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Haryana State Board HBSE 6th Class Social Science Solutions Civics Chapter 2 Diversity and Discrimination Textbook Exercise Questions and Answers.

Haryana Board 6th Class Social Science Solutions Civics Chapter 2 Diversity and Discrimination

HBSE 6th Class Civics Diversity and Discrimination Textbook Questions and Answers

Diversity and Discrimination HBSE 6th Class Question 1.
Match the following statements in a way that challenges stereotypes:

Answer:

Class 6 History Chapter 2 HBSE Question 2.
How can the stereotype that girls are a burden on their parents affect the life of a daughter? Imagine this situation and list at least five different effect that this stereotype can have on the way daughters get treated in the houses.
Answer:
The stereotype girls are a burden on their parents affect the life of a daughter in the following ways:

• They are not given nutritious food.
• They are not allowed to attend or join schools.
• They are not properly cared for.
• They have to do household work in their childhood.
• Sometimes, they are married at an early age which is not good for their physical and mental health.

Diversity and Discrimination Class 6 Notes HBSE Question 3.
What does the Constitution say with regard to equality? Why do you think it is important for all people to be equal?
Answer:
The first page of the Constitution says: “Equality of status and of opportunities and to promote among them all”.
It is important for all people to be equal because this equality is a key value that unites us all. If the people are not equal; it would be detrimental for the development of our nation. Equality is important to ensure justice to one and all. If all live together and equal opportunities are given to all people, that will be the true essence of our democracy.

Class 6 History Chapter 2 Questions And Answers HBSE Question 4.
Sometimes people make prejudiced comments in our presence. We are often in a position to do anything about this because it is difficult to say something right then and there. Divide the class into groups and each group discuss what they could do in one of the following situations:

1. A friend begins to tease a classmate because he is poor.
2. You are watching TV with your family and – one of them makes a prejudicial comment about a particular religious community.
3. Children in your class refuse to share their food with a particular person because they think she is dirty.
4. Someone tells you a joke that makes fun of a community because of their accent.
5. Some boys make remarks about girls not being able to play games as well as them.

Discuss in class what the different groups have suggested for the above situations, and also talk about the problems that can come up when raising the issue.
Answer:

1. The classmate would be convinced that being rich or poor is not something to be laughed at.
2. He/she would be prevented from doing this since all religions are equal before law.
3. I would advise my classmates to be friendly with one and all.
4. I would not get involved in the joke and later on tell him/her not to crack such jokes which cause embarrassment to a particulars community.
5. I would explain to them through examples of Sania Mirza, Kalpana Chawla that girls are equally good in all fields.

Diversity and Discrimination 6th Class HBSE  Question 5.
Below are some statements on people living in rural and urban areas. Tick mark those that you agree with:
On Rural People
(1) More than 50% of all Indians live in villages.
(2) Villagers do not care about their health. They are full of superstitions.
(3) People in villages are backward and lazy. They do not like to work.
(4) In peak harvesting and plantation season, families spend 12 to 14 hours working in the fields.
(5) Villagers are dirty and not hygienic.

On Urban People
(1) Life in the city is easy. People here are spoilt and lazy.
(2) In cities families spend very little time with each other.
(3) People in towns only care about money, not about people.
(4) Living in a city is expensive. A large part of people’s earnings is spent on rent and transport.
(5) City people cannot be trusted, they are cunning and corrupt
Answer:

Question 6.
Can you list some of the prejudices that you have noticed around you. How do they affect the ways in which people treat each other?
Answer:
Some of the prejudices that I have noticed around are:
(a) Prejudice against caste
(b) Prejudice against colour, eating habits.
(c) Prejudice against sex.

The affect in the following ways in which people treat each other.
(a) They tease other people.
(b) They laugh at them.
(c) They use dirty language.
(d) They cast remarks upon others.
(e) They begin to abouse each other.

Question 7.
The children you see in the illustrations here were seen as ‘disabled’. This term has been changed and now the term used is ‘children with special needs’. Common stereotypes about them are given in large letters. Their own feeling and thoughts too are given.

• Do you think children with special needs should be a part of regular schools or study in a separate school? Give reasons for you answer.

Answer:
Picture I: The boy is tense and sad because the people make fun of him because he is limpatic. He tries to make people understand how they would feel if they were in his place. That means such a thing could happen to anyone.
Picture II: The person feels shy because the people find him different. He wants to hide himself from the persons who stare at him.
Picture III: The child wonders why people consider her mentally weak also when she is physically weak.

I think that children with special needs should be a part of regular school and should in a separate school because we should not let them develop any complexes. They should not feel themselves disregarded.

Question 8.
What is the difference between discrimination and stereotypes?
Answer:
‘Discrimination’ is a state in which one person is discriminated from others due to some financial nardshapes or caste differences. For example: In our society; untouchables and dalits are discriminated against.
‘Stereotypes’ refers to fixing people into one image. For example: Some people are considered stingy, lazy and dirty.

Question 9.
Despite the children offering money, the cartmen refused them. Why?
Answer:
The cartmen refused the children because:
(a) They were not prepared to suffer being polluted.
(b) They were not prepared to carry passengers of the untouchable class.

HBSE 6th Class Civics Diversity and Discrimination Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What are prejudices?
Answer:
Prejudices are fixed negative opinions which we make about certain people.
For example:
Village people are poor, dirty and ignorant
Or
City people are cunning and corrupt.

Question 2.
What is a Constitution?
Answer:
A Constitution is a document that lay down the rules by which the nation would function.

Question 3.
What is Mahar?
Answer:
Mahar is one of the communities which were treated as untouchables in the Bombay Presidency.

Question 4.
What is Preamble of the constitution?
Answer:
The first page of the Constitution that clearly states all Indians are entitled to equality of status and opportunity.

Question 5.
Why did Dr. Ambedkar convert to Buddhism?
Answer:
Dr. Ambedkar converted to Buddhism in his search for a religion that treated all members equally.

Short Answer Type Questions

Question 1.
What are the things about which we are prejudiced? What happens because of prejudices?
Answer:
The things about which we are prejudiced are:
(a) people’s religious beliefs
(b) the colour of their skin
(c) the region they come from
(d) the accent they speak in
(e) the clothes they wear.
Because of our prejudices, we don’t want to form friendship with those who are prejudiced against. Often, we hurt such people also.

Question 2.
Name the different terms which are used to address the low caste people.
Answer:
The different terms used to address the low caste people are:
(i) Dalit is the term used for the people who belong to the so called lower castes to address themselves. They prefer this word to untouchables. Dalit means those who have been broken. The word according to them shows how social prejudices and discrimination have broken the Dalit people.

(ii) This government refers to this group of people as Schedule Caste.

Question 3.
Give examples from everyday life when discrimination happens.
Answer:
In everyday life, discrimination happens when people act on their prejudices or stereotypes. Some examples are:
1. If you stop people from taking part in certain social activities.
2. If we stop them from living in certain neighbourhoods.
3. If we prevent them from taking water from the same well or hand pump
4. If we do not allow certain people to drink tea in the same cups or glasses as others.

Question 4.
What hardships did Mahar suffer?
Answer:
1. Mahars were poor and owned no land.
2. Children born to them also had to do the work their parents did.
3. Mahars lived in spaces outside the villages.
4. Mahars were not allowed into the village.

Long Answer Type Questions

Question 1.
What are ill-effects of stereo-types?
Answer:
The following are ill-effects:
(i) Stereotypes stop us hum looking at each person as a unique individual with his or her own special qualities and skills that are different from others.
(ii) Stereotypes fit large numbers of people into only one pattern or type.
(iii) Stereotypes affects all of us they prevent us from doing certain things that we might otherwise be good at.

Question 2.
What can be the possible reasons for discrimination in a society?
Answer:
Discrimination happens when people act on their prejudices or stereotypes.
Discrimination can take place because of several reasons some of which are:
(i) The diversity that people belong to different religions can be a source of discrimination.

(ii) Groups of people who may speak a certain language, follow a particular religion, live in specific regions etc; may be discriminated against as their customs or practices may be seen as inferior.

(iii) People may be discriminated against because of their poor economic backgrounds. They don’t carry high braved goods like other people do and they are discriminated against in schools, hospitals and offices.

(iv) Sometimes people experience discrimination because of both reasons, (a) They are poor, (b) They belong to groups whose culture is not valued.

(v) People are sometimes discriminated against the kind of work. They do. This is so because certain kinds of work are more valued than others. For example: people who do the tasks of cleaning, washing cutting hair and picking garbage are the tasks which are valued less than the others.

Question 3.
How did Dalits, women and peasants fight against inequalities?
Answer:
(i) Many Dalits organised themselves to gain entry into temples.
(ii) Women demanded that they should have as much a right to education as men did.
(iii) Peasants fought to release themselves from the grasp of the money lender and the high interest they were charged.

Question 4.
What steps have been provided in the constitution of India against inequality and discrimination?
Answer:
Learning from the past experiences of inequality in Indian society, the framers of the Constitution had strong arguments against the prevalent system. They undertook the following safeguards against inequality and discrimination.

• Everyone has equal rights and opportunities.
• Untouchability is seen as a crime. It has been legally abolished.
• People are free to choose any kind of work.
• Govt, jobs are open to all people.
• Specific steps to realise this right to equality for poor and other marginal communities.
• Respect to diversity ensures equality.
  • Freedom to follow any religion
  • Freedom to speak their own language
  • Freedom to celebrate their festivals
  • Freedom to express oneself

Diversity and Discrimination Class 6 HBSE Notes

• Collective Suffering: By the damage of public property, not one person but the whole community suffers collectively.
• Stereotype: When we fix the people into one definite image but which is not often true in reality.
• Constitution: Fundamental law and principle according to which a country is governed.
• Constituent Assembly: An assembly of persons that frames a constitution for its country.
• Sovereign State: A state which is free to manage its internal affairs without any influence of external authorities.
• Begar: Bonded labour.
• Writs: Order issued by the court.
• Welfare State: A system in which the Government provides free social service like, health and education, helps the old, the unemployed and the sick.
• Fundamental Rights: Rights considered basically essential for well-being granted by constitution of India.
• Directive Principles of State Policy: The ideal principles which every Govt, should follow to realise the goal of a democratic society.
• Civil Code: A set of laws concerned with the private affairs of citizens like, marriage, inheritance, etc. rather than with crime.
• Fundamental duties: These are duties essential for every citizen for its own progress, for the progress of his society and for the well-being of the nation.

Haryana State Board HBSE 6th Class Social Science Solutions History Chapter 5 What Books and Burials Tell Us Textbook Exercise Questions and Answers.

Haryana Board 6th Class Social Science Solutions History Chapter 5 What Books and Burials Tell Us

HBSE 6th Class History What Books and Burials Tell Us Textbook Questions and Answers

LET’S RECALL

What Books and Burials Tell Us Question Answer HBSE 6th Class  Question 1.

Answer:

What Books and Burials Tell Us Class 6 Question Answer HBSE Question 2.
Complete the sentences

1. Slaves were used for ………………. .
2. Megaliths are found in ……………… .
3. Stone circles or boulders on the surface were used to ………… .
4. Port-holes were used for ……………. .
5. People at Inaingaon ate ………………. .

Answer:

1. various kind of work
2. Deccan in the north, east and Kashmir
3. cover to burial places
4. entering the burial places
5. fruits, cereals and meat

LET’S DISCUSS

HBSE What Books and Burials Tell Us 6th Class Social Science Question 3.
In what ways are the books we read tuday different from Rig Veda?
Answer:
Rig Veda Books:
Itistheearliest Vedas composed by Aryans and has 1028 hymns (songs in praise of god), Rigveda is the main source of information about vedic culture, which gives us the information about social, religious, and economic life of the people. These vedas were composed orally and passed orally too.

Modern Books:
Today books contain doses of scientific and technical knowledge along with religious and ethical values. Knowledge is passed through various methods-visually, orally. It is written, read and dictated.

Question 4.
What kind of evidence from burials do archaeologists use to find out whether there were social differences amongst those who were buried.
Answer:
The objects found in graves were usually different and vaned. They found different types of skeleton. In Brahinagiri, one skeleton was found with numerous jewels. On the other hand, some skeletons were found only with a few pots. This shows that economic and social difference existed even in those time. While some were poor, others enjoyed luxurious life.

Question 5.
In what ways do you think that the life of a raja was different from that of a dasa/dasi?
Answer:

LET’S DO

Question 6.
Find out whether your school library has a collection of books on religion, and list names of five books from this collection.
Answer:
The five books on religion are :
(1) Sikhs – Guru Granth Sahib
(2) Zorastrianism – Zend-ei-Avesta
(3) Islam – Quran
(4) Christians – Bible
(5) Judaism – Old Testament

Question 7.
Write down a short poem or song that you have memorised. Did you hear or read the poem or song ? How did you learn it by heart?
Answer:
आओ बच्चों तुम्हें दिखाएँ,
झाँकी हिंदुस्तान की।
इस मिट्टी से तिलक करो,
यह धरती है बलिदान की।
We heard the poem and learnt it by heart with the help of a teacher.

Question 8.
In the Rigveda, people were described in terms of the work they did and the languages they spoke. In the table below fill the names of six people you know, choosing three men and three women. For each of them mention the work they do and the languages they speak. Would you like to add else to the description?

Answer:

HBSE 6th Class History What Books and Burials Tell Us Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Where is the Great Bath located?
Answer:
Mohenjadaro.

Question 2.
Name the four Vedas?
Answer:
(i) Rigveda
(ii) Samaveda
(iii) Yajurveda
(iv) Atharvaveda.

Question 3.
Name the oldest Veda when was it composed.
Answer:
The oldest Veda is the Rigveda composed about 3500 years ago.

Question 4.
Which two epics lead to later Vedic age being called as Epic age?
Answer:
(i) Ramayana
(ii) Mahabharata.

Question 5.
Name the four vamas into which Aryan society is divided?
Answer:

Question 6.
Where was the Rigveda being composed?
Answer:
Rigveda was being composed in the north-west part of subcontinent.

Short Answer Type Questions

Question 1.
Who composed and taught the hymns of the Rigveda? In what language is it written?
Answer:
The hymns were composed by the sages (rishis). Priest taught students to recite and memorise with great care. Most of the hymns were composed, taught and learnt by men. Few were composed by women. The Rigveda is written in vedic Sanskrit.

Question 2.
Name the two type ofburials. Write about them.
Answer:
The two type of burials are:
(i) Some megaliths can be seen on the surface, they are either surrounded by circle of stones or a single big megalith.
(ii) The other type of burial is in the cist, which are burials under ground. There were portholes to which were used as an entrance.

Question 3.
What was the wealth from the battles spent on?
Answer:
(a) Some of the wealth that was obtained was kept by leaders, some was given to the priests and the rest was distributed amongst the people.
(b) Some wealth was used for the performance of yajnas or sacrifices in which offerings were made into the fire. These were meant for gods and goddesses. Offerings could include ghee, grain, and in some cases animals.

Question 4.
Why people participated in wars?
Answer:
Most men took part in these wars. There was no regular army, but there were assemblies where people met and discussed matters of war and peace. They also choose leaders, who were often brave and skilful warriors.

Question 5.
What is a cist and porthole?
Answer:
When the burial places are underground, they are called ‘cist’. At some places many skeletal remains have been found in one megaliths. They were brought through the portholes, which was used as an entrance.

Question 6.
What evidence have archaeologists found that can lead us to the occupations performed by people at the Inamgaon?
Answer:
Archaeologists have found seeds of wheat, barley, rice, pulses, millets, peas and sesame. Bones of a number of animals, many bearing cut marks that show they may have been used as food, have also been found. These include cattle, buffalo, goat, sheep, dog, horse, ass, pig, sambhar, spotted deer, blackbuck, antelope, hare and mongoose, besides birds, crocodile, turtle, crab and fish. There is evidence that fruits such as ber, amla, jamun, dates and a variety of berries were collected.

Long Answer Type Questions

Question 1.
How was community been depicted in the Rigveda as a whole?
Answer:
Some of the words used to describe people in the Rigveda.
(a) There are two groups who are described in terms of their work-the priests, sometimes called brahmins, who performed various rituals and the rajas.

(b) Two words were used to describe the people or the community as a whole. One was the word jana, which we still use in Hindi and other languages. The other was vish. The word vaishya come from vish.

(c) Sometimes, the people who composed the hymns described themselves as Ary as and called their opponents Dasas or Dasyus.

Question 2.
How do the archaeologists find out that the skeletal remain is of a men, women or a child?
Answer:
The archaeologists can find out that:
(i) It is easy to make out the skeleton of a child from its small size. However there are no major differences in the bones of a girl and a boy.

(ii) Sometimes, people decide on the basis of what is found with the skeleton e.g. if the skeleton is found with jewellery, it is sometimes thought to be that of a woman. However there are problems. Often men also wore ornaments.

(iii) A better way of finding out the sex of a skeleton is to look at the bone structure the hipour the pertic area of the women is generally larger to enable child bearing.

Question 3.
What are oracles? Why did the rulers in China consult the fortunetellers? Write about the way of living of the rulers.
Answer:
Around 3500 years ago, people in China knew about writing. They wrote on animal bones. These writings were called oracle bones, because they were used to predict the future. Kings got scribes write questions on the bones – would they win battle? Would they have a good harvest? The bones were then put into the fire and they cracked because of the heat. Then fortune-tellers studied the cracks and tried to’predict the future.

The kings lived in palaces in cities. They amnassed vast quantities of wealth, including large elaborately decorated bronze vessels. However they did not know about the iron.

What Books and Burials Tell Us Class 6 HBSE Notes

• Veda : The oldest books that represent the culture and ethics of Indian land.
• Hymns : Songs sung in the praise of a god or goddess.
• Chariot : The transport used by kings and queens or royal persons to travel from one place to another driven by horses or elephants.
• Sacrifice : To let off something that may be of need to you.
• Raja : (Here), the upper class society who possessed rich luxuries.
• Slave : (Here), men and women captured in war.
• Burial : A site where a person is buried after his/her death.

Haryana State Board HBSE 6th Class Social Science Solutions History Chapter 6 Kingdoms, Kings and An Early Republic Textbook Exercise Questions and Answers.

Haryana Board 6th Class Social Science Solutions History Chapter 6 Kingdoms, Kings and An Early Republic

HBSE 6th Class History Kingdoms, Kings and An Early Republic Textbook Questions and Answers

LET’S RECALL

Kingdoms, Kings and An Early Republic Question Answer HBSE 6th Class  Question 1.
State whether true or false:

1. Rajas who let the ashvamedha horse passed through their lands were invited to the sacrifice.
2. The charioteer sprinkled sacred water on the king.
3. Archaeologists have found palaces in the settlements of the janapadas.
4. Pots to store grain were made out of Painted Grey Ware.
5. Many cities in Mahajanapadas were fortified.

Answer:

1. True
2. False
3. False
4. False
5. True

Kingdoms, Kings and An Early Republic Class 6 Question Answer HBSE Question 2.
Fill in the chart given below with the terms:
hunter-gatherers, farmers, traders, crafts persons,herders
Those who paid the Taxes

Answer:

HBSE Kingdoms, Kings and An Early Republic 6th Class Social Science Question 3.
Who were the groups who could not participate in the assemblies of the ganas?
Answer:
(i) Women
(ii) Dasas and
(iii) Kammakaras (or so called shudras) were three groups who could not participate in the assembly of the ganas or the sangas.

LET’S DISCUSS

Question 4.
Why did the rajas of mahajanapadas build forts?
Answer:
The rajas of mahajanapads built forts because:
(a) People were afraid of attacks from other kings and needed protection.
(b) Some rulers wanted to show how rich and powerful they were.
(c) The land around the people living inside the fortified area could be controlled more easily by the king.

Question 5.
In what ways are present day elections different from the ways in which rulers were chosen in Janapadas?
Answer:
Rulers in Janapadas:
(a) Some of the rajas were chosen by jana, the people.
(b) Around 3000 years ago, some men became recognised as rajas by performing very big sacrifices.
(c) The rulers were only of Kshatriya class.
Present Day Elections:
(а) Presently leaders are elected democratically.
(b) Their position is not hereditary and can belong to any caste or tribe.
(c) Today, each adult citizen has the right to vote and the government is decided by elections in which each citizen casts his vote.

LET’S DO

Question 6.
Find the state in which you live in the political map of India. Were there any Janapadas in your state? If yes, name them. If not, name the Janapadas that would have been the closest to your state and mention whether they were to the east, west, north or south.

Answer:
Mark the state and then find out the janapadas in your state. For example:
The janapadas’ in the present’day Uttar Pradesh – Panchala, Kosala.

Question 7.
Find out whether any of the groups mentioned in answer 2 pay taxes today.
Answer:
The groups mentioned in answer 2 who pay taxes today are traders.

Question 8.
Find out whether the groups mentioned in answer 3 have voting rights at present.
Answer:
Today, voting rights are not decided by gender or profession. Women, kammkaras and dasas – all are entitled to vote today.

Very Short Answer Type Questions

Question 1.
What was the ashvamedha sacrifice?
Answer:
It was a horse sacrifice, performed a ruler after the other rajas had accepted his supremacy and authority.

Question 2.
What was the role of the charioteer of king in the horse sacrifice?
Answer:
The charioteer of the king who was champion of the king in battle field, chanted tales of his glory in the sacrifice.

Question 3.
What is painted grey ware?
Answer:
Painted grey ware was a special kind of pottery, which had painted designs, usually simple lines and geometric pattern. Plates and bowls were the most common vessels made. They are extremely fine to touch, with a smooth surface. They were used on special occasions to serve food.

Question 4.
Who were ‘untouchable’?
Answer:
The ‘untouchable’ were crafts persons, hunters and gatherers as well as people who helped perform burials and cremations.

Question 5.
What is the literal meaning of the word ‘janapadas’?
Answer:
The literal meaning of the word janapada is – where the jana set its foot and settled

Short Answer Type Questions

Question 1.
How were the varnas determined? Write about them.
Answer:
Varnas were determined on the basis of birth e.g., if one’s father and mother were Brahmins one could automatically become a Brahmin and so on. Later they classified some people as untouchables. They included crafts persons, hunters and gatherers. The priests said that the contact with these groups was polluting.

Question 2.
How were the armies maintained by the rajas?
Answer:
(i) Soldiers were paid regular salaries and maintained by the king throughout the year.
(ii) Some payments were made to the soldiers using punch marked coins.

Question 3.
Why did rajas of Mahajanapadas start collecting regular taxes?
Answer:
Rajas of Mahajanapadas started collecting taxes because the resources were needed for:
(a) building huge forts
(b) maintaining big armies.

Question 4.
How was ‘ashvamedha’ ritual conducted?
Answer:
The ‘ashvamedha’ (horse sacrifice) was the ritual used to recognise men as ‘rajas’. A horse was left to wander freely. If it wandered into another kingdom and the king of that kingdom stopped it, they had to fight. The ‘raja’ who succeeded in the challenge was recognised as stronger. He would then perform the sacrifice in which other kings would also come.

Long Answer Type Questions

Question 1.
Explain the system of Varnas of the later Vedic period.
Answer:
The Four Varnas: The priests divided people of the ancient India (or Later Vedic Age) into four groups, called Varnas. According to them, each Varna had a different set of functions to perform.
1. The Brahmins:
The first varna was that of the brahmin. Brahmins were expected to study (and teach) the Vedas, perform sacrifice and receive gifts.

2. The Kshatriyas:
In the second place were the rulers, also known as Kshatriyas. They were expected to fight battles and protect people.

3. The Vishs or Vaishyas:
Third were the Vishs or the Vaishyas. They were excepted to be farmers, herders, and traders. Both the Kshatriyas and the Vaishyas could perform sacrifices.

4. The Shudras:
Last were the shudras, who had to serve the other three groups and could not perform any rituals. Generally, women were also grouped with the shudras. Both women and shudras were not allowed to study the Vedas.

Question 2.
What changes took place in agriculture around this time?
Answer:
There were two significant changes in agriculture around this time:
(i) Growing use of iron plough-shares helped in yielding a better grain produce. Heavy, clayey soil could be turn better with an iron plough-share than with a wooden plough-share.
(ii) People began transplanting paddy. This meant that instead of scattering seed on the ground, from which plants would sprout, saplings were grown and then planted in the fields. Production developed due to this since many plants survived.

Question 3.
How did magadha become the most important Mahajanapada?
Answer:
Magadha became the most important Mahajanapada due to various reasons. They are:
(i) Many rivers such as the Ganga and son flowed through the Mahajanapada. This was important for transport, water supply and made the land fertile.
(ii) Elephants which lived in the forest, could be captured and trained for the army. Forests also provided wood for building houses, carts and chariots.
(iii) Iron ore mines in the region could be tapped to make strong tools and weapons.

What Books and Burials Tell Us Class 6 HBSE Notes

• Kingdom: A form of government in which a country is ruled by a king or a queen.
• Republic: A form of government in which power is held by the people or a group of elected persons or an elected chief.
• Oligarchy: An oligarchy is a government by the chosen few.
• Ambassador: An official representing the Government of his country in a foreign country.
• Amatyas: Ministers.
• Barter system: Exchange of goods.
• Janapads: Small states mainly ruled by tribals.
• Mahajanpadas: Large kingdoms comprising many kingdoms.
• Senapati: Chief of the army.
• Gramika: Headman of the village.
• Monarchy: State (kingdom) ruled by hereditary king.
• Shreni: A group of merchants and craftsmen following the same trade.
• Taxes: Taxes were the source of Income for any government. To perform various functions government collect money in the form of taxes i.e., Road tax, property tax. etc.
• Varnas: Classification of people into four groups (Brahmins, Kshatriya, Vaishya and the Shudras) on the basis of occupation were called Varnas.
• Ashvamedha: It means unquestioned control over an area in which the royal horse move uninterrupted. In the Vedic period the king’s strength was influenced by this rituals.
• Matrimonial alliance: A relationship based on marriage.

Haryana State Board HBSE 6th Class Social Science Solutions History Chapter 2 On The Trail of the Earliest People Textbook Exercise Questions and Answers.

Haryana Board 6th Class Social Science Solutions History Chapter 2 On The Trail of the Earliest People

HBSE 6th Class History On The Trail of the Earliest People Textbook Questions and Answers

LET’S RECALL

On The Trail Of The Earliest People HBSE 6th Class Social Science Question 1.
Complete the following sentences:

1. Hunter gatherers chose to live in caves and rock shelters because ————- .
2. Grasslands developed around ————- years ago.
3. Early people painted on the ————- of caves.
4. In Hunsgi, tools were made of ————- .

Answer:

1. they provided shelter from the rain, heat and wind
2. 12,000
3. walls
4. Lime-stone.

HBSE 6th Class Social Science On The Trail Of The Earliest People Question 2.
Look at the present-day political map of the subcontinent on page 136 of the textbook. Find out the states where Bhimbetka, Hunsgi, and Kurnool are located. Would Tushar’s train have passed near any of these sites?
Answer:
Bhimbetka – Madhya Pradesh
Hunsgi – Karnataka
Kurnool – Andhra Pradesh
Thushar’s train would have passed near Bhimbetka, Hunsgi and Kurnool, since they all lie on tfie possible train route’ from Delhi to Chennai.

LET’S DISCUSS

On The Trail Of The Earliest People HBSE 6th Class Social Science Question 3.
Why did the hunter-gatherers travel from place to place ? In what ways are these similar to/different from the reasons for which we travel today.
Answer:
The hunter-gatherers travelled from place to place for the following reasons:
(a) If they had stayed at one place for a longtime, they would have eaten up all the available plant and animal resources. Therefore, they would have to go elsewhere in search of wood.
(b) Hunters also had to follow the movements of animals from place to place who moved in search of smaller prey or in search of grass and leaves.
(c) People also moved from season to season in search of different kinds of plants.
(d) People living on the banks of seasonal rivers would have had to move in search of water during the dry seasons.

Question 4.
What tools would you use today for cutting fruit ? What would they be made of?
Answer:
We will use knife, cutter, shilter, dagger, spoon, fork, etc., for cutting fruits.

• They would be made of different metals like copper, bronze, iron, steel etc.

Question 5.
List three ways in which hunter-gatherers used fire. Would you use fire for any of these purposes today?
Answer:
Hunter-gatherers used fire for purposes like:

• A source of light
• A resources of cooking meat
• A way to scare away wild animals.

Now-a-days we use fire for:

• Cooking
• To keep ourselves warm.

LET’S DO

Question 6.
Make two columns in your note book. In the left hand column, list the foods hunter-gatherers ate. In the right hand column, list some of the foods you eat. Do you notice any similarities/differences?
Answer:
Hunter-gatherers:
They ate meat of wild animals, caught fish and birds, gathered fruits, roots, nuts seeds, leaves and shalks and egg. Most probably they ate raw meat.

Food which we eat:
Food consists of several cereals, pulses, fruits and vegetables. It also contains meat, milk and milk products. Some of the food like vegetables can both be cooked or eaten raw.

Question 7.
List two tasks that are performed 1 by both men and women at present. List another two that are performed only by women, and two that are performed only by men. Compare your list with that of any two of your classmates. Do you notice any  similarities/differences in your lists?
Answer:
(a) Both men and women work in the offices as clerks and managers.
(b) Both men and women work in the police department.
(c) They work as pilots, doctors and engineers.
(d) Newsreaders on television and radios anchors other programmes.
Men
(a) Water transport. Mostly men row the boats or captain of the ship.
(b) Under water divers, who explore the sunk ships.
Women
(1) Nursing
Student should compare this list with others yourself.

HBSE 6th Class History On The Trail of The Earliest People Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What is a flint?
Answer:
A flint is a hard grey stone that can produce a spark whenever it is rubbed.

Question 2.
Who are hunter gatherers?
Answer:
‘Hunter-gatherers’ is the name which comes from the way people collected food. Generally they hunted wild animals, caught fish and birds, gathered fruitsroots, nuts, seeds etc.

Question 3.
What did the immense variety of plants in a tropical land suggest?
Answer:
It meant that gathering plant produce was an extremely important means of obtaining food.

Question 4.
Where is water found?
Answer:
Water is found in lakes, streams and rivers.

Question 5.
What was fire used for?
Answer:
Fire was used to cook meat, as a source of light and to scare away animals.

Question 6.
Why did people choose to live in the Narmada valley?
Answer:
People choose the Narmada valley because water was easily available. Natural caves and rock shelters are found in the Vindhyas and Deccan plateau, close to the river.

Question 7.
How do we come to know about these early people?
Answer:
Archaeologists have found some of the things used by hunter-gatherers. They may have made tools of stone, wood and bone tools which could help them to survive easily.

Question 8.
What are factory sites?
Answer:
Places where stone was found and where people made tools are known as factory-sites.

Short Answer Type Questions

Question 1.
How did the hunter-gatherer used the stone-tools?
Answer:
Some of the stone tools were used to

1. cut meat and bone
2. scrap bark from trees and hides
3. chop fruits and roots.
4. Some may have been attached to handles to make spears and arrows for hunting arrows.
5. Chop wood which was used as fire wood.
6. Wood was also used to make huts and tools.
7. Digging the ground to collect edible roots.
8. Stitching clothes made of animal skin.

Question 2.
How were the cave paintings found in France? Describe the paintings.
Answer:
The cave paintings in France were discovered by four school children, more than a hundred years ago. They were made between 20,000 and’10,000 years ago. Many of these were of animals, such as wild horses, Aurochs (order wild form of cattle), bison, woolly rhinoceros and bear painted in bright colours.

These colours were made from minerals like ochre or ion ore and charcoal. They were possibly made on ceremonial occasions or for special rituals.

Question 3.
Write a note on Mesolithic Age.
Answer:
(a) The period when we find environmental changes, beginning about 12,000 years ago till about 10,000 years ago is called the Mesolithic (middle stone).
(b) Stone tools found during this period are generally tiny, and are called microliths.
(c) Microliths were probably stuck on to handles of bones or wood to make tools such as sows and sickles.

Question 4.
How can we say that the people know about fire? How was it used? How do we use it?
Answer:
Traces of ash have been found in the Kurnool caves in Tamil Nadu. This suggested that people knew about fire. Fire could have been used as a
(1) source of light
(2) to cook meat
(3) to scare away animals.
We use fire for cooking food.

Question 5.
How can we say that ostrich once lived in India ? Where do we find ostriches today?
Answer:
Ostrichs were found in India during the Palaeolithic period. Large quantities of ostrich shells have been found at Patne in Maharashtra. Designs were engraved on some pieces, white beads were also made out of them. They may have been used to make ornaments. Today ostriches are found in South Africa, where ostrich farms have been developed. They are used to give joy ride to the people.

Question 6.
Why were ‘hunter-gatherers’ called so?
Answer:
The ‘hunter-gatherers’ were called so because of the way in which they got their food. Generally, they hunted wild animals, caught fish and birds, gathered fruits, roots, nuts, seeds, leaves, stalks and eggs. Gathering plant produce was an extremely important means of obtaining food in a tropical land.

Question 7.
What are sites? Write about the things found at the sites.
Answer:
Sites are places where the remains of things (tools, pots, buildings etc.) were found. The things found were made, used and left behind by people. These things may have been found on the surface of the earth, buried under the earth, or sometimes even under water.

Long Answer Type Questions

Question 1.
What are the sites found at Hunsgi?
Answer:

• A number of early Palaeolithic sites were found at Hunsgi.
• At some sites, a large number of tools used for all activities were found. These were probably habitation-cum-factory sites.
• At some other sites, tools were made.
• Some of the sites were close to the springs.

Question 2.
Do we know how the work was distributed between men and women?
Answer:
The earliest people hunted animals and gathered plants produce, made stone tools and painted on cave walls. At present we do not know who went to hunt animals, or made stone tools or painted on the walls of the caves or gathered plant produce. It may be likely that both men and women did many work together. It is also possible that the men performed some tasks and women did some other work. Again there could have been different practices in different parts of the sub-continent.

Question 3.
How did the people learn about herding and growing of plants?
Answer:
Around 12000 years ago, there were major changes in the climate of the world, with a shift to warm conditions. In many areas, this led to the development of grasslands, this in turn led to an increase in the number of deer, antelope, goat, sheep and cattle i.e., animals that survived on grass.

People learnt herding:
Those who hunted these animals now followed them, learning about their food habits and their breeding season. It is likely that this helped people to start thinking about herding and rearing these animals themselves.

People learn to grow plants:
This was also the time when several grain bearing grasses including wheat, barley, rice etc. grow naturally in different parts of the sub-continent. Men, women and children probably collected these grains as food and learnt where they grew and when they ripened, this may have led them to think about growing plants on their own.

Question 4.
How were stone tools made by the people?
Answer:
There were two techniques to make tools. They are:
(i) The first is called stone on stone. Here the pebble, from which the tool was to be made (also called the core) was held in one hand. Another stone which was used as a hammer was held in the other hand. The second stone was used to strike off flakes from the first, till the required shape was obtained.

(ii) Pressure Flaking:
Here the core was placed on a firm surface. The hammer stone was used on a piece of stone or bone that was placed on the core, to remove flakes that could be 7 shaped into tools.

Question 5.
Give four reasons why hunter-gatherers moved from place to place.
Answer:
The hunter-gatherers moved from place to place:
(i) First, if they had stayed at one place for a long time, they would have eaten up all the available plants and animal resources. Therefore, they would have had to go elsewhere in search of food.

(ii) Animals move from place to place-either in search of small prey or in case of deer and wild cattle, in search of grass and leaves. That is why the hunters had to follow the animals.

(iii) Third plants and trees bear fruit in different seasons so people may have moved from season to season in search of different kinds of plants.

(iv) People, animals and plants need water to survive. Water is found in lakes, streams and rivers. While many lakes and rivers get water throughout the year, others are seasonal. People living on their banks would have had to go in ; search of water during the dry seasons (summer and winter).

On The Trail of the Earliest People Class 6 HBSE Notes

• Food gatherer: It means a living being that roams in search of food.
• Food producer: It means living being that can sow and grow food giving plant for his food.
• Barter system: The system of exchange of articles is called barter system.
• Flint: Hard grey stones that can produce a spark by rubbing is called flint.
• Old Stone Age: The period when man used crude stone tools and weapons. They even led a nomadic life is called Palaeolithic age. It is also known as Old Stone Age.
• Mesolithic age: The transitional phase between Palaeolithic and Neolithic age is called Mesolithic age.
• Site: A site is a place where archaeological evidence are found. Habitation is the site where the people live.
• Microliths: Microlith are the very small sized tools: which were used by people in the beginning of Neolithic age.

Haryana State Board HBSE 6th Class Social Science Solutions History Chapter 4 In the Earliest Cities Textbook Exercise Questions and Answers.

Haryana Board 6th Class Social Science Solutions History Chapter 4 In the Earliest Cities

HBSE 6th Class History In the Earliest Cities Textbook Questions and Answers

In the Earliest Cities Question Answer HBSE 6th Class Question 1.
How do archaeologists know that cloth was used in the Harappan civilization?
Answer:
Archaeologists know that the people in the Harappan civilization use cloth because they have found pieces of cloth attached to the lid of a silver vase. They have also found spindle whorls, made of terracotta and faience. They were used to spin thread.

In the Earliest Cities Class 6 Question Answer HBSE Question 2.

Answer:

HBSE In the Earliest Cities 6th Class Social Science Question 3.
Why were metals, writing, the wh.ee! and the plough important for the Harappans?
Answer:
(i) Metals: Metals were important for the Harappans, because metals were used for making ornaments and seals.
(ii) Writing: They know the art of writing and their script was pictographic. They used this sign (pictographic script) to convey their idea (message).
(iii) Wheel: Wheel was used for making carts (bullock-carts, ox-carts). It was also used for disigning pottery.
(iv) Plough: Plough was used for digging the earth for turning the soil and planting seed s. Early plough were made of wood.

LET’S DISCUSS

Question 4.
Make a list of all the Terracotta toys shown in. the lesson. What do you think children would have enjoyed playing with the most?
Answer:
The Terracotta toys shown in the lesson are other Terracotta toys used were dolls, puppets, marbles, whistles, jewellery articles etc. We think children would have preferred toy carts instead of toy ploughs. Girls would have enjoyed dolls and puppets the most.

(a) Toys of dog.

(b) A toy plough.

(c) Toy cart.

Question 5.
Make a list of what the Harappans ate, and put a tick mark against the things you eat today.
Answer:
Harappans ate the following things:
(a) wheat
(b) barley
(c) pulses
(d) peas
(e) rice
(f) sesame
(g) linseed
(h) mustard
(i) fruits like her
We eat almost all the things mentioned in the list today.

Question 6.
Do you think that life of farmers and herders who supplied food to the Harappan cities was different from that of the farmers and herders you read about in chapter 3? Give reason for your answer.
Answer:
Some points of difference between the lives of farmers and herders who supplied food, to the Harappan cities, and those of the previous chapter:
(i) Tools:
Harappan farmers and herders used a wooden tool called plough which was used for turning the soil and planting seeds. The earlier farmers and herders used mortars and pestle for grinding grain. Their tools were also made of bone.

(ii) Irrigation: Harappan farmers and herders used irrigation for better produce while the earlier ones did not.

(iii) Storage: The Harappan farmers stored food in well-built granaries and not in clay pots, baskets, etc.

(iv) Residence:
Harappan farmers lived on the outskirts of cities, whereas there were no settled cities in the time of the farmers and herders in Chapter 3.

LET’S DO

Question 7.
Describe three important buildings in your city or village. Are they located in a special part of the settlement (e.g. the centre)? What are the activities that take place in these buildings?
Answer:
The three important building in my city, Delhi, are:
(i) Rashtrapati Bhavan: It is the official residence of the President of India.
(ii) Parliament House: Here the elected representatives of the people meet and discuss all important issues regarding the country.
(iii) Supreme Court: It is the highest court of the country where all the cases are decided. The building is called the supreme court building.

Question 8.
Are there any old building in your locality? Find out how old they are and who looks after them.
Answer:
There are many old buildings near my locality. They are
(i) Red Fort
(ii) Jama Masjid
(iii) Ferozeshah Kotla.
Red Fort was constructed in the 17th century.
Jama Masjid was also constructed in the 17th century.
Ferozeshah Kotla was built in the 15th century.
The Archaeological survey of India looks after the ancient buildings

HBSE 6th Class History In the Earliest Cities Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What is a citadel?
Answer:
Citadel is the higher part of the city. Usually, the part to the west was smaller but higher.

Question 2.
Name some the important site of this culture.
Answer:
The important sites of this culture were Harappa and Mohenjodaro (now in Pakistan) Kalibangan and Lothal (in Rajasthan and Gujarat) respectively.

Question 3.
What was lower town?
Answer:
Lower town was part to the east of Harappan city which was larger but lower.

Question 4.
Where was cotton grown?
Answer:
It was grown at Mehrgarh about 7000 years ago.

Question 5.
What was done at fire altars?
Answer:
Sacrifices were performed at fire altars.

Short Answer Type Questions

Question 1.
What do you know about the economic life of the people of Harappa Culture?
Answer:
The main occupation of the people of Indus Valley Civilization was agriculture. They grew wheat, barley and rice. Other occupations were animal rearing, the spinning and weaving of cotton and wool. Their most important industry was pottery. Jewellers made wonderful jewellery of gold, silver and stones. There were traders who carried on trade with foreign countries like Egypt and Sumer. Foodgrains were exported to foreign countries and gold, copper and tin were imported from abroad.

Question 2.
Write about the drainage system in the Harappan cities.
Answer:
Many of the cities had covered drains. They were carefully laid down in straight lines. Each drain had a gentle slope so that the water could flow through it. Very often drains in the houses were connected to those in the streets and smaller drains led into bigger ones. As the drains were covered, inspection holes were provided at intervals to clean them.

Question 3.
Write how were the fields cultivated by the farmers?
Answer:
Farming:
(i) A new tool, the plough was used to dig the earth for turning the soil and planting seeds. The plough was made of wood.
(ii) As this region does not receive heavy rainfall, some form of irrigation may have been used. This means water was stored arid supplied
to the fields when plants were growing.

Question 4.
List at least two differences between the houses of the Harappa and the earlier houses.
Answer:
In Harappa, the house were either one or two storeys high, with rooms built around a courtyard. Most house had a separate bathing area and some had wells to supply water.

Earlier house:
The archaeologists have found the remains houses Mehrgarh, a site in the fertile plain, near the Bolan Pass. Here the houses were either square or rectangular in pattern. Each house had four or more compartments, some of them may have been used for storage.

Long Answer Type Questions

Question 1.
Describe the people living in the Harappan cities.
Answer:
There were mainly the following kinds of people living in Harappan Cities:
Rulers : They were people who planned the construction of special buildings in the city. They sent people to distant lands to get metal, precious stones, and other things that they wanted.
Scribes: Scribes were people who knew how to write. They prepared seals and also wrote on the other things that have not survived.
Crafts-persons: They were people who made all kinds of things. Besides, there were other people who were farmers or herders.

Question 2.
What factors indicated that Harappan culture was declining around 3900 years ago?
Answer:
The following factors indicated that Harappan culture was declining:
(а) People stopped living in many of the cities.
(b) Writing, seals and weights were no longer used.
(c) Raw materials brought from long distances became rare.
(d) The garbage was found piled up in the streets of Mohenjodaro.
(e) The drainage system broke down.
(f) The new, less impressive houses were built, even over the streets

Question 3.
What were the factors responsible for the decline of the Harappan City?
Answer:
(i) Floods: Some historians say that regular floods destroyed the Indus Valley Civilization.
(ii) Epidemic: Some historians think that an epidemic might have killed that people.
(iii) Change in Climate: Some other historians say that rapidly the climate began to change and the region became dry like a desert.
(iv) Attacked by the Aryans or some other people: Historians believed that Aryans or some other people attacked the Harappan cities and destroyed them.
(v) Loss of Control: Rulers might have lost control. Consequently, people abandoned sites in Sind and Punjab and moved to newer, smaller settlements to the east and the south.

Question 4.
How was Harappa discovered?
Answer:
Nearly a hundred and fifty years ago when railway lines were laid down for the first time in Punjab, engineers found the site of Harappa in present Pakistan. They thought, it was a big mound, which was a source of ready made, high quality bricks. So they carried off thousands of bricks from the walls of old buildings of the city to build railway lines.

Then about eighty years ago, archaeologists found the site and realised that it was one of the ancient cities in the subcontinent. As this was the first city to be discovered, all other si ties from where similar buildings were found were described as Harappan. The cities developed about 4700 years ago.

In the Earliest Cities Class 6 HBSE Notes

• Civilization: That stage of man’s development when he used to live in cities and looks for more than just the satisfaction of material needs.
• Culture: Develpoment of the body, mind and spirit by training and experience. It also includes the development of arts, science etc., in human society.
• Citadel: Fortress for protecting a town place of refuge or safety.
• The Harappan Culture: The culture which existed in Sindh, Punjab, Northern Rajasthan and Gujarat. It is also known as Indus Valley Civilization, after the principal river of the region.
• Pictographs: Pictures like signs to represents letters or words.
• Seal: A stamping tool made of clay with a design on one side.
• Four Valley Civilizations: Indus Valley Civilization, the Egyptian Civilization. The Chinese Civilization and the Sumerian Civilization.
• Lothal: The port from where the Harappan traders shipped their merchants.
• The Great Public Bath: The best known building in the Harappan citadel.
• Grainaries: Grain was stored in grainaries.
• Pillared Hall: Hall whose roof stands on pillars.
• Dockyard: An area where ships are loaded and unloaded and place also used for repairing ships.
• Grid System: Intersection of roads at right angle to each other.
• Outskirts: A part of city that is further away from its centre.
• Decipher: It means to make out of meaning.
• Armlets: Ornament wear in the arm known as armlets.
• Idol: Image which used for worshipping, and their worship is called as an idol-worship.
• Terracotta: Hard and reddish brown baked clay is called Terracotta.
• Faience: Artificially produced gum used to shape sand or powdered quartz into an object

Haryana State Board HBSE 6th Class Social Science Solutions History Chapter 3 From Gathering to Growing Food Textbook Exercise Questions and Answers.

Haryana Board 6th Class Social Science Solutions History Chapter 3 From Gathering to Growing Food

HBSE 6th Class History From Gathering to Growing Food Textbook Questions and Answers

LET’S RECALL

From Gathering to Growing Food Question Answer HBSE 6th Class Question 1.
Why do people who grow crops have to stay in the same place for a long time?
Answer:
People who grow crops have to stay at one place for a long time because the fields had to be looked after, the plants had to be watered and plants had to be protected from birds and animals so that they could grow and the seeds would ripen.

From Gathering to Growing Food Class 6 Question Answer HBSE Question 2.
Look at the table given below. If Neinuo wanted to eat rice, which are the places she should have visited.

Answer:
If Neinuo wanted to eat rice, she should have visited Koldihwa and Mahagara (both in present day are the part of Uttar Pradesh).

HBSE From Gathering to Growing Food 6th Class Social Science Question 3.
Why do archaeologists think that many people who lived in Mehrgarh were hunters to start with and that herding became more important later?
Answer:
Archaeologists think many people who lived in Mehrgarh were hunters because they have found bones of many kinds of animals from earliest levels. These included bones of wild animals such as deer and pig. In later levels they found more bones of sheep and goat and in still later levels, cattle bones are more common.

Question 4.
State whether true or false:

1. Millets have been found at Hallur.
2. People in Burzahom lived in rectangular houses.
3. Chirand is a site in Kashmir.
4. Jadeite, found in Daojali Hading may have been brought from China.

Answer:

1. True
2. False
3. False
4. True.

LET’S DISCUSS

Question 5.
List three ways which the lives of farmers and herders would have been different from that of hunter-gatherers.
Answer:

Question 6.
Make the list of all animals mentioned in the table (Question No.2). For each one describe what they may have been used for.
Answer:
List of animals:

1. sheep
2. goat
3. cattle
4. dog
5. buffalo
6. ox
7. pig.

1. sheep: meat and wool.
2. goat: milk and meat.
3. cattle: for diary and milk products.
4. dog: to look after the fields.
5. buffalo: milk giving animal.
6. ox: for ploughing the field and pulling the carts..
7. pig: for meat.

LET’S DO

Question 7.
List the cereals that you eat.
Answer:
Some cereals eaten by us are listed below:

1. Bajra
2. Wheat
3. Barley
4. Rice
5. Millet
6. Maize
7. Lentil
8. Jowar.

Question 8.
Do you grow the cereals you have listed in answer no. 7? If yes, draw a chart to show the stages in growing them. If not, draw a chart to show how these cereals reach you from the farmers who grow them.
Answer:
The farmers grow the cereals. The various steps involve are :
(1) Ploughing the field and putting manure.
(2) Sowing the seeds.
(3) Looking after the tender plants and saving them from pests.
(4) Watering the fields when necessary.
(5) Harvesting the crop.
(6) Storing them in the sheds.
The cereals reach to the people from the farmers. The chart given below show it.

The crops are purchased by the middle man from the farmers. They bring it to the cities.
↓

They sell them to the wholesale merchant or a retailer.

↓

We buy it form the shops, either from the wholesale merchant or retailer.

HBSE 6th Class History From Gathering to Growing Food Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Name the different conditions needed for survival of plants and animals.
Answer:
Animals and plants need different conditions grow and survive e.g.
(i) Rice requires more water than wheat and barley.
(ii) Sheep and goat can survive more easily than cattle in dry mountains environment.

Question 2.
Give one difference between domesticated animals and wild animals.
Answer:
The teeth and horns of wild animals are usually much larger than those of domesticated animals.

Question 3.
Name the first animal that was tamed.
Answer:
Dog was the first animal to be tamed.

Question 4.
How are animals useful as a ‘store’ of food?
Answer:
Domesticated animals like cow, goat, hen if looked after carefully; provide milk, meat and eggs. Hence, animals that are reared can be used as a ‘store’ of food.

Question 5.
Define domestication.
Answer:
Domestication is the name given to the process in which people grow plants and look after animals.

Question 6.
How are tribes different from other form of societies?
Answer:
In the tribal set-up land, forests, grasslands and water are regarded as the wealth of the entire tribe and everybody shares and uses these together. There are no sharp differences between the rich and the poor.

Short Answer Type Questions

Question 1.
How did domestication take place? Name the earliest plants and animals to be domesticated.
Answer:
Domestication was a gradual process that took place in many parts of the world. It began about 12000 years ago. Some of the earliest plants to be domesticated were wheat and barley. The earliest domesticated animals include sheep and goat.

Question 2.
How did people become farmers?
Answer:
Men, women and children observed many things like:

• the places where edible plants were found.
• how seeds broke off stalks, fell on the ground and new plants sprouted from them.

They began looking after plants protecting them from birds and animals so that they could grow and the seeds could ripen. In this way, people became farmers.

Question 3.
What are burials? Write about the burial in Mehrgarh.
Answer:
When people die their relatives and friends generally pay respect to them, people look after them in the belief that there is form of life after death. Burial is one such arrangement. In one kind of burial, found at Mehrgarh, the dead person was buried with goats, which was probably meant to serve as food in the next world.

Question 4.
Describe the features of pit houses found in Burzahom.
Answer:
(a) Pit-houses were dug into the ground, with steps leading into them.
(b) These houses may have provided shelter in cold weather.
(c) There were cooking houses both inside and outside the huts so that depending on weather people could cook food inside or outside the houses.

Question 5.
What types of tools were used by farmers and herders ?
Answer:
Stone tools have been found from many sites. They are often different from the Palaeolithic tools and are called ‘Neolithic’. There were tools that were polished so as to give a fine cutting edge, and mortars and pestles were used for grinding grain and other plant produce. However, Palaeolithic tools were still used for some purposes. Some tools were also made of bone.

Question 6.
Where is, Daojali Hading ? Write about the life of the people.
Answer:
Daojali Hading is a site on the hills near the Brahamputra valley, close to the routes leading to China and Myanmar. Here stone tools, including mortars and pestles have been found.

It indicated that people were probably growing grain and preparing food. They also used tools made of fossil wood (ancient wood that has hardened into stone) and pottery. Other finds include jadeite, a stone that may have been brought from China.

Long Answer Type Questions

Question 1.
Describe the lives of people in a tribe ?
Answer:
The lives of people in a tribe can be described as follows:
(a) Members of a tribe follow occupations such as hunting, gathering, farming, herding and. fishing.
(b) Usually, women do most of the agricultural work, including preparing the ground, sowing seeds, looking after the growing plants and harvesting grain.
(c) Children often look after plants, driving away animals and birds that might eat them.
(d) Men usually lead large herds of animals in search of pasture.
(e) The cleaning of animals and milking is done by both men and women.
(f) The members of the tribe make pots, baskets, tools and huts.
(g) They also take part in singing, dancing and decorating their huts.

Question 2.
Describe the life in site of Mehrgarh.
Answer:
Mehrgarh is a site located in a fertile plain, near the Bolaun Pass, one of the most important routes into Iran. It was one of the first places where people grew barley and wheat, and reared sheep, and goat. In fact, it is one of the earliest known villages.

Archaeologists have found evidence of animal bones here on excavation. They have found remains of houses here. Most houses were square or rectangular. They usually had four or more compartments, some of which may have been used for storage. Several burial sites have also been found in Mehrgarh.

Question 3.
Describe the tools and pots and other crafts of the Neolithic times.
Answer:
Many of the stone tools are different from the earlier times, which belonged to the Palaeolithic period. The new tools are called Neolithic. They include tools that were polished to give a fine cutting edge and mortars and pestles used for grinding grains. Many kinds of earthen pots have also been found. They were sometimes decorated and used for storing things. People began using pots for cooking food like rice, wheat, lentils. They also began to weave cloth using cotton that was now grown.

Question 4.
Make a list of all the activities performed by men and women in tribal societies.
Answer:
The activities which were performed by men and women in tribal societies were
(i) Occupation:
People followed different occupations such as hunting, gathering, farming, herding and fishing. Most of the agricultural work was done by women, including preparing the ground, sowing seeds, looking after the growing plants and harvesting grain. Men usually took the animals for grazing. Women also thresh, husk and grind grain. The cleaning and milking was done both by men and women. Both men and women made pots, baskets, tools and huts. They also took part in singing and dancing.

(ii) Leaders of the society: Some men who were old and experienced or young brave warriors or priests were leaders.

(iii) Cultural traditions: The tribes had rich and unique cultural traditions including language, music, stories and painting. They also had their own gods and goddesses.

From Gathering to Growing Food Class 6 HBSE Notes

• Farmer: One who cultivates a land.
• Herder: One who tends herds of cattle or a keeper of herds of animals.
• Neolithic age: The last stage of the Stone Age.
• Tribes: Usually two or three generations live together in small settlements or village most families are related to one another and groups of such families form a tribe.

Haryana State Board HBSE 10th Class Maths Solutions Chapter 6 Triangles Ex 6.6 Textbook Exercise Questions and Answers.

Haryana Board 10th Class Maths Solutions Chapter 6 Triangles Ex 6.6

Question 1.
In the given figure, PS is the bisector of ∠QPR of ∆PQR. Prove that \(\frac{\mathrm{QS}}{\mathrm{SR}}=\frac{\mathrm{PQ}}{\mathrm{PR}}\).

Solution :
Given : A ∆PQR in which PS is the bisector of ∠QPR
To Prove: \(\frac{\mathrm{QS}}{\mathrm{SR}}=\frac{\mathrm{PQ}}{\mathrm{PR}}\)
Construction : Draw RT || PS to meet QP produced at T.
Proof : Since RT || SP and PR is the trans-versal :
∠2 = ∠3 ……………..(1) [alternate interior ∠s]
∠1 = ∠4 ……………..(2) [Corresponding ∠s]
∠1 = ∠2 ……………..(3) [PS is the bisector of ∠QPR]
From (1), (2) and (3) we get

∠3 = ∠4
∴ PR = PT
Now in ∆QRT, PS || TR
⇒ \(\frac{\mathrm{QS}}{\mathrm{SR}}=\frac{\mathrm{PQ}}{\mathrm{PT}}\) [By BPT]
⇒ \(\frac{\mathrm{QS}}{\mathrm{SR}}=\frac{\mathrm{PQ}}{\mathrm{PR}}\) [∵ PT = PR]
Hence Proved.

Question 2.
In the given figure D is a point on hypotenuse AC of ∆ABC, such that BD ⊥ AC, DM ⊥ BC and DN ⊥ AB. Prove that:
(i) DM² = DN.MC
(ii) DN² = DM.AN

Solution :
Given : D is a point on AC such that BD ⊥ AC, DM ⊥ BC and DN ⊥ AB.
To Prove :
(i) DM² = DN.MC
(ii) DN² = DM.AN
Proof: ∠ABC = 90° [∵ AC is hypotenuse of right ∆ABC]
∠DMB = 90° [∵ DM ⊥ BC]
∠DNB = 90° [∵ DN ⊥ AB]
∠MDN = 90° [Fourth ∠ of a quadrilateral]
Therefore, quadrilateral BMDN is a rectangle, (i) In ABMDZ1 + Z2 + ZDMB = 180°
⇒ ∠1 + ∠2 + 90° = 180°
⇒ ∠1 + ∠2 = 180° – 90°
⇒ ∠1 + ∠2 = 90° ………………..(1)
In ∆CMD
∠3 + ∠4 + ∠CMD = 180°
⇒ ∠3 + ∠4 + 90° = 180°
⇒ ∠3 + ∠4 = 180° – 90°
⇒ ∠3 + ∠4 = 90° ……………….(2)
BD ⊥ AC
∴ ∠1 + ∠3 = 90° ……………….(3)
From (1) and (3), we get
∠1 + ∠2 = ∠1 + ∠3
⇒ ∠2 = ∠3 ……………….(4)
From (2), and (3), we get
∠3 + ∠4 = ∠1 + ∠3
⇒ ∠1 = ∠4 …………….(5)
Now in ∆BMD and ∆DMC,
∠2 = ∠3 [from (4)]
∠1 = ∠4 [from (5)]
∆BMD ~ ∆DMC [By AA similarity criterion]
⇒ \(\frac{B M}{D M}=\frac{M D}{M C}\)
⇒ \(\frac{D N}{D M}=\frac{D M}{M C}\) [∵ BM = DN]
⇒ DM² = DN.MC.
Hence Proved.

(ii) Similarly, ∆BND ~ ∆DNA
⇒ \(\frac{B N}{D N}=\frac{N D}{N A}\)
⇒ \(\frac{\mathrm{DM}}{\mathrm{DN}}=\frac{\mathrm{DN}}{\mathrm{AN}}\)
DN² = DM.AN
Hence Proved.

Question 3.
In the given figure, ABC is a triangle in which ∠ABC > 90° and AD ⊥ CB produced. Prove that :
AC² = AB² + BC² + 2BC.BD.

Solution:
See this proof in result (1) of some results related to Pythagoras theorem.

Question 4.
In figure, ABC is a triangle in which ∠ABC < 90° and AD ⊥ BC. Prove that AC² = AB² + BC² – 2BC.BD.

Solution:
See this prove in result (2) of some results related to Pythagoras theorem.

Question 5.
In given figure, AD is a median of a triangle ABC and AM ⊥ BC. Prove that
(i) AC² = AD² + BC.DM + \(\left(\frac{\mathrm{BC}}{2}\right)^2\)
(ii) AB² = AD² – BC.DM + \(\left(\frac{\mathrm{BC}}{2}\right)^2\)
(iii) AC² + AB² = 2AD² + \(\frac{1}{2}\) BC²

Solution:
See this proof in result (3) of some results related to Pythagoras theorem.

Question 6.
Prove that the sum of the squares of the diagonals of parallelogram is equal to the sum of the squares of its sides.
Solution :
Given : A parallelogram ABCD with diagonals AC and BD.

To Prove: Sum of the squares of the diagonals of ||gm is equal to sum of the squares of its sides. i.e., AC² + BD² = AB² + BC² + CD² + AD²
Construction :
Draw AM ⊥ DC and BN ⊥ DC [Produced].
Proof : In right triangles AMD and BNC. AD = BC [Opposite sides of ]|gm]
AM = BN
[Perpendiculars between two || lines are same]
∠AMD = ∠BNC [Each is 90°]
∆AMD ≅ ∆BNC [By RHS congruence]
MD = NC [CPCT]
Now, in right ∆BND,
BD² = BN² + DN² [By Pythagoras theorem]
⇒ BD² = BN² + (DC + CN)²
⇒ BD² = BN² + DC² + CN² + 2DC.CN
⇒ BD² = (BN² + CN²) + DC² + 2DC.CN
⇒ BD² = BC² + DC² + 2DC.CN …………………….(1)
[∵ In right ∆BNC, BC² = BN² + CN²]
In right ∆AMC, AC² = AM² + MC²
[By Pythagoras theorem]
AC² = AM² + (DC – DM)²
AC² = AM² + DC² + DM² – 2DC.DM
AC² = (AM² + DM²) + DC² – 2DC.DM
AC² = AD² + DC² – 2DC.DM
[∵ In right ∆AMD AD² = AM² + MD²]
AC² = AD² + AB² – 2DC.CN ………………….(2)
[DC = AB and DM = CN]
Adding (1) and (2), we get
BD² + AC² = BC² + DC² + 2DC.CN + AD² + AB² – 2DC.CN
⇒ AC² + BD² = AB² + BC² + CD² + AD²
Hence, sum of square of diagonals is equal to sum of square of its sides.
Hence Proved.

Question 7.
In given figure, two chords AB and CD intersect each other at the point P. Prove that:
(i) ∆APC ~ ∆DPB
(ii) AP.PB = CP.DP

Solution :
Given : Two chords AB and CD in-tersect each other at point P.
To Prove :
(i) ∆APC ~ ∆DPB
(ii) AP.PB = CP.DP.
Proof :
(i) In ∆APC and ∆DPB,
∠CAB = ∠BDC
[Angles in the same segment are equal]
⇒ ∠CAP = ∠BDP
and ∠APC = ∠BPD [Vertically opposite angles]
∴ ∆APC ~ ∆DPB [By AA similarity criterion]
Hence Proved.

(ii) ∆APC ~ ∆DPB (Proved above)
\(\)
[Corresponding sides of similar triangles are proportional]
⇒ AP.PB = CP.DP.
Hence proved.

Question 8.
In given figure, two chords AB and CD of a circle intersect each other at the point P (when produced) outside the circle. Prove that :

To Prove :
(i) ∆PAC ~ ∆PDB
(ii) PA.PB = PC.PD
Proof : (i) In ∆PAC and ∆PDB
∠ACP = ∠PBD [Exterior angle of the cyclic quadrilateral is equal to its interior opposite angle] ZP = ZP [Common]
∴ ∆PAC ~ ∆PDB [By AA similarity criterion]
Hence proved.

(ii) ∆PAC ~ ∆PDB (Proved above)
\(\frac{P A}{P D}=\frac{P C}{P B}\)
⇒ PA.PB = PC.PD.
Hence proved.

Question 9.
In given figure, D is a point on side BC of ∆ABC such that \(\frac{\mathrm{BD}}{\mathrm{CD}}=\frac{\mathrm{AB}}{\mathrm{AC}}\). Prove that AD is the bisector of ∠BAC.

Solution :
Given : A triangle ABC such that \(\frac{\mathrm{BD}}{\mathrm{CD}}=\frac{\mathrm{AB}}{\mathrm{AC}}\).
To Prove : AD is the bisector of ∠BAC.
Construction : Produce BA to E such that AE = AC and join CE.

Proof: In ∆ABC AE = AC (By Construction)
∴ ∠1 = ∠2 ……………(1)
Now, \(\frac{\mathrm{BD}}{\mathrm{CD}}=\frac{\mathrm{AB}}{\mathrm{AC}}\) (Given)
⇒ \(\frac{\mathrm{BD}}{\mathrm{CD}}=\frac{\mathrm{AB}}{\mathrm{AE}}\) [∵ AC = AE]
∴ In ∆BCE
⇒ \(\frac{\mathrm{BD}}{\mathrm{CD}}=\frac{\mathrm{AB}}{\mathrm{AE}}\)
⇒ AD || CE [By the converse of BPT]
∠1 = ∠4 [Alternate interior angles] ……………(2)
∠3 = ∠2 [Corresponding angles] …………….(3)
From (1), (2) and (3), we get
∠3 = ∠4
Hence, AD is the bisector of ∠BAC.
Hence proved.

Question 10.
Nazima is fly fishing in a stream. The tip of her fishing rod is 1.8 m above the surface of the water and the fly at the end of the string rests on the water 3.6 m away and 2.4 m from a point directly under the tip of the rod. Assuming that her string (from the tip of her rod to the fly) is taut, how much string does she have out (see figure)? If she pulls in the string at the rate of 5 cm per second, what will be the horizontal distance of the fly from her after 12 seconds?

Solution:
Let AB be the distance from a point directly under the tip of the rod and BC be the tip of her fishing rod and AC be the length of string.
Now, in right ∆ABC,

AC² = AB² + BC² [By Pythagoras theorem]
AC² = (2.4)² + (1.8)²
AC² = 5.76 + 3.24
AC² = 9
AC = 3 m.
The length of string pulls in 12 seconds = 12 × 5 = 60 cm = 0.6 m.
Length of remaining string = 3 – 0.6 = 2.4 m.
In 2nd position,
String length (CD) = 2.4 m.

Tip of her fishing rod (BC) = 1.8 m
Now In right ∆CBD,
CD² = BD² + BC²
⇒ 2.4² = BD² + (1.8)²
⇒ 5.76 = BD² + 3.24
⇒ BD² = 5.76 – 3.24
⇒ BD² = 2.52
⇒ BD = 1.59 (Approx)
So, horizontal distance of the fly from Nazima after 12 seconds = 1.59 + 1.2 = 2.79m. (Approx.)
Hence, Length of string = 3.0 m and
Horizontal distance of fly from Nazima = 2.79 m (Approx.)

Haryana State Board HBSE 10th Class Maths Solutions Chapter 6 Triangles Ex 6.5 Textbook Exercise Questions and Answers.

Haryana Board 10th Class Maths Solutions Chapter 6 Triangles Ex 6.5

Question 1.
Sides of triangles are given below. Determine which of them are right triangles. In case of a right triangle, write the length of its hypotenuse.
(i) 7 cm, 24 cm, 26 cm
(ii) 3 cm, 8 cm, 6 cm
(iii) 50 cm, 80 cm, 100 cm
(iv) 13 cm, 12 cm, 5 cm.
Solution:
(i) The given sides of the triangle are 7 cm, 24 cm, 25 cm,
The longest side = 25cm.
The triangle is right angled if
(the longest side)² = (sum of squares of other two sides) (by Pythagoras theorem)
(25)² = (7)² + (24)²
625 = 49 + 576
625 = 625
The given sides make a right triangle and length of hypotenuse = 25cm.

(ii) The given sides of the triangle are 3cm, 8 cm, 6 cm.
The longest side = 8 cm
(the longest side)² = (sum of the squares of other two sides) (by Pythagoras theorem)
(8)² = (3)² + (6)²
64 = 9 + 36
But 64 ≠ 45
The given sides do not make a right triangle.

(iii) The given sides of the triangle Eire 50 cm, 80 cm, 100 cm.
The longest side = 100 cm,
(the longest side)² = (sum of the squares of other two sides) (by Pythagoras theorem)
(100)² = (50)² + (80)²
10000 = 2500 + 6400
But 10000 ≠ 8900
∴ The given sides do not mEike a right triangle.

(iv) The given sides of the triangle are 13 cm, 12 cm, 5 cm.
The longest side = 13 cm.
(the longest side)² = (sum of the squares of other two sides) (by Pythagoras theorem)
(13)² = (12)² + (5)²
169 = 144 + 25
169 = 169
∴ The given sides make a right triangle and length of hypotenuse = 13 cm.

Question 2.
PQR is a triangle right angled at P and M is a point on QR such that PM ⊥ QR. Show that PM² = QM.MR.

Solution:
Given : A right ∆PQR in which ∠P = 90° and PM ⊥ QR.
To Prove : PM² = QM.MR
Proof : In right ∆QPR, PM ⊥ QR.
∆RPM ~ ∆PQM [By theorem 6.7]
⇒ \(\frac{\mathrm{MR}}{\mathrm{PM}}=\frac{\mathrm{PM}}{\mathrm{QM}}\)
[Corresponding sides of similar triangles sere proportional]
⇒ PM² = QM × MR
Hence Proved.

Question 3.
In given figure, ABD is a triangle right angled at A and AC ⊥ BD. Show that
(i) AB² = BC.BD
(ii) AC² = BC.DC
(iii) AD² = BD.CD

Solution:
Given : A right triangle in which ∠A = 90° sind AC ⊥ BD.
To Prove :
(i) AB² = BC.BD
(ii) AC² = BC.DC
(iii) AD² = BD.CD
Proof :
(i) In right ∆BAC, AC ⊥ BD.
∆BAC ~ ∆BDA [By theorem 6.7]
⇒ \(\frac{\mathrm{AB}}{\mathrm{BD}}=\frac{\mathrm{BC}}{\mathrm{AB}}\)
[Corresponding sides of similar triEingles are proportional]
⇒ AB² = BC.BD
Hence Proved.

(ii) Similsirly, ∆ABC~ ∆DAC [By theorem 6.7]
\(\frac{\mathrm{AC}}{\mathrm{DC}}=\frac{\mathrm{BC}}{\mathrm{AC}}\)
[Corresponding sides of similar triEingles Eire proportional]
⇒ AC² = BC.CD
Hence Proved.

(iii) Similarly, ∆DAC ~ ∆DBA [By theorem 6.7]
\(\frac{\mathrm{CD}}{\mathrm{AD}}=\frac{\mathrm{AD}}{\mathrm{BD}}\)
[Corresponding sides of similar triangles are proportional]
⇒ AD² = BD.CD
Hence Proved.

Question 4.
ABC is an isosceles triangle right angled at C. Prove that AB² = 2AC².
Solution:
Given : ∆ABC is an isosceles triangle right angled at C.
i.e., AC = BC
To Prove : AB² = 2AC²
Proof : In right ∆ACB

AB² = BC² + AC² [By Pythagoras theorem]
⇒ AB² = AC² + AC² [∵ BC = AC]
⇒ AB² = 2AC².
Hence Proved.

Question 5.
ABC is an isosceles triangle with AC = BC. If AB² = 2AC², prove that ABC is a right triangle.
Solution:
Given: ∆ABC is an isosceles triangle in which AC = BC and AB² = 2AC²
To Prove : ∆ABC is a right triangle.

Proof : In ∆ABC, AC = BC and AB² = 2AC²
⇒ AB² = AC² + AC²
⇒ AB² = BC² + AC² [v AC = BC]
⇒ ABC is right angle triangle.
[By converse of Pythagoras theorem]
Hence Proved.

Question 6.
ABC is an equilateral triangle of side 2a. Find each of its altitudes.
Solution :
Side of equilateral ∆ = 2a.
And AD is its altitude. We know that altitude bisects its corresponding side.
i.e., BD = CD = a

Now right triangle ∆ADC.
AC² = AD² + CD² [By Pythagoras theorem]
⇒ (2a)² = AD² + a²
⇒ 4a² = AD² + a²
⇒ AD² = 4a² – a² = 3a²
⇒ AD = √3a
Hence, Altitude = √3a.

Question 7.
Prove that the sum of the squares of the sides of a rhombus is equal to the sum of the squares of its diagonals.
Given : ABCD is a rhombus

Proof: We know that diagonals of a rhombus bisect each other at right angle
∴ ∠AOB = ∠BOC = ∠COD = ∠AOD = 90° and AO = CO, OD = BO.
In right ∆AOB, AB² = OA² + OB² [By Pythagoras theorem]
AB² = (\(\frac{1}{2}\) AC)² + (\(\frac{1}{2}\) BD)²
[∵ OA = OC and OB = OD]
⇒ AB² = 7 AC² + 7BD²
⇒ 4AB² = AC² + BD² ……………(1)
Similarly, we have
4BC² = AC² + BD² ……………….(2)
4CD² = AC² + BD² ……………….(3)
4AD² = AC² + BD² ……………….(4)
Adding (1), (2), (3) and (4), we get
4(AB² + BC² + CD² + AD²) = 4(AC² + BD²)
⇒ AB² + BC² + CD² + AD² = AC² + BD²
Hence Proved.

Question 8.
In given figure, O is a point in the interior of a triangle ABC, OD ⊥ BC, OE ⊥ AC and OF ⊥ AB. Show that
(i) OA² + OB² + OC² – OD² – OE² – OF² = AF² + BD² + CE²
(ii) AF² + BD² + CE² = AE² + CD² + BF².

Solution: Given: A ∆ABC in which OD ⊥BC, OE ⊥ AC, OF ⊥ AB.
To Prove :
(i) OA² + OB² + OC² – OD² – OE² – OF² = AF² + BD² + CE²
(ii) AF² + BD² + CE² = AE² + CD² + BF²
Construction : Join OB, OC and OA.

Proof :
(i) By Pythagoras theorem for each of the right triangles namely ∆OFA, ∆ODB, and ∆OEC, we get
OA² = OF² + AF² …………….(1)
OB² = OD² + BD² ……………(2)
OC² = OE² + CE² ……………..(3)
Adding (1), (2) and (3), we get
OA² + OB² + OC² = OF² + AF² + OD² + BD² + OE² + CE² = AF² + BD² + CE²
⇒ OA² + OB² + OC² – OD² – OE² – OF² = AF² + BD² + CE²
Hence Proved.

(ii) In right triangles ODB and ODC, we have
OB² = OD² + BD² …………….(4) [By Pythagoras theorem]
OC² = OD² + CD² ……………..(5)
Subtracting (5) from (4), we get
OB² – OC² = BD² – CD² ………….(6)
Similarly OC² – OA² = CE² – AE² ……………(7)
and OA² – OB² = AF² – BF² ……………(8)
Adding (6), (7) and (8), we get
OB² – OC² + OC² – OA² + OA² – OB² = BD² – CD² + CE² – AE² + AF² – BF²
⇒ 0 = BD² – CD² + CE² – AE² + AF² – BF²
⇒ AF² + BD² + CE² = AE² + CD² + BF²
Hence Proved.

Question 9.
A ladder 10 m long reaches a window 8m above the ground. Find the distance of the foot of the ladder from the base of the wall.
Solution :
Let AC be ladder and AB be wall and BC be the distance of the ladder from wall.

∴ AB = 8 m
AC = 10 m
In right ∆ABC, AC² = BC² + AB²
⇒ 10² = BC² + 8²
⇒ 100 = BC² + 64
⇒ BC² = 100 – 64
⇒ BC² = 36
⇒ BC = 6m.
Hence, distance of the foot of the ladder from base of the wall = 6m.

Question 10.
A guy wire attached to a vertical pole of height 18m is 24m long and has a stake attached to the other end. How far from the base of the pole should the stake be driven so that the wire will be taut ?
Solution :
Let AC be guy wire and AB be vertical pole and BC be distance of the stake from the base of the pole.
∴ AB = 18m, AC = 24m,
In right ∆ABC,
AC² = BC² + AB² [By Pythagoras theorem]
⇒ (24)² = BC² + (18)²
⇒ 576 = BC² + 324
⇒ BC² = 576 – 324

⇒ BC² = 252
⇒ BC = √252
⇒ BC = 6√7 m
Hence, distance of stake from the base of the pole = 6√7 m.

Question 11.
An aeroplane leaves an airport and flies due north at a speed of 1000 km/hr. At the same time, another aeroplane leaves the same airport and flies due west at a speed of 1200 km/hr. How far apart will be the two planes after 1\(\frac{1}{2}\)hours?
Solution:
Let point B represents the position of airport. Then distance covered by first plane in the north direction (AB) = Speed × Time
= 1000 × 1\(\frac{1}{2}\)
= 1000 × \(\frac{3}{2}\)
= 1500 km

and distance covered by second plane in the west direction (BC) = Speed × Time
= 1200 × \(\frac{1}{2}\)
= 1200 × \(\frac{3}{2}\) = 1800 km.

Now, in right ∆ABC,
AC² = BC² + AB²
[By Pythagoras theorem]
⇒ AC² = (1800)² + (1500)²
⇒ AC² = 3240000 + 2250000
⇒ AC² = 5490000
⇒ AC = \(\sqrt{5490000}\)
⇒ AC = 300√61 km
Hence, distance between two planes = 300√61 km.

Question 12.
Two poles of heights 6 m and 11 m stand on a plane ground. If the distance between the feet of the poles is 12 m, find the distance between their tops.
Solution:
Let AB and CD be two poles, BD be distance between the feet of two poles and AC be distance between their tops.
∴ AB = 11 m, BD = 12 m, CD = 6 m
∠B = ∠D = 90°
CE || BD
∠AEC = 90°, CE = 12m, AE = 11 – 6 = 5 m
Now, in right ∆AEC,
∴ AC² = CE² + AE² [By Pythagoras theorem]

⇒ AC² = 12² + 5²
⇒ AC² = 144 + 25
⇒ AC² = 169
⇒ AC = √169
⇒ AC = 13 m.
Hence, distance between tops of two poles = 13 m.

Question 13.
D and E are points on the sides CA and CB respectively of a triangle ABC right angled at C. Prove that AE² + BD² = AB² + DE².
Solution :
Given : A triangle ABC in which ∠C = 90°, D and E are points on the sides CA and CB respectively.
To Prove : AE² + BD² = AB² + DE²
Proof: In right ∆ACE,
AE² = AC² + CE² ………………(1)
[By Pythagoras theorem]
In right ∆DCB,
BD² = BC² + DC² ………………(2)
In right ∆ABC,
AB² = BC² + AC² ……………….(3)
In right ∆DCE,
DE² = EC² + CD² ………………..(4)
Adding (1) and (2), we get

AE² + BD² = AC² + BC² + CE² + CD²
AE² + BD² = AB² + DE² [Using (3) and (4)]
Hence Proved.

Question 14.
The perpendicular from A on side BC of a ∆ABC intersects BC at D such that DB = 3CD (see figure). Prove that 2AB² = 2AC² + BC².

Solution :
Given : A ∆ABC such that AD ⊥ BC and DB = 3CD
To Prove: 2AB² = 2AC² + BC²
Proof: DB = 3CD (given)
Now BC = DB + CD
⇒ BC = 3CD + CD [. DB = 3CD]
⇒ BC = 4CD
⇒ CD = \(\frac{1}{4}\)BC
⇒ and BD = 3CD = \(\frac{3}{4}\)BC
In right ∆ADB ,
AB² = BD² + AD² ………………..(1)
In right ∆ADC,
AC² = CD² + AD² …………………(2)
Subtracting (2) from (1), we get
AB² – AC² = BD² + AD² – CD² – AD²
⇒ AB² – AC² = (\(\frac{3}{4}\)BC)² – (\(\frac{1}{4}\)BC)²
[∵ BD = \(\frac{3}{4}\)BC and CD = \(\frac{1}{4}\)BC]
⇒ AB² – AC² = \(\frac{9}{16}\) BC² – \(\frac{9}{16}\) BC²
⇒ AB² – AC² = \(\frac{8}{16}\)BC²
⇒ AB² – AC² = \(\frac{1}{2}\)BC²
⇒ 2AB² – 2AC² = BC²
⇒ 2AB² = 2AC² + BC²
Hence Proved.

Question 15.
In an equilateral triangle ABC, D is a point on side BC such that BD = \(\frac{1}{3}\)BC. Prove that 9AD² = 7AB².
Solution :
Given : An equilateral ∆ABC such that BD = \(\frac{1}{3}\)BC.
To Prove: 9AD² = 7AB²
Construction : Draw AE ⊥ BC and Join AD.
Proof: Let each side of equilateral triangle be x units.

BD = \(\frac{1}{3}\)BC
⇒ BD = \(\frac{x}{3}\)
We know that in equi1ateral perpendicular bisects its corresponding opposite side
BE = EC = \(\frac{x}{2}\)
DE = BE – BD
DE = \(\frac{x}{2}\) – \(\frac{x}{3}\)
DE = \(\frac{x}{6}\)
In right ∆AED, AD² = AE² + DE² ……………..(1)
[By Pythagoras theorem]
In right ∆AEB, AB² = BE² + AE²
[By Pythagoras theorem]
AE² = AB² – BE²
Put AE² = AB² – BE² in (1), we get
AD² = 2 BE² + DE²
AD² = x² – (\(\frac{x}{2}\))² + (\(\frac{x}{6}\))²
⇒ AD² = x² – \(\frac{x^2}{4}+\frac{x^2}{36}\)
⇒ AD² = \(\frac{36 x^2-9 x^2+x^2}{36}\)
⇒ AD² = \(\frac{28 x^2}{36}\)
⇒ AD² = \(\frac{7}{9}\) x²
⇒ AD² = \(\frac{7}{9}\) AB²
⇒ 9AD² = 7AB²
Hence Proved.

Question 16.
In an equilateral triangle prove that three times the square of one side is equal to four times the square of one of its aftitudes.
Solution :
Given : A triangle ABC in which AB = BC = CA and AD ⊥ BC.
To Prove: 3AB² = 4AD²
Proof: In right ∆ADB and right ∆ADC.
AB = AC (Given)
∠ADB = ∠ADC (Each is 90°)

AD = AD (Common)
∴ ∆ADB ≅ ∆ADC (By RHS congruence criterion)
⇒ BD = CD (CPCT)
In right ∆ADB, AB² = AD² + BD² [By Pythagoras theorem]
⇒ AB² = AD² + (\(\frac{1}{2}\)AB)²
[∵ BD = CD
∴ BD = \(\frac{1}{2}\)AB]
⇒ AB² = 4AD² + \(\frac{1}{4}\)AB²
⇒ 4AB² = 4AD² + AB²
⇒ 3AB² = 4 AD²
Hence Proved.

Question 17.
Tick the correct answer and justify. In ∆ABC, AB = 6√3 cm, AC = 12 cm and BC = 6 cm. The angle B is :
(A) 120°
(B) 60°
(C) 90°
(D) 45°
Solution :
In ∆ABC,
AC² = 12²
⇒ AC² = 144
BC² + AB² = (6)² + (6√3)²
⇒ BC² + AB² = 36 + 108
⇒ BC² + AB² = 144
∴ AC² = BC² + AB²

By converse of Pythagoras theorem,
∠B = 90°
Correct answer = (C)
Solution is also justified.

Haryana State Board HBSE 6th Class English Solutions A Pact with the Sun Chapter 10 A Strange Wrestling Match Textbook Exercise Questions and Answers.

Haryana Board 6th Class English Solutions A Pact with the Sun Chapter 10 A Strange Wrestling Match

HBSE 6th Class English A Strange Wrestling Match Textbook Questions and Answers

HBSE 6th Class Questions Answers A Strange Wrestling Match Question 1.
Why was Vijay Singh’s weakness? Which awkward situation did it push him into?
Answer:
Vijay Singh’s weakness was that of boasting. It pushed him into awkward situation.

A Strange Wrestling Match Summary Question Answer HBSE 6th Class Question 2.
Was the old woman’s gift to Vijay Singh eccentric? Why?
Answer:
Yes, the old woman’s gift to Vijay Singh was eccentric. The old woman thrust a small packet into his hands. When Vijay Singh later opened it, he found it containing a lump of salt and an egg.

Strange Wrestling Match HBSE 6th Class Questions Answers Question 3.
Why did Vijay Singh ask the ghost disguised as Natwar to come closer?
Answer:
Vijay singh asked the ghost disguised as Natwar came closer because he wanted to size up his enemy like all good wrestlers.

Question 4.
What made the ghost speechless? Why?
Answer:
Vijay Singh made some insulting remarks about the ghost. Then he said that he wanted to fight a ghost. Such things made the ghost speechless. Generally people fled away feeling scared, when they met him. But here Vijay Singh wanted to fight him.

Question 5.
Why did Vijay Singh say “Appearances can be deceptive?”
Answer:
Vijay Singh said, “Appearances can be deceptive” because the ghost claimed to be Natwar although he actually was a rascal of a ghost. Vijay Singh wanted to say that he was stronger than the ghost.

HBSE 6th Class English A Strange Wrestling Match Important Questions and Answers

Question 1.
Where does the Haunted Desert lie?
Answer:
The Haunted Desert is ten miles to the west on the road to Jaisalmer. The landmark is an ugly black rock that looks like the head of a camel.

Question 2.
‘The old woman was well-known for her eccentricities. How?
Answer:
When Vijay Singh went out to fight a ghost, she came forward and thrust a small packet of salt and an egg in his hand.

Question 3.
“Appearances can be deceptive”. Who said this to whom?
Answer:
Vijay Singh said to the ghost.

Question 4.
Who did the person Vijay Singh met claim to be? Who he actually was?
Answer:
The person Vijay Singh met claimed to be Natwar. He was actually a plain lying ghost.

A Strange Wrestling Match Word Meanings

massive (मासिव) = बड़े, विशाल, shoulders (शोल्डर्स) = कंधे, muscular (मस्क्यूलर)- मांसपेशियों वाला, arms (आम्स) = भुजायें, towered (टोवड) = छाया रहना, giant (जायन्ट)- दैत्य, wrestler (रेसलर) = पहलवान, shortcoming (शार्टकमिंग) = कमी, wrestler (रेसलर) = पहलवान, awakward (अवकवाड) = अजीब सी, situations (सिच्यूसन्स) = परिस्थिति, boasting (बोस्टिंग) = शेखी, surrounded (सरआउन्डेड) = घिरा हुआ, proclaimed (प्रोक्लेमड) = घोषणा की, stout (स्टाअट)मजबूत, lesson (लेसन) = सबक, murmurs (मर्मरस) = बुदबुदाहट, applause (एपलाउज) = प्रशंसा, roam (रोम) = भटकना, strange (स्ट्रेन्ज) = अजीब, shrieks (सीक्ज) = चीखें, moans (मोनस) = विलाप, mighty (माइटी) = मजबूत, haunted (हाउन्टेड) = भूतिया, Desert (डेजट) = रेगिस्तान, nonchalantly (नोनचेलेन्टली) = बिना जोश के, fairy (फेयरी) = परी, admirers (एडमायरस)- प्रशंसक, landmark (लेन्डमार्क) = जमीन के निशान, ugly (अगली) = भद्दा, sand (सेंड) = बालू, रेत, wilderness (वाइल्डरनेस) = निर्जनता, ghost (घोस्टस) = भूत, turmed up (टर्नडअप) = उमड़ पड़ा, bid (बिड) = कहना, farewell (फेयरवेल) = विदा, came forward (केमफारवड) = आगे आई, thrust (थ्रस्ट) = डाल दी, sunset (सनसेट) = सूर्यास्त, deepened (डिप-अड) = गहराती गई, shone (सोने) = चमका, destination (डेस्टिनेशन) = गंतव्य स्थान, lump (लम्प) = ढेर, salt (साल्ट) = नमक, eccentricities (एसेन्ट्रीसिटीस) = सनकियाँ।, realised (रिलाइज्ड) = महसूस किया, brave (ब्रेव) = बहादुर, show (श्यो) = दिखाना, way (वे)रास्ता, size up (साइजअप) = आंकलन करना, परखना, enemy (इनेमी) = शत्रु, peered (पीअड’) = झांका, plain (प्लेन) = सीधा-सादा, longing (लोगिंग) = चाह रहा था, Insult (इनसल्ट) = अपमानित, generally (जनरली) = साधारण रूप से, horror (हॉरर) = भय, fainted (फेनटेड) = बेहोश हो जाते थे, unfeeling (अनफीलिंग) = भावनाहीन, creature (क्रीचर) = प्राणी, make sense (मेकशेन्स) = मतलब हो ना, bored (बोरअड) = उबाऊ, stupid (स्टूपिड) = मूर्ख, worthless (वर्थलैस)-बेकार speechless (स्पीचलेस) = अवाक, चुप, marshalling (मार्शलिंग) = दिखाते हुए, attempt (अटेम्पट) = प्रयास, scornfully (स्कोर्नफूली) = उपेक्षा से. frankly (फ्रेन्कली) = स्पष्ट रूप से, appearance (अपियरेन्सज) = चेहरे, आकृति (यहाँ पर), deceptive (डिसेपटिव) = धोखा देने वाले, rascal (रास्कल) = दुष्ट आदमी, demonstration (डेमोन्स्ट्रेशन) = प्रदर्शन।

A Strange Wrestling Match Summary in English

Vijay Singh who was a wrestler was a bit boastful at times. Once he boasted that he could defeat a ghost. When he was going to fight against the ghost an old woman gave him small packet containing an egg and a luinp of salt. Vijay Singh came across a ghost calling himself Natwar. He demoralised the ghost by demonstrating his strength crushing what the ghost thought was a piece of rock. Tbfe ghost was so nervous that he admitted his defeat in the wrestling about without wrestling with him. He requested him to rest at night in his house and enjoy his hospitality that night.

Vijay Singh played some tricks on him. He created the appearance of a sleeping man with the help of a bolster and a coverlet and himself stood away from there. Late at night the ghost struck this sleeping man with a heavy blow. He took him for dead. But Vijay Singh in the early morning pretended that some insects were there which tried to disturb him in his sleep. The ghost fled from the cave leaving his ill-gotten wealth.

A Strange Wrestling Match Summary in Hindi

विजय सिंह जो कि एक पहलवान था कभी-कभार शेखी मारता रहता था। एक बार उसने शेखी मारी कि वह भूत को भी हरा सकता है। जब वह भूत के विरुद्ध लड़ने के लिए जा रहा था तो एक बूडत्र स्त्री ने उसे एक छोटा पैकेट दिया जिसमें एक अंडा तथा नमक की डली (टुकड़ा) थी। विजय सिंह एक भूत के पास आया जो अपने आप को नटवर कह रहा था। उसने भूत को हतोत्साहित करने के लिए अपनी ताकत का जिसे भूत सोच रहा था कि चट्टान का टुकड़ा था, को चूर्ण-चूर्ण प्रदर्शन करके किया।

भूत इतना बेचैन हो गया कि उसने कुश्ती के मुकाबले के बिना ही हार स्वीकार की ली। उसने उसी रात उससे उसके घर पर आराम करने और अतिथि सत्कार को स्वीकार करने की प्रार्थना की। विजयसिंह ने कुछ चालाकियाँ उस पर खेली। उसने एक सोते हुए आदमी की आकृति एक मसनद तथा छोटी चादर का सहारा लेकर खड़ी कर दी और खुद दूर खड़ा हो गया। देर रात में भूत ने सोए हुए आदमी पर भारी प्रहार कर दिया। उसने उसे मरा हुआ समझकर छोड़ दिया। लेकिन विजयसिंह ने बहाना बनाया कि कुछ कीड़े-मकोड़े वहाँ पर थे जो उसकी नींद में व्यवधान पहुँचा रहे थे। भूत गुफा से गलत तरीके से कमाये गये धन को छोड़कर भाग गया।

Haryana State Board HBSE 6th Class English Solutions A Pact with the Sun Chapter 9 What Happened to the Reptiles Textbook Exercise Questions and Answers.

Haryana Board 6th Class English Solutions A Pact with the Sun Chapter 9 What Happened to the Reptiles

HBSE 6th Class English What Happened to the Reptiles Textbook Questions and Answers

What Happened to the Reptiles Question Answer HBSE 6th Class Question 1.
In what way is Pambupatti different from any other village?
Answer:
Prem had fainted on reaching Pambupatti. An old man was bending over him when he opened his eyes. He looked after him for the next few days. The old man even rubbed Prem’s feet. Even the neighbours and strangers – came to visit Prem. It was different from any other village. The people fight with those who pray to another god.

What Happened to the Reptiles HBSE 6th Class Questions Answers Question 2.
Why is Prem determined not to return to his village?
Answer:
There was an atmosphere of hate and violence in Prem’s village. The people fought with those who prayed to another god. They even burnt down the places of worship of one another. Many houses, including Prem’s house were burnt down. He was forced by circumstances to run away from his village. Therefore, he was determined not to return to his village.

HBSE 6th Class Questions Answers What Happened to the Reptiles Question 3.
Why did Makara dislike tortoises, snakes and lizards? Write a line about each.
Answer:
Makara disliked tortoises because they are slow and stupid. Moreover, they carry their houses on their backs.
He dislikes snakes because they are slimy and they make funny noises. Besides, they are were’d creatures.
He dislikes weird because they have strange habits and some of them even changed colours. Hence, they cannot be trusted.

Question 4.
What went wrong when the tortoises, snakes and lizards left the forest?
Answer:
A strange smell of rotting fruit on the ground and rotting animals in the river began to fill the forest when the tortoises left it.
The rats took over the forest. They ate up the eggs of the lizards and the crocodiles when the snakes left the forest.
The rats turned somersaults on the crocodiles’ backs fearlessly. There were also many huge frogs. They began to eat the baby crocodiles. Even the insects grew bigger and nastier in millions. This happenea when the lizards left the forest.

Question 5.
Why do you think Prem wants to tell the story of the reptiles to the people of his village?
Answer:
Prem wants to make the people of his village understand that each of us has a place in this strange and funny world. Different religions are the creations of men. The people should not fight in the name of religion. They should not burn one another’s homes or places of worship. Therefore, he wants to tell the story of the reptiles to the people of his village.

Question 6.
Do you agree that it is difficult not to go along with someone who is very strong and powerful? Express your views frankly and clearly.
Answer:
I don’t agree with this statement. The masses are asses. Most of them are brainless creatures. They go along with the strong and powerful like dumb-driven cattle. They become the victims of greed. Their self interests overpower their minds to agree to the wishes of the powerful persons. They don’t realise that each of us has a place in this strange and funny world. They are not far-sighted. I would never accept the wrong decisions thrust on me by any powerful person.

Question 7.
If you were a baby crocodile, would you tell Makara that he was wrong? What would you say to convince him?
Answer:
If I were a baby crocodile, I would certainly tell Makara that he was wrong. I would tell him about the evil results of his hasty, stupid and cruel decisions. A strange smell of rot would fill the forest in the absence of tortoises. No other creature would eat up the rotten fruits on the ground or rotting animals in the rivers. The rats would eat up the eggs of the lizards and the crocodiles in the absence of snakes. Huge frogs, insects and rats would cause a nuisance in the absence of lizards. I would convince him about the fact that each of the creatines has its own utility in this strange world.

HBSE 6th Class English What Happened to the Reptile Important Questions and Answers

Question 1.
What was it that made Prem leave his own village?
Answer:
The conmunal riots in Prem’s village had made life unsafe for the residents. There was tension and chaos every where. So Prem left his own village.

Question 2.
What are reptiles? What is the peculiar physical feature of reptiles?
Answer:
Snakes, crocodiles, turtles, lizards are all reptiles. A reptile has scales on its body and it lays eggs.

Question 3.
Why did Makara ask tortoises not to come to the monthly meeting?
Answer:
Makara sent a letter to the tortoises not to come to the monthly meeting because he wanted to declare that day that tortoises were not needed in the forest.

Question 4.
How did the whole forest belong to Makara and his group only?
Answer:
Makara, the biggest crocodile of the forest had announced in the three monthly meetings that they did not need tortoises, snakes and lizards respectively. So they were ordered to leave the forest. Hence the whole forest now belonged to Makara and his group.

Question 5.
How did the forest become normal and peaceful again?
Answer:
It was a terrible time for the crocodiles when the tortoises, snakes and lizards had left the forest. A small crocodile pointed out what had gone wrong. They knew that Makara was not all that strong and right. They called all their reptile friends back to Pambupatti. Their arrival marked the beginning of normal and peaceful life again in the forest.

What Happened to the Reptiles Meanings

believe (बिलिव)-trust = विश्वास करना। true (ट्रयू)-real सत्य। edge (ऐज)-brink = सिरा। cliff (क्लिफ)-the top and rugged face of a rocky mass (खड़ी चटटान) vast (वेस्ट)-extremely large in size = विस्तीर्ण। stretches (स्ट्रेचिस)-spreads = फैला हुआ है, many (मैनी) -a number of = अनेक pray (प्रे)-worship = पूजा, प्रार्थना करना। temple (टेंपल)- the place where Hindus worship = मंदिर, forest (फॉरेस्ट)-woods = वन। mosque (मॉस्क्यू)-the place where Muslims worship = fall away (अवे)-far off = दूरी पर, terrible (टैरिबल)-fearful = भयानका happened (हैप्पण्ड)-took place = घटित हुई, started (स्टार्टिड)-began = प्रारंभ किया। in the middle of-during, बीच में। lay-lying as sleep सोया पड़ा होना। violence-outrage हिंसा, दंगा-फसाद। mine-belonging to me मेरा, managed arranged to do = प्रबंध करना। grab-pick up = उठना। statue-image = मूर्ति। further-ahead = आगे। seemed-appeareds = दिखाई पड़ना, finally in the end = अंत में। gathered-assembled = इकट्ठे हुए। fainted-lost consciousness = मूर्छित हो गया, shining-glittering = चमकना। bending bowing = झुकना। looked after-tended = देख-भाल की। stream-rivulet = नदी। rubbed-pressed = दबाया, मला। gently-softly = नर्मी से। strangers- unknown people = अजनबी लोग, seems-looks = दीखाई पड़ना।

What Happened to the Reptiles Summary in English

The people of Prem’s Village went mad. They started fighting with one another. They burnt one another’s places of worship and homes. Prem ran to a village named Pambupatti. He fainted there. An old man was nursing him when he opened his eyes. Even strangers came to see him. He was delighted to find such a difference in the behaviour of the people there.

The old man told him a story about the village. There were only crocodiles, snakes, tortoises and lizards there. Timely meetings were held there. Makara used to be the president of the meetings. He was a strong and powerful crocodile. He planned to turn out the tortoises, snakes and lizards turn by turn from the forest. He gave wrong arguments. Nobody dare oppose him. A strange smell of rot filled the forest. Rats became all powerful there. The frogs and insects created a nuisance. It all happened when the tortoises, snakes and lizards were made to leave the forest. Good sense prevailed over Makara then. All the creatures were asked to return. The forest was back to normal. Prem decided to tell this story to the people of his village.

What Happened to the Reptiles Summary in Hindi

प्रेम के गाँव के लोग पागल हो गए। वे एक-दूसरे के साथ लड़ने लगे। उन्होंने एक-दूसरे के पूजास्थलों और घरों को जला दिया। प्रेम, पम्बूपट्टी नामक गाँव में दौड़ता हुआ पहुँच गया। वह वहाँ मूर्छित हो गया। जब उसकी आँखें खुलीं, एक बूढ़ा आदमी उसकी सेवा कर रहा था। अजनबी लोग भी उससे मिलने आए थे। वहाँ के लोगों के व्यवहार में इतना अन्तर देखकर वह आनन्दित हो गया।

बूढ़े आदमी ने उसे, उस गाँव की एक कहानी सुनाई। वहाँ केवल मगरमच्छ, साँप, कछुए और छिपकलियाँ रहती थीं। समय-समय पर वहाँ बैठकें हुआ करती थीं। मगर, उन बैठकों का सभापति हुआ करता था। वह दबंग और शक्तिशाली मगरमच्छ था। उसने बारी-बारी से कछुओं, साँपों और छिपकलियों को जंगल से बाहर निकालने की योजना बनाई। उसने गलत तर्क पेश किए। उसका विरोध करने की किसी में हिम्मत नहीं थी। जंगल में एक विचित्र गंध फैल गई। वहाँ पर चूहे सशक्त बन गए। मेंढ़कों और कीड़े-मकोड़ों ने तबाही मचा दी। ये सब  घटनायें तब घटी जब कछुओं, साँपों और छिपकलियों को जंगल से निकाल दिया गया। तब मगर के अन्दर सद्बुद्धि जागी। सभी जीवधारियों को लौटने का आदेश मिला। जंगल में फिर से सामान्य स्थिति पैदा हो गई। प्रेम ने अपने गाँव के लोगों को यह कहानी सुनाने का निर्णय लिया।

Haryana State Board HBSE 6th Class English Solutions A Pact with the Sun Chapter 8 A Pact with the Sun Textbook Exercise Questions and Answers.

Haryana Board 6th Class English Solutions A Pact with the Sun Chapter 8 A Pact with the Sun

HBSE 6th Class English A Pact with the Sun Textbook Questions and Answers

A Pact with the Sun Question Answer HBSE 6th Class Question 1.
What did the physicians ask Saeeda’s mother to do to get well? Did their advice help her? If not, why not?
Answer:
The physicians forbade normal food and asked her to remain perfectually confined to her small dingy room. The room was to be deprived of sunshine and fresh air.

A Pact with the Sun HBSE 6th Class Questions Answers Question 2.
What did the specialist prescribe in addition to medicine?
Answer:
The specialist asked her to leave the dark hovel and occupy a bigger room at windows open. He asked her to sit in the sun every morning from eight to nine.

HBSE 6th Class Questions Answers A Pact with the Sun Question 3.
What did Saeeda tell the sunrays to do?
Answer:
Saeeda told the sunrays to come next day with lots of warmth and brightness.

Question 4.
Why were the sunrays keen to go down to the earth the next day?
Answer:
The sun rays were keen to go down because they had given their word to Saeeda. So they didn’t want that people of the earth should turn against them.
(i) What is your own formula for keeping good health?
Answer:
Do it yourself.

(ii) Who would you recommend to a patient in your neighbourhood-the physicians contacted first or the specialist contacted next? Give reasons for your choice.
Answer:
Do it yourself.

(iii) When would you make a pact with the sun? Wheh you are going on a picnic, or when you are playing a cricket match? Think of other occasions.
Answer:
Do it yourself.

HBSE 6th Class English A Pact with the Sun Important Questions and Answers

Question 1.
The doctor and his advice became a subject of noisy commentary among all present. How?
Answer:
The doctor and his advice become a subject of noisy commentary among all present. Some favoured while others opposed it. Exposure to sun and air for someone afflicted with chronic cough was dangerous, an experienced lady de¬clared. A younger neighbour nearly quarrelled with her over this.

Question 2.
Whose advice did Saeeda’s mother follow? What did she say at last?
Answer:
Saeeda’s mother followed the doctor’s advice. She said that she would carry out the instructions to the letter. She also asked to move her bed into the next room and let her sit in the sun on her charpoy for an hour daily.

Question 3.
How was the road to earth blocked?
Answer:
The road to earth was blocked by an army of thick, mucky clouds.

Question 4.
What advice does she still follow?
Answer:
She still follows the doctor’s advice of fresh sunshine and lungful of fresh air.

A Pact with the Sun Word Meanings

fever (फीवर)= बुखार, cough (कफ)= खांसी, body ache (बॉडीएक)= शरीर का दर्द, joints (ज्वायन्टस)= जोड़ों, physicians (फीजिसियन्स)= चिकित्सकों, improvement (इम्प्रोवमेंट)= सुधार, relapsed (रिलप्स्ड)= पूर्व स्थिति में आ जाना, complaint (कम्पलेन्ट)= शिकायत, substituted (सब्ट्यूटेड)= स्थानापन्न किया, forbidden (फोरबिडन)= मना किया गया, perpetually (परपेच्यूअली) = लगातार रूप से, confined (कन्फाइन्ड)= सीमित था। _dingy (डीजी)= गन्दा, fastened (फास्टेअन्ड)= चिपकाया, deprived (डिप्राइवेड)= वंचित किया, sunshine (सनशाइन)= सूर्य की रोशनी, critical (क्रीटिकल)= आलोचक, persuaded (परस्यूडेड)= मनाया, consult (कन्सल्ट)= परामर्श करना, heeded (हीडड)= ध्यान दिया, trinkets (ट्रिकेन्टस)= कम कीमत का गहना, medicine (मेडिसीन)= दवाई, prescribed (प्रीस्क्राइब्ड)= लागू की, effective (इफैक्टिव)= प्रभावी, chapati (चपाती)= रोटी, vegetables (वेजिटेबलस)= सब्जियाँ, addition (एडिसन) = अलावा, emphatically (एम्फाटिकली)= जोर देकर कहना, hovel (होवल)= छप्पर, झोपड़ी, occupy (ओक्यूपाई)= ग्रहण करना, concluded (कन्क्लू डेड)= समाप्त किया, noisy (नोइजी)= शोरगुल से, commentary (कोमेन्टरी)= टीका-टिप्पणी, favoured (फेवरअड)= पक्ष लिया, exposure (एक्सपोजर)= उजागर होना, afflicted (एप्लिक्टड)= प्रभावित किया, chronic cough (क्रोनिक कफ)= पुरानी खांसी, quarrelled (क्वैरेलेड)= झगड़ा किया, exhausted (एग्जास्टेड)= पका हुआ, participate (पार्टिसिपेट)= भाग लिया, debate (डिबेट)= वाद-विवाद, quiet (क्वायेंट)= शांत, consequences (कन्सिक्वेसेंज) = परिणाम, instructions (इस्ट्रेक्शन्स)= निर्देश, charpoy (चारपॉय)= चारपाई, overcast (ऑवरकास्ट)= छाये रहना, dejected (डिजेक्टड)= हताश, muttered (मटअरड)= बुदबुदाई, cured (क्योड)= ईलाज किया गया, lament (लीमेन्ट)= विलाप, stumbled (स्टंबलेड)= ठोकर लगी, लड़ खाड़ा गई, chilly (चीली)= ठण्ड, Disheartened (डिस्हार्टअन्ड)= हताश होना; हतोत्साहित होना, remnant (रेमनेन्ट)= बाकी, शेष, entangled (इन्टंगल्ड)= उलझी हुई थी, language (लवेज)= भाषा, foreign (फोरेन)= अनभिज्ञ, grown-ups (ग्रओनअप)= वयस्क, fluently (फल्यूऐन्टली)= धारा प्रवाह, communicate (कम्यूनिकेट)= बातचीत करना, Almighty (अलमाइटी)= भगवान, addressed (एड्सड)= संबोधित किया, ray (रे)= किरण, brightness (ब्राइटनेस)= चमकीलापन, hour (आवर)घंटा, sprightly (सप्राइटली)= उत्साहपूर्वक, embellished (एम्बेलिशड)= सजाई, सजाया, journey (जर्नी)= यात्रा, off (ऑफ)= छुट्टी, blocked (ब्लोअक्ड)= रोक दिया, mucky (मकी)= कूड़ा-करकट, गंदगी, lark (लाक)= अठखेलियाँ, हँसी मजाक, quiet (क्वाइट)= शान्त, pact (पेक्ट)= समझौता, given my word (गिवनमाईवड)= वायदा कर लिया, pierce (पीअयस) = प्रवेश करना, (आर-पार जाना), staged (स्टेन्ड)= प्रदर्शित किया, revolt (रिवोल्ट)= विद्रोह, fancy (फैन्सी)= कल्पना, heavens (हैवन्स)= स्वर्ग, relented (रिलेन्टड)= मान गया (यहाँ), mind (माइन्ड)= ध्यान करना, rushed (रशड)= भागी, guard (गाड)= अवरोध, courtyard (कोर्टयाड)= आंगन, focussed (फोकसअड)= केन्द्रित की, battalion (बटालियन)= सेना की टुकड़ी, flee (प्ली)= भागना, post (पोस्ट)= चौकियाँ, shooting (शूटिंग)= चीरते हुए (यहाँ), bewildered (बिविल्डड) भ्रमित, host (होस्ट)= मेजबान, approaching (एप्रोचिंग)= पहुंचते हुए, welled (वेल्ड अप)= भर गई (कुएं की तरह), gratitude (ग्रेटिट्यूड)= कृतज्ञता, reclining (रिक्लआइनिंग)= झुकी हुई, bolsters (बोलस्टस)= तकिया, मसनद, breathed (ब्रीद्ड)= सांस ली, glowed (ग्लोअड)= चमका, fragrance (फ्रेगरेन्स)= सुगन्ध , chanted (चेन्टेड)= गाया, tune (ट्यून)= ताल, recovered (रिकवड)= ठीक हो गई, lungfuls (लंगफूल्स) = फेफड़े भरे हुए।

A Pact with the Sun Summary in English

Saeeda’s mother did not receive proper medical treatment. She was even not allowed to take healthy food, sunshine and fresh air. At last she consulted a good physician who prescribed both good medicine and health-building atmosphere like sunshine, fresh air etc. But the sky remained overcast with clouds for a few days, Saeeda made a special request to the sun rays to come to help her mother recover from her illness. The sunrays promised her to came the next day. They remained true to their promise, overcoming all the problems on the way.

A Pact with the Sun Summary in Hindi

सईदा की माँ उचित इलाज नहीं करवा पाई थी। उसको भोजन, धूप तथा ताजा हवा की भी इजाजत नहीं दी गई थी। अन्त में उसने एक अच्छे चिकित्सक से सलाह-मशविरा किया जिसने उसे अच्छी दवाई तथा स्वास्थ्य बनाने वाला वातावरण जैसे कि सूर्य की रोशनी, ताजा हवा इत्यादि की सलाह दी। लेकिन आसमान कई दिनों तक बादलों से ढका रहा। सईदा ने अपनी माँ की बीमारी से उबारने के लिए सूरज की किरणों को आने के लिए विशेष प्रार्थना की। सूर्य की किरणों ने अगले दिन आने का वायदा किया। वे रास्ते में सभी बाधाओं को जीतकर अपने वायदों पर खरी उतरीं।