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November 28, 2022

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 1 - Political Theory: An Introduction Prepared by Suman Kumar Jha

Chapter 1 - Political Theory: An Introduction

Question 1:

Which of the following statements are true/false about Political theory?

(a) It discusses ideas that form the basis of political institutions.

(b) It explains the relationship between different religions.

(d) It predicts the performance of political parties.

Answer:

(a) True

(b) False

(d) False

Question 2:

Politics is more than what politicians do. Do you agree with this statement? Give examples.

Answer:

It is correct that politics is more than what politicians do. Politicians as a part of government are involved in politics but politics is not limited to their activities. Politics involves number of various negotiations that go on in society through which collective decisions are made.

Politics involves the actions of government and its relation to the aspirations of the people.

Politics involves the struggle of people and its influence on decision making.

People are engaged in political activity whenever they negotiate with each other and participate in collective activities that are designed to promote social development and resolve common problems.

For example, residents of localities form associations to solve their common problems and raise these issues at higher level.

Students form unions in colleges and universities to debate and resolve issues that affect the majority of them.

Thus, politics is involved in the sphere of life that is related to power, collective decision-making and solving common problems.

Question 3:

Vigilant citizens are a must for the successful working of a democracy. Comment.

Answer:

Vigilant people are a must for the successful working of a democracy as vigilance creates awareness about the rights of citizens and government policies that affect daily life.

Awareness leads to discussion and debate on the issues that arise out of the implementation of policies.

Citizens can, thus, force the government to implement new policies or modify the existing policies and programmes of the country by building up and mobilising their opinion.

As democracy is about government of the citizens, by the citizens and for the citizens, vigilance of the citizens accelerates the successful working of a democracy.

Question 4:

In what ways is the study of political theory useful for us? Identify four ways in which the political theory can be useful to us.

Answer:

Political theory is useful for us as it helps in understanding the meaning of political concepts by looking at the way they are understood and used in ordinary language.

Political theories debate and examine the various meanings and opinions from different contexts in a systematic manner.

The four ways in which the political theory can be useful to us, are:

It helps in understanding how constitutions are shaped in a certain manner, how governments and social lives are arranged in a certain systematic manner by studying and understanding the ideas and principles that are at their base.

It shows the significance of various principles such as rule of law, separation of power, judicial review etc.

Political theory helps bureaucrats, politicians, government officers and advocates to interpret the laws and constitution. It also helps in understanding the problems of society and explore the ways to solve them.

Political theory encourages individuals to examine their ideas and feelings about political things so that they can become moderate in their ideas and feelings.

Question 5:

Do you think that a good/ convincing argument can compel others to listen to you?

Answer:

Yes, a good/ convincing argument can compel others to listen to one. Arguments prove the degree of reason of a proposition and the need to defend it. A good defence is a compelling factor in the audience listening to the speaker. The knowledge of political theory enables the individual to think systematically on issues like justice and freedom and polish his/her opinion. This helps the presentation of argument in an informed manner. A wise opinion is convincing and is for the sake of common interests. Therefore, it makes others listen to and agree with the individual who argues in a convincing manner.

Question 6:

Do you think studying political theory is like studying mathematics? Give reasons for your answer.

Answer:

Studying political theory is not like studying mathematics as mathematics deals with precise concepts and patterns while political theory studies human beings and their ideas in the context of power and decision-making. In mathematics, there are single definitions of terms. In political theory, on the other hand, the definitions of terms vary according to the context. This is because the opinion of people changes unlike objects and carries different meanings of a single term in different contexts. The concepts that are dealt by mathematics are constant and derived through formulae whereas the concepts of political theory are at variance and open to interpretation.

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 2 - Freedom Prepared by Suman Kumar Jha

Chapter 2 - Freedom

Question 1:

What is meant by freedom? Is there a relationship between freedom for the individual and freedom for

the nation?

Answer:

Freedom is a situation that limits the constraints on individuals and allows them to expand their

ability and reach their potential.

Freedom allows the full development of an individual’s creativity, sensibility, capabilities and the

autonomy to make choices.

It permits the individuals to exercise their power of reason and judgement.

Yes, there is a relationship between freedom for the individual and freedom for the nation.

A free nation allows the full development of individual’s talent and ability by making fewer

constraints on individuals.

An individual is said to be free only if s/he resides in a free nation.

A nation is said to be free if it has freedom as one of its principles and only if it has provided this to

its people. In this way, individual freedom and national freedom are closely linked together.

Question 2:

What is the difference between the negative and positive conception of liberty?

Answer:

Negative liberty Positive liberty

1. It defines and defends the area of

an individual’s life where no

external authority can interfere.

i. It defines the area of society where an

individual can be free with some constraints

made by the society and the government.

2. It is not concerned with the

conditions of the society.

ii. It is concerned with the enabling conditions

of the society.

3. It is concerned with explaining the

idea of ‘freedom from’.

iii. It is concerned with explaining the idea of

‘freedom to’.

4. This area comes into personal

domain of the individual.

iv. This area comes into social domain of the

individual.

5. More negative liberty leads to more

freedom.

v. More positive liberty checks excess of

freedom to an individual, which could be an obstruction for social stability.

Question 3:

What is meant by social constraints? Are constraints of any kind necessary for enjoying freedom?

Answer:

Social constraints are the external controls on individual freedom maintained by the society.

The government, as a part of the society, controls individual freedom through laws that embodies

the power of the government and are legitimatised.

Constraints on freedom are also a result of social inequality.

Yes, constraints are essential to enjoy freedom.

Constraints are necessary to develop respect for views and beliefs of others.

It is necessary for the creation of a society.

Absence of constraint would lead to imposition of beliefs and ideas of stronger groups eventually

leading to conflict.

Constraints are required to control violence and settle disputes.

Question 4:

What is the role of the state in upholding freedom of its citizens?

Answer:

The state upholds the freedom of its citizens by providing certain rights to them.

The state maintains ‘justifiable constraints’ or reasonable restrictions on people so that they cannot

harm others and their freedom.

It provides positive liberty to its citizens to enable them to expand their ability and talent.

It defines and checks ‘other regarding’ actions of its people in order to maintain social stability.

Question 5:

What is meant by freedom of expression? What in your view would be a reasonable restriction on this

freedom? Give examples.

Answer:

Freedom of expression means the freedom to express one’s views through speech, writing etc.

It is considered to belong to the minimum area of ‘non-interference’, that is, negative liberty.

According to the provisions of the Indian Constitution, this is a fundamental right.

Society bears some inconvenience caused by freedom of speech to protect it from people who

want to restrict it.

Society cannot restrict people from expressing themselves freely whether it agrees with their views

or not.

A reasonable restriction of freedom of expression is one that allows society to function smoothly

and curbs interference in privacy.

These restrictions are reasonable as they are necessary to run the society smoothly.

Following are some reasonable restrictions on freedom of speech.

Freedom of speech cannot interfere in someone’s privacy. Employees of Royal household of

England are constrained by contract from disclosing any inner affairs of the royal household.

Another example of putting restriction on freedom of speech is of film censor board. Censor board

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 3 - Equality Prepared by Suman Kumar Jha

Chapter 3 - Equality

Question 1:

Some people argue that inequality is natural while others maintain that it is equality which is natural and the inequalities which we notice around us are created by society. Which view do you support?

Give reasons.

Answer:

Any answer supported with argument or explanation would solve the purpose. It is strongly recommended that you prepare the solution on your own. However, a sample solution has been provided for your reference:

Equality is natural and the inequalities which we notice around us are created by society.

People are naturally equal because of the common humanity.

Inequality exists because of unequal opportunities and exploitation of one group from other groups in the society.

Natural inequalities are those that emerge between people as a result of their different capabilities and talents.

Social circumstances, situations and conditions help the individual to grow and develop her/his talents and capabilities.

Different status and roles are essential for smooth running of the society but these status and roles are decided by the society that shows inequality.

Society categorises the people on the basis of race, gender, caste, class etc that create inequality.

Thus, society labels certain race, gender, caste, class to be treated inferior or superior by creating stereotypes.

Question 2:

There is a view that absolute economic equality is neither possible nor desirable. It is argued that the most a society can do is to try and reduce the gaps between the richest and poorest members of society. Do you agree?

Answer:

It is correct that absolute economic equality is not possible even though it is desirable. The most a society can do is to try and reduce the gaps between the richest and poorest members of society to bring economic equality.

Society has different status, roles and ranks for its members so that it can function smoothly.

People achieve different ranks according to their capabilities and the rewards are equivalent to the work and responsibilities that are attached to their rank.

Therefore, absolute economic equality cannot be possible as inequality in income will remain in the society.

The gap between the richest and poorest members of the society can be reduced by providing equality in opportunity to everyone, regardless of their background.

Question 3:

Match the following concepts with appropriate instances:

(a) Affirmative action (i) Every adult citizen has a right to vote

(b) Equality of opportunity (ii) Banks offer higher rate of interest to senior citizen (c) Equal Rights (iii) Every child should get free education

Answer:

(a) Affirmative action (ii) Banks offer higher rate of interest to senior citizen

(b) Equality of opportunity (iii) Every child should get free education(c) Equal Rights. (i) Every adult citizen has a right to vote

Question 4:

A government report on farmers’ problems says that small and marginal farmers cannot get good prices from the market. It recommends that the government should intervene to ensure a better price but only for small and marginal farmers. Is this recommendation consistent with the principle of equality?

Answer:

The recommendation of the government is consistent with the principle of equality as the intervention is necessary to secure the interests of small and marginal farmers.

Small and marginal farmers do not have access to adequate resources to sustain themselves during the off-season. Therefore, they need better compensation for their produce.

Question 5:

Which of the following violate the principles of equality and why?

(a) Every child in class will read the text of the play by turn.

(b) The Government of Canada encouraged white Europeans to migrate to Canada from the end ofthe Second World War till 1960.

(d) Access to some forest areas is reserved for certain tribal communities.

Answer:

(a) It is not a violation of principles of equality as reading by turn is necessary to maintain disciplineand coherence in class.

(b) It is a violation of principles of equality as white Europeans were given preference and privilegeover coloured people on the basis of their colour differences.

(c) It is not a violation of principles of equality because this right is given to the senior citizens on thebasis of their special needs and requirements.

(d) It is not a violation of principles of equality because it protects the livelihood rights and culture ofthe tribal people.

Question 6:

Here are some arguments in favour of the right to vote for women.

Which of these are consistent with the idea of equality? Give reasons.

(a) Women are our mothers. We shall not disrespect our mothers by denying them the right to vote.

(b) Decisions of the government affect women as well as men, therefore they also should have a sayin choosing the rulers.

(d) Women constitute half of humanity. You cannot subjugate them for long by denying them the rightto vote.

Answer:

(a) It is not consistent with the idea of equality as this is not based on the principles of equality but thisargument emanates from our emotions.

(b) It is consistent with the idea of equality as this argument is based on the impact of decision makingprocess on women and hence, their right to choose the decision makers.

(c) It is not consistent with the idea of equality as it is concerned more with the disintegration of familyrather than giving women equal opportunity to choose their representatives.

(d) It is consistent with the idea of equality as this argument is based on rational thinking. Women areconsidered as equal to men in the composition of society and are therefore given equal importance and opportunity to cast their vote.

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 4 - Social Justice PREPARED BY SUMAN KUMAR JHA

Chapter 4 - Social Justice

Question 1:

What does it mean to give each person his/her due? How has the meaning of “giving each his due” changed over time?

Answer:

Giving each person his/her due means providing justice by ensuring the well-being of all the people.

In contemporary time, the concept of “giving each his due” has changed to the understanding of what is due to each person as a human being.

The German philosopher Immanuel Kant argued that if all persons are granted dignity then what is due to each of them is the opportunity to develop their talents and pursue their chosen goals.

Question 2:

Briefly discuss the three principles of justice outlined in the chapter. Explain each with examples.

Answer:

Equal Treatment of Equals:

This indicates the principle of treating people equally.

All individuals share certain characteristics as human beings. Therefore, they deserve to be treated equally and provided with equal rights.

It includes civil rights like right to life, liberty and property, political rights like right to vote and social rights related to equal social opportunities.

It also prohibits discrimination on the grounds of class, caste, gender and race.

For example, two individuals from different backgrounds should be paid same reward for the same kind of job.

Proportionate justice:

This principle indicates rewarding people in proportion to the scale and quality of their effort.

It is just to reward different jobs differently on the basis of efforts and skills required and the danger involved.

Thus, proportionality provides balance to the principle of equal treatment.

The reward and compensation for a surgeon and an architect varies according to the skill that is required in their job.

Recognition of Special Needs:

This principle is based on distributing rewards and duties on the basis of special needs of people.

On the basis of factors such as age, physical disabilities and lack of access to good education or health care, special treatment is given in many countries.

People with special needs or disabilities are treated unequal in some particular respect and therefore are provided with some deserving and special help.

A physically challenged person getting a reserved seat in bus is an example of principle of recognition of special needs.

Question 3:

Does the principle of considering the special needs of people conflict with the principle of equal treatment for all?

Answer:

The principle of considering the special needs of people does not raise a conflict with the principle of equal treatment for all.

People with special needs are given special treatment to facilitate their participation in the running of the society.

People with special needs also require special treatment for integration with society and for securing opportunities and basic needs that would be otherwise denied to them.

The senior citizens, women and socially backward people are given special treatment due to their special needs.

Question 4:

How does Rawls use the idea of a veil of ignorance to argue that fair and just distribution can be defended on rational grounds?

Answer:

Rawls uses the idea of a veil of ignorance to argue that fair and just distribution can be defended on rational grounds.

He says that if a person keeps herself/himself under the ‘veil of ignorance’ then s/he would come up with the just distribution, fair laws and policies that would affect the whole society.

A person under the ‘veil of ignorance’ is unaware of her/his possible position and status in the society therefore s/he would rationally decide from the point of view of the worst-off.

It would be sensible in this situation for everyone to ensure that all resources are available equally to all persons.

In this way Rawls, with his idea of ‘veil of ignorance’, is able to prove that fair and just distribution can be defended on rational grounds with the help of this idea.

Question 5:

What are generally considered to be the basic minimum requirements of people for living a healthy and productive life? What is the responsibility of governments in trying to ensure this minimum to all?

Answer:

Housing, supply of clean water, basic amount of nourishment to remain healthy, education and minimum wage are the basic minimum requirements of people for living a healthy and productive life.

Government is responsible for providing these services to all sections of the society irrespective of their class, caste, race and gender at a cost they can afford.

Supporters of free market ideology are in favour of providing goods and services by the private agencies and the state or government should only try to empower people to buy those goods and services. However, eventually, free market tends to work in the interest of the powerful section.

Government checks the interference of private agencies in some sectors of the economy so that the goods and services in the free market do not become out of reach for the weaker sections.

Question 6:

Which of the following arguments could be used to justify state action to provide basic minimum conditions of life to all citizens?

(a) Providing free services to the poor and needy can be justified as an act of charity.

(b) Providing all citizens with a basic minimum standard of living is one way of ensuring equality ofopportunity.

(d) Ensuring basic facilities and a minimum standard of living to all is a recognition of our sharedhumanity and a human right.

Answer:

(a) Providing free services to the poor and needy as an act of charity is unjustified basis of stateaction to provide basic minimum conditions of life to all citizens. Services to the poor and needy are their rights and the government should not give these to them as charity.

(b) Providing all citizens with a basic minimum standard of living to ensure equality of opportunity isjustified basis of state action to provide basic minimum conditions of life to all citizens. This is because it is the responsibility of the government to provide opportunities for citizens.

(c) Being kind to people who are lazy is not rational thinking as laziness is not a physical handicap.Therefore, it is an unjustified basis for state action to provide basic minimum conditions of life to all citizens.

(d) Ensuring basic facilities and a minimum standard of living to all as a recognition of our sharedhumanity and human rights is a justified basis of state action to provide basic minimum conditions of life to all citizens.

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 5 - Rights PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science Chapter 5 - Rights

Question 1:

What are rights and why are they important? What are the bases on which claims to rights can be made?

Answer:

Rights are primarily those state-recognised claims that every individual regards to be necessary for leading a life of respect and dignity. These are essentially a justified claim or an entitlement.

Rights are important as they help individuals to develop their capacity to reason, develop their skills and enable them to make informed choices in life.

The bases on which claims to rights can be made are:

The representation of conditions that individuals collectively see as a source of self-respect and dignity.

The necessity for every individual’s well being.

Question 2:

On what grounds are some rights considered to be universal in nature? Identify three rights which you consider universal. Give reasons.

Answer:

The importance of certain rights for all human beings regardless of their place in society confers universality on these rights. The assumption behind human rights is the entitlement of human beings to certain rights that ensure self-respect and dignity by virtue of being born as humans. Thus, universal rights are those rights whose entitlement is non-negotiable.

The three universal rights are as follows:

Right to education is considered to be universal in nature because this is must for an individual to develop his/her capacity to reason, skills and enables him/her to make informed choices in life. This helps the individual to make good use of other rights.

Right to livelihood ensures self-respect and dignity of the individuals through economic independence.

Freedom of expression is important for all human beings as it develops creativity and originality and allows for free expression of ideas and beliefs.

Question 3:

Discuss briefly some of the new rights claims which are being put forward in our country today—for example the rights of tribal people to protect their habitat and way of life, or the rights of children against bonded labour.

Answer:

The claim of rights of tribal people to protect their habitat and way of life has emerged with the new conception of a secure and respectful life of individuals along with preserving their traditional way of life and access to resources.

This is a result of change in society and its beliefs and providing special provisions or rights to people to protect indigenous culture.

Tribal people are given rights to own a part of land of the forest to which they belong.

They are given special facilities in education, job, medicine etc. so that they can compete with the rest of the society on equal terms.

The rights of children against bonded labour are necessary to prevent their exploitation and ensure a safe childhood for them.

The right to education is a new right given in the Indian Constitution.

This right helps in preventing the violation of the basic right of children to education.

Right to information is a new right that helps the citizens to know the status or the procedure of the services that they are entitled to receive.

Question 4:

Differentiate between political, economic and cultural rights. Give examples of each kind of right.

Answer:

Political rights are those rights that ensure equality before law and the right to participate in the political process. Right to contest election is a political right.

Economic rights are those rights that ensure the entitlement of basic needs of food, shelter etc.

Economic rights helps in fulfilling the political rights. Right to minimum wage is an economic right.

Cultural rights are given to citizens to preserve their culture, its essence and its dignity.

Political rights and economic rights help in ensuring cultural rights for citizens. Right to establish institutions to preserve one’s language is a cultural right.

Question 5:

Rights place some limits on the authority of the state. Explain with examples.

Answer:

Rights place some limits on the authority of the state as they make the state responsible for its actions.

Rights place an obligation upon the state to act in a certain way.

For example, the state must ensure that its policies should provide basic needs to all its individuals.

Rights suggest what the state must refrain from doing.

The state cannot make laws that violate the fundamental rights of the citizens and go against the constitution.

Freedom of expression is a basic right of individual therefore the state cannot stop anyone from expressing himself/herself.

The state cannot arrest any individual unnecessarily as that would mean violating her/his right of liberty.

Class 11 Political Science NCERT QUESTION ANSWER Chapter 6 - Citizenship PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science

Chapter 6 - Citizenship

Question 1:

Citizenship as full and equal membership of a political community involves both rights and obligations. Which rights could citizens expect to enjoy in most democratic state today? What kind of obligation will they have to their state and fellow citizens?

Answer:

The rights that citizens are expected to enjoy most in democratic state are right to equality, right to vote in political elections, freedom of expression, right to have basic facilities, right to security and equal treatment by laws.

There are legal and moral obligations on citizens to participate in and contribute to the shared life of the community as well as the state. Citizens are also expected to preserve the culture and natural resources of their country.

Question 2:

All citizens may be granted equal rights but all may not be able to equally exercise them. Explain.

Answer:

All citizens may be granted equal rights but all may not be able to equally exercise them due to following factors:

Socio-economic inequality that prevents equality of opportunity

Lack of accessibility to legal remedies

Lack of awareness of rights

Corruption in the government apparatus that prevents the delivery of services covered under these rights.

The consequences of these factors can be seen in the following examples:

Every child has right to education but some children are not sent to school due to gender bias and poverty and therefore are engaged in child labour.

Many women are not aware that physical and mental torture by their husband comes under domestic violence. Therefore, they are not able to seek legal remedies.

Question 3:

Write a short note on any two struggles for full enjoyment of citizen rights which have taken place in India in recent years. Which rights were being claimed in each case?

Answer:

The movement in India regarding the rights of lesbians and gays to express and lead a normal life demanded the decriminalisation of homosexuality by the state that was considered to be a crime. Delhi high court has decriminalised homosexuality but still the movement is on as it has not yet gained the legal approval.

Narmada Bachao Andolan is an environmental as well as human rights movement. The movement is against increasing the height of the dam. The increase in the height of the dam will flood the area and residents will get displaced. The movement is to force the government to decrease the height of the dam and pay proper compensation to the people and assure rehabilitation for them.

Both the above mentioned movements are still going on for the human rights of people. The first movement was for freedom of expression, right to security and normal life as Indian citizens. The second movement focused on the right to shelter, food, employment and security of the people as citizens of India.

Question 4:

What are some of the problems faced by refugees? In what ways could the concept of global citizenship benefit them?

Answer:

Any answer supported with argument or explanation would solve the purpose. It is strongly recommended that you prepare the solution on your own. However, some sample pointers have been provided for your reference:

The following are some of the problems faced by refugees:

Refugees are not treated well by the local residents of the place.

They are considered as a burden on the local economy.

The local residents feel that refugees are snatching their job opportunities in that area.

The refugees are held responsible for spreading diseases, crime and polluting the area as they mostly live in slums and tents.

They are constrained to do useful and necessary work but at low wages.

Refugees face the problem of shelter, food and lack of employment.

Refugees are exempted from the rights that are given by the state to its people like enjoying the right of minimum standard of living and security.

Thus, they are often exploited by the police and other local residents on grounds of the rights that they lack as a member of that state.

Global citizenship would be beneficial to refugees as it will be easier to deal with problems that extend across national boundaries and require cooperation of other states.

It would also help refugees and stateless people by providing them basic rights and solutions to their problems so that they can lead a normal life.

Question 5:

Migration of people to different regions within the country is often resisted by the local inhabitants.

What are some of the contributions that the migrants could make to the local economy?

Answer:

Migrants contribute greatly towards the economy of the state where they are working.

They perform useful work at lower wages and make up a large proportion of the service sector.

The goods and services provided by them are counted in the GDP.

Migrants bring new skills and techniques that can be adapted to suit local conditions.

Migrant workers also pay taxes and thus contribute to economic growth of their host region.

Question 6:

“Democratic citizenship is a project rather than an accomplished fact even in countries like India which grant equal citizenship”. Discuss some of the issues regarding citizenship being raised in India today.

Answer:

“Democratic citizenship is a project rather than an accomplished fact even in countries like India” as in democratic countries people are still far behind in fully enjoying the rights associated with democratic citizenship.

In the context of India, equality of rights is ensured for all citizens by the Constitution, but does not always translate on the ground.

Socio-economic inequality is a major factor preventing the access of all citizens to basic rights.

Citizens have the right to move and work freely anywhere within the territory, they have the right to enjoy basic facilities that are needed to survive and lead a healthy life but migrants are exempted from these rights as Indian citizens at some places.

Besides migrants other citizens are not able to enjoy the rights fully. Girl children are not able to enjoy the basic right of education. Many poor children are forcefully engaged in child labour though these children have got certain fundamental rights in democratic India but they are not able to enjoy it.

The issue of dual citizenship for people who reside outside the country is also a matter of debate and shows the dynamic nature of the concept of citizenship.

Therefore, it can be said that democratic citizenship is a project that has still to meet its goal rather than having accomplished it.

Class 11 Political Science NCERT QUESTION ANSWER Chapter 7 - Nationalism PREPARED BY SUMAN KUMAR JHA

Chapter 7 - Nationalism

Question 1:

How is a nation different from other forms of collective belonging?

Answer:

Nation is, to a great extent, an ‘imagined community’ held together by the collective beliefs, aspirations and imaginations of its members. It is based on certain assumptions like shared beliefs, common history, common territory, shared political ideals and common political identity that people construct about the collective whole with which they identify themselves. Unlike family its members are not linked with face-to-face relation. It is different from clans and other kinship groups as it is not based common descent. It is different from any lingual group as it is not based on a common language nor is it like a religious group as it does not share any common religion.

Question 2:

What do you understand by the right to national self-determination?

How has this idea resulted in both formation of and challenges to nation-states?

Answer:

Right to national self-determination means seeking the right by cultural groups to govern themselves and determine their future development as a nation.

The idea of national self-determination led to the formation of nation-state. As in case of Europe after First World-War, the countries were formed on the basis of culture they shared. It helped these groups to determine their future development path and to govern themselves.

This idea is also a challenge to the formation of nation-state as it is impossible to have one culture in a nation-state. It is impossible to ensure that each cultural group could achieve political independence and statehood. Examples for the same could be the mass migrations that took place after the reorganisation of state boundaries in Europe to maintain cultural homogeneity.

Question 3:

“We have seen that nationalism can unite people as well as divide them, liberate them as well generate bitterness and conflict”. Illustrate your answer with examples.

Neither descent, nor language, nor religion or ethnicity can claim to be a common factor in nationalisms all over the world. Comment.

Answer:

Nationalism unites people into a bond on the basis of same territory, shared beliefs, common history, shared political ideals, common political identity and aspirations.

The idea of nationalism can liberate people from the bond of various smaller groups to a wider and common group of nation where they share common interests and goals.

It can also divide the people as every lingual or cultural group could demand for a separate nationstate.

It can generate bitterness and conflict as demands for separate nation state by smaller groups often leads to conflict. Such situations are at the root of many ongoing conflicts in the world.

Neither descent, nor language, nor religion or ethnicity can claim to be a common factor in nationalisms all over the world as there is no common set of characteristics that is present in every nation. It is very difficult for every lingual, religious and ethnic group to become politically and economically viable. This also leads to several problems for those groups that are in minority.

Therefore, no nation-state can stand only on the factor of religion or ethnicity.

Question 4:

Illustrate with suitable examples the factors that lead to the emergence of nationalist feelings.

Answer:

The factors that lead to the emergence of nationalist feelings are:

Shared beliefs − This refers to the collective identity and vision for the future of a group that aspires to have an independent political existence.

The citizens of a nation-state share common beliefs irrespective of ethnic or religious differences.

For example, every citizen of India wants the national hockey team to become world champion.

Common history − The citizens of a nation-state share a common history.

It perceives them as stretching back into the past as well as reaching into the future.

For example, Indians share a common history of nationalist movement and have the same vision for their future.

Common territory − It shares a common land or territory on which the people have been living for a long period of time. Thus, territory is an important component of unity.

For example, Indians identify themselves with the distinctive geographical features of the Indian subcontinent.

Shared political ideals − Citizens of a nation-state share a vision of the kind of state they want to build.

They share same political ideas, they share commitment to a set of political ideas and are bound by a set of obligations legitimatised by the law of the state.

For example, the Constitution of India that is representative of the collective will of the people has adopted democracy and secularism, among other ideals, as its goals.

Common political identity − The citizens share a common political identity irrespective of their religious, linguistic groups.

For example, a Sikh from Punjab, a Muslim from Uttar Pradesh and a Hindu from Karnataka share a common political identity of being Indian irrespective of their different religious and linguistic groups.

Question 5:

How is a democracy more effective than authoritarian governments in dealing with conflicting nationalist aspirations?

Answer:

A democratic government is more effective than an authoritarian government as it respects the opinion of people and provides opportunity and rights to every cultural group to flourish.

All cultural groups including those in minorities have the opportunity to be represented at the highest levels of decision making in a democratic set up. Thus, it provides a structure for all groups to express their aspirations.

An authoritarian government will create an oppressive and authoritative society in which minority groups cannot survive. The dominance of the majority gives rise to nationalist aspirations among other groups in such situations.

A democratic government respects the rights and cultural identity of minorities and therefore can solve conflicting nationalist aspirations by taking decisions through consensus that benefit all groups which stay inside the democratic set up.

Question 6:

What do you think are the limitations of nationalism?

Answer:

The limitations of nationalism can be cited as:

Most nationalist ideals are representative of the goals of a single cultural group. Thus, they fail to incorporate the broader vision of inclusiveness.

Since it is not possible for every cultural group to create its own nation-state therefore every nationstate state has more than one cultural group.

The different cultural groups often get involved in conflicts due to their separate nationalist aspirations and the principle of exclusivity based upon a desire for homogenous identity.

The role of nationalism in a globalised world is yet to be completely evaluated as nationalist tendencies acquire a different meaning in an inter-connected world.

Class 11 Political Science NCERT QUESTION ANSWER Chapter 10 - Development PREPARED BY SUMAN KUMAR JHA

Chapter 10 - Development

Question 1:

What do you understand by the term development? Would all sections of society benefit from such a definition of development?

Answer:

Development is a process that ensures good quality of life to all the people in terms of happiness, harmony and satisfaction of essential needs. It is related to improvement, progress and aspirations of people. This definition of development would benefit all the sections of society as it shows the basic need approach. It allows more people to make meaningful choices and the pre-condition for this is the fulfilment of basic needs like food, education, health and shelter.

The previous concepts of development that were based on only economic growth have notbeen beneficial for poor people and environment and have resulted in a wide gap between rich and poor and imbalanced ecology. Therefore, a definition that aims towards improving the quality of people’s life would justify the essence of development.

Question 2:

Discuss some of the social and ecological costs of the kind of development which has been pursued in most countries.

Answer:

Social costs of development

A large number of people have been displaced from their homes and localities due to industrialisation.

Displacement causes loss of livelihood and increased impoverishment along with destruction of local culture and community life.

Displacement of rural agricultural communities has resulted in increased number of urban and rural poor and has brought them into the category of marginalised people.

It is responsible for many struggles and social disorganisation.

Ecological costs of development

The present model of development is dependent upon increasing use of energy and is a major cause for environmental degradation.

Consumption of fossil fuels to meet energy requirements is also a major cause of pollution as well as depletion of natural resources.

Global warming has increased due to emission of pollutant gases from industries.

Icebergs of polar regions are melting due to global warming. This would cause flooding and submergence of low lying areas like Bangladesh and Maldives.

Developmental projects have resulted in deforestation, which has created the problem of green house effect, scarcity of firewood, medicinal herbs and food, affecting poor people.

Rivers and ponds are dry up and level of ground water has decreased.

Question 3:

What are some of the new claims for rights which the process of development has generated?

Answer:

The new claims for rights that have been generated by the process of development are as follows:

The protection of people affected by development from the state and the society as a whole.

The right of people to be consulted about decisions that affect their lives.

The right to livelihood of people when their regular livelihood activities are threatened by developmental activities.

Rights of communities, particularly tribal and aboriginal, to the use of natural resources.

Rights of future generations to the resources that are common to the entire humanity.

Question 4:

What would be the advantages of democracy over other forms of government for ensuring that decisions regarding development are made to promote the common good?

Answer:

The advantages of democracy over other forms of government for ensuring common good as the aims of development are as follows:

A democratic government ensures that the decisions regarding development are taken while keeping the common interest of people in concern and respecting the rights of all.

Conflicts over resources and different versions of the good life are resolved through debate in a democracy and these cannot be imposed from the higher authorities.

The developmental priorities, strategies and way of implementations are decided by higher level of political leaders and bureaucrats.

Democratic structure also makes it possible to include the views of common people in the strategy and priorities of development to prevent discrimination and adverse effects.

Democracy allows every citizen to have a stake and participate in deciding their future and nation’s priorities.

Other forms of governments like authoritarian, monarchical and dictatorship do not involve people in decision making process of development.

Question 5:

In your view how successful have popular struggles been in making the state responsive to the social and environmental costs of development? Discuss with examples.

Answer:

Popular struggles like the Narmada Bachao Andolan and the Chipko movement have played a major role in making the state responsive to the social and environmental costs of development.

The Narmada Bachao Aandolan has stopped the government for the time being from raising the height of Sardar Sarovar dam on River Narmada. This project was harmful for the environment and social life of the people. A large forest was submerged during the construction and many people were displaced. The activists have also been trying to persuade the government to offer more meaningful rehabilitation packages to the displaced people.

The Chipko Movement against deforestation was successful in Uttrakhand. The people hugged the trees and stopped the contractors from cutting them down. This was basically an environmental movement but the livelihood of the local people also depended on these forests. Thus, it created awareness all over the country about the actions of the government and forced the state to become more responsive.

Class 11 Political Science Chapter 9 - Peace NCERT Question Answer PREPARED BY SUMAN KUMAR JHA

Chapter 9 - Peace

Question 1:

Do you think that a change towards a peaceful world, needs a change in the way people think? Can mind promote peace and is it enough to focus only on the human mind?

Answer:

A change towards a peaceful world needs a change in the way people think for most conflicts arise in the minds of people. However, the mind by itself is insufficient to promote peace as the cause for violence also lies in the social structures. Thus, the creation of a peaceful society requires the elimination of structural violence.

Question 2:

A State must protect the lives and rights of its citizens. However, at times its own actions are a source of violence against some of its citizens. Comment with the help of some examples

Answer:

It is true that at times government’s own actions are a source of violence against some of its citizens.

The Armed Forces Special Power Act, 1958 in Jammu and Kashmir, Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland and Tripura has been a source of violence against the citizens of these states.

The Act has resulted in large-scale violation of the rights of citizens under Articles 14, 19, 21, 22, and 25 of the Constitution.

The Act allows any officer of armed forces to arrest or shoot the person, use of force and to search any premise on the basis of suspicion.

The act also bestows legal immunity to the officials protecting them from prosecution.

Another example of state violence on civilians is related to land acquisition.

In the name of development, the state forcefully encroached upon the land of people in Nandigram and Singur in 2007.

When the civilians protested they had to face brutalities of police.

Question 3:

Peace can be best realised when there is freedom, equality and justice. Do you agree?

Answer:

It is correct that peace can best be realised in the presence of freedom, equality and justice. Freedom in the society allows people to express themselves freely, while equality and justice help in removing the grounds for conflict.

Every person and group will be able to fulfil their basic needs in societies where equality prevails.

Justice ensures the prevention of oppression of individuals and groups based on class, gender, etc.

Thus, freedom for all, along with equality and justice addressing the aspirations of all individuals and groups help in removing insecurities that breed resentment among groups and cause conflicts.

Question 4:

Use of violence does not achieve just ends in the long run. What do you think about this statement?

Answer:

Use of violence does not achieve just ends in the long run as violence tends to become out of control and causes a trail of death and destruction.

Violence involved in forcefully removing oppressors, liberation struggle and self-defence is often justified.

However, the removal of oppressors by the oppressed class through violent struggle leads to another cycle of violence fuelled by a feeling for revenge.

According to Mahatma Gandhi when violence is done for good, the good is temporary and the evil it does is permanent as violence breeds hatred and resentment and divides people instead of uniting them.

Question 5:

Differentiate between the major approaches, discussed in the chapter, to the establishment of peace in the world.

Answer:

There are three major approaches for the establishment of peace in the world.

1. The first approach favours sovereignty and deals with fair competition between the states and the maintenance of a balance of power to contain conflict. This approach upholds the sovereignty of states as paramount and competition among them as a fact in order to promote peace.

2. The second approach deals with economic integration and interdependence that leads to political unification. Economic and social cooperation between states would lead to peace by promoting international understanding.

3. The third approach visualises the state as a transitory system and the emergence of a global community surpassing the state system to maintain world peace. The rise of people’s movements and multinational corporations is a step in this direction. The process of globalisation has contributed to this by reducing the influence of state and diluting the concept of sovereignty.

Class 11 Political Science Chapter 8 - Secularism NCERT Question Answer PREPARED BY SUMAN KUMAR JHA

Chapter 8 - Secularism

Question 1:

Which of the following do you feel are compatible with the idea of secularism? Give reasons.

(a) Absence of domination of one religious group by another.

(b) Recognition of a state religion.

(d) Mandatory prayers in schools.

(e) Allowing separate educational institutions for any minority community.

(f) Appointment of temple management bodies by the government.

(g) Intervention of state to ensure entry of Dalits in temples.

Answer:

(a) Absence of domination of one religious group over another is compatible with the idea of secularism as it allows freedom to all religious groups.

(c) Equal state support to all religions is compatible with the idea of secularism as it provides a chance to every religion to preserve it’s traditions and flourish.

(e) Allowing separate educational institutions for any minority is compatible with the idea of secularism as this will provide right to the minority to maintain it’s cultural identity and a chance to develop.

(g) Intervention of state to ensure entry of Dalits in temples is compatible with the idea of secularism as it prevents discrimination and provides equal rights to every social group.

Question 2:

Some of the key characteristics of western and Indian model of secularism have got mixed up. Separate them and make a new table.

Western Secularism Indian Secularism

Strict non-interference of religion and state in each other’s affairs State supported religious reforms allowed

Equality between different religious groups is a key concern Equality between different sects of a religion is emphasised

Attention to minority rights Less attention to community based rights

Individual and his rights at the centre Rights of both individual and religious community protected.

Answer:

Western Secularism Indian Secularism

Strict non-interference of religion and state in each other’s affairs State supported religious reforms allowed

Less attention to community based rights Attention to minority rights

Equality between different sects of a religion is emphasised Equality between different religious groups is a key concern

Individual and his rights at the centre Rights of both individual and religious community protected

Question 3:

What do you understand by secularism? Can it be equated with religious tolerance?

Answer:

Secularism is a doctrine that opposes any form of religious and intra-religious domination. It does not oppose religion itself.

Secularism cannot be equated with religious tolerance as tolerance may be compatible with religious domination by one group.

However, religious tolerance is one of the components of secularism.

Question 4:

Do you agree with the following statements? Give reasons for supporting or opposing any of them.

(a) Secularism does not allow us to have a religious identity.

(b) Secularism is against inequality within a religious group or between different religious groups.

Answer:

(a) Secularism allows us to have a religious identity. In India, a citizen can have a religious identity, sothat he/she can represent his/her religious institution whenever required in order to preserve and develop it.

(b) Secularism is against inequality both within a religious group and between different religiousgroups. The Indian government tries to maintain equality within religious groups to prevent discrimination and eradicate practices that are derogatory to human dignity.

(c) Secularism may have a western-Christian origin but it is suitable for India. This is due to the factthat India is a multi-cultural and religious society. Thus, it is necessary to ensure equal treatment to all groups both within and between different religions to maintain harmony and integrate the country.

Question 5:

Indian secularism focuses on more than the religion-state separation. Explain.

Answer:

Indian secularism does not focus on the religion-state separation alone; it is also concerned with maintaining harmony between different religions and reforming religious practices to protect the social and civil rights of its citizens.

Indian secularism allows every religion to flourish and develop.

The Indian state allows the promotion of all religions and treats each of them equally.

Therefore state does not interfere in religious matters but it checks the influence of religion in public life.

Question 6:

Explain the concept of principled distance.

Answer:

According to the concept of principled distance, a secular state may keep a principled distance from religion to promote peace between communities and it may also intervene to protect the rights of specific communities.

The state gives equal preference to every religion and respects them all equally.However, the state may interfere if religious groups try to exercise their power on the political and social life of the people.

This balanced distance of state from religious groups is called principled distance.

July 28, 2021

Notice Writing Class 11 Format, Examples, Topics, Exercises July 28, 2021 by Suman

Notice Writing Class 11
Format, Examples, Topics, Exercises
July 28, 2021 by Suman

Notice Writing Class 11

This grammar section explains English Grammar in a clear and simple way. There are example sentences to show how the language is used. NCERT Solutions for Class 11 English will help you to write better answers in your Class 11 exams. Because the Solutions are solved by subject matter experts.

Notice Writing Class 11 Format, Examples, Topics, Exercises

A notice is a form of written or printed information that can be in the form of an official state…

Notice Writing Class 11 Format, Examples, Topics, Exercises

A notice is a form of written or printed information that can be in the form of an official statement of public importance or a warning in advance, or it can also be used to give information to a segment of people or people at large. The basic purpose is to disseminate information related to various issues or occasions. It is written in a simple and formal language and is always brief and to the point. Notices are given generally in newspapers, magazines, or displayed publicly on the notice board of an organisation. A notice can also be given in the newspaper as an advertisement mainly meant to inform a large number of people, it must be clear and brief. It is more or less like a circular but the major difference is that a circular reaches through a messenger while a notice is displayed either on a noticeboard or in a newspaper column.

The main characteristics of notice writing are:

Format:

This includes the word “NOTICE”, date, heading, writer’s name, and designation.

Content:

The content answers the questions ‘what’, ‘where’, ‘when’, ‘how’ etc.

Expression:

This relates to the overall organisation and relevance of the content as well as grammatical accuracy and fluency. An agenda notice includes a detailed list of items or schema of the meeting or the programme.

Points to remember:

the purpose should be to inform

it should have a heading

it should be brief and precise

it should give all the required information, in a simple language

the name and designation of the issuing authority should be mentioned

it should be written in the third person

it should have a date

it should look attractive and the word limit should be adhered to

Examples for Practice:

Question 1.

Draft a notice in not more than 50-words for your school notice board, informing the students about the sale of old sports goods of your school. You are Rohini/Rohan the secretary of the sports club of RCCE Public School, Chandan Hulla, New Delhi.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

20.07.20XX

Notice

Sale.

The Sports Department is offering old sports equipment for sale to the students of the school Cricket, tennis, badminton, table tennis, football, basketball and hockey is available. Sale will be held on Thursday 29-07-20XX from 10 am to 1 pm. Students should bring their identity cards.

Rohan

Secretary, Sports Club.

Question 2.

As Secretary of the Activity Club of your school, draft a notice for the school noticeboard, informing students of the Inter-class Quiz contest being organised by the school. You are Nafisa/Pankaj. [Word limit: 50]

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

13 August 20XX

Notice

Inter-class Quiz Contest

The annual Inter-Class Quiz will be held on 4th September at two levels – classes 7 & 8 and 9 & 10. The teams will be selected on the basis of the preliminary written tests.

Those interested should give their names to the undersigned by 8 August 20XX.

Nafisa Rehman

Secretary

Activity Club

Question 3.

You are Amit/Anita, Head Boy/Head Girl of your school. You are organising a career counselling session for class XI and XII students of your school. Write a notice giving details to be displayed on your noticeboard in about 50 words.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

28 July 20XX

Notice

Career Counselling Session

The students of classes 11 and 12 are hereby informed that a career counselling session has been organized for them on 4 August 20XX from 11 a.m. to 1 p.m.

Science students will proceed to the Auditorium and commerce students to Lecture Theatre No. 1 at 10:45 a.m.

Attendance is compulsory.

Amit Pandey

Head Boy

Question 4.

You are Man/Mani, secretary of the History Club of RCCE Public School, Chandan Hulla, New Delhi.. Draft a notice in not more than 50 words informing the students of class XI and XII about a proposed tour to Rajasthan during the coming summer vacations.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

5 April 20XX

Notice

Rajasthan Tour

This is to inform the students of classes 11 and 12 of a trip to Rajasthan from 12 to 17 May 20XX. The trip will cover Jaipur, Udaipur, Jaisalmer and Bikaner.

Those who wish to join the trip should submit written permission from their parents and a draft for ₹ 3000 latest by 12 April 20XX to the Vice Principal.

Mani

Secretary, History Club

Question 5.

You are Amit/Amita, Head Boy/Girl of your school (RCCE Public School, Chandan Hulla, New Delhi.). Write a notice for your school noticeboard requesting entries from students for Britannia Quiz Contest to be held in your School. [NCT 2014]

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

20 February 20xx

Notice

Selection for Quiz Contest

The students of classes from 9 to 12 may give their names for participating in Britannia Quiz Contest to be held on 25 March 20XX.

The applicants should have participated in the inter-house Quiz Contest. The selection will be held on 28 February 20XX.

R.K. Singh

Vice Principal

Question 6.

As the Principal of RCCE Public School, Chandan Hulla, New Delhi., write a notice informing the students about the special coaching in cricket, basketball, and tennis during the summer vacation. (50 words)

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

20-April 20XX

Notice

Sports Coaching During Summer Vacation

This is to inform all the students of the six-week coaching programme in cricket, basketball, and tennis starting from 16 May 20XX at 6:30 a.m. every morning.

State-level coaches will be conducting the sessions. A nominal fee of 200 per game will be charged. Those interested should contact Mrs. Shobha Rani Singh, HOD, Physical Education for further details.

R.K. Saini

Principal

Question 7.

As the librarian of your school, write a notice in about 50 words informing the students of the penalty for losing or damaging the books issued to them.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

10 July 20XX

Notice

Penalty For Losing or Damaging the Books

This is to inform all the students that

(i) a fine of Rs. 2 per day will be charged if a book is not returned on the due date;

(ii) the library card will be withdrawn if the returned book is found tom or damaged; :

(iii) The full price will be recovered from the student if a book is lost.

Suman Kumar Jha

Librarian

Question 8.

As the Principal, write a notice in about 50 words informing the prefects, monitors, and other discipline in-charge students of a Leadership Training Camp being organised by the school.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

10 April 20xx

Notice

Leadership Training Camp

A leadership training camp is being organised on 15 April 20XX from 9:00 a.m. to 1:00 p.m. All: prefects, class monitors, bus and line monitors shall attend this camp.

The programme will include the following:

Leadership Training Workshop – 9 : 00 a.m. to 11 : 00 a.m.

Refreshment Break – 11 :00 a.m. to 11 : 30 a.m.

Question and Answer Session with Experts – 11 : 30 a.m. to 12 : 00 p.m.

R.K. Saini

Principal

Question 9.

As the head of the Physical Education Department, write a notice in about 50 words informing the students about the selection of athletes for the coming Zonal Athletic meet.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

10 April 20xx

Notice

Selection of Athletes for Zonal Athletic Meet

This is to inform the students of classes 5 to 8 that the selection of the athletes for the coming zonal athletic meet for sub-juniors and juniors will be done as per the timetable given below.

15 April 20XX (Sub-Junior events)

100 m and 200 m races, long jump, swimming: 7:00 a.m. to 9:30 a.m.

17 April 20XX (Junior events)

100 m 200 m, 4 x 100 m relay race, long jump, high jump, swimming: 7:00 a.m. to 9:00 a.m.

Shobha Rani Singh

Head, Physical Education Department

Question 10.

As the Principal, write a notice in about 50 words for the children announcing the programme for the Children’s Day.

Answer:

RCCE Public School, Chandan Hulla, New Delhi.

2 November 20XX

Notice

Children’s Day Programme

The school is arranging a special programme for you on Children’s Day, i.e. November 14. You can come in fancy dress and win a prize. There will be games for you. Kindly give the circular to your parents so that they can dress you beautifully for the Fancy Dress Competition.

Do not bring your books on November 14.

R K Saini

Principal

July 07, 2021

NCERT Solutions For Class 11 English Hornbill We’re Not Afraid to Die…if We Can All Be Together

We’re Not Afraid to Die

QUESTIONS FROM TEXTBOOK SOLVED

We’re Not Afraid to Die – Understanding the Text

Question 1:
List the steps taken by the captain

to protect the ship when rough weather began
to check the flooding of the water in the ship

Answer:

In order to protect the ship from rough weather, the captain decided to slow it down. So he dropped the storm jib and lashed heavy mooring rope in a loop across the stem. Then they double fastened everything and went through
their life-raft drill.
Larry and Herb started pumping out water. The captain stretched canvas and secured water proof hatch covers across the gaping holes. When the two hand pumps blocked and electric pump short circuited, he found another electric pump, connected it to an out pipe and started it.

Question 2:
Describe the mental condition of the voyages on 4th and 5th January.
Answer:
On January 4, the voyagers felt relieved after 36 hours of continuous pumping out
water. They had their first meal in almost two days. Their respite was short-lived. They faced dangerous situation on January 5. Fear of death loomed large. They were under great mental stress.

Question 3:
Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section.
Answer:
The first section describes a peaceful journey from Plymouth (England) to 3500 km east of Cape Town (Africa). The narrator is relaxed and full of confidence. As the weather deteriorated, they faced gigantic waves. They took precautions to save themselves and struggle with the disaster. The narration becomes grim. But it exudes the fighting spirit, confidence and strong will power. By the morning of January 6, Wave walker rode out the storm and by evening they sighted He Amsterdam island.
The narrator is now relaxed. Joy, relief and complete confidence are apparent.

We’re Not Afraid to Die – Talking About the Text

Discuss the following questions with your partner.
Question 1:
What difference did you notice between the reaction of the adults and the children when faced with danger?
Answer:
There is a lot of difference between the way in which the adults and the children reacted when faced with danger. The adults felt the stress of the circumstances but prepared themselves to face the dangers. They took sufficient precautions to protect the ship when the rough weather began. They equipped everyone with lifelines, water proof clothes, and life jackets. Larry and Herb worked cheerfully and optimistically for three days continuously to pump out water from the ship. Mary replaced the narrator at the wheel when the deck was smashed, and steered the ship. She also served them meal after two days of struggle against odds. The narrator performed his role as captain with courage, determination, resourcefulness and full responsibility. He undertook repair work and provided apparatus and directions needed to protect the ship. He also helped in steering the ship towards the island. The children suffered silently and patiently. Sue did not want to bother her father with her troubles. Jon acted courageously. He was not afraid to die if all of them perished together.

Question 2:
How does the story suggest the optimism helps to “endure the direst stress”?
Answer:
The story suggests that optimism certainly helps to endure the direst stress. The
behaviour of the four adults during crisis bears it out. Larry Vigil and Herb Seigler were two crewmen. As the mighty waves smashed the deck, water entered the ship through many holes and openings. Right from the evening of January 2, Larry and Herb started pumping out water. They worked continuously, excitedly and feverishly for 36 hours. It was a result of their continuous pumping that they reached the last few centimetres of water on January 4. They remained cheerful and optimistic while facing extremely dangerous situations. The narrator did not lose his courage, hope or presence of mind while facing problems. He did not worry about the loss of equipment. He used whatever was available there. His self confidence and practical knowledge helped them to steer out of storm and reach the lie Amsterdam island. Mary stayed at the wheel for all those crucial hours. She did not lose hope or courage either.

Question 3:
What lessons do we learn from such hazardous experiences when we are face to face with death?
Answer:
Hazardous experiences may bring us face to face with death, but they impart us many important lessons of conduct. Life is not always a bed of roses. We must react to dangers and risks with patience and fortitude. Adversity is the true test of character. The purity of gold is judged by putting it in fire. The hazardous experiences bring out the best in us. Coward persons die many times before their death. Fear is a negative feeling and leads to inactivity and abject surrender to circumstances. Such sailors or soldiers lose the battle against the odds in life. On the other hand, persons with self confidence, courage, resourcefulness and presence of mind face all the dangers boldly and overcome all disasters.
Their sharing and caring attitude inspires others also to face the adverse circumstances boldly and tide over them.

Question 4:
Why do you think people undertake such adventurous expeditions in spite of the risks involved?
Answer:
Man is adventurous by nature. The greater the risk, the more the thrill. The thrill of exploring unknown lands, discovering wealth and beauty lying hidden in far off lands inspires brave hearts to stake their life of rest and repose. Perhaps they value one crowded hour of glory more than a long uneventful life of sloth and inactivity. It is true that sometimes adventures are quite risky and prove fatal. The failures of some persons do not daunt (discourage) the real lovers of adventure. They draw lessons from the shortcomings and errors of others and make fresh attempts with greater zeal. Part of the charm of an adventurous expedition lies in adapting oneself to the circumstances and overcoming the odds. The success of an adventurous expedition brings name, fame and wealth. History books are replete with accounts of famous explorers like Columbus, Vasco da Gama, Captain Cook and Captain Scott.

We’re Not Afraid to Die – Thinking About Language

Question 1:
We have come across words like ‘gale’ and ‘storm’ in the account. Here are some more words for storms: typhoon, cyclone. How many words does your language have for storms?
Answer:
Our language has following words for storms:
aandhi (आँधी) , toofan (नाव), Jhanjavat (झँझावत ) , Chakravat (चक्रवात)

Question 2:
Here are the names of different kinds of vessels that are used to travel on water: yacht, boat, canoe, ship, steamer, schooner. Think of similar words in your language.
Answer:
Similar words for vessels that are used to travel on water are:
Nauka (नौका) , Nava (नाव) ,Pot (पोत), Jahaj (जहाज)

Question 3:
‘Catamaran’ is a kind of boat. Do you know which Indian language this word is derived from? Check the dictionary.
Answer:
The word ‘catamaran’ is derived from Tamil, where it means ‘tied wood’. ‘Catamaran’ is a yacht or other boat with twin hulls in parallel. The dictionary defines it as ‘a fast sailing boat with two hulls’.

Question 4:
Have you heard any boatmen’s songs? What kind of emotions do these songs usually express?
Answer:
Yes. These songs call upon other sailors to awake, arise and set out to the sea to explore its rich wealth. These songs are full of inspiration and provide moral support to the sad and disappointed boatmen.

We’re Not Afraid to Die – Working With Words

Question 1:
The following words used in the text as ship terminology are also commonly used in another sense. In what context would you use the other meaning?
NCERT Solutions For Class 11 English Hornbill We're Not Afraid to Die...if We Can All Be Together Q1
Answer:

Knot:
(a)in string/rope: a joint made by tying together two pieces or ends of string, rope etc. e.g. to tie a knot.
(b)of hair: a way of twisting hair into a small round shape at the back of the head: e.g. She had her hair in a loose knot.
(c)In wood: a hard round spot in a piece of wood where there was once a branch.
(d)Group of people: a small group of people standing close together e.g. Little knots of students had gathered at the gate,
(e)of muscles: a tight, hard feeling in the stomach, throat etc. caused by nerves, anger, etc.
Stern:
(a) e.g. I could feel a knot of fear in my throat, serious and often disapproving; expecting somebody to obey you: e.g. His voice was stern.
(b) serious and difficult: e.g. we faced stern opposition.
Boom:
(a) In Business/Economy: a sudden increase in trade and economic activity, a period of wealth and success, e.g. a boom in mobile phone sales.
(b) Popular period, a period when something such as a sport or a type of music suddenly becomes very popular and successful, e.g. The only way to satisfy the cricket boom was to provide more playgrounds.
(c) Sound, a loud deep sound, e.g. the distant boom of the guns.
(d) In river/harbour, a floating barrier that is placed across a river or the entrance to a harbour to prevent ships or other objects from coming in or going out.
(e) For Microphone, a long pole that carries a microphone.
Hatch:
(a) an opening in a wall between two rooms, especially a kitchen and a dining room, through which food can be passed, e.g. a serving hatch.
(b) a door in an aircraft or a spacecraft, e.g.
(c) an escape hatch an opening or a door in a floor or ceiling, e.g. a hatch to the attic,
(d) to make a young bird, fish, insect, etc. come out of an egg,
(e) to create a plan or idea, especially in secret, a person or thing that gives somebody a feeling of safety, e.g. the anchor of the family.
Anchor:
(a)to fix something firmly in position so that it cannot move, e.g. Make sure the apparatus is securely anchored.
(b) to firmly base something on something else, e.g. Munshi Prem Chand’s novels are anchored in rural life.
(c) to be the person who introduces reports or reads the news on television or radio, e.g. She anchored the evening news for five years.

Question 2:
The following three compound words end in -ship. What does each of them mean?

Answer:

Airship: a large aircraft without wings, filled with a gas which is lighter than air, and driven by engines.
Flagship:
(i) The main ship in a fleet of ships in the navy.
(ii) The most important product, service, building, etc. that an organization owns or produces, e.g. The company is opening a new flagship store in Gurgaon.
Lightship: a small ship that stays at a particular place at sea and that
has a powerful light on it to warn and guide other ships.

Question 3:
The following are the meanings listed in the dictionary against the phrase ‘take on’. Locate the meaning in which it is used in the third paragraph of the account: (Page 19)
take on sth : to begin to have a particular quality or appearance, to assume sth.
take sb on : to employ sb; to engage sb.
to accept sb as one’s opponent in a game, contest or conflict.
take sb/sth on : to decide to do sth to allow to enter (e.g. a bus, plane or ship); to take sth/sb on board.
Answer:
In the third paragraph of the account, ‘take on’ is used in the sense of ‘take sb on’ i.e. ‘to employ sb’; “to engage sb’ The words are: We took on two crewmen….to help us….

We’re Not Afraid to Die – Things to do

Question 1:
Here is a picture of a yacht. Label the parts with the help of the words given in the box.
NCERT Solutions For Class 11 English Hornbill We're Not Afraid to Die...if We Can All Be Together Q3
Answer:

We’re Not Afraid to Die MORE QUESTIONS SOLVED

We’re Not Afraid to Die Short Answer Type Questions

Question 1:
What did the narrator plan to do? What preparations did he make for it?
Answer:
The narrator planned to go on a round-the-world sea voyage on the same pattern as Captain James Cook had done 200 years earlier. For the past 16 years, he and his wife had spent all their leisure time developing and improving their skills with work – related to travel on the sea.

Question 2:
Give a brief description of the narrator’s boat. How had the narrator equipped and tested it?
Answer:
The narrator’s boat was called ‘Wave-walker’. It was a beautiful 23 metre long, 30 ton wooden-hulled ship. It had been professionally built. They had spent months fitting it out and testing in the roughest weather they could find.

Question 3:
How long did the narrator plan his voyage to last?
Answer:
The narrator had planned his round the world journey to cover 105,000 kilometres in three years.

Question 4:
When and with whom did the narrator begin his voyage?
Answer:
The narrator began his sea voyage in July 1976. He had his wife Mary, six year old son Jonathan and seven year old daughter Suzanne with him. They set sail from Plymouth, England.

Question 5:
Whom did the narrator employ and why? When did he do so?
Answer:
The narrator employed two crewmen—American Larry Vigil and Swiss Herb Seigler in order to help them tackle the southern Indian Ocean which is known as one of the roughest seas of the world. He engaged them before leaving Cape Town.

Question 6:
What happened on their second day out of Cape Town? What worried the narrator and why?
Answer:
On their second day out of Cape Town, they began to face strong storms. These storms blew continuously for the next few weeks. He was worried about the waves. Their size was alarming. This rose up to 15 metres i.e., as high as their main mast.

Question 7:
How did they celebrate the Christmas holidays?
Answer:
They were 3,500 kilometres east of Cape Town on 25 December. The weather was very bad. Still they had a wonderful holiday—complete with a Christmas tree. New Year’s Day saw no improvement in weather.

Question 8:
How did the weather change on January 2? How did they feel?
Answer:
The weather changed for worse on January 2. Now the waves were gigantic. As the ship rose to the top of each wave, they saw endless enormous seas rolling towards them. The screaming of the wind and spray was painful to the ears.

Question 9:
What efforts were made to face the rough weather?
Answer:
In order to face the rough weather, the speed of the ship was slowed down. They dropped the storm jib. They lashed heavy mooring rope in a loop across the stem. Then they fastened together everything and went through their life-raft drill. They attached lifelines, put on waterproof clothes and life-jackets.

Question 10:
What sort of wave hit the ship? How did the narrator react?
Answer:
It was a mighty and huge wave. It appeared perfectly vertical. It was almost twice the height of the other waves. It had a very unpleasant breaking crest. The narrator had never seen such an enormous wave, so he was filled with horror.

Question 11:
What was the impact of the torrent on the narrator and Wave walker?
Answer:
A tremendous explosion shook the deck. The narrator’s head struck the wheel and he flew over board and was sinking below the waves. Unexpectedly his head came out of water. Wave walker was almost capsizing. Her masts were almost horizontal.

Question 12:
How did the narrator manage to survive through the attacks of subsequent waves?
Answer:
One of the waves threw the ship upright. The narrator was able to reach its main
boom. Subsequent waves tossed him around the deck like a rag doll. His left ribs cracked. His mouth was filled with blood and broken teeth. Somehow, he found the wheel, lined up the stem for the next wave and remained firm.

Question 13:
How did the narrator, and the other members react to the presence of water in the ship?
Answer:
The narrator could not leave the wheel to examine the damaged parts. Mary shouted that the decks were broken and they were sinking. Larry and Herb were pumping out water like madmen. Sue had a big bump over her eyes but the children said that they were all right.

Question 14:
“I had no time to worry about bumped heads,” says the narrator. What problems do you think deserved his immediate attention?
Answer:
The starboard side had been struck open. They were taking in more water with every wave breaking over them. If he did not make some repairs urgently, they would sink. The narrator managed to cover the gaping holes with canvas and waterproof hatch covers.

Question 15:
What problems did the narrator face during the night of January 2, 1977?
Answer:
The hand pumps started to block up with the debris floating around the cabins. The electric pump short circuited. The water level rose threateningly. The two spare hand pumps had been wrenched over board. The waves had also carried away the forestay sail, the jib, the dinghies and the main anchor from the deck.

Question 16:
How did the narrator react to the problems? What does it reveal?
Answer:
The narrator did not lose his calm or courage in the face of problems. He thought calmly. Then he remembered that they had another electric pump under the chart room floor. He found it in working order. They were not getting any reply to their distress radio signals. He was not surprised as they were in a remote comer of the world.

Question 17:
“I didn’t want to worry you when you were trying to save us all,” said Sue. What has happened to her?
Answer:
Sue’s head had a bump. It had swollen alarmingly. She had two enormous black eyes. She also had a deep cut on her arm. She did not bother her daddy about her injuries as he was busy in more important task.

Question 18:
Why do you think the narrator searched for an island so eagerly?
Answer:
The wave that hit Wavewalker had caused extensive damage. Nearly all the boat’s main frames had been smashed down to the keel. A whole section of the starboard hull was being held up by a few cupboard partitions. Wavewalker could not hold together long enough for them to reach Australia. So he searched for an island to repair the boat.

Question 19:
Why could they not set any sail on the main mast on 4 January?
Answer:
The hull of the ship had been damaged badly. Pressure on the ropes supporting the masts and sails would simply pull the damaged section of the hull apart. So they hoisted the storm jib and headed towards the islands.

Question 20:
How did little Jonathan react to the desperate situation they found themselves in on 5 January?
Answer:
Jonathan asked his daddy if they were going to die. The narrator tried to assure him that they would overcome the situation. Then little Jon declared bravely that he was not afraid of death provided they could all be together.

Question 21:
How did the narrator respond to little Jon’s words? What do his actions reveal about his character?
Answer:
He could not find proper words to respond. However, he felt inspired to fight the sea with everything he had. He decided to stop the ship and protect the weakened starboard side. He did so with an improvised anchor of heavy nylon ropes and two 22 litre plastic barrels of paraffin. This shows his resourcefulness and determination.

Question 22:
When do you think, Mary and the narrator feel the end was near? Why did they feel so?
Answer: On the evening of 5 January 1977, Mary and narrator felt that the end was very near. They sat together holding hands. The movement of the ship brought in more and more water through the broken planks.

Question 23:
“Optimism and courage help to tide over difficulties”. How did the narrator succeed in searching the small island?
Answer:
The narrator was searching for a 65 kilometre wide island in an ocean of 150,000 kilometres. He worked optimistically on wind speeds, changes of course, drift and current. He calculated their position with the help of sextant also.

Question 24:
How did Sue try to enliven the gloomy atmosphere?
Answer:
Sue forgot her swollen head and blackened eyes and prepared a funny card. On the front it had caricatures of Mary and the narrator. She called them funny people who had made her laugh. There was a message also. It expressed her love, thanks and good wishes.

Question 25:
The narrator says, “I told him with a conviction I did not feel.” What led him to believe so?
Answer:
The narrator had lost his main compass. He was using a spare one. It had not been corrected for magnetic variation. He had to make allowance for this as well as for the influence of the westerly currents. Though he checked and rechecked his calculations, he was not sure. He depended on luck as well.

Question 26:
What gloomy thoughts occurred to the narrator? What pleasant surprise was in store for him?
Answer:
The narrator thought that they might have missed the island. They couldn’t hope to beat back into the westerly winds with the sail they had been left with. When Jonathan called him the best daddy in the world and the best captain and asked for a hug, he refused to do. When Sue remarked that he had found the island, he felt surprised.

Question 27:
What did Sue tell her Daddy about the island? What did he notice himself?
Answer:
Sue told her Daddy that the island was as big as a battleship and it was out there in front of them. The narrator gazed at its complete outline. It was a bare piece of volcano rock with little vegetation.

Question 28:
Why do you think, did the narrator call lie Amsterdam ‘the most beautiful island in the world’?
Answer:
Ile Amsterdam was a very small island made of volcanic rock. It had little vegetation and only 28 inhabitants. However, the island provided them safety from the huge waves of the sea as well as opportunity to repair the damaged ship.

Question 29:
What did the narrator think of while landing at lie Amsterdam? Why?
Answer:
He thought of his companions. Larry and Herb had remained cheerful and optimistic under the most serious tension. His wife Mary had stayed at the wheel during the crucial hours. His daughter Suzanne did not bother him about her head injury. His son Jonathan was not afraid to die.

Question 30:
How can you say that Suzanne’s injuries were serious?
Answer:
Suzanne’s head had a bump. It was quite swollen. Her blackened eyes narrowed to slits. Her head injury took six minor operations to remove a recurring blood clot between skin and skull. This shows that her injuries were serious.

We’re Not Afraid to Die Long Answer Type Questions

Question 1:
Describe the harrowing experience of the narrator as mighty waves hit “Wave walker” in the southern Indian Ocean.
Answer:
A mighty wave hit the stem of their ship ‘ Wave walker’ in the evening of 2nd January. A tremendous explosion shook the deck. A torrent of green and white water broke over the ship. The narrator’s head struck against the wheel. He was swept overboard. He was sinking below the waves and losing his consciousness. He accepted his approaching death. He felt quite peaceful.
Suddenly, his head appeared out of water. A few metres away, “Wavewalker ’ was turning over in water. Her masts were almost horizontal. Then a wave hurled her upright. The narrator’s lifeline jerked taut. He grabbed the guard rails and sailed through the air into Wavewalker’s main boom. Succeeding waves tossed him around the deck like a rag doll. His left ribs cracked. His mouth was filled with blood and broken teeth. Somehow, he found the wheel, lined up the stem for the next wave and held tightly.

Question 2:
What damage did ‘Wavewalker’ suffer as a result of bad weather?
Answer:
Mighty waves struck ‘Wavewalker’. The decks were smashed. Water was gushing in through holes and openings. The whole starboard side had bulged inwards. Clothes, crockery, charts, tins and toys moved around noisily in deep water.
Their hand pumps got blocked up with the debris floating around the cabins. The electric pump short circuited. Water level rose high. The two spare hand pumps had been wrenched overboard. Waves had also swept off the forestay sail, the jib, the dinghies and the main anchor.
There was a tremendous leak somewhere below the waterline. The boat’s main rib frames were smashed down to the keel. A whole section of the starboard hull was being held up by a few cupboard partitions only. The hull of the ship had been damaged so badly that the pressure of rigging could simply pull the damaged section of the hull apart. Wavewalker was so damaged that she could not hold together long enough to reach Australia.

Question 3:
What efforts did the narrator make to save the ship and its passengers?
Answer:
At first he slowed down the ship. He dropped the storm jib and lashed heavy mooring rope in a loop across the stem. They double fastened everything. They attached life lines, put on waterproof clothes and life jackets. After being hit by the first mighty wave, the narrator handed over the wheel to Mary. He stretched canvas and fastened waterproof hatch covers across the gaping holes in the starboard side. As the two hand pumps got blocked and electric pump short circuited, he found another electric pump and started it.
Then he checked his charts and started searching for an island—lie Amsterdam. He got a reading on the sextant. He worked on wind speeds, changes of course, drift and current. He calculated their position. He checked and rechecked his calculations. They had lost main compass. He made discount for magnetic variation in the spare one and also of the influence of the westerly currents. Then he asked Larry to steer a course of 185 degrees. They succeeded in reaching lie Amsterdam island after 4 hours.

Question 4:
What impression do you form about the narrator on the basis of reading ‘We’re not Afraid to Die….If We can All be Together’?
Answer:
The narrator, a 37 year old businessman was a lover of adventure. He had dreamt of going around the world sea voyage. He and his wife had spent all the leisure hours for 16 years developing and improving their skills about work or travel on sea. This shows his love for perfection and attention to details.
The narrator was practical in his approach. He engaged two crewmen to help them sail through the rough waters of the southern Indian Ocean. He had keen foresight. They made advance preparations to protect the ship and passengers against violent sea-storms. He did not lose hope, calm or courage in the face of difficulties. He had his priorities fixed. Repairing the damaged ship was essential. Everything else including injuries could wait. He was resourceful also. He managed to steer the course with the help of whatever had been left with them. His presence of mind helped them to – overcome troubles. He had a level head. He made exact calculations of their positions and that of the island. He fixed the course and speed. His self-confidence and practical knowledge made him a good captain.

Secondary and Sr. Secondary Helpline

November 28, 2022

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 1 - Political Theory: An Introduction Prepared by Suman Kumar Jha

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 2 - Freedom Prepared by Suman Kumar Jha

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 3 - Equality Prepared by Suman Kumar Jha

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 4 - Social Justice PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science NCERT QUESTION ANSWER OF Chapter 5 - Rights PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science NCERT QUESTION ANSWER Chapter 6 - Citizenship PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science NCERT QUESTION ANSWER Chapter 7 - Nationalism PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science NCERT QUESTION ANSWER Chapter 10 - Development PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science Chapter 9 - Peace NCERT Question Answer PREPARED BY SUMAN KUMAR JHA

Class 11 Political Science Chapter 8 - Secularism NCERT Question Answer PREPARED BY SUMAN KUMAR JHA

July 28, 2021

Notice Writing Class 11 Format, Examples, Topics, Exercises July 28, 2021 by Suman

Notice Writing Class 11
Format, Examples, Topics, Exercises
July 28, 2021 by Suman

Examples for Practice:

July 07, 2021