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TERM II

By S. Krishnan Puri Neera Sharma

Edited ByGurdarshan Singh

SeemaVinod Shakya

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General, Map Publication, Survey of India, Dehradun vide their letters no. TB 174/62–A–3/A-3, Dated 6/02/2015. Outline of the other maps included in the book are based upon Survey of India maps printed in 2015. © Government of India copyright 2015

We are committed to serve students with best of our knowledge and resources. We have taken utmost care and attention while editing and printing this book but we would beg to state that Authors and Publishers should not be held responsible for unintentional mistakes that might have crept in. However, errors brought to our notice, shall be gratefully acknowledged and attended to.

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SYLLABUSSOCIAL SCIENCE–IX

TERM IITime: 3 Hrs. Marks: 90

No. Units Term 2

1. India and the Contemporary World-I 23

2. Contemporary India-1 23

3. Democratic Politics-I 22

4. Economics 12 + 10 (OTBA)

5. Disaster Management (Through Project & Assignments) –

Total 90

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the Schools. The Summative Assessment will comprise of Theory Paper as per the prescribed design of the Question Paper.

Note: The text of OTBA for SA-II will be from unit-2; Chapter 4; Climate for Session 2016-2017.

UNIT 1: INDIA AND THE CONTEMPORARY WORLD–I

Themes Objectives

Sub-unit 1.2 : Livelihoods, Economies and Societies:The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.

Any one theme of the following : IV. Forest Society and Colonialism : (a) Relationship between forests and livelihoods. (b) Changes in

forest societies under colonialism.

Case studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia.

(Chapter 4)

V. Pastoralists in the Modern World : (a) Pastoralism as a way of life. (b) Different forms of pastoralism. (c) What happens to pastoralism under colonialism and

modern states? Case studies: Focus on two pastoral groups, one from Africa

and one from India. (Chapter 5)

VI. Peasants and Farmers : (a) Histories of the emergence of different forms of farming and

peasant societies. (b) Changes within rural economies in the modern world. Case studies: Focus on contrasting forms of rural change

and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India). (Chapter 6)

Discuss the social and cultural world of forest communities

Understand how oral traditions can be used to explore tribal revolts.

Point to the varying patterns of developments within pastoral societies in different places.

Look at the impact of colonialism on forest societies, and the

Show the different processes through which agrarian transformation may occur in the modern world.

Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets.

Understand how agricultural systems in India are different from that in other countries.

Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.

Map Work Based on theme 4/5/6. (Internal choice will be provided) 3 MarksSub-unit 1.3 : Everyday Life, Culture and Politices:The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.

Any one of the following:

VII. History and Sports: The Story of Cricket: (a) The emergence of cricket as an English sport. (b) Cricket and

colonialism. (c) Cricket nationalism and de-colonialization.

(Chapter 7) VIII. Clothing: A Social History: (a) A short history of changes in clothing. (b) Debates over

clothing in colonial India. (c) Swadeshi and the movement for Khadi. (Chapter 8)

Suggest how sports also have a history and that it is linked up with the politics of power and domination.

Introduce students to some of the stories in cricket that have

Show how clothing has a history, and how it is linked to questions of cultural identity.

Discuss how clothing has been the focus of intense social battles.

UNIT 2: CONTEMPORARY INDIA–1

Themes Objectives

4. Climate:

climate and human life. (Chapter 4)

5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures. (Chapter 5)

6. Population: Size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy : adolescents as under-served population group with special needs. (Chapter 6)

Map Work (3 marks)

To explain the importance and unifying role of monsoons.

distribution. To develop concern about the need to protect the bio-diversity

of our country. To analyse the uneven nature of population distribution and show

concern about the large size of our population. To understand the various occupations of people and explain

various factors of population change. To explain various dimension of national policy and understand

the needs of adolescents as under served group.

Project/Activity:Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.

species of the region and also information regarding efforts being made to save them.

Posters: River pollutionDepletion of forests and ecological imbalance.

UNIT 3: DEMOCRATIC POLITICS–I

Themes Objectives

4. Electoral Politics:

Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the

citizens’ participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)

Familiarise with our electoral system and reasons for choosing this.

Develop an appreciation of citizen’s increased participation in electoral politics.

UNUNUNITITIT 222:: COCOCONTNTNTEMEMEMPOPOPORARARARYRYRY IIINDNDNDIAIAIA 11–1

UNUNUNITITIT 333: DEDEDEMOMOMOCRCRCRATATATICICIC PPPOLOLOLITITITICICICSSS–III

5. Working of Institutions:

How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)

Provide an overview of central governmental structures. Sensitise to the key role of the Parliament and its procedures. Distinguish between nominal and real executive authorities and

functions.

6. Democratic Rights:

Why do we need rights in a Constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian Constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)

Understand the parliamentary system of executive’s accountability to the legislature.

Develop citizens awareness of their rights. Introduction to and appreciation of the Fundamental Rights. Recognition of the ways in which these rights are exercised and

denied in real life situations. Introduction to judicial system and key institutions like the Supreme

Court, High Courts and National Human Rights Commission.

UNIT 4: ECONOMICS

Themes Objectives 3. Poverty as a Challenge: Who is poor (through two case studies:

concept but through a few simple examples) – why people are

(Chapter 3) 4. Food Security in India: Source of Foodgrains, variety across the

of government in food security, procurement of foodgrains,

distribution system, role of cooperatives in food security (foodgrains, milk and vegetables, ration shops, cooperative shops, two-three examples as case studies). (Chapter 4)

Understanding of poverty as a challenge and sensitization of the learner.

Appreciation of the government initiative to alleviate poverty. Exposing the child to an economic issue which is basic necessities

of life. Appreciate and critically look at the role of government in ensuring

food supply.

Suggested Activities/Instructions:Theme I: Give more examples of activities done by different workers and farmers.Numerical problems can also be included.Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.Theme II: Discuss the impact of unemployment.Debate on whether all the activities done by women should be included or not.Is begging an economic activity? Discuss.Is it necessary to reduce population growth or family size? Discuss.Theme IV: Visit a few farms in a village and collect the details of foodgrains cultivated.Visit a nearby ration shop and collect the details of goods available.Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

UNIT 5: DISASTER MANAGEMENT

1. Man-made disasters: Nuclear, Biological and Chemical. (Chapter 3) 2. Community Based Disaster Management. (Chapter 4)

Note: Projects, activities and other exercises in Unit 5 should encourage students to place ‘disasters’ and “disaster management” in: (i) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of

class IX/X. (ii) Other problems faced by our country and the world from time to time.

UNUNUNUNITITITIT 4444:: ECECECECONONONONOMOMOMOMICICICICSSSS

Question Paper DesignSocial Science (Code No. 087)

Class IX

Time: 3 Hours Max. Marks: 90

S. No. Typology of Questions

Very Short

Answer (VSA)

(1 Mark)

ShortAnswer-II

(SA)(3 Marks)

Long Answer

(LA)(5 Marks)

TotalMarks

%Weightage

1

Remembering (Knowledge based Simple

concepts, principles, or theories, Identify, .

2 2 2 18 20%

2

Understanding (Comprehension—to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase or interpret information).

2 1 2 15 17%

3

Application (Use abstract information in concrete situation, to apply knowledge

interpret a situation, provide an example, or solve a problem).

2 4 2 24 26%

4

Higher Order Thinking Skills (Analysis & Synthesis—Classify, compare, contrast, or differentiate between different pieces

unique pieces of information from a variety of sources).

2 2 2 18 20%

5

Creating, Evaluation and Multi-Creating, Evaluation and Multi-Disciplinary (Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values).

– 3* – 9 10%

6 Map 2 – 6 7%

Total 8×1=8 14×3=42 8×5=40 90 100%

Note: The question paper will include a section on Open Text based assessment (questions of 10 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

* One question of 3 marks will be included to assess the values inherent in the texts.

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©UàÃ⁄ (ª) ‚Ê‹ ∑§ ’Ë¡Ê¥ ‚U¬˝‡Ÿ x. •Ê¡ ÷Ê⁄Uà ∑§Ë ∑ȧ‹ ÷ÍÁ◊ ∑§Ê ‹ª÷ª Á∑ ÃŸÊ ÷ʪ(∑§) øıÕÊ©UàÃ⁄ (π) •

ŒÊ„U⁄UáÊ ŒËÁ¡∞–ÕÊŸËÿ ßÁ«UÿŸÊ¥ ¬⁄U ÁŸ÷¸⁄U ÕË ¡Ê „ÈUßÃÊÃÊ‚ ∑§„U‹Êà Ֆ

‹ª÷ª vzÆ ◊ ÊŒÍ⁄U SòÊË, ¬ÈL§cÊÊ¥ •ÊÒ⁄U ’ìÊÊ¥ ∑§Ê ◊ÊÒà ∑§ ÉÊÊ≈U ©UÃÊ⁄U ÁŒÿÊ •ÊÒ⁄U Á Ê¢ŒÊ ’ëøÊ¥ •ÊÒ⁄U ◊ ÊŒÍ⁄UÊ¥ ∑§Ê ◊ ÎÃ∑§Ê¥

∑§Ë ‹Ê‡ÊÊ¥ ∑§ ‚ÊÕ Á Ê¢ŒÊ ¡‹Ê ÁŒÿÊ–III. ÁøòÊ-Áfl‡‹cÊáÊŸËø ÁŒÿÊ ªÿÊ ÁøòÊ •ÊÒ¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§Ê¥ ∑§Ë flãÿ ¡ËflŸ ∑§ ¬˝Áà Á∑§‚ ‚Êø ∑§Ê Œ‡ÊʸÃÊ „Ò?

©UàÃ⁄ ÿ„U ÁøòÊ Œ‡ÊʸÃÊ „ÒU Á∑§ •ÊÒ¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§ ¡¢ª‹Ë ¡ÊŸfl⁄UÊ¥ ∑§Ê Á‡Ê∑§Ê⁄U ∑§⁄UŸ ◊¥ •¬ŸË ‡ÊÊŸ ‚◊¤Êà Ֆ fl ÿ„U ÁŒπÊŸÊ øÊ„UÃ

Õ Á∑§ Á„¢U‚∑§ ¡¢ª‹Ë ¡ÊŸfl⁄U ’’¸⁄U •ÊÁŒ ‚◊Ê¡ ∑§ ¬˝ÃË∑§ „ÒU– ©UŸ∑§Ê ◊ÊŸŸÊ ÕÊ Á∑§ Á„UãŒÈSÃÊŸ ∑§Ê ‚èÿ ’ŸÊŸ ∑§ Á‹∞ ߟ πÃ⁄UŸÊ∑§

¡ÊŸfl⁄UÊ¥ ∑§Ê •¢Ã ∑§⁄UŸÊ •Êfl‡ÿ∑§ „Ò–Sfl-◊ÍÀÿÊ¢∑§Ÿ ¬⁄UˡÊáÊÁŸœÊ¸Á⁄Uà ‚◊ÿ— yÆ Á◊Ÿ≈U

•Áœ∑§Ã◊ •¢∑§ — wz

ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ ∑§ ©UûÊ⁄U ŒËÁ¡∞—•Áà ‹ÉÊÈ-©UàÃ⁄UËÿ ¬˝‡Ÿv. •ÊÒ¬ÁŸflÁ‡Ê∑§ (•¢ª˝ ÊË) ‚⁄U∑§Ê⁄U Œ˜flÊ⁄UÊ ÷Ê⁄Uà ◊¥ flŸÙ¥ ∑§Ù ∑§Ê≈U ∑§⁄U ∑ΧÁ· ∑§Ê ÁflSÃÊ⁄U Á∑§‚ ©UŒ˜ÔŒ‡ÿ ‚ Á∑§ÿÊ ªÿÊ? ∑§Ê߸ ŒÊ Á’¢ŒÈ Á‹Áπ∞– v

w. v}zÆ ∑§ Œ‡Ê∑§ ◊¥ ◊ÈÅÿ M§¬ ‚ Á∑§‚ ’Êà Ÿ ‹∑§«∏UË ∑§ Á‹∞ Ÿß¸ ◊Ê°ª ¬ÒŒÊ ∑§Ë?

v

x. Œ‡Ê (÷Ê⁄UÃ) ∑§Ê ¬„U‹Ê flŸ ◊„UÊÁŸŒ‡Ê∑§ Á∑§‚ ÁŸÿÈÄà Á∑§ÿÊ ªÿÊ?

v

y. v}|} ∑§ flŸ •ÁœÁŸÿ◊ ◊¢ ‚’‚ •ë¿U ¡¢ª‹Ù¥ ∑§Ù Á∑§‚ üÊáÊË ◊¥ ⁄UπÊ ªÿÊ?

v

‹ÉÊÈ-©UàÃ⁄UËÿ ¬˝‡Ÿz. ’SÃ⁄U •ÊÒ⁄U ¡ÊflÊ ∑§ •ÊÒ¬ÁŸfl‡Ê∑§ flŸ ¬˝’¢œŸ ◊¥ ÄÿÊ ‚◊ÊŸÃÊ∞° „Ò¥U?

{. v}}Æ ‚ v~wÆ ∑§ ’Ëø ÷Ê⁄UÃËÿ ©U¬-◊„UÊŒ˜flˬ ∑§ flŸÊë¿UÊÁŒÃ ˇÊòÊ ◊¥

„UÄ≈Uÿ⁄U ‚ ÉÊ≈U∑§⁄U ÿ„U ˇÊòÊ ~.}~ ∑§⁄Ù« „Ä≈ÿó ⁄U‹fl

Ÿ∞ flÎS‹Ë¬⁄U— ⁄U‹ ∑§Ë ¬≈U⁄UË ∑§ •

ß ÊÊ⁄UŒÊ⁄UË— Á∑§‚Ë flSÃÈ ∑§ √ÿʬÊ⁄U ¬⁄U ∞∑§ÊÁœ∑§Ê⁄U „

flŸ ª˝Ê◊— fl ªÊ¢fl ¡„UÊ¢ ª˝Ê◊ËáÊÊ¥ ∑§Ê ß‚ ‡Êø ¬⁄U ⁄U„UŸ ∑§Ë •ŸÈ◊Áà ŒË ªß Á∑§

•Êª ‚ ’øÊ∞¢ª–

ÉÊÈ◊¢ÃÍ (¤ÊÍ◊) ∑ΧÁcÊ— ¡ª„U ’Œ‹-’Œ‹ ∑§⁄U ∑§Ë ¡ÊŸ flÊ‹Ë ∑ΧÁcÊ–

◊„Uààfl¬Íáʸ ÉÊ≈UŸÊ∑˝§◊

v{ÆÆUó ¡ÊflÊ ∑§Ë •ŸÈ◊ÊÁŸÃ ¡Ÿ‚¢ÅÿÊ ‹ª÷ª xy ‹Êπ, ÷Ê⁄Uà ∑§ ∑ȧ¿U v/{ Á„US‚ ¬⁄U πÃË ∑§Ë ¡ÊÃË ÕË–

v||ÆUó Ä‹Ê¢ªÊ ∑§Ê ∞∑§ «Uø Á∑§‹ ¬⁄U „U◊‹Ê

v||zUó ¡ÊflÊ ∑§Ë ◊ÊÃÊ⁄U◊ Á⁄UÿÊ‚Ã ∑§Ê ’°≈UflÊ⁄UÊ

v}{Æ ∑§Ê Œ‡Ê∑§ ó ÷Ê⁄Uà ◊¥ ⁄U‹ ∑§Ê ¬˝‚Ê⁄U

v}{yUó èÊÊ⁄UÃËÿ flŸ ‚flÊ ∑§Ë SÕʬŸÊ

v}{zUó ÷Ê⁄UÃËÿ flŸ •ÁœÁŸÿ◊ ¬ÊÁ⁄Uà „È•Ê

v}|}Uó flŸ •ÁœÁŸÿ◊ ◊¥ ¬„U‹Ê ‚¢‡ÊÊœŸ

v~Æ{ó Œ„U⁄UÊŒÍÍŸ ◊¥ ßê¬ËÁ⁄U¬‹ »§ÊÚ⁄US≈U Á⁄U‚

ø¸ ߢS≈UË≈U˜ÿÍ≈ ∑§Ë SÕʬŸÊ

v~w|ó flŸ •ÁœÁŸÿ◊ ◊¥ ŒÍ‚⁄UÊ ‚¢‡ÊÊœŸU

∞Ÿ0‚Ë0ß0•Ê⁄U0≈UË0 ¬ÊΔ˜UÔÿ¬ÈSÃ∑§ ¬˝‡ŸÊààÊ⁄U

¬˝‡Ÿ v. •ı¬ÁŸflÁ‡Ê∑§ ∑§Ê‹ ◊¥ flãÊ ¬˝’¢œŸ ◊¥ •Ê∞ ¬Á⁄UfløŸÙ¥ Ÿ ߟ ‚◊Í„UÙ¥ ∑§Ù ∑Ò§‚ ¬˝÷ÊÁflà Á∑§ÿÊ?

(∑§) ¤ÊÍ◊ πÃË ∑§⁄UŸ flÊ‹Ù¥ ∑§Ù

(π) ÉÊÈ◊¢ÃÍ •ı⁄U ø⁄UflÊ„UÊ ‚◊ÈŒÊÿÙ¥ ∑§Ù

(ª) ‹∑§«∏UË •ı⁄U flŸ ©Uà¬ÊŒÙ¥ ∑§Ê √ÿʬÊ⁄U ∑§⁄UŸ flÊ‹Ë ∑¢§¬ÁŸÿÙ¥ ∑§Ù

(ÉÊ) ’ʪʟ ◊ÊÁ‹∑§Ù¥ ∑§Ù

(æU) Á‡Ê∑§Ê⁄U π‹Ÿ flÊ‹ ⁄UÊ¡Ê•Ù¥ •ı⁄U •¢ª Ê •»§‚⁄UÙ¥ ∑§Ù–

©àÃ⁄ (∑§) ¤ÊÍ◊ πÃË ∑§⁄UŸ flÊ‹Ù¥ ∑§Ù— •ı¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§Ù¥ Ÿ ¤ÊÍ◊ πÃË ¬⁄U ⁄UÙ∑§ ‹ªÊ ŒË– ß‚ ¬˝∑§Ê⁄U ¤ÊÍ◊ ∑§Ë πÃË ∑§⁄UŸ flÊ‹

¡Ÿ-‚◊ÈŒÊÿÙ¥ ∑§Ù ©UŸ∑§ ÉÊ⁄UÙ¥ ‚  Ê’⁄UŒSÃË ÁflSÕÊÁ¬Ã ∑§⁄U ÁŒÿÊ– ¬Á⁄UáÊÊ◊SflM§¬ ∑ȧ¿U Á∑§‚ÊŸÙ¥ ∑§Ù •¬ŸÊ √ÿfl‚Êÿ ’Œ‹ŸÊ

¬«∏UÊ •ı⁄U ∑ȧ¿U Ÿ ß‚∑§ Áfl⁄UÙœ ◊¥ Áflº˝Ù„U ∑§⁄U ÁŒÿÊ–

(π) ÉÊÈ◊¢ÃÍ •ı⁄U ø⁄UflÊ„UÊ ‚◊ÈŒÊÿÙ¥ ∑§Ù— flŸ ¬˝’¢œŸ ∑§ Ÿÿ ∑§ÊŸÍŸ ’ŸŸ ‚ SÕÊŸËÿ ‹ÙªÙ¥ Œ˜flÊ⁄UÊ flŸÙ¥ ◊¥ ¬‡ÊÈ ø⁄UÊŸ ÃÕÊ Á‡Ê∑§Ê⁄U

∑§⁄UŸ ¬⁄U ¬˝ÁÃ’¢œ ‹ªÊ ÁŒÿÊ ªÿÊ– »§‹SflM§¬ ∑§ß¸ ÉÊÈ◊¢ÃÍ ÃÕÊ ø⁄UflÊ„UÊ ‚◊ÈŒÊÿÙ¥ ∑§Ë ⁄UÙ ÊË Á¿UŸ ªß¸– ∞‚Ê ◊ÈÅÿ× ◊º˝Ê‚

¬˝¡Ë«¥U‚Ë ∑§ ∑§Ù⁄UÊflÊ, ∑§⁄UÊøÊ ÃÕÊ ÿL¢§∑ȧ‹Ê ‚◊ÈŒÊÿÙ¥ ∑§ ‚ÊÕ ÉÊÁ≈Uà „ÈU•Ê– ÁflÔfl‡Ê „UÙ∑§⁄U ©Uã„¥U ∑§Ê⁄UπÊŸÙ¥, πÊŸÙ¥ ÃÕÊ ’ʪʟ٥

◊¥ ∑§Ê◊ ∑§⁄UŸÊ ¬«∏UÊ– ∞‚ ∑ȧ¿U ‚◊ÈŒÊÿÙ¥ ∑§Ù “•¬⁄UÊœË ∑§’Ë‹” ÷Ë ∑§„UÊ ¡ÊŸ ‹ªÊ–

(ª) ‹∑§«∏UË •ı⁄U flŸ ©Uà¬ÊŒÙ¥ ∑§Ê √ÿʬÊ⁄U ∑§⁄UŸ flÊ‹Ë ∑¢§¬ÁŸÿÙ¥ ∑§Ù— flŸÙ¥ ¬⁄U flŸ-Áfl÷ʪ ∑§Ê ÁŸÿ¢òÊáÊ SÕÊÁ¬Ã „UÙ ¡ÊŸ ∑§ ¬‡øÊÃ

flŸ ©Uà¬ÊŒÙ¥ (∑§ΔUÙ⁄U ‹∑§«∏UË, ⁄U’«∏U •ÊÁŒ) ∑§ √ÿʬÊ⁄U ∑§Ù ’‹ Á◊‹Ê– ß‚ ∑§Êÿ ∑§ Á‹∞ ∑§ß √ÿʬÊÁ⁄U∑§ ∑¢§¬ÁŸÿÊ° SÕÊÁ¬Ã „UÙ

ªßZ– ÿ SÕÊŸËÿ ‹ÙªÙ¥ ‚ ◊„Uààfl¬ÍáÊ flŸ ©Uà¬ÊŒ π⁄UËŒ∑§⁄U ©UŸ∑§Ê ÁŸÿÊà ∑§⁄UŸ ‹ªË¥ •ı⁄U ÷Ê⁄UË ◊ÈŸÊ»§Ê ∑§◊ÊŸ ‹ªË¥– ÷Ê⁄Uà ◊¥

‚∑§ÃÊ „U–¬àË •ı⁄U ŒÙŸ ’ŸÊ∞ ¡Ê ‚∑§Ã „Ò¥U–

) ∑§Ë ‹ÃÊ•Ù¥ ‚ ⁄US‚Ë ’ŸÊÿË ¡Ê ‚∑§ÃË „ÒU–

Í⁄ (‚ÍÃË ⁄U‡Ê◊) ∑§Ë ∑§Ê°≈UŒÊ⁄U ¿UÊ‹ ¬⁄U ‚Áé ÊÿÊ° ¿UË‹Ë ¡Ê ‚∑§ÃË „Ò¥U–

(¤Ê) ◊„ÈU∞ ∑§ ¬«∏U ‚ πÊŸÊ ¬∑§ÊŸ •ı⁄U ⁄UÙ‡ÊŸË ∑§ Á‹∞ Ë ÁŸ∑§Ê‹Ê ¡Ê ‚∑§ÃÊ „ÒU–

©UëëÊ ∑§Ê҇ʋ ¬⁄U •ÊœÊÁ⁄Uà ¬˝‡Ÿ U(HOTS)¬˝‡Ÿ v. ©UãŸË‚flË¥ ‡ÊÃÊéŒË ∑§ •Ê⁄¢U÷ ◊¥ •ı¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§ flŸÙ¥ ∑§Ë ‚$»§Ê߸ ÄÿÙ¥ øÊ„Uà Õ? ∑§Ù߸ ∞∑§ ∑§Ê⁄UáÊ ’ÃÊß∞–

©àÃ⁄U fl flŸÙ¥ ∑§Ù ™§‚⁄U ÃÕÊ ’Ë„U«∏U SÕ‹ ‚◊¤Êà Ֆ

¬˝‡Ÿ w. ∑ΧÁ· ◊¥ ÁflSÃÊ⁄U Á∑§‚ ’Êà ∑§Ê ¬˝ÃË∑§ ◊ÊŸÊ ¡ÊÃÊ „ÒU?

©àÃ⁄U ¬˝ªÁà ∑§Ê–¬˝‡Ÿ x. •ı¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§Ù¥ ∑§Ù Á∑§Ÿ ŒÙ ©UŒŒ‡ÿÙ¥ ∑§Ë ¬ÍÁà ∑§ Á‹∞ ’«∏U ¬Ò◊ÊŸ ¬⁄U ◊ Ê’Íà ‹∑§«∏UË ∑§Ë  ÊM§⁄Uà ÕË?

©àÃ⁄U ⁄U‹fl ∑§ ÁflSÃÊ⁄U ÃÕÊ Ÿı-‚ŸÊ ∑§ Á‹∞ ¡‹ÿÊŸ ’ŸÊŸ ∑§ Á‹∞–

¬˝‡Ÿ y. ⁄U‹fl ∑§ ÁflSÃÊ⁄U ∑§Ê flŸÙ¥ ¬⁄U ÄÿÊ ¬˝÷Êfl ¬«∏UÊ?

©àÃ⁄U ’«∏U ¬Ò◊ÊŸ ¬⁄U flŸÙ¥ ∑§Ê ∑§≈UÊfl–¬˝‡Ÿ z. v}wÆ ∑§ ’ÊŒ ÷Ê⁄Uà ◊¥ flŸÙ¥ ∑§Ù ’«∏U ¬Ò◊ÊŸ ¬⁄U ∑§Ê≈UÊ ¡ÊŸ ‹ªÊ– ß‚∑§ Á‹∞ ∑§ıŸ-∑§ıŸ ‚ ∑ Ê⁄∑ ©àÃ

©àÃ⁄U v}wÆ ∑§ Œ‡Ê∑§ ◊¥ Á’˝Á≈U‡Ê ‚⁄U∑§Ê⁄U ∑§Ù ◊ Ê’Íà ‹∑§«∏UË ∑§Ë ’„Èà •Áœ∑§ •Êfl‡ÿ∑ Ã

¬Ò◊ÊŸ ¬⁄U ∑§Ê≈UÊ ¡ÊŸ ‹ªÊ– ‹∑§«∏UË ∑§Ë ’…∏UÃË „È߸ •Êfl‡ÿ∑

(∑§) ߢNjҥ«U ∑§Ë ⁄UÊÚÿ‹ ŸflË (‡ÊÊ Ë ı‹åà Ù

âæ×æçÁ· çß™ææÙ

¬˝‡Ÿ y©UàÃ⁄U ÿÈŒ˜œÙ¥ ∑§Ê ÁŸêŸÁ‹

(∑§) ÿÈŒœ ∑§Ë  ÊM§⁄UÃÙ¥ ∑§Ù ¬Í⁄UÊ ∑§⁄UŸ ∑

§

(π) ÿÈŒ˜œ ◊¥ Áfl‡ÊÊ‹ flŸ ˇÊòÊ •ÁÇŸ ∑§Ë ÷¥≈U ø…∏U ¡Êà „U–

(ª) ÿÈŒ˜œ ∑§ ‚◊ÿ ‚⁄U∑§Ê⁄¥U ‹∑§«∏UË ∑§ Áfl‡ÊÊ‹ ÷¢«UÊ⁄UÙ¥ ÃÕÊ •Ê⁄UÊ Á◊‹Ù¥ ∑§Ù Sflÿ ÷

„UÊÕ Ÿ ‹ª ¡Ê∞°– ß‚ “S∑§Êø«¸U •Õ¸” (÷S◊-∑§⁄U ÷ʪÙ) ŸËÁà ∑§„Uà „Ò¥U– ߢ«UÙŸÁ‡ÊÿÊ ∑§ «Uø ‡ÊÊ‚∑§Ù Ÿ ÿ„UË

•¬Ÿ flŸ ‚¢‚ÊœŸÙ¥ ∑§Ù ¡Ê¬ÊŸ ∑§ „UÊÕÙ¥ ◊¥ ¡ÊŸ ‚ ⁄UÙ∑§ŸÊ øÊ„Uà Ֆ

Á∑˝§ÿÊ∑§‹Ê¬

¬˝‡Ÿ v. ¡„UÊ° •Ê¬ ⁄U„Uà „Ò¥U ÄÿÊ fl„UÊ° ∑§ ¡¢ª‹Ë ß‹Ê∑§Ê¥ ◊¥ ∑§Ê߸ ’Œ‹Êfl •Ê∞ „Ò¥U? ÿ ’Œ‹Êfl ÄÿÊ „ÒU •ÊÒ⁄U ÄÿÊ¥ „ÈU∞ „Ò¥U?

¬˝‡Ÿ w. ∞∑§ •ÊÒ¬ÁŸflÁ‡Ê∑§ flŸ¬Ê‹ •ÊÒ⁄U ∞∑§ •ÁŒflÊ‚Ë ∑§ ’Ëø ¡¢ª‹ ∑§ Á‡Ê∑§Ê⁄U ∑§⁄UŸ ∑§ ◊‚‹ ¬⁄U „UÊŸ flÊ‹Ë ’ÊÃøËà ∑§

‚¢flÊŒ Á‹π¥–

©UàÃ⁄ U •¬Ÿ •äÿʬ∑§ ∑§Ë ‚„UÊÿÃÊ ‚ Sflÿ¢ ∑§⁄¥U–

∞Ÿ0‚Ë0ß0•Ê⁄U0≈UË0 ¬ÊΔ˜UÔÿ ¬˝‡ŸÊààÊ⁄U

¬˝‡Ÿ v. ∞∑§ ◊Ë‹ ‹¢’Ë ⁄U‹ ∑§Ë ¬≈U⁄UË ∑§ Á‹∞ v,|{Æ ‚ w,ÆÆÆ Ã∑§ S‹Ë¬⁄U ∑§Ë  ÊM§⁄Uà ÕË– ÿÁŒ x ◊Ë≈U⁄U ‹¢’Ë ’«∏UË ‹Êߟ ∑§Ë ¬≈U⁄UË

Á’¿UÊŸ ∑§ Á‹∞ ∞∑§ •ÊÒ‚Ã ∑§Œ ∑§ ¬«∏U ‚ x-z S‹Ë¬⁄U ’Ÿ ‚∑§Ã „Ò¥U ÃÊ Á„U‚Ê’ ‹ªÊ∑§⁄U Œπ¥ Á∑§ ∞∑§ ◊Ë‹ ‹¢’Ë ¬≈U⁄UË Á’¿UÊŸ ∑§

Á‹∞ Á∑§ÃŸ ¬«∏U ∑§Ê≈UŸ „UÊ¥ª?

©àÃ⁄ ∞∑§ ¬«∏U ‚ x ◊Ë. ‹ê’Ë ¬≈U⁄UË ∑§ Á‹∞ S‹Ë¬⁄U ¬˝Êåà „UÊà „Ò¥U– ߟ∑§Ë ‚¢ÅÿÊ •ÊÒ⁄U M§¬ 3+5 4

2= ‚ „UÊÃË „ÒU– •Ã— v|{Æ ŒÊ w

ÆÆÆ

S‹Ë¬⁄U ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ 1760 = 440

4

‚ 2000 500

4

Ã∑§ ¬«∏U ∑§Ê≈UŸ „UÊ¥ª–

÷ͬʂ •ãÿ ◊ÍÀÿflÊŸ˜ flÎ ÊÙ¥ ∑§Ù •Êª ‹ª ¡ÊŸ ∑§

Á‹∞ ∑§⁄UÙ ∑§Ë ªáÊŸÊ ∑§⁄UŸÊ ∑§ÁΔUŸ „UÙ ⁄U„UÊ ÕÊ–

⁄UË πÃË ¬⁄U ⁄UÙ∑§ ‹ªŸ ‚ SÕÊŸËÿ ‚◊ÈŒÊÿÙ¥ ∑§Ù flŸÙ¥ ‚  Ê’⁄UŒSÃË ’Ê„U⁄U ÁŸ∑§Ê‹ ÁŒÿÊ ªÿÊ– ∑ȧ¿U ‹ÙªÙ¥ ∑§Ù •¬ŸÊ

√ÿfl‚Êÿ ’Œ‹ŸÊ ¬«∏UÊ •ı⁄U ∑ȧ¿U Ÿ Áflº˝Ù„U ∑§⁄U ÁŒÿÊ–◊ÍÀÿ •ÊœÊÁ⁄Uà ¬˝‡ŸU

¬˝‡Ÿ v. •ÊÒ¬ÁŸflÁ‡Ê∑§ ∑§Ê‹ ◊¥ ∑ΧÁcÊ ∑§ ÁflSÃÊ⁄UË∑§⁄UáÊ ‚ ’«∏U ¬Ò◊ÊŸ ¬⁄U flŸÊ¥ ∑§Ê ÁflŸÊ‡Ê „ÈU•Ê Á¡‚‚ •Ÿ∑§ ª¢÷Ë⁄U ‚◊SÿÊ∞° ©Uà¬ãŸ

„UÊ ªßZ– „U◊ flŸÊ¥ ∑§ ÁflŸÊ‡Ê ∑§Ê ∑Ò§‚ ⁄UÊ∑§ ‚∑§Ã „Ò¥U? ∑§Ê߸ ÃËŸ ’ÊÃ¥ ’ÃÊß∞–

©àÃ⁄U (∑§) „U◊¥ flŸÊ¥ ∑§Ë •¢œÊœÈ¢œ ∑§≈UÊ߸ Ÿ„UË¥ ∑§⁄UŸË øÊÁ„U∞–(π) „U◊ Á¡ÃŸ ¬ÊÒœ ∑§Ê≈¥U, ∑§◊-‚-∑§◊ ©Uß Ÿ∞ ¬ÊÒœ •fl‡ÿ ©UªÊŸ øÊÁ„U∞–

(ª) πÊ‹Ë ¬«∏UË ’¢¡⁄U ÷ÍÁ◊ ∑§Ê „U⁄UÊ-÷⁄UÊ ∑§⁄UŸ ∑§Ê ¬˝ÿÊ‚ ∑§⁄UŸÊ øÊÁ„U∞–

¬˝‡Ÿ w. •ÊÒ¬ÁŸflÁ‡Ê∑§ flŸ ∑§ÊŸÍŸÊ¥ Ÿ ÉÊÈ◊¢ÃÍ ‚◊ÈŒÊÿÊ¥ ∑§Ê ¡ËŸÊ ßÃŸÊ ŒÍ÷⁄U ∑§⁄U ÁŒÿÊ Á∑§ fl •Ê¡ Ã∑§ ÷Ë Ÿ„UË¥ ‚°÷‹ ¬Ê∞– ߟ ‹Êª ¥

∑§ ¬˝Áà „U◊Ê⁄UÊ ÃÕÊ ‚⁄U∑§Ê⁄U ∑§Ê ÄÿÊ ∑§Ã¸√ÿ „ÒU?

©UàÃ⁄U (∑§) „U◊¥ ߟ ‹ÊªÊ¥ ∑§ ¬˝Áà ‚„UÊŸÈ÷ÍÁà ÁŒπÊŸË øÊÁ„U∞ •ÊÒ⁄U ©UŸ∑§ SflÊÁ÷◊ÊŸ ∑ Ê Δ

øÊÁ„U∞–(π) ‚⁄U∑§Ê⁄U ∑§Ê øÊÁ„U∞ Á∑ fl„(ª) ‚⁄∑

CBSE_GR_SOS_G9_T2_FM.indd 10 1/11/2016 12:02:41 PM

ßÁÄUÊ‚(÷Ê⁄Uà •ÊÒ⁄U ‚◊∑§Ê‹ËŸ Áfl‡fl-v)

π¢«U ∑§

π¢«U II. ¡ËÁfl∑§Ê, •Õ¸√ÿflSÕÊ ∞fl¢ ‚◊Ê¡flãÿ ‚◊Ê¡ •ÊÒ⁄U ©U¬ÁŸfl‡ÊflÊŒ•ÊœÈÁŸ∑§ Áfl‡fl ◊¥ ø⁄UflÊ„UÁ∑§‚ÊŸ •ÊÒ⁄U ∑§Ê‡Ã∑§Ê⁄Uπ¢«U III. ⁄UÊ ÊÊŸÊ ∑§Ë Á¡¢∏ŒªË, ‚¢S∑ΧÁÃ, •ÊÒ⁄U ⁄UÊ¡ŸËÁÃßÁÄUÊ‚ •ÊÒ⁄U π‹ — Á∑˝§∑§≈U ∑§Ë ∑§„Uʟˬ„UŸÊfl ∑§Ê ‚Ê◊ÊÁ¡∑§ ßÁÄUÊ‚

CK

CK

•äÿÊÿ ∑§ ◊ÈÅÿ •¢‡Ê

flŸÙ¥ ‚ „U◊¥ ß◊Ê⁄UÃË ‹∑§«∏UË, ßZœŸ, »§‹, ªÙ¥Œ, ‡Ê„UŒ, ∑§Êª Ê, ’Ë«∏UË ’ŸÊŸ ∑§ ¬ûÊ ÃÕÊ •ãÿ ∑§ß¸ ©Uà¬ÊŒ ¬˝Êåà „UÙà „Ò¥U–ß◊Ê⁄UÃË ‹∑§«∏UË ◊ Ê’Íà ÃÕÊ ∑§ΔUÙ⁄U „UÙÃË „ÒU– ÿ„U ◊ÈÅÿ L§¬ ‚ ‚Ê‹ ÃÕÊ ≈UË∑§ ∑§ flΡÊÙ¥ ‚ Á◊‹ÃË „ÒU–’SÃ⁄U ¿UûÊË‚ª…∏U ∑§ ‚’‚ ŒÁˇÊáÊË Á∑§ŸÊ⁄U ¬⁄U ÁSÕà „ÒU– ß‚∑§Ê ∑¥§º˝Ëÿ ÷ʪ ¬ΔUÊ⁄UË „ÒU–’SÃ⁄U ◊¥ ◊Á⁄UÿÊ •ÊÒ⁄U ◊ÈÁ⁄UÿÊ ªÊ«∏U, œÈ⁄UflÊ, ÷Ã⁄UÊ, „U‹flÊ •ÊÁŒ ‚◊ÈŒÊÿÊ¥ ∑§ ‹Êª ⁄U„Uà „Ò¥U– ÷ÊcÊÊ∞¢ •‹ª-•‹ª ’Ê‹Ÿ flÊ‹ ߟ ‹ÊªÊ¢ ∑§ ⁄UËÁÃ-Á⁄UflÊ¡ ÃÕÊ Áfl‡flÊ‚ ∞∑§ ¡Ò‚ „Ò¥U–flŸÙ¥ ∑§Ê ◊„Uûfl ôÊÊà „UÙŸ ∑§ ’ÊŒ •ı¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§Ù¥ Ÿ flŸ Áfl÷ʪ ∑§Ë SÕʬŸÊ ∑§Ë •ı⁄U flŸ •ÁœÁŸÿ◊ ¬ÊÁ⁄Uà ∑§⁄U∑§ flŸÙ¥ ¬⁄U ÁŸÿ¢òÊáÊ∑§⁄U Á‹ÿÊ–flŸÙ¥ ¬⁄U ‚⁄U∑§Ê⁄U ∑§ ÁŸÿ¢òÊáÊ ‚ flŸÙ¥ ¬⁄U ÁŸ÷¸⁄U ⁄U„UŸ flÊ‹ •ÊÁŒflÊ‚Ë ∑§’Ë‹Ù¥ ∑§Ë ⁄UÙ ÊË-⁄UÙ≈UË Á¿UŸ ªß¸ •ı⁄U ©UŸ◊¥ ‚⁄U∑§Ê⁄U ∑§ ÁflL§Œ˜œ Áflº˝Ù„U∑§ ÷Êfl ¡Êª ©UΔU–flŸ ÁŸÿ¢òÊáÊ ‚ ¬˝÷ÊÁflà ’SÃ⁄U ∑§ •ÊÁŒflÊ‚Ë ∑§’Ë‹Ù¥ Ÿ •¢ª˝ ÊË ‡ÊÊ‚Ÿ ∑§ ÁflL§Œ˜œ Áflº˝Ù„U Á∑§∞– ߟ Áflº˝Ù„UÙ¥ ∑§Ê •Ê⁄¢U÷ œ˝Èfl ∑§’Ë‹ Œ˜flÊ⁄UÊ„ÈU•Ê–¡ÊflÊ ß¢«UÙŸÁ‡ÊÿÊ ∑§Ê ∞∑§ ¬˝Œ‡Ê „ÒU– «Uø ‡ÊÊ‚∑§Ù¥ Ÿ ÿ„UÊ° ∑§ flŸÙ¥ ∑§Ê πÍ’ ‡ÊÙ·áÊ Á∑§ÿÊ •ı⁄U fl„UÊ° ∑§ SÕÊŸËÿ ‹ÙªÙ¥ ∑§Ù ◊ ÊŒÍ⁄U ’ŸÊ∑§⁄U ⁄Uπ ÁŒÿÊ–»§‹SflM§¬ ©Uã„UÙ¥Ÿ Áflº˝Ù„U ∑§⁄U ÁŒÿÊ Á¡‚ Œ’ÊŸ ◊¥ ÃËŸ ◊„UËŸ ‹ª ª∞–¡ÊflÊ ∑§ ∑§‹Ê¢«UÊ ‚◊ÈŒÊÿ ∑§ ‹Êª ∑ȧ‡Ê‹ ‹∑§«∏U„UÊ⁄U ÃÕÊ ÉÊÈ◊¢ÃÍ Á∑§‚ÊŸ Õ–¬„U‹ •ÊÒ⁄U ŒÍ‚⁄ Áfl‡fl‡ÿÈh ∑§ ¡¢ª‹Ê¥ ¬⁄U •ë¿U ¬˝÷Êfl Ÿ„UË¥ ¬«∏U– ÷Ê⁄Uà ∑§Ë ©U¬ÁŸflÁ‡Ê∑§ ‚⁄U∑§Ê⁄U Ÿ ÿÈhÊ¥ ∑§ ŒÊÒ⁄UÊŸ •¬ŸË ‚÷Ë ¬Á⁄UÿÊ¡ŸÊ•Ê¥∑§Ê •œÍ⁄UÊ ¿UÊ«∏, flŸ Áfl÷ʪ Ÿ ‚⁄U∑§Ê⁄U ∑§Ë  ÊM§⁄UÃÊ¥ ∑§Ê ¬Í⁄UÊ ∑§⁄UŸ ∑§ Á‹∞ ’ÄUʇÊÊ ¬«∏U ∑§Ê≈U–¡ÊflÊ ¬⁄U ¡Ê¬ÊÁŸÿÊ¥ ∑§ •Áœ∑§Ê⁄U ∑§⁄UŸ ‚ ¬Ífl¸ fl„UÊ° «Uø ‚⁄U∑§Ê⁄U Ÿ ÷S◊-∑§⁄UÊ-÷ÊªÊ ŸËÁà ∑§Ê •ŸÈ‚⁄UáÊ ∑§⁄Uà „ÈU∞ •Ê⁄UÊ ◊‡ÊËŸ¥ •ÊÒ⁄U ‚ʪÊÒŸ∑§ Áfl‡ÊÊ‹ ‹≈U˜ΔUÊ¥ ∑§Ê •ÁÇŸ ∑§Ë ÷¥≈U ∑§⁄U ÁŒÿÊ ÃÊÁ∑§ fl„U ‚¢¬ŒÊ ¡Ê¬ÊÁŸÿÊ¥ ∑§ „UÊÕ ŸÊ •Ê ¡Ê∞–∞Á‡ÊÿÊ߸ •ÊÒ⁄U •»˝§Ë∑§Ê ∑§Ë ‚⁄U∑§Ê⁄Ê¥ ∑§Ê v~}Æ ∑§ Œ‡Ê∑§ ◊¥ ÿ„U ‚◊¤Ê •Ê ªÿÊ Á∑§ flÒôÊÊÁŸ∑§ flÊÁŸ∑§Ë ÃÕÊ flŸ ‚◊ÈŒÊÿÊ¥ ∑§Ê ¡¢ª‹Ê¥ ‚ ’Ê„U⁄U⁄UπŸ ∑§Ë ŸËÁÃÿÊ¥ „UÃÈ ‚⁄U∑§Ê⁄U •ÊÒ⁄U flŸ ‚◊ÈŒÊÿÊ¥ ◊¥ ≈U∑§⁄UÊfl ¬ÒŒÊ „UÊà „Ò¥U– •’ ¡¢ª‹Ê¥ ‚ ß◊Ê⁄UÃË ‹∑§«∏UË „UÊÁ‚‹ ∑§⁄UŸ ∑§Ë ¡ª„U ¡¢ª‹Ê¥ ∑§Ê‚¢⁄UˇÊáÊ ∞∑§ ◊„Uûfl¬Íáʸ ¬„U‹Í ’Ÿ ªÿÊ–÷Ê⁄Uà ∑§ ∑ȧ¿U ˇÊòÊ ¡„UÊ° ÉÊŸ ¡¢ª‹ ¬Ê∞ ¡Êà „ÒU fl„UÊ° ∑§ ª˝Ê◊ËáÊÊ¥ Ÿ ¡¢ª‹Ê¥ ∑§Ê ¬ÁflòÊ ‚◊¤Ê ∑§⁄U ߟ∑§Ë ⁄UˇÊÊ ∑§Ë ÃÕÊ ∑ȧ¿U ªÊ°flÊ¥ ◊¥ ÃÊ flŸÊ¥¬⁄U •Ê⁄UÁˇÊà ⁄U„Ÿ flÊ‹ ‹ÊªÊ¥ Ÿ ߟ∑§Ë øÊÒ∑§‚Ë ∑§Ê ∑§Ê◊ πÈŒ Á∑§ÿÊ–

flãÿ ‚◊Ê¡ •ÊÒ⁄U ©U¬ÁŸfl‡ÊflÊŒπ¢«U II. ¡ËÁfl∑§Ê, •Õ√ÿflSÕÊ ∞fl¢ ‚◊Ê¡

(¬ÊΔ˜Uÿ-¬ÈSÃ∑§ ∑§Ê •äÿÊÿ y)

H-2

1

CK

CK

flŸÊ¥ ∑§Ê ÁflŸÊ‡Ê ÄÿÊ¥√ÿÊ√Ê‚ÊÁÿ∑ flÊÁŸ∑§Ë ∑§Ë ‡ÊÈL§•ÊÃflŸ-ÁflºÊ„¡ÊflÊ ∑§ ¡¢ª‹Ê¢ ◊¥ „ÈU∞ ’Œ‹ÊflflÊÁŸ∑§Ë ◊¥ Ÿ∞ ’Œ‹Êfl

CK

CK

flãÿ-‚◊Ê¡ •ÊÒ⁄U ©U¬ÁŸfl‡ÊflÊŒ H-3

◊„Uààfl¬Íáʸ ¬ÊÁ⁄U÷ÊÁcÊ∑§ ‡ÊéŒ ∞fl¢ ¬ŒÊfl‹Ë

flŸÙã◊Í‹Ÿ— flŸÙ¥ ∑§Ë ∑§≈UÊ߸–’ʪʟ— ’«∏U-’«∏U »§Ê◊¸ ¡„UÊ° ∞∑§ ‚ËœË ¬¢ÁÄà ◊¥ ∞∑§ „UË ¬˝¡ÊÁà ∑§ flÎ Ê ’Ê∞ ¡Êà „Ò¥U–SÕÊŸÊ¢Ã⁄UË (¤ÊÍ◊) πÃË— ß‚ ¬˝∑§Ê⁄U ∑§Ë πÃË ◊¥ flŸÙ¥ ∑§Ù ‚Ê$»§ ∑§⁄U∑§ ©UŸ∑§ SÕÊŸ ¬⁄U ∞∑§-ŒÙ fl·¸ Ã∑§ ∑ΧÁ· ∑§⁄U∑§ ©U‚ πÊ‹Ë ¿UÙ«∏U ÁŒÿÊ¡ÊÃÊ „ÒU •ı⁄U Á∑§‚Ë •ãÿ SÕÊŸ ¬⁄U πà ’ŸÊ ∑§⁄U πÃË ∑§Ë ¡ÊÃË „ÒU–flÒôÊÊÁŸ∑§ flÊÁŸ∑§Ë— flŸ Áfl÷ʪ ∑§ mÊ⁄UÊ ÁŸÿ¢òÊáÊ ◊¥ ∑§Êÿ¸ ∑§⁄UÃË „ÒU– ÿ„U flÎˇÊ ∑§Ê≈UŸ ∑§Ë fl„U ¬˝áÊÊ‹Ë Á¡‚◊¥ ¬È⁄UÊŸ flÎˇÊ ∑§Ê≈U∑§⁄U ©UŸ∑§Ë ¡ª„UŸ∞ flÎ Ê ©UªÊ∞ ¡Êà „Ò¥U–S‹Ë¬⁄U— ⁄U‹ ∑§Ë ¬≈U⁄UË ∑§ •Ê⁄U-¬Ê⁄U Á’¿U ‹∑§«∏UË ∑§ ÃÅà ¡Ê ¬≈UÁ⁄UÿÊ¥ ∑§Ê •Ê¬‚ ◊¥ ’Ê°œ ∑§⁄U ⁄Uπà „Ò¥U–ß ÊÊ⁄UŒÊ⁄UË— Á∑§‚Ë flSÃÈ ∑§ √ÿʬÊ⁄U ¬⁄U ∞∑§ÊÁœ∑§Ê⁄U „UÊŸÊ–flŸ ª˝Ê◊— fl ªÊ¢fl ¡„UÊ¢ ª˝Ê◊ËáÊÊ¥ ∑§Ê ß‚ ‡Êø ¬⁄U ⁄U„UŸ ∑§Ë •ŸÈ◊Áà ŒË ªß¸ Á∑§ fl ¬«∏UÊ¥ ∑§Ë ∑§≈UÊ߸ ÃÕÊ …ÈU‹Ê߸ ◊È$çà ◊¥ ∑§⁄¥Uª ÃÕÊU flŸÊ¥ ∑§Ê•Êª ‚ ’øÊ∞¢ª–ÉÊÈ◊¢ÃÍ (¤ÊÍ◊) ∑ΧÁcÊ— ¡ª„U ’Œ‹-’Œ‹ ∑§⁄U ∑§Ë ¡ÊŸ flÊ‹Ë ∑ΧÁcÊ–

◊„Uààfl¬Íáʸ ÉÊ≈UŸÊ∑˝§◊

v{ÆÆU ó ¡ÊflÊ ∑§Ë •ŸÈ◊ÊÁŸÃ ¡Ÿ‚¢ÅÿÊ ‹ª÷ª xy ‹Êπ, ÷Ê⁄Uà ∑§ ∑ȧ¿U v/{ Á„US‚ ¬⁄U πÃË ∑§Ë ¡ÊÃË ÕË–v||ÆU ó Ä‹Ê¢ªÊ ∑§Ê ∞∑§ «Uø Á∑§‹ ¬⁄U „U◊‹Êv||zU ó ¡ÊflÊ ∑§Ë ◊ÊÃÊ⁄U◊ Á⁄UÿÊ‚Ã ∑§Ê ’°≈UflÊ⁄UÊv}{Æ ∑§Ê Œ‡Ê∑§ ó ÷Ê⁄Uà ◊¥ ⁄U‹ ∑§Ê ¬˝‚Ê⁄Uv}{yU ó èÊÊ⁄UÃËÿ flŸ ‚flÊ ∑§Ë SÕʬŸÊv}{zU ó ÷Ê⁄UÃËÿ flŸ •ÁœÁŸÿ◊ ¬ÊÁ⁄Uà „È•Êv}|}U ó flŸ •ÁœÁŸÿ◊ ◊¥ ¬„U‹Ê ‚¢‡ÊÊœŸv~Æ{ ó Œ„U⁄UÊŒÍÍŸ ◊¥ ßê¬ËÁ⁄U¬‹ »§ÊÚ⁄US≈U Á⁄U‚ø¸ ߢS≈UË≈U˜ÿÍ≈ ∑§Ë SÕʬŸÊv~w| ó flŸ •ÁœÁŸÿ◊ ◊¥ ŒÍ‚⁄UÊ ‚¢‡ÊÊœŸU

∞Ÿ0‚Ë0߸0•Ê⁄U0≈UË0 ¬ÊΔ˜UÔÿ¬ÈSÃ∑§ ¬˝‡ŸÊààÊ⁄U¬˝‡Ÿ v. •ı¬ÁŸflÁ‡Ê∑§ ∑§Ê‹ ◊¥ flãÊ ¬˝’¢œŸ ◊¥ •Ê∞ ¬Á⁄UfløŸÙ¥ Ÿ ߟ ‚◊Í„UÙ¥ ∑§Ù ∑Ò§‚ ¬˝÷ÊÁflà Á∑§ÿÊ?

(∑§) ¤ÊÍ◊ πÃË ∑§⁄UŸ flÊ‹Ù¥ ∑§Ù(π) ÉÊÈ◊¢ÃÍ •ı⁄U ø⁄UflÊ„UÊ ‚◊ÈŒÊÿÙ¥ ∑§Ù(ª) ‹∑§«∏UË •ı⁄U flŸ ©Uà¬ÊŒÙ¥ ∑§Ê √ÿʬÊ⁄U ∑§⁄UŸ flÊ‹Ë ∑¢§¬ÁŸÿÙ¥ ∑§Ù(ÉÊ) ’ʪʟ ◊ÊÁ‹∑§Ù¥ ∑§Ù(æU) Á‡Ê∑§Ê⁄U π‹Ÿ flÊ‹ ⁄UÊ¡Ê•Ù¥ •ı⁄U •¢ª Ê •»§‚⁄UÙ¥ ∑§Ù–

©àÃ⁄ (∑§) ¤ÊÍ◊ πÃË ∑§⁄UŸ flÊ‹Ù¥ ∑§Ù— •ı¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§Ù¥ Ÿ ¤ÊÍ◊ πÃË ¬⁄U ⁄UÙ∑§ ‹ªÊ ŒË– ß‚ ¬˝∑§Ê⁄U ¤ÊÍ◊ ∑§Ë πÃË ∑§⁄UŸ flÊ‹¡Ÿ-‚◊ÈŒÊÿÙ¥ ∑§Ù ©UŸ∑§ ÉÊ⁄UÙ¥ ‚  Ê’⁄UŒSÃË ÁflSÕÊÁ¬Ã ∑§⁄U ÁŒÿÊ– ¬Á⁄UáÊÊ◊SflM§¬ ∑ȧ¿U Á∑§‚ÊŸÙ¥ ∑§Ù •¬ŸÊ √ÿfl‚Êÿ ’Œ‹ŸÊ¬«∏UÊ •ı⁄U ∑ȧ¿U Ÿ ß‚∑§ Áfl⁄UÙœ ◊¥ Áflº˝Ù„U ∑§⁄U ÁŒÿÊ–

(π) ÉÊÈ◊¢ÃÍ •ı⁄U ø⁄UflÊ„UÊ ‚◊ÈŒÊÿÙ¥ ∑§Ù— flŸ ¬˝’¢œŸ ∑§ Ÿÿ ∑§ÊŸÍŸ ’ŸŸ ‚ SÕÊŸËÿ ‹ÙªÙ¥ Œ˜flÊ⁄UÊ flŸÙ¥ ◊¥ ¬‡ÊÈ ø⁄UÊŸ ÃÕÊ Á‡Ê∑§Ê⁄U∑§⁄UŸ ¬⁄U ¬˝ÁÃ’¢œ ‹ªÊ ÁŒÿÊ ªÿÊ– »§‹SflM§¬ ∑§ß¸ ÉÊÈ◊¢ÃÍ ÃÕÊ ø⁄UflÊ„UÊ ‚◊ÈŒÊÿÙ¥ ∑§Ë ⁄UÙ ÊË Á¿UŸ ªß¸– ∞‚Ê ◊ÈÅÿ× ◊º˝Ê‚¬˝¡Ë«¥U‚Ë ∑§ ∑§Ù⁄UÊflÊ, ∑§⁄UÊøÊ ÃÕÊ ÿL¢§∑ȧ‹Ê ‚◊ÈŒÊÿÙ¥ ∑§ ‚ÊÕ ÉÊÁ≈Uà „ÈU•Ê– ÁflÔfl‡Ê „UÙ∑§⁄U ©Uã„¥U ∑§Ê⁄UπÊŸÙ¥, πÊŸÙ¥ ÃÕÊ ’ʪʟ٥◊¥ ∑§Ê◊ ∑§⁄UŸÊ ¬«∏UÊ– ∞‚ ∑ȧ¿U ‚◊ÈŒÊÿÙ¥ ∑§Ù “•¬⁄UÊœË ∑§’Ë‹” ÷Ë ∑§„UÊ ¡ÊŸ ‹ªÊ–

(ª) ‹∑§«∏UË •ı⁄U flŸ ©Uà¬ÊŒÙ¥ ∑§Ê √ÿʬÊ⁄U ∑§⁄UŸ flÊ‹Ë ∑¢§¬ÁŸÿÙ¥ ∑§Ù— flŸÙ¥ ¬⁄U flŸ-Áfl÷ʪ ∑§Ê ÁŸÿ¢òÊáÊ SÕÊÁ¬Ã „UÙ ¡ÊŸ ∑§ ¬‡øÊÃflŸ ©Uà¬ÊŒÙ¥ (∑§ΔUÙ⁄U ‹∑§«∏UË, ⁄U’«∏U •ÊÁŒ) ∑§ √ÿʬÊ⁄U ∑§Ù ’‹ Á◊‹Ê– ß‚ ∑§Êÿ ∑§ Á‹∞ ∑§ß √ÿʬÊÁ⁄U∑§ ∑¢§¬ÁŸÿÊ° SÕÊÁ¬Ã „UÙªßZ– ÿ SÕÊŸËÿ ‹ÙªÙ¥ ‚ ◊„Uààfl¬ÍáÊ flŸ ©Uà¬ÊŒ π⁄UËŒ∑§⁄U ©UŸ∑§Ê ÁŸÿÊà ∑§⁄UŸ ‹ªË¥ •ı⁄U ÷Ê⁄UË ◊ÈŸÊ»§Ê ∑§◊ÊŸ ‹ªË¥– ÷Ê⁄Uà ◊¥

CK

CK

MBD Super Refresher ‚Ê◊ÊÁ¡∑§ ÁflôÊÊŸ-IXH-4

Á’Á≈U‡Ê ‚⁄U∑§Ê⁄U Ÿ ∑ȧ¿U Áfl‡Ê· ˇÊòÊÙ¥ ◊¥ ß‚ √ÿʬÊ⁄U ∑§ •Áœ∑§Ê⁄U ’«∏UË-’«∏UË ÿÍ⁄UÙ¬Ëÿ ∑¢§¬ÁŸÿÙ¥ ∑§Ù Œ ÁŒ∞– ß‚ ¬∑§Ê⁄U flŸ ©Uà¬ÊŒÙ¥∑§ √ÿʬÊ⁄U ¬⁄U •¢ª ÊË ‚⁄U∑§Ê⁄U ∑§Ê ÁŸÿ¢òÊáÊ SÕÊÁ¬Ã „UÙ ªÿÊ–

(ÉÊ) ’ʪʟ ◊ÊÁ‹∑§Ù¥ ∑§Ù— Á’˝≈UŸ ◊¥ øÊÿ, ∑§„UflÊ, ⁄U’«∏U •ÊÁŒ ∑§Ë ’«∏UË ◊Ê°ª ÕË– •Ã— ÷Ê⁄Uà ◊¥ ߟ ©Uà¬ÊŒÙ¥ ∑§ ’«∏-’«∏U ’ʪʟ‹ªÊ∞ ª∞– ߟ ’ʪʟ٥ ∑§ ◊ÊÁ‹∑§ ◊ÈÅÿ× •¢ª˝ Ê Õ– fl ◊ ÊŒÍ⁄UÙ¥ ∑§Ê πÍ’ ‡ÊÙ·áÊ ∑§⁄UÃ Õ •ı⁄U ߟ ©Uà¬ÊŒÙ¥ ∑§ ÁŸÿʸà ‚ πÍ’œŸ ∑§◊Êà Ֆ

(æU) Á‡Ê∑§Ê⁄U π‹Ÿ flÊ‹ ⁄UÊ¡Ê•Ù¥ •ı⁄U •¢ª Ê •»§‚⁄UÙ¥ ∑§Ù— Ÿÿ flŸ ∑§ÊŸÍŸÙ¥ Œ˜flÊ⁄UÊ flŸÙ¥ ◊¥ Á‡Ê∑§Ê⁄U ∑§⁄UŸ ¬⁄U ⁄UÙ∑§ ‹ªÊ ŒË ªß¸–¡Ù ∑§Ù߸ ÷Ë Á‡Ê∑§Ê⁄U ∑§⁄Uà ¬∑§«∏UÊ ¡ÊÃÊ ÕÊ, ©U‚ Œ¢«U ÁŒÿÊ ¡ÊÃÊ ÕÊ– ¬⁄UãÃÈ Á„¢U‚∑§ ¡ÊŸfl⁄UÙ¥ ∑§Ê Á‡Ê∑§Ê⁄U ∑§⁄UŸÊ •’ ⁄UÊ¡Ê•Ù¥ ÃÕÊ⁄UÊ¡∑ȧ◊Ê⁄UÙ¥ ∑§ Á‹∞ ∞∑§ π‹ ’Ÿ ªÿÊ– ◊È$ª‹∑§Ê‹ ∑§ ∑§ß¸ ÁøòÊÙ¥ ◊¥ ‚◊˝Ê≈UÙ¥ ÃÕÊ ⁄UÊ¡∑ȧ◊Ê⁄UÙ¥ ∑§Ù Á‡Ê∑§Ê⁄U ∑§⁄Uà ÁŒπÊÿÊ ªÿÊ„ÒU–Á’˝Á≈U‡Ê ∑§Ê‹ ◊¥ Á„¢U‚∑§ ¡ÊŸfl⁄UÙ¥ ∑§Ê Á‡Ê∑§Ê⁄U ’«∏U ¬Ò◊ÊŸ ¬⁄U „UÙŸ ‹ªÊ– ß‚∑§Ê ∑§Ê⁄UáÊ ÿ„U ÕÊ Á∑§ •¢ª˝ Ê •$»§‚⁄U Á‡Ê∑§Ê⁄U ∑§⁄UŸÊ‚◊Ê¡ ∑§ Á„Uà ◊¥ ‚◊¤Êà Ֆ ©UŸ∑§Ê ◊ÊŸŸÊ ÕÊ Á∑§ ÿ ¡ÊŸfl⁄ πÃË ∑§⁄UŸ flÊ‹Ù¥ ∑§ Á‹∞ πÃ⁄UÊ ©Uà¬ãŸ ∑§⁄Uà „Ò¥U– •Ã— fl•Áœ∑§-‚-•Áœ∑§ ’ÊÉÊÙ¥, øËÃÙ¥ ÃÕÊ ÷Á«∏UÿÊ¥ ∑§Ê Á‡Ê∑§Ê⁄U ∑§⁄UŸ ∑§ Á‹∞ ¬È⁄US∑§Ê⁄U ŒÃ Õ– »§‹SflM§¬ v}|z-v~wz ߸0 ∑§ ’Ëø¬È⁄US∑§Ê⁄U ¬ÊŸ ∑§ Á‹∞ }Æ „U ÊÊ⁄U ’ÊÉÊÙ¥, v ‹Êπ zÆ „U ÊÊ⁄U øËÃÙ¥ ÃÕÊ w ‹Êπ ÷Á«∏UÿÙ¥ ∑§Ê Á‡Ê∑§Ê⁄U Á∑§ÿÊ ªÿÊ– ◊„UÊ⁄UÊ¡Ê ‚⁄UªÈ¡ÊŸ •∑§‹ vvz| ’ÊÉÊÙ¥ ÃÕÊ wÆÆÆ øËÃÙ¥ ∑§Ù Á‡Ê∑§Ê⁄U ’ŸÊÿÊ– ¡Ê¡¸ ÿÍ‹ ŸÊ◊∑§ ∞∑§ Á’˝Á≈U‡Ê ‡ÊÊ‚∑§ Ÿ yÆÆ ’ÊÉÊÙ¥ ∑§Ê Á‡Ê∑§Ê⁄UÁ∑§ÿÊ–

¬˝‡Ÿ w. ’SÃ⁄U •ı⁄U ¡ÊflÊ ∑§ •ı¬ÁŸflÁ‡Ê∑§ flŸ ¬˝’¢œŸ ◊¥ ÄÿÊ ‚◊ÊŸÃÊ∞° „Ò¥U?©UàÃ⁄ ’SÃ⁄U ÷Ê⁄Uà ∑§ ¤ÊÊ⁄Uπ¢«U ⁄UÊÖÿ ∑§Ê ‚ÈŒÍ⁄U ŒÁˇÊáÊË ÷ʪ „ÒU, ¡’Á∑§ ¡ÊflÊ ß¢«UÙŸÁ‡ÊÿÊ ◊¥ ÁSÕà „ÒU– ÷Ê⁄Uà •¢ª ÊÙ¥ ∑§Ê ÃÕÊ ß¢«UÙŸÁ‡ÊÿÊ «UøÙ¥

∑§Ê ©U¬ÁŸfl‡Ê ⁄U„UÊ– ߟ ‡ÊÊ‚∑§Ù¥ ∑§ •œËŸ ’SÃ⁄U ÃÕÊ ¡ÊflÊ ∑§ flŸ-¬’¢œŸ ◊¥ ÁŸêŸÁ‹Áπà ‚◊ÊŸÃÊ∞° ÕË¥—(∑§) ’SÃ⁄U ◊¥ •¢ª Ê ‡ÊÊ‚∑§Ù¥ Ÿ flŸÙ¥ ¬⁄U •¬ŸÊ ÁŸÿ¢òÊáÊ SÕÊÁ¬Ã Á∑§ÿÊ •ı⁄U ¡ÊflÊ ◊¥ «UøÙ¥ Ÿ–(π) ŒÙŸÙ¥ SÕÊŸÙ¥ ¬⁄U SÕÊŸËÿ ‹ÙªÙ¥ ∑§Ù Ÿ∞ flŸ ÁŸÿ◊Ù¥ ∑§ •¢Ãª¸Ã ‹∑§«∏UË ∑§Ê≈UŸ ÃÕÊ flãÿ ©Uà¬ÊŒ ß∑§≈˜UΔU ∑§⁄UŸ ‚ ⁄UÙ∑§

ÁŒÿÊ ªÿÊ–(ª) ŒÙŸÙ¥ „UË ¬˝Œ‡ÊÙ¥ ◊¥ SÕÊŸÊ¢Ã⁄UË ∑ΧÁ· ¬⁄U ¬˝ÁÃ’¢œ ‹ªÊ ÁŒÿÊ ªÿÊ–(ÉÊ) ߟ ŒÙŸÙ¥ ˇÊòÊÙ¥ ◊¥ •ı¬ÁŸflÁ‡Ê∑§ ‡ÊÊ‚∑§Ù¥ Ÿ flŸÙ¥ ∑§Ê ¬˝ÿÙª •¬Ÿ Á„Uà ‚ÊœŸ ∑§ Á‹∞ Á∑§ÿÊ– ߟ flŸÙ¥ ∑§Ë ‹∑§«∏UË ∑§Ê

©U¬ÿÙª ◊ÈÅÿ M§¬ ‚ ¡‹ÿÊŸ ’ŸÊŸ ÃÕÊ ⁄U‹fl ∑§ ÁflSÃÊ⁄U ∑§ Á‹∞ Á∑§ÿÊ ªÿÊ–(æU ) ŒÙŸÙ¥ ¬˝Œ‡ÊÙ¥ ◊¥ SÕÊŸËÿ ‚◊ÈŒÊÿÙ¥ ∑§Ë ⁄UÙ ÊË ∑§Ê ‚ÊœŸ Á¿UŸ ¡ÊŸ ‚ ‹ÙªÙ¥ ◊¥ •‚¢ÃÙ· »Ò§‹ ªÿÊ •ı⁄U ©Uã„UÙ¥Ÿ ‡ÊÊ‚Ÿ ∑§

ÁflL§Œ˜œ Áflº˝Ù„U ∑§⁄U ÁŒÿÊ–(ø) ’SÃ⁄U ◊¥ Áflº˝Ù„U ∑§Ê •Ê⁄¢U÷ ∑§Ê¢ª⁄U (Kanger) flŸÙ¥ ∑§ œÈ⁄UflÊ ‚◊ÈŒÊÿ ∑§ ‹ÙªÙ¥ Œ˜flÊ⁄UÊ „ÈU•Ê– œË⁄U-œË⁄U ß‚◊¥ •ãÿ ‚◊ÈŒÊÿ

÷Ë ‡ÊÊÁ◊‹ „UÙ ª∞– ß‚ Áflº˝Ù„U ∑§Ê ◊ÈÅÿ ŸÃÊ ŸÕÊŸÊ⁄U ªÊ°fl ∑§Ê ªÈ¢«UÊ œÍ⁄U (Gunda Dhur) ÕÊ– ©Uã„UÙ¥Ÿ ’Ê ÊÊ⁄UÙ¥ ∑§Ù ‹Í≈UÊ,√ÿʬÊÁ⁄UÿÙ¥ ÃÕÊ •¢ª˝ Ê •Áœ∑§ÊÁ⁄UÿÙ¥ ∑§ ÉÊ⁄UÙ¥ ∑§Ù ¡‹Ê «UÊ‹Ê •ı⁄U ‚’ ∑ȧ¿U ‹Í≈U Á‹ÿÊ– ‹Í≈U ª∞ •ŸÊ¡ ∑§Ù ‹ÙªÙ¥ ◊¥ ’Ê°≈UÁŒÿÊ ªÿÊ– Á’˝Á≈U‡Ê ‚⁄U∑§Ê⁄U Ÿ Áflº˝Ù„U ∑§Ù Œ’ÊŸ ∑§ Á‹∞ ¬ÈÁ‹‚ Œ‹ ÷¡Ê– Áflº˝Ù„U ¬⁄U ÃÙ ÃËŸ ◊„UËŸ ◊¥ ∑§Ê’Í ¬Ê Á‹ÿʪÿÊ, ¬⁄¢UÃÈ ªÈ¢«UÊ äÊÍ⁄ ∑§Ù Ÿ ¬∑§«∏UÊ ¡Ê ‚∑§Ê–¡ÊflÊ ◊¥ Áflº˝Ù„U ∑§Ê ŸÃÎàfl ⁄UÊ¢ŒÈé‹ÊÃÈ¢ª (Randublatung) ªÊ°fl ∑§ ‚È⁄UÙ¥ÁÃ∑§Ù ‚ÊÁ◊Ÿ (Surontiko Samin) ŸÊ◊∑§√ÿÁÄà Ÿ Á∑§ÿÊ– ß‚ ∑§Êÿ¸ ◊¥ ©U‚∑§ ŒÊ◊ÊŒ Ÿ ©U‚∑§Ë ‚„UÊÿÃÊ ∑§Ë– v~Æ| Ã∑§ ‹ª÷ª xÆÆÆ ¬Á⁄UflÊ⁄U ß‚ •Ê¢ŒÙ‹Ÿ ◊¥‡ÊÊÁ◊‹ „UÙ ª∞ Õ– ¡’ «Uø •Áœ∑§Ê⁄UË flŸÙ¥ ∑§Ê ÁŸ⁄UˡÊáÊ ∑§⁄UŸ •Êà Õ, ÃÙ ‚ÊÁ◊Ÿ Áflº˝Ù„UË •¬ŸË ÷ÍÁ◊ ¬⁄U ‹≈U∑§⁄U •¬ŸÊÁfl⁄UÙœ ¬˝∑§≈U ∑§⁄Uà Ֆ ∑ȧ¿U ‚ÊÁ◊ŸÙ¥ Ÿ ∑§⁄U ÃÕÊ ¡È◊ʸŸ ŒŸ ‚ ߢ∑§Ê⁄U ∑§⁄U ÁŒÿÊ •ı⁄U «UøÙ¥ ∑§ Á‹∞ ∑§Ê◊ ∑§⁄UŸÊ ’¢Œ ∑§⁄UÁŒÿÊ–

¬˝‡Ÿ x. v}}Æ ‚ v~wÆ ∑§ ’Ëø ÷Ê⁄UÃËÿ ©U¬-◊„UÊŒ˜flˬ ∑§ flŸÊë¿UÊÁŒÃ ˇÊòÊ ◊¥ ~| ‹Êπ „UÄ≈Uÿ⁄U ∑§Ë Áª⁄UÊfl≈U •ÊÿË– ¬„‹U ∑§ vÆ.}{∑§⁄UÙ«∏U „UÄ≈Uÿ⁄U ‚ ÉÊ≈U∑§⁄U ÿ„U ˇÊòÊ ~.}~ ∑§⁄UÙ«∏U „UÄ≈Uÿ⁄U ⁄U„U ªÿÊ ÕÊ– ß‚ Áª⁄UÊfl≈U ◊¥ ÁŸêŸÁ‹Áπà ∑§Ê⁄U∑§Ù¥ ∑§Ë ÷ÍÁ◊∑§Ê ’ÃÊ∞—(∑§) ⁄U‹fl(π) ¡„UÊ Ê ÁŸ◊ʸáÊ(ª) ∑ΧÁ·-ÁflSÃÊ⁄U(ÉÊ) √ÿÊfl‚ÊÁÿ∑§ πÃË(æU) øÊÿ-∑§ÊÚ»§Ë ∑§ ’ʪʟ(ø) •ÊÁŒflÊ‚Ë •ı⁄U Á∑§‚ÊŸ–

©UàÃ⁄U ÷Ê⁄UÃËÿ ©U¬◊„UÊŒ˜flˬ ◊¥ flŸ-ÁflSÃÊ⁄U ◊¥ ∑§◊Ë •ÊŸ ∑§ Á‹∞ ∑§ß¸ ∑§Ê⁄U∑§ ©UàÃ⁄UŒÊÿË Õ– ¬⁄¢UÃÈ ÁŒ∞ ª∞ ∑§Ê⁄U∑§Ù¥ ∑§Ë ÷ÍÁ◊∑§Ê ‚’‚◊„Uààfl¬Íáʸ ⁄U„UË– ÿ„U ’Êà ŸËø ÁŒ∞ ª∞ Áflfl⁄UáÊ ‚ S¬c≈U „UÙ ¡Ê∞ªË—

MBD Super Refresher Class-IX Term-II CBSE/NCERT

Publisher : MBD GroupPublishers

ISBN : 9789385905674Author : S. Krishnan, Puri,Neera Sharma

Type the URL : http://www.kopykitab.com/product/12374

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