Académique Documents
Professionnel Documents
Culture Documents
CLASS - 10
UNIT -2
ARCHAEOLOGY
Preface
The Curriculum initiated by Central Board of Secondary Education International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools afliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modications, improvisations and additions wherever and whenever
necessary.
The recent scientic and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become life long learners. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools afliated to CBSE at the international level in 2010 and is now introducing
it to other afliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this Core. The Core skills are the most signicant aspects of a learners holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Head (Innovations and Research) CBSE along with other Education Ofcers involved in the development and implementation
of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (I & R),CBSE
Ideators
Ms. Anuradha Sen
Ms. Jaishree Srivastava
Ms. Archana Sagar
Dr. Kamla Menon
Ms. Geeta Varshney
Dr. Meena Dhami
Ms. Guneet Ohri
Ms. Neelima Sharma
Dr. Indu Khetrapal
Dr. N. K. Sehgal
Material Production Groups: Classes IX - X
Science :
Mathematics :
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan
Political Science:
Economics:
English :
Ms. Rachna Pandit
Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja
Political Science:
Geography:
Ms. Suparna Sharma
Ms. Leela Grewal
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Dr. Sadhana Parashar, Head (I and R) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths)
Dr. Rashmi Sethi, E O (Science)
Shri R. P. Sharma, Consultant
Ms. Ritu Narang, R O (Innovations) Ms. Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Seema Lakra, S O
Ms. Preeti Hans, Proof Reader
appreciate that there are archaeological mysteries that require deeper study to
enable us to understand the complexity of human behaviour and adaptation.
identify the relationship between observation and inference through the reports/
articles such as Pompeii, New Discoveries at Jamestown and The Chili Chocolate
Tale and the poems Ozymandias and Ode on a Grecian Urn.
use appropriate tone, style and format in order to effectively and accurately express,
illustrate and justify a point of view.
appreciate and understand how imagery such as rhymes, alliterations and paradox
[irony] are used to enhance poetic style.
articulate their own views on observations and inferences both in speech and
writing.
ARCHAEOLOGY
Section
Listening
Speaking
Reading
Writing
Skills
Skills
Skills
Skills
A/v
Archaeologists
and
Anthropologists
Class / group
presentation
A/v
Documentary
report: The Last
Days of Pompeii
Role play
The Chili
Chocolate
Tale
A/v
Oral diary:
How chocolate
is made.
Debate speech
Section-B
Ozymandias
Percy Bysshe
Shelly
A/v
Reading
aloud by Ben
Kingsley
Summarization
Section-A
Can you be an
archaeologist?
Pompeii
A/v
Illustrating the
poem with
video support
Ode on a
Grecian Urn
John Keats
A/v
Ode on a
Grecian
Urn
Diorama
Quiz- Are
you an
archaeologist?
Informal letter
Words
describing
archaeological
activities/
artifacts
Letter to
the Editor
Words
describing
archaeological
activities/
artifacts/
volcanic
eruption
Newspaper
clippings/
Library/
internet/
intranet
reference
Pompeii
Poster/
Pamphlet
The Chili
Chocolate Tale
Informal letter
Words
describing
archaeological
activities/
artifacts/plant
parts/process
Summarization
Literary terms
associated
with poetic
appreciation
Recipes
Expressing
poetic
appreciation
Poems:
Ozymandias
Puzzling out
meaning
Describing
literary features
of the poem
Wonder Wall
Choral Reading
Choral Reading
Vocabulary
Ode on a
Grecian Urn
Matching word
meanings
Describing
literary features
of the poem
Wonder Wall
Literary terms
associated
with poetic
appreciation
Grammar
Section
Section-C
New
Discoveries at
Jamestown
Listening
Speaking
Reading
Writing
Skills
Skills
Skills
Skills
Oral descripton
of an
arrangement of
objects
[portrait]
Class seminar
Section-D
Giant Toothed
Killer Whale
A/v
Jaws of a
Leviathan
and
Underwater
ArchaeologyPirate
Shipwreck
Uncovered
Presenting a
point of view
with suitable
illustrations,
observations and
inferences
Speech
Seminar Speech
Report/Essay:
New Discoveries
Debate Speech
at Jamestown
Vocabulary
Types of
participle
adjectives
Recognizing
the distinction
between
observation &
inference
Making Notes
Newspaper
Article
Words
describing
archaeological
activities/
artifacts
Grammar
I.
Secon-A
Contents
Pompeii
16
II. Secon-B
Ozymandias Percy Bysshe Shelly
26
31
III. Secon-C
New Discoveries at Jamestown
40
49
V. Secon-D
Giant-Toothed Killer Whale found in a Desert
58
60
Section-A
Warming up:
1.
Let us nd out how much you know about Archaeology. Start by taking this informave
quiz.
Can You Be An Archaeologist?
1.
2.
3.
ii.
iii.
You conduct a site survey to decide where to start excavang. Which of these
techniques would you NOT want to use?
i.
ii.
Aerial photography
iii.
Field walking
Now, you have nally dug the ground. What do you call that ubiquitous hole in the
ground, the place where people are digging?
T _ _ _ _ _ H
4.
ii.
iii.
5.
6.
7.
8.
9.
10.
If you uncover a straight line of large stones, what do you write in your notebook
i.
Uncovered a wall
ii.
iii.
One of the tools you are likely to see at an excavaon consists of a long tube lled with
coloured water which is aached to a tape measure at one end. What is it?
i.
ii.
A water level
iii.
For instance, you nd a shred of poery on the ground outside your trench. What
should you do with it?
i.
ii.
iii.
Put it with the poery that has come out of your trench
True
ii.
False
If you are an archaeologist who has nished another successful season of excavaons,
what should you do now?
i.
ii.
Give an interview
iii.
ii.
iii.
Read the following extracts from various websites that report about important and very
fascinang archaeological nds in India and abroad.
Early human occupaon of the Red Sea coast of Eritrea during the last glacial
The geographical origin of modern humans is the subject of ongoing scienc debate.
Here we report the discovery of early Middle Stone Age arfacts in an emerged reef
terrace on the Red Sea coast of Eritrea. The geological seng of these arfacts shows
that early humans occupied coastal areas and exploited near-shore marine food
resources in East Africa by this me. Together with similar tentavely dated discoveries
from South Africa, this is the earliest well-dated evidence of human adaptaon to a
coastal marine environment heralding an expansion in the range and complexity of
human behaviour from one end of Africa to the other.
of
sea-going
cra.
Archaeologists believe that it is one of the missing monasteries menoned in Hiuen Tsangs
memoirs that was yet to be found. The monastery reportedly dates back to the seventh
century - the me when the Chinese Buddhist monk made his 17-year walk across India.
Seriously Odd Archaeological Mysteries
Seriously odd, mysterious and unexplainable archeological mysteries keep turning up in
all corners of the world. What exactly do we really know about our ancient past? In yet
another incredible discovery, archaeologists in Kerala, India, have found what they suspect
is the mysterious 2000 year old lost port city of Muzires, according to a June 1, 2007 report
by Indias NDTV.com, menoned in ancient Roman reports but long thought lost to the
sands of me.
3(a). Mark the place menoned in the above extracts on the outline world map. Compare the
areas you have marked with the class. Shade the general locaon neatly.
3(b). You and your partner can take turns to share your answers as an oral presentaon with
the class.
4.
5.
a.
b.
The Mohenjodaro
c.
d.
e.
Fossil Excavaons
i.
ii.
iii.
Describe the nd
iv.
While designing a Diorama, use any art material of your choice - chart, clay,
papermache etc.
v.
The project of your group can be supported by a slideshow, sound and light eects.
vi.
Invite your teachers, school mates and parents to the class project.
vi.
Now that you are well informed about archaeological nds around the world through
reading and listening acvies, choose one of the project presentaons to write an
informal leer to your friend. You can also paste pictures of the objects or places in your
leer to make it more interesng.
POMPEII
Warming up:
1.
Study this post card picture of Pompeii. List ve striking features you can see and pen
down what you infer from it.
Its locaon
Esmated populaon
Their occupaons
Atmosphere
Areas geography
Mt. Vesuvius
2.
The most famous volcanic acvity occurred in 79AD, when Mt. Vesuvius erupted and its
lava buried the whole city within a day.
Read and nd out why it is so famous and important for archaeologists today.
1.
Pompeii is located in the Campania , a region of Southern Italy,9 kilometers east of the
Bay of Naples. It could be accessed in ancient mes through the port town of Stabiae.
It was a 600 hundred years old city with a populaon of about 20,000, bustling with
acvies and people travelling to dierent desnaons. In 79 AD, it was a resort town,
also noted for its nearby volcano, Mount Vesuvius.
2.
One day in August 79 A D, it was a calm early aernoon, when the residents noced a
thick plume of smoke rising out of
Mount Vesuvius. Although Pompeii
was neither in the earthquake
zone nor on the Earths Ring of
Fire, Vesuvius had erupted many
mes before as well! Yet, its
erupon that day, caught the citys
populaon uerly unprepared.
As we know today, in retrospect,
all the predictable signals were
there to warn them. The growing
plume of smoke only excited their
curiosity rather than alarm. The
smell of sulphur quickly lled the
Mount Vesuvius eruption [artists rendering]
air and connued for the next
nineteen hours.
The day turned into a horrifying nightmare and within 24 hours, the city was buried
under 2.8 meters of dust, ashes, cinders, tephra and rocks, causing roof tops to crack
and buildings to collapse. Streaming mud, racing down the side of the volcano buried
the town, travelling at a speed of a meter and a half per minute. Thinking that they
would be safer near the sea, hundreds took shelter on the shore and in the boat
houses. Later, a deadly onslaught of hot ashes and gases trapped instantly suocated
the fugives ll they met their end. Even then, many sought escape by walking along
the pumice deposits.
Plaster casts
4.
5.
The excavaons yielded typical Roman villas that were inhabited by the wealthiest
of the city, known for their lavish spending on their houses: arsc wall murals and
statues, richly embedded mosaic oors, a family shrine, private swimming pool and
bath with indoor plumbing,
fountains and even indoor
gardens. One of the kitchens
also had delicacies like
a range of dried fruits,
mushrooms and eel sh. Early
archaeologists were struck
by the signature red used in
most of the Roman painngs.
It was so vivid among the
ruins that a parcular shade
was named Pompeii Red.
10
6.
The sophiscated city was found to have running water delivered by lead pipes, public
fountains and bath houses, but lacking in a sewage system. Mill wheels were used
to grind our. People stored food in large terra coa jars which were buried up to
the neck in the ground, to keep the contents at a constant temperature. There were
outdoor food courts marked with carved signs: a goat for a dairy, grapes for a winery
and bread for the bakery.
7.
Pompeii is an indelible portrait of a me. The city is almost exactly like the way it was,
when it was buried. When archaeologists and historians study how its people lived
and the quality of their life, it is like travelling back in a me machine to 79 AD. It is a
treasure trove of unmatched informaon on ancient Roman civilizaon.
8.
The current focus of the government and administraon is to conserve this priceless,
culturally signicant relics and therefore the history of humanity. The fascinang
art and arfacts are being ravaged by weather, polluon, loong and the booming
tourism industry. In other cies which are being excavated around the world, the
houses, walls and public buildings had been built over, as the me passed. Therefore,
the data about objects, people and places is generally lost forever. Pompeii, however,
is unique in that respect as this has been discovered in context, without disturbing the
historical informaon. Moreover, the data has been le untouched and preserved in
near perfect condion. This has added considerably to the knowledge of one of the
richest and the most inuenal civilizaons of mankind.
11
2.
Based on the reading acvity, complete the table by giving relevant informaon from the
story.
Levels of volcanic acvity
i
ii
iii
iv
vi
vii
viii
3.
b.
ii.
iii.
Retropect means
i.
Surveying things
ii.
iii.
12
c.
d.
e.
f.
g.
h.
4.
Cinder means
i.
Heated stones
ii.
iii.
Poisonous gases
large stones
ii.
ashes
iii.
gases
Pumice is volcanic
i.
ii.
iii.
pumice material
ii.
rocks
iii.
ashes
in a bathroom
ii.
iii.
in a palace
remaining fragments
ii.
new discoveries
iii.
religious tokens
Explain the imagery of being frozen in me. Cite examples from the narrave.
13
5.
Why is it important to conserve Pompeii, in parcular? What are its unique features?
6.
Based on the reading acvity, give 3 - 4 reasons why Pompeii serves as a link between
our past and present. Give 2 more reasons based on your library work. Provide other
archaeological illustraons to support your answer.
Listening:
7.
Listen to the audio-visual presentaon about Pompeii and complete the following acvity
based on your understanding and observaons.
hp://youtu.be/6yPnsglKxPk
Speaking:
8.
Role-play in groups of four. One student will lead the discussion as a Reporter.
Student A: You are Xerxes, who has to give a report to the Administrator of Campania about
the impact of the natural disaster on Pompeii. Prepare 8 to 10 meaningful quesons that
you would like to ask the survivors in order to gather detailed informaon
Students B, C and D are the survivors-a mother with children, a shepherd who has a ock
and a store keeper,who describe their ordeals and feelings as they successfully made their
escape.
Next, the reporters will present their ndings to the class.
14
Wring :
9.
As a survivor, Pliny, an observant and curious young man, you have found out a lot about
the magnitude of the destrucon caused by Mt. Vesuvius. Find out more about the volcano
and write an arcle for a nature magazine. Add illustraons and details you have gathered
through reading and library work to make your arcle more interesng.
10. As an eyewitness and a survivor, write a leer to the Editor of Campania Chronicle about
the reports that you have been reading about the volcanic erupon in Pompeii and the
consequent loss of life and property.
You are deeply worried but angry that the Pompeiians, who were used to earthquakes, were
so unprepared and caught unawares. Give some concrete advice to your readers about being
prepared for any disaster.
11. Class Project: Climate change being one of the many causes for natural disasters, it is essenal
to be well informed and prepared to face them in the best way possible. Choose any one of
the topics given below and work in groups of four.
Volcanic erupon
Tsunami
Flash oods
Drought
Water contaminaon
Cyclonic storm
Design aracve posters and informave pamphlets to be displayed in all the noce boards
in your class, secon and main bullen board.
15
A cup of hot chocolate is a very special drink. Read the recipes and compare them. Tell
the dierences to your class. Choose the one that you like and give reasons for your
answer.
HOT CHILI CHOCOLATE
Ingredients:
Ingredients:
With your partner, study the details you observe and infer from the two pictures. Describe
the dierences. Share your opinion with the class.
16
Time period
ii
Signicance
iii
iv
v.
Was or is it popular?
Possible reasons?
Reading :
2.
Here is a fascinang extract from their book that you can read and
enjoy.
Chocolate drink
17
Michael D. Coe
1.
The dark brown, pleasantly bier, chemically complex substance we know of as chocolate
bears no resemblance to the pulp-surrounded seeds of the cocoa plant from which it is
produced, explain Sophie D. Coe and Michael D. Coe in their 1996 book, The True History of
Chocolate that paved the way for chocolate scholarship. The facts, they say, as revealed by
modern archaeology and ethnohistory, are far more interesng than any ight of imaginaon
by modern writers.
2.
3.
A chocolate Bar
18
4.
Researchers have noted that ancient Mayans and Aztecs recognised that chocolate lessens
agitaon, reduces angina and asthma, and has a calming aect. It reduces emaciaon,
improves energy, relieves hoarseness, reduces fever and quenches thirst. It was also known
to clean the teeth with which modern-day densts may disagree! Aztec soldiers marching
o to bale were oen given chocolate beverages to forfy and sustain them.
5.
6.
The Spanish, who moved into Mesoamerica were unfamiliar with the
savage avors of the spicy chocolate and were determined that it would
not be popular as it stood. They sent it back home with adjustments
like the eliminaon of many spices and the addion of sweetening
ingredients. While archaeological evidence for cacao use by the Aztecs
and Maya is rather limited, but pictorial and iconographic evidence
are many, demonstrang the many ways in which the cacao tree was
especially important ritually, medically and spiritually. As suggested by
the residue analysis, as well as iconographic evidence, the elites began
frothing the chocolate to create a thick, foamy head using a Spanish
invenon called a molinillo. Prior to Spanish contact, the method
mostly used to froth the liquid was pouring from extended heights into
another vessel on the oor.
A molinillo
19
Why hasnt the idea of a chocolate treat change for hundreds of years?
b.
Do you think that our taste for it will change signicantly in the future? Give
reasons.
a.
How was the molinillo used? Find out if it is used today and tell your class.
7.
The culvaon of a cacao tree and its seeds is a meconsuming process. In the wild, the trees can grow
to a height of over 60 feet. In a plantaon seng, it
is typical to see them only at a maximum of 20 feet
for easier harvesng. The planted tree takes four
or ve years to ower and begins to produce pods
containing about 40 seeds each, surrounded by a
naturally sweet white pulp. The pods are opened
by hand and the pulp and seeds are extracted.
According to Coe and Coe, the four steps needed
to produce the cacao nibs (shelled and de-germed
beans) are: fermentaon, drying, roasng and
winnowing. These steps are sll followed in todays
modern chocolate making cultures, regardless of
the technologies available to them.
8.
Theobroma cacao
20
9.
Cacao buer is made up of the fat inside the nib. It is extracted during the drying process and
the fat was and sll is used not only as an addion to quality chocolate but as an ingredient
in many cosmecs and skin-care products. The word cacao most likely originated with the
Olmecs who resided in the lowland region of Mexico on the eastern gulf coast. The tree
obtained its modern name from the eighteenth century Swedish biologist, Carolus Linnaeus.
While developing a system for classifying living organisms, he assigned the botanical name
Theobroma cacao to the chocolate tree. Theobroma, in Lan means food of the gods,
while cacao refers to the nave word for the plant. Analysis of residues from ceramic vessels
has found traces of theobromine and caeine in early vessels using techniques to extract
chocolate residues. As cacao is the only known commodity from Mesoamerica containing
both of these alkaloid compounds, it seems likely that these vessels were used as containers
for cacao drinks. In addion, cacao is named in a hieroglyphic text on one of the vessels.
Why is fermentaon necessary here? Where else in cookery is this process used?
Find out and tell your class.
b.
Why did the Aztecs and Olmecs value cocoa so highly? Has this changed today?
How?
c.
Find out if the ancient recipes for a hot chocolate drink are sll used today and
tell your class.
10. In the most basic of terms, cacao is a culturally edible material which grows on trees in
Central and South America. To the ancient common people of Mesoamerica, it was much
more than a food item. Cacao seeds were used for currency while the subsequent beverages
were used as ritual oerings. A 1545 Nahuatl (Mayan language) document provides a list of
the prices of food items: a turkey hen is worth 100 cacao beans, a hare or forest rabbit is
worth 100 cacao beans, a large tomato is one bean and one turkey egg is worth three beans,
among other food items.
11. By the late 17th century, chocolate became available to most of Europe and to the general
populaons around the world. Its popularity increased and chocolate manufacturing
companies like Hershey, Fry, Galaxy and Cadbury began expanding in many countries to
sasfy the demand for chocolate in a large variety of forms.
21
3.
Inferences
Read paragraphs 7, 8 and 9 again. Pick out the steps of extracng and processing cocoa
beans. Now write a set of instrucons that you will give to a student who wants to
experiment doing the same [ add more steps if you need to]. Start like this.
Step 1: Pluck the pod________________________________________________________
Step 2: Open it by hand______________________________________________________
Step 3: ___________________________________________________________________
Step 4: ___________________________________________________________________
Step 5: ___________________________________________________________________
Step 6: ___________________________________________________________________
22
Step 7: ___________________________________________________________________
Step 8: ___________________________________________________________________
5.
Choose the answer that is the closest in meaning to the given words or expressions.
a.
b.
c.
d.
e.
Ethnohistory is a branch of
i.
History
ii.
Anthropology
iii.
Archaeology
Sweet-tooth means
i.
full of cavies
ii.
addicon to chocolate
iii.
decrease sweetness
ii.
increase salt
iii.
add avour
Concocon means
i.
design
ii.
blend
iii.
digeson
Emaciaon is being
i.
abnormally thin
ii.
iii.
loss of memory
23
f.
g.
h.
i.
ii.
portraits of personages
iii.
symbols in painng
ii.
iii.
Assigned means
i.
alloed
ii.
worked
iii.
designated
Slow
ii.
Cow
iii.
Raw
Listening:
6.
Michael has been to Venezuela and has had a rst hand opportunity to learn about cocoa
and chocolate with a Biologist. Listen and watch what he has to tell you and complete the
ow chart with suitable details from the presentaon entled How chocolate is Made.
How chocolate is made : hp://www.youtube.com/watch?v=Mjr3Rwdj
24
Speaking:
7.
Work in groups of four. Appoint a speaker who will be helped in his or her preparaon by
the group. Your teacher will help you conduct the acvity.
Hold a class debate on the moon, It is a healthy and very tasty opon to substute
chocolate products for meat and vegetables based diet .
Wring:
8.
You are Michael who is on an educaonal visit to South America to study their ancient
culture. Write an informal leer to your friend back home. Choose and describe any area
of chocolate producon in detail. Use informaon that you have gathered from your
reference work to make your wring interesng to the reader.
9.
Present your project through charts, models, demonstraons examples, exhibits and
oral presentaons.
b.
Write a report of your exhibion for your school newsleer in about 150 words.
25
Section-B
Warming up:
1.
26
2.
Given below are some words and expressions from the poem. Match them by wring the
leer corresponding to the correct and closest meanings in the spaces. Choose them from
the box.
cruel look
very old
absolutely powerful
without a torso
to poke fun at
authority
unending
deep sorrow
3.
i.
__________________________________________
ii.
Mockd
__________________________________________
iii.
Anque
__________________________________________
iv.
Trunkless
__________________________________________
v.
Mighty
__________________________________________
vi.
Despair
__________________________________________
vii.
Sneer
__________________________________________
ix.
Shaerd
__________________________________________
x.
Boundless
__________________________________________
27
To begin with , read the poem silently and think about its inner meaning. What are the quesons
that come to your mind? Share with your class.
OZYMANDIAS
I met a traveller from an anque land
Who said: Two vast and trunkless legs of stone
Stand in the desert. Near them on the sand,
Half sunk, a shaerd visage lies, whose frown
And wrinkled lip and sneer of cold command
Tell that its sculptor well those passions read
Which yet survive, stampd on these lifeless things,
The hand that mockd them and the heart that fed.
And on the pedestal these words appear:
My name is Ozymandias , King of Kings:
Look on my works, ye Mighty, and despair!
Nothing beside remains: round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away.
28
4.
In groups of four, gather the quesons and write them on a small sheet of paper and post
them on the wonderwall so that your classmates can read them and help you nd the
answers.
In your groups, choose a queson or a set of quesons of another group which your group
would like to work on. Aer nding the answer, a speaker from your group presents the
answers to the class.
5.
Work with your partner. Write down the most appropriate answers for each of the
following quesons in two or three sentences. Share your answers with the class.
1.
Who had told the poet the story about the ruins of a statue in the desert of his nave
country?
2.
Describe how the kings statue is seen by those who pass by.
3.
Bring out the irony [contradicon] in the line : The hand that mocked them and the
heart that fed.
4.
5.
Do you think the sculptor understood the kings nature? Give reasons for your
answer.
6.
7.
What is the poets view about absolute power? Quote the line that carries his
message.
8.
Now, watch this video clipping. Try to visualize the power of nature in comparison to
the strength of a human being. List a minimum of two instances from the poem which
recognize this fact. Jusfy your choice.
Ozymandias by Percy Bysshe Shelley
hp://www.youtube.com/watch?v=ncxR5JKLVA8
29
6.
Work in groups of four. Your teacher will allot one of the topics listed below for your
group. You may use library to nd out more about King Rameses II to help you answer
the quesons. Give at least 5 points. Let a represenve from your group share your
nding.
1.
The central theme of Ozymandias is a powerful kings hubris. Support this view.
2.
In fourteen short lines, Shelley condenses the history of not only Ozymandias rise,
zenith and fall, but also that of an enre civilizaon. Explain.
3.
Ozymandias pride seems amusing to the poet. Why? Give at least two reasons.
4.
Bring out the relaonships between life, history and art expressed in Ozymandias.
5.
6.
An alliteraon is when the poet uses words containing the same consonant sounds.
Pick out a line from the poem which illustrate this gure of speech.
7.
A synecdoche is the substuon of a part to stand for the whole, or the whole to stand
for a part, for example, The hand that mockd them. Give at least four examples of
your own.
30
With your partner, study this famous painng and write a list of quesons about what is
going on in the scene. For example, what are the subjects doing? Who are they? Add at
least ve more quesons.
What do your quesons tell you about the arst? Share your answers with your class.
2.
Ode on a Grecian Urn was wrien in the spring of 1819 and published later that year in
Annals of the Fine Arts, which focused on architecture, sculpture and painng.
Listen to the reading. The poem is also known for its archaeological theme. Listen to the
intonaon and follow the words by reading along silently.
Ode on a Grecian Urn
[ hp://www.youtube.com/watch?v=0gOShpPL3Ds ]
31
32
33
3.
34
4.
Word play. A number of explanatory statements are given. Match each of the given words
from the poem, with its meaning, by wring it in the corresponding spaces. Find words
from the poem and write them wherever the explanaon doesnt apply to any of the given
words.
Sylvan, rhyme, loth, endeared, dies, fade, citadel, desolate, brede, pastoral
S.No.
Possible meanings
i.
ii
iii
iv
turned dull
vi
vii
viii
ix
fortress
xi
xii
xiii
xiv
wasted or abandoned
35
5.
In groups of four, gather the quesons and write them on a small sheet of paper and post
them on the wonderwall so that your classmates can read them and help you nd the
answers.
In your groups, choose a queson or a set of quesons of another group, which your
group would like to work on. Aer nding the answer, a representave from your group
presents the answers to the class.
Work with your partner. Write down the most appropriate answers for each of the
following quesons in two or three sentences. Share your answers with the class.
i.
List the objects of beauty as those that can be seen, heard and experienced
emoonally.
ii.
iii.
In your own words, describe the paradox where sllness and acon go hand in hand.
iv.
Throughout the poem the urn funcons as a symbol of eternity. Give an example from
each stanza.
v.
Choose the most appropriate words that describe the Keatss feeling from the list.
Jusfy your choice with examples from the poem.
Angry, irritated, appreciave, disappointed, accepng, frustrated/helpless,
inspired, curious, depressed, jubilant
7.
Work in groups of four. Your teacher will allot one of the topics listed below for your
group. You may use library to nd out more about the Ode to help you appreciate its
poec style beer. Give suitable references from the poem. Let a speaker represent your
groups nding.
i.
Keats uses personicaon [human metaphor] several mes, for example, the urn is
referred to as a person who is an unravishd bride. Give three other examples.
ii.
An alliteraon is when the poet uses words containing the same consonant sounds
close to one another, for example, The hand that mockd them and the heart that
fed. Give three examples.
iii.
36
8.
vi.
A rhetorical queson is the form of a queson posed for its persuasive eect without
the expectaon of a reply, for example, What men or gods are these? Pick out four
others from the poem.
vii.
In your own words, describe the manner in which the poet has brought out the
communal and religious atmosphere depicted on the urn.
viii.
Tempe and Arcady are places in Greece. What are they known for? Why has the
poet referred to them?
a.
Your teacher will help your class read the poem aloud. Therefore, let us begin with reading
the lines of the poem together - and at every line, a group drops out - unl there is one
single voice le reading the line Of that colossal wreck, boundless and bare, The lone and
level sands stretch far away.
Your class can also present a choral reading of Ode on a Grecian Urn. In groups of 4/6
pracse reading the poems aloud in a number of variaons. Then, present the reading. Your
teacher will guide you.
[Help Link- hp://www.youtube.com/watch?v=2r45c03_L5E ]
b.
The class can also design this acvity as a poetry recitaon compeon. Invite students of
other classes and teachers to listen to the presentaons of dierent poems.
37
Section-C
Warming up:
1.
Anything being studied must rst be observed. An inference is a proposed reason for an
observaon. Archaeologists use observaons and inference to learn the story of past
people. By making observaons about objects (arfacts and sites) they infer the behavior
of the people who used the objects.
2.
Now, do this acvity to nd out whether you are a good Archaeological Detecve. Study
the details on the three coins to be put on display at the Naonal Museum. Do the acvity
that follows on your own.
ARCHAEOLOGICAL DETECTIVE EXAMINES THREE OLD COINS !!
A.
B.
C.
Answer these quesons by pung an I next to statements that are inferences and O next to
the ones that are observaons.
1.
2.
3.
4.
The dates represent the period when the coins were minted.
5.
6.
7.
8.
We can tell that coin C was used by independent, self governing people.
9.
10.
If you have six or more correct answers, then you are a very good archaeological
detecve!!
38
3.
Read what archaeologists and sciensts discover about the early selers who lived in
Jamestown, nearly 250 years ago.
39
Jamestown, a name of rst rank among historic names, saw the birth of English America.
Here on an island in the James River, in the heart of dewater Virginia, the English carved a
selement out of the wilderness.
2.
Thus, the American people can fully understand and enjoy their historic heritage of
Jamestown. Libraries have been searched for pictures, documents, and plans. Land records
have been carefully scrunized and old exisng landmarks been studied. A key part of the
search has been the systemac excavaon of the town site itself in order to bring to light the
informaon and objects long buried there.
3.
40
4.
A total of 140 structures- brick houses, frame houses with brick foongs, outbuildings,
workshops, wells, kilns, and even an ice storage pithad been recorded. To help unravel the
mystery of landholdings (somemes marked by ditches), 96 ditches of all kinds were located
and hundreds of miscellaneous features from post holes to brick walls were uncovered.
Refuse pits were explored meculously, since before the dawn of history man has le his
story in the objects he discarded.
5.
When archeology at Jamestown is menoned, the queson is oen asked, why was it
necessary to treat so famous a historic site as an archeological problem at all? Isnt the story
41
utensils, other comforts and lile luxuries tell of new-found security and the beginning of
wealth. In all, a half-million individual arfacts at the Jamestown museum represent the
largest collecon from any colonial site in North America.
7.
But archeologists have found more objects at Jamestown. They sought to unravel the mystery
of that part of the rst selement which disappeared beneath the eroding current of the
James River in the past. It has always been known that the island at that me was connected
to the mainland by a narrow isthmus extending to Glasshouse Point, where a glassmaking
venture took place. Over this isthmus the Greate Road ran, and its traces have been
discovered on the island as far as the brick church tower. As the isthmus disappeared, the
river connued to erode the island
headward and build it up at its
downstream end. Therefore, the
western and southern shores
where the rst selement had
been built were partly destroyed.
Thus, the rst fort site, of which no
trace has been found on land, is
thought to have been eaten away,
together with the old powder
magazine and property which was
in front of the river much early in
the century.
8.
9.
Within the enclosure of this same fort a miraculously preserved pocket of debris was found,
marking the site of the earliest known armorers forge in Brish America.
10. A strange discovery was made here while the foundaons were being examined by
archeologists for measured drawings.
42
Near the foundation of the probable bake shop, a pair of kilns once served for slaking lime and
perhaps for ring pottery. Between the kilns was a ame-scarred pit containing evidence of iron
working and the roasting
11. Tests showed that no less than 70 human burials lay beneath the statehouse walls and an
esmated 200 more remain undisturbed beneath the remaining structures or have been
lost in the James River. It is, indeed, quite possible that these burials, some hasly interred
without cons, could date from the starving me of 1609-10, when the selers strove to
dispose o their dead without disclosing their desperate condion.
12. The highlight of archeological discoveries at Jamestown is undoubtedly the long-forgoen
buildings, ranging from mansions to simple coages. Since no accurate map of the old James
Ciy is known to survive, archeologists found that the best way to discover evidence was to
cast a network of exploratory trenches over the area of habitaon.
13. During its whole century of existence, the selement was never an integrated town. The
rst frame houses quickly roed away or succumbed to frequent res. Brick buildings were
soon erected, but probably not two score ever stood at one me.
One of the intriguing mysteries of Jamestown is how the left leg and left half of a human pelvis came to be
thrown with other refuse into a well behind the row house. The logical inference is that a rebel or criminal
had been hanged, drawn and quartered.
43
14. The remaining 140 structures so far discovered by excavang have no clear-cut identy
with their owners. To complicate maers, bricks from many burned or dismantled houses
were salvaged for reuse, somemes leaving only vague soil-shadows for the archeologist to
ponder. From arfacts associated with foundaon traces, relave dangs and usually the
use of the structure can be deduced from physical evidence. Unless a contemporaneous
map is someday found, we shall know lile more than this about the houses at Jamestown
except for the tesmony of assorted hardware, ceramics, glassware, metalware and other
imperishable reminders of old arts and cras.
15. These valuable objects are a priceless part of the Jamestown that exists today. Although
most are broken and few are intact, they would not be traded for beer preserved and
more perfect examples that do exist elsewhere. These things were the property and the
possessions of the men and women who lived, worked and died at Jamestown. It was
because of these people, who handled and used them in their daily living, and because of
what they accomplished, that Jamestown is one of our best remembered historic places.
4.
You have read the words in the rst column in the account above. Puzzle out their meanings
and compare them with the meanings given in the diconary.
Words
meculously
[e .g] carefully
eaten away
incidental
interred
unravel
ponder
dangs
arfacts
tesmony
10
contemporaneous
44
5.
Using the given clues, complete the crossword puzzle based on the essay.
1.
8.
2./9.
3.
10.
11.
4.
12.
13.
5.
14.
6.
7.
Across:
1.
2.
3.
4.
5.
6.
7.
Down:
8.
9.
10.
45
6.
11.
12.
13.
14.
Jamestown is on an island
ii
Libraries and land records have yielded more valuable clues than digging
for arfacts.
iii
The trowl and whiskbroom are objects archaeologists found during their
excavaon in Jamestown.
iv
Soil shadows that sll remain are indicave of the deliberate removal
of a buildings brickwork like walls.
vi
The discovery of axes, wedges, maocks and saws reveal to us that the
inhabitants were ghters.
vii
viii
ix
Pieces of Venean glass, pewter and delware indicates that the the
town had very rich families living there.
46
T/F
7.
Arfacts from excavaons done in Jamestown are invaluable today because _______
___________________________________________________________________.
ii.
The Naonal parks work was hampered by (a). me out for wars (b). between
nancial allocaons. Here the writer means that
a.
________________________________________________________________.
b.
________________________________________________________________.
iii.
iv.
v.
vi.
vii.
In the absence of an old map, the 300 year old buildings can be explored by________
___________________________________________________.
viii.
Nave Indians lived in the same site long before the Brish colonized the place. The
evidence for this is the discovery of ________________________________________
beneath___________________________________________________________.
ix.
Studying a cut-away earth secon will reveal the following data: _________________
____________________________________________________________________.
x.
The broken poery from an excavaon is more useful than an intact piece because __
____________________________________________________________________.
47
8.
ii.
iii.
Find out and write about any one adventure for which Captain John Smith became
famous.
iv.
v.
vi.
vii.
What was the most unexpected and shocking discovery made by them?
viii.
Jamestown had some very rich inhabitants. What is the evidence for this
observaon?
ix.
48
GRAMMAR CORNER
Past Parciple Adjecves
1.
Read the following sentences from the story. Idenfy and underline the words which
describe places, people or objects. An example has been done for you.
Land records have been carefully scrunized and old exisng landmarks studied.
A key part of the search has been the systemac excavaon of the townsite itself in
order to bring the informaon to light.
When archeology at Jamestown is menoned, the queson is oen asked, why was it
necessary to treat so famous a historic site as an archeological problem at all?
It was because of these people who handled and used them in their daily living and
what they accomplished, that Jamestown is one of our best remembered historic
places.
To complicate maers, bricks from many burned or dismantled houses were salvaged
for reuse, somemes leaving only vague soil-shadows for the archeologist to ponder.
In all, a half-million individual arfacts at the Jamestown museum represent the largest
collecon from any 17th-century colonial site in North America.
A strange discovery was made here while the foundaons were being examined by
archeologists for measured drawings.
This locaon is marked today by a permanent in-place exhibit on the shore near the
old church tower.
During its whole century of existence, the selement was never an integrated town.
Although most are broken and few are intact, they would not be traded for beer
preserved and more perfect examples that do exist elsewhere.
2. Write down the acon words used as describing words in the spaces below. For example,
i
studied
vi
ii
vii
iii
viii
iv
ix
49
3.
Study the following guidelines and simple examples which will help you understand how
the past parciple verbs are used as adjecves or describing words.
a.
i.
50
b.
An amused child
ii.
Interested students can sign up for the two day Spoken English class.
(The students feel interest in the subject.)
Bored speakers should nd something excing to say.
(The speaker feels boredom while speaking!)
Amused viewers enjoy the comedy lms.
(The viewers feel the amusement.)
Overwhelmed students end up missing a few classes .
(The students feel overwhelmed.)
51
c.
A completed process:
Completed states
52
closed
detained
ghtened
sr fried
warned
evaluated
blanketed
frozen
enforced
i.
ii.
Being health conscious , I ate some__________ tofu and bread for lunch.
iii.
The protesters were______________ not to disturb the trac during peak hours.
iv.
v.
vi.
vii.
The ______________ sea in the winter prevents normal shipping acvies around the
Arc and Antarc regions.
53
5.
viii.
ix.
x.
Using the words given in the box, frame meaningful sentences using the pictures as
clues.
far sighted
burdened
recycled
observed
red
well prepared
feared
gathered
roasted
i.
ii.
iii.
iv.
v.
54
vi.
vii.
viii.
ix.
x.
6.
Grammar Gallery: A factual descripon allows the reader to get a comprehensive view of
the subject under discussion. It involves a step by step descripon of the subject in the best
possible manner. A factual descripon is the detailed descripon of the physical aributes
of the subject as it appears to the onlooker with the special features included. The success
of a good descripon lies in the ability to describe the subject to its nearest accuracy with
current informaon.
55
7.
Study this sll life portrait containing an arrangement of a number of objects . Write down
the parciple adjecves that come to your mind when you look at each of the following
objects. Write at least 3 in the appropriate spaces.
Violin/Mandolin Flute
8.
Candle-sck Globe
Arrangement
Seng
Work in groups of 4. Compare what you have wrien and choose the best 5 words from
your lists. In your groups, describe the picture using the chosen words and write a
paragraph of about 150 words. A spokesperson for your group can present the descripon
to the class. You and your teacher can choose the best, most interesng and accurate
descripon of this picture.
56
9.
10. Aer gathering informaon from the papers presented, write an arcle for the magazine
archaeology in about 250 words, describing some important archaeological nds in your
state/country. Use appropriate parciple adjecves of your own to describe locaons and
objects. Use your own ideas and recommend to the masses how such nds have to be
preserved.
11. It is necessary for every country to set aside funds to discover and study its historical
and pre-historical mes - its people, places, objects and animal life. Write a debate
speech either in support or against this moon. Your teacher will help your class to
conduct a Debate Compeon.
57
Section-D
Giant-Toothed Killer Whale found in a Desert
1.
The fossil of a large killer whale was found in the desert two years ago by a team of
archaeologists and paleontologists who only unveiled the results of their nd in 2010.
Now listen and watch the archaeologists and paleontologists talking about their discovery
and complete the following notes.
[The Jaws of a Leviathan-hp://www.youtube.com/watch?v=Oknj0SzQX-k]
NOTES
DISCOVERY OF WHALE FOSSIL
I.
II.
58
2.
III.
IV.
V.
VI.
Unlike the modern spermwhale, it had teeth in the ____________________ jaw too.
This shows that it was able to eat other large sea creatures like the _____________
whales.
VII.
Besides working in the desert , archaeological survey and excavaon can also be done
under water. Watch this short documentary about underwater archaeology. Now, make
your own notes.
[Underwater archaeology-Pirate shipwreck uncovered:
hp://www.youtube.com/watch?v=TZw4M1yHta8]
3.
Using the notes based on the two documentaries, ideas from other acvies and your
own ideas, write a 250- word Newspaper arcle for the weekly column called Why
Unearth Our Past? for the Times of India.
59
Suggested Reading
1.
2.
3.
4.
5.
Films:
1.
2.
3.
Underwater Archaeology
4.
Useful websites:
I]
archaeologynews.mulply.com/journal/item/326
2]
archaeologynewsnetwork.blogspot.com/
3]
publicaon.samachar.com/.../archaeology/discovery.php
4]
archaeology.about.com/.../Discussion_Groups_Archaeology_News_Groups.htm
60