ICSE Class 9 English Literature Sample Paper with Solutions Set 02

SECTION A - DRAMA

The Merchant of Venice: Shakespeare

Question 1.
Read the extract given below and answer the questions that follow:
Shylock: This kindness will I show.
Go with me to a notary, seal me there
Your single bond, and—in a merry sport—
If you repay me not on such a day,
In such a place, such sum or sums as are
Expressed in the condition, let the forfeit
Be nominated for an equal pound
Of your fair flesh, to be cut off and taken
In what part of your body pleaseth me.

(i) Who was Shylock? [3 Marks]

Answer:
1. Shylock was a wealthy Jewish money lender living in Venice among a Christian majority.
2. He harbored deep resentment and bitterness toward Christians, particularly Antonio, due to the mistreatment he faced.
3. He was known for charging exorbitant interest rates on loans, making him infamous in the Venetian business community.

Teacher's Note:
a) Shylock represents the marginalized Jewish community in Elizabethan drama, possessing complex traits of both victim and villain.
b) Ensure you mention his profession as a money lender and his animosity toward Christians to secure full marks.

(ii) What was to be written in the bond? [3 Marks]

Answer:
1. The bond was to state that if Antonio failed to repay the borrowed sum of three thousand ducats by the specified date and place, Shylock would forfeit a pound of flesh.
2. The flesh was to be cut off and taken from any part of Antonio's body that Shylock pleased.
3. It was formally drawn up as a single bond, disguised initially by Shylock as a playful and harmless agreement.

Teacher's Note:
a) The bizarre condition of the pound of flesh forms the central conflict of the trial scene later in the play.
b) Students must explicitly state the exact penalty mentioned in the text rather than just summarizing the loan amount.

(iii) What kind of relationship did Shylock share with Antonio and Bassanio? [3 Marks]

Answer:
1. Shylock shared a deeply hostile and bitter relationship with Antonio, whom he viewed as both a personal and professional enemy.
2. Although Shylock did not deal directly with Bassanio often, he held mutual contempt and distrust toward him as part of the Christian society.
3. The relationship was strictly transactional on the surface, but underneath it was fueled by religious prejudice, financial rivalry, and deep-seated hatred.

Teacher's Note:
a) Antonio's habit of lending money without interest severely impacted Shylock's usurious business practices, creating professional enmity.
b) Highlight the religious divide between the Jewish money lender and the Christian gentlemen.

(iv) Why does Shylock despise Antonio? [3 Marks]

Answer:
1. Shylock despised Antonio because Antonio publicly insulted him, spat on his Jewish gaberdine, and called him a cut-throat and a dog.
2. Antonio lent money gratis, which undermined Shylock's business by lowering the rate of interest in Venice.
3. Antonio's self-righteous attitude toward Shylock's religion and business practices fueled Shylock's desire for revenge.

Teacher's Note:
a) Shylock explicitly lists his grievances against Antonio in Act I, Scene 3, emphasizing how Antonio abused him in public.
b) Mentioning both the personal insults and the economic threat posed by Antonio's interest-free loans is crucial.

(v) What role did Portia play in teaching Shylock a lesson? [3 Marks]

Answer:
1. Portia disguised herself as the young male doctor of laws, Balthazar, and presided over the court trial to save Antonio.
2. She initially appealed to Shylock's mercy, but when he stubbornly demanded justice and the exact letter of the law, she cleverly used strict legal interpretation against him.
3. She pointed out that the bond permitted him to take a pound of flesh but allowed not a single drop of Christian blood, thereby trapping Shylock in his own malicious trap and stripping him of his wealth and dignity.

Teacher's Note:
a) Portia's clever use of the loophole regarding blood demonstrates the theme of mercy triumphing over strict legalism.
b) Ensure the dual elements of her disguise and the clever legal twist regarding the drop of blood are clearly stated.

Question 2.
Read the extract given below and answer the questions that follow:
Antonio: In sooth, I know not why I am so sad.
It wearies me; you say it wearies you.
But how I caught it, found it, or came by it,
What stuff ’tis made of, whereof it is born,
I am to learn.
And such a want-wit sadness makes of me,
That I have much ado to know myself.

(i) Who is Antonio talking to? [3 Marks]

Answer:
1. Antonio is talking to his close friends, Salarino and Solanio.
2. The conversation takes place in a street in Venice at the very beginning of the play.
3. His friends are trying to discover the root cause of his unexplained melancholy.

Teacher's Note:
a) Salarino and Solanio are minor characters whose primary function in this scene is to establish Antonio's state of mind.
b) Students must name both companions accurately.

(ii) Why according to Salarino is Antonio worried? [3 Marks]

Answer:
1. According to Salarino, Antonio is worried because his massive merchant ships are out at sea.
2. Salarino suggests that Antonio is anxious about the safety of his rich cargoes braving treacherous waters and unpredictable weather.
3. He believes Antonio's mind is occupied with the financial risks associated with international maritime trade.

Teacher's Note:
a) Salarino's hypothesis reflects the life of a typical Venetian merchant whose wealth is tied up in overseas ventures.
b) Emphasize the mention of merchant ships and sea hazards.

(iii) What according to Solanio is the cause for Antonio’s sadness? [3 Marks]

Answer:
1. According to Solanio, Antonio looks troubled because he is deeply in love.
2. Solanio humorously suggests that if Antonio's mind is not on his merchandise, it must be romantically inclined.
3. He jokingly remarks that since Antonio is sad, he must be merry because he is in love.

Teacher's Note:
a) Solanio's guess highlights the lighthearted banter among the friends trying to cheer Antonio up.
b) Clearly distinguish between Salarino's business-oriented guess and Solanio's romantic suggestion.

(iv) What reason does Gratiano give for Antonio’s gloominess? [3 Marks]

Answer:
1. Gratiano believes that Antonio puts on an intentional air of solemnity and melancholy to acquire a reputation for wisdom, gravity, and profound thought.
2. He compares Antonio to those grave individuals who remain silent to trick others into believing they possess deep wisdom.
3. Gratiano advises Antonio not to play the role of a melancholy philosopher to gain cheap popularity.

Teacher's Note:
a) Gratiano provides a stark contrast to Antonio's gloom with his own talkative and carefree personality.
b) Mention the desire to appear wise and serious as Gratiano's explanation.

(v) What were Salarino’s ships carrying? [4 Marks]

Answer:
1. Salarino's description of merchant ventures in the scene refers broadly to valuable merchandise typical of Venetian trade.
2. The ships were carrying valuable commodities such as spices and rich silk.
3. These goods made maritime trade extremely lucrative but also highly vulnerable to storms and pirates.
4. The loss of such high-value cargo would mean financial ruin for a merchant.

Teacher's Note:
a) This question refers to the general context of Antonio's and his friends' merchant ships discussed in the opening scene.
b) Spices and silk represent the exotic goods of Renaissance global trade.

Loyalties: John Galsworthy

Question 3.
Read the extract given below and answer the questions that follow:
WINSOR: [Motioning towards the door, which she shuts] Ronny Dancy took a tenner off him, anyway, before dinner.
LADY A: No! How?
WINSOR: Standing jump on to a bookcase four feet high. De Levis had to pay up, and sneered at him for making money by parlour tricks. That young Jew gets himself disliked.
LADY A: Aren't you rather prejudiced?
WINSOR: Not a bit. I like Jews. That's not against him—rather the contrary these days. But he pushes himself. The General tells me he's deathly keen to get into the Jockey Club. [Taking off his tie] It's amusing to see him trying to get round old St Erth.

(i) Where are the speakers and what do they discuss? [3 Marks]

Answer:
1. The speakers, Charles Winsor and Lady Adela, are in the dressing room of their country house, Meldon Court.
2. They are discussing Ferdinand de Levis, a young wealthy guest who has recently joined their social circle.
3. They talk about his social ambitions, his recent bet won by Ronny Dancy through a parlor trick, and why he is generally disliked by others.

Teacher's Note:
a) Meldon Court is the setting where the house party takes place and where the central theft occurs.
b) State both the location and the core subject of their private conversation.

(ii) Who is Ronny Dancy? How has he managed to take a ‘tenner off him’? [3 Marks]

Answer:
1. Ronny Dancy is a retired military officer, a captain who served in the war, and a guest at Meldon Court.
2. He managed to take ten pounds (a tenner) from Ferdinand de Levis through a wager.
3. He won the bet by successfully performing a standing jump onto a bookcase that was four feet high.

Teacher's Note:
a) Ronny Dancy's athletic prowess is established early, contrasting with his later financial desperation and moral downfall.
b) Ensure both Dancy's identity and the nature of the wager are specified.

(iii) What does Lady Adela accuse Winsor of? [3 Marks]

Answer:
1. Lady Adela accuses her husband, Charles Winsor, of being prejudiced against Ferdinand de Levis.
2. Her accusation is prompted by Winsor's remark that the young Jew gets himself disliked by everyone.
3. She questions whether his dislike stems from anti-Semitic bias rather than De Levis's actual behavior.

Teacher's Note:
a) This dialogue highlights the subtle, underlying anti-Semitism present in upper-class British society during the 1920s.
b) State the exact accusation of social prejudice.

(iv) What answer does Winsor give to Lady Adela? [3 Marks]

Answer:
1. Winsor denies being prejudiced, claiming that he actually likes Jewish people and that it is fashionable to do so nowadays.
2. However, he defends his negative opinion by stating that De Levis pushes himself too aggressively into society.
3. He points out De Levis's desperate ambition to gain entry into exclusive institutions like the Jockey Club and his attempts to manipulate old St Erth.

Teacher's Note:
a) Winsor's defense reveals the hypocrisy and snobbery of the British upper class regarding social boundaries.
b) Mention both his denial of prejudice and his criticism of De Levis's social ambition.

(v) Name the persons who were discussed during this conversation? [4 Marks]

Answer:
1. Ferdinand de Levis, the wealthy young Jewish guest who loses the wager and later has his money stolen.
2. Ronny Dancy, the retired army captain who wins the ten-pound bet by jumping onto a bookcase.
3. General Canynge, who provides information regarding De Levis's social ambitions.
4. St Erth, the influential senior club member whom De Levis is trying to impress or influence to gain entry into the Jockey Club.

Teacher's Note:
a) Students must list all four individuals mentioned in this specific extract discussion.
b) Accuracy in recalling characters from Galsworthy's social drama is essential.

Question 4.
Read the extract given below and answer the questions that follow:
GRAVITER: D'you know, I believe she knows.
TWISDEN: No, no! She believes in him implicitly. A staunch little woman. Poor thing!
GRAVITER: Hasn't that shaken you, sir? It has me.
TWISDEN: No, no! I—I can't go on with the case. It's breaking faith. Get Sir Frederic's chambers.

(i) Whom does Graviter refer to when he says, "I believe she knows"? [3 Marks]

Answer:
1. Graviter refers to Mabel Dancy, the young and innocent wife of Ronny Dancy.
2. He suspects that she has become aware of her husband's guilt regarding the theft of the money.
3. His observation follows an interaction with Mabel that leads him to believe she is hiding the truth about her husband's crime.

Teacher's Note:
a) Mabel is portrayed as a loyal and devoted wife whose tragic suffering highlights the collateral damage of her husband's dishonorable acts.
b) Clearly identify Mabel Dancy in the response.

(ii) What does Twisden reply? [3 Marks]

Answer:
1. Twisden firmly rejects Graviter's suspicion, stating that Mabel does not know about the theft.
2. He asserts that she believes in her husband implicitly and blindly out of deep love and devotion.
3. He refers to her as a staunch little woman and expresses deep pity for her impending heartbreak.

Teacher's Note:
a) Twisden respects professional ethics and maintains a compassionate view of Mabel's blind trust.
b) Highlight Twisden's firm belief in Mabel's ignorance and loyalty.

(iii) What are the feelings of Twisden and Graviter towards Mabel? [3 Marks]

Answer:
1. Both Twisden and Graviter feel profound sympathy and pity for Mabel Dancy.
2. They view her as an innocent, trustworthy, and deeply loyal woman who is entirely unaware of her husband's criminal wrongdoing.
3. They feel distressed knowing that her immense faith in Ronny will inevitably be shattered when the full truth comes to light.

Teacher's Note:
a) The legal professionals show a humane side by empathizing with the emotional devastation awaiting Mabel.
b) Emphasize their shared sense of pity and respect for her innocence.

(iv) What does Twisden want to say when he says, "It's breaking faith"? [3 Marks]

Answer:
1. By saying "It's breaking faith," Twisden means that continuing to represent Dancy in court when he knows Dancy is guilty violates his professional ethics and code of honor.
2. As a senior lawyer, defending a client who has lied to him and committed a crime compromises his integrity.
3. It also touches upon the broader theme of loyalty, as defending a guilty man forces him to participate in a deception that destroys innocent lives like Mabel's.

Teacher's Note:
a) Professional ethics and personal integrity are central pillars of Twisden's character in Galsworthy's play.
b) Explain both the professional and moral implications of breaking faith.

(v) Who is Sir Frederic, Twisden mentions in this extract? What is he going to do? [4 Marks]

Answer:
1. Sir Frederic is a prominent and leading counsel or barrister in court.
2. Twisden intends to contact Sir Frederic's chambers to pass on the case file or arrange for him to take over Dancy's defense.
3. Since Twisden himself refuses to continue representing a guilty client due to professional ethics, he needs another senior lawyer to step in.
4. This action marks Twisden's formal withdrawal from the scandalous court case.

Teacher's Note:
a) Sir Frederic represents the next legal tier brought in when the solicitor steps down.
b) Ensure both the identity of Sir Frederic and Twisden's reason for contacting him are clearly stated.

SECTION B - POETRY

A Collection of Poems

Question 5.
Read the extract given below and answer the questions that follow:
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave
(A Psalm of Life: Henry Wadsworth Longfellow)

(i) What has the beating of the hearts been compared to in this stanza? [3 Marks]

Answer:
1. The beating of human hearts has been compared to muffled drums playing funeral marches.
2. This striking simile emphasizes the steady, inevitable approach of human beings toward death.
3. Even though hearts are brave and strong, every beat brings a person one step closer to the grave.

Teacher's Note:
a) Longfellow uses this military metaphor to highlight mortality and the passage of time.
b) Students must identify both the muffled drums and the underlying concept of approaching death.

(ii) How does the poet ask us to act with each passing day? [3 Marks]

Answer:
1. The poet urges us not to waste time lamenting the past or worrying excessively about the future.
2. He asks us to act bravely and purposefully in the living present.
3. Each day should find us farther advanced in noble achievements and meaningful actions than the day before.

Teacher's Note:
a) The poem is an inspirational call to action, urging readers to make the most of their mortal existence.
b) Highlight the philosophy of living actively in the present.

(iii) What is the rhyme scheme of the stanza? [3 Marks]

Answer:
1. The rhyme scheme of this stanza is alternating, represented as abab.
2. The first line ends with "fleeting" (a) and the third line ends with "beating" (a).
3. The second line ends with "brave" (b) and the fourth line ends with "grave" (b).

Teacher's Note:
a) Standard ballad meter or quatrain structure often employs this regular abab rhyme scheme.
b) Clearly state the letters corresponding to the rhyming end words.

(iv) What does the word ‘muffled’ mean? [3 Marks]

Answer:
1. The word 'muffled' means muted, dampened, or softened, usually by covering an instrument.
2. In the context of drums, a muffled drum is covered with cloth to produce a dull, somber sound suitable for a funeral.
3. It symbolizes the quiet, relentless ticking away of human life toward its final end.

Teacher's Note:
a) Vocabulary questions in literature require both dictionary meaning and contextual significance.
b) Mentioning 'muted' or 'dampened sound' secures full marks.

(v) Where according to the poet do we march with each passing day? [4 Marks]

Answer:
1. According to the poet, with each passing day, human beings march steadily toward the grave.
2. Life is depicted as a continuous battlefield or journey where mortality is the ultimate destination.
3. The metaphor implies that time waits for no one, and every heartbeat is a step closer to death.
4. Therefore, the poet stresses the urgency of living a meaningful life before time runs out.

Teacher's Note:
a) This question reinforces the central theme of memento mori (remember that you must die) present in the poem.
b) Ensure the connection between daily progression and mortality is clearly stated.

Question 6.
Read the extract given below and answer the questions that follow:
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep,

(i) Which figure of speech has the poet used in this lines? Why? [3 Marks]

Answer:
1. The poet has predominantly used Repetition in the final two lines ("And miles to go before I sleep").
2. He has also used Imagery ("lovely, dark and deep") and Personification (attributing thought-like behavior to the horse).
3. Repetition is used for powerful emphasis, reminding the speaker of his inescapable worldly duties and responsibilities before he can rest in death or sleep.

Teacher's Note:
a) Robert Frost uses repetition to create a hypnotic, lingering rhythm that highlights the speaker's internal conflict.
b) Identify repetition and explain its stylistic purpose.

(ii) What does the horse think about the poet when he stops by the woods? [3 Marks]

Answer:
1. The horse thinks that his master has made a strange and unusual stop.
2. Being a creature of habit, the horse is puzzled why they have halted in the middle of nowhere on the darkest evening of the year.
3. It shakes its harness bells to ask if there has been a mistake or if some danger is near.

Teacher's Note:
a) The horse provides a practical, grounded perspective that contrasts with the poet's romantic fascination with the woods.
b) Mention the shaking of harness bells and the horse's confusion.

(iii) What do you think are the ‘promises’ made by the poet? [3 Marks]

Answer:
1. The 'promises' refer to the various duties, responsibilities, and obligations the poet has toward his family, society, and work.
2. They represent moral and practical commitments that bind a person to active life rather than passive escapism.
3. Fulfilling these obligations takes precedence over indulging in the temptation of peaceful isolation.

Teacher's Note:
a) The metaphor of promises highlights the conflict between personal desire for peace and societal duty.
b) Clearly explain that promises mean responsibilities and duties.

(iv) Why do you think the poet stops by the lonely woods? [3 Marks]

Answer:
1. The poet stops to watch the lovely, dark, and deep woods fill up with snow.
2. He is enchanted by the serene, tranquil, and mesmerizing beauty of nature on a quiet winter evening.
3. The solitude and peace of the woods offer a momentary escape from the chaotic hustle and bustle of everyday life.

Teacher's Note:
a) The woods symbolize temptation, peace, and the alluring call of escape or even death.
b) Highlight the attraction to nature's quiet beauty.

(v) Have you ever thought of staying back at a place? Describe in short your experience about that moment of dilemma. [4 Marks]

Answer:
1. Yes, during a trip to the serene hills of Munnar, I experienced a powerful moment of wanting to leave behind the busy city life permanently.
2. Surrounded by endless green tea plantations and mist-covered mountains, the profound peace was overwhelmingly attractive.
3. However, I experienced a dilemma knowing that my academic duties, family, and future responsibilities awaited me back home.
4. Ultimately, like the poet, I realized that I had to honor my commitments, cherishing the tranquil memory while returning to active life.

Teacher's Note:
a) This is a personal response question where students must connect the theme of the poem to a personal experience of dilemma.
b) Ensure the narrative covers both the attraction to the place and the realization of responsibilities.

SECTION C - PROSE

Collection of Short Stories

Question 7.
Read the extract given below and answer the questions that follow:
I was going through the wedding accounts in my study, when suddenly Rahaman walked into the room and stood before me with a salaam. At first I couldn’t recognise him. He didn’t have that customary sack with him, or the long hair and his burly look. Finally, I recognised him through his smile. I asked him, “Hello, Rahaman, how long have you been back?”
“I was released from jail last evening,” he replied.

(i) Why was Rahaman put in jail? [3 Marks]

Answer:
1. Rahaman was put in jail because he had stabbed one of the narrator's neighbors with a knife during a heated argument.
2. The neighbor owed Rahaman money for a Rampuri shawl but falsely denied owing it.
3. In a fit of sudden rage, Rahaman assaulted him, resulting in a prison sentence for grievous assault.

Teacher's Note:
a) This incident sets up the background of the Kabuliwala's imprisonment and his long absence from Mini's life.
b) Mention both the financial dispute over the shawl and the physical assault.

(ii) Why was the narrator unable to recognize Rahaman? [3 Marks]

Answer:
1. The narrator could not recognize Rahaman immediately because years had passed since their last meeting.
2. Rahaman did not carry his customary sack of dry fruits, nor did he have his long hair or burly, formidable physical appearance.
3. Only when Rahaman smiled did the narrator finally recognize his old friend and visitor.

Teacher's Note:
a) Prison life and the passage of eight years drastically altered the Kabuliwala's appearance.
b) Highlight the missing sack, hair, and burly look.

(iii) What question had Mini asked him as he was being escorted by two policemen? What reply did she get? [3 Marks]

Answer:
1. As Rahaman was being handcuffed and escorted away by police, Mini asked him if he was going to his father-in-law's house.
2. Knowing that the 'father-in-law's house' was a humorous local idiom for prison, Rahaman held up his chained hands and replied that he was indeed going there.
3. This showed his fond affection for Mini even in the distressing moment of his arrest.

Teacher's Note:
a) This recurring joke about the father-in-law's house highlights the innocent bond between Mini and the Kabuliwala.
b) Clearly state both Mini's question and Rahaman's witty reply.

(iv) Why was the Kabuliwala close to Mini? [3 Marks]

Answer:
1. The Kabuliwala felt a deep emotional attachment to Mini because she reminded him of his own little daughter back in Afghanistan.
2. Being far away from home in a strange land, he suffered from acute loneliness and paternal longing.
3. Conversing with spirited, talkative Mini helped fill the vast emptiness in his paternal heart with love and happiness.

Teacher's Note:
a) The universal bond of fatherhood bridges cultural and geographical gaps between the Afghan peddler and the Bengali child.
b) Emphasize the reminder of his own daughter in Afghanistan.

(v) Why is the Kabuliwala confused on seeing Mini in bridal attire? What deeper thoughts occupied his mind at this moment? [4 Marks]

Answer:
1. The Kabuliwala was confused because he had left Mini as a playful, chattering little child eight years ago, but now found her dressed as a grown-up bride.
2. This sudden realization struck him with the painful truth that his own daughter back in Afghanistan must also have grown up during his long absence.
3. Deep thoughts filled his mind regarding whether he would ever recognize his own daughter again or if she had forgotten him.
4. He realized that time does not stand still, and his years in prison had robbed him of precious moments with his child.

Teacher's Note:
a) This poignant climax emphasizes the theme of parental love and the ravages of time.
b) Ensure both the immediate confusion and the realization about his own daughter are explained.

Question 8.
The Tiger in the Tunnel is a story of extraordinary courage of a watchman while performing his duties. By referring to the incidents in the story, describe the ordinary life of Baldeo as a watchman and the extraordinary courage shown by him while on duty. [16 Marks]

Answer:
1. Baldeo's life as a watchman was ordinary, hard, and humble. He lived in a small tribal village on the forest outskirts where his family's small rice fields barely provided a subsistence living.
2. To supplement his meager income, he took up the job of a khalasi at a small wayside signal stop, stationed near a dark tunnel.
3. His daily routine involved signaling whether the tunnel was clear of obstructions, ensuring the signal lamp was burning bright at night, and making sure the overland mail train passed through safely.
4. Despite the monotony, cold nights, and inherent loneliness, Baldeo performed his duties with quiet dedication, accompanied only by his young son Tembu and his small axe.
5. The turning point of extraordinary courage occurred on a mundane, dark night when he heard the frightened cry of a barking deer followed by a crashing sound in the undergrowth.
6. Recognizing the unmistakable presence of a man-eating tiger, Baldeo did not run away in panic; instead, he stood motionless with his back against the signal post, facing the beast fearlessly.
7. When the fierce tiger lunged at him, Baldeo struck a precise blow with his axe on the beast's shoulder, wounding it.
8. In the second onslaught, when his axe stuck in the tiger's bone and left him weaponless, Baldeo was brutally mauled and killed.
9. However, his supreme sacrifice ensured that the tiger remained trapped in the cutting until the oncoming mail train ran over it, ultimately neutralizing the terror of the jungle.
10. Thus, an ordinary watchman displayed extraordinary heroism and self-sacrifice to protect the railway passengers and his son.

Teacher's Note:
a) Ruskin Bond's story highlights how ordinary people can display heroic courage under extreme crisis.
b) Students must structure the answer into two clear parts: Baldeo's ordinary background and his final act of supreme bravery.

Animal Farm: George Orwell

Question 9.
Read the extract given below and answer the questions that follow:
Mrs Jones looked out of the bedroom window, saw what was happening, hurriedly flung a few possessions into a carpet bag, and slipped out of the farm by another way. Moses sprang off his perch and flapped after her, croaking loudly. Meanwhile the animals had chased Jones and his men out on to the road and slammed the five-barred gate behind them. And so, almost before they knew what was happening, the Rebellion had been successfully carried through: Jones was expelled, and the Manor Farm was theirs.

(i) What did Mrs Jones see on looking out of her window? [3 Marks]

Answer:
1. Mrs Jones looked out of her bedroom window and saw Mr Jones and his farmhands being attacked and beaten by the rebellious animals.
2. The animals had broken into the store shed to feed themselves and, when whipped by the men, revolted en masse.
3. Realizing that the situation was entirely out of control, she panicked and fled the farm immediately.

Teacher's Note:
a) Mrs Jones represents the fleeing aristocracy or bourgeois class during a sudden revolution.
b) Mention the attack on the men and her hasty escape.

(ii) What was the immediate cause for the Rebellion? [3 Marks]

Answer:
1. The immediate cause of the rebellion was extreme hunger, as the animals had been left unfed since the previous evening due to Mr Jones's drunkenness and neglect.
2. Unable to bear their hunger any longer, the cows broke into the store-shed and the other animals began eating from the bins.
3. When Mr Jones and his men rushed in with whips lashing out blindly, the enraged animals turned on them and drove them off the farm.

Teacher's Note:
a) Oppression and neglect always spark sudden uprisings in Orwellian political allegory.
b) Emphasize the combination of starvation and physical cruelty by the master.

(iii) How did the animals celebrate their first day of freedom from human tyranny? [3 Marks]

Answer:
1. First, the animals galloped in a body right round the boundaries of the farm to ensure no human being was hiding anywhere.
2. Then they raced back to the farm buildings to eradicate every vestige of Mr Jones's hated rule.
3. They destroyed whips, nose-bags, dog-chains, and knives, celebrating their liberation with joyous galloping and triumphant cheers.

Teacher's Note:
a) The joyous celebration marks the euphoric early phase of the revolution before corruption sets in.
b) Detail the boundary inspection and the destruction of instruments of slavery.

(iv) What did the animals see on their tour of the farmhouse and what unanimous resolution did they pass? [3 Marks]

Answer:
1. Upon entering the farmhouse, the animals gazed with awe at its unimaginable luxury, including feather mattresses, looking-glasses, horsehair sofas, and Brussels carpets.
2. They discovered Mollie admiring herself in front of a mirror with ribbons, whom they reprimanded sharply.
3. They unanimously passed a resolution that the farmhouse should be preserved intact as a museum and that no animal should ever live inside it.

Teacher's Note:
a) The farmhouse symbolizes human luxury and corruption, which the animals initially vow to reject.
b) Mention both the luxurious items seen and the museum resolution.

(v) What was the first of the seven commandments that embodied the principles of Animalism? [4 Marks]

Answer:
1. The first of the Seven Commandments painted on the tarred wall in white letters read: Whatever goes upon two legs is an enemy.
2. This commandment established the fundamental philosophical divide between animals (four legs) and humans (two legs).
3. It symbolized absolute hatred for human beings and ensured that no animal would ever imitate human habits or compromise with them.
4. It formed the bedrock of early Animalist ideology formulated by Snowball and Squealer.

Teacher's Note:
a) The Seven Commandments are central to George Orwell's satirical representation of dogmatic political manifestos.
b) Quote the first commandment accurately for full credit.

Question 10.
In chapter VIII, the humans, led by Fredrick, boldly attack the Animal Farm. Narrate how the attackers were beaten back in what came to be known as “The Battle of the Windmill’ and how the animals later celebrate their victory. [16 Marks]

Answer:
1. Napoleon was engaged in timber negotiations with both Pilkington and Frederick, eventually striking a deal with Frederick while demanding payment in real five-pound notes.
2. Three days later, it was discovered that Frederick's banknotes were forgeries, and the very next morning, Frederick and fifteen armed men attacked Animal Farm.
3. Armed with guns, the men opened fire from fifty yards away, causing the animals to panic, suffer heavy casualties, and retreat into farm buildings for cover.
4. The enemy took control of the big pasture and blew up the newly constructed windmill with blasting powder, reducing it to rubble in an instant.
5. The destruction of the windmill provoked intense fury among the animals, transforming their fear and despair into an unstoppable rage.
6. Prompted by a mighty cry for vengeance, the animals charged unitedly straight at the enemy without waiting for orders.
7. Terrified by this ferocious counter-attack, Frederick and his men panicked and fled for their lives, chased all the way down the field by the vengeful animals.
8. Following the victory, Napoleon congratulated the animals and ordered a solemn funeral for the animals slain in battle, with Boxer and Clover pulling the hearse.
9. Two full days were dedicated to celebrations filled with songs, speeches, firing of the gun, and extra food rations, including an apple for every animal.
10. The engagement was officially named "The Battle of the Windmill," and Napoleon instituted a new decoration, the Order of the Green Banner, which he conferred upon himself.

Teacher's Note:
a) The Battle of the Windmill is a direct allegory for the Battle of Stalingrad and the invasion of Russia during World War II.
b) Ensure the answer covers the betrayal regarding banknotes, the destruction of the windmill, the counter-attack, and the subsequent celebrations.

To Sir, With Love: E.R. Braithwaite

Question 11.
Read the extract given below and answer the questions that follow:
I felt drained of strength and thought; yet somehow managed to leave that office, navigate the passage, lift and corridor, and walk out of the building into the busy sunlit street. I had just been brought face to face with something I had either forgotten or completely ignored for more than six exciting years- my black skin.

(i) How had the receptionist behaved before and after she learnt that Braithwaite had been called for an interview with Mr Symonds? [3 Marks]

Answer:
1. Initially, the receptionist was extremely polite and smiled pleasantly when Braithwaite approached her desk.
2. However, the moment she learned that he was the candidate scheduled for an interview with Mr Symonds, her polite demeanor vanished.
3. Her attitude changed into one of coldness, disdain, and awkwardness upon realizing his race.

Teacher's Note:
a) This incident highlights the subtle yet pervasive racial discrimination Braithwaite faced in post-war London.
b) Contrast her polite initial behavior with her abrupt withdrawal of courtesy.

(ii) What post had Braithwaite applied for? How did the Appointments Office helped in this regard? [3 Marks]

Answer:
1. Braithwaite had applied for a professional post in the field of engineering, matching his academic qualifications and wartime service experience.
2. The Appointments Office assisted him by scheduling interviews with prospective employers following his two-week holiday.
3. Two courteous officials at the office had reviewed his credentials closely and arranged interviews with industrial firms.

Teacher's Note:
a) Braithwaite's technical background initially gave him hope, which was repeatedly crushed by racial prejudice.
b) State both his applied post and the role of the Appointments Office.

(iii) What did Mr Symonds tell Braithwaite to make him feel drained of strength and thought? [3 Marks]

Answer:
1. Mr Symonds told Braithwaite that his academic qualifications and interview performance were exemplary and that he was abundantly suited for the position.
2. However, he regretfully stated that employing a Black man would mean placing him in a position of authority over white English employees.
3. He hid his own racial prejudice behind the cowardly excuse that company clients and staff would object, completely crushing Braithwaite's hopes.

Teacher's Note:
a) This scene exposes institutional racism where merit is sidelined purely due to skin color.
b) Highlight the contradiction between praising his qualifications and rejecting him based on race.

(iv) What does Braithwaite do immediately after his first interview to prevent further humiliation? [3 Marks]

Answer:
1. Determined to avoid similar humiliating experiences, Braithwaite decided to be proactive.
2. He immediately telephoned the remaining two firms where he had pending interview appointments.
3. He explicitly informed them that he was a Negro and asked directly if his race would pose a problem for hiring him.

Teacher's Note:
a) Braithwaite's direct approach spares him further emotional pain and exposes the systemic barriers he faces.
b) Mention his phone calls to the remaining firms.

(v) Later, Braithwaite talks about a casual encounter which changes the course of his life. Where and with whom did this encounter tale place and how did it affect his future course of life? [4 Marks]

Answer:
1. The encounter took place while Braithwaite was sitting idly beside a lake in St James Park.
2. He met a thin, bespectacled old man who casually started a conversation about random things.
3. When the old man suggested that Braithwaite should consider teaching due to a dire shortage of teachers, it opened a completely new career path.
4. This conversation led directly to an interview at the Ministry of Education and his eventual appointment as a teacher at Greenslade School in East London.

Teacher's Note:
a) This chance meeting is a turning point in the memoir, shifting Braithwaite from engineering frustration to educational triumph.
b) Include both the setting (St James Park) and the resulting teaching career at Greenslade School.

Question 12.
How had his class behaved on their trip to the Victoria and Albert Museum that made Braithwaite feel proud feel proud of them? Who had earlier objected to the trip and why? Under what conditions was it allowed to go ahead? [16 Marks]

Answer:
1. Initially, Headmaster Mr Florian had objected to the proposed museum trip, arguing that a single teacher could not adequately supervise forty-six unruly children across London.
2. The trip was ultimately permitted under the strict condition that Braithwaite must be accompanied by another teacher, adhering to school council rules, prompting Miss Blanchard to volunteer.
3. Prior to this trip, Braithwaite's students at Greenslade School were notoriously ill-mannered, stubborn, disrespectful, and deeply prejudiced against him as a Black man.
4. Through immense patience, respect, and by teaching basic etiquette, Braithwaite slowly won their trust and transformed their behavior.
5. The museum trip served as the ultimate test of this transformation, where the students exhibited exemplary conduct that filled Braithwaite with immense pride.
6. All students were neatly dressed and on their best behavior throughout the journey across London.
7. When two women on public transport sneered offensively at the minority students and Braithwaite, one of the female students sharply snapped back, defending their teacher with dignity.
8. Inside the Victoria and Albert Museum, the children demonstrated polished manners, taking meticulous notes and drawing sketches to make the educational visit meaningful.
9. Upon returning, student leaders Denham and Potter responsibly volunteered to guide the entire class smoothly back to the school subway.
10. The culmination of this triumph occurred the next morning when Braithwaite found a flower vase filled with fresh flowers from the children's homes on his desk, marking his complete victory in transforming troubled youths into civilized citizens.

Teacher's Note:
a) This trip represents the emotional climax of the memoir, proving the success of Braithwaite's progressive teaching philosophy.
b) Ensure all three parts of the prompt are addressed: the Headmaster's objection, the accompanying conditions, and the exemplary behavior of the students at the museum.