MARKING SCHEME - Adhyapak.com by Shri Vineet Joshi, Secretary, C.B.S.E. 'Shiksha Kendra', 2, Community Centre, Preet Vihar, Delhi - 110301. Laser typesetting and Printed by Akashdeep

MARKING SCHEME

CLASS XII

HUMANITIES SUBJECTS

CENTRAL BOARD OF SECONDARY EDUCATIONDELHI

2007

MARKING SCHEME

CLASS XII

HUMANITIES SUBJECTS

CENTRAL BOARD OF SECONDARY EDUCATIONDELHI

2007

(ii)

CBSE, Delhi-110301

Published by Shri Vineet Joshi, Secretary, C.B.S.E. 'Shiksha Kendra', 2, Community Centre,Preet Vihar, Delhi - 110301. Laser typesetting and Printed by Akashdeep Printers, Daryaganj,New Delhi - 110002

Manuscript as such highlights the main value points and does not represent a complete ideal answer.Manuscript may vary from time to time and year to year.

Price : Rs.

November, 2007 : 200 Copies

(iii)

PREFACE

CBSE as a pace setting national Board has constantly been striving to design its evaluation

process in a manner that it is used as a powerful means of influencing the quality of teaching and learning

in the classroom situation. Also, it has to be so designed that it provides constant feedback regarding

the effectiveness of the course content, classroom processes and the growth of individual learners

besides the appropriateness of evaluation procedures.

As a move in this direction, CBSE started the practice of publishing the Marking Schemes with

twin objectives in mind-(i) making the system more transparent and at the same time, (ii) ensuring high

degree of reliability in scoring procedure.

Who are the markers of answer scripts? How do they mark the answer scripts? How can it be

ensured that marking is fair, objective and reliable? Questions of these types naturally arise in the minds

of candidates appearing in the public examination. These questions are equally pertinent to the teachers

who are not adequately exposed to the CBSE system of marking.

Answer Scripts marking is a specialised job. It is assigned to teachers-PGTs for Class XII and

TGTs for Class X who are in direct touch with the subject and have a minimum of 3 years experience

of teaching the subject at that level. Appointment of examiners is made in accordance with the well-

defined norms. Markers examine scripts with the help of datailed guidelines called the 'Marking Schemes'.

It is this tool (Marking Scheme) alongwith the extensive supervisory checks and counter-checks

through which CBSE tries to ensure objective and fair marking. The present publication is being brought

out with a view to serving the following objectives :

(i) To give an opportunity to the teachers and students to look into the Marking Schemes that

were developed by the Board and supplied to the evaluators in 2006 main examination in

some selected main subjects.

(ii) To receive feedback and suggestions from institutions/subject teachers on the utility and

further improvement of Marking Schemes.

(iii) To encourage institutions to undertake similar exercise of developing marking schemes for

classes other than those covered by the Board's examination with a view to increasing

teachers' responsiveness to them as the essential tools of evaluation.

(iv)

HOW TO USE

Teachers and the students preparing for Class XII examination of the Board constitute the

primary interest-group of this publication. Marking Schemes of Question Papers in the subjects of

English Core, Functional English, Hindi Elective, Hindi Core, History, Political Science, Geography,

Psychology, Sociology, Home Science, Sanskrit Core, Sanskrit Elective, Urdu Core and Urdu Elective

administered in Delhi and Outside Delhi during the 2007 main examination have been included in this

document. Some tips on their usage are given below :

(a) To Teachers :

--- Go through the syllabus and the weightage distribution for the subject carefully.

--- Read the question paper to find out how far the question paper set subscribes to the

prescribed design. Grade every question by difficulty level for students who have taken the

main Board examination.

--- Consult the 'Marking Scheme' for each question, with reference to steps into which answers

and awards have been divided.

--- Work out concrete suggestions for the Board.

(b) To Students :

--- Study each question carefully, comprehend them and write down the main points of the

answer and note down their difficulties for clarification.

--- Examine a question in conjunction with the Marking Scheme and find out the proximity of

the answer to that suggested in the Marking Scheme.

--- We will feel motivated if this publication is commented upon by practitioners in the context

of its impact on their teaching learning strategies. Contribution of the experts and the officials

of the Board in bringing out this document is gratefully acknowledged.

We urge the teachers to encourage their students to make use of this publication and at the same

time to enrich us with their free and frank reactions.

M.C. SHARMA

CONTROLLER OF EXAMINATIONS

(v)

CONTENTSSenior School Certificate Examination (XII)

Marking Scheme

Page No.

1. English Core .............................................................................................................. 1-32

2. Functional English ...................................................................................................... 33-74

3. Hindi Elective ........................................................................................................... 75-110

4. Hindi Core ................................................................................................................ 111-150

5. History ...................................................................................................................... 151-222

6. Political Science ........................................................................................................ 223-242

7. Geography ................................................................................................................ 243-278

8. Psychology ................................................................................................................ 279-294

9. Sociology .................................................................................................................. 295-321

10. Home Science ........................................................................................................... 322-345

11. Sanskrit Core ............................................................................................................ 346-372

12. Sanskrit Elective ........................................................................................................ 373-396

13. Urdu Core ................................................................................................................. 397-000

14. Urdu Elective ............................................................................................................. 000-000

15. Bengali ...................................................................................................................... 000-486

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LIST OF COORDINATORS/SUBJECT EXPERTS/REPRESENTATIVESOF THE REGIONS FOR UPDATION/FINALISATION OF THE

MARKING SCHEME FOR THE SENIOR SCHOOL CERTIFICATEEXAMINATION, 2007

S.No. Name of the Coordinator/SubjectExperts


ENGLISH CORE

1. Mrs. Usha RamPrincipalLaxman Public SchoolHauz Khas, New Delhi

2. Sh. J.K. GangalH- 196, Rama Krishna ViharPatparganj SocietyDelhi

3. Dr. Opkar SinghRetd. Prof.121, Sahyog AppartmentsMayur Vihar, Phase-IDelhi

4. Ms. Lata MathewPrincipalHamdard Public SchoolTalima Bagh, Sangam ViharNew Delhi

5. Smt. Vandana KapporPrincipalS.L.S. DAV Public SchoolMausam ViharDelhi

6. Mrs. Rachna PantPrincipalSummer Field SchoolKailash Colony,New Delhi

7. Smt. Kiran Khanna

Principal

Vivekanand School

D- Block, Anand Vihar

Delhi

8. Mrs. S. Chatterjee

Principal

Ajmera Mukesh Nemichand Bhai Shri

Gujarati Samaj School

A.B. Road, Indore

Madhya Pradesh

9. Smt. J. Dasbasu

Principal

Kendriya Vidyalaya

Digaru

P.O. Sonapur, Distt. Kamrup

Assam

10. Mrs. Prem Dulari

Principal

The Hindu Senior Secondary School

Triplicane

Chennai

Tamil Nadu

11. Mrs. Ravi Raj Kaur

PGT

Govt. Model Senior Secondary School

Sec. 35, Chandigarh

(vii)

12. Mrs. Neena Sehgal

PrincipalDelhi Public SchoolSec. 30, Noida, G.B. Nagar,U.P. - 2110303

13. Sh. D.N. Tiwari,Laxman Public School,Hauz Khas,New Delhi-16

14. M/s Bella BathejaG.D. Goenka SchoolNew Delhi

15. Navin SharmaLaxman Public School,New Delhi-16

FUNCTIONAL ENGLISH

1. Mrs. Annie KoshyPrincipalSt. Mary SchoolB-11 Block Safdarjung EnclaveNew Delhi

2. Mrs. Usha RamPrincipalLaxman Public SchoolHauz Khas, New Delhi

3. Shri P.J. PeterPGTLaxman Public SchoolHauz Khas, New Delhi

4. Mrs. Malini KhatriModern SchoolBarakhamba Road

New Delhi



5. Mrs. Neena Kaul

St. Mary School

B-II Block, Saftarjung Enclave

New Delhi

6. Mrs. Rita Kapoor

Principal

Delhi Public School

Ghaziabad

Uttar Pradesh

7. Mrs. Kamala Subramaian

PGT, English

Ramjas Public School

R.K. Puram, New Delhi

HINDI ELECTIVE

1. Mrs. Prem Lata GargPrincipalDAV Public SchoolSreshtha ViharDelhi-92

2. Dr. S. NayyarD-141, SaketNew Delhi

3. Dr. Jaipal TarangH-453, Mahavir EnclaveNew Delhi-45

4. Dr. Devendra Tyagi

H-25, Jyoti Nagar

West Loni Road, Delhi-92

5. Dr. Kamal Satyarthi

187-K, Jiwan Nagar

Kilokari, New Delhi

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6. Mr. B. Solanki,RV-111, Pritampura,Opp. Power House, Delhi-88

7. Smt. Neerja Behl,BB-16B,Janakpuri, New Delhi-58

8. Smt. Geeta GhaiPrincipal,Happy Model School,B-2, Janakpuri,New Delhi

9. Ms Geeta BudhirajaBal Bharti Public SchoolPitampura,Delhi

HINDI CORE

1. Mrs. Prem Lata GargPrincipalDAV Public SchoolSreshtha ViharDelhi-92

2. Dr. Kamal Satyarthi

187-K, Jiwan Nagar

Kilokari, New Delhi

3. Dr. Devendra Tyagi

H-25, Jyoti Nagar

West Loni Road, Delhi-92

4. Mrs. Hemlata MohanPrincipalDelhi Public SchoolSec. IV, Bokaro Steel CityBokaro Jharkhand-827004

5. Dr. Suresh PantC4C, 10/C JanakpuriNew Delhi

6. Sh. Parmanand AryaGovt. Model Senior Secondary School,Manimajra,Chandigarh

7. Ms. Rekha AgarwalDAV Public SchoolShreshtha ViharDelhi

HISTORY

1. Sh. M.I. HussainPrincipalDelhi Public SchoolMathura Road, New Delhi

2. Sh. Pritish AcharyaReaderRegional Institute of EducationBhubaneswar, Orissa

3. Sh. V.B. KrishnaC-382, Saraswati ViharDelhi-34

4. Sh. Jagdish BhartiyaED-94, Tagore GardenNew Delhi-27

5. Ms. Padma SriniwasanHODDelhi Public SchoolSector - XII R.K. Puram,

New Delhi

(ix)

6. Shri R.C. Shekhar

Gyan Bharti Public School

Saket, New Delhi

7. Sh. H.M. Rout,PrincipalDewan Public School,

Meerut Cantt.,Uttar Pradesh

8. Ms. Chitra SrinivasSardar Patel VidyalayaLodi Estate, New Delhi

9. Ms. Neelam MainrajDelhi Public School,

Mathura Road,

New Delhi

10. Pritam GambhirVice-Principal

SBS Senior Secondary School,

Sector-7, Karnal,

Haryana

11. Dr. D.R. SinghPrincipal,

DAV Jawahar Vidya Mandir,

H.S.L. Colony, Shyamli,

Ranchi,

Jharkhand

12. Sh. Rakesh Dhawan,PGT,St. Margaret Public SchoolD-Block, Prashant Vihar,Delhi



13. Prof. R.D. Shukla,

40, Delux Apptt.

B-5, Vasundhara Enclave,

Delhi

POLITICAL SCIENCE

1. Mrs. Chitra Nakra

Principal

Ved Vyas DAV School

Vikaspuri, New Delhi

2. Prof. R.B. Jain

102, SFS DDA Flats

Mukherji Nagar

Delhi-110009

3. Dr. R.K. Anand

Retd. Principal,

School of Correspondence Courses

R-837, New Rajinder Nagar,

New Delhi - 60

4. Sh. Madan Lal Sawhney

PGT

Govt Boys Sr. Sec. School

Sector-VII, R.K. Puram, New Delhi

5. Smt. A Versha Manku

PGT

Kulachi Hans Raj Model School

Ashok Vihar Phase III, Delhi

6. Smt. Meenakshi Tandon

PGT

Sardar Patel Vidyalaya

Lodhi Estate, New Delhi

(x)

7. Sh. G. Rama Kirpal

PGT

Lady Irwin School

Canning Road, New Delhi

8. Mr. C.O. Koshy

Principal

Army School,

Shillong Cantt. C/o 99 APO,

Meghalaya

9. Mrs. Indu Bala

Principal

Govt. Model Senior Secondary School

Manimajra,

Chandigarh

10. Mr. V.P. Pandey

4, Ghalib Appartments

Pitampura,

Delhi-34

11. Mr. J.M. Arora,B-541, Sarita Vihar,

New Delhi-76

12. Mrs. Kirti Bajaj

DE-114, Tagore Garden

New Delhi

GEOGRAPHY

1. Sh. G.S. Negi

Principal

Bhartiya Vidya Bhawan's Mehta Vidyalaya

K.G. Marg, New Delhi



2. Sh. S.S. RastogiC-402, Saraswati Vihar,Delhi

3. Dr. D.S. YadavE-52, Pandav NagarDelhi-91

4. Sh. J.P. SinghalPrincipalGovt. Sarvodaya Boys Sr. Sec. SchoolRadhey Shyam Park, Delhi

5. Sh. S. KumarPGTMayo School, Ajmer (Raj)

6. Dr. B.N. SinghPrincipalKendriya VidyalayaCCL, RanchiJharkhand

7. Ms K DeolKendriya VidyalayaAir Force StationHigh Grounds,Chandigarh

8. Mrs. Beena Sri KumarCRPF Public School,Sector-XIV, Rohini,Delhi-85

PSYCHOLOGY

1. Mrs. Ruchi SethPrincipalDelhi Police Pub School,B-4, Safdarjang EnclaveNew Delhi

(xi)



4. Ms. Shilpi Sharma

C.S.K.M. Public SchoolSatbari, Mehrauli

New Delhi

SOCIOLOGY

1. Smt. Bharti Sharma

Principal

Amity International School

H-Block, Saket, New Delhi

2. Dr. Rita Khanna

Delhi Public School

Sector 12, R.K. Puram

New Delhi

3. Ms. Seema Roy Choudhury

Presentation Convent Senior Sec. School

S.P. Mukherjee Marg,

Delhi

4. Mrs. Maya Gupta

Principal

Universal Public School

A-Block, Preet Vihar, Delhi

5. Smt. Vinita Shankar

Principal

Sarvodaya Kanya Vidyalaya No.1Shakti Nagar, Delhi

6. Mrs. Renu Bhatia

St. Paul School, Hauz Khas,

C-3, S.D.A., New Delhi

HOME SCIENCE

1. Mrs. Anju Chauhan,

PGT

St. Thomas Girls Senior Secondary School

Mandir Marg,

New Delhi

2. Dr. Shanti Dabbas

A-202, Vikaspuri,

New Delhi

3. Smt. Susma Goel

PGT,

Government Modal Senior Sec. School,

Sector-8, Chandigarh

4. Ms. Seema MainiSarvodaya Kanya VidyalayaIdgah Road

Ahata KadaraDelhi

4. Ms. Asha Rani SinghLaxman Public SchoolNew Delhi

2. Sh. A.K. Bhatnagar

I-826, Ansals Palam Vihar

Gurgaon, New Delhi

3. Mrs. Usha AnandSt. Thomas Girls Senior Secondary School,Mandir Marg,

New Delhi

(xii)

SANSKRIT ELECTIVE / CORE

1. Mrs. Tosh Pratima Kohli

Principal

Shaheed Bhai Bal Mukund

Sarvodaya Vidyalaya,

Shankaracharya Marg,

Civil Lines, Behind I.P. College,

Delhi

2. Sh. Y.D. Sharma

H.No. 100, 101 Pocket A-3

Sector - 11, Rohini, Delhi

3. Ms. Usha Taneja

Shaheed Bhai Bal Mukund Sarvodaya

Vidyalaya, Shankaracharya Marg

Delhi

4. Sh. Raghu Nath Sharma

263, Kohat Enclave

Pitampura, Delhi - 110088

5. Smt. Shakuntala Sharma

Sarvodaya Kanya Vidyalaya,

Kedar Bldg., Ghanta

Ghar, Delhi-110007

6. Smt. Tara Rani,

Sarvodaya Girls Sr. Sec.

School, Malka Ganj, Delhi



URDU ELECTIVE / URDU CORE

1. Mohd. Maroof Khan

Principal

Dr. Zakir Hussain Memorial

Sr. Sec. School

Jafrabad, Delhi -110053

2. Sh. Kudisia Qureshi

Retd. Reader

B-52 Phase II Vivek Vihar

Delhi - 95

3. Dr. Nafees Jahan Ansari

Ex-Principal

47/5, Uttranchal Society

I.P. Extn., Delhi

4. Mr. Kishwar Jahan

Dr. Zakir Husain Memorial

Sr. Sec. School

Jafrabad, Delhi-53

5. Mr. Arif Hussain Usmani

TGT (Urdu)

Anglo Arabic Senior Secondary School

Ajmeri Gate

Delhi

5. Mr. Chander Mohan SharmaDAV Modal Sr. Sec. School,Sector-8, PanchkulaHaryana

(xiii)

BANGALI

1. Mr. P. Saha,PGT,V.N. Bengali Senior Secondary School,Sarojini Nagar,New Delhi

2. Mrs. Mitra Saha,PGT,Shyama Prasad VidyalayaSenior Secondary School,Lodhi Estate,

New Delhi



3. Ms. Madhupurna Paul,

Vice-Principal

Bhawans Gangabux

Kanoria Vidya Mandir,

Salt Lake, Kolkatta

West Bengal

4. Ms. Chitralekha Mukhopadhyay

PGT Bengali

Birla High School for Boys (Sr. section)

1 Moira Street, Kolkatta

West Bengal

5. Prof. S.P. Ray

83 Sahyog Apartment,

Mayur Vihar Phase 1

Delhi

6. Mr. Razi Ahmad

PGT (Urdu)

Government Boys Senior Sec. SchoolJafrabad,

Delhi

1

ENGLISH (Core)

Time allowed : 3 hours Maximum marks: 100

General Instructions:

(i) This paper is divided into three sections: A, B and C. All the sections are compulsory.

(ii) Separate instructions are given with each section and question, wherever necessary.Read these instructions very carefully and follow them faithfully.

(iii) Do not exceed the prescribed word limit while answering the questions.

QUESTION PAPER CODE 1/1/1

SECTION A : READING 20 Marks

1. Read the passage given below and answer the questions that follow : (12 marks)

1. Millions of men and women, thousands of leaders, a succession of social,religious and political movements - it is impossible to draw up a fulllist of the makers of India even on a limited 1000-year basis. “All thatcan be attempted here is to present a few representative names, someof them inspirational still. All of them remind us of the course we havetraversed, and how we have come to where we are. Let us make a startwith the best ever Indian.

2. Implied in Toynbee’s assessment was the deduction that Gandhi was notjust an Indian phenomenon. No doubt India derived unequalled benefitfrom his leadership. By fitting the freedom struggle into the framework ofa philosophy of justice and fairness, he achieved for India a stature thatwas denied to other countries, including China, that won independencearound the same time. That the stature was quickly lost by the governmentsthat came to power on the labours of Gandhi is a different matter. Thedecline of India did not amount to any repudiation of Gandhi. Indeed, itwas seen as a consequence of the betrayal of Gandhi by his supposedfollowers.

3. The true measure of his impact on history is that it is not dependenton the successful completion of his mission in India. The others whosoldiered on with him in the epic war of independence - Jawaharlal Nehruand Sardar Patel included - will be remembered for what they did inIndia and for India; they were essentially Indian personalities. So, forthat matter, was Jinnah whose life’s work boiled down to the creationof a state on what rapidly proved to be a dubious premise.

2

4. Gandhi soared above them all because he dealt essentially with ideasand theories relevant to all mankind. Like Buddhism, Gandhism lostground in the land out of which it evolved. But, like Buddhism, it hasbeen embraced by distant peoples who see in its tenets the promise ofa meaningful life. It was as though Gandhi’s involvement with India wasmerely incidental to his larger involvement with what he persistentlycalled Truth. Raja Rao put it pithily when he wrote: “For Gandhi Indiawas only the symbol of a universal principle. All countries were, forGandhi, India.” When we look at him in this perspective, we realise thatit was his universality, the transcendent quality of his life and thought,that made Gandhi Gandhi.

5. He will be greater than not just Stalin and Hitler - two characters whoare rather too one-dimensional to be contrasted with the vastness thatwas Gandhi. Gandhi personifies the greatness of the time-honoured propo-sition that Love is superior to Hatred, that Good is better than Evil. Greatpersonages of history who based their “greatness” on Hatred and Evil,on conquests and oppression, have all gone under. The Byzantines andthe Ottomans, the Mongols and the Mughals, the British and the Spanishonce strode the earth as if they owned it. Today only Britain and Spainsurvive, and that as second-class entities confined to Europe. Alexander,the first king in history to be called “The Great,” died a lonely deathas a disillusioned and defeated man at the incredible age of 33. Nothingof his greatness remains today even in his native Macedonia which isnow but an appendage to the horrible tragedy of Yugoslavia.

6. Greatness built on murder and acquisition passes. Greatness rising out ofcompassion and service abides. The Buddha abides. Christ abides. Thegreat unknown thinkers of the Upanishads abide. Gandhi carried thattradition through to our times. He might have been let down by the“Gandhians” who, armed with political power, have turned India into amess. That too is parallel to the way quarrelling Buddhists, exploitativeChristians and lately intolerant Hindus have been letting down theirpreceptors. But their smallness does not detract from the true greatness ofthe sages who opened the path of enlightenment for them and for theworld. They abide because they gave without taking. They were not menof arms. They were men of ideas. Parithranaya sadhunam, they appearfrom age to age. They appear to teach us that the world can be conquered,not with force, but with ideas. It was the lesson of this Millennium too -taught by the Man of the Millennium.

3

(a) (i) What did Gandhi achieve through his philosophy of justice andfairness ? 2

(ii) How will Jawahar Lal Nehru and Sardar Patel be remembered ? 1

(iii) According to Raja Rao, what did Gandhi represent ? 2

(iv) The author talks of two types of greatness. Which one is muchappreciated and admired ? 2

(v) What was the lesson of this millennium ? 2

(b) Pick out one word from the passage that means the same as : 3

(i) continuous decrease/fall (para 2)

(ii) strong effect (para 3)

(iii) rose quickly (para 4)

2. Read the passage given below : (8 marks)

The tests of life are its plus factors. Overcoming illness and suffering is a plusfactor for it moulds character. Steel is iron plus fire, soil is rock plus heat. Solet’s include the plus factor in our lives.

Sometimes the plus factor is more readily seen by the simple-hearted. Myerstells the story of a mother who brought into her home - as a companion to herown son - a little boy who happened to have a hunchback. She had warnedher son to be careful not to refer to his disability, and to go right on playing withhim as if he were like any other boy.

The boys were playing and after a few minutes she overheard her son say tohis companion : “Do you know what you have got on your back ?” The littleboy was embarrassed, but before he could reply, his playmate continued: “It isthe box in which your wings are and some day God is going to cut it open andthen you will fly away and be an angel”.

Often it takes a third eye, or a change in focus, to see the plus factor. Walkingalong the corridors of a hospital recently where patients were struggling withfear of pain and tests, I was perturbed. What gave me fresh perspective werethe sayings put up everywhere, intended to uplift. One saying made me consciousof the beauty of the universe in the midst of pain, suffering and struggle. Theother saying assured me that God was with me when I was in deep water andthat no troubles would overwhelm me.

The import of those sayings also made me aware of the nether springs that flowinto people’s lives when they touch rock-bottom or lonely, or even deserted.The nether springs make recovery possible, and they bring peace and patiencein the midst of pain and distress.

4

The forces of death and destruction are not so much physical as they are psychicand psychological. When malice, hate and hard-heartedness prevail, they getchannelled as forces of destruction. Where openness, peace and good-heartednessprevail, the forces of life gush forth to regenerate hope and joy. The life force istriumphant when love overcomes fear. Both fear and love are deep mysteries, butthe effect of love is to build whereas fear tends to destroy. Love is often the plusfactor that helps build character. It helps us to accept and to overcome suffering.It creates lasting bonds and its reach is infinite.

It is true that there is no shortage of destructive elements - forces and peoplewho seek to destroy others and in the process, destroy themselves - but at thesame time there are signs of love and life everywhere that are constantly enablingus to overcome setbacks. So let’s not look only at gloom and doom - let’s seekout positivity and happiness. For it is when you seek that you will find what iswaiting to be discovered.

(a) On the basis of your reading of the above passage make notes on itusing headings and sub-headings. Use recognizable abbreviations,wherever necessary. 5

(b) Write a summary of the above passage in 80 words using the notesmade and also suggest a suitable title. 3

SECTION B : ADVANCED WRITING SKILLS 35 Marks

3. You plan to sell your two wheeler. Draft a suitable advertisement in not morethan 50 words to be inserted in the classified columns of a local daily,giving all necessary details of the two wheeler. You are Sumit/Sudha,15, Krishna Nagar, Delhi. (5 marks)

OR

Recent rains have caused havoc in some parts of our country. You are Surya,a member of the social service organization, SEVA MANDIR, Ahmedabad.Draft a poster requesting people to help the rain and flood afflicted familiesphysically and economically.

4. You are Rama of Gandhi Senior Secondary School, Kolkata. You visited aScience Exhibition organised by the city schools recently. Write a brief reportin 100-125 words for your school magazine on what you saw, the exhibit you

liked most and other special features of the exhibition. (10 marks)

OR

You are Rama, studying in Sun Public School, Bangalore. Every year yourschool celebrates the ‘World Health Day’ that falls on 7th April. Write areport for your school newsletter in 100-125 words on how the day wascelebrated this year.

5

5. You are Apoorva, B-120, Malviya Nagar, Chennai. Read the advertisementgiven below and write a letter to the advertiser, applying for the job.

INDIAN PHARMACEUTICALS,

20 Coast Road, Kochi, requires

Trainee Medical Representatives.

Candidates should be Science or Pharmacy graduates and below 25 years ofage. Fluency in English and any one of the regional languages is essential.Attractive stipend with handsome working allowances will be offered duringtraining period. After successful completion of the training, the candidates willbe appointed on regular basis. Please apply with complete resume and apassport size photograph at the above address.

OR (10 marks)

You are Apoorva, Physical Education Teacher of Wisdom Public School, NewDelhi. Write a letter to the Sales Manager of Bharat Sports Limited, New Delhiplacing an order for sports articles and accessories that you wish to purchasefor your school. Also ask for the discount permissible on the purchase.

6. You are Bala, a social worker and freelance writer, much concerned about thediscriminatory treatment given to females right from their birth in the Indiansociety. Write an article in 150-200 words throwing light on this problem andgiving suggestions for putting an end to it. (10 marks)

OR

You are Bala, a social worker, much concerned about the practice of keepingbuilding materials on roadsides and pavements. Write an article in 150-200words on how this encroachment not only leads to health and hygiene problemsbut also endangers life and property. Give suitable suggestions for putting an endto this practice.

SECTION C : LITERATURE 45 Marks

7. (a) Read the extract given below and answer the questions that follow : (4 marks)

Freedom from the anarchy of a destiny

whose sails are weakly yielded to the blind uncertain winds,

and the helm to a hand ever rigid and cold as death.

(i) Whose freedom is referred to in the above lines ? 1

(ii) What does the poet mean by the anarchy of a destiny ? 2

(iii) Describe the simile used in the last line. 1

' '

6

OR

I heard a thousand blended notes

While in a grove I sat reclined,

In that sweet mood when pleasant thoughts

Bring sad thoughts to the mind.

(i) Where was the poet ? 1

(ii) What did he hear ? 1

(iii) Why did the poet feel sad though he was in a happy mood ? 2

(b) Answer the following questions in 30-40 words each : (3×2 = 6 marks)

(i) Why does the poet call the lily a flower of light ?

(ii) In the poem, Once Upon a Time, what does the poet want to relearn ?

(iii) Why did the priest give the gold plate to the peasant ?

8. Answer the following questions in 30-40 words each : (5×2 = 10 marks)

(a) Why was it almost impossible for a man to live on the AndamanIslands ?

(b) What was the contribution of the Brahmo Samaj towards the emancipationof Indian women ?

(c) What important problems of the Science of Language can be studied inIndia ?

(d) What, according to Bertrand Russell, is the first requisite of happiness ?

(e) How did Mr. Gupta react when he was asked to gaze into the ring ?Why ?

9. Answer the following question in 125-150 words : (10 marks)

Humour is the most dominant feature in ‘The Importance of Being Earnest’.Give four instances of humour from the play in support of the statement.

OR

What happened in the Westbury explosion ? How did Markwardt and Mr.Parsons react to the happening ? Who do you appreciate ? Why ?

10. Answer the following question in 125-150 words : (7 marks)

The title, ‘The Hour of Truth’ is apt. Substantiate.

OR

What should the youth of India realize ? Write on the four dimensions that Dr.Karan Singh suggests to them.

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11. Answer the following questions in 30-40 words each : (4×2 = 8 marks)

(a) Mrs. Wang was very humane. Give two examples from the text in supportof this statement.

(b) How should one guard oneself while conversing in mixed companies ?

(c) When Barin met C the second time in the train, how did he feel ?Why ?

(d) Who would you call a better person - the lawyer or the banker ?Why ?

QUESTIONS PAPER CODE 1/1



1 Millions of men and women, thousands of leaders, a succession of social,religious and political movements — it is impossible to draw up a full listof the makers of India even on a limited 1000-year basis. All that can beattempted here is to present a few representative names, some of theminspirational still. All of them remind us of the course we have traversed,and how we have come to where we are. Let us make a start with thebest ever Indian.

2 Implied in Toynbee’s assessment was the deduction that Gandhi was notjust an Indian phenomenon. No doubt India derived unequalled benefitfrom his leadership. By fitting the freedom struggle into the framework ofa philosophy of justice and fairness, he achieved for India a stature thatwas denied to other countries, including China, that won independencearound the same time. That the stature was quickly lost by the governmentsthat came to power on the labours of Gandhi is a different matter. Thedecline of India did not amount to any repudiation of Gandhi. Indeed, itwas seen as a consequence of the betrayal of Gandhi by his supposedfollowers.

3 The true measure of his impact on history is that it is not dependent on thesuccessful completion of his mission in India. The others who soldiered onwith him in the epic war of independence — Jawaharlal Nehru and SardarPatel included — will be remembered for what they did in India and forIndia; they were essentially Indian personalities. So, for that matter, wasJinnah whose life’s work boiled down to the creation of a state on whatrapidly proved to be a dubious premise.

4 Gandhi soared above them all because he dealt essentially with ideas andtheories relevant to all mankind. Like Buddhism, Gandhism lost ground inthe land out of which it evolved. But, like Buddhism, it has been embraced

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by distant peoples who see in its tenets the promise of a meaningful life.It was as though Gandhi’s involvement with India was merely incidental tohis larger involvement with what he persistently called Truth. Raja Rao putit pithily when he wrote : “For Gandhi India was only the symbol of auniversal principle. All countries were, for Gandhi, India.” When we lookat him in this perspective, we realise that it was his universality, thetranscendent quality of his life and thought, that made Gandhi Gandhi.

5 He will be greater than not just Stalin and Hitler — two characters whoare rather too one-dimensional to be contrasted with the vastness that wasGandhi. Gandhi personifies the greatness of the time-honoured propositionthat Love is superior to Hatred, that Good is better than Evil. Greatpersonages of history who based their “greatness” on Hatred and Evil, onconquests and oppression, have all gone under. The Byzantines andthe Ottomans, the Mongols and the Mughals, the British and the Spanishonce strode the Earth as if they owned it. Today only Britain and Spainsurvive, and that too as second-class entities confined to Europe. Alexander,the first king in history to be called ”The Great”, died a lonely death as adisillusioned and defeated man at the incredible age of 33. Nothing of hisgreatness remains today even in his native Macedonia which isnow but an appendage to the horrible tragedy of Yugoslavia.

6 Greatness built on murder and acquisition passes. Greatness rising out ofcompassion and service abides. The Buddha abides. Christ abides. Thegreat unknown thinkers of the Upanishads abide. Gandhi carried thattradition through to our times. He might have been let down by the“Gandhians” who, armed with political power, have turned India into amess. That too is parallel to the way quarrelling Buddhists, exploitativeChristians and lately-intolerant Hindus have been letting down theirpreceptors. But their smallness does not detract from the true greatness ofthe sages who opened the path of enlightenment for them and for theworld. They abide because they gave without taking. They were not menof arms. They were men of ideas. Parithranaya sadhunam, they appearfrom age to age. They appear to teach us that the world can be conquered,not with force, but with ideas. It was the lesson of this Millennium too —taught by the Man of the Millennium.

(a) (i) What did Gandhi achieve through his philosophy of justice and fairness ? 2

(ii) How will Jawahar Lal Nehru and Sardar Patel be remembered ? 1

(iii) According to Raja Rao, what did Gandhi represent ? 2

(iv) The author talks of two types of greatness. Which one is muchappreciated and admired ? 2

(v) What was the lesson of this millennium ? 2

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(b) Pick out one word from the passage that means the same as : 3

(i) continuous decrease/fall (para 2)

(ii) strong effect (para 3)

(iii) rose quickly (para 4)


The tests of life are its plus factors. Overcoming illness and suffering is a plusfactor for it moulds character. Steel is iron plus fire, soil is rock plus heat. Solet’s include the plus factor in our lives.

Sometimes the plus factor is more readily seen by the simple-hearted. Myerstells the story of a mother who brought into her home — as a companion toher own son — a little boy who happened to have a hunchback. She hadwarned her son to be careful not to refer to his disability, and to go right onplaying with him as if he were like any other boy.

The boys were playing and after a few minutes she overheard her son say tohis companion : “Do you know what you have got on your back ?” The littleboy was embarrassed, but before he could reply, his playmate continued : “Itis the box in which your wings are and some day God is going to cut it openand then you will fly away and be an angel.”

Often it takes a third eye, or a change in focus, to see the plus factor. Walkingalong the corridors of a hospital recently where patients were struggling withfear of pain and tests, I was perturbed. What gave me fresh perspective werethe sayings put up everywhere, intended to uplift. One saying made me consciousof the beauty of the universe in the midst of pain, suffering and struggle. Theother saying assured me that God was with me when I was in deep water andthat no troubles would overwhelm me.

The import of those sayings also made me aware of the nether springs that flowinto people’s lives when they touch rock-bottom or when they feel lonely, oreven deserted. The nether springs make recovery possible, and they bringpeace and patience in the midst of pain and distress.

The forces of death and destruction are not so much physical as they arepsychic and psychological. When malice, hate and hard-heartedness prevail,they get channelled as forces of destruction. Where openness, peace and good-heartedness prevail, the forces of life gush forth to regenerate hope and joy.

The life force is triumphant when love overcomes fear. Both fear and love aredeep mysteries, but the effect of love is to build whereas fear tends to destroy.Love is often the plus factor that helps build character. It helps us to accept andto overcome suffering. It creates lasting bonds and its reach is infinite.

It is true that there is no shortage of destructive elements — forces and peoplewho seek to destroy others and in the proeess, destroy themselves — but at

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the same time there are signs of love and life everywhere that are constantlyenabling us to overcome setbacks. So let’s not look only at gloom and doom— let’s seek but positivity and happiness. For it is when you seek that you willfind what is waiting to be discovered.

(a) On the basis of your reading of the above passage make notes on it usingheadings and sub-headings. Use recognizable abbreviations, wherevernecessary. 5

(b) Write a summary of the above passage in 80 words using the notes madeand also suggest a suitable title. 3

SECTION B : ADVANCED WRITING SKILLS 35 Marks

3. You plan to sell your flat. Draft a suitable advertisement in not more than 50words to be inserted in the classified columns of a local daily giving all necessarydetails of the flat. You are Neeraj / Neeraja, 28, Gopal Nagar, Delhi.

OR (5 marks)

You are Surya / Roshni, a social worker much concerned about the reportedcases of Chikungunya, a fever, spread by mosquitoes that breed during daytime. Draft a poster to create awareness among people, indicating the need tomaintain neat, dry and hygienic surroundings. You belong to an organisation,Health for All, Nagpur.

4. You are Ram / Rama of Vidya Senior Secondary School, Kanpur. You visiteda Science Exhibition organised by the city schools recently. Write a brief reportin 100 - 125 words for your school magazine on what you saw, the exhibit youliked most and other special features of the exhibition.

OR (10 marks)

Every year your school, Sun Public School, Lucknow celebrates the ‘WorldEnvironment Day’ that falls on 5th June. Write a report in 100 - 125 words foryour school newsletter on how the day was celebrated in your school this year.You are Bharat / Bharati.

5. You are Apoorva / Ashima, A-22, Industrial Colony, Delhi. Read theadvertisement given below and write a letter to the advertiser, applying for thejob. Also give your detailed resume, which you would send along with yourletter of application for the job.

Solace Medical Equipments requires for its Chennai unitSenior Executive AccountsQualification : M.Com.Experience : Minimum 5 yearsCompetency : Knowledge in accounting functions and related commercial activitiesSalary commensurate with qualification and experience.Apply to : Solace Medical Equipments, 10, Sector-4, Gurgaon-15

' '

11

OR (10 marks)

You are Akshay / Aditi, Sales Manager of Bharat Sports Limited, Delhi. Youhave received a letter from the Sports Teacher of Wisdom Public School, Delhi,who placed an order on behalf of the school two months ago, expressingconcern over the undue delay in the supply from your end. Write a suitable replyexplaining the cause of undue delay and promising the delivery of the sportsgoods at the earliest.

6. You are Bimal/Bimla, a social worker and freelance writer, much concernedabout the discriminatory treatment given to females since their birth, in the Indiansociety. Write an article in 150 - 200 words throwing light on this problem andgiving suggestions for putting an end to it.

OR (10 marks)

You are Ganesh / Gauri, a social worker, much concerned about the practiceof keeping building materials on roadsides and pavements. Write an article in150 — 200 words on how this encroachment not only leads to health andhygiene problems but also endangers life and property. Give suitable suggestionsfor putting an end to this problem.

SECTION C : LITERATURE 45 Marks

7. (a) Read the extract given below and answer the questions that follow : (4 marks)

If this belief from heaven be sent,

If such be Nature’s holy plan,

Have I not reason to lament

What Man has made of Man ?

(i) What is the poet’s belief ? 1

(ii) What does the poet mean by ‘Nature’s holy plan’ ? 1

(iii) Why does the poet lament ? 2

OR

Freedom from the insult of dwelling in a puppet’s world,

where movements are started through brainless wires,

repeated through mindless habits.

(i) What does the phrase ‘puppet’s world’ refer to ? 1

(ii) Why is it an insult to live in it ? 1

(iii) What does the phrase ‘brainless wires’ indicate ? 2

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(b) Answer the following questions in 30 - 40 words each : (3×2 = 6 marks)

(i) What is Ben Jonson’s message in his poem, ‘The Noble Nature’ ?

(ii) What does the poet Gabriel Okara mean by the phrases, ‘laugh withtheir hearts’ and ‘laugh with their teeth’ in ‘Once Upon a Time’ ?

(iii) What did the pilgrims do to win the plate of gold ? Why did theyfail ?

8. Answer the following questions in 30 - 40 words each : (5×2 = 10 marks)

(a) How were the prisoners treated while being taken to the AndamanIslands ?

(b) What two major changes did the Gandhian movement bring about in thestatus of women ?

(c) Mention any two reasons why Max Mueller calls India unique.

(d) How do machines affect emotions ?

(e) Why did Mr. Gupta accept a shilling from Maggie ?

9. Answer the following question in 125 - 150 words : (10 marks)

What was “the whole question of Cecily” ? How did Jack clear it finally ?

OR

It is the right attitude that helps us reach great heights in life. Elaborate thisstatement with reference to Mr. Parsons and Markwardt in ‘The Man WhoHad No Eyes’.

10. Answer the following question in 125 -150 words : (7 marks)

Attempt a character sketch of Baldwin. (The Hour of Truth)

OR

Describe the element of supernatural in the story, ‘The Face on the Wall’.

11. Answer the following questions in 30 — 40 words each : (4×2 = 8 marks)

(a) Why did Mrs. Wang open the flood gates of the river ?

(b) What is Chesterfield’s opinion about telling stories in company ?

(c) What, according to Barin, was ‘an incredible coincidence’ ?

(d) We appreciate the lawyer more than the banker in ‘The Bet’. Why ?

13

Marking Scheme — English Core

General Instructions :

1. Answer scripts should not be given to the evaluators for evaluation until and unless the

given Marking Scheme has been thoroughly discussed with them in groups or individually

on the first day of their starting evaluation.

2. The Head-Examiners have to go through the first five answer-scripts evaluated by each

evaluator to ensure that the evaluation has been carried out as per the Marking Scheme

only. The remaining answer scripts meant for evaluation shall be given only after ensuring

that there is no significant variation in the marking of individual evaluators.

3. Evaluation is to be done as per instructions provided in the Marking Scheme. It should

not be done according to one’s own interpretation or any other consideration - Marking

Scheme is the only guideline.

4. The Marking Scheme carries only suggested value points for the answers. These are only

guidelines and do not constitute the complete answer.

5. If a question has parts, please award marks on the right hand side for each part. Marks

awarded for different parts of the question should then be totalled up and written out in

the left hand margin and circled.

6. If a question does not have any parts, marks must be awarded on the left-hand margin.

7. Where marks are allotted separately for content and expression as per the Marking

Scheme, they have to be reflected separately and then totalled. This is a mandatory

requirement.

8. A slash (/) in the Marking Scheme indicates alternative answers. If a student writes an

answer which is not given in the Marking Scheme but which is equally acceptable, marks

should be awarded only in consultation with the Head-Examiner.

9. If a child has attempted an extra question, answer of the question deserving more marks

should be retained and the other answer scored out.

10. Q1 under section A (Reading Skills) and Q.7 (a) under Section C (Literature) questions

have been designed to test students’ understanding and their ability to interpret, evaluate

and respond to the given passage. In other words, only the ability to comprehend the

given passage on the part of the students should be tested. So the examinees should not

be unnecessarily penalised for language errors.

14

11. However, where questions have been designed to test the writing skills of students,

expression (grammatical accuracy, appropriate vocabulary and style, spellings, organization

and presentation of relevant matter in a coherent and logical way) is important.

12. If a student, in response to a short-answer-type question, writes a single word answer

which constitutes the core of the answer, it may be accepted and awarded full marks.

13. If a student literally lifts a portion of the given passage as an answer to a question, no

mark(s) to be deducted for this as long as it is relevant and indicative of the desired

understanding on the part of the student (especially in questions under Q1 and Q7).

14. A full scale of marks - 0 to 100 - has to be used.


EXPECTED ANSWERS/VALUE POINTS

SECTION A: READING (20 Marks)

1. COMPREHENSION PASSAGE Total : 12 Marks

(a) NOTE: no marks should be deducted for mistakes of grammar, spelling, orword limit. Full marks may be awarded if the student has been able to identifycore ideas. If a student literally lifts a portion of the given passage as an answerto a question, no mark(s) to be deducted for this as long as it is relevant.

(i) an unequalled / unparalled stature / a stature for India that was denied toother countries / universal appeal / achieved greatness / historical impact. 2 marks

(ii) as Indian personalities / soldiered on with Gandhi in the epic war ofindependence / remembered for what they did in India and for India 1 mark

(iii) symbol of universal principle / the transcendent quality of life and thought/universality / ideas and theories related to all mankind (any one) 2 marks

(iv) greatness rising out of compassion 1 markand service 1 mark

(If the student writes only 'compassion', award 1 mark

If the student writes only 'service', award 1 mark)

(v) that the world can be conquered not with force but with ideas. 2 marks

(b) (i) decline 1 mark

(ii) impact 1 mark

(iii) soared / soar 1 mark

15

2. Note making and summarizing Total : 8 Marks

Note

· If a student has attempted only summary or only notes, due creditshould be given.

· 1 mark for title be given if the student has written the title in Q2(a)or Q2(b) part

· Min. 3 main headings and 3 sub-headings for content

The notes provided below are only guidelines. Any other title, main points andsub-points should be accepted if they are indicative of the student’s understandingof the given passage and the notes include the main points, with suitable andrecognizable abbreviations. Complete sentences should not be accepted asnotes.

Numbering of points can be indicated in different ways and these should beaccepted as long as a consistent pattern is followed.

(a) Note Making

Distribution of Marks

Abbreviations / Symbols (with /without key) – any four 1 mark

Title 1 mark

Content (minimum 3 sub-headings with proper Indentation and notes) 3 marks

Suggested Notes

Title: Plus Factors / Positivity of Life / Positive Thinking / Being Positive /Benefits of Positivity and Happiness / any other suitable title relevant to thepassage

1 What are + factors

1.1 test of life

1.2 overcoming illness, suffering

2 How they can be identified / identification

2.1 by the 3rd eye

2.2 in midst of pain, suffering. struggle

2.3 amidst death & destruction

3 Forces of destruction / destructive forces

3.1 malice

3.2 hate

3.3 hard heartedness

3.4 fear

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4 + factors can be enhanced with4.1 openness4.2 peace4.3 good heartedness4.4 love4.5 attitude / positivity

(b) Summary

The summary should include all the important points given in the notes.

Content: 2 marks

Expression 1 mark

SECTION B: ADVANCED WRITING SKILLS (35 Marks)

NOTE: The objective of this section on Advanced Writing Skills is to test acandidate’s writing ability. Hence expression assumes as much importance as thecontent of the answer.

3. ADVERTISEMENT Total : 5 marks

Content 3 marks

Expression 2 marks

Suggested Value Points

Title: SCOOTER FOR SALE / FOR SALE

– heading / classification

– make, mileage, condition etc

– special features

– contact details

– any other relevant details

ORPOSTER Total : 5 Marks

Content: 3 marks

Expression 2 marks

Suggested value points

(Caption / Catchy Heading)

– help the afflicted to move to safer places

– supply food and medicines

– financial assistance

– serve them through social service organizations i.e. Seva Mandir, Ahmedabad

(credit should be given for creativity)

17

4. REPORT WRITING Total : 10 Marks

Format

1. Title, reporter’s name 1 mark

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2½]Coherence and relevance of ideas and style [2½] 5 marks

Suggested value points:

(SCIENCE EXHIBITION)

– when

– where

– who organised; inaugurated

– why was it organised

– dignitaries present

– highlights of the exhibition

– exhibit you liked most

– response of the public

– any other special features

OR


(WORLD HEALTH DAY)

– when

– where

– occasion

– how the day was celebrated this year

(health check up, talk, debate, exhibition)

– chief guest


5. LETTER WRITING Total : 10 Marks

[Note: - No marks are to be awarded if only the format is given. Credit should begiven to the candidate’s creativity in presentation of ideas. Use of both the traditionaland the new format is permitted. However, mixing up of the two is NOTacceptable.]

Format

1. sender’s address, 2. date, 3. receiver’s address, 4. subject heading,5. salutation, 6. complimentary close. 2 marks

18

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2]Coherence and relevance of ideas and style [2] 4 marks

(APPLICATION FOR JOB)


- reference to the advertisement

- personal details

- educational qualifications

- professional qualifications

- computer proficiency

- any other relevant details

OR

(ORDER FOR SPORTS ARTICLES)


- list of articles with specifications

- purchase for school

- mode of payment (cheque / DD)

- request for discount

- to be well packed / to be delivered on time

6. ARTICLE WRITING Total : 10 Marks

Format: (Title and writer’s name) 1 mark

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2½ ]Coherence and relevance of ideas and style [2½] 5 marks


(DISCRIMINATORY TREATMENT TO FEMALES)

Reasons of discrimination

- dowry, social pressure, male dominated society, education, family

Nature of discrimination

- society – gender bias, social customs

- female infanticide

- lack of education

- denial of basic rights

19

Suggestions for improvement

- free education

- corrective measures

- health care

- employment

- share in the property, govt. policies

- any other appropriate suggestion

OR

Suggested Value Points(BUILDING MATERIAL ON PAVEMENT / ENCROACHMENT OFPAVEMENTS LEADING TO PROBLEMS / ANY OTHER SUITABLETITLE)

– inconvenience caused

– eyesore

– health and hygiene problems

– threat to life, pollutants

– causes accidents

– causes traffic jams

Suggested solutions

– strict laws, proper enforcement

– authorities to be vigilant

– punishment in the form of challans / fine

– any other appropriate suggestion

SECTION C: LITERATURE (45 Marks)

NOTE: The objective of this section on Literature is to test a candidate’s abilityto understand and interpret the prescribed text through short answer and longanswer type questions. Hence both content and expression in answer to thegiven question deserves equal importance while awarding marks.

7(a) [This question has been designed to test the students’ understanding of the text

and their ability to interpret, evaluate and respond to the questions based on thegiven stanza. In other words, it attempts to test their reading comprehensionONLY.]

Value points:

(i) – people of India / India’s freedom / freedom of our country 1 mark

(ii) – uncertain future 2 marks

(iii) – hand of destiny is compared to death which is rigid and cold 1 mark

Total: 4 Marks

20

OR

(i) – sitting in a grove / under a tree 1 mark

(ii) – heard the melodious notes of the birds / heard a thousand blended notes 1 mark

(iii) – man is destroying nature thereby harming his own self 2 marks

7.(b) Short answer type questions (Poetry) Total : 6 Marks

Distribution of marks:

Content: 1 mark

Expression

(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(i) – spreads joy / happiness all around though has a short life

– symbol of beauty and happiness

– flower blossoms in the daytime only 2 marks

(ii) – spontaneous and natural behaviour / how to laugh / warm and genuine

expressions / greeting others / to shake hands and laugh naturally 2 marks

(iii) – genuine compassion made him the most deserving of the gold plate /

plate began to shine thrice its former lustre showing God’s approval. 2 marks

8. Short answer type questions (Prose) Total : 10 Marks

Questions are to be answered in 30-40 words.


Content: 1 mark

Expression

(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(a) – bad weather/ climate, diseases and death rampant on island 2 marks

(b) – purdah system was broken

– women moved freely in society

– education of women 2 marks

(c) – growth and decay of language / dialects

– possible mixture of languages in respect to words and grammatical

elements 2 marks

(d) – increase in income to meet basic physical needs

– emotional fulfillment or satisfaction 2 marks

21

(e) – surprised and shocked at the unexpected superstitious behaviour ofwesterners

– second time again he tried to console Maggie’s mother by saying thather son was alive (any one) 2 marks

Q.9 & 10 [These questions have been set to test the students’ understandingof the text and their ability to interpret, evaluate and respond to the issues raisedtherein. Hence no particular answer can be accepted as the only correct answer.All presentations may be accepted as equally correct provided they have beenduly supported by the facts drawn from the text. The important thing is that thestudent should be able to justify his or her viewpoint.]

9. Distribution of marks: Total :10 Marks

Content 5 marks

Expression 5 marks

Grammatical accuracy, appropriate words and spelling [2½ ]

Coherence and relevance of ideas and style [2½]

Value points:

– the humour concerning the name Earnest

– the cigarette case incident

– the fun concerning their relationship –Jack calls Cecily, his aunt who callsherself little as she is not tall; the aunt calling the nephew - uncle out ofrespect

– the anticlimax of Mrs. Bracknel’s reservation against Jack

– the different characters’ opinion of love and how they expressed themselves

– humorous statement of Oscar Wilde

– the humorous end of the play

– any other humorous incident

(any four)

OR

In the explosion in the chemical shop in Westbury, 108 people were killed,about 200 injured and over 50 were blinded. When all others tried to escapeMarkwardt pulled down Parsons and stepped over him and tried to escape;but both lost their eyes

– Mr. Parsons took his handicap as a challenge, was positive and workedhard and came up in life in the field of insurance; was full of empathy andhelped others in need

22

– Markwardt indulged himself in self pity, used his handicap to cash upon thesympathy of others as a means of survival; was negative and twisted thestory and blamed the other victim (who according to his twisted story hadpulled him down and tried to escape) to earn sympathy cheaply and cunningly.

Quite naturally all our admiration is for the dignified, kind, positive andhardworking Mr Parsons

10. Distribution of marks: Total : 7 Marks

Content: 4 marks

ExpressionGrammatical accuracy, appropriate words and spelling [1½]

Coherence and relevance of ideas and style [1½] 3 marks

Value Points:

Appropriateness of the title “The Hour of Truth”

– the play is pivoted around the title as it was a moment of truth which revealedeveryone’s true picture.

– Gresham’s misappropriation of money; his offer of money to silence Baldwinto save himself from law

– Baldwin’s honest and incorruptible stand against the offer made by Greshamto pretend in the court for not remembering about things that he knew

– his family members’ initial appreciation for his truthful testimony

– their change in attitude due to the hundred thousand dollars offered to himand his reaction

– Baldwin’s firmness and the reward he got for it

OR

– The youth of India should realize that in order to protect their independentIndia which is founded on the two great principles of secularism anddemocracy, they should use their immense potential to strengthen integrity.

– youth fountainhead of idealism

– youth have the responsibility to maintain and strengthen their freedom.

– Physical dimension – growth with iron muscles, get groomed through NCCand Physical Fitness Scheme and work collectively

– Intellectual dimension – highly competitive age of science and technology-cannot afford mediocrity-students not to waste energy getting involved inparty politics and intrigues-devote time to highest academic pursuit in schools,colleges and university-serve India with greater efficiency.

– Patriotic dimension – should be patriotic in the true sense to put an endto corruption and nepotism and strengthen economy

23

– Spiritual dimension – understanding spiritual evolution and individual dignitypromotes unity among the Indians of different faiths to fight to preservetheir freedom with courage

11. Short answer type questions:Questions are to be answered in 30-40 words.

Distribution of marks :

Content: 1 mark

Expression: 1 mark

(deduct ½ mark for two or more grammatical/spelling mistakes)

Value Points:

(i) – cared more for others than herself / checked the dike for the safetyof others / felt wars could be avoided and problems or disputescould be sorted out at the tea table / was compassionate to theJapanese pilots though the Japanese had killed her brother / sacrificed

her life for humanity 2 marks

(any two)

(ii) – one should avoid argumentative and polemical talks in mixed companyto avoid ill will and misunderstanding / should end the conversationwith a humorous joke if the conversation grows wild and noisy 2 marks

(iii) – Barin developed psychological discomforts and mortal fear on seeingC the second time in the train

– as he had stolen C’s clock and was using it 2 marks

(iv) – the lawyer grew wise and mature, started detesting money and waivedoff the banker’s offer, the banker became so selfish and meanthat he planned to kill the lawyer. Lawyer was the better person. 2 marks

QUESTIONS PAPER CODE 1/1


SECTION A: READING (20 marks)

1. COMPREHENSION PASSAGE Total : 12 Marks

(a) NOTE: no marks should be deducted for mistakes of grammar, spellings, orword limit. Full marks may be awarded if the student has been able to identifycore ideas. If a student literally lifts a portion of the given passage as an answerto a question, no mark(s) to be deducted for this as long as it is relevant.

(i) an unequalled / unparalled stature / a stature for India that was denied toother countries / universal appeal / achieved greatness / historical impact. 2 marks

24

(ii) as Indian personalities / soldiered on with Gandhi in the epic war ofindependence / remembered for what they did in India and for India 1 mark

(iii) symbol of universal principle / the transcendent quality of life and thought/universality / ideas and theories related to all mankind (any one) 2 marks

(iv) greatness rising out of compassion 1 markand service 1 mark

(If the student writes only 'compassion', award 1 mark

If the student writes only 'service', award 1 mark)

(v) that the world can be conquered not with force but with ideas. 2 marks

(b) (i) decline 1 mark

(ii) impact 1 mark

(iii) soared / soar 1 mark

2. Note making and Summarizing Total : 8 Marks

Note· If a student has attempted only summary or only notes, due credit

should be given.· 1 mark for title be given if the student has written the title in Q2(a)

or Q2(b) part· Min. 3 main headings and 3-sub headings for content

The notes provided below are only guidelines. Any other title, main points andsub-points should be accepted if they are indicative of the student’s understandingof the given passage and the notes include the main points, with suitable andrecognizable abbreviations. Complete sentences should not be accepted asnotes.

Numbering of points can be indicated in different ways and these should beaccepted as long as a consistent pattern is followed.

(a) Note makingDistribution of Marks

Abbreviations / Symbols (with /without key) – any four 1 mark

Title 1 mark

Content (minimum 3 sub-headings with proper Indentation and notes) 3 marks

Suggested Notes

Title: Plus Factors / Positivity of Life / Positive Thinking / Being Positive /Benefits of Positivity and Happiness / any other suitable title relevant to thepassage

1 What are + factors

1.1 test of life

1.2 overcoming illness, suffering

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2 How they can be identified / identification2.1 by the 3rd eye2.2 in midst of pain, suffering. struggle2.3 amidst death & destruction

3 Forces of destruction / destructive forces3.1 malice3.2 hatred3.3 hard heartedness3.4 fear

4 + factors can be enhanced with4.1 openness4.2 peace4.3 good heartedness4.4 love4.5 attitude / positivity

(b) SummaryThe summary should include all the important points given in the notes.Content: 2 marksExpression 1 mark

SECTION B: ADVANCED WRITING SKILLS (35 Marks)

NOTE: The objective of this section on Advanced Writing Skills is to test acandidate’s writing ability. Hence expression assumes as much importance asthe content of the answer.

3. ADVERTISEMENT Total : 5 marksContent 3 marksExpression 2 marksSuggested Value PointsTitle: FLAT FOR SALE / FOR SALE– floor, no. of rooms/ covered area– location and surroundings– address, contact details– any other relevant details

ORPOSTER Total : 5 marksContent: 3 marksExpression 2 marksSuggested value points(WAKE UP CITIZENS/ HEALTHY LIFE/ Any other suitable)– dangers and suffering caused– precautionary measures– issued in public interest by Health for All, Nagpur– any other suitable input(credit should be given for creativity)

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4. REPORT WRITING Total : 10 Marks

Format1. Title, reporter’s name 1 mark

Content 4 marks

ExpressionGrammatical accuracy, appropriate words and spelling [2½]



(SCIENCE EXHIBITION / any other suitable title)

– when

– where

– who organised; inaugurated

– why was it organised

– dignitaries present

– highlights of the exhibition

– exhibit you liked most

– response of the public

– any other special features

ORSuggested value points:

(WORLD ENVIRONMENT DAY/ any other suitable title)

– when

– where

– occasion

– how the day was celebrated this year

(talks, debates, exhibition, video shows, projects etc)

– chief guest

– public response


5. LETTER WRITING Total : 10 Marks

[Note: - No marks are to be awarded if only the format is given. Credit shouldbe given to the candidate’s creativity in presentation of ideas. Use of both thetraditional and the new format is permitted. However, mixing up of the two isNOT acceptable.]

Format1. sender’s address, 2. date, 3. receiver’s address, 4. subject heading,5. salutation, 6. complimentary close. 2 mark

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Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2]

Coherence and relevance of ideas and style [2] 4 marks

(APPLICATION FOR JOB)


– personal details

– educational qualifications

– professional qualifications

– knowledge of accounting functions

– work experience

– any other relevant details

OR

(DELAY IN SUPPLY OF SPORTS GOODS)


– reference to letter received

– regret about delay

– reasons for delay

– assuring early delivery of goods

6. ARTICLE WRITING Total : 10 Marks

Format: (Title and writer’s name) 1 mark

Content 4 marks

Expression

Grammatical accuracy, appropriate words and spelling [2½]



(DISCRIMINATORY TREATMENT TO FEMALES /any other suitable title)

Reasons of discrimination

– dowry, social pressure, male dominated society, lack of education, family

Nature of discrimination

– society – gender bias, social customs

– female infanticide

– lack of education

– denial of basic rights

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Suggestions for improvement

– free education

– corrective measures

– health care

– employment

– share in the property, govt. policies


ORSuggested Value Points(BUILDING MATERIAL ON PAVEMENT / ENCROACHMENT OFPAVEMENTS LEADING TO PROBLEMS / ANY OTHER SUITABLETITLE)

– inconvenience caused– eyesore– health and hygiene problems– threat to life, pollutants– causes accidents– causes traffic jams

Suggested solutions

– strict laws, proper enforcement– authorities to be vigilant– punishment in the form of challans / fine


SECTION C: LITERATURE (45 Marks)

NOTE: The objective of this section on Literature is to test a candidate's ability tounderstand and interpret the prescribed text through short answer and long answertype questions. Hence both content and expression in answer to the given questiondeserves equal importance while awarding marks.

7.(a) [This question has been designed to test the students’ understanding of the textand their ability to interpret, evaluate and respond to the questions based on thegiven stanza. In other words, it attempts to test their reading comprehension

ONLY.] Total : 4 Marks

Value points:

(i) – nature has a holy plan / scheme to make every person happy / thatevery object of nature is full of joy / that there is a spiritual link betweenman and nature

(any one) 1 mark

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(ii) – that man must learn to live in harmony with nature / to spread happiness 1 mark

(iii) – sad to see the destruction / devastation caused by man

– on man– on nature 2 marks

OR(i) – a world where people dance to the tunes of their masters without

questioning or reasoning i.e. India under British rule / lifeless existence 1 mark

(ii) – like a slave’s life / no free will 1 mark

(iii) – people obey without questioning or reasoning

– don’t have independent will, they are like puppets 2 marks

7.(b) Short answer type questions (Poetry) Total : 6 MarksDistribution of marks:

Content: 1 mark

Expression(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(i) – neither bulk nor long life makes life nobler / a short but meaningful

life is better than a long but selfish one 2 marks

(ii) – laugh with their hearts - genuine laughter / sincere feelings

– laugh with their teeth – artificial laughter / hypocrisy 2 marks

(iii) – gave gold coins to show off their generosity / kindness

– failed because they were not sincere i.e. lacked genuine compassion 2 marks

8. Short answer type questions (Prose) Total : 10 MarksQuestions are to be answered in 30-40 words.


Content: 1 mark

Expression(deduct ½ mark for two or more grammatical/spelling mistakes) 1 mark

Value points:

(a) – fettered and handcuffed

– solitary cells in Calcutta

– cooped in compartments

– confined to lower hold

– poor quality of food

(any two) 2 marks

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(b) – free and equal participation of women in all spheres of national activity

– released women from social bondage that custom had imposed

– appointed to high posts

(any two) 2 marks

(c) India unique

– country richly endowed, paradise on earth, natural wealth, power

and beauty

– India has greatest minds, scholars, philosophers pondering over issues

of world concerns and found solutions – wealth of knowledge

– In contrast to western world devoted to study of outward material

world, Indians engaged in studying the human mind or inward

intellectual world. The beginning and progress of rational thought

– In India there are opportunities for solution to all burning questions

of the day

– Purest form of religion

– Wonderful language – Sanskrit

– Any other relevant point

(Any two) 2 marks

(d) – two important ingredients of human happiness are spontaneity and

variety - machines deprive man of these two emotions

– machines are regular, precise and exact which leaves no scope for

variety 2 marks

(e) Mr Gupta accepted the shilling

– was the price of flowers to be offered on her brother’s grave

– spoke volumes of her love for her brother and her spirit of sacrifice

– a touching expression of love by a young girl

– would give Maggie joy, ease the grief

– did not want to hurt her feelings

(any two points) 2 marks

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Q 9 & 10 [These questions have been set to test the students understandingof the text and their ability to interpret, evaluate and respond to the issues raisedtherein. Hence no particular answer can be accepted as the only correct answer.All presentations may be accepted as equally correct provided they have beenduly supported by the facts drawn from the text. The important thing is that thestudent should be able to justify his or her viewpoint.]


Content 5 marks

Expression


Value points:

– arose when Algernon read the inscription inside the cigarette case

– concerns the identity and relationship of Cecily and Jack / Ernest

– at first Jack lied that Cecily was his aunt

Clarification

– he later admitted that he was the guardian of Cecily who was thegranddaughter of Mr Cardew

– he had invented a younger brother called Ernest so that he could enjoy himselfin town

– he was actually in love with Gwendolen

(any four)

OR

– both Markwardt and Parsons were victims of same tragedy – explosion inWestbury

– both lost their eyes

– both had different attitude to life

– Markwardt was mean and selfish / encashed his handicap to arouse pity /falsely blamed Parsons

– Parsons – a successful insurance agent due to strong will, hard work, integrity

– accepted his handicap calmly and bravely


Content: 4 marks

Expression


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Value Points:

Character sketch of Baldwin– man of principles / morally upright– honest, hardworking person– confident and firm– never complaining– loyal and incorruptible– man of honour and lover of truth

OR

'The Face on the Wall' – supernatural element

– discoloration on wall resembling a face

– other patches change shape but the face remained the same

– the face dimmed and disappeared when the American met with an accidentand later died

– the connection between the location / address and the name of the American

11. Short answer type questions

Questions are to be answered in 30-40 words.

Distribution of marks :

Content: 1 mark

Expression: 1 mark

(deduct ½ mark for two or more grammatical/spelling mistakes)

Value Points:

(a) – to save the villagers

– to stop the Japanese army 2 marks

(b) – should avoid telling stories

– stories should be short and apt

– should be relevant and logical

– should be kept to the point

(any two) 2 marks

(c) – incredible coincidence was meeting C after nine years under similar

circumstances 2 marks

(d) – he was wise and mature

– started detesting money and willingly renounced material things , cameout before time

– became more spiritual / much better human being

– banker was mean and selfish and wanted to kill the lawyer

(any two) 2 marks

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FUNCTIONAL ENGLISH

Time allowed : 3 hours Maximum marks: 100

General Instructions:

(i) The paper is divided into four sections: A, B, C and D. All the sections are compulsory.

(ii) Separate instructions are given with each section and question, wherever necessary.

Read these instructions very carefully and follow them faithfully.

(iii) Do not exceed the prescribed word limit while answering the questions.

QUESTION PAPER CODE 212/1


1. Read the following passage : (12 marks)

1. Many of us hold the assumption — a taken for granted belief — that“small” is synonymous with “inconsequential” or “insignificant”. We believethat small actions and choices do not have much of a bearing on our lives.We think that it is only the big things, the big actions and the big decisionsthat really count. But when you look at the lives of all great people, youwill see that they built their character through small decisions, small choicesand small actions that they performed every day. They transformed theirlives by working on their day-to-day behaviours slowly, steadily andconsistently. Their personal and spiritual transformation did not occur inone giant felled swoop, or in one singular, spectacular action. It happenedmore through a step-by-step or day-by-day approach. They nurtured andnourished their good habits and chipped away at their bad habits, one stepat a time. It was their small day-to-day decisions, their everyday choicesand actions, that cumulatively added up to make tremendous difference inthe long run. Indeed, in matters of personal growth and character building,there is no such thing as an overnight success.

2. Growth always occurs through a sequential series of stages. There is anorganic process to growth and transformation that cannot be circumvented.When we look at children growing up, we can see this process at work:the child first learns to crawl, then to stand and walk, and finally to run.The same is true in the natural world. We cannot sow today and expectto reap tomorrow. The soil must first be tilled, and then the seed must beplanted. Next, it must be nurtured and nourished with enough water andsunlight, and only then will it grow, bear fruit and finally ripen and beready to eat.

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3. Gandhi intuitively understood this organic process and used this naturallaw to his benefit. Gandhi grew in small ways, in his day-to-day affairs.He did not wake up one day and find himself to be the “Mahatma” (greatsoul). In fact, there was nothing much in his early life that showed signsof greatness. But from his mid-twenties onwards, he consciously,deliberately and consistently attempted to change himself, reform himselfand grow in some small way everyday. Day by day, hour by hour, herisked failure, explored, experimented and learned from mistakes. Inseemingly small and large situations alike, he took up rather than avoidedresponsibility. Understanding that “a journey of a thousand miles beginswith the first step”, he seized each day and made it count.

4. People have always marvelled at the seemingly effortless way in whichGandhi could accomplish the most complex tasks. He exhibited a level ofself-mastery and discipline that was astounding. It would, however, bewrong to claim that these things came easily to him. Many people saw himexhibiting his self-mastery, but did not see the years of practice anddisciplined training that went into making his successes possible. Very fewsaw, up close and personally, his trials and tribulations, fears, doubts andanxieties, or his inner efforts to overcome them. They saw the victory, butnot the struggle.

5. This is a common factor in the lives of all great people : by exercising theirfreedoms and choices in small ways, their ability to influence and impacttheir lives and their environment grows. Each of their small and seeminglyinsignificant decisions and actions, taken everyday, adds up cumulatively tohave a profound impact in the long run. By understanding this principle, wecan move forward, with confidence, in the direction of our dreams. Oftenwhen our “ideal goal” looms too far from us, we become easily discouraged,disheartened and pessimistic. However, when we choose to grow in smallways, and when we break down any great task into small steps, performingit becomes progressively easy.

Anand Kumarasamy

1.1 On the basis of your understanding of the passage answer the following inyour own words :

(a) Mention two ways in which great people have built their characterand transformed their lives ? 2

(b) What according to the author is the universal law of nature ?Give an example. 2

(c) Mention three qualities and characteristic features that helpedto make Gandhi the ‘Mahatma’. 3

(d) How can we achieve our dreams and ‘ideal goals’ ? 1

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1.2 Pick out the words/phrases from the passage which are similar in meaningto the following : (4 marks)

(i) to destroy bit by bit (para 1)

(ii) avoid by going round (para 2)

(iii) a gut feeling (para 3)

(iv) deep, very strongly felt (para 5)

2. Read the passage given below : (8 marks)

It has taken a tsunami to bring the coastal areas and rural coastal communities- the country’s tail-end ecosystem and its marginalised people - into sustainedmainstream attention. In normal times, there has rarely been so much coverageof fisher folk, other coastal poor and their problems in the media. The terrifyingimages of death and devastation along the narrow two-kilometre swathe of oursouthern coastline have left a lasting impression on civil society. It also broughtto public attention the wide range of economic activity that has moved towardsthe coast. The debate on how to protect coastal lives and coastal ecosystemsis now widespread.

There are four features of the coastal area ecosystem which makes it a particularlysensitive eco-zone. First, it is an “interface zone” where land meets the sea. Itis therefore dynamic and non-static in its geo-physical and chemical parameters.Secondly, it has the highest primary productivity on the planet. Thirdly, it-is thetail-end ecosystem and consequently receives all the negative externalities ofterrestrial pollution. Fourthly, it is where the human population density is highestand is also home to several socially isolated and disadvantaged communitiessuch as fisher folk.

Where once only isolated marine fishing communities existed, we now have awide array of economic activity. These include five-star hotels, nuclear powerplants, pilgrimage centres, coastal highways, aquaculture farms, shipbreakingyards, large chemical industry units, refinery units, sea cargo terminals, luxuryresidential colonies, fishing harbours, missile launching facilities and amusementparks. Many of these have entered the coast over the last two decades.

However with this expansion the original inhabitants are rarely taken intoconfidence. The rights of the original settlers have often been ridden overroughshod. The freedoms that they once enjoyed have been curbed and theyhave become the recipients of all the negative externalities of these newdevelopment activities - air and sea pollution, nuclear radiation, invasion of theircultural rights, to name but a few. Rarely have they been given adequatecompensation for loss of their occupation, dignity, land and cultural rights.

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The post-tsunami disaster vulnerability reduction measures (the relief andrehabilitation) - including those provided by the state, are neither a “pure publicgood” nor a “pure private good.” These measures often lie in the intermediateterrain between the two. A tsunami early warning system is near the public endand the quake and tsunami resistant homes near the private end. Other measureslike community facilities are somewhere in between. It is, therefore, not just thequantum of disaster vulnerability reduction measures but to whom they areprovided, that matters most. We need to encourage public policies, which givepriority to risk mitigation of those who are less able to acquire it privatelybecause they are poor and dispossessed. Sustainable development of the coastaltract and greater entitlements and capabilities for the poor can be ensured onlywith a new structure of rights to an ecosystem which covers both landand sea.

John Kurien

(a) On the basis of your reading of the above passage make notes on it usingheadings and sub-headings. Use recognizable abbreviations wherevernecessary. 5

(b) Using the notes write a summary of the above passage in 80 words. 3

SECTION B : WRITING 25 Marks

3. The Literary Club of ‘Captain School’ is staging the play, ‘Othello’ in the schoolauditorium. You are Rosy/Rohan, Secretary of the Literary Club. Draft a postergiving details of the staging for display in and around the school premises.

OR (5 marks)

Read the following information provided and write a factual description of theplace referred to. You are Reena/Rishabh, an executive working for a travelcompany. Do not use more than 80 words.

GORGEOUS GOA !

Population : 1.5 million

Area : 3702 square km

Main languages : Konkani, Marathi, English

Main attractions : Palm fringed beaches, dense coconut groves,

Portuguese architecture, wildlife sanctuaries

Getting there : By air, road and rail.

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4. You are Neena/Neeraj, Secretary of the Home Science Club of Pinnacle SeniorSchool. You had placed an order for a consignment of articles of crockery. Onreceipt you find that some of them have been damaged and broken in transit.Write a letter to the Sales Manager ‘Kitchen Plus Solutions’ complaining aboutreceipt of damaged goods. Request them to replace the damaged goods.

OR (10 marks)

A serious note needs to be taken of certain recent incidents in some institutionswhere first year students were harassed in the name of ragging. Some fresherseven committed suicide. Write a letter to the editor of the local daily expressingyour views on the issue. Give suggestions on how to curb the menace. You areAnkit/Anurima.

5. You are Vishu/Veena, a budding journalist for a local daily. Write an article on‘Play Time - the Vanishing Joy of Childhood’ based on the input given below:

Playing - makes kids happier, fitter and smarter

Unstructured play - not high tech toys designed for academic enrichment

Benefits - important for physical, social and emotional well-being of children;bonding with parents enhanced; spontaneous group play helps to build negotiationskills.

OR (10 marks)

Meena /Mukesh Patil reads the given news item and decides to write a speechto be delivered during the English Day celebrations in her/his school. She/Hedecides to speak on the importance of learning English especially in today’sworld where the world has become a global village.

150-200 words

The Chennai Corporation plans to introduce a spoken English

programme in its schools to help students gain better job skills. The

Corporation’s education department is looking at various language-

training options for its teachers, including networking with,

nongovernmental organisations and sending teachers for short courses

at the Regional Institute of Education in Mysore. The idea is to help

teachers train students to speak fluent English. “The programme is

primarily aimed at students of classes 11 and 12 who may be taking

up jobs once they complete schooling,” said the Joint Commissioner

of Education.

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SECTION C : GRAMMAR 20 Marks

6. Rearrange the following sentences sequentially to make complete sense : (5 marks)

Making Gingerbread

1. After the eggs have been added mix the flour at low speed until the batteris smooth.

2. Next beat together butter and brown sugar for 3-5 minutes.

3. First sift together flour, baking soda, spices and salt into a bowl.

4. When the mixture is fluffy add the eggs one at a time.

5. Finally bake in an oven and cool.

7. You are Hilal/Heena and have just attended a talk by a doctor on how to tacklethe heat during summer. Using the input given below construct a dialoguebetween the two of you. Make five sets of exchanges. The first one has beendone for you. (5 marks)

Mini: Good morning, Sir.

Doctor : Good morning, Mini

causes heat stroke

body unable to cope with excessive heat

symptoms of heat exhaustion

fatigue, nausea, cramps, headache and dizziness

steps to avoid

stay in shade, drink fluids to replace lost salt and rest

difference between heat stroke and heat exhaustion

when left untreated, heat exhaustion can progress to heat stroke, a more

serious condition that can be fatal

• guide to stay protected

• plenty of water, avoid caffeinated drinks

8. The following passage has ten errors. Identify the errors in each line and writethem along with the corrections as shown in the example. (5 marks)

Incorrect Correct

My head was bend low from the bend bent

(a) impact for delivery, but I could

(b) see that the ball was deliver

(c) on line to the target. The batsman lean

(d) forward to push its away to the off-side

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(e) but the ball had move deceptively

(f) across the face of the bat. Clearly’t have

(g) deflected. Now come the tell-tale echo

(h) of the snick. I struggle to stay

(i) upright on my follow through, anxiously

(j) watching the flight in the ball

Alan Davidson

9. Lama T Phuntsok runs an orphanage in Tawang district of Arunachal Pradesh.Frame ten questions that you would like to ask him regarding his work based

on the items given in the box below. (5 marks)

Inspiration; beginning; atmosphere of the orphanage;funding; inmates; care; visitors ; support-community;school attached; road ahead.

SECTION D : LITERATURE 35 Marks10. Read the following extract and answer the questions that follow : (7 marks)

‘To bend with apples the mossed cottage trees,

And fill all fruit with ripeness to the core;

To swell the gourd, and plump the hazel shells.

With a sweet kernel; to set budding more,

And still more, later flowers for the bees,

Until they think warm days will never cease,

For summer has o’er-brimmed their clammy cells’

(a) Name the poem and the poet ? 1

(b) Pick out the names of two fruits ? 1

(c) Briefly describe the overall sense of abundance brought out in these lines. 2

(d) Who does ‘they’ stand for in line 6 ? 1

(e) What is the co-relation between ‘later flowers’ and the ‘bees’ ? 2

OR

Dumb

As old medallions to the thumb,

Silent as the sleeve-worn stone

Of casement ledges where the moss has grown -

A poem should be wordless

As the flight of birds.

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(a) Name the poem and the poet. ? 1

(b) What do ‘dumb’and ‘thumb’signify ? 2

(c) Which literary device is used in the poem ? Give an example. 2

(d) What are the two words used in the extract which express the meaning ofa poem without saying anything ? 1

(e) What are the qualities of a good poem according to the above lines ? 1

11. Answer any two of the following in about 50 words each : (4×2=8 marks)

(a) Bring out the significance of the title of the poem ‘Curtains’ in your ownwords.

(b) ‘Men who went out to battle grim and glad;

Children, with eyes that hate you, broken and mad,’

Bring out the contrast signified by the two lines.

(c) Bring out the love of Sally brought out in the panegyric ‘Sally in OurAlley’.

12. Answer any one of the following questions :

‘I see. You’re going to keep your vow then ? Very well as you please.’

(i) Where have these lines been taken from ? Name the play and author. 1

(ii) Who says these words and to whom ? 1

(iii) What is the vow ? Why has it been taken ? 2

(iv) What happened when Alexander pleaded with Queen Mother ? 1

OR

Compare and contrast the characters of Mr White and Mrs White withreference to the monkey’s paw and their son Herbert. Answer in 80-100 words. 5

13. Answer any two of the following in 50 words each : (4×2=8 marks)

(a) What was Iona Potapov’s state of mind as he waits for a fare? What didhe want to do ? How was he finally able to achieve his objective ?

(b) How was the deal between Jacques Roux and Robichon beneficial forboth of them ?

(c) What was the transformation in Asoka’s mind and heart as a result of theKalinga war ?

14. Answer any one of the following in 100-125 words: (7 marks)

Comment on Einstein’s views on education briefly.

OR

How did Lisa meet Major Doronin ? How did their relationship blossom and howdid it end ? What effect did it have on Lisa ?

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QUESTION PAPER CODE 212

SECTION A — READING 20 Marks

1. Read the following passage and answer the questions that follow : (12 marks)

The Power of a Dream

1 In order to make something happen, there must first be a dream. All great pioneersand visionaries were, first and foremost, dreamers whose dreams contained atouch of the impossible. Let us take the example of Gandhi, who also dreamed an“impossible” dream. To dream of freeing India from more than 100 years of Britishrule — a powerful imperial power — was novel enough, but to dream that freedomwould be achieved without a single shot being fired was audacious.

2 Dreams (or day dreams) play a very important role in our lives. They provide uswith a vision of what we want to achieve in life. Why is it important to have mightygoals, to dream great dreams ? When our dreams and visions have a touch of theimpossible, it stretches us. It grabs and pulls us out of our comfort zone. It forcesus to employ new and innovative ways to achieve our goals. As Peter Senge statesin his book, “The Fifth Discipline’, “The loftiness of the target compels new waysof thinking and acting.” We are forced to ‘think outside the box’.

3 With Gandhi at the helm, India embarked on one of the most unique freedomstruggles in the history of the modern world. With truth, compassion and non-violence as his only weapons, Gandhi took on the might of the British empire.Gandhi painted a compelling picture of a free India — a united and truly self-reliant nation. Although many people initially doubted the efficacy of his methods,they gradually changed their minds as they saw Gandhi lead by example. Peoplebegan to commit to this cause in larger numbers with each passing day. At onepoint, it was no longer Gandhi’s vision; it had become a shared vision. Gandhi alsohelped them understand that this was a struggle of historic importance; if Indianscould prove that freedom could be won through the non-violent way, then it wouldbe a message of vital significance for future generations.

4 This shared vision lifted common men and women to greater levels of heroism andcourage. These “ordinary” folk became so inspired that they bravely and willinglyjoined in the struggle for Indian sovereignty. They endured physical blows andassaults without retreating or retaliating. They joined in Gandhi’s hunger strikesand marches. The feeling that they were participating in something sacred andprofound elicited the very best from these men and women. Their courageousactions are not understandable unless one realises that a powerful vision can inspireheroic acts and extraordinary courage from even the most seemingly ordinaryperson.

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5 Gandhi himself was a very fearful and painfully shy child. This shyness continued

well into his late twenties. He was so shy and fearful that at social gatherings, he

could not make the simplest of speeches. At meetings, somebody else would have

to read aloud what he had written. To top it all off, his first appearance as a lawyer

in court was an unmitigated disaster; as Gandhi’s turn came to speak, he found

himself overwhelmed and tongue-tied. In his autobiography, he speaks of the

innumerable occasions when he found himself in similar embarrassing situations,

all due to his shyness.

6 And yet this person became the leader of millions. He became an extremely

proficient speaker. He grew so self-confident that he was soon meeting and

negotiating with very important and influential leaders, such as British viceroys and

generals who were in the top echelons of power. What happened ? How did this

painfully shy and fearful person end up as one of the greatest revolutionaries of the

20th century ? What triggered such a powerful transformation ?

7 The answer is simple : when we care about something deeply, it unleashes within

us immense courage; it inspires in us great daring, and we venture forth boldly. The

vision of a free India and a peaceful and harmonious world was so compelling to

Gandhi that he was no longer a slave to his fears. Inspired by this dream, he rose

to the occasion. It enabled him to overcome his shyness. He cared so deeply

about issues of freedom and non-violence that he tapped into his inner reservoirs

of courage, will power and self-confidence.

8 Only when we have a great dream — will we truly know the extent and the depth

of our potential, our courage and creativity. Unfortunately, the reverse is also true:

when we do not have an overarching vision, even the trivial becomes painful,

molehills appear as mountains and mere winds seem like hurricanes.

Anand Kumarasamy

(a) On the basis of your understanding of the passage, answer the following in

your own words :

(i) What were the two main features of Gandhi’s ‘impossible’ dream ? 2

(ii) Mention two factors which are a result of having mighty dreams. 2

(iii) What were Gandhi’s weapons in his struggle for freedom ? 1

(iv) What led to the transformation of Gandhi from a shy person to one of

the greatest revolutionaries of the 20th century ? 2

(v) What happens when we do not have a great vision or dream ? 1

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(b) Pick out words/phrases from the passage which are similar in meaning to

the following : 4

(i) daring and shocking (para 1)

(ii) a course of action which produces the desired effect (para 3)

(iii) terrible in every way (para 5)

(iv) a level/rank within an organisation (para 6)


Coastal environments constitute a critical national and global resourcethat suffers widespread degradation due to human impact. The importance ofthe coast can be gauged more precisely if we look at its place in the overallclassifications of the physical divisions and relief features of the Earth. Theprincipal divisions of the Earth are air, water and land. We recognise these moretechnically as atmosphere, hydrosphere and lithosphere.

Coast is the meeting ground of the two. Hence coasts are subjected togeological actions of air, water and all the landward processes including humanactions. They are endowed with rich renewable resources, accessibility and acommunication network. This provides an ideal situation for infrastructuredevelopment and economic activities, attracting more people into the coastaldomain. Today, 50 percent of the world’s population (about 3.2 billion) livesalong the coastline, spread over 80 percent of the world’s 218 sovereign states.In the US, over 80 percent of people live within 50 miles of the coast, whilein India over 250 million people live within 50 km from the coast. But coastsare also subjected to the ill-effects of all human activities on land and are proneto the fury of Nature from air, sea and land.

Recent years have witnessed large-scale destruction along the coasts inIndia due to cyclonic storms, floods, erosion and tidal inundation in the low-lying areas of the western and eastern coasts and the Andaman Islands. Theimportance of coasts in India — their human and resource potential andvulnerability to natural hazards — has been understood after the huge damageto life, property and habitat as a result of the December 26, 2004 tsunami inthe Indian Ocean.

India is a major sea-front nation with a mainland coastline of 5,422 kmand island coastline of 2,094 km, extending from Kachchh in the west to WestBengal in the east.

Unlike the remarkably straight western coast, the eastern coast and thecontinental shelf bordering it are irregular because of their comparative antiquityin relation to the western coast. The western coast has narrow plains, whereasthe eastern coast and the coast in Gujarat have wider plains with subduedtopography, large marshes, mudflats etc.

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Coastal geomorphic features do regulate the vulnerability of the coastsdue to storm surges, tidal and wave impacts and resource availability. This hasbeen proved in the extreme case of tsunami waves. It is therefore recommendedthat setback lines (lines beyond which natural hazard impact will be minimal ornil in the event of natural hazards along the coastal areas) need to be demarcatedbased on location — specific coastal geomorphic features, stability of the coastalrock strata, erosion rates, sea-ward coastline characteristics, wave dynamicsand vegetation cover.

In thickly populated low-lying coastal areas, erection of a first linedefence from storm surges (be it mangrove vegetation or a sea-wall dependingon local specifics) is also important. The demarcation of setback lines requiresskilled inputs from a number of Government agencies. Disaster managementschemes need to be overhauled for the purpose.

Dr. K. Soman

(a) On the basis of your reading of the above passage, make notes on it usingheadings and sub-headings. Use recognizable abbreviations wherevernecessary. 5

(b) Using the notes write a summary of the above passage in 80 words. 3

SECTION B — WRITING 25 Marks

3. The Health Club of ‘Peach Glow Senior School’ is launching a ‘Eat Fresh Fruitand Junk Junk Food Drive’ in and around the school. You are Vinay / Vineeta,Secretary of the Health Club. Draft a poster for display in and around theschool premises.

OR (5 marks)

Read the following information provided and write a factual description of theplace referred to. You are Vishnu / Veena, an executive working for a travelcompany. Do not use more than 80 words.

Beautiful Bhubaneswar !

Capital — Orissa

Languages — Oriya, English

Getting There — Rail, Train, Bus

Places to Visit — Konarak, Puri - beach and temple, Nandan Kanan —wildlife sanctuary, botanical garden and lake, Udaygiri caves, Pipli

Things to buy — Applique craft, handloom, filigree jewellery, carved woodenhandicrafts.

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4. You are Ira / Inder, Sports Captain of ‘Super Excel Senior School’. Write aletter registering your complaint about a mix-up in the order of tennis andbadminton rackets, to the Sales Manager, Sports India Pvt. Ltd., Ludhiana.Request them to rectify the problem.

OR (10 marks)

The alarming sex-ratio in some of the states of the country has raised concernabout the growing scourge of female foeticide. Challenges posed by the killingof the unborn girl child need to be addressed by insisting on a ‘zero toleranceapproach’. Write a letter to the editor of a local daily highlighting the problemand provide a few remedial suggestions. You are Amitabh / Anuradha.

5. You are Fatima / Farhan, a budding journalist for a local magazine. Write an

article on ”Crisis of Childhood” based on the input given below :

• Junk food — obesity; diseases

• Greater affluence — lack of exercise

• Competitive schooling — stress, anxiety and depression in many cases

• Life-style changes — working parents, dependence on electronic meansof entertainment

• Leisure activities — structured rather than unorganised

OR (10 marks)

You are Sarit / Seema, a volunteer of the Health Club of your school. Basedon the inputs given below prepare a speech for the slum dwellers of yourneighbourhood.

‘Prevention is Better Than Cure’

• Mosquito borne diseases

• Spread and consequences

• Preventive measures

• Supportive Therapy

• Sustained effective eradication and control programme

SECTION C— GRAMMAR 20 Marks

6. Rearrange the following sentences sequentially to make complete sense. Theprocess described is related to making soft centred chocolates. (5 marks)

(a) The solution is heated slowly until the sugar dissolves and then the syrupis boiled.

(b) After it cools the fondant is re-heated and an enzyme called invertase isadded in.

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(c) Soft centred chocolates contain fondant which is made by mixing sugarwith a quarter of its own weight of water.

(d) Next, the hot, sticky, clear solution is poured out and left to cool.

(e) Finally, the fondant is moulded into fancy shapes.

7. You are Abhishek / Aishwarya and are set to meet Dr. Salim, a specialist onbirds. Based on the input given below construct a dialogue between the two ofyou. Make five sets of exchanges. The first one has been done for you as anexample. (5 marks)

Aishwarya / Abhishek : Good morning, Sir.

Dr. Salim : Good morning.

• possible for birds to find their way home after long journeys.

• can find

• how — manage

• extra sensory capabilities of birds — detect changes in atmosphericpressure, weather and earth’s magnetic field.

• birds - sleep - on one leg - how

• bird’s body weight causes the bird to bend its knees, close its claws andsleep on even one leg.

• sleep at night

• yes, but not nocturnal species

• eagles - save energy - how

• adopt - energy saving technique - gliding

8. The following passage has ten errors. Identify the errors in each line and write

them along with the corrections as shown in the example. (5 marks)

Incorrect correct

In the second now I would the a

(a) have complete my delivery. My left foot

(b) pound down behind the bowling

(c) crease and my body swing sideways with

(d) the right arm stretch high. My

(e) left hand tightened it grip on

(f) the ball, the first two finger feeling

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(g) reassuring down the seam. Now

(h) my right foot come down to brace

(i) against the strain, and, like an

(j) released spring, the ball was in its way.

Alan Davidson

9. Raj Vasudeva runs an old age home in Jallandhar. Based on the items given below

frame ten questions that you would like to ask her regarding her work : (5 marks)

inspiration; beginning; atmosphere of the old age home; funding; inmates;care; visitors; support—community; school attached; road ahead.

SECTION D — LITERATURE 35 Marks

10. Read the following extract and answer the questions that follow : (7 marks)

‘Who hath not seen thee oft amid thy store ?

Sometimes whoever seeks abroad may find,

Thee sitting careless on a granary floor,

Thy hair soft-lifted by the winnowing wind;

Or on a half-reaped furrow sound asleep,

Drowsed with the fume of poppies while thy hook,

Spares the next swath and all its twined flowers:

(a) Name the poem and the poet. 1

(b) What does the first sentence actually mean ? 1

(c) Who does ‘thee’ stand for ? 1

(d) What is the ‘figure of speech’ used here ? Give a brief description. 2

(e) What does the hook held by the girl do and why has it stopped now ? 2

OR

Is it so easy, then ? Goodbye no more than this

Quiet disaster ? And is there cause for sorrow

That in the small white murder of one kiss

Are born two .ghosts, two Hamlets, two soliloquies

Two worlds apart, tomorrow ?

(a) Name the poem and the poet. 1

(b) Who are the questions addressed to ? 1

(c) What does ‘quiet disaster’ mean ? 1

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(d) Why does the poet allude to Hamlet ? Who is he compared to ? 2

(e) Why is ‘two’ used thrice ? 1

(f) What is a soliloquy ? 1

11. Answer any two of the following in about 50 words each : (4×2 = 8 marks)

(a) Comment on the title of the poem ‘Of Mothers, Among Other Things’.

(b) ‘Ars Poetica’ epitomises what the characteristic features of a good poemare. Comment.

(c) Bring out the birds’ feelings of despair and the empathy of the poet asexpressed in the poem ‘Sympathy’.

12. Answer any one of the following questions : (5 marks)

‘Who is the Master of the World

Who shall I condemn to death’

(a) Name the play and the author. 1

(b) Who speaks these words and to whom ? 1

(c) Who does ‘Master of the World’ refer to ? 1

(d) What is his dilemma ? 1

(e) Why does he call it ‘his last act of mercy’ ? 1

OR

What are the three wishes that the white couple makes ? What happens as aresult ? Answer in 80-100 words. 5

13. Answer any two of the following in about 50 words each : (4×2 = 8 marks)

(a) Mention four important characteristic features of Einstein’s model ofeducation.

(b) How was the deal between Jacques Roux and Robichon beneficial to bothof them ?

(c) How does Lynd differentiate between mosquitoes, bees and wasps ?

14. Answer any one of the following in 100 - 125 words : (7 marks)

Do you think ‘Grief’ is an appropriate title for the story written by Chekhov ?Also suggest an alternate appropriate title.

OR

Attempt an appraisal of Asoka as a mighty ruler. Elucidate his strengths on thebasis of your reading of the lesson.

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Marking Scheme — English Core

General Instructions :

1. Answer scripts should not be given to the evaluators for evaluation until and unless the givenMarking Scheme has been thoroughly discussed with them in a group or individually on thefirst day of evaluation.

2. The Head Examiner must go through the first five answer scripts evaluated by each evaluatorto ensure that the evaluation has been carried out as per the Marking Scheme. The remaininganswer scripts meant for evaluation shall be given only after ensuring that there is no significantvariation in the marking of individual evaluators.

3. Evaluation is to be done as per instructions provided in the Marking Scheme. It should notbe done according to one's own interpretation or any other consideration. However theMarking Scheme carries only suggested value points and does not constitute the completeanswer.

4. If a question has parts please award marks on the right hand side for each part. Marksawarded for different parts of the question should then be totalled up and written in the lefthand margin and circled.

5. If a question does not have any parts, marks must be awarded in the left-hand margin.

6. Where marks are allotted separately for content and expression as per the Marking Schemethey have to be reflected separately and then totalled. This is a mandatory requirement.

7. A slash (/) in the Marking Scheme indicates alternative answers. If a student writes ananswer which is not given in the Marking Scheme but which is equally acceptable, marksshould be awarded only in consultation with the Head Examiner.

8. If a candidate has attempted an extra question, marks obtained in the question attemptedfirst should be retained and the other answer should be scored out.

9. Under Section A, Reading (Q1) question has been designed to test a student's understandingof the passage and his/her ability to interpret, evaluate and respond to the given passage. Assuch, content assumes more importance than expression in the answers to these questions.

10. However where questions have been designed to test the writing skills of the students,expression (grammatical accuracy, appropriate vocabulary and style, spellings, organizationand presentation of relevant matter in a coherent and logical way) is important.

11. Section C is on grammar. Care should be taken not to award marks to any inaccurateanswer carrying errors in grammar and punctuation.

12. If a student writes a single word in response to a short answer type question and it constitutesthe core of the answer it should be accepted and awarded full marks.

13. If a student literally lifts a portion of the given passage as an answer to a question no marksshould be deducted for this so long as it is relevant and indicative of the desired understandingon the part of the student especially in Q.1 (Section A) and Q.11 (Section D).

14. Please do not hesitate to award full marks if the answer deserves it especially in the longanswers.

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SECTION A: READING (20 marks)

Q1.1 READING GANDHIJI TOTAL MARKS: 12

Objective : To identify and understand main parts of the text.

Marking : As marked in the question paper. No penalty for spelling andgrammar.

Accept any other word equivalent in meaning to the answersgiven below.

Answers : (a)

· Through small decisions / small actions

· By working on it slowly, steadily and consistently

· By step by step / day by day approach

· Nurtured / nourished good habits everyday

· Chipped away bad habits everyday

(Any two) 2 Marks

(b) Cannot sow today and expect to reap tomorrow / There isan organic process to growth and transformation that cannotbe circumvented

(Any one)

e.g. – The child first learns to crawl, then stand , walk ,finally run 2 Marks

(c)

· From mid - twenties consciously, deliberately andconsistently attempted to change / reform himself

· Risked failure

· Learnt from mistakes

· Took up responsibilities

· Made each day count

· Self mastery and discipline

· Chipped away bad habits everyday

(Any Three)

Or any other relevant answer 3 Marks

(d)

· Choosing to grow in small way

· Breaking tasks into small steps

(Any One) 1 Mark

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Q1.2 VOCABULARY

Objective : To deduce the meanings of unfamiliar lexical items.

Marking : 1 mark each (4 marks)

Answers : 1. chipped away / chipped

2. circumvent

3. intuitively

4. profound

Q 2. Note making and Summarizing Total Marks: 8

Objective : To develop the skill of taking down notes

To develop the extracted ideas into a sustained piece of writing.

Marking : Note making 5 marks

Heading 1 mark

Abbreviations / Symbols 1 mark

(with or without key)

(minimum four)

Content 3 marks

(minimum three sub headings)

Important instructions:

The notes provided below are only guidelines. Any other title, main points andsub points should be accepted if they are indicative of the students' understandingof the given passage and the notes include the main points with suitable andrecognizable abbreviations.

Complete sentence should not be accepted as notes. Half a mark shouldbe deducted from the total if the student writes complete sentences.

Numbering of points can be indicated in different ways and these should beaccepted as long as it follows a consistent pattern.

(a) Note making

Note : If the student has attempted only the summary or only the notes,due credit should be given.

Suggested Notes

Title : Coastal Ecosystem / Or any other similar, appropriate heading

I. Effects of Tsunami

i. coastal areas gaining attention

ii. need felt for its protection

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II. Features of Coastal Area Ecosystemi. Interface zone

a. land meets seab. dynamic and non-static

ii. Highest primary productivityiii. Tail end ecosystem

a. receives –ve. teres. pollutioniv. Den. human population highest

III. Various Economic Activitiesi. 5 star hotelsii. nuclear power plantsiii. pilgrimage centresiv. coastal highways etc.

IV. Problems of Original Inhabitantsi. Freedom curbedii. Receiving –ve impacts of dev.

a. air and sea pollutionb. nuclear radiationc. invasion of dev. activities

iii. no compensation fora. loss of occupationb. dignityc. land and cultural nights

V. Post Tsunami Measuresi. Present conditions

a. neither purely public or privateii. Actual requirement

a. to reach the needy / poorb. encourage public policies

c. Better protection of ecosystemKey1. teres.-terestrial2. Den.- density3. –ve –negative4. dev. Development

5. etc. –etcetra

Note: 1. Any abbreviations done by the students should be accepted.

2. No student to be penalized if they have not given a key to

abbreviations separately.

53

(b) SUMMARY

Objective : (1) To expand notes (headings and sub-headings) into a summary

(2) To test ability of expanaion

Marking : Content 2 marks

Expression 1 mark

Note: Considering the numerous facts mentioned in the notes about the coastal

eco-system, due consideration should be given to the students if they do not

cover all the points in the summary which is expected to be concise. The

summary should cover the essential details only.

SECTION B (WRITING) TOTAL - 25 MARKS

Q.3. OPTION-1

POSTER – STAGING A PLAY TOTAL – 5 MARKS

Objective : To write in an appropriate style of a poster (blurbs, bullets,

different font size etc. may be considered)

Marking :

Format - 1 mark

(Heading, organizer)

Content - 3 marks

Expression - 1 mark

(Coherence and relevance of ideas and style)


What - 1

When - 1 (date + time)

Where - 1

OR

Option-2

FACTUAL DESCRIPTION GOA TOTAL – 5 MARKS

Objectives : To write in an appropriate style and format of a factual description.

Marking : Format (heading) ½ mark

Content 2½ mark

Expression 2 marks

(Coherence and relevance of ideas and style)

54

Suggested Value points

- population

- area

- main languages

- main attractions

- getting there

Q.4. Option -1

LETTER OF COMPLAINT TOTAL -10 MARKS

Objectives : To use an appropriate style to write a formal letter.

To plan, organize and present ideas coherently

Marking : Format 2 marks

(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

Expression: 4 marks

� Grammatical accuracy,

appropriate words and spellings 2 marks

� Coherence and relevance of ideas

and style 2 marks


- recently bought crockery

- receipt no / date of purchase

- upset because some crockery items broken

- asking for replacement

Or

Option -2

LETTER TO THE EDITOR TOTAL -10 MARKS

Objectives : To use an appropriate style to write a formal letter.

To plan, organize and present ideas coherently

Marking : Format 2 marks

(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

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Expression 4 marks

� Grammatical accuracy appropriate

words and spellings 2 marks


and style 2 marks


- ragging, social menace

- form of bullying

- negative effects of bullying / suicides etc

- preventive measures

Q.5. Option -1

ARTICLE – VANISHING JOY OF CHILDHOOD Total – 10 Marks

Objective : To write in a style appropriate to the given situation.

To plan, organize and present ideas coherently.

Marking : Format 1 mark

(heading and writer’s name)

Content 4 marks

Expression 5 marks

� Grammatical accuracy, appropriate

words and spellings 2½ marks


and style 2½ marks


- Role of play

- Imp. of unstructured play

- Benefits of unstructured play

(Any four relevant value points to be accepted)

Or

Option - 2

SPEECH – IMPORTANCE OF ENGLISH TOTAL – 10 MARKS




Introduction of speech and appropriate ending

56

Content 4 mark

Expression 5 marks

� Grammatical accuracy,

appropriate words and spellings 2½ marks

� Coherence and relevance of ideas and

style 2½ marks

Suggested Value Points- Importance of learning English

- Role of English in today’s world

- Measures being taken to promote the language in India

- Advantages of learning English

SECTION C (GRAMMAR) 20 MARKS

Q6. REARRANGING TOTAL: 5 MARKS

Objectives : To be able to present ideas in grammatically logical

sequence 5 marks

Marking : 1 mark for every correct answer

Answer

1. First sift together flour, baking soda, spices and salt into abowl

2. Next beat together butter and brown sugar for 3-5 minutes

3. When the mixture is fluffy add the eggs one at a time

4. After the eggs have been added mix the flour at low speeduntil the batter is smooth

5. Finally bake in an oven and cool

Q7. DIALOGUE WRITING TOTAL-5 MARKS

Objectives : To be able to extend a situation into a meaningful dialogue.

Marking : 1 mark each for every correct exchange provided it is accuratelyand appropriately expressed. No marks should be awarded ifthere is any inaccuracy. This includes inaccuracies in grammar,spelling or punctuation. 5 marks

Sample Answers:

(The dialogue could take place between Mini and thedoctor, Heena / Hilal and the doctor, Heena and Hilal)1. Mini / Heena / Hilal: When is a heat stroke caused?

Doctor / Heena / Hilal: It is caused when the body is unableto cope with excessive heat

57

2. Mini / Heena / Hilal: What are the symptoms?

Doctor / Heena / Hilal: They are fatigue, nausea, cramps,

headache and dizziness.

3. Mini / Heena / Hilal: What steps should I take to avoid a

heat stroke?

Doctor / Heena / Hilal: One should stay in the shade , drink

fluids to replace lost salt and rest

4. Mini / Heena / Hilal: What is the difference between heat

stroke and heat exhaustion?

Doctor / Heena / Hilal: Heat stroke is worse than heat

exhaustion. When left untreated heat exhaustion can progress

to heat stroke.

5. Mini / Heena / Hilal: How should we protect ourselves?

Doctor / Heena / Hilal: We should protect ourselves by

drinking plenty of water and avoiding caffeinated drinks.

Q.8. EDITING TOTAL: 5 MARKS

Objectives : To use grammatical items appropriately

Marking : ½ mark each

If the candidate copies the sentence and replaces the incorrect

word with the correct answer marks should be awarded.

However no marks are to be deducted if the candidate has

given only the correct words.

Incorrect Correct

a) for - of

b) deliver - delivered

c) lean - leant / leaned

d) its - it rrr

e) move - moved

f) ‘t / have - it / had

g) come - came

h) struggle - struggled

i) on - in

j) in - of

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Q9. FRAMING QUESTIONS TOTAL-5 MARKS

Objectives : To understand the context and frame relevant and appropriatequestions.

Marking : ½ mark each for every accurate question framed

Note : No marks to be awarded if there is any inaccuracy. Theten questions should cover at least any of the two areas specifiedfor the interview in the given question.

Sample questions:

a) Who has been your inspiration? /

b) Who inspired you to open / start an orphanage?

c) In the beginning did you find it difficult to run the orphanage?

d) How is the atmosphere of the orphanage?

e) From where do you get funds to run the orphanage?

f) What kind of inmates do you have?/

How many inmates do you have?

g) Do you take good care of the inmates?

h) Are visitors allowed?

i) Does your community support the orphanage?

j) Is there a school attached to the orphanage?

k) Is there a road ahead?

SECTION D: LITERATURE 35 MARKS

Q10. REFERENCE TO CONTEXT TOTAL- 7 MARKS

Objective : To test students’ comprehension of poetry- local, global,interpretative, inferential and evaluative

Marking : 7 marks

Answers:

OPTION (1) ODE TO AUTUMN

a) Ode to Autumn ; John Keats - ½ + ½

b) apples / grapes / hazelnuts / gourd (any 2) - ½ + ½

c) · apple trees bent with apples

· swelling gourds

· plumping hazelnuts

· budding flowers

· honey being collected

(Any two) - 1+1

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d) bees - 1

e) later flowers refer to

· extending warm weather

· abundance of flowers

· hence abundance of nectar

· bees collecting this nectar

(Any two) 1+1

OPTION (2) ARS POETICA

a) Ars Poetica ; Archibald Macleish - 1

b) dumb signifies wordless / silent - 1

thumb signifies sense of touch / feeling /

mark of achievement / memories of past (any one) - 1

c) simile - 1

e.g.

· as old medallions to the thumb

· silent as the sleeve – worn stone of casement ledges

· wordless as the flight of birds

(any one example) - 1

d) dumb / silent / wordless (any two) - ½ + ½

e) · conveys meaning silently

· conveys meaning effortlessly

· conveys meaning effectively

· evokes nostalgia

· it's timeless

· symbolic

(any 2) - ½ + ½

Q11. POETRY TOTAL 4×2 = 8 MARKS

Objectives : To test students’ comprehension of poetry – local and global

Marking : Content: 3 marks

Expression: 1 mark

(a) · symbol of separation

· signifies end of relationship / curtain has been drawn on

the relationship

· irreversible and final

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(b) first line – describes soldier before the war – fired with patriotism

second line – describes soldier after the war – emotionally, physically,

mentally broken

(c) Any one to be accepted

From Sally’s viewpoint

· Is willing to wait for seven years

· Meets him every Sunday

· Accepts the jeering

From narrator’s viewpoint

· Suffers master’s beatings to watch Sally

· Willing to give away his savings

· Willing to become a slave for her

· Eager to meet her every Sunday

· Looking forward to marrying her after 7 years

(Any other relevant point) (Any three)

Q12. PLAY TOTAL-5 MARKS

Objectives : To test the students’ ability to comprehend plays, understandcharacter etc.


Expression: 2 marks

OPTION (1) ALEXANDER

- An Adventure Story ; Terence Rattigan - ½ + ½

- Alexander to Queen Mother - ½ + ½

- Queen Mother had vowed not to speak to Alexander- 1

- She felt he had killed her son - 1

- She broke her vow - 1

OR

OPTION (2) MONKEY’S PAW

- both loved son deeply

- Mr. White, more adventurous took the risk

- Mrs. White not interested in the paw

- Disbelieving the powers of the paw initially, later on compelled

husband to wish the son alive

- Mr. White maintained composure after son’s death

- Mrs. White desperate after her son’s death; longing for son

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Q13. FICTION TOTAL 4×2=8 MARKS

Objective : To test student’s ability to comprehend, interpret and evaluateprose texts


Expression: 1 mark

a) · Grief stricken /depressed / lonely (Any Two)

· Longing for sympathy

· Desperate to unburden grief

· Talks about son’s death - 1

· Finally unburdened his heart to his horse - 1

b) · helped to delay debut (Jack Roux’s first performance onstage)

· helped to overcome stage fright

· got paid for allowing Robichon to perform in his place

· got free advertisement

(Any Three) - 1½

Robichon – got a chance to prove his versatility / in aserious role / in front of an audience - 1½

c) · was impacted deeply by extent of massacre

· remorse / law of piety

· public acknowledgement turned non-violent

· turned to Buddhism / practiced Dharma / sentmissionaries abroad

(Any Three)

Q14. LONG ANSWERS - FICTION TOTAL 7 MARKS

Objectives : To test students’ ability to comprehend prose texts globally,interpret and evaluate them.

Marking : Content - 4 marks

Expression - 3 marks

Option -1 ON EDUCATION

Note: Marks should be awarded for the student’s creativity

Suggested Value Points:

- “True education is that which remains if one has forgotteneverything he learnt in school”

- Aim of education – production of harmonious individuals capableof thinking / working individual

62

- To create truly successful beings giving more to society than

receiving

- Creating individuals motivated by love of learning

- Using practical methods of education

- Giving more importance to holistic education than specialized

knowledge

- Teachers should be worthy of respect due to intellectual ability

- Freedom to choose curriculum

- School - means of transferring culture + values

(Any four points from above)

Option- 2 THE ACTRESS


- At the war front -½

- Lisa was attracted towards Doronin inspite of his ordinary looks

- Doronin took care of Lisa and her co-performers at the

front

- Lisa expressed her feelings through letter

- Doronin rejected – which hurt her but later received a

letter after his death calling her his fiancé

- Understood true meaning of the line

‘ If you love the whole world is within you and there is no

death’

- From a little actress became real actress

- Play acting was her destiny

QUESTION PAPER CODE 212

SECTION A (READING) 20 MARKS

Q1. READING GANDHIJI TOTAL MARKS: 12

Objective : To identify and understand main parts of the text.

Marking : As marked in the question paper. No penalty for spelling and

grammar.

Accept any other word equivalent in meaning to the answers

given below.

- 1½

- 1

- 1

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Answers : (a) (i)

· Freeing India from more than 100 years of British rule

· Achieving freedom without a single shot being fired

1+1 Marks

(ii)

· It provides us with a vision of what we want to achieve

· It grabs and pulls us out of our comfort zone

· Forces us to employ new and innovative ways toachieve our goals

· Forces us to think outside the box / compels newsways of thinking

(any 2) 1+1 Marks

(iii) Truth / Compassion / non-violence

(Any two) ½ + ½ = 1 Mark

(iv)

· The vision of a free India and a peaceful and harmoniousworld made him fearless.

· He was inspired by dreams of freedom and rose to theoccasion

· He cared so deeply about freedom and non-violencethat he tapped into his inner resources of courage, willpower and self confidence

(Any 2) 1+1 Marks

(v) Even the trivial becomes painful, molehills appear as

mountains and mere winds seem like hurricanes

(Any 1) 1 Mark

(b) VOCABULARY

Objective : To deduce the meanings of unfamiliar lexical items.

Marking : 1 mark each (4 marks)

Answers : 1. audacious

2. efficacy

3. unmitigated disaster/ unmitigated/ disaster

4. echelons

Q 2. Note making and Summarizing Total Marks: 8

Objective : To develop the skill of taking down notes

To develop the extracted ideas into a sustained piece of writing.

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Marking : Note making 5 marks

Heading 1 mark

Abbreviations / Symbols 1 mark

(with or without key)

(minimum four)

Content 3 marks

(minimum three sub-headings)

Important instructions:

The notes provided below are only guidelines. Any other title, main points and subpoints should be accepted if they are indicative of the students' understanding ofthe given passage and the notes include the main points with suitable and recognizableabbreviations.

Complete sentence should not be accepted as notes. Half a mark shouldbe deducted from the total if the student writes complete sentences.

Numbering of points can be indicated in different ways and these should be acceptedas long as it follows a consistent pattern.

(a) Note making

Note: If the student has attempted only the summary or only the notes,due credit should be given.

Suggested Notes

Title : Coastal Ecosystem / Coastal Environment/ or any other relevant heading

I. Salient features / General Facts

(i) Constitute national and global resource

(ii) Meeting ground of water and land

(iii) Exposed to deg. due to natural and human impact

(iv) Provide ideal sit. for infra, dev + eco activities

(v) 50% of world pop. lives along coastline

II. Difference between Western and Eastern Coast

(i) Eastern coast

(a) irregular

(b) wider plains

(ii) Western coast

(a) straight

(b) narrow plains

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III. Preventive Measures / Recommendations

(i) Set back lines need to be demarcated based on:

(a) Location

(b) Specific coastal geometric features

(c) Stability of the coastal rock strata

(a) erosion rates

(b) seaward coastline characteristics

(c) wave dynamics

(d) vegetation cover

IV. Needs in low lying coastal areas

(i) Erection of a first line defence from storm surges

(ii) Input from government agencies

(iii) Overhauling disaster management schemes

(b) SUMMARY

Objective : (1) To expand notes (heading and sub-headings) into a summary

(2) To test ability of expansion.


Expression 1 mark

Note: Considering the numerous facts mentioned in the notes about the coastal

eco-system, due consideration should be given to the students if they do not cover

all the points in the summary which is expected to be concise. The summary

should cover the essential details only.

SECTION B (WRITING) 25 MARKS

Q.3. POSTER – EAT FRESH FOOD TOTAL – 5 MARKS

Objective : To write in an appropriate style of a poster (blurbs, bullets,different font size etc. may be considered)

Marking : Format - 1 mark

(heading, organizer)

Content - 3 marks

Expression - 1 mark

(Coherence and relevance of ideasand style)

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Suggested Value Points· Capital· Location· Languages· Getting there· Main attractions / shopping / sight seeing

FACTUAL DESCRIPTION BHUBANESWAR TOTAL – 5 MARKS

Objectives : To write in an appropriate style and format of a factual description.

Marking : Format (heading) ½ markContent 2½ markExpression 2 marks(Coherence and relevance of ideas and style)

Suggested Value points- capital- languages- getting there- places to visit- things to buy

Q.4. LETTER OF COMPLAINT TOTAL -10 MARKS

OPTION ( 1 )

Objectives : To use an appropriate style to write a formal letter.To plan, organize and present ideas coherently

Marking : Format 2 marks(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

Expression 4 marks� Grammatical accuracy,

appropriate words and spellings 2 marks� Coherence and relevance of ideas

and style 2 marks Suggested value points

- any answer related to a complaint about the mix-up of theorder be accepted

- reference to order placed (reference number / date)- details of the order(specifications)- mention of mix up- asking for rectification of problem(Any other relevant value points)

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OrOPTION – 2

LETTER TO THE EDITOR TOTAL -10 MARKS

Objectives : To use an appropriate style to write a formal letter.To plan, organize and present ideas coherently

Marking : Format 2 marks(1. Sender’s address 2. date 3. address of the addressee4. salutation 5. subject 6. complimentary close 7. sender’ssignature/name )

Content 4 marks

Expression 4 marks� Grammatical accuracy,

appropriate words and spellings 2 marks� Coherence and relevance of ideas

and style 2 marks

Suggested value points- alarming sex-ratio – cause for concern- female foeticide – bane to society- causes, preventive measures

Q.5. ARTICLE – CRISIS OF CHILDHOOD TOTAL -10 MARKS

Objective : To write in a style appropriate to the given situation.To plan, organize and present ideas coherently.

Marking : Format 1 mark(heading and writer’s name)Content 4 marksExpression 5 marks

� Grammatical accuracy,appropriate words and spellings 2½ marks

� Coherence and relevance of ideasand style 2½ marks

Suggested value points Causes:

- dependence on junk food leading to obesity / diseases- lack of exercise due to greater affluence- stressful school life- working parents- dependence on electronic goods- structured leisure activities

Suggestions- individual response or any other relevant points

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Or

OPTION - 2

SPEECH – SPEECH FOR SLUM DWELLERS TOTAL – 10 MARKS




Introduction of speech andappropriate ending

Content 4 marks

Expression 5 marks

� Grammatical accuracy,appropriate words and spellings 2½ marks

� Coherence and relevance of ideasand style 2½ marks


- diseases – caused by mosquitoes

- spread and consequences

- preventive measures

- supportive therapy

- eradication / control / programmes

SECTION C (GRAMMAR) 20 MARKS

Q6. REARRANGING TOTAL: 5 MARKS

Objectives : To be able to present ideas in grammatically logicalsequence 5 marks

Marking : 1 mark for every correct answer

Answer

1. Soft centred chocolates contain fondant which is made bymixing sugar with a quarter of its own weight of water.

2. The solution is heated slowly until the sugar dissolves andthen the syrup is boiled.

3. Next, the hot sticky clear solution is poured out and left tocool.

4. After it cools the fondant is re heated and an enzyme calledinvertase is added in

5. Finally the fondant is moulded into fancy shapes.

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Q7. DIALOGUE WRITING TOTAL-5 MARKS

Objectives : To be able to extend a situation into a meaningful dialogue.

Marking : 1 mark each for every correct dialogue provided it is accuratelyand appropriately expressed. No marks should be awarded ifthere is any inaccuracy. This includes inaccuracies in grammar,spelling or punctuation. 5 marks

Sample Answers:

(Any other suitable exchange to be accepted)

1. Aishwarya / Abhishek : Is it possible for birds to find theirway home after long journeys?

Doctor S: Yes they can find it.

2. Aishwarya / Abhishek: How do they manage to do this?

Doctor S: The extra sensory capabilities of the birds helpthem to detect changes in the atmospheric pressure, weatherand the earth’s magnetic field.

3. Aishwarya / Abhishek: How do birds sleep on one leg?

Doctor S: The body weight of a bird bends its knees, closesits claws and helps it to sleep on one leg.

4. Aishwarya / Abhishek: Do they sleep at night?

Dr S: Yes, but not nocturnal species.

5. Aishwarya / Abhishek: How do eagles save energy?

Doctor S: They save energy by gliding

Q.8. EDITING TOTAL: 5 MARKS

Objectives : To use grammatical items appropriately

Marking : ½ mark each

If the candidate copies the sentence and replaces the incorrectword with the correct answer marks should be awarded.However, if only the correct words are given marks are to beawarded.

Incorrect Correct

a) complete - completed

b) pound - pounded

c) swing - swung

d) stretch - stretching / stretched

e) its - its / the

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f) finger - fingersg) reassuring - reassuringlyh) come - camei) an - aj) in - on

Q9. FRAMING QUESTIONS TOTAL-5 MARKS

Objectives : To understand the context and frame relevant and appropriatequestions.

Marking : ½ mark each for every accurate question framed

Note: No marks to be awarded if there is any inaccuracy. The ten questionsshould cover at least any of the two areas specified for the interview in the givenquestion.

Sample questions:a) Who has been your inspiration? /

Who inspired you to open / start an orphanage?b) In the beginning did you find it difficult to run the orphanage?c) How is the atmosphere of the orphanage?d) From where do you get funds to run the orphanage?e) What kind of inmates do you have?

How many inmates do you have?f) Do you take good care of the inmates?g) Are visitors allowed?h) Does your community support the orphanage?i) Is there a school attached to the orphanage?j) Is there a road ahead?

SECTION D: LITERATURE 35 MARKS

Q10. REFERENCE TO CONTEXT TOTAL-7 MARKSObjective : To test students’ comprehension of poetry- local, global,

interpretative, inferential and evaluativeMarking : 7 marksAnswers :OPTION (1) ODE TO AUTUMN

a) Ode to Autumn ; John Keats - ½ + ½b) that autumn is a season of abundance which everybody

knows about - ½ + ½c) Autumn - 1d) Personification – Autumn as a woman busy in harvesting

(winnowing , reaping, etc.) - 1+1(e) Cut/reap the harvest/; she’s sleeping intoxicated by the fumes

of the poppy - 1+1

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OPTION (2)

a) Curtain – Helen Spalding - ½ + ½

b) The lady to herself - 1

c) traumatic separation known only to the lovers - 1

d) Because like Hamlet they are isolated / lonely and cannotconfide in anyone

OR

indecisive like Hamlet unsure whether decision was wise ornot - 1

He is compared to the lovers - 1

e) To emphasize the separation - 1

(f) Soliloquoy-Speech in which the character speaks to himself/ herself or to the audience rather than to another actor inthe play. - 1

Q11. POETRY TOTAL 4×2=8 MARKS

Objective : To test students’ comprehension of poetry – local and global

Marking : Content : 3 marks

Expression : 1 mark

a)

· Poem focuses on central theme of mother

· Mothers – symbolic of universality of mother

· Comma – emphasizes role of mother among other things

· Occupying prominent place among his childhoodmemories

· Picture of mother created through use of 1st person andfigures of speech

b)

· Evokes experience rather than states directly

· External timeless beauty

· Subjective interpretation

· Suggestive and symbolic

· Wordless, palpable

· Sensuous appeal

(Any three points)

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c)

· Poet identifies with bird’s misery

· Describes its desperation

· Attempts at freedom – agony and pain

· Use of repetition to show empathy

· Yearning of the bird to enjoy beauties of nature

· Prayer to God to put an end to misery

· Further emphasized by the parallel drawn to the anguish

suffering, exploitation faced by the poet and his family

as members of the black community

(Any three points)

Q12. PLAY TOTAL-5 MARKS

Objectives : To test the students’ ability to comprehend plays, understand

character etc.


Expression: 2 marks

OPTION (1) ALEXANDER

a. An Adventure story ; Terence Rattigan - ½ + ½

b. Alexander to Ptolemy - ½ + ½

c. Alexander to his successor - 1

d. Whether he should name his successor - 1

e. Did not consider the title glorious - ½

Did not want anyone else to suffer his fate - ½

OR

OPTION (2)

- First wish for 200 pounds

- Second wish for Herbert to come alive

- Third wish to let Herbert’s spirit rest in peace

Result

- First wish, got money but lost son

- Second spirit appeared but were scared to face it

- With the third wish spirit goes back, knocking stops couple

left shattered and heart broken

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Q13. FICTION TOTAL 4×2=8 MARKS

Objective : To test student’s ability to comprehend, interpret and evaluateprose texts


Expression: 1 mark

a)

- “True education is that which remains if one has forgotteneverything he learnt in school”

- Aim of education – production of harmonious individualscapable of thinking / working individual

- To create truly successful beings giving more to societythan receiving

- Creating individuals motivated by love of learning

- Using practical methods of education

- Giving more importance to holistic education thanspecialized knowledge

- Teachers should be worthy of respect due to intellectualability

- Freedom to choose curriculum

- School - means of transferring culture and values

Any three points from above

(Any other relevant answers)

b)

· helped to delay debut (Jacques Roux’s first performanceon stage)

· helped to overcome stage fright

· got paid for allowing Robichon to perform in his place

· got free advertisement/ publicity

(Any Three) - 1½

Robichon – got a chance to prove his versatility / in a

serious role / in front of an audience - 1½

c)

· Mosquitoes – unscrupulous, attacks without provocation,causes diseases

· Bees/ wasps – noble creatures

· Sting only when provoked

· Help in pollination

· Give honey

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Q14. LONG ANSWERS — FICTION TOTAL 7 MARKS

Objectives : To test students’ ability to comprehend prose texts globally,interpret and evaluate them.


Expression 3 marks

OPTION (1) GRIEF

Note: Marks should be awarded for students' creativity


Yes, appropriate

- Deals with grief of cab driver

- Loss of son

- No one to listen / share grief with

- Experiences with fares

- Final unburdening to horse

Title –Individual answers (any suitable title) to be accepted

OPTION (2)


- Ashoka mighty ruler / second only to Buddha

- Large empire / collapsed after his death

- After Kalinga transformed from autocratic ruler to kind caring protectiveruler / brought peace, prosperity

- Man with missionary zeal

- Led by example

- Implemented dharma / law of piety

(Any four of the above)

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lkfgR; esa Hkh ughaA xqt+js t+ekus esa Hkys nsrh jgh gksA vkf[+kj fet+kZ x+kfyc tSlk] iVjh

ls mrjk 'kk;j] ;gk¡ dk ckf'kank FkkA vkSj ekuk fd jgs fnYyh esa ij [kk,¡xs D;k*] iwNus

ds ckot+ wn bldh xfy;k¡ NksM+ dgha x;k u FkkA gks ldrk gS] fet+kZ le> x, gksa fd

iVjh ls mrjus dk et+k rc gS tc T+;knkrj yksx iVjh ij yns jgsa vkSj vkids fy,

80

HkVdus dks jkLrs [kqys iM+s gksaA ,d ckj HkhM+ iVjh ls mrj dj] vkidh jkg vk yxs rks

lef>,] ogh iVjh cu xbZ vkSj vki mlesa fgy&feydj] x, dke lsA

vFkok

cgqr nwj rd vkSj cgqr dky ls ihM+k igq¡pkrs pys tkrs gq, fdlh ?kksj vR;kpkjh

dk cuk jguk gh yksd dh {kek dh lhek gSA buds vkxs {kek u fn[kkbZ nsxh & uSjk';]

dk;jrk vkSj f'kfFkyrk gh NkbZ fn[kkbZ iM+sxhA ,slh xgjh mnklh dh Nk;k ds chp vk'kk]

mRlkg vkSj rRijrk dh izHkk ftl Øks/kkfXu ds lkFk QwVrh fn[kkbZ iM+sxh] mlds lkSan;Z

dk vuqHko lkjk yksd djsxkA jke dk dkykfXu&ln'k Øks/k ,slk gh gSA ;g lkfÙod rst

gS] rkel rki ughaA

2- fuEufyf[kr iz'uksa esa ls fdUgh rhu ds mÙkj fyf[k, % 4+4+4=12

¼d½ Ô;fDr dh ,d >yd* fucU/k esa ys[kd us izlkn ds O;fDrRo ds cká vkSj Hkhrjh

Lo:i dh fdu fo'ks"krkvks dk mYys[k fd;k gS\

¼[k½ lR; vkSj f'ko ds izfr Hkh"e vkSj d".k ds nf"Vdks.k esa D;k varj Fkk\ & ^Hkh"e

dks {kek ugha fd;k x;k!* ikB ds vk/kkj ij mÙkj fyf[k,A

¼x½ ^fe'kujh* Hkko dh fuank vkSj bZ";kZ&}s"k ls izsfjr fuank esa D;k vUrj gS\ fuank&jl*

ikB ds vk/kkj ij Li"V dhft,A

¼?k½ êsjh thou;k=kk % nks fp=k* ikB esa ys[kd us vkfFkZd fLFkfr ds dkj.k viuh

fdu&fdu leL;kvksa dk mYys[k fd;k gS\

3- ^vFkkrks /kqeDdM+&ftKklk* fucU/k ds ys[kd ;qokvksa dks ?kqeDdM+&/keZ xzg.k djus dk

ijke'kZ D;ksa nsrs gSa\ 3

vFkok

êa=k* dgkuh ds cw<+s Hkxr dk MkW- pM~<k ds izfr O;ogkj vkn'kZ D;ksa gS\ ;qfDr;qDr

foospu dhft,A

4- fuEufyf[kr dkO;ak'k dh lizlax O;k[;k dhft, vkSj dkO;&lkSan;Z ij fVIi.kh fyf[k, % 10

tk fnu rs Nfc lksa eqlqdkr dgw¡] fuj[ks uanyky fcyklhA

rk fnu rsa eu&gh&eu esa] efrjke fi;S eqldkfu lq/kk&lhA

81

usdq fues"k u ykxr uSu] pds fproS fr; nso&fr;k&lhA

pan&eq[kh u pyS] u fgyS] fujckr fuokl esa nhi&fl[kk&lhAA

vFkok

tc iy Hkj dk gS feyuk]

fQj fpj fo;ksx esa f>yuk]

,d gh izkr gS f[kyuk]

fQj lw[k /kwy esa feyuk]

rc D;ksa pVdhyk lqeu jax\

5- fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj fyf[k, 3+3+3=9

¼d½ ^fnudj* us ^rw rks gS og yksx tgk¡ mUeqDr euqt dk eu gS* & fdls dgk gS vkSjD;ksa\

¼[k½ ^vks esjs eu* dfork esa thou ds izfr dfo ds {kksHk dk D;k dkj.k gS] mls vkidgk¡ rd mfpr le>rs gSa\

¼x½ iqjok flgdh] fQj nh[k x,

f'k'kq ?ku&dqjax

'kf'k ls 'kjekuk lh[k x,

f'k'kq ?ku&dqjax

mi;qZDr iafDr;ksa dk Hkko&lkSan;Z Li"V dhft,A

¼?k½ ^,d NksVh&lh yM+kbZ* dfork esa dfo lekt ds fdl oxZ ds fgr esa la?k"kZ djukpkgrk gS vkSj D;ksa\

6- tk;lh vFkok 'ke'ksj cgknqj flag ds thou vkSj jpukvksa dk ifjp; nsrs gq, mlds

dkO;&f'kYi ij izdk'k Mkfy,A 6

7- ^jaxHkwfe* miU;kl ds dFkkud dh pkj izeq[k fo'ks"krkvksa ij izdk'k Mkfy,A 5

vFkok

^^ jaxHkwfe* ,d leL;kewyd miU;kl gS ftlesa vkS|ksxhdj.k dh leL;k fo'ks"k :i ls

mBkbZ xbZ gSA** & bl dFku ds vkyksd esa jaxHkwfe ds dFkkud dh leh{kk dhft,A

82

8- ^^lksfQ;k izxfr'khy fopkjksa okyh] mnkjân;k rFkk vkn'kZ izsfedk gSA** & bl dFku

ds vkyksd esa lksfQ;k dk pfj=kkadu dhft,A 5

vFkok

^^lwjnkl dks dksbZ dgrk Fkk fl) Fkk( dksbZ dgrk Fkk cyh Fkk( dksbZ nsork dgrk Fkk(

ij og ;FkkFkZ esa f[kykM+h FkkA** bl dFku dh iqf"V eas lwjnkl dk pfj=kkadu dhft,A

9- ^îzsepan Hkk"kk ds tknwxj FksA** & bl nf"V ls jaxHkwfe dh Hkk"kk dh leh{kk dhft,A 5

vFkok

^^ jaxHkwfe* dk mís'; turk dh drZO;&psruk dks txkuk gSA** vki bl dFku ls dgk¡

rd lger gSa\ ;qfDr;qDr foospu dhft,A

10- jkeHkfDr dkO;/kkjk vkSj d`".kHkfDr dkO;/kkjk esa ewy vUrj crkrs gq, jkeHkfDr

dkO;/kkjk ds dkO; dh fdUgha rhu izeq[k izofÙk;kas ij izdk'k Mkfy,A 4

vFkok

HkkjrsUnq;qxhu dkO; dh rhu lkekU; fo'ks"krkvksa dk mYys[k djrs gq, bl dkO;/kkjk ds

nks izfl) dfo;ksa ds uke Hkh fyf[k,A

11- izxfroknh dkO;/kkjk vFkok ubZ dfork dh pkj izeq[k izofÙk;ksa ij izdk'k Mkyrs gq,

ml dkO;/kkjk ds nks izfl) dfo;ksa dk ukeksYys[k dhft,A 5

12- izlknksÙkj fgUnh ukVd vFkok izsepanksÙkj fgUnh miU;kl ds Øfed fodkl dk laf{kIr

ifjp; nhft,A 4

13- fuEufyf[kr fo"k;ksa esa ls fdlh ,d ij yxHkx 300 'kCnksa esa fucU/k fyf[k, % 12

¼d½ Hkkjrh; laLdfr dk cnyrk Lo:i

¼[k½ D;k ugha dj ldrh ukjh

¼x½ egkuxjh; thou % leL;k,¡ vkSj lek/kku

¼?k½ pfj=k&fuekZ.k esa f'k{kk dh Hkwfedk

¼³½ ifjorZu % izdfr dh ,d 'kk'or izfØ;k

83

14- fuEufyf[kr dkO;ka'k dks if<+, vkSj iwNs x, iz'uksa ds mÙkj nhft, %

uhykEcj ifj/kku gfjr iV ij lqUnj gS]

lw;Z&pUnz ;qx eqdqV] es[kyk jRukdj gS]

ufn;k¡ izse&izokg] Qwy rkjs eaMu gSa]

canhtu [kxoUn] 'ks"kQu flagklu gSA

djrs vfHk"ksd i;ksn gSa] cfygkjh bl os"k dhA

gs ekrHkwfe] rw lR; gh] lxq.k ewfrZ losZ'k dhA

fueZy rsjk uhj ver ds le mÙke gS]

'khry eUn lqxU/k iou gj ysrk Je gS]

"kM~_rqvksa dk fofo/k n';;qr vn~Hkqr Øe gS]

gfj;kyh dk Q+'kZ ugha e[key ls de gS]

'kqfp lq/kk lhaprk jkr esa] rq> ij pUnz izdk'k gSA

gs ekrHkwfe] fnu esa rjf.k] djrk re dk uk'k gSA

¼d½ ^ûhykEcj ifj/kku-------- flagklu gS** dkO;&iafDr;ksa esa fpf=kr ekrHkwfe ds os"k

dk o.kZu vius 'kCnksa esa dhft,A 2

¼[k½ ekrHkwfe ds ty vkSj ok;q dh D;k fo'ks"krk,¡ gSa\ 1

¼x½ lw;Z vkSj pUnzek ekrHkwfe dh lsok fdl izdkj djrs gSa\ 1

¼?k½ cknyksa ds }kjk ^vfHk"ksd* fd, tkus dk D;k vk'k; gS\ 1

15- fuEufyf[kr x|ka'k dks if<+, vkSj iwNs x, iz'uksa ds mÙkj fyf[k, %

tc rd fdlh inkFkZ dk laLdkj ugha gksrk] rc rd og lnks"k vkSj xq.kghu jgrk

gSA mnkgj.kkFkZ] tc rd ghjs dks lku ij laLdr ugha fd;k tkrk] rc rd ml ij ls

u rks feêh dk vkoj.k gh gVrk gS vkSj u mleas ped gh vkrh gSA blh izdkj tc lksuk

[kku ls fudyrk gS rc og efyu jgrk gSA laLdkj ds cx+Sj lqo.kZ ugha cu ikrkA tc

tM+ oLrqvksa esa Hkh laLdkj ls gh foy{k.krk vkrh gS] rc euq"; dk rks dguk gh D;k\

euq"; dk Hkh Lo:i laLdkj ls gh ;FkkFkZr% izdkf'kr gksrk gSA

84

laLdkj og Lusg;qDr nhid gS tks ekuo dks va/kdkj ls fudkydj] vlH;rk ds

iad ls [khapdj larksa dh Js.kh esa yk fcBkrk gSA mlds thou dks fnO;rk iznku djrk

gSA vPNs laLdkj euq"; ds eu] opu vkSj deZ rhuksa dks ifo=krk iznku djrs gSaA gekjs

pfj=k dks mTToy cukrs gSaA mTToy pfj=k ls u dsoy gekjk ykHk gksxk] vfirq lekt]

jk"Vª vkSj fo'o dk Hkh vH;qn; gksxkA

¼d½ fdlh inkFkZ dk laLdkj djus ls D;k rkRi;Z gS\ 1

¼[k½ laLdkj ekuo ds pfj=k dks mTToy dSls djrs gS\ 1

¼x½ lqlaLdkjh cuus ds fy, gesa fdl izdkj ds yksxksa ds chp mBuk&cSBuk pkfg,\ 1

¼?k½ lqlaLdkjh ls lekt vkSj jk"Vª dk vH;qn; dSls gksxk\ 1

¼³½ mi;qZDr x|ka'k ds fy, ,d mi;qDr 'kh"kZd fyf[k,A 1

85

vad ;kstuk & fganh ¼,sfPNd½

lkekU; funsZ'k %

1- vad&;kstuk dk mn~ns'; ewY;kadu dks vf/kdkf/kd oLrqfu"B cukuk gSA vad&;kstukesa fn, x, mÙkj&fcanq vafre ugha gSaA ;s lq>kokRed ,oa lkadsfrd gSaA ;fn ijh{kkFkhZ usbuls fHkUu fdarq mi;qDr mÙkj fn, gSa] rks mls mi;qDr vad fn, tk,aA

2- ewY;kadu djus okys ijh{kdksa ds lkFk tc rd izFke fnu oS;fDrd vFkok lkewfgd :ils vad&;kstuk ij Hkyh&Hkk¡fr vk|ksikar fopkj&fofu;e ugha gks tkrk] rc rdewY;kadu vkjaHk u djk;k tk,A

3- ewY;kadu viuh futh O;k[;k ds vuqlkj u djds vad&;kstuk esa fufnZ"V funsZ'kkuqlkjgh fd;k tk,A

4 iz'uksa ds miHkkxksa ds mÙkjksa ij nkbZa vksj vad fn, tk,aA ckn esa miHkkxksa ds bu vadksadk ;ksx ckbZa vksj ds gkf'k, esa fy[kdj mls xksykd`r dj fn;k tk,A

5- ;fn iz'u dk dksbZ miHkkx ugha gS rks ml ij ckb± vksj gh vad nsdj mUgsa xksykd`rdj fn;k tk,A

6 ;fn ijh{kkFkhZ us fdlh iz'u dk vfrfjDr mÙkj Hkh fy[k fn;k gS rks vis{kkd`r

vPNs mÙkj ij vad nsdj nwljs vfrfjDr mÙkj dks dkV fn;k tk,A

7- laf{kIr] fdUrq mi;qDr foospu ds lkFk izLrqr fd;k x;k fcanqor mÙkj foLr`r foospudh vis{kk vPNk ekuk tk,xkA ,sls mÙkjksa dks mfpr egRo nsus dh vis{kk gSA

8- ckj&ckj dh xbZ ,d gh izdkj dh v'kq) orZuh ij vad u dkVsaaA

9- vifBr x|ka'k vkSj dkO;ka'k ds iz'uksa esa ijh{kkfFkZ;ksa dh le>] cks/k {kerk vkSjxzg.k“khyrk dk ijh{k.k fd;k tkrk gS] vr,o buds mÙkjksa esa vfHkO;fDrxr ;ksX;rk dksvf/kd egÙo u fn;k tk, ftlls ijh{kkfFkZ;ksa dks vdkj.k gkfu gksA

10- ewY;kadu esa laiw.kZ vad iSekus & 0 ls 100 dk iz;ksx vHkh"V gS] vFkkZr~ ijh{kkfFkZ;ksa us;fn lHkh visf{kr mÙkj&fcanqvksa dk mYys[k fd;k gS rks mls “kr&izfr'kr vad fn,tk,aA

86

iz'u&i=k&la[;k 29@1@1

vad & ;kstuk

1- x|ka'k dh lzilax O;k[;k

vad foHkktu bl izdkj gS

1- ys[kd rFkk ikB dk ukeksYys[k (½+½) 1 vad

2- iwokZij laca/k&fuokZg 1 vad

3- O;k[;k& izeq[k fcUnqvksa dk Li"Vhdj.k 5 vad

4- Hkk"kk 'kSyh ij fVIi.kh 3 vad

dqy 10 vad

¼1½ ys[kd& uannqykjs oktis;h] Ô;fDrRo dh ,d >yd*A

¼2½ ys[kd dh nf"V esa izsepanz dh eR;q ij ;g dguk fd dksbZ ekLVj ej x;k &

vuqfpr Fkk] og mnkl gks tkrk gSA

¼3½ ys[kd dky vkSj iFoh dh O;kidrk dk vuqHko djrs gq, lksprk gS( ftudk tUe

lalkj dks vkuan ns vkSj eR;q 'kksd Hkj ns && os gh cM+s ughaA cM+s os Hkh gSa tks pqipki

,dkdh thou fcrkdj bl lalkj ls fonk ys ysrs gSaA ,sls yksx lalkj ds yksxksa dk

iFk iz'kLr dj tkrs gSaA

¼4½ Hkk"kk&rRle 'kCnkoyh] thou&nhi esa :idA

vFkok

¼1½ ys[kdys[kdys[kdys[kdys[kd & gfj'kadj ijlkbZ] ^fuankjl* lsA

¼2½ ys[kd dk fe=k fuank djus esa ikjaxr] ys[kd Hkh fuank esa lq[k vuqHko djrk gSA

¼3½ ys[kd vius nq'euksa dk uke ysrk x;k vkSj mldk fe=k ydM+h phjus ds vkjs ds

leku muds nks"k fxurk x;kA

¼4½ nq'euh ds {ks=k esa ys[kd ;ks)k cuk vkuan mBkrk x;kA

2- dsoy rhu iz'uksa ds mÙkj visf{kr

vad ;kstuk 3 vad

fo"k; oLrq 1 vad

mi;qDr Hkk"kk 'kSyh dqy 4 vad

4 x 3 = 12 vad

87

d- lu~ 1947 esa 'kj.kkFkhZ dkfQyksa ds :i esa fnYyh vk,] jkr&fnu cgqr esgur djds

mUgksaus vius ?kj ;gha clk, o vius dke&/ka/kksa dks c[kwch ls pyk;k fd os vlyh

fnYyh okyksa ls vkxs fudy x,A mudh dke djus dh jQ~rkj rst] ekufldrk

nwljksa dks ekr nsdj vkxs c<+us dh jgh vkSj ,slk djuk muds fy, LokHkkfod FkkA

[k-[k-[k-[k-[k- bl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksabl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksabl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksabl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksabl fuca/k ds ek/;e ls ys[kd us fuEufyf[kr jk"Vªh; thou dh leL;kvksa

dks mBk;k gSAdks mBk;k gSAdks mBk;k gSAdks mBk;k gSAdks mBk;k gSA

¼1½ i;kZoj.k iznw"k.k dh leL;kA

¼2½ izkdfrd lalk/kuksa dh dehA

¼3½ tSfod fofo/krk dk gklA

¼4½ i;kZoj.k iznw"k.k ls mRiUu izkf.k;ksa ds LokLF; dh leL;k,¡A

¼5½ fodkl dh vo/kkj.k ds dkj.k vehj&xjhc ds chp dh [kkbZ dk c<+uk vkfn

leL;kvksa ij izdk'k visf{kr gSA

x- nq[k igq¡pkus okys ds izfr fd;k x;k Øks/k ;fn cgqr fnuksa rd gn; esa fVdk jgs

rks ogh ôSj* dgykrk gSA bl fLFkfr esa Øks/k dk osx {kf.kd gksrk gS] ij oSj

LFkk;h gks tkrk gSA vr% Øks/k vkSj oSj dk varjdky lkis{k dgk x;k gSA

?k-? k -? k -? k -? k - Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %Hkh"e dks vorkj u ekuuk ys[kd dh n`f"V esa Bhd gh gqvk dkj.k %

¼1½ Hkh"e D;k djuk pkfg, vFkok D;k ugha] bldk le; ij leqfpr fu.kZ; dj ikus

esa vleFkZ jgsA

¼2½ vkthou czg~epkjh cus jgus dk xyr fu.kZ; ysus ij] os bl ij bruk vfMx jgs

fd ns'k ds fgr dks Hkh Hkwy x,A

¼3½ vius fuohZ;Z Hkkb;ksa ds fy, dU;k gj.k djus dk mudk dk;Z vuqfpr jgkA

¼4½ nzkSinh ds vieku ds le; mudk ekSu /kkj.k fd, jguk vijk/k FkkA

3 ¼1½ cw<+k Hkxr n;kyq ,oa ijksidkjh LoHkko dk Fkk tks fcuk fdlh LokFkZ ds MkW0 pM~<k 3 vad

ds vidkj dks Hkwy dj muds cPps dh tku cpkrk gSA

¼2½ mlesa dÙkZO;cks/k dh Hkkouk cM+h gh izcy FkhA pw¡fd mls lk¡i ds dkVs dk bykt

vkrk Fkk vr% MkW0 pM~<k ds cPps dks cpkuk og viuk dÙkZO; le>rk FkkA

88

¼3½ MkW0 pM~<k ds fcuk cqyk,] viuh iRuh ls pksjh muds ?kj tkuk o cPps dh tku

cpk dj pqipki ykSV vkuk mlds LoHkko dh ljyrk dk ifjpk;d gSA

vFkok

ys[kd ^vkseizdk'k okYehfd* firHkDr Fkk î<+&fy[k dj tkfr lq/kkjuh gS* ;g okD;

mldk izsj.kk&lzksr jgk%

mlds pfj=k dh fofHkUu fo'ks"krk,¡ %

¼1½ vkfFkZd raxh esa u ?kcjkukA

¼2½ dPph jksfV;ksa dk Hkh vknj djukA

¼3½ Nk=kkokl esa lkfgfR;d xfrfof/k;ksa ls tqM+k jgukA

¼4½ lHkh ds izfr mldk lnO;ogkj vkfn xq.k ls izHkkfor gksukA

4-4-4-4-4- vad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gS

1-1-1-1-1- dfo o dfork dk ukedfo o dfork dk ukedfo o dfork dk ukedfo o dfork dk ukedfo o dfork dk uke ½+½ =1 vad

2-2-2-2-2- iwokZij laca/k&fuokZgiwokZij laca/k&fuokZgiwokZij laca/k&fuokZgiwokZij laca/k&fuokZgiwokZij laca/k&fuokZg 1 vad

3-3-3-3-3- eq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.keq[; fcUnqvks a dk Li"Vhdj.k 3 vad

4-4-4-4-4- dkO; lkS an;ZdkO; lkS an;ZdkO; lkS an;ZdkO; lkS an;ZdkO; lkS an;Z 5 vad

dqy 1 vad

¼1½ dfo efrjke ^lkSUn;Z vkSj Ükaxkj* 'kh"kZd ls mn~/kr inA

¼2½ ukf;dk ds ikjn'khZ lkSUn;Z dk fp=k.kA

¼3½ ukf;dk ¼jk/kk½ ds xkSjo.kZ ds vkxs HkV~Vh esa ris lksus dh ped Hkh Qhdh] mldh

ck¡dh fprou] vkyL; Hkjh eLrh eueksgd] ml :i ek/kqjh ij dkSu&U;ksNkoj ugha

gksxk\ mls ftruk lehi ls ns[kks mruk xgjk vkd"kZ.kA

¼4½ Jaxkj jl] Hkk"kk czt] ljl] e/kqj] xs;rk ds xq.kksa ls Hkjiqj] ^fcuk eksy fcdkr*

eqgkojs dk lQy iz;ksx] miek vyadkj] Nan loS;kA

vFkok

¼1½ dfo&t;'kadj izlkn] dfyax fot; ls lacaf/kr dfork ^v'kksd dh fparkA

89

¼2½ thou esa ekuo dh r".kk HkVdrh gSA

¼3½ thou {kf.kd] ;kSou dh meax dks vkSj HkM+dkrh gSA r".kk vfXu f'k[kk cuh ekuo

dks tykrh gSA

¼4½ miek] :id vaydkj] Hkk"kk esa y{k.kk&O;atuk] rRle 'kCnkoyh] [kM+h cksyhA

5 d½ fjD'kkpkyd dh nhu&ghu n'kk] xV~<s iM+s [kqjnjs iSjksa dh nqnZ'kk ys[kd ds 3+3+3 = 9 vad

laosnu'khy eu dks bruk vf/kd O;fFkr dj xbZ fd og mls Hkqyk ugha

ik,xkA

[k½ ySai iksLV tykus dk vFkZ gS lekt esa psruk ykuk] cqf)thoh oxZ dks tkxzr

djukA ;g dke rks dksbZ Hkh O;fDr dj ldrk gS ij fgalk dk f'kdkj gqbZ cPph

dh ek¡ ds eu dh ihM+k dks dksbZ ugha ck¡V ldrk vkfn mYys[k visf{kr gSA

x½ dfo Hkkjr ds ml Lo:i dks ueu djuk pkgrk gS ftlesa mlds fof'k"V

xq.k&ijLij izse Hkkouk] loZleHkko] ekuork vkfn clrs gSa u fd mlds HkkSxksfyd

:i dksA

?k½ tks HkfDr esa vkuaneXu gqvk] lkalkfjd fo"k; oklukvksa ds jl dks NksM+ dj jkr

fnu izHkq Hktu easa yhu gS o ftlus fo"k;ksa dks fo"k le> R;kx fn;k gS ogh vlyh

HkDr gS ,oa mlh us ml ver dks p[kk gS tks fnO; gSA

6 fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½fujkyk ¼lu~ 1897&1961 bZ0½ 6 vad

tUe esnuhiqj ¼caxky½ esa lu~ 1897 esa] eSfVªd rd fof/kor~ f'k{kk] laLdr] vaxzsth]

caxyk&lkfgR; dk v/;;u ?kj ij] 15 o"kZ esa fookg ij nkEiR; lq[k HkkX; esa ugha FkkA

ckn esa firk] pkpk vkSj var esa iq=kh ljkst dh eR;q us bUgsa >d>ksj fn;kA

jpuk,ajpuk,ajpuk,ajpuk,ajpuk,a

^rqylhnkl*] ^vukfedk*] îfjey*] ^xhfrdk*] ^dqdqjeqÙkk*] ^vf.kek*] û, iÙks* vkfnA

dkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYi

LoPNan Nan 'kSyh ds fuekZrk] dkO; esa ,d vksj 'kfDr vkSj vnE; ikS:"k rks nwljh vksj

Jaxkj Hkh] tgk¡ ,d vksj cqf) rRo ogka nwljh vksj jgL; rRo HkhA

90

Hkk"kkHkk"kkHkk"kkHkk"kkHkk"kk

[kM+h cksyh % laLdr ds rRle 'kCnksa dk ckgqY;] mnwZ&vaxzsth 'kCnksa dk iz;ksxA

vFkok

rqylhnklrqylhnklrqylhnklrqylhnklrqylhnkl

tUe ckank ftys ds jktkiqj xkao ds lu~ 1532 esa] eR;q dk'kh esa lu~ 1632 esA cpiud"Vksa esa chrk] egkRek 'ks"k lukru ds laj{k.k esa lkfgR;] bfrgkl] dkO; dyk dkv/;;uA

jpuk,ajpuk,ajpuk,ajpuk,ajpuk,a

jkepfjrekul] ikoZrh eaxy] tkudh eaxy] fou; if=kdk] xhrkoyh] dforkoyhA

dkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYi

egkdkO;] [kaMdkO;] eqDrd xhr lHkh izdkj dh jpuk,a dhA fo"k; vkSk Hkko ds vuqlkjNan iz;ksx] czt vkSj vo/kh nksuksa ij vf/kdkj] fofHkUu vFkkZyadkjksa ds lQy iz;ksxA

7 dFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSAdFkkud dh n`f"V ls ^jaxHkwfe* ,d lQy jpuk gSA 5 vad

;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA;g ,d lkekftd miU;kl gS blds dFkkud dh fuEufyf[kr fo'ks"krka, gSA

ekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSAekSfydrk % vkS|ksfxdj.k ds nq"izHkko dks ekSfyd <ax ls fn[kk;k gSA

lqxfBrrk & lqxfBrrk & lqxfBrrk & lqxfBrrk & lqxfBrrk & lwjnkl dh eq[; dFkk ds lkFk fou; vkSj lksfQ;k dh dFkk] ¼ftldk dsUnz

dk'kh gS tgk¡ tku lsod] egsUnz flag] bUnq vkfn dh dFkkvksa dk iYyou gksrk gS½ rkfgj

vyh o mlds ifjokj dh dFkk fcuk ck/kk ds tqM+h gqbZ gSaA

jkspdrk & jkspdrk & jkspdrk & jkspdrk & jkspdrk & dFkkud esa ukVdh; izlaxkas }kjk jkspdrk mRiUu dh xbZ gSA

lthork & lthork & lthork & lthork & lthork & eq[; dFkk ds lkFk vU; midFkk,a dFkkud dks ltho cuk, j[krh gSaA

dkSrwgy dkSrwgy dkSrwgy dkSrwgy dkSrwgy & bl miU;kl esa dkSrwgy vkjaHk ls var rd cuk jgrk gSA dFkkud dh bu

fo'ks"krkvksa dk mYys[k visf{kr gSA bl mÙkj ds 5 vad gSaA

91

vFkok

jaxHkwfe dk dFkkud Hkkjrh; Lora=krk laxzke dh egkxkFkk gSA ^jaxHkwfe* ml le; ds

jktuSfrd la?k"kZ dks ikBdksa ds le{k cM+h ;FkkFkZrk ls izLrqr djrk gSA blds lkFk gh

xzkeh.k o uxjh; laLdfr;ksa dk la?k"kZ Hkh ;gka fpf=kr gqvk gSa blesa ns'kh ujs'kksa ds

vR;kpkj vkSj iw¡thoknh nks"kksa dk Hkh gn;gkjh fp=k.k feyrk gSA ;g miU;kl rRdkyhu

ns'k dky o okrkoj.k dh ;FkkFkZrk dks LokHkfod :i esa fpf=kr djrk gSA ml le; dk

lkekftd] jktuSfrd o lkaLdfrd ifjos'k ikBdksa ds le{k lkdkj gks mBrk gSA

rRdkyhu ifjfLFkfr;ksa dk cgqr gh l'kDr fp=k.k gqvk gSA ml dky esa tehankjh izFkk

vius iwjs fodjky :i esa ns'kHkj esa tM+ tek, gq, FkhA ;s lkearh 'kfDr;ka fczfV'k

jkt'kfDr ds lkFk feydj xjhc turk dks rjg&rjg ls 'kksf"kr dj jgh FkhaA mu fnuksa

jk"Vªh; vkanksyu Hkh iwjs mRlkg ds lkFk py jgk FkkA rRdkyhu U;k;ky;ksa dh iksy Hkh

ys[kd us [kksyh gSA ikaMsiqj esa flxjsV dk dkj[kkuk yx tkus ds ckn ogka dh iru'khy

fLFkfr;ksa dk fo'kn fp=k.k dj vkS|ksfxdhdj.k ds ujd dks ewÙkZ :i fn;k gSA bu lcdh

iwjh rLohj ^jaxHkwfe* ds dFkkud vkSj ik=kksa ds ek/;e ls mHkkjh xbZ gSA

8 vad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gSvad foHkktu bl izdkj gS 4 vad

pkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gSpkj fo'ks"krkvksa ds mYys[k ds pkj vad] ,d vad Hkk"kk 'kq)rk dk gS 1 vad

dqy 5 vad

lwjnkl dk pfj=kkadulwjnkl dk pfj=kkadulwjnkl dk pfj=kkadulwjnkl dk pfj=kkadulwjnkl dk pfj=kkadu

lwjnkl miU;kl dk eq[; ik=k gS tks lHkh ¼vU;½ ik=kksa o ?kVukvksa ls tqM+k gqvk gSA og

{kh.kdk;] nhu&ghu] nfjnz gksrs gq, Hkh deZB] vk'kkoknh] nwjnf"V laiUu vkn'kZ O;fDr

gS tks vU;k; o vR;kpkjksa ds fo:) tu&psruk tkxzr djrk gSA

og xka/khoknh fopkjk/kkjk dk vuqlj.kdÙkkZ gS] tks vkRecy ls thou la?k"kksaZ ls tw>rk

gSaA og mnkjekuk ijksidkjh O;fDr gSA blfy, lkekftd 'kks"k.k dh f'kdkj lqHkkxh dks

viuh >ksaiM+h esa vkJ; nsrk gSA

lwjnkl iq'rSuh tehu ds izfr eksg j[kus okyk gS] ftlds fy, og viuh tku ij [ksy

tkrk gSA ^ljdkj] iqj[kksa dh ;gh fu'kkuh gS] cspdj mUgsa dkSu eq¡g fn[kkÅ¡xk\** mldh

xk;dh esa bruk izHkko Fkk fd mldh t+ehu ljdkj us Nhu yh vkSj mlus xk&xkdj 'kgj

dks bdV~Bk dj fy;kA bl dFku ls ;g ckr Li"V gksrh gS fd og lQy xk;d gSA og

,d f[kykM+h gS] ^^,d u ,d fnu gekjh thr gksxh] t:j gksxhA** mldk dFku mlds

deZB thou vkSj thou ds izfr vk'kkoknh nf"Vdks.k dk izek.k gSA

fdUgha pkj fo'ks"krkvksa ds mYys[k ij iwjs pkj vad fn, tk ldrs gSaA

92

vFkok

lksfQ;k dk pfj=kkadu %

izsfedk ds :i esaiz sfedk ds :i esaiz sfedk ds :i esaiz sfedk ds :i esaiz sfedk ds :i esa

og fou; ds izfr lkfRod izse j[krh gSA mlesa L=kh&iq:"k ds oklukiw.kZ nSfgd laaca/kksa dk

iqV ugha gSA

okd~iVqokd~iVqokd~iVqokd~iVqokd~iVq

lksfQ;k okd~iVq gSA og vius i{k dks prqjrkiwoZd izLrqr djrh gSA ;Fkk og fou; dks

dgrh gS & eSaus ogha fd;k tks eq>s U;k;laxr tku iM+kA

rdZ'khy izd`frrdZ'khy izd`frrdZ'khy izd`frrdZ'khy izd`frrdZ'khy izd`fr

lksfQ;k rdZ esa fo'okl j[krh gS] gj rF; dk rdZ dh dlkSVh ij dluk mldk

LokHkkfod xq.k gSA

ekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.kekuorkoknh n`f"Vdks.k

lksfQ;k us Hkys gh bZlkbZ ifjokj esa tUe fy;k gks] ijarq mlesa ekuorkoknh nf"Vdks.k FkkA

og fgUnw /keZ dks Hkh lEeku nsrh FkhA

og oS;fDrd Lora=krk dh leFkZd gSaA og bUnq ls dgrh gS & ^lcls vyxj jguk pkgrh

gw¡] tgk¡ esjh Lok/khurk esa ck/kk Mkyus okyk dksbZ u gksA**

lksfQ;k og jlorh /kkjk gS tks vkn'kZ ds dxkjksa ds chp] xhr lh rjy] ljy] ekuork

dh fn'kk dh vksj fujarj izokge;h gSA

9 ^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA^jaxHkwfe* miU;kl dk mn~ns';% xka/kh ;qx ds ewY;ks a dk vkSfpR; fl) djuk gSA

vad ;kstukvad ;kstukvad ;kstukvad ;kstukvad ;kstuk 4 vad

mn~ns'; & dF;mn~ns'; & dF;mn~ns'; & dF;mn~ns'; & dF;mn~ns'; & dF; 1 vad

Hkk"kk 'kq)rkHkk"kk 'kq)rkHkk"kk 'kq)rkHkk"kk 'kq)rkHkk"kk 'kq)rk dqy 5 vad

93

^jaxHkwfe* ds dFkkud] ik=kksa ds fØ;kdykiksa o leL;kvksa ds izfriknu }kjk ys[kd dk

mn~ns'; xka/kh&;qx ds thou&ewY;ksa dks izfrikfnr djuk gSA uk;d lwjnkl dk bZ'oj esa

fo'okl gSA mldk izR;sd dk;Z /keZ ls vuqizkf.kr gSA og xka/khoknh fl)karksa dk ikyu

djrk gqvk fgalk ds ekxZ ls Økafr ugha ykuk pkgrk gS] vfirq gn; ifjorZu ls ykuk

pkgrk gSA og lR;] vfgalk esa fo'okl j[krk gqvk thou dk vk/kkj lR; dks ekurk

gS] vFkZ dks ughaA xka/khokn esa ukjh dk lEeku gSA lwjnkl xka/kh th dk izfr:i fl) gksrk

gSA og lqHkkxh dks 'kj.k nsrk gSA og xka/kh th dh Hkkafr vkS|ksfxdhdj.k dk fojks/kh gSA

og uSfrdrk dh yM+kbZ yM+rk gS] rkM+h] 'kjkc vkfn dks jksdrk gSA mlds iz;klksa ls lqHkkxh

dk thou lq/kjrk gS rFkk HkSjksa esa ln~ofÙk;k¡ tkxrh gSaA vkfn fcUnqvksa es ls fdUgha pkj

dk mYys[k djuk gSA ¼,d fcUnq dk ,d vad gS½

vFkok

^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a^ja axHkwfe* miU;kl dh Hkk"kk 'kSyh dh fo'ks"krk,a

� Hkk"kk ik=kkuqdwy gSA

� ik=kksa ds pfj=kksa dks mtkxj djus esa l{ke gSA

� xzkeh.k {ks=kh; izHkkoksa dks fy, gq, 'kCn ;kstuk gSA

� fofo/k 'kCnkoyh& rRle] rn~Hko] ns'kt o fons'khA

� eqgkojs o yksdksfDr;ksa dk lQy iz;ksxA

� lwfDr;ksa dk lgt iz;ksxA

� miek] mRizs{kk vyadkjksa ls vyadr Hkk"kkA

� o.kZukRed 'kSyh jkspdrk dk xq.k fy, gq, gSA

� O;aX;iw.kZ] izHkkoe;h vkSj izokge;h Hkk"kkA

10 jhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;kajhfrdkyhu dkO; dh izeq[k izo`fÙk;ka


fo"k; izfriknufo"k; izfriknufo"k; izfriknufo"k; izfriknufo"k; izfriknu 1 vad

dfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[kdfo o mldh d`fr dk ukeksYys[k dqy 4 vad

� Jaxkj dh iz/kkurkA

� jhfr&fu:i.k dh izofÙkA

94

� vyadj.k dh izofÙk & ;ed] 'ys"k] vfr'k;ksfDr vkfn vyadkjksa dk iz;ksxA

� y{k.k&xzaFkksa dk fuekZ.kA

� fofo/k dkO; :i ,ao Nan iz;ksx&dfoÙk] loS;k] nksgk] NIi;] gfjin vkfn dk

iz;ksxA

� ukf;d o.kZu dh cgqyurkA

¼fdUgha rhu fcUnqvksa dk laf{kIr fu:i.k visf{kr gSA½

izfl) dfo rFkk mldh izfl) jpuk

� fcgkjh yky & ^fcgkjh &lrlbZ*

� ds'konkl & ^jfld fiz;k*] ^dfo fiz;k*

� efrjke & êfrjke&lrlbZ*

¼fdlh ,d dfo dk uke rFk mldh ,d izfl) dkO;&jpuk dk mYys[k visf{kr½

vFkok

HkfDrdky ds lkfgR; dh fo'ks"krk,¡

� fuxqZ.k ,o lxq.k HkfDr&dkO;ksa dh jpukA

� jke ds fuxqZ.k ,oa lxq.k :iksa dks ekU;rkA

� vorkjokn esa jke vkSj d".k nksuksa ij dkO; jpukA

� Jhd".k dh cky&yhykvksa ds ljl fp=kA

� Jaxkj jl ds la;ksx vkSj fo;ksx i{kksa dk o.kZuA

� d".k dkO; dh vf/kdka'k jpuk,¡ czt Hkk"kk esa rFkk jke dkO; dh jpuk,a

vo/kh rFkk cztHkk"kk esaA

¼fdUgh¼fdUgh¼fdUgh¼fdUgh¼fdUgha rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½rhu fcUnqvks a dk laf{kIr fu:i.k visf{kr½ blds rhu vad gSaAblds rhu vad gSaAblds rhu vad gSaAblds rhu vad gSaAblds rhu vad gSaA

HkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSAHkfDrdky dks Lo.kZ&;qx fuEu dkj.kks a ls dgk x;k gSA

� iwoZ Z Z Z Z ,oa ijorhZ dky ls c<+ djA

� Lokar% lq[kk; dkO;&jpukA

95

� fofHkUu dkO; /kkjk,aA

¼1½ fuxqZ.k dkO; /kkjk&KkuekxhZ] izseekxhZ

¼2½ lxq.k dkO; /kkjk&jkeHkfDr] d".kHkfDr

� egku xzaFkksa dh jpuk&jkepfjrekul

� rRdkyhu cztHkk"kk rFkk vo/kh nksuksa Hkk"kkvksa esa jpuk,a jphaA

¼fdUgha nks dkj.kksa dk mYys[k visf{kr½ bl dFku dk 1/2+1/2=1 vad gSA dqy 3+1=4

vad gSaA

11 Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡Nk;koknh dfork & izeq[k izo`fÙk;k¡


izo`fÙk;ks a dsizo`fÙk;ks a dsizo`fÙk;ks a dsizo`fÙk;ks a dsizo`fÙk;ks a ds ½+½ = 1

dfo o d`frdfo o d`frdfo o d`frdfo o d`frdfo o d`fr dqy 5 vad

¼1½ lkSUn;Z psruklkSUn;Z psruklkSUn;Z psruklkSUn;Z psruklkSUn;Z psruk

lkSUn;Z cks/k] v'kjhjh vkSj vewrZA

¼2½ izse Hkkoukizse Hkkoukizse Hkkoukizse Hkkoukizse Hkkouk

vKkr lÙkk ¼bZ'oj½ ukjh ds izfr izdfr ds izfrA

¼3½ oS;fDrdrk]oS;fDrdrk]oS;fDrdrk]oS;fDrdrk]oS;fDrdrk]

Lo dh izeq[krk] d:.kk] osnuk vkSj fujk'kk dh vfHkO;fDrA

¼4½ izdfr dk ekuohdj.k

¼5½ dYiuk dh vfr'k;rk

¼6½ Hkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyh

¼1½ [kM+h cksyh esa yk{kf.kdrk ,oa izrhdkRedrk dk lekos'k

¼2½ fp=kkRedrk

¼3½ miek] :id] mRizs{kk vyadkjksa dk lQy iz;ksxA

¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUghs a pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½

¼1½¼1½¼1½¼1½¼1½ dfo t;'kadj izlkndfo t;'kadj izlkndfo t;'kadj izlkndfo t;'kadj izlkndfo t;'kadj izlkn¼vk¡lw] ygj] >juk½

¼2½¼2½¼2½¼2½¼2½ lqfe=kkuan iarlqfe=kkuan iarlqfe=kkuan iarlqfe=kkuan iarlqfe=kkuan iar¼Lo.kZ fdj.k] Lo.kZ /kwfy] ifjoZru½

96

¼3½¼3½¼3½¼3½¼3½ fujkykfujkykfujkykfujkykfujkyk¼rqylhnkl] jke dh 'kfDr iwtk½

¼4½¼4½¼4½¼4½¼4½ egknsoh oekZegknsoh oekZegknsoh oekZegknsoh oekZegknsoh oekZ¼uhjtk] lka/; xhr] ;kek] nhif'k[kk½

¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpukA½

vFkok

iz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;kaiz;ksxoknh dfork & izeq[k izo`fÙk;ka

¼1½ ?kksj O;fDrokn & ^vge* dh psruk lokZf/kd

¼2½ uXurk ;k Hkn~ns dkO; dk fp=k.kA

¼3½ O;aX;kRedrkA

¼4½ ukfLrdrkA

¼5½ fujk'kk dh HkkoukA

¼6½ Hkksxokn ,oa okluk dh izofÙkA

¼7½ Hkk"kk] Nan] fcEcA

¼d½ u, 'kCnksa ds fuekZ.k }kjk Hkk"kk dks u;k :i

¼[k½ Nan ;qDr dk dkO;

¼x½ vyadkjksa dk iw.kZ fooj.k rFkk fcEc dh ;kstuk vkfnA

¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½

izfl) dfoizfl) dfoizfl) dfoizfl) dfoizfl) dfo

¼1½¼1½¼1½¼1½¼1½ vKs;vKs;vKs;vKs;vKs;

¼gjh ?kkl ij {k.k Hkj] fdruh ukoksa esa fdruh ckj] lqugys 'kSoky] ckojk vgsjh] bUnz/kuq"k

jkSans gq,½

¼2½¼2½¼2½¼2½¼2½ HkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzokyHkkjrHkw"k.k vxzoky

¼Nfo ds ca/ku] tkxrs jgks] dkxt ds Qwy] eqfDr ekxZ] ,d mBk gqvk gkFk½

¼3½¼3½¼3½¼3½¼3½ txnh'k xqIrtxnh'k xqIrtxnh'k xqIrtxnh'k xqIrtxnh'k xqIr

¼uko ds ik¡o] 'kCn&na'k] 'kEcwd] ;qXe]xkSih&xkSre] Nan&'krh½

¼fdlh ,d izfl) dfo dk uke rFkk izfl) dkO; jpuk½

97

12 Lokra=k~;ksÙkj fgUnh fuca/k dk fodkl

vk/kqfud fgUnh x|&fo/kkvksa esa fuca/k dk egRoiw.kZ LFkku izxfr'khy fuca/k dh ,d

Lora=k /kkjk fodflr gqbZ ftlds mUuk;dksa esa jkefoykl 'kekZ dk uke vxzx.; gSA bl

;qx ds fuca/kdkjksa esa gtkjh izlkn f}osnh vius yfyr fuca/kksa ds fy, izfl) ¼v'kksd

ds Qwu] dqVt] dYiyrk½ lkaLdfrd psruk dk lekos'kA izkphu vkSj uohu dk

lkeatL;A O;fDrijd fuca/kksa esa ;qfDr;qDr fopkj] ekSfyd fparu] rdksZa ds vfrfjDr

vFkZ dh xgurk] O;kidrk jghA

izeq[k fuca/kdkjizeq[k fuca/kdkjizeq[k fuca/kdkjizeq[k fuca/kdkjizeq[k fuca/kdkj

izdk'kpanz xqIr] ;'kiky] f'konku flag pkSgku] ukeokj flag] jkaxs; jk?koA

vU; fuca/kdkjvU; fuca/kdkjvU; fuca/kdkjvU; fuca/kdkjvU; fuca/kdkj

oklqnso'kj.k vxzoky] vkpk;Z uannqykjs oktis;h] MkW0 uxsUnz] MkW0 bUnzukFk enku

ubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZoubZ izfrHkkvks a dk vkfoHkkZo

MkW0 fo|kfuokl feJ] /keZohj Hkkjrh] dUgS;kyky feJ îzHkkdj*] gfj'kadj ijlkbZ]

dqcsjukFk] foosdh jk;] MkW0 feJ th }kjk vkpk;Z f}osnh dh lakLdfrd&lkfgfR;d yfyr

fuca/k ijaijk dk fodkl gqvkA gfj'kadj ijlkbZ gkL;&O;aX; iz/kku fuca/kksa ds fy, izfl)gq,A

¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½¼fdUgha s pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½

vFkok

fgUnh dgkuh dk fodkl 4 vad¼pkj fcUnq visf{kr gSa½

bl ;qx esa dgkuh ds {ks=k esa u,&u, iz;ksx gq,A

u, <ax dh dgkfu;k¡ fodflr gqb±A dgkuh esa cnyko dk fcUnq gS & ubZ oSpkfjd nf"V]u;k dgkuhdkj fdlh efgek ;k vkn'kZ dh ctk; iwjh lPPkkbZ ls okLrfodrk dks mHkkjrkgSA

98

uxjh; cks/k] dLckbZ okrkoj.k] orZeku thou dh folaxfr;ka] vkfFkZd ladV dh pqukSrhdks Lohdkjrh ukjh vkfn izofÙk;k¡ feyrh gSaA

f'kYi dh nf"V ls dgkuh ds lkjs rRoksa dk la'ys"k.k gSA

dgkuh esa dFkk rRo dk gzkl gqvk gS rFkk bldh {kfriwfrZ iz/kkur% ukVdh;rk] lkn';fo/kku] izrhdkRedrk ,oa fcac fo/kkuksa ls gqbZ gSA

dgkuhdkjksa us ;FkkFkZ dks fparu dh xgjkbZ ls tksM+ dj ns[kk vkSj ledkyhu] xaHkhj iz'uksa]leL;kvksa dks viuk;kA

thou esa O;kIr] fujk'kk] vlQyrk] la?k"kZ dk fp=k.k vf/kd gqvk gSA

Q.kh'ojukFk ^js.kq*] jktsUnz ;kno] eksgu jkds'k] deys'oj] vejdkar] /keZohj Hkkjrh]d".kk lkscrh] Hkh"e lkguh] m"kk fiz;Eonk ds uke fo'ks"k mYys[kuh; gSaA

fgUnh esa gkL;&O;aZ; dh dgkfu;k¡ fy[kus esa gfj'kadj ijlkbZ] ts-ih- JhokLro] cs<ccukjlh] 'kjn tks'kh izfl) dgkuhdkj gSaA s

vkt dh dgkuh vewrZ gksrh tk jgh gSA

f'kokuh] enqyk xxZ vkfn ysf[kdk,¡ Hkh dgkuh {ks=k dks le) dj jgh gSaA

¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqv¼fdUgha pkj fcUnqvks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½ks a dk laf{kIr fu:i.k visf{kr½

13 fdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[kufdlh ,d fo"k; ij fuca/k ys[ku


izLrkouk@Hk wfedkizLrkouk@Hk wfedkizLrkouk@Hk wfedkizLrkouk@Hk wfedkizLrkouk@Hk wfedk 6 vad

dF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknudF;fu:i.k ,oa fo"k; izfriknu 2 vad

milagkj@fu"d"kZmilagkj@fu"d"kZmilagkj@fu"d"kZmilagkj@fu"d"kZmilagkj@fu"d"kZ 3 vad

Hkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyhHkk"kk 'kSyh dqy 12 vad

uksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[khuksV % 'kSyh esa fo"k;&izfriknu dh {kerk Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[kh

tk,A fuca/k ij vad lextk,A fuca/k ij vad lextk,A fuca/k ij vad lextk,A fuca/k ij vad lextk,A fuca/k ij vad lexz :i esa fn, tk,aAz :i esa fn, tk,aAz :i esa fn, tk,aAz :i esa fn, tk,aAz :i esa fn, tk,aA

99

14 ikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaAikap iz'uks a ds mÙkj visf{kr gSaA izR;sd dk ,d vad gSaA 1 x 5 = 5 vad

d ladqfpr 'kfDr ls rkRi;Z LokFkZ Hkkouk ls izsfjr gksdj O;ogkj djus ls gSA

[k foKku dsoy 'kjhj dks lq[k&lqfo/kk nsus vFkkZr~ HkkSfrd mUufr ds fy, gS vkSjvkReKku ekuo ewY;ksa dh mUufr dj euq"; dks vk/;kfRed&f'k[kj rd igq¡pkusds fy, gSA bu nksuksa ds lg;ksx ls gh ekuo vius thou dks lkFkZd dj ldrkgSA

x iFoh ij LoxZ ykus ds fy, foKku vkSj vkReKku nksuksa dk fodkl djuk gksxkAvkReKku euq"; ds fy, fn'kk n'kZd dk dke djsxk rks foKku ml fn'kk esa xfrc<+kus dkA

?k ijek.kq vL=k euq"; dks 'kkafr ls thou thus dh ckr dgrs gSaA ;fn euq"; izsevkSj vfgalk dh jkg ij ugha pysxk rks mls 'kkafr ugha feysxhA

M- NksVs&eksVs fooknksa dks lqy>kus ds fy, le> cqf)] ijLij dh ln~Hkkouk] izse vkSjeS=kh dh vko';drk gSA

15 izLrqr dkO;ka'k esa ik¡p iz'uksa ds mÙkj visf{kr gSaA izR;sd mÙkj dk ,d vad gS 1 x 5 = 5 vad

d Lora=krk ekuo gh ugha] izR;sd izk.kh dh tUetkr bPNk gS] ,d ekSfyd izofÙk gSfd og fdlh ds ca/ku esa jguk ugha pkgrkA ;g xq.k fdlh ds i<+kus ;k fl[kkusls ugha vkrkA

[k Lok/khu cus jgus ds fy, eqlhcrksa] d"Vksa o dfBukb;ksa vkfn dk lkeuk lkgl

ls djus dh vko';drk gSA fuHkhZdrk] ns'k ds fy, loZLo R;kx] Lokoyacu vkfn

xq.kksa dk gksuk vko';d gSA

x Loj esa ikod gksus ls vk'k; ôk.kh esa vkst* ls gSA fou; ohjksa dk vkHkw"k.k gS]

mudk xq.k gSA 'k=kq dks yydkjuk o ;q) esa izfrdkj dh Hkkouk ls izk.kksa dks gFksyh

ij ysdj ns'k dh j{kk djuk ohjksa dk dÙkZO; gSA

?k ;q) esa nq"Vksa dks ekjuk iq.; dk dke gSA /keZ dh j{kk ds fy, ;q)Hkwfe esa cgk;k

x;k jDr lkjs iki /kks nsrk gSA

100

iz'u&i=k&la[;k 29@1

vad & ;kstuk

1 ,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk,d x|ka'k dh lizlax O;k[;k rFkk Hkk"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr"kk 'kSyh ij fVIi.kh visf{kr

vad ;kstukvad ;kstukvad ;kstukvad ;kstukvad ;kstuk

¼1½ ys[kd o ikB dk uke 1/2+1/2=1

¼2½ iwokZij laca/k 1

¼3½ O;k[;k 5

¼4½ Hkk"kk 'kSyh ij fVIi.kh 3

dqy 10 vad

¼1½ ys[kd ys[kd ys[kd ys[kd ys[kd % enqyk xxZ] ^fny ls x, fnYyh esa*A

¼2½ fnYyh okyksa dh izofÙk ij djkjk O;aX;

¼3½ [ksy [ksyus vkSj nwljksa ds {ks=k esa ?kqlus esa fnYyh okys dq'ky( tks ;gka dh eq[;

/kkjk ls gV dj pyrs gSa yksx mUgsa u lgkjk nsrs gSa] u lEekuA ;g izofÙk dqN

o"kksZ dh nsu gSA igys ,slk ugha FkkA igys yhd ls gVdj pyus okys dykdkjksa

vkSj ys[kdksa dh dnz Fkh tSls vehj [kqljks dhA os Hkq[kejh dh ftanxh thrs jgs ij

fnYyh NksM+ dj dgha ugha x,A muds Lora=k ys[ku dk lEeku FkkA

¼4½ fnYyh okyksa ij O;aX;] Hkk"kk esa eqgkojksa dk iz;ksx] mnwZ 'kCnksa dk iz;ksx] ljy

cksypky dh Hkk"kk

vFkok

¼1½ ys[kd % jkepUnz 'kqDy] ^Øks/k*A ¼2½ Øks/k ds lkfRod :i dk o.kZuA

¼3½ cgqr nwj rd o cgqr le; ls ihM+k igqapkus okys vR;kpkjh dks lcd fl[kkuk

yksd dY;k.k djuk gSA ;g Øks/k fujk'kk] dk;jrk vkSj f'kfFkyrk dh xgjkbZ ls

fudy dj mRlkg] ohjrk vkSj vkst dh 'kfDr fy, jgrk gS & Øks/k ds bl :i

esa yksd eaxy dh Hkkouk jgrh gSA jke dk Øks/k ,slk gh FkkA

M- Lok/khu jgdj ns'k dh j{kk djuk ohjksa dk /keZ gSA jk{klksa dks ekjuk /kjrh ls iki

dk cks> de djuk gSA vr% gesa vU;k;] vR;kpkj dk MVdj lkeuk djuk

pkfg,A

101

Hkk"kk 'kSyh & lkjxfHkZr] fopkj iz/kku] rdZ lEer& rRle 'kCn iz/kku fdarq izokge;h

foospukRed 'kSyhA

2 dsoy rhu iz'uksa ds fuca/kkRed mÙkj visf{kr gSa &

vad ;kstuk

dF; ds 3 vad

'kq) Hkk"kk dk iz;ksx 1 vad

= 3x4 = 12

¼d½ izlkn dk O;fDrRo ,d egkekuo dk O;fDrRo] os vius ;qx ds lcls cM+s

ikS:"koku dfo ( muds laidZ esa vkus okys muls izHkkfor gq, fcuk u jgrs] os

LoHkko ls fouksnh] eLrekSyk] Li"Voknh izofÙk ds] fuysZi] fdarq ,d lPps fe=k

vkfnA

¼[k½ Hkh"e lnSo lR; ls fpiVs jgsA f'koa dh vis{kk os lR; dks gh egÙo nssrs jgs ftlls

ns'k fgr dh gkfu gqbZ] d".k us Bhd blds foijhr vkpj.k fd;k os f'koa ds

i{k/kj FksA

¼x½ fe'kujh Hkko dh fuank dk mn~ns'; ek=k fuank djuk gksrk gSA blesa fdlh ds izfr

cSj Hkko ugha] bZ";kZ ughaA os pkSchlksa ?kaVs fuank deZ esa cM+s ifo=k Hkko ls yxs jgrs

gSaA fuank muds fy, VkWfud] fdarq bZ";kZ }s"k ls izsfjr fuank djus okyk cM+k nq[kh

jgrk gS] og Lo;a gh nafMr gksrk jgrk gSA

¼?k½ ys[kd ds ikl lksus ds fy, fcLrj ugha FkkA dbZ fnu rd fot; cgknqj ds gh

fcLrj ij mlh ds lkFk lks;k( fQj m/kkj ds iSlksa ls fcLrj fy;kA ,-,e-vkbZ-bZ-

bathfu;fjax dh izkbosV ijh{kk nsuk pkgrk Fkk( QkeZ rks yk;k ij Hkj ugha ldk

dkj.k Qhl nsus Hkj dks iSls ugha FksA

3 dsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSAdsoy ,d y?kqÙkj visf{kr gSA

dF;dF;dF;dF;dF; 3 vad

?kqeDdMh esa lq[k] vkuUn vkSj fuf'parrk izkIr gksrh gSA ;qok oxZ dks blfy, izssfjr djrs

gSa fd ;kSoukoLFkk esa gh 'kfDr vkSj fo/u ck/kkvksa dks ikj dj ysus dh fgEer gksrh gS

vkfn ds mYys[kA

vFkok

102

cw<+s Hkxr us MkW0 pM~<k ds lkFk ^tSls dks rSlk* okyk O;ogkj u dj ,d ijksidkjh

mnkjeuk ,oa laosnu'khy ekuo dk O;ogkj fd;k vkSj dSyk'k dh tku cpkbZA mlus

,slk u rks fdlh ykyp ls fd;k vkSj u fn[kkos ds fy,&og dSyk'k dks thou nku nsdj

pqipki f[kld x;k Fkk& vr% mldk pfj=k ,d vkn'kZ pfj=k gSA

4 dsoy ,d dkO;ka'k dh lizlax O;k[;k rFkk dkO;&lkSUn;Z ij fVIi.kh visf{kr

vad ;sktuk

dfo dk dfork dk uke 1/2+1/2=1

iwokZij laca/k 1 vad

O;k[;k 5 vad

dkO; lkSUn;Z ij fVIi.kh 3 vad

dqy 10 vad

¼1½ dfo% efrjke] ^lkSUn;Z vkSj@Jaxkj ds in

¼2½ Jh d".k dh eukseqX/kdkjh eqLdku dk izHkko& eqX/kkukf;dk ijA

¼3½ O;k[;k& ftl fnu ls xksih us foyklh uanyky dks ns[kk mldh e/kqj eq[k Nfo&eqLdku

dks og eu gh eu jleXu gq, ih jgh gSA og mls Hkwy ugha ik jghA og nsokaxuk ds

leku pfdr gq, fu"iyd ml fiz;re ds :i&ek/k;Z dks ,sls fugkj jgh gS tSls ok;q jfgr

LFkku ij tyrh gqbZ nhid dh ykS gks- u fgyrh u Mqyrh

¼4½ dkO; lkSnU;Z& miek vyadkj] vusd LFkyksa ij vuqizkl] panzeq[kh esa :idA

Hkk"kk&czt] jl&Jaxkj NUn loS;kA

vFkok

¼1½ dfo% t;'kadj izlkn] ^v'kksd dh fpark] ls

¼2½ thou dh u'ojrk] {kf.kdrk dk mYys[k]

¼3½ O;k[;k%& ekuo thou esa feyu {kf.kd vkSj fo;ksx 'ks"k thou ds fy, LFkk;h gS rks

fQj feyuk D;ksa\ bl thou dh fLFkfr dqN {k.kksa ds fy, f[kyus okys iq"i dh lh gS

vkSj var Hkh iq"i dh Hkkafr eqj>k dj feV~Vh dh rjg thou dh pVd&eVd ls nwj jg

dj d:.kk] lgkuqHkwfr viukus dh ckrA

¼4½ dkO; lkSan;Z%& thou dh fuLlkjrk ,oa {kf.kdrk dk o.kZu] vuqizkl vyadkj] eqDr

Nan] iz'uksÙkj 'kSyh] izrhdksa dk dq'ky iz;ksx] Hkk"kk lkfgfR;d [kM+h cksyh] Nk;koknh]

nk'kZfud nf"Vdks.k

103

5 fdUgha rhu iz'uksa ds mÙkj visf{kr gSaA 3+3+3

vad ;kstuk

d½ dfooj ^fnudj* Hkkjr ds ml fnO; Lo:i dks ueu djrs gq, dgrs gSa fd ;gka

thou esa ijLij izse] eS=kh] ca/kqRo gS D;ksafd ;gk¡ lejlrk] mUeqDrrk o lekurk ds Hkko

fufgr gSaA

[k½ thou ds izfr dfo ds {kksHk dk dkj.k gS fd og lekt] jk"Vª fgr esa dqN u dj

ldk] og vius futh&LokFkksZa dh iwfrZ esa gh yxk jgk] vkn'kZ o fl)karoknh cuus dk <ksax

jprk jgkA mlus tu dY;k.k ds fy, dqN ugha fd;kA

x½ dfo us cknyksa dh dYiuk ex 'kkodksa ds :i esa dh gSA iqjoS;k ds pyrs gh ;s

uUgs&uUgs ckny vkdk'k esa fQj fn[kkbZ nsus yxsA ,slk yxrk gS tSls bUgsa pUnzek ls

'kjekuk vk x;k gSA rHkh rks dHkh eq¡g fNikrs gSa vkSj dHkh izdV gq, fn[kkbZ nssrs gSaA

cknyksa dk ekuohdj.k] dfo dh dYiuk vuwBh] yTtk Hkko dk vaduA

?k½ dfo lekt ds 'kksf"kr oxZ ds fgr esa la?k"kZ djuk pkgrk gS tks ukSdj'kkgh ds

'kks"k.k dk vkt Hkh f'kdkj gSA

6 eq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksaeq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksaeq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksaeq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksaeq[; fcUnq ij izdk'k Mkyuk visf{kr gSA fdlh ,d dfo dk thou] jpukvksa

dk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSAdk ifjp; rFkk dkO;&f'kYi mYys[k visf{kr gSA


thou ifjp;thou ifjp;thou ifjp;thou ifjp;thou ifjp; 2 vad

jpukvksa dk ifjp;jpukvksa dk ifjp;jpukvksa dk ifjp;jpukvksa dk ifjp;jpukvksa dk ifjp; 2 vad

dkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYidkO; f'kYi dqy 6 vad

tk;lh&¼1½ vesBh ds fudV tk;l uxj ds jgus okys] vius le; ds fl) Qdhj lS;n]

v'kjQ vkSj 'ks[k cqjgku ds f'k";

¼2½ inekor] v[kjkoV vkSj vkf[kjh dykeA

¼3½ Hkk"kk BsB vo/kh] 'kSyh eluoh] nksgk&pkSikbZ NUn vkSj miek] :id] mRizs{kk vyadkjksa

ds lQy iz;ksx] eq[; :i ls Jaxkj] ohj vn~Hkqr jlksa ds vuwBs iz;ksxA

104


'ke'ksj cgknqj flag&tUe frfFk&1911( tUe LFkku&nsgjknwu( fo|k v/;;u&,e-,- rd

1935&36 eas izfl) fp=kdkj mdhy ca/kqvksa ls fp=kdyk izf'k{k.k fy;kA 1939 esa :ikHk

if=kdk esa lgk;d laiknd ds in ij dk;Z] dgkuh] u;k lkfgR;] dE;wu] ek;k] u;k iFk]

euksgj dgkfu;k¡ if=kdkvksa esa laiknu lg;ksxA mnwZ&fgUnh dks'k dk laiknuA

¼2½ ^dqN dfork,¡*] dqN vkSj dfork,¡*] ^pqdk Hkh ugha gw¡ eSa*] ^dky rqels gS gksM

esjh*] ^mfnrk*A

¼3½ izse vkSj lkSUn;Z ds dfo] 'kCn jax vkSj js[kkvksa ds fprssjs] dkO;&oLrq dk p;u vkSj

f'kYi xBu esa budh lw>&cw> vkSj dkS'ky dk mRd"kZ] izrhd&;kstuk] fcEc fo/kku vuwBk]

Hkk"kk esa fp=kkRedrkA

7 jaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k MkyukjaxHkwfe miU;kl ds dFkkud dh dsoy pkj izeq[k fo'ks"krkvksa ij izdk'k Mkyukvisf{kr gSAvisf{kr gSAvisf{kr gSAvisf{kr gSAvisf{kr gSA


fo'k s"krk,afo'k s"krk,afo'k s"krk,afo'k s"krk,afo'k s"krk,a 1 vad

'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx'kq) Hkk"kk dk iz;ksx = 5 vad

dFkkud dh fo'ks"krk,a& ekSfydrk& vkS|ksxhdj.k ds lexz nq"ifj.kke dks ekSfyd <a+x ls

fn[kk;k x;k gSA bldh ?kVuk,a ijLij lqxfBr gSaA vkS|ksxhdj.k dh eq[; dFkk esa vU;

xkS.k dFkk,a tqM+h gqbZ gSaA

jkspdrk & izsepan us dFku dks jkspd cukus ds fy, ukVdh; izlaxksa vkSj dkSrwgyiw.kZ

?kVukvksa dk lgkjk fy;k gSA

lthork& jaxHkwfe dk dFkkud foLrr gksus ds ckotwn lthork cuk, j[krk gSA dkSrwgy]

ukVdh;rk vkfn ds xq.k Hkh dFkkud esa fo|eku gSaA

¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½¼fdUgha pkj fo'ks"krkvksa dk mYys[k visf{kr½

vFkok

leL;k ewyd miU;kl jaxHkwfe ds dFkkud esa vkS|ksxhdj.k dh leh{kk visf{kr gSA

jaxHkwfe dk ekSfyd la?k"kZ&vkS|ksxhdj.k dks ysdj gSA tkWu lsod vkS|ksxhdj.k O;oLFkk dk

izfrfuf/k gSA mlesa LokFkZijrk] pkiywlh] Ny&diV] flQkfj'k djus dk nko isap os lHkh

xq.k gSa] tks turk] 'kklu ra=k vkSj usrk lHkh dks my>k, j[krs gSaA iwathifr dk ,dek=k

105

y{; /kuksiktZu & ys[kd us tkWu lsod ds ek/;e ls bl O;oLFkk ij ;FkkFkZ izdk'k Mkyk

gSA vkS|ksxhdj.k ds nq"izHkkoksa dk ohHkRl fp=k vkfn ds mYys[k visf{kr&&&&&&&1

8 lksfQ;k ds pfj=kkdau esa izxfr'khyrk] gkfnZd mnkjrk rFkk vkn'kZ izse dk

fooj.k lksnkgj.k visf{kr

vad ;kstuk 4 vad

fp=kkdau 1 vad

'kq) Hkk"kk iz;ksx = 5 vad

lksfQ;k%& izxfr'khy fopkjksa dh ukjh gSA /keZ dk ladh.kZ vkSj ik[kaM iw.kZ Lo:i lksfQ;k

dks ilan ugha] og ekuork vkSj deZ ij fo'okl djrh gSA mls u rks firk tkWu lsod

dk iw¡thoknh O;fDrRo o fopkj vPNs yxrs gS vkSj ugha ek¡ dh dV~Vj etgc ijLrhA

og mnkjeuk] vkn'kZ yyuk gSA fQVu ds ihNs nkSM+rs gq, lwjnkl dks ns[kdj og ek¡ ls

vuqjks/k djrh gS&&&&&& ûgha ek¡] iSls gksa rks ns nhft,] cspkjk vk/kk ehy ls nkSM+k vk jgk

gSA &&&&&&&^^blh izdkj fou; dks vkx dh yiVksa es Qalk gqvk ns[kdj mlls vifjfpr

gsus ij Hkh vkx esa dwn iM+rh gS vkSj mls cpkrh gSA blh rjg DykdZ dh xksyh lwjnkl

dks yxrs ns[kdj og rqajr mlds ikl igq¡p dj ml ?kk;y dk mipkj dj mls vLirky

fHktokrh gSA og vkn'kZ izsfedk gSA fou; ds izfr mldk izse mnkÙk gSA mlesa izfrnku

dh ladh.kZrk ughaA vkRe le.kZ.k dk vkSnkR; gSA mlesa vkRek dk ca/ku gS] 'kjhj dk

ughaA og izse ds bl vkn'kZ ls dHkh ugha gVhA lwjnkl ds pfj=k dh lcls cM+h fo'ks"krkgS f[kykM+h LoHkko dh pkfjf=kd fLFkjrk( thou dh fo"ke ifjfLFkfr;ksa ls tw>us dh vfMx'kfDr] lqHkkxh dks viekfur djus okys HkSjksa vkSj fo|k/kj dh Fkkus esa jiV fy[kkus dkgkSalyk djrk gSA feV~Bw dks fiVrs o jksrs lqudj HkSjksa dks mldh yydkj& HkSjksa Hkyk pkgrsgks rks NksM+ nks mls] ugha rks vPNk ugha gksxk&esa mldk vnE; lkgl ns[krs gh curk gSAog ,d lPpk f[kykM+h gSA ^^thou ,d [ksy gS] bls [ksyks] gkjks rks ?kcjkvks ugha] thrksrks ?ke.M esa pwj u gksA**&&&&& &&&&& ^ge gkjs rks D;k &&&& &&&&& fQj ls [ksysaxsA vkSj ,du ,d fnu gekjh thr gksxh t:j gksxhA** bl izdkj lwjnkl u fl)] u cyh] u nsorkcfYd f[kykMh ds :i esa mldk vkn'kZ pfj=k ekuork dh Å¡pkb;ksa dks Nwrk gSA

9 jaxHkwfe dh leh{kk vFkok jaxHkwfe ds mn~ns'; dh ;qfDr;qDr foospuk visf{krA

vad ;kstuk 4 vad

Hkk"kk dh leh{kk vFkok mn~ns'; dh ;qfDr;qDr foospuk 1 vad

Hkk"kk;h 'kq) iz;ksx = 5 vad

106

izLrqr dFku izsepan dh Hkk"kk ij v{kj'k% ?kfVr gksrk gSA izsepan dh Hkk"kk vke cksypky

dh Hkk"kk gS ftlesa lgt HkkokfHkOlfDr] izokge;rk] izs"k.kh;rk ds lkFk&lkFk ik=kkuqdwyrk

dk LokHkkfod xq.k vk;k gSA Hkk"kk dFkkud ds ifjos'k dks] ik=kksa dh ekufldrk ,oa

izlaxkuqdwyrk dks fy, gq, gSA mlesa eqgkojs o lwfDr;ksa ds lQy iz;ksx ds lkFk

fp=kkRedrk o ltukRedrk Hkh ns[krs curh gSaA buds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aAbuds mnkgj.k Hkh fn, gks aA

vFkok

jaxHkwfe tu&tkxj.k dk miU;kl gSA rRdkyhu jktuSfrd o lkekftd xfrfof/k;ksa]

vkS|ksxhdj.k ds ifj.kke Lo:i xjhc etnwjksa dk 'kksf"kr thou] fdlkuksa ds izfr gksus

okyk vU;k;] 'kks"kd oxZ ds vR;kpkj] vaxzsth gqdwer ds dkj.k ns'kh fj;klrksa dh nqnZ'kk]

mu jktkvksa dh Lok/khurk] vkRelEeku dk dqpyk tkuk vkfn bl miU;kl esa fn[kk dj

ys[kd us turk tuknZu dk txkus dk iz;kl fd;k gSa xka/khoknh thou n'kZu }kjk

uo;qodksa esa vfgalk vkSj lR; ds ekxZ dks viukus dh izsj.kk nh gS& ;gh ugha thou&laxzke

dks [ksy dh Hkkouk ls tw>us dk Hkh ea=k fn;k gSA

10 jkeHkfDr dkO;/kkjk o d".kHkfDr dkO;/kkjk esa ewy varj crkus dk 1 vad 1 vad

jkeHkfDr dkO; dh rhu izeq[k izofÙk;ksa ds 3 vad 3 vad

dqy 4 vad

jke HkfDr dkO; vkSj d".k HkfDr dkO; esa ewyr% varj bu nksuksa dh mikluk ds b"Vnso

dks ysdj gSA jke HkDr dfo;ksa us n'kjFk&iq=k Jh jke dh e;kZnk HkfDr dks viuk;k gS]

tcfd d".k HkDr dfo;ksa us uan&iq=k cky d".k dh iqf"VekxhZ; HkfDr Hkkouk dk izJ;

fy;k gS vkSj mudh ukuk izdkj dh cky&yhykvksa dk ek/kq;ZKku fd;k gSA

jkeHkfDr dkO;%& buds b"V Jhjke esa 'kfDr] 'khy vkSj lkSan;Z dk leUo;u] HkfDr esa

nkL;Hkko dh iz/kkurk&^lsod lsO; Hkko fcuq Hkou rfj; mjxkfjA* ¼2½ jkeHkfDr dkO;

eq[;r% vo/kh Hkk"kk esa] czt Hkk"kk esa Hkh] ij iz;ksx de

¼3½ dkO; izca/k vkSj eqDrd nksuksa :iksa esaA

¼4½ nksgk&pkSikbZ ds vfrfjDr dqaMfy;k] lksjBk] jksyk] loS;k vkfn Nanksa dk Hkh iz;ksx

fd;k x;kA

¼5½ lHkh jlksa ds o.kZu miyC/k gSa ij HkfDr jl eq[;] miek] :id] mRizs{kk vkfn NUnksa

ds lokZf/kd iz;ksx&&&&&&&&&&

107

vFkok

HkkjrsUnq ;qxhu dkO; dh rhu lkekU; fo'ks"krkvksa ds mYys[k ds 1 vad

nks izfl) dfo;ksa ds ukeksYys[k ds 1/2+1/2 dqy 4 vad

izofÙk;k¡ ¼1½ jk"Vªh;rk&psruk dk Loj izeq[k&izkjaHk dh dforkvksa dh jktHkfDr jk"VªHkfDr

esa ifjofrZr gksrh pyh xbZ] fut Hkk"kk] fut jk"Vª o viuh Hkkjrh; laLdfr ds izfr izse

dkO; dk iqV gSA bZ'oj HkfDr ij Hkh dfork,¡ fdarq muesa nSU; Hkko dk izk/kkU; gSA

Hkk"kk&x| dh Hkk"kk [kM+h fdarq dkO; dh czt jghA yksdxhr] dtyh] gksyh vkfn(

NUn&dfoÙk] lSo;k] jksyk] nksgk vkfn NUn Hkh viuk, x,] vFkkZyadkjksa ds iz;ksxA

11 pkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks apkj izeq[k izo`fÙk;ks a dk mYys[k rFkk dkO;/kkjk ds nks izfl) dfo;ksa ds ukeks adk mYys[k visf{krdk mYys[k visf{krdk mYys[k visf{krdk mYys[k visf{krdk mYys[k visf{krvad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡vad ;kstuk& izeq[k izo`fÙk;k¡ 4 vad

ukeksYys[kukeksYys[kukeksYys[kukeksYys[kukeksYys[k (½+½ = 1) 1 vad

dqy 5 vad

¼1½ izxfroknh dkO;/kkj& izeq[k izofÙk;k¡&dkyZekDlZ dh fopkj/kkjk ls izHkkfor 'kks"kdksa ds

vU;k;] vR;kpkjksa ds fofHkUu :iksa ds fp=k.k] 'kksf"kr&ihfM+r nfyr oxZ ds izfr

lgkuqHkwfrA

¼2½ izxfroknh dfo bZ'oj dh lÙkk] vkRek] /keZ] ijyksd vkSj HkkX;okn dks udkjrk gSA

¼3½ lekt esa QSys vFkZ oS"kE; dks feVkus ds fy, Økafr dk vkg~oku djrk gSA

¼4½ ukjh ds izfr ;FkkFkZoknh nf"Vdks.k] ukjh eqfDr ds xhr] Hkk"kk 'kSyh ljy] dyk dh

mi;ksfxrk thou ds fy, &&&&

vFkok

fujkyk] ukxktqZu] ujsUnz 'kekZ] ckyd".k 'kekZ ûohu* vkfnA

ubZ dfork% ?kksj oS;fDrrk ds Loj iz/kku&buesa ;qxhu tfVyrk] oSKkfudrk] euksfo'ys"k.kRed

'kkL=k ds vopsru eu dh dqaBk,¡ vga] neu] LoIu vkfn fLFkfr;ksa dh LohdkjksfDr gSA

dfo thou dh folaxfr;ksa ,oa foMEcuksa ds chp jgdj mUgsa Hkksxrk gS] muls iyk;u ugha

djrkA ubZ dfork esa fparu dk vf/kd egRo gS] lkekftd dq:irkvksa ij O;aX; Hkh gSA

Hkk"kk esa u,&u, iz;ksx] 'kCnksa dh ubZ O;k[;k] Loj fo/kku u;k vkSj 'kCn laxhr Hkh ubZ]

fcEc fo/kku esa Hkh uohurk izrhd ;kstuk esa Hkh nf"Vdks.k u;k] Nan fo/kku esa rqd canh]

fu;eksa ds vHkkoA

108

12 dfo& Hkokuh izlkn feJ] ujsUnz 'kekZ] /kwfey] 'kEHkwukFk flag vkfnA

izlknksÙkj fgUnh ukVd vFkok izsepUnksÙkj fgUnh miU;kl ds Øfed fodkl dk laf{kIr

ifjp; visf{kr gSA 3 vad

vad ;kstuk & Øfed fodkl 1 vad

Hkk"kk;h 'kq) iz;ksx dqy 4 vad

izlknksÙkj fgUnh ukVd %& ¼lu~ 1937 ds ckn dk dky½ ikSjkf.kd ukVd ys[ku esa lsB

xksfoan nkl ¼^drZO;*] ^deZ*½] mn; 'kadj HkV~V ¼jk/kk] vEek] lkxj&fot;½

fd'kksjhyky oktis;h ¼lqnkek½ mYys[kuh; gSA ,sfrgkfld ukVddkjksa esa pUnzxqIr fo|kyadkj

dk ^v'kksd*] xksfoan oYyHk iar dk ^jkteqdqV*] gfj'kadj izseh dk ^j{kk ca/ku*] îzfr'kks/k*]

^vkgqfr* rFkk y{ehukjk;.k yky] cspu 'kekZ ^mxz* pfpZr jgs gSaA vk/kqfud ;qx ds

ukVddkjksa esa eksgu jkds'k] fo".kq izHkkdkj] Kkunso vfXugks=kh ds uke mYys[kuh; gSaA

izsepanksÙkj fgUnh miU;kl %& bl ;qx esa tSusUnz dqekj] bykpanz tks'kh] vKs;] Hkxorh

izlkn oktis;h] xksfoan oYyHk iar] mn;'kadj HkV~V Hkxorhpj.k oekZ] fo'ks"k pfpZr gq,A

izsepan dh ;FkkFkZoknh lkekftd ijaijk dks vkxs c<+kus okyksa esa ;'kiky] ukxktqZu]

misUnzukFk v'd] jkaxs; jk?ko] ve`ryky ukxj] Q.kh'oukFk js.kq ds uke fo'ks"k

mYys[kuh; gSaA vk/kqfud ;qx esa vk¡pfyd miU;klksa dk Loj izeq[k gSA vkt ds ;qx esa

pfpZr miU;kldkj gSa /keZohj Hkkjrh] ¼lwjt dk lkroka ?kksM+k½ losZ'oj n;ky lDlsuk

¼[kks;k gqvk ty½ vejdkar ¼lw[kk iÙkk½ vkfnA ysf[kdk,a Hkh yksdfiz;rk izkIr dj jgh

gSaA f'kokuh ¼jF;k½ eUuw HkaMkjh ¼vkidk caVh½ enqyk xxZ ¼vukjks½ vkfnA

13 fdlh ,d fo"k; ij fuca/k ys[ku visf{kr 1 vad

¼1½ izLrkouk 6 vad

¼2½ dF; fu:i.k vkSj izLrqfr 2 vad

¼3½ milagkj 3 vad

¼4½ Hkk"kk 'kq)rk vkSj fo"k;kuq:i 'kSyh dqy 12 vad

uksV %& Hkk"kk 'kSyh esa fo"k; izfriknu dh {kerk] Hkk"kk dh 'kq)rk] fo"k;kuq:irk ns[kh

tk,A fuca/k ij vad lexz :i eas fn, tk,aA

109

14 vifBr dkO;ka'k ds pkj iz'uksa ds mÙkjksa esa ¼d½ dk y?kwÙkj rFkk ¼[k x] ?k½ ds vfr

y?kqÙkj visf{kr gSaA

vad ;kstuk d 2 vad

[k 1 vad

x 1 vad

?k 1 vad

dqy 5 vad

d ekr Hkwfe ¼Hkkjr ek¡½ 'ks"kukx ds Qu flagklu ij fojkteku gSaA Åij rkjk

eaMy&Qwyksa dk eaMi gSa] lwjt vkSj pUnzek mlds rkt gSa] jRukdj mudh dj?kuh

gS] ufn;k¡ muds gn; esa izse dh /kkjk gSa vkSj if{k;ksa dk lewg oUnu xk;u dj

jgk gSA

[k ekrHkwfe dk ty ver ds leku gS rFkk iou 'khry ean] lqxa/k o Fkdku nwj dj

nsssus okyhA

x lw;Z fnu esa va/kdkj dk uk'k djds ekrHkwfe dh lsok djrk gS vkSj jkr esa pUnzek

Hkkjr ekrk ij ver dh o"kkZ ls lsok djrk gSA

?k ekrHkwfe ds bl lqUnj os"k ij ckny brus U;ksNkoj gSa tc tgk¡ ftruh t:jr

gS o"kkZ djrs gSaA

15 x|ka'k ds ik¡pksa iz'uksa ds mÙkj vfr y?kwÙkj visf{kr gSaA 1+1+1+1+1

vad ;kstuk %& dqy 5 vad

d inkFkZ ds laLdkj djus dk eryc gS] mldh efyurk nwj djds mlesa laLdfr ds

lkSUn;Z dh lf"V djukA

[k laLdkj euq"; ds thou&ewY; rFkk ekuoh; xq.kksa dk ,slk fodkl djrk gS ftlls

eu 'kq) gks tkrk gS] ok.kh e/kqj O;ogkj djrh gS] rFkk ij&lsok ,ao mÙke dk;Z

djuk gh O;fDr dk y{; jgrk gSA bl izdkj laLdkj ekuo ds pfj=k dks mTtoy

djrs gSaA

110

x lqlaLdkjh cuus ds fy, gesa Hkys yksxksa ,oa larksa ds chp mBuk&cSBuk pkfg,A

?k lqlaLdkjksa ls O;fDr dk thou egku curk gSA mTToy pfj=k okys O;fDr;ksa ls

lekt vkSj jk"Vª Hkh egku curs gSaA

M ^laLdkjksa dk thou esa egRo*] lqlaLdkj vkSj thou* ;k vU; dksbZ blh x|ka'k ds

dsUnzh; Hkko ij laHko gSA izR;sd mi;qDr 'kh"kZd ij iw.kkZad nsaA

111

fganh ¼dsafnzd½

fu/kkZfjr le; % 3 ?kaVs vf/kdre vad % 100

iz'ui=k la[;k 2@1@1

1- fuEufyf[kr dkO;ka'kk s a dh liz alx O;k[;k dhft, % 5

lej es a vej dj izk.k]

xku xk, egkfla/k q&ls]

fla/k q&un rhjoklh!

lS a/ko rqjaxks a ij

prqjax&pe~&lax

^^lok&lok yk[k ij

,d dks p<+kÅ¡xk]

xksfoanflag fut]

uke tc dgkÅ¡xkA**

vFkok

,sls vkvks

tSls fxfj ds Ük` ax 'kh'k ij

jax&:i dk ØhV yxk,

ckny vk,

gal&eky&ekyk ygjk,

vkSj f'kyk&ru&&

dkafr&fudsru&ru cu tk,A

2- fuEufyf[kr dkO;ka'kk s a es a ls fdUgha nks dk dkO;&lkS an;Z Li"V dhft, % 3+3=6

¼d½ ;ks a rks cPpks a dh xqfM+;k&lh Hkk syh feêh dh gLrh D;k]

vk¡/kh vk, rks mM+ tk,] ikuh cjls rks xy tk,A

¼[k½ iqgqi e/; T;kSa ckl clr gS eqdqj ek¡fg tl Nk¡bZA

rSls gh gfj clS fujarj ?kV gh [kkstks HkkbZAA

¼x½ tgk¡ rqEgkjs pj.k] ogha ij

in&jt cuh iM+h gw¡ eSa

112

esjk fuf'pr ekxZ ;gh gS

/kzqo&lh vVy vM+h gw¡ eSaA

3- fdUgh nks iz'uksa ds mÙkj la{ksi esa nhft, % 2+2=4

¼d½ ôhjkaxuk* dfork ds vk/kkj ij Li"V dhft, fd ukjh dh rqyuk yksgs ls gh

D;ksa dh xbZ gS\

¼[k½ êSa vkSj esjk fiV~Bw* dfork ds vk/kkj ij DydZ&thou dh foMEcuk ij izdk'k

Mkfy,A

¼x½ ^;s vukt dh iwysa rsjs dk¡/ks >wysa* dfork esa dfo us ^tu&x.k ds Hkzkrk* fdls

dgk gS vkSj D;ksa\

4- fuEufyf[kr x|ka'k dks i<+dj iwNs x;s iz'uksa ds mÙkj nhft, % 2+2+2=6

;|fi ge vusd Hkk"kk,¡ cksyrs gSa fdUrq fHkUu&fHkUu Hkk"kkvksa ds Hkhrj cgus okyh gekjh

Hkko&/kkjk ,d gS rFkk ge izk;% ,d gh rjg ds fopkjksa vkSj dFkk&oLrqvksa dks ysdj

viuh&viuh cksyh esa lkfgR;&jpuk djrs gSaA jkek;.k vkSj egkHkkjr dks ysdj Hkkjr

dh izk;% lHkh Hkk"kkvksa ds chp vn~Hkqr ,drk feysxh] D;ksafd ;s nksuksa dkO; lcds

mithO; jgs gSaA blds flok] laLdr vkSj izkdr esa Hkkjr dk tks lkfgR; fy[kk x;k Fkk]

mldk izHkko Hkh lHkh Hkk"kkvksa dh tM+ eas dke dj jgk gSA fopkjksa dh ,drk tkfr dh

lcls cM+h ,drk gksrh gSA vr,o] Hkkjrh; turk dh ,drk ds vlyh vk/kkj Hkkjrh;

n'kZu vkSj lkfgR; gSa tks vusd Hkk"kkvksa esa fy[ks tkus ij Hkh var esa tkdj ,d gh

lkfcr gksrs gSaA

¼d½ fofHkUu Hkk"kk&Hkk"kh gksus ij Hkh gekjh Hkko&/kkjk esa lekurk D;ksa gS\

¼[k½ gekjh ,drk ds vk/kkj fdUgsa ekuk x;k gS vkSj D;ksa\

¼x½ ^fopkjksa dh ,drk tkfr dh lcls cM+h ,drk gksrh gS*] vk'k; Li"V dhft,A

vFkok

nsg gS uk'k'khy vkSj vkRek gS 'kk'or] rks vkRek dks fgyuk&>qduk ugha gS vkSj nsg dks

fujUrj fgyuk&>qduk gh gS( ugha rks ge gks tk,axs jkeyhyk ds jko.k dh rjg tks ck¡l

dh [kifPp;ksa ij [kM+k jgrk gS & u fgyrk gS u >qdrk gSA gekjs fopkj yphys gksa]

ifjfLFkfr;ksa ds lkFk os leUo; lk/krs pysa] ij gekjs vkn'kZ fLFkj gksaA gekjs iSjksa esa

thou ds ekspsZ ij MVs jgus dh Hkh 'kfDr gks vkSj Lo;a eqM+dj gesa mBus&cSBus&ysVus esa

enn nsus dh HkhA

113

¼d½ nsg vkSj vkRek ds LoHkko esa ewy varj D;k gS\

¼[k½ ^^gekjs fopkj yphys gksa-------- vkn'kZ fLFkj gksa** & dFku ls ys[kd dk D;k rkRi;Z

gS\

¼x½ vius vklikl fdu oLrqvksa dks ns[kdj ys[kd ds eu esa ;s fopkj mRiUu gq,\

mlus D;k fu"d"kZ fudkyk\

5- fuEufyf[kr esa ls fdUgha rhu iz'uksa ds mÙkj la{ksi esa nhft, % 3+3+3=9

¼d½ ^rRlr~* dgkuh ds vk/kkj ij crkb, fd isM+&ikS/kksa vkSj i'kq&if{k;ksa dks igys ou

dk gksuk D;ksa ugha le> vk jgk Fkk\ cM+nknk dks ;g vglkl dSls gqvk fd ou

gS\

¼[k½ xk¡/kh th Hkkjrh; lekt ds lcls cM+s vkykspd gksrs gq, Hkh lcls cM+s ns'kizseh

dSls Fks\ êsjs fy, Hkkjrh; gksus dk vFkZ* ikB ds vk/kkj ij Li"V dhft,A

¼x½ ufn;ksa ds u jgus ij gekjh laLdfr dSls fofPNUu gks ldrh gS\ ,slk u gksus nsus

ds fy, gesa D;k djuk pkfg,\ unh cgrh jgs* ikB ds vk/kkj ij mÙkj nhft,A

¼?k½ ûhyw* ds LoHkko dh ,slh rhu fo'ks"krkvksa dk mYys[k dhft, ftuds dkj.k og

vU; dqÙkksa ls fHkUu yxrh gSA

6- ^fofo/kk & Hkkx&2* ds vk/kkj ij fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj la{ksi

esa nhft, % 2+2+2=6

¼d½ iq#"kksÙkenkl VaMu vkSj QkSft;ksa ds chp Vdjko dk D;k dkj.k Fkk\

¼[k½ ew¡xk xw¡xk dh D;k fo'ks"krk Fkh\ og xk¡o NksM+dj D;ksa pyk x;k\

¼x½ v#eqxe D;ksa izfl) gks x;k\

¼?k½ ^lR;fdj.k* ,dkadh ds }kjk ys[kd D;k lans'k nsuk pkgrk gS\

7- Hkkjrh; laxhr dks if.Mr fo".kq fnxEcj iyqLdj ds ;ksxnku ij izdk'k Mkfy,A 4

vFkok

Hkfxuh fuosfnrk ds O;fDrRo dh pkj fo'ks"krk,¡ Li"V dhft,A

8- ^fojkVk dh ifn~euh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj nhft, % 3+3=6

¼d½ nsohflag dkSu Fkk\ ykspuflag mlls ukjkt gksdj D;ksa pyk x;k\

114

¼[k½ fojkVk dh ifn~euh fdls dgk x;k gS vkSj D;ksa\

¼x½ îapunk* dgk¡ gS\ mldk ;g uke D;ksa iM+k\

9- ^fojkVk dh ifn~euh* miU;kl ds vk/kkj ij dqeqn ds pfj=k dh pkj izeq[k fo'ks"krkvksa

ij izdk'k Mkfy,A 4

vFkok

^fojkVk dh ifn~euh* miU;kl dh jpuk ds ihNs ys[kd dk D;k mís'; jgk gksxk\

rdZ&laxr mÙkj nhft,A

10- fuEufyf[kr okD; esa js[kkafdr inksa dk O;kdjf.kd ifjp; nhft,% 3

;g gekjh ,drk dk nwljk izek.k gSA

11- funsZ'kkuqlkj okP;&ifjorZu dhft, % 3

¼d½ Åij ,d txg geus Hkwxksy dks nks"k fn;k gSA ¼deZokP; esa½ 1

¼[k½ og vklkuh ls igpku fy;k tk,xkA ¼drZokP; esa½ 1

¼x½ vc FkksM+h nsj Vgy ysaA ¼HkkookP; esa½ 1

12- ¼d½ fdUgha nks inksa dk foxzg dj lekl dk uke Hkh fyf[k, % 2

Lora=k ns'k] prqHkqZt] mÙkj&nf{k.k

¼[k½ fdUgha nks in&lewgksa ls leLr in cukb, vkSj lekl dk uke Hkh fyf[k, % 2

fcuk [kVds ds] pkj jkgksa dk lewg] ØhM+k ds fy, {ks=kA

13- fuEufyf[kr okD;ksa dks 'kqn~/k dhft, %

¼d½ igys rks Hkz"Vkpkj dks [kRe djk tkuk pkfg,A 1

¼[k½ Vhe esa ugha fy;k rks rqe D;k djsxk\ 1

¼x½ xk¡/kh dk ns'k cgqr _.kh gSA

14- funsZ'kkuqlkj mÙkj nhft, %

¼d½ gekjh&rqEgkjh rjg buesa tM+sa ugha gksrha\ ¼iz'ukFkZd esa cnfy,½ 1

¼[k½ ;fn tM+ u gks rks os th ugha ldrsA ¼vFkZ ds vuqlkj okD;Hksn crkb,½ 1

115

¼x½ tc rd eSa gw¡] rc rd dksbZ u MjsA ¼ljy okD; esa cnfy,½ 1

¼?k½ eSa ns[krk jgk fd og isM+ >qd jgk gSA ¼jpuk ds vuqlkj okD;Hksn crkb,½ 1

15- fuEufyf[kr yksdksfDr;ksa vkSj eqgkojksa dk okD;&iz;ksx bl izdkj dhft, fd mudk

vFkZ Li"V gks tk, % 4

(i) myVk pksj dksroky dks Mk¡Vs

(ii) lk¡p dks vk¡p D;k

(iii) ikiM+ csyuk

(iv) [kjh&[kksVh lqukuk

16- ¼d½ okD;&fo'ys"k.k dhft,%

dykdkj fp=k cuk jgk FkkA 2

¼[k½ ,d la;qDr okD; eas la'ys"k.k dhft, % 2

(i) ,d fnu dh ckr gSA

(ii) dqN yM+ds ugkus ds fy, vk,A

(iii) os eNfy;ksa ds leku rSjus yxsA

17- fuEufyf[kr vorj.k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

lkekftd thou esa Øks/k dh cjkcj t+:jr iM+rh gSA ;fn Øks/k u gks rks euq"; nwljksa

ds }kjk igq¡pk, tkus okys cgqr ls d"Vksa ls NwVus dk mik; gh u dj ldsA dksbZ euq";

fdlh nq"V dh nks&pkj pksVsa fuR; lgrk gSA ;fn mlesa Øks/k dk Hkko fodflr u gqvk

rks og dsoy ^vksg*] ^Åg* djsxk] ftldk ml nq"V ij dksbZ izHkko ugha iM+sxkA ml

nq"V ds gn; esa foosd] n;k vkfn mRiUu djus esa cgqr le; yxsxkA brus NksVs&NksVs

dkeksa ds fy, bruk le; fdlh dks ugha fn;k tk ldrkA Hk;Hkhr izk.kh dHkh&dHkh

viuh j{kk dj ysrk gS] ij bl izdkj izkIr fuofÙk LFkk;h ugha gksrhA gekjs dgus dk

vfHkizk; ;g ugha gS fd Øks/k djus okys ds eu esa lnk Hkkoh d"V ls cpus dk mís';

jgk djrk gSA dgus dk vfHkizk; dsoy bruk gS fd psru lf"V ds Hkhrj Øks/k dk

fo/kku blhfy, gSA

¼d½ lf"V esa Øks/k dk fo/kku fdlfy, fd;k x;k gS\ 1

¼[k½ lkekftd thou esa Øks/k dh vko';drk D;ksa gksrh gS\ 1

116

¼x½ nq"V ds eu esa fdu xq.kkas dk vHkko gksrk gS\ 1

¼?k½ dSlh fuofÙk LFkk;h ugha gksrh vkSj D;ksa\ 1

¼³½ mi;qZDr vorj.k ds fy, ,d mi;qDr 'kh"kZd nhft,A 1

18- fuEufyf[kr dkO;ka'k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

tks chr xbZ lks ckr xbZA

thou eas ,d flrkjk Fkk]

ekuk] og csgn I;kjk Fkk]

og Mwc x;k] rks Mwc x;k]

vacj ds vkuu dks ns[kks

fdrus blds rkjs VwVs

fdrus blds I;kjs NwVs

tks NwV x, fQj dgk¡ feys]

ij cksyks & VwVs rkjksa ij

dc vacj 'kksd eukrk gS!

tks chr xbZ lks ckr xbZ!

thou esa og Fkk ,d dqlqe

Fks ftl ij fuR; fuNkoj rqe

og lw[k x;k rks lw[k x;k

e/kqcu dh Nkrh dks ns[kks

lw[kh bldh fdruh dfy;k¡

eqj>kb± fdruh oYyfj;k¡

ij cksyks lw[ks lqeuksa ij

dc e/kqcu 'kksj epkrk gS]

tks chr xbZ] lks ckr xbZA

¼d½ ^VwVs rkjksa ij vkdk'k dk 'kksj u epkuk* D;k fl) djrk gS\ 1

¼[k½ e/kqcu fdldk 'kksd ugha eukrk vkSj D;ksa\ 1

¼x½ dfork dk dsanzh; Hkko Li"V dhft,A 1

¼?k½ ^rkjk* vkSj ^dqlqe* fdlds izrhd gSa\ 1

¼³½ vk'k; Li"V dhft,% ^^tks NwV x,] fQj dgk¡ feys**\ 1

117

19- fdlh izfrf"Br lekpkj&i=k ds lEiknd dks i=k fyf[k, ftlesa ck<+ mrjus ds ckn cp

x, yksxksa ds vlgk;&fu#ik; thou dk fp=k.k gksA 5

vFkok

vius ioZrkjksg.k ds 'kkSd dk mYys[k djrs gq, vius firkth dks i=k fy[kdj vuqjks/k

dhft, fd os vkidks vizSy ekl ls ioZrkjksg.k laLFkku] mÙkjdk'kh esa izf'k{k.k ds fy,

vuqefr iznku djsaA

20- fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 300 'kCnksa esa fuca/k fyf[k, % 10

¼d½ ;qok ih<+h dk lalkj

¼[k½ yM+dh dks tUe ysus dk vf/kdkj gS

¼x½ ubZ lnh % u;k lekt

¼?k½ Hkz"Vkpkj & dkj.k vkSj fuokj.k

¼³½ 'kgj pysa vc xk¡o dh vksj

iz'ui=k la[;k 2@1

1- fuEufyf[kr dkO;ka'kk s a es a ls fdlh ,d dh lizlax O;k[;k dhft, % 5

ifÙk;ks a us D;k fd;k\

la[;k ds cy ij cl Mkyks a dks Nki fy;k]

Mkyks a ds cy ij gh py&piy jgh gS a]

gokvks a ds cy ij gh epy jgh gS a(

ysfdu ge vius ls [kqys] f[kys] Qwys gS a &

jax fy,] jl fy,] ijkx fy, &

gekjh ;'k&xa/k nwj&nwj&nwj QSyh gS]

Hk zejks a us vkdj gekjs xqu xk, gS a]

ge ij ckSjk, gS aA

vFkok

vkt igyh ckj &

Fkdh 'khry gok us

'kh'k esjk mBk dj]

118

pqipki viuh xksn es a jD[kk]

vkSj tyrs gq, eLrd ij

dk¡irk&lk gkFk j[k dj dgk%

^^lquks] eS a Hkh ijkftr gw ¡A**

2- fuEufyf[kr dkO;ka'kk s a es a ls fdUgha nks dk dkO;&lkS an;Z Li"V dhft, % 3+3=6

¼d½ vof/k xbZ vtgw ¡ ufga vk,] drgq ¡ jgs fpr pksjAA

dcgw ¡ uSu fuj[k ufga ns[ks] ekjx fpror rksjAA

nknw ,sls vkrqj fcjgf.k] tSls pan pdksjAA

¼[k½ vkt rqe jktdq¡vj]

lej ljrktA

eqDr gks lnk gh rqe]

ck/kk&foghu&ca/k Nan T;ksa]

Mwcs vkuan esa lkfPpnkuan&:iA

¼x½ ok;q rqEgkjh mTToy xkFkk

lw;Z rqEgkjk jFk gS]

chgM+ dk¡Vksa Hkjk dhpe;

,d rqEgkjk iFk gSA

;g 'kklu] ;g dyk] riL;k

rq>s dHkh er HkwysaA

3- fdUgh nks iz'uksa ds laf{kIr mÙkj nhft, % 2+2=4

¼d½ ^Le`fr;k¡* dfork ds vk/kkj ij izkphu Hkkjrh; ukjh ds vkn'kks± dk mYys[k

dhft,A

¼[k½ ôhjkaxuk* dfork ds vk/kkj ij Li"V dhft, fd ukjh dh rqyuk yksgs ls D;ksa

dh xbZ gSA

¼x½ ^vkneh dk vuqikr* dfork dk lans'k vius 'kCnksa esa fyf[k,A

4- fuEufyf[kr x|ka'k dks i<+dj iwNs x;s iz'uksa ds mÙkj nhft, % 2+2+2=6

gesa dHkh vius lekt dh dqjhfr;ksa] vius lÙkk/kkjh usrkvksa dh LokFkZfyIlkvksa

119

dks vius ns'k&izse ls xMeM ugha djuk pkfg,A esjs fy,] esjk ns'k esjs jktuhfrd]

lS)kafrd vkxzgksa ls dgha Åij gS --- ;k gksuk pkfg,A xka/khth ls cM+k Hkkjr&izseh dkSu

gks ldrk Fkk] ysfdu og Hkkjrh; lekt ds lcls cM+s vkykspd Hkh Fks & D;ksafd tks

O;fDr ân; ls vius ns'k ls I;kj djrk gS] mls gh vkykspuk djus dk vf/kdkj Hkh

izkIr gksrk gSA

¼d½ ys[kd ns'k dh vkykspuk dk vf/kdkj fdls nsuk pkgrk gS vkSj D;ksa\

¼[k½ vk'k; Li"V dhft, & ^êsjs fy, esjk ns'k esjs jktuhfrd] lS)kafrd vkxzgksa ls

dgha Åij gSA**

¼x½ ns'k&izse esa dkSu&ls rÙo ck/kd gSa vkSj D;ksa\

vFkok

ftl izdkj ouksa dk o{kksa ls] ufn;ksa dk ty ls lEcU/k gS] mlh izdkj ufn;ksa dk

ouksa ls Hkh lEcU/k ekuuk pkfg,A ouksa ds jgrs ufn;k¡ Lo;a QwV iM+rh gSa] izokfgr gksrh

jgrh gSaA ou ugha jgsaxs rks ufn;k¡ ugha jgsaxhA ufn;ksa ds u jgus ij gekjh laLdfr

fofPNUu gks tk,xhA gekjk thou&òksr gh lw[k tk,xkA

¼d½ ôu ugha jgsaxs rks ufn;k¡ ugha jgsaxh* & dFku dks Li"V dhft,A

¼[k½ ufn;ksa ds u jgus ij gekjh laLdfr dSls fofPNUu gks ldrh gS\

¼x½ ouksa vkSj ufn;ksa dks cuk, j[kus ds fy, vki D;k&D;k mik; vko';d le>rs

gSa\

5- fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj la{ksi esa nhft, % 3+3+3=9

¼d½ ^;g ns'k ,d gS* ikB ds vk/kkj ij Li"V dhft, fd ^Hkk"kk dh nhokj* ls D;k

rkRi;Z gSA og fduds chp gS vkSj dSls VwV ldrh gS\

¼[k½ ûhyw* ds LoHkko dh rhu fo'ks"krkvksa ij izdk'k Mkfy,A

¼x½ ^fp=k* ikB ds vk/kkj ij crkb, fd dykdkj dh dYiuk esa vk, feyj eksj dk

fp=k gh D;ksa cuokuk pkgrs FksA

¼?k½ Bw¡B vkSj gjs&Hkjs o{k dks ns[kdj ys[kd fdl fu"d"kZ ij igq¡pk\ vius 'kCnksa esa

Li"V dhft,A

6- ^fofo/kk & Hkkx&2* ds vk/kkj ij fuEufyf[kr fdUgha rhu iz'uksa ds mÙkj la{ksi esa

nhft, % 2+2+2=6

120

¼d½ FkkFkoyh xk¡o dh ml efgyk dk igyk uke Hkqykdj yksx mls v#eqxe dh ek¡*

ds uke ls D;ksa tkuus yxs\

¼[k½ fo".kq fnxacj iyqLdj ds xk;u dh fo'ks"krk ij izdk'k Mkfy,A

¼x½ Nkouh dk ikuh can djus dk uksfVl D;ksa nsuk iM+k\ blls VaMu th ds LoHkko

dh dkSulh fo'ks"krk >ydrh gS\

¼?k½ êw¡xk xw¡xk* xk¡o NksM+dj D;ksa pyk x;k\

7- johanzukFk Bkdqj us Hkfxuh fuosfnrk dh lsok dks ^fny dh lsok* D;ksa dgk\ & ikB ds

vk/kkj ij Li"V dhft,A 4

vFkok

^lR;fdj.k* ,dkadh ds lHkh ik=k vius Åij fdj.k dk iz;ksx djus ls D;ksa drjk jgs

Fks\

8- ^fojkVk dh ifn~euh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj nhft, % 3+3=6

¼d½ ykspu flag dkSu Fkk\ og nsohflag ls ukjkt+ gksdj D;ksa pyk x;k\

¼[k½ nkaxh dU;k dqeqn ds ckjs esa nqxkZ dk vorkj gksus dh ckr D;ksa QSyh\

¼x½ nyhiuxj vksj dkyih dh VqdfM+;ksa esa >M+i D;ksa gqbZ\

9- dqatj flag ds pfj=k dh pkj izeq[k fo'ks"krkvksa ij izdk'k Mkfy,A 4

vFkok

^fojkVk dh ifn~euh* miU;kl ds mís'; ij izdk'k Mkfy,A

10- js[kkafdr inksa dk O;kdjf.kd ifjp; nhft,% 3

mlus dcwrj dk fp=k cuk fn;kA

11- funsZ'kkuqlkj okP;&ifjorZu dhft, % 3

¼d½ tks Hkh rqe fiykvksA ¼deZokP; esa½

¼[k½ 'k=kq dks jkLrs ls gVk fn;k x;kA ¼drZokP; esa½

¼x½ og g¡lk ughaA ¼HkkookP; esa½

121

12- ¼d½ fdUgha nks inksa dk foxzg dj lekl dk uke Hkh fyf[k, % 2

fj'rs&ukrs] tyiznw"k.k] uhydeyA

¼[k½ fdUgha nks in&lewgksa ls leLr in cukdj lekl dk uke fyf[k, % 2

'kfDr ds vuqlkj] ?kjksa esa pyrs gSa tks m|ksx] ukp vkSj xkukA

13- fuEufyf[kr okD;ksa dks 'kqn~/k dhft, % 3

¼d½ ge gekjh t+ehu dks igpkusaA

¼[k½ Lokfr] fp=kk vkSj uhfyek [ksy jgs gSaA

¼x½ lizlax lfgr O;k[;k dj ldrs gks\

14- funsZ'kkuqlkj mÙkj nhft, %

¼d½ lfnZ;ksa esa ywlh us nks cPpksa dks tUe nsdj viuh oa'k&of) dhA

¼la;qDr okD; esa cnfy,½ 1

¼[k½ Hkk"kk&Hksn dh ;g leL;k gekjh jk"Vªh; ,drk esa lcls cM+h ck/kk gSA

¼feJ okD; esa cnfy,½ 1

¼x½ D;k gekjh&rqEgkjh rjg buesa tM+sa ugha gksrha\

¼vFkZ ds vuqlkj okD;&Hksn fyf[k,½ 1

¼?k½ gekjs lkeus mldk eq¡g dSls [kqysxk\ ¼fu"ks/kkFkZd okD; esa cnfy,½ 1

15- ¼d½ okD;&fo'ys"k.k dhft,%

eSa viuk ns'k dHkh ugha NksMw¡xkA 2

¼[k½ ,d la;qDr okD; eas la'ys"k.k dhft, % 2

(i) ;wukfu;ksa us iatkc ij geyk fd;kA

(ii) mls da/kkj ls feyk;kA

(iii) mudh dksf'k'k csdkj gqbZA

16- fuEufyf[kr eqgkojksa vkSj yksdksfDr;ksa dk okD;&iz;ksx bl izdkj dhft, fd mudk

vFkZ Li"V gks tk,% 4

¼d½ vk¡p u vkus nsuk

¼[k½ nky u xyuk

122

¼x½ nwj ds <ksy lqgkous

¼?k½ <kd ds rhu ikr

17- fuEufyf[kr vorj.k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

izR;sd jk"Vª dh viuh lkaLdfrd /kjksgj gksrh gS ftlds cy ij og izxfr ds iFk

ij vxzlj gksrk jgrk gSA ekuo ;qx&;qx ls vius thou dks vf/kd lq[ke;] mi;ksxh]

'kkafre; vkSj vkuaniw.kZ cukus dk iz;kl dj jgk gSA bl iz;kl dk vk/kkj og

lkaLdfrd /kjksgj gksrh gS tks izR;sd ekuo dks fojklr ds :i esa feyrh gS vkSj bl

iz;kl ds QyLo:i ekuo viuk fodkl djrk gSA ;g fodkl lkaLdfrd vk/kkj ds

fcuk laHko ugha gSA lH;rk vkSj laLdfr nks vyx&vyx phtsa+ gSaA ;|fi nksuksa esa xgjk

fj'rk gS fdUrq laLdfr euq"; dks Js"B vkSj mUur cukus dh lk/kukvksa dk uke gSa vkSj

lH;rk mu lk/kukvksa ds QyLo:i miyC/k gqbZ thou iz.kkyh dk uke gSA lH;rk ds

varj esa cgus okyh fopkj/kkjk dks ge laLdfr dgrs gSa ftleas ;qxksa ls ekuo&fodkl

ds cht fo|eku gSaA fdlh jk"Vª dk ewY;kadu ge mldh laLdfr ds vk/kkj ij Hkh dj

ldrs gSaA

¼d½ ^lkaLdfrd /kjksgj* ls D;k vfHkizk; gS\ 1

¼[k½ thou dks lq[kh cukus dk iz;kl ewyr% fdl ij fuHkZj gksrk gS\ 1

¼x½ laLdfr vkSj lH;rk eas D;k varj gS\ 1

¼?k½ vki dSls dg ldrs gSa fd laLdfr esa euq"; ds fodkl ds cht fo|eku gksrs

gSa\ 1

¼³½ laLdfr ds vk/kkj ij fdlh jk"Vª dk ewY;kadu dSls fd;k tk ldrk gS\ 1

18- fuEufyf[kr i|ka'k dks i<+dj iwNs x, iz'uksa ds mÙkj nhft, %

cgqr fnuksa ls vkt feyh gS lk¡> vdsyh] lkFk ugha gks rqeA

isM+ [kM+s QSyk, ck¡gsa

ykSV jgs ?kj dks pjokgs

;g xks/kwyh! lkFk ugha gks rqeA

dqy&cqy] dqy&cqy uhM+&uhM+ esa

pg&pg] pg&pg HkhM+&HkhM+ esa

/kqu vycsyh] lkFk ugha gks rqeA

123

Å¡ps Loj ls xkrs fu>Zj

meM+h /kkjk] tSlh eq> ij &

chrh] >syh] lkFk ugha gks rqeA

¼d½ ^rqe* dkSu gS ftlds lkFk u gksus ls lk¡> lwuh yx jgh gS \ 1

¼[k½ ^xks/kwfy ds le; dSlk nw'; gS\ 1

¼x½ vycsyh /kqu ls D;k vk'k; gS\ ;g /kqu fdldh gS\ 1

¼?k½ >juksa ds 'kksj ds chp dfo ij D;k chrh\ 1

¼³½ vk'k; Li"V dhft, & îsM+ [kM+s ck¡gsa QSyk,A* 1

19- vkidks lekpkj&i=k ls Kkr gqvk fd jktLFkku f'k{kk&cksMZ viuh ikB~;&iqLrdsa cnyus tk

jgk gSA cksMZ ds funs'kd dks i=k fy[kdj crkb, fd vkids fopkj ls ek/;fed d{kkvksa

dh fgUnh dh iqLrdsa dSlh gksa vksj muesa fdu ckrksa dk lekos'k gksuk pkfg,A 5

vFkok

flfDde&fuoklh bZ'kk nsmik dh vksj ls mldh lgsyh lthyh dks i=k fy[kdj /kU;okn

nhft, fd mlus n'kgjs ds vodk'k esa mls vius 'kgj cqykdj ogk¡ dh lSj djkbZA ns[ks

gq, dqN LFkkuksa dk Hkh mYys[k djsaA

20- fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 300 'kCnksa esa fuca/k fyf[k, % 10

¼d½ fo'o eas c<+rk vkradokn

¼[k½ Hkkjr % ,d mHkjrh fo'o&'kfDr

¼x½ izkdfrd vkink,¡

¼?k½ cnyrs lkaLdfrd ewY;

¼³½ D;k ugha dj ldrh ukjh

124

vad & ;kstuk & fganh ¼dsafnzd½

lkekU; funsZ'k %

1- vad&;kstuk dk mn~ns'; ewY;kadu dks vf/kdkf/kd oLrqfu"B cukuk gSA vad&;kstukesa fn, x, mÙkj&fcanq vafre ugha gSaA ;s lq>kokRed ,oa lkadsfrd gSaA ;fn ijh{kkFkhZ usbuls fHkUu fdarq mi;qDr mÙkj fn, gSa] rks mls mi;qDr vad fn, tk,aA

2- ewY;kadu djus okys ijh{kdksa ds lkFk tc rd izFke fnu oS;fDrd vFkok lkewfgd :ils vad&;kstuk ij Hkyh&Hkk¡fr vk|ksikar fopkj&fofu;e ugha gks tkrk] rc rdewY;kadu vkjaHk u djk;k tk,A

3- ewY;kadu viuh futh O;k[;k ds vuqlkj u djds vad&;kstuk ds funsZ'kkuqlkj ghfd;k tk,A

4 iz'uksa ds miHkkxksa ds mÙkjksa ij nkbZa vksj vad fn, tk,aA ckn esa miHkkxksa ds bu vadksadk ;ksx ckbZa vksj ds gkf'k, esa fy[kdj mls xksykd`r dj fn;k tk,A

5- ;fn iz'u dk dksbZ miHkkx ugha gS rks ml ij ckb± vksj gh vad nsdj mUgsa xksykd`rdj fn;k tk,A

6 ;fn ijh{kkFkhZ us fdlh iz'u dk vfrfjDr mÙkj Hkh fy[k fn;k gS rks vis{kkd`r

vPNs mÙkj ij vad nsdj nwljs vfrfjDr mÙkj dks dkV fn;k tk,A

7- laf{kIr] fdUrq mi;qDr foospu ds lkFk izLrqr fd;k x;k fcanqor mÙkj foLr`r foospudh vis{kk vPNk ekuk tk,xkA ,sls mÙkjksa dks mfpr egRo nsus dh vis{kk gSA

8- ckj&ckj dh xbZ ,d gh izdkj dh v'kq) orZuh ij vad u dkVsaaA

9- vifBr x|ka'k vkSj dkO;ka'k ds iz'uksa esa ijh{kkfFkZ;ksa dh le>] cks/k&{kerk vkSjxzg.k“khyrk dk ijh{k.k fd;k tkrk gS] vr,o buds mÙkjksa esa vfHkO;fDrxr ;ksX;rk dksvf/kd egÙo u fn;k tk, ftlls ijh{kkfFkZ;ksa dks vdkj.k gkfu gksA

10- ewY;kadu esa laiw.kZ vad iSekus & 0 ls 100 dk iz;ksx vHkh"V gS] vFkkZr~ ijh{kkfFkZ;ksa us;fn lHkh visf{kr mÙkj&fcanqvksa dk mYys[k fd;k gS rks mls “kr&izfr'kr vad fn,tk,aA

125

iz'u&i=k&la[;k 2@1@1

fganh ¼dasfnzd½

1- fdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr %

vad&;kstuk

1- lanHkZ & dfo rFkk dfork dk ukeksYys[kA 1/2+1/2= dqy 1 vad

2- izlax% iwokZij laca/k& fuokZg 1/2 vad

3- izeq[k Hkko & fcUnqvksa dk Li"Vhdj.k visf{kr 3 vad

4- Hkk"kkxr fo'ks"krk,a 1/2 vaddqy 5 vad

¼1½ lw;Zdkar f=kikBh ^fujkyk*& ^tkxks fQj ,d ckj*

¼2½¼2½¼2½¼2½¼2½ Hkkjrokfl;ksa dks nlosa flD[k xq: xksfoUn flag ds ohj pfj=k vkSj cfynku&Hkkoukdk Lej.k djk dj tkxzr djus dk iz;klA

¼3½ O;k[;k & fcUnq & Hkkjrokfl;ksa dks muds xkSjoe; bfrgkl dk Lej.k djkuk]xq: xksfoUn flag dh izfrKk& ^lok yk[k ls ,d yM+kÅa* dk Li"Vhdj.k] ohjHkko dk izdVhdj.kA

¼4½¼4½¼4½¼4½¼4½ fo'ks"kfo'ks"kfo'ks"kfo'ks"kfo'ks"k & vkst&xq.k] ohj jl] vuqizkl vyadkj vkSj 'kCn&eS=kh dk iz;ksxA

vFkok

¼1½¼1½¼1½¼1½¼1½ dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*

¼2½¼2½¼2½¼2½¼2½ dfo }kjk mTToy ,oa fu"dyad thou thus dk vkg~okuA

¼3½¼3½¼3½¼3½¼3½ O;k[;O;k[;O;k[;O;k[;O;k[;kkkkk &&&&& fcUnqfcUnqfcUnqfcUnqfcUnq & izkdfrd miknkuksa ls ekuo&thou dh rqyuk] dkafr&fudsru&ru}kjk lkSan;Z&cks/k] thou esa fofo/k jaxks }kjk [kqf'k;ksa dh izkfIr dk vkg~okuA

¼4½¼4½¼4½¼4½¼4½ fo'ks"kfo'ks"kfo'ks"kfo'ks"kfo'ks"k & mRizs{kk] vuqizkl] ;ed vkfn vyadkj] ek/kq;Z&xq.k ,oa eqDr NanA

¼1½¼1½¼1½¼1½¼1½ dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*dsnkjukFk vxzoky & ^thou ls*

¼2½¼2½¼2½¼2½¼2½ dfo mTToy] fu"dyad ,oa izlUu thou thus ds fy, euq"; dks izsfjr djrkgSA

126

¼3½¼3½¼3½¼3½¼3½ O;k[;k fcUnO;k[;k fcUnO;k[;k fcUnO;k[;k fcUnO;k[;k fcUnq & mTToy ,oa fu"dayd thou izkIr dj ekuo thou esa iw.kZrkdk vuqHko] lkxj dk :id] thou&Nfo dk lkxj&&mlesa 'ka[k] ef.k] lhivkfn dh euksgjrk iznf'kZr] larq"V ,oa iw.kZ thou thus dh bPNkA

¼4½¼4½¼4½¼4½¼4½ fo'ks"k&fo'ks"k&fo'ks"k&fo'ks"k&fo'ks"k& :id vkSj vuqizkl vyadkj] ek/kq;Z xq.k] eqDr NanA

vFkok

¼1½¼1½¼1½¼1½¼1½ lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj*

¼2½¼2½¼2½¼2½¼2½ Hkkjrh; ;qodksa dks mn~cks/ku] Lora=krk&izkfIr & gsrq izsj.kkA

¼3½¼3½¼3½¼3½¼3½ O;k[;O;k[;O;k[;O;k[;O;k[;kkkkk &&&&& fcUnqfcUnqfcUnqfcUnqfcUnq & Hkkjrh; ;qodksa dks Øwjrk&jfgr ohjrk dk nqyZHk xq.k] tks ;q)esa i'kqrk dk izn'kZu ugha djrk] mlds fy, izsj.kk] dkypØ esa Hkkjrh;ksa dk neu]Hkkjrh; thou& n'kZu esa mls thou&eqDr lfPpnkuan Lo:i dgk x;k gSA

¼4½¼4½¼4½¼4½¼4½ fo'ks"kfo'ks"kfo'ks"kfo'ks"kfo'ks"k & mRizs{kk] :id] vuqikl vkfn vyadkjA vkst&xq.k ,oa eqDr NanA

¼1½¼1½¼1½¼1½¼1½ lw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkAlw;Zdkar f=kikBh ^fujkyk* & ^tkxks fQj ,d ckj* dforkA

¼2½ Hkkjrh; ;qodksa dks mn~cks/ku] Hkkjrh; thou dh egkurk dk cks/kA

¼3½¼3½¼3½¼3½¼3½ O;k[;O;k[;O;k[;O;k[;O;k[;kkkkk &&&&& fcUnq& fcUnq& fcUnq& fcUnq& fcUnq& Hkkjrh; n'kZu esa _f"k;ksa vkSj egkRekvksa dks ijekuan :i vkSjijekRek dk Lo:i crk;k x;k gSA Hkkjr esa ;g ea=k loZ=k O;kIr && ^Hkkjrh;egku gSaA* dk;jrk rFkk dkeijrk vkfn nqxqZ.k Hkkjrh;ksa dss fy, ugha & os rks czg~eLo:i gSaA fo'o && Hkj muds fy, dqN ughaA

¼4½¼4½¼4½¼4½¼4½ fo'ks"fo'ks"fo'ks"fo'ks"fo'ks"k& :id ,oa vuqizkl vyadkjA vkst xq.k ,oa eqDr NanA

vFkok

¼1½¼1½¼1½¼1½¼1½ losZ'oj n;ky lDlsuk && ^vkt igyh ckj*^vkt igyh ckj*^vkt igyh ckj*^vkt igyh ckj*^vkt igyh ckj*

¼2½¼2½¼2½¼2½¼2½ thou esa ysus dh vis{kk nsus dh Hkkouk j[kus ij cyA

¼3½¼3½¼3½¼3½¼3½ O;k[;k fcUnqO;k[;k fcUnqO;k[;k fcUnqO;k[;k fcUnqO;k[;k fcUnq & euq"; thou dh izfrdwyrk,a gh thou dk lacy curh gSa] osijkt; fn'kkghurk vkfn vkosxksa dks dbZ xquk c<+k nsrh gSaA leL;k,a thoulaokjus ds fy, ekuo&thou esa vkrh gSaA

127

¼4½ fo'ks"k & u, iz;ksx] Hkk"kk thoar] eqDr NanA

2 nks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{krnks dkO;ka'kka s dk dkO;& lkSnU;Z visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 1+1/2= 1 vad

Hkko & lkS an;ZHkko & lkS an;ZHkko & lkS an;ZHkko & lkS an;ZHkko & lkS an;Z 1+1/2= 1 vad

f'kYi&lkS an;Zf'kYi&lkS an;Zf'kYi&lkS an;Zf'kYi&lkS an;Zf'kYi&lkS an;Z =3x2= 6 vad

d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %d½ Hkko& lkS an;Z %

ekuo & thou ls feV~Vh dk laca/k] feV~Vh dh vfLFkjrk ,oa ekuo & thou dhu'ojrkA feV~Vh dk Hkksykiu] lknxh] ljyrk vkSj foo'krk ij fVIi.khA

f'kYi&lkSf'kYi&lkSf'kYi&lkSf'kYi&lkSf'kYi&lkSaa aa an;Z %n;Z %n;Z %n;Z %n;Z %

vewÙkZ dh ewÙkZ ls miek] Nk;koknh izHkko] yk{kf.kdrk] izrhdkRedrk ,oa xs;rkA

[k½[k½[k½[k½[k½ Hkko & lkSHkko & lkSHkko & lkSHkko & lkSHkko & lkSaa aa an;Z %n;Z %n;Z %n;Z %n;Z %

bZ'oj dh loZO;kidrk ,oa lkoZdkfydrk dk o.kZu] bZ'oj & izkfIr ds fy, ckg~;kMEcjksadh vis{kk vareqZ[kh [kkst ij cyA

f'kYi& lkS an;Z %f'kYi& lkS an;Z %f'kYi& lkS an;Z %f'kYi& lkS an;Z %f'kYi& lkS an;Z %

mRizs{kk vkSj miek vyadkj] izrhd ?kV* dk iz;ksx] xs;rk] rqdkUrrk] e/kqjrk] cztHkk"kkA

x½x½x½x½x½ Hkko & lkS an;Z %Hkko & lkS an;Z %Hkko & lkS an;Z %Hkko & lkS an;Z %Hkko & lkS an;Z %

ifr ds izfr iRuh dk loZLo& leiZ.k HkkoA ifr dk vuqdj.k djus dk Hkko && izkphuHkkjrh; ukjh ds vkn'kZ && tgka iq:"k dks iwT; ekuk x;k gSA

f'kYi & lkS an;Z %f'kYi & lkS an;Z %f'kYi & lkS an;Z %f'kYi & lkS an;Z %f'kYi & lkS an;Z %

miek] :id] vuqizkl vyadkjA izlkn xq.k] xs;rk] rqdkUrrk vkSj e/kqjrkA ljy olgt [kMh cksyh dk iz;ksxA

128

3 fdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkfdUgha nks iz'uks a ds mÙkj la{ksi esa visf{krj la{ksi esa visf{krj la{ksi esa visf{krj la{ksi esa visf{krj la{ksi esa visf{kr

¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½¼nks fcUnqvks a dk lekos'k½ 1+1=2+2=

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 4 vad

d fo"ke ifjfLFkfr;ksa esa rius] d#.kk ls nzfor gksus] ifjfLFkfr;ksa ds vuqlkj<yus] vkØks'k izdV djus ds fy, izgkjd cuus tSls xq.kksa ds dkj.kA

[k eu esa lkfgR;dkj cuus dh bPNk] ijUrq DydhZ djus dks foo'k gksus ds dkj.kxgLFk thou ds la?k"kZ vkSj vkthfodk dh leL;k vkfn foMEcuk,a gSaA

x fdlku dks tu&x.k dk Hkzkrk dgk gS] D;ksafd Hkkjr fdlku dh mit ij gh fuHkZjgSA og mRiknu u djs rks yksx Hkw[ks jg tk,axs & og lekt ds fy, HkkbZ tSlkgSA

4 x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 2+2+2=6 vad

¼d½¼d½¼d½¼d½¼d½ Hkkjrh; n'kZu vkSj lkfgR; gekjs fopkkjksa dh ,drk izfrikfnr djrs gSaA

¼[k½¼[k½¼[k½¼[k½¼[k½ ekSf[kd Hkk"kk dks fyf[kr :i nsus ds ladsr] Hkkjrh; Hkk"kk,a ck,a ls nk,a dhvksj fy[kh tkrh gSaA

¼x½¼x½¼x½¼x½¼x½ fopkjksa dh ,drk crkrh gS fd lHkh Hkkjrh;ksa dh fparu&izfØ;k ,d gSA bllstkfr dh ,drk cuh jgrh gSA vf/kdka'k Hkkjrh; Hkk"kkvksa dh o.kZekyk ,dtSlh gSA

vFkok

¼d½ vkRek 'kk'or] lnk jgus okyh gS vkSj nsg uk'koku gSA

¼[k½ ys[kd dk rkRi;Z gS fd ge gBh u gksa] ifjfLFkfr;ksa ls leUo; LFkkfir djsaij vkn'kZ u NksM+saA

¼x½ ,d gjs&Hkjs vkSj nwljs Bw¡B&lw[ks o{k dks ns[kdj ys[kd ds eu esa ;gh fu"d"kZvk;k fd gesa fouez Hkh gksuk pkfg, vkSj n<+ HkhA

¼d½ Hkk"kkvksa esa ikjLifjd cks/kxE;rk cuk dj vkSj vU; Hkk"kkvksa dks lh[k djHkk"kk dh nhokj gVkbZ tk ldrh gS & nwljh Hkk"kk dk cks/k u gksuk gh Hkk"kkdh nhokj gSA

129

¼[k½ Hkkjrh; yksxksa dk LoHkko] mudh thou&'kSyh] /kkfeZd vkLFkk vkSj fo'oklvkfn ds dkj.k Hkk"kk dh nhokj ds vkj&ikj jg dj Hkh Hkkjrh; ,d gh gSaA

¼x½ jhfr&fjokt] /kkfeZd fo'okl] rhFkZ&ozr] izxfr'khyrk ;k ikjaifjdrk vkfn]mÙkj vkSj nf{k.k Hkkjr dh lkaLdfrd lekurk ds izrhd gSaA

¼d½ thou esa bfPNr oLrq izkIr gksuk] drdR; gksuk] O;fDrRo esa fouezrk vkSjn<+rk thou dh drkFkZrk gSaA

¼[k½ LoHkko] thou&'kSyh] fo'okl vkfn esa lekurk leUo;okn gSA thou dsfoLrr O;ogkj esa leUo;oknh jgsa ;k lR; ds fl)kar ij fLFkj jgsaA

¼x½ fl)karksa ds iz'u ij n<+rk visf{kr gS D;ksafd fl)kar gh thou&/keZ gSaA

¼d½ ,d /keZ ds vuq;k;h }kjk nwljk /keZ Lohdkjuk /keZ&ifjorZu gSA ns'k dkvrhr thfor yksxksa ls gh ugha] cfYd ejs&[kis yksxksa dh fopkj/kkjk gksrh gS tksvklkuh ls ugha cnyrhA

¼[k½ gekjs iwoZ tUes yksx laLdfr dh dM+h gksrs gSaA os vrhr dks orZeku ls tksM+rsgSa] muls gh fdlh ns'k dh igpku curh gSA

¼x½ HkkSxksfyd lhek,a cny tk,a rks laLdfr dh gkfu gksrh gS vkSj lkaLdfrdigpku cnyus yxs rks ge vrhr ls dV tkrs gSaA bl izdkj ,d ds [kafMrgksrs gh nwljs gh xkfjek dks pksV igqaprh gSaA

¼d½ thou esa bfPNr oLrq izkIr gksuk] drdR; gksuk] O;fDrRo esa fouezrk vkSjn<+rk drkFkZrk gSA ge thou esa n<+ gksa] vfM+;y u gksa & ;s xq.k drkFkZrk dsfy, vko';d gSaA

¼x½ n<+rk dk vFkZ gS & vkSfpR;] lR; vkSj fl)karksa ij n<+ jguk] ijarqvkSfpR;&vukSfpR; dk /;ku j[ks fcuk vM+ tkuk] VwV tkuk ij fgyukugha&vfM+;yiu gSA

¼x½ BwaB esa futhZo tM+rk gS] og tl dk rl jgrk gS] u fgyrk gS u >qdrk gSAisM+ esa thoar n<+rk gSA og volj igpku dj fl)karksa ij n<+ jgrk gSA

5 fdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{krfdUgha rhu iz'uka s a ds mÙkj visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 3+3+3=9 vad

d isM+&ikS/kksa vkSj i'kq&if{k;ksa dks igys ou dh igpku va'k ;k [k.M ds :i esa Fkh&

130

lexz :i esa ughaA cM+ nknk us viuh lcls Å¡ph dfy;ksa ls pkjksa vksj ns[kk rksmls lexz ou dk cks/k gqvkA

[k tks O;fDr gn; ls fdlh dks I;kj djrk gS mls gh mldh vkykspuk dk vf/kdkjgks ldrk gSA xka/kh th Hkkjr dks izk.kksa ls vf/kd I;kj djrs Fks] blfy, os Hkkjrh;lekt dh dqjhfr;ksa dh vkykspuk djds Hkh lcls cM+s ns'k&izseh FksA

x Hkkjr ds izkphu lkaLdfrd dsanz] rhFkZ&eafnjksa] unh&rVksa ij gh vofLFkr gSaA gesaufn;ksa dks u"V vkSj iznwf"kr gksus ls cpkuk pkfg,A ufn;ksa ds u jgus ls gekjs ;slHkh lkaLdfrd dsUnz u"V gks tk,axsA

?k uhyw /ofu dk Kku j[krk Fkk] vius Lokeh ds vkns'k dks le>rk Fkk] LokfHkekuhFkk] vU; i'kq&if{k;ksa ls izse djrk Fkk vkSj mudh j{kk djrk FkkA og viuhLokfeuh ls Hkh izse djrk FkkA

6 fdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{krfdUgha rhu iz'uks a ds mÙkj la{ksi esa visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 1+1/2 vad

dF;dF;dF;dF;dF; 1/2 vad

Hkk"kkHkk"kkHkk"kkHkk"kkHkk"kk dqy 2x3=6vad

d QkSth vusd o"kksZ ls uxj ikfydk dks ikuh dk dj ¼VSDl½ ugha ns jgs Fks]ikfydk }kjk uksfVl nsus ij Nkouh ds vf/kdkfj;ksa }kjk fojks/kA

[k xaxk dq'ky rSjkd] vusd Mwcrs yksxksa dks cpkuk] cpkus esa ¼rSjus½ esa dfBukbZdk vglkl gksus ij viuh dyk dh cnukeh ds Mj ls xkao NksM+ tkukA

x v:eqxe Jhuxj esa ikfdLrku ls ;q) djrs gq, ohjxfr dks izkIr] ohjrkiwoZdejus ls iwoZ 'k=kq ds foekuksa dks ekj fxjkus ,oa Hkxkus esa lQyA ohj&pØ lslEekfurA

?k lekt ds izfrf"Br yksx nksxysiu vkSj nqgjs pfj=k ds gkssrs gSaA mudk izR;{kthou okLrfod thou ds fcYdqy foijhr gksrk gSA

7 iz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kriz'u dk lkjxfHkZr mÙkj visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 3 vad

dF;dF;dF;dF;dF; 1 vad

Hkk"kkHkk"kkHkk"kkHkk"kkHkk"kk dqy 4 vad

131

Hkkjrh; laxhr dks ia0 fo".kq fnxEcj iyqLdj dk fuEukafdr ;ksxnku gS & Hkkjrh;'kkL=kh; laxhr dks ubZ fn'kk] v'yhy jpukvksa dk xk;u fuf"k) djuk] HkfDr ,oalkfgfR;d jpukvksa dh izLrqfr] efgykvksa dks laxhr f'k{kk] laxhr ,oa laxhrdkjksa dksvknj.kh; LFkku fnYkkukA

vFkok

Hkfxuh fuosfnrk ds O;fDrRo dh fuEufyf[kr fo'ks"krk,a gSa%tUe ls fons'kh gksrs gq, Hkh thou esa iw.kZr% Hkkjrh;] Lora=krk laxzke esa Hkjiwj lg;ksx]ck<+&vdky vkSj Iysx dh egkekjh esa jkr&fnu lsok&dk;Z] vlg;ksx vkanksyu ls tqM+djvaxzsth 'kklu dk fojks/k] fiNM+s xjhc Hkkjrh;ksa dh lsokA

jktusrkvksa vkSj lekt&lsodksa ds nqgjs O;fDrRo ,oa pfj=kghu thou dk izdVhdj.k]lekt esa izfr"Bk dh dkeuk] lekt&lsok ds cgkus ;=k&r=k ?kweuk o ekSt&eLrh djuk]ikfVZ;k cnyuk] LokFkZ&ijrk ,oa fl)karghurkA

Hkkjrh th us ch-,- o ,e-,- ds nkSjku ^vH;qn;*] ^laxe* vkSj ^fgUnqLrku vdkneh¼,dsMeh½ esa dke fd;kA mlh le; êqnksaZ dk xkao*] îFoh vkSj LoxZ* nks dgkuh laxzgNisA ,e-,- ds ckn ekDlZokn dk v/;;u fd;k rFkk mUgha fnuksa ^xqukgksa dk nsork*]izxfrokn ,d leh{kk* rFkk ^lwjt dk lkroka ?kksM+k* fy[kkA ckn esa ûnh I;klh Fkh*]^pkan vkSj VwVs gq, yksx*] ^Bsys ij fgeky;*] ^fl) lkfgR;* vkfn jpuk,a izdkf'krA

Hkfxuh fuosfnrk lPps vFkksZ esa Hkkjrh; ukjh] Hkkjrh; os'k&Hkw"kk /kkj.k djuk] Hkkjr ,oaHkkjrh;ksa ls izse] Hkkjr dh Lora=krk ds fy, iz;kl] vdky] ck<+ o Iysx tSlh vkinkvksaesa Hkkjrh; turk dh lsok esa yhu jguk] fgUnw /keZ esa vkLFkk] Hkkjrh; laLdfr] /keZ] n'kZuds fy, laiw.kZ thou yxk nsukA

ia0 fo".kq fnxEcj iyqLdj ejkBh Hkk"kh gksdj Hkh fgUnh ls izse djrs FksA mUgksaus fgUnhlh[kh vkSj 50 ls vf/kd xazFk fgUnh esa fy[ksA fgUnh ds jk"VªHkk"kk cuus esa iw.kZ vkLFkkAfgUnh&izse ds dkj.k fgUnh dh vkykspuk djus okyksa dh ijokg ugha dhA

8 fdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{kr 3+3 = 6 vad

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk

d nsoh flag cqansyk ;qod] ns'k HkDr fdlku] ykspu flag nsoh flag ls fcuk iwNs ghnyhi uxj ds fonzksg dks dqpyus pyk x;k ftlds fy, nsoh flag }kjk mlsQVdkj] n;kyq ,oa jkt&ifjokj ds izfr lEekuA

132

[k fojkVk dh in~feuh dqeqn dks dgk x;k gSA og fojkVk uxj esa iSnk gqbZ rFkkin~feuh ds leku :iorh FkhA ;kSoukLFkk esa igqaprs&igqaprs mlds lkSUn;Z dhiz'kalk nwj&nwj rd QSy pqdh FkhA lkSUn;Z esa fpÙkkSM+ dh jkuh in~ekorh ds lekuAlekt esa nqxkZ eka ds vorkj ds :i esa ekU;rkA mlds lkSan;Z ds dkj.k vusdjktkvksa ds chp ;q)A

x cqansy[kaM dk ,d LFkku tgka ikap ufn;ksa dk lewg feyrk gSA ikap ufn;ksa dkifo=k laxe gksus ds dkj.k îapunk* ukeA ikap ufn;ka gSa & ;equk] pacy]fla/kq] igqt vkSj dqekjhA buds fdukjs ckyw&ikuh&gfj;kyh dk lkezkT;A

9 ik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{krik=k dh 4 izeq[k fo'ks"krk,a visf{kr 1+1+1+1=

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk dqy 4 vad

dqeqn &dqeqn &dqeqn &dqeqn &dqeqn &

¼1½ miU;kl dh ukf;dk

¼2½ dFkkoLrq dk dsUnz

¼3½ vR;ar :ilh] lHkh mls nsoh ds vorkj ds :i esa ekudj vk'khokZn pkgrs gSaA

¼4½ la?k"kZ ds le; mnkj

¼5½ ukjh dh xfjek vkSj efgek dks cuk, j[kus esa l{keA

¼6½ vyhenkZu ds gkFk yxus ls iwoZ gh csrok unh esa dwn dj thou&yhyk dh bfrJhA

vFkok

miU;kl ds mn~ns';miU;kl ds mn~ns';miU;kl ds mn~ns';miU;kl ds mn~ns';miU;kl ds mn~ns';

¼1½ cqansy[kaM dh ohjrk iznf'kZrk djukA

¼2½ lqUnjh ukjh ds fy, ejus&ekjus dh e/;;qxhu izofÙk ls ifjfpr djkukA

¼3½ Hkkjrh;ksa esa ohj&Hkkouk dk lapkj djukA

¼4½ ukjh&lEeku dh j{kk dk ikBA

¼5½ va/k&fo'oklksa ls ijs jgus dh izsj.kkA

¼6½ Lora=krk dh Hkkouk izcy djukA

133

10 js[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{kr 1+1+1=


¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[k¼izR;sd in ds ifjp; esa inHksn ds vfrfjDr ,d vU; fcUnq dk mYys[kvisf{kr½visf{kr½visf{kr½visf{kr½visf{kr½

gekjh &gekjh &gekjh &gekjh &gekjh & loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] mÙke iq:"k] cgqopu] laca/k dkjd ,drk lslaca/kA

,drk ,drk ,drk ,drk ,drk & laKk] Hkkookpd] laKk] Hkkookpd] laKk] Hkkookpd] laKk] Hkkookpd] laKk] Hkkookpd] L=khfyax] ,d opu] laca/k dkjd] izek.k ls laca/kA

nwljk &nwljk &nwljk &nwljk &nwljk & fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] fo'ks"k.k] Øeokph fo'ks"k.k] iqfYyax] ,dopu] izek.k dk fo'ks"k.kA

geus &geus &geus &geus &geus & loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] loZuke] iq:"kokpd] mÙke iq:"k] cgqopu dÙkkZdkjdA

fn;k gSfn;k gSfn;k gSfn;k gSfn;k gS fØ;k] ldeZd] fØ;k] ldeZd] fØ;k] ldeZd] fØ;k] ldeZd] fØ;k] ldeZd] iqfYyax] ,dopu] Hkwrdky] iw.kZdkfydA

fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp;fVIi.kh % nks js[kkafdr inks a dk ifjp; 1+1/2 vad1+1/2 vad dqy 3 vad

eSeSe Se Se Sa &a &a &a &a & iq:"kokpd loZuke]iq:"kokpd loZuke]iq:"kokpd loZuke]iq:"kokpd loZuke]iq:"kokpd loZuke] mÙke iq:"k] iqfYyax] ,dopu] dÙkkZdkjd] ns[kuk*fØ;k dk dÙkkZA

isM+ dks &isM+ dks &isM+ dks &isM+ dks &isM+ dks & laKk] tkfrokpd] laKk] tkfrokpd] laKk] tkfrokpd] laKk] tkfrokpd] laKk] tkfrokpd] iqfYyax] ,dopu] deZdkjd ^ns[kuk* fØ;k dkdeZA

ns[k jgk Fkk &ns[k jgk Fkk &ns[k jgk Fkk &ns[k jgk Fkk &ns[k jgk Fkk & ldeZd fØ;k]ldeZd fØ;k]ldeZd fØ;k]ldeZd fØ;k]ldeZd fØ;k]iqfYyax] ,dopu] Hkwrdky] viw.kZ i{kA

11 funsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{krfunsZ'kkuqlkj okP;&ifjorZu visf{kr 1+1+1=


¼d½ Åij ,d txg gekjs }kjk Hkwxksy dks nks"k fn;k x;k gSA

¼[k½ mls vklkuh ls igpku ysasxsA

¼x½ vc FkksM+h nsj Vgy fy;k tk,A

¼d½ Lora=krk fnol /kwe/kke ls eukrs gSaaA

¼[k½ eq>ls rqEgkjk O;aX; lgk ugha tk ldrkA

¼x½ gels Nr ij dSls lks;k tk,xkA

134

¼d½ cgqr ls isM+ dkVs x,A

¼[k½ eSa ;g ugha lg ldrkA

¼x½ eq>ls jks;k ugha tk ldrkA

12 fdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{krfdUgha nks inks a dk foxzg rFkk lekl dk uke visf{kr 1+1 =


¼d½ ¼1½ Lora=k gS tks ns'k & deZ/kkj; lekl

¼2½ pkj Hkqtk,a gSa ftldh & cgqchfg

¼3½ mÙkj vkSj nf{k.k & }a}

¼[k½¼[k½¼[k½¼[k½¼[k½ fdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[kfdUgha nks in & lewgks a dks leLr in cukdj lekl dk ukeksYys[k

visf{krvisf{krvisf{krvisf{krvisf{kr 1+1 =


¼1½ cs[kVds & vO;;hHkko

¼2½ pkSjkgk & f}xq

¼3½ ØhM+k&{ks=k & rRiq:"k

¼d½ ¼1½ fojke ds fy, fpg~u & rRiq:"k

¼2½ BkSjk ;k fBdkuk & }a}

¼3½ lkr lkS dk lewg & f}xq

¼[k½ ¼1½ egf"kZ & deZ/kkj;

¼2½ larok.kh & rRiq#"k

¼3½ uhyd.B & cgqczhfg

¼d½ ¼1½ in dk ifjp; & rRiq:"k

¼2½ eq[; gS tks lfpo & deZ/kkj;

¼3½ nl gS vkuu ¼eq[k½ ftlds & cgqczhfg

135

¼[k½ ¼1½ rhoz cqf) & cgqczhfg

¼2½ nks pkj & }a}

¼3½ ;Fkk'kfDr & vO;;hHkko

13 okD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{krokD;ks a dks 'kq) djsds fy[kuk visf{kr 1+1+1 =


¼d½ igys rks Hkz"Vkpkj dks [kRe fd;k tkuk pkfg,A

¼[k½ Vhe esa ugha fy;k rks rqe D;k djksxs\

¼x½ ns'k xka/kh dk cgqr _.kh gSA

¼d½ nks fnu esa rqeus D;k&D;k fd;k gSA

¼[k½ rqeus ml Hk;kous ou dks ns[kk gSA

¼x½ eq>ls dgk ugha tk,xkA

¼d½ crkb,] vkius ou ns[kk gS\crkvks] rqeus ou ns[kk gS\

¼2½ eSaus ;g ikB i<+ fy;k gSA

¼3½ mUgksasus gekjh ,d u lquhA

14 funsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{krfunsZ'kkuqlkj mÙkj visf{kr 1+1+1+1 =


¼d½ gekjh& rqEgkjh rjg D;k buesa tM+sa ugha gksrha\

¼[k½ fu"ks/kkFkZd@ fu"ks/kokpd

¼x½ esjs jgus rd dksbZ u MVsA

¼?k½ feJ@ fefJr okD;

¼d½ mn~ns'; & iqfyl usfo/ks; & vkradoknh dks idM+ fy;k

136

[k ,d fnu ugkus ds fy, dqN yM+ds eNfy;ksa ds leku rSjus yxsA¼,d fnu dqN yM+ds ugkrs le; eNfy;ksa dh rjg rSjus yxs½

15 vFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNrvFkZLi"Vhdj.k ;ksX; iz;ksx okafNr 1+1+1+1=

dqy 4 vad

16 okD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{krokD;ksa ls mn~ns'; vkSk fo/ks; vyx&vyx djds fy[kuk visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk 1+1=dqy 2vad

d mn~ns'; & dykdkjfo/ks; & fp=k cuk jgk FkkA

mn~ns'; & ns'k ds iz/kku ea=kh usfo/ks; & vk'oklu fn;kA

mn~ns'; & iqfyl usfo/ks; & ,d vkradoknh dks idM+ fy;kA

17 vifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{krvifBr x|ka'k ds iz'uks a ds mÙkj la{ksi esa visf{kr 1+1+1+1+1=

dqy 5 vad

¼d½ lfZ"V esa Øks/k dk fo/kku Øks/kh ds eu esa Hkkoh d"V ls cpus ds mn~ns'; lsA

¼[k½ euq"; thou esa nwljksa }kjk igqapk, tkus okys d"Vksa ls eqDr gksus ds fy,A

¼x½ nq"V ds eu esa foosd] n;k vkfn Hkkoksa dk vHkko gksrk gSA

¼?k½ Hk; dh fuofÙk LFkk;h ugha]@dHkh&dHkh Hk;Hkhr gksdj vkRe&j{kk dj ysukA

¼M-½ Øks/k@Øks/k dh vko';drk

18 dkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr 1+1+1+1+1=

dqy 5 vad¼d½ tks lkFkh NwV tkrs gSa mudh fpark djuk O;FkZ gSA

¼[k½ e/kqou lw[ks Qwyksa dk 'kksd ugha eukrk] D;ksafd f[kyuk vkSj lw[kuk LokHkkfodfØ;k,a gSaA

¼x½ tks ckr tSls Hkh chr tk, mls Hkqykdj u, <ax ls thou izkjaHk djukA

¼?k½ rkjk&vPNk fe=k vkSj lkFkh dk izrhd( lqeu&izseh ;k fiz;&ik=k dk izrhdA

137

¼M-½ thou fdlh dh izrh{kk ugha djrk] thou&;k=kk esa tks ihNs NwV tkrs gSa os fQjdHkh ugha feyrsA

19 visf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstukvisf{kr i=k & ys[ku dh vad & ;kstuk

izkjaHk ,oa var dh izkjaHk ,oa var dh izkjaHk ,oa var dh izkjaHk ,oa var dh izkjaHk ,oa var dh vkSipkfjdrk,a 2 vad

iz'ukuqlkj fo"kiz'ukuqlkj fo"kiz'ukuqlkj fo"kiz'ukuqlkj fo"kiz'ukuqlkj fo"k; &; &; &; &; &oLrqoLrqoLrqoLrqoLrq dh izLrqfr 2 vad

Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr Hkk"kk vkSj vfHkO;fDr & dkS'ky 1 vaddqy 5 vad

20 fdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 300 'kCnks a esa fuca/k visf{kr

vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk

Hk wfedk@izLrkoukHk wfedk@izLrkoukHk wfedk@izLrkoukHk wfedk@izLrkoukHk wfedk@izLrkouk 1 vad

fo"k; & oLrqfo"k; & oLrqfo"k; & oLrqfo"k; & oLrqfo"k; & oLrq 6 vad

¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½¼pkj fcUnqvks a dk lekos'k½

milagkj@lekiu@milagkj@lekiu@milagkj@lekiu@milagkj@lekiu@milagkj@lekiu@fu"d"kZ 1 vad

'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj 'kq) Hkk"kk vkSj vfHkO;fDr 1 vad

izLrqfr 'kSyh@izLrqfr 'kSyh@izLrqfr 'kSyh@izLrqfr 'kSyh@izLrqfr 'kSyh@vfHkO;fDr 1 vad

dqy 10 vad

iz'u&i=k&la[;k 2@1

fganh ¼dasfnzd½

20 fdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSfdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gS

vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq %vad & foHkktu vkSj ewY; & fcUnq % 1/2+1/2=

1-1-1-1-1- lnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kAlnaHkZ & dfo vkSj dfork dk ukeksYys[kA dqy 10 vad

2-2-2-2-2- iwokZij laca/k & fuokZgiwokZij laca/k & fuokZgiwokZij laca/k & fuokZgiwokZij laca/k & fuokZgiwokZij laca/k & fuokZg 1@2 vad

3-3-3-3-3- izeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{krizeq[k fcUnqvks a dk Li"Vhdj.k visf{kr 3 vad

4-4-4-4-4- Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk %Hkk"kkxr fo'ks"krk % 1@2 vad

dqy 5 vad

138

� dfo dfo dfo dfo dfo & gfjoa'k jk; ^cPpu*

� dfork&dfork&dfork&dfork&dfork& ^tM+ dh eqLdku*

� iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg % ubZ ih<+h ds izrhd Qwy viuh gelQj ifÙk;ksa ds egRo

dks udkjrs gSaA

izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&izeq[k Hkko & fcUnq %&

Qwyksa us vius lkSan;Z ds u'ks esa pwj gksdj dgk&

¼1½ gekjs lkeus ifÙk;ksa dk D;k egRo gS] os rks xq.kghu gSaA

¼2½ la[;k esa vf/kd gksus ds dkj.k gh mudk ncnck gS] mUgsa gok ,oa Mkyksa dk lacy

gSA

¼3½ ge Qwy gSa( jax vkSj jl ls Hkjiwj gSaA

¼4½ gekjh ;'k:ih xa/k nwj&nwj rd QSyh gS vkSj HkkSjksa us gekjk xq.kxku fd;k gSA os

gekjs dkj.k xfoZr gSaA

fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %

Hkk"kk& fu>Zj dh Hkkafr xfr'khy ,oa izokgiw.kZ( ekuohdj.k vyadkj] izrhdksa dk vR;ar

dq'kyrk iwoZd iz;ksx] eqDr NanA


� dfo & dfo & dfo & dfo & dfo & losZ'oj n;ky lDlsuk

� dfork& dfork& dfork& dfork& dfork& ^vkt igyh ckj*

� iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % iwokZij laca/k & fuokZg % ijkt; ds nnZ ds izfr lgkuqHkwfr dh vfHkO;fDrA


dfo dgrk gS fd vkt thou esa igyh ckj esjs lkFk ,slk gqvk fd cgrh BaMh ok;q us

esjk flj pqipki xksn esa j[k fy;kA mlus esjs ekFks ij d#.kk&Hkjk gkFk j[kk( fQj cksyh

& ^êSa Hkh rqEgkjh rjg dh gkjh gqbZ gwaA esjk Hkh bl nqfu;k esa dksbZ ugha gS] vr% rw vkSj

eSa ,d tSls gh gSaaA

139

� fo'k s"kfo'k s"kfo'k s"kfo'k s"kfo'k s"k

Hkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & dkseydkar] [kM+h cksyh] ok;q dk ekuohdj.k] laokn ds dkj.k dfork esalthork] eqDr NanA


� dforkdforkdforkdforkdfork & ^tM+ dh eqLdku*

� iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg & bl va'k esa ruk tM+ dks egRoghu crkrs gq, viukegRo izfrikfnr djrk gSA


¼1½ ruk dgrk gS fd tM+ rks ^tM+* vFkkZr~ vpsru vkSj ew[kZ gSA

¼2½ mlesa thou dk vHkko gS vkSj ;gh mldk bfrgkl gSA

¼3½ og eqDr vkdk'k esa u QSy dj feV~Vh esa gh eq[k xkM+s iM+h jgrh gS] fdUrq eSa tehuls ckgj vkdj ru dj [kM+k gks x;k gw¡A

� fo'k s"kfo'k s"kfo'k s"kfo'k s"kfo'k s"kHkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & Hkk"kk & yk{kf.kdrk ls ;qDr [kM+h cksyhA


� dforkdforkdforkdforkdfork & ^tM+ dh eqLdku*

� iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg iwokZij laca/k & fuokZg & ?keaM ls Hkjh Mkfy;ka rus dks QVdkjrh gqbZ viukegRo LFkkfir djrh gSaA

izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %izeq[k Hkko & fcUnq %

¼1½ Mkfy;ka rus dks QVdkjrh gqbZ dgrh gSa fd og fdl ckr ij ruk gqvk gS\ ogxfrghu gksdj vius gh LFkku ij Bgjk gS] mlus rfud Hkh izxfr ugha dhA

¼2½ og dsoy vius fy, gh thfor gSA [kk&ihdj eksVk gqvk gS] fdUrq ge mlxfrghu ls QwVdj Hkh fn'kk&fn'kk esa viuk fodkl djrh jgh gSa] gj izdkj dh gokesa >werh jgh gSa] vius uke dks lkFkZd djrh jgh gSaA


140

� dfo& dfo& dfo& dfo& dfo& losZ'oj n;ky lDlsuk

� dfork& dfork& dfork& dfork& dfork& ^vkt igyh ckj*

� iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & iwokZij laca/k fuokZg & gok dfo ds izfr lgkuqHkwfr vkSj laosnuk izdV djrs gq,dgrh gS %

¼1½ eSa Hkh rqEgkjh gh rjg ijkftr gw¡ vkSj rqEgkjh gh rjg fn'kk&Hkzfer gw¡A

¼2½ rqEgkjh gh rjg esjk Hkh lalkj esa dksbZ ugha gSaaA eSa Hkh dgha vkJ; [kkst jgh gw¡A

¼3½ ij eSa ijkftr gksdj Hkh fujk'k&grk'k gksdj cSBh ugha gw¡] cfYd ijkt; us eq>s 'kkarvkSj xfr'khy cus jgus dh izsj.kk nh gSA

� fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %

Hkk"kk& Hkk"kk& Hkk"kk& Hkk"kk& Hkk"kk& rRle vkSj rn~Hko 'kCnksa ls ;qDr dkseydkar [kM+h cksyh] Hkk"kk esa laoknkRedyk{kf.kdrkA

� dfo dfo dfo dfo dfo & losZ'oj n;ky lDlsuk

� dforkdforkdforkdforkdfork& ^vkt igyh ckj*

� iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & iwokZij laca/k & fuokZg & gok dfo dks lkaRouk nsrs gq, viuk vuqHko crkrh gSA

� O;k[;k & fcUnq %O;k[;k & fcUnq %O;k[;k & fcUnq %O;k[;k & fcUnq %O;k[;k & fcUnq %

¼1½ lalkj esa esjk dksbZ viuk u Fkk] dksbZ esjk lgk;d u FkkA

¼2½ eSaus lcdks viuk le>k vkSj lHkh dks viukiu ck¡Vrh jgh] bl ij Hkh eq>s fdlhdk lgkjk ugha feykA

¼3½ gok dh ckr lqu dj dfo dks cM+k lgkjk feyk vkSj mls yxk fd mldk nnZ]mlls Hkh vf/kd egRoiw.kZ gSA

� fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %fo'ks"k %

Hkk"kk %Hkk"kk %Hkk"kk %Hkk"kk %Hkk"kk %

¼1½ rRle vkSj rn~Hko 'kCnksa ls ;qDr dkseydkar [kM+h cksyhA

¼2½ Hkk"kk esa laoknkRed yk{kf.kdrkA

141

2 � dkO; & lkS andkO; & lkS andkO; & lkS andkO; & lkS andkO; & lkS an;Z %;Z %;Z %;Z %;Z %

¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½¼nks dkO;ka'kks a dk dkO;& lkS an;Z visf{kr½

¼d½¼d½¼d½¼d½¼d½ Hkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;Z 1+1/2

¼[k½¼[k½¼[k½¼[k½¼[k½ f'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Z 1+1/2

Hkko& lkSUn;Z %Hkko& lkSUn;Z %Hkko& lkSUn;Z %Hkko& lkSUn;Z %Hkko& lkSUn;Z % 3x2= 6 vad

¼1½ ^nknw* }kjk jfpr bl HkfDr&in esa dfo us fujkdj czg~e ds izfr viuh fojg&osnuk,d fojfg.kh ukf;dk ds :i esa O;Dr dh gSA

¼2½ fiz;re dk ekxZ ns[krs&ns[krs fojfg.kh vkRek dks ;qx chr x,A

f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %f'kYi&lkSUn;Z %miek }kjk viuh osnuk O;Dr djrs gq, dfo us viuh fojgkdqy fLFkfr dh lqUnjO;atuk dh gSA dfo dh Hkk"kk vyadkje;h czt gSA in esa vuqiz;kl dk tgka&rgka lqUnjiz;ksx feyrk gSA

� dfodfodfodfodfo & lw;Zdkar f=kikBh ^fujkyk*

� dfork & dfork & dfork & dfork & dfork & ^tkxks fQj ,d ckj*

Hkko&lkSUn;ZHkko&lkSUn;ZHkko&lkSUn;ZHkko&lkSUn;ZHkko&lkSUn;Zdfo us Hkkjrh; uo;qodksa esa jk"Vª&izse vkSj ohjrk dk Hkko txkrs gq, mUgsa eqDr] Lok/khuvkSj czg~eLo:i crk;k gSA

f'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;ZHkk"kk &vkst xq.k iz/kku] laLdr&fu"B 'kCnkoyh ls ;qDrA eqDr NanA miek] :id vkSjvuqizkl vyadkj dk iz;ksxA

� dfo & dfo & dfo & dfo & dfo & ek[kuyky prqosZnh

� dfork & dfork & dfork & dfork & dfork & ^;s vukt dh iwysa rsjs dka/ks >wysaA*

Hkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkko& lkSUn;ZHkkjr ds Jethoh fdlku dh xkSjo&xkFkk dk xku fd;k x;k gSA fdlku dh dfBu&dBksj

142

thou & 'kSyh dk lEekuA lkFk gh ns'k ds dykdkjksa] 'kkldksa vkSj lk/kdksa ls vis{kk dhxbZ gS fd os fdlku ds bl xkSjo rFkk mlds ri& R;kx dh mis{kk u djsaA

f'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Zf'kYi&lkSUn;Z

fdlku dk vfr'k;ksfDriw.kZ xq.kxku fd;k x;k gSA lw;Z dks fdlku dk ^jFk* vkSj ok;qdks mldh ^mTToyxkFkk* dgk x;k gSA lacks/ku 'kSyh] laLdrfu"B] izokgiw.kZ rFkkvyadr Hkk"kk dk iz;ksxA

3 fdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{krfdUgha nks iz'uks a ds mÙkj visf{kr 1/2+1/2 =2x2 =4vad

fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %fuEufyf[kr vkn'kks a Z dk mYys[k visf{kr %

¼1½ ifrozr /keZ

¼2½ leiZ.k Hkkouk

¼3½ izsjd 'kfDr

¼4½ ikfjokfjd R;kx&riL;kA ;gh iw.kZrk dk vkn'kZ bl dfork esa O;Dr gqvk gSA

[k bl dfork esa ukjh dh n<+rk dks yksgs ds :i esa O;Dr fd;k x;k gSA ukjh yksgsls Hkh etcwr gksrh gS] dHkh og d"V >syrh gS] dHkh Loa; dks xykdj nwljksa dsvuqlkj <yrh gS vkSj dHkh ladV vkus ij xksyh ds leku nwljksa ij vk?kkr djrhgSA

x dfork dk lans'k gS fd euq"; fojkV vfLrRo dk y?kq va'k gS] fdUrq og LokFkZ]bZ";kZ vkSj vagdkj ds o'khHkwr gksdj Loa; dks cM+k ekuus yxrk gS rFkk tkfr]/keZ vkSj {ks=kh;rk ds vk/kkj ij vius vkidks ck¡Vus yxrk gSA

4 x|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{krx|ka'k ij iwNs x, izz'uks a ds mÙkj visf{kr 2+2+2

3x2 = 6 vad¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½¼mi;qDr larqfyr mÙkj gksus ij iw.kZ vad fuxZr fd, tk,aA½

fofHkUu izns'kks a ds ou] flapkbZ vkSj d`f"k&foHkkx laxfBr gksdj tc ,d ghvf/kdj.k ds varxZr dk;Z djrs gSa rks og laxBu ^tykxe {ks=k* dgykrk gSA

tykxeksa dh LFkkiuk vko';d gS] D;ksafd buls gekjh fodkl & ;kstuk,a] lQy gksdjykHkizn cu tkrh gaSA

143

ouksa vkSj ufn;ksa dk ijLij ?kfu"B laca/k gSA ou ufn;ksa dks u dsoy lw[kus vkSj mFkykgksus ls cpkrs gSa] cfYd ls Hkwfexr ty dks lqjf{kr j[kus esa Hkh lgk;rk nsrs gSaA

ys[kd ds vuqlkj ljdkjh foHkkxksa esa rky&esy ugha gS] ftlls mudh fLFkfr ,slh gks xbZgS tSlss 'kjhj ds fofHkUu vaxksa esa rkyesy u gksus ls 'kkjhfjd&fodfr vk tkrh gSA

5 ddddd fdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{kr dqy vad 9dqy vad 9dqy vad 9dqy vad 9dqy vad 9vad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstukvad & ;kstuk (3+3+3)

fgUnh Hkk"kh {ks=kksa esa fgUnhrj Hkk"kkvksa dk izpkj&izlkj gks rkfd fgUnh Hkk"kh yksx'ks"k Hkkjrh;ksa ds lkFk lgt :i ls okrkZyki dj ldsaA nwljh vksj vfgUnh Hkk"kh{ks=kksa esa fgUnh Hkk"kk dk O;kid izpkj&izlkj gksuk pkfg,] rkfd vfgUnh Hkk"kh yksxfgUnh ds ek/;e ls 'ks"k jk"Vª ls tqM+ ldsaA blh ls Hkk"kk dh nhokj rksM+h tkldsxhA

[k[k[k[k[k uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %uhyw ds LoHkko dh fuEufyf[kr fo'ks"krk,a nz"VO; gSa %

¼1½ LokfHkeku

¼2½ vØks/k

¼3½ vfgalk

¼4½ LokfeHkfDr

¼5½ fouezrk

¼6½ mnkjrk

x feyj lkfgR; dks e;wj tSlk euksje ekurk gSA tSls eksj vius jax&fcjaxs ia[k QSykdj euksje uR; djrk gS vkSj lcdk eu eksg ysrk gS] mlh izdkj lPpk lkfgR;turk dk dsoy euksjatu dh ugha djrk] vfirq og tu&eu dh cqjkb;ksa dks Hkhnwj djrk gSA

?k Bw¡B vkSj gjs&Hkjs o{k dks ns[kdj ys[kd bl fu"d"kZ ij igq¡pk fd gesa thou esarkyesy vkSj leUo; ls thuk pkfg,] fdUrq vius vkn'kksZa ij Hkh n<+ jgukpkfg,A

6 fdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{krfdUgha rhu iz'uks a ds mÙkj visf{kr 2+2+2= 6 vad

d v#eqxe ds cfynku ls iwoZ yksx mldh ek¡ dks mlds vius uke ls iqdkjrs Fks]

144

ijarq tSls gh v:eqxe us ns'k dh j{kk ds fy, viuh tku&U;ksNkoj dh] mldhfxurh ns'k HkDrksa esa gksus yxhA yksx mldk gh ugha] mldh ohjrk dk Hkh xq.kxkudjus yxsA bl dkj.k yksx mUgsa lEeku ls ^v:eqxe dh ek¡* iqdkjus yxsA

[k mudh vkokt esa e/kqjrk vkSj xw¡t dk vn~Hkwr laxe FkkA y; vkSj rky ij mudkvlk/kkj.k vf/kdkj FkkA vkyki xaHkhj gkssrs FksA rku bruh peRdkjiw.kZ gksrh Fkhfd mls lqudj /kjrh dkairh utj vkrh FkhA dHkh mlesa flag dh ngkM+] fctyhdh dM+d ;k ckny dh xM+xM+kgV lqukbZ iM+rh FkhA ;gk¡ rd fd mudh vkokt+ls xSl dh cfÙk;ka dkairh Fkha vkSj cYc cq>us yxrs FksA

x vaxzst QkSth vf/kdkjh euekuh djuk pkgrs FksA os Lo;a dks fu;e&dkuwu ls Åijekurs Fks( vr% ty& dj tek djuk ugha pkgrs FksA VaMu th us Li"V 'kCnksa esadj tek djus dk funsZ'k fn;k rFkk u tek djus ij ikuh can djus dk uksfVlfn;kA os U;k;'khy] lkglh] fouez rFkk 'kkar LoHkko ds O;fDr FksA

?k xw¡xk rSjkdh ds fy, izfl) FkkA blh dkj.k yksx mls tkurs Fks rFkk mlds iz'kaldFksA viuh blh fo'ks"krk ds dkj.k og Loa; dks lkFkZd le>rk FkkA

Mwcrs yM+ds dks cpkrs gq, mls vuqHko gqvk fd vc mlesa igys tSlh 'kfDr ughajg xbZ gSA mlds eu esa cSB x;k fd vc og lekt esa viuh vftZr dhfrZ dksugha cpk ldsxkA vr% og cnukeh ds Mj ls xk¡o NksM+dj pyk x;kA

7 dF; &dF; &dF; &dF; &dF; & 3 vad

Hkk"kk & iz;ksx Hkk"kk & iz;ksx Hkk"kk & iz;ksx Hkk"kk & iz;ksx Hkk"kk & iz;ksx &&&&&&&&&&&&&&& 1 vaddqy 4 vad

johUnzukFk us fuosfnrk dh lPph lsok dks ^fny dh lsok* dgk FkkA mUgsa crk;k x;k Fkkfd 1906 ds vdky vkSj ck<+ ls f?kjs yksxksa dks cpkus ds fy, Hkfxuh fuosfnrk Lo;adhpM+ eas yFkiFk gksdj rFkk o{kksa dh Vgfu;ksa ij p<+dj ihfM+rksa rd igq¡ph FkhaA mUgksauscM+s eu ls mudh Hkw[k&I;kl vkSj O;kf/k;k¡ nwj dhaA 1899 esa Nwr&vNwr dk fopkj fd,fcuk mUgksaus Iysx&ihfM+rksa dh lsok dh FkhA


,dkadh ds lHkh ik=k vius Åij ^lR; fdj.k* ds iz;ksx ls drjk jgs Fks] D;ksafd mUgsaviuh iksy [kqyus dk Hk; FkkA lHkh ik=k vius&vius dkjukeksa ij inkZ Mkys j[kuk pkgrsFksA vr% os ^lR;&fdj.k* dk iz;ksx ugha djuk pkgrs FksA

145

8 ^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr^fojkVk dh in~feuh* miU;kl ds vk/kkj ij fdUgha nks iz'uks a ds mÙkj visf{kr vad & ;kstuk3+3= 6 vad

d ykspuflag nyhiuxj dk 'kwjohj lsukifr FkkA var esa og nsohflag ds fu.kZ; ls{kqC/k gksdj lsukifr dk in NksM+dj dgha pyk x;kA

[k ujifr flag nk¡xh nqxkZ dk HkDr FkkA tc mldh dU;k xHkZ esa Fkh] rHkh mldhiRuh fofp=k lius ns[kk djrh FkhA iq=kh ds tUe ds le; ujifr dks ,slk yxkekuks mlds ?kj fdlh izdk'k iqat us tUe fy;k gksA tSls&tSls ;g yM+dh cM+h gqbZ]bldh lqanjrk f[kyus yxh vkSj bldk ;'k Hkh QSyus yxkA bl izdkj turk esa;g ckr QSy xbZ fd ujifr ds ?kj esa lk{kkr nqxkZ us gh vorkj fy;k gSA

x nyhi uxj ds jktk us Øks/k] v/kS;Z rFkk tYnckth ds dkj.k dkyih ij vkØe.kdjus dk vkns'k ns fn;kA mls irk pyk fd dkyih dh eqlyeku lsuk us fgUnwnsoh dk vieku fd;k gS] mlus bl leL;k ij BaMs fnekx ls lkspus ds ctk; Øq)gksdj vkØe.k dk vkns'k ns fn;kA

9 miU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{krmiU;kl ds fdlh ,d ik=k dh pkj izeq[k fo'ks"krk,a visf{kr 1+1+1+1

= 4 vaddqatj flagdqatj flagdqatj flagdqatj flagdqatj flag

& miU;kl dk uk;dA

& fujarj vius nqHkkZX; ls la?k"kZ djus esa O;LrA

& nklh iq=k gksus dh dpksV ls ihfM+r

& ohj ,oa lkglhA

& vkn'kZ izsehA


¼1½ ^fojkVk dh in~feuh*

,sfrgkfld i"BHkwfe ij fy[kk x;k miU;kl gSA bl miU;kl esa miU;kldkj usfojkVk dh in~feuh ds cfynku dh dFkk dk fp=k.k fd;k gSA blesa vusd dkyksadh ,sfrgkfld ?kVukvksa dk jksekuh fp=k.k fd;k x;k gSA

¼2½ izse ds vkn'kZ :i dk fp=k.kA

146

¼3½ ns'kHkfDr dh Hkkouk dks txkus dk iz;RuA

¼4½ /kkfeZd&fo}s"k ds dqifj.kkeksa dk vaduA

1010101010 js[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{krjs[kkafdr inks a dk O;kdjf.kd ifjp; visf{kr 1+1+1

= 3 vadrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{krrhu inks a dk ifjp; visf{kr

¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½¼izR;sd in ds ifjp; esa in & Hksn ds vfrfjDr ,d vU; fcUnq dk mYys[k gks½

¼1½¼1½¼1½¼1½¼1½ mlusmlusmlusmlusmlus& iq:"kokpd loZuke] iq:"kokpd loZuke] iq:"kokpd loZuke] iq:"kokpd loZuke] iq:"kokpd loZuke]

vU; iq:"k iqfYyax] ,dopu] dÙkkZ dkjdA

¼2½¼2½¼2½¼2½¼2½ dcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKkdcwrj dk & tkfrokpd laKk

iqfYyax] ,dopu] laca/k dkjdA

¼3½¼3½¼3½¼3½¼3½ cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]cuk fn;k & ldeZd fØ;k]Hkwrdky] dÙkZokP;A

¼1½ esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]esjs fy, & iq:"kokpd loZuke]

iqfYyax] ,dopu] laiznku dkjdA

¼2½ e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]e;wj dk & tkfrokpd laKk]

iqfYyax] ,d opu] laca/k dkjdA

¼3½ cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]cukvks & ldeZd fØ;k]dÙkZokP; iqfYyax] orZeku dkyA

rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke]rqe & iq:"kokpd loZuke] e/;e iq:"k] iqfYyax] ,dopu] dÙkkZdkjdA

eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] eqacbZ & O;fDrokpd laKk] ,dopu] iqfYyax] viknu dkjdA

vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] vk, & vdeZd fØ;k] ,dopu] iqfYyax] dÙkZokP;] HkwrdkyA

11 funsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{krfunsZ'kkuqlkj okP;&ifjoZru visf{kr 1+1+1= 3 vad

d tks Hkh rqEgkjs }kjk fiyk;k tk,A

[k 'k=kq dks jkLrs ls gVk fn;kA

x mlls g¡lk ugha x;kA

nsj jkr Hkh esjs ?kj vk;k tk ldrk gSA

ck<+&ihfM+rksa dh lgk;rk dhA

fcy dc is'k fd;k tk,xkA

147

Nr ij gesa lqyk;k tk,xk D;k\

Hkkstu ds fy, pysa@pfy,A

fny [kksydj ck<+&ihfM+rksa dh lgk;rk dh tk,A

12 fdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{krfdUgha nks inks a dk foxzg vkSj lekl dk uke visf{kr 1+1=2 vad 1+1=2 vaddqy 4 vad

ddddd ¼1½¼1½¼1½¼1½¼1½ fj'rs vkSj ukrsfj'rs vkSj ukrsfj'rs vkSj ukrsfj'rs vkSj ukrsfj'rs vkSj ukrs & }a} lekl

¼2½2½2½2½2½ ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k ty dk iznw"k.k @ ty esa iznw"k.k & rRiq:"k lekl

uhyk deyuhyk deyuhyk deyuhyk deyuhyk dey

uhyk deyuhyk deyuhyk deyuhyk deyuhyk dey & deZ/kkj; lekl

[k[k[k[k[k ;Fkk'kfDr ;Fkk'kfDr ;Fkk'kfDr ;Fkk'kfDr ;Fkk'kfDr & vO;;hHkko

x`g m|ksxx`g m|ksxx`g m|ksxx`g m|ksxx`g m|ksx & deZ/kkj; lekl

ukp&xkuukp&xkuukp&xkuukp&xkuukp&xku & }a} lekl

jktk dk njckjjktk dk njckjjktk dk njckjjktk dk njckjjktk dk njckj & rRiq#"k

izsjd gS tks izlaxizsjd gS tks izlaxizsjd gS tks izlaxizsjd gS tks izlaxizsjd gS tks izlax & deZ/kkj;

'kfDr ds vuqlkj'kfDr ds vuqlkj'kfDr ds vuqlkj'kfDr ds vuqlkj'kfDr ds vuqlkj & vO;;hHkko

[k[k[k[k[k HksnHkkoHksnHkkoHksnHkkoHksnHkkoHksnHkko & rRiq#"k

uhy dey &uhy dey &uhy dey &uhy dey &uhy dey & deZ/kkj;

mBuk&cSBukmBuk&cSBukmBuk&cSBukmBuk&cSBukmBuk&cSBuk & }a}

ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & ikB~; gS tks iqLrd & deZ/kkj;

gkFk vkSj iSjgkFk vkSj iSjgkFk vkSj iSjgkFk vkSj iSjgkFk vkSj iSj & }a}

thou & Hkjthou & Hkjthou & Hkjthou & Hkjthou & Hkj & vO;;hHkko

Lokxr }kjLokxr }kjLokxr }kjLokxr }kjLokxr }kj & rRiq#"k

'krkCnh'krkCnh'krkCnh'krkCnh'krkCnh & f}xq

prqHkq ZtprqHkq ZtprqHkq ZtprqHkq ZtprqHkq Zt & cqgqczhfg

148

13 ddddd okD;ksa dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{krokD;ks a dks 'kq) djds fy[kuk visf{kr 1+1+1= 3 vad

¼1½ ge viuh tehu dks igpkusaA

¼2½ Lokfr] fp=kk vkSj uhfyek [ksy jgh gSaA

¼3½ lizlax O;k[;k dj ldrs gksA


iazlx lfgr O;k[;k dj ldrs gksA

¼1½ yM+fd;ks! D;k flusek ns[kus pyksxh\


yM+dks! D;k flusek ns[kus pyksxs\

¼2½ vki rks eq>s yfTtr dj jgs gSaArqe rks --------------------------------------- gksA

¼3½ eq>s lkS #i;s pkfg,A

¼1½ rqEgkjs ckn eq>s Hkk"k.k nsuk gSA

¼2½ vki gekjs ?kj dc vk,¡xs\rqe ------------------------------- vkvksxs\

¼3½ lc yM+ds vkidks tkurs gSaA

14 funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr %funsZ'kkuqlkj mÙkj visf{kr % 1+1+1+1= dqy 4 vad

d lfnZ;ksa essa ywlh us nks cPpksa dks tUe fn;k vkSj vius oa'k dh of) dhA

[k Hkk"kk&Hksn dh ;gh og leL;k gS tks gekjh jk"Vªh; ,drk esa lcls cM+h ck/kk gSA

x iz'ukFkZd@iz'uokpd okD;A

?k gekjs lkeus mldk eq¡g ugha [kqysxk@dSls ugha [kqysxkA

15 okD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{krokD; ls mn~ns'; vkSj fo/ks; vyx&vyx djuk visf{kr 1+1= dqy 2 vad

mn~ns'; & eSa

fo/ks; & ^viuk ns'k dHkh ugha NksMw¡xk*

149

mn~ns';mn~ns';mn~ns';mn~ns';mn~ns'; & jktk us

fo/ks;fo/ks;fo/ks;fo/ks;fo/ks; & ^flxkj ihuk can dj fn;kA*

mn~ns';mn~ns';mn~ns';mn~ns';mn~ns'; & lHkh ns'koklh

fo/ks;fo/ks;fo/ks;fo/ks;fo/ks; & û, isM+&ikS/ks yxk,¡A*

15 ;wukfu;ksa us iatkc ij geyk dj da/kkj dks mlesa feyk;k] fdUrq mudh dksf'k'k csdkj 2 vadgqbZA

16 yksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,AyksdksfDr;ksa vkSj eqgkojksa dk ,slk iz;ksx gks fd vFkZ Li"V gks tk,A 1+1+1+1= dqy 4 vad

17 ¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr %¼d½ x|ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr % 1+1+1+1+1= dqy 5 vad

¼d½ ;qxksa&;qxksa ls ekuo&thou dks lq[ke; vkSj vkuane; cukus ds iz;klksa dkslkaLdfrd /kjksgj dgk tkrk gSA

¼[k½ laLdfr ijA

¼x½ laLdfr euq"; dks Js"B cukus dh lk/kukvksa dk uke gS tcfd lH;rk euq"; }kjkizkIr lalk/kuksa dkA

¼?k½ ;qxksa ls euq"; vius thou dks vkuaniw.kZ cukus dk iz;kl dj jgk gS tks laLdfrds fodkl ds dkj.k gh laHko gqvk] blfy, dg ldrs gSa fd laLdfr esa euq"; dsfodkl ds cht fo|eku gksrs gSaA

¼M-½ laLdfr dh laiUurk jk"Vª dh vkarfjd Js"Brk dk vk/kkj gSA

18 dkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{krdkO;ka'k ij iwNs x, iz'uks a ds mÙkj visf{kr 1+1+1+1+1= dqy 5 vad

¼d½ ^rqe ls* ls dfo dk vk'k; mldh izs;lh ls gSA

¼[k½ isM+ ck¡gsa QSyk, [kM+s gSa vkSj pjokgsa ?kj ykSV jgs gSaA

¼x½ if{k;ksa vkSj euq";ksa dh vkokt+saA

¼?k½ fu>Zjksa dh /ofu dfo ds gn; dks m}sfyr dj jgh gS] mls viuh izs;lh dk lkFk;kn vk jgk gSA

¼M-½ isM+ Lokxr djus vkSj vkJ; nsus ds fy, mRlqd gSa] ekuks ck¡gsa QSyk dj cqyk jgsgksaA

150

19 fn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{krfn, x, fo"k;ks a esa ls fdlh ,d ij i=k&ys[ku visf{kr

& & & & & izkajHk vkSj var dh vkSipkfjdrk,a 2 vad

& iz'ukuqlkj fo"k;&izLrqfr 2 vad

& Hkk"kk vkSj vfHkO;fDr&dkS'ky 2 vad

dqy 5 vad

20 fdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{krfdlh ,d fo"k; ij yxHkx 400 'kCnks a esa fuca/k visf{kr

& & & & & Hkwfedk & izLrqfr 1 vad

& fo"k;oLrq 5 vad

& milagkj@lekiu 1 vad

& Hkk"kk vkSj vfHkO;fDr 3 vad

dqy 10 vad

151


A. Modern India

1. Explain briefly any two achievements of the Saiyid brothers. 2

2. Explain briefly any two causes for the growth of militant nationalism in the IndianNational Movement. 2

3. Mention briefly any two basic principles of the Indian Constitution. 2

4. State the general condition of peasants during the first half of 19th century.What made many of the peasants to join the Revolt of 1857 ? 2+ 3=5

5. Why was the Act of 1858 passed by the British Parliament? Explain three mainfeatures of this Act. 2+ 3=5

OR

Explain the main three causes which led to the Nepal War of 1814. Also explainany two main consequences of the war. 3+ 2=5

6. Explain how did the 19th century reform movements contribute to the nationalawakening in the country? Name any two main reform movements of this period. 3+2=5

7. Critically evaluate the basis of struggle against the INA trial after the SecondWorld War. Also explain two main implications of the struggle. 3+2=5

HISTORY

Time allowed : 3 hours Maximum Marks : 100

GENERAL INSTRUCTIONS :

(i) Answer all the questions. Marks are indicated against each question.

(ii) Answeres to questions carrying 2 marks should not exceed 30 words each.

(iii) Answeres to questions carrying 5 marks should not exceed 100 words each.

(iv) Answeres to questions carrying 8 marks should not exceed 250 words each.

(v) Attach the maps with the answer scripts.

(vi) Stencils or templates for drawing outline maps may be used wherever necessary.

152

OR

Assess the significance of Civil Disobedience Movement (1930-1934) to India’sstruggle for independence. 5

8. Examine the main causes for launching the Non-Cooperation Movement. Why wasthe movement suspended in 1922 ? 3+2=5

OR

Examine the main achievements of the Congress ministries of 1937. Mention twostates where such ministries had been formed. 3+ 2=5

9. Explain any two reasons for Anglo-French struggle in South India. Also explainfour causes for the success of the British in this struggle. 2+6=8

OR

Why was Pitt’s India Act passed in 1784 ? Explain the main provisions of this Act. 2+6=8

10. What is meant by the system of separate electorates? When was the systemintroduced in India? Describe the main implications of the system. 2+ 1 +5=8

OR

Describe how did foreign domination contribute to the rise of Indian nationalismin the late 19th century? Mention any two main nationalist organizations of the time. 6+ 2=8

11. Read the following passage and answer the questions that follow:

In a famous article in his weekly journal, ‘Young India’ Gandhiji wrote: “Nonviolenceis the law of our species, as violence is the law of the brute”, but that “where there isonly a choice between cowardice and violence .... I would rather have India resortto arms in order to defend her honour, than that she should, in a cowardly manner,become or remain a helpless witness to her own dishonour.”

11.1 In which context Gandhiji wrote this article?

11.2 When can one resort to violence according to Gandhiji ?

11.3 What were Gandhiji’s ideas about non-violence? 2+2+4=8

OR

What is referred to as the’ Jallianwala Bagh massacre’ ? When did it take place?Describe its impact on the national movement. 2+ 1 +5=8

12. On the given political outline map of India, mark and name any five princely statesin 1947. 5

153

OR

On the given political outline map of Inqia, mark and name the following centres ofrevolt of 1857. 5

12.1 Jhansi

12.2 Barrackpore

12.3 Meerut

12.4 Delhi

12.5 Arrah

Note: The following question is only for the Blind Candidates in lieu of

Q. No. 12.

Mention any five princely states in 1947. 5

OR

Mention any five centres of revolt of 1857. 5

Contemporary World History

13. Mention any two points of the famous ‘Fourteen Points’ of peace proposal ofWoodrow Wilson. 2

14. What was the ‘Phoney War’ with reference to the Second World War? 2

15. Mention any two changes that took place in Soviet Union shortly after the deathof Stalin. 2

16. Why was the invention of aeroplanes considered to be a breakthrough in the fieldof science and technology? 2

OR

Mention any two features of renaissance in Asian literature. 2

17. When and by whom was the manifesto of Communist Party written? 2

OR

In what way has technology helped in the proper distribution of perishable goods indistant places? 2

18. Why was the exhibition of rejected paintings held in France in 1861 ? 2

154

OR

How does the ability to split the atom spell disaster as well as prove a boon tomankind? 2

19. Explain the meaning of contemporary history and any three of its characteristics. 3+2=5

OR

Explain the causes of Russian revolution and two of its impacts on the world. 3+2=5

20. What was the Poland Question which led to the Second World War in September1939 ? Why was the Soviet Russia reluctant to help Poland? 3+ 2=5

OR

What is meant by the ‘Negritude’ Movement? Explain any three main outcomesof this movement. 2+ 3=5

21. Critically examine the basis of war in Korea soon after the Second World Warand name two foreign countries involved in the war. 3+2=5

22. When did the US formally join the Second World War? Mention the incidentwhich compelled her to join the war. Explain the US attitude to the war beforejoining it. 1 +2+5=8

OR

Give the basic objectives of Non-Aligned Movement as laid down at the firstconference. What is the relevance of NAM today? 4+4=8

23. On the political outline map of Asia mark and name any five British colonies in1914. 5

OR

On the political outline map of Europe mark and name any two allied countries ofGermany, two of Britain and one neutral country in 1914. 5

Note: The following question is only for the Blind Candidates in lieu of

Q. No. 23.

Mention any five British colonies in Asia in 1914. 5

OR

Mention any two allied countries of Germany, two of Britain and one neutral countryin 1914. 5

155

156

157

158


MODERN INDIA

1. Explain one main consequence of the Battle of Buxar (1764) on the Mughals in India. 2

2. Explain anyone reason for the Partition of Bengal in 1905. 2

3. What is meant by ‘equality before law’ as enshrined in the Indian Constitution? 2

4. In what way did the attitude of racial superiority of the British contribute to the Revoltof 1857 ? Mention any three other causes of the Revolt. 2+3=5

OR

Who were the Sepoys during the Company’s rule? What were the main causes oftheir revolt in 1857 ? 2+3=5

5. Explain three main features of the Councils Act of 1861. State whether the Actrepresented the Indian opinion or not. Give two points. 3+2=5

OR

Why was the Treaty ofYandabo signed? Explain three main provisions of the treaty. 2+3=5

6. When and by whom was the Brahmo Sabha founded? Explain any three ideas of theSabha. 2+3=5

OR

When and by whom was the Theosophical Society started in India ,? ‘Explain threemain objectives of the Society. 2+3=5

7. Critically examine the reasons for the change in the British attitude towards Indiaafter the Second World War. Explain two main developments which reflected thisattitude. 3+2=5

8. Analyse the developments which led to the passing of the ‘Purna Swaraj’ resolutionby the Congress. 5

9. When was the French East India Company founded? Describe its relations withKarnataka and Hyderabad. Mention any three reasons which prevented its growthin India. 1 +4+3=8

159

OR

Briefly describe the main features of the British economic policy in India during theCompany’s rule. When and after which specific development did the Company’srule come to an end? 5+1+2=8

10. Explain the growth of communalism in India during the first half of the 20th centuryand examine the efforts of the nationalist movement to check it. 6+2=8

OR

Explain the contribution of the ‘Rediscovery of India’s Past’ to the rise of nationalismin the late 19th century. Examine anyone shortcoming of such a rediscovery of thepast. 6+2=8

11. When and by whom was the Champaran Satyagraha launched? Explain where didGandhiji initially evolve the principle of Satyagraha. Mention two achievements ofthe Champaran Satyagraha. 2+4+2=8

OR

Read the following passage carefully and answer the questions that follow:

“ .... the immediate ending of British rule in India is an urgent necessity,both for the sake of India and for the success of the cause of United Nations ....India, the classic land of modern imperialism, has become the crux of the question,for by the freedom of India, will Britain and United Nations be judged, and thepeople of Asia and Africa be filled with. hope and enthusiasm. The ending of Britishrule in this country is thus a vital and immediate issue on which depends the future ofthe war and the success of freedom and democracy.” .

(i) Mention the context in which this resolution was passed.

(ii) In what way would the ending of British rule in India further the cause of UnitedNations?

(iii) Explain how Britain could be judged by giving freedom to India, as stated in theresolution. 2+3+3=8

12. On the political outline map of India (on page 9) mark and name the following centresof the freedom movement: 5

(12.1) Lucknow

(12.2) Surat

(12.3) Champaran

(12.4) Dandi

(12.5) Nagpur

160

OR

On the political outline map of India (on page 9) mark the extent of British empirein 1805, with any two of its important centres.

Note : The following question is only for the Blind Candidates in lieu of Q. No. 12.

Mention any five important centres of the freedom movement in India.

OR

Mention the methods adopted by Lord Wellesley to expand the British power inIndia.

CONTEMPORARY WORLD HISTORY

13. Give two examples to show how Germany had been humiliated. at the Paris PeaceConference. 2

14. What was referred to as the ‘Vichy France’ during the Second World War? 2

15. Mention any two leading nations of the Non-Aligned Movement. Mention the Super-power which was supportive of the NAM during the Cold War period. 2

16. Mention any two significant findings of the Biological Sciences in the 19th century. 2

OR

Who was the first Asian to get the Nobel Prize in Literature? Mention anyone of hismajor works.

17. Who was Dostoevsky? Mention anyone of his major works. 2

OR

Mention any two diseases which could be controlled. in the Contemporary period.

18. Mention two main features of the Second Industrial Revolution. 2

OR

Mention any distinct feature of the Bengal School of Art. Mention any one mainpropounder of this school.

19. Why is it argued that the world got integrated in the Contemporary period ? Explaintwo developments in support of this argument. 3+2=5

161

OR

Explain three main causes for the rise of the USA as an industrial power in the lastquarter of the 19th century. Give two examples to show this rise.

20. Why was the Munich Pact signed? Explain three main consequences of the Pact. 2+3=5

OR

Explain three main features of the Nationalist Movement in Egypt during the inter-World War period. Examine the attitude of the king towards the movement. 3+2=5

21. Explain three main consequences of the Vietnam War. Mention two foreign powersdirectly involved in the war. 3+2=5

22. When did the Second World War really become a ‘global war’ ? Explain any threeincidents which made it so. Explain the impact of the global war on Nazi Germanyand its allies. 1+3+4=8

OR

What was referred to as the USSR in Contemporary history? Explain its significanceduring the Post-World War period. When did the USSR disintegrate? 2+5+1=8

23. On the political outline map of Asia (on page 11), mark and name one colony ,of theDutch and two each of Britain and France in 1914. 5

OR

On the political outline map of Africa (on page 12) mark and name any three countrieswhich achieved independence in 1960 and any two countries which achievedindependence in 1961.

Note: The following question is only for the Blind Candidates in lieu of Q. No. 23.

Mention anyone Dutch Colony, two colonies of Britain and two of France in Asia in1914.

OR

Mention three countries which achieved independence in 1960 and two countrieswhich achieved independence in 1961 in Africa.

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Documents

MARKING SCHEME - Adhyapak.com by Shri Vineet Joshi, Secretary, C.B.S.E. 'Shiksha Kendra', 2, Community Centre, Preet Vihar, Delhi - 110301. Laser typesetting and Printed by Akashdeep