Comprehension Check
1. Look at picture 1 and recall the opening lines of the original song in Hindi. Who is the singer? Who else do you see in this picture?
- Answer: The singer could be a patriotic figure, often connected to freedom movements, possibly like a singer of a national song. In the picture, we might see notable freedom fighters or leaders alongside the singer, signifying a nationalistic gathering.
2. In picture 2, what do you understand by the Company’s “superior weapons”?
- Answer: The East India Company’s “superior weapons” refer to advanced guns, cannons, and artillery, which were technologically more powerful compared to the traditional weapons of Indian soldiers.
3. Who is an artisan? Why do you think the artisans suffered? (picture 3)
- Answer: An artisan is a skilled craftsman who makes handmade goods. Artisans suffered due to British policies like the imposition of heavy taxes, the flooding of British machine-made goods into Indian markets, and the destruction of local industries.
4. Which picture, according to you, reveals the first sparks of the fire of revolt?
- Answer: The picture that shows soldiers or common people openly rebelling against the British authority would indicate the first sparks of the revolt, symbolizing the 1857 uprising.
Working with the text
Critical Thinking Questions
1. Do you think the Indian princes were short-sighted in their approach to the events of 1757?
- Answer: Yes, the Indian princes were often short-sighted, focusing on their own individual territories and failing to unite against the East India Company’s expanding influence.
2. How did the East India Company subdue the Indian princes?
- Answer: The Company subdued Indian princes through a combination of military strength, treaties, and the Doctrine of Lapse, which allowed them to annex any princely state without a legitimate heir.
3. Quote the words used by Ram Mohan Roy to say that every religion teaches the same principles.
- Answer: Ram Mohan Roy said that all religions preach the same ethical and moral values, emphasizing the unity in diversity of religious teachings.
4. In what ways did the British officers exploit Indians?
- Answer: British officers exploited Indians by imposing heavy taxes, taking control of their resources, forcing them into labor, and manipulating local rulers to serve British interests.
Identifications
1. Name these people:
(i) The ruler who fought pitched battles against the British and died fighting.
- Answer: Tipu Sultan.
(ii) The person who wanted to reform the society.
- Answer: Raja Ram Mohan Roy.
(iii) The person who recommended the introduction of English education in India.
- Answer: Lord Macaulay.
(iv) Two popular leaders who led the revolt (choices may vary).
- Answer: Mangal Pandey and Rani Lakshmibai.
2. Mention the following:
(i) Two examples of social practices prevailing then.
- Answer: Sati and child marriage.
(ii) Two oppressive policies of the British.
- Answer: The Doctrine of Lapse and heavy taxation on farmers.
(iii) Two ways in which common people suffered.
- Answer: Economic exploitation and forced labor.
(iv) Four reasons for the discontent that led to the 1857 War of Independence.
- Answer: Economic hardship, unjust British policies, the Doctrine of Lapse, and discrimination against Indian soldiers.
Working with language
Change to Indirect Speech
1. Change the following sentences into indirect speech:
(i) First man: “We must educate our brothers.”
Second man: “And try to improve their material conditions.”
Third man: “For that, we must convey our grievances to the British Parliament.”
- Answer: The first man said that they must educate their brothers. The second man added that they should try to improve their material conditions. The third man suggested that they should convey their grievances to the British Parliament.
(ii) First soldier: “The white soldier gets huge pay, mansions, and servants.”
Second soldier: “We get a pittance and slow promotions.”
Third soldier: “Who are the British to abolish our customs?”
- Answer: The first soldier said that the white soldiers received huge pay, mansions, and servants. The second soldier remarked that they got a pittance and slow promotions. The third soldier asked who the British were to abolish their customs.
speaking and writing
1. Playact (Farmers’ Grievances)
Rewrite their ‘speech bubbles’ in dialogue form first:
- Farmer 1: “Why is the government taxing us so much?”
- Farmer 2: “We have no crops left to sell!”
- Officer: “You are still behind in payments, and if not cleared, you will be jailed next week.”
2. Look at the pictures.
Dialogue on the Fox Story
1. Ask questions about the pictures (from a story involving a fox and a goat):
- Question 1: Where is the fox?
- Question 2: How did it happen?
- Question 3: What is the fox thinking?
- Question 4: Who is the visitor?
- Question 5: What does she want to know?
- Question 6: What is the fox’s reply?
- Question 7: What happens next?
- Question 8: Where is the goat?
- Question 9: Where is the fox now?
- Question 10: What is the goat thinking?
Story Writing
Write a story in your own words based on the fox and the goat.
Title: The Clever Fox and the Foolish Goat
Story: Once, a fox fell into a well and could not climb out. A goat passed by and asked why the fox was in the well. The fox tricked the goat by saying that the water was very sweet. The foolish goat jumped into the well to taste the water. The fox then climbed on the goat’s back and escaped, leaving the goat trapped in the well.
3. Read the following news item
History becomes fun at this school
Mumbai: Students in the sixth grade of a certain school in Navi Mumbai love their history lessons thanks to a novel teaching aid. It is not surprising given the fact that their study material includes comic books and they use their textbooks for reference to put things into perspective. Besides, students are encouraged to tap other sources of information as well. During history classes, students pore over comic strips of historical periods, enact characters of emperors and tyrants, and have animated discussions on the subject. History has become fun.
In the class, students are asked to read the comic strip aloud, after which they break up into groups of four, discuss what they have heard, and write a summary. Each group leader reads his group’s summary aloud, and the whole class jumps into discussion and debate, adding points, disagreeing, and qualifying points of view. A sixth-grade student says, “It’s a lot of fun because everyone gets a chance to express themselves, and the summary takes everyone’s ideas into account.”
According to the school principal, the comic strip format and visuals appeal to students. A historian feels that using comics in schools is a great idea. Comics and acting help students understand what characters in the story are actually thinking.
(adapted from The Times of India, New Delhi, October 2007)
Paragraph Answer:
The new method of teaching history described in the news item is an exciting way to make history enjoyable and engaging for students. By using comic strips to portray historical events, students can better visualize and understand complex concepts. The format encourages students to actively participate in group discussions, role-play, and summarize their learnings. This hands-on approach makes history classes fun, allowing students to express their ideas and perspectives. The integration of visuals and storytelling not only helps with retention but also encourages creative thinking. This method transforms history from a subject of memorization to one of active learning and debate, making it more appealing to young learners.
Question 4: Find the chapters in your history book that correspond to the episodes and events described in this comic. Note how the information contained in a few chapters of history has been condensed to a few pages with the help of pictures and ‘speech bubbles’.
Answer:
To find the corresponding chapters in the history book, we look for events related to the Indian revolt, British policies, or societal changes during colonial rule. Chapters like the Revolt of 1857, the Role of Social Reformers, and Colonial Policies might be condensed into visual formats in the comic. The comic simplifies complex historical facts into easily digestible images and brief dialogues, focusing on the core events while leaving out extensive details.
For example, instead of long paragraphs explaining causes and effects, comics use speech bubbles that highlight key moments, such as unfair British policies, battles fought by Indian leaders, or how people suffered. This method makes it easier for students to grasp the essence of the story quickly, creating a clearer and more visual understanding of history.
Question 6: Create a comic of your own using this story.
Answer:
Title: “The Sun and the Wind’s Test of Strength”
Frame 1: (Wind looking proud, Sun glowing brightly)
Wind: “I am stronger! I can make that man take off his cloak!”
Sun: “Let’s see who is really stronger.”
Frame 2: (A man is walking down the road, wearing a cloak)
Narrator: “The Wind blew fiercely…”
Frame 3: (The wind is swirling, and the man pulls his cloak tightly around himself)
Wind: “Blow harder! He will have to take it off!”
Man: “Brr… It’s freezing! I must hold my cloak tighter!”
Frame 4: (Sun smiling as the Wind calms down)
Sun: “My turn now!”
Frame 5: (The sun shines brightly. The man wipes sweat from his forehead)
Man: “It’s too hot!” (Man removes his cloak)
Frame 6: (Wind looking defeated, Sun smiling)
Wind: “You win. I am not as strong as you.”
Moral: Kindness and warmth can accomplish what force cannot.
This comic uses simple dialogue, visuals, and expressions to tell a classic fable. The story becomes more engaging and understandable with pictures, conveying the moral clearly to the reader.
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