M. Hamel was a true French man. Teaching at Alsace for forty years, he had become a part of its people. He was an honest teacher. He did not blame his students alone for poor learning. He also held himself responsible for the same. He was very patriotic as he appealed to his countrymen to hold fast to their mother tongue to be free from the Prussians. According to him the French language was the most beautiful, the clearest and the most logical language in the world. He urged on his countrymen to guard it and never forget it. He was deeply attached to the school and all his students. However, he was very brave and strong. He was really regretful for not making sincere efforts to teach French to his countrymen. At the end, he became so emotional that he could not speak.

Franz entered the school. He noticed many unusual things in the school. It was all so still, calm and quiet like Sunday morning. The whole school looked strange and solemn. There was no hustle and bustle. The rapping of the teacher’s ruler on the table was not heard. The voice of the students repeating the lessons and the opening and closing of the desks was not heard. It was quite unusual and surprising.

1) Coordination

2) Features of coordination

It integrates group efforts

It ensures unit of action

According to Maslow, an individual has many needs and their order can be determined. The moment an individual's first need, is satisfied, he gets worried about his next need. After the satisfaction of the second need, comes the third and this order continues till all his needs are satisfied. It is, therefore, clear that needs can be motivators. In order to satisfy needs an individual himself wants to work with vigour and full capacity.

Maslow has divided different human needs on the basis of priority into five parts which are shown in the following diagram:

Pyramid Representing Maslow’s Hierarchy of Needs

(i) Physiological Needs: In this category, those needs are included which need to be satisfied to keep a man alive. These needs include food, shelter, clothing and sleep, etc.

(ii) Safety or Security Needs: After physiological needs are satisfied, a man thinks about his safety. Safety needs include physical and economic needs. Physical safety refers to defence against accidents, attacks, diseases and other unexpected problems. Economic Safety means safety of livelihood and arrangement for old age.

(iii) Affiliation or Social Needs: Man is a social animal and wants to live in society honourably. It is, therefore, necessary that he should have friends and relatives with whom he can share his joys and sorrows.

(iv) Esteem and Status Needs: These needs are called ego needs. This means every human being wants to attain a higher status so that his power increases and he gets authority.

(v) Self-actualisation Needs: Self-actualisation needs refer to the desire to maximise whatever potential an individual possesses. For example, a musician wants to be proficient in music. Similarly, a poet wants to be a specialist in his field.

The theme of 'The Last Lesson' revolves around the question of linguistic and cultural dominion of the colonial powers and their hunger for controlling the world. The story highlights the efforts of the victors to crush the vanquished in every possible manner.  Through it we come face to face with the question of immorality of imposing imperial languages and cultures on the colonies. The child, Franz questions the fact that when birds and animals cannot be forced to abandon their language for some other, then how prudent is it for man to force other human beings to speak some other tongue abandoning their own. Language is not just a medium of communication for its people but is also an identity for them, and taking it away from them becomes the harshest punishment for them. 'The Last Lesson' also has a sub-theme of the kind of attitudes that students and teachers have towards learning and teaching. It throws light on how proper equation between students and their teacher, the teacher’s focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.

Countries are classified into three groups on the basis of human development index:

• Countries with High Index value: Countries who have a score of above 0.8 in HDI. This group includes 57 countries.

• Countries with Medium Index value: Countries who have a score between 0.5 upto 0.799 in HDI. This group includes 88 countries.

• Countries with Low Index value: Countries who have a score of below 0.5 in HDI. This group includes 32 countries.

Countries are classified into three groups on the basis of scores earned by them on the human development index . These are:

(i)High Human Development Countries: Countries who have a score of over 0.8 are under this group. According to the Human Development Report of 2005, this group includes 57 countries.

(ii)Medium Human Development Countries: Those countries who have the score between 0.5 upto 0.799 are under this group. There are 88 countries in this group.

(iii)Low Human Development Countries: The countries having the score below 0.5 are under this group. These are 32 countries.

Harappa and Mohenjo-daro

By 2600 BCE, the small Early Harappan communities had become large urban centers. These cities include Harappa, Ganeriwala, and Mohenjo-daro in modern-day Pakistan, and Dholavira, Kalibangan, Rakhigarhi, Rupar, and Lothal in modern-day India.

• Harappan Civilisation is also known as Indus Valley Civilisation. It is the oldest Civilisation of India.
• There is no consensus about the chronology of the Harappan Civilisation.
• Various scholars have given different dates about this period.
• According to Sir John Marshall, “this civilisation flourished between 3250 and 2750 BCE”.
• It was Daya Ram Sahni, who first discovered the sites of Harappan in 1921.
• The main centres of this civilisation are in Pakistan. The same famous sites of this civilisation (now in Pakistan) are Mohenjodaro and Chanhudaro.
• The main centre where this Civilisation flourished in India are Kalibangan, Sangol, Pengplor, Lothal, Dholavira and Banawali.
• The urban planning of this civilisation was very magnificent. The houses were built in a systematic manner. Roads were wide and cut each other at right angle.
• The people of Indus Valley Civilisation had also made best planning for the drainage of rainwater and dirty water.
• The caste system was not present in the society. All the people lived together with mutual love and understanding.% The women held a high position or rank in the society.
• They were fond of fashion. The economic life the people was very prosperous.

The study of human populations in particular place in particular time is called demography-subfield of geography

Population geography involves demography in a geographical perspective. It focuses on the characteristics of population distributions that change in a spatial context.

The *** ratio is important information about the status of women in a country in a region where gender discrimination is rampant. The *** ratio is bound to be unfavourable to women.
Reason for unfavourable *** ratio for women are as follows:

1. *** ratio is always unfavourable to women in those countries where gender discrimination is rampant.
2. In such countries or areas, the practice of female foeticide, female infanticide and domestic violence against women are common practices.
3. The main reason for such practices is that women suffer from lower socio-economic status in general and societies are male-dominating in particular.

The duties laid down in ‘Manusmriti’ for the Chandals:

(i) They had to live outside the village.

(ii) They had to use discarded utensils.

(iii) They had to wear clothes of the dead and ornaments of iron.

(iv) They could not walk about in villages and cities at night.

(v) They had to dispose of the bodies of those who had no relatives and serve as executioners.

CBSE Topper Answer Sheet Class 12 Chemistry