Micro Economics Economics CLass 12th Introduction chapter 1

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The Tiger King Class 12th Questions and answers

1. Why does the writer refer to Stuka Bomber?

2. What is the significance of ‘Let Tiger’s Beware’?

3. On what pretext did Maharaja begin killing tigers?

4. Do you think the shopkeeper depicted a good understanding of human nature?

5. “The operation is successful. The Maharaja is dead.” Comment on the irony of the situation.

6. What lesson do we learn from the story?

7. The dewan of Pratibandhpuram was very resourceful. Justify with reference to the story.

8. Why did the hunter chose not to disclose the reality?

9. What were the different kinds of hunts that the king offered to organize for the British officer? What does this tell you about the king? [Cbse Board 2013]

10. How did the hundredth tiger take its revenge?

The Lost Spring Class 12th Questions and Answers

Answers are attached as PDF. File

1. why/how is Saheb's name ironically?                                                                                       

2. How did Saheb manage to embarrass the author?

 3. What are Saheb & his compared to?

4. What explanation does the author offer for the children not wearing footwear?

5. Why does the author relate the story of the boy from Udipi?

6. How does Rag pickers have ration cards inspite of being refugee?

7. Why does the writer say that children are partners in survival?

8. What different meaning does the garbage have for adults and children?

Extra Questions:- The last lesson class XII

(a)Why was Franz afraid of going to school ?
(b) What was Franz tempted to do ?
(c) How was Franz similar to and different from the boys of his age?
(d) How had the bulletin board been a source of bad news in the past? What bad news did it carry on that day ?
(e) What is the significance of the blacksmith wachter's remark?
(f) What was the unusual scene at school?
(g) Why was M.Hamel dressed differently?
(h) What transformation did Franz undergo in his attitude to his books and his teachers?
(i) Give reasons why villagers came to attend class?
(j) What did the narrator wishes when he was asked to recite the rule of participle? How did he recite?
(k) Why didn't M.Hamel scold Franz on not being able to recite the rule of participle?

What is the significance of the blacksmith watchter's remark?

When the black smith saw Farnz rushing to school, he asked him not to go so fast and said that he had enough time to reach school.Franz thought that he was making fun of him. But the blacksmith remark was made in response to the order from Berlin which banned the teaching of French in Alsace. The remark reflects his sadness and sense of resignation at the turn of events.

Explain the theme of 'linguistic Chauvinism'

-- "Linguistic Chauvinism is a strong belief that our language is superior to others"- This theme is effectively brought out by the writer Alphouse.

-- The lesson is a comment on Man's desire to rule over & over power those whom he defeated in every sense of the world. After the annexation of France by German. The Germans not only wanted to rule over the French geographically & politically but also wanted to impose their language on them.The Germans suffered from linguistic chauvinism .

-- The victims in the France people were deeply pained at the thought of losing their language. The pain is seen i the very emotional description of the villagers coming to attend the last lesson. It is also been in Franz's last ditch effort to answer his teacher's question to perfection and in Hamel's supreme effort to teach all that he knew in one stroke to his students using all his patience.

-- Within the framework of the story Dandet provides a solution to the problem of linguistic chauvinism through his spokesperson M.Hamel-who teaches people to hold on fast and guard to their language which is the key to their freedom and which symbolizes their identity.

Notice (Points to remember) How to Write

Points to remember

(1) Purpose- To provide information. 

(2) The first line of the notice should have the name of the school/organisation.

(3) The second line should carry the word ' NOTICE '

(4) The third line should have the subject/heading ass per the requirement of the question.

(5) The left hand corner thereafter should have the date in one of the following formats :-

       10 July 2014   or    July 10, 2014

(6) The body of the notice should answer the following questions:-

       a. What is happening/being organised/held?

       b. When it is being organised/held?

       c. where is it being organised or held?

       d. Why  (optional) is it being organised ?

(7) Agenda must be written in case the notice is about a meeting .

(8) In case this notice is about a competition or event. The last date of submission of name & the person to whom the name are to be submitted to be mentioned.

(9) Bottom left corner, should give or have signature of the notice writer, his name in capital letters            and his designation.

(10) Make sure that your notice doesn't travel to next page.

(11) Put the notice in a box.

"Will they make them sing in German, even the piegons?" Explain

This is a rhetorical question asked by Franz when orders were received from Berlin to stop the teaching of French in Alsace and Lorraine. The question conveys the dictatorial attitude and desire for power that makes man want to rule over not just political and geographical  territory but also over the minds of the ruled.Franz wonders at some domination where man tries to enslave the minds of people by compelling them to speak in their language. Franz feels that such a desire is irrational & unjust since it conveys a wish to master the forces of nature.The question raised by Franz is very pertinent/relevant.
He in his innocent imagination wonders whether it is really possible to enslave the minds of people. He is sarcastic towards and critical of the attitude of the Germans. Pigeons are a symbol of nature.Franz indicates that just as it is impossible to enslave the spirit of pigeons and take away their right to coo naturally,similarly no one can take away the right of the French people to think and speak in their own language. The theme of linguistic chauvinism is brought out through this question.

Character Sketch - M.Hamel [The last lesson] {class XII}

- French teacher in a school of Alsace
- Dedicated has given 40 years of meritorious service to his school
- Completely identifies with his students and school & town.
- Strict disciplinarian & hard task master.
- Students scared of him if late/unprepared.
- Has a sense of integrity and honesty doesn't blame students entirely for neglect of language
- Confesses that he has been wrong in sending children to water his flowers and giving them off
- Accepts his mistakes - Rare quality
- Is emotional, sensitive-deeply pained at the thought of leaving France and not being able to teach      any more.
- The writer gives a sensitive description of Hamel's efforts to absorb his surroundings to etch them in his memory.
- Out of his pain grows a true mentor & ideal teacher who dose't restrict himself to teaching his subject but acts true to his profession by giving a last lesson to his students.That of holding fast to their language
- Their identity which will be their passport to freedom.
- Instills a sense of patriotism in his students by writing Vive Le France on the board.
- Is proud of his language-calls it the most beautiful, logical & clearest language in the world.
- The last lesson by Hamel unites the people of Alsace in their battle against Linguistic Chauvinism.They listen to him with concentration & there is hope that they would become free of foreign rule.

My Mother At Sixty Six [Class XII]

ü  The poet is returning home after a visit to mother. She is driving to Cochin to catch a flight back home and her mother come to see her off.

ü  ‘Beside’:- by my side, besides: - in addition to

ü  Open mouthed: - Her mother lacks vitality. She is old and therefore has no control over her reflexes. Hence, her mouth opens up as she dozes.

ü  ‘Her face …….corpse.’

ü  Simile:     Ashen- Pale, colorless, dull, lifeless.     ---- The face of the mother is compared to the face of a corpse (a dead body).

ü  The poet is pained at the ‘realization that her mother is ageing and inching close to death’.

§  The poet doesn’t want to confront the thought of losing her mother. So, she evades it, she starts looking out of the window and focuses her attention on happier images of –                                              (a) Young trees sprinting –

·         Sprinting:- Running fast / whizzing fast

·         Trees symbolize youth, growth life.

·         They contrast to the images of death and lifelines presented by the mother.

(b)Merry children spilling out of their homes

·         Children – symbolize happiness, energy, life – contrast again to the duel, lifeless mother.

·         Figure of speech metaphor        

·         Children rush/spill out just like a liquid spill.

ü  But after the security check at the airport, the poet is forced to look at her mother again to bid a final goodbye. She can’t escape the reality that her mother is ageing.

ü  A late winter’s moon is foggy and misty and withers away soon. It also symbolizes death. The poet compares her mother to the late winter’s moon to convey her frail health, old age & approaching death.

ü  Just like a late winter’s moon loses its radiance to fog and mist, the poet’s mother also loses her vitality due to old age and ill health. Also the mother is inching dose to death. So the poet has made this comparison