Category: CBSE Class 9

NCERT Solutions for Class 9 Social Science History Chapter 2 Socialism in Europe and the Russian Revolution

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science History Chapter 2 Socialism in Europe and the Russian Revolution. Free PDF download of NCERT Solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 2 – Socialism in Europe and the Russian Revolution. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

Question 1.
What were the social, economic, and political conditions in Russia before 1905?
Answer:
The social, economic and political conditions in Russia, before 1905 was quite backward. Social inequality was very prominent among the working class. Workers were divided on the basis of their occupation. Workers whose jobs needed skill and training considered themselves on a higher plane than the untrained worker. Workers had strong links to the villages they came from and this also caused a social divide among workers.

Economically Russia was going through a very difficult period. The population had doubled and the economic conditions turned from bad to worse. The government introduced new programmes of industrialization which created employment. This Industrialization did not help the workers who were exploited and their living conditions only worsened.

Compared to other European nations, Russia was politically backward, during the thirteenth century. All political parties were illegal in Russia before 1914. The Russian peasants formed the Socialist Revolutionary Party in 1900, but as they were not a united group they were not considered to be part of a socialist movement.

Question 2.
In what ways was the working population in Russia different from other countries in Europe, before 1917?
Answer:
The working population in Russia was different from that of those in other countries in Europe before 1917 in the following ways.

1. The vast majority of Russians were agriculturalists. This proportion was higher than in most European countries. In France and Germany, this proportion was between 40% and 50%.
2. The cultivators in Russia produced for the markets as well as for their own needs.
3. Workers were divided social groups on the basis of skill. Metalworkers considered themselves aristocrats among other workers as their occupation demanded more training and skills.
4. Peasants in Russia had no respect for the nobility. Nobles got their power and position through the Tsar and not through local popularity, whereas in countries like France, peasants respected nobles.
5. In Russia, peasants had pooled their land together and divided the profits according to the family needs. In other parts of the world, agriculture was done individually by the peasants.

Question 3.
Why did the Tsarist autocracy in Russia collapse in 1917?
Answer:
During the winter of 1917, factory workers faced acute food shortages and extreme cold climate. Dissatisfaction was raging high among the workers.

A factory lockout on the right bank of the river Neva, triggered a strike in the month of February, 1917. 50 other factories joined in the strike. In many factories women led the strike. The government tried many measures to contain the strike. Curfew was imposed, the cavalry and police were called out to suppress the workers. The dissatisfied worker could not be contained. On the 27^th of February, the Police Head Quarters’ were ransacked.

The turning point of this revolt was when the government regiments joined the striking workers. They formed the ‘ Soviet’ or ‘Council’. The Tsar was advised to abdicate. Thus the February Revolution brought down the monarchy in 1917.

Question 4.
Make two lists: one with the main events and effects of the February Revolution and the other with the main events and effects of the October Revolution. Write a paragraph on who was involved in each, who were the leaders and what the impact of each was on Soviet history.
Answer:

Events

In the winter of 1917, the situation in Petrograd was grim. There was food shortage in the workers’ quarters. 22 February: Lockout took place at a factory. Workers of factories joined in sympathy. Women also led and participated in the strikes. This came to be called the International Women’s Day. The government imposed a curfew. 24, 25 February: The government called out the cavalry and police to keep an eye on them. 25 February: The government suspended the Duma and politicians spoke against this measure. The people were out with force once again. 27 February: The police headquarters were ransacked. Cavalry was called out again. An officer was shot at the barracks of a regiment and other regiments mutinied, voting to join the striking workers gathered to form a Soviet or council. This was the Petrograd Soviet. A delegation went to meet the Tsar. The military commanders advised him to abdicate. 2 March: The Tsar abdicated. A provisional government was formed by the Soviet and Duma leaders to run the country.

Effects

Restrictions on public meetings and associations were removed. Soviets were set up everywhere. In individual areas, factory committees were formed which began questioning the way industrialists ran their factories. Soldiers’ committees were formed in the army. The Provisional Government saw its power declining and Bolshevik influence grew. It decided to take stern measures against the spreading discontent. It resisted attempts by workers to run factories and arrested leaders. Peasants and the socialist revolutionary leaders pressed for a redistribution of land. Land committees were formed and peasants seized land between July and September 1917.

No political party was involved in the February Revolution. It was a combined effort of the workers of fifty factories along with women who took up the leadership.

October Revolution:

Events

16th October 1917: Lenin persuaded the Petrograd Soviet and Bolshevik Party to agree to a socialist seizure of power. A Military Revolutionary Committee was appointed by the Soviet to organise seizure. 24th October: Uprising began. Prime Minister Kerenskii left the city to summon troops. Military men loyal to the government seized the buildings of two Bolshevik newspapers. Pro-government troops were sent to take over telephone and telegraph offices and protect the Winter Palace. In response Military Revolutionary Committee ordered to seize government offices and arrest ministers. The ‘Aurora’ ship shelled the Winter Palace. Other ships took over strategic points. By night, the city had been taken over and ministers had surrendered. All Russian Congress of Soviets in Petrograd approved the Bolshevik action. By December: Heavy fighting in Moscow. The Bolsheviks controlled the Moscow-Petrograd area. The people involved were Lenin, the Bolsheviks and pro-government troops.

Effects

Most industries and banks were nationalised in November 1917. Land was declared social property and peasants were allowed to seize the land of the nobility. Use of old titles was banned. New uniforms were designed for the army and officials. Russia became a one-party state. Trade unions were kept under party control. A process of centralised planning was introduced. This led to economic growth. Industrial production increased. An extended schooling system was developed. Collectivisation of farms started.

Lenin led the October Revolution along with Leon Trotskii. Bolshevik supporters in army, Soviets and factories were mobilised for mass struggle. Lenin rose to power and set up a Bolshevik government in Soviet Russia.

Question 5.
What were the main changes brought about by the Bolsheviks immediately after the October Revolution?
Answer:

1. Banks and Industries were nationalised.
2. Land was declared as social property.
3. Peasants seized land from the nobility.
4. Large houses were partitioned according to family requirements.
5. The use of old titles by aristocrats was banned.
6. New uniforms were introduced for the army and officials. The famous soviet hat (budeonovka) was introduced.

Question 6.
Write a few lines to show what you know about:
(a) Kulaks
(b) the Duma
(c) women workers between 1900 and 1930
(d) the Liberals
(e) Stalin’s collectivisation programme
Answer:
(i) Kulaks
Well-to-do peasants were called ‘ kulaks’ during Stalin’s leadership. As food shortage continued Stalin decided to introduce the Collectivisation Programme. Under this programme, ‘kulaks’ were eliminated. That is land from these well-to-do peasants was forcibly taken and large state-controlled farms were established. This was done to modernize farming and increase production.

(ii) The Duma
The Duma is an elected consultative Parliament, which was set up during the 1905 Revolution. Though the Duma was accepted by the Tsar, they were constantly dismissed by the Tsar and new ones were set up. After the February Revolution when the Monarchy was overthrown, Duma leaders and Soviet leaders formed a Provisional Government in Russia.

(iii)Women workers between 1900 and 1930
Women workers made up 31% of the factory labour in the 1900s. They were paid only half or three-quarters of the men’s wages. During the February Revolution in 1917, many women workers led the strikes. The condition of the women workers continued to be grim until the 1930s. Slowly conditions improved and crèches were set up in factories for the children of women workers.

(iv) The Liberals
After the French Revolution people wanted a transformation in society. Many groups were formed with this intention. One such group was the ‘Liberals’. The Liberals wanted a nation with religious tolerance and individual rights. Though they wanted an elected parliamentary government, they wanted only men of property to have the right to vote. They were against women voting.

(v) Stalins collectivization programme
Stalin believed that collectivization of agriculture would help in improving grains supplies in Russia. He began collectivization in 1929. All peasants were forced to cultivate in collective farms (kolhoz). The bulk of land and implements were transferred to the ownership of the collective farm. Many peasants protested such attempts and destroyed livestock to show their anger. Collectivization did not bring the desired results in the food supply situation turned even worse in subsequent years.

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NCERT Solutions for Class 9 Social Science Economics Chapter 3 Poverty as a Challenge

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Economics Chapter 3 Poverty as a Challenge.

NCERT QUESTIONS

Exercises

Question 1.
Describe how the poverty line is estimated in India.
Answer:
While determining the poverty line in India, a minimum level of food requirement, clothing, footwear, fuel and light, educational and medical requirements etc. are determined for subsistence. These physical quantities are multiplied by their prices in rupees.

The present formula for food requirement while estimating the poverty line is based on the desired calorie requirement. Food items such as cereals, pulses, vegetables, milk, oil, sugar etc. together provide these needed calories. The need of calories depends on age and the work done by a person. The accepted average calorie requirement in India is 2,400 calories per person per day in rural areas and 2,100 calories per person per day in urban areas.

The calorie requirement of the people in rural areas is higher than that of the people living in urban areas because they do more physical work as compared to urban people. On the basis of the calculations for the year 2011-12, the poverty line for a person was fixed at t 816 per month for the rural areas and ? 1,000 per month for the urban areas.

Question 2.
Do you think that the present methodology of poverty estimation is appropriate?
Answer:
I don’t think that the present methodology of poverty estimation is appropriate because each country uses an imaginary line that is considered appropriate for its existing level of development and its accepted minimum social norms. For example, a person not having a car in the United States may be considered poor. In India, owning a car is still considered a luxury.

Question 3.
Describe poverty trends in India since 1993.
Answer:
There is a substantial decline in poverty ratios in India from about 55 percent in 1973 to 36 percent in 1993. The proportion of people below the poverty line further came down to about 26 percent in 2000. If the trend continues, people below the poverty line may come down to less than 20 percent in the next few years. Although the percentage of people living under poverty declined in the earlier two decades (1973– 1993), the number of poor remained stable at around 320 million for a fairly long period. The latest estimates indicate a significant reduction in the number of poor to about 260 million.

Question 4.
Discuss the major reasons for poverty in India.
Answer:
The major reasons for poverty in India are:

1. Colonial rule. India went through a long phase of low economic development under the British colonial administration. The policies of the colonial government ruined traditional handicrafts and discouraged the development of industries like textiles.
2. High growth in population. The rapid growth of population, particularly among the poor, is one of the major reason for Indian poverty. Poor people are illiterate and have a traditional outlook. Hence, they are either ignorant of birth control measures or are not convinced of the need of birth control. Moreover, they consider a male child as an asset, i.e., as a source of income and a source of security in old age.
3. Low rate of economic development. The actual rate of growth in India has always been below the required level. This has resulted in less job opportunities. This has been accompanied by a high growth rate of population.
4. Unemployment. Another important factor for the incidence of high poverty in India is the high degree of unemployment and underemployment. The job seekers are increasing at a higher rate than the increase in the employment opportunities.
5. Unequal distribution. Although national income of India has been increasing since 1951, it was not properly distributed among different sections of the society. A large proportion of increased income has been pocketed by a few rich. They have become richer. A majority of people live below the poverty line.
6.  Social factors. Various social factors, viz., caste system, joint family system, religious beliefs, law of inheritance etc. have blocked the path of economic development.

Question 5.
Identify the social and economic groups which are most vulnerable to poverty in India.
Answer:
The social groups vulnerable to poverty are:

1. Scheduled castes households
2. Scheduled tribes households

The economic groups vulnerable to poverty are:

1. Rural agricultural labour households
2. Urban casual labour households

Question 6.
Give an account of inter-state disparities of poverty in India.
Answer:
The proportion of the poor is not the same in every state in India. Though there has been a decline in poverty in every state since from the early seventies, the poverty ratio varies from state to state. The states like Madhya Pradesh, Assam, Uttar Pradesh, Bihar, and Odisha had above all India poverty levels. Bihar and Orissa continue to be the two poorest states with poverty ratios of 33.7% and 32.6%.

Both rural and urban poverty is quite high in Odisha, Madhya Pradesh, Bihar, and Uttar Pradesh. On the other hand, states like Tamil Nadu, Andhra Pradesh, Gujarat, Maharashtra, Haryana, Kerala, Punjab, and West Bengal have shown a significant decline in poverty. Public distribution of food grains focuses on human resource development, high agricultural development, and land reform measures are some of the factors responsible for the decline in poverty in these states.

Question 7.
Describe global poverty trends.
Answer:
The proportion of people in developing countries living on less than $1.90 per day has fallen from 35 percent in 1990 to 10.68 percent in 2013. There has been a substantial reduction in global poverty. However, the reduction is marked with great regional differences. Due to rapid economic growth and massive investment in human resource development, poverty has declined substantially in China and Southeast Asian countries.

In South Asian countries (India, Pakistan, Sri Lanka, Nepal, Bangladesh, Bhutan), the decline has also been rapid. In Sub-Saharan Africa, poverty has declined from 54 percent in 1990 to 41 percent in 2013. It has also resurfaced in some of the former socialist countries like Russia, where officially it was non-existent earlier. In Latin America, the ratio of poverty has also declined from 16% in 1990 to 5.4% in 2013.

Question 8.
Describe the current government strategy of poverty alleviation.
Answer:
A common method used to measure poverty is based on income or consumption levels. A person is considered poor if his or her income or consumption level falls below a given “minimum level” necessary to fulfill basic needs.

Question 9.
Answer the following questions briefly:
(i) What do you understand by human poverty?
(ii) Who are the poorest of the poor?
(iii) What are the main features of the National Rural Employment Guarantee Act 2005?
Answer:
(i) Human poverty is a concept that goes beyond the limited view of poverty as a lack of income. It refers to the denial of political, social, and economic opportunities to an individual to maintain a “reasonable” standard of living. Illiteracy, lack of job opportunities, lack of access to proper healthcare and sanitation, caste and gender discrimination etc. are all components of human poverty.

(ii) Women, elderly people, and female infants are systematically denied equal access to resources available to the family. Therefore women, children (especially the girl child), and old people are the poorest of the poor.

(iii) The National Rural Employment Act provides 100 days assured employment every year to every rural household in 200 districts. Later, the scheme will be extended to 600 districts. One-third of the proposed jobs would be reserved for women. The central government will also establish National Employment Guarantee Funds. Similarly, state governments will establish State Employment Guarantee Funds for the implementation of the scheme.

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NCERT Solutions for Class 9 Social Science Civics Chapter 3 Constitutional Design

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Civics Chapter 3 Constitutional Design.

NCERT QUESTIONS

Exercises

Question 1.
Here are some false statements. Identify the mistake in each case and rewrite these correctly based
on what you have read in this chapter.
(a) Leaders of the freedom movement had an open mind about whether the country should be democratic or not after independence.
Answer:
Leaders of the freedom movement had been clear that the country should be democratic after independence.

(b) Members of the Constituent Assembly of India held the same views on all provisions of the Constitution.
Answer:
Members of the Constituent Assembly of India had different ideas on all provisions of the Constitution. They arrived at a solution only after long discussions and debates and a consensus was reached.

(c) A country that has a constitution must be a democracy.
Answer:
A country that has a constitution may not be a democracy.

(d) Constitution cannot be amended because it is the supreme law of a country.
Answer:
A constitution can be amended even if it the supreme law of a country’.

Question 2.
Which of these was the most salient underlying conflict in the making of a democratic constitution in South Africa?
(a) Between South Africa and its neighbours
(b) Between men and women
(c) Between the white minority and the black majority
(d) Between the coloured minority and the black majority
Answer:
(c) Between the white minority and the black majority.

Question 3.
Which of these is a provision that a democratic constitution does not have?
(a) Powers of the head of the state ‘
(b) Name of the head of the state
(c) Powers of the legislature
(d) Name of the country
Answer:
(b) Name of the head of the state.

Question 4.
Match the following leaders with their roles in the making of the Constitution:

(a) Motilal Nehru	(i) President of the Constituent Assembly
(b) B.R. Ambedkar	(ii) Member of the Constituent Assembly
(c) Rajendra Prasad	(iii) Chairman of the Drafting Committee
(d) Sarojini Naidu	(iv) Prepared a Constitution for India in 1928.

Answer:
(a) Motilal Nehru – Prepared a Constitution for India in 1928
(b) B.R. Ambedkar – Chairman of the Drafting Committee ‘
(c) Rajendra Prasad – President of the Constituent Assembly
(d) Sarojini Naidu – Member of the Constituent Assembly

Question 5.
Read again the extracts from Nehru’s speech ‘TFyst with Destiny’ and answer the following:
(a) Why did Nehru use the expression “not wholly or in full measure” in the first sentence?
Answer:
Because the task of nation-building is very tremendous and cannot be achieved fully in one’s lifetime. It has to go for a long time.

(b) What pledge did he want the makers of the Indian Constitution to take?
Answer:
The pledge of dedication to the service of India and her people and to the still larger cause of humanity.

(c) “The ambition of the greatest man of our generation has been to wipe every tear from every eye. ” Who was he referring to?
Answer:
He was referring to Gandhiji.

Question 6.
Here are some of the guiding values of the Constitution and its meaning. Rewrite them by matching them correctly.

(a) Sovereign	(i) Government will not favour any religion.
(b) Republic	(ii) People have the supreme right to make decisions.
(c) Fraternity	(iii) Head of the state is an elected person.
(d) Secular	(iv) People should live like brothers and sisters.

Answer:
(a) Sovereign – People have the supreme right to make decisions.
(b) Republic – Head of the state is an elected person.
(c) Fraternity – Poeple should live like brothers and sisters.
(d) Secular – Government will not favour any religion.

Question 7.
Here are different opinions about what made India a democracy. How much importance would you give to each of these factors?
(a) Democracy in India is a gift of the British rulers. We received training to work with representative legislative institutions under British rule.
Answer:
Democracy in India was not a gift of the British. We had fought with the British to get independence in 1947. It was decided by our Constituent Assembly which had decided that India will have a democratic form of government. At the same time, we cannot ignore the fact that India received some training to work with representative legislative institutions under the Acts of 1919 and 1935.

(b) Freedom Struggle challenged the colonial exploitation and denial of different freedoms to Indians. Free India could not be anything but democratic.
Answer:
It is true India had fought against the colonial exploitation and denial of different freedoms to the Indians. Under the leadership of Gandhiji, the Indians started a satyagraha against the Rowlatt Act 1919 and the Salt Act 1930. Thus after independence, there could have been no government except democracy.

(c) We are lucky to have leaders who had democratic convictions. The denial of democracy in several other newly independent countries shows the important role of these leaders.
Answer:
India had leaders like Mahatma Gandhi, Jawaharlal Nehru, Maulana Azad, Dr. Rajendra Prasad, Dr. B.R. Ambedkar who were in favour of democracy. So they drafted a democratic constitution. They were determined to live up to democratic ideals. Leaders like Kwame Nkrumah of Ghana, General Musharraf of Pakistan, and the military leaders of Myanmar left democratic convictions and denied democracy.

Question 8.
Read the following extract from a conduct book for ‘married women’, published in 1912.

‘God has made the female species delicate and fragile both physically and emotionally, pitiably incapable of self-defence. They are destined thus by God to remain in male protection—of the father, husband, and son— all their lives. Women should, therefore, not despair, but feel obliged that they can dedicate themselves to the service of men.

Do you think the values expressed in this para reflected the values underlying our constitution? Or does this go against the constitutional values?
Answer:
These values are not given in our constitution. The Indian constitution makes no differences in respect to sex. Equal rights are given to women that is, they can vote, take up any job, have a property, and are paid equal wages for equal work. This statement of 1912 makes women inferior to men and does not give them equal status.

Question 9.
Read the following statement about a constitution. Give reasons why each of these is true or not true.
(a) The authority of the rules of the constitution is the same as that of any other law.
Answer:
Not true. The constitution is the supreme law. Its authority cannot be challenged even by the government. It is not like an ordinary law.

(b) Constitution lays down how different organs of the government will be formed.
Answer:
Yes, it is true, It defines the role of the legislature, the executive, and the judiciary and how they should be formed.

(c) Rights of citizens and limits on the power of the government are laid down in the constitution.
Answer:
Yes, true the fundamental rights clearly states the rights of the citizens. They also state the
power of the executive, lay down the rules how the legislature and the judiciary can control as to the government accounting to three lists, that is Union List, State List and Concurrent List. No government can go against these.

(d) A constitution is about institutions, not about values.
Answer:
Not true. The constitution contains all the values, which the institutions have, to promote. The Preamble of the constitution is a shining example of this and states clearly that justice, liberty, equality and fraternity have to be promoted. Secularism should be followed, socialism and democracy should be the basis of the government.

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NCERT Solutions for Class 9 Social Science Geography Chapter 5 Natural Vegetation and Wildlife

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Geography Chapter 5 Natural Vegetation and Wildlife.

Question 1.
Choose the right answer from the four alternatives given below:

(i) To which one of the following types of vegetation does rubber belong to?
Ans:
(a) Thndra
(b) Tidal
(c) Himalayan
(d) Tropical Evergreen
Ans:
(d) Tropical Evergreen

(ii) Cinchona trees are found in the areas of rainfall more than
(a) 100 cm
(b) 50 cm
(c) 70 cm
(d) less than 50 cm
Ans:
(a) 100 cm

(iii) In which of the following states is the Simlipal’ bio-reserve located?
(a) Punjab
(b) Delhi
(c) Odisha
(d) West Bengal
Ans:
(c) Odisha

(iv) Which one of the following bio-reserves of India is not included in the world network of bioreserves?
(a) Manas
(b) Nilgiri
(c) Gulf of Mannar
(d) Nanda devi
Ans:
(a) Manas

Question 2.
Answer the following questions briefly.

(i) Define an ecosystem.
Ans:
An ecosystem refers to all the plants, animals and human beings interdependent and interrelated to

(ii) What factors are responsible for the distribution of plants and animals in India?
Ans:
The factors that are responsible for the distribution of plants and animals in India are:

Relief
(a) Land: The nature of land influences the type of vegetation. Land which is flat is devoted to agriculture, undulating land encourages the growth of grass and woodlands where animals live.
(b) Soil: Different types of soils support different types of vegetation. Cactus and thorny bushes grow well in the desert, marshy deltaic soils and conical trees in the hill slopes.

Climate
(a) Temperature affects the types of vegetation and its growth. Trees growth differ depending on where they are located in the mountains.
(b) The variation in the duration of sunlight affects the growth of trees. In summer trees grow faster as the sun shines for a longer time.
(c) Precipitation: Areas of heavy rainfall have denser vegetation than areas of less rain. There is a dense growth of trees in regions where the South West Summer Monsoons cause heavy rain e.g., windward slopes of the Western Ghats.

(iii) What is a bio reserve? Give two examples.
Ans:
A bio reserve is an ecosystem having plants and animals of unusual scientific and natural instincts. These are preserved in their natural environment.

(iv) Name two animals having their habitat in montane and tropical types of vegetation.
Ans:
The Tibetan antelope and the Kashmir stag have their habitat in the Montane vegetation. In the Tropical Evergreen Forests bats and sloths are found and in the Tropical Deciduous Forests, snakes and tortoises exist.

Question 3.
Distinguish between:

(i) Flora and Fauna
Ans:
The word ‘flora’ is used to denote plants of a particular region or period and the species of animals are referred to as ‘fauna’.

(ii) Tropical Evergreen and Deciduous Forests.
Ans:

Tropical Evergreen Forests are found in regions

• where rainfall is very heavy, over 200 cm of rain.
• forests appear green all the year round as the trees shed their leaves at different times of the year.
• vegetation is luxuriant, multilayered and of great variety.
• commercially important trees are ebony, mahogany, rosewood, rubber and cinchona.
• trees are tall and have straight trunks.

Deciduous Forests are also known as Monsoon Forests.

• These are found where the rainfall is between 70 cm-200 cm.
• Trees shed their leaves for about 6-8 weeks in the dry summer.
• These forests are divided between Dry and Wet Deciduous Forests.
• Wet Deciduous Forests are found in the northeast states, foothills of the Himalayas, Jharkhand, West Odisha,
• Chhattisgarh and the eastern slopes of the Western Ghats. Important trees are bamboo, sal, shisham, Khair, Arjun, etc.
• Dry Deciduous Forests are found in the plains of Bihar, Uttar Pradesh, and the rainier parts of the Deccan plateau.
• Important trees are teak, sal, peepal, and neem. Trees have been cleared in some parts for cultivation and for grazing.

Question 4.
Name different types of vegetation found in India and describe the vegetation of high altitudes.
Answer:
The different types of vegetation found in India are

• Tropical Evergreen Forests
• Tropical Deciduous Forests
• Tropical Thorn Forests and Scrubs
• Montane Forests
• Mangrove Forests

Vegetation of high regions: The vegetation changes according to the changes in temperature and rainfall in the mountainous regions.

• At heights of 1000 – 2000 metres wet temperate types of forests is found. Trees such as oaks and chestnuts predominate.
• Between 1500 and 3000 metres, temperate forests with coniferous trees like pine, deodar, silver fir, spruce and cedar are found. (Northeast India etc)
• At high altitudes, Alpine vegetation is found. Important trees are silver fir, pines, and birches.
• Shrubs and scrubs are merged into the Alpine grasslands and are used for grazing.

Question 5.
Quite a few species of plants and animals are endangered in India. Why?
Answer:
Many plants and animals are endangered in India due to a number of reasons:

• Hunting of animals for commercial purposes.
• Pollution due to chemical and industrial waste, acid deposits.
• Introduction of alien species.
• Reckless cutting of the forests to bring land under cultivation and inhabitation.

As a result of these activities about 1300 plant species are endangered and 20 plants species have become extinct. Quite a few animal species are also endangered.

Question 6.
Why has India a rich heritage of flora and fauna?
Answer:
India has a rich heritage of flora and fauna due to a large variety in relief features, soil, temperature, rainfall and the length of the day which determines the hours of sunlight. Moreover, India is a very vast country

Map Skills

Question 7.
On an outline map of India, label the following.
(i) Areas of Evergreen Forests
(ii) Areas of Dry Deciduous Forests
(iii) Two national parks each in Northern, Southern, Eastern and Western parts of the Country
Answer:

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NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive (poem)
Chapter	Chapter 1
Chapter Name	The Road not taken
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken

COMPREHENSION QUESTIONS
Read the extracts given below and answer the questions that follow each :

I. Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth ; (Page 15)

Questions

1. Where did the two roads diverge ?
2. Why did the poet feel sorry ?
3. Why did the poet stand long ?
4. Give the meaning of ‘diverged’.

Answers

1. The two roads diverged in a yellow wood.
2. The poet felt sorry that he could not travel on both the roads.
3. The poet stood long trying to see one of the roads as far as he could see it.
4. It is ‘branched off.

II. Then took the other, just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear ;
Though as for that the passing there
Had worn them really about the same. (page 15)

Questions

1. What do the words ‘the other’ refer to ?
2. Why did the poet choose it ?
3. How had they been worn ?
4. Give the antonym of ‘fair’.

Answers

1. The words ‘the other’ refer to one of the two roads which the poet found in a forest. It (‘the other’) was the road which he finally took.
2. The poet chose it because it seemed to be better. It seemed more grassy and less worn.
3. These roads had been worn by the feet of the people who walked over them.
4. It is ‘unfair’.

III. And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day !
Yet knowing how way leads on to way,
I doubted if I should ever come back. (Page 15) (Imp.)

Questions

1. Who are the ‘both’ ?
2. Why did he keep the first for another day ?
3. What did he doubt ?
4. Give the meaning of ‘trodden’.

Answers

1. The ‘both’ refers to the two roads which the poet had found in a forest.
2. He could travel only on one of the two roads. He liked both of the roads. But he decided to travel on the second and keep the first for another day.
3. He doubted whether he would really be able to travel on the first road. The second road would connect him to many new roads.
4. It means ‘walking with heavy steps’.

IV. I shall be telling this with a sigh
Somewhere ages and ages hence ;
Two roads diverged in a wood, and I –
I took the one less travelled by,
And that has made all the difference. (page 15) ( V. Imp.) (CBSE 2017)

Questions

1. Which road did the poet choose ?
2. What made all the difference in poet’s life ?
3. What does the choice made by the poet indicate about his personality in the poem ?
4. Find a word in the extract that means ‘External in a different direction’.

Answers

1. The poet took the second road which had been less travelled by.
2. The poet wanted to take the first road first and later the second. But he couldn’t do so. This made all the difference in his life.
3. This ‘choice’ shows that the poet is wise, rational and careful of his choices in life. It is a different matter if he is or is not successful.
4. ‘diverged’.

TEXTUAL QUESTIONS
(Page 16)

Thinking About the Poem
I. 1. Where does the traveller find himself ? What problem does he face ?
2. Discuss what these phrases mean to you.

1. a yellow wood
2. it was grassy and wanted wear
3. the passing there
4. leaves no step had trodden black
5. how way leads on to way

3. Is there any difference between the two roads as the poet describes them

1. in stanzas two and three ?
2. in the last two lines of the poem ?

4. What do you think the last two lines of the poem mean ? (Looking back, does the poet regret his choice of accept it ?)

Answers
1. The traveller finds himself at an intersection of two roads in a forest. His problem is that it is not easy to decide which ‘road’ he should take.
2.

1. A forest at the time of autumn.
2. It had grass grown on it and wanted the people to walk on it.
3. It means walking on the road.
4. The leaves which had not been walked over.
5. How one road leads to another

3.

1. In stanzas two and three there is no difference between the two roads.
2. In the last two lines there is the difference. It is seen in ‘I took the one less travelled by’.

4. The last two lines contain the theme of the poem. These mean that the poet chose one kind of career, though he wanted to choose the other. And this had made all the difference in his life. He now thinks that if he had taken the other one, life would, perhaps, have been different.

II. 1. Have you ever had to make a difficult choice (or do you think you will have difficult choices to make) ? How will you make the choice (for what reasons) ?
2. After you have made a choice do you always think about what might have been, or do you accept the reality ?

Answers
1. Yes, I had to make a difficult choice once. It was very difficult to make it. But I had to do it. I had to go out to Chandigarh for an urgent piece of work on one weekend. But I had to postpone it. I thought that if the clerk would not be there what would happen. The next day was a holiday.

I would make the choice for various reasons. These would be like, peace of mind, contentment, livelihood, absence of risk or danger, etc.

2. I accept the reality after making a choice. Sometimes, I face odds or big difficulties. I think of what might have been if this thing had not come on the way. A person really tends to think of the choice made. It happens when one faces problems in the present. It is universal. Problems do keep coming. They make men think of their choices. These may be right or wrong. But choices can’t be redone.

We hope the NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken, drop a comment below and we will get back to you at the earliest.

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

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

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

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

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

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

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

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

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

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

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

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

Hope given NCERT Solutions for Class 9 Social Science History Chapter 4 are helpful to complete your homework.

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

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 4
Chapter Name	Keeping it from Harold
Number of Questions Solved	9
Category	NCERT Solutions

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

TEXTUAL EXERCISES
(Page 28)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question 4.
Answer the following questions :

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Person	Extracts from the story	What this tells us about their characters
Mrs Bramble	(Para 12) “Bill we must keep it from Harold”.	She was not honest and open with her son ; concerned mother
Mr Bramble	(Para 33)
Percy	(Para 109)
Jerry Fisher	(Para 110)

Answer

Person	Extracts from the story	What this tells us about their characters
Mrs Bramble	(Para 12) “Bill we must keep it from Harold”.	She was not honest and open with her son ; concerned mother
Mr. Bramble	(Para 33)	She doesn’t understand the meaning of this statement; a simple-minded woman
Percy	(Para 109)	Percy Stokes advises the use of wisdom and understanding; is submissive but far-sighted
Jerry Fisher	(Para 110)	Jerry Fisher is not afraid of calling a spade a spade ; a down-right earthly man ; doesn’t fear anything; so a fearless, confident and expert trainer

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

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

Answer

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

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

Physical sports should be banned (in favour)

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

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

Against the motion

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

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

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

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

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

We hope the NCERT Solutions for Class 9 English Literature Chapter 4 Keeping it from Harold help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 4 Keeping it from Harold, drop a comment below and we will get back to you at the earliest.

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

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 9
Chapter Name	Lord Ullin’s Daughter
Number of Questions Solved	20
Category	NCERT Solutions

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

TEXTUAL EXERCISES
(Page 74)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Answer

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

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

Answer

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

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

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

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

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

Answer

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

Question 14.

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

Answer

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 4 Chapter 2
Chapter Name	Video Show
Category	NCERT Solutions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Event manager :

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

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

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

 

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

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 3 Chapter 1
Chapter Name	The Indian Rhinoceros
Category	NCERT Solutions

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

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

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

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

information and complete the following table :

Answer :

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

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

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

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

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

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

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

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

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

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

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

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

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

Answer :
Within your group, discuss :

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

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

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

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

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

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

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

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

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

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

NCERT Solutions for Class 9 English Beehive Chapter 3 The Little Girl are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 3 The Little Girl.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 3
Chapter Name	The Little Girl
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Chapter 3 The Little Girl

TEXTBOOK EXERCISES
(Page 38)

THINKING ABOUT THE TEXT
I. Given below are some emotions that Kezia felt. Match the emotions in Column A with the items in Column B.

A	B
1. fear or terror	(i) father comes into her room to give her a goodbye kiss
2. glad sense of relief	(ii) noise of the carriage grows fainter
3. a ‘funny’ feeling, perhaps   of understanding	(iii) father comes home
	(iv) speaking to father
	(v) going to bed when alone at home
	(vi) father comforts her and falls asleep
	(vii) father stretched out on the sofa, snoring

Answer:

1. (iii)
2. (ii)
3. (iv)

II. Answer the following questions in one or two sentences :
1. Why was Kezia afraid of her father ? (CBSE 2017)
2. Who were the people in Kezia’s family ?
Or
Who were the people in Kezia’s family ? Who did support her ? (CBSE)
3. What was Kezia’s father’s routine
(i) before going to his office ?
(ii) after coming back from his office ?
(iii) on Sundays ?
4. In what ways did Kezia’s grandmother encourage her to get to know her father better ? (CBSE)

Answers
1. Kezia was afraid of her father because he never spoke to her with love. He always
found fault with her.
2. Kezia had her grandmother, her mother and father. Kezia’s grandmother supported her.
3. (i) He would give Kezia a casual kiss.
(ii) He would ask for the newspaper and tea.
(iii) On Sundays, he would stretch out on the sofa sleeping soundly and snoring.
4. She asked Kezia to make a gift of a pin-cushion on her father’s birthday.

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.
1. Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen ?
2. Kezia decides that there are “different kinds of fathers”. What kind of father was Mr Macdonald, and how was he different from Kezia’s father ?
Or
How was Kezia’s father different from Mr Macdonald ? (CBSE)
Or
What was the difference between Kezia’s father and Mr Macdonald ? (CBSE)
3. How does Kezia begin to see her father as a human being who needs her sympathy ?

Answers
For discussion at class level. One answer is given below :

1. Kezia tried to please her father. When he would ask her to take off his shoes, he would ask her if she had been a good girl. She would respectfully say that she did not know. But her father would imitate her voice. He would ask her not to stutter. He would ask his mother (Kezia’s grandmother) to teach her not to do so.

At another occasion Kezia sat on a stool. She watched him. He was sleeping. Then he woke up and he asked her not to look like that. She looked like a little brown owl.

Kezia stuffed her pin-cushion with papers. These belonged to her father. These were very important. She said that she did not do that. He asked Kezia’s grandmother to put her to bed at once.

2. Mr Macdonald was a different kind of father. He would play ‘tag5 with his children. He would put the baby Mao on his shoulders. Two girls would hang on to his pockets. He would run round and round the flower beds laughing.
Once Kezia saw the boys turn the hose on him. He tried to catch them laughing. He was a different kind of father. Kezia’s father never played with her. He always looked angry and harsh. He snubbed her.

3. One night Kezia was alone in the house. At night she had a nightmare. She saw a butcher with a knife and a rope. He came nearer (to) her with a dreadful smile. She could not move but cried out. She saw her father standing near her when she woke up.

Kezia’s father made her sleep by his side. He asked her to rub her feet against his legs. It would make them warm. A funny feeling came over her. She thought that he was harder than grandmother. However, it was a nice hardness. He had to work hard. So he was too tired to be like Mr. Macdonald. She heard his heart beat. She told her father that he had a big heart.

THINKING ABOUT LANGUAGE
I. Look at the following sentence.
There was a. glad sense of relief when she heard the noise of the carriage growing fainter… Here, glad means happy about something.
Glad, happy, pleased, delighted, thrilled and overjoyed are synonyms (words or expressions that have the same or nearly the same meaning.) However, they express happiness in certain ways.
Read the sentences below :

• She was glad when the meeting was over.
• The chief guest was pleased to announce the name of the winner.

1. Use an appropriate word from the synonyms given above in the following sentences. Clues are given in brackets.

1. She was …… by the news of her brother’s wedding, (very pleased)
2. I was ……. to be invited to the party, (extremely pleased and excited about)
3. She was ……. at the birth of the granddaughter, (extremely happy)
4. The coach was ……. with his performance, (satisfied about)
5. She was very ……. with her results, (happy about something that has happened)

Answer

1. thrilled
2. delighted
3. overjoyed
4. pleased
5. happy.

2. Study the use of the word big in the following sentence :
He was so big – his hands and his neck, especially his mouth…
Here, big means large in size.
Now, consult a dictionary and find out the meaning of big in the following sentences. The first one has been done for you.

1. You are a big girl now. older
2. Today you are going to take the biggest decision of your career. ……
3. Their project is full of big ideas. …….
4. Cricket is a big game in our country. ……
5. I am a big fan of Lata Mangeskar. …….
6. You have to cook a bit more as my friend is a big eater. ……
7. What a big heart you’ve got, Father dear. …….

Answers

1. most important
2. great
3. very popular
4. great
5. great
6. very affectionate/large-hearted.

II. Verbs of Reporting:
Study the following sentences:

• “What!” screamed Mother.
• “N-n-no”, she whispered.
• “Sit up”, he ordered.

The italicised words are verbs of reporting. We quote or report what someone has said or thought by using a reporting verb. Every reporting clause contains a reporting verb. For example :

• He promised to help in my project.
• “How are you doing ?” Seema asked.

We use verbs of reporting to advise, order, report statements, thoughts, intentions, questions, requests, apologies, manner of speaking and so on.

1. Underline the verbs of reporting in the following sentences.

1. He says he will enjoy the ride.
2. Father mentioned that he was going on a holiday.
3. No one told us that the shop was closed.
4. He answered that the price would go up.
5. I wondered why he was screaming.
6. Ben told her to wake him up.
7. Ratan apologised for coming late to the party.

Answers

1. says
2. mentioned
3. told
4. answered
5. wondered
6. told
7. apologised

2. Some verbs of reporting are given in the box. Choose the appropriate verbs and fill in the blanks in the following sentences :
were complaining, shouted, replied, remarked, ordered, suggested

1. “I am not afraid”,…… the woman.
2. “Leave me alone,” my mother …….. .
3. The children ……. that the roads were crowded and noisy.
4. “Perhaps he isn’t a bad sort of a chap after all”,…….. the master.
5. “Let’s go and look at the school ground”, ……. the sports teacher.
6. The traffic police ……… all the passers-by to keep off the road.

Answers

1. remarked
2. shouted
3. were complaining
4. replied
5. suggested
6. ordered.

WRITING
Has your life been different from or similar to that of Kezia when you were a child ? Has your perception about your parents changed now ? Do you find any change in your parents’ behaviour vis-a-vis yours ? Who has become more understanding ? What steps would you like to take to build a relationship based on understanding ? Write three or four paragraphs (150-200 words) discussing these issues from your own experience.

Answer
For self-attempt.

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