Salwan Public School, Gurugram

Session: 2022 – 2023

PRE & POST CLASS CONTENT (SUBJECT-WISE)

MONTH – October 2022 (6-31 October 2022)

Class VIII
Pre-Class Content
Subjects Unit
English Topics:

Honeydew:
Lesson 6: This is Jody’s Fawn
Summary: “This is Jody‟s Fawn” revolves around the fawn whose mother has
been killed to save the life of Jody‟s father Penny. Jody feels bad for the fawn
and convinces his father and mother to bring the orphaned fawn home and raise
it. The story takes you through Jody‟s journey from finding the fawn till taking
it home with him.

Jody‟s father was bitten by a rattlesnake and a doe was killed to save his life.
Jody was very concerned about the orphaned fawn and felt he was in some way
responsible to take care of it. He requested his father to allow him to go back to
the forest and bring the fawn home.

Jody searched for the fawn despite facing great difficulties and challenges. He
ultimately found the fawn and brought it to his home with great care. Jody fed it
his share of milk and nurtured it. The fawn grew stronger and lived with them.

Moral: Love and compassion are necessities without which humanity cannot
survive. True compassion means not only feeling another's pain but also be
willing to help relieve it.

Poem:
The Duck and the Kangaroo (Only for Activity)

Read the poem from your textbook or through the given Link:
https://ncert.nic.in/ncerts/l/hehd106.pdf
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Summary: The poem elaborates the desire of a duck confined within the limits
of the pond to go beyond and travel the world like a kangaroo. The duck
requests the kangaroo to take it on a trip and find a solution to the problems
which the kangaroo would face.

“The Duck and The Kangaroo” gives an account of a conversation between a

duck and a kangaroo. The duck praises the kangaroo for its ability to hop and
visit places. The duck finds the pond boring as it has to stay there forever, and
requests the kangaroo to make it sit on its back and go on a trip to far off places
like the Dee, and the Jelly Bo Lee, crossing lands and seas. It promises to
remain quiet and quack only once a day. The kangaroo replies that it will have
to think over it because the duck‟s wet and cold feet may give it body pains –
the disease of rheumatism.

The Duck says that it has made arrangements for the kangaroo‟s safety. It had
got four pairs of worsted socks which fitted the web-shaped feet well.
Additionally, it would wear a cloak to save itself from the cold weather and
would smoke one cigar a day too. The duck loves the kangaroo and so, wants to
take precautions for its well-being. The kangaroo agrees to take the duck on a
trip. It asks the duck to sit firmly and not to move. The duck sits on the
kangaroo‟s back. The kangaroo starts with a hop and they take three trips
around the world. Both of them enjoy each other‟s company.

It so Happened
The Fight

Summary: „The Fight‟ is a story about two boys written by Ruskin Bond. One
boy is a Rajput, Ranji while the other is a Punjabi, Suraj. Ranji is new to town
and one day he finds a pool in the middle of the forest. This surprises him
because he has never seen such translucent water.

Thus, Ranji gets inside the pool as it was too hot. He starts enjoying in the cool
water and swims heartily. He visits the pool again the next day and enjoys a lot
in the water. However, after a while, he notices a boy standing on the edge of
the pool.

They begin talking and while Ranji is friendly, the other boy does not react the
same way. He tells him that he does not like talking to villagers and tries to
scare him away. This angers Ranji and he warns that he will beat him.

The argument heats up and they get into a fight. Suraj slaps Ranji which makes
him dizzy. But now, they start fighting very violently. They throw punches at
each other and eventually get tired. Thus, they decide they will continue the
fight the next day.

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Ranji is unable to hide his injuries from his mother who gets worried.
Nonetheless, Ranji slips out to the market and buys lemonade and jalebis. He
eats them when he sees Suraj and they just scowl at each other and leave.

The next day, they reach the pool and even though Ranji was weak he does not
give up the pool. Suraj challenges Ranji to swim across the length of the pool.
Ranji dives in the pool at once and completes it like it was nothing.

This surprises Suraj and he wishes to learn diving from Ranji. Ranji agrees and
teaches him for a while. Suraj now decides that they should continue these
lessons every day. Finally, they agree on it and become friends.

As Suraj is a Pahlawan himself, they both make a deal. Ranji will teach Suraj
how to dive and in return, Suraj will help in becoming a Pahlawan. Further,
they also decide that it is their pool and no one will be allowed there without
permission.

Conclusion of The Fight: The lesson, „The Fight‟ teaches us that fighting will
not do anyone any good and we should never be too proud instead help one
another and establish love and not hate with each other.

Grammar
Clauses: A clause is a part of a sentence which has a subject and a predicate. A
clause may stand as a simple sentence or may join another clause to make a
sentence. Therefore, a sentence consists of one, two or more clauses.

Examples:
● Sarita is writing a letter. (one clause)
● The children were laughing at the clown. (one clause)
● The teacher asked a question, and the pupils answered. (two clauses)
● I am really sad, because I lost my bag. (two clauses)
● I like Physics, but my sister likes Mathematics, because she wants to
become an Engineer. (three clauses)

Clauses are divided into:

● Main clause (also called independent clause)
● Subordinate clause (also called dependent clauses).

A. Main (or independent) clause is a clause that expresses a complete thought

and can stand as a sentence.
Examples:
 He met the man who had helped him.
 Sarita is wearing a white shirt which looks very nice.
 The teacher asked a question but no one answered.

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B. A Subordinate or a dependent clause does not express complete idea and
can‟t stand as a sentence. A sentence having a subordinate clause must have
a main clause.
Example:
 He likes Chinese rice which tastes good.
 He met the man who had helped him.
 Roshini is wearing a white shirt which looks very nice.
 The teacher asked a question but no one answered.

Subordinate Clauses are of three types:

1. Adverb Clause
2. Adjective or Relative Clause
3. Noun Clause

1. Adverb Clause: An adverb clause is a subordinate clause used to modify a

verb, adjective, or adverb in the main clause. Every adverb clause is
introduced by a subordinating conjunction.

An adverb clause tells when, where, why, how, to what extent, or how much
about the word it modifies.

Adverb Clause Modifying Verbs

• He left the key where we had found it. (Where)
• When he reached home, he found his the door locked. (When)
• Ramesh secured good marks because he worked hard. (Why)

Adverb Clause - Modifying Adjectives

• John is stronger than any other boy I know. (to what extent)
• The road is bigger than it used to be. (How much)

Adverb Clauses - Modifying an Adverb.

• Ferguson ran faster than the other track stars did. (How much)

Types of Adverbial Clauses:

➢ Adverbial clauses of reason
Adverbial clauses of reason tell us the reason for the action being taken in
the sentence‟s main clause. These clauses generally use subordinating
conjunctions like because, unless, and since. Here are a few examples of
sentences that include adverbial clauses of reason:

Examples:
a. We adopted these two cats because they are a bonded pair.
b. He‟s amazing at billiards since he spent his youth working in a pool
hall.

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➢ Adverbial clauses of purpose
Like adverbial clauses of reason, adverbial clauses of purpose frequently
involve subordinating conjunctions. These two kinds of clauses can look
similar, but they have one key difference: While adverbial clauses of reason
give the reason why something is happening, adverbial clauses of purpose
explain the reason to take a specific action. Here are a few examples:
Examples:
a. We studied all night so we would pass the exam.
b. So that they could ease the traffic flow, the event organizers split the
group into three cohorts.

➢ Adverbial clause of concession

In an adverbial clause of concession, the writer acknowledges or admits a
factor that modifies the main clause. Take a look at these adverbial clauses
of concession:
Examples:
a. Despite how I had good intentions, the interaction went horribly wrong.
b. The department head hired the first person they interviewed, though
twenty people applied for the job.

➢ Adverbial clauses of contrast

An adverbial clause of contrast describes something that differs from or
contrasts with an idea expressed in the main clause. Commonly used
subordinating conjunctions include though, although, even though, whereas,
and even if.
Examples:
a. Though the sun is out, the wind is very chilly.
b. Although she doesn‟t have much money, Wendy often goes traveling.
c. I do this job even though I hate it.

2. Adjective Clause: An adjective clause contains a subject and a verb and

begins with a relative pronoun (who, whom, whose, that, which) or a
relative adverb (when, where, why).

Examples:
● Mango which is very tasty, is also very healthy.
● The people whose names are on the list will go to camp.
● The lady who is standing near the door is my English teacher.

Creative Writing
Story Writing:
Points to Remember:
1. Title: The title of the story must be interesting and it should evoke
curiosity. It should be not more than 3 – 4 words
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 2. There are 5 important elements of a Story – Theme, Characters,
Setting, Plot, Conflict
3. Planned and logical series of events must be reflected and the events
should not deviate the story from its theme.
4. There must be an interesting theme of the story which is the controlling
idea of the story.
5. The depiction of the characters must be interesting and convincing.
6. The language of the story must suit the story. It should be as per the
setting of the story.
7. It must also have a moral.

Sample:

Ques. Draft a story using the outline given below in 150 - 200 words:

Sample 1

Q. Draft a story using the outline given below in 150-200 words:

………..lived in a village an ignoramus. ………. even a village child could
cheat……. going to the weekly market to sell his horse and goat ……… hung a
bell ……… collar round the goat‟s neck ……… tied one end ……. to the
horse‟s tail …….. another to the goat‟s collar …….. and rode for the
marketplace ……. some rogues …….. followed him one of the rogues tied the
bell ……. ran away with the goat ……. another rogue stopped …….. why have
tied a bell ……. shocked to find the goat missing …….. a third rogue came and
said …….. saw Aman running away with goat ……. The ignoramus ………
got down and gave it to that rogue ……… poor ignoramus waited …….. saw
no sign of their coming …….. returned home empty handed.

The Ignoramus and the Rogues

Once upon a time there lived in a village an ignoramus whom even a village
child could cheat easily. No matter how hard he tried to be clever, someone or
the other made a fool of him. One day the ignoramus was going to the weekly
market to sell his horse and goat. He hung a bell from the collar round the
goat‟s neck. He tired one end of a rope to the horse‟s tail and another to the
goat‟s collar. He then mounted the horse and rode for the marketplace.

Some rogues, who knew the ignoramus, followed him. On the way one of the
rogues tied the bell to the tail of the horse and ran away with the goat. The bell
tied to the tail went on ringing and the ignoramus believed that the goat was
following him.

Sometime later, another rogue stopped the ignoramus on the way and said,
“Please excuse me, Sir. Will you kindly tell me why have you tied a bell to
your horse‟s tail?” The ignoramus looked behind. He was surprised and
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 shocked to find the goat missing.

In the meantime, a third rogue came there and said to the ignoramus, “Sir I saw
a man running away with goat. If you wish, I will chase the thief on your horse
and get back your stolen goat.” The ignoramus at once got down from the horse
and gave it to that rogue. The rogue bade him goodbye and drove away the
horse.

The poor ignoramus waited for a long time in the hope of getting back his
animals. But he saw no sign of their coming and at last returned home empty-
handed. Far away somewhere, the rogues were singing: Jingle bell, jingle bell,
jingle all the way, keep on singing day and night, life is but a play.

Moral: A Fool And His Fortune Don‟t Stay Together For A Long Time.

Hindi अऩठित गदमयॊश-

अऩनी सूझफूझ औय फुदधध के कययण भनुष्म सॊसयय कय सफसे उत्तभ प्रयणी है ।
अऩने बविष्म को सुख भें फनयने के लरए उसकय जयगरूक होनय स्िबयविक है ।
इस दृष्ष्ि से मह आिश्मक है कक िह आभ व्मम से उधित तयरभेर यखें ।सुख
भें बविष्म के लरए आिश्मक है कक आम कय एक अॊश ननमलभत रूऩ से फियमय
जयए, ष्जससे आगे आने ियरी आिश्मकतयओॊ की ऩूनति सयरतय से हो सके।
सीलभत खिि कयने ियरय व्मष्तत लभतव्ममी कहरयतय है । अनयिश्मक व्मम कयके
जो व्मष्तत धन कय दरु
ु ऩमोग कयतय है िह क़िजूर खिि भयनय जयतय है ।
ऩूणि
ि यस्ति भें लभतव्ममी ही फित औय सॊिम की कॊु जी है । ियस्ति भें
लभतव्मनमतय ही फित औय सॊिम की कॊु जी है । ककतनय सही कहय गमय है कक
कोई व्मष्तत कभयने से नहीॊ, फियने से धनी फनतय है । भनुष्म के जीिन भें जो
आदतें फिऩन से ऩड़ जयएॊ, िह ककसी नय ककसी रूऩ से जीिन बय फनी यहती हैं
लभतव्मनमतय औय कपजर
ू खिि की आदतें बी ऐसी हैं.

(क) भनष्ु म को सॊसयय कय सफसे उत्तभ प्रयणी तमों भयनय जयतय है ?

(ख) बविष्म को सुख भें फनयने के लरए तमय जरूयी है ?
(ग) लभतव्ममी ककसे कहते हैं?
(घ) फित की आदत कफ से डयरनी ियठहए?
(ड.) ‘सीलभत’ शब्द भें कौन सय प्रत्मम रगय है ?
प्रेभिॊद की रोकवप्रम कहयननमयॊ –ऩयि 6 फूढी कयकी

https://www.youtube.com/watch?v=iw7prteCxEY&ab_channel=Kahan
iSuno

Page 7 of 28
 (ऑडडमो)

https://www.youtube.com/watch?v=5i1lzpxggS8&ab_channel=ARRY
ACREATIONS

(िीडडमो)

1. कहयनी विधय: इसके भयध्मभ से ऩयिकों तक आसयनी से अऩनी फयत यखी

जयती है ।

2. प्रभख
ु ऩयत्र फढ
ू ी कयकी के जीिन कय धित्रण ककमय गमय है ।

3. फुढयऩय फहुधय फिऩन कय ऩुनययगभन हुआ कयतय है ।

4. रूऩय दिययय फूढी कयकी के प्रनत अऩभयनजनक व्मिहयय सभयज की ितिभयन

ष्स्थनत को दशयितय है ।

5. मह भयनिीम करुणय की बयिनय से ओत-प्रोत कहयनी है ।

6. इसभें रेखक ने इस सभस्मय को ठदखयमय है कक रोग िद

ृ ध जनों से उनकी
सॊऩवत्त रे रेने के फयद उनकी उऩेऺय कयते हैं।

7. िद
ृ ध रोगों को अऩभयननत ि नतयस्कृत ककमय जयतय है । बयऩेि बोजन तक
नहीॊ लभरतय।

8. प्रेभिॊद ने भनुष्म की स्ियथी बयिनयओॊ कय घणृ णत एिॊ िीबत्स रूऩ धित्रत्रत

ककमय है

शब्दयथि
व्मम - खिि

अधयांधगनी - ऩत्नी

बरभनसयहत - शययपत

विदिेष - ईष्मयि

शुधयव्दधिक - बूख फढयने ियरी

विरॊफ - दे य

दीघयि हयय - फहुत अधधक बोजन कयनय

ियठिकय - फगीिय

तकयिरयमयन - ऩकी हुई सब्जी

तकदीय - बयग्म

Page 8 of 28
अभ्मयस कयमि:

प्र 1 फूढी कयकी कफ योती थी?

उ 1 जफ उन्हें बूख रगती थी तो िह जोय-जोय से योती थी।

प्र 2.रड़के फूढी कयकी को कैसे सतयते थे?

उ 2. कोई िि
ु की कयि कय बयग जयतय,कोई इनऩय ऩयनी की कुल्री कय दे तय।

प्र 3. फूढी कयकी की कल्ऩनय भें ऩूडड़मों की कैसी तस्िीय नयि यही थी?

उ 3. खफ
ू रयर-रयर परी-पूरी नयभ-नयभ होंगी। किौयी भें अजियइन औय
इरयमिी की भहक आ यही होगी।

प्र 4 फुदधधययभ ने फूढी कयकी की सॊऩवत्त कैसे हधथमय री थी?

उ 4 ू रॊफे िौड़े ियदे ककए ककॊतु िे सफ

फुदधधययभ ने सॊऩवत्त लरखियते सभम खफ
झूिे ियदे थे। उन्हें सब्जफयग ठदखयकय िगय गमय थय।

विषम - सद
ु यभय िरयत कवि - नयोत्तभदयस

ऩीऩीिी एिॊ िीडडमो दिययय

https://www.youtube.com/watch?v=zXfAq2DTvO0&ab_channel=Ayus
hSingh

िसॊत - ऩयि सद
ु यभय िरयत

कवि ऩरयिम - नयोत्तभदयस कय जीिन ऩरयिम: श्री नयोत्तभदयस जी ठहॊदी सयठहत्म

के एक भहयन कवि हैं। मे सगुण बष्तत के कवि हैं। इनकय जन्भ ियड़ी,
सीतयऩुय, उत्तय प्रदे श हुआ। इनकी जन्भनतधथ को रेकय विदियनों भें भतबेद है ,
रेककन कुछ विदियन भयनते हैं कक इनकय जन्भ सन ् 1493 भें हुआ। सुदयभय
िरयत इनकी सफसे प्रलसदध यिनय है , ष्जसे ठहॊदी सयठहत्म की अभूल्म धयोहय
भयनय जयतय है ।

ऩयि सयय- सुदयभय िरयत कवितय भें कवि नयोत्तभदयस जी ने श्री कृष्ण औय
सुदयभय की दोस्ती कय िणिन ककमय है । उन्होंने कवितय भें फतयमय है कक सुदयभय
जी अऩनी गयीफी औय फदहयरी से तॊग आकय अऩने ऩयभ लभत्र श्री कृष्ण से
भदद भयॊगने जयते हैं। िहयॉ उनकी हयरत दे खकय दिययऩयर उन्हें भहर भें घस
ु ने

Page 9 of 28
नहीॊ दे ते। कपय जफ श्रीकृष्ण को उनके आने कय ऩतय िरतय है , तो दौड़े िरे
आते हैं औय अऩने अश्रुओॊ से सुदयभय जी के ऩैय धर
ु यते हैं।

कपय श्रीकृष्ण सुदयभय जी की ऩोिरी से ियिर खय रेते हैं औय उन्हें उरयहनय

दे ते हैं कक कैसे एक फयय फिऩन भें सुदयभय उनके ठहस्से के िने खय गए थे।
इस तयह खफ
ू आदय सत्कयय कयके प्रबु सुदयभय जी को विदय कय दे ते हैं।

रौिते सभम सुदयभय जी को दख

ु होतय है कक श्रीकृष्ण ने उन्हें त्रफनय कुछ ठदए
ही विदय कय ठदमय। भगय, जफ िो अऩने गयॉि ऩहुॉिते हैं, तो उन्हें अऩनी झोंऩड़ी
की जगह आरीशयन भहर लभरतय है । इसे दे ख कय िो बयिविबोय हो जयते हैं
औय श्रीकृष्ण की भठहभय गयते हैं।

शब्दयथि :-सीस – लसय, ऩगय – ऩगड़ी, झगय – कुयतयतन – शयीय, दियय –

दयियजय ,खड़ो – खड़य है , दविज दफ
ु र
ि – दफ
ु र
ि ब्रयहभण, यह्भो िककसो –
िककत, िसुधय – धयती, अलबययभय – सुन्दय, ऩूछत – ऩूछनय, दीनदयमर – प्रबु
कृष्ण, धयभ – स्थयन

ऩर
ु कनन – खश
ु होकय, उठि लभरनन – गरे लभरनय,ऩििनन – बेजनय, जयत –
जयनत

हरय –कृष्ण ,ययज-सभयज – ययज्म भें , ओड़त कपये – इधय-उधय कपयनय, तनक –
थोड़य

ियही ऩिमो – खयरी हयथ, िे लर – बेजनयधन – दौरत, धयौ – यखन

ऩयि कय बयियथि ि अभ्मयस-

प्रश्न:- सद
ु यभय कौन थे ? िे ककस हयर भें कृष्ण के ऩयस गए थे ?

उत्तय - सद
ु यभय श्रीकृष्ण के फिऩन के सहऩयिी थे | िे गयीफ ब्रयहभण थे | िे
दीन दशय भें कृष्ण के ऩयस गए थे | उनके शयीय ऩय िस्त्र तक नहीॊ थे |

प्रश्न:- श्री कृष्ण ने सद

ु यभय को तमय उरयहनय ठदमय?

उत्तय – श्रीकृष्ण ने सद
ु यभय के ऩोिरी नछऩयने ऩय मह उरयहनय ठदमय कक बयबी के
अभत
ृ बये ियिर भुझे दे ते तमों नहीॊ ? तमय अबी बी तुम्हययी िोयी की आदत
गई नहीॊ है | उन्होंने गुरुभयतय दिययय ठदए िने सुदयभय दिययय खय जयने की फयत
मयद ठदरयई|

प्रश्न:-दियरयकय से रौिते सभम सुदयभय कृष्ण के व्मिहयय से खीझ तमों यहे थे?

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 उत्तय - दियरयकय से रौिते सभम सुदयभय कृष्ण के व्मिहयय से खीझ उिे ,
तमोंकक उनके अनुभयन के अनुरूऩ उनकी भदद कृष्ण ने प्रत्मऺ रूऩ से नहीॊ की
| उन्हें मयद आने रगे कक िे ठदन जफ फिऩन भें कृष्ण थोड़ी -सी दही के लरए
घय-घय जयकय हयथ पैरयते थे.

Mathematics Chapter - 9: Algebraic Expression and Identities

Value Points: Students will learn the various Algebraic identities by going
through the pages of the NCERT textbook.
● An identity is an equality, which is true for all values of its variables in
the equality, i.e. an identity is a universal truth.
● While multiplying a polynomial by a binomial, we multiply every term
in the polynomial by every term in the binomial.
● The four standard identities are:
 (a + b)^2 = a^2 + 2ab + b^2
 (a - b)^2 = a^2 - 2ab + b^2
 (a + b)(a – b) = a^2 – b^2
 (x + a)(x +b) = x^2 + (a + b)x + ab

Chapter-14: Factorization
Value Points:
● Representation of an algebraic expression as the product of two or more
expressions is called factorization. Each expression is called a factor of
the given algebraic expression.
● When we factorize an expression, we write as a product of its factors.
These factors may be numbers, algebraic variables or algebraic
expressions.
● Different methods of factorization are as follows:
 Common factor method
 Using Identities (a + b)^2, (a - b)^2, a^2 – b^2 and (x+a)(x+b)
 Middle term splitting for factorizing an algebraic expression of the
type x^2 + px + q , we find the two factors q = ab and p = a+b,
● Then expression will be shown as follows: x^2 + (a + b)x + ab
= (x + a)(x + b) are required factor

Science Chapter 10: Reaching the age of adolescence

 Students will explore the terms: Adolescent, Adolescence, Growth

Spurt, puberty, Menarche, Menopause Hormone, Endocrine system.
Target Site mechanism.

Activity I: Students will learn to calculate growth spurt (Height) in

adolescence.

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Calculation for full height (cm) : Present height cm / % of full height at this
age X100

Example: A boy is 9 years old and 120 cm tall. At the end of the growth period
he is likely to be × 120 100 75 cm = 160 cm tall

Activity II: Group discussion in the class on the topic „Life through the lens of
an adolescent.‟

Students will note the endocrine glands in the human body and the hormones
secreted by them.

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 Target Site Mechanism

Chapter 11: Force and pressure

Students will read about the terms: Force, pressure, Drag, Atmospheric
Pressure and Lubricant .

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Social Science History
Chapter 8: Civilising the Native Educating the Nation

Learning Objectives:
 Understand the difference between Orientalists and Anglicists
 Interpret the grave errors of the east mentioned by Mcaulay and James
Mill
 Summarize the impact of English Education Act of 1835
 Compare the education in Pre and Post British times
 Evaluate the agenda of National education
 Outline the thoughts of Tagore and Gandhi on education.

The education system which is prevalent in India is also known as the

Macaulay System. This name has stuck because this system was based on
recommendations by a British named Thomas Babington Macaulay.

The term Orientalism was coined by western thinkers to define and explain the
system of education and cultural philosophy of the east. There were many
western thinkers who were appreciative of the oriental culture and education.
Some examples are given here.

William Jones joined as a junior judge in the Supreme Court at Calcutta in

1783. Jones was not only an expert in law but also a linguist. He knew Greek,
French, English and Persian. At Calcutta, he took the help of pundits to study
Sanskrit. With his new found knowledge of Sanskrit, he studied many religious
scriptures of India.

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Many other contemporary British officials took a keen interest in the ancient
Indian law, philosophy, religion, politics, morality, arithmetic, medicine and
other sciences. Henry Thomas Colebrooke and Nathaniel Halhed were some
other like-minded British officials. Colebrooke, Halhed and Jones set up the
Asiatic Society of Bengal and started a journal called Asiatic Researches.

These people had a deep respect for ancient cultures, both Indian and Western.
They thought it important to discover the sacred texts in order to understand
India. They were of the view that a new study of these texts could form the
basis of future development in India. They felt that this would not only help the
British learn from Indian culture but would also help Indians rediscover their
own heritage.

Many Company officials were influenced by such ideas. They argued in favour
of promoting the Indian way of learning rather than the Western learning. With
this objective, a madarsa was set up in Calcutta in 1781 to promote the study of
Arabic, Persian and Islamic law. Similarly, the Hindu College was established
in Benares in 1791 to promote the study of ancient Sanskrit texts.
Grave Errors of the East

Many other officials were highly critical of the Orientalists. They said that the
knowledge of the East was faulty and unscientific. They argued that it would be
a futile exercise to promote the study of Arabic and Sanskrit language and
literature.

James Mills was among the vociferous critics of Orientalism. He argued that
the aim of education should be to teach what was useful and practical. He was
in favour of making the Indians familiar with the scientific and technical
advances that the West had made.

Thomas Babington Macaulay was another prominent critic of Orientalism. He

thought that India was an uncivilized country, and it was the duty of the
colonial rulers to civilize the Indians. He was of the view that the English
language was necessary to help people in civilizing, changing their tastes,
values and culture.

English Education Act 1835

Working on Macaulay's advice, the English Education Act of 1835 was
introduced. As per this Act, English was to be made the medium of instruction
and promotion of Oriental institutions would be stopped.

Education for Commerce

In 1854, the Court of Directors of the East India Company in London sent and
educational dispatch to the Governor General in India. It was issued by Charles
Wood, the President of the Board of Control of the Company. It came to be
known as Wood's Dispatch.

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Some salient points of this Dispatch are as follows:
European learning would enable Indians to understand the advantages of
expansion of trade and commerce.
Indians would understand the importance of development of resources of the
country.
Learning the European ways of life would change the taste of Indians and
would create the demand for British goods. European learning would improve
the moral character of Indians. This would help in ensuring a good supply of
civil servants who could be trusted.
Various steps were taken to start the new system of education. Education
departments were set up to control all matters related to education. A system of
university education was established.

Local Schools
There was a Scottish missionary, named William Adam. He surveyed the
districts of Bihar and Bengal and made a report on vernacular schools in 1830s.
As per this report, there were over one lakh pathshalas in Bihar and Bengal.
Each such pathshala was having not more than 20 students. But the total
number of students in such institutions was more than 20 lakh. Such pathshalas
were set up by wealthy people, or the local community, or by a guru.

The pathshalas had a flexible system of education. Unlike modern schools,

there were no fixed fee, no printed book, no separate building, no benches or
chairs, no system of separate classes, no roll-call registers, no regular
examinations and no regular time-table. Classes could be held under a banyan
tree, in a village shop or temple, or at the guru‟s home. There were no buildings
for the school. Fee depended on the income of parents. While the wealthy paid
the fee, the poor generally got free education. Teaching was oral and
curriculum was decided by the guru, as per the need of the individual student.
Students were not segregated into different classes, rather all the students sat
together in one place. The guru interacted separately with different groups of
children as per the level of learning of the group.

This system was flexible enough to suit the local needs. During harvest time,
rural children generally worked in the farms. So, classes were not held during
harvest time. Once the harvesting season was over, classes resumed.

New Routines, New Rules

After 1854, a decision was taken to improve the system of vernacular
education. The Company appointed a number of government pundits. Each
pundit was given the charge of four to five schools. Each guru was asked to
submit periodic reports and take classes according to regular time-table.
Textbooks were introduced, along with a system of annual examination.
Students were asked to pay a regular fee, attend regular classes and obey the
new rules of discipline.

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Some of the pathshalas accepted the new rules, while some other preferred to
retain their independence. Those which accepted the new rules were given
grants by the government. Those who did not accepted the new system did not
get government support. With passage of time, Gurus who wanted to retain
their independence found it tough to compete with the government aided and
regulated pathshalas.

Children of peasants, especially the poor one were badly affected by the new
rules and systems. Harvest season meant skipping classes for such children. But
irregular attendance was seen as indiscipline. The Agenda for a National
Education.

Many Indians were also thinking about the need of a proper education system
for Indians. While some of them favoured the European system of education,
some others favoured the traditional Indian system.

Mahatma Gandhi thought that colonial education created a sense of inferiority

in the minds of Indians. He was of the view that once a person got education in
English he began to view all the British things as superior. He wanted an
education system which could help the Indians rediscover their past glory and
culture. He believed that merely an ability to read and write did not mean
education. He argued the skill development and understanding the moral and
practical ethos of life were more necessary aspects of education.

Rabindranath Tagore considered the environment of British controlled schools

as stifling. He thought that such an environment killed the creativity of a child.
Tagore established a school, called Santiniketan near Calcutta. This school was
set up in rural settings where the students could be closer to nature. He was in
favour of allowing the student to explore natural creativity.

Political Science
Chapter 6: Understanding Criminal Justice System

Learning Objectives:
 Evaluate the role of Police, Judge, Public Prosecutor and Defense
Lawyer in the criminal justice system.
 Summarize Article 22, 39 (A) of the Indian Constitution.
 List the contents of FIR
 Discuss the importance of Fair Trial

Understanding Our Criminal Justice System

According to Article 22 of the Constitution, every person has a Fundamental
Right to be defended by a lawyer. Article 39A of the Constitution places a duty
upon the State to provide a lawyer to any citizen who is unable to engage one
due to poverty or other disability.

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4 key players in the criminal justice system are the police, the Public
Prosecutor, the defence lawyer and the judge.

Role of the Police in Investigating a Crime

An important function of the police is to investigate any complaint about the
commission of a crime. The investigation includes recording statements of
witnesses and collecting different kinds of evidence. On the basis of the
investigation, the police are required to form an opinion. If the police think that
the evidence points to the guilt of the accused person, then they file a charge
sheet in the court. It is not the job of the police to decide whether a person is
guilty or innocent, the judge has to decide this.

Meanwhile, the rule of law means that everyone including the police is subject
to the law of the land. Police investigations have to be conducted in accordance
with the law and with full respect for human rights. The Supreme Court has laid
down guidelines that the police must follow at the time of arrest, detention and
interrogation. The police are not allowed to torture or beat or shoot anyone
during the investigation. They cannot inflict any form of punishment on a
person even for petty offences.

Article 22 of the Constitution

Article 22 of the Constitution and criminal law guarantee the following
Fundamental Rights to every arrested person:

 The Right to be informed at the time of arrest of the offence for which
the person is being arrested.
 The Right to be presented before a magistrate within 24 hours of arrest.
 The Right not to be ill-treated or tortured during arrest or in custody.
 Confessions made in police custody cannot be used as evidence against
the accused.
 A boy under 15 years of age and women cannot be called to the police
station only for questioning.

D.K. Basu Guidelines

The Supreme Court of India sets specific requirements and procedures that the
police and other agencies have to follow for the arrest, detention and
interrogation of any person. These are known as the D.K. Basu Guidelines and
these include:
 The police officials who carry out the arrest or interrogation should
wear clear, accurate and visible identification and name tags with their
designations
 A memo of arrest should be prepared at the time of arrest and should
include the time and date of arrest. It should also be attested by at least

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 one witness who could include a family member of the person arrested.
The arrest memo should be countersigned by the person arrested.
 The person arrested, detained or being interrogated has a right to inform
a relative, friend or a well wisher.
 When a friend or relative lives outside the district, the time, place of
arrest and venue of custody must be notified by police within 8 to 12
hours after arrest.

First Information Report

First Information Report (FIR): Once the FIR is registered, the police can begin
their investigations into a crime. As per the law, it is compulsory for an officer
in charge of a police station to register an FIR whenever a person gives
information about a cognizable offence. This information can be given to the
police either orally or in writing. The FIR usually mentions the date, time and
place of the offence, details the basic facts of the offence, including a
description of the events. If known, the identity of the accused persons and
witnesses is also mentioned. The FIR also states the name and address of the
complainant. Police can register an FIR in a prescribed form, signed by the
complainant. The complainant also has a legal right to get a free copy of the
FIR from the police.

Role of Public Prosecutor

A criminal offence, regarded as a public wrong, is committed not only against
the affected victims but against society as a whole. It is the public prosecutor
who represents the interests of the state. Their role begins after the police have
conducted the investigation and filed the charge sheet in the court. They have
no role to play in the investigation. The Prosecutor must conduct the
prosecution on behalf of the State. As an officer of the court, it is their duty to
act impartially, thus enabling the court to decide the case.

Role of the Judge

Like an umpire in a game, the Judge conducts the trial impartially in an open
court. He/ She hears all the witnesses and all evidence presented by the
prosecution and the defence. On the basis of the evidence presented and in
accordance with the law, the judge decides whether the accused person is guilty
or innocent. If the accused is convicted, then the judge pronounces the sentence
and sends them to jail or imposes a fine or both, depending on what the law
prescribes.

What is a Fair Trial?

For a trial to be fair, several different procedures have to be observed. Article
21 of the Constitution that guarantees the Right to Life states that a person‟s life
or liberty can be taken away only by following a reasonable and just legal
procedure. A fair trial ensures that Article 21 of the Constitution is upheld.

Features of Fair Trial: held in an open court, in public view-in the presence of

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 the accused-accused was defended by a lawyer-defence lawyer is given an
opportunity to cross-examine all the prosecution witnesses and to present
witnesses in accused‟s defence-judge has to assume that the accused is
innocent- prosecution has to prove beyond reasonable doubt that the accused is
guilty- judge decides the matter only on the basis of the evidence- judge
remains impartial and on proved innocent, the accused is allowed to go free.

Every citizen, irrespective of their class, caste, gender, religion and ideology,
before the law would not make much sense if every citizen were not guaranteed
a fair trial by the Constitution.

Sanskrit ८-सॊसययसयगयस्म नयमक्।

प्रस्तुत ऩयि् अनुऩभ लभश्रै् वियधितॊ अष्स्त। अमॊ ऩयि् तयरयफ के सॊसयय सयगय
के नयमक नयभक ऩयिे न उधॄत् अष्स्त। अष्स्भन ् विरुप्मभयनॊ अस्भयकॊ ऩययम्ऩरयकॊ
ऻयनॊ तथय लशल्ऩ करयियन गजधयस्म सॊफन्धेन िधिितो ितिते। जरयथां
भयनिननलभित तडयगकूऩयदीनयभ ् ननभयिणयम रेखक् अत्र सॊसयय सयगय रुऩेण
धित्रत्रतियन।

व्मयकयण-

2. गण
ु सष्न्ध- (आद गण
ु :)-

 अ अथिय आ के फयद इ अथिय ई आमे तो दोनों के स्थयन भें ‘ए’ हो जयतय है ।

 अ अथिय आ के फयद उ अथिय ऊ आमे तो दोनों के स्थयन भें ‘ओ’ हो जयतय है ।

 अ अथिय आ के फयद ऋ आमे तो ‘अय्’ हो जयतय है ।

 अ अथिय आ के फयद रू आमे तो अर ्’ हो जयतय है ।

जैसे- दे ि + इन्र् = दे िेन्र्। महयॉ ऩय दे ि के ‘ि’ भें अ’ है , उसके फयद इन्र् की ‘इ’ है ,
इसलरए ऊऩय के ननमभ के अनुसयय दोनों (दे ि के ‘अ’ औय इन्र की ‘इ’) के स्थयन भें ‘ए’
हो गमय। इसी प्रकयय

Computer Topic 4: Python I

Science
Download python: https://www.python.org/downloads/windows/

Refer to Google classroom for content.

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 POST-CLASS CONTENT (Subject-wise)

Subjects Unit
English Lesson 6-This is Jody’s Fawn

● Textual exercises (To be done in the book only after discussion in the
class)
● Comprehension check (Page 88, 90 and 93)
● HOTS
Human life is dependent on nature (that‟s why we call her Mother Nature).
We take everything from nature to live our lives. Do we give back anything
to nature? Write a paragraph expressing your point of view regarding our
relationship with nature.

Poem – The Duck & the Kangaroo (only for activity)

Activity: You have read the poem „The Duck & the Kangaroo‟. Now convert
the poem into a story starting like….Once upon a time, there lived a duck in a
nasty pond….. Give an interesting title to your story. Write the story including
the sequence of actions occurred in the poem. You can also draw a beautiful
illustration based on your story.

Lesson 6 – The Fight

● Comprehension check (Page 48 and 53)
● For group discussion: Is fighting the only way of resolving difference of
opinion? What else can be done to reach a mutually acceptable settlement?

Grammar
● Related exercises from WOW Grammar
● To be done in the notebook

Relative Clauses

Complete the following exercise with appropriate relative clauses:

1. My grandfather__________________ still goes for swimming every day.
2. This is the girl___________________ is very good at biology.
3. I have lost the money ____________________ __________________.
4. She didn‟t see the snake_____________________________________.
5. Do you know the shop______________________________________?
6. The school______________________ is known for its quality education.
7. J.K Rowling,__________________ is a famous novelist.
8. This is the old man__________________________ by the robbers.
9. I can‟t decide_____________________________ _my birthday party.
10. The Himalayas_____________________________ have one of the
highest mountain peaks in the world
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Adverb Clauses
I. Find out the adverb clauses in the following sentences and state the
kind of each.
1. Even if it rains, I will come.
2. When you have finished your work, you may go home.
3. You can put it wherever you like.
4. I did not buy that watch because it was expensive.
5. You must go whether you hear from him or not.
6. He spoke in such a low voice that few people could hear him.
7. Since you have apologized, we will take no further action against you.
8. I have not been well since I returned from the hills.
9. He was so weak that he could not stand.
10. As he was not there, I spoke to his mother.

II. Make one sentence by changing the sentence in italics into a defining
relative clause. The relative pronoun can be the subject or the object of
the relative clause.

1. They found the money. I dropped the money.

2. I broke the plate. The plate was a wedding present.
3. The police arrested the man. I saw the man steal a handbag.
4. The Queen fired the chef. We had met the chef.
5. She wrote to her friend. Her friend lives in Vietnam.
6. Jill ate the sandwich. The sandwich had tomato and cheese inside.
7. His friend lives in Scotland. His friend is a lawyer.
8. We called the secretary. I went to school with the secretary.
9. The CD is in my bag. The CD has Spanish music.
10. The book is very interesting. The book is about Japanese culture.

Story Writing

Q. Draft a story using the outline given below in 150-200 words: Also give
it a suitable title.

……. a tall tree ………… lived a little black bird ……….. sang sweetly …….
grains of gold from its beak as it sang ………. flower saw the grains must
catch bird ………to be a very rich ……… spread a net ………. it saw ………
the grains ……… he caught the bird ……… he got a gold grains every day
…… thought fame and honour …….. made a beautiful cage ……… gave
away the cage …….. to the king ……. glad to receive the present …….. gave

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 ………. seat of honour in court ……… the king …….. gave away the cage of
gold ……….. to queen ……… set the bird free …… flew away ……… into
the jungle ……… queen felt happy……give freedom to the bird.

Hindi कऺय ऩश्ियत अभ्मयस कयमि:-

प्रश्न:- गुरुभयतय कौन थी ? उन्होंने िने ककसे ठदए थे औय कफ?

प्रश्न:- सद
ु यभय अऩने सयथ रयए उऩहयय श्रीकृष्ण को दे ने भें सॊकोि तमों
कय यहे थे ?

प्रश्न:- ‘कछु न जयनी जयत’ के भयध्मभ से सुदयभय तमय कहनय ियहतय है ?

प्रश्न:- दिययऩयर ने श्रीकृष्ण को जयकय तमय फतयमय ?

फढ
ू ी कयकी -

प्र 1 रेखक ने कयकी की तुरनय बोरे-बयरे फच्िों से तमों की है ?

प्र 2 रूऩय ने कड़यह के सयथ फैिी कयकी के सयथ कैसय व्मिहयय ककमय?

प्र 3 झूिे ऩत्तरो के ऩयस फैिी कयकी कय धित्रण अऩने शब्दों भें कीष्जए?

प्र 4 रयडरी ययत को कयकी के ऩयस तमों गई?

प्र 5 कयकी को ऩत्तरो के ऩयस फैिय दे खकय रूऩय ऩय तमय गुज़यी?

व्मयकयण- विरोभ शब्द, ऩमयिमियिी

अऩठित गदमयॊश (ऩुस्तक से अभ्मयस)

गनतविधध - ‘बययत एक खोज’ दयू दशिन के प्रथभ एवऩसोड को दे णखमे ि

सयययॊश तैमयय कीष्जमे-

लरॊक ननम्नित है -

https://www.youtube.com/watch?v=jqmahaSuVd0

Mathematics Chapter 9- Algebraic Expression and Identity

Do the questions of the following exercises after the discussion of value points
and the examples

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Ex 9.1
Ex 9.2
Ex 9.3
Ex 9.4
Ex 9.5

Chapter 14- Factorization

Do the questions of the following exercise based on common factor method

and regrouping, after the discussion of value points and the examples

Ex 14.1

Extra practice Questions- (To be done in the practice notebook)

1. Add the following polynomials.

(i) x + y + xy, x – z + yx, and z + x + xz
(ii) 2x2y2– 3xy + 4, 5 + 7xy – 3x2y2, and 4x2y2 + 10xy

(iii) -3a2b2, (–5/2) a2b2, 4a2b2, and (⅔) a2b2

2. Subtract :
i. 5a2b2c2 from – 7a2b2c2
ii. (ii) 6x2 – 4xy + 5y2 from 8y2 + 6xy – 3x2
iii. (iii) 2ab2c2 + 4a2b2c – 5a2bc2 from –10a2b2c + 4ab2c2 + 2a2bc2
iv. (iv) 3t4 – 4t3 + 2t2 – 6t + 6 from – 4t4 + 8t3 – 4t2 – 2t + 11
3. Subtract 3x – 4y – 7z from the sum of x – 3y + 2z and –4x + 9y – 11z.
4. Subtract the sum of 3l – 4m – 7n2 and 2l + 3m – 4n2 from the sum of 9l
+ 2m – 3n2 and –3l + m + 4n2.
5. Use a suitable identity to get each of the following products.
I. (p - 11) (p + 11)
II. (2y + 5) (2y – 5)
III. (12a - 9) (12a +9)
IV. (2a-1/2)(2a-1/2)
V. (1.1m - 0.4) (1.1m + 0.4)
VI. (a^2+ b^2) (- a^2+ b^2)
VII. (6x - 7) (6x + 7)
VIII. [(p/8) + (3q/4)] [(p/8) + (3q/4)]
IX. 2(a - 9)2
X. 5(xy - 3z) 2
XI. (6x+ 5y) 2

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 XII. 36[(3p/2}) + (2q/3)]2
XIII. (x - 0.5y)2
XIV. (2xy - 5y)2
6. Evaluate using suitable identities.
I. (48)2
II.
18 12 – 192
III.
497 × 505
IV.
2.07 × 1.93

Science Chapter 10: Reaching the age of adolescence

Q1 Mention any two features each that are seen in boys and girls each to
distinguish them from each other at puberty.
Q2 Discuss about the hormones secreted by pituitary glands, Thyroid gland,
Pancreas and Adrenal in a tabulated form .
Q3 With the help of a flow chart explain the Target Site mechanism of
Reproductive hormones in humans .
Q4 Differentiate between Menarche and Menopause.
Q5 Define Allosome or Sex Chromosome. Draw a flow chart to depict the
sex determination of an unborn baby.
Q6 Which process is responsible for the transformation of larval stage into an
adult stage in the insects?
Q7 Explain the ways by which an adolescent can maintain good physical and
mental health.

Chapter 11: Force and Pressure

Q1 Give two examples each of situations in which you push or pull to change
the state of motion of objects.
Q2 Give two examples of situations in which applied force causes a change in
the shape of an object.
Q3 In the following situations identify the agent exerting the force and the
object on which it acts. State the effect of the force in each case.
(a) Squeezing a piece of lemon between the fingers to extract its juice.
(b) Taking out paste from a toothpaste tube.
(c) A load suspended from a spring while its other end is on a hook fixed
to a wall.
(d) An athlete making a high jump to clear the bar at a certain height.
Q4 A rocket has been fired upwards to launch a satellite in its orbit. Name the
two forces acting on the rocket immediately after leaving the launching
pad.
Q5 Name the forces acting on a plastic bucket containing water held above
ground level in your hand. Discuss why the forces acting on the bucket do
not bring a change in its state of motion.

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Social Science History
Chapter 8: Civilising the Native Educating the Nation

Q1. Explain the following terms:

(a) Linguists (b) Munshi (c ) Madrasa (d) Vernacular
Q2. Differentiate between the Orientalists and the Anglicists.
Q3. What were the differences between Gandhi and Tagore on the point of
education? Elaborate.
Q4. Summarize the system of education according to the Report of William
Adam.
Q5. Discuss the measures adopted by the British to improve the vernacular
education in India. In your opinion why this system proved to be a
disadvantage for the peasants and the poor people?
Q6. Read the extract given below and answer the following questions:
In 1854, the Court of Directors of the East India Company in London sent an
educational despatch to the Governor-General in India. Issued by Charles
Wood, the President of the Board of Control of the Company, it has come to
be known as Wood‟s Despatch. Outlining the educational policy that was to be
followed in India, it emphasised once again the practical benefits of a system
of European learning, as opposed to Oriental knowledge.
(a) What was the main reason according to the extract to introduce European
learning in India?
(c) Enumerate the measures introduced by the British in education following
the Wood‟s Despatch.
Q7. Discuss the provisions of the English education Act of 1835.

Activity
Students can choose any one theme from the chapter and design a gallery
walk.

Political Science
Chapter 6: Understanding Criminal Justice System

Q1. Discuss the Fundamental Rights that have been guaranteed by Article 22
of the Constitution to every arrested person.
Q2. Evaluate the role of the Public Prosecutor in the criminal justice system.
Q3. Examine the role of police in investigating a crime.
Q4. Enumerate any three guidelines as mentioned by D.K. Basu.
Q5. Summarize the role of Judge in the criminal justice system.
Q6. What is a fair trial? Outline its importance in the criminal justice system.

Activity
Students to research criminal cases in news where justice prevailed.

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Sanskrit कऺय ऩश्ियत ् अभ्मयस कयमि

ऩयि ८ के ऩीछे ठदए गए अभ्मयस 2- 7 तक कीष्जए

प्रश्नयनयॊ उत्तययणण लरखत।

१- गजऩरयभयणॊ क् धययमनत?

२- के लशष्ल्ऩरुऩेण न सभयदृतय् बिष्न्त?

३- तडयगय् कुत्र ननभीमन्ते स्भ।

४- के सम्भयननीमय्?

व्मयकयण-

सुय + इन्र् = ………..

धीय+ इन्र् =................

ऩयभ ्+ईश्िय् =...............

िन्र+उदम् =...............

Computer Python I : Variables and Types

Science Numbers
Python supports two types of numbers - integers(whole numbers) and
floating point numbers(decimals).
myint = 7
print(myint)

To define a floating point number, you may use one of the following
notations:
myfloat = 7.0
print(myfloat)
myfloat = float(7)
print(myfloat)

Strings are defined either with a single quote or a double quotes.

mystring = 'hello'
print(mystring)
mystring = "hello"
print(mystring)

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Simple operators can be executed on numbers and strings:

one = 1
two = 2
three = one + two
print(three)
hello = "hello"
world = "world"
helloworld = hello + " " + world
print(helloworld)

Mixing operators between numbers and strings is not supported

For projects: refer to Google Classroom

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