponents

• I’m sorry to differ with you ……………..
• I disagree with you ……………..
• It may be your opinion but I’m not happy with this ……………..
• That’s purely your idea but the reality is different ……………..

To establish your point of view/stand

• Since I have evidence I strongly believe this ……………..
• I’m fully confident with my point as ……………..
• I’ve no doubt about this since it is a ……………..
• Therefore I conclude that ……………..

A : It is definitely very good if women remain at home and men work in, offices. It was practised in good olden days and everyone lived happily and peacefully.

B : I love to agree with your example. But that belongs to past. We live in the present. The times have changed a lot. Change, we must along with the time !

C : Women confining to homes is a good proposition. That is the place where a woman’s abilities are most useful. Work at offices men can take care of!

D : I’m really sorry to disagree with you! Women, no doubt, are best home makers. But that doesn’t mean they cannot do other things. Don’t we have examples in thousands that prove women’s abilities! What about Sakuntala Devi, Sunitha Williams ; Kalpana Chawla ; Indra Nobyi; Indir a Gandhi, and many more?

E : Hard working husband and school going students need personalised service at home. So it would always be good for women to stay at home. A hgppy father and satisfied children make a home a pleasant place to live in!

F : That is a fine idea. But what about the feelings of a woman. Particulary when she has an urge for expression of her talents! You see from one angle. Let’s try to be comprehensive.

G : Women have tremendous patience. She can attend to work at home and yet be a office goer. Allowing women to work outside is advantageous in many ways. Inconveniences, if any, can be sorted out somehow. Father and children should learn to enjoy sharing work at home. Then everyone will be happy.

H : It is a balanced opinion. What I would like to put in is that every woman has her own choice. Some women may prefer to stay at home on their own. Others may love to take up a job outside. Hence what I feel to be the best option is to give freedom to women to be a home maker or a job seeker!

A Long Walk to Freedom Summary in English

Nelson Mandela’s narration ‘A Long Walk to Freedom’ is at once soul-stirring and thought-provoking. Every man has obligations to his family and his country. Fulfilling them depends on one’s ability and nature. But in South Africa coloured people were not allowed to fulfil any of those obligations. But Mandela tried and succeeded to fulfil his obligations to the country. But he failed in the case of his family. He was born free. But soon he discovered that his freedom was not true. He realised that no black in South Africa was free. They didn’t have self-respect too. His hunger for personal freedom became the hunger for everyone’s freedom. For that, he changed himself. He became animated. He became bold. He sacrificed his personal ambitions and life. He worked for the freedom of the oppressor too. He believed that freedom was indivisible. He attempted for freedom to everyone and he achieved it too.

A Long Walk to Freedom Glossary

twin (adj) : two

obligations (n-plural) : duties ; responsibilities

humane (adj) : kind ; concerned

inevitably (adv) : as is certain to happen

inclinations (n-plural) : feelings /tendencies that make one do something

isolated (v-past tense) : separated from others

ripped (v-past tense) : torn ; separated

twilight (adj) : mysterious ; uncertain ; not clearly defined

rebellion (n) : opposition to authority

mealies (n-plural) : maize

abided by (ph.v) : accepted the law / worked according to rules

illusion (n) : something that appears to be present but actually not present

transitory (adj) : temporary

yearned (v-past tense) : wanted very much ; longed

potential (n) : quality that exists and can be developed

keep (n) : food, clothes and other basic things that one needs to live

obstructed (v-past tense) : blocked ; stopped

curtailed (v-past tense) : limited

animated (v-past tense) : made full of energy

monk (n) : a person living without family, personal possessions etc.

virtuous (adj) : behaving in a very good and moral way ; honest

oppress (v) : treat others cruelly and unfairly

oppressor (n) : a person oppressing others

the oppressed (v-past participle – used as a noun along with ‘the’) (plural) : people who are oppressed

prejudice (n) : an unreasonable dislike based on race etc.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4C Can’t Climb Trees Any More Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4C Can’t Climb Trees Any More

9th Class English Chapter 4C Can’t Climb Trees Any More Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What is your opinion about the theme of the story?
Answer:
The theme is about man’s concern for his roots. It is about one’s own association with nature. It is particularly about one’s innocent childhood, spent in the lap of grandparents. It is interesting and inspiring.

Question 2.
The middle-aged man remembers his joyous days of youth. What are the different words/phrases used in the story (for example, dark dancing eyes; swift and sweet of limbs) to show the characteristics of the youth?
Answer:
Words that show the characterstics of youth are: ‘climbing over the wall’, ‘music of a piano’, ‘climbingthe jackfruit tree, ‘marbles I had won’, ‘sprang up and ran’, ‘sprightliness in his step’, etc.

Question 3.
‘A blessing rests on the house where the shadow of a tree falls/ And so the present owners must also be receiving the tree’s blessings. What does the narrator’s grandmother mean by this statement?
Answer:
The man’s grandmother used to say:
A blessing rests on the house where the shadow of a tree falls! That means growing trees in our yards brings us a lot of good. Trees benefit man in many ways.

Question 4.
Are the grandmother and Chief Seattle expressing the same feelings about trees and nature? Why?
Answer:
Yes, the grandmother and Chief Seattle express the same feeling about nature. Good old people realise the value and the usefulness of nature. They go on wisely advising everyone to love and respect nature.

Project Work

Look at the picture. Our water resources are getting polluted every day. If we do not care enough to prevent pollution and save water, there is going to be an acute scarcity of drinking water.

I. Visit five houses in your locality and collect the following information.

1. Number of members in the family.
a) adults
b) children

2. The average quantity of water used in the household (in litres).
a) for drinking and cooking food
b) for washing clothes and cleaning the house
c) for cattle
d) for cultivation

3. The average quantity of drinking water wasted in the household (in litres).
a) for drinking and cooking food
b) for washing clothes and cleaning the house
c) for cattle
d) for cultivation

4. What are the water sources for the household and what is the average quantity 6f water used from these sources?
a) well in the household
b) public well
c) water from public taps
d) river, pond, lake, etc.

5. Does the ground water in the locality get polluted ? If so, the sources.
a) domestic sewage
b) industrial wastewater
c) agricultural wastewater
d) construction site run-off
e) urban run-off

Consolidated Sheets of the data collected from five houses
1. Number of members in the family.

2. The average quantity of water used in the household (in litres).

3. The average quantity of drinking water wastec in the household (in litres).

4. What are the water sources for the household and what is the average quantity of water used from these sources?

5. Does ground water in the locality get polluted? If so, the sources.

II. Work in three groups and make reports as suggested below. Present all the reports before the whole class.
Group A : The quantity of water used by the households in the locality from various water sources and how the usage can be minimised for conserving drinking water.
Group B : The water sources in the locality, how the water gets polluted and how it can be prevented.
Group C : What measures that can be taken for conserving water and preventing pollution of water ?
Answer:
Report of Group A
The survey discovers some startling facts. A huge quantity of water is wasted everyday in 90% of the households. The wastage is more in houses that have running water tap connections provided free of cost. An average household with 5 members uses 250 litres of water if their source is a hand pump or public well. But a household of the same size with free running water tap connection uses (or wastes) 1000 litres of water a day! So, there is an urgent need to check this wastage. Strict laws are to be enacted and enforced on oneside and awareness programmes are to be conducted on a massive scale on the other side!

Report of Group B
The only source of water in the locality surveyed is a pond. But the pollution levels in it are very high. Ignorance of pollution is the main reason. Domestic sewage joins the pond. Cattle freely swim around the pond. Even washing of clothes goes on in the pond. Agricultural waste water also enters the pond. A pond – protection committee should be formed and the committee should take round-the-clock care to prevent this pollution and protect the only water source.

Report of Group C
Water is precious. It is essential too I We need to conserve it. First wastage of water in all its forms must be prevented. Rain water harvesting, recycling of water in permissible sareas are to be encouraged. Pollution of water bodies is to be minimised. Promoting aw^-eness among people is most important. Enacting suitable and strict laws and enforce them eftuely are other measures.

The River Summary in English

Ruskin Bond is a famous writer for children. He is fond of writing about the bond between nature and man. “Can’t Climb Trees Any More” is an example. A middle aged man looks at a house, the trees and flower plants in the yard from outside. A young girl of about 12 comes there and asks him what he is looking at. He replies that he is looking at the house. She very innocently asks him if he wants to buy that. He says they lived there twenty five years ago and he just felt like seeing their old house. The little girl invites him in. To prove that he is still young, he climbs the wall but gasps. With the help of the girl, he climbs down. They sit on a stone bench. The man recollects his childhood days. He recollects his grandmother’s words that trees would bless those living in their shade. He says that he used to store his treasures in a hole in the jackfruit branch. An Iron Cross is among his treasures. He says it must be still in the hole. The girl asks if he will check. He says he can’t climb trees any more. The girl climbs the tree, finds the cross and gives it to the man. But the man gives it back to the girl saying that he has come there not for his cross but for his youth. So saying he walks briskly remembering the young girl’s lively features!

The River Glossary

verge (n) : a piece of grass on the edge of a path

turnstile (n) : a gate that moves in a circle allowing only one person at a time

dizzy (adj) : feeling that everything is spinning

hollyhocks (n – plural) : a kind of flowering plants

disembodied (adj) : a sound heard but the speaker not seen

slim (adj) : thin, lean

colonel; brigadier (nouns) : ranks in army

witty (adj) : humorous

offence (n) : hurting; injury

appraising (v + ing) : evaluating; understanding

prosperous (adj) : rich; wealthy

trapeze (n) : a swing used in circus

muttered (v – past tense) : murmered ; said in a low voice

slithered (v – past tense) : glided ; moved slowly and smoothly

shattering (v + ing) : breaking

spotted (v – past tense) : noticed

pruning (v + ing) : shortening; cutting

fragrance (n) : perfume

drenched (v – past tense) : filled with

chiming (v + ing) : soft, ringing sound

budgerigars (n – plural) : a small Australian bird belonging to the parrot family.

hollow (n) : hole

eddies (n – plural) : circular movement of air with dust

barefoot (adj) : without any footwear

sprightliness (n) : liveliness

lissome (adj) : thin and attractive

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4B The River Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4B The River

9th Class English Chapter 4B The River Textbook Questions and Answers

I. Answer the following questions.

Question 1.
Is the river like a child? Why?
Answer:
Yes, the river is like a child at the place of its birth. It dances and shines like a child at play.

Question 2.
Why does the poet call it ‘swelling river’?
Answer:
As the river progresses, other streams join it. It widens. It goes on expanding. Hence the poet calls it ‘swelling river.

Question 3.
‘Seeming still yet still in motion.’ What does the word ‘still’ mean in either case?
Answer:
’Still’ in the first place means ‘motionless’. It is an adjective. ‘Still’ in the second place means ‘even though’. It is an adverb.

Question 4.
How does the sea remind you of eternity?
Answer:
The sea is almost endless. It is vast. It never dries up. Thus it reminds us of eternity.

Question 5.
What do the river and the sea remind the poet of?
Answer:
The river reminds the poet of the ages of man’s life. The sea reminds the poet of the immortality after death.

II. Read the poem once again and list the words in the poem which show the movement of the river at various stages.
Answer:
dancing, rush, sweeping, in motion, tending, dash.

II. Now, read the last line of each stanza. What do these lines say about the river?
Answer:
The last lines of the stazas tell us the stages of the river. They also compare the river to man in his various ages.

III. What are the word pictures used in the poem? How do they add to the beauty of the poem?
Answer:
Little river, dancing, a child at play, by rose – banks; impetuous youth; mortal prime still in motion ……… These word pictures create beautiful impressions in the minds of readers. Thus they add to the poem’s beauty.

IV. Read the following comparisons:
‘She skims like a bird.’
‘Her face shines as the moon in the sky.’

Pick out similar expressions from the poem ‘The River’. Say why the poet has made these comparisons. What would you compare them to?

Answer:

1. Now, read the last line of each stanza. What do these lines say about the river?
Answer:
The last line of the stazas tell us the stages of the river. They also compare the river to man in his various ages.

2. Do the river and its movement suggest something eise to you?
Answer:
Yes, the river and its movement suggest to me many things. They are; continuously moving time: gradual but endless progress in every area; man’s life through different ages.

3. Attempt an appreciation of the poem comparing and contrasting your experience of a river with that of the poet.
Answer:
The poet’s comparison between the river and the child at play is very impressive. But when I see the shining river glide through, I feel a dazzling snake creeping along. And whenever I see the river fall down from rocks I remember the jumping deer. As I see the brimming river the image of vast sky appears in my mind. But the poet’s comparisons refer to man’s ages and there is a continuity. That is because of the maturity and creativity of the poet.

The River Summary in English

C.A. Bowles presents a graphic picture of a river’s course in her artistic poem “The River”. The poet draws an interesting comparison between the river’s progress and man’s ages. The river at the beginning shines and dances like a child at play. Then it swells and runs fast and rash as an impulsive youth. In later stages, it is full and appears to be still. But, it is deep and moves on like man in his prime age. Finally, the river jumps into the sea and attains eternity along with the sea!

The River Glossary

sparkle (v) : shine

pebbles (n – plural): small stones

foliage (n): branches and leaves

glancing (v+ ing): looking at quickly

swelling (v + ing): expanding; increasing

rush (v): move fast

brawling (v + ing): noisily fighting one’s way

impetuous (adj): rash, impulsive ; acting quickly

brimming (v + ing): full

still (adj): without movement

still (adv): despite ; even though

tending (v + ing): moving

mortal prime: man in his important stage

headlong (adj): moving with head in the lead

dash (v): jump ; move

eternity (n): immortaily

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5C The Ham Radio Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5C The Ham Radio

9th Class English Chapter 5C The Ham Radio Textbook Questions and Answers

Answer the following questions.

Question 1.
What are the places in which disaster management becomes imperative?
Answer:
Disaster management becomes imperative in public places, business centres and road junctions etc. Large number of people move around in such areas.

Question 2.
How can we empower the disaster management crew?
Answer:
We can empower disaster management crew by providing them with best devices.

Question 3.
In what way does Amateur Radio (Ham Radio) become inevitable in times of natural calamities?
Answer:
Ham radio is inevitable in times of calamities. This is because conventional communication network fails during disasters.

Question 4.
Cite the disasters in which Amateur Radio Operators commenced disaster relief when other systems failed.
Answer:
Disasters during which Ham radio helped the crew are : 2001 Gujarath Earthquake, 2001 WTC attack in the USA, 2004 tsunami in India and many more.

Question 5.
Explore other incidents in which Ham Radio Operators can take up rescue operations.
Answer:
Ham radio operators can take up rescue operations during road and fire accidents ; war and mega social, cultural or religious gatherings.

Question 6.
What is the central theme of the essay?
Answer:
The theme of the essay is the multiple uses of ham radio.

Question 7.
List the criteria to qualify for becoming a Radio Amateur.
Answer:
To become a ham, one should qualify in
1) Morse code
2) communication procedure and
3) basic electronics.

Project Work

Get into groups and collect information relating to various disasters from Newspapers, magazines and books etc. Each group should work on one disaster. Fill in the boxes in the table given in the next page with necessary information. One is done for you.

The Ham Radio Summary in English

Disasters and terrorism may strike thickly populated areas at anytime. Communication is most important in such situations. And conventional communications like cell phones fail exactly in those emergencies. It is in those times Ham radio comes handy. Ham radio uses high frequency and automatic batteries. And the Ham volunteers are skilful and ever ready to work. Failure of the system is very less likely. The only problem is the availability of information about Ham operators. During 2001 Gujarath Earthquake, 2001 attacks on WTC in the USA, 2004 Tsunami in India, Ham radio served disaster management personnel wonderfully. Ham radio is useful in day to day problems like medical emergencies too. Anyone above 12 with no specific educational qualifications can appear for Ham radio licence test and on passing it can obtain the licence.

The Ham Radio Glossary

ham (n) : a person who operates radio signals as a hobby, not as a job

strike (v) : attack

efficient (adj) : doing thoroughly

imperative (adj) : extremely important or urgent

calamities (n-plural) : disasters

adverse (adj) : unfavourable/harsh

crew (n) : persons working as a team

amateur (adj) : working for enjoyment, not as a job

innovation (n) : new, improved creation

adept (adj) : skilful

terrestrial (adj) : related to /on land

choke points : blocking or obstructing points

improvising (v+ing) : managing with available things when the right things are not availble

wiped out (phrasal verb) : destroyed totally

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 24 Disaster Management.

AP State Syllabus 9th Class Social Studies Important Questions 24th Lesson Disaster Management

9th Class Social 24th Traffic Education 1 Mark Important Questions and Answers

Question 1.
Write any two causes for road accidents. (SA-II 2018-19)
Answer:

1. Alcohol & drunk & driving
2. Street racing
3. Speeding
4. Weather related
5. Cell phones, etc.

9th Class Social 24th Traffic Education 2 Marks Important Questions and Answers

Question 1.
The Pie chart below shows the Age profile of road crash victims for 2016. Read the chart and answer the following question.
Q : What is the best conclusion that can be drawn from the information provided in the “Pie” chart? (SA-II 2018-19)

Answer:
According to the chart, the main thing is

1. In road accidents all kinds of age people are there.
2. Majority of accident victims are between 25-35 years of age.
3. Majority of victims are adolescence stage.
4. The main reason behind is lack of traffic education.
5. So create awareness about traffic education.

9th Class Social 24th Traffic Education 4 Marks Important Questions and Answers

Question 1.
Analyse the information given above and based on that write the need and significance of Traffic Education. (SA-III : 2016-17)

Answer:

1. In the given year 2012, 2577 accidents took place.
2. Two wheelers (30%), Four wheelers (28%), caused more accidents.
3. Over speed, no awareness about traffic rules are main reasons for the accidents.
4. Youth are the main victims of the accidents.

Significance of traffic education :

1. Traffic education is essential for equipping children sufficiently to become safe road users.
2. Traffic education is heeded to encourage safe traffic activities.
3. Traffic education is very essential for every age group.
4. Traffic education for educated road users can be easily done through media, T.V. and radio.

9th Class Social 24th Traffic Education Important Questions and Answers

Question 1.
What is traffic?
Answer:
Movement of any object from one place to another is traffic like wire movement of any vehicle from one place to another place on the road is road traffic.

Question 2.
What is Traffic Education?
Answer:
Traffic Education is the education which describes the traffic rules and regulations in a clear and simple way.

Question 3.
What is the need and significance of Traffic Education?
Answer:
As young people become more independent, they are exposed to increase risks. Especially teenagers are an important group of road users. Many are unaware that road incidents are the biggest cause for serious accidents and deaths. It is necessary to teach all the road safety measures clearly to avoid accidents.

Question 4.
How does breath analyser work?
Answer:
When a person drinks alcohol it is absorbed in to the blood and is circulated through out the body. As this blood reaches the lungs, the air we exhale carries traces of alcohol which is measured by the gadget. In a way the exhaled air would contain alcohol traces along with Carboh-di-oxide. These machines can pick up even the slightest traces of alcohol. Police Officer cannot delete the record in breath analyser even though he wants to help the victim.

Question 5.
Why does the RTA cancel the driving licenses?
Answer:
The Regional Transport Authority can disqualify persons from holding driving license or revoke the same if the person:

1. is a habitual drunkard.
2. is an addict to any narcotic drug
3. is using a vehicle in the commission of cognizable offence
4. is driving dangerously
5. is using the vehicle without registration
6. is not giving any information required to the police
7. is not shifting the victim of the accident in which his or her vehicle is involved to the nearest hospital
8. does not produce the following certificates on demand by police- Certificate of Insurance, – Certificate of Registration- Driving License- Pollution Certificate

Question 6.
Explain the division of Roads.
Answer:
Division of roads:
1. Footpath:
It is laid on either side of the road for the use of pedestrians. It is built with of about 2 meters

2. Road divider :
The road is divided into two halves with cement slabs

3. Zebra Crossings :
Zebra Crossing is the place where the pedestrians cross the road these are laid at places where traffic is heavy.

Question 7.
What are the hurdles of road safety?
Answer:
Hurdles of road safety :

1. Negligence of civilians
2. Pathetic conditions of roads
3. Unsafe vehicle design
4. Under implementation of road safety standards
5. Lack of proper enforcement of laws
6. Lack of emergency services.

Question 8.
Read the following rules and answer the given questions.
Rules for pedestrians :

1. Walk on the footpath. If footpath is not available and the road is narrow, walk on the right side of the road watching the oncoming traffic.
2. Must use reflective clothing at night when walking outside built up area.
3. Always carry a torch while walking at night time.
4. Do look for safe place to cross and look left and right listen for traffic.
5. Let any traffic coming in either direction.
6. Walk briskly straight across the road when it is clear and continue to watch and listen for walking.
7. Use zebra Lines for crossing roads.
8. Don’t use the mobile in any form while walking/ crossing i.e. either listening to songs.
9. Take the help of traffic police while crossing the road.
10. Pedestrians do not walk on roads in inebriated condition.

1) Where should we walk if footpath is not available?
Answer:
If footpath is not available and the road is narrow, walk on the right side of the road watching the on coming traffic.

2) What should we carry at night time while walking?
Answer:
Torch light.

3) What should we use for crossing roads?
Answer:
Zebra Lines.

4) Can we use mobile phones while walking on footpath?
Answer:
No, we cannot.

5) Pedestrians must use ……………… clothing at night when walking outside built up area.
Answer:
reflective

Question 9.
Read the following passage and answer the given questions.
Traffic Signals :
A traffic Light, traffic signal or a stop light is a signatory device position at a road intersection to indicate when it is safe to drive through. Follow traffic signals at the junction, i.e. Red- stop before line; Orange- get ready to go; Green- move the vehicle.

1) Write the names of signatory devices.
Answer:
Traffic light, traffic signal or stop light.

2) What does it indicate?
Answer:
It indicates when it is safe to drive through.

3) Where can we find signals?
Answer:
At the junctions.

4) Match the following :
1. Red ( ) a. Move the vehicles
2. Orange ( ) b. Get ready to go
3. Green ( ) c. Stop before line
Answer:
1 – c,
2 – b,
3 – a

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5B Grabbing Everything on the Land

9th Class English Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers

Answer the following questions.

Question 1.
What is the central theme of the poem?
Answer:
The theme of the poem is the vast destructive power of tsunami and the widespread death and damage it causes.

Question 2.
What does the ‘hand’ refer to? Where was the hand born?
Answer:
The hand refers to the tide of tsunami. It is born under the surface of the sea.

Question 3.
Identify the most striking line in the poem.
Answer:
The most striking line the poem is the concluding line.

Question 4.
Describe the damage caused to mankind due to ‘Tsunami’. Locate the words or expressions which tell the fury of ‘Tsunami’.
Answer:
Tsunami killed men and animals. It uprooted trees and destroyed houses. In fact, it smashed everything that was in its way. The expressions that show the fury of tsunami are : dreadful might; anger unleashed ; white horses galloping ; dissolved under the heat; crashing; crunching; tearing

Question 5.
Why do you think only a few could understand the meaning of ‘Tsunami’?
Answer:
Majority of the people of tusunami affected areas were killed. Only a few survived. The destruction caused by tsunami is known only to those living after it.

Grabbing Everything on the Land Summary in English

Lily Usher presents in detail the terrible destructive power of ocean tides in her poem “Grabbing Everything on the Land”. The wave came like a giant hand felling trees and crushing homes. It destroyed everything in sight and no one could escape from it. The hand was born in the ocean and got its strength from the rocks underneath. Everyone was surprised to see the waves coming towards them like fast running white horses, smashing everything on their way. Crashing, crushing, crunching, and cutting was everywhere. Death danced all around. The few who managed to escape understood what ’tsunami1 meant.

Grabbing Everything on the Land Glossary

grabbing (v+ing) : seizing ; taking something suddenly and with force

foam (n) : mass of bubbles on water surface

uprooting (v+ing) : felling; pulling roots from the ground

smashing (v+ing) : crushing ; destroying

fist (n) : closed fingers ; symbol of attack

survive (v) : able to live despite difficulties

dreadful (adj) : terrbile ; evoking fear

might (n) : power; energy

tide (n) : rising surface of water

belly (n) : stomach

plates (n – plural) : (here) rocks in the earth’s crust

fury (n) : anger

unleashed (v – pt) : let loose

shriek (n) : a cry of fear

galloping (v + ing) : running very fast

dissolved (v – past tense) : melted ; (here) died

crunching (n + ing) : crushing noisily

seeping (v + ing) : flowing slowly

brutally (adv) : cruelly; mercilessly

hound (n) : a hunting dog

punch (n) : a hit; shot

tsunami (n) : an extremely large wave in the sea ; a tidal wave
(from Janapese)

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5A A Havoc of Flood Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5A A Havoc of Flood

9th Class English Chapter 5A A Havoc of Flood Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
What made the people stand on the roof-tops?
Answer:
Floods of severe intensity made people stand on the roof-tops.

Question 2.
What are the people in the helicopter trying to do?
Answer:
People in the helicopter are trying to airlift the people standing on the roof-tops.

Question 3.
Have you ever seen a situation like this in your life? If yes, when and where did you see it?
Answer:
No, I haven’t seen a situation like that. But in cinemas and on TVs I have seen such situations.

Comprehension

I. Answer the following questions.

Question 1.
What mood is highlighted throughout the description? Pick out the words that suggest the mood.
Answer:
The mood highlighted in the description is that of sorrow, shock and horror. Some of the words that suggest the mood are : terrible, damp, cold, cloudy, gloomy, roaring, shattering, frantically, trauma, heart-rending, pathetic plight, catastrophe, aghast

Question 2.
Which of the scenes in the text has moved you the most? Why?
Answer:
A 40 year old widow Rajeswari staying at a roadside shelter with her four young children without food and water moved me. A mother watching silently the suffering of tender children is unbearable and unimaginable.

Question 3.
Who played the key role in the rescue operation of the floods? What steps were taken by the government?
Answer:
Government agencies, the army, the navy and personnel from Disaster Management Response Force played a key role in rescue operations. Government opened relief camps and distributed food, clothing, medicines etc., among the victims. Government also extended all possible help.

Question 4.
“The flood victims were looking on with wide open eyes for some help to meet their needs.” Can you guess what their needs may have been?
Answer:
The immediate needs of the flood victims are food, shelter, clothing and medicines.

Question 5.
“Help always pays gratitude.” In what way is this statement true in the light of the context?
Answer:
All the needs of the victims were met by government agencies, philanthropists and NGOs. The victims were thankful for the help. Hence the saying ‘Help always pays gratitude1’ is true.

Question 6.
How did the roaring floods disturb the lives of the people of Kurnool?
Answer:
The roaring floods destroyed houses, disturbed normal life, killed men and animals, shattered their hopes in Kurnool.

Question 7.
What relief measures would you suggest for the flood victims?
Answer:
Apart from basic needs like food and clothing, I would suggest emotional support to victims and permanent solution to floods.

Question 8.
What inspiration can you draw from the last two paragraphs of the lesson?
Answer:
Rajeswari’s courage, determination, hope and concern for children teach us very valuable lessons. And her sense of thankfulness to those who helped her is highly admirable.

Vocabulary

Read the following sentence and notice the meaning of the underlined word.
They reached their dwelling places hoping a bright morning the next day.
In this sentence ‘bright’ means ‘full of light’ or ‘shining strongly’ or ‘happy.’

A single word in English (with the same spelling and the same pronunciation) may have many meanings.

The correct meaning (or the suitable meaning) of that word is understood with the help of the context.

Words with multiple meanings are called HOMONYMS. (It is very interesting to improve one’s word power with the help of HOMONYMS.)

Some commonly used Homonyms are : kind, type, plant, articles, cricket, bat, bowl, sight, light, kite …..

I. Identify the meaning of ‘bright’ in each of the foliowing sentences and write your own sentences using ’bright1 in different meanings.

1. I like bright colours.
bright = strong, thick, easy to see
My uncle bought a bright blue dress for me.

2. Tejaswini gave me a bright smile, bright = cheerful and lively
On knowing the results, their eyes turned bright.

3. Sindu is a bright student.
bright = brilliant, quick to learn
Many teachers prefer to talk to bright students.

4. Yamuna has bright ideas.
bright = helpful
The manager always seeks bright ideas.

5. This young player has a bright future.
bright = likely to be successful
The students of this school can hope for a bright future.

6. We took rest in a bright room.
bright = full of light
As she kept all the windows open, the room was bright when we entered it.

II. Several people and things are involved in rescue operations. There is a description of a flood rescue operation. Complete the concept map given below with the suitable information from the text:

Answer:

Grammar

Read the following sentences from the text and notice the underlined words/ expressions.

1. No sooner had the relief team arrived there than their joy knew no bounds.
2. They had scarcely arrived at their destinations when the rain poured down.
In the above sentences the expressions “No sooner… than” and “scarcely… when” are used to suggest that one thing happened very soon after another. The expression ‘hardly … when’ is also used to express the same.

• Pairs of words like ‘No sooner… than’ ; ‘scarcely… when’ and ‘hardly…. when’ are called ‘correlative conjunctions’.
• They connect two expressions/clauses /actions. Hence they are conjunctions.
• They show the relationship between the two actions in terms of time. Hence they are correlatives.
• Special Note

1. ‘No sooner’ always goes with ‘than’ and ‘scarcely/hardly’ always go with ‘when’. They are inseparable.
2. ‘When ‘scarcely/hardly’ are used at the beginning of the clause, the helping verb is used before the subject, not after the subject. (Subject – helping verb inversion) If they are used after the subject, the word order is not changed. In the case of ‘No sooner’, there is inversion always.

Combine the following sentences using the expressions “No sooner… than, scarcely… when, hardly… when.”
One has been done for you.
1. I put the phone down. It rang again.
A : No sooner had I put the phone down than it rang again.
or
B : I had scarcely put the phone down when it rang again.
or
C : I had hardly put the phone down when it rang again.

2. I arrived at the station. Then the bus came in.
A : No sooner had I arrived at the station than the bus came in.
B : I had scarcely arrived at the station when the bus came in
C : I had hardly arrived at the station when the bus came in.

3. I closed the door. Somebody knocked it again.
A : No sooner had I closed the door than somebody knocked it again.
B : Scarcely had I closed the door when somebody knocked it again.
C : Hardly had I closed the door when somebody knocked it again.

4. She finished the meal. She started feeling hungry again.
A : No sooner had she finished her meal than she started feeling hungry again.
B : She had scarcely finished her meal when she started feeling hungry again.
C : She had hardly finished her meal when she started feeling hungry again.

5. Madhavi opened the door. The dog entered the room.
A : No sooner had Madhavi opened the door than the dog entered the room.
B : Scarcely had Madhavi opened the door when the dog entered the room.
C : Madhavi had hardly opened the door when the dog entered the room.

Writing

I. In the reading passage, one of the victims of the flood, Rajeswari shared her sufferings with the flood relief team. On the basis of this, develop an interview by a news reporter.

News Reporter : Rajeswari, could you tell me what had happened?
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Answer:
News Reporter : Rajeswari, could you tell me what had happened?

Rajeswari : Oh! It was dreadful. The night of 27! Horrible! Downpour! Nonstop! We couldn’t believe our eyes! Even multi-storeyed buildings were shaking. What about our mud shack?

News Reporter : Has someone come to help you?

Rajeswari : Not immediately. As waters entered our small shaky house, I took my four children and ran for safety.

News Reporter : Could you easily find out a safe place?

Rajeswari : Yes, very close to my house, the road has a high side wall like structure which then stood above flood waters. So we all stayed there!

News Reporter : How long did you stay there?

Rajeswari : It was for two long days in open I Without food and water. Only flood water and our tears!

News Reporter : Hasn’t help reached you even then?

Rajeswari : Help in the form of rescue team in a fibre boat came to us. They took us to the nearby relief camp, gave us clothes and food. They promised to give money to repair my damaged house. They supported us well. May God be kind to them!

News Reporter : Even in your testing times you are so thankful and you think of their welfare! Great of you! May God bless you!

II. Assume that you happened to read some of the articles/news reports on the flood rescues. You were deeply moved by the sorrows of the victims of the floods. You decided to raise funds for the cause. You wanted to share this idea with your classmates and seek their assistance in this matter.

Prepare a speech/a talk that you would like to make to convince the donors about the need for raising funds for the cause.

You may use the ideas given below.

• Floods in Kurnool
• Damage occurred
• Human suffering and deaths
• Loss of property
• Death of animals
• Loss of crops
• Shortage of basic needs like food, clothing and shelter
• Importance of relief operations
• Moral responsibility

Answer:
My dear lovers of humanity!

Times call us to rise to the occasion. Here is a situation watching which none can remain unmoved. I know your concern for our fellow beings’ suffering : Recently Kurnool witnessed floods of grave intensity. Flood water reached house roof level. Hundreds of people lost their lives. Animals in thousands were covered in water and were dead. Loss of property runs into crores of rupees. Crops were damaged when they were about to be reaped. People now are crying for basic needs like food, shelter, water, clothes, medicines. They need moral support. They need assurance from us. They lost everything except hope. It is our duty to ensure their hope continues to live. It is our moral responsibility to extend to them whatever help we can ! You know ‘Service to man is service to God! And service to man in such dire need is the best kind of worship. I very humbly appeal to you all with folded hands. Let us join our hands. Let us collect men, money, materials etc. Let us support our brothern. Let us share their sorrow and suffering. Let us prove to the world that we love humanity!

III. Assume that you were one of the victims of the flood and received some help from a donor. Write a letter thanking him and expressing your gratitude.

Bus stand centre, Kurnool. 01 October 2009. Respected Dharma Rao garu, Our gratitude makes us write thus. Pray that you and your family members are fine. Thank you so much for your generous help at a very apt time. Floods carried away everything from us except our lives and hope. When we were cursing our fate, help from you came like God-sent gift. It was really like a boat to a person drifting in waters with no shore. As we were thinking that our end was not far away, your timely help infused life and and hope into us. How much I may say, our gratitude still remains incompletely expressed. Persons like you prove to the world what humanity is, nay – what divinity is! May God bless you with what we call eternal bliss. I continue to pray to God to be kind to you and all your near and dear. I look forward to a chance to be of any use to you. I will be blessed if I get that opportunity. Once again our pranamams to you. Thankfully yours, Rakshita. To Sree Dharma Rao garu H.No. 12-85 Near Masjid KADAPA.

IV. On the basis of the diagram given below write a paragraph stating the sequential series of actions/methods (preparation before, during and after) that can be taken for disaster management.

Answer:
Disaster Management includes different activities. First disaster-prone areas are to be assessed with the help of past occurrence and present events. And probable risk to life and property is to be estimated. Then protective structures and relief camps are to be planned and got constructed. After these preparatory arrangements, advance warning systems and evacuation machinery are to be put in place. Later community at large and teachers in particular are to be trained in rescue operations. And finally the outside world is to be informed about the disaster along with the particulars of loss and quantity of aid required. Effective Disaster Management depends on the execution of these steps in sequence.

Study Skills

Note-Making
We take notes when we read a book in order to record information for future reference. Such notes help us to revise lessons easily before examinations.

Let’s know the process of note-making.

• Read the passage once quickly
• Underline the key terms during the second reading s Note only the most important information
• Condense the information
• Omit examples and illustrations
• Organize the condensed information in a suitable format
• Keep a suitable title

Some strategies for condensing information.

• Use numbers instead of words
  e.g. sixty eight written as 68
• Use short substitutes for long words
  e.g. maths for mathematics
• Use reduced verb forms
  e.g. Killed instead of was killed
• Use the ‘to-infinitive’ to indicate future time
  e.g. relief teams to help the people
• Use abbreviations and acronyms
  e.g. IAF, AIR
• Use condensed spelling of words
  e.g. Dept, for Department, Dr. for Doctor

Here is a model answer for paragraphs 2 – 5 from your Reading Passage – A.
Floods in Kurnool

28-9-2009
a)No tourists
b)No buses

27-9-2009
a) heavy rainfall
b) damp, cold and cloudy climate
c) pouring rain

28-9-2009
a) river waters entered the streets
b) flood inundating houses
c) 20 lakh cusecs inflow to the Srisailam Dam
d) threat of flood on the banks of the Krishna
e) heart-rending scenes
f) people seeking help to rescue them

Now make notes from the following passage and then summarise it.

The word “disaster” is derived from Middle French “desastre” and from old Latin “disastro”. A disaster can be defined as any tragic event that can cause damage to life, property and destroy the economic, social and cultural life.

The natural disaster is a consequence when a natural hazard affects humans or built environment. Human vulnerability and lack of appropriate emergency management lead to financial, environmental and human loss. The resulting loss depends on the capacity of the population to support or resist the disaster. Disasters occur when hazards meet vulnerability.

A natural hazard will never result in a natural disaster in areas without vulnerability. Various phenomena like earthquakes, landslides, volcanic eruptions, floods and cyclones are all natural hazards that kill thousands of people and destroy a lot of money and property each year.

Natural hazards can strike in unpopulated areas and never develop into disasters. The rapid growth of the world’s population and its increased concentration often in hazardous environments has escalated both the frequency and severity of natural disasters. Tropical climate, unstable land forms, deforestation and non-engineered constructions m^kethe disaster-prone areas more vulnerable. Developing countries suffer more or less chronically by natural disasters.
Answer:
A) Notes :
Para 1 :
disaster rooted in French, Latin
damage to life and property
destroys economic, social and cultural life

Para 2 :
natural hazards affecting populated areas
vulnerability adds to loss
hazard + vulnerability = disaster

Para 3 :
earthquakes, floods etc – hazards

Para 4 :
hazards in unpopulated areas – not disasters
increasing population, tropical climate,
unstable land forms, deforestation,
non – engineered constructions increase vulnerability
developing countries – chronic – victims.

B) The word ‘disaster’ – rooted in French and Latin – means a damage-causing event that destroys economic, social and cultural life. Hazards affecting vulnerable populations result in disasters. Lack of emergency management mechanism leads to huge loss of life and property. Hazards like earthquakes and floods destroy life and property every year. Increasing populations, tropical climate, unstable land forms, deforestation and non-engineered constructions add to the vulnerability. Developing countries are the chronic victims.

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the ’News Bulletin’ and answer the following questions.

News Bulletin

This is All India Radio. The news…. read by Latika Ratnam.

The headlines first…
An unprecedented flood caused a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh.

The Prime Minister visits the flood-affected areas tomorrow.

India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Now the news in detail. Massive floods wreaked a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh. Water has been released from the dams of Srisailam, Nagarjuna Sagar and the Prakasam Barrage. About 400 villages have been inundated with floodwaters, 4 lakhs of people have become homeless. The death toll has reached 532 so far.

However, the rescue operations are in full swing. The Chief Minister of Andhra Pradesh has made an aerial survey of the flood-hit areas. An immediate aid of two lakhs of rupees has been announced to the members of the deceased. A relief of ten thousand rupees has been announced to the homeless. The C.M. has conducted an emergency meeting with the respective collectors of the flood-hit areas and asked them to set up rehabilitation camps immediately on war-footing.

1. What was the havoc caused by the flood?
Answer:
About 400 villages were inundated. Around 4 lakh people became homeless. 532 persons died till then.

2. What relief measures were taken by the Government of A.P.?
Answer:
The Chief Minister made an aerial survey. An immediate aid of rupees two lakhs was announced to the members of the deceased. A relief of rupees ten thousand was declared to the homeless. Rehabilitation camps were set up on war footing.

3. What are the other highlights of the news bulletin?
Answer:
1) The Prime Minister visits the flood-affected areas tomorrow.
2) India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Oral Activity

Read the lesson “A Havoc of Flood” once again. On the basis of the ideas in it, prepare a mock interview for a TV/newspaper.

Work in groups and collect the information about the havoc caused, relief operations
etc., from the following.
1. Victims
2. Officials
3. Doctors
4. N.G.Os (Non-Governmental Organisations/Voluntary Organisations)

In each group one member will be the reporter and the others will play the other roles. Afterwards each group will make the presentation.

1. Interview with Victims :
TV Reporter : Hello, the floods seem to be very severe. Have you been receiving relief from anyone?

Victims : Yes, the floods have been very severe. Never before in our lives have we seen floods of this seriousness. Yes, as to relief, Government officials and voluntary organisations have been extending maximum help. But because of the large number of victims, damaged roads , dead telephones, disrupted power supply, relief is not in sufficient quantity and at right time. But expecting more than what we get would be a sin. We hope and pray for good days ahead.

TV Reporter : Thank you for your detailed inputs. Your positive attitude in these testing times is highly admirable. I firmly believe God will bless people of your kind.

Victims : Thank you.

2. Interview with Officials :
Reporter : Good afternoon sir. How have you been coping with the disaster?

Officials :
Good afternoon. We have been putting in our best efforts. All available men and materials have been put to use. Forecast of floods well in advance has helped us in planning. Warning of floods also helped us minimise the loss of lives and property.

Reporter : Are any other departments working with you?

Officials :
Yes, almost all the government departments are working with us. Some departments are directly on the field. Other departments support us from behind. Even non-government organisations and individuals join us in extending relief.

Reporter : Thank your sir.

3. Interview with Doctors :
Reporter : Good evening doctor. How is the health scenario in the flood affected areas?

Doctor : Good evening. Floods bring in a flood of diseases too. Water is contaminated. Cleanliness is totally missing. People don’t even think of hygiene. Doctors work with their focus on present illness and possible epidemics. Cooperation from every corner eases our job to some extent.

Reporter : Thank you doctor.

4. Interview with NGOs :
Reporter : Good morning gentlemen ! As government agencies are also actively involved in relief programmes, what do you think is the importance of your role?

NGO : Good morning. Yes, you have a valid point there ! But the fact is our job is to extend to the needy whatever help they require. Government Agencies are no doubt active. But they work in a certain frame work. For us, there are no such limitations. We help those who don’t fit into government schemes for one or the other reason. Any how, every one plays a significant role in times of trouble !

Reporter : Thank you. Your analysis is really eye opening !

NGO : You’re welcome.

A Havoc of Flood Summary in English

Water, water everywhere! 10 feet deep even in houses! For three or four days! Dead bodies of cattle and people, damaged houses, breached bunds, deafening cries for help, rescue, and relief teams that was the scene in Kurnool district on 28 September 2009. Continuous downpour during the night brought floods into the city and other villages. Never before in the known history was there such a heavy downpour. Floods from the Thungabhadra, the Handri Niva rivers added to the gravity. Lakhs of people lost their shelters. Loss of lives and property was at shocking levels. Government stepped in at once. The services of the Army, Navy and Disaster Management Agencies were sought. Helicopters, inflatable boats, fibre glass boats and other equipment were pressed into use. Voluntary organisations, institutions, individuals and philanthropists joined the relief operations. Camps for homeless were organised. Food, water, blankets, milk and medicines were distributed among victims. One Ms. Rajeswari 40 exhibited rare courage in rescuing herself and her four children. She expressed her gratitude to all those who helped her during their intense suffering.

A Havoc of Flood Glossary

havoc(n) : a situation in which there is a lot of damage and destruction

basin (n) : an area of land along a river with streams running down into it

namesake (n) : the same name

destination (n) : a place where one wants to reach

gloomy (adj) : sad ;unhappy

inundating (v+ing) : submerging ; filling with water

shattering (v+ing) : destroying

forecast(v) : tell in advance what is going to happen

bore the brunt (idiom) : received or suffered the major part of something bad

fury (n) : anger, severity

submerged (v-past tense) : covered in water

heart-rending (adj) : heart-breaking ; causing a lot of sadness

frantically (adv) : in a hectic way ; quickly ; with uncontrollable emotions

rescue (v) : save from a danger

trauma (n) : an upsettingly unpleasant condition

tributaries (n-plural) : rivers or streams that flow into a larger river

requisitioned (v-past tense) : demanded officially the use of

breached (v-past tense) : damaged, broken

inflatable (adj) : that which can be filled with air

reluctant (adj) : unwilling

groping (v+ing) : trying and finding something that cannot be seen

pathetic (adj) : causing pity

plight (n) : a difficult and sad situation

catastrophe (n) : a disaster

fastened (v-past tense) : tied or joined, tethered (Note : The letter’t’ is silent in ‘fasten’.)

aghast (adj) : horrified ; surprised

reaped (v-past tense) : cut crops ; harvested

rejuvenated (v-past tense) : made to look more lively

shack(n) : a small building made of wood or metal

flee (v) : run away from danger

despair (n) : hopelessness, sorrow

beaming (adj) : cheerful; pleased

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 23 Disaster Management.

AP State Syllabus 9th Class Social Studies Important Questions 23rd Lesson Women Protection Acts

9th Class Social 23rd Lesson Disaster Management 1 Mark Important Questions and Answers

Question 1.
Give examples of human induced disasters. (SA-III : 2016-17)
Answer:

1. Road accidents
2. Rail accidents
3. Air accidents
4. Fire accidents
5. Terrorism

9th Class Social 23rd Lesson Disaster Management Important Questions and Answers

Question 1.
Write about the air accidents.
Answer:
Across the world including India, air accidents have increased. Many factors govern the safety of the passengers in the aircraft like increase in the number of aircrafts, technical problems, fire, landing and take off condition, the environment that the airline operates in (mountainous terrains or frequent storms), factors like airport security in cases of hijackings, bomb attacks, etc.

Question 2.
Who should not drive vehicles?
Answer:
The following people should not be driving vehicles :

1. Having consumed alcohol.
2. Have been taking any medicine or drug that affects their responses.
3. Are tired, as tiredness affects the driving skills and reaction time.
4. Are sick or injured.
5. Are angry or upset.

Question 3.
What safety measures should be taken while air travel?
Answer:
Some safety measures that can be taken up are given below :

1. Pay attention to the flight crew safety demonstration.
2. Carefully read the safety briefing card, that is there in the seat pocket.
3. Know where the nearest safety emergency exit is and know how to open in case of emergency.
4. Always keep your seat belt fastened when you are in seat.

Question 4.
Collect the information about this.
Answer:
Date : 26-11-2008
Time : 20.00 hours
Attack type : Bombings, shootings, hostage crisis, siege.
Deaths : 166 including attackers
Injured : More than 600
Perpetrators : ISI, Lashkar-e-Toiba
Note : One was caught and executed later.

Question 5.
Read the following suggestions and answer the given questions.

Be alert, Be vigilant and Be safe Inform police if you see any unowned objects like bags, suitcase etc. lying in public place or in a public transport as it could contain explosive device. Call Police Control Room on Telephone No. 100. Every citizen has the right to call up. After informing the police try to keep a watch on the suspected object and caution others to keep away from it. Be alert of any suspicious behaviour, parked vehicle.

i) Why should we inform police?
Answer:
As it could contain explosive device.

ii) What is the police control room number?
Answer:
100

iii) What should we do after informing the police?
Answer:
We should keep a watch on the suspected object.

iv) ………………. of any suspicious behaviour, parked vehicle.
Answer:’
Be alert

Question 5.
Read the following and answer the questions given below.
The 2004 fire in a school in Kumbakonam, Tamil Nadu sparked off debates and arguments on the safety of schools in the country. 93 innocent lives were charred to death. The main causes of this fire were lack of awareness amongst children and teachers as to what to do in case of a fire, lack of preparedness, kitchen close to the classroom etc. However, incidents like these are not new.
1) When was the fire sparked off?
Answer:
In 2004.

2) Where is Kumbakonam?
Answer:
It is in Tamil Nadu district.

3) What were the main causes of this fire?
Answer:
The main causes of this fire were lack of awareness amongst children and teachers.

4) Where is the kitchen?
Answer:
The kitchen is close to the classroom.

5) Who died in the accident?
Answer:
93 innocent lives were charred to death.

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 22 Women Protection Acts.

AP State Syllabus 9th Class Social Studies Important Questions 22nd Lesson Women Protection Acts

9th Class Social 22nd Lesson Women Protection Acts 1 Mark Important Questions and Answers

Question 1.
Many acts are made by the government of India to protect the rights of women and girls. Mention any two such acts enforced by the government of India. (SA-II : 2018-19)
Answer:

• Child marriage Act – 2006
• The Dowry Prohibition Act -1961
• Sexual Assault and Torturing Act – 2013
• The Immoral Trafficking (prevention) Act -1956 and Amendment – 2006.

9th Class Social 22nd Lesson Women Protection Acts 2 Marks Important Questions and Answers

Question 1.
Even after the ‘Prohibition of child marriage Act1, child marriages are still going on here and there. Suggest some measures to stop this dogma. (SA-III : 2016-17)
Answer:

1. Empower girls with information, skills and support networks.
2. Provide economic support and incentives to girsl and their families.
3. Educate and rally parents and community members.
4. Enhance girls.

Question 2.
The Government made many programmes and acts for girls, women protection and development. What is your suggestion for the better implementation?
Answer:
Govt made so many acts for women and girld child protection and developments.
Suggestions for better implementation :

1. To raise awareness on women’s right issues.
2. Enhancement of the political and legal status of women through political empowerment.
3. Protesting when violations against women, children take place.
4. Wider publicity, propaganda about acts to be made and educate people.
5. Campaign against injustice by coming on to the streets, approaching the courts and by sharing information.

9th Class Social 22nd Lesson Women Protection Acts Important Questions and Answers

Question 1.
What are children rights?
Answer:

• All the people below 18 years age are all children without gender discrimination.
• Protection from government for children rights.
• Right to live.
• Right to live with parents as far as possible.
• Right to gain knowledge and get awareness about the world through media like radio, newspapers, TV, etc.
• Right to protection from violence and harmful incidents.
• Right to get special care to live and for development in case of disabled children.
• Right to have good health and get medical care.
• Right to use mother tongue, follow their religion and tradition.
• Right to play.
• Right to avoid the harm for children from getting education and health.
• Right to get protection from using harmful medicines also manufacturing and purchasing.
• Right to get help when the children are neglected and being suffered.

Question 2.
What are the forms of domestic violence?
Answer:
Forms of Domestic Violence :

• Sexual abuse (forcible sexual intercourse, watching obscene films )
• Physical abuse (behaviour caused to bodily pain or harm, beating, torturing)
• Verbal and emotional abuse (humiliation, name calling or ridicule not speaking to them, ignoring.)
• Mental abuse (threaten to harm, not to send the children for study, stopping from jobs, force to marry whom she doesn’t like)
• Economic abuse (deprivation of economic or financial resources, use the women wealth, sell their property)

Question 3.
Write some of the important features of the ordinance on ‘Sexual Assault and Torturing.
Answer:

• Minimum 20 years of imprisonment.
• Recruitment of women police to address the complaints from the victims.
• It is not necessary for the victim to attend before the police officers individually.
• There will be no punishment if the accused dies in struggle at the time of attack with acid on women.
• There is a scope to shoot video at the time of complaining and trial on the request of the victims.

Question 4.
Who are eligible for judicial assistance?
Answer:

• Citizens belong to scheduled castes and scheduled tribes.
• Victims of immoral human trafficking, beggars, women, children, mentally imbalanced and physically challenged. „
• Victims of natural disasters, agricultural and industrial labourers and victims of Domestic Violence and Caste enmity.
• Citizens earning annual income less than Rs. 50,000.

Question 5.
What are the methods of Judicial Assistance?
Answer:
Methods of Judicial Assistance :

• Judicial advice is given free of cost by the advocate.
• After verification of the cases and if it is found necessary, the advocates may be appointed on behalf of the complaint and take up the cases in the court.
• To bear the expenditures of court and court fee.
• The xerox copies of the judgment will be given at free of cost to those who sought judicial assistance.

Question 6.
Comment on this picture.

Answer:
They both are couple. The man is angry and ready to kick his wife. She is cheerful and warning him with the section 498 A of I PC.
Note: Section 498 A of IPC, 1860: Husband or relative of husband of women subjecting her to cruelty – whoever beingthe husband orthe relative ofthe husband of a woman, subjects such woman to cruelty shall be punished with the imprisonment for a term which may extend to three years and shall also be liable to fine.

Question 7.
What about the Immoral Trafficking Act (1956) and amendment 2006? What are the different forms of trafficking?
Answer:
The Immoral Trafficking (Prevention) Act 1956 and amendment 2006 :
Girls and women are being lured in the name of providing jobs, bright future, offering roles in cinema etc., and take them to towns and cities and sell them for prostitution. Even they beat and, cause physical violence to make them obey. Certain times they remove body parts.

Trafficking and selling of them for prostitution or encouraging them to enter into prostitution is a punishable crime. Though they come on their will and interest is also treated a crime.

Different forms of trafficking :
Sexual assault

1. Forced prostitution
2. Social and religious prostitution (Devadasi, Jogini, Mathangi etc.)
3. Sexual assault in tourism
4. Reading rustic writings and watching obscene pictures

Activities against the law

1. It is a crime to make the trafficking children involve in the begging for money and beating them to obey. Certain times they make them?physically handicapped by removing their body parts and make them as beggars.
2. Removing body parts and doing business.
3. Selling narcotics with the trafficked children.

Labourers
1. Vetti :
Taking work without making proper payments, not providing nutrious food, clothes and even not treat them as human beings.

2. Domestic labour:
Washing clothes, cleaning the houses and utensils without proper wages, entrusting work in neighbours’ houses.

3. Agriculture Labour:
Involving in the agriculture work and exploiting them for more physical work.

4. Construction work :
Labour involved in construction of buildings, roads, etc. with nominal payments and providing them with substandard food.

Sadistic pleasure

1. Tying up the children on camels and make them run for entertainment
2. Marriages and adoption without their consent

Question 8.
Read the following passage and answer the given questions.
Lok Adalat means people’s court. All are equal before law. The Article 39-A of the Constitution of India, contains various provisions for settlement of disputes through Lok Adalat. It is an Act to constitute legal services authorities to provide free and competent legal services to the weaker sections of the society. It is to ensure that opportunities for securing justice are not denied to any citizen by reason of economic or other disabilities. And to organize Lok Adalats to secure that the operation of the legal system promotes justice on a basis of equal opportunity.

In addition to above, an Act was formulated which is called “Act of Judicial Services Authority.” This is a central law. The State government and High Court jointly formulated certain principles as per this Act.
1) What is Lok Adalat?
Answer:
It is people’s court.

2) Write about the Article 39 – A.
Answer:
The Article 39 – A of the Constitution of India, contains various provisions for settlement of disputes through Lok Adalat.

3) To whom does it help?
Answer:
It helps the weaker sections of the society.

4) What is the name of the Act?
Answer:
Act of Judicial Services Authority

5) This is a _______ law.
Answer:
central

Question 9.
Read the following passage and answer the given questions.

The Dowry Prohibition Act, 1961: If any person gives or takes or abets dowry, he/she shall be punishable with imprisonment for a term which shall not be less than five years, and with the fine which shall not be less than 15 thousand rupees or the amount of the value of such dowry whichever is more.It is observed that afterthe marriage, the bride is teased, scolded, abused, beaten and even sometimes cause for death or makes her commit suicide. All these offences cover in this Act. Parents can present offerings, articles in the marriage, but these offerings must be as per the law. Enlisting the offerings Offerings can’t be demanded The offerings that are being provided must be as per one’s cultural norms and traditions. The value of offerings shall not be over and above of the parents’ economic status and never become a burden to the family.

1) What is punishment mentioned here?
Answer:
Five years of imprisonment and a fine.

2) What is observed?
Answer:
It is observed that after the marriage the bride is teased, scolded, abused, beaten and sometimes killed or forced to commit suicide.

3) What are all these called?
Answer:
These are all called ‘Offences’.

4) What is the law for offerings? (Write any two)
Answer:
1) Enlisting the offerings
2) Offerings cannot be demanded.

5) The value of offerings shall not be _____ and ______ the parents’ economic status.
Answer:
Over, above

Question 10.
Write some misconceptions and realities of domestic violence.
Answer:
Domestic Violence – Misconceptions and Realities :
Misconception:
Parents punishing their children now and then is not a major issue to be considered.

Reality:
Domestic violence starts slowly and it becomes a routine, if nobody opposes it. The victims certain times are hospitalised for treatment and even lose their life and it adversely affects their dignity and self-respect.

Misconception :
Addiction to the drinking is the major cause for violence.

Reality :
The alcoholism for domestic violence is only an assumption but the statistics reveals that 40% of the men who beat their wives are not addicted to alcoholism.

Misconception :
Women shall bear the violence for the sake of children.

Reality :
Violence leads to more and more violence. Children that grow in the violent atmosphere will become more violent in future.

Misconception :
There is no way to get out of domestic violence.

Reality :
The violence free environment is the birth right of every woman. The Women Protecting Acts and laws are available and one should take their support.

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 21 Human Rights and Fundamental Rights.

AP State Syllabus 9th Class Social Studies Important Questions 21st Lesson Human Rights and Fundamental Rights

9th Class Social 21st Lesson Human Rights and Fundamental Rights 1 Mark Important Questions and Answers

Question 1.
What is a writ?
(OR)
What do you understand about ‘writt1? (SA-II : 2017-18)
Answer:

• Writ is an authority given to the court to issue directions to the government to protect and enforce any constitutional right.
• It is an inherent power given to the court.
• The court can “Suo motu” (on its own motion) take congnizance of a violation of fundamental rights.

Question 2.
Write any two slogans about abolition of child labour. (SA-II : 2017-18)
Answer:
1. Child is your heart not born to push your cart.
2. Children are the future heroes, they need to learn before they can work.

9th Class Social 21st Lesson Human Rights and Fundamental Rights 2 Marks Important Questions and Answers

Question 1.
Read the following situations. Which Fundamental Right is being violated in each case and how? (SA-II : 2018-19)
i. A director who makes a documentary film that criticizes the policies of the government is arrested and sent to prison.
ii. A ten years old boy is not allotted to go to school and is forced to work in a firecracker factory.
Answer:
i) In first case Right to freedom of speech and expression is violated. Everyone has a right to express their opinion on the administration of govt. But some limitations are there.
ii) In the second case, Right against exploitation is violated.
The Constitution says “no child below the age of 14 shall be employed engaged in any other hazardous employment.

Question 2.
Read the following concepts and write under the table with relevant fundamental right. (SA-II : 2017-18)

• Prohibition of employment for children in factories.
• All minorities shall have the right to establish and administer educational institutions of their choice.
• Abolition of titles.
• Right to life.

Answer:

9th Class Social 21st Lesson Human Rights and Fundamental Rights Important Questions and Answers

Question 1.
Write a short note about UDHR.
Answer:

• A group of people from 9 countries around the world formed by UNO drafted a list of 30 articles.
• This became the Universal Declaration of Human Rights.
• It was passed by the UN General Assembly in 1948.

Question 2.
What are the functions of NHRC?
Answer:

• NHRC is vested with the authority to make an inquiry, Suo motu or on a petition presented to it by a victim.
• It works for protecting human rights.
• It intervenes in any case involving human rights in the court or outside the court.

Question 3.
What are our fundamental duties?
Answer:
The fundamental duties to be discharged by the citizens were not there in our Constitution earlier. They were included through 42nd amendment. They are :

1. Respecting the constitution, National Flag and National Anthem.
2. Cherishing the noble ideals of the freedom struggle.
3. Defending the country and rendering national service when called for.
4. Upholding and protecting the sovereignty, unity and integrity of India.
5. Promoting harmony and the spirit of common brotherhood amongst all the people of India and renouncing any practice derogatory to the dignity of women.
6. Preserving the rich heritage of the Nation’s composite culture.
7. Protecting and improving the natural environment including forests, lakes, rivers and wild life and having compassion for living creatures.
8. Developing scientific temper, humanism and spirit of inquiry or reform.
9. Safeguarding public property and abjuring violence.
10. Striving for the excellence in all individual and collective activities.

Question 4.
What are the differences between the fundamental rights and fundamental duties?
Answer:
1) Fundamental rights :
a) Fundamental rights are definite.
b) No one can deprive us of these rights.
c) Even Government cannot ignore them.
d) These rights are safeguarded through court of law.

2) Fundamental duties :
a) No one can force us to abide to them.
b) The discharge of fundamental duties is left to our discretion.
c) No court can force us to discharge these duties.

Question 5.
Read the passage and answer the following questions.
Human Rights Commission :

The United Nations has been working to protect the basic human rights of people and in this effort they have encouraged their member nations to do the same. In 1993,the Government of India passed an act of legislature to protect human rights. A commission for human rights was set up under this law called the National Human Rights Commission (NHRC). The commission has been given powers of a civil court extendable to the entire country. The Government has also established other institutions to monitor and inquire into situations in which rights are violated. Thus we have different institutions such as the National Commission for Women, National Commission for Protection of Child Rights, National Minority Commission and State Human Rights Commissions.
i) When did the Government of India pass an act of legislature to protect human rights?
Answer:
In 1993 the Government of India passed a legislature.

ii) Expand NHRC.
Answer:
NHRC means National Human Rights Commission.

iii) What are the institutions that work on Human Rights?
Answer:
1) National Human Rights Commission.
2) National Commission for Women.
3) National Minority Commission.
4) State Human Rights Commission.

iv) What does the above Logo stand for?
Answer:
It is the logo of Human Rights designed by the United Nations Organization.

v) Which organization is behind the establishment of Human Rights Commission?
Answer:
The UNO is instrumental in establishing the Human Rights Commission.

Question 6.
Gather certain information about violation of fundamental rights and how the court protected them.
Answer:
I.

1. One factory was emitting dangerous gases and health of the people was effected.
2. A public interest litigation is filed in the court.
3. The factory was forced to close down. As it is against the fundamental right of Right to life.

II.

1. One child was working as a domestic servant in a family.
2. The family members went on a tour for two days.
3. The child (servant) was kept in the house and the door was locked from outside.
4. The neighbours recognized it. Given a complaint to the police.
5. The police broke open the doors and a case was filed against the head of the family.

Question 7.
Which of the following rights is available under the Indian Constitution?
a) Right to work
b) Right to adequate livelihood
c) Right to protect one’s culture
d) Right to privacy
Answer:
c) Right to protect one’s culture