An Elementary School Long Answer Type Question

This page offers An Elementary School long answer type question for Class 12 from the book Flamingo. We’ve put together a bunch of long answer type question based on assumption, creativity, extrapolation and critical thinking. These types of questions are introduced after 2024 in CBSE Board. So, practice to understand An Elementary School long answer type question

1.Question: In the poem An Elementary School Classroom in a Slum, how does the poet describe the children in the slum school? What is the effect of their environment on them? (Answer in 120 to 150 words)

Answer: In the poem An Elementary School Classroom in a Slum, the poet describes the children as frail, neglected, and lacking energy. Their faces are compared to “rootless weeds,” suggesting they have no stable support or care in their lives. One boy is described as “paper-seeming,” highlighting his fragile health due to malnutrition.

Another boy has “rat’s eyes,” showing he is constantly alert, living in fear and survival mode. The environment is dark and hopeless, with a “lead sky” symbolising the weight of their situation.

This gloomy setting traps the children, preventing them from dreaming of a better future. The neglected classroom mirrors their neglected lives, making it clear that the children are stuck in a cycle of poverty and despair.

2.Question: In the poem “An Elementary School Classroom in a Slum, what is the significance of the phrase “far far from gusty waves”? (Answer in 120 to 150 words)

Answer: In the poem An Elementary School Classroom in a Slum, the phrase “far far from gusty waves” highlights how the children are removed from any excitement or vitality in life. “Gusty waves” symbolise energy, movement, and freedom, but the children are far from experiencing these things.

They live in a slum, where their lives are stagnant and lifeless. There is no opportunity for adventure or joy, and they are confined to a dull, hopeless existence. The poet uses this phrase to emphasise the gap between the children’s harsh reality and a world full of possibilities. It shows how disconnected they are from the beauty, excitement, and opportunities that others might take for granted.

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3.Question: In the poem An Elementary School Classroom in a Slum, what is the meaning of the “lead sky” in the children’s world? (Answer in 120 to 150 words)

Answer:In the poem An Elementary School Classroom in a Slum, the “lead sky” represents the oppressive and heavy burden that the children experience in their daily lives. Lead is a dense and heavy material, and the sky, which is typically open and free, feels closed and weighted down for these children.

It suggests that they are trapped in their environment, with no sense of freedom or opportunity to escape. The “lead sky” symbolises the hopelessness of their situation, where their future seems dark and filled with despair.

It reflects the absence of brightness or hope, leaving them confined under a heavy emotional and physical burden. The poet uses this image to emphasise the overwhelming sense of limitation and confinement in the children’s lives.

4.Question: In the poem An Elementary School Classroom in a Slum, why does the poet compare the children to “rootless weeds”? What does this tell us about their lives? (Answer in 120 to 150 words)

Answer:In the poem An Elementary School Classroom in a Slum, the poet compares the children to “rootless weeds” to show their lack of stability and care. Just like weeds that grow anywhere without attention, these children grow up in difficult, uncaring conditions.

Weeds are often seen as unwanted, and this comparison suggests that the children are also neglected and overlooked by society. The term “rootless” highlights that they have no strong foundation or support system from their families or community. Their lives are unplanned, aimless, and full of uncertainty.

This metaphor emphasises the children’s fragility and how unwanted they feel in an environment that offers no chance for growth or success, trapping them in a cycle of neglect and hardship.

5.Question: In the poem An Elementary School Classroom in a Slum, how does the poet use the image of “sour cream walls” to describe the classroom? What does it symbolise? (Answer in 120 to 150 words)

Answer:In the poem An Elementary School Classroom in a Slum, the poet uses the image of “sour cream walls” to highlight the decay and neglect of the classroom. Sour cream, which is old and spoiled, symbolises something that has lost its freshness and vitality.

Similarly, the classroom walls are dull, dirty, and worn out, reflecting the gloomy and neglected environment the children live in. These walls represent the poor conditions of the school, where nothing is cared for or maintained.

The image suggests that the children are trapped in a lifeless place that offers no inspiration or hope for growth. Just like the walls, their lives seem to be falling apart, with little chance for improvement, mirroring the overall neglect they experience daily.

6.Question: In the poem An Elementary School Classroom in a Slum, why does the poet describe the classroom as a “catacomb”? What message is he trying to convey? (Answer in 120 to 150 words)

Answer:In the poem An Elementary School Classroom in a Slum, the poet describes the classroom as a “catacomb” to emphasise how lifeless and oppressive the environment is for the children.

A catacomb is a burial place for the dead, and by using this comparison, the poet suggests that the children’s dreams, hopes, and potential are buried in the classroom. Instead of being a place of learning and growth, the classroom feels like a tomb where their possibilities are forgotten and neglected.

The poet conveys the message that the classroom, far from inspiring the children, is a place where their spirits are trapped. It represents their stagnant and hopeless lives, where they have little chance of escaping their harsh reality. The poet highlights the depth of the children’s despair and the lack of opportunities for a better future.

7. Question: In the poem An Elementary School Classroom in a Slum, what does the poet mean by “break open the town”? (Answer in 120 to 150 words)

Answer:In the poem An Elementary School Classroom in a Slum, when the poet says “break open the town,” he is calling for a dramatic change in the children’s lives. The town symbolises the slum and the barriers that trap the children in poverty and hopelessness.

The poet wants to break down these limitations, offering the children a chance at freedom and opportunity. By “breaking open” the town, he envisions a world where the children can experience “green fields” and “golden sands,” which represent freedom, joy, and the hope for a brighter future.

The poet believes that if the children are given a chance to see the world beyond their confined, difficult lives, they can escape their harsh reality and create a better future for themselves. The phrase reflects the poet’s hope for change and new possibilities.

8.Question: In the poem An Elementary School Classroom in a Slum, how does the map in the classroom contrast with the children’s reality? (Answer in 120 to 150 words)

Answer: In the poem An Elementary School Classroom in a Slum, the map in the classroom represents a world full of possibilities, showing different countries and opportunities. However, for the slum children, this world is distant and unreachable. The map symbolises a reality that is far removed from their lives of poverty and confinement.

While the map shows open spaces and freedom, the children’s reality is limited to the narrow, dark world of the slum. The map becomes a painful reminder of the opportunities they will never have and the places they will never see.

This contrast highlights the deep inequality the children face, as they are stuck in a classroom that offers them no real hope for change or a better future. It reflects how disconnected their reality is from the broader world.

9.Question: In the poem “An Elementary School Classroom in a Slum”, what does the poet mean when he says “history theirs whose language is the sun”? (Answer in 120 to 150 words)

Answer: In the poem An Elementary School Classroom in a Slum, when the poet says “history theirs whose language is the sun,” he is expressing hope for the children’s future. The “sun” symbolises knowledge, enlightenment, and freedom. The poet suggests that if these children are given the opportunity to learn and grow, they can shape their own history and break free from the limitations of their lives in the slum.

Education and knowledge, like sunlight, can brighten their lives and help them achieve something greater. The phrase reflects the poet’s belief that, despite their current hardships, the children have the potential to create a brighter, more successful future if they are provided with the right tools and opportunities. It emphasises the transformative power of education.

10.Question: In the poem An Elementary School Classroom in a Slum, why does the poet call Shakespeare “wicked”? (Answer in 120 to 150 words)

Answer: In the poem An Elementary School Classroom in a Slum, the poet calls Shakespeare “wicked” because his works represent a world of knowledge, beauty, and culture that is unreachable for the slum children. Shakespeare’s plays and poems, filled with rich stories and ideas, are part of a world the children can never access due to their harsh circumstances.

For them, Shakespeare’s world is distant and out of touch with their reality of poverty and confinement. Showing them these things feels cruel, as it only highlights what they are missing.

Shakespeare’s works remind the children of the opportunities and lives they will never experience, making it seem almost unfair or “wicked” to present them with dreams that feel impossible to achieve in their sad, hopeless situation.

11.Question: In the poem “An Elementary School Classroom in a Slum”, why do you think the poet uses the image of “rootless weeds” to describe the children? How might their environment have shaped their personalities? (Answer in 120 to 150 words)

Answer: The image of “rootless weeds” suggests that the children have no support or foundation in their lives, much like weeds that grow without roots. We can assume that the harsh environment of the slum, with its lack of care, opportunities, and stability, has shaped their personalities.

These children may feel disconnected from the world, unsure of their place in it, and neglected by society. Without guidance or nurturing, they grow aimlessly, struggling to find purpose or direction.

The lack of love, education, and basic needs in their lives leaves them feeling unwanted, much like weeds in a garden. Their environment doesn’t allow them to flourish, instead keeping them in a cycle of poverty and neglect.

12.Question: In the poem An Elementary School Classroom in a Slum, the poet mentions “far far from gusty waves” when describing the children. What could this imply about the children’s lives and experiences? (Answer in 120 to 150 words)

Answer: The phrase “far far from gusty waves” suggests that the children are far removed from the vitality and energy that comes with a life full of experiences. One can assume that the children have never had the chance to experience the freedom and excitement that others take for granted.

The “gusty waves” symbolise a life of opportunities, exploration, and movement, but the children’s lives are stagnant, limited by the confines of the slum. They are isolated from the larger world, unable to participate in the joys of youth, adventure, or even hope for a brighter future. This assumption highlights the deep sense of isolation the children feel from the rest of the world.

13.Question: In the poem An Elementary School Classroom in a Slum, what is the significance of the map in the classroom, and why might the poet call it a “bad example” for the children? (Answer in 120 to 150 words)

Answer: The map in the classroom represents a world full of possibilities, yet the poet calls it a “bad example” because the children will never have access to that world. We can assume that the map, rather than inspiring the children, frustrates them. It shows them places they cannot visit, experiences they cannot have, and lives they cannot live.

For these children, the map symbolises unreachable dreams and false hope. The poet likely wants us to reflect on how showing the children these distant, idealised places only deepens their sense of confinement. Instead of motivating them, the map serves as a painful reminder of what is beyond their reach due to the barriers of poverty.

14.Question: In the poem “An Elementary School Classroom in a Slum”, why does the poet want the children to see “green fields” and “run azure on gold sands”? What does this suggest about the poet’s view of the children’s potential? (Answer in 120 to 150 words)

Answer: When the poet says the children should “run azure on gold sands,” he envisions a future where they are free to explore and experience the world. We can assume that the poet believes the children have great potential that is being stifled by their environment.

The “green fields” and “gold sands” symbolise freedom, opportunity, and growth—things the children are currently denied. The poet likely sees the children as capable of achieving much more if they were only given the chance to escape the limitations of their lives in the slum.

By assuming that the children have the ability to thrive if exposed to new experiences, the poet expresses hope for their future, despite the bleakness of their present situation.

15 Question: In the poem An Elementary School Classroom in a Slum, what moral responsibility does society have toward the children described? How can society help break the cycle of poverty they are trapped in? (Answer in 120 to 150 words)

Answer: Society has a significant moral responsibility to care for vulnerable children, like those in the poem. These children are growing up in extreme poverty, without access to proper education, health care, or opportunities. As a society, we should ensure that all children have equal chances to succeed, regardless of their background.

This means providing them with better schools, nutritious food, and safe living conditions. Education should not only be available but meaningful and connected to their lives, helping them break the cycle of poverty.

By offering support, mentorship, and resources, society can help these children build a brighter future. It is our collective duty to give every child the opportunity to reach their full potential.

16.Question: In the poem An Elementary School Classroom in a Slum, how does the poem highlight the value of education, and what changes would make education more meaningful for the children in the slum? (Answer in 120 to 150 words)

Answer: The poem shows that education in the slum is disconnected from the children’s reality. While there are maps, pictures of Shakespeare, and world knowledge, these symbols are meaningless to the children, as they are too far removed from their daily struggles.

To make education valuable, it should be practical and tailored to the children’s needs. Instead of teaching them about distant places and unreachable goals, education should focus on skills that can improve their lives. Teaching trades, creativity, and critical thinking could give them hope and help them break free from poverty.

The poem suggests that education is crucial, but it must be relevant and empowering for the children.

17.Question: In the poem An Elementary School Classroom in a Slum, the poem highlights inequality in access to knowledge and opportunities. How can we work towards creating a more just and equal world for children like those in the poem? (Answer in 120 to 150 words)

Answer: Inequality is a major theme in the poem, with the children in the slum cut off from the opportunities that others enjoy. To create a more just and equal world, we need to focus on providing equal access to education, health care, and basic needs. Governments and communities should invest in building better schools and environments where children from disadvantaged backgrounds can thrive.

Equality also means addressing the root causes of poverty, such as lack of resources, social discrimination, and lack of access to quality education. Programs that support families, provide job training, and offer mentorship can help level the playing field. Ensuring equal opportunities for all children is key to building a fairer world.

18.Question: In the poem An Elementary School Classroom in a Slum, the poet uses powerful imagery to highlight the children’s despair. How does the poem help us reflect on our own role in addressing issues of poverty and neglect? (Answer in 120 to 150 words)

Answer: The poem serves as a mirror, forcing us to reflect on the reality of poverty and neglect that many children face. The vivid imagery of “rootless weeds,” “lead sky,” and “catacombs” shows the deep despair these children experience.

This challenges us to think about how we, as individuals, contribute to or ignore these issues in society. It is a reminder that we all have a role to play in addressing poverty. Whether through volunteering, advocating for better policies, or donating to causes that support education and child welfare, we can take action.

The poem urges us not to look away but to actively engage in creating a world where all children have a chance to succeed.

19.Question: In the poem An Elementary School Classroom in a Slum, the poet calls for breaking open the town and showing the children “green fields.” How does this reflect the importance of freedom and opportunity for growth? (Answer in 120 to 150 words)

Answer: The poet’s call to “break open the town” and show the children “green fields” symbolises the importance of freedom and opportunity for growth. The children in the slum are trapped in a world where their potential is stifled by poverty and neglect. The “green fields” represent a world beyond their current reality, full of possibilities, freedom, and hope.

The poem reflects the value of giving all children the chance to explore their talents, pursue their dreams, and grow in an environment where they are supported. Freedom to explore and learn is essential for personal growth, and the poem emphasises that every child deserves the opportunity to live a fulfilling life.

20.Question: In the poem An Elementary School Classroom in a Slum, how do you think the children feel when they look at the images of Shakespeare and the world map in their classroom? How might these images affect their sense of reality and hope? (Answer in 120 to 150 words)

Answer: The children likely feel disconnected and confused when looking at the images of Shakespeare and the world map. These images represent knowledge, beauty, and opportunities that are completely out of their reach.

Instead of feeling inspired, the children may feel more trapped and hopeless because the world shown on the walls is so different from their harsh reality. These images could make them feel that the world is unfair, offering dreams that they cannot achieve.

The poet likely wants us to think about the psychological impact of showing children unreachable goals, which might lead to feelings of frustration and despair rather than hope or motivation.

21.Question: In the poem An Elementary School Classroom in a Slum, how does the environment described influence the children’s mental and emotional development? Do you think a different environment would change their lives? (Answer in 120 to 150 words)

Answer: The environment described in the poem is one of decay, confinement, and hopelessness. The children are surrounded by poverty, sickness, and neglect, which likely stifles their mental and emotional growth. With little support and few opportunities, they are unable to develop a positive sense of self or imagine a better future.

The “lead sky” and “sour cream walls” show how their surroundings weigh heavily on their spirits, keeping them from dreaming or reaching their potential. A different environment, one filled with support, nurturing, and opportunities, would likely change their lives dramatically.

With access to education, open spaces, and care, these children could grow, flourish, and build better futures for themselves.

22.Question: In the poem An Elementary School Classroom in a Slum, the poet describes the children as “rootless weeds.” Do you think this is a fair representation of their lives, and what does it suggest about their sense of belonging and future? (Answer in 120 to 150 words)

Answer: The image of “rootless weeds” is a powerful and fair representation of the children’s lives in the poem. Weeds grow in difficult conditions without care, and this reflects how the children are growing up without proper support or guidance. Being “rootless” means they have no stability or sense of belonging, much like the weeds, which are often unwanted.

This image also suggests that the children have no firm foundation for their future. Without roots, they cannot grow strong or thrive. The comparison to weeds shows that their prospects are grim unless something changes in their environment to provide them with the nurturing they need to grow into their potential.

23.Question: In the poem An Elementary School Classroom in a Slum, what do you think the poet means by saying the children’s future is “painted with a fog”? How does this description help us understand their lives better? (Answer in 120 to 150 words)

Answer: When the poet says the children’s future is “painted with a fog,” he is suggesting that their future is unclear and uncertain. Fog symbolises confusion and a lack of clarity, and this reflects the children’s inability to see a bright or clear path forward.

Their lives are so constrained by poverty, lack of education, and neglect that they cannot imagine a better future. The fog hides their possibilities, making it difficult for them to dream of or reach any goals.

This description helps us understand that the children live in a world where hope is scarce, and their future is as blurred and unreachable as something hidden behind a thick fog.

24.Question: In the poem An Elementary School Classroom in a Slum, how does the poet’s call to “break open the town” reflect a deeper message about change and opportunity? What does this reveal about the poet’s hope for the children’s future? (Answer in 120 to 150 words)

Answer: The poet’s call to “break open the town” is a powerful plea for change. The town symbolises the barriers and limitations that keep the children trapped in their poor and hopeless lives.

By asking for the town to be broken open, the poet is calling for the removal of these barriers, allowing the children to experience freedom and opportunity. This reflects a deeper message about the need for societal change—breaking down the structures that keep people in poverty and giving them a chance to succeed.

he poet believes that if these children are exposed to a world of “green fields” and opportunities, they can have a brighter future. This hope is at the heart of the poem, emphasising the potential for transformation through education, freedom, and support.