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NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 3 Chapter 3
Chapter Name	Save the Tiger
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger

TEXTUAL EXERCISES
(Page 63)

Question 1.
What is your opinion about ‘Animals behind bars’ ? Share your views with the class.
Answer :
My opinion about ‘Animals behind bars’ is rather sad. I see them as prisoners who have been snatched out of their natural habitat and their own families. They can’t move as they like. But they have to walk in the iron cages which are now their homes. This way they are virtual prisoners in them. So their ‘freedom’ has been snatched away from them and it is the most atrocious. That’s why, we can see their weak bodies and blank faces. They live but in a dying way.

Their pathetic condition can be felt by placing ourselves in a dying way. Thus these animals behind bars need to be released in the wild at once. But it seems a far-fetched wish.

Question 2.
Read through the poem and quickly make a note of any thoughts that come to you, while you are reading it.

Dispute :
A man and a tiger once had a dispute, Which was reckoned greater, the man or the brute. The tiger discoursed on his side at some length, And greatly enlarged on his courage and strength, Said the man, ‘Don’t be prating; look yonder, I pray, At that sculpture of marble: now what will you say? The tiger is vanquished; but as for the man, He is striding upon him: deny if you can.’ ‘But pray,’ said the tiger, ‘Who sculptured that stone? ‘One of us,’ said the man. ‘I must candidly own.’ ‘But when we are sculptors,’ the other replied, ‘You will then on the man see the tiger astride.’ Anonymous.
Answer :
No question asked.

Question 3.
Answer the following questions by ticking the correct options :
1. What was the cause of the dispute between the tiger and the man ?
(a) to establish who was superior.
(b) to prove beasts were inferior.
(c) to justify that beasts should be caged.
(d) to prove that man was more intelligent.

2. What did the man do to prove his point ?
(a) he caged the tiger.
(b) he carved a statue of a man riding a tiger.
(c) he put the tiger in a cage.
(d) he enslaved the tiger.

3. What was the tiger’s counter-argument ?
(а) he said that he was the king of the jungle.
(б) he claimed he ruled the world.
(c) he said the situation would be reversed if he was the sculptor.
(d) he threatened to devour the man in a moment.
Answer :
1. (a)
2. (b)
3. (c)

Question 4.
In pairs discuss the qualities and characteristics of the tiger and the man. Complete the web charts.


Answer :
To be discussed in pair. Some answers are given below :

Question 5.
Working in groups of four, write a dialogue between :

• A tiger behind bars and a man
• A man in a cage and a tiger

Answer :
For working in groups of four. One type of dialogue is given below :
Man to the tiger in the cage : Hai ! see how I have caged you !
Tiger : Yes, but one day I shall set you in my place.
Tiger to man in the cage : Hai ! how do you feel being caged like this ?
Man : I wonder how you have done this !
Tiger : Now tell who is stronger ?
Man : Time will tell.
Tiger : Now you see how I felt when I was forced to be in the cage. Loss of freedom is like a living death.
Man : We are the rulers and shall reverse this situation…

Question 6.
Listen to the extract on Tigers and as you listen, complete the summary given below.
Save Tigers :
The price of human greed is being paid by yet another animal species the Tiger. Today the tiger population is getting depleted at an alarming rate. According to a recent survey, one tiger is being poached everyday. If the present state of affairs is allowed to continue, the next generation will not get to see the majestic animal even in the zoo.

It is high time that action is taken to protect and conserve the tigers in order to maintain the ecological balance. Stringent laws against poachers must be enforced. It is over 40 yrs since the tigers became our national animal. As a result, the species was to be protected. Ironically, they are closer to the edge of extinction now than ever before. Children, scientists, conservationists, NGOs and institutions in India and world wide have put their heart and soul into trying to save the tiger. Yet there is little we all have been able to do. The responsibility and the power of protection lies with the government, specifically the forest department.

Let us not forget that if we destroy nature, ultimately we will be destroyed ourselves. Tiger, an apex predator is an indicator of our ecosystem’s health. Saving the tiger means we save the forest, since tiger cannot live in places where trees have vanished, and in turn secure food and water for all.

Tigers are now an endangered species. Today there are about 5000 to 7,400 left in the world. Three types of tigers – The Bali, Javan and Caspian tigers have become extinct. The two reasons why tigers are endangered are: Habitat loss and illegal killing.

Illegal Killing :
One of the most important aspects to recognise in threatening our national animal is poaching. Tigers are killed to make rugs and coats out of their skins. In many Asian cultures medicines made from tiger’s parts are believed to cure diseases.

Habitat Loss :
Forests where tigers live are cut by humans for farming, building houses and roads. This leads to tigers becoming homeless and foodless. Since other animals also die when forests are cut, it leads to tigers becoming weak and ultimately dying.

Project Tiger :
Project Tiger is a wildlife conservation project initiated in India in 1972 to protect the Bengal Tigers. It was launched on April 1, 1973 and has become one of the most successful wild life conservation ventures. The project aims at Tiger conservation in specially constituted Tiger reserves representative of various bio – geographical regions through out India. It strives to maintain a viable conservation reliant on tiger population in their natural environment.

Project Tiger was Indira Gandhi’s pet project. The main achievements of this project are excellent recovery of the habitat and consequent increase in the tiger population in the reserve areas, from a mere 268 in 7 reserves in 1972 to above one thousand in 28 reserves in 2006.

Tigers being at the apex of the food chain can be considered as the indicator of the integrity of the eco system. They can be found in a wide range of habitats, from the evergreen and monsoon forests of the Indo-Malayan realm to the mixed coniferous – deciduous woodlands of the Russian Far east and the mangrove swamps of the Sundarbans, shared by India and Bangladesh.

Tigers are mostly nocturnal but in the northern part of its range, the Siberian subspecies may also be active during the day at winter-time. All wild tigers live in Asia, others live in the humid jungles of Sumatra. The body length is 140 – 280 cm and the tail length is 60 to 95 cm. The upper part of the animal ranges from reddish orange to ochre and the under parts all whitish. The body has a series of black striations of black to dark grey colour.
Answer :
No question asked.

Question 7.
Fill in the blanks :

1.  The next generation is not likely to see the tiger because of.
2. laws against poachers must be enforced.
3. The responsibility of protection of the tiger lies with the
4. One of the reasons for the Tiger becoming extinct is
5. Destroying nature means
6. ….., ….., and are different types of tigers.
7. is a wild life conservation project.
8. Tigers are found in the evergreen and monsoon forests of the
9. Though tigers are mostly nocturnal, species may also be active during the day.
10. The body length of the tiger is cm.

Answer :

1. depletion of tiger population/extinction of tigers
2. Stringent
3. government, specifically the forest department
4. poaching/habitat loss
5. destroying ourselves
6. The Bali, Javan and Caspian tigers
7. ‘Project Tiger’
8. Indo-Malayan realm
9. Siberian sub
10. 140-280

Question 8.
Read the information given below. Do you know that tigers are the biggest cats in the world? There are five different kinds or sub-species of tiger alive in the world today. Tigers are called Panthera tigris in Latin, Bagh in Hindi & Bengali, Kaduva in Malayalam & Pedda Puli in Telugu.
Total Population of Tigers in the world :


Extinct Species :

1. P.t. virgata (Caspian Tiger)
2. P.t. sondaica (Javan Tiger
3. P.t. balica (Bali Tiger)

Tiger in Trouble :
Since some tiger parts are used in traditional medicine, the tiger is in danger. Apart from its head being used as a trophy to decorate walls, tigers are also hunted for the following.
Head : As a trophy on the wall.
Brain : To cure laziness and pimples.
Teeth : For rabies, asthma and sores.
Blood : For strengthening the constitution and will power.
Fat : For vomiting, dog bites, bleeding haemorrhoids and scalp ailments in children.
Skin : To treat mental illness and to make fur coats.
Whiskers : For toothache.

Question 9.
After reading the information given in C.8, complete the table given below by
filling in the blank spaces.

Answer :
(a) China
(b) 12
(c) 20
(d) 2500
(e) 3800
(f) 30
(g) Sumatra
(h) 500

Question 10.
‘Massive poaching in the past two years has wiped out the entire tiger population at one of the tiger reserves in India,’ says one of the investigation reports. Study the information in C.7 and C.8 and notice how the number of tigers are falling. Using the information, write a paragraph in about 150 words on Project Tiger.
Answer :
Project Tiger :
It is sad that the next generation may not see the tiger if poaching goes on as it is today. Govt, must check it, otherwise we shall see a threatening to our existence too. Three species of tiger—The Bali, Javan and Caspian—are already extinct. ‘Project Tiger’ is a good project to save this species.

A tiger covers ten metres in its horizontal leap. Most tigers have more than 100 stripes and no tigers have identical stripes. The roar of a tiger can be heard from more than a mile away. Tigers are largely muscular. They rely on stealth and power rather than on speed to kill their prey.

There are different species of tigers. China has Amur subspecies of tigers. Their number ranges from minimum 12 to maximum 20. It has another species called Indo-Chinese (N.E.) whose number varies from 415 to 476. Sumatran Tigers range from 400 to 500 in number.

‘Project Tiger’ aims at saving the tiger from extinction. Tigers are at the head of the food chain and very indispensable for the maintenance of the ecological balance of nature. This ensures life to all.

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

NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 5 Chapter 1
Chapter Name	Bermuda Triangle
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle

Question 1.
The following are the dictionary entries for some of the words that appear in ‘The Mystery of Bermuda Triangle’. Study the words and their meanings before you read the mystery for better comprehension.

• Halloween/haelaavi:n/ : the night of 31st October when it was believed in the past that dead people appeared from their graves. This is now celebrated in the US, Canada and Britain by children who dress as ghosts and witches.
• vector/vekt (r)/ : an insect or animal which carries a disease from one animal or plant to another; a course taken by an aircraft; a quantity, such as velocity, completely specified by a magnitude and direction.
• crackle/kraekl/ : to make short sharp sounds.
• ascent/a’sent/ : the act of climbing or moving up.
• roger/rodz(r)/  : in communication by radio to show that they have understood a message ; an expression of agreement.
• probe/pr∂ub/ : to ask questions in order to find out some secret or hidden information; an exploratory action; expedition, or device, especially one designed to investigate and obtain information on a remote or unknown region.
• abduct/aeb’dukt/ : to take somebody away illegally, by using force.
• time warp/taimwarp/ : a situation in which it is possible for people or things from the past or the future to move to the present.
• phenomenon/finominan/ : a fact or an event in nature or society, especially one that is not fully understood.
• erratic/iraetik/ : not happening at regular times.
• engulf/ingulf/ : to surround or to cover somebody or something completely.

Answer :
Students to read. NO questins have been asked in it.

Question 2.
This is an account of Sir James’ flight across the Atlantic Ocean. Complete the following using words from Question 1.
Captain James was enjoying the (a) _______________ party hosted by his neighbour Mr. Samuel. Suddenly, he got a call from his boss who wanted him to fly across the Atlantic with a reputably renowned investigator to (b)______________ into the (c) __________ of an heiress. He immediately got ready for the assignment. While starting the flight he checked the radar controllers. He found that routine traffic was proceeding undisturbed, in their (d)__________. There was no difficulty in the (e) ___________ and he (f)_________. All of a sudden there was a (g) _______ and communication was abruptly cut off. He checked the radar screen and it was moving (h)______. He experienced a strange (i)_________. He stepped into a mist and claimed to arrive at a time period after the French- Revolution. However, his (j) __________ theory was not convincing. He claimed that he just remembered being (k) _________in a big cloud. Nevertheless, people were happy to see him return after
a month.
Answer :
(a) Halloween
(b) probe
(c) abduction
(d) vector
(e) ascent
(f ) ascended
(g) crackle
(h) erratically
(i) phenomenon
(j) time warp
(k) engulfed

Question 3.
Discuss in groups
(a) Have you heard of the Bermuda Triangle? If so, what have you heard about it?
(b) Have you ever heard of an airplane or a boat disappearing without a trace?
(c) Can you think of an explanation for an airplane or a boat that disappeared without a trace?
Answer :
(a) Yes, I have heard something of the Bermuda Triangle. I have heard that it is a part of land and sea near America. It draws down aeroplanes flying over it. I have also heard that many accidents have occurred here, like aeroplanes disappearing without any trace or ships sinking mysteriously. But I was never sure of these things.
(b) Yes, I have heard of it over here but not clearly.
(c) I can’t think of any explanation of the disappearing of an aeroplane or a boat without a trace. But I feel that some mysterious things do occur in nature. These surely may be the causes of such unbelievable mishaps

Question 4.
Work in pairs and complete the table of the supernatural theories and logical explanations as presented in ‘The Mystery of Bermuda Triangle.

Answer :
For working in pairs at class level.
Supernatural Theories :

1. death rays called rays from the magic crystals left from the time of Atlantis, deep down into the sea.
2. presence of sea monsters/time warp
3. getting sucked into another dimension
4. alien abductions

Scientific Explanations :
(i) loss of direction due to change in magnetic field
(ii) unpredictable weather
(iii)

• This area is one of the two in the world where a magnetic compass points to true north rather than magnetic north
• many islands have shallow water (which is) dangerous for ships
• trenches available at seabed below sea level.
• formation of methane in the sea (methane lowers the density of water, leading to the sinking of the ships. Methane can also cut out an aircraft (engine) causing aircrashes.)

Question 5.
Listen to an interview between a radio jockey and a pilot.
Pilot : Yes, I was on board the plane & I rogered my position to the control room. But later on all of a sudden something strange happened. There was a lot of distance.
Interviewer : Did you try to contact the control room.
Pilot : I was trying to send SOS to the control room but there was just a crackle. I was surrounded by mist and cloud and something strange happened. I felt I was engulfed in a time-warp. I entered the cloud and then I stepped into the period of French Revolution.
Interviewer : You mean you travelled back in time to the French Revolution period.
Pilot : Exactly! I was perplexed.
Pilot : When I returned I tried to share it with my friends and other people, but they hardly believed me. Not exactly! I perfectly understand them. If I was in their shoes I would do exactly the same.
Answer :
No Question asked.

Question 6.
(а) In groups of four prepare a questionnaire for a pilot who has survived the Bermuda Triangle. Use the hints given below.

• Radar normal
• No disturbances
• Sudden communication failure
• Strange occurrence (use any of the theories or myths you have just read about)

Answer :
Questionnaire :

1. Did the Radar work normal ?
2. Did radio communication function normal ?
3. Did anything abnormal occur, I mean, like mysterious mist, seeing a kind of tunnel, going into the past ?
4. What did you experience being involved in the time-warp ? What were your feelings then ?
5. Any new or uncommon or strange phenomenon that you experienced ?

(b) On the basis of the questionnaire, hold a conversation with your partner- one can be a radio jockey and the other could be the pilot.
Answer :
Students can hold a conversation with their partner at class level giving full shape to the above points of a questionnaire. One sample answer is given below :
Radio Jockey : Congratulations ! By the grace of God you survived the possible crash. Can you tell us what actually happened ?
Pilot : Yes, I am lucky. Thank you. Well, something mysterious occurred. Before this mysterious occurrence everything was normal. I was flying well in a clear sky. But suddenly the blip on my radar started followed by a crackling sound. I tried to contact the Control Tower but could not.
Radio Jockey : Can you tell what happened thereafter ?
Pilot : Yes ! I do not know exactly what had happened thereafter. However, I remember hearing mysterious cries of some fight, may be, between the police and the public. I thought that I had died, was suddenly reborn and was in my youth.
Radio Jockey : How did you survive ?
Pilot : Well, I remember, though faintly, that my aeroplane suddenly went into a tailspin and crash-landed at a small island. Luckily, I was able to contact the Control Tower and was rescued.
Radio Jockey : It is really a strange occurrence.
Pilot : Well it is, but I have no proof of it all.

Question 7.
In groups of six, work on one of the mysteries given below by surfing the net and through other sources. Make a power point presentation.

• Yeti, the abominable snowman
• Loch Ness Monster
• UFOs (Unidentified Flying Objects)
• Lost city of Atlantis
• Crop circles
• Nazial lines

Answer :
Working in groups of six at class level. Students should surf the internet and collect enough material on the individual sources to make a convincing presentation. Some useful information relating to each of these items is given below :
1. Yeti, tha Abominable Snowman :
The ‘Abominable Snowman/Yeti’ like the ‘Big Foots’ of the North American Continent, has been in existence for 6000 years. Unlike ‘Big Foot’, the Yeti did not evolve from an animal species, they evolved from the ‘caveman’. They can be found in China, the Himalayas and on up into the former Soviet Union to Siberia. The total Yeti population is said to be around 227. Their average life span is between 120 and 130 years. They are ‘carnivorous’. In 1996, 2 hikers in Nepal mountains took an amazing video of an age like creature walking upright along the slopes.

They normally have 3 per family group and they live in caves. The male is around 7 feet tall and the female around 8 feet. The male weighs 300 and 350 pounds and the female.around 200 and 250 pounds. The male is a ‘loner’ and leaves the female after mating. The female is left to raise the off-springs.

Many expeditions have attempted to prove the Yeti’s existence but no scientific evidence has confirmed it. The abominable snowman, as it is commonly called, has been sighted in the Himalayan mountains over 100 years. Sir Edmund Hillary and Tenzing Norgay reported seeing large footprints while scaling Mount Everest in 1953.

The Yeti has become a cultural icon, appearing in movies, literature, music, and „ video games. Significant film appearances include The Snow Creature (1954), The Abominable Snowman (1957) etc.

2. Loch Ness ‘monster’ :
The Loch Ness ‘monster’ known as ‘Nessie’ is an alleged plesiosaur-like creature living in Loch Ness. It is a long, deep lake near Inverness, Scotland. Many sights of the monster have been recorded, going back to St. Columbia, the Irish monk who converted most of Scotland to Christianity in the 6th century.

Dr. Robert Kenneth Wilson, a London physician, photographed a plesiosaur-like beast. It had a long neck emerging out of the murky waters—modern legend of‘Nessie’ started then. Scientists examined the photo, said it could be an otter or a plesiosaur, or a tree ! trunk Now sightings have grown less. ‘Loch Ness Project’ believes it is due to people growing sceptical.

Story of Loch Ness ‘monster’ has been around for more than 1500 years. Monster may be a fish, a whale, or a wave. The BBC claims Nessie the plesiosaur doesn’t exist.

3. UFOs (Unidentified Flying Object) :
Unidentified Flying Object, commonly abbreviated as UFO or U.F.O. is the popular term for any apparent aerial phenomenon whose cause can’t be easily or immediately identified by the observer. Coined as such by the US Air Force in 1952, UFOs are those objects that remain unidentified after scrutiny by expert investigators.

UFO reports increased after the first widely publicized US sighting reported by private pilot Kenneth Arnold in 1947. The term UFO is popularly taken as a synonym for alien spacecraft. Such objects include meteors, disintegrating satellites, flocks of birds, aircraft, lights, weather balloons and just anything moving with the visible band of electromagnetism.

There are no confirmed scientific proofs of the existence of UFOs.

4. Lost City of Atlantis :
Atlantis, a legendary island first mentioned in Plato’s dialogues Timaeus and Critias. Atlantis was a naval power lying in front of the ‘Pillars of Hercules’ that conquered many parts of Western Europe and Africa 9000 years before the time of Solon, or approximately 9600 BC. After a failed attempt to invade Athens, Atlantis sank into the ocean ‘in a single day and night of misfortune’.

Atlantis inspires today’s literature from science fiction to comic books to films. Its name has become a byword for any and all supposed advanced prehistoric lost civilizations.

Atlantis, if it were a real place, could be found west of the strait of Gibraltar near the Azores Islands. Ignatius Donnelly, an American politician, published a book in 1882 titled Atlantis, the Antediluvian World believed that Plato’s story represented historical fact. He located it in the middle of the Atlantic Ocean, suggesting the Azores Islands represented what remained of the highest mountain peaks. But Donnelly’s theory has been found to be faulty. Explorer Percy Fawcett thought it might be located in Brazil.

K.T. Frost of Queen’s University in Belfast suggested that instead of being west of the Pillars of Hercules, Atlantis was east. He also thought that the catastrophic end of the island had come not 9000 years before Plato’s time, but only 900. The land of Atlantic, in that case, could be a well-known place in Plato’s time : The island of Crete, now is a part of modern Greece lying south of Athens across part of the Mediterranean Sea. Before 1500 BC, it was the seat of the Minoan Empire. The Minoans dominated the eastern Mediterranean with a powerful navy. The Minoan Crete was probably one of the most sophisticated cultures of its time. It had splendid architecture and art. A code of laws gave women equal legal status to men. Agriculture was highly developed and an extensive irrigation system existed.

5. Crop Circles :
A crop circle is a sizable pattern created by the flattening of a crop such as wheat, barley, rye or maize. Pranksters Doug Bower and Dave Charley started a phenomenon in 1978 by making actual circles on crops with simple tools. But these assumed strange shapes resembling extraterrestrials.

Various investigators came out with strange theories behind these. Some offered scientific methods results including electromagnetic radiation as the cause of flattening generated even further controversy.

Crop circles have affected people differently. These have acted as catalyst to learning, understanding and spirituality as we strive to understand the meaning and purpose behind the genuine crop circles. The purpose is to spread love and understanding around the globe—to unite the humanity through love.

6. Nazial Lines :
Try yourself

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ are part of NCERT Solutions for Class 8 Hindi. Here we have given NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ.

Board	CBSE
Textbook	NCERT
Class	Class 8
Subject	Hindi Vasant
Chapter	Chapter 9
Chapter Name	कबीर की साखियाँ
Number of Questions Solved	8
Category	NCERT Solutions

NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ

प्रश्न-अभ्यास
(पाठ्यपुस्तक से)

पाठ से

प्रश्न 1. ‘तलवार का महत्त्व होता है म्यान का नहीं’-उक्त उदाहरण से कबीर क्या कहना चाहते हैं? स्पष्ट कीजिए।
उत्तर :
‘तलवार का महत्त्व होता है,म्यान को नहीं’- इस उदाहरण के माध्यम से कवि कहना चाहता है कि हमें उस वस्तु के विषय में जानकारी करनी चाहिए जो हमारे लिए मुख्य रूप से उपयोगी हो। जिस तरह तलवार की मजबूती तथा उसकी तीक्ष्ण धार देखी जाती है उसी प्रकार संतों की जाति छोड़कर ज्ञान की बातें पूछना चाहिए।

प्रश्न 2. पाठ की तीसरी साखी-जिसकी एक पंक्ति है ‘मनुवाँ तो दहुँ दिसि फिरै, यह तो सुमिरन नाहिं’ के द्वारा कबीर क्या कहना चाहते हैं?
उत्तर :
‘मनुवाँ तो दहुँ दिसि फिरै, यह तो सुमिरन नाहिं’ के द्वारा कबीर ने आडंबर पूर्ण एवं दिखावे की भक्ति करने वालों पर व्यंग्य किया है। कवि कहना चाहता है कि ईश्वर की सच्ची भक्ति करने के लिए मन का केंद्रित होना आवश्यक है। हमारा मन यदि चारों दिशाओं में भटक रहा है और हम राम राम जप रहे हैं तो वह भक्ति सच्ची भक्ति नहीं है।

प्रश्न 3. कबीर घास की निंदा करने से क्यों मना करते हैं। पढ़े हुए दोहे के आधार पर स्पष्ट कीजिए।
उत्तर :
कबीर घास की भी निंदा करने से इसलिए मना करते हैं कि निंदा करने वाला व्यक्ति उस समय अभिमान के कारण उस वस्तु के गुणों पर ध्यान नहीं दे पाता है या उसकी विशेषताओं को भूल जाता है। जैसे घास के नन्हे तिनके को मनुष्य पैरों तले कुचलते समय यह भूल जाता है कि यही तिनका आँख में पड़कर उसके लिए दुखदायी बन सकता है।

प्रश्न 4. मनुष्य के व्यवहार में ही दूसरों को विरोधी बना लेनेवाले दोष होते हैं। यह भावार्थ किस दोहे से व्यक्त होता है?
उत्तर :
उक्त भावार्थ निम्नलिखित दोहे से व्यक्त होता है

जग में बैरी कोइ नहीं, जो मन सीतल होय।
या आपा को डारि दे, दया करै सब कोय॥

पाठ से आगे

प्रश्न 1.

“या आपा को डारि दे, दया करै सब कोय।”
‘ऐसी बानी बोलिए मन का आपा खोय।”

इन दोनों पंक्तियों में ‘आपा’ को छोड़ देने या खो देने की बात की गई है। ‘आपा’ किस अर्थ में प्रयुक्त हुआ है? क्या आपा’ स्वार्थ के निकट का अर्थ देता है या घमंड का?
उत्तर :
उक्त दोनों पक्तियों में ‘आप’ का प्रयोग उस ‘घमंड’ के लिए प्रयुक्त है जो मनुष्य में धन, बल, सत्ता, प्रतिष्ठा आदि के कारण उत्पन्न हो जाता है। इसी घमंड के कारण वह स्वयं को श्रेष्ठ तथा दूसरों को कमतर आँकने लगता है। उसे सभी अपने से हीन दिखाई देते हैं। इस प्रकार आपा’ से घमंड का ही अर्थ निकलता है।

पहली पंक्ति में कवि ने स्वाभाविक अहंकार त्यागने की बात कही है जिससे उसे सभी को दया दृष्टि मिल सके। द्वितीय पंक्ति में मन का अहंकार त्यागकर मीठी वाणी बोलने का आग्रह किया है जिससे हम सबके प्रिय बन सकें।

प्रश्न 2. आपके विचार में आपा और आत्मविश्वास में तथा आपा और उत्साह में क्या कोई अंतर हो सकता है? स्पष्ट करें।
उत्तर :
आपा और आत्मविश्वास
‘आपा’ का अर्थ है अहंकार, जिसके कारण व्यक्ति स्वयं को दूसरों से श्रेष्ठ समझता है, जबकि आत्मविश्वास’ का अर्थ है अपने ऊपर विश्वास, जिसके बल पर वह असंभव कार्य करने की ठान लेता है और पूरा करता है।

आपा और उत्साह
‘आपा’ का अर्थ है-अहंकार या घमंड, जिसके कारण व्यक्ति स्वयं को दूसरों से श्रेष्ठ समझता है, जबकि ‘उत्साह’ का अर्थ है-किसी काम को करने का
जोश, उमंग तथा खुशी से काम में लग जाने का गुण।।

प्रश्न 3. सभी मनुष्य एक ही प्रकार से देखते-सुनते हैं पर एक समान विचार नहीं रखते। सभी अपनी-अपनी मनोवृत्तियों के अनुसार कार्य करते हैं। पाठ में आई कबीर की किस साखी से उपर्युक्त पंक्तियों के भाव मिलते हैं, एक समान होने के लिए आवश्यक क्या है? लिखिए।
उत्तर :
कबीर की निम्नलिखित साखी समाज में सभी को समान मानने का उपदेश देती हैं

कबीर घास न नदिए, जो पाऊँ तलि होइ।
उडि पडै जब आँखि मैं, खरी दुहेली होई॥

एक समान होने के लिए समाज से हर प्रकार का भेदभाव समाप्त होना चाहिए। यह भेदभाव चाहे जातीय हो या आर्थिक। सभी लोगों को एक दृष्टि से देखा जाए तथा किसी के साथ पक्षपातपूर्व व्यवहार न किया जाए। इसके अलावा अपने धन-बल का प्रयोग कर किसी को सताया न जाए।

प्रश्न 4. कबीर के दोहों को साखी क्यों कहा जाता है? ज्ञात कीजिए।
उत्तर :
कबीर के दोहों को साखी इसलिए कहा जाता है क्योंकि साखी शब्द साक्षी शब्द का तद्भव रूप है, जिसका अर्थ है-आँखों देखा हुआ गवाह या गवाही । अनपढ़ कबीर ने इस दुनिया में सब सुना, देखा और सहा। इसके उपरांत उन्होंने अनुभव को दोहों के रूप में व्यक्त किया। इसके अलावा कबीर का हर दोहा अपने-आप में ज्ञान का कोश है। वह मनुष्य को कुछ-न-कुछ सीख देता है।

भाषा की बात
बोलचाल की क्षेत्रीय विशेषताओं के कारण शब्दों के उच्चारण में परिवर्तन होता है; जैसे-वाणी शब्द बानी बन जाता है। मन से मनवा, मनुवा आदि हो जाता है। उच्चारण के परिवर्तन से वर्तनी भी बदल जाती है। नीचे कुछ शब्द दिए जा रहे हैं उनका वह रूप लिखिए जिससे आपका परिचय हो। ग्यान, जीभ, पाऊँ, तलि, आँखि, बरी।
उत्तर :
शब्द         प्रचलित रूप
ग्यान             ज्ञान
जीभि             जीभ
पाउँ              पाँव
तलि              तले
आँखि            आँख
बैर             बैरी, शत्रु

We hope the NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ help you. If you have any query regarding NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 English It So Happened Chapter 2 Children at Work are part of NCERT Solutions for Class 8 English. Here we have given NCERT Solutions for Class 8 English It So Happened Chapter 2 Children at Work.

Board	CBSE
Textbook	NCERT
Class	Class 8
Subject	English It So Happened
Chapter	Chapter 2
Chapter Name	Children at Work
Category	NCERT Solutions

NCERT Solutions for Class 8 English It So Happened Chapter 2 Children at Work

TEXTUAL EXERCISES

COMPREHENSION CHECK (Page 9)
1. Velu stood on the platform hut he felt “as if he was still on a moving train”. Why ?
2. What made him feel miserable ?
3. (i) Vela travelled without a ticket. Why ?
(ii) How did he escape the ticket collector’s attention ?
4. Why had Velu run away from home ?
5. Why did he decide to follow the ‘strange’ girl ?

Answers
1. Velu was in great fear. He was tired and hungry. He did not know what lay ahead. So his legs were unsteady as if he was still on a moving train.
2. Velu was hungry and tired. He saw as many people as he had seen only in the village fair. They were all walking with their luggage. Velu was much confused. He did not know what to do. This made him feel miserable.
3. (i) Velu travelled without a ticket because he had no money to buy one.
(ii) The ticket collector did not come to that unreserved compartment. Thus Velu escaped his attention.
4. Velu had run away from home because of his father. He and his sisters earned some money by working on the farms. His father snatched all this money. He spent it on drinking. It was not all. He also beat him much. He ran away from home because he could not stand this beating any more.
5. He decided to follow the strange girl because she had promised to give him food. He was very hungry. He knew no way to get the food for himself.

COMPREHENSION CHECK (Page 13)
1. Can Velu read Tamil and English ? How do you know ?
2. “If you are not careful, you will soon be counting bars there,” the girl said.
(i) What is she referring to ?
(ii) What does she mean when she says “If you are not careful…” ?
(She says something a little later which means the same. Find that sentence.)
3. (i) Where did the girl lead Velu to ?
(ii) What did they get to eat ?
4. What work did she do ? Think of a one-word answer.

Answers:
1. Velu cannot read English. He fails to read the signboards in English. However, he can read Tamil. He could read the Tamil sign on the Central Jail.
2. (i) The girl is referring to the Central Jail.
(ii) She means that doing wrong is not important. Even innocent people can be arrested by the police. So the important thing is not to be caught. A little later she says, “Just don’t get caught, that’s all.” It means the same thing.
3. (i) The girl led Velu to a marriage hall. The sign on it was : ‘Sri Rajrajeshwari Prasanna Kalyan Mandapam.
(ii) They got to eat some food (two crushed bananas and a vada) from the big garbage bin. It was leftover food.
4. Ragpicking.

COMPREHENSION CHECK (Page 15)
1. (i) What material are the “strange” huts made out of ?
(ii) Why does Velu find them strange ?
2. What sort of things did Jaya and children like her collect and what did they do with those things ?
3. Is Velu happy or unhappy to find work ? Give a reason for your answer.

Answers:
1. (i) The strange huts are made out of metal sheets, tyres, bricks, wood and plastic.
(ii) In Velu’s village the houses are made of mud and palm leaves. So he finds these houses strange.
2. Jaya and children like her collected paper, plastic, glass and such other things. They sold these things to Jam Bazar Jaggu. Later, he sold them to a factory.
3. Velu was not happy to find work. He had to accept it because there was no choice. So Velu scratched his head and sighed before accepting the work.

EXERCISE (Page 16)
Discuss the following questions in small groups. Write their answers afterwards.

Question 1.
Is Velu a smart boy ? Which instances in the text show that he is or isn’t ?

Answer:
No. Velu is not smart. He had run away from home. He felt very miserable at the railway station. He did not know what to do. Then he expected to work on farm in a big city. All this shows that he is not smart.

Question 2.
Do you think Jaya is a brave and sensitive child with a sense of humour ? Find instances of her courage, kind nature and humour in the text.

Answer:
Jaya is certainly a memorable character with a sense of humour. She is brave. She lives alone in a big city and earns her livelihood. She is sensitive. That was why she came to help Velu. She has a sense of humour too. This is seen quite a few times.
She dragged Velu to cross the road. Then she said to him, “What do you think you’re doing ? Grazing cows ?” At the Mandapam, Velu asks if they are going to eat there. At this she shakes her thumb under her nose and says, “Hopes !” The best part of her humour appears when she reaches the dirty trickle of water. She calls it ‘Buckingham Canal’. Thus Jaya is a brave and sensitive child with a sense of humour.

Question 3.
What one throws away as waste may be valuable to others. Do you find this sentence meaningful in the context of this story ? How ?

Answer:
This sentence is true in the context of this story. Jaya is a ragpicker. She has experienced the truth of life. She faces realities of the practical life. Children like her have no choice other than eating leftovers or thrown away food. She offers a crushed banana to Velu. Velu is new to the big city. He doesn’t know the realities that such children face. Finally, he opts for ragpicking. For them the waste is valuable. It is because their life depends upon it.

We hope the NCERT Solutions for Class 8 English It So Happened Chapter 2 Children at Work help you. If you have any query regarding NCERT Solutions for Class 8 English It So Happened Chapter 2 Children at Work, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 6 Chapter 2
Chapter Name	Children of India
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India

Question 1.
Below are the pictures of two children – Shravan Kumar and Narendra Kumar – both 13 years of age. (They are not related.) Working with a partner, look at their pictures and predict how each child lives. Write your answer in points.

Shravan Kumar :
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Narendra Kumar :
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Answer :
Shravan Kumar :

• illiterate and poor
• works in a dhaba
• doesn’t go to school
• has no comfortable life
• livelihood more important
• not much healthy

Narendra Kumar :

• not poor
• is a son of rich parents
• goes to school
• has comfortable life
• career, good life more important
• healthy and cheerful

Question 2.
Here are the stories of the two boys. One student reads the story of Shravan Kumar and the second student reads the story of Narendra Kumar. After reading the story, each student completes his or her half of the table in Question 3.
SHRAVAN KUMAR :
His day begins when most other people’s ends. Thirteen-year old Sharvan Kumar works in a tea shop on Delhi’s Bahadur Shah Zafar Marg,where several newspaper offices are situated.His work begins around seven in the evening when he starts preparing samosas, coffee and tea. He carries these to several offices, does the dishes, and goes around collecting his money, well into the night. Around six in the morning, when all the newspapers are despatched for distribution and the press employees return home, he prepares his food, has a bath and goes to bed.

Shravan is an orphan who came to Delhi from his village in Bihar in search of work. His father kept a shop, but was tricked out of it by a deceitful uncle. Despair drove him to alcohol and gambling, and he died of a stroke soon after. Shravan worked in a tea shop in his village for a while. “When I first began washing other people’s cups and glasses”, he recalls, “I used to feel very bad, I would cry.” Shravan moved to the more lucrative environs of Delhi, where his elder brother Shatrughan had preceded him. A job in a shop selling ice was his first taste of big city life. His mother came to visit him in Delhi, but she fell ill and died soon after. “That was two or three years ago. I don’t remember exactly when,” the little boy says. Soon, Shravan lost his first job. His employer still owes him Rs 500. Following a brief spell of unemployment and a short spell as an assistant at a car park, he joined the tea shop where he is presently employed. The ruthlessness and loneliness of the world has left him shattered. “I think I am all alone in this world,” he says despondently.

Of the Rs 300 that he earns every month, he deposits Rs 200 in the bank. His bank balance stands at Rs 2000, he says proudly. Survival is his immediate aim but there is a larger objective towards which Shravan is working. He intends to retrieve the land that was mortgaged by his father. Already Shravan and Shatrughan have paid back the loan of Rs 8000 – only the interest remains to be paid.

Shravan was a dedicated lottery buyer at one time; until he realized that it was adding nothing to his income. The cinema remains a favourite form of entertainment – he even wakes up early to see the noon show. “I have no friends here. Who keeps awake late at night and sleeps during the day? I miss my village. There, I used to play gully danda and marbles and I had a lot of friends. When I went to the village last year, I met them. They are still studying and playing games. I want to join them, but it is a question of survival for me.” Sharvan’s mother wanted him to own a big shop – “like the one his father owned,” he says wistfully. He dreams of fulfilling her wish. He dreams of getting back their mortgaged land, and returning to the village for  good, “I like being in my village. I like the films and the glitter of Delhi, but I prefer the greenery, the trees, and the fields of my village.” Maybe the grit and intelligence he has shown, alone and friendless, in facing a hostile world, will also win for him his heart’s desire.

NARENDRA KUMAR :
Narendra Kumar, a thirteen year old Kendriya Vidyalaya student, was interviewed by The Illustrated Weekly of India. Read what he says about himself.
Interviewer : Hello, Narendra!
Narendra : Hello!
Interviewer : Congratulations! Narendra. I saw your photograph in the newspaper last week, when you won the Soviet Land Nehru Award for drawing and painting. Our readers are anxious to know more about you.
Narendra : Thank you, Sir. I think I was just lucky to get the award. The competition is held every year in my school and a large number of students take part in it.
Interviewer : That’s good, very good. It’s evident that your school encourages students to take part in various activities.
Narendra : Oh yes. Our teachers – especially my Art teacher, Mr. V. Sinha – give us a lot of encouragement. My parents have encouraged me a lot, too.
Interviewer : When did you start painting?
Narendra : When I was three. I was attending the Shishu Vihar Nursery School. My teacher gave me a picture of a big kite one day. The picture was beautiful and that very day I asked my father to buy me some crayons and drawing paper… Soon my room was full of crayons and paper! I kept drawing whenever I found time. I now have a mini art room of my own at home!
Interviewer : That’s great, really great! Do you want to become an artist when you grow up?
Narendra : No. Drawing and painting are just hobbies, which give me a great deal of pleasure. I want to become a police officer when I grow up. That’s the only thing I’ve ever wanted to be.
Interviewer : Is that because your father is a police officer?
Narendra : Yes, maybe. I’ve been watching my father and other policemen for a very long time. I suppose I want to be like him!
Interviewer : Do you feel you have the qualities that a good police officer needs?
Narendra : Yes, I think so. A good police officer needs to be physically fit and mentally alert. I’m trying my best to grow into a healthy young man. I’m a member of the local sports club. I play tennis in the evenings and I also swim regularly.
Interviewer : How do you find time for all these activities?
Narendra : Well, I suppose I’m busy the whole day. Immediately after school I like to paint or play. I study before dinner and usually get to bed at about 10 o’clock.
Interviewer : Thank you, Narendra. It’s been good talking to you. We wish you success.
Narendra : It’s been a pleasure.

Question 3.
Complete the table for the story you have read. By asking and answering questions, exchange information with your partner (for the story you have not read) and complete the other half of the table.

Answer :

Question 4.
There are many ways of expressing differences and similarities. Read the passage below, and study the expressions printed in italics.
Day School and Boarding School :
Both day school and boarding school are institutions where children go to study. While the former does not provide any residential accommodation, the latter expects children to live on the premises. A boarding school has an advantage over a day school as their classes are normally smaller. However, the two schools are similar in aiming for high standards of education for all students.
Answer :
No question asked.

Question 5.
Below is a list of other expressions. Decide what each expression means, by writing D for difference or S for similarity against each. Try to add more expressions to your list and make use of them in writing your article in Question 6.

Answer :

Question 6.
Write a magazine article about both the boys, in which you bring out the similarities and differences in their lives. Use the table you completed in Question 3. Give your article a suitable title. Remember ‘CODER’.
Organise your article like this :
Paragraph 1 : Give their names and ages. Compare their families, parents and backgrounds.
Paragraph 2 : Compare how each spends a typical day and their recreation/hobbies.
Paragraph 3 : Compare their hopes/dreams/ambitions and your assessment of their future.
Answer :

CHILDREN OF GOD

1. Both Shravan and Narendra are 13 years old. Shravan is an orphan while Narendra’s parents are alive. Shravan’s father had a shop. But he was tricked out of it. Narendra’s father is a police officer. Narendra’s mother is still living, while Shravan’s died of illness. Shravan comes of very poor family background. However, Narendra’s family is well off. Narendra has been brought up in a city, whereas Shravan grew up in a remote village in Bihar.

2. Both Shravan and Narendra spend their days differently. Shravan’s typical day starts at 7 pm, while Narendra’s starts with school routine in the morning. While Shravan serves samosas, tea or coffee to his customers,as he works in a tea stall, Narendra studies at home. Whereas Shravan works whole night, Narendra sleeps at 10 pm and enjoys sleeping whole night. Shravan goes to sleep at about 6 am. However, Narendra rises at this time from sleep. Narendra plays, draws, paints and swims regularly. As compared to him, Shravan has almost no such hobbies. He goes to cinema only. While in village, Shravan used to play gully danda. Narendra paints and draws pictures at this time.

3. As regards hopes, dreams and ambitions, both Shravan and Narendra are alike. However, their goals are different. Shravan dreams to own a shop like his father. He wants to get back their mortgaged land after repayment of loan and finally return to his village for good. Narendra aspires to become a police officer. Both are dedicated, hard working and goal-oriented. It is hoped that they would fulfil their ambitions. Shravan has, it seems, almost achieved his modest goal. Narendra shall, however, take time to achieve it. He, it seems, would definitely be a police officer if everything goes all right. Both seem to enjoy a good future. It is seen from their ambitions, devotion and hard work towards their individual goals.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary

Question 1.
You read that one of the main functions of the judiciary is ‘upholding the law and Enforcing Fundamental Rights’. Why do you think an independent judiciary is necessary to carry out this important function?
Answer:
An independent judiciary is necessary to carry the function of upholding the law and Enforcing Fundamental Rights’ so that every citizen of India can approach the Supreme court if they believe that their Fundamental Rights have been violated.

Question 2.
Re-read the list of Fundamental Rights provided in Chapter 1. How do you think the Right to Constitutional Remedies connects to the idea of judicial review?
Answer:
Right to Constitutional Remedies declares that citizens can go to court for justice if they believe that any of their Fundamental Rights have been violated by the State. Hence the independence of the judiciary is necessary to uphold the rights of the citizens.

Question 3.
In the following illustration, fill in each tier with the judgments given by the various courts in the Sudha Goel case. Check responses with others in the class.
Answer:

• Lower Court: Laxman Kumar, Shakuntala, and Subhash were sentenced to death.
• High Court: All the three were acquitted.
• Supreme Court: Sentenced Laxman and Shakuntala but acquitted Subhash due to lack of evidence.

Question 4.
Keeping the Sudha Goel case in mind, tick the sentences that are true and correct the ones that are False.
(a) The accused took the case to the High Court because they were unhappy with the decision of the Trial Court.
True. They went to the Supreme Court after the High Court had given its decision.

(b) They went to the High Court after the Supreme Court had given its decision, (c) If they do not like the Supreme Court verdict, the accused can go back again to the Trial Court.
False. They can’t go to High Court after the Supreme Court’s decision as the Supreme Court is the highest level Court of the country.

(c) If they do not like the Supreme Court verdict the accused cannot go back again to the Trial Court.
False. If they do not like the Supreme Court verdict the accused cannot go back again to the Trial Court.

Question 5.
Why do you think the introduction of Public Interest Litigation (PIL) in the 1980s is a significant step in ensuring access to justice for all?
Answer:
The introduction of Public Interest Litigation in the 1980s is a significant step in ensuring access to justice for all because it allowed any individual or organization to file a PIL in the High Court or the Supreme Court on behalf of those whose rights were being violated. The legal process was greatly simplified and even a letter or telegram addressed to the Supreme Court or the High Court could be treated as a PIL.

Question 6.
Re-read excerpts from the judgment on the Olga Tellis vs Bombay Municipal Corporation case. Now write in your own words what the judges meant when they said that the Right to Livelihood was a part of the Right to Life.
Answer:
In the Olga Tellis vs Bombay Municipal Corporation case, the judges meant that the Right to Life had a wider meaning. It included the Right to Livelihood. Without means of livelihood, none can exist. By Livelihood one earns money to buy food, clothing, and shelter. Hence, none can be denied of his livelihood.

Question 7.
Write a story around the theme, ‘Justice delayed is justice denied’.
Answer:
Mr. Shankar was a government employee. After retirement, he came back to his forefather’s house. He requested the tenant to vacate the house. But the tenant did not vacate the house. Tenant challenged that if Mr. Shankar wanted to have his house vacated, he should move to court for justice. He was compelled to live in a rented house.

The owner lodged litigation against the tenant. After fighting the case for five years, the owner won the case. The decision was made in his favour by the trial court. But the tenant appealed against the lower court decision and date after date lingers on the decision and it took another ten years for justice. Mr. Shankar felt the justice unjustified as it was abnormally delayed.

Question 8.
Make sentences with each of the glossary words given?
Answer:

• Acquit: After a trial of 10 years in the Supreme Court, Mohan was acquitted of the charge of murdering his friend.
• To Appeal: I shall appeal in the higher court against the judgment of the lower court which is against me and from which I am not satisfied
• Compensation: 5 lakh was paid to Ruchi as compensation for her husband’s accidental death.
• Eviction: Eviction proceedings are pending in the court of the Rent Commissioner.
• Violation: Violation of the untouchability act is punishable under the Constitution.

Question 9.
The following is a poster made by the Right to Food campaign.

• Read this poster and list the duties of the government to uphold the Right to Food.
• How does the phrase “Hungry stomachs, overflowing godowns! We will not accept it!!” used in the poster relate to the photo essay on the Right to Food

Answer:

Duties of the Government

• That all persons get food;
• That no one goes to sleep hungry;
• That persons who are most vulnerable to hunger like the elderly, the disabled, widows, etc. get special attention;
• That there is no death because of malnutrition or hunger.

“Hungry stomachs, overflowing godowns! We will not accept it !!” do relate to the photo essay on the Right to Food on page 61 of the Textbook. We can see that due to drought in Rajasthan and Orissa, millions faced an acute shortage of food. Meanwhile, the government godowns were full of grain.

In such a situation, an organization called the People’s Union of Civil Liberties filed a PIL in the Supreme Court. It stated that the Fundamental Right to Life guaranteed in Article 21 of the Constitution includes the Right to food. The state’s excuse that they did not have adequate funds was shown to be wrong because the godowns were overflowing with grains.

The Supreme Court directed the government to provide food at cheaper prices through the government ration shops and to provide mid-day meals to children.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 8 Confronting Marginalisation

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 8 Confronting Marginalisation

Question 1.
List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they should be treated with dignity and as equals. Re-read the Fundamental Rights listed on page 14 (of NCERT Textbook) to help you answer this question.
Answer:
The following are the two Fundamental Rights in the constitution that Dalits can draw upon to insist that they should be treated with dignity and as equals :

(1) Right to Equality – All persons are equal before the law. This means that all persons shall be equally protected by the laws of the country. It also states that no person can be discriminated against on the basis of their religion, caste or sex. Every person has access to all public places including playgrounds, hotels, shops, etc.

(2) Right to Freedom – This includes the right to freedom of speech and expression, the right to form associations, the right to move freely and reside in any part of the country, and the right to practice any profession, occupation, or business.

Question 2.
Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.
Answer:

• Rathnam used the law to file a complaint because he was forced to leave the village along with his mother and other members of his family.
• He filed the complaint against the domination and violence of the powerful castes of the village.

Question 3.
Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?
Answer:
The Act sets out to punish anyone who wrongfully occupies or cultivates any land owned by, or allotted to a member of a Scheduled Caste or a Scheduled Tribe or gets the land allotted to him transferred.

Adivasi activists refer to the 1989 Act to defend their right to occupy land that was traditionally theirs. Activists have asked that those who have forcibly encroached upon tribal land, should be punished under this law.

C.K. Janu, an Adivasi activist, has also pointed that in cases where tribals have already been evicted and cannot go back to their lands, they must be compensated. That is, the government must draw up plans and policies for them to live and work elsewhere.

Question 4.
The poems and the song in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger, and their sorrow. In class, do the following two exercises:
(a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate.
(b) Identify a marginalized community in your locality. Write a poem, or song, or draw a poster, etc. to express your feelings as a member of this community.
Answer:
(a) Frame a poem of your own and do the activity which this question asks you to do.
(b) Yes. The marginalized community in our locality is the scheduled caste community. Now frame a poem or song or draw a poster, etc. to express your feelings as a member of this community.
Hints: A Poster

• An SC member wants to enter a Hindu Temple.
• The Priest asks him not to do so.
• Visitors to the temple belonging to Hindu powerful people beat the SC member and throw him away out of the gate of the temple.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 8 Confronting Marginalisation, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 8 Confronting Marginalisation, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music

NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 2
Chapter Name	The Sound of Music
Category	NCERT Solutions

TEXTUAL EXERCISES
(Page 20 & 25)

THINKING ABOUT THE TEXT
I. Answer these questions in a few words or a couple of sentences each.

1. How old was Evelyn when she went to the Royal Academy of Music ?
2. When was her deafness first noticed ? When was it confirmed ?

Answers

1. Evelyn was not even seventeen when she went to the Royal Academy of Music in London.
2. Her deafness was first noticed by her mother. It was when Evelyn was eight-year- old. By the time she was eleven it was confirmed.

II. Answer each of these questions in a short paragraph. (30-40 words).
1. Who helped her to continue with music ? What did he do and say ?
Or
Who helped Evelyn to continue with music ? What was his/her advice to Evelyn ? (CBSE)
2. Name the various places and causes for which Evelyn performs.

Answers

1. Ron Forbes, the percussionist, spotted her potential. He tuned two large drums to different notes. He said to Evelyn not to listen through her ears. She should listen through some other way instead.
2. She plays for the regular concerts. She also gives free concerts in prisons and hospitals.

III. Answer the question in two or three paragraphs. (100-150 words).

1. How does Evelyn hear music ?

Answers
1. Evelyn hears music not through her ears. But she hears it some other ways. She feels the higher drum from the waist up and the lower one from the waist down. She senses certain notes in different parts of her body. She has learnt to open her mind and body to various sounds and vibrations.

She says that the music pours in through every part of her body. It tingles in the skin, her cheekbones and even in her hair. Sometimes, she plays the xylophone. She can sense the sound passing up the stick into her fingertips. She can feel the resonance flowing into her body. She bares her feet on a wooden platform. She does so to let the vibrations pass through her bare feet and up her legs.

THINKING ABOUT THE TEXT
I. Tick the right answer :

1. The (shehnai, pungi) was a ‘reeded noisemaker’.
2. (Bismillah Khan, A barber, Ali Bux) transformed the pungi into a shehnai.
3. Bismillah Khan’s paternal ancestors were (barbers, professional musicians).
4. Bismillah Khan learnt to play the shehnai from (Ali Bux, Paigambar Bux. Ustad Faiyaaz Khan).
5. Bismillah Khan’s first trip abroad was to (Afghanistan, U.S.A., Canada).

Answers

1. pungi.
2. Ali Bux
3. professional musicians
4. Ali Bux
5. Afghanistan.

II. Find the words in the text which show Ustad Bismillah Khan’s feelings about the items listed below. Then mark a tick (✓) in the correct column. Discuss your answers in class.

Bismillah Khan’s feelings about	Positive	Negative	Neutral
1. teaching children music
2. the film world
3. migrating to the U.S.A.
4. playing at temples
5. getting the Bharat Ratna
6. the banks of the Ganga
7. leaving Benaras and Dumraon

Answers
Answers to be ticked as such are :

1. Positive
2. Negative
3. Negative
4. Neutral
5. Positive
6. Positive
7. Negative

Notes : Students can discuss these in the class, as desired with reference to what is given in the chapter.

III. Answer these questions in 30-40 words.

1. Why did Aurangzeb ban the playing of the pungi ?
2. How is a shehnai different from a pungi ? (CBSE)
3. Where was the shehnai played traditionally ? How did Bismillah Khan change this ?
4. When and how did Bismillah Khan get his big break ?
5. Where did Bismillah Khan play the shehnai on 15 August 1947 ? Why was the event historic ? (CBSE)
6. Why did Bismillah Khan refuse to start a shehnai school in the U.S.A. ?
7. Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras.

Answers
1. Aurangzeb banned the playing of the pungi for its sound. It had a shrill and unpleasant sound. It created noise only.

2. A shehnai is made of a natural hollow stem. It is longer and broader than the pungi. It has holes on the body of the pipe. It is played on with opening and closing these holes like a flute.

3. The shehnai was played traditionally in the Vishnu temple of Varanasi. His maternal uncle Ali Bux used to play the shehnai there. Bismillah Khan practised it in the temples of Balaji and Mangala Maiya. He changed it by creating Raagas in its playing.

4. Bismillah Khan got a big break. It was when he became a shehnai player on All India Radio. All India Radio was opened in Lucknow in 1938.

5. BismilHah Khan played the shehnai at the Red Fort in Old Delhi. He became the first Indian to greet the nation with his shehnai on August 15,1947. He played Raag Kafi to an audience there. It included Mahatma Gandhi and Pandit Jawaharlal Nehru.

6. He refused to start a shehnai school in the USA. It was because there was no Ganga there. The Ganga couldn’t also be taken up there. Whenever he was in the USA, he always missed seeing Hindustan.

7. Bismillah Khan loves India and Benaras much. He says that when he is in Mumbai, he thinks of Varanasi and the holy Ganga. When he is in a foreign land he keeps desiring to see Hindustan.

THINKING ABOUT LANGUAGE
I. Look at these sentences.

• Evelyn was determined to live a normal life.
• Evelyn managed to conceal her growing deafness from friends and teachers.

The italicised parts answer the questions : “What was Evelyn determined to do ?” and “What did Evelyn manage to do ?” They begin with a to-verb (to live, to conceal).

Complete the following sentences. Beginning with a to-verb, try to answer the questions in brackets.

1. The school sports team hopes …….. (What does it hope to do ?)
2. We all want ……… (What do we all want to do ?)
3. They advised the hearing-impaired child’s mother ……. (What did they advise her to do ?)
4. The authorities permitted us to ……. (What did the authorities permit us to do ?)
5. A musician decided to ……. (What did the musician decide to do ?)

Answers

1. to win
2. to succeed
3. to take her to a specialist
4. play
5. play a new Raaga

II. From the text on Bismillah Khan, find the words and phrases that match these definitions and write them down. The number of the paragraph where you will find the words/phrases has been given for you in brackets.

1. the home of royal people (1) ……….. .
2. the state of being alone (5) ……….. .
3. a part which is absolutely necessary (2) ……… .
4. to do something not done before (5) ……… .
5. without much effort (13) …….. .
6. quickly and in large quantities (9) …….. and …….. .

Answers

1. royal residence
2. solitude
3. an indispensable component
4. improvise
5. effortlessly
6. thick ; fast.

III. Tick the right answer.

1. When something is revived, it (remains dead/lives again).
2. When government bans something it wants it (stopped/started).
3. When something is considered auspicious, (welcome itlavoid it).
4. When we take to something, we find it (boring/interesting).
5. When you appreciate something, you (find it good and useful/find it of no use).
6. When you replicate something, you do it (for the first time/for the second time).
7. When we come to terms with something it is (still upsetting/no longer upsetting).

Answers

1. lives again
2. stopped
3. welcome it
4. interesting
5. find it good and useful
6. for the second time
7. no longer upsetting

WRITING
“If you work hard and know where you’re going, you’ll get there,” says Evelyn Glennie. You have now read about two musicians, Evelyn Glennie and Ustad Bismillah Khan. Do you think that they both worked hard ? Where did they want to ‘go’ ?
Answer these questions in two paragraphs, one on each of the two musicians.

Answers
Yes, I think they worked really very hard in their lives. Evelyn became deaf in her early age. This could be a great physical handicap. But she didn’t feel disheartened. She worked like a workaholic. She achieved worldwide recognition. She herself admitted that she had to work often harder than a classical musician. While as a young girl, Evelyn noticed a girl playing a xylophone. She decided there and then that she wanted to play it too. Soon she realized her wish. Through hard work she captured most of the top awards.

Bismillah Khan too worked very hard. He used to sit practising throughout the day. He would sit at the banks of the Ganga and practise in solitude. He felt inspired from the Ganga to invent new ragas. Bismillah Khan’s hard work brought him the country’s highest civilian award the ‘Bharat Ratna’. This is the maximum that an artist can go to.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 2 Understanding Secularism

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 2 Understanding Secularism

Question 1.
List the different types of religious practice that you find in your neighbourhood. This could be different forms of prayer, worship of different Gods, sacred sites, different kinds of religious music and singing, etc. Does this indicate freedom of religious practice?
Answer:

Religion	Different forms of prayer	Worship of different Gods	Sacred sites	Different kinds of religious music & singing
Hindu	Pooja, Meditation	Krishna, Ram, Shiva, Vishnu	Haridwar, Mathura	Bhajan, Kirtan
Muslim	Namaj	Allah	Mecca, Madina Ajmer Nizamuddin (Delhi)	Qawwali, Ajan
Sikh	Ardas, Matha tek	Guru Nanak	Golden Temple Amritsar, Various Gurudwaras of Delhi, Hemkunt Sahib	Shabad kirtan
Christian	Prayer, Meditation	Jesus/Mother Mary	Church Jerusalem, Rome	Holy song, Hymns Carols

Question 2.
Will the government intervene if some religious group says that their religion allows them to practice infanticide? Give reasons for your answer.
Answer:
Yes, the government will intervene if some religious group says that their religion allows them to practice infanticide because:

• According to the law, killing a human being is illegal.
• Such an act is also against human rights.

Question 3.
Complete the following table:

Objective	Why is this important?	Example of a violation of the objective
One religious community does not dominate another.
The State does not enforce any particular religion nor take away the religious freedom of individuals.
That some members do not dominate other members of the same religious community.

Answer:

Objective	Why is this important?	Example of a violation of this objective
One religious community does not dominate another.	To maintain Harmony. To avoid discrimination.	In Hindu schools, in the case of admission of Muslim children, there is more resistance.
The State does not enforce any particular religion nor take away the religious freedom of individuals.	Because we are citizens of a secular state, where all religions are equal in the eyes of laws.	Religious festivals are celebrated in private schools. Demolition of temples in Kashmir Valley.
That some members do not dominate other members of the same religious community.	Allow freedom in equal measure.	In many circumstances in Hinduism, the lower Hindu caste is being dominated by upper-caste Hindu till today.

Question 4.
Look up the annual calendar of holidays of your school. How many of them pertain to different religions? What does this indicate?
Answer:
Annual Calendar of Holidays

• Among 25-30 annual holidays, 22-25 holidays pertain to different religions.
• It indicates that there is a holiday or religious festival of every religion. So everyone can celebrate their own festival according to their own tradition. Religious festivals are not celebrated in schools.

* Month may vary

1. Sikh
2. Christian
   March or April
3. Muslims

Question 5.
Find out some examples of different views within the same religion.
Answer:

Religion	Different views
Hindu	Arya Samaj, Sanatan Dharm, etc.
Jainism	Shwetamber, Digambar
Sikh	Sant Nirankari, Khalsa, Radhaswami
Muslims	Shiya, Sunni, Ahmadia, Vora, etc.
Christian	Roman Catholic, Luthern Church, Orthodox, Protestant

Question 6.
The Indian State both keeps away from religion as well as intervenes in religion. This idea can be quite confusing. Discuss this once again in class using examples from the chapter as well as those that you might have come up with.
Answer:
Indian State keeps away from religion because if the major religious group has access to State power then it could be easily applicable the power and financial resources against the persons of other religions. The majority could quite easily prevent minorities from practicing their religions.

Question 7.
This poster highlights the need for ‘Peace’. It says, “Peace is an ever-ending process….. It cannot ignore our differences or overlook our common interests.” Write in your own words what you think the above sentences are trying to convey? How does it relate to the need for religious tolerance?

Answer:
This poster conveys a message for the establishment of peace in society. The message explains that peace is a long-cherished process. But in this process, we cannot ignore the differences or overlook our common interests. It means peace can be brought only after establishing coordination between the common interests. Religious tolerance is the most sensitive issue in this sense. Note: Students are suggested to design their own posters on religious tolerance.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 2 Understanding Secularism, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 2 Understanding Secularism, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science History Chapter 4 Tribals, Dikus and the Vision of a Golden Age

These Solutions are part of NCERT Solutions for Class 8 Social Science.Here we have given NCERT Solutions for Class 8 Social Science History Chapter 4 Tribals, Dikus and the Vision of a Golden Age

Question 1.
Fill in the blanks:

1. The British described the tribal people as savage/uncivilized
2. The method of sowing seeds in jhum cultivation is known as scattering
3. The tribal chiefs got land titles in central India under the British land settlements.
4. Tribals went to work in the tea plantations of Assam and the coalmines in Bihar.

Question 2.
State whether True or False:

1. Jhum cultivators plough the land and sow seeds. False
2. Cocoons were bought from the Santhals and sold by the traders at five times the purchase price. True
3. Birsa urged his followers to purify themselves, give up drinking liquor and stop believing in witchcraft and sorcery True
4. The British wanted to preserve the tribal way of life. False

Question 3.
What problems did shifting cultivators face under British rule?
Answer:

• The jhum cultivators who took to Plough cultivation as per the British model often suffered.
• The fields did not produce good yields. Still, they had to pay revenue fixed by the British.
• Finally, they had to protest this new method. They wanted to shift back to the jhum cultivation.

Question 4.
How did the powers of tribal chiefs change under colonial rule?
Answer:
The tribal chiefs were important people. They enjoyed a certain amount of economic power and had the right to administer and control their territories. Under British rule, the functions and powers of these tribal chiefs changed to a great extent:

1. They were allowed to keep their land titles over a cluster of villages and rent outlands, but they lost much of their administrative power and were forced to follow laws made by British officials in India.
2. They had to pay tribute to the British and discipline the tribal groups on behalf of the British.
3. They lost the authority they had earlier enjoyed amongst their people and were unable to fulfill their traditional functions.

Question 5.
What accounts for the anger of the tribals against the dikus?
Answer:
Missionaries, moneylenders, Hindu landlords, and British officials were considered dikus or outsiders. They caused anger among the tribals because:

1. They were considered the cause of the misery and suffering of the tribal people.
2. The land policies of the British were destroying their traditional land system.
3. Hindu landlords and moneylenders were taking over their land.
4. The missionaries were criticizing their traditional culture.

Question 6.
What was Birsa’s vision of a golden age? Why do you think such a vision appealed to the people of the region?
Answer:
Birsa’s Vision of the Golden Age

1. Birsa was deeply influenced by many of the ideas he came in touch with.
2. His movement was aimed at reforming tribal society.
3. He urged the Mundas to give up drinking liquor, clean their villages, and stop believing in witchcraft and sorcery.
4. Birsa also turned against missionaries and Hindu landlords as he saw them as outside forces that were ruining the Munda way of life.
5. In 1895 Birsa urged Just followers to recover their glorious past.
6. He talked of a golden age in the past a satyug (the age of truth)—when Mundas lived a good life,
   • They constructed embankments.
   • They tapped natural springs.
   • They planted trees and orchards.
   • They practiced cultivation to earn their living.
   • They did not kill their brethren and relatives.
   • They lived honestly.
7. Birsa also wanted people to once again work on their land, settle down and cultivate their fields.
8. The political aim of the Birsa movement made the British worried.
9. He also wanted the government to set up a Munda Raj with Birsa at its head.
10. The movement identified all these forces as the cause of misery and suffering.

Question 7.
Find out from your parents, friends, or teachers, the names of some heroes of other tribal revolts in the twentieth century. Write their story in your own words.
Answer:
It is an activity to consult the library and writes the story of other tribal leaders.
Name of some tribal heroes

Question 8.
Choose any tribal group living in India today. Find out about their customs and way of life, and how their lives have changed in the last 50 years.
Answer:
The Santhals
A tribal group of Jharkhand. Now collect information from the library of your school or the internet and write their ways of life and changes that occurred during the last 50 years.

Objective type questions

1. Match the following:

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

2. State whether True or False:

1. Birsa himself declared that God had appointed him to rule his people. True
2. The British described the tribal people as False
3. Birsa was born in a family of Santhal. False
4. Bakkarwalas of Kashmir are shepherds False
5. Birsa was arrested in 1895. True
6. Birsa, died in 1900. True

3. Fill in the blanks:

1. Birsa wanted to set up a Munda Raj
2. The British made effort to settle Jhum cultivators.
3. All members of the Clan were regarded as descendants of the original settler.
4. Cocoons were bought from the Santhals and sold by the traders at five times the purchase price.

 Multiple Choice Questions

Choose the correct answer:

1. The local weavers and leather workers turned to ……. for supplies of Kusum and Palash flowers.
(a) Santhals
(b) Mundas
(c) Khonds   
(d) Labadis

2. The Bastar Rebellion in Central India broke out in
(a) 1900
(b) 1910
(c) 1920
(d) 1940

3. Which revolt was popular in Maharashtra in 1940?
(a) The Cols
(b) The Bastar
(c) The Warli
(d) Birsa movement

4. The Khonds lived in
(a) Karnataka
(b) Madhya Pradesh
(e) Bihar
(d) Odisha

5. What type of lives did the herders live?
(a) Sophisticated
(b) Settled
(c) Nomadic
(d) None of these

6. ….. tribe practiced settled agriculture.
(a) Khonds
(b) Santhals
(c) Labadis of Andhra Pradesh
(d) Mundas of Chottanagpur Plateau

7. Jhum cultivation is practiced these days in
(a) eastern states of India
(b) western states of India
(c) northern states of India
(d) southern states of India

8. Santhals tribe rose in revolt in the year
(a) 1900
(b) 1855
(c) 120
(d) 1930

9. In many regions the Forest Department set up forest villages to ensure
(a) a regular supply of cheap labour
(b) a regular supply of forest produce
(c) a regular supply of agricultural produce
(d) none of the above

10. The revolt of Sonogram Sangma rose in the year 1906 in
(a) Bengal
(b) Madhya Pradesh
(c) Assam
(d) Odisha

11. The forest Satvagraha rose in the central provinces in
(a) 1910
(b) 1920
(c) 1930
(d) 1940

12. Birsa spent time in the company of …….. preachers.
(a) Buddha
(b) Vaishnav
(c) Sikhs
(d) None of these

We hope theNCERT Solutions for Class 8 Social Science History Chapter 4 Tribals, Dikus, and the Vision of a Golden Age, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science History Chapter 4 Tribals, Dikus, and the Vision of a Golden Age, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social Justice

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social Justice.

Question 1.
Talk to two workers (for example, construction workers, farmworkers, factory workers, workers at any shop) to find out if they are receiving the minimum wages \ laid down by law.
Answer:

• Construction workers: They do not receive the minimum wages.
• Farmworkers: They do not receive the minimum wages.
• Factory workers: They receive minimum wages.
• Workers at the shop: They get minimum wages.

Question 2.
What are the advantages to foreign companies in setting-up production in India?
Answer:
Foreign countries have many advantages of setting up their factories in India like:

• Availability of cheap labour. There is a vast difference in the wages that the workers get in the U.S.A. and European countries as compared to what they get in India.
• For lower wages, companies get longer hours of work.
• Their additional expenses for housing insurance are also less.
• They are able to use lower safety measures due to weak laws.
• They do not even spend money on clearing the pollution they create.
• Thus are able to cut and save costs on safety measurement, and earn profits.

Question 3.
Do you think the victims of the Bhopal gas tragedy got justice? Discuss.
Answer:
No, the victims of the Bhopal Gas Tragedy did not get justice. After 24 years, people are still fighting for justice for safe drinking water, for healthcare facilities, and jobs for the people poisoned by UC. Anderson, the UC chairman, who faces criminal charges, is not yet put behind the bars.

Question 4.
What do we mean when we speak of law enforcement? Who is responsible for enforcement? Why is enforcement so important?
Answer:
Law enforcement means to compel obedience to the law. Laws passed by the government have to be enforced otherwise the benefit of the laws will not reach the citizens. It is the duty of the government to enforce the laws.

By enforcing and upholding these laws, the government can control the activities of individuals or private companies so as to ensure social justice. Enforcement is even more important when the law seeks to protect the weak from the strong.

Question 5.
How can laws ensure that markets work in a manner that is fair? Give two examples to support your answer.
Answer:
Markets everywhere tend to be exploitative of people—whether as workers, consumers, or producers.
To protect people from such exploitation, the government makes certain laws. These laws try to ensure that unfair practices are kept at a minimum in the markets.

For example, private companies, contractors in the drive for profits might deny workers their rights and not pay them proper wages. To ensure that workers are not underpaid, or are paid fairly, there is a law on minimum wages.
Laws have also been made for adulteration, black-marketing, etc.

Question 6.
Imagine yourself be a worker working in a chemical factory, which has received orders from the government to move to a different site 100 kms away from the present location. Write about how your life would change? Readout your responses in the classroom.
Answer:
My life would change drastically.

• There will not be any pollution.
• Wages would increase. .
• Housing facilities may be provided.
• Some problems would come initially regarding transport, housing, etc.
• The employer would pay more attention to the workers.

Question 7.
Write a paragraph on the various roles of the government that you have read about in this unit.
Answer:

1. One of the most important functions of the government is to ensure that public facilities like water, healthcare, sanitation, electricity, public transport, schools, and colleges are made available to everyone.
2. Government presents the budget in Parliament.
3. The government makes the laws and ensures that these laws are enforced.
4. The government ensures that the various fundamental rights guaranteed in our Constitution are not violated.
5. To control the activities of private companies, the government makes, enforces, and upholds laws so as to prevent unfair practices and ensure social justice.

Question 8.
What are the sources of environmental pollution in your area? Discuss with respect to
(a) air
(b) water
(c) soil.
What are the steps being taken to reduce pollution? Can you suggest some other measures?
Answer:
Causes of Pollution in our Area:
(a) Air pollution: Vehicles, thermal power station.
(b) Water pollution: Dry latrines, severe age water, water drawing industries, tanneries.
(c) Soil: Industrial effluents and ash of the thermal power station.

Steps being taken to reduce the pollution:

• Appropriate measures need to be taken by countries/regions of the world to stop misuse or overuse of resources.
• Corrective steps to improve the quality of degraded resources must be taken for the treatment of Sewage.
• Banning the use of certain dangerous pesticides like D.D.T.
• Safe disposal of wastes and garbage.

Other Measures:

• Check harmful emissions from automobiles, industries.
• Using Rs. 3
• Limiting the use of non-renewable resources.

Question 9.
How was the environment treated earlier? What has been the change in perception? Discuss.
Answer:
Earlier there were very few laws protecting the environment in India. There was hardly any enforcement of these laws. The environment was treated as a ‘free’ entity and any industry could pollute the air and water without any restrictions.

Now there has been a change in perception. The government has introduced laws on the environment. The polluter is to be held accountable for the damage done to the environment. The courts have also given a number of judgments upholding the right to a healthy environment as intrinsic to the fundamental right to life. The government has set up laws and procedures that cap check pollution, clean rivers, and introduce heavy fines for those who pollute.

Question 10.
What do you think the famous cartoonist R.K. Laxman is trying to convey in this cartoon?
Answer:

1. R.K. Laxman is trying to show that we ourselves are responsible for increasing child labour.
2. We are not sensitive to the needs and aspirations of other children.
3. It relates to the law prohibiting children below 14 years to be employed as domestic servants.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social Justice, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social Justice, drop a comment below and we will get back to you at the earliest.