BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଭାରତୀୟ ସଂସ୍କୃତିର ଉଦାରତା କିପରି ପ୍ରତିଫଳିତ ହୁଏ ?
Answer:
ନିମ୍ନଲିଖିତ କାରଣରୁ ଭାରତୀୟ ସଂସ୍କୃତିର ଉଦାରତା ପ୍ରତିଫଳିତ ହୁଏ ।

  • ଭାରତୀୟ ସଂସ୍କୃତି ନିଜର ମୌଳିକ ଉପାଦାନଗୁଡ଼ିକ ସହିତ ବିଭିନ୍ନ ସମୟରେ ବିନା ଦ୍ୱିଧାରେ ଭିନ୍ନ ଭିନ୍ନ ମତବାଦ, ଧର୍ମବିଶ୍ଵାସ, ଭାଷା, ପ୍ରଥା, ପରମ୍ପରା ପ୍ରଭୃତିକୁ ଉଦାରତା ସହିତ ଗ୍ରହଣ କରି ନିଜକୁ ବଳିଷ୍ଠ କରିଛି । ଜୈନ ଓ ବୌଦ୍ଧଧର୍ମର ନୀତିଗୁଡ଼ିକ ମଧ୍ୟ ଏହି ସଂସ୍କୃତିରେ ସ୍ଥାନ ପାଇଛି ।
  • ଭାରତରେ ଇସ୍‌ଲାମ୍ ଧର୍ମର ପ୍ରବେଶ ପରେ ହିନ୍ଦୁ ଓ ଇସଲାମ୍ ଧର୍ମର ସମନ୍ୱୟ ଏବଂ ଉଭୟ ଧର୍ମାବଲମ୍ବୀଙ୍କ ସୌହାର୍ଘ୍ୟପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ଭାରତୀୟ ସଂସ୍କୃତିର ଉଦାରତା ପ୍ରତିଫଳିତ କରେ ।
  • ମଧ୍ୟଯୁଗରେ ରାମାନୁଜ, ରାମାନନ୍ଦ ପ୍ରଭୃତି ଭକ୍ତି ଆନ୍ଦୋଳନର ପ୍ରବକ୍ତା ଏବଂ ଖୁଜା ମୁଇନୁଦ୍ଦିନ୍ ଚିପ୍ସି, ଶେଖ୍ ନିଜାମୁଦ୍ଦିନ୍ ଆଉଲିଆ ପ୍ରଭୃତି ସୁଫି ସନ୍ଥମାନଙ୍କର ଏକେଶ୍ୱରବାଦ, ମାନବସେବା, ଭକ୍ତି, ପ୍ରେମ, ଏକତା ଓ ଭ୍ରାତୃତ୍ୱର ବାର୍ତ୍ତାକୁ ଦେଶର ବିଭିନ୍ନ ସ୍ଥାନରେ ପ୍ରଚାର କରାଯାଇଥିଲା ।
  • ପାଶ୍ଚାତ୍ୟ ଦେଶଗୁଡ଼ିକର ଭାରତକୁ ଆଗମନ ପରେ ଖ୍ରୀଷ୍ଟଧର୍ମ ତଥା ପାଶ୍ଚାତ୍ୟ ଦର୍ଶନ, ସାହିତ୍ୟ, ବିଜ୍ଞାନ ଓ
  • ଏହିପରି ଭାବରେ ବିଭିନ୍ନ ସମୟରେ ଭାରତକୁ ଆଗମନ କରିଥିବା ଭିନ୍ନ ଭିନ୍ନ ଜାତି, ଧର୍ମ, ବର୍ଣ୍ଣ ଓ ଭାଷାର ଲୋକଙ୍କୁ ଆଦରି ନେଇ ଭାରତୀୟ ସଂସ୍କୃତି ଏହାର ଉଦାରତାର ପରିଚୟ ଦେଇଛି ।

(ଖ) ଭାରତର ଭୌଗୋଳିକ ବିଭିନ୍ନତାଗୁଡ଼ିକ କ’ଣ ?
Answer:
ନିମ୍ନରେ ଭାରତର ଭୌଗୋଳିକ ବିଭିନ୍ନତାଗୁଡ଼ିକ ଆଲୋଚନା କରାଯାଇଛି ।

  • ଭାରତର ଭିନ୍ନ ଭିନ୍ନ ସ୍ଥାନର ପ୍ରାକୃତିକ ଲକ୍ଷଣଗୁଡ଼ିକ ମଧ୍ୟରେ ଅନେକ ପ୍ରଭେଦ ପରିଲକ୍ଷିତ ହୋଇଥାଏ । ଉତ୍ତରରେ ହିମାଳୟ ପର୍ବତମାଳା, ଦକ୍ଷିଣରେ ମାଳଭୂମି ଏବଂ ପୂର୍ବ ଓ ପଶ୍ଚିମରେ ସମତଳଭୂମି ରହିଛି । କେତେକ ସ୍ଥାନରେ ଘଞ୍ଚ ଜଙ୍ଗଲ ଥିଲାବେଳେ ଆଉ କେତେକ ସ୍ଥାନରେ ମରୁଭୂମି ରହିଛି ।
  • ଭାରତର କେଉଁଠାରେ ପର୍ବତମାଳା ଅଛି ତ ଆଉ କେଉଁଠି ନଦୀନାଳର ପ୍ରାଚୁର୍ଯ୍ୟ ରହିଛି । କେଉଁଠାରେ ନଦୀ ଉପତ୍ୟକାର ଉର୍ବର ମାଟି ଉପଲବ୍ଧ ହେଉଥ‌ିବାବେଳେ ଆଉ କେଉଁଠି ଟାଙ୍ଗରା ଜମିର ଅନୁର୍ବର ମାଟି ଶସ୍ୟ ଉତ୍ପାଦନ ପାଇଁ ପ୍ରତିକୂଳ ପରିସ୍ଥିତି ସୃଷ୍ଟି କରିଛି ।
  • ଭୌଗୋଳିକ ସ୍ଥିତିର ପ୍ରଭେଦ ଯୋଗୁଁ ଜଳବାୟୁରେ ମଧ୍ୟ ବିଭିନ୍ନତା ଦେଖାଯାଏ । ମରୁଭୂମି ଅଞ୍ଚଳର ପ୍ରଖର ଗ୍ରୀଷ୍ମ, ହିମାଳୟ ଅଞ୍ଚଳରେ ପ୍ରବଳ ଶୀତ, ଦାକ୍ଷିଣାତ୍ୟ ପାହାଡ଼ିଆ ଅଞ୍ଚଳରେ ଶୁଷ୍କ ଜଳବାୟୁ, ପୂର୍ବ ଓ ପଶ୍ଚିମରେ ଆର୍ଦ୍ର ଗ୍ରୀଷ୍ମମଣ୍ଡଳୀୟ ଜଳବାୟୁ ଅନୁଭୂତ ହୋଇଥାଏ ।
  • ଭାରତରେ ବାର୍ଷିକ ବୃଷ୍ଟିପାତ ହାରରେ ମଧ୍ୟ ଅଞ୍ଚଳ ଭେଦରେ ତାରତମ୍ୟ ଦେଖାଯାଏ ।

(ଗ) ଧର୍ମଗତ ବିଭିନ୍ନତା ସତ୍ତ୍ଵେ ଭାରତରେ କିପରି ଏକତା ସୃଷ୍ଟି ହୋଇଛି ?
Answer:

  • ଭାରତରେ ଧର୍ମଗତ ବିଭିନ୍ନତା ଥିଲେ ସୁଦ୍ଧା ସମସ୍ତ ଧର୍ମାବଲମ୍ବୀଙ୍କ ମଧ୍ୟରେ ସମନ୍ବୟ, ସହନଶୀଳତା ଓ ସହଯୋଗ ରାଜ୍ୟରେ ସ୍ଥାପିତ ପ୍ରତ୍ୟେକ ଧର୍ମର ଧର୍ମପୀଠଗୁଡ଼ିକୁ ସଂପୃକ୍ତ ଧର୍ମର ବିଶ୍ବାସୀ ଯାତ୍ରା କରିବାଦ୍ଵାରା ଧର୍ମଗତ ସମସ୍ତଙ୍କ ଯୋଗଦାନ ଧର୍ମଗତ ବିଭିନ୍ନତାର ଏକତାକୁ ଦୃଢ଼ୀଭୂତ କରିଛି ।
  • ବେଦ, ଉପନିଷଦ୍, ଗୀତା, ରାମାୟଣ ଓ ମହାଭାରତର ସାରମର୍ମ ବ୍ୟକ୍ତିଗତ ଧର୍ମମତ ନିର୍ବିଶେଷରେ ପ୍ରତ୍ୟେକ ଭାରତୀୟଙ୍କୁ ପ୍ରଭାବିତ କରିଛି ।
  • ଭାରତରେ ଅବସ୍ଥିତ ହିନ୍ଦୁ ଧର୍ମର ତୀର୍ଥସ୍ଥାନଗୁଡ଼ିକୁ ଦେଶର ସଂଖ୍ୟାଗରିଷ୍ଠ ହିନ୍ଦୁମାନଙ୍କ ଯାତ୍ରା ଯୋଗୁଁ ଓ ବିଭିନ୍ନ ରାଜ୍ୟରେ ସ୍ଥାପିତ ପ୍ରତ୍ୟେକ ଧର୍ମର ଧର୍ମପୀଠଗୁଡ଼ିକୁ ସଂପୃକ୍ତ ଧର୍ମର ବିଶ୍ବାସୀ ଯାତ୍ରା କରିବାଦ୍ଵାରା ଧର୍ମଗତ ବିଭିନ୍ନତାରେ ଏକତା ସୃଷ୍ଟି ହୋଇଛି ।
  • ମଧ୍ୟଯୁଗର ଶେଷଭାଗରେ ଭକ୍ତି ଆନ୍ଦୋଳନ ଓ ସୁଫି ଆନ୍ଦୋଳନ ହିନ୍ଦୁ ଓ ମୁସଲମାନଙ୍କ ଏକତା ସୃଷ୍ଟି କରିବାରେ ସହାୟକ ହୋଇପାରିଛି ।

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଘ) କେଉଁ କାରଣଗୁଡ଼ିକ ପାଇଁ ଭାରତରେ ଭାଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ସମ୍ଭବ ହୋଇପାରିଛି ?
Answer:
ନିମ୍ନଲିଖ୍ କାରଣଗୁଡ଼ିକ ଯୋଗୁଁ ଭାରତରେ ଭାଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ସମ୍ଭବ ହୋଇପାରିଛି ।

  • ଭାରତରେ ପ୍ରତ୍ୟେକ ଅଞ୍ଚଳର ଭାଷା ଭିନ୍ନ ଏବଂ ଗୋଟିଏ ଅଞ୍ଚଳରେ ଏକାଧ୍ଵ ଭାଷାର ବ୍ୟବହାର କରାଗଲେ ମଧ୍ୟ ଭାଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ରହିଛି ।
  • ଆଞ୍ଚଳିକ ଭାଷାଗୁଡ଼ିକର ବହୁ ଅଂଶ ସଂସ୍କୃତ ଭାଷାରୁ ଆନୀତ ହୋଇଥିବାରୁ ତାହା ଭଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ଭାବ ଆଣିବାରେ ସାହାଯ୍ୟ କରିଛି ।
  • ମୁସଲମାନ ରାଜତ୍ଵ କାଳରେ ଭାରତରେ ପ୍ରଚଳିତ ଉର୍ଦ୍ଧ୍ଵ ଓ ପାରସୀ ଭାଷାର ହିନ୍ଦୀ ଭାଷା ସହିତ ସାମଞ୍ଜସ୍ୟ ରହିଥ‌ିବାରୁ ପାର୍ଥକ୍ୟ ଅତି ସ୍ପଷ୍ଟଭାବେ ପରିଲକ୍ଷିତ ହୋଇ ନଥିଲା ।
  • ଭାରତରେ ବ୍ରିଟିଶ୍ ଶାସନ ସମୟରେ ଇଂରାଜୀ ଭାଷାର ପ୍ରଚଳନ ପ୍ରତ୍ୟେକ ଭାରତବାସୀଙ୍କୁ ଏକ ଶାସନର ଡୋରରେ ବାନ୍ଧି ରଖିବା ସହିତ ପରୋକ୍ଷରେ ଭାରତୀୟମାନଙ୍କ ମନରେ ଏକତାଭାବ ଜାଗ୍ରତ କରିବାରେ ସାହାଯ୍ୟ କରିଥିଲା ।
  • ସ୍ଵାଧୀନ ଭାରତରେ ହିନ୍ଦୀ ଭାଷାକୁ ରାଷ୍ଟ୍ରଭାଷାର ମାନ୍ୟତା ଦିଆଯିବା ସହ ହିନ୍ଦୀ, ଇଂରାଜୀ ଓ ଆଞ୍ଚଳିକ ଭାଷାକୁ ହୋଇପାରିଥିଲା ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ସଂସ୍କୃତି କହିଲେ କ’ଣ ବୁଝାଯାଏ ?
Answer:
କୌଣସି ସମାଜରେ ଏହାର ସଭ୍ୟମାନଙ୍କ ଜରିଆରେ ତଥା ସାମୂହିକ ମୂଲ୍ୟବୋଧରେ ଥିବା ପରିପକ୍ବତା ଓ ମାର୍ଜିତ ଚିନ୍ତାଧାରର ପ୍ରତିଫଳନ ହେଉଛି ସଂସ୍କୃତି ।

(ଖ) କାହାକୁ ଭାରତୀୟ ସଂସ୍କୃତିର ମୂଳ ଉତ୍ସ ବୋଲି ବିବେଚନା କରାଯାଏ ?
Answer:
ସିନ୍ଧୁ ସଭ୍ୟତା ଓ ବୈଦିକ ସଭ୍ୟତାର ସଂସ୍କୃତିକୁ ଭାରତୀୟ ସଂସ୍କୃତିର ମୂଳ ଉତ୍ସ ବୋଲି ବିବେଚନା କରାଯାଏ ।

(ଗ) କେଉଁ ଧର୍ମଗୁଡ଼ିକ ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଆବିର୍ଭୂତ ହୋଇଥିଲା ?
Answer:
ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଜୈନ ଓ ବୌଦ୍ଧ ଧର୍ମର ଆବିର୍ଭାବ ହୋଇଥିଲା ।

(ଘ) କେଉଁମାନେ ଭକ୍ତି ଆନ୍ଦୋଳନର ପ୍ରବକ୍ତା ଥିଲେ ?
Answer:
ରାମାନୁଜ, ରାମାନନ୍ଦ, ବଲ୍ଲଭାଚାର୍ଯ୍ୟ, ଶ୍ରୀଚୈତନ୍ୟ, କବୀର, ନାନକ, ମୀରାବାଈ ପ୍ରଭୃତି ଭକ୍ତି ଆନ୍ଦୋଳନର ପ୍ରବକ୍ତା ଥିଲେ ।

(ଙ) ଦୁଇଜଣ ସୁଫି ସନ୍ଥଙ୍କ ନାମ ଲେଖ ।
Answer:
ଦୁଇଜଣ ସୁଫି ସନ୍ଥଙ୍କର ନାମ ହେଲା – ଖୁଜା ମୁଇନୁଦ୍ଦିନ୍ ଚିସ୍ତି ଏବଂ ଶେଖ୍ ନିଜାମୁଦ୍ଦିନ୍ ଆଉଲିଆ ।

(ଚ)ଉଦାର ଧର୍ମନୀତି ଗ୍ରହଣ କରିଥିବା ପ୍ରାଚୀନଯୁଗର ଚାରିଜଣ ଶାସକଙ୍କ ନାମ ଲେଖ ।
Answer:
ଉଦାର ଧର୍ମନୀତି ଗ୍ରହଣ କରିଥିବା ପ୍ରାଚୀନ ଯୁଗର ଚାରିଜଣ ଶାସକଙ୍କର ନାମ ହେଲା – ଅଶୋକ, କନିଷ୍କ, ହର୍ଷବର୍ଦ୍ଧନ ଓ ଆକବର ।

(ଛ) ସିନ୍ଧୁ ସଭ୍ୟତା ସମୟରେ ଭାରତ ବାହାରେ କେଉଁ ଅଞ୍ଚଳଗୁଡ଼ିକରେ ଭାରତୀୟ ସଂସ୍କୃତି ବ୍ୟାପିଥିଲା ?
Answer:
ସିନ୍ଧୁ ସଭ୍ୟତା ସମୟରେ ଭାରତ ବାହାରେ ଇରାନ୍, ଇଜିପ୍ଟ, ମେସୋପଟାମିଆ ଓ ଗ୍ରୀକ୍ ଦେଶରେ ଭାରତୀୟ ସଂସ୍କୃତି ବ୍ୟାପିଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଜ) ଭାରତରେ କିଭଳି ଭିନ୍ନ ଭିନ୍ନ ଜଳବାୟୁ ଅନୁଭୂତ ହୁଏ ?
Answer:

  • ଭାରତରେ ମରୁଭୂମି ଅଞ୍ଚଳରେ ପ୍ରଖର ଗ୍ରୀଷ୍ମ, ହିମାଳୟର ବରଫାଚ୍ଛନ୍ନ ଅଞ୍ଚଳରେ ପ୍ରବଳ ଶୀତ, ଦାକ୍ଷିଣାତ୍ୟର ପାହାଡ଼ିଆ ଅଞ୍ଚଳରେ ଶୁଷ୍କ ଜଳବାୟୁ ତଥା ପୂର୍ବ ଓ ପଶ୍ଚିମରେ ଥିବା ଉପକୂଳବର୍ତ୍ତୀ ଅଞ୍ଚଳରେ ଆର୍ଦ୍ର ଗ୍ରୀଷ୍ମମଣ୍ଡଳୀୟ ଜଳବାୟୁ ଅନୁଭୂତ ହୋଇଥାଏ ।
  • ମୋଟାମୋଟି କହିବାକୁ ଗଲେ ଭାରତରେ ମେରୁଦେଶୀୟ, ନାତିଶୀତୋଷ୍ଣ ଓ ଗ୍ରୀଷ୍ମମଣ୍ଡଳୀୟ ଜଳବାୟୁ ଅନୁଭୂତ ହୋଇଥାଏ ।

(ଝ) ପ୍ରାଚୀନ ଯୁଗରେ ଶାସକମାନେ ନିଜକୁ କେଉଁ ଉପାଧ୍ଧରେ ଭୂଷିତ କରି ସାର୍ବଭୌମ କ୍ଷମତା ଘୋଷଣା କରିଥିଲେ ?
Answer:
ପ୍ରାଚୀନ ଯୁଗର ଶାସକମାନେ ନିଜକୁ ମହାରାଜା, ରାଜାଧୁରାଜ, ମହାରାଜାଧୁରାଜ, ଚକ୍ରବର୍ତୀ ଓ ସମ୍ରାଟ ଭାବେ ଭୂଷିତ କରି ସାର୍ବଭୌମ କ୍ଷମତା ଘୋଷଣା କରିଥିଲେ ।

(ଞ) ଭାରତରେ ବାସ କରୁଥିବା ଯେ କୌଣସି ଚାରିଗୋଟି ଜାତି (ବର୍ଷ)ର ନାମ ଲେଖ ।
Answer:
ଭାରତରେ ବାସ କରୁଥିବା ଚାରିଗୋଟି ଜାତି (ବର୍ଷ)ର ନାମ ହେଲା – ନେଗ୍ରିଟୋ, ପ୍ରୋଟୋ-ଅଷ୍ଟ୍ରୋଲଏଡ୍, ମଙ୍ଗୋଲଏଡ୍, ମେଡ଼େଟେରେନିଆନ୍ ବା ଦ୍ରାବିଡ଼ିଆନ୍ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ଭାରତୀୟ ସଂସ୍କୃତିର ସ୍ଵାତନ୍ତ୍ର୍ୟ କ’ଣ ?
Answer:
‘ବିଭିନ୍ନତାରେ ଏକତା’ ହେଉଛି ଭାରତୀୟ ସଂସ୍କୃତିର ସ୍ବାତନ୍ତ୍ର୍ୟ ।

(ଖ) ଭାରତର ବିଭିନ୍ନ ସ୍ଥାନରେ କାହିଁକି ଭିନ୍ନ ଭିନ୍ନ ପ୍ରକାର ଜଳବାୟୁ ଅନୁଭୂତ ହୁଏ ?
Answer:
ଭୌଗୋଳିକ ସ୍ଥିତିର ପ୍ରଭେଦ ଯୋଗୁଁ ଭାରତର ବିଭିନ୍ନ ସ୍ଥାନରେ ଭିନ୍ନ ଭିନ୍ନ ପ୍ରକାର ଜଳବାୟୁ ଅନୁଭୂତ ହୁଏ ।

(ଗ) ପ୍ରାଚୀନ କାଳର ମୁନିଋଷିମାନେ ହିମାଳୟ ପର୍ବତକୁ କ’ଣ ଭାବେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?
Answer:
ପ୍ରାଚୀନ କାଳର ମୁନିଋଷିମାନେ ହିମାଳୟ ପର୍ବତକୁ ଦେବସ୍ଥାନ ବୋଲି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ।

(ଘ) ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଭାରତରେ କେତୋଟି ମହାଜନପଦ ଥିଲା ?
Answer:
ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଭାରତ ଷୋହଳଟି ମହାଜନପଦ ବା ରାଜ୍ୟ ଥିଲା ।

(ଙ)‘‘ବୈଜ୍ଞାନିକ ପଦ୍ଧତିରେ ବିଭିନ୍ନ ମାନବଗୋଷ୍ଠୀର ତୁଳନାତ୍ମକ ଅଧ୍ୟୟନ ପାଇଁ ଭାରତ ଏକ ସଂଗ୍ରହାଳୟ’’– ଏହି ଉକ୍ତିଟି କାହାର ?
Answer:
‘‘ବୈଜ୍ଞାନିକ ପଦ୍ଧତିରେ ବିଭିନ୍ନ ମାନବଗୋଷ୍ଠୀର ତୁଳନାତ୍ମକ ଅଧ୍ୟୟନ ପାଇଁ ଭାରତ ଏକ ସଂଗ୍ରହାଳୟ’’– ଏହି ଉକ୍ତିଟି ଐତିହାସିକ ଭିନ୍‌ସେଣ୍ଟ ସ୍ମିଥ୍ଙ୍କର ।

(ଚ) କେଉଁ ବଂଶର ରାଜତ୍ଵ ସମୟରେ ସଂସ୍କୃତ ଭାଷାର ଗୁରୁତ୍ଵ ବୃଦ୍ଧି ପାଇଲା ?
Answer:
ଗୁପ୍ତ ବଂଶର ରାଜତ୍ଵ ସମୟରେ ସଂସ୍କୃତ ଭାଷାର ଗୁରୁତ୍ଵ ବୃଦ୍ଧି ପାଇଲା ।

(ଛ) କେଉଁ ସମୟରୁ ଭାରତରେ ପାରସୀ ଭାଷାର ପ୍ରଚଳନ ହେଲା ?
Answer:
ମୁସଲମାନମାନଙ୍କ ଆଗମନ ପରଠାରୁ ଭାରତରେ ପାରସୀ ଭାଷାର ପ୍ରଚଳନ ହେଲା ।

(କ) କେଉଁ ବେଦରୁ ଭାରତୀୟ ଶାସ୍ତ୍ରୀୟ ସଂଗୀତର ଉତ୍ପତ୍ତି ହୋଇଛି ?
Answer:
ସାମବେଦରୁ ଭାରତୀୟ ଶାସ୍ତ୍ରୀୟ ସଂଗୀତର ଉତ୍ପତ୍ତି ହୋଇଛି ।

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଝ) ଭାରତୀୟ ଲୋକଗୀତରୁ ଆନୀତ ଯେକୌଣସି ଦୁଇଟି ସଙ୍ଗୀତ ରାଗର ନାମ ଲେଖ ।
Answer:
ଭାରତୀୟ ଲୋକଗୀତରୁ ଆନୀତ ଦୁଇଟି ସଙ୍ଗୀତ ରାଗର ନାମ ହେଲା – ଭୈରବ ଓ ସାରଙ୍ଗ ।

(ଞ) ଭାରତୀୟ ସଂସ୍କୃତିକୁ କାହିଁକି ବହୁ ସଂସ୍କୃତି ବିଶିଷ୍ଟ କୁହାଯାଏ ?
Answer:
ବିଭିନ୍ନତାରେ ଏକତା ଭଳି ସ୍ବାତନ୍ତ୍ର୍ୟ ଭାରତୀୟ ସଂସ୍କୃତିକୁ ବହୁ ସଂସ୍କୃତି ବିଶିଷ୍ଟ କରି ଉନ୍ନତ ଓ ସମୃଦ୍ଧ କରିପାରିଥିବାରୁ ଭାରତୀୟ ସଂସ୍କୃତିକୁ ବହୁ ସଂସ୍କୃତି ବିଶିଷ୍ଟ ବୋଲି କୁହାଯାଏ ।

୪। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) ବୈଦିକ ଯୁଗରେ କେଉଁ ଧର୍ମର ପ୍ରାଧାନ୍ୟ ରହିଥିଲା ?
(i) ଭକ୍ତି ଧର୍ମ
(ii ଜୈନ ଧର୍ମ
(iii) ବ୍ରାହ୍ମଣ୍ୟ ଧର୍ମ
(iv) ବୌଦ୍ଧ ଧର୍ମ
Answer:
(iii) ବ୍ରାହ୍ମଣ୍ୟ ଧର୍ମ

(ଖ) ଦ୍ରାବିଡ଼ ଜାତିର ଲୋକଙ୍କୁ ଅନ୍ୟଥା କ’ଣ କୁହାଯାଏ ?
(i) ନେଗ୍ରିଟୋ
(ii) ମଙ୍ଗୋଲଏଡ୍
(iii) ମେଡ଼େଟେରେନିଆନ୍
(iv) ନର୍‌ଡ଼ିକ୍‌
Answer:
(iii) ମେଡ଼େଟେରେନିଆନ୍

(ଗ) କେଉଁମାନଙ୍କୁ ‘ମଜ୍‌ବି’ କୁହାଯାଏ ?
(i) ମୁସଲମାନ ସୁନି
(ii) ମୁସଲମାନ ସିଆ
(iii) ନିମ୍ନଜାତିର ଶିଖ୍
(iv) କଳା ଜୀଉ
Answer:
(iii) ନିମ୍ନଜାତିର ଶିଖ୍

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଘ) ମଧ୍ୟଯୁଗର ଶେଷ ଭାଗରେ କେଉଁ ଧର୍ମମତ ହିନ୍ଦୁ ଓ ମୁସଲମାନଙ୍କ ମଧ୍ୟରେ ଏକତା ଭାବ ଜାଗ୍ରତ କଲା ?
(i) ଭକ୍ତି
(ii) ସୁଫି
(iii) ସତ୍ୟପୀର
(iv) ଦିନ୍-ଇ-ଲ୍ଲାହୀ
Answer:
(iii) ସତ୍ୟପୀର

(ଙ) ଆର୍ଯ୍ୟ ସମାଜର ପ୍ରତିଷ୍ଠାତା କିଏ ?
(i) ରାମମୋହନ ରାୟ
(ii) ଦୟାନନ୍ଦ ସରସ୍ଵତୀ
(iii) ସ୍ଵାମୀ ବିବେକାନନ୍ଦ
(iv) ମହାଦେବ ଗୋବିନ୍ଦ ରାନାଡ଼େ
Answer:
(ii) ଦୟାନନ୍ଦ ସରସ୍ଵତୀ

(ଚ) ଥ୍ଓସୋଫିକାଲ୍ ସୋସାଇଟି କିଏ ପ୍ରତିଷ୍ଠା କରିଥିଲେ ?
(i) ଦୟାନନ୍ଦ ସରସ୍ୱତୀ
(ii) ଆନିବେସାନ୍ତ
(iii) ମିର୍ଜା ଘୁଲାମ୍ ମହମ୍ମଦ
(iv) ସୟଦ ଅହମ୍ମଦ ଖାନ୍
Answer:
(ii) ଆନିବେସାନ୍ତ

(ଛ) ଅହମ୍ମଦିଆ ଆନ୍ଦୋଳନ କିଏ ଆରମ୍ଭ କରିଥିଲେ ?
(i) ସୟଦ ଅହମ୍ମଦ ଖାନ୍
(ii) ମିର୍ଜା ଘୁଲାମ୍ ଅହମ୍ମଦ
(iii) ରାମମୋହନ ରାୟ
(iv) ଆନିବେସାନ୍ତ
Answer:
(ii) ମିର୍ଜା ଘୁଲାମ୍ ଅହମ୍ମଦ

(ଜ) ଭାରତର ପ୍ରାୟ କେତୋଟି ମାତୃଭାଷା ଥ‌ିବାର ଜଣାଯାଏ ?
(i) ୫୪୪
(ii) ୨୨
(iii) ୧୬୫୨
(iv) ୩୧
Answer:
(iii) ୧୬୫୨

(ଝ) କେଉଁ ଭାଷା ଭାରତର ସର୍ବ ପୁରାତନ ଭାଷାଭାବେ ପରିଗଣିତ ହୁଏ ?
(i) ପାଲି
(ii) ପ୍ରାକୃତ
(iii) ସଂସ୍କୃତ
(iv) ଆରବୀ
Answer:
(ii) ପ୍ରାକୃତ

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଞ) କେଉଁ ତିନୋଟି ଭାଷାକୁ ନେଇ ଭାରତରେ ତ୍ରିଭାଷା ନୀତି ପ୍ରଚଳନ କରାଗଲା?
(i) ହିନ୍ଦୀ-ଇଂରାଜୀ-ଆଞ୍ଚଳିକ ଭାଷା
(ii) ହିନ୍ଦୀ-ଉର୍ଦୁ-ଆଞ୍ଚଳିକ ଭାଷା
(iii) ହିନ୍ଦୀ-ଇଂରାଜୀ-ଉର୍ଦୁ
(iv) ହିନ୍ଦୀ-ଇଂରାଜୀ -ସଂସ୍କୃତ
Answer:
(i) ହିନ୍ଦୀ-ଇଂରାଜୀ-ଆଞ୍ଚଳିକ ଭାଷା

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) କାହା ନେତୃତ୍ଵରେ ସୋଭିଏତ୍ ସଂଘ ପୃଥ‌ିବୀରେ ଦ୍ଵିତୀୟ ବୃହତ୍ ଅର୍ଥନୈତିକ ଶକ୍ତିରେ ପରିଣତ ହୋଇଥିଲା ? କେଉଁସବୁ କାରଣରୁ ଏହାର ଅର୍ଥନୀତି ବିପର୍ଯ୍ୟସ୍ତ ହୋଇଥିଲା ?
Answer:

  • ଷ୍ଟାଲିନ୍‌ଙ୍କ ନେତୃତ୍ୱରେ ସୋଭିଏତ୍ ସଂଘ ପୃଥ‌ିବୀର ଦ୍ବିତୀୟ ବୃହତ୍ ଅର୍ଥନୈତିକ ଶକ୍ତିରେ ପରିଣତ ହୋଇଥିଲା ।
  • ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ବିପର୍ଯ୍ୟସ୍ତ ହେବାର କାରଣ :
    (a) ସୋଭିଏତ୍ ସଂଘ ଏବଂ ସାମ୍ୟବାଦୀ ଚୀନ୍ ମଧ୍ଯରେ ତୀବ୍ର ମତଭେଦ ଘଟି ବିଶ୍ୱରେ ସୋଭିଏତ୍ ସଂଘର ପ୍ରାଧାନ୍ୟ କ୍ଷୁଣ୍ଣ ହୋଇଥିଲା ।
    (b) ଆଲେକ୍ସା କୋସିଜିନ୍ ଓ ଲିଓନିଡ୍ ବ୍ରେଜ୍ନେଭ୍ଙ୍କସମୟରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ସହିତ ସୋଭିଏତ୍ ସଂଘର ଅସ୍ତ୍ରଶସ୍ତ୍ର ପ୍ରତିଯୋଗିତା ଓ ଶୀତଳ ଯୁଦ୍ଧ ଯୋଗୁଁ ଏହାର ସାମରିକ ଖର୍ଚ୍ଚ ଯଥେଷ୍ଟ ବୃଦ୍ଧି ପାଇଥିଲା।
    (c) ଅଶୀ ଦଶକର ଆରମ୍ଭରୁ ମୁଦ୍ରାଷ୍ଟୀତି, ଆବଶ୍ୟକ ସାମଗ୍ରୀର ଅଭାବ, କୃଷି ଉତ୍ପାଦନ ହ୍ରାସ ଏବଂ କଳାବଜାରର ପ୍ରଭାବରୁ ଦେଶର ଅର୍ଥନୀତି ଦୁର୍ବଳ ହୋଇଥିଲା ।
    (d) ସାମ୍ୟବାଦୀ ଲୌହପରଦା ନୀତି ଯୋଗୁଁ ବିଶ୍ବସ୍ତରୀୟ ସୂଚନା ପ୍ରଯୁକ୍ତିବିଦ୍ୟାର ଶିଳ୍ପାୟନ ସୁଫଳରୁ ସୋଭିଏତ୍ ସଂଘ ବଞ୍ଚତ ହୋଇ ଅନଗ୍ରସରତାର ଶିକାର ହୋଇଥିଲା ।
    (e) ଆମେରିକା ରାଷ୍ଟ୍ରପତି ରୋନାଲଡ଼ ରିଗାନ୍‌ଙ୍କଦ୍ୱାରା ଘୋଷିତ ତାରକା ଯୁଦ୍ଧ ଯୋଜନା ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳ ଅର୍ଥନୀତି ଉପରେ ଅତ୍ୟଧ୍ଵ ସାମରିକ ଖର୍ଜର ବୋଝ ଲଦି ଦେଇଥିଲା ।

(ଖ) ସୋଭିଏତ୍ ସଂଘର ବିପର୍ଯ୍ୟସ୍ତ ରାଜନୈତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେଲ୍‌ଙ୍କଦ୍ଵାରା କେଉଁ ନୂତନ ନୀତି ଘୋଷିତ ହୋଇଥିଲା ? ଏହାର ପରିଣତି କ’ଣ ହେଲା?
Answer:

  • ସୋଭିଏତ୍ ସଂଘର ବିପର୍ଯ୍ୟସ୍ତ ରାଜନୈତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେର୍‌ଙ୍କଦ୍ୱାରା ଗ୍ଲାସ୍‌ନସ୍ତ ବା ମୁକ୍ତ ରାଜନୈତିକ କାର୍ଯ୍ୟକଳାପ ନୀତି ଘୋଷିତ ହୋଇଥିଲା ।
  • ଗ୍ଲାସ୍‌ନସ୍ତ ନୀତିଦ୍ଵାରା ସୋଭିଏତ୍ ସଂଘରେ ମତବ୍ୟକ୍ତ କରିବାର ସ୍ଵାଧୀନତା ଏବଂ ସମ୍ବାଦପତ୍ରର ସ୍ଵାଧୀନତା
  • ସହସ୍ରାଧୂକ ରାଜନୈତିକ ବନ୍ଦୀ ଏବଂ ବିରୋଧୀମାନଙ୍କୁ କାରାମୁକ୍ତ କରାଗଲା ।
  • ସୋଭିଏତ୍ ସମାଜ ସମ୍ପର୍କିତ ଅଧ୍ୟୟନ ବ୍ୟାପକ ହେଲା ଏବଂ ବହୁ ଗୋପନୀୟ ତଥ୍ୟ ଲୋକଲୋଚନକୁ ଆସିଲା । ଗଣମାଧ୍ୟମ ଉପରେ ନିୟନ୍ତ୍ରଣ କୋହଳ ହେବା ଫଳରେ ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳତା ପଦାରେ ପଡ଼ିଗଲା ଓ ସରକାର ଜନସାଧାରଣଙ୍କର ଆସ୍ଥା ଓ ବିଶ୍ବାସ ହରାଇଲେ ।
  • ପୂର୍ବ ଇଉରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହର ଆଭ୍ୟନ୍ତରୀଣ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘର ହସ୍ତକ୍ଷେପ ବନ୍ଦ କରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରି ଦିଆଯିବାରୁ ସେସବୁ ରାଷ୍ଟ୍ରରେ ସାମ୍ୟବାଦୀ ସରକାରଙ୍କର ପତନ ଘଟିଲା ।

(ଗ) ସୋଭିଏତ୍ ସଂଘର ଆର୍ଥନୀତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେଭ୍ କେଉଁ ଦୁଇଟି ନୀତି ଘୋଷଣା କରିଥିଲେ ? ସୋଭିଏତ୍ ଅର୍ଥନୀତି ସେଗୁଡ଼ିକଦ୍ୱାରା କିପରି ପ୍ରଭାବିତ ହୋଇଥିଲା ?
Answer:

  • ସୋଭିଏତ୍ ସଂଘର ଆର୍ଥନୀତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେଭ୍ ପେରିସ୍ତ୍ରୋଇକା ବା ଆର୍ଥନୀତିକ ପୁନର୍ବିନ୍ୟାସ ଏବଂ ଉସ୍କୋରେନିୟେ ବା ଦ୍ରୁତ ଆର୍ଥନୀତିକ ବିକାଶ ପରି ଦୁଇଟି ନୀତି ଘୋଷଣା କରିଥିଲେ ।
  • ଉକ୍ତ ଦୁଇଟି ନୀତି ବହୁ ବର୍ଷ ଧରି ମନ୍ଥର ହୋଇ ପଡ଼ିଥିବା ସୋଭିଏତ୍ ଅର୍ଥନୀତିରେ କୌଣସି ଉନ୍ନତି ଆଣିପାରି ନଥିଲା ।
  • ୧୯୯୦ ମସିହା ସୁଦ୍ଧା ସୋଭିଏତ୍ ସରକାର ଦେଶର ଅର୍ଥନୀତି ଉପରେ ସମ୍ପୂର୍ଣ୍ଣ ନିୟନ୍ତ୍ରଣ ହରାଇଲେ ।
  • ଲାଭ ହେଉନଥ‌ିବା ଉଦ୍ୟୋଗଗୁଡ଼ିକୁ ବଞ୍ଚାଇବାକୁ ଯାଇ ସରକାରୀ ଖର୍ଚ୍ଚ ବଢ଼ି ଚାଲିଲା ।
  • ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରମାନେ ସଂଘୀୟ ସରକାରକୁ ରାଜସ୍ୱ ଦେବାକୁ ମନା କରିଦେଲେ । ଫଳରେ ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଘ) ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରଗୁଡ଼ିକରେ ସାମାଜିକ ଓ ସାଂସ୍କୃତିକ ବିଭେଦ ତୀବ୍ରତର ହେବାର ପରିଣତି କ’ଣ ହେଲା ?
Answer:

  • ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରଗୁଡ଼ିକରେ ସାମାଜିକ ଓ ସାଂସ୍କୃତିକ ବିଭେଦ ତୀବ୍ରତର ହେବାରୁ ସେହି ରାଷ୍ଟ୍ରଗୁଡ଼ିକର ନିର୍ବାଚନରେ ସାମ୍ୟବାଦୀ ଦଳ ପରାଜିତ ହୋଇ ଆଞ୍ଚଳିକ ଦଳମାନେ କ୍ଷମତାକୁ ଆସିଥିଲେ ।
  • ଫଳସ୍ବରୂପ ସୋଭିଏତ୍ ସଂଘର କେନ୍ଦ୍ରୀୟ କ୍ଷମତା ଦୁର୍ବଳ ହୋଇଗଲା ।
  • ରାଷ୍ଟ୍ରମାନେ ବହୁଦଳୀୟ ବ୍ୟବସ୍ଥା ପ୍ରବର୍ତ୍ତନ କରି ସମାଜବାଦୀ ଓ ଗଣତାନ୍ତ୍ରିକ ଦଳ ଗଠନ କଲେ, ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ଲିଥୁଆନିଆ, ଇଣ୍ଡୋନିଆ, ଲାଟ୍‌ଭିଆ, ବେଲାରୁସ୍‌, ଇଉକ୍ରେନ୍, ମୋଲଡ଼ାଭିଆ, ଉଦ୍‌ବେକିସ୍ତାନ, ଜର୍ଜିଆ, ଆର୍ମେନିଆ ପ୍ରଭୃତି ରାଜ୍ୟ ସ୍ଵାଧୀନତା ଘୋଷଣା କରିଥିଲେ ।
  • ସାମ୍ୟବାଦୀ ଦଳକୁ ବାସନ୍ଦ କରାଗଲା ଓ ୱାରସ୍ ଚୁକ୍ତିକୁ ଭାଙ୍ଗି ଦିଆଗଲା ।
  • ୧୯୯୧ ଡିସେମ୍ବର ୨୫ ତାରିଖରେ ଗୋର୍ବାଚେଭ୍ ସୋଭିଏତ୍ ସଂଘର ରାଷ୍ଟ୍ରପତି ପଦରୁ ଇସ୍ତଫା ଦେବାର ଗୋଟିଏ ଦିନ ପରେ ସୋଭିଏତ୍ ସଂଘର ବିଲୟ ଘଟିଲା ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଦ୍ଵିତୀୟ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ସୋଭିଏତ୍ ସଂଘ କିପରି ପୃଥ‌ିବୀର ଦ୍ଵିତୀୟ ବୃହତ୍ ଶକ୍ତି ଭାବରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ?
Answer:

  • ୧୯୨୩ ମସିହାରେ ସାମ୍ୟବାଦୀ ସୋଭିଏତ୍ ସଂଘ ଆତ୍ମପ୍ରକାଶ କରିବା ପରେ ଲେନିନ୍‌ଙ୍କର ନୂତନ ଅର୍ଥନୈତିକ ନୀତିଦ୍ୱାରା ୧୯୨୧ ମସିହାରୁ ସୋଭିଏତ୍ ସଂଘରେ ଅର୍ଥନୈତିକ ସଂସ୍କାର ଆରମ୍ଭ ହୋଇଥିଲା ।
  • ୧୯୨୮ ମସିହାରେ ଯୋଶେଫ୍ ଷ୍ଟାଲିନ୍‌ଙ୍କଦ୍ଵାରା ପଞ୍ଚବାର୍ଷିକ ଯୋଜନାର ପ୍ରବର୍ତ୍ତନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘ ଖୁବ୍ କମ୍ ସମୟ ମଧ୍ୟରେ ଏକ କୃଷିପ୍ରଧାନ ରାଷ୍ଟ୍ରରୁ ଶକ୍ତିଶାଳୀ ଶିଳ୍ପାନ୍ନତ ରାଷ୍ଟ୍ରରୂପେ ବିଶ୍ୱରେ ନିଜର ପରିଚୟ ସୃଷ୍ଟି କରି ପୃଥ‌ିବୀର ଦ୍ବିତୀୟ ବୃହତ୍ ଶକ୍ତି ଭାବେ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ।

(ଖ) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍ ସୋଭିଏତ୍ ସଂଘକୁ କିପରି ଏକ ଶକ୍ତିଶାଳୀ ରାଷ୍ଟ୍ରରେ ପରିଣତ କରିଥିଲେ ?
Answer:

  • ଷ୍ଟାଲିନ୍‌ଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ୱ ସୋଭିଏତ୍ ସଂଘର ଚତୁଃପାର୍ଶ୍ଵର ସାମ୍ୟବାଦର ଲୌହ ପରଦାକୁ ସୁଦୃଢ଼ କରିବା ସଙ୍ଗେ ସଙ୍ଗେ ଆନ୍ତର୍ଜାତିକ କ୍ଷେତ୍ରରେ ଏହାର ପ୍ରଭାବ ଓ ପ୍ରତିପତ୍ତିକୁ ବୃଦ୍ଧି କରିଥିଲା ।
  • ୧୯୪୯ ମସିହା ବେଳକୁ ସୋଭିଏତ୍ ସଂଘ ପୂର୍ବ ଇଉରୋପୀୟ ଦେଶ ଯଥା ପୋଲାଣ୍ଡ, ହଙ୍ଗେରୀ, ରୁମାନିଆ ପ୍ରଭୃତିରେ ସାମ୍ୟବାଦୀ ଶାସନ ପ୍ରତିଷ୍ଠା କରିଥିଲା । ଏହିପରି ଭାବରେ ଷ୍ଟାଲିନ୍ ସୋଭିଏତ୍ ସଂଘକୁ ଏକ ଶକ୍ତିଶାଳୀ ରାଷ୍ଟ୍ରରେ ପରିଣତ କରିଥିଲେ ।

(ଗ) କିଏ ତାରକା ଯୁଦ୍ଧ ଯୋଜନା ଘୋଷଣା କରିଥିଲେ ? ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ଉପରେ ଏହାର କି’ ପ୍ରଭାବ ପଡ଼ିଥିଲା ?
Answer:

  • ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ରୋନାଲ୍‌ଡ୍ ରିଗାନ୍ ତାରକା ଯୁଦ୍ଧ ଯୋଜନା ଘୋଷଣା କରିଥିଲେ ।
  • ଏହି ଯୋଜନା ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳ ଅର୍ଥନୀତି ଉପରେ ଅତ୍ୟକ ସାମରିକ ଖର୍ଚ୍ଚର ବୋଝ ଲଦି ଦେଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଘ) ୧୯୮୬ ମସିହାରେ ମିଖାଇଲ୍ ଗୋର୍ବାଚେଲ୍‌ଙ୍କଦ୍ୱାରା ଘୋଷିତ ନୀତିଗୁଡ଼ିକ ବୁଝାଇ ଲେଖ ।
Answer:

  • ୧୯୮୬ ମସିହାରେ ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍ ଗ୍ଲାସ୍‌ନସ୍ତ, ପେରିସ୍ପୋଇକା ଏବଂ ଉସ୍କୋରେନିୟେ ନୀତିଗୁଡ଼ିକ ଘୋଷଣା କରିଥିଲେ ।
  • ରାଜନୈତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାଲାଗି ଗ୍ଲାସସ୍ତ ବା ମୁକ୍ତ ରାଜନୈତିକ କାର୍ଯ୍ୟକଳାପ ନୀତି ଘୋଷଣା କରାଯାଇଥିବାବେଳେ ଆର୍ଥନୀତିକ ପୁନର୍ଗଠନ ଓ ଦ୍ରୁତ ଆର୍ଥନୀତିକ ବିକାଶ ନିମନ୍ତେ ପେରିସ୍ପୋଇକା ଏବଂ ଉସ୍କୋରେନିୟେ ନୀତି ଘୋଷିତ ହୋଇଥିଲା ।

(ଙ) ଗ୍ଲାସ୍‌ନସ୍ତ ନୀତିର ପ୍ରଚଳନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘରେ କି ସୁବିଧା ହେଲା ?
Answer:

  • ଗ୍ଲାସସ୍ତ ନୀତିର ପ୍ରଚଳନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘରେ ମତବ୍ୟକ୍ତ କରିବାର ସ୍ବାଧୀନତା ଏବଂ ସମ୍ବାଦପତ୍ରର ସ୍ଵାଧୀନତା ସମ୍ଭବ ହୋଇଥିଲା । ସହସ୍ରାଧିକ ରାଜନୈତିକ ବନ୍ଦୀ ଏବଂ ବିରୋଧୀମାନଙ୍କୁ କାରାମୁକ୍ତ କରାଗଲା
  • ସୋଭିଏତ୍ ସମାଜ ସମ୍ପର୍କିତ ଅଧ୍ୟୟନ ବ୍ୟାପକ ହେଲା ଏବଂ ବହୁ ଗୋପନୀୟ ତଥ୍ୟ ଲୋକଲୋଚନକୁ ଆସିଲା ।

(ଚ) ପେରିସ୍ପୋଇକା ଓ ଉସ୍କୋରେନିୟେ ନୀତିର ଲକ୍ଷ୍ୟ କ’ଣ ଥିଲା ?
Answer:

  • ପେରିସ୍ତ୍ରୋଇକା ନୀତିର ଲକ୍ଷ୍ୟ ଥିଲା ସୋଭିଏତ୍ ସଂଘର ବିପର୍ଯ୍ୟସ୍ତ ଆର୍ଥନୀତିକ ଅବସ୍ଥାର ପୁନର୍ଗଠନ ।
  • ସେହିପରି ଉସ୍କୋରେନିୟେ ନୀତିର ଲକ୍ଷ୍ୟ ଥିଲା ବହୁବର୍ଷଧରି ମନ୍ଥର ହୋଇଯାଇଥିବା ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତିର ଦ୍ରୁତ ବିକାଶ କରିବା ।

(ଛ) ଗ୍ଳାସ୍‌ନସ୍ତ ନୀତି ପ୍ରଣୟନର କୁପରିଣତିଗୁଡ଼ିକ ଲେଖ ।
Answer:

  • ଗ୍ଲାସ୍‌ନସ୍ତ ନୀତି ପ୍ରଣୟନଦ୍ୱାରା ଗଣମାଧ୍ୟମ ଉପରେ ନିୟନ୍ତ୍ରଣ କୋହଳ ହେବାଦ୍ୱାରା ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳତା ଲୋକଲୋଚନକୁ ଆସିଲା ଏବଂ ସରକାର ଜନସାଧାରଣଙ୍କର ଆଶା ଓ ବିଶ୍ଵାସ ହରାଇଲେ ।
  • ପୂର୍ବ ଇଉରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହର ଆଭ୍ୟନ୍ତରୀଣ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘର ହସ୍ତକ୍ଷେପ ବନ୍ଦକରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରିଦିଆଯିବାରୁ ସେ ସମସ୍ତ ରାଷ୍ଟ୍ରରେ ସାମ୍ୟବାଦୀ ସରକାରଙ୍କର ପତନ ଘଟିଥିଲା ।

(ଜ) କେଉଁସବୁ କାରଣ ଯୋଗୁଁ ୧୯୯୦ ମସିହା ସୁଦ୍ଧା ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଥିଲା ?
ନିମ୍ନଲିଖ୍ କାରଣରୁ ୧୯୯୦ ମସିହା ସୁଦ୍ଧା ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଥିଲା ।
Answer:

  • ଲାଭ ହେଉନଥ‌ିବା ଉଦ୍ୟୋଗଗୁଡ଼ିକୁ ବଞ୍ଚାଇବାକୁ ଯାଇ ସରକାରୀ ଖର୍ଚ୍ଚ ବଢ଼ିଚାଲିଥିଲା ।
  • ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରମାନେ ସଂଘୀୟ ସରକାରକୁ ରାଜସ୍ୱ ଦେବାକୁ ମନା କରିଦେବାରୁ ଦେଶର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଝ) ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ସୋଭିଏତ୍ ସଂଘରେ କି ପରିବର୍ତ୍ତନ ଘଟିଥିଲା ?
Answer:

  • ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ଲିଥୁଆନିଆ, ଇଣ୍ଡୋନିଆ, ଲାଟ୍‌ଭିଆ ପ୍ରଭୃତି ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ବାଧୀନତା ଘୋଷଣା କରିଥିଲେ ।
  • ସାମ୍ୟବାଦୀ ଦଳକୁ ବାସନ୍ଦ କରାଗଲା ଓ ୱାରସ୍ ଚୁକ୍ତିକୁ ଭାଙ୍ଗି ଦିଆଗଲା ।

(ଞ) ରୁଷୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ବାଧୀନ ହୋଇଥିଲେ ସୁଦ୍ଧା କେଉଁ ବିଷୟଗୁଡ଼ିକରେ କେନ୍ଦ୍ରୀୟ ରୁଷ୍ ସରକାର ଉପରେ ନିର୍ଭରଶୀଳ ରହିଲେ ?
Answer:
ରୁଷୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ୱାଧୀନ ହୋଇଥିଲେ ସୁଦ୍ଧା ପ୍ରତିରକ୍ଷା, ରାଜସ୍ୱ ଆଦାୟ, ଅସ୍ତ୍ରଶସ୍ତ୍ର ଓ ଆଣବିକ ନିୟନ୍ତ୍ରଣ କ୍ଷେତ୍ରରେ କେନ୍ଦ୍ରୀୟ ରୁଷ୍ ସରକାରଙ୍କ ଉପରେ ନିର୍ଭରଶୀଳ ରହିଲେ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) କେବେ ରୁଷ୍ ଦେଶରେ ଜାର୍ ଶାସନ ବିରୋଧରେ ବୋଲ୍‌ସେଭିକ୍ ଆନ୍ଦୋଳନ ସଂଘଟିତ ହୋଇଥିଲା ?
Answer:
୧୯୧୭ ମସିହାରେ ରୁଷ୍ ଦେଶରେ ଜାର୍ ଶାସନ ବିରୋଧରେ ବୋଲ୍‌ସେଭିକ୍‌ ଆନ୍ଦୋଳନ ସଂଘଟିତ ହୋଇଥିଲା ।

(ଖ) କେବେଠାରୁ ସୋଭିଏତ୍ ସଂଘରେ ଅର୍ଥନୈତିକ ସଂସ୍କାର ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:
୧୯୨୧ ମସିହାରୁ ସୋଭିଏତ୍ ସଂଘରେ ଅର୍ଥନୈତିକ ସଂସ୍କାର ଆରମ୍ଭ ହୋଇଥିଲା ।

(ଗ) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍‌ଙ୍କର କେଉଁ ପଦକ୍ଷେପ ଫଳରେ ସୋଭିଏତ୍ ସଂଘ ଏକ ଶକ୍ତିଶାଳୀ ଶିଳ୍ପାନ୍ନତ ରାଷ୍ଟ୍ରରେ ପରିଣତ ହୋଇଥିଲା ?
Answer:
ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍‌ଙ୍କର ପଞ୍ଚବାର୍ଷିକ ଯୋଜନା ପ୍ରବର୍ତ୍ତନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘ ଏକ ଶକ୍ତିଶାଳୀ ଶିଜୋନ୍ନତ ରାଷ୍ଟ୍ରରେ ପରିଣତ ହୋଇଥିଲା ।

(ଘ) ଷ୍ଟାଲିନ୍‌ଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ବର କି’ ପ୍ରଭାବ ସୋଭିଏତ୍ ସଂଘ ଉପରେ ପଡ଼ିଥିଲା ?
Answer:
ଷ୍ଟାଲିନ୍‌ଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ୱ ସୋଭିଏତ୍ ସଂଘର ଚତୁଃପାର୍ଶ୍ବରେ ସାମ୍ୟବାଦର ଲୌହ ପରଦାକୁ ସୁଦୃଢ଼ କରିବା ସଙ୍ଗେ ସଙ୍ଗେ ଆନ୍ତର୍ଜାତିକ କ୍ଷେତ୍ରରେ ଏହାର ପ୍ରତିପତ୍ତିକୁ ବୃଦ୍ଧି କରିଥିଲା ।

(ଙ) ସାମ୍ୟବାଦୀ ଲୌହ ପରଦା ନୀତି ଯୋଗୁଁ ସୋଭିଏତ୍ ସଂଘ କିପରି କ୍ଷତିଗ୍ରସ୍ତ ହେଲା ?
Answer:
ସାମ୍ୟବାଦୀ ଲୌହ ପରଦା ନୀତି ଯୋଗୁଁ ବିଶ୍ବସ୍ତରୀୟ ସୂଚନା ପ୍ରଯୁକ୍ତିବିଦ୍ୟାର ଶିଳ୍ପାୟନ ସୁଫଳରୁ ସୋଭିଏତ୍ ସଂଘ ବଞ୍ଚତ ହୋଇ ଅନଗ୍ରସରତାର ଶିକାର ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଚ) ଗୋର୍ବାଚେଭ୍ କେବେ ସୋଭିଏତ୍ ସଂଘର ପ୍ରଥମ କାର୍ଯ୍ୟନିର୍ବାହୀ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହେଲେ ?
Answer:
୧୯୯୦ ମସିହା ମାର୍ଚ୍ଚ ମାସ ୧୫ ତାରିଖରେ ଗୋର୍ବାଚେଭ୍ ସୋଭିଏତ୍ ସଂଘର ପ୍ରଥମ କାର୍ଯ୍ୟନିର୍ବାହୀ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହେଲେ ।

(ଛ) ବୋରିସ୍ ୟେଲସିନ୍‌ କିଏ ?
Answer:
ବୋରିସ୍ ୟେଲସିନ୍ ରୁଷ୍ ସାଧାରଣତନ୍ତ୍ରର ରାଷ୍ଟ୍ରପତି ଥିଲେ ।

(ଜ) କେବେ ସୋଭିଏତ୍ ସଂଘର ଅସ୍ତିତ୍ବ ଲୋପ ପାଇଲା ?
Answer:
୧୯୯୧ ମସିହା ଡିସେମ୍ବର ୨୬ ତାରିଖରେ ସୋଭିଏତ୍ ସଂଘର ଅସ୍ଥିତ୍ଵ ଲୋପ ପାଇଲା ।

(ଝ) କୃଶ୍ଚେ ଭ୍ଙ୍କର କେଉଁ ମନୋଭାବ ଯୋଗୁଁ ସେ କଠୋରପନ୍ଥୀଙ୍କଦ୍ୱାରା ନିନ୍ଦିତ ହେଲେ ?
Answer:
କୃଶ୍ଚେଭ୍ ତାଙ୍କର ଉଦାରବାଦୀ ମନୋଭାବ ଯୋଗୁଁ କଠୋରପନ୍ଥୀଙ୍କଦ୍ୱାରା ନିନ୍ଦିତ ହୋଇଥିଲେ ।

(ଞ) କେଉଁ କାରଣ ଯୋଗୁଁ ପୂର୍ବ ଇଉପରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହରେ ସାମ୍ୟବାଦୀ ସରକାରର ପତନ ଘଟିଥିଲା ?
Answer:
ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ପୂର୍ବ ଇଉରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହର ଆଭ୍ୟନ୍ତରୀଣ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘ ହସ୍ତକ୍ଷେପ ବନ୍ଦ କରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରିଦେବାରୁ ସେସବୁ ରାଷ୍ଟ୍ରରେ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘ ହସ୍ତକ୍ଷେପ ବନ୍ଦ କରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରିଦେବାରୁ ସେସବୁ ରାଷ୍ଟ୍ରରେ ସାମ୍ୟବାଦୀ ସରକାରର ପତନ ଘଟିଥିଲା ।

୪। ନିମ୍ନରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) କେଉଁ ସୋଭିଏତ୍ ପ୍ରଧାନମନ୍ତ୍ରୀଙ୍କ ସମୟରେ ଚୀନ୍‌ର ଶାସକ ମାଓ ସେ-ତୁଙ୍ଗଙ୍କ ସହିତ ସୋଭିଏତ୍ ସଂଘର ସମ୍ପର୍କ ତିକ୍ତ ହୋଇଥିଲା ?
(i) ଲେନିନ୍
(ii) କୃଶ୍ଚେଭ୍
(iii) ଷ୍ଟାଲିନ୍
(iv) ବ୍ରେଜନେଭ୍
Answer:
(ii) କୃଶ୍ଚେଭ୍

(ଖ) ଚେର୍ଣ୍ଣୋବିଲ୍ ଆଣବିକ ଶକ୍ତି କେନ୍ଦ୍ରର ଦୁର୍ଘଟଣା କେଉଁ ମସିହାରେ ଘଟିଥିଲା ?
(i) ୧୯୮୫
(ii) ୧୯୯୦
(iii) ୧୯୮୬
(iv) ୧୯୯୧
Answer:
(iii) ୧୯୮୬

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଗ) କିଏ ୧୯୮୫ ମସିହା ମାର୍ଚ୍ଚ ମାସରେ ସୋଭିଏତ୍ ପଲିଟିବ୍ୟୁରୋର ସାଧାରଣ ସମ୍ପାଦକ ଭାବରେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ?
(i) ନିକିତା କୃଶ୍ଚେଭ୍
(iii) ଲିଓନିଡ୍ ବ୍ରେଜ୍ନେଭ
(ii) ଆଲେକ୍ସି କୋସିଜିନ୍
(iv) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍
Answer:
(iv) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍

(ଘ) କାହାଦ୍ଵାରା ସୋଭିଏତ୍ ସଂଘରେ ପଞ୍ଚବାର୍ଷିକ ଯୋଜନାର ପ୍ରବର୍ତ୍ତନ ହୋଇଥିଲା ?
(i) ଭ୍ଲାଡ଼ିମିର ଲେନିନ୍
(ii) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍
(iii) ନିକିତା କୃଶ୍ଚେଭ୍
(iv) ଆଲେକ୍ସି କୋସିଜିନ୍
Answer:
(ii) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍

(ଙ) ଜର୍ଜିଆ କେବେ ସ୍ଵାଧୀନ ରାଜ୍ୟମାନଙ୍କର ରାଜ୍ୟ ଗୋଷ୍ଠୀ ସହିତ ମିଶିଥୁଲା ?
(i) ୧୯୯୦
(ii) ୧୯୯୧
(iii) ୧୯୯୨
(iv) ୧୯୯୩
Answer:
(iv) ୧୯୯୩

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୧ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ୧୯୨୯ ମସିହାରୁ ୧୯୩୩ ମସିହା ପର୍ଯ୍ୟନ୍ତ ପୃଥ‌ିବୀରେ ଦେଖାଦେଇଥ‌ିବା ଅର୍ଥନୈତିକ ସଙ୍କଟର କାରଣ ଓ ଫଳାଫଳ ସଂକ୍ଷେପରେ ବର୍ଣ୍ଣନା କର ।
Answer:
୧୯୨୯ରୁ ୧୯୩୩ ମସିହା ମଧ୍ୟରେ ପୃଥବୀରେ ଦେଖାଦେଇଥ‌ିବା ଅର୍ଥନୈତିକ ସଙ୍କଟର କାରଣ :

  • ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ଓ ଇଉରୋପୀୟ ଦେଶମାନଙ୍କରେ ବାଣିଜ୍ୟ ବ୍ୟବସାୟ ବାଧାପ୍ରାପ୍ତ ହୋଇଥିଲା । ଯୁଦ୍ଧସାମଗ୍ରୀ ଉତ୍ପାଦନ କରୁଥ‌ିବା ଶିଳ୍ପଗୁଡ଼ିକ ବନ୍ଦ ହେବା ଯୋଗୁଁ ଅନେକ ଶ୍ରମିକ ବେକାର
  • ହୋଇଗଲେ । ବେସାମରିକ ସାମଗ୍ରୀ ଉତ୍ପାଦନ କରୁଥିବା କଳକାରଖାନାର ଶ୍ରମିକମାନେ ଅଧ୍ଵ ମଜୁରି ଦାବି କରି ଧର୍ମଘଟ କଲେ । ହୋଇ କଳକାରଖାନା ବନ୍ଦ କରିଦେଲେ । ଫଳରେ ଲକ୍ଷ ଲକ୍ଷ ଶ୍ରମିକ ବେକାର ହୋଇଗଲେ ।
  • ଶିଳ୍ପଜାତ ଦ୍ରବ୍ୟଗୁଡ଼ିକର ମୂଲ୍ୟବୃଦ୍ଧି ଯୋଗୁଁ ଜନସାଧାରଣ ଅତ୍ୟାବଶ୍ୟକ ସାମଗ୍ରୀ କିଣିପାରିଲେ ନାହିଁ । ଅନେକ ବ୍ୟାଙ୍କ୍ ଅଚଳ ହୋଇଗଲା ଓ ଲୋକମାନେ ସେମାନଙ୍କ ସଞ୍ଚ ଅର୍ଥ ହରାଇଲେ ।

ଫଳାଫଳ :

  • ଦାରିଦ୍ର୍ୟ, ବେକାରି ବୃଦ୍ଧି ପାଇ ଶାନ୍ତିଶୃଙ୍ଖଳା କ୍ଷେତ୍ରରେ ସମସ୍ୟା ସୃଷ୍ଟି ହେଲା ଓ ବିଭିନ୍ନ ଦେଶରେ ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକ ନେତୃତ୍ୱରେ ଶ୍ରମିକ ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହେଲା ।
  • ଶ୍ରମିକ ଆନ୍ଦୋଳନ ଦମନ ନିମନ୍ତେ ଜମିଦାର, ପୁଞ୍ଜିପତି ଓ ଶିଳ୍ପପତିମାନେ ଉଗ୍ରବାଦୀ ଶକ୍ତିମାନଙ୍କ ସହାୟତା ଫାସୀବାଦୀ ଶକ୍ତି କୁହାଗଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଖ) ଫାସୀବାଦୀମାନେ ଇଟାଲୀ ଇଟାଲୀ ଦେଶରେ କିପରି କ୍ଷମତା ବିସ୍ତାର କରିଥିଲେ ସଂକ୍ଷେପରେ ଲେଖ ।
Answer:

  • ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ଦେଶରେ ଫାସୀବାଦର ବିକାଶ ଘଟିଥିଲା ଏବଂ ଏହା ଏକ ଉଗ୍ର ଜାତୀୟତାବାଦୀ ଦଳର ନୀତି ଥିଲା । ଇଟାଲୀର ଆଭ୍ୟନ୍ତରୀଣ ପରିସ୍ଥିତି ଫାସୀବାଦର ବିକାଶ ପାଇଁ ମାର୍ଗ ପ୍ରସ୍ତୁତ କରିଥିଲା ।
  • ପ୍ୟାରିସ୍ ଶାନ୍ତ ସମ୍ମିଳନୀରେ ସମ୍ମାନହାନି ସାଙ୍ଗକୁ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଇଟାଲୀରେ ଆର୍ଥିକ ଅବସ୍ଥାରେ ଘୋର
  • କୃଷକ ଓ ଶ୍ରମିକମାନଙ୍କର ଆନ୍ଦୋଳନଦ୍ୱାରା ଶିଳ୍ପପତି, ପୁଞ୍ଜିପତି, ବ୍ୟବସାୟୀ ତଥା ଜମିଦାରମାନେ ଭୟଭୀତ ହୋଇ ଏହାକୁ ଦମନ କରିବାପାଇଁ ଇଟାଲୀରେ ନବଗଠିତ ଫାସୀବାଦୀ ଦଳକୁ ସାହାଯ୍ୟ ଓ ସମର୍ଥନ କରିବାଦ୍ୱାରା ସେଠାରେ ଫାସୀବାଦୀ ଆନ୍ଦୋଳନ ମୁଣ୍ଡ ଟେକିଲା ।
  • ଇଟାଲୀର ରାଜା ଭିକ୍ଟର ଇମାନୁଏଲ୍ ତୃତୀୟ ଇଟାଲୀର ଆର୍ଥିକ ସ୍ଵଚ୍ଛଳତା ଓ ଶାନ୍ତିଶୃଙ୍ଖଳା ରକ୍ଷା କରିବାରେ ସମ୍ପୂର୍ଣ ବିଫଳ ହେଲେ । ଅପରପକ୍ଷରେ ମୁସୋଲିନୀଙ୍କ ନେତୃତ୍ୱରେ ଫାସୀବାଦୀ ଦଳ ଜାତୀୟ ଐକ୍ୟ, ସାମ୍ରାଜ୍ୟ ବିସ୍ତାର, ଇଟାଲୀର ଗୌରବ ବୃଦ୍ଧିରେ ବିଶ୍ଵାସ କରେ ବୋଲି ଘୋଷଣା କରିଥିଲା ।
  • ୧୯୨୧ ନିର୍ବାଚନରେ ସଂଖ୍ୟାଗରିଷ୍ଠତା ହାସଲ କରିନଥିଲେ ମଧ୍ୟ ୧୯୨୨ ମସିହା ଅକ୍ଟୋବର ୨୮ ତାରିଖ ଦିନ ସେ ନିଜ ଅନୁଗାମୀମାନଙ୍କ ସହ ରୋମ ଅଭିମୁଖେ ଯାତ୍ରା କଲେ । ଏଥିରେ ଭୟଭୀତ ଇଟାଲୀର ରାଜା କର୍ଣ୍ଣଧାର ମୁସୋଲିନୀ ଅକ୍ଟୋବର ୨୯ ତାରିଖରେ ଇଟାଲୀର ପ୍ରଧାନମନ୍ତ୍ରୀ ହେଲେ ।

(ଗ) ଫାସୀବାଦ ପ୍ରତିଷ୍ଠା ଫଳରେ ଇଟାଲୀ ଦେଶର ଶାସନ କ୍ଷେତ୍ରରେ କି ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା ?
Answer:

  • ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ନେତାମାନଙ୍କ ମଧ୍ୟରୁ ଅନେକଙ୍କୁ ହତ୍ୟା କରାଗଲା । କେତେକଙ୍କୁ ବନ୍ଦୀ କରାଗଲା କିମ୍ବା ନିର୍ବାସନ ଦଣ୍ଡ ଦିଆଗଲା । ଇଟାଲୀର ସଂସଦୀୟ ବ୍ୟବସ୍ଥାକୁ ଅକାମୀ କରି ଦିଆଗଲା ।
  • ମହାପରିଷଦ ନାମକ ଏକ ନୀତି ନିର୍ଦ୍ଧାରକ ସଂସ୍ଥା ପ୍ରତିଷ୍ଠା କରି ମନ୍ତ୍ରିମଣ୍ଡଳର ସ୍ଵାଧୀନତା ଉପରେ ଅଙ୍କୁଶ ଲଗାଇ ଦିଆଗଲା ।
  • ନିର୍ବାଚନ ଆଇନରେ ବ୍ୟାପକ ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା । ୧୯୨୬ ମସିହାରେ ଫାସୀବାଦୀ ଦଳ ବ୍ୟତୀତ ଅନ୍ୟ ସମସ୍ତ ଦଳକୁ ବେଆଇନ ଘୋଷଣା କରାଗଲା । ଇଟାଲୀରେ ଏକଦଳୀୟ ଶାସନ ପ୍ରତିଷ୍ଠିତ ହେଲା ।
  • ସାର୍ବଜନୀନ ଭୋଟପ୍ରଥା ଉଠାଇ ଦିଆଗଲା । ସମ୍ବ ପତ୍ରଗୁଡ଼ିକର ସ୍ଵାଧୀନତା କାଢ଼ି ନିଆଗଲା । ସାମରିକ
  • ଦେଶର ସମସ୍ତ ଶାସନ କ୍ଷମତା ଫାସୀବାଦୀ ଦଳର ମୁଖ୍ୟ ମୁସୋଲିନୀଙ୍କ ହାତରେ କେନ୍ଦ୍ରୀଭୂତ ହେଲା ଏବଂ

(ଘ) ହିଟ୍‌ର୍ ସମସ୍ତ କ୍ଷମତା ନିଜ ହାତରେ କେନ୍ଦ୍ରୀଭୂତ କରି ଜର୍ମାନୀରେ ଏକଚ୍ଛତ୍ରବାଦ ଶାସନ ପ୍ରତିଷ୍ଠା
Answer:

  • ହିଟ୍‌ଲର୍ ସମସ୍ତ ଶାସନ କ୍ଷମତା ନିଜ ହାତରେ କେନ୍ଦ୍ରୀଭୂତ କରିବାପାଇଁ ସ୍ବତନ୍ତ୍ର ଆଇନମାନ ପ୍ରଣୟନ କରିଥିଲେ । ନାଜିଦଳକୁ ଜର୍ମାନୀର ଏକମାତ୍ର ରାଜନୈତିକ ଦଳ ବୋଲି ସ୍ବୀକୃତି ଦିଆଗଲା ।
  • ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକର ସଙ୍ଗଠନଗୁଡ଼ିକୁ ଭାଙ୍ଗି ଦିଆଗଲା । ସେମାନଙ୍କର ସମ୍ପତ୍ତିକୁ ବାଜ୍ୟାପ୍ତି କରାଗଲା ।
  • ଶ୍ରମିକ ସଙ୍ଗଠନଗୁଡ଼ିକୁ ଭାଙ୍ଗି ଦିଆଗଲା । ହଜାର ହଜାର ସମାଜବାଦୀ, ସାମ୍ୟବାଦୀ ଏବଂ ନାଜି ବିରୋଧୀଙ୍କୁ ମୃତ୍ୟୁଦଣ୍ଡ ଦିଆଗଲା ।
  • ଲକ୍ଷ ଲକ୍ଷ ଇହୁଦୀମାନଙ୍କୁ ହତ୍ୟା କରାଗଲା । ସମ୍ବାଦପତ୍ର ଓ ବେତାରକୁ ନିୟନ୍ତ୍ରଣ କରାଗଲା । ବ୍ୟକ୍ତିର ସ୍ଵାଧୀନତା ଲୋପ ପାଇଲା ।
  • ଭର୍ସାଇ ସନ୍ଧିର ସର୍ଭକୁ ଅବମାନନା କରି ଜର୍ମାନୀର ସାମରିକ ଶକ୍ତି ବୃଦ୍ଧି କରାଗଲା । ଆକାଶବାହିନୀ ଓ ନୌବାହିନୀ ଗଠନ କରି ସେଗୁଡ଼ିକୁ ଆଧୁନିକ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସଜ୍ଜିତ କରାଗଲା । ରାଇନ୍ ନଦୀ ଉପତ୍ୟକାରେ ପୁନର୍ବାର ସୈନ୍ୟ ମୁତୟନ କରାଗଲା, ଯାହା ଅନ୍ୟ ଏକ ବିଶ୍ଵଯୁଦ୍ଧ ପାଇଁ ମାର୍ଗ ପ୍ରସ୍ତୁତ କଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧର ଫଳସ୍ବରୂପ ପୃଥ‌ିବୀରେ କି କି ସମସ୍ୟା ଦେଖାଦେଇଥିଲା ?
Answer:
ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧର ଫଳସ୍ଵରୂପ ପୃଥ‌ିବୀରେ ରାଜନୈତିକ ଅସ୍ଥିରତା, ଅର୍ଥନୈତିକ ସଙ୍କଟ, ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଆନ୍ଦୋଳନ, ଜାତୀୟତାବାଦୀ ଜନଜାଗରଣ ଆଦି ବିଭିନ୍ନ ସମସ୍ୟାମାନ ଦେଖା ଦେଇଥିଲା ।

(ଖ) ୧୯୨୯ ମସିହାରୁ ୧୯୩୩ ମସିହା ପର୍ଯ୍ୟନ୍ତ ଦେଖାଦେଇଥ‌ିବା ଆନ୍ତର୍ଜାତିକ ଅର୍ଥନୈତିକ ସଙ୍କଟ ସମୟରେ କୃଷି ଉତ୍ପାଦନ କିପରି ପ୍ରଭାବିତ ହୋଇଥିଲା ?
Answer:

  • ୧୯୨୯ ମସିହାରୁ ୧୯୩୩ ମସିହା ମଧ୍ୟରେ ଦେଖା ଦେଇଥ‌ିବା ଆନ୍ତର୍ଜାତିକ ଅର୍ଥନୈତିକ ସଙ୍କଟ ସମୟରେ କୃଷି ଉତ୍ପାଦନ ବହୁ ଭାବରେ ପ୍ରଭାବିତ ହୋଇଥିଲା ।
  • କୃଷିକ୍ଷେତ୍ରରେ ଯଦିଓ ଶିଳ୍ପ ବିପ୍ଳବ ଯୋଗୁଁ ଯାନ୍ତ୍ରିକ ପଦ୍ଧତିର ବିନିଯୋଗ ହେତୁ ଉତ୍ପାଦନ ବିଶେଷ ଭାବରେ ବୃଦ୍ଧି ପାଇଥିଲା; କିନ୍ତୁ ଯୁଦ୍ଧ ଯୋଗୁଁ ବାଣିଜ୍ୟ ବ୍ୟବସାୟ ବନ୍ଦ ହୋଇଯିବା ଫଳରେ କୃଷିଜାତ ଦ୍ରବ୍ୟ ବିକ୍ରୟ ହୋଇ ଦୁରବସ୍ଥା ବଢ଼ିଲା ।

(ଗ) ଫାସୀବାଦ କାହାକୁ କୁହାଯାଏ ? ଏହାର ମୂଳ ଲକ୍ଷ୍ୟ କ’ଣ ?
Answer:

  • ଫାସୀବାଦୀ ଦଳର ଚିନ୍ତାଧାରାକୁ ଫାସୀବାଦ କୁହାଯାଏ ।
  • ହିଂସାତ୍ମକ ପନ୍ଥାଦ୍ଵାରା ଜଣେ କିମ୍ବା ମୁଷ୍ଟିମେୟ ବ୍ୟକ୍ତିଙ୍କ ହାତରେ ସମସ୍ତ ଶାସନ କ୍ଷମତା କେନ୍ଦ୍ରୀଭୂତ କରି ଦେଶରେ ଏକଚ୍ଛତ୍ରବାଦ ଶାସନ ପ୍ରତିଷ୍ଠା କରିବା ଫାସୀବାଦର ମୂଳ ଲକ୍ଷ୍ୟ ଥିଲା !

(ଘ) କେଉଁସବୁ କାରଣ ଯୋଗୁଁ ଇଟାଲୀ ଦେଶରେ ଫାସୀବାଦର ବିକାଶ ହୋଇଥିଲା ?
Answer:

  • ପ୍ରଥମତଃ, ପ୍ୟାରିସ୍ ଶାନ୍ତ ସମ୍ମିଳନୀରେ ଇଟାଲୀର ସମ୍ମାନହାନି ସାଙ୍ଗକୁ ବିଶ୍ଵଯୁଦ୍ଧ ପରବର୍ତୀ ଦାରିଦ୍ର୍ୟ, ବେକାରି, ଶ୍ରମିକ ଅଶାନ୍ତି, ଧର୍ମଘଟ ଓ ହିଂସାକାଣ୍ଡଦ୍ଵାରା ଦେଶର ଅବସ୍ଥା ବିପର୍ଯ୍ୟସ୍ତ ହୋଇଥିଲା । ଇଟାଲୀର ରାଜା ଭିକ୍ଟର ଇମାନୁଏଲ ତୃତୀୟ ଏ ପରିସ୍ଥିତିର ମୁକାବିଲା କରିବାରେ ବିଫଳ ହୋଇଥିଲେ ।
  • ଦ୍ଵିତୀୟତଃ, ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକ ନେତୃତ୍ୱରେ ପରିଚାଳିତ କୃଷି ଓ ଶିଳ୍ପ ଶ୍ରମିକଙ୍କ ଆନ୍ଦୋଳନ ଦମନ ନିମନ୍ତେ ପୁଞ୍ଜିପତି, ବ୍ୟବସାୟୀ ଓ ଶିଳ୍ପପତିମାନଙ୍କର ଇଟାଲୀରେ ନବଗଠିତ ଫାସୀବାଦୀ ଦଳକୁ ଅକୁଣ୍ଠ ସାହାଯ୍ୟ ଓ ସମର୍ଥନ ଦେଶରେ ଫାସୀବାଦର ବିକାଶ ପାଇଁ ପଥ ପରିଷ୍କାର କରିଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଙ) ‘କଳାକୁର୍ତ୍ତା ବାହିନୀ’ କେଉଁମାନଙ୍କୁ କୁହାଯାଉଥିଲା ? ସେମାନେ ମୁଖ୍ୟତଃ କାହାର ବିରୋଧୀ ଥିଲେ ?
Answer:

  • ଫାସୀବାଦୀ ଦଳର ତତ୍ତ୍ଵାବଧାନରେ ତାଲିମପ୍ରାପ୍ତ ସ୍ଵେଚ୍ଛାସେବକମାନଙ୍କୁ ନେଇ ଏକ ସଶସ୍ତ୍ର ବାହିନୀ ଗଠନ କରାଯାଇଥିଲା । କଳା ପୋଷାକ ପରିଧାନ କରୁଥିବାରୁ ସେମାନଙ୍କୁ ‘କଳାକୁର୍ତ୍ତା ବାହିନୀ’ ବୋଲି କୁହାଗଲା ।
  • କରାଯାଇଥିଲା । କଳା ପୋଷାକ ପରିଧାନ କରୁଥିବାରୁ ସେମାନଙ୍କୁ ‘କଳାକୁର୍ତ୍ତା ବାହିନୀ’ ବୋଲି କୁହାଗଲା ।

(ଚ) ଫାସୀବାଦୀମାନେ ଇଟାଲୀରେ ଏକଚ୍ଛତ୍ର ଶାସନ ପ୍ରତିଷ୍ଠା ନିମନ୍ତେ କି କି ପଦକ୍ଷେପ ନେଇଥିଲେ ?
Answer:
ଏକଚ୍ଛତ୍ର ଶାସନ ପ୍ରତିଷ୍ଠା ପାଇଁ ଫାସିବାଦୀମାନେ ନେଇଥ‌ିବା ବିଭିନ୍ନ ପଦକ୍ଷେପଗୁଡ଼ିକ ହେଲା –

  • ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ନେତାମାନଙ୍କୁ ବନ୍ଦୀ ଓ ହତ୍ୟା କରାଗଲା କିମ୍ବା ନିର୍ବାସନ ଦଣ୍ଡ ଦିଆଗଲା ।
  • ନିର୍ବାଚନ ଆଇନରେ ବ୍ୟାପକ ପରିବର୍ତ୍ତନ କରାଗଲା ଏବଂ ସଂସଦୀୟ ବ୍ୟବସ୍ଥାକୁ ଅଚଳ କରି ଦିଆଗଲା ।
  • ବିଭିନ୍ନ ରାଜନୈତିକ ଦଳକୁ ବେଆଇନ ଘୋଷଣା କରାଗଲା ଏବଂ ସାର୍ବଜନୀନ ଭୋଟପ୍ରଥାକୁ ଉଚ୍ଛେଦ କରାଗଲା ।
  • ସମ୍ବାଦପତ୍ରଗୁଡ଼ିକ ଉପରେ କଟକଣା ଜାରି କରାଯିବା ସହ ସାମରିକ ଶିକ୍ଷାକୁ ବାଧ୍ୟତାମୂଳକ କରାଗଲା ।

(ଛ) କେଉଁ କାରଣ ଯୋଗୁଁ ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଜର୍ମାନୀ ଦେଶରେ ନାଜି ବିପ୍ଳବର ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:

  • ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଇଟାଲୀ ଦେଶ ପରି ଜର୍ମାନୀ ଦେଶରେ ମଧ୍ୟ ରାଜନୈତିକ ଅସ୍ଥିରତା, ଅର୍ଥନୈତିକ ସଙ୍କଟ, ଦାରିଦ୍ର୍ୟ, ବେକାରି, ଧର୍ମଘଟ, ହିଂସାକାଣ୍ଡ ଆଦି ଦେଖାଦେଇଥିଲା । ପୁନଶ୍ଚ ଭର୍ସାଇ ସନ୍ଧିରେ ଘୋର ଅପମାନ
  • ହିଟ୍‌ଲର୍‌ଙ୍କ ନେତୃତ୍ୱରେ ଏକ ଉଗ୍ର ଜାତୀୟତାବାଦୀ ଆନ୍ଦୋଳନ ଜନ୍ମ ନେଲା, ଯାହା ପରବର୍ତ୍ତୀ ସମୟରେ ନାଜି ବିପ୍ଳବ ନାମରେ ପରିଚିତ ହେଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଜ) ହିଟ୍‌ଲର୍ କେବେ ଓ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ? ତାଙ୍କ ନେତୃତ୍ୱରେ କେବେ ନାଜିଦଳ ଗଠିତ ହୋଇଥିଲା ?
Answer:

  • ୧୮୮୯ ମସିହା ଅପ୍ରେଲ୍ ମାସ ୨୦ ତାରିଖ ଦିନ ଆଡ଼ଲଫ୍ ହିଟ୍‌ଲର୍ ଅଷ୍ଟ୍ରିଆ ଦେଶରେ ବାସ କରୁଥିବା ଜର୍ମାନ୍ ଅଧ୍ବବାସୀମାନଙ୍କ ମଧ୍ୟରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ।
  • ତାଙ୍କ ନେତୃତ୍ୱରେ ୧୯୨୧ ମସିହାରେ ନାଜିଦଳ ଗଠିତ ହୋଇଥିଲା ।

(ଝ) ‘ମେଁ କାମ୍ପ’ ପୁସ୍ତକ କିଏ ରଚନା କରିଥିଲେ ? ଏହି ପୁସ୍ତକରେ କେଉଁ ବିଷୟରେ ଉଲ୍ଲେଖ ଅଛି ?
Answer:

  • ‘ମେଁ କାମ୍ପ’ ପୁସ୍ତକ ଆଡ଼ଲଫ୍ ହିଟ୍‌ଲର୍ ରଚନା କରିଥିଲେ ।
  • ଏହି ପୁସ୍ତକରେ ନାଜିଦଳର ଆଦର୍ଶ, ଚିନ୍ତାଧାରା ଓ କାର୍ଯ୍ୟକ୍ରମ ସମ୍ପର୍କରେ ଉଲ୍ଲେଖ ଅଛି ।

(ଞ) ହିଟ୍‌ଲର୍ ଜର୍ମାନୀକୁ ଆଉ ଗୋଟିଏ ବିଶ୍ଵଯୁଦ୍ଧ ପାଇଁ କିପରି ପ୍ରସ୍ତୁତ କରିଥିଲେ ?
Answer:

  • ହିଟ୍‌ଲର୍ ଭର୍ସାଇ ସନ୍ଧିର ସଉଁଗୁଡ଼ିକୁ ଅବମାନନା କରି ଜର୍ମାନୀର ସାମରିକ ଶକ୍ତି ବୃଦ୍ଧି କରିଥିଲେ ।
  • ଆକାଶବାହିନୀ ଓ ନୌବାହିନୀ ଗଠନ କରି ସେଗୁଡ଼ିକୁ ଅତ୍ୟାଧୁନିକ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସଜ୍ଜିତ କରିବା ସହିତ ରାଇନ୍ କରିଥିଲେ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ବିଭିନ୍ନ ଦେଶରେ ଦେଖା ଦେଇଥ‌ିବା ଶ୍ରମିକ ଆନ୍ଦୋଳନର ନେତୃତ୍ୱ କେଉଁମାନେ ନେଇଥିଲେ ?
Answer:
ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ବିଭିନ୍ନ ଦେଶରେ ଦେଖା ଦେଇଥ‌ିବା ଶ୍ରମିକ ଆନ୍ଦୋଳନରେ ନେତୃତ୍ୱ ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକ ନେଇଥିଲେ ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଖ) ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରବର୍ତ୍ତୀ ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଲକ୍ଷ୍ୟ କ’ଣ ଥିଲା ?
Answer:
ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରବର୍ତ୍ତୀ ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଲକ୍ଷ୍ୟ ଥିଲା ବିପ୍ଳବଦ୍ଵାରା ରାଜତନ୍ତ୍ର ଲୋପ କରି ପ୍ରଜାତନ୍ତ୍ର ପ୍ରତିଷ୍ଠା କରିବା ।

(ଗ) କେଉଁମାନେ ଶ୍ରମିକ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ ?
Answer:
ଜମିଦାର, ପୁଞ୍ଜିପତି ଓ ଶିଳ୍ପପତିମାନେ ଶ୍ରମିକ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ ।

(ଘ) ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଦମନ ପାଇଁ କାହାର ସାହାଯ୍ୟ ନିଆଯାଇଥିଲା ?
Answer:
ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଦମନ ପାଇଁ ସ୍ୱେଚ୍ଛାଚାରୀ ତଥା ଉଗ୍ରବାଦୀ ଶକ୍ତିମାନଙ୍କର ସାହାଯ୍ୟ ନିଆଯାଇଥିଲା ।

(ଙ) ଫାସିସ୍ ଶବ୍ଦର ଅର୍ଥ କ’ଣ ?
Answer:
ଫାସିସ୍ ଶବ୍ଦର ଅର୍ଥ ବିଡ଼ାଏ କାଠି ବା କୁରାଢ଼ି ସହିତ ବିଡ଼ାଏ କାଠି ।

ଚ) ପ୍ରଥମେ କେଉଁ ଦୁଇଟି ଦେଶରେ ଫାସୀବାଦୀ ଆନ୍ଦୋଳନର ସୂତ୍ରପାତ ହୋଇଥିଲା ?
Answer:
ପ୍ରଥମେ ଇଟାଲୀ ଓ ଜର୍ମାନୀ ଦେଶରେ ଫାସିବାଦୀ ଆନ୍ଦୋଳନର ସୂତ୍ରପାତ ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଛ) ମୁସୋଲିନୀ କେବେ ଓ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ?
Answer:
୧୮୮୩ ମସିହାରେ ଇଟାଲୀର ରୋମାନାଠାରେ ମୁସୋଲିନୀ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ।

(ଜ) ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧବେଳେ ମୁସୋଲିନୀ କି କାର୍ଯ୍ୟ କରିଥିଲେ ?
Answer:
ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧବେଳେ ମୁସୋଲିନୀ ଜଣେ ସୈନିକ ଭାବରେ କାର୍ଯ୍ୟ କରିଥିଲେ ।

(ଝ) କେଉଁମାନଙ୍କୁ ନେଇ ମୁସୋଲିନୀ ଏକ ଦଳ ଗଢ଼ିଥିଲେ ?
Answer:
ଯୁଦ୍ଧଫେରନ୍ତା ବେକାର ସୈନିକ, ଦେଶଭକ୍ତ ନାଗରିକ ଓ ରାଜତନ୍ତ୍ର ବିରୋଧୀ କେତେକ ଲୋକଙ୍କୁ ନେଇ ମୁସୋଲିନୀ ଏକ ଦଳ ଗଢ଼ିଥିଲେ ।

(ଞ) ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଜର୍ମାନୀରେ ପ୍ରତିଷ୍ଠିତ ସାଧାରଣତନ୍ତ୍ରକୁ କ’ଣ କୁହାଯାଏ ?
Answer:
ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଜର୍ମାନୀରେ ପ୍ରତିଷ୍ଠିତ ସାଧାରଣତନ୍ତ୍ରକୁ ‘ୱେମର ସାଧାରଣତନ୍ତ୍ର’ କୁହାଯାଏ । ନିମ୍ନରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୪ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) କେଉଁ ଭାଷାରୁ ଫାସିସ୍ ଶବ୍ଦଟି ଆସିଛି ?
(i) ଫ୍ରେଞ୍ଚ
(ii) ଲାଟିନ୍
(iii) ଇଂରାଜୀ
(iv) ଜର୍ମାନୀ
Answer:
(ii) ଲାଟିନ୍

(ଖ) କେଉଁ ଦେଶ ପ୍ୟାରିସ୍ ଶାନ୍ତ ସମ୍ମିଳନୀରୁ ନିରାଶ ହୋଇ ଫେରିଥିଲା ?
(i) ଇଟାଲୀ
(ii) ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା
(iii) ଜର୍ମାନୀ
(iv) ଫ୍ରାନ୍ସ
Answer:
(i) ଇଟାଲୀ

(ଗ) ହିଟ୍‌ଲର୍ କେଉଁ ଦେଶରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ?
(i)ଜର୍ମାନୀ
(iii) ଇଟାଲୀ
(ii) ରୁଷିଆ
(iv) ଅଷ୍ଟ୍ରିଆ
Answer:
(iv) ଅଷ୍ଟ୍ରିଆ

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଘ) କେଉଁ ମସିହାରେ ହିଟ୍‌ଲର୍ ବଳପୂର୍ବକ ଜର୍ମାନୀର ଶାସନ କ୍ଷମତା ଗ୍ରହଣ କରିବାକୁ ଚେଷ୍ଟା କରି ବିଫଳ
ହୋଇଥିଲେ ?
(i) ୧୯୨୧
(ii) ୧୯୨୨
(iii) ୧୯୨୩
(iv) ୧୯୨୪
Answer:
(iii) ୧୯୨୩

(ଙ) ହିଟ୍‌ଲର୍ ତାଙ୍କର କେଉଁ ନୀତି ଯୋଗୁଁ ପୁଞ୍ଜିପତି ଓ ଗଣତନ୍ତ୍ର ବିରୋଧୀ ଶକ୍ତିମାନଙ୍କର ସମର୍ଥନ ଲାଭ କରିଥିଲେ ?
(i) ସମରବାଦୀ
(ii) ଉଦାରବାଦୀ
(iii) ସମାଜବାଦୀ
(iv) ଉଗ୍ର ଜାତୀୟତାବାଦୀ
Answer:
(iv) ଉଗ୍ର ଜାତୀୟତାବାଦୀ

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୫। ପାଠରେ ଦିଆଯାଇଥ‌ିବା ତୁମ ପାଇଁ କାମଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ସହାୟତା ଓ ନିର୍ଦ୍ଦେଶନାରେ ସମ୍ପାଦନ କର ।
Answer:
(ପିଲାମାନେ ଶିକ୍ଷକଙ୍କ ସାହାଯ୍ୟ ନେଇ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦେବେ ।)

Nine Gold Medals Question Answer Class 9 English Chapter 7 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 7 Nine Gold Medals Textbook Exercise Questions and Answers.

Class 9th English Chapter 7 Nine Gold Medals Question Answers BSE Odisha

Nine Gold Medals Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା )
Read the poem silently and answer the following questions.

Question 1.
What is this poem about?
(ଏହି କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)
Answer:
This poem is about an inspiring event of race in which nine differently-abled athletes took part in a “Special Olympic” event.

Question 2.
Who came from all over the country?
( ସମଗ୍ର ଦେଶରୁ କେଉଁମାନେ ଆସିଥିଲେ ? )
Answer:
Nine differently abled athletes came from all over the country.

Question 3.
Why did they come there?
(ସେମାନେ କାହିଁକି ଆସିଥିଲେ ? )
Answer:
The nine athletes came to take part in a Special Olympic event. They came to run for gold, silver, and bronze medals.

Question 4.
Who is usually awarded the three medals – gold, silver, and bronze?
( ସାଧାରଣତଃ କେଉଁମାନେ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ପ୍ରଦାନ କରାଯାଏ ? )
Answer:
Three athletes, who are placed in first, second, and third positions in an athletic event, are usually awarded the gold, silver, and bronze medals respectively.

Question 5.
What was the event for which they had come?
( ଯେଉଁଥିପାଇଁ ସେମାନେ ଆସିଥିଲେ ସେହି ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥିଲା ?)
Answer:
The athletes had come to take part in a hundred-yard race in a “Special Olympic” event.

Question 6.
What had they done before they came down to these games?
(ଏହି ଖେଳରେ ଯୋଗ ଦେବା ପୂର୍ବରୁ ସେମାନେ କ’ଣ କରିଥିଲେ ? )
Answer:
The athletes had undertaken many weeks and months of training before they came down to these games.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 7.
What did the spectators do around the old field ?
(ପୁରାତନ ଖେଳପଡ଼ିଆ ଚାରିପାଖରେ ଦର୍ଶକମାନେ କ’ଣ କରୁଥିଲେ ? )
Answer:
The spectators gathered around the old field and cheered the winners.

Question 8.
Why did they gather around the old field ?
(ସେମାନେ କାହିଁକି ପୁରାତନ ପଡ଼ିଆ ଚାରିପାଖରେ ଏକତ୍ର ହେଲେ ?)
Answer:
The spectators gathered around the old field to cheer on all the young athletes and enjoy the game.

Question 9.
Why did their excitement grow high?
(ସେମାନଙ୍କର ଉତ୍ସାହ ବଢ଼ିଗଲା କାହିଁକି ?)
Answer:
The excitement grew high because the final event of the day was approaching.

Question 10.
What were all lined up? For whom?
(କ’ଣସବୁ ପ୍ରସ୍ତୁତ ହୋଇଥିଲା ? କେଉଁମାନଙ୍କ ପାଇଁ ? )
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event? (second line, third stanza)
[ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥୁଲା ? (ତୃତୀୟ ପଦର ଦ୍ବିତୀୟ ଧାଡ଼ି)]
Answer:
The event was that, the athletes were to run the hundred-yard dash.

Question 12.
How many athletes were there ?
( ସେଠାରେ କେତେ ଜଣ ଖେଳାଳି ଥିଲେ ?)
Answer:.
There were nine athletes in the competition.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 13.
Which word (in the third line, third stanza) says that the athletes had taken firm decision to win a medal?
(ତୃତୀୟ ପ୍ରଦର, ୩ୟ ଧାଡ଼ିରେ ଥ‌ିବା କେଉଁ ଶବ୍ଦଟି ଖେଳାଳିମାନେ ପଦକ ଜିତିବାର ଦୃଢ଼ସଂକଳ୍ପ ନେଇଛନ୍ତି ବୋଲି କହୁଛି ?)
Answer:
The word “resolved” in the third line, the third stanza says that the athletes had taken a firm decision to win a medal.

Question 14.
Where were those nine athletes?
( ସେହି ନଅ ଜଣ ଖେଳାଳି କେଉଁଠି ଥିଲେ ?)
Answer:
Those nine athletes were in back of the starting line.

Question 15.
What were they poised for ?
(କେଉଁଥିପାଇଁ ସେମାନେ ପ୍ରସ୍ତୁତ ଥିଲେ ?)
Answer:
The athletes were poised for the sound of the gun.

Question 16.
Why was the pistol exploded?
(ପିସ୍ତଲ କାହିଁକି ଗର୍ଜି ଉଠିଲା ?)
Answer:
The pistol exploded to give a signal to start running. ‘

Question 17.
What did the runners do?
(ଦୌଡ଼ାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
When the pistol exploded, the runners charged ahead.

Question 18.
Who among the nine runners was unable to run?
(ଦୌଡ଼ାଳିମାନଙ୍କ ମଧ୍ୟରୁ କିଏ ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes was unable to run.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 19.
Why was he unable to run?
(ସେ କାହିଁକି ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes lost his balance and stumbled in the middle. He fell down and was unable to run.

Question 20.
Where did he fall?
(ସେ କେଉଁଠାରେ ପଡ଼ିଗଲା ?)
Answer:
The young athlete fell to the asphalt.

Question 21.
Why did he fall?
( ସେ କାହିଁକି ପଡ଼ିଗଲା ?)
Answer:
He fell down as he stumbled and lost his balance.

Question 22.
Who does ‘he’ in the fifth stanza stand for?
(ପଞ୍ଚମ ପଦରେ ‘he’ ଶବ୍ଦଟି କାହାପାଇଁ ବ୍ୟବହୃତ ହୋଇଛି ?)
Answer:
In the fifth stanza, he refers to the smallest athlete.

Question 23.
Why did the boy cry out in frustration and anguish?
(ପିଲାଟି କାହିକି ହତାଶା ଓ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା ?)
Answer:
The boy cried out in frustration and anguish as he was unable to get up and run. All his dreams and efforts were spoiled in a moment.

Question 24.
What dashed in the dirt? What makes the poet say so?
(କ’ଣ ମାଟିରେ ମିଶିଗଲା ? କବି କାହିଁକି ଏପରି କହିଛନ୍ତି ?)
Answer:
All his dreams for the medals were dashed in the dirt. Because all his dreams and efforts came to an end. So the poet says all the hopes of the boy are dashed in the dirt.

Question 25.
What did the other runners do?
(ଅନ୍ୟ ଖେଳାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
The other runners didn’t push ahead. They stopped running and turned back to help the young athlete.

Question 26.
How do you feel about their stopping here? Should athletes do like this?
(ଏଠାରେ ସେମାନେ ରହିଯିବାରୁ ତୁମେ କିପରି ଅନୁଭବ କରୁଛ ? ଖେଳାଳିମାନେ ଏଭଳି କରିବା ଉଚିତ କି ?)
Answer:
The athletes stopped running and turned back to help the young athlete stand on his feet. It conveys a message that humanity and fellow feeling is better than winning a race. It was a rare incident. Generally, athletes don’t do like this. But they should do this.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 27.
Who does ‘him’ stand for in the sixth stanza?
(ଷଷ୍ଠ ପଦରେ ‘him’ ଶବ୍ଦଟି କାହାପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The word ‘him’ in the sixth stanza stands for the young athlete.

Question 28.
What had they done for the boy to complete the race?
(ବାଳକଟି ଦୌଡ଼ ପୂରା କରିବା ପାଇଁ ସେମାନେ ତା’ପାଇଁ କ’ଣ କଲେ ?)
Answer:
The other athletes stopped running and returned back to help the boy. They helped the boy stand on his feet and walked hand in hand to finish the race together.

Question 29.
Why did they go back to him?
(ସେମାନେ କାହିଁକି ତାହା ପାଖକୁ ଫେରିଗଲେ ?)
Answer:
All other athletes went back to help him stand on his feet.

Question 30.
What did they do first?
(ସେମାନେ ପ୍ରଥମେ କ’ଣ କଲେ ?)
Answer:
They returned to help their fellow athlete. They made him stand on his feet first.

Question 31.
What did they do next?
(ତା’ପରେ ସେମାନେ କ’ଣ କଲେ ?)
Answer:
Then all the athletes walked hand-in-hand to complete the race.

Question 32.
What happened to the hundred-yard dash?
(୧୦୦ ଗଜ ଦୌଡ଼ର କ’ଣ ହେଲା ?)
Answer:
The hundred-yard dash was reduced to a walk.

Question 33.
What did they carry with them?
(ସେମାନେ ସେମାନଙ୍କ ସହ କ’ଣ ବୋହି ନେଉଥିଲେ ? )
Answer:
They carried a banner with them.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 34.
What did the banner say?
(ବ୍ୟାନାର କ’ଣ କହୁଥିଲା ?)
Answer:
The banner said that it was “Special Olympics”.

Question 35.
What did the race end with?
(ଦୌଡ଼ର ସମାପ୍ତି କିପରି ଘଟିଲା ?)
Answer:
The race ended with a walk hand-in-hand and all nine athletes became the winner of the event.

Question 36.
How did they come to the finish line?
(ସେମାନେ finish lineକୁ କିପରି ଆସିଲେ ?)
Answer:
All the athletes walked hand-in-hand to come to the finish line.

Question 37.
What do you mean by “a standing ovation”?
(“a standing ovation’ର ଅର୍ଥ କ’ଣ ?)
Answer:
Here “a standing ovation” means the popular appreciation for the masterly performance the athletes had done.

Question 38.
How were their faces then? Were they all happy? Why?
(ସେତେବେଳେ ସେମାନଙ୍କର ମୁଖମଣ୍ଡଳ କିପରି ଥିଲା ? ସମସ୍ତେ ଖୁସି ଥିଲେ କି ? କାହିଁକି ?)
Answer:
Their faces were beaming then. They all won gold medals. They all were happy for the sympathy and love they showed to the young athlete.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 39.
What do you learn from such type of help of the athletes?
(ଖେଳାଳିମାନଙ୍କର ଏହି ପ୍ରକାର ସାହାଯ୍ୟରୁ ତୁମେ କ’ଣ ଶିକ୍ଷାଲାଭ କଲ ?)
Answer:
We learn that humanity, love, affection, fellow feeling, and cooperation are high above personal achievements.

F. Let’s Appreciate The Poem: (ଆସ କବିତାର ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
What message does the poet convey in “Nine Gold Medals”?
(“Nine Gold Medals” କବିତାରେ କବି କି ବାର୍ତ୍ତା ଦେଇଛନ୍ତି ?)
Answer:
The poet conveys the message that humanity, love, affection, fellow feeling, and cooperation are better than any sort of competition or personal achievements.

Question 2.
What is important – winning a medal or helping a fellow brother in trouble?
(ପଦକ ଜିତିବା କିମ୍ବା ସାଙ୍ଗଭାଇକୁ ସାହାଯ୍ୟ କରିବା ଦୁଇଟିରୁ କେଉଁଟି ପ୍ରଧାନ ?)
Answer:
Helping a fellow brother in trouble is more important than winning a medal.

Question 3.
What is necessary for a person – to understand the emotions of others or to become self-centered?
(ଜଣେ ବ୍ୟକ୍ତି ପାଇଁ କେଉଁଟି ଆବଶ୍ୟକ – ଅନ୍ୟମାନଙ୍କ ମନୋଭାବ ବୁଝିବା କିମ୍ବା ସ୍ଵାର୍ଥକୈନ୍ଦ୍ରିକ ହେବା ?)
Answer:
Understanding the emotions of others is necessary for a person to become self-centered.

Question 4.
Explain – (ବ୍ୟାଖ୍ୟା କର) “He gave out a cry in frustration and anguish His dreams and efforts all dashed in the dirt.”
Answer:
The smallest athlete stumbled and lost his balance and fell to the ground. He cried in frustration and anguish as all his dreams and efforts were spoiled in a moment.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 5.
What do you mean by “nine beaming faces said more than these words ever will”?
(‘‘ନଅଟି ଉଜ୍ଜଳ ମୁଖମଣ୍ଡଳ ଶବ୍ଦରେ ଯାହା କହିହେବ ନାହିଁ ତା’ଠାରୁ ଅଧିକ କିଛି କହୁଥୁଲଶ’’ – ଏଥୁରୁ ତୁମେ କ’ଣ ବୁଝୁଛି ?)
Answer:
The nine athletes walked hand-in-hand to the finishing point and all were winners of the race. They were each awarded a gold medal for their empathy for each other. Their special deed justified the name ‘Special Olympic’ event. Their beaming faces told about the importance of humanity, brotherhood, and fellow feeling in this modem world.

G. Let’s Do The Activities: (ଆସ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)

Question 1.
Let’s recite the poem :
(ଆସ, କବିତାଟିକୁ ଆବୃଦ୍ଧି କରିବା ।)
Answer:

  • The teacher divides the class into five groups.
  • S/he read aloud the poem two times with proper word stress and intonation.
  • S/he read the poem aloud line by line and students repeat after him/her.
  • Students read the. first line and the teacher reads aloud the second line and so on till the whole poem is complete.
  • Each group reads a stanza and the rest of the groups repeat after them and so on.
  • Finally, each group reads a stanza and other groups listen to them.
  • The teacher invites some students to recite the poem individually.

Question 2.
Let’s match the stanza with their themes.
(ଆସ, ପଦଗୁଡ଼ିକୁ ସେଗୁଡ଼ିକର ବିଷୟବସ୍ତୁ ସହ ମେଳ କରିବା ।)
Match column ‘A’ with column ‘B’. ‘A’ contains the stanza numbers and ‘B’ contains the themes. Write the stanza numbers in the last column. One is done for you. (‘A’ ସ୍ତମ୍ଭ ସହିତ ‘B’ ସ୍ତମ୍ଭକୁ ମିଳାଅ ! ସ୍ତମ୍ଭ ‘A’ରେ ପଂକ୍ତି କ୍ରମ ସଂଖ୍ୟା ଏବଂ ସ୍ତମ୍ଭ ‘B’ରେ ବିଷୟବସ୍ତୁ ରହିଛି । ପଂକ୍ତିର କ୍ରମ ସଂ%: ଶେଷ ସ୍ତମ୍ଭରେ ଲେଖି । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

Stanza Numbers Themes of the stanzas
1 nine resolved athletes at the back of the starting line – ready for the event
2 athletes from all over the country – to run for the medals – attended long trainings
3 pistol exploded – signal given – running ahead – the smallest one lost control – fell down
4 spectators gathered – cheer – final event – highly excited 2
5 the other runners – came back – helped him stand
6 nine runners – joined hands – walked instead of running – banner – Special Olympic
7 end of the race – nine gold medals – faces – looked happy
8 cried in frustration and terrible pain – thought his dream shattered

Answer:

Stanza Numbers Themes of the stanzas
1 nine resolved athletes at the back of the starting line – ready for the event 3
2 athletes from all over the country – to run for the medals – attended long trainings 1
3 pistol exploded – signal given – running ahead – the smallest one lost control – fell down 4
4 spectators gathered – cheer – final event – highly excited 2
5 the other runners – came back – helped him stand 6
6 nine runners – joined hands – walked instead of running – banner – Special Olympic 7
7 end of the race – nine gold medals – faces – looked happy 8
8 cried in frustration and terrible pain – thought his dream shattered 5

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 3.
Let’s arrange the jumbled sentences to get the summary of the poem. The first and the last sentences are already in order. Write the number of the sentence in the box provided for each. (ଆସ କବିତାର ସାରାଂଶ ପାଇଁ ବାଦ୍ୟଗୁଡ଼ିକୁ ସଜାଇବା । ପ୍ରଥମ ଓ ଶେଷ ବାକ୍ୟ ପୂର୍ବରୁ ଠିକ୍ କ୍ରମରେ ରହିଛି । ବାକ୍ୟଗୁଡ଼ିକର କ୍ରମ ସଂଖ୍ୟା ପ୍ରଦତ୍ତ ବାକ୍ସରେ ଲେଖି ।)

  • Nine athletes came from all over the country to take part in a running race. [ 1 ]
  • The pistol exploded to signal a start.
  • All of them were running ahead.
  • They had already received training before coming there.
  • But the youngest of them lost control and fell down.
  • The blocks were all lined up for the running race and they were in the back of the starting line.
  • Being frustrated, he cried in severe pain.
  • They all joined hands and walked together to the end line holding a banner.
  • The other runners, instead of running, came to him and helped him stand.
  • They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

Answer:

  • Nine athletes came from all over the country to take part in a running race. [ 1 ]
  • The pistol exploded to signal a start. [ 4 ]
  • All of them were running ahead. [ 5 ]
  • They had already received training before coming there. [ 2 ]
  • But the youngest of them lost control and fell down. [ 6 ]
  • The blocks were all lined up for the running race and they were in the back of the starting line. [ 3 ]
  • Being frustrated, he cried in severe pain. [ 7 ]
  • They all joined hands and walked together to the end line holding a banner. [ 9 ]
  • The other runners, instead of running, came to him and helped him stand. [ 8 ]
  • They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

H. Let’s Write: (ଆସ ଲେଖୁବା )
Write a paragraph for each stanza of the poem. Go through the above matching activity before you begin to write. One paragraph is written to help you. (ପଦ୍ୟର ପ୍ରତ୍ୟେକ ପଂକ୍ତିପାଇଁ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଲେଖିବା ପୂର୍ବରୁ ଉପରେ ପ୍ରଦତ୍ତ ମେଳକ କାର୍ଯ୍ୟକୁ ଅନୁଧ୍ୟାନ କର । ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ତୁମକୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଲେଖାଯାଇଛି ।)
Answer:

  1. The poem “Nine Gold Medals’ has eight stanzas. The first stanza is about how athletes from all over the country came to take part in a running race. They had to run for medals. There were three kinds of medals – gold, silver, and bronze. They had attended long training before this event.
  2. The second stanza is about how the spectators gathered around the old field to cheer the athletes. The final event of the day was approaching and excitement grew high.
  3. The third stanza is about how nine resolved athletes stood at the back of the starting line. They were ready to run.
  4. The fourth stanza is about how the pistol exploded giving the signal to run. All the athletes ran ahead, but the smallest one stumbled and lost balance, and fell down.
  5. The fifth stanza is about how the smallest athlete cried in frustration and pain. His dream of winning a medal shattered in a moment.
  6. The sixth stanza is about how all nine runners came back to help the smallest runner. They helped the boy to stand on his feet.
  7. The seventh stanza is about how the nine athletes joined hands and walked instead of running to finish the race. They carry the banner of ‘Special Olympic7 with them.
  8. The eighth stanza is about how the race ended. All were winners and awarded a gold medal each. Their faces were beaming and they were happy.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

BSE Odisha 9th Class English Nine Gold Medals Important Questions and Answers

Very Short A Objective Questions With Answers
Answer The Followings In A Sentence.

Question 1.
What is the poem ‘Nine Gold Medals’ about?
Answer:
The poem ‘Nine Gold Medals’ is about an inspiring running event that took place among nine disabled athletes.

Question 2.
Who came from all over the country?
Answer:
Disabled athletes came from all over the country.

Question 3.
Why did the disabled athletes come there?
Answer:
The disabled athletes came there to participate in a race competition.

Question 4.
Who has usually rewarded the three medals- gold, silver, and bronze?
Answer:
Usually, the first winner of the competition is rewarded with a gold medal and the second winner gets a silver medal and the winner who stands third gets a bronze medal.

Question 5.
What was the event for which they had come?
Answer:
They had come to participate in a running race competition in a special Olympic event.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 6.
What had they done before they came down to these games?
Answer:
They had trained themselves hard for many weeks and months before they came down to these games.

Question 7.
What did the spectators do around the Oldfield?
Answer:
The spectators gathered round the old field and cheered the athletes.

Question 8.
Why did they gather around the old field?
Answer:
They gathered round the old field to enjoy watching the games and cheered the athletes.

Question 9.
Why did their excitement grow up?
Answer:
Their excitement grew up because the final event of the day was approaching.

Question 10.
What were all lined up?
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event?
Answer:
The event was a hundred-yard dash.

Question 12.
How many athletes were there?
Answer:
There were nine athletes in the competition.

Question 13.
Which word tells that the athletes had taken a firm decision to win a medal?
Answer:
The word ‘ resolved ’ in the third line of the third stanza tells that the athletes had taken a firm decision to win a medal.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 14.
Where were those nine athletes?
Answer:
Those nine athletes were at the back of the starting line.

Question 15.
What were they poised for?
Answer:
They were poised for the sound of the gun.

Answer The Following In A Word Or A Phrase.

Question 1.
Where did the athletes come from?
Answer:
all over the country

Question 2.
Why did they run for it?
Answer:
for gold, silver, and bronze medals

Question 3.
How many athletes were there in the race?
Answer:
nine athletes

Question 4.
Who gathered round the old field?
Answer:
the spectators

Question 5.
Where did the spectators assemble?
Answer:
around the old field

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 6.
What were all lined up?
Answer:
the blocks

Question 7.
What was the event?
Answer:
a hundred-yard dash

Question 8.
What were the athletes poised for?
Answer:
the sound of the gun

Question 9.
What exploded to signal the beginning of the race?
Answer:
the gun

Question 10.
Who was unable to run?
Answer:
the youngest of the runners

Question 11.
Where did the young athlete fall?
Answer:
to the asphalt

Question 12.
Why did the young athlete cry out?
Answer:
in frustration and anguish

Question 13.
What did the athletes carry with them?
Answer:
a banner

Question 14.
What did the banner say?
Answer:
Special Olympics

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 15.
How did the athletes go to the finishing point?
Answer:
holding their hands

Question 16.
What does the poem ‘ Nine Gold Medals ‘ say?
Answer:
humanity, not personal achievement

Question 17.
Who is the poem ‘ Nine Gold Medals ’ written by?
Answer:
David Roth

Question 18.
What does the expression ‘ anguish’ mean?
Answer:
mental pain

Question 19.
What do we call a person who takes part in sports?
Answer:
athlete

Question 20.
What does the expression ‘nine beaming faces’ refer to?
Answer:
nine happy disabled athletes

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Fill In The Blanks.

1. The athletes came from ____________ the country.
Answer:
all over

2. The spectators ____________ round the old field.
Answer:
gathered

3. The hundred-yard ____________ and the race to be run.
Answer:
dash

4. They ____________ for the sound of the gun.
Answer:
poised

5. The ____________ were all lined up for the race.
Answer:
blocks

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

6. They turned back ____________ to help the young athlete.
Answer:
one by one

7. They were holding a ____________ that read “Special Olympics”.
Answer:
banner

8. Being frustrated. he cried is ____________.
Answer:
anguish

9. They all were awarded ____________.
Answer:
gold medal

10. His dreams and efforts all ____________ is the dirt.
Answer:
dashed

Multiple Choice Questions With Answers.

Question 1.
How many athletes were there in the race?
(A) two athletes
(B) five athletes
(C) nine athletes
(D) six athletes
Answer:
(C) nine athletes

Question 2.
Who gathered round the old field?
(A) the visitors
(B) the travelers
(C) the players
(D) the spectators
Answer:
(D) the spectators

Question 3.
What exploded to signal the beginning of the race?
(A) the gun
(B) the hell
(C) the trumpet
(D) the drum
Answer:
(A) the gun

Question 4.
Where did the young athlete fall?
(A) to the ground
(B) to the mud
(C) to the asphalt
(D) to the rocks
Answer:
(C) to the asphalt

Question 5.
What did the athletes carry with them?
(A) a leaflet
(B)a flag
(C) a banner
(D) none of these
Answer:
(C) a banner

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 6.
What do we call a person who takes pan in sports?
(A) participant
(B) coach
(C) athlete
(D) winner
Answer:
(C) athlete

Question 7.
The spectators ____________ round the old field.
(A) assembled
(B) viewed
(C) gathered
(D) walked
Answer:
(C) gathered

Question 8.
The ____________dashandcheracetoberun.
(A) hundred-yard
(B) fifty-yard
(C) twenty-yard
(D) ten-yard
Answer:
(A) hundred-yard

Question 9.
They ____________ for the sound of the gun.
(A) poised
(B) waited
(C) expected
(D) awaited
Answer:
(A) poised

Question 10.
The ____________ were all lined up for the race.
(A) blocks
(B) players
(C) tracks
(D) athletes
Answer:
(A) blocks

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 11.
They turned back ____________ to help the young athlete.
(A) simultaneously
(B) one by one
(C) in a row
(D) quickly
Answer:
(B) one by one

Question 12.
They were holding a ____________ that read “Special Olympics”.
(A) leaflet
(B) hag
(C) banner
(D) signboard
Answer:
(C) banner

Question 13.
Being frustrated, he cried ____________.
(A) pain
(B) despair
(C) anger
(D) anguish
Answer:
(D) anguish

Question 14.
They all were awarded ____________.
(A) silver medals
(B) bronze medals
(C) iron medals
(D) gold medals
Answer:
(D) gold medals

Question 15.
His dreams and efforts ____________ all in the dirt.
(A) vanished.
(B) crashed
(C) dashed
(D) washed
Answer:
(C) dashed

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Nine Gold Medals Summary in English

Lead-In:
David Roth has sent a great message to humanity that the world now needs no more competition but more cooperation and collaboration. The authenticity of the incident offers a moral value. The present times need it badly when people forget to help one another in an unhealthy rat race in every aspect of life.
ଉପକ୍ରମ :
ଡେଭିଡ୍ ରୋଥ୍ ଆମକୁ କବିତା ମାଧ୍ୟମରେ ଗୋଟିଏ ସୁନ୍ଦର ନୈତିକ ଭାବ ପରିବେଷଣ କରିଛନ୍ତି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀ ପ୍ରତିଯୋଗିତା ଅପେକ୍ଷା ପରସ୍ପର ସହଯୋଗୀ ମନୋଭାବ ଅଧିକ ଦରକାର କରୁଛି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀବାସୀ ତାହା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଭୁଲି ଯାଇଛନ୍ତି । ସାହାଯ୍ୟର ହାତ ବଢ଼ାଇବା ପରିବର୍ତ୍ତେ ପ୍ରତିଯୋଗିତାରେ ଜୟଲାଭ କରିବାକୁ ଚାହୁଁଛନ୍ତି । କବିତା “Nine Gold Medals” ମାଧ୍ୟମରେ କବି ସୁନ୍ଦର ଭାବରେ ଏକଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । କବିତାଟି ନୈତିକତାବୋଧକ ଏବଂ ସୃଜନଶୀଳ ।

Stanzawise Analysis:
Stanza – 1
The athletes had come from all over the country
To run for the gold, for the silver and bronze
Many weeks and months of training
All comings down to these games.
ଅନୁବାଦ :
ସମଗ୍ର ଦେଶରୁ ଖେଳାଳିମାନେ ଦୌଡ଼ ପ୍ରତିଯୋଗିତାରେ ଭାଗ ନେବାକୁ ଆସିଥିଲେ । କେବଳ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ଜିତିବାପାଇଁ ସେମାନେ ଆଗରୁ ସପ୍ତାହ ସପ୍ତାହ ଏବଂ ମାସ ମାସ ଧରି ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ ।

Stanza – 2
The spectators gathered around the old field
To cheer on all the young women and men
The final event of the day was approaching
Excitement grew high to began.
ଅନୁବାଦ :
ଏକ ପୁରାତନ ଖେଳପଡ଼ିଆର ଚାରିପାଖରେ ଦର୍ଶକମାନେ ଏକତ୍ର ହେଲେ । ସମସ୍ତେ ଖେଳାଳିମାନଙ୍କୁ ଉତ୍ସାହିତ କରିବାକୁ ଆସିଥିଲେ । କାରଣ ଏହା ଥିଲା ଶେଷ ପର୍ଯ୍ୟାୟ ଖେଳ । ଦିବସର ଶେଷ ପ୍ରତିଯୋଗିତାର ସମୟ ନିକଟତର ହେଉଥିଲା । ଉତ୍ସାହ ଓ ଉଦ୍ଦୀପନା ବଢ଼ିବାରେ ଲାଗିଥିଲା ।

Stanza – 3
The blocks were all lined up for those who would use them
The hundred-yard dash and the race to be run
These were nine resolved athletes in back of the starting line
Poised for the sound of the gun.
ଅନୁବାଦ :
ଖେଳାଳିମାନଙ୍କ ବ୍ୟବହାର ପାଇଁ ସମସ୍ତ ଟ୍ରାକ୍ ପ୍ରସ୍ତୁତ ହୋଇସାରିଥିଲା । ଶହେ ଗଜ ଦୂରତା ଦୌଡ଼ିବାର ଥିଲା । ନଅ ଜଣ ସଂକଳ୍ପବଦ୍ଧ କ୍ରୀଡ଼ାବିତ୍ ଆରମ୍ଭରେଖା ପଶ୍ଚାତ୍‌ରେ ଦୌଡ଼ିବା ନିମନ୍ତେ ପ୍ରସ୍ତୁତ ହୋଇ ବନ୍ଧୁକ ଫୁଟିବା ଶବ୍ଦକୁ ଅପେକ୍ଷା କରିଥିଲେ ।

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Stanza – 4
The signal was given, the pistol exploded
And so did the runners all charging ahead
But the smallest among them, he stumbled and staggered
And fell to the asphalt instead.
ଅନୁବାଦ :
ପିସ୍ତଲ ଗର୍ଜି ଉଠିଲା ଓ ଦୌଡ଼ିବାର ସଙ୍କେତ ଦିଆଗଲା । ଖେଳାଳିମାନେ ଆଗକୁ ଦୌଡ଼ିବାକୁ ଆରମ୍ଭ କଲେ । ମାତ୍ର ସମସ୍ତଙ୍କଠାରୁ ସାନ ପିଲାଟି ଝୁଣ୍ଟି ପଡ଼ିଲା ଓ ଭାରସାମ୍ୟ ହରାଇ ତଳେ ପଡ଼ିଗଲା ।

Stanza – 5
He gave out a cry in frustration and anguish
His dreams and his efforts all dashed in the dirt
But as sure as I’m standing here telling this story
The same goes for what next occurred.
ଅନୁବାଦ :
ପିଲାଟି ହତାଶାବୋଧ, ମାନସିକ ଓ ଶାରୀରିକ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା । ତାହାର ସମସ୍ତ ସ୍ବପ୍ନ ଓ ଉଦ୍ୟମ ମୁହୂର୍ତ୍ତକରେ ମାଟିରେ ମିଶିଲା । ମୁଁ ସେଠାରେ ଛିଡ଼ା ହୋଇ ଦେଖୁଥୁଲି ଏବଂ ପରବର୍ତ୍ତୀ ଘଟଣା ଠିକ୍ ନିମ୍ନ ପ୍ରକାର ଥିଲା ।

Stanza – 6
The eight other runners pulled up on their heels
The ones who had trained for so long to compete
One by one they all turned around and went back to help him
And brought the young boy to his feet.
ଅନୁବାଦ :
ଅନ୍ୟ ଆଠଜଣ ଖେଳାଳି ଅଟକିଗଲେ ଯେଉଁମାନେ କି ପ୍ରତିଯୋଗିତା ନିମନ୍ତେ ଦୀର୍ଘଦିନର ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ । ଆଉ ଆଗକୁ ନ ଯାଇ ଜଣ ଜଣ କରି ସମସ୍ତେ ସାହାଯ୍ୟ କରିବାକୁ ପଛକୁ ଫେରିଲେ ଏବଂ ପିଲାଟିକୁ ଠିଆ କରିବାରେ ସାହାଯ୍ୟ କଲେ ।

Stanza – 7
Then all the nine runners joined hands and continued
The hundred-yard dash now reduced to a walk
And a banner above that said (Special Olympics)
Could not have been more on the mark.
ଅନୁବାଦ :
ତା’ପରେ ସମସ୍ତ ନଅ ଜଣ ଦୌଡ଼ାଳି ହାତ ଧରାଧରି ହୋଇ ଆଗକୁ ବଢ଼ିଲେ । ଶହେ ଗଜର ଦୌଡ଼ ଚାଲିବାରେ ରୂପାନ୍ତରିତ ହେଲା । ଉପରେ ଲାଗିଥିବା bannerରେ ଲିଖ୍ ‘Special Olympics” ନାମକୁ ଏହା ଯଥାର୍ଥରେ ସାକାର କରୁଥିଲା ।

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Stanza – 8
That’s how the race ended, with nine gold medals
They came to the finish line holding hands still
And a standing ovation and nine beaming faces
Said more than these words ever will
ଅନୁବାଦ :
ଏହିପରି ଭାବେ ଖେଳ ସମାପ୍ତ ହେଲା । ନଅଟି ସୁନା ପଦକ ସମସ୍ତ ଖେଳାଳିଙ୍କୁ ଦିଆଗଲା । ନଅ ଜଣ ଖେଳାଳିଙ୍କର ଉଜ୍ଜ୍ବଳ ମୁଖମଣ୍ଡଳ ଓ ଦର୍ଶକମାନଙ୍କର ଛିଡ଼ା ହୋଇ ସମ୍ଭାଷଣ ଏହାଠାରୁ ଆହୁରି ଅଧ୍ଵ କିଛି କହୁଥିଲା ।

About The Poet: (କବିଙ୍କ ସମ୍ପର୍କରେ )
David Roth was bom on 10 October 1954 in Bloomington, Indiana. He is an American rock vocalist, song composer, author, actor, and radio personality.  The present poem is based on an inspiring event of a race in which nine differently-abled athletes took part in a “Special Olympic” event. In the race when one runner fell to the ground, all others stopped and returned to help him stand on his feet, and they walked hand-in-hand to finish the race. All of them won and were awarded gold medals for their empathy for each other. The poem is highly educative in terms of value education in this competitive world. The poet highlights humanity which is high above personal achievements. It conveys a great message to humanity that the world now needs no more competition but more love, affection, fellow feeling, cooperation, and collaboration.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
athlete — a participant in a group of sports activities
training — practice on anything
spectators — persons watching an event
cheer — to encourage — ଉତ୍ସାହିତ କରିବା
approaching — drawing near — ପାଖେଇ ଆସୁଛି
excitement — a state of being excited — ଉତ୍ତେଜନା
blocks — two starting blocks on the ground where the manners push their feet against at the beginning of the race
resolved — determined — ସଂକଳ୍ପବଦ୍ଧ
poised — ready — ପ୍ରସ୍ତୁତ
signal — a sign to start — ସଙ୍କେତ
stumble — hit the feet against something — ଝୁଣ୍ଟି ପଡ଼ିବା
staggered — lost balance — ଭାରସାମ୍ୟ ହରାଇଲେ
instead — ଏହ ପରିବର୍ତ୍ତେ
medal — a gift for winning an event — ପଦକ
exploded — sounded — ଶବ୍ଦ ହେଲା
frustration — hopelessness — ନିରାଶାବୋଧ
occurred — happened — ଘଟିଲା |
reduce — cut down
ovation — an expression of popular
appreciation — ସ୍ବୀକୃତିସୂଚକ ସମ୍ମାନ
beaming — ଆଲୋକିତ
anguish — terrible mental pain — ଭୟଙ୍କର ମାନସିକ ଯନ୍ତ୍ରଣା |

BSE Odisha 9th Class English:

Home and Love Question Answer Class 9 English Chapter 6 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 6 Home and Love Textbook Exercise Questions and Answers.

Class 9th English Chapter 6 Home and Love Question Answers BSE Odisha

Home and Love Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)

Question 1.
Which words are important in the first line of the poem?
(କବିତାଟିର ପ୍ରଥମ ଧାଡ଼ିରେ କେଉଁ ଶବ୍ଦଗୁଡ଼ିକ ଗୁରୁତ୍ବପୂର୍ଣ ?)
Answer:
The words, ‘Home and Love’, are important in the first line of the poem.

Question 2.
Which two words are the sweetest, according to the poet?
(କେଉଁ ଦୁଇଟି ଶବ୍ଦ କବିଙ୍କ ମତରେ ସବୁଠାରୁ ମଧୁର ?)
Answer:
According to the poet, the two words, ‘Home and Love’ are the sweetest.

Question 3.
Do you think that the meanings of ‘Home’ and ‘Love’ are very wide and gracious? Discuss.
(ତୁମେ ଭାବୁଛ କି ‘ଘର’ ଏବଂ ‘ସ୍ନେହ’ର ଅର୍ଥ ବ୍ୟାପକ ଏବଂ ଆନନ୍ଦପ୍ରଦ ? ଆଲୋଚନା କର ।)
Answer:
Yes, the meanings of ‘Home’ and ‘Love’ are very wide and gracious. We live in our home. Home becomes a paradise (ସ୍ଵର୍ଗର ନନ୍ଦନକାନନ ) when everyone in the family possesses love and they reciprocate it in a tender manner. These two words are spoken everywhere and carry the spirit of joy and metaphor for the joy of living.

Question 4.
How many times does the poet repeat ‘Home and Love’?
(କବି କେତେଥର ‘Home and Love’କୁ ଦୋହରାଇଛନ୍ତି ?)
Answer:
The poet repeats ‘Home and Love’ seven times.

Question 5.
How does the sweetness of home link up with love?
(ଘରର ମଧୁରତା ସ୍ନେହ ସହିତ କିପରି ଜଡ଼ିତ ?)
Answer:
Love is the inner feeling in the heart of a man. It’s very tender. It appears in the heart of everyone in the family. It binds all in bliss and peace at home. So home is nothing but a paradise of peace and pleasure as the outcome of love. Thus the sweetness of home links up with love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 6.
Love without home is ___________.
(ସ୍ନେହ ବିନା ଗୃହ — ।)
(a) agony (b) suffering (c) pain.
Answer:
(c) pain.

Question 7.
Can we separate Home and Love?
(ଆମେ ଘର ଏବଂ ସ୍ନେହକୁ ଅଲଗା କରିପାରିବା କି ?)
Answer:
No, we cannot separate Home and Love, because a Home without Love is bitterness, and Love without Home is often painful. These two words are closely related to each other.

Question 8.
When do you sing the whole day long?
(ତୁମେ କେତେବେଳେ ପୂରାଦିନଯାକ ଗାଅ ?)
Answer:
We sing the whole day long when we understand the significance of both the words Home and Love and occupy them to our heart’s content.

Question 9.
When angels talk in Heaven above What do they lack?
(ଯେତେବେଳେ ଉପରେ ସ୍ଵର୍ଗରେ ଥିବା ପରୀମାନେ କଥା ହୁଅନ୍ତି …. ସେମାନଙ୍କର କ’ଣ ଅଭାବ ଥାଏ ?)
Answer:
When angels talk in heaven above, they lack to find words sweeter than Home and Love.

F. Let’s Appreciate The Poem: (ଆସ କବିତାଟିକୁ ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
The poet compares home with love. Does he find one better than the other? Why/not?
(କବି ଘରକୁ ସ୍ନେହ ସହିତ ତୁଳନା କରନ୍ତି । ସେ କ’ଣ ଗୋଟିଏ ଅନ୍ୟଟି ଅପେକ୍ଷା ଉତ୍ତମ ବୋଲି ଭାବନ୍ତି ? କାହିଁକି/କାହିଁକି ନୁହେଁ ? )
Answer:
The poet compares home with love. No, he doesn’t find one better than the other. He cannot distinguish one better than the other as both seem equally important. Home and love are complementary to each other. A home without love is bitterness and love without a home is pain-giving.

Question 2.
What does the line ‘The wide and gracious range of speech’ convey?
( ‘The wide and gracious range of speech’ ଧାଡ଼ିଟି କ’ଣ ପରିପ୍ରକାଶ କରୁଛି ?)
Answer:
‘The wide and gracious range of speech’ conveys that the feeling of love is very tender and its depth cannot be measured. Similarly, the degree of happiness and peace of home is pleasant and sweet.

Question 3.
Which ideas do the angels discuss in Heaven?
(କେଉଁ ଧାରଣା ବିଷୟରେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ ଆଲୋଚନା କରନ୍ତି ?)
Answer:
Angels discuss about the sweetness of home and love in Heaven.

Question 4.
Why does bitterness arise?
(କାହିଁକି ତିକ୍ତତା ଆସେ ?)
Answer:
Home becomes a place of peace and happiness if love is found in the heart of everyone at home. Love binds each member of the family. Bitterness (ତିକ୍ତତା) arises in the family when there is a home without love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
When does one have a winning position?
(କେତେବେଳେ ଜଣେ ବିଜୟୀର ସ୍ଥାନ ପାଏ ?)
Answer:
One has a winning position when he/she succeeds in getting both home and love together.

Question 6.
What are the three important words in the last two lines which convey the poet’s ideas?
(ଶେଷ ଦୁଇଧାଡ଼ିରେ କେଉଁ ତିନୋଟି ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ଶବ୍ଦ ଅଛି ଯାହା କବିଙ୍କ ଅଭିପ୍ରାୟକୁ ପରିପ୍ରକାଶ କରୁଛି ?)
Answer:
Sweet, Home and Love are the three important words in the last two lines which convey the poet’s ideas about how love exists in the Home.

Question 7.
What message does the poet have for those who have both home and love?
(ଯେଉଁମାନଙ୍କର ଉଭୟ ଘର ଏବଂ ପ୍ରେମ ଅଛି କବିଙ୍କର ସେମାନଙ୍କ ପାଇଁ କ’ଣ ସନ୍ଦେଶ ଅଛି ?)
Answer:
The poet sets a message (ସନ୍ଦେଶ ) for those who have both home and love that they will sing the glory of home and love that makes them happy for the whole day and make their song divine.

G. Let’s Do Some Activities: (ଆସ କିଛି କାର୍ଯ୍ୟ କରିବା)

Activity – 1 (କାର୍ଯ୍ୟ – ୧):
(a) Read the poem aloud. Then read it silently over and over again and remember the lines.
(କବିତାଟିକୁ ବଡ଼ ପାଟିରେ ପଢ଼ । ତା’ପରେ ନୀରବରେ ବାରମ୍ବାର ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକ ଧାଡ଼ିକୁ ମନେରଖ ।)

(b) Given below are a few lines from the second stanza of the poem. But some words are missing there. Supply the missing words without looking at the stanza.
(ନିମ୍ନରେ କବିତାର ଦ୍ବିତୀୟ ପଦର କିଛି ଧାଡ଼ି ଦିଆଯାଇଛି । କିନ୍ତୁ ସେଥ‌ିରେ କିଛି ଶବ୍ଦ ଛାଡ଼ ଅଛି । ପଦକୁ ନ ଦେଖ୍ ସେହି ଛାଡ଼ିଥ‌ିବା ଶବ୍ଦ ବସାଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

Home without love is _____________.
Love without Home is often _____________.
Somehow they travel _____________.
Answer:
Home wihout love is bitteress.
Love without Home is often pain.
Somehow they travel hand and glove.

Activity — 2 (କାର୍ଯ୍ୟ – ୨):
Fill in the blanks with suitable words or phrases given below.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉପଯୁକ୍ତ ଶବ୍ଦ କିମ୍ବା ଫ୍ରେଜ୍ ମାଧ୍ୟମରେ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(a) _________ is a place where angels talk.
(b) Love can seldom exist without _______________.
(c) Home and Love are sweet because they contain __________________.

(home, the wide and gracious range of speech, heaven)

Answer: (ଉତ୍ତର)
(a) Heaven is a place where angels talk.
(b) Love can seldom exist without a home.
(c) Home and Love are sweet because they contain a wide and gracious range of speech.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Activity —3 (କାର୍ଯ୍ୟ – ୩):
Home is more important than love. Do you agree or disagree with the statement? Form two groups. Select your leader for each group. The first group will give arguments to show that the statement is true. The second group will argue that the statement is false. Cooperate with each other and note down all the useful points that can be made to support your point of view.
(ସ୍ନେହ ଅପେକ୍ଷା ଘର ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ତୁମେ ଏହି ମତ ସହିତ ସମ୍ମତ ବା ଅସମ୍ମତ ? ଦୁଇଟି ଦଳ ଗଠନ କର । ପ୍ରତି ଦଳ ପାଇଁ ତୁମର ଦଳପତିଙ୍କୁ ବାଛ । ପ୍ରଥମ ଦଳ ଏହି ଉକ୍ତିଟି ଠିକ୍ ବୋଲି ଯୁକ୍ତି ଦର୍ଶାଇବେ । ଦ୍ବିତୀୟ ଦଳ ଉକ୍ତିଟି ଭୁଲ୍ ବୋଲି ତର୍କ କରିବେ ! ପରସ୍ପରକୁ ସହଯୋଗ କର ଏବଂ ଦରକାରୀ ପଏଣ୍ଟଗୁଡ଼ିକ ଯାହା ତୁମ ମତାମତକୁ ସମର୍ଥନ କରୁଛି ତାକୁ ଟିପି ରଖ ।)

Answer:
My point of view is that both contain such a sense of affinity par excellence that it is hard to guess which one is the best. One feels bitter at home without love and pain without love. A home without love is bitterness and love without a home is often pain. Both travel close to each other. If a man wins one of them, he must gain both home and love. If a man possesses both, he can spend his days happily.

H. Let’s Do Some Activities: (ଆସ କିଛି କାର୍ଯ୍ୟ କରିବା)
“A short description”(‘ଏକ ସଂକ୍ଷିପ୍ତ ବର୍ଣ୍ଣନା ’’)
Use the following words and expressions to describe a happy home:
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ଗୋଟିଏ ସୁଖୀ ଘର (a happy home)ର ବର୍ଣ୍ଣନା କର ।)
Sweetness, Parents and relations, happy memories, friends, childhood games and sports, love and affection.

Answer: (ଉତ୍ତର)
 A HAPPY HOME.
A home is a place where a particular family lives. It is the sweetest place where one enjoys pleasure in life. Its sweetness attracts people to live together. A happy home is a place where a family lives with the warmest love and šweet memories. So it is rightly said ‘there is no place like home. Here the children are nourished by their parents. Childhood is spent safely and happily with much affection from the parents. All children of the family are like friends. Various games and sports are played as encouragement in the family. All the family members are tied in the warmest love and affection. A home is just like a paradise on earth. It is well said ”East or West, Home is the best”.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

BSE Odisha 9th Class English Home and Love Important Questions and Answers

Very Short & Objective Questions With Answers
Answer The Followings In A Sentence.

Question 1.
Which two words are the sweetest, according to the poet?
Answer:
According to the poet, the two words Home and Love are the sweetest.

Question 2.
What do Home and Love convey?
Answer:
Home and Love convey a wide and gracious range of speech.

Question 3.
Where do the angels live?
Answer:
The angels live in Heaven.

Question 4.
What, according to the poet, is hard to guess?
Answer:
According to the poet, it is very hard to guess between Home and Love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
How do bitterness and pain arise?
Answer:
Home becomes a place of happiness if love prevails. If love is withdrawn bitterness arises.

Question 6.
Which two things travel hand and glove?
Answer:
Home and Love travel hand and glove.

Question 7.
How do you sing the whole day long?
Answer:
We sing the whole day long when we understand the significance of both the words, Home and Love, and occupy them.

Question 8.
When does one have a winning position?
Answer:
One has a winning position when he/ she succeeds in getting home and love together.

Question 9.
How can you make your song divine?
Answer:
You can make your song divine if you possess both home and love and sing the whole day long.

Question 10.
What does the poet praisefully repeat?
Answer:
The poet praisefully repeats that the angels do not find substitutes for simple and sweet words like home and love when they talk in Heaven.

Answer The Followings In A Word Or A Phrase.

Question 1.
What does the poet praisefully repeat?
Answer:
The angels do not find substitutes for the sweetest words like home and love.

Question 2.
What are the three important words described in the poem “Home and Love”?
Answer:
Heaven, home, love.

Question 3.
What do Home and Love convey?
Answer:
A wide and gracious range of speech.

Question 4.
Which two words are sweetest, according to the poet, R.W. Service?
Answer:
Home and love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
Where do the angels talk?
Answer:
In heaven

Question 6.
Can we separate Home and Love?
Answer:
No

Fill In The Blanks.

1. Love without a home is _____________.
Answer:
pain

2. “Gentle and caring feeling” is _____________.
Answer:
tenderly

3. Love cannot exist without _____________.
Answer:
home

4. Home and Love travel _____________.
Answer:
hand and glove

5. ‘Hand and glove” means _____________.
Answer:
close to each other

6. In the poem the word ‘heaven’ means _____________.
Answer:
abode of God

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

7. One who is acting as God’s messenger is an _____________.
Answer:
angel

8. According to the poet, the two words “Home and Love” are really _____________.
Answer:
valuable

9. One can sing the whole day long if he possesses both _____________.
Answer:
home and love

10. “And so I praisefully repeat”. Here ‘praisefully’ means _____________.
Answer:
admirably

11. “It doesn’t matter” means _____________.
Answer:
It carries no importance

12. If you have both. Here ‘both’ means _____________.
Answer:
Home and Love

13. We love home because it is _____________.
Answer:
peace

14. Home becomes a paradise if their _____________ is in the heart of everybody.
Answer:
love

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

15. Home and Love are sweet because they contain a wide and gracious range of _____________.
Answer:
speech

Multiple Choice Questions With Answers.

Question 1.
There is a word in the poem that means ‘admirably’. Find it out.
(A) Admire
(B) Admiration
(C) Admirable
(D) Praisefully
Answer:
(D) Praisefully

Question 2.
Find out the word in the poem, which means ‘pleasant and sweet’.
(A) gracious
(B) sweetness
(C) pleasurable
(D) kindness
Answer:
(A) gracious

Question 3.
There is a word in the poem whose meaning is, “One who is acting as God’s messenger.” Find it out.
(A) ghost
(B) witch
(C) spirit
(D) angel
Answer:
(D) angel

Question 4.
There is a word in the poem which means impossible’. Find it out.
(A) perhaps
(B) possibly
(C) uncertain
(D) hard
Answer:
(D) hard

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
According to the poet, the two words “Home and Love” are really _____________.
(A) less important
(B) valuable
(C) sweetest
(D) rare
Answer:
(B) valuable

Question 6.
In the poem, the poet has used “Home and Love” _____________.
(A) once
(B) twice
(C) thrice
(D) five times
Answer:
(D) five times

Question 7.
Love without a home is _____________.
(A) sorrowful
(B) suffering
(C) pain
(D) joyful
Answer:
(C) pain

Question 8.
When there is Home without Love there arises _____________.
(A) hatred
(B) family problem
(C) homeless
(D) bitterness
Answer:
(D) bitterness

Question 9.
Angels talk in _____________.
(A) sky
(B) space
(C) heaven
(D) earth
Answer:
(C) heaven

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 10.
Love cannot exist without _____________.
(A) family
(B) lover
(C) friend
(D) home
Answer:
(D) home

Question 11.
Can we separate Home and Love?
(A) Yes
(B) No
(C) In some cases
(D) In certain cases
Answer:
(B) No

Question 12.
“Gentle and caring feeling” is _____________.
(A) happy
(B) bitterness
(C) tenderly
(D) pain
Answer:
(C) tenderly

Question 13.
Home and Love travel _____________.
(A) fast
(B) silently
(C) hand and glove
(D) to the heaven
Answer:
(C) hand and glove

Question 14.
We love home because it is _____________.
(A) peace
(B) affection
(C) mother
(D) hatred
Answer:
(A) peace

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Home and Love Summary in English

Lead-In:
We all love our home as we live here together in the family and grow up in life. We also wish to come back home when we feel tired outside. We also return home from our daily work. It is because it attracts us and we get pleasure at home. So we love our home and live here. God has endowed in the heart of a man tender feeling to win the heart of others. It is the greatest quality which is called love. Reciprocation of love with one another in the family brings happiness and peace at home. Love makes an excellent complement to home. So we grow with our mother’s love and father’s care at home. This is the theme of the poem.

Notes:
endowed – ଭରିଛନ୍ତି
tender feeling – କୋମଳ ଭାବନା,
complement – ଅନୁପୂରକ,
reciprocation – ଆଦାନପ୍ରଦାନ,
attract – ଆକର୍ଷିତ କରିବା

ଲିଡ୍ ଇନ୍:
ଆମେ ସମସ୍ତେ ଆମ ଘରକୁ ଭଲ ପାଉ କାରଣ ଆମେ ଏଠାରେ ଏକତ୍ର ପରିବାରରେ ବାସ କରୁ ଏବଂ ଆମ ଜୀବନରେ ଆଗକୁ ଯାଉ । ଯେତେବେଳେ ଆମେ ବାହାରେ କ୍ଳାନ୍ତି ଅନୁଭବ କରୁ ସେତେବେଳେ ଆମେ ସମସ୍ତେ ଘରକୁ ଫେରି ଆସିବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କରୁ । ଆମେ ମଧ୍ୟ ଆମର ଦୈନନ୍ଦିନ କାର୍ଯ୍ୟରୁ ଘରକୁ ଫେରିଥାଉ । ଏହାର କାରଣ ଏହା ଆମକୁ ଆକର୍ଷିତ କରେ ଓ ଆମେ ଘରେ ହିଁ ଆନନ୍ଦ ପାଉ । ତେଣୁ ଆମେ ଘରକୁ ଭଲ ପାଉ ଓ ସେଠାରେ ବାସ କରୁ । ଅନ୍ୟମାନଙ୍କର ହୃଦୟକୁ ଜୟ କରିବାକୁ ଈଶ୍ବର ମଣିଷ ହୃଦୟରେ ସରଳ ସହାନୁଭୂତି ଭରି ଦେଇଛନ୍ତି । ଏହା ହେଉଛି ସର୍ବୋତ୍ତମ ଗୁଣ ଯାହାକୁ ସ୍ନେହ (Love) କୁହନ୍ତି । ପରିବାର ମଧ୍ୟରୁ ଜଣକର ଅନ୍ୟ ଜଣେ ସଦସ୍ୟ ସହିତ ସ୍ନେହ ବା ଶ୍ରଦ୍ଧାର ଆଦାନପ୍ରଦାନ ଘରେ ସୁଖ ଓ ଶାନ୍ତି ଆଣି ଦେଇଥାଏ । ସ୍ନେହ ଘରକୁ ଅତି ସୁନ୍ଦର ଓ ଅନୁପମ କରିଥାଏ । ଏଣୁ ଆମେ ମାଆର ସ୍ନେହ ଓ ବାପାଙ୍କ ଯତ୍ନରେ ଘରେ ବଢ଼ିଥାଉ । ଏହା ହେଉଛି କବିତାର ସାରମର୍ମ ।

Summary:
Really home and love are two small words and they consist of four letters. They convey a wide and gracious range of speech. They are so pleased that they express inner emotions of attachment to others. These two words are very loving and gentle to hear and feel. So they are tenderly complete with their sweet attribute. Hence the innate sweetness and tender attributes are not found in all other words than home and love. It is sure that the angels do not have words sweeter than home and love when they talk in heaven. The poet deeply thinks that these two words, home, and love, contain a such sense of affinity par excellence that it is hard to guess how to distinguish the best between them. His sense? of deliberation rolls up at a decision that one feels bitter at home without love and pines for love without a home. Love binds all the members of the family to peace and happiness. If a man having love in heart cannot consign it to anybody or kins, he decidedly suffers pain. He again thinks that out of these two, one alone is seldom seen, as they travel hand and glove. If a man wins one of them, he must gain both home and love. The poet is sure that when a man possesses both home and love up to his satisfaction he spends the whole day in the pursuit of pleasure. It doesn’t matter if he is poor. He can be a blithe spirit with these two words to make his bliss the result of the action of God or Goddess. Ultimately he repeats laudably that the angels do not find a substitute for such simple sweet words of hope and love when they talk in heaven.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Notes:
convey – ବହନ କରିବା,
gracious – ଉଦାର,
pleasant – ମଧୁର, / ଆନନ୍ଦପ୍ରଦ,
inner emotion – ଅନ୍ତରର ଭାବନା,
attachment – ବନ୍ଧନ,
tenderly – କୋମଳ ଭାବେ
innate – ସ୍ବାଭାବିକ,
sweetness – ମଧୁରତା,
attribute – ଗୁଣ,
affinity – ରକ୍ତସମ୍ବନ୍ଧ,
par excellence – ଶ୍ରେଷ୍ଠତା ସଙ୍ଗେ ସମାନ,
guess – ଅନୁମାନ କରିବା,
distinguish – ପ୍ରଭେଦ ଜାଣିବା
deliberation – ଗଭୀର ଚିନ୍ତନ
decision – ସିଦ୍ଧାନ୍ତ
bitter – ତିକ୍ତ,
consign – ଅର୍ପଣ କରିବା,
possesses – ଧରି ରଖୁଛି,
satisfaction – ସନ୍ତୋଷ
pursuit – ପାଇବାକୁ ଚେଷ୍ଟା,
ultimately – ଶେଷରେ
blithe – ପ୍ରଫୁଲ୍ଲ ଭାବେ,
laudably – ପୁଂଶସାପୂର୍ଣ ଭାବେ,
angel – ଦେବଦୂତ,
substitute – ବିକଳ୍ପ /ବଦଳରେ,
heaven – ସ୍ୱର୍ଗ

ସାରାଂଶ:
Home ଓ Love ଚାରି ଅକ୍ଷରବିଶିଷ୍ଟ ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ । ମାତ୍ର ଏହି ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ ମଧ୍ଯରେ ଯେଉଁ ଉଦାର ଓ ମଧୁର ଭାବ ପରିପ୍ରକାଶର ସୁଲଳିତ ପୂର୍ଣ୍ଣତା ଭରି ରହିଛି ତାହା ଅନ୍ୟତ୍ର ଦୁର୍ଲଭ । ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥାବାର୍ତ୍ତା ହେଉଥିବାବେଳେ ଏହି ଦୁଇଟି home (ଘର) ଓ love (ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା) ଭଳି ଖୁବ୍ ମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପରିକଳ୍ପନା କରିପାରି ନାହାନ୍ତି ।
ଏହି ଶବ୍ଦ ଦୁଇଟିର ଭାବ ଏଭଳି ପରିପୂରକ, ସାପେକ୍ଷ ତଥା କୋମଳ ଓ ହୃଦୟସ୍ପର୍ଶୀ ଯେ ଏମାନଙ୍କ ମଧ୍ୟରୁ କେଉଁଟି ଉତ୍କୃଷ୍ଟ ତାହା ବୁଝିବା କଷ୍ଟକର । ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧା ବିନା ଘର ଚାରିକାନ୍ଥରେ ଆବଦ୍ଧ ଏକ ବିରାଟ ଶୂନ୍ୟତା, ବିରକ୍ତି ଓ କ୍ରୋଧ । ଘର ବିନା ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା ମଧ୍ୟ ବିଚ୍ଛେଦର ଯନ୍ତ୍ରଣା । ପ୍ରତ୍ୟେକ (Home and Love) କ୍ଵଚିତ୍ ଏକାକୀ ଥିଲେ ବି ସେମାନଙ୍କର ଗତି ପରସ୍ପର ନିକଟତର । ଯଦି କେହି ଜଣେ ଏଥୁରୁ ଗୋଟିକୁ ଲାଭ କରେ, ଅନ୍ୟଟି ସେ ଆପେ ଆପେ ପ୍ରାପ୍ତ ହୁଏ ।
ଯଦି କେହି ଜଣେ ଏହି ଉଭୟ ଦୁଇଟିକୁ ଉପଲବ୍‌ଧ୍ କରେ ତା’ର ସାରା ଦିନଟି ଆନନ୍ଦ ବାତାବରଣରେ କଟିଯାଏ । ଗରିବଟିଏ ହେଲେ ବି ଫରକ କିଛି ନାହିଁ । ଏହି ଦୁଇଟିର ଅଧିକାରୀ ହେଲେ ବ୍ୟକ୍ତି ତା’ର ଗାଥାକୁ ଐଶ୍ୱରିକ ତଥା ଆନନ୍ଦଦାୟକ କରିପାରିବ । ଶେଷରେ କବି ପ୍ରଶଂସା ଗାନ କରି ପୁନରାବୃତ୍ତି କରନ୍ତି ଯେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥୋପକଥନବେଳେ Home ଓ Love ଭଳି ସରଳ, ସୁମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

The Text: (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis:

Stanza – 1
Just Home and Love ! the words are small .
Four little letters unto each;
And yet you will not find in all
The wide and gracious range of speech
Two more so tenderly complete :
When angels talk in Heaven above,
I’m sure they have no words more sweet
Than Hone and Love.
ଅନୁବାଦ :
Home ଓ Love (ଘର ଓ ସ୍ନେହ) ଚାରି ଅକ୍ଷରବିଶିଷ୍ଟ ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ । ଏହି ଦୁଇଟି ଶବ୍ଦ ଭିତରେ ଯେଉଁ ଉଦାର ଓ ମଧୁର ଭାବ ନିହିତ ଅଛି, ତାହା ତୁମେ ଅନ୍ୟତ୍ର ପାଇବ ନାହିଁ । ଏହି ଦୁଇଟି ଶବ୍ଦ ଖୁବ୍ ସରଳ ଓ ଭାବଉଦ୍ରେକକାରୀ । ଯେତେବେଳେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥାବାର୍ତ୍ତା ହୁଅନ୍ତି, ମୁଁ ନିଶ୍ଚିତ ଯେ ସେମାନେ ଏହି ଦୁଇଟି ମଧୁର ଶବ୍ଦ Home ଓ Love (ଘର ଓ ସ୍ନେହ)ର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Stanza – 2
Just Home and Love! It’s hard to guess
Which of the two were best to gain;
Home without Love is bitterness;
Love without Home is often pain.
No ! each alone will seldom do;
Somehow they travel hand and glove:
If you win one you must have two,
Both Home and Love.
ଅନୁବାଦ :
କେବଳ ଘର ଓ ସ୍ନେହ । ଏହି ଦୁଇଟି ଶବ୍ଦ ମଧ୍ୟରୁ କେଉଁଟି ଉତ୍କୃଷ୍ଟ ତାହା ବୁଝିବା ବଡ଼ କଷ୍ଟକର । ସ୍ନେହ ବିନା ଘର ବିରକ୍ତିକର, ତିକ୍ତ ଓ ବେଦନାଦାୟକ । ଘର ବିନା ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା ଯନ୍ତ୍ରଣାଦାୟକ । ପ୍ରତ୍ୟେକ ଏକାକୀ ଥିଲେ ବି ସେମାନଙ୍କର ଗତି ନିକଟତର । ଯଦି କେହି ଏଥୁରୁ ଗୋଟିକୁ ଲାଭ କରେ, ଅନ୍ୟଟି ଆପଣାଛାଏଁ ମିଳିଯାଏ ।

Stanza – 3
And if you’ve both, well then I’m sure
You ought to sing the whole day long;
It doesn’t matter if you ‘re poor
With these to make divine your song.
And so I praisefully repeat,
When angels talk in Heaven above,
There are no words more simply sweet
Than Home and Love.
ଅନୁବାଦ :
ଯଦି ତୁମେ ଉଭୟକୁ ପାଇଯାଅ, ତାହାହେଲେ ଖୁବ୍ ଉତ୍ତମ ଏବଂ ମୁଁ ନିଶ୍ଚିତ ଯେ ତୁମର ସାରା ଦିନ ଆନନ୍ଦରେ କଟିଯିବ । ଯଦିଓ ତୁମେ ଗରିବ ହୋଇଥବ ତେବେ କିଛି ବି ଫରକ ପଡ଼ିବ ନାହିଁ । ଏହି ଦୁଇଟିର ଅଧିକାରୀ ହେଲେ ତୁମେ ତୁମର ଗାଥାକୁ ଐଶ୍ୱରିକ ତଥା ଆନନ୍ଦଦାୟକ କରିପାରିବ । ସ୍ବର୍ଗରେ ଦେବଦୂତମାନେ କଥୋପକଥନବେଳେ Home ଓ Love ଶବ୍ଦ ଭଳି ସରଳ, ସୁମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

About The Poet:
Robert William Service (1874-1958) was bom in Preston, England, on 16 January 1874. His father was a banker and the poet became a banker too, at the age of 15. In 1896 he emigrated to Canada and then to California. Some years later while living in Yukon he was inspired to compose poems. His first book of poems is ‘Songs of a Sourdough’. It was published in 1908. The poem ‘Home and Love’ is extracted from a collection called “Rhymes of Rolling Stone”. During his lifetime he published four collections of poetry.

Notes :
banker – ବ୍ୟାଙ୍କ ବ୍ୟବସାୟୀ,
emigrated – ଦେଶାନ୍ତର ହେଲେ,
inspired – ଉତ୍ସାହିତ ହେଲେ,
compose – ରଚନା କରିବା,
extracted – ଉଦ୍ଧୃତ,
collections – ସଂଗ୍ରହ/ସଂକଳନ,
published – ପ୍ରକାଶ କରିଥିଲେ

କବିଙ୍କ ସମ୍ପର୍କରେ :
ରବର୍ଟ ଉଇଲିୟମ୍ ସର୍ଭିସ୍‌ (୧୮୭୪-୧୯୫୮) ୧୮୭୪ ମସିହା ଜାନୁୟାରୀ ୧୬ ତାରିଖରେ ଇଂଲଣ୍ଡର ଫ୍ରେଷ୍ଟନରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କ ପିତା ଜଣେ ବ୍ୟାଙ୍କ ବ୍ୟବସାୟୀ ଥିଲେ ଏବଂ କବି ମଧ୍ଯ ୧୫ ବର୍ଷ ବୟସରେ ବ୍ୟାଙ୍କ ବ୍ୟବସାୟ ଆରମ୍ଭ କଲେ । ୧୮୯୬ ମସିହାରେ ସେ କାନାଡ଼ାକୁ ଓ ପରେ କାଲିଫର୍ଣ୍ଣିଆକୁ ଗଲେ । କିଛି ବର୍ଷ ପରେ ୟୁକନରେ ରହୁଥ‌ିବାବେଳେ ସେ କବିତା ରଚନା କରିବାକୁ ପ୍ରେରଣା ପାଇଲେ । ‘Songs of a Sourdongh’ ହେଉଛି ତାଙ୍କର ପ୍ରଥମ କବିତା ପୁସ୍ତକ । ଏହା ୧୯୦୮ରେ ପ୍ରକାଶିତ ହେଲା । ‘Home and Love’ କବିତାଟି “Rhymes of Rolling Stone” ଉଦ୍ଧୃତ । ତାଙ୍କ ଜୀବନକାଳ ମଧ୍ୟରେ ସେ ଚାରୋଟି କବିତା ସଂକଳନ ପ୍ରକାଶ କରିଥିଲେ ।

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

gracious — pleasant and sweet — ଆନନ୍ଦଦାୟକ ଓ ମଧୁର / ମଧୁର ଓ ମନୋରମ
All this gracious living isn’t for me; I prefer a simple life.
tenderly — gentle and caring feeling
Home and Love are tenderly complete with their sweet attribute.
guess — apprehend that something is true – ବିରକ୍ତି ଓ କ୍ରୋଧ ଭାବ
bitterness — feeling of angry and resentful — ବିରକ୍ତି ଓ କ୍ରୋଧ ଭାବ
I don’t prefer to show my bitterness in my family.
hard — impossible — ଅସମ୍ଭବ
It is hard to believe his story.
seldom — hardly/rarely — କ୍ୱଚିତ୍
He seldom eats his breakfast.
hand and glove — close to each other — ପରସ୍ପରର ନିକଟତର |
Kindness and forgiveness go hand and glove.
ought to sing — should sing — ଗାଇବା ଉଚିତ
home — place of living — ବାସସ୍ଥାନ
love — a deep feeling of affection — ପ୍ରେମ
unto — towards — ଆଡକୁ
pain — the unpleasant mental or physical feeling — ଯନ୍ତ୍ରଣା
travel — move from one place to another
complete — finish, end — ଶେଷ
often — always — ସର୍ବଦା
repeat — say or speak more than once
It does not matter — It has nothing to do with / it carries no importance
You will get the job; it does not matter whether you have qualified in the written test or not.
divine — result from the action of God or  Goddess — ଐଶ୍ୱରିକ। ଆନନ୍ଦଦାୟକ,
Sympathy is a divine quality.
praisefully— with praise — ପ୍ରଶଂସାର ସହ
Heaven — celesty, abode of God — ସ୍ୱର୍ଗ, ଭଗବାନଙ୍କ ବାସସ୍ଥଳୀ
simply — evidently, obviously — ବି ନା ସନ୍ଦେହରେ, ସ୍ପଷ୍ଟ ଭାବରେ
India is simply the best ODI cricket team in the world.
angels — one of the spiritual beings that some people believe, live with God in heaven and act as God’s messengers. The angels act as God’s messengers.

BSE Odisha 9th Class English:

A Hero of India Question Answer Class 9 English Chapter 5 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 5 A Hero of India Textbook Exercise Questions and Answers.

Class 9th English Chapter 5 A Hero of India Question Answers BSE Odisha

A Hero of India Class 9 Questions and Answers

D. Let’s Understand The Text: (ଆସ ପାଠ୍ୟବିଷୟକୁ ବୁଝିବା)

Question 1.
Swami was very much interested in the newspaper report about the brave village boy. What were Swami’s views?
(ଖବରକାଗଜରେ ପ୍ରକାଶିତ ହୋଇଥିବା ସାହସୀ ଗାଉଁଲି ବାଳକ କଥା ସ୍ଵାମୀ ଜାଣିବାକୁ ବହୁତ ଆଗ୍ରହୀ ଥିଲା । ତା’ର ମତ କ’ଣ ଥିଲା ?)
Answer:
Swami was very much interested in the newspaper report about the brave boy. But he didn’t believe the news that his father told him. He was wonderstruck (ଆଶ୍ଚର୍ଯ୍ୟଚକିତ ହେଲା) how a boy could fight a tiger. He thought that he might have been a very strong and grown-up person.

Question 2.
Why did Swami’s father want him to sleep alone?
(ସ୍ଵାମୀଙ୍କ ବାପା କାହିଁକି ସେ ଏକାକୀ ଶୋଉ ବୋଲି ଚାହିଁଲେ ?)
Answer:
Swami’s father wanted Swami to be a courageous boy who might face any hurdle in his life. He also thought that sleeping alone at night might make one courageous. So his father wanted him to sleep alone in his office room.

Question 3.
How did Swami react to his father’s proposal to sleep alone?
(ସ୍ଵାମୀ କିଭଳି ଭାବରେ ବାପାଙ୍କ ଏକୁଟିଆ ଶୋଇବା ପ୍ରସ୍ତାବ ଉପରେ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲା ?)
Answer:
Father proposed ( ପ୍ରସ୍ତାବ ଦେଲେ) Swami to sleep alone (ଏକୁଟିଆ ଶୋଇବାକୁ) in his office room. First of all, Swami thought that his father might be joking (ମଜା କରୁଛନ୍ତି). Swami changed the subject matter tactfully (ଚତୁରତାର ସହ) by saying that the elders were allowed to play in their cricket team. But his father stuck to his proposal. Swami grumbled but it had no effect.

Question 4.
How did Swami feel when he was left alone in his father’s office at night?
(ସ୍ଵାମୀ ରାତିରେ ବାପାଙ୍କ ଅଫିସ୍ ଗୃହରେ ଏକୁଟିଆ ରହିବା ଅବସ୍ଥାରେ କିଭଳି ଅନୁଭବ କରିଥିଲା ?)
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty (ନିଷ୍ଠୁରତା). He hated the newspaper for the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat (ତଣ୍ଟି ଚିପିବା) or carry him away.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 5.
What kind of dreams did he have while he was sleeping there?
(ସ୍ଵାମୀ ସେଠାରେ ଶୋଇଥିଲାବେଳେ କି ପ୍ରକାର ସ୍ବପ୍ନ ଦେଖୁଥିଲା ?)
Answer:
While Swami was sleeping in his father’s office alone, he dreamt a terrible dream (ଭୟଙ୍କର ସ୍ବପ୍ନ). He dreamt that a tiger was chasing him. His feet struck to the ground. He tried to escape but he couldn’t move and the tiger was at his back. Again, he could hear its claws scratching the ground. He groaned in despair.

Question 6.
Why did he wake up?
(ସେ କାହିଁକି ଉଠିପଡ଼ିଲା ?)
Answer:
Swami crouched (ଜାକିଜୁକି ହୋଇ ଶୋଇଲା) under the bench in fear.He fell asleep and saw a terrible dream. When the frightening dream (ଭୟଙ୍କର ସ୍ବପ୍ନ) was continuing, he heard a light thud. He was extremely (ଅଧିକ ମାତ୍ରାରେ) frightened. All sorts of noises reached his ears. These thoughts suddenly woke him up.

Question 7.
What made Swami desperate?
(ସ୍ବାମୀଙ୍କୁ କ’ଣ ହତାଶ କଲା ?)
Answer:
Swami heard a noise in his sleep. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down the wooden leg of the bench and rustling. So he became desperate (ହତାଶ ) thinking that the devil would tear him to pieces.

Question 8.
What made him attack the burglar?
(ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କରିବାକୁ ସେ କିପରି ବାଧ୍ୟ ହେଲା ? )
Answer:
Swami could hear the rustling in dark. He woke up in terror. He was frightened and sweated with fear as he was alone. Soon he found something was moving down. He thought that it was a devil. He was sure of his death. So without waiting he came out from under the bench and hugged the figure with all his strength and bit its ankle severely.

Question 9.
Suppose you were asked to describe Swami in a few words, how would you do it ? Write the most appropriate answer.
(ମନେକର ତୁମକୁ ସ୍ୱାମୀକୁ କିଛି ଶବ୍ଦରେ ବର୍ଣନା କରିବାକୁ କୁହାଗଲା, ତୁମେ କିପରି କରିବ ? ସଠିକ୍ ଉତ୍ତର ଲେଖ ।)
(a) Young, strong and brave.
(b) Well-behaved and polite.
(c) Disobedient, disrespectful and naughty.
(d) Clever but not courageous.
Answer:
(d) Clever but not courageous. (ଯଦିଓ ସ୍ବାମୀ ଚତୁର ଥିଲା ହେଲେ ସାହସୀ ନ ଥିଲା ।)

Question 10.
What did Swami dream in the office?
(ସ୍ଵାମୀ କାର୍ଯ୍ୟାଳୟରେ କ’ଣ ସ୍ଵପ୍ନ ଦେଖିଲା ?)
(a) The devils came up and clutched at his throat.
(b) A tiger chased him and he tried hard to escape but couldn’t.
(c) As a devil came nearer, he held his arms around the devil tightly.
Answer:
(b) A tiger chased him and he tried hard to escape but couldn’t. (ସ୍ଵାମୀକୁ ଏକ ବାଘ ଗୋଡ଼େଇଲା, ସେ ଖସି ପଳେଇବାକୁ ଚେଷ୍ଟା କଲା, କିନ୍ତୁ ପାରିଲାନି ।)

E. Let’s Understand The Text Better : (ଆସ ପାଠ୍ୟବିଷୟଟିକୁ ଭଲ ଭାବରେ ବୁଝିବା)

Question 1.
Discuss how Swamy felt being forced to sleep alone.
(ଏକୁଟିଆ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଗଲାରୁ ସ୍ୱାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami was compelled by his father to sleep alone in the office room to prove his courage. He appealed to his mother and granny to come to his rescue. But his father did not listen to anything. Being forced to do so he felt cut off from humanity. He was pained and felt angry. He did not like the strain of cruelty of his father’s nature. He also hated newspapers for printing the tiger’s story.

Question 2.
How would you feel if you were made to sleep alone in a room? Do you share Swami’s feelings?
(ତୁମକୁ ଯଦି ଏକୁଟିଆ ଏକ କୋଠରିରେ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଯାଏ, ତୁମେ କିପରି ଅନୁଭବ କରିବ ? ତୁମେ କ’ଣ ସ୍ଵାମୀ ପରି ଅନୁଭବ କରିବ ?)
Answer:
If I were made to sleep alone in a room, I would be terrified. Because I am not in habit of sleeping alone. I also share Swami’s feelings because I used to sleep beside my granny or grandmother and had no experience of sleeping alone at night.

Question 3.
How did Swami feel in the darkness?
(ଅନ୍ଧକାରରେ ସ୍ବାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ?)
Answer:
Swami was compelled (ବାଧ୍ୟ ହେଲା ) to sleep alone in his father’s office room at night. He had never experienced it before. He was suffocated (ଅଣନିଃଶ୍ଵାସୀ ହେଲା). He remembered the stories of devils and ghosts he had heard and remembered his friend who had seen a devil. He was faint with fear.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 4.
Discuss Swami’s response to the movement in the darkness.
(ଅନ୍ଧାରରେ ଯାହାସବୁ ହେଉଥିଲା ସ୍ବାମୀର ସେସବୁ ପ୍ରତି ଯାହା ପ୍ରତିକ୍ରିୟା ଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami’s loneliness in utter darkness made him frightened. He tried his best to fall asleep. As he fell asleep, he saw a frightful dream. Just then he heard some rustling sound. He opened his eyes. He stared into the darkness. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He became desperate and thought that the devil would certainly tear him to pieces.

Question 5.
Was Swami really courageous? What did people think about him?
(ସ୍ଵାମୀ କ’ଣ ପ୍ରକୃତରେ ସାହସୀ ଥିଲା ? ଲୋକେ ତା’ ବିଷୟରେ କ’ଣ ଭାବୁଥିଲେ ? )
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated (ଅଭିନନ୍ଦନ ଜଣାଇଲେ ) ବନ୍ଦୀ ହେଲା) him for his heroic action. A notorious (କୁଖ୍ୟାତ) house-breaker could be captivated (ବନ୍ଦୀ ହେଲା) only because of Swami’s timely action. People thought him a true hero.

Question 6.
“Courage is everything, strength and age are not important.”
(‘‘ସାହସ ସବୁକିଛି, ଶାରିରୀକ ବଳ ଏବଂ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’)
Answer:
‘Courage is everything, strength and age are not important.’ It was the statement and theory of Swami’s father. It is a fact. A mighty person without courage can do nothing whereas a weak person with courage can do everything. It so happened in the life of Swami. He could attack a strong house-breaker even if he was very young then.

F. Let’s Learn Some New Words: (ଆସ କେତେକ ନୂଆ ଶବ୍ଦ ଶିଖୁବା)

The words given in the brackets have come from the story ‘A Hero’. The expression in each sentence is the meaning of the word after that sentence. Rewrite each sentence using the appropriate form of the word in brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକ ‘A Hero’ ଗଳ୍ପରୁ ଆସିଛି । ଉକ୍ତିରେ ଯାହା ପ୍ରକାଶ କରାଯାଇଛି ତାହା ବନ୍ଧନୀ ମଧ୍ୟରେ ଥିବା ଶବ୍ଦର ଅର୍ଥ । ବନ୍ଧନୀ ଭିତରେ ଥିବା ଶବ୍ଦର ଉପଯୁକ୍ତ ରୂପ ବ୍ୟବହାର କରି ପ୍ରତ୍ୟେକ ବାକ୍ୟକୁ ପୁନର୍ବାର ଲେଖ ।)

Example :
The teacher looked at me continuously before asking the question. (fixedly)
Answer:
The teacher looked at me fixedly before asking the question.

1. The plan of action suggested by the students was not accepted by the headmaster. (proposition)
2. The child spoke in an unclear manner which her mother couldn’t hear. (mumble)
3. My friend sleeps in a separate room because he breathes noisily while asleep. (snore)
4. The patient’s painful condition affected everyone. (agonize)
5. The boy was not prepared and so did not want to take the examination. (hesitate)
6. The low continuous sound of the bee adds charm to the garden. (humming)
7. The surface of my car was damaged due to the accident. (scratch)

Answer:
1. The proposition suggested by the students was not accepted by the headmaster.
2. The child mumbled which her mother couldn’t hear.
3. My friend sleeps in a separate room because he snores while asleep.
4. The patient’s painful condition agonized everyone.
5. The boy was not prepared and so hesitated to take the examination.
6. The humming of the bee adds charm to the garden.
7. The surface of my car was scratched due to the accident.

The following sentences occur in the story you have read in Section -1.
1. “How could a boy fight a tiger ?”
2. Any change in this arrangement kept him trembling.
‘Fight in sentence 1 is a verb.
‘Change’ in sentence 2 is a noun.
(ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି verb ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି noun ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।)
Now read these sentences: (ଏବେ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼)
1. He got into a fight with a man in the bar. (Noun)
2. We change our car every two years. (Verb)
ଏଠାରେ ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି noun ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି verb ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।
Often in English, one comes across words that can function both as nouns and as verbs in different contexts.
(ଇଂରାଜୀରେ ଆମେ କେତେକ ଶବ୍ଦ ଦେଖୁ ଯାହାକି ଉଭୟ Noun ଓ Verb ରୂପେ ଭିନ୍ନ ଭିନ୍ନ ପରିପ୍ରେକ୍ଷୀରେ ବ୍ୟବହାର ହୋଇପାରେ । )
Read the story again and pick out ten such words. Then use each word In two different sentences of your own mentioning ‘noun use’ and ‘verb use’.
(ଗଳ୍ପଟିକୁ ଆଉଥରେ ପଢ଼ ଏବଂ ଦଶଟି ଏପରି ଶବ୍ଦ ବାଛ । ପ୍ରତ୍ୟେକ ଶବ୍ଦକୁ noun ଓ verb ରୂପେ ବ୍ୟବହାର କର ।)
Answer:

1. Turn (Noun)
(Verb)
You have missed your turn (ପାଳି/ସୁଯୋଗ) so you’ll have to wait.
The wheel turned (ଘୂରିଲା) slowly.
2. Face (Noun)
(Verb)
She had a surprised expression on her face ( ମୁଖମଣ୍ଡଳ).
The building faces (ମୁହାଁ ଆଡ଼କୁ ମୁହଁ କରିବା) north.
3. Attack (Noun)
(Verb)
Security will be increased after yesterday’s attack (ଆକ୍ରମଣ) on the  President’s life.
The enemy attacked (ଆକ୍ରମଣ କଲେ) at night.
4 Dispute (Noun)
(Verb)
This question is still under dispute (ବିବାଦ).
The two parties disputed (କଳି କଲେ) over the ownership
5. Hope (Noun)
(Verb)
The situation looks bad, but we don’t give up hope (ଆଶା).
I hope (ଆଶା କରେ) to go to university next year.
6. Cut (Noun)
(Verb)
How did you get that cut (କଟା ଚିହ୍ନ) on your hand?
I cut (କାଟି ଦେଲି) my face when I was shaving.
7. Command (Noun)
(Verb)
The Indian Army is under the government’s direct command (ନିୟନ୍ତ୍ରଣ).
The general commanded (ଆଦେଶ ଦେଲେ) his men to the boundary.
8. Sleep (Noun)
(Verb)
Try to get eight hours’ sleep (ଶୋଇବା) a night.
I couldn’t sleep (ଶୋଇବା) well last night.
9. Bat (Noun)
(Verb use)
Bat (ଖେଳପଟା ) and ball are necessary for cricket.
The Indian players are batting (ବଲ୍ ବାଡ଼େଇବା)) now.
10. Call (Noun)
(Verb)
Give me a call (କଲ୍) when you are ready.
The teacher called (ଡାକିଲେ) (out) the names of everyone.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

G. Let’s Learn Language: (ଆସ ଭାଷା ଶିଖୁବା)
Speech Change (ଉକ୍ତି ପରିବର୍ତ୍ତନ):
Speech is the words spoken by the speaker. (ବକ୍ତାଙ୍କର କହିବା ଶବ୍ଦକୁ ‘ଉକ୍ତି’ କୁହାଯାଏ ।)
Example :
The teacher said, “Oil floats on water”.
ଏହି ବାକ୍ୟରେ Oil floats on water ହେଉଛି ଏକ speech ବା ଉକ୍ତି ଓ teacher ହେଉଛନ୍ତି speaker ବା reporter.
Two types of speech (ଦୁଇ ପ୍ରକାର ଉକ୍ତି):

Direct speech (ପ୍ରତ୍ଯକ୍ଷ ଉକ୍ତି) Indirect speech (ପରୋକ୍ଷ ଉକ୍ତି)
(i) It is the actual words of a speaker. (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥା ବା ଉକ୍ତି)

(ii) The actual words are kept within the inverted commas or quotation marks.     (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥାକୁ ଉଦ୍ଧତ ଚିହ୍ନ ଭିତରେ ରଖାଯାଏ । )

(i) It is the changed words told by somebody else other than the speaker.
(ଅର୍ଥ ନ ବଦଳାଇ) (ବକ୍ତାଙ୍କର କଥାକୁ ପରିବର୍ତ୍ତନଜନିତ ଉକ୍ତି)
(ii) inverted commas are omitted. (ଉଦ୍ଧୃତ ଚିହ୍ନଗୁଡ଼ିକୁ ଉଠାଇ ଦିଆଯାଏ ।)

Change to be effected in the indirect speech (ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିବର୍ତ୍ତନ ଶବ୍ଦବିଶେଷ) :

Direct speech Indirect speech
I —> he/she
we —> they
my —> his / her
our —> their
his / her —> my
you —> I/he/she/they
your —> my / his./ her / their
present simple {go/goes/does/do go) —> past simple (went)
past simple {went) —> past perfect (had gone)
present progressive {is/am/are going) —> past progressive (was/were going)
present perfect {has/have gone) —> past perfect {had gone)
present perfect progressive
(has/have been eating) can/may/ shall/will/must)
—> past perfect progressive (had been eating)
could/might/should/would/had to
this —> that
these —> those
since —> then
ago —> before
today —> that day
tonight —> that night
tomorrow —> the next day / the day after the day
yesterday —> before / the previous day the
last night —> previous night
here —> there
present simple as the reporting verb
(say/says/tell/tells)
—> no change in the tensed verb

Examples:

  • D.S.: Father said, “You can’t go with me”.
    I.S.: Father said told that (€c) I couldn’t go with him.
  • DS.: The teacher said to the pupils, “You have made our school proud this year.
    I.S.: The teacher told the pupils that they (pupils) had made their school proud that year.
  • DS.: Rohit said, “I am visiting Saurav tonight”.
    I.S.: Rohit said that he was visiting Saurav that night.
  • D.S.: Manali said to Rabi Sir, “Did you call me ?“ (Did – helping verb)
    I.S.: Manali asked Rabi Sir if ( QI’ he had called her).
  • D.S.: Suresh says, “I am pleased with your performance now.”
    (says = reporting verb / present simple tense)
    I.S.: Suresh says that he is (not ‘was’ for ‘is’) pleased with my performance then.

Here are some more examples (ଏଠାରେ ଆଉ କେତୋଟି ଅଧୂକ ଉଦାହରଣ ଦିଆଯାଇଛି) :
(i) Swami said, “Your office room is very dusty and there may be scorpions behind your law books”. (Direct speech)
Swami told his father that his office room was very dusty and there might be scorpions behind his law books. (Indirect speech) .
Turn the following statements into indirect speech (ନିମ୍ନ ଉକ୍ତିଗୁଡ଼ିକୁ ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କର ।)
(i) Father said, “I don’t at all like the way you are being brought up”.
“If you do it, mind you, I will make you the laughingstock of your school.”
Answer:
Indirect speech: Father told (Swami) that he didn’t at all like the way (Swami) was being brought up. He (Father) warned ( ସତର୍କ କରାଇଦେଲେ) him. to make him the laughing-stock of his school provided he (Swami) did it.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Questions:
Look at the following sentence. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟକୁ ଚାହିଁ ।)
Granny pleaded (ବିନୀତ ସ୍ୱରରେ କହିଲା), “Why do you disturb him ?”
Indirect speech: Granny asked father why he disturbed Swami.

Direct speech Indirect speech
(i)     “Wh-questions + helping verb
(is, am, are, do, does, was, have) can, must + Subject………………….. ?”(ii)  “Helping verbs + Subject ?”
(Yes-No questions) inverted commas or quotation marks.
—> … asked (Object), Wh-questions +Subject + Verb(s)…
—>…. asked (Object) if + Subject + Verb + … inverted commas or quotation marks deleted.

Exercise:
Report the following dialogue. (ନିମ୍ନଲିଖତ କଥୋପକଥନକୁ reported speechରେ ପରିଣତ କର ।)
“Let me sleep in the hall, father” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your law books”.
“There are no scorpions, little fellow. Sleep on the bench if you like”.
“Can I have a lamp burning in the room ?”
“No. You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits”.
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night”.

Answer:
(In the indirect speech or reporting)
Swami sought his father’s permission (ଅନୁମତି ମାଗିଲେ) to sleep in the hall in an appealing tone (ବିନୀତ ସ୍ୱରରେ). He reasoned (କାରଣ ଦର୍ଶାଇଲା) that his office room was very dusty (ଧୂଳିପୂର୍ଣ୍ଣ) and there might be scorpions behind his law books. Thereupon father bluntly (ସିଧାସଳଖ ) refused Swami’s logic (ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଦେଲେ) (for (କାରଣ ) there were no scorpions and asked him to sleep on the bench if he liked. Swami (showing a bit of excitement) enquired if he could have a lamp burning in the room. At this, father turned down his request (ଅନୁରୋଧକୁ ନାମଞ୍ଜୁର କରିଦେଲେ) and reassured (ଆଶ୍ୱାସନା ଦେଇ କହିଲେ) him of learning not to be afraid of darkness and encouraged (ଉତ୍ସାହିତ କରି କହିଲେ) him (Swami) to cultivate good habits as ((ଯେହେତୁ) it was only question of habit. Swami further (ପୁନଶ୍ଚ) asked if he would at least leave the door open and father gave his nod (ସମ୍ମତି ଜଣାଇଲେ), however, he wanted him (Swami) to promise him that he (Swami) must not roll up his bed and go to his granny’s side at night.

H. Let’s Write: (ଆସ ଲେଖୁବା)
1. In the story you read Swami was asked by his father to sleep alone in his office room at night. (ଗଳ୍ପରେ ତୁମେ ପଢ଼ିଲ ଯେ ସ୍ବାମୀକୁ ତା’ ବାପା ଏକୁଟିଆ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଶୋଇବାକୁ କହିଲେ ।)
Imagine that you are Swami and give an account of what followed from your point of view. (ମନେକର ତୁମେ ସ୍ଵାମୀ, ତୁମେ ତୁମ ଦୃଷ୍ଟିକୋଣରୁ କ’ଣ କ’ଣ ଘଟିଲା ତାହାର ଏକ ବିବରଣୀ ପ୍ରଦାନ କର ।)
Begin: It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to
You may like to end with: My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the incident made me a hero overnight.

Answer:
It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to sleep beside my grandmother and any sort of the change in this arrangement kept me awake all night. Everybody knew the fact well. My father left me in the office alone at night. My heart started beating faster as the stories of ghosts and devils came to my memory. I completely covered myself with the blanket. I expected the devils to capture me or carry me away. As I shut my eyes, I saw frightening dreams. Just then I could hear a rustling sound. I got up and stared into the darkness.

I found that something was moving down. I became desperate. As it came nearer I hugged it and used my teeth on it like a mortal weapon. It fell down on the ground. Father along with two other attendants reached there and captured the injured man. He was a notorious house-breaker of the district. The next day I was congratulated at my school. I became a hero overnight. Even the Inspector of Police praised me for my heroic deed. My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the situation made me a hero overnight.

2. Write a citation (a statement about someone’s character or brave actions) to be read out on the occasion of the award-giving ceremony in honor of a brave young man of your locality who has been selected for the “Bravery Award” by the government. (କୌଣସି ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଚରିତ୍ର କିମ୍ବା ସାହସିକ କାର୍ଯ୍ୟ ବିଷୟରେ) ଏକ ବିବରଣୀ ଲେଖ ଯାହା ତୁମ ଅଞ୍ଚଳର ଏକ ସାହସୀ ଯୁବକଙ୍କ ସମ୍ମାନାର୍ଥେ ଏକ ପୁରସ୍କାର ବିତରଣୀ ସଭାରେ ସରକାରଙ୍କ ତରଫରୁ ସାହସିକ ପୁରସ୍କାର ପାଇବାକୁ ଚୟନ କରାଯାଇଥିବା ହେତୁ ପାଠ କରାଯିବ ।)

Answer:
BRAVERY OF A YOUNG VILLAGE LAD
Bikram, a young village lad of 14 years could save a helpless baby from a burning house. On a hot summer afternoon, he was returning home from his coaching center. All of a sudden he heard a loud cry of people and rushed to the spot. He found a large gathering around a burning house. The most pitiable incident he got to know was that a helpless crying mother had left her baby sleeping inside that house. Nobody could dare to enter the burning house and save the baby. It was Bikram who wasted no time and at once jumped into the room with the help of a ladder. Then he came out with the crying baby wrapped under a blanket. The baby was immediately taken to the nearest hospital and was saved. After this heroic incident, the villagers embraced Bikram and thanked him immensely for his brave and adventurous deed.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Let’s Know More (ଆସ ଅଧ‌ିକ ଜାଣିବା )
A. Related words or correct forms of the words.

Word Related Word
describe (v) description (n)
boy (n) boyhood (n)
people (n) popularity (n), popularize (v), popular (adj), populous
strong (adj) strength (n), strengthen (v), strongly (adv)
prove (v) proof (v)
courage (n) courageous (adj), courageously (adv), encourage (v)
arrange (v) arrangement (n)
enthusiasm (n)  enthusiast (n), enthusiastic (adj), enthusiastically (adv)
loud (adj) loudly (adv)
silent (adj) silence (n), silently (adv)
die (v) death (n), dead (adj), deadly (adv)
slow slowness (n), slowly (adv)
hesitate (v) hesitation (n), hesitatingly (adv)
habit (n) habitual (adj), habituate (v)
angry (adj) anger (n), angrily (adv)
pain (n) painful (adj), painfully (adv)
cruelty (n) cruel (adj)
presence (n) present (adj), presently
congratulate (v) congratulation, congratulatory
horror (n) horrified (adj), horrible (adj)
frighten (v) frightening (adj), frightened
dark (adj) darkness (n)
polite (adj) politely (adv), politeness (n)
converse (v) conversation (n), conversant (adj)
relieved (adj) relief (n)
tremendous (adj) tremendously (adv)
safe (n) safety (n), safely (adv), savior (n), save (v)

B. Opposite/Antonyms

Word Opposite Word Word Opposite Word
cowardice bravery courage fear, scaredness
strength weakness strong weak
strongly weakly alone crowded
silently loudly darkness light
disturb relax cruelty kindness, compassion
cruel kind, compassionate silence noise.
silent noisy silently noisily
remember forget appear disappear
rudeness politeness rudely politely
heavy light respect disrespect
whole partial wholly partially
sleep wake entire partial
notorious reputed, famous, eminent, noted, celebrated, well-known
angry peaceful, peace-long, calm, composed, serene

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

BSE Odisha 9th Class English A Hero Important Questions and Answers

Very Short & Objective Questions With Answers.
Answer The Followings In A Sentence.

Question 1.
What did Swami’s father tell him about the news?
Answer:
Swami’s father told him the news of the bravery of a village lad who could fight with a tiger.

Question 2.
What did the brave boy do?
Answer:
The boy fought with the tiger and climbed up a tree.

Question 3.
What didn’t Swami believe?
Answer:
Swami didn’t believe that a boy could fight with a tiger.

Question 4.
Who can do anything?
Answer:
A courageous man can do anything. Courage is everything; strength and age are not important.

Question 5.
Swami disputed the theory.
(i) Whose theory is it?
(ii) What theory does it refer?
Answer:
(i) It is the theory of Swami’s father.
(ii) It refers to the theory of courage.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 6.
What did Swami pray?
Answer:
Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed.

Question 7.
How did Swami slip away to his bed?
Answer:
When Swami’s father lifted the newspaper to his face, he slipped away to his bed in the passage.

Question 8.
Where was Swami’s granny and what did she ask him?
Answer:
His granny was sitting up in her bed and she asked him if he was already feeling sleepy.

Question 9.
Why did Swami pull the blanket over his face?
Answer:
He pulled the blanket over his face out of fear.

Question 10.
What did Swami request his granny?
Answer:
Swami requested his granny to keep quiet and not to talk to him.

Question 11.
Why was Swami faint with fear?
Answer:
Swami was faint with fear as his dreadful thoughts continued in the dark room.

Question 12.
What noises and sounds did Swami hear in the darkness?
Answer:
Swami heard the noises like the ticking of the clock, the rustling of leaves, and the sounds of snoring and the humming of some unknown insects in the darkness.

Question 13.
Why did Swami cover himself completely with the blanket?
Answer:
Every moment Swami expected the devils to come up and clutch at his throat or carry him away.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 14.
Where did Swami fall asleep and what terrible things did he see there?
Answer:
Swami fell asleep under the bench and saw terrible dreams there.

Answer The Followings In A Word Or A Phrase.

Question 1.
How long did the village lad stay on the tree before he was rescued?
Answer:
for half a day.

Question 2.
What did Swami’s father tell him about courage?
Answer:
courage is everything; strength and age are not important.

Question 3.
Why did father propose Swami sleep alone in his office room?
Answer:
to prove his courage

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 4.
Who told that Swami could sleep in the hall?
Answer:
Swami’s mother

Question 5.
Where did Swami spread his bed and crouch when he was extremely frightened?
Answer:
under the bench

Question 6.
How many times did Swami’s father order him to get up?
Answer:
four times

Question 7.
Where did Swami’s father return from that night?
Answer:
club

Question 8.
What is Swami like?
Answer:
clever but not courageous

Question 9.
“Courage is everything, strength and age are not important.” Who said it?
Answer:
Swami’s father

Question 10.
Where was father reading the newspaper?
Answer:
under the hall lamp

Question 11.
What news did father tell Swami reading the newspaper?
Answer:
about the bravery of a village lad

Question 12.
Where did Swami sleep every day?
Answer:
beside his granny in the passage

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 13.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
Answer:
adolescence

Question 14.
Who appeared like a strange figure in the semi-darkness of the passage?
Answer:
Swami’s father

Question 15.
Who objected on the way Swami’s sleeping alone in the office room?
Answer:
mother

Fill In The Blanks.

1. Swami’s father looked like _____________in the semi darkness of the passage.
Answer:
an apparition

2. The dream of Swami in the office was that the devils came up and clutched at his _____________.
Answer:
throat

3. Swami turned into a hero overnight for his having caught the most dangerous _____________.
Answer:
robber

4. Swami could slip away to his bed because his father was gazing gloomily at the _____________.
Answer:
newspaper

5. Swami dreamt that _____________.
Answer:
a tiger was chasing him

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

6. From under the blanket Swami could hear all sorts of noises like the tickling of clock and rustling of _____________.
Answer:
leaves

7. When Swami was alone in the office room he felt cut off from _____________.
Answer:
humanity

8. Swami had bitten into the flesh of one of the most notorious house-breakers of the _____________.
Answer:
District

9. Munisami’s father spat out blood because the devil near the river’s edge _____________.
Answer:
slapped his cheek

10. Swami’s father said, “You must cultivate _____________”.
Answer:
good habits

Multiple Choice Questions With Answers.

Question 1.
How many times did Swami’s father order him to get up?
(A) twice
(B) thrice
(C) four times
(D) five times
Answer:
(A) twice

Question 2.
Where did Swami’s father return from that night?
(A) market
(B) club
(C) office
(D) office room
Answer:
(C) office

Question 3.
Mother said casually, “Swami went to bed at _____________”.
(A) seven
(B) seven thirty
(C) eight
(D) eight thirty
Answer:
(D) eight thirty

Question 4.
In order to divert the attention of his father, Swami told about his _____________.
(A) friends
(B) playmates
(C) school mates
(D) cricket club
Answer:
(A) friends

Question 5.
Swami’s father looked like _____________in the semi-darkness of the passage.
(A) a ghost
(B) a devil
(C) an apparition
(D) a figure
Answer:
(C) an apparition

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 6.
“Courage is everything, strength and age are not important.” Who said it?
(A) Swami
(B) Granny
(C) Swami’s mother
(D) Swami’s father
Answer:
(A) Swami

Question 7.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
(A) adult
(B) adolescence
(C) old age
(D) childhood
Answer:
(D) childhood

Question 8.
Who appeared like a strange figure in the semi-darkness of the passage?
(A) Swami
(B) Swami’s father
(C) granny
(D) Swami’s mother
Answer:
(C) granny

Question 9.
Who objected on the way Swami’s sleeping alone in the office room?
(A) granny
(B) mother
(C) cook
(D) servant
Answer:
(B) mother

Question 10.
When Swami was alone in the office room he felt cut off from _____________.
(A) family
(B) humanity
(C) society
(D) friends
Answer:
(C) society

Answer the following question in about 50 words.

Question 1.
Who was Swami? What did Swami feel?
Answer:
Swami was a school-going child. He was a little bit clever but timid. His father was a famous lawyer. Swami felt that he was out of humanity. Pain and anger seized him. He could not digest his father’s strain of cruelty. He also cursed the newspaper for having published the brave act of a village lad.

Question 2.
What was Swami’s father doing in the evening? What did Swami’s father tell him about the news?
Answer:
Swami’s father was reading a newspaper in the evening. He came across the news of a brave village lad who had fought with a tiger in the newspaper. He told Swami that a brave village lad could fight with a tiger only because of his uncommon courage.

Question 3.
Why did Swami’s father want him to sleep alone? How did Swami react to his father’s proposal to sleep alone?
Answer:
Swami disputed his father’s theory of courage. It seemed to be a challenge for his father. So his father wanted him to sleep alone in his office room to prove his courage. First of all, Swami thought that his father was joking. Swami changed the subject tactfully to make his father forget the proposal. But father stuck to his proposal. Swami grumbled but it had no effect.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 4.
Who was Swami? How did he try to change the subject?
Answer:
Swami was a school-going child. He used to sleep beside his granny in the passage and any change in this arrangement kept him awake all night. Swami’s father told him to sleep in his office room alone at night. It made him unhappy as he used to sleep beside his granny, He tried to divert his father’s attention saying that they were going to admit even elders to their cricket team and going to buy new bats and balls.

Question 5.
How was Swami able to go to his bed?
Answer:
Father told Swami to sleep in his office room alone at night. Swami tried to change the subject but didn’t succeed. Father was still reading the newspaper. Swami prayed that his father might lift the newspaper to his face so that he might slip away. Just then his father held the newspaper up before his face. Taking advantage, Swami slipped away to his bed and fell asleep.

Question 6.
How did Swami feel when he was left alone in his father’s office at night?
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty. He hated the newspaper for printing the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat or carry him away.

Question 7.
Why did Swami feel cut off from humanity? What kind of dreams did he have while he was sleeping in his father’s office?
Answer:
Swami was compelled to sleep in his father’s office room at night. As he was alone, he felt cut off from humanity. It gave him great pain and he felt angry. While Swami was sleeping in his father’s office alone, he dreamt terrible dreams. He dreamt that a tiger was chasing him. He tried to escape but he couldn’t move and the tiger was at his back.

Question 8.
Why did Swami wake up? What made him desperate?
Answer:
Swami crouched under the bench in fear. He fell asleep and saw a terrible dream. When the frightening dream was continuing, he heard a light thud-. He was extremely frightened. So he woke up. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down. He was sure that his
end had come. So he became desperate.

Question 9.
How did Swami respond to the movement in the darkness? What made Swami a hero?
Answer:
Swami saw terrible dreams in his sleep. He heard a sound and opened his eyes. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He thought that the devil would certainly tear him to pieces. In the darkness, he had bitten into the flesh of the devil who was really one of the most notorious housebreakers in the district. His father and others arrived there and captured him. That incident made him a hero.

Question 10.
How was Swami congratulated?
Answer:
The notorious house-breaker was captured by Swami’s father only because of Swami’s uncommon courage. That incident made him a hero. He was congratulated everywhere. His classmates, his teacher as well as his headmaster congratulated him at school. Even the Inspector of Police praised his heroic deed.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 11.
Was Swami really courageous? What did people think about him?
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated him for his heroic action. A notorious house-breaker could be captured only because of Swami’s timely action. People thought him a true hero.

A Hero Summary in English

Lead In:
You might have heard and read different types of stories. They not only give pleasure but also inspire people. In history, we read that Shivaji could become a brave warrior only by listening to stories of the heroes and great men of the past from his mother. The present topic is similarly a story of courage and bravery. Swami was a common school boy whose father was a lawyer. In the beginning, Swami was very timid. So he had the habit of sleeping with his granny. Once he was asked by his father to sleep alone in his office room at night to prove his courage. Swami had to accept the challenge. No doubt, he was frightened, but a particular incident of that night made him a hero. Now read the story to know how a timid boy became a hero overnight.

Notes:
pleasure – ଆନନ୍ଦ, inspire – ଉତ୍ସାହିତ କରେ, warrior – ଯୋଦ୍ଧା, bravery – ସାହସିକତା, timid – ଭୟାଳୁ, granny – ଜେଜେମା’, frightened – ଭୟଭୀତ ଥିଲା, incident – ଘଟଣା, no doubt – ନିଃସନ୍ଦେହରେ, particular – ନିର୍ଦ୍ଦିଷ୍ଟ,
overnight – ରାତାରାତି.

ଉପକ୍ରମ :
ତୁମେମାନେ ବିଭିନ୍ନ ପ୍ରକାର ଗପ ଶୁଣିଥ‌ିବ ଓ ପଢ଼ିଥ‌ିବ । ସେଗୁଡ଼ିକ କେବଳ ଆନନ୍ଦ ପ୍ରଦାନ କରେ ନାହିଁ, ଲୋକମାନଙ୍କୁ ପ୍ରେରଣା ମଧ୍ୟ ଦେଇଥାଏ । ଇତିହାସରେ ଆମେ ପଢ଼ିଛେ ଯେ, ଶିବାଜୀ ମା’ଙ୍କଠାରୁ ଅତୀତର ବୀରପୁରୁଷ ତଥା ମହାପୁରୁଷମାନଙ୍କ ଗଳ୍ପ ଶୁଣି ଶୁଣି ଜଣେ ସାହସୀ ଯୋଦ୍ଧା ହୋଇପାରିଥିଲେ । ଏହି ବିଷୟଟି ସେହିପରି ଗୋଟିଏ ସାହସିକତା ସମ୍ପର୍କୀୟ ଗଳ୍ପ । ସ୍ଵାମୀ ଜଣେ ସାଧାରଣ ସ୍କୁଲ ପିଲା ଯାହାଙ୍କ ବାପା ଜଣେ ଓକିଲ ଥିଲେ । ଆରମ୍ଭରୁ ସ୍ବାମୀ ଖୁବ୍ ଭୟାଳୁ ଥିଲେ । ତା’ର ଜେଜେମା’ଙ୍କ ପାଖରେ ଶୋଇବା ଅଭ୍ୟାସ ଥିଲା । ଏକଦା ତା’ର ସାହସିକତାର ପ୍ରମାଣ ଦେବାପାଇଁ ବାପା ତାକୁ ତାଙ୍କ ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ କହିଲେ । ସ୍ଵାମୀକୁ ଏ ପ୍ରକାର ଆହ୍ଵାନକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । ଏକଥା ନିଶ୍ଚିତ ଯେ ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇ ଯାଇଥିଲା, କିନ୍ତୁ ସେହି ରାତିର ଗୋଟିଏ ନିର୍ଦ୍ଦିଷ୍ଟ ଘଟଣା ତାକୁ ବୀରପୁରୁଷ କରି ଦେଇଥିଲା । ଗୋଟିଏ ଭୟାଳୁ ପିଲା କିପରି ଗୋଟିଏ ରାତି ମଧ୍ୟରେ ବୀର ହୋଇଗଲା ଜାଣିବାକୁ ଏବେ ଗପଟିକୁ ପଢ଼ ।

Summary:
1. One-day Swami’s father was reading a newspaper. He found the news of the bravery of a village lad who could fight with a tiger. After that, the boy climbed up a tree and stayed for half a day till some people came that way and killed the tiger. But Swami didn’t believe that a boy could fight with a tiger. His father confirmed the news and told him that courage is everything. When Swami argued the theory, his father forced him to sleep alone in his office room at night to do away with fear. Swami used to sleep beside hit granny because he was very timid. At first, he thought that his father was joking. He tried to change the topic informing his father about the activities of his cricket club. Swami’s father didn’t forget anything. Rather, at night he repeated the challenge. He realized that the matter had gone beyond his control.

Notes:
bravery – ସାହସିକତା, climbed up – ଚଢ଼ିଗଲା, confirmed – ସ୍ପଷ୍ଟ କଲେ argued – ଯୁକ୍ତି କଲା, timid – ଭୟାଳୁ, activities – କାର୍ଯ୍ୟକଳାପ, realised – ହୃଦୟଙ୍ଗମ କଲା, matter – ପରିସ୍ଥିତି, control – ନିୟନ୍ତ୍ରଣ, topic – ପ୍ରସଙ୍ଗ, beyond his control – ତାଙ୍କ ଆୟତ୍ତ ବାହାରେ

ସାରାଂଶ :
ଦିନେ ସ୍ଵାମୀଙ୍କର ବାପା ଗୋଟିଏ ଖବରକାଗଜ ପଢୁଥିଲେ । ସେ ହଠାତ୍ ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ଖବର ପଢ଼ିଲେ ଯିଏ କି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼ି ପାରିଥିଲା । ତା’ପରେ ପିଲାଟି ଗୋଟିଏ ଗଛ ଉପରେ ଚଢ଼ି ପ୍ରାୟ ଗୋଟିଏ ଓଳି ସେହିଠାରେ ଅପେକ୍ଷା କଲା ଏବଂ କିଛି ଲୋକ ସେଠାରେ ପହଞ୍ଚି ବାଘଟିକୁ ମାରି ଦେଇଥିଲେ । ଗୋଟିଏ ସାଧାରଣ ପିଲା ବାଘ ସହିତ ଲଢ଼େଇ କରିଥବ ବୋଲି ସ୍ଵାମୀ କିନ୍ତୁ ବିଶ୍ଵାସ କଲା ନାହିଁ । ବାପା ସମ୍ବାଦଟିକୁ ସ୍ପଷ୍ଟ କରିଦେଲେ ଏବଂ କହିଲେ ଯେ ସାହସ ହିଁ ସବୁକିଛି । ସ୍ଵାମୀ ଏହି କଥା ଉପରେ ଯୁକ୍ତି କରିବାରୁ ବାପା ତା’ ମନରୁ ଭୟ ଦୂର କରିବାପାଇଁ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଏକୁଟିଆ ଶୋଇବାପାଇଁ ତାକୁ ବାଧ୍ୟ କଲେ । ସ୍ବାମୀ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇବାରେ ଅଭ୍ୟସ୍ତ ଥିଲା । କାରଣ ସେ ଭୟାଳୁ ଥିଲା । ପ୍ରଥମତଃ, ସ୍ଵାମୀ ଭାବିଲା ଯେ ତା’ର ବାପା ଏକଥା ଥଟ୍ଟାରେ କହୁଛନ୍ତି । ତେଣୁ ସେ ତା’ର କ୍ରିକେଟ୍ କ୍ଲବ୍‌ର କାର୍ଯ୍ୟକଳାପ ସମ୍ବନ୍ଧରେ ବାପାଙ୍କୁ ସୂଚନା ଦେଇ ପ୍ରସଙ୍ଗଟିକୁ ବଦଳାଇବାକୁ ଚେଷ୍ଟା କରୁଥିଲା । ବାପା କିନ୍ତୁ କିଛି ଭୁଲି ନ ଥିଲେ । ବରଂ ରାତିରେ ସେ କହିଥିବା କଥାଟିର ପୁନରାବୃତ୍ତି କରିଥିଲେ । ପରିସ୍ଥିତିଟା ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସେ ହୃଦୟଙ୍ଗମ କଲା ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

2. Swami was looking for an opportunity to escape from his obstinate father. His father was still reading the newspaper. When he held it up before his face, Swami left the place quietly. He went to his granny and threw himself on his bed and pulled the blanket over his face. Before falling asleep he requested his granny not to disturb him. Soon he started snoring under the blanket. Father appeared like a strange figure in the semi-darkness of the passage. He called Swami in a loud voice to get up.

Of course, his granny pleaded not to disturb him. Swami got up and followed his father into the office room. On the way, his mother also objected to his sleeping alone in the office room. But his father didn’t listen to anybody. At last, Swami requested his father to allow him to sleep in the hall on the plea that the office room isn’t suitable to sleep comfortably. His father listened to nothing, Swami had to accept the challenge. He was allowed only to leave the door open. He became very angry. He hated the newspaper for printing the tiger’s story.

Notes :
opportunity – ସୁଯୋଗ, escape – ରକ୍ଷା ପାଇବାକୁ, obstinate – ଏକଜିଦିଆ, quietly – ନିଃଶବ୍ଦରେ, snoring – ଘୁଙ୍ଗୁଡ଼ି ମାରିବା, appeared – ଉଭା ହେଲେ, semi-darkness – ମୁହଁ ଅନ୍ଧାର|ଅର୍ଷ ଅନ୍ଧାର, pleaded – ଯୁକ୍ତି କଲେ, objected – ବିରୋଧ କଲେ, comfortably – ଆରାମରେ, hated – ଘୃଣା କଲା

ସାରାଂଶ :
ତା’ର ଏକଜିଦିଆ ବାପାଙ୍କଠାରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସ୍ଵାମୀ ଗୋଟିଏ ସୁଯୋଗ ଖୋଜୁଥିଲା । ବାପା ସେ ପର୍ଯ୍ୟନ୍ତ ଖବରକାଗଜ ପଢୁଥା’ନ୍ତି । ଯେତେବେଳେ ବାପା ଖବରକାଗଜଟିକୁ ଟିକିଏ ଉପରକୁ ଉଠାଇ ପଢ଼ିଲେ, ସ୍ଵାମୀ ନିଃଶବ୍ଦରେ ସେ ସ୍ଥାନ ଛାଡ଼ି ଚାଲିଗଲା । ସେ ବୁଢ଼ୀମା’ ପାଖକୁ ଯାଇ କମ୍ବଳଟିକୁ ଘୋଡ଼େଇ ହୋଇ ବିଛଣା ଉପରେ ଶୋଇପଡ଼ିଲା । ଶୋଇବା ପୂର୍ବରୁ ତାକୁ ବିରକ୍ତ ନ କରିବାକୁ ଅନୁରୋଧ କରିଥିଲା । ସଙ୍ଗେ ସଙ୍ଗେ କମ୍ବଳତଳେ ଘୁଙ୍ଗୁଡ଼ି ମାରିବା ଆରମ୍ଭ କରିଦେଲା । ବାପା ଅର୍ଥ ଅନ୍ଧକାର ମଧ୍ଯରେ ଗୋଟିଏ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ଭଳି ସେଠାରେ ଅବିର୍ଭୂତ ହେଲେ । ସ୍ଵାମୀକୁ ଉଠିପଡ଼ିବା ପାଇଁ ସେ ଉଚ୍ଚ ସ୍ବରରେ ଡାକ ପକାଇଲେ । ବୁଢ଼ୀ ମା’ ତାକୁ (ସ୍ଵାମୀକୁ) ବିରକ୍ତ ନ କରିବାକୁ ଯୁକ୍ତି କଲେ । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଓ ବାପାଙ୍କ ସଙ୍ଗେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ମାଆ ମଧ୍ୟ ତା’ର ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ ବାରଣ କରିଥିଲେ । କିନ୍ତୁ ବାପା କାହାରି କଥା ଶୁଣିଲେ ନାହିଁ । ଶେଷରେ ତାଙ୍କ ଅଫିସ୍ ଘରଟି ଶୋଇବାକୁ ଉପଯୁକ୍ତ ସ୍ଥାନ ନୁହେଁ ବୋଲି ଆଳ ଦେଖାଇ ତାକୁ ହଲ୍‌ରେ ଶୋଇବାକୁ ଅନୁମତି ଦେବାକୁ ସ୍ଵାମୀ ବାପାଙ୍କୁ ଅନୁରୋଧ କଲା । ତାଙ୍କ ବାପା କିଛି ଶୁଣିଲେ ନାହିଁ । ବାପାଙ୍କ ଆହ୍ୱାନକୁ ସ୍ଵାମୀକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । କେବଳ ଦ୍ଵାରଟିକୁ ଖୋଲା ରଖୁବାକୁ ଅନୁମତି ମିଳିଲା । ସେ ଖୁବ୍ ରାଗିଗଲା । ବାଘ ଗପଟିକୁ ଛପାଯାଇଥିବା ହେତୁ ମନେ ମନେ ସମ୍ବାଦପତ୍ରଟିକୁ ଘୃଣା କଲା ।

3. As night advanced, Swami remembered the stories of devils and ghosts he had heard before. So he was frightened. He had heard about the result of meeting with ghosts. He covered himself completely with the blanket out of fear. But he could hear all sorts of noises like the tickling of the clock and the rustling of the leaves. Every moment he expected the devils to come up and clutch at his throat or carry him away. Swami got up and spread his bed under the bench. Soon he felt asleep and saw terrible dreams. He dreamt that a tiger was chasing him.

Then he could hear a noise and felt the presence of a devil in the room. He opened his eyes. He put his hand out to feel the presence of his granny at his side, but he touched the wooden leg of the bench. He was frightened. He imagined that the devil would certainly pull him out and tear him to pieces. When it came nearer he crawled out from under the bench. Swami hugged it firmly and bit severely. There was a sound of falling something amidst the furniture. Just then his father, cook, and servant entered the room carrying a light. They found a burglar lying on the ground with a bleeding ankle. They instantly captured him.

Notes:
remembered – ମନେ ପକାଇଲା, devils – ସୈତାନ, ghosts – ଭୂତ, frightened – ଭୟଭୀତ ହେଲା, covered himself – ନିଜକୁ ଘୋଡ଼ାଇ ଦେଲା, completely – ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ, tickling – ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, rustling – ଖସ୍‌ଖସ୍ ଶବ୍ଦ, clutch – ଚିପିଦେବା, terrible – ଭୟଙ୍କର, chasing – ଗୋଡ଼ାଉଛି, presence – ଉପସ୍ଥିତି, certainly – ନିଶ୍ଚିତ ଭାବରେ, tear to pieces – ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବା, crawled – ଗୁରୁଣ୍ଡିବା, hugged firmly – ଜାବୁଡ଼ି ଧରିଲା, bit – କାମୁଡ଼ିଲା, furniture – ଆସବାବପତ୍ର, burglar – ସିନ୍ଧିଆଳ ଚୋର, bleeding ankle – ବୋହୁଥ‌ିବା ଗୋଇଠି instantly – ସଙ୍ଗେ ସଙ୍ଗେ, captured – କାବୁ କରିନେଲେ/ ଆୟତ୍ତ କଲେ

ସାରାଂଶ :
ରାତି ବଢ଼ିବା ସଙ୍ଗେ ସଙ୍ଗେ ସ୍ଵାମୀ ପୂର୍ବରୁ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତ ଗପଗୁଡ଼ିକୁ ମନେ ପକାଇଲା । ତେଣୁ ସେ ଭୟଭୀତ ହୋଇପଡ଼ିଲା । ଭୂତକୁ ଭେଟିବାର ପରିଣତି ବିଷୟରେ ସେ ଶୁଣିଥିଲା । ଭୟରେ ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଘୋଡ଼େଇଦେଲା । କିନ୍ତୁ ସେ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ ଓ ପତ୍ରର ଖସ୍‌ଖସ୍ ଶବ୍ଦ ପରି ଅନ୍ୟାନ୍ୟ ଶବ୍ଦ ମଧ୍ଯ ଶୁଣି ପାରୁଥିଲା । ସୈତାନମାନେ ତା’ ନିକଟକୁ ଆସି ତା’ ତଣ୍ଟିକୁ ଚିପିଦେବେ ବା ତାକୁ ସେଠାରୁ ଉଠାଇନେବେ ବୋଲି ସେ ପ୍ରତି ମୁହୂର୍ଭରେ ଆଶା କରୁଥିଲା । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଏବଂ ବେଞ୍ଚ ତଳେ ବିଛଣାଟିକୁ ବିଛାଇଦେଲା । ସେ ସଙ୍ଗେ ସଙ୍ଗେ ଶୋଇପଡ଼ିଲା ଓ ଗୋଟିଏ ଭୟଙ୍କର ସ୍ଵପ୍ନ ଦେଖିଲା । ସେ ସ୍ଵପ୍ନ ଦେଖୁଲା ଯେ ଏକ ବାଘ ତାକୁ ଗୋଡ଼ାଉଛି । ତା’ପରେ ସେ ଗୋଟିଏ ଶବ୍ଦ ଶୁଣିପାରିଲା ଓ ସେହି ଘର ମଧ୍ୟରେ ସୈତାନର ଉପସ୍ଥିତି ଅନୁଭବ କଲା ।

ସେ ତା’ର ଆଖ୍ ଖୋଲିଲା । ହାତଟିକୁ ବାହାର କରି ବୁଢ଼ୀମା’ର ଉପସ୍ଥିତି ଅନୁଭବ କରିବାକୁ ଚେଷ୍ଟା କଲା, ମାତ୍ର ତା’ ପରିବର୍ତ୍ତେ ବେଞ୍ଚର କାଠଗୋଡ଼କୁ ସ୍ପର୍ଶ କରିବାର ଅନୁଭବ କଲା । ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇଗଲା । ଏଥର ସୈତାନ ତାକୁ ବାହାରକୁ ବାହାର କରି ନିଶ୍ଚିତ ରୂପେ ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବ ବୋଲି ସେ ପରିକଳ୍ପନା କଲା । ଯେତେବେଳେ ଏହା ନିକଟତର ହେଲା, ସେ ବେଞ୍ଚତଳୁ ବାହାରି ଆସିଲା । ସ୍ଵାମୀ ତାକୁ ଖୁବ୍ ଜୋର୍‌ରେ ଜାବୁଡ଼ି ଧରି କାମୁଡ଼ି ପକାଇଲା । ହଠାତ୍ ଆସବାବପତ୍ର ମଧ୍ୟରେ କିଛି ଗୋଟିଏ ପଡ଼ିବାର ବଡ଼ ଶବ୍ଦ ହେଲା । ଠିକ୍ ସେହି ସମୟରେ ତା’ର ବାପା, ପୂଜାରୀ ଏବଂ ଚାକର ଗୋଟିଏ ଲାଇଟ୍ ଧରି ସେଠାରେ ପହଞ୍ଚିଲେ । ଗୋଟିଏ ସିନ୍ଧିଆଳ ଚୋର କ୍ଷତାକ୍ତ ଗୋଇଠି ସହିତ ଚଟାଣରେ ପଡ଼ିଥ‌ିବାର ସେମାନେ ଦେଖିବାକୁ ପାଇଲେ । ସଙ୍ଗେ ସଙ୍ଗେ ସେମାନେ ତାକୁ କାବୁ କରିନେଲେ ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

4. Swami became a hero overnight. The very next day he was congratulated by all at school. Because a most notorious house-breaker of the district was captured only because of him. Even the police were grateful to him for it. The Inspector of Police advised him to join the police in the future. But he had made up his mind to be an engine driver, a railway guard, or a bus conductor in his life. That day father came to know that Swami had already slept beside his granny again. His father told that he knew it before because Swami was very clever. Swami’s mother got angry and told him not to risk her son’s life again. Father was disgusted and changed his view. Swami heard his father giving him up from under the blanket and was greatly relieved (ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା). But fear of darkness remained unchanged and he slept with granny.

Notes:
hero – ବୀର, overnight – ରାତାରାତି, congratuled – ଅଭିନନ୍ଦନ ଜଣାଇଲେ, notorious – କୁଖ୍ୟାତ, house-breaker – ସିନ୍ଧିଆଳ ଚୋର, advised – ଉପଦେଶ ଦେଲେ, disgusted – ବିରକ୍ତ ହେଲେ, relieved – ଆଶ୍ବସ୍ତି ଅନୁଭବ କଲା, fear for darkness – ଅନ୍ଧକାର ପ୍ରତି ଭୟ, unchanged – ଅପରିବର୍ତିତ ରହିଲା

ସାରାଂଶ :
ସ୍ଵାମୀ ରାତିକ ମଧ୍ୟରେ ଜଣେ ବୀର ପୁରୁଷ ପାଲଟିଗଲା । ଠିକ୍ ତା’ପରଦିନ ସ୍କୁଲ୍‌ରେ ସମସ୍ତେ ତାକୁ ଅଭିନନ୍ଦନ ଜ୍ଞାପନ କଲେ । କାରଣ କେବଳ ତା’ରି ପାଇଁ ସହରର ଏକ କୁଖ୍ୟାତ ସିନ୍ଧିଆଳ ଚୋର ଧରାଯାଇପାରିଲା । ଏପରିକି ପୋଲିସ୍ ଏଥିପାଇଁ ତା’ ପାଖରେ କୃତଜ୍ଞ ହେଲେ । ପୋଲିସ୍ ଇନ୍ସପେକ୍ଟର ସାହେବ ତାକୁ ଭବିଷ୍ୟତରେ ପୋଲିସ୍ ବିଭାଗରେ ଯୋଗଦେବାକୁ ଉପଦେଶ ଦେଲେ । କିନ୍ତୁ ସେ ନିଜେ ଗୋଟିଏ ଇଞ୍ଜିନ୍ ଚାଳକ, ରେଳରକ୍ଷୀ କିମ୍ବା ବସ୍ କଣ୍ଡକ୍ଟର ହେବାକୁ ମନସ୍ଥ କରି ସାରିଥିଲା । ସେହିଦିନ ବାପା ଜାଣିବାକୁ ପାଇଲେ ସ୍ୱାମୀ ପୁନଶ୍ଚ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇସାରିଛି । ତାଙ୍କ ବାପା ଏକଥା ପୂର୍ବରୁ ଜାଣିଥିଲେ କାରଣ ସ୍ଵାମୀ ଖୁବ୍ ଚାଲାକ୍ ଥିଲେ । ସ୍ବାମୀର ମାଆ ଖୁବ୍ ରାଗିଗଲେ ଓ ତାଙ୍କର ପୁଅକୁ ଆଉ ଥରେ ବିପଦମୁଖକୁ ଠେଲି ନ ଦେବାପାଇଁ ତାଙ୍କୁ କହିଲେ । ବାପା ବିରକ୍ତି ପ୍ରକାଶ କଲେ ଓ ନିଜ ମତ ପରିବର୍ତ୍ତନ କରିଦେଲେ । ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା, ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ଶୁଣିପାରିଲା ଓ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା । କିନ୍ତୁ ତା’ର ଅନ୍ଧକାର ପ୍ରତି ଯେଉଁ ଭୟ, ତାହା ଅପରିବର୍ତ୍ତିତ ରହିଲା ଏବଂ ସେ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇଲା ।

The Text : (ପାଠ୍ୟବିଷୟ)
Paragraphwise Analysis.

Text – 1:
For Swami events took an unexpected turn. Father looked over the newspaper he was reading under the hall lamp and said, “Swami listen to this: News has been received about the bravery of a village lad, who, while returning home by the jungle path, came face to face with a tiger…” The paragraph described the fight the boy had with the tiger and his flight up a tree where he stayed for half a day till some people came that way and killed the tiger.
After reading it through, father looked at Swami fixedly and asked, “What do you say to that ?” Swami said, “I think he must have been a very strong and grown-up person, not at all a boy. How could a boy fight a tiger ?”
“You think you are wiser than the newspaper ?” Father sneered, “A man may have the strength of an elephant and yet be a coward; whereas another may have the strength of a consumptive, but having courage he can do anything. Courage is everything; strength and age are not important.”
ଅନୁବାଦ :
ସ୍ଵାମୀଙ୍କ ପାଇଁ ଘଟଣାଗୁଡ଼ିକ ଅପ୍ରତ୍ୟାଶିତ ପରିବର୍ତ୍ତନ ଆଣି ଦେଇଥିଲା । ବାପା ହଲ୍ ଘର ଲଣ୍ଡନରେ ପଢ଼ୁଥିବା ଖବରକାଗଜ ଉପରେ ଦୃଷ୍ଟି ପକାଉଥିଲେ ଏବଂ କହିଲେ, ‘ସ୍ୱାମୀ ଏହାକୁ ଶୁଣ : ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ବିଷୟରେ ସମ୍ବାଦ ମିଳିଛି ଯିଏ କି ଜଙ୍ଗଲ ରାସ୍ତା ଦେଇ ଫେରୁଥିବା ସମୟରେ ଗୋଟିଏ ବାଘର ମୁହାଁମୁହିଁ ହୋଇ ଯାଇଥିଲା …. ।’’ ଅନୁଚ୍ଛେଦଟି ପିଲାଟିର ବାଘ ସହିତ ସଂଘର୍ଷ ଏବଂ ତା’ର ଅଧା ଦିନ ଗଛ ଉପରେ ରହଣି ମଧ୍ୟରେ ଲୋକମାନେ ଆସି ଓ ବାଘଟିକୁ ମାରିଦେବା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଥିଲା ।
ଏହାକୁ ଭଲ ଭାବରେ ପଢ଼ିବା ପରେ ବାପା ସ୍ୱାମୀକୁ ନିରୀକ୍ଷଣ କରି ଚାହିଁଲେ ଓ ପଚାରିଲେ, ‘ତୁମେ ସେ ବିଷୟରେ କ’ଣ କହିବ ?’’ ସ୍ଵାମୀ କହିଲା, ‘ମୁଁ ଭାବୁଛି ସେ ନିଶ୍ଚିତ ଶକ୍ତିଶାଳୀ ଓ ବଡ଼ ଲୋକ ହୋଇଥିବ, କେବେହେଲେ ଗୋଟିଏ ବାଳକ ହୋଇନଥ‌ିବ । ଗୋଟିଏ ପିଲା କିପରି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼େଇ କରିପାରିବ ?’’
ବାପା ଅବଜ୍ଞାର ସହିତ କହିଲେ, ‘ତୁ ଭାବୁଛୁ ତୁ ଖବରକାଗଜଠାରୁ ଅଧିକ ବିଜ୍ଞ ? ଜଣେ ଲୋକର ଗୋଟିଏ ହାତୀର ଶକ୍ତି ଥାଇପାରେ ଏବଂ ତଥାପି ଗୋଟିଏ ଭୀରୁ ହୋଇଥବ; ସେହିଭଳି ଅନ୍ୟ ଜଣକର ଜଣେ ଯକ୍ଷ୍ମାରୋଗୀର ଶକ୍ତି ଥବ, କିନ୍ତୁ ସାହସ ଥିଲେ ସେ ସବୁକିଛି କରିପାରିବ । ସାହସ ହେଉଛି ସବୁକିଛି; ଶକ୍ତି ଓ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’

Text – 2:
Swami disputed the theory, “How can it be, father? Suppose I have a lot of courage, what could I do if a tiger attacked me ?”
“Leave alone strength, can you prove you have courage ? Let me see if you can sleep alone tonight in my office room”. A frightful proposition, Swami thought. He had always slept beside his granny in the passage, and any change in this arrangement kept him trembling and awake all night. He hoped at first that his father was only joking. He mumbled weekly, “Yes”, and tried to change the subject; he said very loudly and with a great deal of enthusiasm, “We are going to
admit even elders in our cricket club hereafter. We are buying brand new bats and balls. Our captain has asked me to tell you.”
‘We’ll see about it later, “father cut in. “You must sleep alone hereafter.” Swami realized that the matter had gone beyond his control: from a challenge it had now become a plain command. “From the first of next month, I’ll sleep alone, father.” “No, you must do it now. It is disgraceful, to sleep beside granny or mother like a baby. You are in the Second form and… I don’t at all like the way you are being brought up,” he said.
ଅନୁବାଦ :
ସ୍ଵାମୀ ସେହି ସିଦ୍ଧାନ୍ତ ଉପରେ ତର୍କ କଲେ, ‘ବାପା, ଏହା କିପରି ହୋଇପାରିବ ? ଧରି ନିଅନ୍ତୁ ମୋର ବହୁତ ସାହସ ଅଛି, ଯଦି ମୋତେ ବାଘଟିଏ ଆକ୍ରମଣ କରେ ମୁଁ କ’ଣ କରିବି ?’’
‘ଶକ୍ତି କଥା ଛାଡ଼, ତୋର ସାହସ ଅଛି ବୋଲି ତୁ ପ୍ରମାଣ କରିପାରିବୁ ? ତୁ ଏକୁଟିଆ ମୋ ଅଫିସ୍ ଘରେ ଆଜି ରାତିରେ ଶୋଇପାରିବୁ କି ନା ମୁଁ ଦେଖେ ।’’ ସ୍ଵାମୀ ଭାବିଲା ଏହା ଏକ ଭୟଙ୍କର ଯୋଜନା । ସେ ସଦାସର୍ବଦା ଜେଜେମାଆଙ୍କ ପାଖରେ ଅଳିନ୍ଦରେ ଶୋଉଥିଲା ଏବଂ ଏପ୍ରକାର ବ୍ୟବସ୍ଥାରେ କୌଣସି ପରିବର୍ତ୍ତନ ତାକୁ ଭୟରେ ଥରାଇ ଦେଉଥୁଲା ଓ ରାତିସାରା ଉଜାଗର ରଖାଉଥିଲା । ପ୍ରଥମେ ସେ ଆଶା କରୁଥିଲା ଯେ ତାଙ୍କ ବାପା କେବଳ ମଜା କରୁଥିଲେ । ସେ ଅସ୍ପଷ୍ଟ କଣ୍ଠରେ କହିଲା, ‘ହଁ, ’’ ଏବଂ ପ୍ରସଙ୍ଗଟିକୁ ପରିବର୍ତ୍ତନ କରିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା; ସେ ଖୁବ୍ ଜୋର୍‌ରେ ଓ ଆଗ୍ରହର ସହିତ କହିଲା, ‘ଆମେ ଏଣିକି ଆମ କ୍ରିକେଟ୍ କ୍ଲବ୍‌ରେ ବଡ଼ମାନଙ୍କୁ ମଧ୍ୟ ଗ୍ରହଣ କରିବୁ । ଆମେ ନୂଆ ବ୍ୟାଟ୍ ଓ ବଲ୍‌ସବୁ କିଣିବୁ । ଆମ ଅଧ୍ୟାୟକ ମୋତେ ତୁମକୁ ଏକଥା କହିବାକୁ କହିଥିଲେ ।’’
‘‘ଆମେ ପରବର୍ତୀ ସମୟରେ ଏ କଥା ଦେଖୁ’’, ବାପା କଥାଟିକୁ କାଟିଦେଲେ । ‘ଏବେଠାରୁ ତୁ ନିଶ୍ଚିତ ଏକୁଟିଆ ଶୋଇବୁ ।’’ ପ୍ରସଙ୍ଗଟି ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସ୍ୱାମୀ ହୃଦୟଙ୍ଗମ କଲା; ଗୋଟିଏ ଆହ୍ବାନରୁ ଏହା ଏକ ସାଧାରଣ ନିର୍ଦ୍ଦେଶ ହୋଇ ସାରିଥିଲା । ‘ବାପା, ମୁଁ ଆସନ୍ତା ମାସ ଆରମ୍ଭରୁ ଏକୁଟିଆ ଶୋଇବି ।’’ ସେ କହିଲେ, ‘ନା, ତୁମେ ଏବେ ଏହା କରିବ, ଜେଜେମାଆ କିମ୍ବା ମାଆ ପାଖରେ ଶିଶୁ ଭଳି ଶୋଇବା ଏକ ଲଜ୍ଜାଜନକ ବିଷୟ । ତୁମେ ଏବେ ଦ୍ୱିତୀୟ ଅବସ୍ଥା (କୈଶୋର)ରେ ତୁମେ ଯେଉଁପ୍ରକାର ଢଙ୍ଗରେ ପ୍ରତିପାଳିତ ହେଉଛ, ମୁଁ ଆଦୌ ପସନ୍ଦ କରୁନାହିଁ ।’’

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Text – 3:
Swami’s father sat gazing gloomily at the newspaper on his lap. Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed and fall asleep before he could be called again. As if in answer to his prayer father rustled the newspaper and held it up before his face. And Swami rose silently and tiptoed away to his bed in the passage. Granny was sitting up in her bed, and remarked, “Boy, are you already feeling sleepy? Don’t you want to hear a story? ” Swami made wild gesticulations to silence his granny, but that good lady saw nothing. So Swami threw himself on his bed and pulled the blanket over his face.
Granny said, “Don’t cover your face. Are you really very sleepy ?” Swami leaned over and whispered, “Please, please, shut up, granny. Don’t talk to me, and don’t let anyone call me even if the house is on fire. If 1 doesn’t sleep at once I shall perhaps die….” He turned over, curled, and snored under the blanket till he found his blanket pulled away.
Father was standing over him. “Swami, get up,” he said. He looked like an apparition in the semi-darkness of the passage, which was dimly lit up by light reaching there from the hall lamp. Swami stirred and groaned as if in sleep. Father said, “Get up, Swami !”
ଅନୁବାଦ :
ସ୍ଵାମୀର ବାପା ବିଷାଦରେ କୋଳରେ ଥ‌ିବା ଖବରକାଗଜକୁ ନିରୀକ୍ଷଣ କରି ବସିଥିଲେ । ସ୍ବାମୀ ପ୍ରାର୍ଥନା କରୁଥିଲା ଯେ ଯଦି ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଆଉଥରେ ମୁହଁ ପାଖକୁ ଉଠାଇ ନିଅନ୍ତେ ତେବେ ସେ ବିଛଣା ପାଖକୁ ଖସି ଚାଲିଯାଆନ୍ତା ଓ ପୁନର୍ବାର ଡାକିବା ପୂର୍ବରୁ ଶୋଇପଡ଼ନ୍ତା । ସତେ ଯେପରି ତା’ର ପ୍ରାର୍ଥନାର ଉତ୍ତରରେ ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଉଠାଇଲେ ଏବଂ ମୁହଁ ପାଖରେ ଟେକି ରଖୁ । ସ୍ଵାମୀ ଧୀରସ୍ଥିର ଭାବରେ ଉଠିଲା ଏବଂ ଅଳିନ୍ଦରେ ଥ‌ିବା ବିଛଣା ପାଖକୁ ପାଦ ଚିପିଚିପି ଚାଲିଗଲା । ଜେଜେମାଆ ତାଙ୍କ ବିଛଣାରେ ବସିଥିଲେ ଏବଂ ମତ ଦେଲେ, ‘ପୁଅ, ତୁ କ’ଣ ନିଦୁଆ ଅନୁଭବ କରୁଛୁ ? ତୁ କ’ଣ ଗପ ଶୁଣିବାକୁ ଚାହୁଁନୁ ?’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ନୀରବ ରହିବାକୁ ନିଜର ଅଙ୍ଗଭଙ୍ଗୀଦ୍ୱାରା ଜଣାଇଦେଲା, କିନ୍ତୁ ସେ ଭଦ୍ରମହିଳା କିଛି ଦେଖିପାରିଲେ ନାହିଁ । ତେଣୁ ସ୍ୱାମୀ ବିଛଣା ଉପରେ ପଡ଼ିଗଲା ଓ କମ୍ବଳଟିକୁ ମୁହଁ ଉପରକୁ ଟାଣିଦେଲା ।
ଜେଜେମାଆ କହିଲେ, ‘ମୁହଁ ଘୋଡ଼ାଅନି । ତୁ କ’ଣ ସତରେ ନିଦ୍ରାଳୁ ?’’ ସ୍ବାମୀ ଟିକିଏ ନଇଁଗଲା ଏବଂ ଫୁସ୍‌ଫୁସ୍ କରି କହିଲା, ‘ ‘ଜେଜେମାଆ, ଦୟାକରି ଚୁପ୍ ରୁହ । ମୋତେ କିଛି କୁହ ନାହିଁ । ଏପରିକି ଘରେ ନିଆଁ ଲାଗିଗଲେ ମଧ୍ୟ କାହାରିକୁ ମୋତେ ଡାକିବାକୁ ଦିଅ ନାହିଁ । ଯଦି ସଙ୍ଗେ ସଙ୍ଗେ ମୁଁ ଶୋଇ ନ ପଡ଼େ ବୋଧହୁଏ ମୁଁ ମରିଯିବି ….’’ ତା’ର କମ୍ବଳଟିକୁ ଟଣା ନ ଯିବା ପର୍ଯ୍ୟନ୍ତ ସେ ଭଲ ଭାବରେ ଗୁଡ଼ାଇ ହୋଇ ଶୋଇପଡ଼ିଲା ଓ ଘୁଙ୍ଗୁଡ଼ି ମାରିଲା ।
ବାପା ତା’ ପାଖରେ ଛିଡ଼ା ହୋଇଥିଲେ । ସେ କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠି ପଡ଼’’ । ସେ ଅଳିନ୍ଦର ଅର୍ଥଅନ୍ଧକାର ମଧ୍ୟରେ ଏକ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ପରି ଦେଖା ଯାଉଥିଲେ, ଯାହାକି ଘର ପ୍ରଦୀପଦ୍ବାରା ଝାପ୍‌ସା ଉଦ୍‌ଭାସିତ ହୋଇଉଠୁଥିଲା । ସ୍ଵାମୀ ଚଞ୍ଚଳ ହୋଇପଡ଼ିଲା ଓ ଦୁଃଖରେ ନିମ୍ନ ଶବ୍ଦ କଲା ସତେ ଯେପରି ଶୋଇପଡ଼ିଛି । ବାପା କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠିପଡ଼ !””

Text – 4:
“Granny pleaded, “Why do you disturb him ?”
“Get up, Swami,” he said for the fourth time and Swami got up. Father rolled up his bed, took it under his arm, and said, “Come with me.” Swami looked at granny, hesitated for a moment, and followed his father into the office room. On the way, he threw a look of appeal at his mother and she said, “Why do you take him to the office room? He can sleep in the hall, I think.” “I don’t think so, “father said, and Swami walked behind him slowly with bowed head.
“Let me sleep in the hall, father,” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your Law books.”
“There are no scorpions, little fellow. Sleep on the bench if you like.”
“Can I have a lamp burning in the room? ”
“No, You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits.”
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night. If you do it, mind you, I will make you the laughingstock of your school.”
Swami felt cut off from humanity. He was pained and angry. He didn’t like the strain of cruelty he saw in his father’s nature. He hated the newspaper for printing the tiger’s story. He wished that the tiger hadn’t spared the boy, who didn’t appear to be a boy after all, but a monster.
ଅନୁବାଦ :
ଜେଜେମାଆ ସପକ୍ଷ ନେଇ କହିଲେ, ‘ତୁ କାହିଁକି ତାକୁ ବିରକ୍ତ କରୁଛୁ ?”’
ସେ ଚତୁର୍ଥ ଥର ପାଇଁ କହିଲେ, ‘ସ୍ଵାମୀ ଉଠିପଡ଼’’ ଏବଂ ସ୍ବାମୀ ଉଠିପଡ଼ିଲା । ବାପା ତା’ର ବିଛଣାଟିକୁ ଗୁଡ଼ାଇ ହାତରେ ଧରିଲେ ଏବଂ କହିଲେ, ‘ମୋ ସହିତ ଆ I’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ଚାହିଁଲା, କିଛି ସମୟ କୁଣ୍ଠାବୋଧ କଲା ଓ ବାପାଙ୍କ ପଛେ
ପଛେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ସେ ମାଆଙ୍କୁ ନିବେଦନ କଲା ଏବଂ ସେ (ମାଆ) କହିଲେ, ‘ତୁମେ ତାକୁ ଅଫିସ୍ ଘରକୁ କାହିଁକି ନେଉଛ ? ମୁଁ ଭାବୁଛି ସେ ବଡ଼ ଘରେ ଶୋଇପାରିବ ।’’ ବାପା କହିଲେ, ‘ମୁଁ ସେପରି ଭାବୁନାହିଁ? ’ ଏବଂ ସ୍ବାମୀ ନତମସ୍ତକ
କରି ତାଙ୍କ ପଛରେ ଧୀରେ ଧୀରେ ଚାଲିଲା ।
ସ୍ବାମୀ ଯୁକ୍ତି କରି କହିଲା, ‘ବାପା, ମୋତେ ବଡ଼ ଘରେ ଶୋଇବାକୁ ଦିଅ । ତୁମ ଅଫିସ୍ ଘର ଧୂଳିରେ ପୂର୍ଣ୍ଣ ଏବଂ ତୁମ ଆଇନ ପୁସ୍ତକଗୁଡ଼ିକ ତଳେ କଙ୍କଡ଼ାବିଛା ଥାଇପାରନ୍ତି ।’’
‘‘ସେଠାରେ କଙ୍କଡ଼ାବିଛା ନାହାନ୍ତି, ତୁ ଚାହିଁଲେ ବେଞ୍ଚ ଉପରେ ଶୋଇପାରୁ ।’’
‘‘ମୁଁ କୋଠରିରେ ଗୋଟିଏ ପ୍ରଦୀପ ଜଳାଇ ପାରିବି କି ?”’
‘‘ନା, ତୁ ଅନ୍ଧାରକୁ ଭୟ ନ କରିବା ଶିଖୁବା ଉଚିତ । ଏହା କେବଳ ଗୋଟିଏ ଅଭ୍ୟାସର ପ୍ରଶ୍ନ । ତୁ ଭଲ ଅଭ୍ୟାସଗୁଡ଼ିକୁ ଅନୁଶୀଳନ କରିବା ଉଚିତ ।’’
‘ତୁମେ ଅନ୍ତତଃ କବାଟଟିକୁ ଖୋଲା ରଖିବାକୁ ଦେବ କି ?’’
‘‘ଠିକ୍ ଅଛି । କିନ୍ତୁ କଥା ଦେ ଯେ ତୁ ବିଛଣାଟି ଗୁଡ଼ାଇବୁ ନାହିଁ ଏବଂ ରାତିରେ ଜେଜେମାଆଙ୍କ ପାଖକୁ ଯିବୁ ନାହିଁ । ମନେରଖ, ଯଦି ଏହା କରୁ, ମୁଁ ତୋତେ ତୋ ବିଦ୍ୟାଳୟର ଉପହାସାସ୍ପଦ କରିଦେବି ।’’
ସ୍ଵାମୀ ମାନବ ଜାତିଠାରୁ ବିଚ୍ଛିନ୍ନ ହୋଇଗଲା ପରି ଅନୁଭବ କରୁଥିଲା । ସେ କଷ୍ଟ ଅନୁଭବ କଲା ଓ ରାଗିଲା । ବାପାଙ୍କ ସ୍ଵଭାବରେ ଦେଖୁଥ‌ିବା ନିଷ୍ଠୁରତାର ପ୍ରୟାସକୁ ସେ ପସନ୍ଦ କରୁନଥିଲା । ବାଘ ଗପ ଛପାଇଥିବା ହେତୁ ସେ ଖବରକାଗଜଟିକୁ ଘୃଣା କଲା । ସେ ଚିନ୍ତା କରୁଥିଲା ସେହି ପିଲାଟି ଯେ କି କଦାପି ପିଲା ପରି ଜଣା ପଡୁନଥିଲା କିନ୍ତୁ ଗୋଟିଏ ଅସାମାନ୍ୟ ବାଳକ ପରି ଜଣାପଡ଼ୁଥିଲା । ତାକୁ କେବେ ବି ବାଘ ଛାଡ଼ିଦେଇ ନଥ‌ିବ ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Text – 5:
As night advanced and the silence in the house deepened, his heart beat faster. He remembered all the stories of devils and ghosts he had heard. How often had his chum, Mani, seen the devil in the banyan tree at the end of the street? And what about poor Munisami’s father who spat out blood because the devil near the river’s edge slapped his cheek when he was returning home late one night?
And so on and on his thoughts continued. He was faint with fear. A ray of light from the street lamp strayed in and cast shadows on the wall. Through the stillness, all kinds of noises reached his ears- the ticking of the clock, the rustling of leaves, sounds of snoring, and the humming of some unknown insects. He covered himself with the blanket as if it were armor, covering himself so completely that he could hardly breathe. Every moment he expected the devils to come up and clutch at his throat or carry him away. There was the instance of his old friend in the fourth’ class who suddenly disappeared and was said to have been carried off by a ghost to Siam or Nepal.
ଅନୁବାଦ :
ଯେତେବେଳେ ରାତି ବଢ଼ି ବଢ଼ି ଚାଲିଲା ଏବଂ ଘର ଭିତରେ ନୀରବତା ଘନୀଭୂତ ହେବାକୁ ଲାଗିଲା, ତା’ର ହୃତସ୍ପନ୍ଦନ ବେଗ ବଢ଼ିବାରେ ଲାଗିଲା । ସେ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତମାନଙ୍କ କାହାଣୀସବୁ ମନେ ପକାଇଲା । କେତେଥର ତା’ର ଘନିଷ୍ଠ ବନ୍ଧୁ ମଣି ରାସ୍ତା ଶେଷରେ ଥ‌ିବା ବରଗଛରେ ସୈତାନ ଦେଖୁଥିଲା ? ଏବଂ ବିଚରା ମୁନୀସାମିର ବାପା ଦିନେ ବିଳମ୍ବିତ ରାତିରେ ଘରକୁ ଫେରୁଥିବା ସମୟରେ ନଦୀତଟରେ ସୈତାନର ଶକ୍ତ ଚାପୁଡ଼ାରେ ରକ୍ତ ବାନ୍ତି କରି ପକାଇଥୁଲା ……… ?
ଏହିପରି ତା’ର ଭାବନା ଚାଲୁ ରହିଥିଲା । ସେ ଭୟରେ ମୂର୍ଚ୍ଛା ହୋଇଗଲା । ରାସ୍ତା ପ୍ରଦୀପରୁ ଗୋଟିଏ ଆଲୋକ ରଶ୍ମି ଭିତରକୁ ପ୍ରବେଶ କଲା ଏବଂ କାନ୍ଥରେ ଛାୟା ସୃଷ୍ଟି କଲା । ନିସ୍ତବ୍ଧତା ମଧ୍ୟରେ ତା’ କାନରେ ସମସ୍ତ ପ୍ରକାରର ଶବ୍ଦ ପହଞ୍ଚୁଥୁଲା – କାନ୍ଥଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, ପତ୍ରଗୁଡ଼ିକର ଖସ୍‌ଖସ୍ ଶବ୍ଦ, ଘୁଙ୍ଗୁଡ଼ି ଶବ୍ଦ ଏବଂ କେତେକ ଅଜଣା କୀଟମାନଙ୍କର ଗୁଣୁଗୁଣୁ ଶବ୍ଦ । ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ଘୋଡ଼ାଇଦେଲା ସତେ ଯେପରି ଏହା ଏକ ଶିରସ୍ତ୍ରାଣ, ନିଜକୁ ଏତେ ଘୋଡ଼ାଇ ଦେଇଥିଲା ଯେ ତାକୁ ନିଃଶ୍ଵାସ ନେବାକୁ କଷ୍ଟ ହେଉଥିଲା । ପ୍ରତ୍ୟେକ ମୁହୂର୍ତ୍ତରେ ସେ ଆଶା କରୁଥିଲା ଯେ ସୈତାନମାନେ ଆସିଯିବେ ଏବଂ ତା’ର ତଣ୍ଟିକୁ ଜାବୁଡ଼ି ଧରିବେ ଅଥବା ତାକୁ ନେଇଯିବେ । ଚତୁର୍ଥ ଶ୍ରେଣୀରେ ପଢୁଥ‌ିବା ସମୟରେ ତା’ର ଜଣେ ପୁରାତନ ବନ୍ଧୁଙ୍କର ଗୋଟିଏ ଦୃଷ୍ଟାନ୍ତ ଥିଲା ଯେ କି ହଠାତ୍ ଅନ୍ତର୍ଦ୍ଧାନ ହୋଇ ଯାଇଥିଲା ଓ କୁହାଯାଉଥିଲା ଯେ ଗୋଟିଏ ଭୂତ ତାକୁ ସିଆମ୍ କିମ୍ବା ନେପାଳକୁ ନେଇ ଯାଇଥିଲା ।

Text – 6:
Swami hurriedly got up and spread his bed under the bench and crouched there. It seemed to be a much safer place. He shut his eyes tight and encased himself in his blanket once again and unknown to himself fell asleep, and in sleep, he saw terrible dreams. A tiger was chasing him. His feet stuck to the ground. He tried hard to escape but his feet would not move; the tiger was at his back, and he could hear its claws scratch the ground…. scratch, scratch, and then a light thud… Swami tried to open his eyes but his eyelids would not open and the frightening dream continued. It threatened to continue all his life. Swami groaned in despair.
Using his utmost efforts he opened his eyes. He put his hand out to feel his granny’s presence at his side, as was his habit, but he only touched the wooden leg of the bench. And his lonely state came back to him. He sweated with fright. And now what was this rustling? He moved to the edge of the bench and stared into the darkness. Something was moving down. He lay gazing at it in horror. His end had come. He became desperate. He knew that the devil would presently pull him out and tear him to shreds, so why should he wait? As it came nearer he crawled out from under the bench and hugged it with all his might, and used his teeth on it like a mortal weapon.
“Aiyo ! something has bitten me” “There was an agonized cry which was followed by a heavy tumbling and falling amidst furniture. In a moment father, cook and a servant came in carrying a light.
And all three of them fell on the burglar who lay amidst the furniture with a bleeding ankle.
ଅନୁବାଦ :
ସ୍ଵାମୀ ତରବରିଆ ଭାବରେ ଉଠିପଡ଼ିଲା ଓ ତା’ର ବିଛଣାଟିକୁ ବେଞ୍ଚ ତଳେ ବିଛାଇ ଦେଇଥିଲା ଏବଂ ସେହିଠାରେ ନଇଁ ପଡ଼ି ଲମ୍ବିଯାଇଥିଲା । ଏହା ବହୁତ ନିରାପଦ ସ୍ଥାନ ପରି ଜଣାପଡୁଥିଲା । ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଭଲ ଭାବରେ ବନ୍ଦ କରିଦେଲା ଓ ପୁନର୍ବାର କମ୍ବଳଦ୍ଵାରା ନିଜକୁ ଆବୃତ କରିନେଲା ଏବଂ ତା’ ଅଜାଣତରେ ଶୋଇପଡ଼ିଲା ଏବଂ ନିଦ୍ରାରେ ସେ ଭୟଙ୍କର ସ୍ଵପ୍ନସବୁ ଦେଖୁଲା । ଗୋଟିଏ ବାଘ ତାକୁ ଗୋଡ଼ାଉଥିଲା । ତା’ର ପାଦଗୁଡ଼ିକ ଭୂମିରେ ଲାଗଲା । ସେ ବର୍ଷିଯିବା ପାଇଁ ବହୁତ ଚେଷ୍ଟା କରୁଥିଲା ମାତ୍ର ତା’ର ପାଦଗୁଡ଼ିକ ଚାଲୁ ନ ଥିଲା; ବାଘଟା ତା’ ପଛରେ ଥିଲା ଏବଂ ବାଘଟା.ପଞ୍ଝାରେ ମାଟି ଆମ୍ପୁଡୁଥିବାର ଶୁଣି ପାରୁଥିଲା ଓ ଆମ୍ପୁଡ଼ା ଶବ୍ଦ ଶୁଭୁଥିଲା ଏବଂ ତା’ପରେ କୌଣସି ଏକ ବସ୍ତୁ ବାଡ଼େଇ ହୋଇଯିବାର କ୍ଷୀଣ ଶବ୍ଦ ଶୁଭିଲା । ସ୍ଵାମୀ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା କିନ୍ତୁ ଆଖ୍ୟାତାଗୁଡ଼ିକ ଖୋଲୁ ନ ଥିଲା ଏବଂ ସେହି ଭୟଙ୍କର ସ୍ୱପ୍ନ ଚାଲୁ ରହିଥିଲା । ଏହା ତା’ର ସାରା ଜୀବନ ଚାଲୁ ରହିବାକୁ ଭୟଭୀତ କରାଉଥିଲା । ସ୍ଵାମୀ ଅତି ନୈରାଶ୍ୟରେ ନିମ୍ନ ସ୍ବରରେ କିଛି କହୁଥିଲା ।
ବହୁତ ଉଦ୍ୟମ କରି ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିଲା । ସେ ତା’ ପାଖରେ ଜେଜେମାଆଙ୍କୁ ଅନୁଭବ କରିବାକୁ ତା’ର ହାତ ବାହାରକୁ ବାହାର କଲା, ଯେପରି ତା’ର ଅଭ୍ୟାସ ଥିଲା, କିନ୍ତୁ ସେ କେବଳ କାଠ ବେଞ୍ଚର ଗୋଡ଼କୁ ସ୍ପର୍ଶ କଲା ତା’ ନିକଟକୁ ଫେରିଆସିଲା । ଭୟରେ ତା’ ଦେହରୁ ଝାଳ ବୋହିଗଲା । ଏବେ ଏ ଖସ୍‌ଖସ୍ ଶବ୍ଦ କ’ଣ ଥିଲା । ତା’ର ନିଃସଙ୍ଗତା ? ସେ ବେଞ୍ଚର ଧାର ନିକଟକୁ ଘୁଞ୍ଚାଗଲା ଏବଂ ଅନ୍ଧକାରକୁ ନିରୀକ୍ଷଣ କରି ଚାହୁଁଥିଲା । କିଛି ଗୋଟିଏ ଗତି କରୁଥିଲା । ସେ ଭୟରେ ପଡ଼ି ରହି ଏହାକୁ ଅନୁଧ୍ୟାନ କରୁଥିଲା । ତା’ର ଶେଷବେଳା ଆସିଗଲା । ସେ ନିରାଶ ହୋଇଗଲା । ସେ ଜାଣିଲା ଯେ ସୈତାନ ବର୍ତ୍ତମାନ ତାକୁ ବାହାରକୁ ଟାଣିନେବ ଏବଂ ତାକୁ ଚିରି ଟୁକୁରା କରିଦେବ, ତେଣୁ ସେ କାହିଁକି ଅପେକ୍ଷା କରିବ ? ଯେମିତି ଏହା ନିକଟରେ ହେଲା ସେ ବେଞ୍ଚ ତଳୁ ଗୁରୁଣ୍ଡି ଗୁରୁଣ୍ଡି ବାହାରିଲା ଏବଂ ସେଇଟିକୁ ସେ ତା’ର ସମସ୍ତ ଶକ୍ତି ଖଟାଇ ଜାବୁଡ଼ି ଧରିଲା ଏବଂ ଦାନ୍ତଗୁଡ଼ିକୁ ମରଣଶୀଳ ଅସ୍ତ୍ର ପରି ବ୍ୟବହାର କରି କାମୁଡ଼ିଦେଲା ।
“ଓ ! କିଛି ଗୋଟେ ମୋତେ କାମୁଡ଼ି ଦେଇଛି ।’’ ଯନ୍ତ୍ରଣାଦାୟକ କ୍ରନ୍ଦନ ହେଲା ଯାହାପରେ କି ଆସବାବ ମଧ୍ୟରେ କିଛି ଗୋଟାଏ ଜୋର୍‌ରେ ତଳେ ପଡ଼ିଲା । ସେହି ମୁହୂର୍ତ୍ତରେ ବାପା, ରେଷେୟା ଓ ଜଣେ ଚାକର ଆଲୋକଟିଏ ଧରି ଆସିଲେ ।
ତିନି ଜଣଯାକ ମିଶି ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କଲେ ଯିଏକି ରକ୍ତାକ୍ତ ଗୋଇଠି ସହିତ ଆସବାବ ମଧ୍ଯରେ ପଡ଼ି ରହିଥିଲା ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Text – 7:
Congratulations came showering on Swami the next day. His classmates looked at him with respect, and his teacher patted his back. The headmaster said that he was a true scout. Swami had bitten into the flesh of one of the most notorious house-breakers of the district and the police were grateful to, him for it.
The Inspector said, “Why don’t you join the police when you grow up ?” Swami said for the sake of politeness, “Certainly, I will,” though he had quite made up his mind to be an engine driver, a railway guard, or a bus conductor, later in life.
When he returned home from the club that night, father asked, “Where is the boy ?”
“He is asleep”.
“Already ?”
“He didn’t have a wink of sleep the whole of last night”, said his mother.
“Where is he sleeping ?”
“In his usual place”, mother said casually, “he went to bed at seven-thirty.”
“Sleeping beside his granny again ! “father said. “No wonder he wanted to be asleep before I should return home – clever boy !”
Mother lost her temper. “You let him sleep where he likes. You needn’t risk his life again…” Father mumbled as he went in to change: “All right, pamper and spoil him as much as you like. Only don’t blame me afterward….”
Swami, following the whole conversation from under the blanket, felt tremendously relieved to hear his father giving him up.
ଅନୁବାଦ :
ପରବର୍ତୀ ଦିନ ସ୍ଵାମୀ ଉପରେ ଅଭିନନ୍ଦନସବୁ ଅଜାଡ଼ି ହୋଇପଡ଼ିଲା । ତା’ର ଶ୍ରେଣୀ ସାଥୀମାନେ ତାକୁ ସମ୍ମାନର ସହିତ ଦେଖ‌ିଲେ ଓ ତା’ର ଶିକ୍ଷକ ତା’ ପିଠିକୁ ଥାପୁଡ଼ାଇ ଦେଲେ । ସେ ଜଣେ ପ୍ରକୃତ ସନ୍ଧାନୀ ବୋଲି ପ୍ରଧାନଶିକ୍ଷକ କହିଲେ । ସ୍ଵାମୀ ସହରର ଜଣେ କୁଖ୍ୟାତ ଘର ଭାଙ୍ଗି ଚୋରି କରୁଥିବା ଲୋକର ମାଂସକୁ କାମୁଡ଼ି କ୍ଷତାକ୍ତ କରି ଦେଇଥିଲା ଏବଂ ଏଥ୍‌ପାଇଁ ପୋଲିସ୍ ତା’ ନିକଟରେ କୃତଜ୍ଞ ହେଲା ।
ଇନସ୍ପେକ୍ଟର କହିଲେ, ‘ବଡ଼ ହେଲେ ତୁମେ କାହିଁକି ପୋଲିସ୍‌ରେ ଯୋଗ ନ ଦେବ ?’’ ସ୍ଵାମୀ ନମ୍ରତାର ସହିତ କହିଲା, ‘ନିଶ୍ଚୟ, ମୁଁ ଯୋଗଦେବି,’’ ଯଦିଓ ସେ ଜୀବନର ପରବର୍ତ୍ତୀ ସମୟରେ ଜଣେ ଇଞ୍ଜିନ୍ ଡ୍ରାଇଭର, ଜଣେ ରେଳରକ୍ଷୀ, କିମ୍ବା ଜଣେ ବସ୍ କଣ୍ଡକ୍ଟର୍ ହେବାକୁ ସମ୍ପୂର୍ଣ୍ଣ ମନସ୍ଥ କରିସାରିଥିଲା ।
ସେଦିନ ରାତିରେ ବାପା ଯେତେବେଳେ କ୍ଳବରୁ ଘରକୁ ଫେରିଲେ ସେ ପଚାରିଲେ, ‘ପିଲାଟା କେଉଁଠି ଅଛି ?’’ ‘‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘‘ଶୋଇ ସାରିଛି ।’’
ତା’ର ମାଆ କହିଲେ, ‘ସେ ଗତ ରାତିସାରା ଆଖ୍ ପିଛୁଳା ପକାଇ ନାହିଁ ।’’
‘ସେ କେଉଁଠାରେ ଶୋଇଛି ?’’
ମାଆ ଅନିୟମିତ ଭାବରେ କହିଲେ, ‘ତା’ର ଶୋଇବା ଜାଗାରେ, ସେ ସାତଟା ତିରିଶରେ ଶୋଇବାକୁ ଗଲା ।’’ ବାପା କହିଲେ, ‘ପୁଣି ତା’ର ଜେଜେମାଆଙ୍କ ପାଖରେ ଶୋଇଛି । ଚାଲାକ୍ ପିଲା, ମୋ ଫେରିବା ପୂର୍ବରୁ ସେ ଶୋଇ ପଡ଼ିବାକୁ ଚାହୁଁଥିଲା ।’’
ମାଆ ତାଙ୍କର କ୍ରୋଧ ହରାଇ ବସିଲେ । ‘‘ସେ ଯେଉଁଠି ଶୋଇବାକୁ ଚାହୁଁଛି ତାକୁ ଛାଡ଼ିଦିଅ । ଆଉ ଥରେ ତା’ ଜୀବନକୁ ବିପଦରେ ପକାଇବା ଦରକାର ନାହିଁ ।’’ ବାପା ବଦଳିଯିବା ସହିତ ଓଠ ଚିପିଚିପି ଅସ୍ପଷ୍ଟ ଭାବରେ କହିଲେ ‘‘ଠିକ୍ ଅଛି, ଯେତେ ଚାହୁଁଛ ତାକୁ ଆକଣ୍ଠ ଖୁଆଅ ଓ ନଷ୍ଟ କରିଦିଅ । କେବଳ ଏହା ପରଠାରୁ ମୋତେ ଆଉ ଦୋଷୀ କରିବ ନାହିଁ ….”
ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ସମସ୍ତ କଥୋପକଥନ ଶୁଣିଲା ଏବଂ ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା ଶୁଣି ଖୁବ୍ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

events — incidents, actions — ଘଟଣା
Life is full of events.
flight — the act of fleeing from danger – ଉଡ଼ାଣ, ଉଡ଼ାଜାହାଜ
He made aflight onto the trees.
strength — the power of doing, stamina — କରିବାର ଶକ୍ତି, ସାମର୍ଥ୍ୟ
suppose — think, assume, imagine — ଚିନ୍ତା କରିବା, ଭାବିବା, ମନେ କରିବା
I suppose you are right.
granny — father s mother – ବୁଢ଼ୀ ମା’, ବାପାଙ୍କର ମା’
edge — bank, shore — କୂଳ (ନଦୀ)
beyond — out of – ବାହାରେ
The naughty child has gone beyond his mother’s control.
plain command — clear instruction, direction — ସ୍ପଷ୍ଟ ଆଦେଶ
challenge — dispute – ତର୍କ, ଯୁକ୍ତି, ଆହ୍ବାନ
I accepted his challenge.
Second Form— the act of coming of age, maturity in age and mind — ବୟସ ଓ ବୃଦ୍ଧିରେ ପରିପକ୍ବ
Don’t behave like this as you are in Second Form.
disgraceful — insulting, shameful, distasteful – ଅପମାନଜନକ, ଘୃଣ୍ୟ
The man’s behavior was disgraceful.
unexpected (adj) — which is not expected — ଯାହା ଆଶା କରାଯାଏ ନାହିଁ| ଅପ୍ରତ୍ୟାଶିତ
I was surprised at his unexpected achievement.
bravery (n) — ସାହସିକତା
The child was praised for his uncommon bravery.
fixedly (adj.)— continuously, without looking away – ନିରବଚ୍ଛିନ୍ନ ଭାବରେ
Father looked at me fixedly and told me something angrily.
sneer(ed) (v)— make an insulting smile
Don’t sneer at other’s religions.
consumptive (n) — a person suffering from tuberculosis – ଯକ୍ଷ୍ମାରୋଗୀ ।
A consumptive should give up smoking.
disputed (v) — made argument – ତର୍କ କଲେ ।
The two governments disputed the ownership of the territory.
wink of sleep — no sleep
frightful (adj) — ଭୟଭୀତ
The old man with a long beard looks frightful.
proposition (n) — an idea or a plan of action that is suggested
We made a proposition, he would join us.
mumble(d) (v) — to speak in a quiet voice without an opening mouth – ଅସ୍ପଷ୍ଟ ଭାବରେ କହିବା
The old woman mumbled a prayer.
enthusiasm (n) — great interest
You should work with enthusiasm.
disgraceful (adj.) — shameful — ଲଜ୍ଜାଜନକ
I objected his disgraceful behavior.
gazing (v) — looking steadily at something for a long time
I lay in bed gazing outside.
gloomily (adv.) — depressingly
My father sat gazing gloomily at the newspaper on his lap.
theory — ସିଦ୍ଧାନ୍ତ
rustled (v) — moved or rubbed together — ଖସ୍ଖସ୍ ଶବ୍ଦ କଲା
Her long skirt rustled as she walked.
stillness — calmness, quietness — ନିରବତା, ଶାନ୍ତ
The stillness of the night terrified me.
hardly — seldom, rarely, not often — କ୍ବଚିତ୍‌, କେବେ କେମିତି
strain of cruelty — sign of rudeness
look over — examine something quickly
whereas — ଯେତେବେଳେ କି
passage — a long narrow area inside the house
rustling (n) — making a sound as of dry
leaves – ମର୍ମର ଧ୍ଵନି/ଖସ୍‌ଖସ୍ ଶବ୍ଦ
tiptoe(d) (r) — walk carefully on the toes — ପାଦ ଅଙ୍ଗୁଳିରେ ନିଃଶବ୍ଦରେ ଚାଲିବା
He tipwed quietly out of the room so as not to wake him up.
hereafter — after this time — ଏହି ସମୟ ପରେ
gesticulation (n) — movements of hands and arms to express ideas and feelings – ଅଙ୍ଗଭଙ୍ଗୀଦ୍ଵାରା ଭାବ
Mother made gesticulation to silence his son.
snore(d) (v) — to make noisy breathing — ଘୁଙ୍ଗୁଡ଼ି
The fat man fell asleep and snored loudly.
standing over — to supervise or watch closely — ଅନୁଧ୍ୟାନ କରୁଥିଲେ ।
His father is standing over there silently.
apparition (n) — a strange figure appearing suddenly and thought to be a ghost – ଭୂତ ଭଳି ଜଣାପଡ଼ୁଥିବା ମୂର୍ତ୍ତି
Swami is father looked like an apparition in the semi-darkness.
brand new — ପୁରା ନୁଆ
plead (v) — speak in favor of
The advocates plead in favor of their clients.
see about— attend to someone or something
hesitate — saying something nervously
The boy hesitates to tell a lie.
appeal (v) — request – ନିବେଦନ କରିବା
Anna Hazare appealed to the people to fight against corporations.
fall on (v) — attack – ସଙ୍ଗେ ସଙ୍ଗେ ଆକ୍ରମଣ
laughing stock — one that has done something so silly – ଉପହାସାସ୍ପଦ ବ୍ୟକ୍ତି
You shouldn’t make anybody a laughing stock.
humanity (n)— the whole human race
Alexander Selkirk felt cut off from humanity in the island.
monster (n) — an abnormal boy — ଏକ ଅସ୍ୱାଭାବିକ ବାଳକ
The monster killed a man before the police caught him.
cut in— interrupt — ବାଧା ଦେବା
devil — an evil spirit — ଏକ ମନ୍ଦ ଆତ୍ମା
I don’t believe in the devil or ghosts.
slap (v) — ଚାପୁଡ଼ା ମାରିବା
Father skipped me for my silly mistake.
chum(n) — a close friend — ଜଣେ ଘନିଷ୍ଠ ବନ୍ଧୁ
Gudu is Debi’s school chum.
despite (n) — the absence of hope
horror(n) — great fear— ମହାଭୟ
burglar (n) — one who enters the housebreaking something — ଚୋର
bong up — grow a child — ପିଲାଟିଏ ବଢ଼ି ବଢ଼ି
lean over — bend— ବଙ୍କା କରିବା
congratulation (n) — ଅଭିନନ୍ଦନ
humming (v)— making a low continuous sound — ଏକ ନିମ୍ନ ଅବିରତ ଶବ୍ଦ ସୃଷ୍ଟି କରୁଛି
Sonic insects are humming in the garden.
armor (n) — special metal clothing that soldiers wore in the past to protect their bodies while fight
The soldiers put on armor while fighting.
lose one’s temper —became very angry
crouch(ed) (v) — lay on the ground with limbs drawn close to his body in fear
The dog crouched in the courtyard.
pat(v) — ପ୍ୟାଟ୍
encased (y) — covered something completely
His body was encased in armor
risk(v) — ବିପଦ
chase (v) — run after somebody to catch
A street dog chased me on my way to school.
bite into (v) — କାମୁଡ଼ିବା
thud (n) — a sound like the one which is made when a heavy object hits something else
I heard a thud in the darkness and was frightened.
shut up(v) — ଚୁପ କର
casually (adj) —in a relaxed way
desperate (adj.) —having no hope of something
A desperate man always hides himself from others.
dimly lit — not brightly lighted
sherds (n) — very small pieces
I My scarf was in shreds after the dog had chewed it up
groaned — making a long deep sound out of pain
crawked — କ୍ରକ୍
The boy crawled across the room.
shower on (v) — ସାୱାର
hugged (v) — put the arms around and hold tightly to express happiness
The child hugged its mother.
clutch at — try to hold Lighty
Siam — the old name of Thailand
housebreaker— dacoit, burglar, robber
for the sake of — ଖାତିର ପାଇଁ
mortal (adj.) — fatal, capable of causing death
The boy used his teeth like a mortal weapon.
no wonder — something not surprising
agonized (adj.) — extreme pain
She let out an agonized cry.
make up one’s mind — take a decision
tumbling — ଟମ୍ବିଂ
The hut we built is already tumbling down.
strain — pressure that is put on something
tremendously (ads)- very much
amidst (prep.) — in the middle of – ମଧ୍ୟରେ,
We should remain cheerful in the midst of our difficulties.
relieved (adj) — became free
notorious (adj.) — widely famous in a bad way
The police caught the notorious robber yesterday.
give up (v) — stop something
He gives up smoking.
pamper (v) — make someone feel
comfortable — ଆରାମଦାୟକ
Mothers try to pamper their children.
conversation — talk between two, interaction
The two friends has an interesting conversation.
relieved — consoled, appeased, soothed — ଉପଶମିତ
I am relieaed now.
cut off — disconnected, separated, isolated — ବିଚ୍ଛିନ୍ନ ହୋଇଯିବା
In the recent floods, Cunack cut off the rest of Odisha.
might (n) — great strength/power — ମହାନ ଶକ୍ତି / ଶକ୍ତି

BSE Odisha 9th Class English:

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Odisha State Board BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b) Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 1.
ନିମ୍ନଲିଖତ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନ ପାଇଁ ସମ୍ଭାବ୍ୟ ଉତ୍ତରମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଲେଖ ।

(i) ଯାଦି E = {1, 2, 3, 4, 5} ଓ S = {2, 4} ହୁଏ ତେବେ S’ = _____
(a) {1, 3}
(b) {1, 4, 5}
(c) {1, 3, 5}
(d) {1, 2, 5}
ସମାଧାନ:
(c) E = {1, 2, 3, 4, 5} ଓ S = {2, 4} ହୁଏ ତେବେ S’ = {1, 3, 5}
[କାରଣ S’ = E – S]

(ii) ଯାଦି E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ =_____
(a) E
(b) {a, b}
(c) {c, d}
(d) Φ
ସମାଧାନ:
(a) E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ = E
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(iii) ଯାଦି E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ =_____
(a) E
(b) {a, b}
(c) {c, d}
(d) Φ
ସମାଧାନ:
(d) E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ = Φ
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(iv) (A ∪ A’) – (A’ ∩ A) = _____
(a) A
(b) A’
(c) E
(d) Φ
ସମାଧାନ:
(c) (A ∪ A’) – (A’ ∩ A) = E
[କାରଣ A ∪ A’ = E, A’ ∩ A = Φ]

(v) E – A’ = ____
(a) E
(b) A
(c) A’
(d) Φ
ସମାଧାନ:
(b) E – A’ = A
[କାରଣ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ E (ବ୍ୟାପକ ସେଟ୍) ଅଟେ ।]

(vi) (E – A) ∪ (E – B) =
(a) A ∪ B
(b) (A ∪ B)’
(c) (A ∩ B)
(d) (A ∩ B)’
ସମାଧାନ:
(d) (E – A) ∪ (E – B) = (A ∩ B)’
[∴ E – A = A’ ଓ E – B = B’ ‘ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁଯାୟୀ – (A’ ∪ B’) = (A ∩ B)’]

(vii) A’ ∩ B’ = ______
(a) A ∪ B
(b) (A ∪ B)’
(c) (A ∩ B)
(d) (A ∩ B)’
ସମାଧାନ:
(b) A’ ∩ B’ = (A ∪ B)’ [ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁସାରେ]

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

(viii) (A – B) ∪ (B – A) =_____
(a) A ∪ B
(b) A Δ B
(c) A ∩ B
(d) B
ସମାଧାନ:
(b) (A – B) ∪ (B – A) = A Δ B [ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁସାରେ]

(ix) (A – B) ∪ (B – A) = _____
(a) (A ∪ B) – (A ∩ B)
(b) (A ∪ B) – (A – B)
(c) (A – B) – (A ∩ B)
(d) (A – B) ∩ (B – A)
ସମାଧାନ:
(a) (A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B) [କାରଣ ଉଭୟ A Δ B ଅଟନ୍ତି ।]

(x) (A ∪ A’)’ = _____
(a) A
(b) A’
(c) Φ
(d) E
ସମାଧାନ:
(c) (A ∪ A’)’ = Φ [କାରଣ A ∪ B’ = (E)’ = Φ]

(xi) (A’ ∪ B’)’ = _____
(a) A ∩ B
(b) A ∪ B
(c) A’ ∩ B’
(d) (A ∪ B)’
ସମାଧାନ:
(a) (A’ ∪ B’)’= A ∩ B
[କାରଣ (A’ ∪ B’)’ = [(A ∩ B)’]’ = A ∩ B]

(xii) (A ∪ B)’ = _____
(a) A’ ∪ B’
(b) (A ∩ B)’
(c) A’ ∩ B’
(d) E – (A ∩ B)
ସମାଧାନ:
(c) (A ∪ B)’ = A’ ∩ B’
[ଏହା ଡିମର୍ମାନଙ୍କ ପ୍ରଥମ ନିୟମ ଅଟେ ।]

Question 2.
ନିମ୍ନଲିଖୂତ ଭକ୍ତିମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଭକ୍ତିଗୁଡ଼ିକୁ ବାଛି ଲେଖ ।

(i) (A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B)
ସମାଧାନ:
(A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B) (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ଉଭୟ A Δ Bର ସୂତ୍ର ଅଟନ୍ତି ।]

(ii) A Δ B = B Δ A
ସମାଧାନ:
A Δ B = B Δ A (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମ ବିନିମୟୀ ଅଟେ ।]

(iii) (A ∪ B)’ = A’ ∪ B’
ସମାଧାନ:
(A ∪ B)’ = A’ ∪ B’ (ଭୁଲ ଉକ୍ତି)
[କାରଣ ଡିମର୍ଗାନଙ୍କ ନିୟମ ଅନୁସାରେ (A ∪ B)’ = A’ ∩ B’]

(iv) (A ∩ B)’ = A’ ∪ B’
ସମାଧାନ:
(A ∩ B)’ = A’ ∪ B’ (ଠିକ୍ ଉକ୍ତି)

(v) Φ = E
ସମାଧାନ:
Φ = E (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ଶୂନ୍ୟସେଟ୍‌ର ପରିପୂରକ ସେଟ୍ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(vi) E’ = Φ
ସମାଧାନ:
E’ = Φ  (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ବ୍ୟାପକ ସେଟ୍‌ ପରିପୂରକ ସେଟ୍ ଶୂନ୍ୟ ସେଟ୍ ଅଟେ ।]

(vii) A ∪ A’ = Φ
ସମାଧାନ:
A ∪ A’ = Φ (ଭୁଲ ଉକ୍ତି)
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(viii) A ∩ A’ = E
ସମାଧାନ:
A ∩ A’ = E (ଭୁଲ ଉକ୍ତି)
[କାରଣ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ଛେଦ ଶୂନ୍ୟ ସେଟ୍ ଅଟେ ।]

(ix) (A ∪ A’)’ = E
ସମାଧାନ:
(A ∪ A’)’ = E (ଭୁଲ ଉକ୍ତି) [କାରଣ (A ∪ A’)’ = (E)’ = Φ]

(x) (A ∩ A’)’ = Φ
ସମାଧାନ:
(A ∩ A’)’ = Φ (ଭୁଲ ଉକ୍ତି) [କାରଣ (A ∩ A’)’ = (Φ)’ = E]

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 3.
(i) E = Z ହେଲେ, ସମସ୍ତ ଯୁଗ୍ମ ସଂଖ୍ୟାର ପରିପୂରକ ସେଟ୍‌ଟି ନିଶ୍ଚୟ କର ।
ସମାଧାନ:
E = Z ମନେକର ସମସ୍ତ ଯୁଗ୍ମ ସଂଖ୍ୟାର ସେଟ୍ A ।
A = {0, ±2, ±4, ±6}
A’ = Z – A = [0, ±1, ±2, ±3,…..} – [0, ±2, ±4, ±6, ……}
= [±1, ±3, ±5, ±7, …. }

(ii) E – A = B ହେଲେ, B ∩ A ଓ B ∪ Ā ସେଟ୍ ଦ୍ବୟର ପରିପୂରକ ସେଗୁଡ଼ିକୁ ଲେଖ ।
ସମାଧାନ:
E – A = B ଅର୍ଥାତ୍ Aର ପରିପୂରକ ସେଟ୍ B ସେଟ୍ ଅଟେ । ଅର୍ଥାତ୍ A’ = B
∴ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।
⇒ B ∪ A = E
ସେହିପରି ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ଛେଦ ଶୂନ୍ୟସେଟ୍ ଅଟେ ।
⇒ B ∩ A = 0
BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

(iii) ସେଟ୍ A ଓ ଏହାର ପରିପୂରକ ସେଟ୍‌ରେ ଯଥାକ୍ରମେ 5 ଓ 6ଟି ଉପାଦାନ ଥିଲେ ବ୍ୟାପକ ସେଟ୍ E ରେ ଥ‌ିବା ଉପାଦାନ ସଂଖ୍ୟା ସ୍ଥିର କର ।
ସମାଧାନ:
ସେଟ୍ A ଓ ଏହାର ପରିପୂରକ ସେଟ୍‌ର ଉପାଦାନ ସଂଖ୍ୟା ଯଥାକ୍ରମେ 5 ଓ 6 ।
ଅର୍ଥାତ୍ |A| = 5 ଓ |A’| = 6 
∴ | E| = |A| + | A’| = 5 + 6 = 11

Question 4.
ଉଦାହରଣ ଦ୍ବାରା ଦର୍ଶାଅ ଯେ, ‘‘ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମବିନିମୟୀ’’ ।
ସମାଧାନ:
ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମ ବିନିମୟୀ, ଅର୍ଥାତ୍ A Δ B = B Δ A ।
ମନେକର A = {1, 2, 3, 4, 5 } ଓ B = {4, 5, 6}
L.H.S. = A Δ B = (A – B) ∪ (B – A)
= [{ 1, 2, 3, 4, 5} – {4, 5, 6}] u [{4, 5, 6} – {1, 2, 3, 4, 5}] = {1, 2, 3} ∪ {6} = {1, 2, 3, 6}
R.H.S. = B Δ A = (B – A) ∪ (A – B)
= [{4, 5, 6} – {1, 2, 3, 4, 5}] ∪ [{1, 2, 3, 4, 5} – {4, 5, 6}]
= {6} ∪ {1, 2, 3} = {1, 2, 3, 6}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

Question 5.
ଯଦି ବ୍ୟାପକ ସେଟ୍ E = {a, b, e, d, e, f, g, h}, A = {a, b, c} ଏବଂ B = {b, f, g, h} ତେବେ ନିମ୍ନଲିଖୂତ ଉକ୍ତିଗୁଡ଼ିକର ସତ୍ୟତା ପ୍ରତିପାଦନ କର ।
(i) (A ∪ B)’ = A’ ∩ B’
ସମାଧାନ:
L.H.S. = (A ∪ B)’ = E – (A ∪ B)
= E – [{a, b, c} ∪ {b, f, g, h}]
= {a, b, c, d, e, f, g, h} – {a, b, c, f, g, h} = {d, e}
R.H.S. = A’ ∩ B’ = (E – A) ∩ (E – B)
= [{a, b, c, d, e, f, g, h} – {a, b, c}] ∩ [{a, b, c, d, e, f, g, h} – {b, f, g, h}]
= {d, e, f, g, h} ∩ {a, c, d, e} = {d, e}
∴ L.H.S.= R. H. S. (ପ୍ରମାଣିତ)

(ii) (A ∩ B)’ = A’ ∪ B’
ସମାଧାନ:
L.H.S. = (A ∩ B)’ = E – (A ∩ B) = E – [{a, b, c} ∩ {b, f, g, h}]
= {a, b, c, d, e, f, g, h} – {b} = {a, c, d, e, f, g, h}
R.H.S. =A’ ∪ B’ = (E – A) ∪ (E – B)
= [{a, b, c, d, e, f, g, h} – {a, b, c}] ∪ [{a, b, c, d, e, f, g, h} – {b, f, g, h}]
= {d, e, f, g, h} ∪ {a, c, d, e} = {a, c, d, e, f, g, h}
∴ L. H. S. = R. H. S. (ପ୍ରମାଣିତ)

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 6.
ଏକ ଉଦାହରଣ ଦ୍ବାରା ଡିମର୍ମାନ୍‌ଙ୍କ ନିୟମ ଦ୍ଵୟର ସତ୍ୟତା ପ୍ରତିପାଦନ କର ।
ସମାଧାନ:
ମନେକର E = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 2, 3, 4}, B = {4, 5, 6, 7}
A ∪ B = {1, 2, 3, 4} ∪ {4, 5, 6, 7} = {1, 2, 3, 4, 5, 6, 7}
A ∩ B = {1, 2, 3, 4} ∩ {4, 5, 6, 7} = {4}
A’ = E – A = {1, 2, 3, 4, 5, 6, 7, 8, 9} – {1, 2, 3, 4} = {5, 6, 7, 8, 9}
B’ = E – B = {1, 2, 3, 4, 5, 6, 7, 8, 9} – {4, 5, 6, 7} = {1, 2, 3, 8, 9}

(i) (A ∪ B)’ = A’ ∩ B’
L.H.S. = (A ∪ B)’ = E – (A ∪ B)
= {1, 2, 3, 4, 5, 6, 7, 8, 9} – {1, 2, 3, 4, 5, 6, 7} = {8, 9}
R.H.S. = A’ ∩ B’= {5, 6, 7, 8, 9} ∩ { 1, 2, 3, 8, 9} = {8, 9}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

(ii) (A ∩ B)’ = A’ ∪ B’
L.H.S. =(A ∩ B)’ = E – (A ∩ B)
= {1, 2, 3, 4, 5, 6, 7, 8, 9} – {4} = { 1, 2, 3, 5, 6, 7, 8, 9}
R.H.S. = A’ ∪ B’ = {5, 6, 7, 8, 9} ∪ { 1, 2, 3, 8, 9}
= {1, 2, 3, 5, 6, 7, 8, 9}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

The Missile Man of India Question Answer Class 9 English Chapter 4 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India Textbook Exercise Questions and Answers.

Class 9th English Chapter 4 The Missile Man of India Question Answers BSE Odisha

The Missile Man of India Class 9 Questions and Answers

Let’s Understand The Text:

Read the text silently and understand. While reading, some new words may stand in your way. Don’t worry. Refer to the ‘Notes and Glossary’ provided at the end of the text. You may also consult a dictionary or your teacher. After you have read, your teacher asks you some questions. Answer them orally.

Question 1.
Who was Dr APJ Abdul Kalam?
(ଡ. ଏପିଜେ ଅବଦୁଲ୍ କଲାମ୍ କିଏ ?)
Answer:
Dr. APJ Abdul Kalam was a celebrated scientist and the 11th President of India. He was popularly known as “The Missile Man of India”.

Question 2.
Why is Dr Kalam known as “The Missile Man of India”?
(ଡ. କଲାମ୍ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ଭାବେ କାହିଁକି ପରିଚିତ ?)
Answer:
Dr. Kalam was closely involved in India’s civilian space programme and military missile development efforts. So he is known as “The Missile Man of India”.

Question 3.
Where was he born? When?
(ସେ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ? କେବେ ?)
Answer:
Dr. Kalam was born in a Tamil Muslim family at Rameswaram in Tamil Nadu on 15 October 1931.

Question 4.
Who were his family members?
(କେଉଁମାନେ ତାଙ୍କର ପାରିବାରିକ ସଦସ୍ୟ ଥିଲେ ?)
Answer:
His family members were his father Jainulabdeen, mother Ashima, three elder brothers and an elder sister.

Question 5.
Who were his father and mother?
(ତାଙ୍କର ପିତା ଓ ମାତା କିଏ ଥିଲେ ?)
Answer:
His father Jainulabdeen was a boat owner and the Imam of a local mosque. His mother Ashiamma was an ordinary housewife.

Question 6.
What was his mother?
(ତାଙ୍କର ମାତା କ’ଣ ଥିଲେ ?)
Answer:
His mother Ashiamma was simply a house-wife and a devotional lady.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 7.
How did his father earn his living?
(ତାଙ୍କର ପିତା କିଭଳି ଜୀବିକାର୍ଜନ କରୁଥିଲେ ?)
Answer:
His father owned a ferry that took Hindu pilgrims from Rameswaram to Dhanushkodi and back. He earned his living by this small business.

Question 8.
Were Kalam’s ancestors rich or poor? How do you know it?
(କଲାମ୍ଙ୍କର ପୂର୍ବପୁରୁଷ ଧନୀ ଅଥବା ଗରିବ ଥିଲେ ? ତୁମେ କିପରି ଏହା ଜାଣୁଛ?)
Answer:
Dr. Kalam’s ancestors were rich traders and land owners. Unluckily in course of time they lost their vast properties even their ancestral house and fell on hard times.

Question 9.
How did he add to his family?
(ସେ କିପରି ତାଙ୍କର ପରିବାରକୁ ସହଯୋଗ କରୁଥିଲେ?)
Answer:
In his childhood days he faced misery of life. He had to sell newspapers to supplement his family’s income.

Question 10.
What is the third paragraph about?
(ତୃତୀୟ ପାରାଗ୍ରାଫ୍ କେଉଁଥିପାଇଁ ଉଦ୍ଦିଷ୍ଟ?)
Answer:
The third paragraph is about Kalam’s education in his childhood days. It was also dealt with his loving and affectionate science teacher Sivasubramania Iyer.

Question 11.
Where did he get his primary education?
(ତାଙ୍କର ପ୍ରାରମ୍ଭିକ ଶିକ୍ଷା କେଉଁଠାରେ ପ୍ରାପ୍ତ ହୋଇଥିଲେ?)
Answer:
Dr. Kalam got his primary education at Ramanathpuram.

Question 12.
Who was his science teacher?
(ତାଙ୍କର ବିଜ୍ଞାନ ଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Mr. Sivasubramania Iyer was his science teacher when Kalam was in the primary school.

Question 13.
What was he like?
(ସେ କିଭଳି ଥିଲେ ?)
Answer:
The science teacher of the school was loving and affectionate to Kalam. As he was a committed teacher, his inspiration made him great.

Question 14.
What did he invite Kalam for?
(ସେ କଲାମ୍‌ଙ୍କୁ କେଉଁଥିପାଇଁ ନିମନ୍ତ୍ରଣ କରିଥିଲେ?)
Answer:
Once he invited Kalam for a meal in his house.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 15.
How did his wife react to it?
(ଏଥପ୍ରତି ତାଙ୍କ ପତ୍ନୀ କିଭଳି ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କରିଥିଲେ?)
Answer:
His wife disliked it and denied serving a Muslim boy like Kalam.

Question 16.
What changed her attitude?
(କ’ଣ ତାଙ୍କର ମନୋବୃତ୍ତିରେ ପରିବର୍ତ୍ତନ ଆଣିଥିଲା ?)
Answer:
When the teacher himself served Kalam, his wife was watching behind the kitchen door. But Kalam’s behaviour, way of taking the meal and cleaning the floor changed her attitude.

Question 17.
How did she behave him later?
(ପରବର୍ତ୍ତୀ ସମୟରେ ସେ ତାଙ୍କୁ କିଭଳି ବ୍ୟବହାର ଦେଖାଇଥିଲେ?)
Answer:
When the teacher invited Kalam next time, she welcomed him and served him food herself.

Question 18.
Who does ‘He’ in the third sentence of para-3 refer to?
(ତୃତୀୟ ଅନୁଚ୍ଛେଦର ତୃତୀୟ ବାକ୍ୟରେ ‘He’ (ସେ) କାହାକୁ ବୁଝାଉଛି ? )
Answer:
‘He’ in third sentence of para-3 refers to Sivasubramania Iyer, Kalam’s science teacher.

Question 19.
The fourth paragraph is about his ________.
(ଚତୁର୍ଥ ଅନୁଚ୍ଛେଦଟି ତାଙ୍କ_________ ବିଷୟରେ ।)
A. elementary education
B. higher education
C. secondary education
D. family
(Say the correct answer.)
Answer:
The fourth paragraph is about his secondary education and higher education.

Question 20.
Was he good at studies at the high school? Read out the sentence in support of your answer.
(ସେ ଉଚ୍ଚ ବିଦ୍ୟାଳୟରେ ପାଠପଢ଼ାରେ ପାରଦର୍ଶୀ ଥିଲେ କି ? ତୁମ ଉତ୍ତର ସମର୍ଥନରେ ଗୋଟିଏ ବାକ୍ୟ କୁହ ।)
Answer:
Yes, in the line “but was considerd a bright and hard working student” shows that he was good at studies at the high school.

Question 21.
What was Kalam’s dream in life?
(ଜୀବନରେ କଲାମଙ୍କର ସ୍ୱପ୍ନ କ’ଣ ଥିଲା)
Answer:
Kalam’s dream in life was to become a pilot.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 22.
What did he do to fulfil his dream in life?
(ସେ ତାଙ୍କ ଜୀବନର ସ୍ଵପ୍ନକୁ ପୂରଣ କରିବା ପାଇଁ କ’ଣ କଲେ?)
Answer:
In order to fulfill his dream that to become a pilot, he applied for studying engineering at the Madras Institute of Technology.

Question 23.
Do you have any dream? How can you fulfil your dream in your life?
(ତୁମ ମନରେ କିଛି ସ୍ବପ୍ନ ଅଛି କି ? ତୁମେ ତାକୁ କିଭଳି ପୂରଣ କରିପାରିବ ?)
Answer:
Yes, like others, I have a dream to become an engineer. I am studying hard to fulfil my dream in life.

Question 24.
What problem did he face for his admission into engineering?
(ଇଞ୍ଜିନିୟରିଂ ପଢ଼ିବ ପାଇଁ ସେ କେଉଁ ସମସ୍ୟାର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ ?)
Answer:
It was not so easy to take admission at such a prestigious institution like Madras Institute of Technology. It was an expensive affair. The problem that he faced for his admission into engineering was that he didn’t have one thousand rupees to pay towards his course fee.

Question 25.
Who came to his help? How?
(କିଏ ତାଙ୍କୁ ସାହାଯ୍ୟ କଲା? କିପରି?)
Answer:
Asim Zohra, his loving elder sister came to his help. She mortgaged her gold ornaments for his admission fee.

Question 26.
When did he complete his aerospace engineering?
(ସେ କେବେ ଅନ୍ତରୀକ୍ଷ ଇଞ୍ଜିନିୟରିଂ ପଢ଼ା ଶେଷ କଲେ ?)
Answer:
He completed his aerospace engineering in 1960.

Question 27.
Name the institution where he got –
(ଶିକ୍ଷାନୁଷ୍ଠାନର ନାମ ଲେଖ ଯେଉଁଠାରେ ସେ -)
(a) Secondary Education:
(b) Graduation in Physics:
(c) Aerospace Engineering:
Answer:
(a) He got secondary education at the Schwartz Higher Secondary School.
(b) He got graduation in Physics at, Saint Joseph’s College, Tiruchirapalli.
(c) He got Aerospace Engineering at the Madras Institute of Technology.

Question 28.
The pragraphs- 5 and 6 describe Dr. Kalam’s career as ________.
(ପଞ୍ଚମ ଓ ଷଷ୍ଠ ଅନୁଚ୍ଛେଦରେ କଲାମଙ୍କର ବୃତ୍ତି ଜଣେ __________ ଭାବରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।)

  • a marine engineer
  • an aerospace scientist
  • a plant scientist
  • a software engineer

Answer:
The paragraph 5 and 6 describe Dr. Kalam’s career as an aerospace scientist.

Question 29.
How did he begin his career?
(ସେ ତାଙ୍କର ବୃତ୍ତି କିଭଳି ସେ ଆରମ୍ଭ କଲେ ?)
Answer:
Kalam began his career as a trainee at Hindustan Aeronautics Limited in Bangalore.

Question 30.
Where was he appointed as a scientist first?
(ଜଣେ ବୈଜ୍ଞାନିକ ଭାବରେ କେଉଁଠାରେ ସେ ପ୍ରଥମେ ନିଯୁକ୍ତି ପାଇଲେ?)
Answer:
He was appointed as a scientist first at the Defence Research Development Organisation (DRDO).

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 31.
When did he start his work in the Indian Space Research Organisation?
(ଭାରତୀୟ ଅନ୍ତରୀକ୍ଷ ଗବେଷଣା ପ୍ରତିଷ୍ଠାନରେ ସେ କେବେ ତାଙ୍କର କାର୍ଯ୍ୟ ଆରମ୍ଭ କଲେ?)
Answer:
He started his work in the Indian Space Research Organisation in 1969.

Question 32.
What was the purpose of the satellite?
(ଉପଗ୍ରହର ଉଦ୍ଦେଶ୍ୟ କ’ଣ ଥିଲା?)
Answer:
The purpose of satellite was to develop the technology to launch the satellite into the orbit.

Question 33.
When was the first Rohini satellite launched into the orbit?
(ପ୍ରଥମ ରୋହିଣୀ ଉପଗ୍ରହକୁ କେବେ କକ୍ଷପଥରେ ଅବସ୍ଥାପିତ କରାଗଲା?)
Answer:
The first Rohini satellite launched into the orbit in 1980.

Question 34.
How many years did Kalam spend in the ISRO?
(ଇସ୍ରୋରେ କଲାମ୍ କେତେ ବର୍ଷ ବିତାଇଥିଲେ?)
Answer:
Kalam spent nineteen years in the ISRO.

Question 35.
Where did he take the leading role in the development of India’s missiles and nuclear weapons programme?
(ସେ କେଉଁଠାରେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ଓ ପରମାଣୁ ଅସ୍ତ୍ରଶସ୍ତ୍ର କାର୍ଯ୍ୟକ୍ରମର ବିକାଶ ନିମନ୍ତେ ମୁଖ୍ୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ?)
Answer:
Kalam took the leading role in the development of India’s missiles and nuclear weapons programme at the DRDO.

Question 36.
What made him extremely popular in the country?
(ସେ କେଉଁଥପାଇଁ ଦେଶର ଅତୀବ ଲୋକପ୍ରିୟ ହୋଇଥିଲେ?)
Answer:
Under his guidance and supervision the development of India’s missiles and nuclear
weapons programme became very successful and led to the development of four missiles namely Prithi, Trishul, Akash and Nag. This made him extremely popular in the country.

Question 37.
What was he called after the success of the four missiles- Prithvi, Trishul, Akash and Nag?
(ପୃଥବୀ, ତ୍ରିଶୂଳ, ଆକାଶ ଓ ନାଗ୍ – ଏହି ଚାରୋଟି କ୍ଷେପଣାସ୍ତ୍ର ସଫଳତା ପରେ, ତାଙ୍କୁ କ’ଣ କୁହାଗଲା?)
Answer:
After the success of the four missiles- Prithvi, Trishul, Akash and Nag, he was popularly called as “The Missile Man of India”

Question 38.
Why did he camp in Rajasthan’s Thar Desert?
(ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ସେ କାହିଁକି ଅସ୍ଥାୟୀ ଭାବେ ରହିଥିଲେ ?)
Answer:
Kalam camped in Rajasthan’s Thar Desert to supervise the Pokhran-II, nuclear tests.

Question 39.
What, according to Dr Kalam, was the “defining moment” in the history of our country?
(ଡ. କଲାମ୍‌ଙ୍କ ଅନୁସାରେ, ଭାରତ ଇତିହାସରେ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ଭ କେଉଁଟି ଥିଲା ?)
Answer:
According to Dr Kalam, his stay in Rajasthan’s Thar Desert for a fortnight to supervise the Pokharan-II nuclear tests was the defining moment in the history of our country.

Question 40.
Why was it very hard to camp in Rajasthan’s Thar Desert?
(ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ଅସ୍ଥାୟୀ ଭାବେ ଅବସ୍ଥାନ କରିବା କାହିଁକି କଠିନ ଥୁଲା ?)
Answer:
It was very hard to camp in Rajasthan’s Thar Desert because these were the hot days of 1998 at Pokhran. On a particular day the temperature there rose to 53° C.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 41.
What are Kalam’s contributions for India’s defence programme?
(ଭାରତର ପ୍ରତିରକ୍ଷା କାର୍ଯ୍ୟକ୍ରମକୁ କଲାମ୍‌ର ଦାନ କ’ଣ ଥିଲା ?)
Answer:
Kalam’s contribution for India’s defence programme is great. He had developed a number of missiles and nuclear weapons for the sake of country’s defence.

Question 42.
Dr. Kalam was the Chief Scientific Advisor to _______ of India.
(ଡ. କଲାମ୍ ଭାରତର ___________ ଙ୍କ ମୁଖ୍ୟ ବିଜ୍ଞାନ ବିଷୟକ ପରାମର୍ଶଦାତା ଥିଲେ ।)
i. the President
iii. the Field Marshal
ii. the Prime Minister
iv. the Secretary of Defence
(Choose the correct answer.)
Answer:
Dr. Kalam was the Chief Scientific Advisor to the Prime Minister of India.

Question 43.
What awards and honours was Kalam honoured with?
(କଲାମ୍‌ଙ୍କୁ କେଉଁ ସମ୍ମାନଗୁଡ଼ିକରେ ସମ୍ମାନିତ ହୋଇଥିଲେ ?)
Answer:
Dr. Kalam was honoured with the Padma Bhushan in 1981, the Padma Vibhusan in 1990 and the nation’s highest civilian honour, The Bharat Ratna in 1997.

Question 44.
What is the highest civilian award of our country?
(ଭାରତର ସର୍ବଶ୍ରେଷ୍ଠ ବେସାମରିକ ସମ୍ମାନ କ’ଣ ଅଟେ?)
Answer:
The highest civilian award of our country is ‘the Bharat Ratna’.

Question 45.
How did Kalam pass away?
(କଲାମ୍ କିପରି ଶେଷ ନିଶ୍ଵାସ ତ୍ୟାଗ କଲେ?)
Answer:
On 27th July 2015 Dr. Kalam was delivering a lecture in Shillong. During the course of his lecture, he collapsed and was immediately taken to the hospital. There he passed away from us in a massive cardiac arrest.

Question 46.
Why will people of our country remember Kalam forever?
(ଆମ ଦେଶର ଲୋକମାନେ କଲାମ୍‌ଙ୍କୁ କାହିଁକି ମନେ ରଖୁବେ?)
Answer:
The people of our country will remember Kalam for his dedication, devotion and selfless service to the nation, particularly as ‘The Missile Man of India’.

Question 47.
What qualities of Dr Kalam do you like very much?
(କଲାମ୍‌ଙ୍କର କେଉଁ ଗୁଣଗୁଡ଼ିକ ତୁମକୁ ବେଶି ଭଲ ଲାଗୁଛି ?)
Answer:
Dr. Kalam was qualitative man. His simple living, ideal life, great devotion and dedication and service to the nation make him popular in the country.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 48.
Can you say the names of some eminent scientists who have contributed a lot to our country?
(ଯେଉଁ ପ୍ରଖ୍ୟାତ ବୈଜ୍ଞାନିକମାନେ ଦେଶ ପାଇଁ ଅନେକ ଅବଦାନ ଦେଇଯାଇଛି ତୁମେ ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକଙ୍କ ନାମ କହିପାରିବ କି?)
Answer:
C.V. Raman, Homi J. Bhabha, Visvesvaraya and Vikram Sarabhai are some of the eminent great scientists of our country. They have contributed a lot for our country.

Let’s Understand The Text: (ଆସନ୍ତୁ ପାଠ୍ୟକୁ ବୁଝିବା:)

(a) Match the paragraph numbers under column- ‘A’ with their main ideas given under column-‘B\ Write the paragraph number in the box given against each idea. (Question with Answer)
(‘A’ ସ୍ତମ୍ଭ ତଳେ ଥିବା ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟା ସହ ‘B’ ସ୍ତମ୍ଭ ତଳେ ଥିବା ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ ମିଳାଅ । ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟାକୁ ପ୍ରଦତ୍ତ ବାକ୍ସ ଭିତରେ ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

A
(Paragraph Numbers)
B
Main Ideas
1  [ ] Elementary education
2  [ ] Death of Kalam
3  [ ] Awards and honours
4  [ ] Introducing Dr APJ Abdul Kalam
5, 6 and 7  [ ] Secondary and higher education
8  [ ] Kalam’s childhood
9  [ ] Career and contribution

Answer:

A
(Paragraph Numbers)
B
Main Ideas
1 3 Elementary education
2 9 Death of Kalam
3 8 Awards and honours
4 1 Introducing Dr APJ Abdul Kalam
5, 6 and 7 4 Secondary and higher education
8 2  Kalam’s childhood
9 5, 6 and 7 Career and contribution

(b) Fill in the blanks choosing the right answers from brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ସଠିକ୍ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
[elementary education, his science teacher, the People’s President, his family income, Chief Scientific Advisor, The Bharat Ratna, development of four missiles, Integrated Missile Development Programme]

(i) Dr APJ Abdul Kalam is popularly known as ________.
(ii) Kalam has to sell newspapers to supplement ________.
(iii) Kalam started his ______ at Ramanathapuram.
(iv) Kalam’s most favourite teacher was ________.
(v) Dr Kalam was popularly called ‘The Missile Man of India’ after the success of the _________.
(vi) The successful launch of the missiles was possible when Kalam was heading the ________.
(vii) Dr APJ Abdul Kalam was honoured the nation’s highest honour ________ in 1997.
(viii) Dr Kalam was the________ to the Prime Minister and the Secretary of Defence Research and Development Organisation.
Answer:
(i) Dr APJ Abdul Kalam is popularly known as people’s President.
(ii) Kalam has to sell newspapers to supplement his family income.
(iii) Kalam started his elementary education at Ramanathapuram.
(iv) Kalam’s most favourite teacher was his science teacher.
(v) Dr Kalam was popularly called ‘The Missile Man of India’ after the success of the development of four missiles.
(vi) The successful launch of the missiles was possible when Kalam was heading the Integrated Missile Development Programme.
(vii) Dr APJ Abdul Kalam was honoured the nation’s highest honour the Bharat Ratna in 1997.
(viii) Dr Kalam was the Chief Scientific Advisor to the Prime Minister and the Secretary of Defence Research and Development Organisation.

(c) Read the text and find out the situations :
(ପାଠ୍ୟବିଷୟକୁ ପଢ଼ ଏବଂ ପରିସ୍ଥିତିକୁ ଖୋଜି ବାହାର କର ।)
(i) when Kalam faced challenges on his way to achievements
Answer:
Kalam faced challenges on his way to achievements at the time of taking admission in the Madras Institute of Technology.

(ii) when Kalam felt happy –
Answer:
Kalam faced challenges on his way to achievements at the time of taking admission in the Madras Institute of Technology.

Let’s Talk : ଆସନ୍ତୁ ଆଲୋଚନା କରିବା

(a) Listen to each of the following expressions and say the line(s) and paragraph number in which it occurs. (Question with Answer)
(ତଳଲିଖ ଉକ୍ତିଗୁଡ଼ିକୁ ଶୁଣ ଏବଂ ଧାଡ଼ି ଏବଂ ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟା କୁହ ।)

Question 1.
Kalam as the 11th President of India
Answer:
In 2002, he was elected as the 11th President of India, and was widely referred to as the “People’s President”. (Line – 3, Paragraph – 1)

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 2.
Date and place of birth of Kalam
Answer:
Dr. Abdul Kalam was born on 15th October 1931 in a Tamil Muslim family at Rameswaram in the state of Tamil Nadu. (Line – 1, Paragraph – 2)

Question 3.
Kalam’s elementary education
Answer:
Kalam started his elementary education at Ramanathapuram. (Line – 3, Paragraph – 3)

Question 4.
The Schwartz Higher Secondary School
Answer:
Kalam then moved to the Schwartz Higher Secondary School for his secondary education. (Line – 1, Paragraph – 4)

Question 5.
He graduated in Physics
Answer:
After completing his studies here, Kalam was admitted to Saint Joseph’s College, Tiruchirappalli where he graduated in Physics in 1954. (Line – 4, Paragraph – 4)

Question 6.
Zohra, his sister helped Kalam for his education
Answer:
Asim Zohra, his compassionate elder sister, came to his help. (Line – 10, Paragraph – 4)

Question 7.
He completed aerospace engineering in 1960.
Answer:
And he completed his aerospace engineering in 1960. (Line – 12, Paragraph – 4)

Question 8.
Joined DRDO
Answer:
Then he joined the Defence Research Development Organisation (DRDO) as a scientist. (Line – 2, Paragraph – 5)

Question 9.
Kalam succeeded in launching the first satellite, Rohini.
Answer:
It was under Dr Kalam’s direct guidance and supervision that the first Rohini satellite was successfully launched into the orbit in 1980. (Line – 5, Paragraph – 5)

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

(b) Say the full forms of the following acronyms/abbreviations in a chain-drill, (one after another)
(ନିମ୍ନଲିଖ ସଂକ୍ଷିପ୍ତ ରୂପଗୁଡ଼ିକର ପୂର୍ବରୂପ କ୍ରମାନୁସାରେ କୁହ ।) (ଗୋଟିକ ପରେ ଗୋଟିଏ)

(i) HAL: Hindustan Aeronautics Limited
(ii) DRDO: Defence Research Development Orgnisation.
(iii) ISRO: Indian Space Research Organisation
(iv) SLV: Satellite Launch Vehicle
(v) IGMDP: Integrated Missile Development Programme

Let’s Learn Words: ଆସନ୍ତୁ ଶବ୍ଦ ଶିଖିବା:

(a) Match the words under ‘A’ with their opposite meanings under ‘B’. One is done for you.
(ସ୍ତମ୍ଭ ‘A’ ତଳେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘B’ ତଳେ ଥିବା ଶବ୍ଦ ସହ ମିଳାଅ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

A
Words
B
Opposite Meanings
complete unpopular
educated inexpensive
expensive unsuccessful
successful insufficient
popular incomplete
sufficient uneducated

Answer:

A
Words
B
Opposite Meanings
complete unpopular
educated inexpensive
expensive unsuccessful
successful insufficient
popular incomplete
sufficient uneducated

(b) Match the words/phrases under ‘A’ with their meanings tinder ‘B\ Write the number of the word in the box for each. (Question with Answer)
(‘A’ ତଳେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ‘B’ ତଳେ ଥିବା ସେଗୁଡ଼ିକର ଅର୍ଥ ସହ ମିଳାଅ । ପ୍ରତ୍ୟେକ ଶବ୍ଦର କ୍ରମ ସଂଖ୍ୟା ବାକ୍ସ ମଧ୍ୟରେ ଲେଖ ।)

A
Words
B
Meanings
1 distinguished  [ ] important time
2 referred to  [ ] kindhearted
3 supplement  [ ]became senseless because of illness
4 compassionate  [ ]to start an activity
5 launch  [ ] an weapon sent through the air that explodes when it hits a target
6 defining moment  [ ] most popular (known as)
7 collapsed  [ ] very successful and admired by people
8 missile  [ ] 3 to add to something to improve it
A
Words
B
Meanings
1 distinguished 6 important time
2 referred to 4 kindhearted
3 supplement 7 became senseless because of illness
4 compassionate 5 to start an activity
5 launch 8 an weapon sent through the air that explodes when it hits a target
6 defining moment 2 most popular (known as)
7 collapsed 1 very successful and admired by people
8 missile 3 to add to something to improve it

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

(c) Read the following sentence and mark the word in bold letters.
His mother, Ashiamma was a housewife.
Here the word- housewife in the above sentence is built with two words: house + wife.
This is a compound word.
(i) Given below are some compound words. Break them as done above. (Question with answer)
(ତଳେ କେତେକ ଯୌଗିକ ଶବ୍ଦ ଦିଆଯାଇଛି । ଉପରେ କରାଯାଇଥିବା ଭଳି ସେଗୁଡ଼ିକୁ ଅଲଗା ଅଲଗା କର ।)

landowner = land + owner
weekend = week + end
milestone = mile + stone
headline = head + line
newspaper = news + paper
overtime = over + time
childhood = child + hood

(ii) Will you write ten more compound words on your own?
(ତୁମେ ନିଜେ ଆଉ ଦଶଟି ଶବ୍ଦ ଲେଖୁରିବ କି ?)

Answer:

airbase = air + base
shorthand = short + hand
lowland = low + land
headword = head + word
washerman = washer + man
heatwave = heat + wave
downstream = down + stream
airbag = air + bag
wasteland = waste + land
grandparents = grand + parents

Let’s Learn Language: ଆସନ୍ତୁ ଶିଖିବା ଭାଷା:

(a) Study the following sentence and mark the words in bold letters.
Dr APJ Abdul Kalam was bom on 15 October 1931.
We use the past form of the ‘be’ verb – was/were + born (the third form of the verb ‘bear’) to talk about the event of birth of a person.
Work in pairs, discuss and fill in the blanks in the table. Then write the sentence below the table. One is done for you. (Question with Answer)
(ଯୋଡ଼ି ହୋଇ ଆଲୋଚନା କର ଏବଂ ସାରଣୀରେ ଥିବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତା’ପରେ ବାକ୍ୟଟିକୁ ସାରଣୀ ତଳେ ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Name of the person Place of Birth Date of Birth
Mahatma Gandhi Porbandar, Gujrat 2nd October 1869
Dr. Sarvepalli Radhakrishnan Tiruttani, Madras 5th September 1888
Gopabandhu Dash Suando, Puri, Odisha 9th October 1877
Madhusudan Das Satyabhamapur, Cuttack Odisha, 28th April 1848
Biju Patnaik G.Nuagan, Bellaguntha, Ganjam, Odisha 5th March 1916
Jagadish Chandra Bose Memvnesinsh in Bengal 30 November 1858

1. Jagadish Chandra Bose was born at Memynesingh in Bengal on 30 November 1858.
2. Mahatma Gandhi was bom at Porbandar, Gujrat on 2nd October 1869
3. Dr. Sarvepalli Radhakrishnan was born at Tiruttani, Madras on 5th September 1888
4. Gopabandhu Dash was bom at Suando, Puri, Odisha on 9th October 1877
5. Madhusudan Das was bom at Satyabhamapur, Cuttack, Odisha on 28th April, 1848 . 6. Biju Pattanik was bom at G. Nuagan, Bellaguntha, Ganjam, Odisha on 5th March 1916.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

(b) Read the following sentences carefully and mark the verbs in bold letters.
1. Kalam was the youngest of four brothers and one sister in his family.
2. Mathematics was his favourite subject.
3. Around a thousand rupees was required to pay towards the course fee.
4. Bundles of newspapers were distributed by Kalam.

Here the verb ‘was’ agrees with the subjects of the sentence from l to 3; Kalam, Mathematics, a thousand rupees, and the verb ‘were’ in the sentence – 4 agrees with the subject ‘Bundles of newspapers’.

Let us now know more about ‘Subject and Verb Agreement’.

  • Nouns like news, physics, mathematics, measles and ethics look like plural in form but they are singular and take singular verbs.
  • Uncountable nouns like furniture, equipment, stationery, luggage, weather, advice and information are singular and used with singular verbs.
  • Nouns like compasses, glasses, goods, trousers, police, people, etc. take plural verbs

Fill in the blanks with the correct verb choosing from brackets given against each.
(ପ୍ରତ୍ୟେକର ପାର୍ଶ୍ଵରେ ଥିବା ବନ୍ଧନୀ ମଧ୍ଯରୁ ସଠିକ୍ କ୍ରିୟାପଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(i) Gymnastics ______ sport, (is/are)
Answer:
is

(ii) Social Studies _______ my favourite subject, (is/are)
Answer:
is

(iii) Politics ______here and now. (is/are)
Answer:
is

(iv) The news _______been published in the local daily. (has/have)
Answer:
has

(v) The police ________ the traffic. (control/controls)
Answer:
control

(vi) A hundred kilometres ________ a long distance. (is/are)
Answer:
is

(vii) Measles ______ fever. (cause/causes)
Answer:
causes

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Let’s Write:

(a) Given below are some important events from the text. They are not in order. Arrange them in order and put the serial number in the box for each. Write the sentences.
( ନିମ୍ନରେ ପାଠ୍ୟବିଷୟର କେତେକ ପ୍ରଧାନ ଘଟଣା ଦିଆଯାଇଛି । ସେଗୁଡ଼ିକ କ୍ରମରେ ନାହାନ୍ତି । ସେଗୁଡ଼ିକୁ କ୍ରମାନୁସାରେ ସଜାଅ ଓ ପ୍ରତ୍ୟେକଟି ପାଇଁ ବାକ୍ସ ମଧ୍ୟରେ କ୍ରମସଂଖ୍ୟା ଲେଖ । ବାକ୍ୟଗୁଡ଼ିକୁ ଲେଖ ।)

(i) He graduated in Physics from Saint Joseph’s College, Tiruchirappalli. [4]
(ii) He played a pivotal role in the Pokhran-II nuclear test project. [5]
(iii) Abdul Kalam was born to a Tamil Muslim family in the pilgrimage centre of Rameswaram. [1]
(iv) He got his elementary education at Ramanathapuram. [2]
(v) He went to Schwartz Higher Secondary School for his secondary education. [3]
(vi) He became the Head of the Integrated Missile Development Programme and succeeded in launching Prithvi missile. [5]
(vii) He breathed his last on July, 27, 201 5. [8]
(viii) He became the Chief Scientific Advisor to the Prime Minister of India in 1992. [7]

Answer:
(iii) Abdul Kalam was born to a Tamil Muslim family in the pilgrimage centre of Rameswaram. [1]
(iv) He got his elementary education at Ramanathapuram. [2]
(v) He went to Schwartz Higher Secondary School for his secondary education. [3]
(i) He graduated in Physics from Saint Joseph’s College, Tiruchirappalli. [4]
(vi) He became the Head of the Integrated Missile Development Programme and succeeded in launching Prithvi missile. [5]
(ii) He played a pivotal role in the Pokhran-II nuclear test project. [6]
(viii) He became the Chief Scientific Advisor to the Prime Minister of India in 1992. [7]
(vii) He breathed his last on July 27, 2015. [8]

(b) Read the text and fill in the bio-data of Dr Kalam given below.
(ପାଠ୍ୟବିଷୟକୁ ପଢ଼ ଓ ନିମ୍ନରେ ଥିବା କଲାମ୍‌ଙ୍କ ଆତ୍ମ ବିବରଣୀ ପତ୍ରର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

Bio-Data
Name in full :
Father’s name :
Mother’s name :
Place of birth :
Date of birth :
Brothers and sister :
Nationality :
Religion :
Education :
Profession :
Important post held :
Achievements :
Awards/honours :
Life style :
Date of passing away :

Answer:

Bio-Data
Name in full : Avul Pakir Jainulabdeen Abdul Kalam
Father’s name : Jainulabdeen
Mother’s name : Ashiamma
Place of birth : Rameswaram in the state of Tamil Nadu
Date of birth : 15th October 1931
Brothers and sister : They are four brothers and one sister
Nationality : Indian
Religion : Muslim
Education : graduate in Physics, aerospace engineering etc.
Profession : Aerospace scientist
Important post held : Chief Scientific Advisor to the Prime Minister and the Secretary of DRDO
Achievements : Successfully develop four missiles as the head of IGMDP
Awards/honours : the Padma Bhushan in 1981, the Padma Vibhushan in 1990 and the Bharat Ratna in 1997.
Life style : very simple, dedicated and devotional
Date of passing away : 27th Ju1y 20l5

(c) Use the facts/information you gathered in the Bio-data Form above and write a composition on Dr Kalam.
(ଉପରିସ୍ଥ କଲାମ୍‌ଙ୍କ ଆତ୍ମ ବିବରଣୀପତ୍ରରେ ତୁମେ ଏକତ୍ର କରିଥିବା ତଥ୍ୟଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Answer:
Dr. APJ Abdul Kalam was a celebrated scientist of India. His father was Jainulabdeen and mother was Ashiamma. He was born on 15th October 1931 at Rameswaram in the state of Tamil Nadu. He had three brothers and one sister. He was Muslim in religion and he was an Indian. He was graduated in Physics and completed aerospace engineering. He worked as a scientist in DRDO and ISRO. He was appointed as the Chief Scientific Adviser to the Prime Minister and the Secretary of DRDO. He was awarded with the Padma Bhusan in 1981, the Padma Vibhusan in 1990 and the Bharat Ratna in 1997. This missile man departed from us on 27th July 2015.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

(d) Refer to the text and fill in the blanks in the following table with correct information wherever possible. Then write a paragraph about the events/achievements of Dr APJ Abdul Kalam. (Question with Answer)
(ପାଠ୍ୟବିଷୟକୁ ଆଧାର କରି ଯଥାସମ୍ଭବ ସଠିକ୍ ତଥ୍ୟଦ୍ୱାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତା’ପରେ ଡ. ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍‌ଙ୍କ ସମ୍ପର୍କିତ ଘଟଣା/କୃତି ବିଷୟରେ ଏକ ପ୍ରବନ୍ଧ ଲେଖ ।)

Events/activities Place Year of happening
Birth Rameswaram in the state of Tamil Nadu 15th October 1931
Completed aerospace engineering Madras Institute of Technology 1960
Began career as a trainee Hindustan Aeronautics Limited
Joined as a scientist Defence Research Development Organisation
Project Director, ISRO ISRO 1969
Launching of Rohini satellite ISRO 1980
Headed the IGMDP DRDO
Supervised Pokhran-II nuclear tests Rajasthan’s Thar Desert 1998
Scientist of DRDO DRDO 1998
President India 2002
Death Shillong 27th July 2015

Paragraph :
Dr. APJ Abdul Kalam was born at Rameswaram in the state of Tamil Nadu. He studies at the Madras Institute of Technology and completed aerospace engineering in 1960. He began his career as a trainee at Hindustan Aeronautics Limited. Then he joined the Defence Research Development Organisation as a scientist. In 1969, he was transferred to ISRO, where he worked as the Project Director of SLV-III.

There under his direct guidance and supervision the first Rohini satellite was successfully launched into the orbit in 1980. Then he returned to the DRDO and headed the IGMDR. In 1998, he supervised the Pokhran-H nuclear test in Rajasthan’s Thar Desert. He was a scientist at the DRDO in 1998. He was elected as the President of India in 2002. On 27th July 2015, while he was delivering a lecture at Shillong suffered a massive cardiac arrest and was taken to the hospital and passed away there.

BSE Odisha 9th Class English The Missile Man of India Important Questions and Answers

Very Short & Objective Questions With Answers
Answer The Following In A Sentence

Question 1.
Who was APJ Abdul Kalam?
Answer:
APJ Abdul Kalam was one of the most distinguished scientists and the 11th President of India.

Question 2.
What was Dr Abdul Kalam involved?
Answer:
Dr Abdul Kalam was involved in India’s civilian space programme and military development efforts.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 3.
Where was Dr Abdul Kalam born?
Answer:
Dr Abdul Kalam was born in Tamil Muslim family at Rameswaram in Tamilnadu

Question 4.
What was Dr Abdul Kalam’s father?
Answer:
Dr Abdul Kalam’s father, Jainulabdeen was a boat owner and the Imam of a local mosque.

Question 5.
What was Dr Kalam’ mother?
Answer:
Dr Kalam’ mother Ashimma was a housewife.

Question 6.
How did Dr Kalam’s father earn his living?
Answer:
Dr Kalam’s father earned his living by taking Hindu pilgrims back and forth between Rameswaram and Dhanushkodi.

Question 7.
What were Dr Kalam’s ancestors like?
Answer:
Dr Kalam’s ancestors were very rich because they were wealthy traders and land owners.

Question 8.
How did Kalam add to his family?
Answer:
Kalam added to his family by selling newspapers.

Question 9.
Where did Abdul Kalam receive his primary education?
Answer:
Abdul Kalam received his primary education at Ramanathapuram.

Question 10.
Who was Abdul Kalam’ science teacher when he was in primary school?
Answer:
Mr Sivasubramania Iyer was Kalam’s science teacher when he was in the priamary school.

Question 11.
What was Kalam’s science teacher like?
Answer:
Kalam’s science teacher was a very loving and affectionate person.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 12.
How did Kalam’s science teacher inspire him?
Answer:
Kalam’s science teacher Sivasubramania inspired him to develop his skills in different subjects at school.

Question 13.
What did Kalam’s science teacher invite him for?
Answer:
Kalam’s science teacher invited him for a meal in his house.

Question 14.
How did his teacher’s wife react to it?
Answer:
His teacher’s wife disliked Kalam and refused to serve a Muslim child like him.

Question 15.
How was her attitude changed?
Answer:
Kalam’s behaviour, way of taking meal and cleaning the floor changed her attitude.

Question 16.
How did the science teacher’s wife behave him later?
Answer:
In his second visit his teacher’s wife welcomed him and served him food herself.

Question 17.
How was Kalam getting on his studies at the High School?
Answer:
Kalam was of average grades in his school years but was considered a bright and hardworking student.

Question 18.
What was Kalam’s dream in life?
Answer:
Kalam’s dream in life was to be a pilot.

Question 19.
What college did he go to fulfil his dream?
Answer:
He applied for studying at the Madras Institute of Technology to fulfil his dream.

Question 20.
What problems did he face for his admission into engineering?
Answer:
The problem that he faced for his admission into engineering was that he did not have one thousand rupees to pay towards his course fee.

Question 21.
Who came to help Kalam for admission into the engineering?
Answer:
His elder sister Ashima Zohra came to help him for his admission into the engineering college.

Question 22.
In which year did he complete his aerospace engineering course?
Answer:
He completed his aerospace engineering course in 1960.

Question 23.
Where did he graduate in physics?
Answer:
He graduated in physics at Saint Joseph’s College in Tiruchirapalli.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 24.
At what college did Kalam complete his graduation in physics?
Answer:
Kalam completed his graduation in physics at Saint Joseph’s College in Tiruchirapalli.

Question 25.
How did Kalam’s elder sister manage to arrange money for his admission into the engineering college?
Answer:
Kalam’s elder sister mortgaged her gold ornaments and managed to arrange his admission fee.

Answer The Followings In A Word Or A Phrase.

Question 1.
When was Dr Abdul Kalam elected as the President of India?
Answer:
in 2002

Question 2.
When was Dr Abdul Kalam born?
Answer:
on 15 October 1931

Question 3.
In which state was Dr Abdul Kalam born?
Answer:
in Tamilnadu

Question 4.
What is the weapon that explodes in the air when it hits the thing that is aimed at?
Answer:
missile

Question 5.
Who is the religious person who leads the prayer in the mosque?
Answer:
Imam

Question 6.
What do we call a building where Muslims worship?
Answer:
mosque

Question 7.
What do we call a man who travels a holy place for religious purpose?
Answer:
pilgrim

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 8.
What do we call a man who lived in the family a long time ago?
Answer:
ancestor

Question 9.
What do we call a person whose job is to buy and sell things?
Answer:
trader

Question 10.
What did Kalam have to do to supplement his family’s income?
Answer:
to sell newspapers

Question 11.
Who was Kalam’s favourite teacher?
Answer:
his science teacher

Question 12.
Who inspired Kalam to develop his skills in education?
Answer:
Sivasubramania Iyer

Question 13.
Where did Kalam’s teacher’s wife watch them eat?
Answer:
behind the kitchen door

Question 14.
What was Dr Kalam good at?
Answer:
Mathematics

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 15.
Which college, according to the writer, is prestigious and expensive?
Answer:
the Madras Institute of Technology

Question 16.
What was Dr Kalam’s dream?
Answer:
to become a pilot

Question 17.
When was Dr Kalam transferred to ISRO?
Answer:
in 1969

Question 18.
What is Dr Kalam popularly called?
Answer:
the Missile Man of India

Question 19.
How did Dr Kalam begin his career?
Answer:
as a trainee

Question 20.
Where did Dr Kalam join as a scientist?
Answer:
at the Defence Research Development Organisation (DRDO)

Question 21.
When was the first Rohini satellite successfully launched into the orbit?
Answer:
in 1980

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 22.
How long had Kalam camped at the Thar Desert?
Answer:
a fortnight

Question 23.
What is the empty area in the sky called?
Answer:
space

Question 24.
Where is the Thar Desert?
Answer:
in Rajasthan

Question 25.
What was the temperature in the desert at Pokhran on the day of nuclear test?
Answer:
53 degree centigrade

Fill In The Blanks

1._________ was the Imam of the local mosque.
Answer:
Jainulabdeen

2. Kalam’s father owned a _______.
Answer:
ferry

3. Kalam’s science teacher invited him home for _______.
Answer:
a meal

4. Dr Kalam graduated in ________.
Answer:
physics

5. A boat that carries people is called ________.
Answer:
ferry

6. A man whose job is to lead the prayer in a mosque is called as __________.
Answer:
Imam

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

7. Dr Kalam was popularly called __________.
Answer:
the Missile Man of India

8. _________ is well-known for Ramanathswamy Temple.
Answer:
Rameswaram

9. Prithvi is the name of a __________
Answer:
missile

10. Dr Kalam passed away while he was delivering his speech at _________
Answer:
Shillong

11. Dr Kalam died because he suffered a massive _________.
Answer:
cardiac arrest

12. Rameswaram is located in __________.
Answer:
Tamilnadu

13. Dr Kalam was awarded the honour the Padma Vibhushan in_________.
Answer:
1990

14. The town in Tamilnadu which was destroyed in 1964 cyclone is__________.
Answer:
Dhanushkodi

15. An object in space used for communication is called_________.
Answer:
satellite

Multiple Choice Questions With Answers

Question 1.
When was Dr Abdul Kalam elected as the President of India?
(A) in 2002
(B) in 2007
(C) in 1997
(D) in 2005
Answer:
(A) in 2002

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 2.
In which state was Dr Abdul Kalam born?
(A) Kerala
(B) Karnataka
(C) Tamil Nadu
(D) Andhra Pradesh
Answer:
(C) Tamil Nadu

Question 3.
What is the weapon that explodes in the air when it hits the thing that is aimed at?
(A) air bomb
(B) nuclear weapon
(C) air blaster
(D) missile
Answer:
(D) missile

Question 4.
What do we call a person whose job is to buy and sell things?
(A) trader
(B) hawker
(C) dealer
(D) businessman
Answer:
(A) trader

Question 5.
What was Dr Kalam good at?
(A) Science
(B) English
(C) Mathematics
(D) Geography
Answer:
(C) Mathematics

Question 6.
When was Dr Kalam transferred to ISRO?
(A) in 1969
(B) in 1966
(C) in 1971
(D) in 1973
Answer:
(A) in 1969

Question 7.
When was the first Rohini satellite successfully launched into the orbit?
(A) in 1977
(B) in 1978
(C) in 1979
(D) in 1980
Answer:
(D) in 1980

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 8.
How long had Kalam camped at the Thar Desert?
(A) a week
(B) a day
(C) a fortnight
(D) a month
Answer:
(C) a fortnight

Question 9.
____________ was the Imam of the local mosque.
(A) Nasirudeen
(B) Jainulabdeen
(C) Sirajudeen
(D) Fakarudeen
Answer:
(B) Jainulabdeen

Question 10.
Kalam’s father owned a ___________.
(A) launch
(B) ship
(C) ferry
(D) bus
Answer:
(C) ferry

Question 11.
Kalam’s science teacher invited him home for __________.
(A) a discussion
(B) a talk
(C) a meeting
(D) a meal
Answer:
(D) a meal

Question 12.
Dr Kalam graduated in _________.
(A) Chemistry
(B) Botany
(C) Zoology
(D) Physics
Answer:
(D) Physics

Question 13.
A man whose job is to lead the prayer in a mosque is called as___________ .
(A) Sahi
(B) Imam
(C) Mazhab
(D) Shaikh
Answer:
(B) Imam

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 14.
Prithvi is the name of a ________.
(A) satellite
(B) missile
(C) tank
(D) rocket launcher
Answer:
(B) missile

Question 15.
Dr Kalam passed away while he was delivering his speech at ________.
(A) Kohima
(B) Gangtok
(C) Shillong
(D) Chennai
Answer:
(C) Shillong

Subjective Questions With Answers

Question 1.
Who was Dr. APJ Abdul Kalam?
Answer:
Dr. APJ Abdul Kalam was one of the most distinguished scientists of India. As he was closely involved in India’s civilian space programme and military missile development efforts, he is popularly known as ‘ The Missile Man of India ’ .

Question 2.
Why is Dr Kalam known as ‘ The Missile Man of India?
Answer:
Dr Kalam was intimately involved in Inida’s civilian space programme and military missile developememt efforts.He took a leading role in the development of india’s missile and nuclear weapons programme.The programme led to the development of four missiles namely Prithivi, Trishul, Akash and Nag. The success of the programme made him extremely popular and he is lovingly called ‘ The Missile Man of India ’.

Question 3.
What impression of Dr Kalam’s family do you get from the text?
Answer:
Dr Abdul Kalam was bom on 15 October 1931 in a Tamil Muslim family at Rameswaram.His father was a boat owner and Imam of a local mosque.His mother, Ashiamma was housewife. Dr Kalam was the youngest of four brothers and one sister in his family.By his childhood, Kalam’s family had already become poor.

Question 4.
How did Dr Kalam’s father make his living?
Answer:
Dr Kalam’s father, Jainulabdeen was a boat owner and Imam of a local mosque.ln course of time he fell on hard times and lost his properties along with his ancestral home. He owned a boat that carried Hindu pilgrims back and forth between Rameswaram and Dhanushkodi. He was well able to support his family by his little earning.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 5.
What impression of Dr Kalam’s ancestors do you get from the text?
Answer:
Dr Kalam’s ancestors had been wealthy traders and land owners. But in course of time his family fell on hard times and lost their properties.They also lost their ancestral home.By his childhood, the family had already become poor. Kalam had to sell newspapers to supplement his family’s income.

Question 6.
How did Kalam start his primary education?
Answer:
Kalam started his primary education at Ramanathpuram.He had a science teacher named Sivasubramania Iyer. He was very kind, loving and affectionate. He always inspired Kalam to develop his skills in different subjects so that he could compete with highly educated people in big cities.

Question 7.
What happened to Kalam when he was invited for a meal in his science teacher’s house?
Answer:
Once Kalam was invited by his science teacher for a meal in his house. His wife disliked and refused to serve a Muslim boy like him. His teacher served Kalam while she watched them eat from behind the kitchen door. But Kalam’s behaviour, way of taking the meal and cleaning the floor changed her attitude. So, she changed her attitude when he was invited for second time. She welcomed him and served him food herself.

Question 8.
What does the writer say about Kalam’s secondary education?
Answer:
Kalam moved to Schwartz Higher Secondary’ School for his secondary education. In his school days he had average grades, but was considered a bright and hardworking student who had a strong desire to learn. He spent hours on studies and especially mathematics.

Question 9.
What did Dr Kalam do to fulfil his dream in life?
Answer:
Kalam’s dream in life was to become a pilot. In order to fulfil his deram, he applied for studying engineering at the prestigious and expensive college, Madras Institute of Technology. His kind-hearted elder sister mortgaged her gold ornaments for his admission fee and he managed to complete his aerospace engineering there in 1960.

Question 10.
Name the institutions where Dr Kalam got his education.
Answer:
Kalam completed his primary education at Ramanathapuram. Then he moved to Schwartz Higher Secondary School for his secondary education. After completing his studies there, he was admitted to Saint Joseph’s College where he graduated in physics. He studied aerospace engineering at the Madras Institute of Technology in 1960.

Question 11.
How did Kalam begin his career?
Answer:
Kalam began his career as trainee at the Hindustan Aeronautics Limited in Bangalore. Then he was appointed as a scientist at DRDO, the Defence Research Development Organisation. He also started his work in the Indian Space Research Organisation(ISRO) in 1969.He worked as the Project Director of India’s first Satellite Launch Vehicle(SLV-III) to develop the technology to launch satellites.

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Question 12.
What made Kalam extremely popular in India?
Answer:
Kalam started his work in the Indian Space Research Organisation and the first Rohini satellite was launched into its orbit in 198Q. He took a leading role in the progress of India’s missiles and nuclear weapons programme.The success of India’s missile and nuclear weapons programme led to the development of Prithvi,Trishul,Akash and Nag missiles.The success of the programme made him extermely popular in the country.

Question 13.
What according to Dr Kalam, was ‘the defining moment’ in the history of India?
Answer:
Dr Kalam camped in Rajashan’s Thar Desert to supervise the Pokhran-II nuclear tests as the chief of DRDO. It was very hard to camp in the desert because the temperature was nearly 53 degree centrigrade. According to Dr kalam, the success of Pokhran-II nuclear tests was the defining moment or a very important point in time in the history of India.

Question 14.
What are Kalam’s contributions for India’s defence programme?
Answer:
Dr Kalam’s contributions for India’s defence programme are countless. He was the project director of India’s first Satellite Launch Vehicle and the first Rohini satellite was successfully launched into its orbit under his guidance. He was the chief of the Integrated Missile Development Programme of India. He took the leading role in missiles and nuclear weapons development programme of our country. He developed Prithvi, Trishul, Aksah and Nag missiles and also supervised the Pokhran-II nuclear tests.

The Missile Man of India Summary in English

Lead-In :
Goodness never goes unrewarded. Dr. Abdul Kalam was such a eminent and celebrated figure of India. His contribution, great devotion and achievements towards the country is ever memorized and we are proud for him. His dedicated activities in science made India supreme among all developing countries. So out of gratitude we call him “The Missile Man of India”. Although he is a lotus in the deep mud of poverty but made our country rich in science.

ନେତୃତ୍ୱ ନେବା :
ସୁଗୁଣ ସବୁବେଳେ ସମ୍ମାନିତ ହୁଏ ଏବଂ ଦେଶକୁ ଗର୍ବ ଆଣିଦିଏ । ଠିକ୍ ସେହିପରି, ଡ. ଅବଦୁଲ୍ କଲାମ୍ ଜଣେ ପ୍ରତିଭାସମ୍ପନ୍ନ ଏବଂ ସ୍ମରଣୀୟ ବ୍ୟକ୍ତିତ୍ଵ । ତାଙ୍କର ଦେଶପ୍ରୀତି ଏବଂ ବିଜ୍ଞାନକୁ ଦାନ, ଆମେ କେବେହେଲେ ଭୁଲିପାରିବୁ ନାହିଁ । ସେ ଦେଶର ଜଣେ ଅମର ସନ୍ତାନ । ସେ ଦେଶକୁ ଗର୍ବ ଆଣି ଦେଇଛନ୍ତି ଏବଂ ବିଜ୍ଞାନ କ୍ଷେତ୍ରରେ ସବୁ ଦେଶ ମଧ୍ୟରେ ପରିଚିତ କରାଇ ପାରିଛନ୍ତି । ସବୁବେଳେ ହୃଦୟରେ ସାଇତି ରହିଥ‌ିବୁ ।

The Text : (ଏହି ପାଠ୍ୟ:)
Paragraph – 1
Avul Fakir Jainulabdeen Abdul Kalam, better known as Dr. APJ Abdul Kalam, was one of the most distinguished scientists ofIndia. As he was intimately involved in India’s civilian space programme and military missile development efforts, he came to be known as “The Missile Man of India”. In 2002, he was elected as the 11th President ofIndia, and was widely referred to as the “People’s President.”

ଅନୁବାଦ :
ଅଭୁଲ ପକୀର ଜୈନୁଲାବ୍ଦିନ୍ ଅବୁଲ କଲାମ୍ ଯିଏକି ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍ ରୂପେ ବେଶୀ ପରିଚିତ, ଭାରତର ଖ୍ୟାତିସମ୍ପନ୍ନ ବୈଜ୍ଞାନିକମାନଙ୍କ ମଧ୍ୟରେ ଅନ୍ୟତମ ଥିଲେ । ଯେହେତୁ ସେ ଭାରତର ବେସାମରିକ ଅନ୍ତରୀକ୍ଷ କାର୍ଯ୍ୟକ୍ରମ ଓ ସାମରିକ କ୍ଷେପଣାସ୍ତ୍ର ବିକାଶ ଉଦ୍ୟମ ସହ ନିବିଡ଼ ଭାବେ ସମ୍ପର୍କିତ ଥିଲେ, ତେଣୁ ସେ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ରୂପେ ପରିଚିତ ହେଲେ । ୨୦୦୨ ମସିହାରେ ସେ ଭାରତର ଏକାଦଶ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ଓ ‘ଲୋକମାନଙ୍କ ରାଷ୍ଟ୍ରପତି’ ରୂପେ ବେଶ୍ ଜନପ୍ରିୟ ଥିଲେ ।

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Paragraph – 2
Dr Abdul Kalam was bom on 15th October 1931 in a Tamil Muslimfamily at Rameswaram in the state of Tamil Nadu. His father, Jainulabdeen was a boat owner and the Imam ofa local mosque. His motherAshiamma was a housewife. Hisfather ownedaferry that took Hindu pilgrims back andforth between Rameswaram and Dhanushkodi. Kalam was the youngest offour brothers and one sister in his family. His ancestors had been wealthy traders and land owners. But in course oftime thefamilyfell on hard times and lost theirproperties, even their ancestral home. By his early childhood, the family had already become poor; Kalam had to sell newspapers to supplement hisfamily’s income.

ଅନୁବାଦ :
ଡ. ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍ ୧୯୩୧ ମସିହା ଅକ୍ଟୋବର ମାସ ୧୫ ତାରିଖରେ ତାମିଲନାଡୁ ରାଜ୍ୟର ରାମେଶ୍ୱରମ୍ରେ ଏକ ତାମିଲ୍ ମୁସ୍‌ଲିମ୍ ପରିବାରରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କର ପିତା ଜୈନୁଲାବ୍ଦିନ୍ ଜଣେ ଡଙ୍ଗାର ମାଲିକ ଏବଂ ସ୍ଥାନୀୟ ମସ୍‌ଜିଦ୍‌ର ଇମାମ୍ ଥିଲେ । ତାଙ୍କ ମାତା ଆଶିଆମ୍ମା ଜଣେ ଗୃହିଣୀ ଥିଲେ । ତାଙ୍କ ପିତାଙ୍କର ଏକ ଯାତ୍ରାବାହୀ ଡଙ୍ଗା ଥିଲା ଯାହାକି ହିନ୍ଦୁ ତୀର୍ଥଯାତ୍ରୀମାନଙ୍କୁ ରାମେଶ୍ଵରମ୍ ଏବଂ ଧନୁଷୋଡ଼ି ମଧ୍ଯରେ ନେବାଆଣିବା କରୁଥିଲା । କଲାମ୍ ଚାରି ଭାଇ ଓ ଗୋଟିଏ ଭଉଣୀ ମଧ୍ୟରେ ସର୍ବକନିଷ୍ଠ ଥିଲେ । ତାଙ୍କ ପୂର୍ବଜମାନେ ଧନୀ ବ୍ୟବସାୟୀ ଓ ଜମିମାଲିକ ଥିଲେ । କିନ୍ତୁ ସମୟକ୍ରମେ ପରିବାର ଦୁର୍ଦ୍ଦିନ ମଧ୍ୟରେ ଗତିକଲା ଏବଂ ସେମାନଙ୍କର ସମସ୍ତ ସମ୍ପତ୍ତି ଏପରିକି ପୈତୃକ ଘର ମଧ୍ୟ ହରାଇ ବସିଲା । ତାଙ୍କ ଆଦ୍ୟ ବାଲ୍ୟାବସ୍ଥାବେଳକୁ ପରିବାର ଗରିବ ହୋଇ ଯାଇଥିଲା । କଲାମ୍‌ଙ୍କୁ ପାରିବାରିକ ରୋଜଗାରରେ ସହଯୋଗ ନିମନ୍ତେ ଖବରକାଗଜ ବିକ୍ରୟ କରିବାକୁ ପଡ଼ିଥିଲା ।

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Kalam started his elementary education at Ramanathpuram. He had a science teacher named Sivasubramania Iyer who was very loving and affectionate. He always inspired Kalam to develop his skills so that he could compete with highly educated people in big cities. Once he invited the boy home for a meal, which his wife disliked and refused to serve a Muslim child like him. His teacher himselfserved Kalam while she watched them eatfrom behind the kitchen door. But his behaviour, way of taking the meal and cleaning thefloor changed her attitude. When the teacher invited Kalamfor the second time, his wife welcomed him and served himfood herself

ଅନୁବାଦ :
କଲାମ୍ ତାଙ୍କର ବାଲ୍ୟଶିକ୍ଷା ରମାନାଥପୁରମ୍ଭରେ ଆରମ୍ଭ କରିଥିଲେ । କଲାମ୍‌ଙ୍କର ଶିବସୁବ୍ରମଣ୍ୟ ଆୟାର ନାମକ ଜଣେ ବିଜ୍ଞାନ ଶିକ୍ଷକ ଥିଲେ ଯିଏକି ଖୁବ୍ ଶ୍ରଦ୍ଧାଶୀଳ ଓ ସ୍ନେହୀ ଥିଲେ । କଲାମଙ୍କ ଦକ୍ଷତାର ବିକାଶ ପାଇଁ ସେ ସର୍ବଦା ପ୍ରେରଣା ଦେଉଥିଲେ ଯେପରିକି ସେ ବଡ଼ ବଡ଼ ସହରର ଉଚ୍ଚ ଶିକ୍ଷିତ ଲୋକମାନଙ୍କ ସହ ପ୍ରତିଯୋଗିତା କରିପାରିବେ । ଥରେ ସେ ତାଙ୍କୁ ତାଙ୍କ ଘରକୁ ଭୋଜନ କରିବାକୁ ନିମନ୍ତ୍ରଣ କରିଥିଲେ, ଯାହାକୁ ତାଙ୍କ ପତ୍ନୀ ନାପସନ୍ଦ କରିଥିଲେ ଏବଂ ତାଙ୍କ ଭଳି ଜଣେ ମୁସଲମାନ୍ ପିଲାକୁ ଖାଦ୍ୟ ପରିବେଷଣ କରିବାକୁ ମନା କରି ଦେଇଥିଲେ । ତାଙ୍କ ଶିକ୍ଷକ କଲାଙ୍କୁ ଖାଦ୍ୟ ପରଷି ଦେଲେ ଯେତେବେଳେ କି ସେ (ଶିକ୍ଷକଙ୍କ ପତ୍ନୀ) ରୋଷେଇ ଘର ଦ୍ଵାର ପଛପଟୁ ସେମାନଙ୍କ ଖାଇବା ଦେଖୁଥିଲେ । କିନ୍ତୁ ତାଙ୍କ (କଲାମ୍‌ଙ୍କ) ବ୍ୟବହାର, ଖାଦ୍ୟ ଖାଇବା ଓ ଚଟାଣକୁ ପରିଷ୍କାର କରିବା ଢଙ୍ଗ ତାଙ୍କ ମନୋବୃତ୍ତିକୁ ବଦଳାଇ ଦେଲା । ଯେତେବେଳେ ଶିକ୍ଷକ କଲାମଙ୍କୁ ଦ୍ୱିତୀୟ ବାର ନିମନ୍ତ୍ରଣ କଲେ ସେ (ତାଙ୍କ ପତ୍ନୀ) ତାଙ୍କୁ (କଲାମ୍‌ଙ୍କୁ) ସ୍ବାଗତ କଲେ ଏବଂ ନିଜେ ଖାଦ୍ୟ ପରଷି ଦେଲେ ।

Paragraph – 4
Kalam then moved to the Schwartz Higher Secondary Schoolfor his secondary education.In his school years, he had average grades but was considered a bright and hardworking student, who had a strong desire to learn. He spent hours on his studies, especially mathematics. After completing his studies here, Kalam was admitted to Saint Joseph’s College. Tiruchirappalli where he graduated in physics in 1954. His dream in life was to become a pilot. So he applied for studying engineering at the Madras Institute of Technology. He was selected, but education at such a prestigious institution was not so easy. It was an expensive affair. Around a thousand rupees was required to pay towards the coursefee. Asim Zohra, his compassionate eleder sister, came to his help. She mortgaged her gold ornamentsfor his admission fee. And he completed his aerospace engineering in 1960.

ଅନୁବାଦ :
ପରେ କଲାମ୍ ତାଙ୍କ ମାଧ୍ୟମିକ ଶିକ୍ଷା ପାଇଁ ସ୍ପାର୍କ ମାଧ୍ୟମିକ ବିଦ୍ୟାଳୟକୁ କଲେ । ତାଙ୍କ ବିଦ୍ୟାଳୟ ବର୍ଷଗୁଡ଼ିକରେ, ସେ ସାଧାରଣ ଗ୍ରେଡ଼ର ଥିଲେ, କିନ୍ତୁ ଜଣେ ଉଜ୍ଜ୍ଵଳ ଭବିଷ୍ୟତସମ୍ପନ୍ନ କଠିନ ପରିଶ୍ରମୀ ଛାତ୍ର ଭାବେ ବିବେଚିତ ହେଉଥିଲେ ଯାହାଙ୍କର କି ଶିଖୁବା ପାଇଁ ପ୍ରବଳ ଇଚ୍ଛା ଥିଲା । ସେ ପଢ଼ାପଢ଼ିରେ ବିଶେଷ ଭାବେ ଗଣିତ ପଢ଼ାରେ ଘଣ୍ଟା ଘଣ୍ଟା ବିତାଉଥିଲେ । ସେଠାରେ ଶିକ୍ଷା ସମାପ୍ତି ପରେ କଲାମ୍ ସେଣ୍ଟ ଜେସେଫ୍ କଲେଜ, ତିରୁଚିରାପଲ୍ଲୀରେ ନାମ ଲେଖାଇଲେ ଯେଉଁଠାରେ କି ସେ ୧୯୫୪ ମସିହାରେ ପଦାର୍ଥ ବିଦ୍ୟାନରେ ସ୍ନାତକ ଡିଗ୍ରୀ ପ୍ରାପ୍ତ ହୋଇଥିଲେ । ଜଣେ ନାବିକ ହେବା ତାଙ୍କ ଜୀବନର ସ୍ଵପ୍ନ ଥିଲା, ତେଣୁ ସେ ମାଡ୍ରାସ୍ ଇନ୍‌ଷ୍ଟିଚ୍ୟୁଟ୍ ଅଫ୍ ଟେକ୍ନୋଲୋଜିରେ ପଢ଼ିବାପାଇଁ ଆବଦେନ କଲେ । ସେ ଯୋଗ୍ୟ ବିବେଚିତ ହେଲେ, ମାତ୍ର ଏପରି ମର୍ଯ୍ୟାଦାସମ୍ପନ୍ନ ଅନୁଷ୍ଠାନରେ ଅଧ୍ୟୟନ ଏତେ ସହଜ ବ୍ୟାପାର ନ ଥିଲା । ଏହା ଏକ ବ୍ୟୟବହୁଳ ବ୍ୟାପାର ଥିଲା । ପାଠ୍ୟକ୍ରମ ପାଉଣା ବାବଦରେ ହାରାହାରି ଏକ ହଜାର ଟଙ୍କା ପୈଠ କରିବା ଆବଶ୍ୟକ ଥିଲା । ତାଙ୍କର ସହୃଦୟା ବଡ଼ ଭଉଣୀ ଅସୀମ୍ ଜୋହରା ତାଙ୍କୁ ସାହାଯ୍ୟ କଲେ । ତାଙ୍କ (କଲାମ୍‌ଙ୍କ) ନାମଲେଖା ପାଇଁ ସେ (ତାଙ୍କ ଭଉଣୀ) ନିଜର ସ୍ବର୍ଣ୍ଣ ଅଳଙ୍କାରଗୁଡ଼ିକୁ ବନ୍ଧକ ରଖିଲେ । ସେ ୧୯୬୦ରେ ତାଙ୍କର ଏରୋସ୍ପେସ୍ ଇଞ୍ଜିନିୟରିଂ ଶିକ୍ଷା ସମାପ୍ତ କଲେ ।

Paragraph – 5
Kalam began his careeras a trainee at the Hindustan Aeronautics Limited (HAL) in Bangalore (now called Bengaluru). Then he joined the Defence Research Development Organisation (DRDO) as a scientist. In 1969, he was transferred to the Indian Space Research Organisation (ISRO), where he worked as the Project Director ofIndia’s first Satellite Launch Vehicle (SLV-III). The purpose of the SLV was to develop the technology to launch satellites. It was under Dr. Kalam’s direct guidance and supervision that thefirst Rohini satellite was successfully launched into the orbit in 1980.

ଅନୁବାଦ :
କଲାମ୍ ବାଙ୍ଗାଲୋର (ଏବେ ବେଙ୍ଗାଲୁରୁ)ର ହିନ୍ଦୁସ୍ଥାନ ଏରୋନଟିକ୍ସ ଲିମିଟେଡ଼ (ହାଲ)ରେ ଜଣେ ଶିକ୍ଷା ନବୀଶ ଭାବେ
(ଡି.ଆର୍.ଡି.ଓ.)ରେ ଯୋଗ ଦେଲେ । ୧୯୬୯ ମସିହାରେ ସେ ଇଣ୍ଡିଆନ୍ ସ୍ପେସ୍ ରିସର୍ଚ୍ଚ ଅର୍ଗାନାଇଜେସନ୍ (ଇସ୍ରୋ)କୁ ବଦଳି ହୋଇଗଲେ, ଯେଉଁଠାରେ କି ଭାରତର ପ୍ରଥମ ଉପଗ୍ରହ ଉଦକ୍ଷେପଣ ଯାନ (ଏସ୍ଏଲ୍‌ଭି-୩ୟ)ର ପ୍ରୋଜେକ୍ଟ ଡାଇରେକ୍ଟର ଭାବେ କାମ କଲେ । ଉପଗ୍ରହ ଉତ୍‌କ୍ଷେପଣ ଯାନର ଉଦ୍ଦେଶ୍ୟ ଥିଲା ଉପଗ୍ରହ ଉତକ୍ଷେପଣ କୌଶଳ ବିକାଶିତ କରିବା । ୧୯୮୦ ମସିହାରେ କଲାମ୍ଙ୍କର ପ୍ରତ୍ୟକ୍ଷ ତତ୍ତ୍ୱାବଧାନ ଓ ପରିଚାଳନାରେ ପ୍ରଥମ ରୋହିଣୀ ଉପଗ୍ରହ ନିଜର କକ୍ଷପଥରେ ସଫଳ ଭାବେ ଅବସ୍ଥାପିତ ହୋଇପାରିଥିଲା ।

Paragraph – 6
After spending nineteen fruitful years in the ISRO, Kalam returned to the DRDO to head the country’s Integrated Missile Development Programme (IGMDP). Here he took a leading role in the development of India’s missiles and nuclear weapons programme. The programme was very successful; it led to the development offour missiles namely Prithvi, Trishul, Akash and Nag. The success ofthe programme made him extremely popular in the country. Hereafter, he was popularly called “The Missile Man of India. ”

ଅନୁବାଦ :
ଇସ୍ରୋରେ ସଫଳତାପୂର୍ବକ ୯ ବର୍ଷ ବିତାଇବା ପରେ କଲାମ୍ ଡି.ଆର୍.ଡି.ଓ.କୁ ଦେଶର ସମନ୍ବିତ କ୍ଷେପଣାସ୍ତ୍ର ବିକାଶ କାର୍ଯ୍ୟକ୍ରମ
ସେ ମୁଖ୍ୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । କାର୍ଯ୍ୟକ୍ରମଟି ଖୁବ୍ ସଫଳତା ଲାଭ କଲା : ଏହା ଚାରିଗୋଟି କ୍ଷେପଣାସ୍ତ୍ର ଯଥା – ପୃଥ୍ବୀ, ତ୍ରିଶୂଳ, ଆକାଶ ଓ ନାଗକୁ ବିକଶିତ କରିଥିଲା । ଏହି କାର୍ଯ୍ୟକ୍ରମର ସଫଳତା ତାଙ୍କୁ ସମଗ୍ର ଦେଶରେ ଅତୀବ ଜନପ୍ରିୟ କରିଥିଲା । ଏହା ପରଠାରୁ ସେ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ନାମରେ ପରିଚିତ ହେଲେ ।

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Paragraph – 7
In 1998, as the chiefof the DRDO, Dr Kalam supervised the Pokhran-II nuclear testsfor yvhich he had camped in Rajasthan’s TharDesertforoverafortnight. The test was hugely successful. According to Dr Kalam, it was a “defining moment” in the history ofour country. Some years after the test “The Missile Man of India” recollected: “Today, I remember the hot day of 1998 at Pokhran: 53°C. When most ofthe world was sleeping, India’s nuclear era emerged. ”

ଅନୁବାଦ :
୧୯୯୮ ମସିହାରେ ଡି.ଆର୍.ଡି.ଓ.ର ମୁଖ୍ୟ ଭାବେ ଡ. କଲାମ୍ ପୋଖରାନ୍-୨ୟ ପରମାଣୁ ପରୀକ୍ଷଣର ତତ୍ତ୍ଵାବଧାନ କରିଥିଲେ ଯେଉଁଥିପାଇଁ ତାଙ୍କୁ ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ଗୋଟିଏ ପକ୍ଷ (୧୫ ଦିନ) ଅସ୍ଥାୟୀ ଭାବେ ରହିବାକୁ ପଡ଼ିଥିଲା । ଡ. କଲାମ୍‌ଙ୍କ ମତରେ ସେହି ସମୟ ଦେଶର ଇତିହାସରେ ଏକ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ତ୍ତ ଥିଲା । ପରୀକ୍ଷଣର କେତେ ବର୍ଷ ପରେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ ସ୍ମରଣ କରିଥିଲେ – ‘ପୋଖରାନ୍‌ରେ ୧୯୯୮ ମସିହାର ଗରମ ଦିନ, ୫୩° ସେ. ତାପମାତ୍ରା କଥା ଆଜି ମୁଁ ମନେ ପକାଉଛି । ଯେତେବେଳେ ବିଶ୍ବର ଅଧିକାଂଶ ଭାଗ ତନ୍ଦ୍ରାଗ୍ରସ୍ତ ଥିଲା, ଭାରତର ପାରମାଣବିକ ଯୁଗ ଆରମ୍ଭ ହେଲା ।’’

Paragraph – 8
Dr Kalam was appointed as the Chief Scientific Adviser to the Prime Minister and the Secretary of Defence Research and Development Organisation from July 1992 to December 1999. For his greatest contribution to the field of space, defence and nuclear technology, this eminent scientist was honoured with the Padma Bhusan in 1981, the Padma Vibhushan in 1990 and the nation’s highest civilian honour, the Bharat Ratna in 1997 by the Government of India.

ଅନୁବାଦ :
କଲାମ୍ ୧୯୯୨ ମସିହା ଜୁଲାଇରୁ ୧୯୯୯ ମସିହା ଡିସେମ୍ବର ପର୍ଯ୍ୟନ୍ତ ପ୍ରଧାନମନ୍ତ୍ରୀଙ୍କର ବିଜ୍ଞାନ ବିଷୟକ ମୁଖ୍ୟ ଉପଦେଷ୍ଟା ଓ ଡି.ଆର୍.ଡି.ଓ.ର ସମ୍ପାଦକ ଭାବେ ନିଯୁକ୍ତି ପାଇଥିଲେ । ଅନ୍ତରୀକ୍ଷ, ପ୍ରତିରକ୍ଷା, ପାରମାଣବିକ ବୈଷୟିକ ବିଦ୍ୟା କ୍ଷେତ୍ରରେ ତାଙ୍କର ପ୍ରମୁଖ ଅବଦାନ ପାଇଁ ସେ ଭାରତ ସରକାରଙ୍କଦ୍ଵାରା ୧୯୮୧ ମସିହାରେ ପଦ୍ମଭୂଷଣ, ୧୯୯୦ ମସିହାରେ ପଦ୍ମବିଭୂଷଣ ଓ ୧୯୯୦ ମସିହାରେ ଦେଶର ସର୍ବୋଚ୍ଚ ବେସାମରିକ ସମ୍ମାନ ଭାରତ ରତ୍ନରେ ସମ୍ମାନିତ ହୋଇଥିଲେ ।

Paragraph – 9
It was 27th July 2015. Dr Kalam was delivering a lecture in Shillong. During the course of his lecture, he collapsed. He was immediately taken to a hospital. He had suffered a massive cardiac arrest. His death was a great loss for our country. Dr APJ Abdul Kalam will be ever remembered for his dedication, devotion and selfless service to the nation, particularly as “The Missile Man of India. ”

ଅନୁବାଦ :
୨୦୧୫ ମସିହା ଜୁଲାଇ ୨୭ ତାରିଖ ଦିନ ଡକ୍ଟର କଲାମ୍ ଶିଲଂଠାରେ ଅଭିଭାଷଣ ଦେଉଥିଲେ । ଅଭିଭାଷଣ ଦେବା ସମୟରେ ସେ ଚେତାଶୂନ୍ୟ ହୋଇଗଲେ । ତୁରନ୍ତ ତାଙ୍କୁ ଚିକିତ୍ସାଳୟକୁ ନିଆଗଲା । ସେ ଗୁରୁତର ହୃଦଯନ୍ତ୍ର ଅଚଳାବସ୍ଥାରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ତାଙ୍କର ମୃତ୍ୟୁ ଆମ ଦେଶ ପାଇଁ ଅପୂରଣୀୟ କ୍ଷତି ଥିଲା । ତାଙ୍କର ତ୍ୟାଗ, ନିଷ୍ଠା ଏବଂ ଦେଶ ନିମନ୍ତେ ନିସ୍ୱାର୍ଥ ସେବା ବିଶେଷ ଭାବେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ ରୂପେ ଡକ୍ଟର ଏପିଜେ ଅବଦୁଲ୍ କଲାମ୍ ଚିରସ୍ମରଣୀୟ ହୋଇ ରହିବେ ।

BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India

Notes And Glossary:

scientist – an expert in science – ବୈଜ୍ଞାନିକ
distinguished – admired by people – ଭିନ୍ନ ପ୍ରଶଂସିତ They are rushing to meet the distinguished tourists.
intimately – closely – ଅନ୍ତରଙ୍ଗ ଭାବରେ
involved – concerned – ଚିନ୍ତିତ
civilian – not related to arm force – ସାଧାରଣ ନାଗରିକ The soldiers are trying to avoid bombing civilians
space – empty area in the sky – ଆକାଶରେ ଖାଲି ସ୍ଥାନ
missile – a weapon that sent through air – କ୍ଷେପଣାସ୍ତ୍ର
Imam – a religious man who leads the prayer in a mosque – ଜଣେ ଧାର୍ମିକ ବ୍ୟକ୍ତି ଯିଏ ମସଜିଦରେ ପ୍ରାର୍ଥନା କରନ୍ତି
mosque – a building where Muslims worship – ମସଜିଦ
ferry – a boat that carries people – ଲୋକମାନଙ୍କୁ ନେଇ ଯାଉଥିବା ଏକ ଡଙ୍ଗା
pilgrim – who travels to a holy place – ତୀର୍ଥଯାତ୍ରୀ
ancestor – who lived in the family a long time ago – ପୂର୍ବଜ
trader – a person who buys and sells – ବ୍ୟବସାୟୀ
supplement – to add something to something to improve – ସପ୍ଲିମେଣ୍ଟ
elementary education – primary education – ପ୍ରାଥମିକ ଶିକ୍ଷା
affectionate – loving – ସ୍ନେହୀ My mother is very affectionate
inspire – encourage – ଉତ୍ସାହିତ କର Our teachers inspire confidence in students.
dedication – the hard work for a definite purpose – ନିଶ୍ଚିତ ଉଦ୍ଦେଶ୍ୟ
devotion – great love and care –
skill – ability – ଦକ୍ଷତା
refuse – deny – ମନା
attitude – the way you think and feel – ମନୋଭାବ
prestigious – admired – ସମ୍ମାନଜନକ
expensive affair – causes of a lot of money to be spent – ମହଙ୍ଗା ବ୍ୟାପାର
compassionate – kind hearted – ଦୟାଳୁ
mortgage – to give some goods to someone for lending money – ବନ୍ଧକ
launch – to start an activity – ଉନ୍ମୋଚନ
camped – to stay in a camp or a temporary building – ଛାଉଣି
desert – a large landmass having very little water or plants – ମରୁଭୂମି
hugel – very much – ହୁଗେଲ୍
defining moment – at exact time at which something happened – ମୁହୂର୍ତ୍ତକୁ ବ୍ୟାଖ୍ୟା କରେ
recollected – remembered – ସ୍ମରଣ
era – an important period of time in history- ଯୁଗ Her candidacy marked a new era for the party.
emerged – came out – ଉଭା ହେଲା
eminent – very famous- ବହୁତ ପ୍ରସିଦ୍ଧ Eminent students are important and respected.
collapsed – became senseless – ଭୁଶୁଡି ପଡିଲା
massive – very serious – ବହୁତ ଗମ୍ଭୀର
cardiac arrest – stopping of heart – ହୃଦୟ ବନ୍ଦ
average – a usual level – ହାରାହାରି
supervised – observed a task – ତଦାରଖ
defining – giving the exact meaning – ପରିଭାଷା

BSE Odisha 9th Class English:

Alexander Selkirk Question Answer Class 9 English Chapter 10 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk Textbook Exercise Questions and Answers.

Class 9th English Chapter 10 Alexander Selkirk Question Answers BSE Odisha

Alexander Selkirk Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)
(a) Comprehension Questions for discussion (ଆଲୋଚନା ପାଇଁ ବୋଧଗମ୍ୟ ପ୍ରଶ୍ନ)

Question 1.
Who does ‘I’ refer to?
(‘I’ କାହାକୁ ସୂଚାଯାଉଛି ?)
Answer:
‘I’ refers to Alexander Selkirk.

Question 2.
Who is the monarch here?
(ଏଠି କିଏ ସମ୍ରାଟ ବା ଅଧୀଶ୍ବର ଅଟନ୍ତି ?)
Answer:
Alexander Selkirk is the monarch here.

Question 3.
Who found charm in solitude?
(କେଉଁମାନେ ନିର୍ଜନତାରେ ଆନନ୍ଦ ପାଇଥା’ନ୍ତି ?)
Answer:
The sages found charm in solitude.

Question 4.
Why were the beasts unfamiliar with Selkirk?
(ପଶୁମାନେ ସେଲ୍‌କାର୍କଙ୍କ ସହିତ କାହିଁକି ଅପରିଚିତ ଥିଲେ ?)
Answer:
The beasts were unfamiliar with Selkirk because he had never met them on the island before and the beasts had never seen a human being before.

Question 5.
What did Selkirk appeal to the wind?
(ସେଲ୍‌କାର୍କ ବାୟୁକୁ କ’ଣ ନିବେଦନ କଲେ ?)
Answer:
Selkirk appealed to the wind to convey his message to his friends and relatives whom he could never meet in his life in his native land.

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 6.
Which lines in the poem suggest that the island is a no man’s island?
(କବିତାର କେଉଁ ଧାଡ଼ିଗୁଡ଼ିକ ସୂଚାଇଦିଏ ଯେ ଦ୍ବୀପଟି କାହାର ଦ୍ଵୀପ ନୁହେଁ ?)
Answer:
The line “I AM monarch of all I survey, My right there is none to dispute,” and “/ am out of humanity’s reach, I must finish my journey alone,” in the poem suggest that the island is a no man’s island.

Question 7.
What is the meaning of the line – “They are so unacquainted with man” in stanza 2?
(ଦ୍ୱିତୀୟ ପଦରେ ଥ‌ିବା ଧାଡ଼ି, ‘ସେମାନେ ମନୁଷ୍ୟ ସହିତ ଅପରିଚିତ’’ର ଅର୍ଥ କ’ଣ ?)
Answer:
“They are so unacquainted with man” – means the animals were not familiar with man. The animals hadn’t seen a man before. The beasts on the island roam around Alexander Selkirk and ignore his presence.

Question 8.
What hurried Selkirk back to despair?
(କ’ଣ ସେଲକାର୍କଙ୍କୁ ନୈରାଶ୍ୟ ଭିତରକୁ ନେଇଗଲା ?)
Answer:
Selkirk hurried back to despair when he recollected his own present situation that he was alone on the deserted island.

Question 9.
What did Selkirk want to do when evening approached?
(ସନ୍ଧ୍ୟା ଉପନୀତ ହେଲାରୁ ସେଲକାର୍କ କ’ଣ କରିବାକୁ ଚାହୁଁଥିଲେ ?)
Answer:
When evening approached, Selkirk wanted to take a rest in his cabin (resting place).

Question 10.
Can you choose an alternative title for the poem?
(ଏହି କବିତା ପାଇଁ ତୁମେ ଏକ ବିକଳ୍ପ ନାମ ବାଛିପାରିବ କି ?)
Answer:
The alternative title of the poem may be ‘The Solitude of Alexander Selkirk”.

(b) Choosing the appropriate answers: (ସଠିକ୍ ଉତ୍ତର ବାଛ)

Question 1.
The poem is about the plight of a person named.
(a) Shakespeare
(b) William Cowper
(c) Alexander Selkirk
(d) William Wordsworth
Answer:
(c) Alexander Selkirk

Question 2.
I am of all is a survey.
(a) King
(b) Emperor
(c) Landlord
(d) Monarch
Answer:
(d) Monarch

Question 3.
The beasts ______ over the plain.
(a) run
(b) walk
(c) move
(d) roam
Answer:
(d) roam

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 4.
0 had I the wings of a ______,How soon would I taste you again.
(a) crow
(d) dove
(e) owl
(d) fowl
Answer:
(b) dove

Question 5.
The ______ itself lags behind, And the swift-winged arrows of light.
(a) tempest
(b) cyclone
(c) blizzard
(d) wind
Answer:
(a) tempest

Question 6.
But the ______ is gone to her nest.
(a) sea horse
(b) sea fowl
(c) sea fish
(d) sea snake
Answer:
(b) sea fowl

F. Let’s Appreciate The Poem: (ଆସ କବିତାଟିର ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
What did the poet survey?
(କବି କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
The poet surveyed the lonely island and the vast sea around it from the center of the island.

Question 2.
Why did the poet remember the sages?
(କବି କାହିଁକି ମୁନିଋଷିମାନଙ୍କୁ ମନେ ପକାଇଲେ ?)
Answer:
He remembered the sages because they got pleasure in solitude. But he didn’t get any pleasure in solitude in that island.

Question 3.
How does the poet describe the island in the second stanza?
(ଦ୍ଵିତୀୟ ପଦରେ କବି ଦ୍ବୀପକୁ କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
The island is very lonely without human beings. It is far from any human dwelling. Only beasts and birds live there. That is a no man’s island. He didn’t find any charm in the loneliness of the island.

Question 4.
What are the divine qualities bestowed upon man?
(ମନୁଷ୍ୟ ଉପରେ ବୃଷ୍ଟି ହୋଇଥିବା ବା ମନୁଷ୍ୟକୁ ପ୍ରଦାନ କରାଯାଇଥିବା ଈଶ୍ୱରୀୟ ଗୁଣସବୁ କ’ଣ ?)
Answer:
Society, friendship, and love are the divine qualities bestowed upon man by God.

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 5.
Why does the poet like the wisdom of age?
(କବି କାହିଁକି ବୟସ୍କମାନଙ୍କର ପ୍ରଜ୍ଞାକୁ ପସନ୍ଦ କରନ୍ତି ?)
Answer:
The poet likes the wisdom of the age because their wisdom gives wise advice so that he can spend his days happily. Their wisdom will bring him pleasure by making his sufferings less painful on the deserted island.

Question 6.
What is the poet’s prayer to the ‘winds’?
(ବାୟୁକୁ କବିଙ୍କର ପ୍ରାର୍ଥନା କ’ଣ ?)
Answer:
The poet prays to the winds to bring the good news of his native place which he can never visit. He also appeals to the wind to convey his message of solitude to his friends whom he can never meet in his life.

Question 7.
Why does the poet say that “the tempest itself lags behind”?
(କାହିଁକି କବି କହିଛନ୍ତି ଯେ, ‘ଝଡ଼ତୋଫାନ ନିଜେ ବହୁ ପଛରେ ରହିଗଲା’’ ?)
Answer:
The poet says that “the tempest itself lags behind” because the flight of the mind is so swift that it can surpass the tempest.

G. Let’s Speak:(ଆସ କଥା ହେବା)

(a) Role-play the following dialogue. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସଂଳାପକୁ ଅଭିନୟ ମାଧ୍ୟମରେ ଆବୃତ୍ତି କର ।)
Selkirk  – Why are you so indifferent to me?
Beast    – Because you are a man.
Selkirk  – So what? I am quite friendly.
Beast    – Sorry, I am not acquainted with the man.
Selkirk  – Oh wind! Please listen to me.
Wind    – What can I do for you?
Selkirk  – Please convey my message to my friends as I am far away on this lonely island.
Wind    – It’s not possible. I can’t cross my limit.

H. Let’s Write: (ଆସ ଲେଖୁବା)
Words having sameness of sound of the endings of two or more words are rhyming words. In this poem the words like ‘face ’ and ‘place ’ are rhyming words. Find out at least six pairs of such words from the poem. (ଦୁଇ ବା ତତୋଽଧ୍ଵକ ଶବ୍ଦର ଶେଷ ଉଚ୍ଚାରଣରେ ସାଦୃଶ୍ୟ ଥିଲେ ତାହାକୁ ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ (Rhyming words) କୁହାଯାଏ । ଏହି କବିତାରେ ‘face’ ଓ ‘place’ ଶବ୍ଦଦ୍ଵୟ ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ । କବିତାରୁ ଏପରି ଅନ୍ୟୁନ ଛଅଯୋଡ଼ା ଶବ୍ଦ ଖୋଜି ବାହାର କର ।)

Answer:
Other rhyming words (six pairs) are:
1. dispute – brute
2. reach – speech
3. see – me
4. truth – youth
5. send – friend
6. flight – light

Writing task: (ଲିଖନ କାର୍ଯ୍ୟ)
This poem is about a sailor named Alexander Selkirk. He swam to a lonely island after a ship wreck. That was a no man’s island. Only beasts and birds lived there. (ଏହି କବିତାଟି ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ ନାମକ ଜଣେ ନାବିକ ବିଷୟରେ ଲିଖ୍ । ଏକ ଜାହାଜ ଦୁର୍ଘଟଣା ପରେ ସେ ଗୋଟିଏ ନିର୍ଜନ ଦ୍ବୀପକୁ ପହଁରି ଯାଇଥିଲେ । ଏହା ଏକ ମାନବବିହୀନ ଦ୍ଵୀପ ଥିଲା । କେବଳ ପଶୁ ଓ ପକ୍ଷୀମାନେ ସେଠାରେ ବାସ କରୁଥିଲେ ।)
Think yourself as Selkirk and write in about ten lines describing your feeling of loneliness. (ନିଜକୁ ସେଲ୍‌କାର୍କ ମନେକରି ତୁମ ନିର୍ଜନତାର ଅନୁଭୂତିକୁ ବର୍ଣନା କରି ଦଶଟି ବାକ୍ୟରେ ଲେଖ ।)
Answer:
I am a sailor named Alexander Selkirk. Once I was on a sea voyage ( ଜଳଯାତ୍ରା) along with other crews. Unfortunately (ଦୁର୍ଭାଗ୍ୟବଶତଃ ) the ship was wrecked (ଦୁର୍ଘଟଣାଗ୍ରସ୍ତ ହେଲା) during the voyage. I was lucky enough to swim to a lonely island after the wreck. It was an uninhabited island. I felt lonely there. Only beasts and birds lived there. They remained aloof. Because they were not acquainted (ପରିଚିତ ନ ଥିଲେ)with man. I remembered the great sayings of the sages who used to get charms in solitude (ନିର୍ଜନତା). But I myself didn’t get any pleasure in that solitude. I realized that it was better to live in the midst of difficulties than to live in a lonely place like that isolated island. I always remembered my friends and relatives in my native land. I was anxious to hear the voice of my near and dear ones. But my dreams remained unfulfilled. My recollections left me in despair. I prayed to God to rescue me from that difficult situation. God heard my prayers and I was rescued after four years by a passing ship.

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

BSE Odisha 9th Class English Alexander Selkirk Important Questions and Answers

Very Short & Objective Questions With Answers.
Answer The Following In A Sentence.

Question 1.
What did the poet survey?
Answer:
The poet surveyed the isolated island and the vast sea around it.

Question 2.
Why did the poet remember the sages?
Answer:
The poet remembered the sages who got pleasure in solitude.

Question 3.
Where does the poet prefer to dwell?
Answer:
The poet thinks that it is better to dwell in the midst of danger than to reign on that horrible island.

Question 4.
How does the poet describe the island in the second stanza?
Answer:
The island is lonely without human beings.

Question 5.
Why does the poet feel that he will meet his end on that island?
Answer:
Due to his bad luck, the poet is on a deserted island.

Question 6.
What are the divine qualities bestowed upon man?
Answer:
Society, friendship, and love are the divine qualities bestowed upon man.

Question 7.
Why does the poet like the wisdom of age?
Answer:
The poet likes the wisdom of age because their wisdom gives wise advice so that he can spend his days happily.

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 8.
What is the poet’s prayer to the ‘winds’?
Answer:
The poet prays to the winds to bring the good news about the place which he can never visit.

Question 9.
Why does the poet wish to have the wings of a dove?
Answer:
The poet wishes to have the wings of a dove so that he can fly and cross the sea to see his friends and relatives.

Question 10.
What does the poet want to know?
Answer:
The poet is anxious to know about his friends because they are far away from him.

Question 11.
Why does the poet say that ‘the tempest itself lags behind’?
Answer:
The poet says that ‘the tempest itself lags behind’ because the flight of the mind is so swift that it can win the tempest.

Question 12.
What hurried Selkirk back to despair?
Answer:
Selkirk hurried back to despair when he recollected his past.

Question 13.
What did the poet want to do when evening approached?
Answer:
When evening approached, the poet wanted to take a rest in his resting place.

Answer The Following In A Word Or A Phrase.

Question 1.
Who had made the poet his sport?
Answer:
The wind.

Question 2.
Who is unacquainted with a man?
Answer:
The beasts.

Question 3.
What is shocking to the poet?
Answer:
The tameness of the brutes.

Question 4.
What does the poet want to know?
Answer:
About his friends in his native land.

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 5.
Which lines in the poem suggest that the island is “no man’s island”?
Answer:
“I am the lord of the fowl and the brute”.

Question 6.
Who found charm in solitude?
Answer:
The ancient sages.

Question 7.
What are the divine qualities bestowed upon man?
Answer:
Society, Friendship, And Love.

Fill In The Blanks.

1. But the ____________is gone to her nest.
Answer:
sea fowl

2. I am ____________of all I survey.
Answer:
monarch

3. The poem “Alexander Selkirk” reflects the freedom of his spirit in ____________.
Answer:
a lonely island

4. The poem begins with the words, “I am” written in capital letters strengthens the confidence of the abandoned sailor ____________on the lonely island
Answer:
Alexander Selkirk

5. The phrase “now and then” means ____________.
Answer:
frequently

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

6. The word ‘dispute’ means ____________.
Answer:
quarrel

7. The word ‘brute’ means ____________.
Answer:
beast

8. The word ‘solitude’ means ____________.
Answer:
loneliness

9. In the poem “Out of humanity’s reach” means ____________.
Answer:
beyond human touch

10. “And reconciles man to his lot.” Here ‘lot’ means ____________.
Answer:
fortune

11. The poet is anxious to know about ____________.
Answer:
his friends

12. Alexander Selkirk finds that the beast is taking rest in ____________.
Answer:
his lair

13. Selkirk hurried back to despair when ____________.
Answer:
he recollected his past

14. “Even here is a ____________of rest.”
Answer:
season

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

15. “Might learn from the wisdom of age.” Here the expression ‘wisdom of age’ means the wisdom of the ____________.
Answer:
elderly people

Multiple Choice Questions With Answers.

Question 1.
O solitude! where are the charms, the underlined word means ____________.
(A) silence
(B) lonely place
(C) island
(D) sages
Answer:
(B) lonely place

Question 2.
The poet is unable to hear the sweet speech of ____________.
(A) his friends
(B) his parents
(C) his relatives
(D) man
Answer:
(D) man

Question 3.
Who is unacquainted with a man?
(A) the sages
(B) the beasts
(C) the fowls
(D) the sea fowls
Answer:
(B) the beasts

Question 4.
“Gives even affliction a grace” Here the underlined expression means ____________.
(A) consolation
(B) peace
(C) pleasure
(D) distress
Answer:
(D) distress

Question 5.
The beasts ____________ over the plain.
(A) run
(B) walk
(C) move
(D) roam
Answer:
(D) roam

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 6.
O had the wings of a ____________,howsoon would I taste you again.
(A) crow
(B) dove
(C) owl
(D) fowl
Answer:
(B) dove

Question 7.
The ____________ itself lags behind, And the swift-winged arrows of light.
(A) tempest
(B) cyclone
(C) blizzard
(D) wind
Answer:
(A) tempest

Question 8.
But the ____________ is gone to her nest.
(A) sea horse
(B) sea fowl
(C) sea fish
(D) sea snake
Answer:
(B) sea fowl

Question 9.
I am ____________of all I survey.
(A) king
(B) emperor
(C) landlord
(D) monarch
Answer:
(D) monarch

Question 10.
The phrase “now and then” means ____________.
(A) every time
(B) all the time
(C) frequently
(D) very often
Answer:
(C) frequently

Question 11.
The word ‘brute’ means ____________.
(A) beyond
(B) burial
(C) birds
(D) beast
Answer:
(D) beast

Question 12.
The word ‘solitude’ means ____________.
(A) solitary
(B) loneliness
(C) likingness
(D) solidarity
Answer:
(B) loneliness

Question 13.
“And reconciles man to his lot.” Here ‘lot’ means ____________.
(A) a lot of
(B) enough
(C) a lot
(D) fortune
Answer:
(D) fortune

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Question 14.
The poet is anxious to know about ____________.
(A) the place
(B) his parents
(C) his friends
(D) the island
Answer:
(C) his friends

Question 15.
Alexander Selkirk finds that the beast is taking a rest in ____________.
(A) his lair
(B) his cave
(C) his cabin
(D) his nest
Answer:
(A) his lair

Alexander Selkirk Summary in English

Lead-In:
No human being likes to remain in loneliness, without friends, or out of society. This is a human tendency. It is very painful and pathetic to be far away from human habitation. ‘Alexander Selkirk’ is a poem that is based on a real adventure that happened to a sailor. Because of a dispute with the ship’s captain or after a shipwreck, he was deserted on an uninhabited island. There he lived alone for four years and was later rescued by a passing ship. Daniel Defoe’s ‘Robinson Crusoe’ is also based on the same incident. Now read the poem and realize the feeling of loneliness of Alexander Selkirk.

Notes:
loneliness – ଏକାକୀତ୍ୱ/ନିର୍ଜନତା,
tendency – ପ୍ରବୃତ୍ତି,
painful – ଯନ୍ତ୍ରଣାଦାୟକ,
pathetic – କାରୁଣ୍ୟପୂର୍ଣ,
habitation – ବସତି/ବାସସ୍ଥଳୀ,
adventure – ଦୁଃସାହସ,
sailor – ଜାହାଜର ନାବିକ,
dispute – ବିବାଦ,
deserted – ଏକୁଟିଆ ଛାଡ଼ି ଦିଆଗଲା,
island – ଦ୍ବୀପ

ଉପକ୍ରମ :
ବିନା ବନ୍ଧୁରେ ଅଥବା ସମାଜ ବାହାରେ, ନିର୍ଜନତାରେ ରହିବାକୁ କୌଣସି ମାନବ ପସନ୍ଦ କରନ୍ତି ନାହିଁ । ଏହା ହେଉଛି ମାନବୀୟ ସ୍ବଭାବ । ସମସ୍ତେ ବନ୍ଧୁ ଓ ସମ୍ପର୍କୀୟମାନଙ୍କ ଗହଣରେ ରହିବାକୁ ପସନ୍ଦ କରନ୍ତି । ମାନବ ବସତିଠାରୁ ଦୂରରେ ରହିବା ଅତ୍ୟନ୍ତ ଯନ୍ତ୍ରଣାଦାୟକ ଓ ଦୁଃଖଦାୟକ । ‘‘ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ’’ କବିତାଟି ଗୋଟିଏ ବାସ୍ତବ ସାହସିକ କାର୍ଯ୍ୟ ଉପରେ ଆଧାରିତ ଯାହାକି ଜଣେ ନାବିକ ଜୀବନରେ ଘଟିଥିଲା । ଜାହାଜର କ୍ୟାପ୍ଟେନ୍‌ଙ୍କ ସହ ବିବାଦ ହେତୁ କିମ୍ବା ଜାହାଜ ଦୁର୍ଘଟଣା ହେବାରୁ ତାଙ୍କୁ ଏକ ମାନବ ବସତିହୀନ ବିସ୍ତୀର୍ଣ୍ଣ ଦ୍ଵୀପରେ ଛାଡ଼ି ଦିଆଯାଇଥିଲା । ସେଠାରେ ସେ ଏକାକୀ ଚାରି ବର୍ଷ ରହିଲେ ଏବଂ ସେହି ବାଟ ଦେଇ ଯାଉଥ‌ିବା ଅନ୍ୟ ଏକ ଜାହାଜଦ୍ବାରା ଉଦ୍ଧାର ହୋଇଥିଲେ । ଡାନିଏଲ୍‌ ଡେଫୋଙ୍କ ‘ରବିନ୍‌ସନ୍ କୁସୋ’’ ମଧ୍ୟ ସମାନ ଘଟଣା ଉପରେ ଆଧାରିତ । ଏବେ କବିତାଟିକୁ ପଢ଼ ଓ ଆଲେକ୍‌ଜାଣ୍ଡର୍‌ ସେଲ୍‌କାର୍କଙ୍କ ନିଃସଙ୍ଗତାର ଅନୁଭୂତିକୁ ହୃଦୟଙ୍ଗମ କର ।

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Summary:
In the poem, the sailor (Alexander Selkirk) says that he is the sole monarch of the lonely island and there is no one in the world who will fight with him for that right. He is the supreme ruler of the birds and animals there. In his opinion, wise men and philosophers say that there is pleasure in living a lonely life away from the crowds of men. But Selkirk cannot find any joy in his loneliness. He feels that it is better to accept the troubles and anxieties of living in society than to rule that horrible land.

Selkirk cannot hope to return to mankind. He imagines that he must end his life on that lonely island. He is unable to hear the sweet speech of man. He is startled, surprised at his own voice. It seems strange to him as he hasn’t spoken to a man for a long long time. The animals never fear him as they do not know the strength of man. He says that friendship and love are the divine gifts given to a man who lives in society. He thinks if he had the wings of a dove he would cross the ocean and see the faces of his friends and relatives.

As a result, his sorrows and sufferings would be reduced and relaxed and he would spend his days happily following religion and truth. He might learn wise things from wise men and spend his days happily with the young. He is completely disheartened by his loneliness. He has addressed the winds to listen to him. He requests the winds to bring the good news of the place which he can never visit. He also appeals to the winds to convey his message to his near and dear ones whom he can never see. He wants to know if his friends remember and wish to see him. He feels that the movement of the mind is very swift and it visits the whole world in a moment.

The movement of the mind is more swift than the movement of wind and light. Whenever he thinks of his native land, he feels as if he is present there. But when he realizes his present position, his heart is filled with despair. At last, he thinks that it is unwise to think all these things as it brings unhappiness. The birds and beasts have taken rest in their respective resting places. So he feels it proper to have his rest. He hopes that God is omnipresent and sees the sorrows and sufferings of human beings. God will definitely remove his plight as He is very kind and merciful.

Notes:
sole – ଏକମାତ୍ର, right – ଅସ୍କାର monarch – ସମ୍ରାଟି, lonely – ନିର୍ଜନ, wise men – ବିଜ୍ଞ ଲୋକ, philosophers – ଦାର୍ଶନିକ, crowds – ଜନଗହଳି, troubles – ଜଞ୍ଜାଳ anxieties – ଆଶଙ୍କା, horrible – ଭୟଙ୍କର, imagines – କଳ୍ପନା କରେ, startled – ସ୍ତମ୍ଭିତ ହେଲା, strange – ଅଜଣା sorrows and sufferings – ଦୁଃଖ ଏବଂ ଯନ୍ତ୍ରଣା,
strength – ଶକ୍ତି, long long time – ବହୁକାଳ ଧରି, reduced – ହ୍ରାସ ହେଲା/ଅପସରି ଗଲା, disheartened – ହୃଦୟହରା ହେଲେ, loneliness – ନିର୍ଜନତା, addressed –ସମ୍ବୋଧନ କଲେ, clarify – ସ୍ପଷ୍ଟ କରିବା, doubts – ସନ୍ଦେହ, movement -ଗତି, swift – ଦ୍ରୁତ, realises – ହୃଦୟଙ୍ଗମ କରେ, despair – ନୈରାଶ୍ୟ, respective – ନିଜ ନିଜ, omnipresent –ସର୍ବବିଦ୍ୟମାନ, definitely – ନିଶ୍ଚିତ ଭାବରେ, remove – ଦୂର କରିବା, plight – ଦୁଃଖ, merciful – ଦୟାବନ୍ତ, appeal – ନିବେଦନ କରିବା.

ସାରାଂଶ :
କବିତାରେ ନାବିକ (ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ) କହୁଛନ୍ତି ଯେ ସେ ହେଉଛନ୍ତି ସେହି ନିର୍ଜନ ଦ୍ଵୀପର ଅଧୀଶ୍ଵର ଏବଂ ସେହି ଅଧିକାର ଛଡ଼ାଇନେବା ପାଇଁ କେହି ତାଙ୍କ ସହିତ ସେଠାରେ ସଂଗ୍ରାମ କରିବ ନାହିଁ । ସେ ସେହି ଦ୍ଵୀପରେ ଥିବା ସମସ୍ତ ପଶୁପକ୍ଷୀଙ୍କର ମୁଖ୍ୟ ଶାସକ । ବିଦ୍ଵାନ୍‌ମାନେ କହନ୍ତି ଯେ ଜନଗହଳିଠାରୁ ଦୂରରେ, ନିର୍ଜନ ସ୍ଥାନରେ ରହିବାରେ ଏକ ପ୍ରକାର ଆନନ୍ଦ ମିଳିଥାଏ । ମାତ୍ର ସେଲ୍‌କାର୍କ ତାଙ୍କ ନିର୍ଜନତାରେ କୌଣସି ଆନନ୍ଦ ଉପଭୋଗ କରୁନାହାନ୍ତି । ସେ ଅନୁଭବ କରୁଛନ୍ତି ଯେ ସେଭଳି ଏକ ଭୟଙ୍କର ସ୍ଥାନରେ ରାଜତ୍ଵ କରିବା ଅପେକ୍ଷା ସଂସାରରେ ରହି ଦୁଃଖକଷ୍ଟକୁ ବରଣ କରିବା ବରଂ ଭଲ । ସେଲ୍‌କାର୍କ ମଣିଷ ସମାଜକୁ ଫେରିବା ଆଶା ରଖୁପାରୁ ନାହାନ୍ତି । ସେ ଭାବୁଛନ୍ତି ତାଙ୍କ ଜୀବନ ସେହି ଦ୍ବୀପରେ ଶେଷ ହୋଇଯିବ । ମଣିଷ କଣ୍ଠର ସୁମଧୁର ସ୍ୱର ସେ ଆଉ ଶୁଣିବାକୁ ପାଉନାହାନ୍ତି । ତେଣୁ ସେ ତାଙ୍କ ନିଜର ସ୍ବର ଶବ୍ଦ ଶୁଣି ଭୟଭୀତ ଓ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଯାଉଛନ୍ତି । ଏହା ତାଙ୍କୁ ଅଦ୍ଭୁତ ଲାଗୁଛି କାରଣ ସେ ବହୁତ ଦିନ ଧରି ମଣିଷ ସହିତ କଥା ହୋଇନାହାନ୍ତି ।

ସେଠାରେ ପଶୁମାନେ ତାଙ୍କୁ ଆଦୌ ଭୟ କରୁନାହାନ୍ତି, ଯେହେତୁ ସେମାନେ ମଣିଷର ପ୍ରଭାବ ଓ ଶକ୍ତି ବିଷୟରେ ସଚେତନ ନୁହନ୍ତି । ସେ ଜାଣନ୍ତି ଯେ ବନ୍ଧୁତା ଓ ସ୍ନେହ ମତତା ଭଳି ସ୍ବର୍ଗୀୟ ଦାନକୁ ମଣିଷକୁ ଦିଆଯାଇଛି ଯିଏ କି ସମାଜରେ ବାସ କରୁଛି । ସେ ଭାବୁଛନ୍ତି ଯଦି ତାଙ୍କର ବିହଙ୍ଗର ପକ୍ଷ ଥାଆନ୍ତା, ତେବେ ସେ ମହାସାଗରକୁ ପାର ହୋଇ ତାଙ୍କର ବନ୍ଧୁ ଓ ପ୍ରିୟଜନମାନଙ୍କୁ ଦେଖିପାରନ୍ତେ । ଯାହାଫଳରେ ତାଙ୍କର ଦୁଃଖ କ୍ଳେଶ ଦୂର ହୋଇଯାଆନ୍ତା ଓ ସେ ସତ୍ୟପଥ ଅନୁସରଣ କରି ସୁଖରେ କାଳାତିପାତ କରିପାରନ୍ତେ । ସେ ସେଠାରେ ଜ୍ଞାନୀ ଲୋକମାନଙ୍କଠାରୁ ଉପଯୁକ୍ତ ଶିକ୍ଷାଲାଭ କରି, ଯୁବକମାନଙ୍କ ସହିତ ସୁଖରେ ଦିନ ଅତିବାହିତ କରନ୍ତେ । ନିଃସଙ୍ଗତା ହେତୁ ସେ ସମ୍ପୂର୍ଣ ହତାଶ ହୋଇପଡ଼ିଛନ୍ତି । ତେଣୁ ସେ ପବନକୁ ତାଙ୍କ କଥା ଶୁଣିବାକୁ କହୁଛନ୍ତି । ସେ ପବନକୁ ଅନୁରୋଧ କରୁଛନ୍ତି ଯେ ଯେଉଁ ସ୍ଥାନକୁ ସେ ଦେଖିପାରିବେ ନାହିଁ ସେହି ସ୍ଥାନର ସୁସମାଚାର ତାଙ୍କୁ ଆଣି ଦିଅନ୍ତୁ । ତାଙ୍କର ବାର୍ତ୍ତାକୁ ତାଙ୍କର ନିକଟତମ ଲୋକ, ଯେଉଁମାନଙ୍କୁ ସେ କଦାପି ଦେଖପାରିବେ ନାହିଁ, ସେହିମାନଙ୍କ ପାଖରେ ପହଞ୍ଚାଇବାପାଇଁ ପବନକୁ ନିବେଦନ କରୁଛନ୍ତି । ତାଙ୍କ ବନ୍ଧୁମାନେ ତାଙ୍କୁ ମନେ ପକାଉଛନ୍ତି କି ନାହିଁ ଓ ତାଙ୍କୁ ଦେଖିବାକୁ ଚାହୁଁଛନ୍ତି କି ନାହିଁ ସେ ଜାଣିବାକୁ ଚାହୁଁଛନ୍ତି ।

ସେ ଅନୁଭବ କରୁଛନ୍ତି ଯେ ମନର ଗତି ଅତି କ୍ଷିପ୍ର ଓ ଏହା ଗୋଟିଏ ମୁହୂର୍ତ୍ତରେ ସାରା ବିଶ୍ଵ ଭ୍ରମଣ କରିପାରିବ । ମଣିଷ ମନର ଗତି ଏପରିକି ପବନ ଓ ଆଲୋକଠାରୁ ମଧ୍ୟ ଦ୍ରୁତତର । ଯେତେବେଳେ ସେ ତାଙ୍କର ଜନ୍ମସ୍ଥାନ କଥା ଭାବନ୍ତି, ସେତେବେଳେ ସେ ଅନୁଭବ କରନ୍ତି ସତେ ଯେମିତି ସେ ସେହିଠାରେ ହିଁ ଉପସ୍ଥିତ ଅଛନ୍ତି । ମାତ୍ର ଯେତେବେଳେ ସେ ତାଙ୍କର ବର୍ତ୍ତମାନର ସ୍ଥିତି କଥା ହୃଦୟଙ୍ଗମ କରନ୍ତି, ତାଙ୍କ ହୃଦୟ ଗଭୀର ଦୁଃଖରେ ଭରପୂର ହୋଇଯାଏ । ଶେଷରେ ସେ ଚିନ୍ତା କରୁଛନ୍ତି ଯେ ଏସବୁ କଥା ଚିନ୍ତା କରିବା ଭୁଲ୍, କାରଣ ଏହା କେବଳ ଦୁଃଖ ଆଣିଦେବ । ଏବେ ସେ ଦେଖୁଛନ୍ତି ଯେ ପଶୁପକ୍ଷୀମାନେ ସେମାନଙ୍କର ବିଶ୍ରାମସ୍ଥଳୀରେ ବିଶ୍ରାମ ନେଲେଣି । ତେଣୁ ସେ ମଧ୍ୟ ତାଙ୍କ ସ୍ଥାନରେ ବିଶ୍ରାମ ନେବା ଉଚିତ ବୋଲି ମନେ କରୁଛନ୍ତି । ସେ ଆଶା କରୁଛନ୍ତି ଯେ ଈଶ୍ବର ସର୍ବବିଦିତ ଏବଂ ସେ ହିଁ ମଣିଷର ସବୁ ଦୁଃଖଯନ୍ତ୍ରଣା ଦେଖନ୍ତି । ଈଶ୍ଵର ତାଙ୍କ ଦୁର୍ଦ୍ଦଶାକୁ ନିଶ୍ଚୟ ଦୂର କରିବେ କାରଣ ସେ ହେଉଛନ୍ତି ଦୟାର ଅବତାର, ଏ ବିଶ୍ୱାସ ସେ ରଖୁଛନ୍ତି ।

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

The Text : (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis.

Stanza-1
I AM monarch of all I survey,
My right there is none to dispute,
From the centre all round to the sea
I am lord of the fowl and the brute.
O Solitude ! where are the charms
That sages have seen in thy face ?
Better dwell in the midst of alarms
Than reign in this horrible place.
ଅନୁବାଦ :
ମୁଁ ଯାହାସବୁ ଦେଖୁଛି, ସେସବୁର ମୁଁ ହେଉଛି ଅଧୀଶ୍ବର । ଏଠାରେ ମୋ ଅଧିକାରକୁ ଛଡ଼ାଇ ନେବାକୁ କେହି ମୋ ସହିତ ସଂଗ୍ରାମ ମଧ୍ଯ କରିବ ନାହିଁ । ମୋ ଚତୁଃପାର୍ଶ୍ଵରେ ନୀଳ ସାଗରଯାଏ ଏଠାରେ ଥିବା ସମସ୍ତ ପଶୁପକ୍ଷୀଙ୍କର ମୁଁ ହେଉଛି ଈଶ୍ବର । ବିଜନତାରେ ମୁନିଗଣ ଆନନ୍ଦ ଉପଲବ୍ଧି କରନ୍ତି; କିନ୍ତୁ ମୁଁ ପାଉ ନାହିଁ । ଯୁଦ୍ଧକ୍ଷେତ୍ରର ଭୟ ମଧ୍ଯରେ ବାସ କରିବା ବରଂ ଭଲ; କିନ୍ତୁ ଏପରି ଭୟଙ୍କର ସ୍ଥାନରେ ରାଜତ୍ଵ କରିବା ଠିକ୍ ନୁହେଁ ।

Stanza – 2
I am out of humanity’s reach,
I must finish my journey alone,
Never hear the sweet music of speech;
I start at the sound of my own.
The beasts that roam over the plain
My form with indifference see;
They are so unacquainted with man,
Their tameness is shocking to me.
ଅନୁବାଦ :
ମୁଁ ମାନବ ଜଗତଠାରୁ ଅଲଗା ହୋଇଯାଇଛି । ମୋର ଜୀବନଯାତ୍ରା ଏହିଠାରେ ହିଁ ଶେଷ ହୋଇଯିବ । ମଧୁମୟ ମନୁଷ୍ୟ କଣ୍ଠର ସ୍ଵର ଆଉ ଶୁଣିପାରିବି ନାହିଁ । ମୋ ନିଜ କଣ୍ଠର ସ୍ବର ଶୁଣି ମୁଁ ଚମକିପଡ଼େ । ଏଠାରେ ଯେଉଁ ପଶୁମାନେ ଭ୍ରମଣ କରୁଛନ୍ତି ସେମାନେ ମୋତେ ଆଦୌ ଭୟ କରୁନାହାନ୍ତି । ସେମାନେ ମଣିଷ ସହିତ ଏତେ ପରିଚିତ ନୁହନ୍ତି କିମ୍ବା ମଣିଷର ପ୍ରଭାବ ଜାଣନ୍ତି ନାହିଁ । ମୋତେ ସେମାନଙ୍କର ବଶତା ଦେଖି ଆଶ୍ଚର୍ଯ୍ୟ ଲାଗେ ।

Stanza-3
Society, friendship, and love
Divinely bestowed upon man,
O had I the wings of a dove.
How soon would I taste you again!
My sorrows I then might assuage
In the ways of religion and truth,
Might learn from the wisdom of age,
And be cheer’d by the sallies of youth.
ଅନୁବାଦ : ଈଶ୍ବର ସମାଜ, ବନ୍ଧୁତା ଓ ସ୍ନେହ ମମତାକୁ କେବଳ ମଣିଷକୁ ହିଁ ଦେଇଛନ୍ତି । ଯଦି ମୋର ଗୋଟିଏ କପୋତ ପରି ଡେଣା ଥାଆନ୍ତା ତେବେ ମୁଁ ଉଡ଼ିଯାଇ ମୋର ପ୍ରିୟଜନମାନଙ୍କୁ ଦେଖୁପାରନ୍ତି ଓ ମୋର ଦୁଃଖ ଦୂର ହୋଇଯାଆନ୍ତା । ମୁଁ ଧର୍ମ ଓ ସତ୍ୟ ପଥକୁ ଅନୁକରଣ କରନ୍ତି, ବିଦ୍ଵାନ୍ ଲୋକଙ୍କଠାରୁ ସଦୁପଦେଶ ଗ୍ରହଣ କରନ୍ତି ଏବଂ ତରୁଣମାନଙ୍କ ସଙ୍ଗରେ ହସଖୁସିରେ ସମୟ ଅତିବାହିତ ହୁଅନ୍ତା ।

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Stanza-4
Ye winds that have made me your spot,
Convey to this desolate shore
Some cordial endearing report
Of a land I shall visit no more;
My friends, do they now and then send
A wish or a thought after me?
O tell me I yet have a friend,
Though a friend I am never to see.
ଅନୁବାଦ :
ରେ ବାୟୁ ! ତୁମେ ମୋତେ କ୍ରୀଡ଼ନକ କରିଦେଇଛ । ଯେଉଁ ସ୍ଥାନକୁ ମୁଁ ଆଉ ଦେଖିପାରିବି ନାହିଁ ସେହି ସ୍ଥାନର ସୁସମାଚାର ମୋତେ ଏହି ନିର୍ଜନ ତଟକୁ ଆଣିଦିଅ । ମୋତେ ମୋର ବନ୍ଧୁମାନେ ଦେଖିବାକୁ ଚାହୁଁଛନ୍ତି କି ? ସେମାନେ ମୋ କଥା ଭାବୁଛନ୍ତି କି ? ହେ ବାୟୁ, ମୋତେ କୁହ ମୋର କ’ଣ କେହି ବନ୍ଧୁ ନାହାନ୍ତି ? ମୁଁ କଦାପି ବନ୍ଧୁଙ୍କୁ ଦେଖୁପାରିବି ନାହିଁ । ମୋର ଏ ସନ୍ଦେହଗୁଡ଼ିକୁ ତୁମେ ଦୂର କର ।

Stanza -5
How fleet is a glance of the mind!
Compared with the speed of its flight,
The tempest itself lags behind,
And the swift-winged arrows of light.
When I think of my own native land
In a moment I seem to be thete;
But, alas! recollection at hand
Soon hurries me back to despair
ଅନୁବାଦ :
ମନର ଗତି କି କ୍ଷିପ୍ର ! ତୁଳନା କଲେ ଏହା ପବନ ଓ ଆଲୋକର ଗତିକୁ ପଛରେ ପକାଇ ଦେଇପାରିବ । ଗୋଟିଏ ମୁହୂର୍ତ୍ତରେ ଏହା ସାରା ବିଶ୍ବ ଦର୍ଶନ କରିପାରିବ । ଯେତେବେଳେ ମୋର ନିଜ ଦେଶ କଥା ମନେପଡ଼େ ସେତେବେଳେ ମୁଁ ଭାବେ ସତେ ଯେପରି ମୁଁ ସେହିଠାରେ ଅଛି । କିନ୍ତୁ ଦୁଃଖର କଥା ଯେତେବେଳେ ମୋ ସ୍ମରଣକୁ ଆସେ, ମୁଁ ଦ୍ବୀପରେ ଅଛି ତାହା ମୋତେ ନୈରାଶ୍ୟରେ ବୁଡ଼ାଇ ଦିଏ ।

Stanza -6
But the seafowl is gone to her nest
The beast is laid down in his lair;
Even here is a season of rest,
And I to my cabin repair
There is mercy in every place,
And mercy, encouraging thought!
Gives even affliction a grace
And reconciles man to his lot.
ଅନୁବାଦ :
ସାମୁଦ୍ରିକ ପକ୍ଷୀ ତା’ର ବସାଘରେ ବିଶ୍ରାମ ନେଇଛି ଓ ପଶୁ ତା’ର ଗହ୍ଵରରେ ଆଶ୍ରୟ ନେଇଛି । ବର୍ତ୍ତମାନ ବିଶ୍ରାମର ସମୟ ଏବଂ ମୁଁ ମଧ୍ୟ ମୋ ସ୍ଥାନରେ ବିଶ୍ରାମ ନେବା ବାଞ୍ଛନୀୟ । ଈଶ୍ବର କରୁଣାମୟ ଓ ଦୟାର ଅବତାର, ସେ ନିଶ୍ଚୟ ତାଙ୍କ ଦୁଃଖ ଦୂର କରିବେ ଏବଂ ସେ ସନ୍ତୋଷ ଲାଭ କରିବେ ।

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

About the poet:
William Cowper (1731 AD to 1800 AD) was born at Great Berkharnpstead, in Hertfordshire, where his father was a rector. His poems were published late in life. At the very end of his volume of poems, a few miscellaneous short poems were also included. One of them is the well-known poem containing the reflections of Alexander Selkirk. The poem reflects the freedom of his spirit on a lonely island.

Notes :
rector – ଧର୍ମ ପ୍ରତିଷ୍ଠାନର ଅଧ୍ୟକ୍ଷ, published – ପ୍ରକାଶିତ ହେଲା, miscellaneous – ନାନାପ୍ରକାର/ମିଶ୍ରିତ, reflects – ପ୍ରତିଫଳିତ କରେ, spirit – ଆତ୍ମା

କବିଙ୍କ ସମ୍ପର୍କରେ :
ଉଇଲିୟମ୍ କାଉପର୍ (୧୭୩୧ ଖ୍ରୀ.ଅ.ରୁ ୧୮୦୦ ଖ୍ରୀ.ଅ.) ହର୍ଟଫୋର୍ଡସାୟାରର ଗ୍ରେଟ୍ ବର୍କହାମ୍ପଷ୍ଟ୍ରେଡ୍‌ରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ଯେଉଁଠାରେ କି ତାଙ୍କ ପିତା ଏକ ଧର୍ମାନୁଷ୍ଠାନର ମୁଖ୍ୟ ଥିଲେ । ତାଙ୍କ କବିତାଗୁଡ଼ିକ ଜୀବନର ଉତ୍ତର ପର୍ଯ୍ୟାୟରେ ପ୍ରକାଶିତ ହୋଇଥିଲା । ତାଙ୍କ କବିତା ସଂକଳନର ଠିକ୍ ଶେଷ ଭାଗରେ କେତେକ କ୍ଷୁଦ୍ର କବିତା ଯୋଗ କରାଯାଇଥିଲା । ଆଲେକ୍‌ଜାଣ୍ଡର୍ ସେଲ୍‌କାର୍କଙ୍କ ହୃଦୟର ପ୍ରତିଫଳନକୁ ଆଧାର କରି ରଚିତ କବିତା ସେଗୁଡ଼ିକ ମଧ୍ୟରେ ଅନ୍ୟତମ । କବିତାଟି ନିର୍ଜନ ଦ୍ଵୀପରେ ତାଙ୍କ ଆଲେକ୍‌ଜାଣ୍ଡର୍ ଆତ୍ମାର ସ୍ବାଧୀନ ଚିନ୍ତାକୁ ପ୍ରତିଫଳିତ କରେ ।

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

Glossary And Notes: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
(Lines— 1 to 8)

I AM — Here ‘AM’ is written in capital letters to emphasize the poet’s feeling of confidence in his new role as the sole monarch of the lonely island— ମୁଁ ସ୍ବୟଂ
monarch (n) — supreme ruler – ସର୍ବୋଚ୍ଚ ଶାସକ
Alexander Selkirk considered him the monarch of the island.
survey (V) — see – ଦେଖୁ
We surveyed the view from the top of the hill.
right (n) — claim, possession — ଅଧିକାର
dispute (v) — argue or quarrel — କଳହ କରିବା
The question was hotly disputed in the Parliament.
fowl (n) — bird — ପକ୍ଷୀ
A large number of fowls are seen in Chilika in winter.
brute (n) — animal – ପଶୁ
It’s not easy to tame the brutes.
solitude (n) — loneliness, lonely place
The sages find pleasure in solitude.
thy (old use) — your — ତୁମର
charm (n) — delight, pleasure — ଆନନ୍ଦ
Lord — supreme commander — ସର୍ବୋଚ୍ଚ କମାଣ୍ଡର
sage (n) — hennit, saint – ମୁନି/ଋଷି
dwell (v) — live — ବାସ କରିବା
The hermits used to dwell in cottages.
alarms (n) — danger — ଭୟ|ଯୁଦ୍ଧସଜ୍ଜାର ଆହ୍ଵାନ
Nobody likes o live in alarms.
reign (v) — rule — ରାଜତ୍ଵ କରିବା
The reign of Ashok is an epoch-making era in the animals of history.
horrible (adj)— full of danger — ଭୟଙ୍କର

(Lines—9to 16)
out of humanity reach — no hope of people o touch it, isolated
finish (v) — complete/end — ସମ୍ପୂର୍ଣ୍ଣ କରିବା
my journey (n) — here journey of life — ଏଠାରେ ଜୀବନଯାତ୍ରା
alone — by himself — ଏକଟିଆ
start at (v) — frighten/startled/surprised — ଆଶ୍ଚର୍ୟ୍ୟ
roam (v) — to wan&r with no very Clear purpose — ଏଣେତେଣେ ମୁକ୍ତ ରୂପେ
The animal’s roar in the forest.
with indifference —lack of interestiindifferently — ଉଦାସୀନ ଭାବରେ
The girl looked at her teacher with indifférence.
my form — my body — ମୋ ଶରୀର
beasts — wild animals — ବନ୍ୟପଶୁ
unacquainted (adj.) — unknown — ଅଜ୍ଞାତ
We’re unacquainted with each other.
tameness (n) — loyalty
I was surprised to see the tameness of the animals at a circus party,
shucking — terrifying, frightening
The news was shocking later.

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

(Lines— 17 to 24)
divinely (adj) — heavenly — ସ୍ୱର୍ଗୀୟ
bestow (v) — pour/give as an offering
Semi-gifts were bestowed on the royal visitors.
assuage (v) — make suffering less painful — ଯନ୍ତ୍ରଣା ଲାଘବ କରିବା
He prayed to God to assuage his Sorrows.
be cheer’d — be detighted — ବହୁତ ଖୁସି ହେବା
the wisdom of age — wise sayings of the old people — ବବୃଦ୍ଧ ଲୋକମାନଙ୍କର ବୁଦ୍ଧିମାନ କଥା
sallies (n) — lively or humorous remarks — ଜୀବନ୍ତ ବା ହାସ୍ୟାସ୍ପଦ ମନ୍ତବ୍ୟ |
Her witty sallies made me angry.
dove — a kind of bird — ଏକ ପ୍ରକାର ପକ୍ଷୀ

(lines— 25 to 32)
convey (v) — to inform — ସୂଚନା ଦେବାକୁ
He conveyed his difficulties to his father
taste — meet — ବିଚ୍ଛିନ୍ନ
desolate (adj.) — isolated — ବିଚ୍ଛିନ୍ନ
Nobody likes to live in a desolate place.
cordial — friendly – ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ
endearing (adj.) — pleasant — ସୁଖଦ
He always expects endearing news from his parents.
report — news —ସମ୍ବାଦ
now and then — frequently — ବାରମ୍ବାର
Uncle comes to our house now and then.

(Lines — 33 to 40)
fled — quick — ଦ୍ରୁତ
A deer is allen footed runner.
tempest (n) – violent storm – ଝଡ଼ ତୋଫାନ
The ship sank due to the tempest.
glance – quick look – ତୀକ୍ଷ୍ଣ ଚାହାଣି
recollection (n) — what is remembered at present / memory – ସ୍ମୃତି | ସ୍ମରଣ
I have no recollection of meeting him.
despair (n) – without hope — ଭରସା ବିନା
His past recollection hurried him back to despair.
swift — winged arrows of light — ତୀବ୍ର ବେଗଗାମୀ ପକ୍ଷ/ ଡେଣା (ଆଲୋକର )
native land — land of birth/motherland — ଜନ୍ମଭୂମି
in a moment — a short period of time, instantly — ତତକ୍ଷଣାତ୍
Wait here! I will be back in a moment.
alas! — sudden emotion of sorrow or grief — ଆହା ! ! (ଏକ ଦୁଃଖଦାୟକ ଅଭିବ୍ଯକ୍ତି)

BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk

(Unes—41 to 48)
seafowl(n) — seabird —ସାମୁଦ୍ରିକ ପକ୍ଷୀ
A sea-fowl is flying over the sea.
lair (n) — wild animals resting place
The animals are taking a rest in their lairs.
repair (v) — to return
mercy (n) — blessing/kindness — ଦୟା
The gene showed no mercy and killed all the enemies.
affliction (n) pain/distress — ଯନ୍ତ୍ରଣା
The affliction of old age is unbearable.
reconcile (v) — bring into harmony — ପ୍ରତିଷ୍ଠା କରିବା | ଶାନ୍ତି କରିବା
How do you reconcile your political principles with your religious beliefs?
at hand — at present/now — ବର୍ତ୍ତମାନ୍
cabin — small room (living) — ଛୋଟ କୋଠରୀ
lot — fate/fortune— ଭାଗ୍ୟ
He has a good lot.
season — time — ସମୟ
encouraging — inspiring/motivating — ଉତ୍ସାହିତ କରିବା
grace (n) — blessings — ଅନୁଗ୍ରହ

BSE Odisha 9th Class English:

BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ କିପରି ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:

  • ଦ୍ଵିତୀୟ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ନୂତନ ଭାବରେ ସ୍ବାଧୀନତା ହାସଲ କରିଥିବା ଅଧିକାଂଶ ଏସୀୟ ଓ ଆଫ୍ରିକୀୟ ରାଷ୍ଟ୍ର ତତ୍କାଳୀନ
  • ସେହି ରାଷ୍ଟ୍ରଗୁଡ଼ିକ କୌଣସି ଗୋଟିଏ ଗୋଷ୍ଠୀରେ ସାମିଲ ନ ହୋଇ ନିରପେକ୍ଷ ରହି ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରଭାବେ ପରିଚିତ ଥିଲେ ।
  • ଏହି ରାଷ୍ଟ୍ରମାନେ ସେମାନଙ୍କର ଜାତୀୟ ପୁନର୍ଗଠନ ଓ ଅର୍ଥନୈତିକ ଉନ୍ନତି ନିମନ୍ତେ ପରସ୍ପର ସହ ସହଯୋଗ ସ୍ଥାପନ କରିଥିଲେ ।
  • ସେମାନଙ୍କ ମଧ୍ୟରେ ଉତ୍ତମ ବୁଝାମଣା ଓ ସହଯୋଗ ବୃଦ୍ଧି ପାଇ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହୋଇଥିଲା ।
  • ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରମାନଙ୍କୁ ନେଇ ତୃତୀୟ ବିଶ୍ୱ ସୃଷ୍ଟି ହୋଇଥିଲା ।

(ଖ) ଗୋଷ୍ଠୀ ନିରପେକ୍ଷତା କାହାକୁ କୁହାଯାଏ ? ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର ଲକ୍ଷ୍ୟ କ’ଣ ? ଏହି ଆନ୍ଦୋଳନର ପ୍ରସାରରେ ମୁଖ୍ୟ ଭୂମିକା ଗ୍ରହଣ କରିଥିବା ବିଶିଷ୍ଟ ବ୍ୟକ୍ତିମାନେ କିଏ ?
Answer:

  • ସାମ୍ୟବାଦୀ ବା ପୁଞ୍ଜିବାଦୀ ଗୋଷ୍ଠୀ ମଧ୍ୟରୁ କୌଣସି ଗୋଷ୍ଠୀରେ ଯୋଗ ନଦେଇ ନିରପେକ୍ଷ ଭାବରେ କାର୍ଯ୍ୟ କରିବାକୁ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷତା କୁହାଯାଏ ।
  • ସ୍ଵାଧୀନତାର ସୁରକ୍ଷା, ସାମ୍ରାଜ୍ୟବାଦ ଓ ଉପନିବେଶବାଦର ବିଲୋପ, ଶାନ୍ତିପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ଓ ବିଶ୍ୱଶାନ୍ତି ପ୍ରତିଷ୍ଠା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନରେ ଲକ୍ଷ୍ୟ ଅଟେ ।
  • ଭାରତର ପ୍ରଥମ ପ୍ରଧାନମନ୍ତ୍ରୀ ପଣ୍ଡିତ ଜବାହାରଲାଲ ନେହେରୁଙ୍କର ନେତୃତ୍ୱରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ ସୁଦୃଢ଼ ହୋଇଥିଲା ।
  • ସେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର ରୂପରେଖ ପ୍ରସ୍ତୁତକାରୀ ବାନ୍ଦୁଙ୍ଗ୍ ସମ୍ମିଳନୀର ଆତ୍ମା ଥିଲେ । ତାଙ୍କର ପଞ୍ଚଶୀଳ ବା ସମସ୍ତ ଜାତିର ଶାନ୍ତିପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ନୀତି ସେଠାରେ ଉପସ୍ଥାପିତ ହୋଇ ଗୃହୀତ ହୋଇଥିଲା ।
  • ଇଣ୍ଡୋନେସିଆର ରାଷ୍ଟ୍ରପତି ସୁକର୍ଣ୍ଣୋ, ଯୁଗୋସ୍ଲୋଭିଆର ରାଷ୍ଟ୍ରପତି ମାର୍ଶାଲ ଟିଟୋ ଓ ଇଜିପ୍ଟର ରାଷ୍ଟ୍ରପତି ଅବଦୁଲ୍ ନାସେର୍‌ଙ୍କ ସହଯୋଗ ଏହାକୁ ପରିପୁଷ୍ଟ କରିଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

(ଗ) ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର ରୂପରେଖ କେବେ ଓ କେଉଁଠାରେ ପ୍ରସ୍ତୁତ କରାଯାଇଥିଲା ? ସେଠାରେ କେତୋଟି ଏସୀୟ ଓ ଆଫ୍ରିକୀୟ ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧ୍ ଯୋଗ ଦେଇଥିଲେ ଓ ସେମାନେ କେଉଁସବୁ ବିଷୟରେ ଆଲୋଚନା କରିଥିଲେ ?
Answer:

  • ୧୯୫୫ ମସିହା ଏପ୍ରିଲ୍ ମାସରେ ଇଣ୍ଡୋନେସିଆର ପଶ୍ଚିମ ଜାଭାର ବାନ୍ଦୁଙ୍ଗ୍ରାଠାରେ ଅନୁଷ୍ଠିତ ‘ଆଫ୍ରୋ-ଏସୀୟ’ ରାଷ୍ଟ୍ରମାନଙ୍କର ଏକ ସମ୍ମିଳନୀରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନରେ ରୂପରେଖ ପ୍ରସ୍ତୁତ କରାଯାଇଥିଲା ।
  • ଏଥ‌ିରେ ୨୩ଟି ଏସୀୟ ଓ ୬ଟି ଆଫ୍ରିକୀୟ ରାଷ୍ଟ୍ର ଯୋଗ ଦେଇଥିଲେ ।
  • ସେମାନେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟକାରିତା ବିଷୟରେ ବିସ୍ତାରିତ ରୂପେ ଆଲୋଚନା କରିଥିଲେ ।
  • ଏଠାରେ ସ୍ପଷ୍ଟ କରି ଦିଆଯାଇଥିଲା ଯେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ନୀତି ଅବଲମ୍ବନ କରୁଥିବା ରାଷ୍ଟ୍ରମାନେ ଶକ୍ତି ପ୍ରଦର୍ଶନକାରୀ ରାଷ୍ଟ୍ରମାନଙ୍କର ଅନୁଗାମୀ ନୁହଁନ୍ତି ।
  • ଏହି ସମ୍ମିଳନୀରେ ଭାରତର ପ୍ରଧାନମନ୍ତ୍ରୀ ପଣ୍ଡିତ ଜବାହାରଲାଲ୍ ନେହେରୁଙ୍କର ପଞ୍ଚଶୀଳ ନୀତି ବା ସମସ୍ତ ଜାତିର ଶାନ୍ତିପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ନୀତି ଉପସ୍ଥାପିତ ହୋଇ ଗୃହୀତ ହୋଇଥିଲା ।

(ଘ) ବିଶ୍ୱଶାନ୍ତି ପ୍ରତିଷ୍ଠା ଦିଗରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନରେ ଅବଦାନ ଆଲୋଚନା କର ।
Answer:

  • ଶୀତଳ ଯୁଦ୍ଧ, ମହାଶକ୍ତି ମେଣ୍ଟ ଓ ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ ଯୁଗରେ ବିଶ୍ୱଶାନ୍ତି ପ୍ରତିଷ୍ଠା ପାଇଁ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ ଏକ ମୁଖ୍ୟ ଭୂମିକା ଗ୍ରହଣ କରିଛି ।
  • ଶୀତଳ ଯୁଦ୍ଧର ଅନ୍ତ ଦିଗରେ ଏକ ସଫଳ ପଦକ୍ଷେପ ନେବା ସହ ବିଶ୍ବର ଉପନିବେଶବାଦର ବିଲୟକୁ ଏହି ଆନ୍ଦୋଳନ
  • ଏହି ଆନ୍ଦୋଳନ ମାଧ୍ୟମରେ ନୂତନ ଭାବରେ ସ୍ଵାଧୀନ ହୋଇଥିବା ରାଷ୍ଟ୍ରଗୁଡ଼ିକ ଏକତ୍ରିତ ହେବାଦ୍ୱାରା ଗୋଟିଏ
  • ଦକ୍ଷିଣ-ପୂର୍ବ ଏସିଆ ଚୁକ୍ତି ସଙ୍ଗଠନ, କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଙ୍ଗଠନ ଓ ୱାରସ୍ ଚୁକ୍ତି ଆଦିର ବିଫଳତା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟଦକ୍ଷତାର ପ୍ରମାଣ ଦିଏ ।
  • ଏହାର ପ୍ରଚେଷ୍ଟା ଯୋଗୁଁ ପାରମ୍ପରିକ ଓ ଅଣପାରମ୍ପରିକ ଅସ୍ତ୍ରଶସ୍ତ୍ର ପ୍ରତିଯୋଗିତା ସଙ୍କୁଚିତ ହୋଇପାରିଛି ଏବଂ ସଂଯୁକ୍ତ ରାଷ୍ଟ୍ରସଂଘର କାର୍ଯ୍ୟକ୍ରମ ଅଧ୍ଯକ ଗଣତାନ୍ତ୍ରିକ ହୋଇପାରିଛି ।
  • ଏହି ଆନ୍ଦୋଳନ ଯୋଗୁଁ ଦୁର୍ବଳ ରାଷ୍ଟ୍ରମାନେ ସ୍ଵତନ୍ତ୍ର ପରିଚୟ ଲାଭ କରିଛନ୍ତି ଏବଂ ତୃତୀୟ ବିଶ୍ଵର ଶକ୍ତିମାନେ ବିଶ୍ୱଶାନ୍ତି ଓ ମାନବୀୟ ଭ୍ରାତୃତ୍ଵର ସଫଳ ପ୍ରସାର କରିପାରିଛନ୍ତି ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ପ୍ରଥମ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଯୋଗଦେଇଥିବା ରାଷ୍ଟ୍ରମାନଙ୍କର ପ୍ରତିନିଧିମାନେ କି’ କାର୍ଯ୍ୟ ସମ୍ପାଦନ କରିଥିଲେ ?
Answer:

  • ପ୍ରଥମ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଯୋଗ ଦେଇଥ‌ିବା ରାଷ୍ଟ୍ରମାନଙ୍କର ପ୍ରତିନିଧୁମାନେ ବିଶ୍ୱଶାନ୍ତି ଓ ନିରପେକ୍ଷ ନୀତି ପାଳନ ଉପରେ ଗୁରୁତ୍ଵ ଦେଇଥିଲେ ।
  • ସମଗ୍ର ବିଶ୍ଵରେ ଅଣୁଅସ୍ତ୍ର ପ୍ରସ୍ତୁତି ଓ ପ୍ରୟୋଗକୁ ସେମାନେ ବିରୋଧ କରିଥିଲେ ଓ ନିରସ୍ତ୍ରୀକରଣ ସପକ୍ଷରେ ମତପ୍ରକାଶ କରିବା ସହିତ ପରମାଣୁ ଅସ୍ତ୍ର ପରୀକ୍ଷଣକୁ ସମ୍ପୂର୍ଣ୍ଣ ରୂପେ ନିଷେଧ କରିବାକୁ ସୁପାରିସ କରିଥିଲେ ।

(ଖ) ପଞ୍ଚମ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ କେବେ ଓ କେଉଁଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ? ଏହି ସମ୍ମିଳନୀରେ କେଉଁ
Answer:

  • ୧୯୭୬ ମସିହା ଅଗଷ୍ଟ ମାସରେ ୮୬ଟି ଦେଶର ପ୍ରତିନିଧିଙ୍କୁ ନେଇ କଲମ୍ବୋଠାରେ ପଞ୍ଚମ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ
  • ଆନ୍ତର୍ଜାତିକ କାରବାରରେ ବିକାଶୋନ୍ମୁଖୀ ରାଷ୍ଟ୍ରମାନେ ନ୍ୟାୟୋଚିତ ଆର୍ଥନୀତିକ ଅଧ‌ିକାର ପାଇବା ଉପରେ ଏହି ସମ୍ମିଳନୀରେ ଗୁରୁତ୍ୱ ଆରୋପ କରାଯାଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

(ଗ) ନୂଆଦିଲ୍ଲୀଠାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରମାନଙ୍କର ଏକ ଶିଖର ବୈଠକ କେବେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ? ଏଠାରେ କି’ ପଦକ୍ଷେପ ନିଆଯାଇଥିଲା ?
Answer:

  • ୧୯୮୩ ମସିହା ମାର୍ଚ୍ଚ ମାସରେ ନୂଆଦିଲ୍ଲୀଠାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରମାନଙ୍କର ଏକ ଶିଖର ବୈଠକ ଅନୁଷ୍ଠିତ
    ହୋଇଥିଲା ।
  • ଏଠାରେ ଅସ୍ତ୍ରଶସ୍ତ୍ର ପ୍ରତିଯୋଗିତା ଏବଂ ଆଣବିକ ଯୁଦ୍ଧରୁ ନିବୃତ୍ତ ରହିବାକୁ ରାଷ୍ଟ୍ରମାନଙ୍କୁ ନିବେଦନ କରାଯିବା ସହିତ ଏକ ଆନ୍ତର୍ଜାତିକ ଅର୍ଥବ୍ୟବସ୍ଥା ପ୍ରଚଳନ ପାଇଁ ପଦକ୍ଷେପ ନେବାକୁ ସୁପାରିସ କରାଯାଇଥିଲା ।

(ଘ) ଲୁସାକା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ କି କାର୍ଯ୍ୟ ସମ୍ପାଦିତ ହୋଇଥିଲା ?
Answer:

  • ଲୁସାକା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଶାନ୍ତି ଓ ଆନ୍ତର୍ଜାତିକ ସହଯୋଗ ଉପରେ ଗୁରୁତ୍ୱାରୋପ କରାଯିବା ସହ ବିଶ୍ଵ ଉତ୍ତେଜନା ଦୂର କରିବାକୁ ସାମରିକ ମେଣ୍ଟଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେବାପାଇଁ ଦୃଢ଼ ମତ ପ୍ରକାଶ ପାଇଥିଲା ।
  • ଏଥରେ ଉପନିବେଶବାଦକୁ ନିନ୍ଦା କରାଯାଇଥିଲା ଏବଂ ସମସ୍ତ ସଭ୍ୟ ରାଷ୍ଟ୍ରମାନଙ୍କ ମଧ୍ୟରେ ଆର୍ଥନୀତିକ ସହଯୋଗ କାମନା କରାଯାଇଥିଲା ।

(ଙ) ବାନ୍ଦୁଙ୍ଗ୍ ସମ୍ମିଳନୀର ଆତ୍ମା କିଏ ଥିଲେ ? ତାଙ୍କର କେଉଁ ନୀତି ସେଠାରେ ଗୃହୀତ ହୋଇଥିଲା ?
Answer:

  • ବାନ୍ଦୁଙ୍ଗ୍ ସମ୍ମିଳନୀର ଆତ୍ମା ଥିଲେ ଭାରତର ପ୍ରଥମ ପ୍ରଧାନମନ୍ତ୍ରୀ ପଣ୍ଡିତ ଜବାହାରଲାଲ ନେହେରୁ ।
  • ତାଙ୍କର ପଞ୍ଚଶୀଳ ବା ସମସ୍ତ ଜାତିର ଶାନ୍ତିପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ନୀତି ସେଠାରେ ଗୃହୀତ ହୋଇଥିଲା ।

(ଚ) ହାରାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ କେତୋଟି ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧୂ ଯୋଗ ଦେଇଥିଲେ ? ସେଠାରେ କେଉଁ ଦୁଇଟି କାର୍ଯ୍ୟ ସମ୍ପାଦିତ ହୋଇଥିଲା ?
Answer:

  • ହାରାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ୧୦୧ଟି ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧ୍ ଯୋଗ ଦେଇଥିଲେ ।
  • ସେଠାରେ ଦକ୍ଷିଣ ଆଫ୍ରିକାର ବର୍ଣ୍ଣବୈଷମ୍ୟ ନୀତିର ସମ୍ପୂର୍ଣ୍ଣ ବିଲୋପ ପାଇଁ ପ୍ରସ୍ତାବ ଗୃହୀତ ହୋଇଥିଲା ଏବଂ ବିଶ୍ଵ ଅର୍ଥନୀତି ବ୍ୟବସ୍ଥା ପରିପ୍ରେକ୍ଷୀରେ ଆନ୍ତର୍ଜାତିକ ଅର୍ଥନୈତିକ ସହଯୋଗ ପାଇଁ ଆହ୍ବାନ ଦିଆଯାଇଥିଲା ।

(ଛ) ୧୯୮୯ ମସିହା ସେପ୍ଟେମ୍ବର ମାସରେ କେଉଁଠାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ? ସମ୍ମିଳନୀରେ କେଉଁ ବିଷୟରେ ପ୍ରସ୍ତାବ ଆସିଥିଲା ?
Answer:

  • ୧୯୮୯ ମସିହା ସେପ୍ଟେମ୍ବର ମାସରେ ଇଉରୋପର ୟୁଗୋସ୍ଲୋଭିଆର ରାଜଧାନୀ ବେଲ୍‌ଟ୍ରେଡ୍ରେ ନବମ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।
  • ସମ୍ମିଳନୀରେ ଉତ୍ତର ଓ ଦକ୍ଷିଣର ରାଷ୍ଟ୍ରମାନଙ୍କ ମଧ୍ୟରେ ଥ‌ିବା ଅର୍ଥନୈତିକ ସମ୍ପର୍କ ଏବଂ ନୂତନ ବିଶ୍ଵ ଅର୍ଥନୀତି ବ୍ୟବସ୍ଥା ସମ୍ପର୍କରେ ଆଲୋଚନା ଓ ସହଯୋଗ ପାଇଁ ପ୍ରସ୍ତାବ ଆସିଥିଲା ।

(କ) ତ୍ରୟୋଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ମୁଖ୍ୟତଃ କ’ଣ ଆଲୋଚିତ ହୋଇଥିଲା ?
Answer:

  • ତ୍ରୟୋଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନକୁ ଅଧିକ ଶକ୍ତିଶାଳୀ କରିବା ଓ
  • ଏତଦ୍‌ବ୍ୟତୀତ ଇରାକ୍ ଓ ଦକ୍ଷିଣ କୋରିଆ ସମସ୍ୟା ଏବଂ ବିଶ୍ଵ ସନ୍ତ୍ରାସବାଦର ମୂଳୋତ୍ପାଟନ ଉପରେ ଆଲୋଚନା ହୋଇଥିଲା ।

(ଝ) ଚତୁର୍ଦ୍ଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ କେବେ ଓ କେଉଁ ସ୍ଥାନରେ ଅନୁଷ୍ଠିତ ହୋଇଥୁଲା ?
Answer:

  • ଚତୁର୍ଦ୍ଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ ୨୦୦୬ ମସିହା ସେପ୍ଟେମ୍ବର ମାସରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।
  • ଏହା କ୍ୟୁବାର ରାଜଧାନୀ ହାଭାନାଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

(ଞ) ପଞ୍ଚଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ କେଉଁଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥଲା ? ଏଥରେ କେତୋଟି ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧ୍ ଯୋଗ ଦେଇଥିଲେ ?
Answer:

  • ପଞ୍ଚଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ ଇଜିପ୍ଟର ଶାର୍ମଏଲ୍‌ ଶେଖାଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।
  • ଏଥୁରେ ୧୧୮ଟି ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧ୍ ଯୋଗ ଦେଇଥିଲେ ।

୩। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) କାହା ନେତୃତ୍ଵରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ ସୁଦୃଢ଼ ହୋଇଥିଲା ?
Answer:
ଭାରତର ପ୍ରଥମ ପ୍ରଧାନମନ୍ତ୍ରୀ ପଣ୍ଡିତ ଜବାହାରଲାଲ ନେହେରୁଙ୍କ ନେତୃତ୍ୱରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ ସୁଦୃଢ଼ ହୋଇଥିଲା ।

(ଖ) କେଉଁମାନଙ୍କ ସହଯୋଗ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନକୁ ପରିପୁଷ୍ଟ କରିଥିଲା ?
ଉ- ଇଣ୍ଡୋନେସିଆର ରାଷ୍ଟ୍ରପତି ସୁକର୍ଣ୍ଣୋ, ଯୁଗୋସ୍ଲୋଭିଆର ରାଷ୍ଟ୍ରପତି ମାର୍ଶାଲ୍ ଟିଟୋ ଓ ଇଜିପ୍ଟର ରାଷ୍ଟ୍ରପତି ଅବଦୁଲ୍ ନାସେର୍‌ଙ୍କ ସହଯୋଗ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନକୁ ପରିପୁଷ୍ଟ କରିଥିଲା ।
Answer:
ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରମାନଙ୍କୁ ନେଇ ତୃତୀୟ ବିଶ୍ଵର ସୃଷ୍ଟି ହୋଇଥିଲା ।

(ଘ) କେଉଁ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ବୃହତ୍ ଶକ୍ତିମାନଙ୍କୁ ସେମାନଙ୍କର ସାମରିକ ଘାଟିଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେବାକୁ ଆହ୍ବାନ ଦିଆଯାଇଥିଲା ?
Answer:
ହାଭାନା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ (୧୯୭୯)ରେ ବୃହତ୍ ଶକ୍ତିମାନଙ୍କୁ ସେମାନଙ୍କର ସାମରିକ ଘାଟିଗୁଡ଼ିକୁ ନଷ୍ଟ

(ଙ) ଆଲୟର୍ସ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ କେତୋଟି ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧ‌ି ଯୋଗ ଦେଇଥିଲେ ?
Answer:
ଆଲଜିୟର୍ସ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ୭୬ଟି ରାଷ୍ଟ୍ରର ପ୍ରତିନିଧୂ ଯୋଗ ଦେଇଥିଲେ ।

(ଚ) ଲୁସାକା କେଉଁ ଦେଶର ରାଜଧାନୀ ?
Answer:
ଲୁସାକା ଜାମ୍ବିଆର ରାଜଧାନୀ ଅଟେ ।

ଛ) ଗୋଷ୍ଠୀ-ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର ସପ୍ତମ ସମ୍ମିଳନୀ କେଉଁଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ?
Answer:
ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର ସପ୍ତମ ସମ୍ମିଳନୀ ଭାରତର ରାଜଧାନୀ ନୂଆଦିଲ୍ଲୀଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

(ଜ) ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ କେଉଁ ପ୍ରଶଂସନୀୟ ପଦକ୍ଷେପ ନେଇଥିଲା ?
Answer:
ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ବର୍ଣ୍ଣବୈଷମ୍ୟ ନୀତିର ସମ୍ପୂର୍ଣ୍ଣ ବିଲୋପ ଦିଗରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ ଏକ ପ୍ରଶଂସନୀୟ ପଦକ୍ଷେପ ନେଇଥିଲା ।

(ଝ) କେଉଁ ଚୁକ୍ତିଗୁଡ଼ିକର ବିଫଳତା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟଦକ୍ଷତାର ପ୍ରମାଣ ଦିଏ ?
Answer:
ଦକ୍ଷିଣ-ପୂର୍ବ ଏସିଆ ଚୁକ୍ତି ସଙ୍ଗଠନ, କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଙ୍ଗଠନ ଓ ୱାରସ୍ ଚୁକ୍ତି ଆଦିର ବିଫଳତା ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟଦକ୍ଷତାର ପ୍ରମାଣ ଦିଏ ।

(ଞ) ପଞ୍ଚଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ କେଉଁଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ?
Answer:
ପଞ୍ଚଦଶ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀ ଇଜିପ୍ଟର ଶାର୍ମ ଏଲ୍ ଶେଖାଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।

୪। ନିମ୍ନରେ ପ୍ରତ୍ୟେକରେ ତଳେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) କେଉଁ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଆଫଗାନିସ୍ତାନରୁ ରୁଷିଆର ସୈନ୍ୟ ଅପସାରଣ ପାଇଁ ଆହ୍ବାନ ଦିଆଯାଇଥିଲା ?
(i) ଭାନା ସମ୍ମିଳନୀ ୧୯୭୯
(ii) ହାରାରେ ସମ୍ମିଳନୀ ୧୯୮୬
(iii) ନୂଆଦିଲ୍ଲୀ ସମ୍ମିଳନୀ ୧୯୮୩
(iv) ବେଲ୍‌ଗ୍ରେଡ୍ ସମ୍ମିଳନୀ ୧୯୮୯
Answer:
(ii) ହାରାରେ ସମ୍ମିଳନୀ ୧୯୮୬

(ଖ) ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ରାଷ୍ଟ୍ରମାନଙ୍କର ପ୍ରଥମ ସମ୍ମିଳନୀ କେଉଁଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ?
(i) ବାନ୍ଦୁଙ୍ଗ୍
(ii) ଲୁସାକା
(iii) କାଇରୋ
(iv) ବେଲ୍‌ଗ୍ରେଡ୍
Answer:
(iv) ବେଲ୍‌ଗ୍ରେଡ୍

BSE Odisha 9th Class History Solutions Chapter 10 ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ଆନ୍ଦୋଳନ

(ଗ) କେଉଁ ବିଷୟଟି ୧୯୮୯ ମସିହାରେ ବେଲ୍‌ଗ୍ରେଡ୍ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଆଲୋଚିତ ହୋଇଥିଲା ?
(i) ସମ୍ପୂର୍ଣ୍ଣ ଅଣୁଅସ୍ତ୍ର ଉଚ୍ଛେଦ
(ii) ବିଶ୍ବ ଅର୍ଥନୀତି ଅବସ୍ଥା
(iii) ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ବର୍ଣ୍ଣବୈଷମ୍ୟବାଦର ବିଲୋପ
(iv) ସାମ୍ରାଜ୍ୟବାଦ ବିରୋଧରେ ସାଧାରଣ ନିନ୍ଦା
Answer:
(ii) ବିଶ୍ବ ଅର୍ଥନୀତି ଅବସ୍ଥା

(ଘ) କେଉଁ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ବିଶ୍ଵ ଉତ୍ତେଜନା ଦୂର କରିବାକୁ ସାମରିକ ମେଣ୍ଟଗୁଡ଼ିକ ନଷ୍ଟ କରିଦେବା ପାଇଁ ମତ ପ୍ରକାଶ ପାଇଥିଲା ?
(i) ଲୁସାକା ସମ୍ମିଳନୀ (୧୯୭୦)
(ii) ହାଭାନା ସମ୍ମିଳନୀ (୧୯୭୯)
(iii) କଲମ୍ବୋ ସମ୍ମିଳନୀ (୧୯୭୬)
(iv) ହାରାରେ ସମ୍ମିଳନୀ (୧୯୮୬)
Answer:
(i) ଲୁସାକା ସମ୍ମିଳନୀ (୧୯୭୦)

ଙ) କେଉଁ ବିଷୟରେ ୧୯୮୬ ମସିହାର ହାରାରେ ଗୋଷ୍ଠୀ ନିରପେକ୍ଷ ସମ୍ମିଳନୀରେ ଆଲୋଚନା ହୋଇଥିଲା ?
(i) ଆନ୍ତର୍ଜାତିକ ସନ୍ତ୍ରାସବାଦର ଦୂରୀକରଣ
(ii) ବିଶ୍ଵବ୍ୟାଙ୍କର ସଂସ୍କାର
(iii) ସାମରିକ ଘାଟିଗୁଡ଼ିକର ସଂସ
(iv) ବର୍ଣ୍ଣବୈଷମ୍ୟ ନୀତିର ବିଲୋପ
Answer:
(iv) ବର୍ଣ୍ଣବୈଷମ୍ୟ ନୀତିର ବିଲୋପ

BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ସମଗ୍ର ପୃଥ‌ିବୀରେ ଶୀତଳ ଯୁଦ୍ଧର କି ପ୍ରଭାବ ପଡ଼ିଥିଲା ?
Answer:

  • ଶୀତଳ ଯୁଦ୍ଧ ଯୋଗୁଁ ସମଗ୍ର ପୃଥ‌ିବୀରେ ଏକ ଅଜଣା ଯୁଦ୍ଧ-ଆତଙ୍କ ଖେଳିଯାଇଥିଲା ଏବଂ ଅନୁନ୍ନତ ଓ ବିକାଶଶୀଳ ଦେଶଗୁଡ଼ିକର ସାମାଜିକ ଓ ଅର୍ଥନୈତିକ ପ୍ରଗତି ବ୍ୟାହତ ହୋଇଥିଲା ।
  • ସମ୍ମୁଖ ଯୁଦ୍ଧରେ ଉଭୟ ପକ୍ଷର ସୈନ୍ୟବାହିନୀ ନିୟୋଜିତ ହୋଇନଥିଲେ ସୁଦ୍ଧା ସେମାନଙ୍କର ବିରୋଧାତ୍ମକ କାର୍ଯ୍ୟକଳାପ ସମଗ୍ର ବିଶ୍ଵରେ ତୀବ୍ର ଉତ୍ତେଜନା ସୃଷ୍ଟି କରିଥିଲା ।
  • ସାମରିକ ମେଣ୍ଟଗୁଡ଼ିକରେ ଯୋଗଦେଇଥିବା ରାଷ୍ଟ୍ରଗୁଡ଼ିକ ନିଜ ନିଜ ମଧ୍ୟରେ ସାମରିକ ଶକ୍ତିର ବୃଦ୍ଧି ପାଇଁ ଅସ୍ତ୍ରଶସ୍ତ୍ର ସଂଗ୍ରହ ନିମନ୍ତେ ପ୍ରତିଯୋଗିତା କରିବା ସହିତ ଆଣବିକ ଅସ୍ତ୍ର ପ୍ରସ୍ତୁତ କରିବାର ପ୍ରତିଦ୍ବନ୍ଦିତା ବିଶ୍ବବାସୀଙ୍କ ମଧ୍ୟରେ ଭୟ ସଂଚାର କରିଥିଲା ।
  • ଶେଷରେ ଦୁଇ ମହାଶକ୍ତି ମଧ୍ୟରେ ମହାକାଶ ଗବେଷଣା, ଚନ୍ଦ୍ରପୃଷ୍ଠରେ ମାନବର ଅବତରଣ ଏବଂ ବିଜ୍ଞାନ ଓ କାରିଗରୀ ବିଦ୍ୟାର ପ୍ରତିଯୋଗିତାମୂଳକ ଉନ୍ନତି ଏକ ନୂତନ ପ୍ରଯୁକ୍ତି ବିଦ୍ୟାର ଯୁଗ ଆରମ୍ଭ କରିଥିଲା ।

(ଖ) ସାମ୍ୟବାଦର ପ୍ରସାରକୁ ପ୍ରତିରୋଧ କରିବା ନିମନ୍ତେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ନେତୃତ୍ୱରେ ଗଠିତ ହୋଇଥବା ସାମରିକ ଚୁକ୍ତିଗୁଡ଼ିକ ସମ୍ପର୍କରେ ସଂକ୍ଷେପରେ ଉଲ୍ଲେଖ କର ।
Answer:

  • ସାମ୍ୟବାଦର ପ୍ରସାରକୁ ପ୍ରତିରୋଧ କରିବା ନିମନ୍ତେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ୧୯୪୯ ମସିହା ଏପ୍ରିଲ୍ ୪ ତାରିଖରେ ‘ଉତ୍ତର ଆଟଲାଣ୍ଟିକ୍ ଚୁକ୍ତି ସଂଗଠନ’ ଗଢ଼ିଥିଲା । ଚୁକ୍ତିଭୁକ୍ତ ଗୋଟିଏ ଦେଶ ଉପରେ ଆକ୍ରମଣ ହେଲେ ସମସ୍ତ ସଦସ୍ୟ ଦେଶ ଉପରେ ଆକ୍ରମଣ ହେଲା ବୋଲି ଧରିନେବାକୁ ଏଥିରେ ଉଲ୍ଲେଖ ଥିଲା ।
  • ଏଥରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ସମେତ କାନାଡ଼ା, ବେଲ୍‌ଜିୟମ୍, ହଲାଣ୍ଡ, ଲକ୍ସେମ୍‌ବର୍ଗ, ଡେନ୍‌ମାର୍କ, ନରୱେ, ଆଇସ୍‌ଲାଣ୍ଡ, ବ୍ରିଟେନ୍, ଫ୍ରାନ୍ସ, ପର୍ତ୍ତୁଗାଲ୍ ଓ ଇଟାଲୀ ସଭ୍ୟ ଦେଶ ଥିଲେ । ପରେ ଗ୍ରୀସ୍, ତୁର୍କୀ ଓ ପଶ୍ଚିମ ଜର୍ମାନୀ ଏଥ‌ିରେ ଯୋଗଦେଇଥିଲେ ।
  • ୧୯୫୧ ମସିହାରେ ଅଷ୍ଟ୍ରେଲିଆ, ନିଉଜିଲାଣ୍ଡ ଏବଂ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ମଧ୍ୟରେ ‘ଆନ୍‌ସ୍ ରାଜିନାମା’ ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା । ବାହ୍ୟଶତ୍ରୁ ଆକ୍ରମଣର ପ୍ରତିରୋଧ ନିମନ୍ତେ ଚୁକ୍ତିବଦ୍ଧ ଦେଶଗୁଡ଼ିକ ପରସ୍ପରକୁ ସାହାଯ୍ୟ କରିବା ବ୍ୟବସ୍ଥା ଏଥିରେ କରାଯାଇଥିଲା ।
  • ୧୯୫୪ ମସିହା ସେପ୍ଟେମ୍ବର ୮ ତାରିଖ ଦିନ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ନେତୃତ୍ୱରେ ‘ଦକ୍ଷିଣ ପୂର୍ବ ଏସିଆ ଚୁକ୍ତି ସଂଗଠନ’ ଗଠିତ ହୋଇଥିଲା । ଉତ୍ତର ଆଟ୍‌ଲାଣ୍ଟିକ୍ ଚୁକ୍ତି ଢାଞ୍ଚାରେ ଏଥରେ ନୀତିମାନ ସ୍ଥିରୀକୃତ ହୋଇଥିଲା ।
  • ୧୯୫୫ ମସିହାରେ ବ୍ରିଟେନ୍, ତୁର୍କୀ, ଇରାକ୍, ଇରାନ୍ ଓ ପାକିସ୍ତାନ ମଧ୍ୟରେ ‘ବାଗଦାଦ୍ ଚୁକ୍ତି’ ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା । ୧୯୫୮ ମସିହାରେ ଇରାକ୍ ଏଥରୁ ଓହରିଯିବା ପରେ ଏହା ‘କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଂଗଠନ’ ନାମରେ ନାମିତ ହୋଇଥିଲା । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ଏହାର ସଭ୍ୟରୂପେ ଯୋଗ ଦେଲା ।

BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

(ଗ) ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନେ ସେମାନଙ୍କର ସୁରକ୍ଷା ନିମନ୍ତେ କି ପଦକ୍ଷେପ ନେଇଥିଲେ ?
Answer:
ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନେ ସେମାନଙ୍କର ସୁରକ୍ଷା ନିମନ୍ତେ ନିମ୍ନଲିଖ ପଦକ୍ଷେପମାନ ନେଇଥିଲେ ।

  • ୧୯୫୨ ମସିହା ମେ ମାସ ୨୭ ତାରିଖରେ ‘ଇଉରୋପୀୟ ପ୍ରତିରକ୍ଷା ଗୋଷ୍ଠୀ’ର ପ୍ରତିଷ୍ଠା ନିମନ୍ତେ ପ୍ୟାରିସ୍ଠାରେ ଏକ ଚୁକ୍ତି ସ୍ୱାକ୍ଷରିତ ହୋଇଥିଲା ।
  • ଏହି ଚୁକ୍ତିରେ ସମଗ୍ର ଇଉରୋପ ପାଇଁ ଏକ ସାଧାରଣ ରାଜନୈତିକ ଅନୁଷ୍ଠାନ, ସଶସ୍ତ୍ରବାହିନୀ, ବଜେଟ୍ ଏବଂ
    ବାହିନୀ’ରୂପେ ଅଭିହିତ କରାଯାଇଥିଲା ।
  • ୧୯୫୪ ମସିହା ୨୮ ସେପ୍ଟେମ୍ବରରୁ ୩ ଅକ୍ଟୋବର ପର୍ଯ୍ୟନ୍ତ ଲଣ୍ଡନଠାରେ ପଶ୍ଚିମ ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରଙ୍କ ମଧ୍ୟରେ ବୁଝାମଣା ନିମନ୍ତେ ଏକ ସମ୍ମିଳନୀ ଆୟୋଜିତ ହୋଇଥିଲା ।
  • ୧୯୪୮ ‘ବ୍ରସେଲସ୍ ଚୁକ୍ତି’ ଆଧାରରେ ପଶ୍ଚିମ ଇଉରୋପୀୟ ଐକ୍ୟ ପ୍ରତିଷ୍ଠା ନିମନ୍ତେ ଏକ ଯୋଜନା ପ୍ରସ୍ତୁତ କରାଯାଇ ‘ପଶ୍ଚିମ ଇଉରୋପୀୟ ସଂଘ’ ପ୍ରତିଷ୍ଠା ହୋଇଥିଲା ।
  • ପଶ୍ଚିମ ଇଉରୋପୀୟ ସଂଘର ପରିଷଦକୁ ବିଭିନ୍ନ ମୁଖ୍ୟ ପଦକ୍ଷେପ ସମ୍ପର୍କରେ ନିଷ୍ପତ୍ତି ନେବାକୁ କ୍ଷମତା ଅର୍ପଣ କରାଯାଇଥିଲା । ଫଳରେ ଏହା ଏକ ଆନ୍ତର୍ଜାତିକ ଅନୁଷ୍ଠାନରେ ପରିଣତ ହୋଇଥିଲା ।

(ଘ) କିପରି ଶୀତଳ ଯୁଦ୍ଧର ଅବସାନ ଘଟିଲା ?
Answer:

  • ୧୯୮୫ ମସିହାରେ ମିଖାଇଲ୍ ଗୋର୍ବାଚୋଭ୍ ସୋଭିଏତ୍ ପଲିଟିବ୍ୟୁରୋର ସାଧାରଣ ସମ୍ପାଦକ ହେବାପରେ କେତେକ ସଂସ୍କାରମୂଳକ ନୀତି ପ୍ରଣୟନ କରିଥିଲେ ଯାହାକି ଦୁଇ ମହାଶକ୍ତି ମଧ୍ୟରେ ଲାଗି ରହିଥ‌ିବା ସଂଘର୍ଷର ଗତିକୁ ପରିବର୍ତ୍ତନ କରିଥିଲା ।
  • ସେମାନଙ୍କ ମଧ୍ୟରେ ଶାନ୍ତି ସ୍ଥାପନ ଏବଂ ସହାବସ୍ଥାନ ଭାବ ଜାଗ୍ରତ ହେବା ଫଳରେ ଅସ୍ତ୍ରଶସ୍ତ୍ର ପ୍ରତିଯୋଗିତା ମଧ୍ୟ ହ୍ରାସ ପାଇଥିଲା ।
  • ପୂର୍ବ ୟୁରୋପୀୟ ଦେଶଗୁଡ଼ିକରୁ ସାମ୍ୟବାଦର ବିଲୋପ ମଧ୍ଯ ଘଟିଥିଲା ।
  • ୧୯୯୧ ମସିହା ଡିସେମ୍ବର ମାସରେ ସୋଭିଏତ୍ ସଂଘର ବିଲୟ ଘଟି ସ୍ବାଧୀନ ରାଷ୍ଟ୍ରମାନଙ୍କର ରାଷ୍ଟ୍ରମଣ୍ଡଳ ଗଠିତ ହେଲା ।
  • ଫଳସ୍ଵରୂପ ୧୯୯୨ ମସିହାରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ଜର୍ଜ ବୁଶ୍ ଓ କେନ୍ଦ୍ର ରୁଷ୍ମମଣ୍ଡଳର ରାଷ୍ଟ୍ରପତି ବୋରିସ୍ ୟେଲସିନ୍ ଶୀତଳ ଯୁଦ୍ଧର ଅବସାନ ଘଟିଲା ବୋଲି ଘୋଷଣା କରିଥିଲେ ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) କେଉଁ ଚୁକ୍ତି ଆଧାରରେ ପଶ୍ଚିମ ଇଉରୋପୀୟ ସଂଘ ପ୍ରତିଷ୍ଠିତ ହେଲା ଓ କେବେ ?
Answer:

  • ବ୍ରସେଲସ୍ ଚୁକ୍ତି ଆଧାରରେ ‘ପଶ୍ଚିମ ଇଉରୋପୀୟ ସଂଘ’ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ।
  • ଏହା ୧୯୫୪ ମସିହାରେ ହୋଇଥିଲା ।

(ଖ) ଆନ୍‌ସ୍ ରାଜିନାମା କ’ଣ ? ଏଥରେ କି ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା ?
Answer:

  • ପ୍ରଶାନ୍ତ ମହାସାଗରୀୟ ଅଞ୍ଚଳରେ ଶାନ୍ତି ପ୍ରତିଷ୍ଠା ତଥା ମିଳିତ ପ୍ରତିରକ୍ଷା ବ୍ୟବସ୍ଥାର ପରିଚାଳନା ନିମନ୍ତେ ଅଷ୍ଟ୍ରେଲିଆ, ନିଉଜିଲାଣ୍ଡ ଓ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ମଧ୍ୟରେ ‘ଆନ୍‌ଜସ୍ ରାଜିନାମା’ ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ।
  • ଏହି ରାଜିନାମା ଅନୁସାରେ ପ୍ରଶାନ୍ତ ମହାସାଗରୀୟ ଅଞ୍ଚଳରେ ଶାନ୍ତି ପ୍ରତିଷ୍ଠା ଏବଂ ବାହ୍ୟଶତ୍ରୁ ଆକ୍ରମଣର ପ୍ରତିରୋଧ ନିମନ୍ତେ ଚୁକ୍ତିବଦ୍ଧ ଦେଶଗୁଡ଼ିକ ପରସ୍ପରକୁ ସମସ୍ତ ପ୍ରକାର ସାହାଯ୍ୟ ଓ ସହଯୋଗ କରିବାର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା ।

(ଗ) ଦକ୍ଷିଣ-ପୂର୍ବ ଏସିଆ ଚୁକ୍ତି ସଂଗଠନର ପରିସମାପ୍ତି କିପରି ଘଟିଥିଲା ?
Answer:

  • ଦୀର୍ଘକାଳ ଯୁଦ୍ଧ ହେବାପରେ ସୋଭିଏତ୍ ସମର୍ଥିତ ଉତ୍ତର ଭିଏତ୍‌ନାମ ଏପ୍ରିଲ୍ ୧୯୭୫ରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ସମର୍ଥ ଦକ୍ଷିଣ ଭିଏତନାମ୍ ଉପରେ ବିଜୟ ହାସଲ କରିଥିଲା ।
  • ଏହାଦ୍ୱାରା ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ମର୍ଯ୍ୟାଦା କ୍ଷୁଣ୍ଣ ହୋଇଥିଲା ଏବଂ ‘ଦକ୍ଷିଣ-ପୂର୍ବ ଏସିଆ ଚୁକ୍ତି ସଂଗଠନ’ର ପରିସମାପ୍ତି ଘଟିଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

(ଘ) କେଉଁ ଦେଶଗୁଡ଼ିକ ମଧ୍ୟରେ ‘‘ବାଦ୍ ଚୁକ୍ତି’’ ସ୍ୱାକ୍ଷରିତ ହୋଇଥିଲା ?
Answer:

  • ବ୍ରିଟେନ୍, ତୁର୍କୀ, ଇରାକ୍, ଇରାନ୍ ଏବଂ ପାକିସ୍ତାନ ମଧ୍ୟରେ ‘ବାଗ୍‌ଦାଦ୍ ଚୁକ୍ତି’’ ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ।

(ଙ) କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଂଗଠନ କେବେ ଓ କିପରି ଗଠିତ ହୋଇଥିଲା ?
Answer:

  • ୧୯୫୮ ମସିହାରେ ରାଜତନ୍ତ୍ରର ପତନ ଫଳରେ ଇରାକ୍ ବାଗ୍‌ଦାଦ୍ ଚୁକ୍ତିରୁ ଓହରି ଯାଇଥିଲା ।
  • ଏହାପରେ ଏହି ଚୁକ୍ତିର ନାମ କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଂଗଠନ ହୋଇଥିଲା ଏବଂ ଏଥିରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ସଭ୍ୟରୂପେ ଯୋଗ ଦେଇଥିଲା ।

(ଚ) ୱାରସ୍ ଚୁକ୍ତି ସମ୍ପର୍କରେ ସଂକ୍ଷେପରେ ଲେଖ ।
Answer:

  • ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ସାମରିକ ମେଣ୍ଟ ଗଠନ ବିରୋଧରେ ସୋଭିଏତ୍ ରୁଷ୍ ନେତୃତ୍ୱରେ ତା’ର ଅନୁଗାମୀ ଇଉରୋପୀୟ ସାମ୍ୟବାଦୀ ରାଷ୍ଟ୍ରମାନେ ୧୯୫୫ ମସିହା ମେ ୧ ତାରିଖରେ ‘ୱାରସ୍ ଚୁକ୍ତି’ ସ୍ବାକ୍ଷର କରିଥିଲେ ।
  • ପୋଲାଣ୍ଡର ରାଜଧାନୀ ୱାରସ୍ଠାରେ ସୋଭିଏତ୍ ରୁଷ୍, ପୋଲାଣ୍ଡ, ହଙ୍ଗେରୀ, ରୁମାନିଆ, ବୁଲଗେରିଆ, ଆଲ୍‌ବାନିଆ, ଚେକୋସ୍ଲୋଭାକିଆ ଓ ଜର୍ମାନ୍ ଗଣତାନ୍ତ୍ରିକ ସାଧାରଣତନ୍ତ୍ର ବା ପୂର୍ବ ଜର୍ମାନୀ ମଧ୍ୟରେ ଏହି ସାମରିକ ଚୁକ୍ତି ସମ୍ପାଦିତ ହୋଇଥିଲା । ଚୁକ୍ତି ସ୍ୱାକ୍ଷରକାରୀ ରାଷ୍ଟ୍ରମାନେ ପୁଞ୍ଜିବାଦୀ ରାଷ୍ଟ୍ରମାନଙ୍କର ଆକ୍ରମଣକୁ ମିଳିତ ଭାବରେ ପ୍ରତିରୋଧ କରିବେ ବୋଲି ଘୋଷଣା କରିଥିଲେ ।

(ଛ) ଦେର୍ତା କ’ଣ?
Answer:

  • ୧୯୬୯ ମସିହାରୁ ୧୯୭୮ ମସିହା ମଧ୍ୟରେ ଦୁଇ ମହାଶକ୍ତିଙ୍କର ଆଶଙ୍କା ହୋଇଥିଲା ଯେ ସେମାନଙ୍କ ମଧ୍ୟରେ ଚାଲିଥିବା କ୍ରମାଗତ ଉତ୍ତେଜନା ଆଣବିକ ଯୁଦ୍ଧରେ ରୂପାନ୍ତରିତ ହୋଇ ଦିନେ ପୃଥ‌ିବୀକୁ ଧ୍ୱଂସାଭିମୁଖୀ କରିଦେବ ।
  • ଏହି ଆଶଙ୍କା ସେମାନଙ୍କୁ ଶାନ୍ତିପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ନିମନ୍ତେ ପ୍ରେରଣା ଯୋଗାଇବା ସଙ୍ଗେ ସଙ୍ଗେ ଦୁଇ ମହାଶକ୍ତିଙ୍କ ମଧ୍ୟରେ ଉତ୍ତେଜନା ହ୍ରାସ କରିଥିଲା ଏବଂ ଶୀତଳ ଯୁଦ୍ଧ ଏକ ନୂତନ ରୂପ ନେଇ ଦେଉଁ ନାମରେ ପରିଚିତ ହୋଇଥିଲା ।

(ଜ) ଦୈର୍ତା ସମୟରେ ଦୁଇ ମହାଶକ୍ତି ମଧ୍ୟରେ ସମ୍ପର୍କରେ କି ପରିବର୍ତ୍ତନ ହୋଇଥିଲା ?
Answer:

  • ଦେର୍ତା ସମୟରେ ଦୁଇ ମହାଶକ୍ତିଙ୍କ ମଧ୍ୟରେ ଆଣବିକ ଅସ୍ତ୍ରର ପ୍ରସ୍ତୁତି, ପରୀକ୍ଷଣ ଓ ପ୍ରୟୋଗକୁ ନିୟନ୍ତ୍ରଣ କରିବା ଏବଂ ଅସ୍ତ୍ରଶସ୍ତ୍ର ପ୍ରତିଯୋଗିତାକୁ ହ୍ରାସ କରିବା ନିମନ୍ତେ ଅନେକ ଚୁକ୍ତିନାମା ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ।
  • ଉଭୟ ଦେଶ ମଧ୍ୟରେ ସାଂସ୍କୃତିକ ବିନିମୟ, ଉଚ୍ଚସ୍ତରୀୟ ପରିଦର୍ଶନ, ବାଣିଜ୍ୟ ଚୁକ୍ତି ଓ ଔଦ୍ୟୋଗିକ କ୍ଷେତ୍ରରେ ସହଯୋଗିତା ଆରମ୍ଭ ହୋଇ ଦୁଇ ମହାଶକ୍ତି ମଧ୍ୟରେ ସୁସମ୍ପର୍କ ସ୍ଥାପିତ ହୋଇଥିଲା ।

(ଝ) ନୂତନ ଶୀତଳ ଯୁଦ୍ଧ କ’ଣ ?
Answer:

  • ୧୯୭୯ ମସିହାର ଇରାନ୍ ବିଦ୍ରୋହ, ଚୀନ୍-ଭିଏତନାମ୍ ଯୁଦ୍ଧ, ଏଲ୍‌ସାଲ୍‌ ଭେଡ଼ରରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ସଂପୃକ୍ତି, ଆଫଗାନିସ୍ତାନରେ ରୁଷିଆର ସାମରିକ ହସ୍ତକ୍ଷେପ ଆଦି ଘଟଣା ଯୋଗୁଁ ଦୁଇ ମହାଶକ୍ତି ମଧ୍ୟରେ
  • ଫଳରେ ଦେର୍ତାର ଅବସାନ ଘଟିଥିଲା ଏବଂ ନୂତନ ଶୀତଳ ଯୁଦ୍ଧର ସୂତ୍ରପାତ ହୋଇଥିଲା । ଏଥିରେ ଉଭୟ ପକ୍ଷର ସହଯୋଗୀ ରାଷ୍ଟ୍ରମାନେ ଜଡ଼ିତ ହୋଇନଥିଲେ ।

BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

(ଞ) ନୂତନ ଶୀତଳ ଯୁଦ୍ଧ ଓ ପୁରାତନ ଶୀତଳ ଯୁଦ୍ଧ ମଧ୍ୟରେ କି ତାରତମ୍ୟ ଥିଲା ?
Answer:
ନୂତନ ଶୀତଳ ଯୁଦ୍ଧ ଏବଂ ପୁରାତନ ଶୀତଳ ଯୁଦ୍ଧ ମଧ୍ଯରେ ନିମ୍ନପ୍ରକାର ତାରତମ୍ୟ ଥିଲା ।

  • ନୂତନ ଶୀତଳ ଯୁଦ୍ଧରେ ଉଭୟ ପକ୍ଷର ସହଯୋଗୀ ରାଷ୍ଟ୍ରମାନେ ସକ୍ରିୟଭାବେ ଜଡ଼ିତ ହୋଇନଥିଲେ; ମାତ୍ର ପୁରାତନ ଶୀତଳ ଯୁଦ୍ଧରେ ଉଭୟ ପକ୍ଷର ସହଯୋଗୀ ରାଷ୍ଟ୍ରମାନେ ସକ୍ରିୟଭାବେ ଜଡ଼ିତ ହୋଇଥିଲେ ।
  • ନୂତନ ଶୀତଳ ଯୁଦ୍ଧରେ ଦୁଇ ମହାଶକ୍ତି ମଧ୍ୟରେ ଉତ୍ତେଜନା ଓ ଦ୍ଵହ ପରିପ୍ରକାଶ ପାଇଲା; ମାତ୍ର ପୁରାତନ ଶୀତଳ ଯୁଦ୍ଧରେ ସେମାନଙ୍କ ମଧ୍ୟରେ ଦ୍ବନ୍ଦ ସେତେ ବ୍ୟାପକ ନଥିଲା ।
  • ନୂତନ ଶୀତଳ ଯୁଦ୍ଧରେ ପରମାଣୁ ଅସ୍ତ୍ରଶସ୍ତ୍ରର ପ୍ରତିଯୋଗିତା ଆରମ୍ଭ ହୋଇଥିଲା; ମାତ୍ର ପୁରାତନ ଶୀତଳ ଯୁଦ୍ଧରେ ଏହି ପ୍ରତିଯୋଗିତା ସେତେ ବ୍ୟାପକ ନ ଥିଲା ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ଶୀତଳ ଯୁଦ୍ଧ ଯୋଗୁଁ ପୃଥ‌ିବୀ କେଉଁ ଦୁଇଟି ଗୋଷ୍ଠୀରେ ବିଭକ୍ତ ହୋଇଥିଲା ?
Answer:
ଶୀତଳ ଯୁଦ୍ଧ ଯୋଗୁଁ ପୃଥ‌ିବୀ ସାମ୍ୟବାଦୀ ଗୋଷ୍ଠୀ ଓ ପୁଞ୍ଜିବାଦୀ ଗୋଷ୍ଠୀ ନାମରେ ଦୁଇ ଭାଗରେ ବିଭକ୍ତ ହୋଇଥିଲା ।

(ଖ) ଶୀତଳ ଯୁଦ୍ଧ କିପରି ଏକ ନୂତନ ପ୍ରଯୁକ୍ତି ବିଦ୍ୟାର ଯୁଗ ଆରମ୍ଭ କରିଥିଲା ?
Answer:
ଶୀତଳ ଯୁଦ୍ଧ ଯୋଗୁଁ ସୋଭିଏତ୍ ରୁଷ୍ ଓ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ମଧ୍ୟରେ ମହାକାଶ ଗବେଷଣା, ଚନ୍ଦ୍ରପୃଷ୍ଠରେ ମାନବର ଅବତରଣ ଏବଂ ବିଜ୍ଞାନ ଓ କାରିଗରୀ ବିଦ୍ୟାର ପ୍ରତିଯୋଗିତାମୂଳକ ଉନ୍ନତି ଏକ ନୂତନ ପ୍ରଯୁକ୍ତି ବିଦ୍ୟାର ଯୁଗ ଆରମ୍ଭ କରିଥିଲା ।

(ଗ) ଉତ୍ତର ଆଟ୍‌ଲାଣ୍ଟିକ୍ ଚୁକ୍ତି ସଂଗଠନ କେବେ ସ୍ୱାକ୍ଷରିତ ହୋଇଥିଲା ?
Answer:
ଉତ୍ତର ଆଟ୍‌ଲାଣ୍ଟିକ୍ ଚୁକ୍ତି ସଂଗଠନ ଏପ୍ରିଲ୍ ୪, ୧୯୪୯ ମସିହାରେ ସ୍ଵାକ୍ଷରିତ ହୋଇଥିଲା ।

ଘ) କେବେ ଲଣ୍ଡନଠାରେ ପଶ୍ଚିମ ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନଙ୍କ ମଧ୍ୟରେ ବୁଝାମଣା ନିମନ୍ତେ ଏକ ସମ୍ମିଳନୀର ଆୟୋଜନ କରାଯାଇଥିଲା ?
Answer:
୧୯୫୪ ମସିହା ସେପ୍ଟେମ୍ବର ୨୮ ରୁ ଅକ୍ଟୋବର ୩ ତାରିଖ ପର୍ଯ୍ୟନ୍ତ ଲଣ୍ଡନଠାରେ ପଶ୍ଚିମ ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନଙ୍କ ମଧ୍ୟରେ ବୁଝାମଣା ନିମନ୍ତେ ଏକ ସମ୍ମିଳନୀର ଆୟୋଜନ କରାଯାଇଥିଲା ।

(ଙ) କେଉଁସବୁ ରାଷ୍ଟ୍ରଙ୍କ ମଧ୍ୟରେ ଆନ୍‌ସ୍ ରାଜିନାମା ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ?
Answer:
ଅଷ୍ଟ୍ରେଲିଆ, ନିଉଜିଲାଣ୍ଡ ଏବଂ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ମଧ୍ୟରେ ଆନ୍‌ସ୍ ରାଜିନାମା ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

(ଚ) ବାଗ୍‌ଦାଦ୍ ଚୁକ୍ତିର ପରିବର୍ତ୍ତିତ ନାମ କ’ଣ ?
Answer:
ବାଗ୍‌ଦାଦ୍ ଚୁକ୍ତିର ପରିବର୍ତ୍ତିତ ନାମ କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଂଗଠନ ।

(ଛ) ରସ୍ ଚୁକ୍ତି କେବେ ଓ କେଉଁଠାରେ ସମ୍ପାଦିତ ହୋଇଥିଲା ?
Answer:
ଉ ୱାରସ୍ ଚୁକ୍ତି ୧୯୫୫ ମସିହା ମେ ମାସ ୧ ତାରିଖରେ ପୋଲାଣ୍ଡର ରାଜଧାନୀ ୱାରସ୍ଠାରେ ସମ୍ପାଦିତ ହୋଇଥିଲା ।

(ଜ) କେଉଁ ମସିହାରେ ଦୈତାର ସହସା ଅବସାନ ଘଟିଲା ?
Answer:

ଉ ୧୯୭୯ ମସିହାରେ ଦୈତାର ସହସା ଅବସାନ ଘଟିଲା ।

(ଝ) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍ କେବେ ସୋଭିଏତ୍ ପଲିଟିବ୍ୟୁରୋର ସାଧାରଣ ସମ୍ପାଦକ ହେଲେ ?
Answer:
ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍ ୧୯୮୫ ମସିହାରେ ସୋଭିଏତ୍ ପଲିଟିବ୍ୟୁରୋର ସାଧାରଣ ସମ୍ପାଦକ ହେଲେ ।

(ଞ) ଶୀତଳ ଯୁଦ୍ଧର ଅବସାନ ହେଲା ବୋଲି କେଉଁ ଦୁଇଜଣ ଘୋଷଣା କଲେ ?
Answer:
ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ଜର୍ଜ ବୁଶ୍ ଓ କେନ୍ଦ୍ର ରୁଷ୍ମମଣ୍ଡଳର ରାଷ୍ଟ୍ରପତି ବୋରିସ୍ ୟେଲସିନ୍ ଶୀତଳ ଯୁଦ୍ଧର ଅବସାନ ହେଲା ବୋଲି ଘୋଷଣା କରିଥିଲେ ।

୪। ନିମ୍ନରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।
(କ) ଉତ୍ତର ଆଟ୍‌ଲାଣ୍ଟିକ୍ ଚୁକ୍ତି ସଂଗଠନରେ ପଶ୍ଚିମ ଜର୍ମାନୀ କେବେ ଯୋଗ ଦେଇଥିଲା ?
(i) ଫେବୃୟାରୀ ୧୯୫୨
(ii) ମେ ୧୯୫୨
(iii) ଫେବୃୟାରୀ ୧୯୫୫
(iv) ମେ ୧୯୫୫
Answer:
(iv) ମେ ୧୯୫୫

(ଖ) କିଏ ଆସ୍‌ର ସଭ୍ୟ ନଥିଲା ?
(i) ଅଷ୍ଟ୍ରେଲିଆ
(ii) ନେଦରଲାଣ୍ଡ
(iii) ନିଉଜିଲାଣ୍ଡ
(iv) ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା
Answer:
(ii) ନେଦରଲାଣ୍ଡ

BSE Odisha 9th Class History Solutions Chapter 9 ସାମରିକ ଗୋଷ୍ଠୀ ଗଠନ : ସଶସ୍ତ୍ରୀକରଣ ପାଇଁ ପ୍ରତିଦ୍ବନ୍ଦିତା

(ଗ) କେବେ ବାଗ୍‌ଦାଦ୍ ଚୁକ୍ତି କେନ୍ଦ୍ରୀୟ ଚୁକ୍ତି ସଂଗଠନ ନାମରେ ନାମିତ ହେଲା ?
(i) ୧୯୪୯ ମସିହା
(ii) ୧୯୫୨ ମସିହା
(iii) ୧୯୫୫ ମସିହା
(iv) ୧୯୫୮ ମସିହା
Answer:
(iv) ୧୯୫୮ ମସିହା

(ଘ) କେବେ ଦେତାର ଅବସାନ ଘଟିଲା ?
(i) ୧୯୭୮ ମସିହା
(ii) ୧୯୭୯ ମସିହା
(ii) ୧୯୮୫ ମସିହା
(iv) ୧୯୯୦ ମସିହା
Answer:
(ii) ୧୯୭୯ ମସିହା

(ଙ) କାହାର ସଂସ୍କାରମୂଳକ ନୀତି ଶୀତଳ ଯୁଦ୍ଧର ଅବସାନ ନିମନ୍ତେ ମାର୍ଗ ପ୍ରସ୍ତୁତ କରିଥିଲା ?
(i) ୱାଲଟର ଲିପ୍‌ମାନ୍
(ii) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍
(iii) ଜର୍ଜ ବୁଶ୍
(iv) ବୋରିସ୍ ୟେଲସିନ୍
Answer:
(ii) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍