CBSE| HISTORY|CLASS 7| Region and Empire (700–1750 CE)

 

Region and Empire (700–1750 CE)

The period from 700 to 1750 CE in Indian history saw the growth of regional identities alongside the formation and decline of large pan-regional empires. This dynamic interaction between regional distinctiveness and imperial integration played a key role in shaping the political, cultural, and economic landscape of the subcontinent.

🌍 Vast Empires and Exaggerated Claims

• Powerful empires like the Cholas, Tughluqs, and Mughals attempted to bring multiple regions under a single political umbrella.

• Sanskrit prashastis (royal eulogies) often exaggerated the territorial extent of these rulers.

  • For example, the prashasti of Ghiyasuddin Balban claimed his rule extended from Bengal (Gauda) in the east to Ghazni (Afghanistan) in the west and even to south India (Dravida).

  • Such descriptions were more symbolic than factual, reflecting aspirations of universal kingship rather than actual control.

• Historians today analyze these texts critically, understanding them as tools of political messaging and legitimacy rather than factual records.

🗺️ Rise of Distinct Regional Identities

• By 700 CE, many regions had already developed their own:

  • Geographical boundaries

  • Languages

  • Cultural traits

  • Ruling dynasties

• These regions included:

  • Gauda (Bengal)

  • Andhra

  • Kerala

  • Karnataka

  • Maharashtra

  • Gujarat, and others.

• Regional conflicts and competition among states were frequent.

🏰 Pan-Regional Empires

• Empires like those of the:

  • Cholas (South India)

  • Khaljis and Tughluqs (Delhi Sultanate)

  • Mughals (North India and beyond)

…tried to consolidate diverse regions under a single administration.

• These empires were:

  • Not always stable

  • Not always successful

  • But they managed to integrate culturally and politically large parts of the subcontinent.

📉 Decline of Empires and Rise of Regional Powers

• The decline of the Mughal Empire in the 18th century marked a resurgence of regional states.

• However, centuries of imperial rule had already shaped these regions, influencing:

  • Governance

  • Economic systems

  • Elite cultures

  • Language and art

• Even after the fall of empires, the legacies remained—seen in shared administrative practices and blended cultural forms.

🔄 Integration Without Erasure

• Throughout this thousand-year period:

  • Regions did not evolve in isolation.

  • They were continually impacted by pan-regional forces—military, cultural, religious, and economic.

  • Yet, they maintained their uniqueness, adapting broader influences to their local context.

• This interplay between regional identity and imperial ambition created a rich, diverse, yet interconnected Indian civilization.

🧠 Conclusion

The history of India between 700 and 1750 CE is marked by a constant dialogue between regions and empires. While regional identities flourished with their own languages, rulers, and cultures, pan-regional empires tried to unify them under centralized rule. Despite the rise and fall of empires, both distinctiveness and interconnectedness remained enduring features of the Indian subcontinent’s historical landscape.

CBSE| HISTORY|CLASS 7| New Social and Political Groups (700–1750 CE)

 

New Social and Political Groups (700–1750 CE)

The period between 700 and 1750 CE in the Indian subcontinent was marked by significant economic, social, political, and cultural changes. Historians find it both fascinating and challenging to study this thousand-year span due to the variety of developments and large-scale transformations that occurred.

⚙️ Technological and Agricultural Innovations

• New technologies emerged:

  • Persian wheel – improved irrigation techniques.

  • Spinning wheel – enhanced weaving.

  • Firearms – revolutionized warfare.

• New crops and beverages like potatoes, corn, chillies, tea, and coffee were introduced.

• These innovations were often brought by migrating groups who also introduced new ideas and cultural practices.

🚶‍♂️ Mobility and Search for Opportunities

• This era saw great mobility. People moved across regions seeking fortune, land, and political power.

• The subcontinent’s wealth and diversity attracted many, and some groups rose to prominence.

🛡️ Rise of the Rajputs and Other Groups

• Rajputs (from Rajaputra, meaning son of a ruler):

  • Originally referred to Kshatriya warriors.

  • Included rulers, chieftains, soldiers, and commanders.

  • Known for valour, loyalty, and a chivalric code of conduct, often praised by their poets and bards.

• Other groups that gained importance:

  • Marathas

  • Sikhs

  • Jats

  • Ahoms

  • Kayasthas (caste of scribes and administrators)

These groups used political opportunities to build influence and shape regional histories.

🌾 Forest Clearance and Peasant Expansion

• Large-scale forest clearing led to agricultural expansion.

• Many forest-dwellers became peasants by starting to till the land.

• These peasants began interacting with:

  • Regional markets

  • Priests and temples

  • Local chieftains and monasteries

• They became part of larger, more complex societies and were expected to pay taxes and offer services to local rulers.

💰 Emerging Social Differences

• Differences developed among peasants:

  • Some had fertile land.

  • Others had cattle.

  • Some were artisans during lean seasons.

• These differences led to social stratification and the formation of jatis (sub-castes).

🏷️ Jatis and Their Rules

• People were grouped into jatis based on occupation and background.

• Status was not fixed — it varied by:

  • Region

  • Wealth

  • Political influence

• Jatis created their own rules and regulations and enforced them through jati panchayats (assemblies of elders).

• Yet, they also had to follow village rules set by local chieftains.

🏘️ Villages and Local Governance

• A village was often governed by a chieftain.

• Multiple villages formed small units within a larger state.

• These small political units were part of the fragmented political structure of medieval India.

🧠 Conclusion

The thousand years between 700 and 1750 CE saw the emergence of new social and political groups, driven by technology, migration, war, agriculture, and trade. These groups contributed to the shaping of regional cultures, hierarchies, and governance structures. The dynamic nature of social ranks, political alliances, and economic activity makes this period one of great complexity and transformation.

CBSE| HISTORY|CLASS 7| Historians and their Sources

 

Historians and their Sources

To understand the past, historians rely on sources of information — materials, writings, and evidence left behind by people who lived in earlier times. The period from 700 CE to 1750 CE witnessed significant changes in the nature and variety of these sources. As societies changed, new forms of records emerged, making the historian’s job both rich and challenging.

📜 Types of Historical Sources

Historians use a variety of sources depending on:

• The time period being studied.

• The nature of inquiry (political, social, cultural, economic).

Some common sources used:

• Coins: Provide insights into economy, trade, and political authority.

• Inscriptions: Engraved messages on stones or metals, often related to kings and temples.

• Architecture: Temples, forts, mosques, palaces reveal cultural, religious, and political life.

• Textual records: Writings that give detailed accounts of events, people, and thoughts.

📈 Increase in Textual Records (700–1750 CE)

• A major shift occurred during this period — there was a dramatic increase in textual records.

• The use of paper became more common and affordable.

• This led to the widespread writing of:

  • Religious texts

  • Biographies and chronicles of rulers

  • Letters and teachings of saints

  • Petitions and court judgments

  • Registers for taxes and accounts

These manuscripts were collected in libraries, temples, and monasteries, often by wealthy individuals and kings.

✍️ Manuscripts and the Problem of Copying

• There was no printing press during this time.

• Texts were hand-copied by scribes — a process that led to errors and variations.

• Like copying a friend’s homework, scribes sometimes guessed unclear words and unintentionally made changes.

• Over centuries of copying, small differences turned into large discrepancies between versions.

• This is why manuscripts of the same text may look very different from each other today.

📚 Challenges for Historians

• Original manuscripts by authors are rarely found today.

• Historians must rely on copies, and compare different versions to guess the original content.

• Example: The famous chronicler Ziyauddin Barani wrote his history in 1356, and a revised version two years later.

  • Historians were unaware of the earlier version until the 1960s, as it was buried in a library collection.

  • The two versions differed — showing how authors revised their own work.

🧠 Conclusion

The study of history is not just about reading old texts; it’s about interpreting them carefully, comparing versions, and understanding the context in which they were written. Textual records offer rich information, but they come with challenges of accuracy, bias, and variation. Historians must be detectives of the past, piecing together the truth from scattered and altered evidence.

CBSE| HISTORY|CLASS 7| New and Old Terminologies in Historical Context

 

New and Old Terminologies in Historical Context

As times change, so do the meanings of words and the languages in which they are spoken. In the study of history, understanding terminology is crucial because words used in the past often carried very different meanings than they do today. This section of the chapter explores how language, context, and meaning evolve over time, using powerful examples to explain why historians must interpret words carefully and contextually.

Language Change Over Time

• Historical records exist in many languages like Sanskrit, Persian, Arabic, Hindi, Tamil, etc.

• These languages have evolved significantly — not just in grammar and vocabulary, but also in the meanings of words.

• For example, medieval Persian is very different from modern Persian.

Example 1: The Word "Hindustan"

• Today: The term "Hindustan" is often understood as India, the modern nation-state.

• 13th Century: Historian Minhaj-i-Siraj, writing in Persian, used "Hindustan" to refer only to Punjab, Haryana, and the land between the Ganga and Yamuna — the political domain of the Delhi Sultanate.

  • It had a limited political meaning, and did not include South India.

• 16th Century: Emperor Babur used "Hindustan" to describe the geography, flora, fauna, and culture of the entire Indian subcontinent — a cultural and geographical idea, not a political one.

• 14th Century: Poet Amir Khusrau used the term “Hind” similarly, referring to the people and traditions of the land.

• This shows that the idea of India did exist, but not as a nation-state. The word “Hindustan” evolved in meaning, usage, and context over time.

Example 2: The Word "Foreigner"

• Today: A foreigner is someone who is not an Indian citizen — someone from another country.

• In the Medieval Period:

  • A foreigner was simply a stranger or someone outside one’s community or village.

  • A person from a different village, forest, or even a different social group could be called a "foreigner".

  • Terms like "pardesi" (in Hindi) or "ajnabi" (in Persian) were used.

  • For example, a city dweller might see a forest dweller as a foreigner, even if both lived in the same region.

  • But two people of different castes or religions living in the same village were not seen as foreigners to each other.

Why This Matters in History

• Historians must be cautious while using or interpreting words found in old texts and documents.

• They must consider:

  • The context in which a term was used.

  • The historical and social background of that time.

  • The intent of the writer or speaker.

• This helps avoid misinterpretation and ensures a more accurate understanding of history.

Conclusion

Words change meaning over time, just like cultures and societies do. To truly understand history, it is not enough to just read the words — we must also understand their historical context. Studying old terminologies reminds us that language is not static and that historians must always think critically about the sources they use.

CBSE| HISTORY|CLASS 7| INTRODUCTION: TRACING CHANGES THROUGH A THOUSAND YEARS |

Understanding History Through Maps

Tracing Changes Through a Thousand Years

This chapter begins with a fascinating comparison between two historical maps of the Indian subcontinent. These maps highlight how our understanding of the world has changed over centuries and how maps can reflect cultural viewpoints and purposes beyond just geography.

Map 1: Al-Idrisi’s Map (1154 CE)

• Created by Al-Idrisi, a famous Arab geographer, as part of a world map in 1154 CE.
• It shows South India at the top and North India at the bottom — opposite to how we view maps today.
• Place names are written in Arabic, including cities like Kanauj (Qanauj).
• This map reflects the knowledge of the Arab-Islamic world at the time, shaped by scholars, traders, and travelers.
• The orientation shows a cultural bias — representing the world as it was viewed in the Arab world.

Map 2: French Cartographer’s Map (1720s)

• Drawn by a French cartographer nearly 600 years later in the 18th century.
• This map resembles the maps we are used to today, especially in the shape and orientation of India.
• It includes detailed coastal areas, designed for navigation and maritime trade.
• The focus is on European interests during the colonial period — especially for traders and sailors.

Key Differences and Historical Significance

1. Purpose and Use:
   • Al-Idrisi’s map was scholarly — aimed at understanding the geography of the world.
   • The French map was practical — used for voyages, navigation, and trade.
2. Scientific Understanding:
   • In the 12th century, maps were based on texts, oral accounts, and imagination.
   • By the 18th century, modern tools like compasses and telescopes helped in accurate mapping.
3. Cultural Perspectives:
   • Each map reflects the worldview of the society that created it.
   • Understanding historical maps means focusing on the context and purpose, not just accuracy.

Why This Matters in History

• Maps are not just about geography; they reflect power, culture, trade, and knowledge.
• They help us understand how people in the past saw themselves and others.
• By comparing old and new maps, we can trace how India's history and identity evolved over centuries.

🏠 Back to Home

In-Depth Analysis of the Submerged Valley

 

📝 In-Depth Analysis of the Passage

✨ 1. Title 

“The Submerged Valley”

🌾 2. Theme Analysis

a. Nostalgia and Memory

The core of the passage is the narrator’s nostalgic longing for the village he left in childhood. The act of recalling his village upon being asked to write an essay brings back vivid sensory memories—temples, trees, people, traditions, and even superstitions.
The tone is emotionally warm, capturing the innocence of childhood and the charm of rural life.

b. Loss of Culture and Displacement

The government’s decision to build a dam leads to the displacement of villagers and the submergence of their ancestral land. The pain of losing their homes, deities, and ancestors' ashes is poignantly portrayed, showing how development often comes at the cost of identity and belonging.

c. Conflict Between Development and Sentiment

The father, a rational government engineer, initially appears as a symbol of progress who urges villagers to accept change for development. Yet, by the end, his heroic act of saving Abolkara reveals an underlying emotional attachment to his roots. This duality between duty and emotion reflects a deep human conflict.

d. Eccentricity and Innocence (Abolkara's Symbolism)

Abolkara, the half-witted yet strangely wise man, represents the soul of the village—odd, stubborn, deeply connected to land and memory. His refusal to leave even during a flood indicates a spiritual bond with the submerged village. He may be seen as a symbol of resistance, innocence, or nature itself, which doesn’t move with human plans.

👨‍👩‍👧‍👦 3. Character Study

a. The Narrator (Child’s Voice)

Although grown up, the narration maintains a childlike tone of wonder and emotional perception. His memories are rich in detail, indicating a deep psychological imprint of the village on his young mind.

b. Father (Engineer with a Heart)

Initially presented as stern, practical, and emotionless, the father surprises everyone by risking his life for Abolkara. This act transforms him from a stoic official to a human being with empathy, showing that even those who wear a professional mask can have deep emotional layers.

c. Mother

The mother’s character is filled with warmth and longing. Her joy at revisiting the village and emotional response to her husband’s bravery add depth and realism to family dynamics.

d. Abolkara

Eccentric, semi-mystical, and endearing, Abolkara is a stand-out character. Though laughed at or ignored, he ultimately commands respect. His symbolic role could be interpreted as:

• The voice of the voiceless

• The memory that refuses to fade

• The unmoving soul of the village that nature won’t let go

🏞️ 4. Setting and Atmosphere

The physical setting—the village, the temple, the paddy fields, and the river—creates a lush and earthy landscape. The contrast between the past and present is visually sharp:

• Then: bull of Shiva, crows, cork topees, school tree, paddy

• Now: bungalows, official buildings, submerged ruins

The rainstorm is a symbolic cleansing and also a moment of climax. It brings urgency, emotion, and revelation.

💭 5. Use of Language and Style

• First-person narrative gives a deeply personal and emotional perspective.

• Rich in visual imagery and sensory details (“shady big tree”, “drenched from head to toe”, “hillock behind the temple”).

• Elements of superstition, folklore, and rural beliefs enrich the cultural texture.

• Shifts from warm nostalgia to tense urgency and finally to emotional closure.

🧠 6. Psychological and Social Interpretation

• The narrator’s growth from naïve remembrance to understanding human complexity mirrors a journey from childhood to maturity.

• The father’s final act breaks the stereotype of the apathetic bureaucrat, suggesting that modernity and emotion can coexist.

• The villagers’ refusal to leave initially, and their sad acceptance later, reflect real-life displacement caused by developmental policies, especially in India.

💡 7. Symbolism and Deeper Meanings

Element	Symbolic Meaning
The Dam	Progress, Modernization, Loss
Submerged Temple	Forgotten Faith, Erased History
Abolkara	Persistence of Memory, Nature, Innocence
The Rain	Emotional catharsis, Nature’s unpredictability
The School Tree	Childhood refuge, emotional anchor
The Bull of Shiva	Eternal presence of tradition

❤️ 8. Emotional Resonance and Moral

The final lines leave a deep emotional impact. The realization that “inside his stern look, there was a heart” gives closure not only to the story but also to the narrator’s own journey of understanding his father.
The story teaches:

• Change is inevitable, but memory, emotion, and human values persist.

• True heroism lies in compassion.

• Sometimes the craziest person sees clearest what the world fails to.

📌 Conclusion

This beautifully layered passage isn’t just a tale of a submerged village—it’s a testament to memory, the cost of progress, and the humanity that lingers even amidst modernization. The characters feel real, the emotions relatable, and the message timeless.

WORK SHEET NO:2 "THE SUBMERGED VALLEY

 

✍️ Fill in the Blanks – The Submerged Valley

(Each blank carries 1 mark. Total: 30 blanks)

1. The narrator’s father was an __________ by profession.

2. The family left the village when the narrator was __________ years old.

3. The narrator remembered the __________ atop the hillock in the village.

4. The villagers led a simple __________ life.

5. The bull of __________ used to walk across the village.

6. A lame __________ sitting on the tree was considered ominous.

7. The Harijan man with vitiligo wore a __________ topee.

8. The narrator used to chat with the big __________ in school when he felt sad.

9. Abolkara claimed to talk to __________ and jackals.

10. The villagers gave food to Abolkara as he wouldn’t leave until __________.

11. Attempts were made to train Abolkara in spinning __________.

12. The narrator cried when he heard the village would be submerged by a __________.

13. Villagers were reluctant to leave behind their ancestral lands and __________.

14. The government promised __________ and cash to the displaced villagers.

15. Some villagers resettled in a __________ about eighteen miles away.

16. After five years of the dam’s construction, the top of the __________ temple reappeared.

17. A dry __________ caused the water level to fall.

18. The narrator’s mother was __________ to visit the old village again.

19. The old houses were replaced by __________ and official buildings.

20. Villagers came in small __________ to visit the temple again.

21. A meeting was scheduled at __________ by the dam committee.

22. Heavy __________ started during the villagers’ visit.

23. Abolkara refused to board the boat and sat on a __________.

24. Father took the __________ again to rescue Abolkara.

25. Abolkara was brought back to the __________ after being rescued.

26. Mother gave him a change of __________ from the bungalow’s wardrobe.

27. Father asked if there was anything to __________ after returning.

28. Putu was the narrator’s __________.

29. The narrator realised that behind father’s stern look was a __________.

30. The narrator and Putu were __________ by the noise when father returned.

Worksheet on "The Submerged Valley"

Section A: Multiple Choice Questions (MCQs)

(Choose the correct answer)

1. Why did the narrator leave the village?
   a) Due to a natural disaster
   b) Father's job transfer
   c) Family dispute
   d) For better education

2. What object did the narrator associate with comfort during school punishments?
   a) The river
   b) The temple
   c) The shady tree
   d) The bull of Shiva

3. What belief did the villagers have about the lame crow?
   a) It was sacred
   b) It brought rain
   c) It was a bad omen
   d) It guarded the village

4. What was Abolkara known for among the villagers?
   a) Being a great scholar
   b) Communicating with ravens and jackals
   c) Being an excellent farmer
   d) Building the temple

5. After how many years did the hillock and the Shiva temple reappear due to low water levels?
   a) Two years
   b) Three years
   c) Five years
   d) Seven years

Section B: Fill in the blanks

1. The narrator left the village when he was __________ years old.

2. The villagers did not want to leave because their __________' ashes were embedded in the soil.

3. The government promised __________ and cash compensation to the villagers.

4. Abolkara refused to board the __________ when the villagers were being evacuated due to heavy rain.

5. The narrator realized that his stern father actually had a __________ heart.

Section C: Short Answer Questions

(Answer briefly in 2-3 sentences)

1. Describe the lifestyle of the villagers before the construction of the dam.

2. What emotions did the narrator and his mother feel when they heard about the village being submerged? Why?

3. Explain the villagers’ attachment to their land and deities in your own words.

4. How does the narrator's perception of his father change after witnessing the rescue of Abolkara?

5. If you were in place of the villagers, how would you feel about leaving your ancestral land? Give one reason for your answer.

Higher-Order Thinking Skills (HOTS) Question

(To encourage critical thinking)

• "Change is needed for development," said the narrator's father.
  Do you agree with this statement? Give your opinion with one reason and one example from the story or real life.

ANSWERS:

Fill in the Blanks – The Village and the Dam worksheet:

1. engineer

2. five

3. temple of Lord Shiva

4. agrarian

5. Shiva

6. crow

7. cork

8. tree

9. ravens

10. he had eaten to his satisfaction

11. cloth

12. dam

13. deities

14. rehabilitation

15. valley

16. Shiva

17. monsoon

18. overjoyed

19. bungalows

20. boats

21. sundown

22. rain

23. rock

24. launch

25. bungalow

26. clothes

27. eat

28. sister

29. caring

30. awakened

Worksheet on "The Submerged Valley"

Section A: Multiple Choice Questions (MCQs)

1. Why did the narrator leave the village?
   (b) His father was transferred to a town

2. Who was Abolkara?
   (a) A mentally unstable man believed to talk to ravens and jackals

3. What did the villagers request the narrator’s father?
   (b) To stop the construction of a dam

4. How did the narrator feel when he heard about the dam submerging the village?
   (c) Sad and emotional

5. What natural event caused the hillock and Shiva temple to become visible again?
   (b) A dry monsoon season

Section B: Fill in the Blanks

1. The narrator left his village at the age of five.

2. The bull of Shiva was seen roaming freely in the village.

3. The government planned to construct a dam that would submerge the village.

4. The hillock and the Shiva temple became visible again due to low water levels.

5. Abolkara refused to leave the rock during the rain.

6. The narrator’s father risked his life to save Abolkara.

7. The villagers were offered rehabilitation and cash by the government.

8. Abolkara used to spin the wheel just for fun.

9. The narrator often spoke to the shady tree at school for solace.

10. The narrator’s father was an engineer.

Section C: Short Answer Type Questions

1. Describe the character of Abolkara.
   Abolkara was considered eccentric and half-witted by the villagers. He claimed to speak with ravens and jackals. He didn’t care for work but loved spinning the wheel. Despite being different, villagers showed kindness towards him and fed him.

2. Why were the villagers unwilling to leave the village?
   The villagers were emotionally attached to their ancestral land, deities, and the ashes of their forefathers buried in the soil. They feared losing their identity and cultural roots.

3. How did the narrator’s mother react when she visited the village again?
   She was overwhelmed by the changes and filled with nostalgia. She talked with old villagers and expressed her emotions quietly.

4. What does the incident of rescuing Abolkara reveal about the narrator’s father?
   Though he appeared stern, he was compassionate and caring. He risked his life to save Abolkara, showing his deep-rooted concern for the people of his village.

5. Why is the story titled as it is (if it were titled "Return to the Submerged Village")?
   Because the story revolves around a nostalgic return to the childhood village, now submerged by a dam. The ‘return’ signifies both physical travel and emotional reconnection.

WORKSHEET

Section A: Vocabulary and Language Skills

1. Find the meaning of the following words from the context of the passage:

   a. Nostalgia – A sentimental longing or wistful affection for the past.
   b. Ominous – Indicating a bad or threatening sign.
   c. Swaggered – Walked or behaved in a very confident and arrogant way.
   d. Solace – Comfort or consolation in a time of distress or sadness.
   e. Rehabilitation – The process of restoring people to a normal life or a new place after displacement.

✍️ 2. Match the Following (Each carries 1 mark – Total: 5 marks)

Match the items in Column A with the correct options from Column B:

Column A		Column B
(i) Shiva’s temple	→	(a) Called himself a Saheb
(ii) Abolkara	→	(b) Located atop the hillock
(iii) Vitiligo man	→	(c) Talked to ravens and jackals
(iv) Dam construction	→	(d) Narrator’s secret friend
(v) Shady tree in school	→	(e) Caused village submergence

• Match the following:

  • (i) Shiva’s temple → (b) Located atop the hillock

  • (ii) Abolkara → (c) Talked to ravens and jackals

  • (iii) Vitiligo man → (a) Called himself a Saheb

  • (iv) Dam construction → (e) Caused village submergence

  • (v) Shady tree in school → (d) Narrator’s secret friend

Section B: Critical Thinking and Expression

3. Why do you think the villagers associated the lame crow with bad omen?
   Because rural communities often have deep-rooted superstitions and they believed unusual or lame animals were signs of impending misfortune.

4. How does the narrator’s perception of his father change by the end of the story?
   Initially, the narrator saw his father as emotionless and stern. However, after witnessing his father risk his life to save Abolkara, he realized his father was deeply caring and empathetic beneath his serious exterior.

5. Do you think development should come at the cost of displacement of communities? Justify your answer briefly.
   While development is necessary, it should not disregard human emotions, heritage, or cultural roots. Communities should be consulted and compensated adequately, and efforts should be made to preserve their dignity and traditions.

Section C: Creative Writing Prompt

6. Imagine you are the narrator. Write a short diary entry on the night you returned to the village and saw Abolkara again.
   (Sample Answer)
   Dear Diary,
   Today was overwhelming. Returning to my village after so many years filled my heart with a strange ache. The water had receded just enough to show the old hillock and Shiva’s temple—my childhood memories flooding back. But what shook me most was seeing Abolkara, sitting on a rock, soaked and stubborn, refusing to leave. Father, once again the silent hero, braved the rain to bring him back. I had always thought of him as cold, but today I saw something else—compassion, courage, and a deep love for our roots. I will never forget this night.

WORKSHEET

Section A: Multiple Choice Questions (MCQs)

1. What prompted the narrator to recall his village for the first time after leaving it?
   (b) A school essay on village life

2. Why did the villagers resist the construction of the dam?
   (a) They did not want to leave their ancestral homes and deities

3. How did the narrator describe Abolkara?
   (c) A half-witted man who claimed to talk to animals

4. What did the father do when he saw Abolkara refusing to leave during the rain?
   (a) He rescued him risking his own life

5. What change did the narrator see in his father by the end of the story?
   (b) He realized his father had a caring heart

Section B: Fill in the blanks

1. The narrator left the village when he was five years old.

2. The Shiva temple was located on a hillock.

3. The villagers believed a lame crow was a bad omen.

4. The villagers were promised rehabilitation and cash for vacating their lands.

5. Abolkara claimed he could talk to ravens and jackals.

Section C: Short Answer Questions

1. Why did the villagers find it hard to leave their village despite the government’s compensation?
   The villagers were emotionally attached to their land, deities, and the ashes of their ancestors. These deep-rooted cultural and spiritual ties made it difficult for them to accept resettlement, even with compensation.

2. Describe the relationship the narrator had with the big tree in his school.
   The narrator felt a deep emotional connection with the big tree, believing it sympathized with him during tough times at school. It served as a silent friend, giving him comfort and solace when he was scolded or punished.

3. What does the father’s action during the rain reveal about his character?
   Although he appeared strict and emotionless, his decision to risk his life to rescue Abolkara revealed his compassionate, responsible, and humane nature. It showed his deep-rooted empathy for the people of his village.

4. What was the emotional impact on the narrator when he heard the village would be submerged?
   He was overwhelmed with sadness and cried upon hearing the news. It stirred memories and a deep sense of loss for the place where he had spent his early childhood.

5. What message does the story convey about progress and human values?
   The story suggests that while development is essential, it should not overlook the emotional and cultural needs of people. True progress balances infrastructure with empathy, heritage, and respect for community life.