Central Board of Secondary Educaon

CLASS - 10
UNIT -2

ARCHAEOLOGY

Central Board of Secondary Educaon

The CBSE-Internaonal is grateful for permission to reproduce and / or translate

copyright material used in this publicaon. The acknowledgements have been
included wherever appropriate and sources from where the material has been
taken duly menoned. In case anything has been missed out, the Board will be
pleased to recfy the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publicaon may be
reproduced, printed or transmied in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
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Preface
The Curriculum initiated by Central Board of Secondary Education International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools afliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modications, improvisations and additions wherever and whenever
necessary.
The recent scientic and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become life long learners. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools afliated to CBSE at the international level in 2010 and is now introducing
it to other afliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this Core. The Core skills are the most signicant aspects of a learners holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Head (Innovations and Research) CBSE along with other Education Ofcers involved in the development and implementation
of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman

Acknowledgements
Advisory

Shri Vineet Joshi, Chairman, CBSE

Shri Shashi Bhushan, Director (Academic), CBSE

Ms. Aditi Misra

Ms. Amita Mishra
Ms. Anita Sharma
Ms. Anita Makkar
Dr. Anju Srivastava
English :

Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (I & R),CBSE

Ideators
Ms. Anuradha Sen
Ms. Jaishree Srivastava
Ms. Archana Sagar
Dr. Kamla Menon
Ms. Geeta Varshney
Dr. Meena Dhami
Ms. Guneet Ohri
Ms. Neelima Sharma
Dr. Indu Khetrapal
Dr. N. K. Sehgal
Material Production Groups: Classes IX - X
Science :
Mathematics :

Ms. Sarita Manuja

Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev

Dr. K.P. Chinda

Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma

Ms. Charu Maini

Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen

Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan

Political Science:

Economics:

Ms. Sharmila Bakshi

Ms. Archana Soni
Ms. Srilekha

Ms. Mridula Pant

Mr. Pankaj Bhanwani
Ms. Ambica Gulati

English :
Ms. Rachna Pandit
Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja

Dr. Indu Khetarpal

Ms. Vandana Kumar
Ms. Anju Chauhan
Ms. Deepti Verma
Ms. Ritu Batra

Material Production Groups: Classes VI-VIII

Science :
Mathematics :
Dr. Meena Dhami
Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Seema kapoor
Ms. Priyanka Sen
Dr. Kavita Khanna
Ms. Keya Gupta

Ms. Seema Rawat

Ms. N. Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja

Political Science:

Dr. Rajesh Hassija

Ms. Rupa Chakravarty
Ms. Sarita Manuja
Ms. Seema Rawat
Dr. Uma Chaudhry
History :
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya

Geography:
Ms. Suparna Sharma
Ms. Leela Grewal

History :
Ms. Leeza Dutta
Ms. Kalpana Pant

Ms. Kanu Chopra

Ms. Shilpi Anand

Material Production Group: Classes I-V

Ms. Rupa Chakravarty
Ms. Anita Makkar
Ms. Anuradha Mathur
Ms. Kalpana Mattoo
Ms. Savinder Kaur Rooprai Ms. Monika Thakur
Ms. Seema Choudhary
Mr. Bijo Thomas
Ms. Kalyani Voleti
Coordinators:

Ms. Nandita Mathur

Ms. Seema Chowdhary
Ms. Ruba Chakarvarty
Ms. Mahua Bhattacharya

Dr. Sadhana Parashar, Head (I and R) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths)
Dr. Rashmi Sethi, E O (Science)
Shri R. P. Sharma, Consultant
Ms. Ritu Narang, R O (Innovations) Ms. Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Seema Lakra, S O
Ms. Preeti Hans, Proof Reader

Why teach this unit ?

To be human is to be curious, quesoning and inquisive as these contribute to the
development of culture. Therefore, teaching through Archaeology captures students
imaginaon, encourages their curiosity and smulates their sense of wonder. A wide
variety of acvies are integrated around a meaningful content including the four language
skills, grammar and vocabulary. It is a great teaching tool that excites and movates them.
Learners become very interested in learning English when teachers use interesng and
varied acvies. These acvies give them posive learning experiences to explore their
potenal, strengths and enhance their language using capability, creavity and problemsolving skills. The acvies are of dierent kinds such as role-play of the target language
funcons, designing a poster, conducng a survey, summarizing, making notes, vocabulary
matching games, guided wring tasks, making oral presentaons etc. Videos and guest
speakers are also great ways for students to learn more about famous archaeological nds.
A days trip to a site, archaeology laboratory or a museum works as a good movator. In
addion, they can use library and online research about famous archaeologists, sites and
techniques before presenng their projects/research to their class.

General Objecves of the unit :

At the end of this unit, the students will be able to:

understand that an archaeological site is a non-renewable resource, recognize the

need for the protection of the worlds archaeological heritage, express and represent
a supportive view about their conservation at various forums.

appreciate that there are archaeological mysteries that require deeper study to
enable us to understand the complexity of human behaviour and adaptation.

identify the relationship between observation and inference through the reports/
articles such as Pompeii, New Discoveries at Jamestown and The Chili Chocolate
Tale and the poems Ozymandias and Ode on a Grecian Urn.

describe archaeological activities and artifacts using appropriate language.

meaningfully apply concepts of observation and inference to real life situations.

Students appreciate and understand the examples of observation and inference in
their everyday lives.

use appropriate tone, style and format in order to effectively and accurately express,
illustrate and justify a point of view.

Specic Learning Outcomes:

At the end of this unit, the students will be able to:

understand that archaeological work spans through History, Geography, Liberal

arts, Social Sciences, Natural Science, Physics, Chemistry and Languages.
Therefore, students use concrete examples and guided practice to be able to see
the relationships when they are reading, writing, speaking or listening.

appreciate and understand factual and descriptive reports/articles.

appreciate and understand how imagery such as rhymes, alliterations and paradox
[irony] are used to enhance poetic style.

read aloud the poems with appropriate intonation and style.

discern observation and inference in the texts.

enhance their vocabulary.

familiarize themselves with the elements of a report, a speech and poetry.

write a short poem/a report/a speech/an informal letter/an article.

make their own Choral Reading Presentation and conduct an interclass

competition/organize a diorama presentation/class debate.

articulate their own views on observations and inferences both in speech and
writing.

distinguish between observations and inferences and describe contexts related to

archaeology/anthropology/paleontology etc. in the world around them.

ARCHAEOLOGY
Section

Listening

Speaking

Reading

Writing

Skills

Skills

Skills

Skills

A/v
Archaeologists
and
Anthropologists

Class / group
presentation

A/v
Documentary
report: The Last
Days of Pompeii

Role play

The Chili
Chocolate
Tale

A/v
Oral diary:
How chocolate
is made.

Debate speech

Section-B
Ozymandias
Percy Bysshe
Shelly

A/v
Reading
aloud by Ben
Kingsley

Summarization

Section-A
Can you be an
archaeologist?

Pompeii

A/v
Illustrating the
poem with
video support
Ode on a
Grecian Urn
John Keats

A/v
Ode on a
Grecian
Urn

Diorama

Quiz- Are
you an
archaeologist?

Informal letter

Words
describing
archaeological
activities/
artifacts

Letter to
the Editor

Words
describing
archaeological
activities/
artifacts/
volcanic
eruption

Newspaper
clippings/
Library/
internet/
intranet
reference
Pompeii

Poster/
Pamphlet

The Chili
Chocolate Tale

Informal letter

Words
describing
archaeological
activities/
artifacts/plant
parts/process

Summarization

Literary terms
associated
with poetic
appreciation

Recipes

Expressing
poetic
appreciation

Poems:
Ozymandias
Puzzling out
meaning

Describing
literary features
of the poem
Wonder Wall

Choral Reading

Choral Reading

Vocabulary

Ode on a
Grecian Urn
Matching word
meanings

Describing
literary features
of the poem
Wonder Wall

Literary terms
associated
with poetic
appreciation

Grammar

Section

Section-C
New
Discoveries at
Jamestown

Listening

Speaking

Reading

Writing

Skills

Skills

Skills

Skills

Oral descripton
of an
arrangement of
objects
[portrait]
Class seminar

Section-D
Giant Toothed
Killer Whale

A/v
Jaws of a
Leviathan
and
Underwater
ArchaeologyPirate
Shipwreck
Uncovered

Presenting a
point of view
with suitable
illustrations,
observations and
inferences

Speech

Seminar Speech
Report/Essay:
New Discoveries
Debate Speech
at Jamestown

Vocabulary

Types of
participle
adjectives

Recognizing
the distinction
between
observation &
inference
Making Notes
Newspaper
Article

Words
describing
archaeological
activities/
artifacts

Grammar

I.

Secon-A

Contents

Can you be an archaeologist?

Pompeii

The Chili Chocolate Tale

16

II. Secon-B
Ozymandias Percy Bysshe Shelly

26

Ode on a Grecian Urn John Keats

31

III. Secon-C
New Discoveries at Jamestown

40

IV. Grammar Corner:

Past Parciple Adjecves
(the teacher can create exercises / acvies)

49

V. Secon-D
Giant-Toothed Killer Whale found in a Desert

VI. Suggested Reading

58

60

Section-A
Warming up:
1.

Let us nd out how much you know about Archaeology. Start by taking this informave
quiz.
Can You Be An Archaeologist?
1.

2.

3.

If you want to begin an archaeological excavaon. Which of these would be a good

rst step?
i.

grab a shovel and dig a random hole

ii.

develop a research queson

iii.

conduct a site survey

You conduct a site survey to decide where to start excavang. Which of these
techniques would you NOT want to use?
i.

Grab a shovel and dig a random hole

ii.

Aerial photography

iii.

Field walking

Now, you have nally dug the ground. What do you call that ubiquitous hole in the
ground, the place where people are digging?
T _ _ _ _ _ H

4.

Every archaeologist keeps a notebook containing the record of everything that

happens at the site of excavaon. Which of these is NOT important to include in your
notebook?
i.

The colour and consistency of the soil

ii.

The catalogue number of the current bag of poery

iii.

A drawing of the area being excavated

5.

6.

7.

8.

9.

10.

If you uncover a straight line of large stones, what do you write in your notebook
i.

Uncovered a wall

ii.

Uncovered the foundaon of a structure

iii.

Uncovered a straight line of large stones

One of the tools you are likely to see at an excavaon consists of a long tube lled with
coloured water which is aached to a tape measure at one end. What is it?
i.

A divining rod for small nds

ii.

A water level

iii.

A talisman to keep away creepy insects/worms

For instance, you nd a shred of poery on the ground outside your trench. What
should you do with it?
i.

Throw it away where it will not contaminate the excavaon

ii.

Drop it in someone elses trench

iii.

Put it with the poery that has come out of your trench

You, too, can work at archaeological excavaon!

i.

True

ii.

False

If you are an archaeologist who has nished another successful season of excavaons,
what should you do now?
i.

Publish the results

ii.

Give an interview

iii.

Sell what you found

Which of the following is NOT a denion of the word dig?

i.

the excavaon of an archaeological site

ii.

making a crical remark to someone

iii.

a drawing of an archaeological site

Now rate yourself as an Archaeologist !

Your teacher will give the correct responses. Give yourself 5 points for each correct one.
20 points and below : You really need to get yourself updated about the subject. Read magazines,
use encyclopedia and internet to update yourself on the latest excing archaeological nds.
25 points to 30 points : You are an amateur or an armchair archaeological explorer, to begin
with! Read more and dig into those archaeological write ups in magazines and internet. For more
general input, refer to the encyclopedia.
35 points to 40 points : You are serious and must try your hand at a local archaeological dig
during your long vacaon [in your back yard] and get in touch with the Museum curator to give
you a chance. You might be lucky to make a valuable excavaon.
45 points to 50 points : We really believe you can have a very successful and lucrave career in
this eld. So, keep reading and nd out how to achieve your real potenal!
2.

Read the following extracts from various websites that report about important and very
fascinang archaeological nds in India and abroad.
Early human occupaon of the Red Sea coast of Eritrea during the last glacial
The geographical origin of modern humans is the subject of ongoing scienc debate.
Here we report the discovery of early Middle Stone Age arfacts in an emerged reef
terrace on the Red Sea coast of Eritrea. The geological seng of these arfacts shows
that early humans occupied coastal areas and exploited near-shore marine food
resources in East Africa by this me. Together with similar tentavely dated discoveries
from South Africa, this is the earliest well-dated evidence of human adaptaon to a
coastal marine environment heralding an expansion in the range and complexity of
human behaviour from one end of Africa to the other.

World Trade in the Indus Valley

Computer-aided reconstrucon of Harappan coastal selement at Sokhta Koh near Pasni
was on the westernmost outreaches of the civilizaon. The economy of the Indus civilizaon
appears to have depended signicantly on trade which was facilitated by major advances
in transport technology. These
advances included bullock carts
that are idencal to those seen
throughout South Asia today as well
as boats. Most of these boats were
probably small, at-boomed cra,
perhaps driven by sail, similar to
those one can see on the Indus River
today; however, there is secondary
evidence

of

sea-going

cra.

Archaeologists have discovered a

massive, dredged canal and what
they regard as a docking facility at
the coastal city of Lothal in Western India (Gujarat state). An extensive canal network, used
for irrigaon, has however also been discovered by H.P. Francfort.
Ancient Camel Bones Found in Arizona
Sat., March 15 2008
Workers digging at the future site of a Wal-Mart store in suburban Mesa have unearthed
the bones of a prehistoric camel that is esmated to be about 10,000 years old.
1400-yr-old Monastery Unearthed
22 Aug 2008, 0220 hrs IST
KOLKATA: A 30-foot-high mound in a nondescript Bengal village, which has spawned many
a legend and mystery, may yield one of the biggest archaeological nds in the country. The
remains of a huge yet exquisite monastery are emerging from the sands of me.

Archaeologists believe that it is one of the missing monasteries menoned in Hiuen Tsangs
memoirs that was yet to be found. The monastery reportedly dates back to the seventh
century - the me when the Chinese Buddhist monk made his 17-year walk across India.
Seriously Odd Archaeological Mysteries
Seriously odd, mysterious and unexplainable archeological mysteries keep turning up in
all corners of the world. What exactly do we really know about our ancient past? In yet
another incredible discovery, archaeologists in Kerala, India, have found what they suspect
is the mysterious 2000 year old lost port city of Muzires, according to a June 1, 2007 report
by Indias NDTV.com, menoned in ancient Roman reports but long thought lost to the
sands of me.
3(a). Mark the place menoned in the above extracts on the outline world map. Compare the
areas you have marked with the class. Shade the general locaon neatly.

3(b). You and your partner can take turns to share your answers as an oral presentaon with
the class.

4.

Work in groups of four/six. Organize a class project tled Humanitys heritage as a

diorama.
A diorama is a three-dimensional representaon of a scene in which objects or models
are arranged in a natural seng against a realisc background e.g. in a museum or a
representaon of a scene that is made to appear three-dimensional, one in which the viewer
looks through a hole at objects painted on layers of translucent material.
Groups should choose any one of the following topics:

5.

a.

The Jantar Mantar

b.

The Mohenjodaro

c.

The Tomb of Tutankamen

d.

The Terracoa Army

e.

Fossil Excavaons

i.

Make notes on what your group members know.

ii.

Find out more about the topic in your library

iii.

Write down your presentaon focusing on the following aspects:

Where were they found?

Describe the nd

What clues do they yield about our remote past?

Why do we have to conserve this heritage?

Find pictures to illustrate the nds

Prepare an oral presentaon of your project.

iv.

While designing a Diorama, use any art material of your choice - chart, clay,
papermache etc.

v.

The project of your group can be supported by a slideshow, sound and light eects.

vi.

Invite your teachers, school mates and parents to the class project.

vi.

Each group has 10 minutes to make its presentaon.

Now that you are well informed about archaeological nds around the world through
reading and listening acvies, choose one of the project presentaons to write an
informal leer to your friend. You can also paste pictures of the objects or places in your
leer to make it more interesng.

POMPEII
Warming up:
1.

Study this post card picture of Pompeii. List ve striking features you can see and pen
down what you infer from it.

A panorama of the Gulf of Naples, Italy

Mt. Vesuvius rests quietly in the background. Image iStockphoto / Danilo Ascione.

Features of the city

Observaons and inferences

Its locaon
Esmated populaon
Their occupaons
Atmosphere
Areas geography
Mt. Vesuvius

2.

The most famous volcanic acvity occurred in 79AD, when Mt. Vesuvius erupted and its
lava buried the whole city within a day.
Read and nd out why it is so famous and important for archaeologists today.
1.

Pompeii is located in the Campania , a region of Southern Italy,9 kilometers east of the
Bay of Naples. It could be accessed in ancient mes through the port town of Stabiae.
It was a 600 hundred years old city with a populaon of about 20,000, bustling with
acvies and people travelling to dierent desnaons. In 79 AD, it was a resort town,
also noted for its nearby volcano, Mount Vesuvius.

2.

One day in August 79 A D, it was a calm early aernoon, when the residents noced a
thick plume of smoke rising out of
Mount Vesuvius. Although Pompeii
was neither in the earthquake
zone nor on the Earths Ring of
Fire, Vesuvius had erupted many
mes before as well! Yet, its
erupon that day, caught the citys
populaon uerly unprepared.
As we know today, in retrospect,
all the predictable signals were
there to warn them. The growing
plume of smoke only excited their
curiosity rather than alarm. The
smell of sulphur quickly lled the
Mount Vesuvius eruption [artists rendering]
air and connued for the next
nineteen hours.
The day turned into a horrifying nightmare and within 24 hours, the city was buried
under 2.8 meters of dust, ashes, cinders, tephra and rocks, causing roof tops to crack
and buildings to collapse. Streaming mud, racing down the side of the volcano buried
the town, travelling at a speed of a meter and a half per minute. Thinking that they
would be safer near the sea, hundreds took shelter on the shore and in the boat
houses. Later, a deadly onslaught of hot ashes and gases trapped instantly suocated
the fugives ll they met their end. Even then, many sought escape by walking along
the pumice deposits.

Surging down the sides of Vesuvius was a kind

of glowing, roaring avalanche of searing hot
mud which Pompeii could not survive. Then,
there was another erupon, with a pyroclasc
ow, travelling at nearly 100 kilometers per
hour, killed the remaining people, thereby
burying the town, causing a death toll of more
than 15,000. The site remained undisturbed
for the next 1,500 years.
3.

Photo: The New York Times

Domenico Fontana, an architect who lived
Terror engraved footprints in ash,
between 1643 and 1507, discovered the buried
from the 1780 BC eruption.
Pompeii while digging a new water conduit.
Systemac excavaons began only in 1748,
under the patronage of Charles III, King of Naples and Sicily. The city was found frozen
in me. They found that the inhabitants and animals were buried in the hot ash, which
on cooling, had hardened and moulded itself around the dead. In a short me, the
corpses and carcasses decomposed, leaving a cavity inside the non -water soluble,
hardened ash. In the recent mes, modern archaeology has developed a method to
learn more about the dead who had been inside the cavies. Plaster of paris was
poured into the openings in the hardened ash. The resulng plaster replicas tell a
horrifying tale of the nal moments, when they breathed their last.

Plaster casts

Today, we can see the poignant

images of terror on the face
of a dying man: a man whose
outstretched arms were not
strong enough to hold back his
impending death, the furrowed
face of a mother shielding her
child and even a eeing man
whose arms and legs had been
stopped in moon. Their stories
are the same.
Casting of a dog

4.

Since its discovery, Pompeii has

aracted a stream of treasure hunters and archaeologists. It is a site which has been
connually excavated since then. Therefore, the buried city has experienced every
step in the development of the science of archaeology because new construcons,
art, arfacts and streets are being unearthed as they had stood on the day before Mt.
Vesuvius erupted. They form a gateway into our ancient world. Today, the main aim
of the Pompeii Archaeological Research Project: Porta Stabia, is to learn about the
development of the ancient city unl its destrucon.

5.

The excavaons yielded typical Roman villas that were inhabited by the wealthiest
of the city, known for their lavish spending on their houses: arsc wall murals and
statues, richly embedded mosaic oors, a family shrine, private swimming pool and
bath with indoor plumbing,
fountains and even indoor
gardens. One of the kitchens
also had delicacies like
a range of dried fruits,
mushrooms and eel sh. Early
archaeologists were struck
by the signature red used in
most of the Roman painngs.
It was so vivid among the
ruins that a parcular shade
was named Pompeii Red.

10

6.

The sophiscated city was found to have running water delivered by lead pipes, public
fountains and bath houses, but lacking in a sewage system. Mill wheels were used
to grind our. People stored food in large terra coa jars which were buried up to
the neck in the ground, to keep the contents at a constant temperature. There were
outdoor food courts marked with carved signs: a goat for a dairy, grapes for a winery
and bread for the bakery.

7.

Pompeii is an indelible portrait of a me. The city is almost exactly like the way it was,
when it was buried. When archaeologists and historians study how its people lived
and the quality of their life, it is like travelling back in a me machine to 79 AD. It is a
treasure trove of unmatched informaon on ancient Roman civilizaon.

Pompeii as seen today

8.

The current focus of the government and administraon is to conserve this priceless,
culturally signicant relics and therefore the history of humanity. The fascinang
art and arfacts are being ravaged by weather, polluon, loong and the booming
tourism industry. In other cies which are being excavated around the world, the
houses, walls and public buildings had been built over, as the me passed. Therefore,
the data about objects, people and places is generally lost forever. Pompeii, however,
is unique in that respect as this has been discovered in context, without disturbing the
historical informaon. Moreover, the data has been le untouched and preserved in
near perfect condion. This has added considerably to the knowledge of one of the
richest and the most inuenal civilizaons of mankind.

11

2.

Based on the reading acvity, complete the table by giving relevant informaon from the
story.
Levels of volcanic acvity
i

Responses of the Pompeiians

Erupons before 79AD

ii

Curiously standing and staring

iii

Increasing sulphur content

iv

Le their homes and establishments

that were collapsing

Second erupon with mud ows and

gases pouring out

vi

Make their escape by walking on

pumice mounts

vii

Pyroclasc ows at 100 km per hour

viii

3.

Humans and animals enfolded and shapes

subsequently preserved
Choose by pung a ck mark against the correct meaning of the words from the
narrave.
a.

b.

Ring of Fire means

i.

Fire burning in a circle

ii.

Areas surrounding volcanoes

iii.

Volcanoes erupng in a circle

Retropect means
i.

Surveying things

ii.

Looking back at events

iii.

Trying to remember the past

12

c.

d.

e.

f.

g.

h.

4.

Cinder means
i.

Heated stones

ii.

Ashes of burnt wood

iii.

Poisonous gases

Tephra is volcanic hot

i.

large stones

ii.

ashes

iii.

gases

Pumice is volcanic
i.

non water soluble dust

ii.

parcular shaped stones

iii.

form of porous glass

Pyroclasc means volcanic erupon consisng of mostly hot

i.

pumice material

ii.

rocks

iii.

ashes

A bath house is an enclosure

i.

in a bathroom

ii.

near a swimming pool

iii.

in a palace

Relics here means

i.

remaining fragments

ii.

new discoveries

iii.

religious tokens

Explain the imagery of being frozen in me. Cite examples from the narrave.

13

5.

Why is it important to conserve Pompeii, in parcular? What are its unique features?

6.

Based on the reading acvity, give 3 - 4 reasons why Pompeii serves as a link between
our past and present. Give 2 more reasons based on your library work. Provide other
archaeological illustraons to support your answer.

Listening:
7.

Listen to the audio-visual presentaon about Pompeii and complete the following acvity
based on your understanding and observaons.
hp://youtu.be/6yPnsglKxPk

Speaking:
8.

Role-play in groups of four. One student will lead the discussion as a Reporter.
Student A: You are Xerxes, who has to give a report to the Administrator of Campania about
the impact of the natural disaster on Pompeii. Prepare 8 to 10 meaningful quesons that
you would like to ask the survivors in order to gather detailed informaon
Students B, C and D are the survivors-a mother with children, a shepherd who has a ock
and a store keeper,who describe their ordeals and feelings as they successfully made their
escape.
Next, the reporters will present their ndings to the class.

14

Wring :
9.

As a survivor, Pliny, an observant and curious young man, you have found out a lot about
the magnitude of the destrucon caused by Mt. Vesuvius. Find out more about the volcano
and write an arcle for a nature magazine. Add illustraons and details you have gathered
through reading and library work to make your arcle more interesng.

10. As an eyewitness and a survivor, write a leer to the Editor of Campania Chronicle about
the reports that you have been reading about the volcanic erupon in Pompeii and the
consequent loss of life and property.
You are deeply worried but angry that the Pompeiians, who were used to earthquakes, were
so unprepared and caught unawares. Give some concrete advice to your readers about being
prepared for any disaster.
11. Class Project: Climate change being one of the many causes for natural disasters, it is essenal
to be well informed and prepared to face them in the best way possible. Choose any one of
the topics given below and work in groups of four.

Volcanic erupon

Tsunami

Flash oods

Drought

Water contaminaon

Cyclonic storm

Design aracve posters and informave pamphlets to be displayed in all the noce boards
in your class, secon and main bullen board.

15

THE CHILI CHOCOLATE TALE

Warming up:
1.

A cup of hot chocolate is a very special drink. Read the recipes and compare them. Tell
the dierences to your class. Choose the one that you like and give reasons for your
answer.
HOT CHILI CHOCOLATE

HOT SWEET CHOCOLATE

Ingredients:

Ingredients:

1 2/3 cups milk

5 tablespoons of cocoa powder

1/2 vanilla bean, split lengthwise

2 tablespoons granulated sugar

2-3 red chili peppers, split with seeds

removed

6 ounces dark chocolate, nely chopped

2 cups milk

1 cinnamon sck, around 3-4

Preparaon:
1 1/2 oz chocolate (bier sweet)
Preparaon:
Simmer milk in a small saucepan with vanilla
bean, cinnamon and chili. Heat through for
about a minute. Whisk in grated chocolate
and connue to simmer unl melted. Remove
from heat and let steep for another 10
minutes. Strain out the spices, pour in cups
and serve.
2.

In a small saucepan over low heat, add the

cocoa powder, sugar and 2 tablespoons of
the milk. Heat unl the sugar melts and sr
well so that no lumps remain. Bring to a low
boil, srring constantly. Thereaer, add the
remaining milk. Turn o the heat and add
the chopped chocolate. Keep srring unl it
becomes smooth. Pour in cups and serve.

With your partner, study the details you observe and infer from the two pictures. Describe
the dierences. Share your opinion with the class.

A Maya lord forbids a person to drink a jar

of chocolate

A very popular drink today

16

Time period

ii

Signicance

iii

Status of cocoa or Chocolate

iv

For whom was or is it available?

v.

Was or is it popular?
Possible reasons?

Reading :
2.

From Sophie D. Coes and Sebasan D. Coes publisher, Amazon.com Review:

The Coes, anthropologists with a culinary bent, delve deeply
into the history of their mouth-watering subject. The material
on ancient cultures is parcularly fascinang--did you know that
the Maya used unsweetened liquid chocolate as currency? And
in a chapter called Chocolate for the Masses, they detail the
modernizaon of chocolate manufacture, which has allowed
more than 25 million Hersheys Chocolate Kisses to roll o the
conveyor belt each day.

Here is a fascinang extract from their book that you can read and
enjoy.

Chocolate drink

17

Michael D. Coe

1.

The dark brown, pleasantly bier, chemically complex substance we know of as chocolate
bears no resemblance to the pulp-surrounded seeds of the cocoa plant from which it is
produced, explain Sophie D. Coe and Michael D. Coe in their 1996 book, The True History of
Chocolate that paved the way for chocolate scholarship. The facts, they say, as revealed by
modern archaeology and ethnohistory, are far more interesng than any ight of imaginaon
by modern writers.

2.

Chocolate nds its way onto even the most

simple dessert menus today to sasfy the
sweetest sweet-tooth. For nearly 3500
years, the world has indulged in chocolate,
chocolate bars, chocolate candy kisses,
hot cocoa, chocolate ice-cream and
numerous other forms. The formulaon and
serving techniques of the chocolate were
somewhat dierent from today but the idea
of a chocolate treat is not a modern one.

3.

A chocolate Bar

Mainly consumed as an unheated liquid,

chocolate was a special food, achieving a sacred
status. The Maya and the Aztecs believed
that cacao was discovered by the gods in a
mountain to be given to the people aer their
creaon. Although possibly it was not a nave
Mesoamerican crop but the cacao tree was one
of the most prized in ancient Maya and Aztec. The
liquid form of the chocolate which was consumed
by people was very dierent from todays hot
cocoa. Hot chilies, maize, spices, peanut buer,
vanilla, other avour and texture enhancers
were added to make the chocolate a beverage.
It was a spicy and sultry drink enjoyed only by
those who were able to aord it or by those who
were specically chosen to enjoy its benets. The
A xicalli
custom was to serve chocolate aer a feast, in a
special cup (xicalli) made out of a calabash gourd.
Royalty and upper elites ritualiscally used elaborately painted poery from which to drink
the frothy concocon while commom people enjoyed its healing qualies occasionally.

18

4.

Researchers have noted that ancient Mayans and Aztecs recognised that chocolate lessens
agitaon, reduces angina and asthma, and has a calming aect. It reduces emaciaon,
improves energy, relieves hoarseness, reduces fever and quenches thirst. It was also known
to clean the teeth with which modern-day densts may disagree! Aztec soldiers marching
o to bale were oen given chocolate beverages to forfy and sustain them.

5.

An impressive Mayan example of this is a royal tomb in north-eastern Guatemala. It

contained seven cylindrical containers
including a pot with a srrup handle
and screw-on lid. The notable piece
was painted with hieroglyphs reading
a drinking vessel for wik cacao,
for kox cacao. These words are undeciphered Mayan words but are
likely to denote chocolate avours.
Laboratory analysis of its inner surface
came back posive for chocolate. All
seven containers likely held variees
of the cacao beverage. There are
thousands of these cylindrical vessels
in collecons and the vast majority
A rare spouted drinking vessel used by the elite
says this is a vessel for chocolate.

6.

The Spanish, who moved into Mesoamerica were unfamiliar with the
savage avors of the spicy chocolate and were determined that it would
not be popular as it stood. They sent it back home with adjustments
like the eliminaon of many spices and the addion of sweetening
ingredients. While archaeological evidence for cacao use by the Aztecs
and Maya is rather limited, but pictorial and iconographic evidence
are many, demonstrang the many ways in which the cacao tree was
especially important ritually, medically and spiritually. As suggested by
the residue analysis, as well as iconographic evidence, the elites began
frothing the chocolate to create a thick, foamy head using a Spanish
invenon called a molinillo. Prior to Spanish contact, the method
mostly used to froth the liquid was pouring from extended heights into
another vessel on the oor.
A molinillo

19

Check your understanding:

a.

Why hasnt the idea of a chocolate treat change for hundreds of years?

b.

Do you think that our taste for it will change signicantly in the future? Give
reasons.

a.

How was the molinillo used? Find out if it is used today and tell your class.

7.

The culvaon of a cacao tree and its seeds is a meconsuming process. In the wild, the trees can grow
to a height of over 60 feet. In a plantaon seng, it
is typical to see them only at a maximum of 20 feet
for easier harvesng. The planted tree takes four
or ve years to ower and begins to produce pods
containing about 40 seeds each, surrounded by a
naturally sweet white pulp. The pods are opened
by hand and the pulp and seeds are extracted.
According to Coe and Coe, the four steps needed
to produce the cacao nibs (shelled and de-germed
beans) are: fermentaon, drying, roasng and
winnowing. These steps are sll followed in todays
modern chocolate making cultures, regardless of
the technologies available to them.

8.

Fermentaon is a confusing word-choice as the

cacao is not fermented into an alcohol. As performed by the ancient people of Mesoamerica,
the beans are fermented for three to six days, depending on the type of bean. The pulp is
liquied and drained away by the chemical processes. As the temperature increases and the
seeds begin to germinate, they are soon killed by the high temperature and acidity which
is desirable since the chocolate will not taste like chocolate if this does not occur. Then, the
beans are dried on at mats in the sun for one to two weeks. Roasng for approximately 70
to 115 minutes, at temperatures of around 215 degrees F, is vital to draw out the chocolate
avor and at a slightly higher temperature in order to produce cocoa powder. The last step
is the removal of the outer shell or winnowing. This stage enables the beans to be ground
into a paste, commonly known as cacao liquor, which is non-alcoholic. The process is so
me consuming and very lile chocolate is obtained from each pod. Therefore, the value
becomes so great and the long me taken to process it add to the sacredness of the end
product.

Theobroma cacao

20

9.

Cacao buer is made up of the fat inside the nib. It is extracted during the drying process and
the fat was and sll is used not only as an addion to quality chocolate but as an ingredient
in many cosmecs and skin-care products. The word cacao most likely originated with the
Olmecs who resided in the lowland region of Mexico on the eastern gulf coast. The tree
obtained its modern name from the eighteenth century Swedish biologist, Carolus Linnaeus.
While developing a system for classifying living organisms, he assigned the botanical name
Theobroma cacao to the chocolate tree. Theobroma, in Lan means food of the gods,
while cacao refers to the nave word for the plant. Analysis of residues from ceramic vessels
has found traces of theobromine and caeine in early vessels using techniques to extract
chocolate residues. As cacao is the only known commodity from Mesoamerica containing
both of these alkaloid compounds, it seems likely that these vessels were used as containers
for cacao drinks. In addion, cacao is named in a hieroglyphic text on one of the vessels.

Check your understanding :

a.

Why is fermentaon necessary here? Where else in cookery is this process used?
Find out and tell your class.

b.

Why did the Aztecs and Olmecs value cocoa so highly? Has this changed today?
How?

c.

Find out if the ancient recipes for a hot chocolate drink are sll used today and
tell your class.

10. In the most basic of terms, cacao is a culturally edible material which grows on trees in
Central and South America. To the ancient common people of Mesoamerica, it was much
more than a food item. Cacao seeds were used for currency while the subsequent beverages
were used as ritual oerings. A 1545 Nahuatl (Mayan language) document provides a list of
the prices of food items: a turkey hen is worth 100 cacao beans, a hare or forest rabbit is
worth 100 cacao beans, a large tomato is one bean and one turkey egg is worth three beans,
among other food items.
11. By the late 17th century, chocolate became available to most of Europe and to the general
populaons around the world. Its popularity increased and chocolate manufacturing
companies like Hershey, Fry, Galaxy and Cadbury began expanding in many countries to
sasfy the demand for chocolate in a large variety of forms.

21

3.

Based on your understanding, ll up the boxes with relevant observaons or your

inferences.
Use of cocoa

Inferences

given to the people following their creaon.

a spicy and sultry drink
Fermentaon is a confusing word choice..
The process is so me consuming and very
lile chocolate is obtained from each pod
ingredient in many cosmecs and skin-care
products.
Theobroma, in Lan means food of the
gods....
These steps are sll followed in todays
modern chocolate making cultures..
traces of theobromine and caeine in
early vessels
used for currency
4.

Read paragraphs 7, 8 and 9 again. Pick out the steps of extracng and processing cocoa
beans. Now write a set of instrucons that you will give to a student who wants to
experiment doing the same [ add more steps if you need to]. Start like this.
Step 1: Pluck the pod________________________________________________________
Step 2: Open it by hand______________________________________________________
Step 3: ___________________________________________________________________
Step 4: ___________________________________________________________________
Step 5: ___________________________________________________________________
Step 6: ___________________________________________________________________

22

Step 7: ___________________________________________________________________
Step 8: ___________________________________________________________________
5.

Choose the answer that is the closest in meaning to the given words or expressions.
a.

b.

c.

d.

e.

Ethnohistory is a branch of
i.

History

ii.

Anthropology

iii.

Archaeology

Sweet-tooth means
i.

full of cavies

ii.

addicon to chocolate

iii.

fondness for sweets

Texture enhancers in foodstus

i.

decrease sweetness

ii.

increase salt

iii.

add avour

Concocon means
i.

design

ii.

blend

iii.

digeson

Emaciaon is being
i.

abnormally thin

ii.

diseased and bloated

iii.

loss of memory

23

f.

g.

h.

i.

Iconographic means being related to

i.

wall painngs [murals]

ii.

portraits of personages

iii.

symbols in painng

Winnowing in the text means

i.

analysing controversial issues

ii.

gathering scaered grain etc.

iii.

separang heavy parcles from light parcles

Assigned means
i.

alloed

ii.

worked

iii.

designated

Cocoa rhymes with

i.

Slow

ii.

Cow

iii.

Raw

Listening:
6.

Michael has been to Venezuela and has had a rst hand opportunity to learn about cocoa
and chocolate with a Biologist. Listen and watch what he has to tell you and complete the
ow chart with suitable details from the presentaon entled How chocolate is Made.
How chocolate is made : hp://www.youtube.com/watch?v=Mjr3Rwdj

24

Speaking:
7.

Work in groups of four. Appoint a speaker who will be helped in his or her preparaon by
the group. Your teacher will help you conduct the acvity.
Hold a class debate on the moon, It is a healthy and very tasty opon to substute
chocolate products for meat and vegetables based diet .

Wring:
8.

You are Michael who is on an educaonal visit to South America to study their ancient
culture. Write an informal leer to your friend back home. Choose and describe any area
of chocolate producon in detail. Use informaon that you have gathered from your
reference work to make your wring interesng to the reader.

9.

Class Project: Our Fascinaon With Cocoa

Markeng and adversement have fueled the increasing demand for cocoa and its products,
especially in fast growing economies like China and India, with their large populaons.
a.

Present your project through charts, models, demonstraons examples, exhibits and
oral presentaons.

b.

Write a report of your exhibion for your school newsleer in about 150 words.

25

Section-B
Warming up:
1.

Regarding archaeological allusions in poetry, one of the best known is probably

Ozymandias by Percy Bysshe Shelley.

Rameses II crushing his enemies

Ozymandias was another name for Rameses the Great, Pharaoh of the nineteenth dynasty of
ancient Egypt. Our imaginaon takes us to the pyramids, the Sphinx and the other crumbling
reminders of lost civilizaons. Shelleys poem is said to have been inspired by the arrival
of a colossal statue of Rameses II in London which was acquired for the Brish Museum.
According to a Greek historian of rst-century B.C., the largest statue in Egypt was inscribed:
I am Ozymandias, king of kings; if anyone wishes to know what I am and where I lie, let
him surpass me in some of my exploits.

26

2.

Given below are some words and expressions from the poem. Match them by wring the
leer corresponding to the correct and closest meanings in the spaces. Choose them from
the box.
cruel look

very old

absolutely powerful

without a torso

to poke fun at

broken into pieces

authority

empty and at landscape

unending

deep sorrow

3.

i.

Lone and level sand

__________________________________________

ii.

Mockd

__________________________________________

iii.

Anque

__________________________________________

iv.

Trunkless

__________________________________________

v.

Mighty

__________________________________________

vi.

Despair

__________________________________________

vii.

Sneer

__________________________________________

ix.

Shaerd

__________________________________________

x.

Boundless

__________________________________________

Now, listen to the recitaon of this

poem by Ben Kingsley, a theatre and
lm personality.
Ozymandias read by Ben Kingsley
[hp://www.youtube.com/
watch?v=krbX-9ugbI4]

Archaeological remains of King Rameses II

27

To begin with , read the poem silently and think about its inner meaning. What are the quesons
that come to your mind? Share with your class.

OZYMANDIAS
I met a traveller from an anque land
Who said: Two vast and trunkless legs of stone
Stand in the desert. Near them on the sand,
Half sunk, a shaerd visage lies, whose frown
And wrinkled lip and sneer of cold command
Tell that its sculptor well those passions read
Which yet survive, stampd on these lifeless things,
The hand that mockd them and the heart that fed.
And on the pedestal these words appear:
My name is Ozymandias , King of Kings:
Look on my works, ye Mighty, and despair!
Nothing beside remains: round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away.

Percy Bysshe Shelley (1792-1822) born on 4 August 1792 in Horsham,

Sussex, England is one of the major contributors to English Romanc
poetry. Probably his most famous short poem, Ozymandias was
published in 1818. Shelley oen aracted cricism and controversy for
his outspoken challenges to oppression.

28

4.

In groups of four, gather the quesons and write them on a small sheet of paper and post
them on the wonderwall so that your classmates can read them and help you nd the
answers.
In your groups, choose a queson or a set of quesons of another group which your group
would like to work on. Aer nding the answer, a speaker from your group presents the
answers to the class.

5.

Work with your partner. Write down the most appropriate answers for each of the
following quesons in two or three sentences. Share your answers with the class.
1.

Who had told the poet the story about the ruins of a statue in the desert of his nave
country?

2.

Describe how the kings statue is seen by those who pass by.

3.

Bring out the irony [contradicon] in the line : The hand that mocked them and the
heart that fed.

4.

What human qualies of King Ozymandias are portrayed by the sculptor?

5.

Do you think the sculptor understood the kings nature? Give reasons for your
answer.

6.

What else remains today besides the statue?

7.

What is the poets view about absolute power? Quote the line that carries his
message.

8.

Now, watch this video clipping. Try to visualize the power of nature in comparison to
the strength of a human being. List a minimum of two instances from the poem which
recognize this fact. Jusfy your choice.
Ozymandias by Percy Bysshe Shelley
hp://www.youtube.com/watch?v=ncxR5JKLVA8

29

6.

Work in groups of four. Your teacher will allot one of the topics listed below for your
group. You may use library to nd out more about King Rameses II to help you answer
the quesons. Give at least 5 points. Let a represenve from your group share your
nding.
1.

The central theme of Ozymandias is a powerful kings hubris. Support this view.

2.

In fourteen short lines, Shelley condenses the history of not only Ozymandias rise,
zenith and fall, but also that of an enre civilizaon. Explain.

3.

Ozymandias pride seems amusing to the poet. Why? Give at least two reasons.

4.

Bring out the relaonships between life, history and art expressed in Ozymandias.

5.

Which qualies of a sonnet do you nd in the poem? Answer with supporng

details.

6.

An alliteraon is when the poet uses words containing the same consonant sounds.
Pick out a line from the poem which illustrate this gure of speech.

7.

A synecdoche is the substuon of a part to stand for the whole, or the whole to stand
for a part, for example, The hand that mockd them. Give at least four examples of
your own.

30

ODE ON A GRECIAN URN

Warming up:
1.

With your partner, study this famous painng and write a list of quesons about what is
going on in the scene. For example, what are the subjects doing? Who are they? Add at
least ve more quesons.
What do your quesons tell you about the arst? Share your answers with your class.

yahoo/image details/ Auguste Renoir, painted in 1881.

2.

Ode on a Grecian Urn was wrien in the spring of 1819 and published later that year in
Annals of the Fine Arts, which focused on architecture, sculpture and painng.
Listen to the reading. The poem is also known for its archaeological theme. Listen to the
intonaon and follow the words by reading along silently.
Ode on a Grecian Urn
[ hp://www.youtube.com/watch?v=0gOShpPL3Ds ]

31

ODE ON A GRECIAN URN

John Kea
Keats
ats
1.
1. Thou
Tho
hou s
sllll unravishd
unraavi
unra
un
vish
shd
d bride
brriid
dee of
of quietness,
quie
qu
uietn
ieetn
tnes
ess,
s,
s,
Tho
Th
ou
u foster-child
fos
o terteer-ch
r--ch
hilld of
of silence
sillen
ence
ce and
and
d slow
slo
ow me,
mee,
Thou
Sylvan
SSyylv
l an
n historian,
hisstori
rian
a , who
who canst
cans
nst thus
h express
exp
x reesss
A
o
owery
owe
wery
ryy tale
ttal
a e more
m rree sweetly
mo
swe
weettlyy than
weet
tha
h n our
ourr rhyme:
rhym
rh
me::
What
Wh
W
ha
hat lleaf-fringd
eaaf-fr
ffrriin
ng
g d legend
lege
le
ege
gend
nd haunts
hau
aunt
unt
n s about
ab
bou
out thy
out
th
hy shape
sh
hape
Of d
Of
dei
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ei
es o
orr mo
mortals,
orrttal
als,
s,, o
orr off b
bot
both,
oth,
ot
th,
h
IIn
n Te
Temp
mpe o
mpe
mp
orr tthe
he d
he
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al
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A caad
Ar
dyy?
Tempe
dales
off Arcady?
W
Wh
hat
at m
een
no
god
go
dss aare
ree tthese?
heese
se?
e? Wh
W
at m
at
a de
ai
d ns
ns lloth?
oth??
ot
What
men
orr gods
What
maidens
W
Wh
at m
at
ad p
ad
urrsuit? What
u
What
at sstruggle
trug
tr
uggl
g e to
t eescape?
sscccap
pe?
e
What
mad
pursuit?
Wh
W
haatt p
ipees
ip
es aand
nd
d mbrels?
mbr
b els?
s?? What
Wha
hat wild
ha
wiild
l ecstasy?
ecsstaassyy?
y?
What
pipes
2
Heard
dm
elod
diees are
a e sweet,
ar
sweeet,, but
sw
but
u those
tho
ose unheard
un
nh
heeaard
ard
d
2.. Heard
melodies
Are sw
wee
eetter; ttherefore,
heere
h
r fore,, yee sso
o pi
p
ip
pe pl
pes,
pe
lay on;
o ;
on
sweeter;
pipes,
play
N
o to
ot
o tthe
he ssensual
een
nsu
ual
a ear,
ear, but,
b t,
bu
t, more
mo
orre endeard,
een
nde
deard
d,
Not
Pi
ipe
pe tto
o th
he sspirit
pirrit d
ii
es
es o
o tone:
ton
o e:
e
Pipe
the
di
off no
FFa
ir yyouth,
ou
o
uth
th, b
be
eneat
ene
neat
ne
ath th
tthe
he tr
ttrees,
ree
ees,
s tthou
hou cca
ho
anst
nsst no
n
n
ot le
le e
leave
Fair
beneath
canst
not
Thy so
Thy
Th
ssong,
ng, nor
nor ever
no
evverr ccan
an
n tthose
hose
ho
se trees
trees
ees
e be
be bare;
b re;
ba
B
olld Lover,
old
L ve
Lo
v r,
r, n
e eerr, ne
ev
n
evveer cans
ca
ans
nst th
nst
hou
u kkis
iss,
Bold
never,
never
canst
thou
kiss,
Th
Thou
ough
gh winning
win
in
nniing
ng near
near
ear the
ea
th
he goalyet,
goal
go
ally
yet
et,
t, do
o not
n grieve;
Though
Sh ca
She
ccannot
nnot
nn
ot fade,
fad
de, though
tho
h ugh
uggh thou
thou
ou hast
hasst not
not thy bliss,
For eever
ver wi
ve
wilt
ltt tthou
ho
hou
ou love,
love
lo
ovee, aan
nd sh
she be fair!
For
and
Ah, happy,
hap
appy
py,, ha
happ
ppy bo
pp
boug
ughs
ug
hs! tth
hat
a ccannot
a no
an
n t shed
3. Ah,
happy
boughs!
that
You
ourr leaves,
leav
le
aves
av
vess, no
or ever
ever
er b
id the
id
thee Spring
Spr
p ing adieu;
Your
nor
bid
And,
And, happy
hap
appy
py m
melodist,
elod
odi
dist
ist,
t, u
unw
unwearied,
nwea
eariied
ed,
For
For ever
ever p
pip
piping
iping songs
song
ngss for
for ever
ever new;
new
n
ew;;
More
more
More happy
hap
appy
py love!
lov
ove!
e!! m
o e happy,
or
happy,
happ
y happy
hap
appy
py love!
llov
ove!
e!!
Forr ev
Fo
ever
er w
war
warm
arm
m an
and
d sllll to be
be enjoyd,
enjo
en
joy
yd,
d,

32

For ever panng, and for ever young;

All breathing human passion far above,
That leaves a heart high-sorrowful and cloyd,
A burning forehead, and a parching tongue.
4. Who are these coming to the sacrice?
To what green altar, O mysterious priest,
Leadst thou that heifer lowing at the skies,
And all her silken anks with garlands drest?
What lile town by river or sea shore,
Or mountain-built with peaceful citadel,
Is emped of this folk, this pious morn?
And, lile town, thy streets for evermore
Will silent be; and not a soul to tell
Why thou art desolate, can eer return.
5. O Ac shape! Fair atude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form, dost tease us out of thought
As doth eternity: Cold Pastoral!
When old age shall this generaon waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou sayst,
Beauty is truth, truth beauty,that is all
Ye know on earth, and all ye need to know.
Arthur Quiller-Couch, ed. 1919. The Oxford Book of English Verse: 12501900

33

John Keats (31 October 1795 23 February 1821) was an English

Romanc poet. Along with Lord Byron and Percy Bysshe Shelley, he
was one of the key gures in the second generaon of the Romanc
movement, despite the fact that his work had been in publicaon for
only four years before his death. The poetry of Keats is characterized
by sensual imagery, most notably in the series of odes.

3.

Based on your understanding of the poem,complete the summary given below:

Stanza 1. Keats calls the urn an unravishd bride of quietness because it has existed for
centuries ___________ undergoing any changes, as it sits quietly on a shelf or table. He also
calls it a foster-child of silence and me because it has been ___________by silence and
me, therefore it is unchanged. It ___________ a scene from long ago.
Stanza 2. Keats praises the ___________ music coming from the pipes and mbrels as far
more pleasing than the music that can be ___________ in real life. The young man playing
the pipes and the tree will remain ever green and never___________. The poet also says
that the young man should not feel___________for his lady love because she will remain
__________forever, and their lovethough unfullledwill connue through all eternity.
Stanza 3. Keats addresses the trees, calling them happy, happy boughs because they will
never___________ their leaves. In addion, he says the young mans love for the maiden
will remain forever. In contrast, the love between a man and a woman in the real world
is___________ bringing pain and sorrow.
Stanza 4. Keats inquires about the images of people approaching an altar to sacrice
a mooing ___________ one that has never borne a calf. He wonders whether these
worshippers come from a lile town on a ___________, a___________ or a___________
with a peaceful___________. It will be forever empty because all its inhabitants are here
parcipang in the fesvies shown on the urn.
Stanza 5. The ac shape is an urn that was craed in ancient ___________ located in
Greece. Keats calls the scene a cold pastoral! because it is made of cold, unchanging
___________. He says that when ___________claims him and all those of his generaon,
the urn will remain__________. Therefore he reminds his readers that Beauty is truth,
truth beauty. In other words, do not try to look beyond the___________ of the urn and its
images, which are representaons of the eternal, for no human being can see into eternity.

34

4.

Word play. A number of explanatory statements are given. Match each of the given words
from the poem, with its meaning, by wring it in the corresponding spaces. Find words
from the poem and write them wherever the explanaon doesnt apply to any of the given
words.
Sylvan, rhyme, loth, endeared, dies, fade, citadel, desolate, brede, pastoral

S.No.

Possible meanings

Words that match

i.

identy in sound, especially the end of

words or lines of verse.

ii

short, simple songs

iii

dry or shrivel with cold/heat

iv

turned dull

held in deep aecon

vi

consisng of or in woods or trees

vii

old English-to accomplish or perform

viii

simplicity, charm, serenity associated

with rural areas

ix

pleasing in appearance; aracve

fortress

xi

old English -hosle, reluctant or

unwilling

xii

earnest wish to fulll religious

obligaons

xiii

something entwined, especially a plait

of hair; braid

xiv

wasted or abandoned

35

5.

In groups of four, gather the quesons and write them on a small sheet of paper and post
them on the wonderwall so that your classmates can read them and help you nd the
answers.
In your groups, choose a queson or a set of quesons of another group, which your
group would like to work on. Aer nding the answer, a representave from your group
presents the answers to the class.

Work with your partner. Write down the most appropriate answers for each of the
following quesons in two or three sentences. Share your answers with the class.
i.

List the objects of beauty as those that can be seen, heard and experienced
emoonally.

ii.

List the objects of beauty that are in moon.

iii.

In your own words, describe the paradox where sllness and acon go hand in hand.

iv.

Throughout the poem the urn funcons as a symbol of eternity. Give an example from
each stanza.

v.

Choose the most appropriate words that describe the Keatss feeling from the list.
Jusfy your choice with examples from the poem.
Angry, irritated, appreciave, disappointed, accepng, frustrated/helpless,
inspired, curious, depressed, jubilant

7.

Work in groups of four. Your teacher will allot one of the topics listed below for your
group. You may use library to nd out more about the Ode to help you appreciate its
poec style beer. Give suitable references from the poem. Let a speaker represent your
groups nding.
i.

Keats uses personicaon [human metaphor] several mes, for example, the urn is
referred to as a person who is an unravishd bride. Give three other examples.

ii.

An alliteraon is when the poet uses words containing the same consonant sounds
close to one another, for example, The hand that mockd them and the heart that
fed. Give three examples.

iii.

An anaphora (Greek: carrying back) is a rhetorical device that consists of repeang

a sequence of words at the beginning, for example see the following lines from
Wordsworths poem. Give four examples from this ode.

36

Five years have passed;

Five summers, with the length of
Five long winters!

8.

vi.

A rhetorical queson is the form of a queson posed for its persuasive eect without
the expectaon of a reply, for example, What men or gods are these? Pick out four
others from the poem.

vii.

In your own words, describe the manner in which the poet has brought out the
communal and religious atmosphere depicted on the urn.

viii.

Tempe and Arcady are places in Greece. What are they known for? Why has the
poet referred to them?

Class Project : Choral Reading:

Robert Pinsky, the 39th Poet Laureate of the United States wrote:
If a poem is wrien well, it was wrien with the poets voice and for a voice. Reading a
poem silently instead of saying a poem is like the dierence between staring at sheet music
and actually humming or playing the music on an instrument.

a.

Your teacher will help your class read the poem aloud. Therefore, let us begin with reading
the lines of the poem together - and at every line, a group drops out - unl there is one
single voice le reading the line Of that colossal wreck, boundless and bare, The lone and
level sands stretch far away.
Your class can also present a choral reading of Ode on a Grecian Urn. In groups of 4/6
pracse reading the poems aloud in a number of variaons. Then, present the reading. Your
teacher will guide you.
[Help Link- hp://www.youtube.com/watch?v=2r45c03_L5E ]

b.

The class can also design this acvity as a poetry recitaon compeon. Invite students of
other classes and teachers to listen to the presentaons of dierent poems.

37

Section-C
Warming up:
1.

Anything being studied must rst be observed. An inference is a proposed reason for an
observaon. Archaeologists use observaons and inference to learn the story of past
people. By making observaons about objects (arfacts and sites) they infer the behavior
of the people who used the objects.

2.

Now, do this acvity to nd out whether you are a good Archaeological Detecve. Study
the details on the three coins to be put on display at the Naonal Museum. Do the acvity
that follows on your own.
ARCHAEOLOGICAL DETECTIVE EXAMINES THREE OLD COINS !!

A.

B.

C.

Answer these quesons by pung an I next to statements that are inferences and O next to
the ones that are observaons.
1.

There is a representaon of a face on one side of each of the coins

2.

All the images do not represent the rulers of their countries

3.

Coin A is made of gold

4.

The dates represent the period when the coins were minted.

5.

Coin B was used in the early part of the 20th century

6.

In coin C , there are 13 stars

7.

Coin A shows that the King is a conqueror.

8.

We can tell that coin C was used by independent, self governing people.

9.

Coin B has 2 dierent faces.

10.

Coin A has the image of a warrior king

If you have six or more correct answers, then you are a very good archaeological
detecve!!

38

3.

Read what archaeologists and sciensts discover about the early selers who lived in
Jamestown, nearly 250 years ago.

39

NEW DISCOVERIES AT JAMESTOWN

Site of the First Successful English Selement in America
By John L. Coer And J. Paul Hudson
Washington, D.C., 1957
1.

Jamestown, a name of rst rank among historic names, saw the birth of English America.
Here on an island in the James River, in the heart of dewater Virginia, the English carved a
selement out of the wilderness.

2.

Thus, the American people can fully understand and enjoy their historic heritage of
Jamestown. Libraries have been searched for pictures, documents, and plans. Land records
have been carefully scrunized and old exisng landmarks been studied. A key part of the
search has been the systemac excavaon of the town site itself in order to bring to light the
informaon and objects long buried there.

3.

In the summer of 1934, a group of archeologists set to

work to explore the site of the rst permanent English
selement. For the next 22 years, the Naonal Park
Service strovewith me out for wars and intervals
between nancial allotmentsto wrest from the soil
of Jamestown the physical evidence of 17th-century
life. The job is not yet complete. Only 24 out of 60
acres esmated to comprise James Ciy have been
explored; yet a signicant amount of informaon has
been revealed by trowel and whiskbroom and careful
recording.
Jamestown exploration trenches of 1955

Nathaniel Bacons rebellion

40

4.

A total of 140 structures- brick houses, frame houses with brick foongs, outbuildings,
workshops, wells, kilns, and even an ice storage pithad been recorded. To help unravel the
mystery of landholdings (somemes marked by ditches), 96 ditches of all kinds were located
and hundreds of miscellaneous features from post holes to brick walls were uncovered.
Refuse pits were explored meculously, since before the dawn of history man has le his
story in the objects he discarded.

5.

When archeology at Jamestown is menoned, the queson is oen asked, why was it
necessary to treat so famous a historic site as an archeological problem at all? Isnt the story

nished with the accounts of John Smiths adventures,

the romance of John Rolfe and Pocahontas, the starving
me, Nathaniel Bacons rebellion against Governor
Berkeley?
6.

The archeologists answer is that the real drama of daily

life of the selersthe life they knew 24 hours a day
is locked in the unwrien history beneath humus and
tangled vegetaon of the island. Here a brass thimble
from the ruins of a coage sll retains a pellet of paper
to keep it on a ny nger that wore it. A bent halberd in
an abandoned well, a discarded sword, and a piece of
armor tell again the passing of terror of the unknown,
aer ghters retreated forever into the distant hills and
forests. Rust-eaten axes, wedges, maocks and saws
May 13, 1607
Colonists
from
England settle along the
recall the struggle to clear a wilderness. The simple
west bank of the James River in Virginia
essenals of life in the rst desperate year have largely to nd Jamestown, the rst permanent
vanished with traces of the rst fort and its frame English settlement in North America.
buildings. But in later houses the evidence of Venean
glass, Dutch and English delware, pewter, silver eang

41

utensils, other comforts and lile luxuries tell of new-found security and the beginning of
wealth. In all, a half-million individual arfacts at the Jamestown museum represent the
largest collecon from any colonial site in North America.
7.

But archeologists have found more objects at Jamestown. They sought to unravel the mystery
of that part of the rst selement which disappeared beneath the eroding current of the
James River in the past. It has always been known that the island at that me was connected
to the mainland by a narrow isthmus extending to Glasshouse Point, where a glassmaking
venture took place. Over this isthmus the Greate Road ran, and its traces have been
discovered on the island as far as the brick church tower. As the isthmus disappeared, the
river connued to erode the island
headward and build it up at its
downstream end. Therefore, the
western and southern shores
where the rst selement had
been built were partly destroyed.
Thus, the rst fort site, of which no
trace has been found on land, is
thought to have been eaten away,
together with the old powder
magazine and property which was
in front of the river much early in
the century.

8.

In a series of extensive tests

for any possible trace of the
fort sll remaining on land,
several incidental discoveries of
importance were made. One was
an Indian occupaon site beneath
a layer of humus, which, in turn, was covered by the earthen rampart of a fort . This locaon
is marked today by a permanent in-place exhibit on the shore near the old church tower.
Here, in a cut-away earth secon revealing soil zones from the present to the undisturbed
clay, evidence of history fades away into prehistory.

9.

Within the enclosure of this same fort a miraculously preserved pocket of debris was found,
marking the site of the earliest known armorers forge in Brish America.

10. A strange discovery was made here while the foundaons were being examined by
archeologists for measured drawings.

42

Near the foundation of the probable bake shop, a pair of kilns once served for slaking lime and
perhaps for ring pottery. Between the kilns was a ame-scarred pit containing evidence of iron
working and the roasting

11. Tests showed that no less than 70 human burials lay beneath the statehouse walls and an
esmated 200 more remain undisturbed beneath the remaining structures or have been
lost in the James River. It is, indeed, quite possible that these burials, some hasly interred
without cons, could date from the starving me of 1609-10, when the selers strove to
dispose o their dead without disclosing their desperate condion.
12. The highlight of archeological discoveries at Jamestown is undoubtedly the long-forgoen
buildings, ranging from mansions to simple coages. Since no accurate map of the old James
Ciy is known to survive, archeologists found that the best way to discover evidence was to
cast a network of exploratory trenches over the area of habitaon.
13. During its whole century of existence, the selement was never an integrated town. The
rst frame houses quickly roed away or succumbed to frequent res. Brick buildings were
soon erected, but probably not two score ever stood at one me.

One of the intriguing mysteries of Jamestown is how the left leg and left half of a human pelvis came to be
thrown with other refuse into a well behind the row house. The logical inference is that a rebel or criminal
had been hanged, drawn and quartered.

43

14. The remaining 140 structures so far discovered by excavang have no clear-cut identy
with their owners. To complicate maers, bricks from many burned or dismantled houses
were salvaged for reuse, somemes leaving only vague soil-shadows for the archeologist to
ponder. From arfacts associated with foundaon traces, relave dangs and usually the
use of the structure can be deduced from physical evidence. Unless a contemporaneous
map is someday found, we shall know lile more than this about the houses at Jamestown
except for the tesmony of assorted hardware, ceramics, glassware, metalware and other
imperishable reminders of old arts and cras.
15. These valuable objects are a priceless part of the Jamestown that exists today. Although
most are broken and few are intact, they would not be traded for beer preserved and
more perfect examples that do exist elsewhere. These things were the property and the
possessions of the men and women who lived, worked and died at Jamestown. It was
because of these people, who handled and used them in their daily living, and because of
what they accomplished, that Jamestown is one of our best remembered historic places.
4.

You have read the words in the rst column in the account above. Puzzle out their meanings
and compare them with the meanings given in the diconary.
Words

Meanings you puzzled out

Meanings as given in the

diconary

meculously

[e .g] carefully

Showing great aenon to

detail; very careful and precise

eaten away

incidental

interred

unravel

ponder

dangs

arfacts

tesmony

10

contemporaneous

44

5.

Using the given clues, complete the crossword puzzle based on the essay.
1.

8.

2./9.

3.

10.

11.

4.
12.

13.

5.

14.
6.

7.

Across:
1.

furnace for burning[4]

2.

a large impressive house[7]

3.

n glazed earthenware, normally painted blue and white[9]

4.

tool used for chopping wood[3]

5.

pieces of metal/wood broad at one end and tapering on the other[6]

6.

grey alloy of n and copper [6]

7.

rescue from a loss at sea [7]

Down:
8.

nave American [6]

9.

agricultural tools, like pickaxe [8]

10.

dig a hole or trench [8]

45

6.

11.

sea/river aected by de [9]

12.

available facts/informaon [7]

13.

a hand tool with a at, tapering end [6]

14.

scaered pieces of rubbish [6]

Mark the following statements as either true[T] or false[F]

Statements
i

Jamestown is on an island

ii

Libraries and land records have yielded more valuable clues than digging
for arfacts.

iii

The trowl and whiskbroom are objects archaeologists found during their
excavaon in Jamestown.

iv

Rubbish pits give important evidence of the lifestyle of that era.

Soil shadows that sll remain are indicave of the deliberate removal
of a buildings brickwork like walls.

vi

The discovery of axes, wedges, maocks and saws reveal to us that the
inhabitants were ghters.

vii

Jamestown Museum has the largest collecon of early 17th century

American arfacts.

viii

James Ciy was Jamestown .

ix

Discovery of burials without con shows it was a period of suering for

the whole populaon.

Pieces of Venean glass, pewter and delware indicates that the the
town had very rich families living there.

46

T/F

7.

Complete the following statements based on your understanding of the text.

i.

Arfacts from excavaons done in Jamestown are invaluable today because _______
___________________________________________________________________.

ii.

The Naonal parks work was hampered by (a). me out for wars (b). between
nancial allocaons. Here the writer means that
a.

________________________________________________________________.

b.

________________________________________________________________.

iii.

Landholdings can be idened by___________________, __________________

and__________________.

iv.

It is dicult to idenfy ownership of houses because they were _________________,

___________________ and________________________.

v.

The earliest American forge was found_________________________________.

vi.

An in - place exhibit is necessary in the given context because __________________

_________________________________________________.

vii.

In the absence of an old map, the 300 year old buildings can be explored by________
___________________________________________________.

viii.

Nave Indians lived in the same site long before the Brish colonized the place. The
evidence for this is the discovery of ________________________________________
beneath___________________________________________________________.

ix.

Studying a cut-away earth secon will reveal the following data: _________________
____________________________________________________________________.

x.

The broken poery from an excavaon is more useful than an intact piece because __
____________________________________________________________________.

47

8.

Answer each in a short paragraph .

i.

What would the present inhabitants learn about their heritage?

ii.

Some believe that archeological excavaons are unnecessary in Jamestown. Why?

iii.

Find out and write about any one adventure for which Captain John Smith became
famous.

iv.

Who was Pocahontas? Why is she a popular historical gure?

v.

What is the juscaon given by archaeologists to connue their work?

vi.

What can the Jamestown Museum boast about ?

vii.

What was the most unexpected and shocking discovery made by them?

viii.

Jamestown had some very rich inhabitants. What is the evidence for this
observaon?

ix.

Why are the unearthed, broken pieces priceless?

48

GRAMMAR CORNER
Past Parciple Adjecves
1.

Read the following sentences from the story. Idenfy and underline the words which
describe places, people or objects. An example has been done for you.

Land records have been carefully scrunized and old exisng landmarks studied.

A key part of the search has been the systemac excavaon of the townsite itself in
order to bring the informaon to light.

When archeology at Jamestown is menoned, the queson is oen asked, why was it
necessary to treat so famous a historic site as an archeological problem at all?

It was because of these people who handled and used them in their daily living and
what they accomplished, that Jamestown is one of our best remembered historic
places.

To complicate maers, bricks from many burned or dismantled houses were salvaged
for reuse, somemes leaving only vague soil-shadows for the archeologist to ponder.

In all, a half-million individual arfacts at the Jamestown museum represent the largest
collecon from any 17th-century colonial site in North America.

A strange discovery was made here while the foundaons were being examined by
archeologists for measured drawings.

This locaon is marked today by a permanent in-place exhibit on the shore near the
old church tower.

During its whole century of existence, the selement was never an integrated town.

Although most are broken and few are intact, they would not be traded for beer
preserved and more perfect examples that do exist elsewhere.

2. Write down the acon words used as describing words in the spaces below. For example,
i

studied

vi

ii

vii

iii

viii

iv

ix

Your teacher will help you check your answers.

49

3.

Study the following guidelines and simple examples which will help you understand how
the past parciple verbs are used as adjecves or describing words.
a.

Source (cause) of feeling or emoon:

i.

Serves as an adjecve formed from the passive form of the verb.

The mother was helped by the children. (passive verb)
The mother was helped. (past parciple adjecve)

50

b.

Receiver of feeling or emoon:

An amused child

ii.

Serves as an adjecve formed from the passive form of the verb.

The child receives the feeling of amusement.

Interested students can sign up for the two day Spoken English class.
(The students feel interest in the subject.)
Bored speakers should nd something excing to say.
(The speaker feels boredom while speaking!)
Amused viewers enjoy the comedy lms.
(The viewers feel the amusement.)
Overwhelmed students end up missing a few classes .
(The students feel overwhelmed.)

51

c.

A completed process:

Fried vegetables done!

iii.

Serves as an adjecve formed from the passive form of the verb.

Grown children usually go out on their own.

(Completed: they have nished growing.)
The Broken cups were all over the oor.
(Completed: they are already broken.)
The Fallen trees liered the road sides aer the storm.
(Completed: they are down.)
Fried potatoes would taste good anyme.
(Completed: they are ready to eat.)
Watch out for fallen rocks along the mountain road
(Completed: they are obstacles; step over them.)
iv.

Completed states

The recently spoed deer was hiding behind a tree.

(a deer seen or located by someone)

52

The black-eyed boxer walked into the ring.

(an eye that was harmed by another ghter)
We made the cake with sweet pied cherries.
(pits that were removed by us)
The freshly-washed shoes dried in the sun.
(shoes that were washed by someone)
Would you like some frozen fruit juice.
(juice that was frozen by someone)
He wore a shirt with rolled-up sleeves.
(sleeves that were rolled up by someone)
4.

Complete the paragraph using appropriate words from the box.

assorted

closed

detained

ghtened

sr fried

warned

evaluated

blanketed

frozen

enforced
i.

The _____________answer books were returned to the students when school

reopened.

ii.

Being health conscious , I ate some__________ tofu and bread for lunch.

iii.

The protesters were______________ not to disturb the trac during peak hours.

iv.

The Himalayas are_________________ with snow on the upper regions throughout

the year .

v.

The rules regarding immigraon are_______________ to protect local businesses.

vi.

The ______________ travelers voiced their displeasure to the customs ocers.

vii.

The ______________ sea in the winter prevents normal shipping acvies around the
Arc and Antarc regions.

53

5.

viii.

Admissions are_________________ for this academic year.

ix.

He bought a box of _________________ chocolates for his friend.

x.

___________ clothes seldom t!

Using the words given in the box, frame meaningful sentences using the pictures as
clues.
far sighted

burdened

recycled

observed

ironed and folded

red

protected and conserved

well prepared

feared

gathered

roasted

i.

ii.

iii.

iv.

v.

54

vi.

vii.

viii.

ix.

x.

6.

Grammar Gallery: A factual descripon allows the reader to get a comprehensive view of
the subject under discussion. It involves a step by step descripon of the subject in the best
possible manner. A factual descripon is the detailed descripon of the physical aributes
of the subject as it appears to the onlooker with the special features included. The success
of a good descripon lies in the ability to describe the subject to its nearest accuracy with
current informaon.

55

7.

Study this sll life portrait containing an arrangement of a number of objects . Write down
the parciple adjecves that come to your mind when you look at each of the following
objects. Write at least 3 in the appropriate spaces.

Violin/Mandolin Flute

8.

Candle-sck Globe

Arrangement

Seng

Work in groups of 4. Compare what you have wrien and choose the best 5 words from
your lists. In your groups, describe the picture using the chosen words and write a
paragraph of about 150 words. A spokesperson for your group can present the descripon
to the class. You and your teacher can choose the best, most interesng and accurate
descripon of this picture.

56

9.

A Seminar on How can we stop the thieves of history?

In groups of 4 , discuss and nd out more about this issue from the library and internet.
The biggest problem in the archaeological world is the loong of ancient sites and its relaon
to the black market. These thieves of history make huge prots on the illegal sale of ancient
arfacts through the internaonal black market.

10. Aer gathering informaon from the papers presented, write an arcle for the magazine
archaeology in about 250 words, describing some important archaeological nds in your
state/country. Use appropriate parciple adjecves of your own to describe locaons and
objects. Use your own ideas and recommend to the masses how such nds have to be
preserved.
11. It is necessary for every country to set aside funds to discover and study its historical
and pre-historical mes - its people, places, objects and animal life. Write a debate
speech either in support or against this moon. Your teacher will help your class to
conduct a Debate Compeon.

57

Section-D
Giant-Toothed Killer Whale found in a Desert

1.

The fossil of a large killer whale was found in the desert two years ago by a team of
archaeologists and paleontologists who only unveiled the results of their nd in 2010.
Now listen and watch the archaeologists and paleontologists talking about their discovery
and complete the following notes.
[The Jaws of a Leviathan-hp://www.youtube.com/watch?v=Oknj0SzQX-k]

NOTES
DISCOVERY OF WHALE FOSSIL
I.

Locaon: Southern coast Peru, South America.

Species:_________________________________________.

II.

Geographic seng: small ________________________ usually show that marine

___________________________.

58

2.

III.

Month/Year of discovery: ________________________.

IV.

The spermwhale is a _______________ and the rst nd was a __________ inches

____________ in 2007.

V.

Next nd:________________________ which was buried ____________________ Its

name: Leviathan Melvillei to honour the writer: __________________, the author of
the book ______________________________ .

VI.

Unlike the modern spermwhale, it had teeth in the ____________________ jaw too.
This shows that it was able to eat other large sea creatures like the _____________
whales.

VII.

These fossils are natural _____________________________. Unearthing even older

specimens will help us beer understand one of our fellow creatures of the ocean
world.

Besides working in the desert , archaeological survey and excavaon can also be done
under water. Watch this short documentary about underwater archaeology. Now, make
your own notes.
[Underwater archaeology-Pirate shipwreck uncovered:
hp://www.youtube.com/watch?v=TZw4M1yHta8]

3.

Using the notes based on the two documentaries, ideas from other acvies and your
own ideas, write a 250- word Newspaper arcle for the weekly column called Why
Unearth Our Past? for the Times of India.

59

Suggested Reading
1.

by Sophie D. Coe and Sebasan D. Coe

2.

Vintage comics [1947/1961]

3.

The Last Days of Pompeii by Edward George-Bulwar Lyon

4.

The Cle by Dorris Lessing

5.

Captain John Smith and His Adventures

Films:
1.

Kevin Klines The Emperors Club

2.

Indiana Jones Series

3.

Underwater Archaeology

4.

Walt Disneys Pocahontas.

Useful websites:
I]

archaeologynews.mulply.com/journal/item/326

2]

archaeologynewsnetwork.blogspot.com/

3]

publicaon.samachar.com/.../archaeology/discovery.php

4]

archaeology.about.com/.../Discussion_Groups_Archaeology_News_Groups.htm

60