RBSE Class 12th 2015 English (Compulsory)-SS-02-2015 Previous Year Papers

SENIOR SECONDARY EXAMINATION, 2015

ENGLISH (COMPULSORY)

Time: 3¼ Hours    Maximum Marks: 80

Roll No. ____________________

No. of Questions: 2    SS—02—English (C)

No. of Printed Pages: 7

GENERAL INSTRUCTIONS TO THE EXAMINEES:

1. Candidates must write first their Roll Nos. on the question paper first.
2. All the questions are compulsory.
3. Write the answer to each question in the given answer-book only.
4. For questions having more than one part, the answers to those parts are to be written together in continuity.
5. This paper is divided into three Sections A, B and C. All Sections are compulsory.
6. Separate instructions are given for each section and question, wherever necessary. Read these instructions very carefully and follow them.
7. Do not exceed the prescribed word limit while answering the questions.

SS—002—English (C)   SS-6002

[ Turn over ]

SECTION - A (READING)

1. Read the passage given below and answer the questions that follow :

The end of sumptuary laws did not mean that everyone in European societies could now dress in the same way. The French Revolution had raised the question of equality and ended aristocratic privileges, as well as the laws that maintained those privileges. However differences between social strata remained. Clearly, the poor could not dress like rich, nor eat the same food. But laws no longer barred people's right to dress in the way they wished. Differences in earning, rather than sumptuary laws, now defined what the rich and poor could wear. And different classes developed their own culture of dress. The notion of what was beautiful or ugly, proper or improper, decent or vulgar, differed.

Styles of clothing also emphasised differences between men and women. Women in Victorian England were groomed from childhood to be docile and dutiful, submissive and obedient. The ideal woman was the one who could bear pain and suffering. While men were expected to be serious, strong, independent and aggressive, women were seen as frivolous, delicate, passive and docile. Norms of clothing reflected these ideals. From childhood, girls were tightly laced up and dressed in stays. The effort was to restrict the growth of their bodies, contain them within small moulds. When slightly older, girls had to wear tight fitting corsets. Tightly laced, small-waisted women were admired as attractive, elegant and graceful. Clothing thus played a part in creating the image of frail, submissive Victorian women.

Many women believed in the ideals of womanhood. The ideals were in the air they breathed, the literature they read, the education they had received at school and at home. From childhood they grew up to believe that having a small waist was a womanly duty. Suffering pain was essential for a woman. To be seen as attractive, to be womanly, they had to wear the corset. The torture and pain this inflicted on the body was to be accepted as normal.

But not everyone accepted these values. Over the nineteenth century, ideas changed. By the 1830s, women in England began agitating for democratic rights. As the suffrage movement developed, many began campaigning for dress reform. Women's magazines described how tight dresses and corsets caused deformities and illness.

Questions based on the first passage (Victorian England & French Revolution)

1. What was the main question raised by the French Revolution?

   The main question raised by the French Revolution was about equality and the rights of individuals, including women, challenging traditional hierarchies and demanding liberty, equality, and fraternity.

2. How were the women groomed in the Victorian England?

   Women in Victorian England were groomed to be delicate, submissive, and dependent. They were expected to wear restrictive clothing like corsets, which hampered their growth and health, making them appear weak and fragile.

3. What defined the wearing of the rich and the poor?

   The rich wore elaborate, expensive, and restrictive clothing like corsets and heavy gowns to display their status, while the poor wore simpler, more practical clothing due to limited resources.

4. Besides wearing, what else did the styles of clothing emphasize?

   Besides wearing, the styles of clothing emphasized social class, gender roles, and physical appearance, reinforcing the idea of women as decorative and dependent.

5. What qualities made one masculine?

   Qualities such as strength, independence, assertiveness, and rationality were considered masculine in Victorian England.

6. What qualities made one feminine?

   Qualities such as delicacy, submissiveness, emotional sensitivity, and dependence were considered feminine.

7. Find out a word from the passage which means —

   • (vii) A person/animal that is quiet and easily controlled: docile
   • (viii) A person/animal that has a quality of anger and determination: fierce
   • (ix) A special right or advantage: privilege

Questions based on the second passage (Women's Rights in India)

1. What idea has gained momentum globally according to the passage?

   The idea that women's rights are human rights has gained momentum globally and secured international recognition.

2. What did Swami Vivekananda observe about civilization?

   Swami Vivekananda observed that a civilization could be judged by the way it treats its women.

3. What steps have been taken by the Government to recognize women?

   The Government has made it compulsory to include the mother's name along with the father's name in various application forms for Indian children seeking school admission. Changes have also been made in personal laws to protect women's rights and remove inequalities.

4. What programmes are mentioned to support women of weaker sections?

   The Rashtriya Mahila Kosh and the Mahila Samakhya programmes are mentioned, along with the formation of Self Help Groups of women.

Section – A (Reading)

(a) On the basis of your reading of the above passage, make notes on it using headings and sub-headings. [4]

(b) Write a summary of the passage and suggest a suitable title. [2]

Section – B (Writing)

3. You have constructed a new house. You want to let out a portion of that house. Write an advertisement to be published in the 'To Let' classified columns of a local newspaper. [4]

OR

You are the Editor of your school magazine. Draft a notice for your school students and staff members inviting articles, sketches etc. for your school magazine. Sign as PQR of Govt. 5. S. School, Sitapur. [4]

4. Your club organised a blood donation camp in your city. Write a report in about 100 words. [7]

OR

Write a factual description of your School Morning Assembly in about 100 words. [7]

5. Your residential area is facing sanitation problem as well as bad roads and drainage problem. Write a letter to the Editor of local newspaper complaining about it. [7]

OR

Write a job application for the Post of Clerk advertised in the local newspaper of your city. [7]

6.

We all agree that reading is a wonderful journey to the heart. On the basis of your experience write a speech on 'Joy of reading’. [7]

OR

Write an article to be published in a local newspaper about the use and misuse of Cellphone keeping in view of student life. [7]

SECTION - C

( TEXTUAL QUESTIONS )

7. Read the extract given below and answer the questions that follow :

Driving from my parent's home to Cochin
last Friday morning,
I saw my mother beside me, doze, open mouthed,
her face ashen like that
of a corpse and realised with pain that
she was as old as she looked.

1. (i) Where was the poet driving to and with whom ? [2]

   The poet was driving to Cochin from her parent's home, and her mother was sitting beside her.

2. (ii) What did she notice while her mother sat beside her ? [1]

   She noticed that her mother was dozing with her mouth open, and her face was ashen like that of a corpse, making her realise how old her mother looked.

3. (iii) Find word from the extract which means 'dead body’. [1]

   The word is corpse.

OR

Aunt Jennifer's fingers fluttering through her wool
Find even the ivory needle hard to pull.
The massive weight of uncle's wedding band.
Sits heavily upon Aunt Jennifer's hand.

1. (i) What was lying heavy ? [2]

   The massive weight of uncle's wedding band was lying heavy upon Aunt Jennifer's hand.

2. (ii) Where were Aunt's fingers fluttering through ? [1]

   Aunt Jennifer's fingers were fluttering through her wool.

3. (iii) Find word from the extract which means 'moving about’. [1]

   The word is fluttering.

8. Answer any three of the following questions in 30 – 40 words each : 3×2=6

1. What does the poet want for the children of the slums ? (An Elementary School Classroom in a Slum)

   The poet wants the slum children to be freed from their dark, cramped world and given access to sunlight, open spaces, books, and opportunities. He desires that they break the cycle of poverty and deprivation, and experience a life of hope, learning, and freedom.

2. What does counting up to twelve and keeping still help us achieve ? (Keeping Quiet)

   Counting up to twelve and keeping still helps us achieve a moment of introspection and peace. It allows us to pause from our frantic activities, understand ourselves and others better, and promotes unity, non-violence, and a deeper connection with nature.

3. List the things of beauty mentioned in the poem. (A Thing of Beauty)

   The things of beauty mentioned are: the sun, the moon, old and young trees, daffodils, clear streams, musk-rose blooms, the mighty dead, and tales of heroic deeds. These are all sources of joy that never fade and provide comfort to the human spirit.

4. What was the plea of the folk who had put up the Roadside Stand ? (A Roadside Stand)

   The folk who put up the roadside stand pleaded for the city people to stop and buy their produce. They hoped that passing motorists would show some kindness and help them earn a little money, thereby alleviating their poverty and giving them a chance to survive.

9. Answer the following questions in 30 – 40 words each :

1. What did Franz notice that was unusual about the school that day ? (The Last Lesson) 2

   Franz noticed an unusual silence and solemnity in the school. Instead of the usual commotion, everything was quiet. The villagers were sitting at the back of the classroom, and M. Hamel was dressed in his formal attire. This strange atmosphere made Franz realize something important was happening.

2. Why did the peddler sign himself as Captain Von Stable ? (The Rattrap) 2

   The peddler signed himself as Captain Von Stable because he was inspired by the kindness and trust shown by Edla Willmansson. She treated him with dignity and respect, calling him "Captain." He wanted to live up to that noble identity and prove that he could be a better person, leaving his thieving ways behind.

3. Why is Rajkumar Shukla described as being resolute ? (Indigo) 2

   Rajkumar Shukla is described as resolute because he was determined to get Gandhiji to visit Champaran. Despite Gandhiji's busy schedule and initial refusal, Shukla followed him everywhere, even to Lucknow and Calcutta, and waited patiently for weeks until Gandhiji finally agreed to go with him.

4. Why didn't Sophie want Jansie to know about her story with Danny ? (Going Places) 2

   Sophie didn't want Jansie to know about her story with Danny because Jansie was practical and would have dismissed it as a fantasy. Sophie knew that Jansie would not believe her and would likely spread the story, making her look foolish. Sophie preferred to keep her dreams private and unspoiled.

10. Answer the following question in about 25 words :

How did the instructor "build a swimmer" out of Douglas ? (Deep Water) 7

OR

What are some of the positive views on interviews ? (The Interview) 7

Section – II

1. Answer the following question in about 125 words:

2. Answer the following questions in 30 – 40 words each: