CBSE Class 12 English HOTs Memories of Childhood Set 03

Extract Based Questions

Read the extracts given below and answer the questions that follow.

I crept up the stairs as quietly as I could in my squeaking shoes,— my moccasins had been exchanged for shoes. Along the hall I passed, without knowing whither I was going. Turning aside to an open door, I found a large room with three white beds in it. The windows were covered with dark green curtains, which made the room very dim.

Question. Complete the sentence suitably. The given lines show that the speaker is .....................
Answer: hiding from the school authorities who wanted to find her and cut her hair.

Question. From whom was she hiding?
(a) Barber
(b) Teacher
(c) Bullies
(d) Friend
Answer: (b) Teacher

Question. Where did she hid herself?
Answer: She hid herself under a bed in a large, dim room containing three white beds and windows covered with dark green curtains.

Question. Why did she crept up the stairs quietly?
Answer: She crept up the stairs quietly to avoid being heard or detected by those searching for her, especially since her native moccasins had been replaced with loud, squeaking shoes.

How was it that these fellows thought so much of themselves? Because they had scraped four coins together, did that mean they must lose all human feelings? But we too are human beings. Our people should never run these petty errands for these fellows. We should work in their fields, take home our wages, and leave it at that,

Question. Complete the sentence suitably. The narrator had just gotten to know about ....................
Answer: the systemic practice of untouchability and the deep-seated caste discrimination prevalent in society.

Question. The tone of the narrator in the extract is
(a) anger
(b) vengeful
(c) arrogant
(d) sad
Answer: (a) anger

Question. What is the cause of the narrator’s feelings?
Answer: The cause of her feelings is the realization that her community is treated as inferior and 'polluted' by the upper-caste people, after witnessing an elder being humiliated while carrying snacks for a landlord.

Question. Do you think that the narrator’s feelings are justified?
Answer: Yes, the narrator's feelings are justified because she is reacting to the dehumanising and unjust practice of untouchability that denies her community basic human dignity and respect.

Short Answer Type Questions

Answer the following questions in 40-50 words.

Question. Why was the white woman keeping an eye on Zitkala-Sa?
Answer: The white woman was keeping a strict watch on Zitkala-Sa to ensure she conformed to the school's rigid rules and "formula" for behavior. Specifically, they intended to enforce the school's policy of assimilation, which included the traumatic act of cutting her traditional long hair.

Question. What was the news given by Judewin? How did they both react to it?
Answer: Judewin informed Zitkala-Sa that she overheard the "paleface woman" talking about cutting their long, heavy hair. Judewin felt they must submit as the authorities were strong, but Zitkala-Sa reacted with fierce defiance, vowing to struggle and not give in quietly.

Question. What does the cutting of Zitkala-Sa’s long hair symbolise in the context of her Native American identity?
Answer: In her culture, long hair was a source of pride and identity; only cowards, unskilled warriors, or mourners had their hair shingled. Forcibly cutting it symbolised the stripping away of her cultural heritage, her dignity, and her autonomy by the dominant culture.

Question. What role does the narrator’s friend, Judewin, play in the story, and how does their relationship contribute to the theme of resistance?
Answer: Judewin serves as a foil to Zitkala-Sa; she represents those who succumb to oppression for survival. Her submissiveness highlights Zitkala-Sa’s bravery. Their conversation establishes the conflict between submission and resistance, where Zitkala-Sa chooses the latter despite the odds.

Question. What role does education play in Bama’s journey of empowerment?
Answer: Education is the catalyst for Bama's empowerment. Following her brother Annan's advice, she realizes that academic excellence is the only way to gain respect, overcome the stigma of her caste, and challenge the systemic indignities faced by her community.

Question. How does Bama’s academic success impact her social relationships and community standing?
Answer: By standing first in her class, Bama earns the admiration and friendship of many. Her academic success proves her merit and equality, effectively refuting the notion of inferiority based on caste and elevating her community's standing through her achievements.

Long Answer Type Questions

Answer the following questions in 120-150 words.

Question. How do the narrator’s interactions with other Indian girls at the boarding school contribute to her understanding of cultural resilience and solidarity?
Answer: At the boarding school, Zitkala-Sa’s interactions with other Indian girls are marked by shared suffering and a collective loss of identity. Seeing other girls in tightly fitting clothes with shingled hair makes her realize that they are all victims of the same oppressive system. While the school attempts to break their spirit through "eating by formula" and strict discipline, the shared experience creates a silent bond of solidarity. When Judewin warns her about the hair-cutting, it is an act of peer support, even if Judewin herself is submissive. Zitkala-Sa's own resistance serves as a testament to cultural resilience. Although she is eventually caught and her hair is cut, her narrative preserves the memory of her struggle. These interactions underscore that while individuals might be physically overpowered, the collective memory of their culture and their shared resistance against forced assimilation forms the backbone of their resilience.

Question. How did education shape the experiences and activism of Zitkala-Sa and Bama, and what role did it play in their efforts to challenge cultural oppression within their communities?
Answer: Education played a dual role in the lives of Zitkala-Sa and Bama, serving both as a site of initial oppression and as the ultimate tool for liberation and activism. For Zitkala-Sa, the boarding school was initially a place where her culture was systematically erased. However, the Western education she received eventually provided her with the linguistic and literary tools to write 'American Indian Stories', through which she exposed the cruelty of such institutions and advocated for Native American rights. For Bama, education was the path recommended by her brother Annan to escape the shackles of untouchability. She realized that by excelling academically, she could bridge the social gap and demand dignity. Both women transitioned from being victims to becoming powerful writers and activists. Their education allowed them to articulate the struggles of their marginalised communities to a wider audience, turning their personal childhood memories into universal instruments of social change and challenges against cultural and caste-based oppression.