Class 12 NCERT English Book Flamingo Prose Lesson 5 Indigo Solutions

Class 12 NCERT English Book Flamingo Prose Lesson 5 Indigo Question and Answers.

Questions And Answer:

1. Strike what is not true in the following.

a. Rajkumar Shukla was

(i) a sharecropper.
(ii) a politician
(iii) delegate
(iv) a landlord.

b. Rajkumar Shukla was

(i) poor.
(ii) physically strong.
(iii) illiterate.

2. Why is Rajkumar Shukla described as being ‘resolute’?

3. Why di you think the servants thought Gandhi to be another peasant?

4. List the places that Gandhi visited between hid first meeting with Shukla and his arrival at Champaran.

5. What did the peasants pay the British landlords as rent? What did the British now want instead and why? What would be the impact of synthetic indigo on the prices of natural indigo?

6. The events. in this part of the text illustrate Gandhi’s method of working. Can you identify some instances of this
method and link them to his ideas of satyagraha and non-violence?

7. Why did Gandhi agree to a settlement of 25 per cent refund to the farmers?

8. How did the episode change the plight of the peasants?

Answer:

1. Strike what is not true in the following. a. Rajkumar Shukla was (i) a sharecropper. (ii) a politician (iii) delegate (iv) a landlord. b. Rajkumar Shukla was (i) poor. (ii) physically strong. (iii) illiterate.

2. Rajkumar Shukla is described as being ‘resolute’ because despite facing Gandhi’s initial commitments and travels, he persistently followed him everywhere, from the Congress session in Lucknow to Cawnpore and then even to Gandhi’s ashram near Ahmedabad, for weeks, all to get Gandhi to visit Champaran. His unwavering determination to get Gandhi’s help demonstrates his resolute nature.

3. I think the servants thought Gandhi to be another peasant because Shukla was a poor yeoman known to them for pestering their master about the indigo sharecroppers’ issues. Since Gandhi was in Shukla’s company and they likely observed Gandhi’s simple attire and demeanor, they naturally assumed he was someone similar to Shukla – another peasant accompanying him to seek help. The text also explicitly mentions they took him to be Shukla’s “companion, Gandhi, whom they took to be another peasant.”

4. The places that Gandhi visited between his first meeting with Shukla and his arrival at Champaran are:

• Cawnpore
• His ashram near Ahmedabad
• Calcutta
• Patna
• Muzzafarpur

5. The peasants paid the British landlords the entire indigo harvest as rent.

The British now wanted compensation for releasing the peasants from the 15 percent indigo arrangement. This was because they learned that Germany had developed synthetic indigo, which would likely decrease the demand and price for natural indigo.

The impact of synthetic indigo on the prices of natural indigo would be a significant decrease.

7. Gandhi agreed to a settlement of 25 percent refund to the farmers because he understood that the amount of the refund was less important than the psychological and symbolic victory of making the landlords surrender a part of the money they had extorted. As Reverend J. Z. Hodge observed, Gandhi “took him at his word,” breaking the deadlock when the planters’ representative offered this amount. Gandhi explained that the key was that the landlords were “obliged to surrender part of the money and, with it, part of their prestige.” This act of concession was what truly empowered the peasants.

8. The episode significantly changed the plight of the peasants in the following ways:

They learned courage: By witnessing the landlords being forced to concede and refund money, the peasants realized they had rights and defenders. This broke their fear and instilled courage in them to stand up for themselves.

They saw the landlords were not above the law: The landlords’ surrender demonstrated that they could be held accountable for their actions, challenging the previous perception of them being untouchable and all-powerful.

Indigo sharecropping disappeared: Within a few years of Gandhi’s intervention, the British planters abandoned their estates, and the land reverted to the peasants. This ended the exploitative indigo sharecropping system.

Improvements in social and cultural life: Gandhi also addressed the social and cultural backwardness by establishing schools, promoting hygiene, and providing basic healthcare, leading to an overall improvement in their living conditions.

Understanding the text

1. Why do you think Gandhi considered the Champaran episode to be a turning-point in his liffe?

2. How was Gandhi able to influence lawyers? Give instances.

3. What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’?

4. How do we know that ordinary people too contributed to the freedom movement?

Answer:

1. Why do you think Gandhi considered the Champaran episode to be a turning-point in his life? I believe Gandhi considered the Champaran episode a turning point in his life for several key reasons:
   • First successful application of Satyagraha in India: This was arguably the first time Gandhi successfully employed his philosophy of Satyagraha (non-violent resistance) on a large scale in India. The victory against the powerful British landlords demonstrated the potential of this method in addressing injustice within the Indian context. It likely solidified his belief in Satyagraha as a potent tool for social and political change in India.
   • Direct engagement with the Indian peasantry: Champaran brought Gandhi into direct contact with the struggles of the ordinary Indian peasant. This firsthand experience of their poverty, exploitation, and fear likely deepened his understanding of the social and economic realities of India and shaped his future activism to focus on the needs of the most marginalized.
   • Building trust and leadership: His success in Champaran earned him the trust and respect of the masses. It marked the beginning of his emergence as a national leader who could effectively mobilize people against injustice. The peasants saw him as their “champion,” and this recognition would have been a significant personal and political turning point.
   • Realization of the interconnectedness of issues: In Champaran, Gandhi didn’t just address the economic exploitation of indigo sharecropping. He also tackled issues of education, health, and social backwardness. This holistic approach likely reinforced his understanding that social, economic, and political issues are intertwined and need to be addressed comprehensively.
   • Personal transformation and conviction: The success in Champaran would have strengthened Gandhi’s conviction in his methods and his path. It likely provided him with a sense of purpose and direction for his future involvement in the freedom movement.
2. How was Gandhi able to influence lawyers? Give instances. Gandhi was able to influence lawyers through a combination of moral persuasion, appeals to their sense of justice, and by shifting their focus from financial gain to the service of the oppressed:
   • Chiding them for high fees: Gandhi directly criticized the Muzzafarpur lawyers for charging hefty fees from the already impoverished sharecroppers. He questioned the value of legal battles when the peasants were “crushed and fear-stricken,” suggesting that the real need was to free them from fear rather than entangle them in lengthy and expensive court cases. This moral reprimand likely appealed to their conscience.
   • Shifting the focus to the peasants’ plight: Gandhi’s presence and his direct engagement with the peasants’ suffering likely moved the lawyers. By witnessing his dedication and understanding the depth of the injustice, they may have felt a greater sense of responsibility towards their clients beyond just the legal aspects of their cases.
   • Encouraging direct action over legal recourse: Gandhi’s statement that “we should stop going to law courts” was a radical suggestion for lawyers whose profession revolved around the legal system. However, his reasoning, that the courts were ineffective for the fear-stricken peasants, likely resonated with some of them, prompting them to consider alternative approaches.
   • Volunteering for the cause: The fact that prominent lawyers like Rajendra Prasad later became key figures in the independence movement suggests that Gandhi’s early influence in Champaran had a lasting impact. While the text doesn’t explicitly state they stopped charging fees entirely in this instance, their willingness to work alongside Gandhi and his methods indicates a shift in their perspective.
3. What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’? The text suggests that the attitude of the average Indian in smaller localities towards advocates of ‘home rule’ was one of fear and apprehension. Gandhi himself commented, “In smaller localities, the Indians were afraid to show sympathy for advocates of home-rule.” This indicates that supporting or even associating with those who advocated for self-governance could have had negative repercussions in these areas, likely due to the strong presence and authority of the British administration and the potential for surveillance and punishment.
4. How do we know that ordinary people too contributed to the freedom movement? We know that ordinary people contributed to the freedom movement through several instances in the text:
   • Rajkumar Shukla’s persistent efforts: Shukla, an illiterate peasant, took the initiative to seek Gandhi’s help and relentlessly pursued him across different locations for months. His determination was the catalyst that brought Gandhi to Champaran, highlighting the crucial role ordinary individuals could play in initiating significant movements.
   • The sharecroppers’ willingness to give depositions: The fact that about ten thousand peasants came forward to give their depositions and share their grievances with Gandhi and the lawyers demonstrates their active participation in the inquiry and their desire for justice.
   • Their eagerness to see Gandhi: The news of Gandhi’s arrival spread quickly, and sharecroppers “began arriving on foot and by conveyance to see their champion.” This shows their hope and their willingness to make an effort to connect with and support someone they believed could help them.
   • Volunteering for social work: The response to Gandhi’s appeal for teachers saw ordinary individuals, like Mahadev Desai, Narhari Parikh, their wives, and others from distant places, volunteering their time and skills to educate and uplift the villagers. This selfless service highlights the contribution of common people beyond direct political action.

These examples illustrate that the freedom movement was not solely led by prominent figures but also involved the active participation, courage, and determination of ordinary Indians from all walks of life.

Talking about the text

Discuss the following.

1. “Freedom from fear is more important than legal procedures.

Do you think that the poor of India are free from fear after Independence?

2. The qualities of a good leader.

Answer:

1. “Freedom from fear is more important than legal procedures.” Do you think that the poor of India are free from fear after Independence? Gandhi’s statement highlights a profound truth: true liberation goes beyond legal rights; it requires a psychological and social environment where individuals are free from intimidation and oppression. Legal procedures, while essential for justice, can be ineffective if people are too afraid to access them or if the power structures that instilled fear remain largely unchanged. Regarding whether the poor of India are entirely free from fear after Independence, the reality is complex and, sadly, the answer is not a complete yes. While significant progress has been made and India is a democratic nation with constitutional rights, various forms of fear continue to plague many of the poor:
   • Fear of economic insecurity: Poverty itself breeds fear – fear of hunger, lack of shelter, inability to afford healthcare or education for their children. Daily survival can be a constant source of anxiety.  
   • Fear of social discrimination: Caste-based discrimination, though legally abolished, unfortunately persists in many parts of India, leading to fear of social ostracization, violence, and denial of opportunities for marginalized communities. Religious minorities and other vulnerable groups also face similar fears in certain contexts.  
   • Fear of exploitation: Despite labor laws, many poor individuals, especially in the unorganized sector, remain vulnerable to exploitation by employers, landlords, and moneylenders. Fear of losing their meager livelihoods often prevents them from asserting their rights.  
   • Fear of violence and crime: Insecurity and lack of effective law enforcement in some areas, particularly for marginalized communities, can lead to fear of violence, harassment, and crime.  
   • Fear of the powerful: The poor often lack the resources and social capital to challenge the powerful – be it local authorities, influential individuals, or corrupt officials. This power imbalance can create a climate of fear that prevents them from seeking justice or demanding their rights.

Therefore, while Independence brought legal freedoms and democratic structures, the deeply entrenched social and economic inequalities mean that “freedom from fear” remains an ongoing struggle for many of India’s poor. Addressing this requires not just legal frameworks but also significant social reforms, economic empowerment, and a change in societal attitudes to ensure that the rights guaranteed by the Constitution are a lived reality for all.  

2. The qualities of a good leader. The Champaran episode, through Gandhi’s actions and words, offers several insights into the qualities of a good leader:
   • Empathy and Connection with the People: A good leader understands and feels the pain of the people they represent. Gandhi’s willingness to listen to Rajkumar Shukla, a seemingly insignificant peasant, and his genuine concern for the plight of the sharecroppers demonstrate this crucial quality. He didn’t dismiss their suffering but made it his own.  
   • Courage and Moral Conviction: A good leader stands up for what is right, even in the face of powerful opposition. Gandhi’s defiance of the British authorities and his unwavering commitment to Satyagraha in Champaran showcase his courage and strong moral compass.  
   • Persistence and Determination: Bringing about change often requires sustained effort. Gandhi’s willingness to travel to remote areas, conduct thorough inquiries, and engage in protracted negotiations highlights the importance of persistence in a leader.
   • Strategic Thinking and Planning: A good leader doesn’t just act impulsively. Gandhi meticulously planned his actions, even preparing for civil disobedience before meeting the Lieutenant-Governor. He understood the need for strategy to achieve his goals.  
   • Ability to Mobilize and Unite: A good leader inspires and brings people together for a common cause. Gandhi’s presence in Champaran galvanized the peasants, the lawyers, and even volunteers from different parts of India, demonstrating his ability to mobilize diverse groups.  
   • Focus on Empowerment, Not Just Solutions: Gandhi’s emphasis on freeing the peasants from fear and empowering them to understand their rights is a key aspect of good leadership. He didn’t just seek immediate fixes but aimed for long-term change by instilling courage and awareness.  
   • Integrity and Trustworthiness: A good leader earns the trust of their followers through their actions and words. Gandhi’s commitment to non-violence and his genuine concern for the well-being of the peasants built immense trust in him.  
   • Humility and Willingness to Learn: Despite his stature, Gandhi was willing to listen to an illiterate peasant and learn about the situation on the ground. This humility and openness to understanding different perspectives are vital qualities of a good leader.  

In essence, the Champaran episode portrays Gandhi as a leader who was not only politically astute but also deeply humane, morally grounded, and genuinely committed to the well-being and empowerment of the people he served. These qualities remain timeless and essential for effective leadership in any context.   Sources and related content

Working with words

List the words used in the text that ae related to legal procedures.
For example: depositon
List other words that you know that fall into this category.

Answer:

Words from the text related to legal procedures:

• deposition: A formal, usually written, statement taken under oath.
• court: A place where legal cases are heard and decided.
• lawyers: Professionals who advise and represent clients in legal matters.
• cases: Legal disputes brought before a court.
• fee: Payment made for professional services, in this context, to the lawyers.
• landlords: While not strictly a legal procedure word, in this context, their actions are the subject of legal grievances and potential legal action.
• contract: A legally binding agreement (referring to the long-term indigo agreement).
• compensation: Payment awarded to someone for loss, injury, or suffering (in this case, for release from the contract).
• refunds: Repayment of money.
• settlement: An official agreement intended to resolve a dispute or conflict.
• commission of inquiry: A formal body appointed to investigate a specific issue.

Other words related to legal procedures that I know:

• litigation: The process of taking legal action.
• plaintiff: The party who brings a case to court.
• defendant: The party against whom a case is brought.
• judge: An official who presides over a court of law.
• verdict: The decision reached by a jury or a judge in a court case.
• evidence: Information presented in court to prove or disprove a fact.
• testimony: A formal written or spoken statement given in a legal case.
• subpoena: A writ ordering a person to attend court.
• appeal: To make a formal request to a higher court to review a decision made by a lower court.
• statute: A written law passed by a legislative body.
• ordinance: A law passed by a local government.
• jurisdiction: The authority of a court to hear and decide a case.
• prosecution: The institution and conducting of legal proceedings against someone in respect of a criminal charge.
• defense: The case presented by or on behalf of the party being accused or sued in a legal action.  
• affidavit: A written statement confirmed by oath or affirmation, for use as evidence in court.
• bail: The temporary release of an accused person on condition that a sum of money is lodged to guarantee their appearance in court.
• injunction: A judicial order restraining a person from an action.
• writ: A formal written order issued by a body with administrative or judicial jurisdiction.
• habeas corpus: A writ requiring a person under arrest to be brought before a judge or into court, especially to secure the person’s release unless lawful grounds are shown for their detention.  
• plea: A formal statement by or on behalf of a defendant or prisoner, stating guilt or innocence in response to a charge.

Thinking about language

1. Notice the sentences in the text which are in ‘direct speech’.
Why does the author use quotations in his narration?

2. Notice the use or non-use of the comma in the following sentences.

(a) When I first visited Gandhi in 1942 at his ashram in Sevagram, he told me what happened in Champaran.

(b) He had not proceeded far when the police superintendent’s messenger overtook him.

(c) When he court reconvene, the judge said he would not deliver the judgement for several days.

Answer:

Notice the sentences in the text which are in ‘direct speech’. Why does the author use quotations in his narration?

Here are some examples of direct speech from the text:

• “I will tell you how it happened that I decided to urge the departure of the British. It was in 1917.” (Gandhi speaking to the visitor)
• “I am Rajkumar Shukla. I am from Champaran, and I want you to come to my district!” (Rajkumar Shukla speaking to Gandhi)
• “Fix a date,” he begged. (Rajkumar Shukla speaking to Gandhi)
• ‘‘I have to be in Calcutta on such-and-such a date. Come and meet me and take me from there.” (Gandhi speaking to Rajkumar Shukla)
• ‘‘It was an extraordinary thing ‘in those days,’’ Gandhi commented, “for a government professor to harbour a man like me”. (Gandhi’s reflection)
• “But how much must we pay?” they asked Gandhi. (The planters speaking to Gandhi)
• “There he seemed adamant,” writes Reverend J. Z. Hodge… (Reverend Hodge’s observation quoted by the author)

The author uses quotations (direct speech) in his narration for several important reasons:

• To bring the characters and events to life: Direct speech allows the reader to hear the characters’ voices directly, making them and the interactions more vivid and engaging. It helps the reader connect with their personalities and emotions.
• To add authenticity and credibility: Quoting the actual words spoken by individuals, especially historical figures like Gandhi, lends authenticity to the narrative. It makes the account feel more factual and reliable, as if the reader is getting firsthand information.
• To highlight key moments and turning points: Significant statements or exchanges are often presented in direct speech to emphasize their importance in the unfolding events. For example, Shukla’s persistent plea is crucial to the story.
• To reveal character and relationships: The way characters speak and what they say can reveal their personalities, their social standing, and the nature of their relationships with others. Shukla’s simple yet determined language contrasts with Gandhi’s more formal responses.
• To break up the narrative flow and add variety: Incorporating direct speech can make the writing more dynamic and less monotonous than purely descriptive narration.

Notice the use or non-use of the comma in the following sentences.

(a) When I first visited Gandhi in 1942 at his ashram in Sevagram, he told me what happened in Champaran.

• Analysis: The comma after “Sevagram” is used because the introductory adverbial clause “When I first visited Gandhi in 1942 at his ashram in Sevagram” provides background information before the main clause “he told me what happened in Champaran.” Longer introductory clauses are usually followed by a comma to separate them from the main sentence.

(b) He had not proceeded far when the police superintendent’s messenger overtook him.

• Analysis: There is no comma before “when” in this sentence. This is because “when the police superintendent’s messenger overtook him” is a subordinate clause that is essential to the meaning of the main clause “He had not proceeded far.” When a subordinate clause follows the main clause and is essential (not just adding extra information), a comma is generally not used.

(c) When he court reconvene, the judge said he would not deliver the judgement for several days.

• Analysis: This sentence is grammatically incorrect as it is missing a verb in the subordinate clause. It should likely be: “When the court reconvened, the judge said he would not deliver the judgement for several days.” Assuming the intended meaning, the comma after “reconvened” would be used for the same reason as in sentence (a). The introductory adverbial clause “When the court reconvened” sets the time frame for the main clause.

General Rules for Comma Usage in Similar Sentences:

• Comma after introductory clauses: When a sentence begins with an adverbial clause (often starting with words like when, while, after, before, because, if, although), a comma usually follows it to separate it from the main clause.
• No comma before essential subordinate clauses: When a subordinate clause follows the main clause and is crucial to its meaning (i.e., the main clause wouldn’t make complete sense without it), a comma is generally not used.
• Comma before non-essential subordinate clauses: If a subordinate clause at the end of a sentence adds extra, non-essential information, it is usually preceded by a comma.

Things to do

1. Choose an issue that has provoked a controversy like the Bhopal Gas Tragedy or the Narmada Dam Project in which the lives of the poor have been affected.

2. Find out the facts of the case.

3. Present your arguments.

4. Suggest a possible settement.

Answer:

1. The Issue: Bhopal Gas Tragedy

The Bhopal Gas Tragedy is a stark example of a catastrophic industrial accident where the lives of the poor were overwhelmingly and devastatingly affected. It remains a significant controversy due to the scale of the disaster, the long-term health consequences, and the ongoing struggle for justice and adequate compensation for the victims.  

2. Facts of the Case:

• Date and Location: The tragedy occurred on the night of December 2-3, 1984, in Bhopal, Madhya Pradesh, India, at a pesticide plant owned and operated by Union Carbide India Limited (UCIL), a subsidiary of the American multinational Union Carbide Corporation (UCC).
• The Incident: Approximately 40 tons of methyl isocyanate (MIC) gas and other toxic compounds leaked from a storage tank at the UCIL plant. A combination of factors, including inadequate safety measures, deferred maintenance, and a malfunctioning refrigeration system, contributed to the disaster.  
• Immediate Impact: The highly toxic gas spread rapidly through the densely populated shantytowns surrounding the plant. Thousands of people died within hours due to inhalation of the poisonous gas. Estimates of the immediate death toll vary, but government figures cite around 3,787 deaths. However, other sources, including activists, claim the immediate death toll was much higher, possibly around 8,000.  
• Long-Term Consequences: Hundreds of thousands of survivors suffered severe and chronic health problems, including respiratory illnesses, neurological disorders, cancers, blindness, and birth defects. These health issues have persisted for decades, significantly impacting the quality of life and livelihoods of the affected population.  
• Legal Battles and Compensation: The Indian government filed a lawsuit against UCC in the United States. In 1989, a settlement was reached where UCC agreed to pay $470 million in compensation. This settlement was widely criticized by victims’ groups for being inadequate and for absolving UCC of further liability. Legal battles for additional compensation and environmental remediation have continued in Indian and US courts for decades with limited success.  
• Environmental Contamination: The abandoned UCIL plant site remains heavily contaminated with toxic waste, posing an ongoing threat to the health of the local population through soil and groundwater contamination. Remediation efforts have been insufficient.  
• Justice and Accountability: There has been widespread dissatisfaction with the lack of accountability for the disaster. While some UCIL officials were convicted in India years later, the punishments were considered lenient, and key figures from UCC in the US were never successfully prosecuted.  

3. Arguments:

From the perspective of the victims and affected communities:

• Gross Negligence: Union Carbide Corporation, as the parent company, and its subsidiary UCIL were grossly negligent in their operation and maintenance of the Bhopal plant. They failed to implement adequate safety measures, ignored warning signs, and did not have proper emergency response plans in place.  
• Inadequate Compensation: The $470 million settlement was woefully insufficient to address the long-term health consequences, loss of life, and economic losses suffered by hundreds of thousands of people. The compensation per victim was meager and did not account for the chronic illnesses and disabilities.  
• Lack of Accountability: The failure to hold UCC executives in the US accountable for the disaster sent a dangerous message that multinational corporations can operate with impunity in developing countries. The lenient punishments for UCIL officials in India also failed to provide justice to the victims.
• Environmental Remediation: UCC has failed to adequately clean up the toxic waste at the plant site, leaving the local environment contaminated and continuing to harm the health of the residents. They have a moral and legal obligation to remediate the site fully.
• Right to Health and Dignity: The survivors have a right to proper healthcare, rehabilitation, and a life of dignity. The ongoing health crisis caused by the gas leak requires sustained medical support and long-term care.  

4. Possible Settlement:

A more just and comprehensive settlement could involve the following elements:

• Additional and Adequate Compensation: UCC (or its successor, Dow Chemical) should be held liable for providing significantly more compensation to the victims, taking into account the long-term health consequences, loss of income, and the immense suffering endured. This should be based on a fair assessment of the damages and medical needs.
• Comprehensive Environmental Remediation: Dow Chemical should be legally obligated and financially responsible for a thorough and scientifically sound cleanup of the contaminated plant site in Bhopal. This should be overseen by independent environmental experts and involve the participation of local communities.
• Long-Term Healthcare and Rehabilitation: A dedicated and well-funded healthcare system should be established in Bhopal to provide free, comprehensive, and long-term medical care and rehabilitation services to the gas victims. This should address the specific health issues arising from the gas exposure.
• Justice and Accountability: Efforts should be renewed to hold those responsible for the disaster, both in India and the US, accountable under the relevant laws. This could involve pursuing further legal action and ensuring that lessons are learned to prevent similar tragedies in the future.
• Community Involvement and Transparency: Any settlement or remediation plan should involve meaningful consultation and participation of the affected communities and victims’ organizations. All processes should be transparent and accessible to the public.
• Economic Rehabilitation: Programs should be implemented to support the economic rehabilitation of the victims and their families, who often lost their livelihoods due to the disaster and its long-term health impacts. This could include vocational training and financial assistance.

It’s important to acknowledge that achieving a truly satisfactory settlement after so many years is incredibly challenging. However, focusing on these elements could provide a measure of justice and relief to the long-suffering victims of the Bhopal Gas Tragedy and serve as a precedent for corporate accountability in similar situations.

About the Unit

Theme

The leadership shown by Mahatma Gandhi to secure justice for oppressed people through convincing argumentation and negotiation.

Sub-Theme

Contributions made by anonymous Indians to the freedom movement.

Reading Comprehesion

Intensive reading of factual writing to understand events and facts.
The think as you read questions at the end of each section help in understanding descriptions of people, consolidating facts and focusing on what is important to understand further sections.

Scanning for specific instances in the text to support given statements.

Inferential questions to reason out certain statements in the text.

Talking about the text

Discussion as a take-off from the text and making pupils think about issues such as freedom from fear as a prerequisite for justice. Understating leadership qualities-direct relevance to pupils prospects. Fluency development.

Working with Words

Making pupils notice the specialist used legal parlance.

Noticing form

USe of direct speech in narration. Pupils are already aware of the form changes when spoken words are reposted. They should now be able to notice the choice of form in context of use to strengthen the effectiveness of narration.

Use of the comma to separate subordinate clause from main clause if it preceds it, and its omission if it comes after the main clause.

Things to do

Extension activity to help pupils understand the method of Gandhian activism and relate it to current peoblems of national importance.

Investigation of facts
Presentation of arguments
Settlement

Answer:

Talking About the Text:

• Discussion: “Freedom from fear is more important than legal procedures” (Take-off for Justice)
  • Initiate with the text: Begin by revisiting Gandhi’s statement in the context of the Champaran peasants. Ask pupils:
    • Why did Gandhi believe freedom from fear was crucial for the peasants? (Guide them to see how fear prevented them from seeking legal help or asserting their rights).
    • How did Gandhi’s actions in Champaran aim to reduce their fear? (Highlight his direct engagement, building trust, and achieving a tangible victory).
  • Broaden the scope: Transition to the present day and ask:
    • Can you think of situations in our society where people, especially the poor or marginalized, might live in fear? (Examples: fear of police harassment, powerful local figures, losing their livelihoods, social stigma).
    • In these situations, how effective can legal procedures be on their own? (Encourage them to consider barriers like lack of awareness, cost of legal aid, intimidation, and corruption).
    • Do you agree with Gandhi’s statement in today’s context? Why or why not?
    • What needs to happen in addition to legal procedures to ensure justice for everyone, especially those living in fear? (Guide them towards ideas like education, empowerment, social support, and systemic reforms).
• Understanding Leadership Qualities (Direct Relevance to Pupils’ Prospects)
  • Identify Gandhi’s qualities: Ask pupils to identify the leadership qualities Gandhi displayed in the Champaran episode based on the text. (List them on the board: empathy, courage, persistence, strategic thinking, ability to unite, focus on empowerment, integrity).
  • Connect to their lives: Discuss how these qualities are relevant to leadership roles they might take on in their own lives, both now and in the future:
    • In school (class monitor, team leader, organizing events).
    • In their communities (volunteering, taking initiative).
    • In their future careers and personal lives.
  • Activity: Divide pupils into small groups. Assign each group one of Gandhi’s leadership qualities. Ask them to:
    • Find examples of this quality in Gandhi’s actions in Champaran.
    • Discuss how they can develop this quality in themselves.
    • Present their findings to the class.
• Fluency Development: Encourage active participation in these discussions. Prompt pupils to express their ideas clearly and respectfully, building on each other’s points. Model fluent and articulate speaking.

Working with Words:

• Noticing Specialist Legal Parlance:
  • Identify legal words in the text: As you discussed earlier, list the words related to legal procedures that appear in the text (deposition, court, lawyers, cases, fee, contract, compensation, refunds, settlement, commission of inquiry).
  • Discuss their meanings: Ensure pupils understand the specific meanings of these terms within a legal context.
  • Extension: Ask pupils if they have heard these words in news reports, movies, or other contexts. Discuss why specific language is used in legal settings (precision, formality, established meaning).
  • Activity: Provide a list of general words and their legal equivalents (e.g., problem – case, agreement – contract, payment – fee/compensation). Ask pupils to match them and discuss the nuances in meaning.

Noticing Form:

• Use of Direct Speech in Narration:
  • Review direct and indirect speech: Briefly recap the difference between direct and indirect speech.
  • Analyze the text: Point out examples of direct speech in the Champaran narrative and ask pupils why the author might have chosen to use direct quotes in those specific instances (as discussed earlier: bringing events to life, authenticity, highlighting key moments, revealing character).
  • Activity: Choose a short passage of narration and ask pupils to rewrite parts of it using direct speech, explaining the effect it has on the reader’s experience. Conversely, take a piece of direct speech and ask them to report it using indirect speech, discussing the changes in impact.
• Use of the Comma:
  • Focus on the examples: Revisit the comma usage in the provided sentences (or similar examples from the text).
  • Explain the rule: Clearly explain the rule about using a comma after an introductory subordinate clause and omitting it when the subordinate clause follows the main clause and is essential.
  • Provide more examples: Give several more sentences illustrating both cases.
  • Practice: Provide sentences where pupils need to correctly place or omit commas based on this rule.
  • Error correction: Ask pupils to identify and correct comma errors in given sentences.

Things to Do (Extension Activity):

• Understanding Gandhian Activism and Current Problems:
  • Recap Gandhi’s methods in Champaran: Discuss the key elements of Gandhi’s approach: peaceful resistance, fact-finding, mobilizing people, negotiation, focus on empowerment.
  • Brainstorm current national problems: Ask pupils to identify current issues of national importance where the lives of the poor are affected (e.g., environmental pollution, displacement due to development projects, social discrimination, farmers’ issues, access to basic resources).
  • Group activity: Divide pupils into small groups and assign each group a current problem. Ask them to:
    • Investigate Facts: Research the basic facts of the issue (using reliable sources).
    • Present Arguments: Develop arguments from the perspective of the affected poor, highlighting their grievances and the injustices they face.
    • Suggest a Possible Settlement (Gandhian Approach): Brainstorm how Gandhian principles of activism (non-violent resistance, dialogue, focus on rights and dignity) could be applied to address this problem and work towards a just settlement. They should outline specific steps and strategies.
  • Presentation and Discussion: Each group presents their findings and proposed settlement to the class, followed by a class discussion on the feasibility and effectiveness of applying Gandhian methods to contemporary issues.

By engaging with the text in these ways, your pupils can deepen their understanding of the historical context, develop critical thinking skills, improve their language proficiency, and connect the lessons from the past to the challenges and opportunities of the present. Remember to encourage active participation, respectful dialogue, and a spirit of inquiry throughout these activities.