All questions of Memories of Childhood for Class 12 Exam

Zitkala-Sa hid herself because she had got to know that the authorities wanted to cut her long hair. In her community hair of mourners, prisoners of war and cowards were cut and therefore she made a vain attempt to prevent her hair from being shingled by hiding herself.

Bama narrated the incident of seeing an elder of her street walking towards a landlord, carrying a food packed by its strings without touching it to her brother. Bama's brother was not amused as he knew that the elder's behaviour was due to him being an untouchable.

Introduction:
Zitkala-Ša, also known as Gertrude Simmons Bonnin, was a Native American writer, musician, and teacher. She was born on February 22, 1876, on the Yankton Sioux Reservation in South Dakota. Zitkala-Ša faced many challenges growing up as a Native American in a time when assimilation was encouraged. She attended the Carlisle Indian School, which played a significant role in her life and education.

Carlisle Indian School:
The Carlisle Indian School, also known as the Carlisle Indian Industrial School, was a federally-funded boarding school for Native American children. It was founded by Captain Richard Henry Pratt in 1879 in Carlisle, Pennsylvania. The school's aim was to assimilate Native American children into mainstream American culture by eradicating their Native languages, customs, and traditions.

Zitkala's Enrollment:
Zitkala-Ša was enrolled in the Carlisle Indian School in 1884 at the age of eight. Her mother, Ellen Simmons, made the difficult decision to enroll her daughter in the hopes of providing her with a better education and future. Zitkala-Ša's enrollment at the school marked the beginning of her journey into assimilation and the challenges she would face as a Native American student.

Experiences at Carlisle:
During her time at the Carlisle Indian School, Zitkala-Ša faced numerous struggles and hardships. The school implemented strict rules and regulations, aiming to strip Native American children of their cultural identities. Students were not allowed to speak their native languages, practice their traditional customs, or wear their traditional clothing. Instead, they were forced to adopt Western customs and lifestyles.

Education and Cultural Suppression:
While Zitkala-Ša received a formal education at Carlisle, she also experienced the suppression of her Native American identity. The school focused primarily on vocational training and aimed to prepare students for jobs in agriculture, manual labor, or domestic service. Native American cultural practices and traditions were seen as obstacles to assimilation and were actively discouraged.

Impact on Zitkala's Life:
Zitkala-Ša's time at the Carlisle Indian School had a profound influence on her life and writing. She witnessed firsthand the damaging effects of assimilation policies on Native American children. Through her writings, she sought to raise awareness about the struggles faced by Native Americans and advocate for the preservation of their cultural heritage.

Conclusion:
In conclusion, Zitkala-Ša studied at the Carlisle Indian School, which played a significant role in shaping her life and education. The school's focus on assimilation and suppression of Native American culture had a lasting impact on her, leading her to become an influential writer and advocate for Native American rights.

- Annan told Bama that education is the only way to break the chains of the caste system.
- This means that through education, individuals can acquire knowledge, develop critical thinking skills, and challenge the oppressive social structures that perpetuate the caste system.
- Education can empower individuals to question and challenge discriminatory practices, promote equality, and advocate for social change.
- By gaining education, individuals can become aware of their rights, understand the value of equality, and work towards dismantling the caste system.
- Here are some reasons why education is considered the only way to break the chains of the caste system:

1. Awareness and Empowerment:
- Education helps individuals become aware of the discrimination and inequality perpetuated by the caste system.
- It empowers individuals with knowledge and critical thinking skills to challenge and question the existing social structures.
- Through education, individuals can understand the impact of the caste system on their lives and work towards its eradication.

2. Social Mobility:
- Education provides opportunities for social mobility, allowing individuals to overcome the limitations imposed by their caste background.
- It equips individuals with the necessary skills and qualifications to pursue better job opportunities, leading to socio-economic upliftment.
- By breaking the cycle of poverty, education offers a pathway to escape the constraints of the caste system.

3. Advocacy and Activism:
- Education enables individuals to become advocates and activists for social change.
- It equips them with the tools to challenge discriminatory practices and fight for equality and justice.
- Through education, individuals can mobilize communities, raise awareness, and bring about societal transformations.

4. Changing Mindsets:
- Education helps in changing societal mindsets and attitudes towards caste discrimination.
- It promotes empathy, understanding, and acceptance of diversity.
- Education can challenge deeply ingrained prejudices and stereotypes, fostering a more inclusive and egalitarian society.

In conclusion, Annan emphasized that education is the only way to break the chains of the caste system. Education empowers individuals, raises awareness, promotes social mobility, and fosters advocacy and activism. Through education, individuals can challenge discriminatory practices, foster social change, and contribute to the creation of a more equal and just society.

Bama, the author of the book "Karukku," is a Dalit woman from Tamil Nadu, India. Born into a marginalized community, Bama faced discrimination and oppression from a young age. However, she was fortunate enough to have a brother named Annan who played a significant role in her life.

- Role of Annan in Bama's life:
Annan, which means "elder brother" in Tamil, was a strong advocate for social justice and equality. He was well-educated and exposed to different ideologies that challenged the prevailing caste system. Annan was deeply influenced by revolutionary thinkers like Ambedkar, Periyar, and Marx, who fought against caste discrimination and advocated for the upliftment of the oppressed.

- Annan's awareness:
Annan's awareness and understanding of the social inequalities faced by the Dalit community made a profound impact on Bama. He recognized untouchability as a crime against humanity and saw the need for social change. Annan was determined to fight against untouchability and uplift his community.

- Conversations with Annan:
Bama recalls several conversations with Annan, where he enlightened her about the oppressive nature of untouchability. He explained how the caste system was designed to maintain power and privilege for the upper castes while subjugating and marginalizing the lower castes. Annan also emphasized the importance of education and urged Bama to pursue her studies to challenge the status quo.

- Influence on Bama:
Through these conversations, Annan instilled in Bama a sense of pride in her Dalit identity. He taught her to question and resist the oppressive practices she witnessed daily. Annan's teachings inspired Bama to become a writer and voice the experiences of her community through her powerful book, "Karukku."

- Bama's realization:
As Bama grew older, she began to understand the significance of Annan's teachings. She recognized the injustice and discrimination she faced as a Dalit woman and resolved to fight against it. Bama realized that untouchability was not a natural order but a social construct that perpetuated inequality.

- Conclusion:
In conclusion, Bama's brother, Annan, played a crucial role in her life by enlightening her about the crime of untouchability. Through his teachings, Annan inspired Bama to challenge the oppressive caste system and work towards social justice and equality. Annan's influence ultimately shaped Bama's perspective and motivated her to become a prominent Dalit writer and activist.

Bama was attracted by the shows that people from various political parties would put up on a stage. These included a street play, or a puppet show, or a “no magic, no miracle” stunt performance.

Both Bama and Zitkala were individuals who shared several common experiences and struggles, which can be summarized in the statement "all of these." Let us delve into each option to understand why it is correct.

a) Belonged to minority:
Both Bama and Zitkala belonged to minority groups in their respective societies. Bama, a Tamil Dalit woman, faced discrimination and social marginalization due to her caste. Zitkala, a Native American woman, encountered racism and prejudice as a member of the Sioux tribe. Their experiences as minorities influenced their lives and shaped their perspectives.

b) Victims of cultural differences:
Both Bama and Zitkala were victims of cultural differences. Bama, in her autobiography "Karukku," recounts her struggles as a Dalit woman trying to navigate the dominant caste society's expectations and prejudices. Zitkala, in her memoir "American Indian Stories," describes the challenges she faced as a Native American woman assimilating into white American culture at the Carlisle Indian Industrial School. They both experienced conflicts between their own cultural backgrounds and the mainstream society they were a part of.

c) Were struggling because of class:
While the question does not provide specific details about their class struggles, it is evident that both Bama and Zitkala faced socioeconomic challenges. Bama, coming from a marginalized Dalit background, had limited access to educational and employment opportunities. Zitkala, growing up on a reservation, faced poverty and limited resources. Their class positions influenced their experiences and the obstacles they had to overcome.

d) All of these:
Given the explanations above, it is clear that all the options mentioned – belonging to a minority, being victims of cultural differences, and struggling due to class – apply to both Bama and Zitkala. These shared experiences and challenges make option "d" the correct answer.

In conclusion, Bama and Zitkala, despite their different cultural backgrounds and contexts, shared commonalities in terms of belonging to a minority, being victims of cultural differences, and facing struggles related to class. These shared experiences shaped their identities and had a significant impact on their lives.

Bama was a victim of caste system. She had seen, felt and experienced the evils of untouchability when she was studying in the third standard. She felt humiliated by what it was.

Zitkala Sa, also known as Gertrude Simmons Bonnin, was a Native American writer and activist who wrote about her experiences growing up on the Yankton Sioux Reservation. In her autobiographical essay "The Cutting of My Long Hair," she vividly describes the emotional turmoil she felt when her long hair, which held great cultural and personal significance, was forcibly cut by missionaries at her boarding school.

Anguished and Indignant:

Zitkala Sa's feelings when her long hair was cut can be best described as anguished and indignant. This can be observed through several key points in her essay:

1. Cultural Significance of Hair:
In Native American culture, hair holds great importance and is often seen as a symbol of strength, identity, and spiritual connection. Zitkala Sa's long hair represented her Native heritage and acted as a source of pride and identity for her. The act of cutting her hair was deeply symbolic and represented the erasure of her Native identity.

2. Violation of Autonomy:
The cutting of Zitkala Sa's hair was done without her consent, which further intensified her anguish. She describes how she was forcibly held down by several people while her hair was cut, leaving her feeling helpless and violated. The sense of powerlessness she experienced contributed to her feelings of anger and injustice.

3. Loss of Identity:
Zitkala Sa's long hair was not only a symbol of her Native heritage but also a personal expression of her individuality. The act of cutting her hair felt like a loss of her identity, as she was forced to conform to the Euro-American standards of appearance. This loss of autonomy and self-expression added to her feelings of anguish and indignation.

4. Emotional Turmoil:
Throughout her essay, Zitkala Sa vividly expresses the emotional turmoil she experienced during and after the cutting of her hair. She describes feeling a deep sense of grief and loss, as if a part of her had been taken away. She also mentions feeling anger and resentment towards the missionaries who enforced this act upon her.

In conclusion, Zitkala Sa's feelings when her long hair was cut were anguished and indignant. The cutting of her hair represented the erasure of her Native identity, violated her autonomy, and caused emotional turmoil. It is through her powerful storytelling that she conveys the depth of her emotions, allowing readers to empathize with her experience.

By 'eating by formula', Zitkala-Sa meant the discipline that the pupils at the school had to follow, Everything from entering the room, to drawing chairs, to getting seated and finally picking up fork and spoon to start eating, was timed and regulated by commands to do so through buzzing the bell.

The writer had the feeling of humiliation because it was taught in her home that if somebody cuts and shingles the hair, it is the sign of cowardliness. In her family and relatives, short hairs were of the mourners and shingled hairs were of cowards and hence, she didn't want to cut her hair.

Bama is the pen-name of a Tamil Dalit woman from a Roman Catholic family. She has published three main works: an autobiography, 'Karukku', 1992; a novel, 'Sangati', 1994; and a collection of short stories, 'Kisumbukkaaran', 1996.

Zitkala- Sa is a Native American who finds that the people who have overpowered the natives are out to destroy their culture. She notices the discrimination against Native American culture and women. The cutting of her long hair is a symbolic of subjection to the rulers.

Zitkala Sa, also known as Gertrude Simmons Bonnin, was a Native American writer, musician, and activist who lived during the late 19th and early 20th centuries. As a member of the Sioux tribe, she experienced firsthand the discrimination against Native American culture and women. Through her writings and activism, she sought to bring attention to these issues and fight for the rights and dignity of Native Americans.

Discrimination against Native American culture:
Zitkala Sa found that there was a significant amount of discrimination against Native American culture during her time. As a young girl, she was taken from her tribe and forced to attend a boarding school where her Native American identity and culture were suppressed. She experienced firsthand the efforts to assimilate Native American children into white American society, which involved erasing their cultural practices, language, and traditions. Zitkala Sa writes about the pain and trauma of this experience in her autobiographical work, "Impressions of an Indian Childhood."

Discrimination against Native American women:
In addition to the discrimination against Native American culture, Zitkala Sa also discovered the discrimination against Native American women. She observed how Native American women were often portrayed as exotic and sexualized objects in the eyes of white American society. This objectification and dehumanization of Native American women led to their exploitation and abuse. Zitkala Sa fought against these stereotypes and worked towards empowering Native American women.

Her dignity was in danger:
Zitkala Sa realized that her own dignity, as well as the dignity of her people, was in danger due to the discriminatory practices and attitudes of the dominant society. The attempts to assimilate Native Americans into white American culture and the devaluation of Native American traditions and values threatened the sense of self-worth and pride of Native American individuals. Zitkala Sa advocated for the preservation and celebration of Native American culture as a way to uphold the dignity of her people.

In conclusion, Zitkala Sa found discrimination against Native American culture and women during her time. She fought against these injustices through her writings and activism, aiming to raise awareness and bring about change. Her work continues to inspire and educate people about the importance of respecting and valuing Native American culture and the rights of Native American women.

The lesson 'Memories of Childhood' is a portrayal of two autobiographical accounts. One by American Indian woman and the second by a Tamil Dalit writer. Both stories highlight the women's oppression, class barriers, racialism, discrimination and exploitation that tend to pull them down.

It was actually possible to walk the distance in ten minutes. But usually it would take her thirty minutes at the very least to reach home. Many interesting things would tether her feet to the ground. There could be a performing monkey. There could be a snake charmer with his snake kept in a basket. There could be a cyclist who had not got off cycle for three days. She would watch the huge bell hanging at the temple.

Zitkala sa started crying when everybody started eating because she was embarrassed and terrified of all the changes suddenly occurred to her.

Annan advised Bama to study with care and learn all that she could. If she was always ahead in her lessons, people would come to her of their own accord and attach themselves to her. Bama followed her brother's advice and studied hard.

Childhood Memories
Childhood memories are the recollections of experiences and events that occurred during one's childhood period, typically ranging from infancy to adolescence. These memories hold a special place in a person's heart as they are often associated with feelings of innocence, joy, and nostalgia. Here is a detailed explanation of the meaning of childhood memories:

Formed during Childhood Period
Childhood memories are formed during the formative years of a person's life. These memories can include a wide range of experiences such as family vacations, birthday parties, school events, playing with friends, and special moments with loved ones. They play a crucial role in shaping a person's identity and personality as they grow older.

Impact on Development
Childhood memories have a significant impact on an individual's emotional and psychological development. Positive memories can create a sense of security, belonging, and happiness, while negative memories can cause feelings of trauma, sadness, or fear. These memories can influence a person's behavior, relationships, and overall well-being in adulthood.

Importance of Childhood Memories
Childhood memories are important as they help individuals connect to their past, understand their present, and shape their future. They provide a sense of continuity and identity, allowing people to reflect on their experiences, learn from them, and grow as individuals. These memories also strengthen family bonds and cultural traditions by passing down stories and traditions from one generation to the next.

Nostalgia and Comfort
Childhood memories often evoke feelings of nostalgia and comfort, reminding individuals of simpler times and carefree moments. They serve as a source of happiness and solace during challenging times, offering a glimpse into the innocence and wonder of childhood.
In conclusion, childhood memories hold a special place in our hearts as they are a collection of experiences and emotions that shape who we are. They are a cherished part of our identity, providing insight into our past and influencing our present and future.

Introduction:
In order to earn the respect of people in higher class, Bama, a character from the novel "Karukku," achieved this by studying hard and earning the first position in her class. This answer will provide a detailed explanation of how Bama's dedication to academics helped her gain respect from the higher class.

Explanation:
1. Importance of Education:
Bama recognized the importance of education in improving her social standing and breaking free from the cycle of poverty. She understood that education would equip her with the necessary skills and knowledge to uplift herself and her community. By prioritizing her studies, Bama displayed her determination to succeed and rise above her circumstances.

2. Hard Work and Perseverance:
Bama's commitment to studying hard and excelling in her academics demonstrated her work ethic and perseverance. Despite facing numerous challenges, including discrimination and a lack of resources, she remained focused on her goal of achieving academic success. Bama's dedication impressed the people of higher class, who recognized her efforts and acknowledged her achievements.

3. Achieving First Position:
By earning the first position in her class, Bama proved her intellect, diligence, and commitment to her studies. This accomplishment not only showcased her academic abilities but also highlighted her determination to overcome obstacles. The people of higher class, who valued intelligence and academic achievements, were impressed by Bama's academic excellence and began to respect her.

4. Breaking Stereotypes:
Bama's academic achievements challenged the prevailing stereotypes and prejudices associated with her lower social status. Her success shattered the notion that individuals from lower classes were inherently inferior and incapable of excelling academically. Bama's accomplishments served as a powerful example and inspired others from her community to pursue education as a means of empowerment.

5. Earning Recognition:
By studying hard and earning the first position in her class, Bama gained recognition not only within her community but also among the people of higher class. Her achievements were acknowledged and appreciated by those who valued knowledge and intellectual pursuits. As a result, Bama earned their respect and admiration, paving the way for greater opportunities and social acceptance.

Conclusion:
Bama's dedication to her studies and her subsequent academic success played a crucial role in earning the respect of the people of higher class. Through her hard work, perseverance, and achievement of the first position in her class, she challenged stereotypes, broke barriers, and gained recognition within her community and beyond. Bama's story serves as an inspiration and a testament to the transformative power of education.

Untouchability is the practice of ostracising a group of people regarded as 'untouchables', resulting in the segregation and persecutions from the people regarded as "higher" caste. The term is most commonly associated with treatment of the Dalit communities in the Indian subcontinent.

Since the day, the author was taken away from her mother, she had suffered extreme indignities. ... She was so shocked and oppressed that she felt like sinking to the floor.

The Cutting of My Long Hair is the first part of class 12 English memories of childhood summary narrated by Zitkala-Sa, whose original name is Gertrude Simmons Bonnin. In this summary of childhood memories, Zitkala-Sa, a native American born in 1876, experienced severe prejudice.

Zitkala-Sa felt like sinking to the floor when the blanket she had donned over her immodest- looking dress was stripped from her shoulders. She felt uncomfortable in her tight-fitting clothes and because she was ill at ease.

d)her hair would be cut
she had overheard the pale�faced woman saying that Zitkala-Sa's long hair would be cut

ANSWER d)set pattern of eating decorum

It took Bama half an hour to one hour to walk home from her school, although it was possible to cover the distance in ten minutes. This was because on the way many attractions slowed her down. These included fun, games, entertaining novelties and oddities in the streets, the shops and the bazaar.

Memories of Childhood by Zitkala Sa and Bama. One by American Indian woman and the second by a Tamil Dalit writer. Both stories highlight the women's oppression, class barriers, racialism, discrimination and exploitation that tend to pull them down.

The landlord's man asked Bama's brother on which street he lived in order to find out his caste. During those times, when untouchability was prevalent, each caste lived in a particular street and by enquiring about the street where one lived, helped to determine his caste.

Introduction:
The scene in the market had a significant impact on Bama's life. It was a turning point for her as it shaped her perspective and motivated her to take a stand against discrimination. Let's delve into the details of how this scene changed Bama's life.

First Encounter with Discrimination:
In the market, Bama witnessed firsthand the discrimination faced by her community. She noticed how the merchants treated the Dalits with disdain and disrespect. This was Bama's first encounter with such explicit discrimination, and it deeply affected her.

Awakening and Empathy:
As Bama observed the plight of her community members, she felt a strong sense of empathy towards them. She realized that the discrimination they faced was unjust and dehumanizing. This awakening made her question the existing social order and the unfair treatment meted out to Dalits.

Desire for Change:
The scene in the market ignited a desire for change within Bama. She became determined to bring about a transformation in society, where every individual, regardless of their caste, would be treated with dignity and respect. This incident became a driving force for her to work towards a better future.

Importance of Education:
Bama understood the power of education in challenging the societal norms that perpetuated discrimination. She recognized that by gaining knowledge and empowering herself, she could advocate for the rights of her community and fight against inequality.

Commitment to Studying:
Following the scene in the market, Bama made a firm commitment to studying hard. She realized that education would be her weapon against discrimination. Bama's determination to excel academically became the foundation for her future endeavors in fighting for social justice.

Resilience and Perseverance:
The discrimination faced by Bama in the market strengthened her resolve and made her more resilient. She understood that in order to challenge the deeply entrenched social hierarchies, she needed to be persistent and unwavering in her pursuit of justice.

Conclusion:
The scene in the market was a pivotal moment in Bama's life. It propelled her towards a path of education, resilience, and social activism. This incident instilled in her the determination to study hard and stand against discrimination, ultimately shaping her into a courageous advocate for the rights of marginalized communities.

Zitkala–Sa is the pen name of Gertrude Simmons Bonnin, who was an American-Indian woman. She was an extraordinarily, talented and educated Native-American Indian woman.

Bama's elder brother, Annan, told her that the big man was not being funny when he carried the package by the string for his landlord.

Bama was a victim of caste system. She had seen, felt and experienced the evils of untouchability when she was studying in the third standard. She felt humiliated by what it was. She struggled hard against this social discrimination.

It was bitterly cold on the first day at the land of apples. A large bell rang for breakfast. There was annoying clatter of shoes on the floor. An elderly white woman came up after them. She saw Indian (Native-Americans) girls in stiff shoes and closely clinging dresses. It appeared quite immodest to her. While the boys entered from the other door.

Bama was attracted by the shows that people from various political parties would put up on a stage. These included a street play, or a puppet show, or a “no magic, no miracle” stunt performance.

ANSWER a)Discrimination on the basis of casteism specially with Indians in western culture

Question Analysis:
The question states that Bama took a certain amount of time to reach home and asks for the correct option. The correct answer is option D, which states that it took 1 hour for Bama to reach home. To explain this answer, we need to provide a detailed analysis of the given information.

Given Information:
- The time taken by Bama to reach home is the main focus of the question.
- The options given are 2 hours, 3 hours, 4 hours, and 1 hour.

Solution:
To solve this question, we need to analyze the given information and determine the correct answer.

Logical Reasoning:
- The options provided are 2 hours, 3 hours, 4 hours, and 1 hour.
- We need to determine the time taken by Bama to reach home.
- Since Bama can only take one amount of time to reach home, we need to select the correct option among the given choices.

Eliminating Incorrect Options:
- Let's analyze the options one by one to determine which one is correct.
- Option A states 2 hours. Since the correct answer is 1 hour, we can eliminate this option.
- Option B states 3 hours. Since the correct answer is 1 hour, we can eliminate this option.
- Option C states 4 hours. Since the correct answer is 1 hour, we can eliminate this option.

Correct Answer:
- After eliminating the incorrect options, we are left with option D, which states 1 hour.
- Therefore, the correct answer is option D, 1 hour.

Conclusion:
- Bama took 1 hour to reach home.
- The correct answer is option D.

The Right Against Exploitation is a fundamental right enshrined in the Indian Constitution. It is aimed at protecting individuals from various forms of exploitation and abuse. The right against exploitation prohibits trafficking in human beings, forced labor, and child labor.

Forms of Exploitation Prohibited by the Right Against Exploitation

The right against exploitation prohibits the following forms of exploitation:

1. Trafficking in Human Beings: Trafficking in human beings is the act of recruiting, transporting, transferring, harboring or receiving persons by means of threat, use of force, coercion, deception or other forms of exploitation for the purpose of exploitation. This includes sexual exploitation, forced labor, slavery, or removal of organs.

2. Begging: It prohibits the practice of forced labor or begaar. Begging is a practice where individuals are forced to beg for their livelihood. This practice is often associated with organized crime and exploitation.

3. Child Labor: The right against exploitation prohibits the employment of children under the age of 14 years in factories, mines, and other hazardous industries. It also prohibits the employment of children between the ages of 14 and 18 years in hazardous industries.

Significance of the Right Against Exploitation

The right against exploitation is essential for protecting the dignity and rights of individuals. It ensures that individuals are not subjected to any form of exploitation or abuse. This right is crucial for the protection of vulnerable sections of society, such as women and children.

Conclusion

The right against exploitation is a fundamental right that is essential for protecting individuals from various forms of exploitation and abuse. It prohibits trafficking in human beings, forced labor, and child labor. The right against exploitation is significant for protecting the dignity and rights of individuals, and it is crucial for the protection of vulnerable sections of society.