Wednesday, February 11, 2026

Lesson Plan : Class 7 - TERM I - Prose Eidgah

 

Lesson Plan: Eidgah

Subject: English Literature - Prose
Class: 7th Grade
Duration: 45 minutes
Topic: "Eidgah" by Munshi Premchand, translated by Uma Raman (Unit 1, Term I)

1. Learning Objectives

By the end of this lesson, the teacher aims to help students:

  • Understand the themes of selflessness, sacrifice, and love in family relationships
  • Analyze character development and motivation, particularly Hamid's maturity beyond his years
  • Recognize the contrast between material desires and emotional wisdom
  • Develop reading comprehension through emotionally rich narrative prose
  • Build vocabulary related to festivals, emotions, poverty, and Indian culture
  • Appreciate how economic circumstances affect choices and perspectives
  • Understand the cultural context of Eid celebrations
  • Identify the narrative structure: exposition, rising action, climax, and resolution

2. Learning Outcomes

Students will be able to:

  • Think of others before themselves when making decisions
  • Appreciate what they have rather than always wanting more
  • Show gratitude to family members who care for them
  • Make thoughtful choices that prioritize need over want
  • Understand poverty and empathize with those who have less
  • Value emotional wealth over material possessions
  • Demonstrate maturity in difficult circumstances
  • Express love through actions, not just words

3. Introduction (5 minutes)

Engaging Questions:

  1. "What is your favorite festival? What makes it special to you?"
  2. "Have you ever saved money to buy something special? What did you buy?"
  3. "Imagine you have only a small amount of money at a fair. Would you spend it on yourself or on a gift for someone you love? Why?"
  4. "Do you know about the festival of Eid? How do Muslims celebrate it?"
  5. "Have you ever wanted something very much but couldn't have it? How did that feel?"
  6. "What is the most thoughtful gift you've ever given or received? What made it special?"

4. Reading and Understanding (8 minutes)

New Vocabulary with Meanings:

Word/Phrase Meaning Example Usage
Eid Islamic festival celebrating the end of Ramadan (month of fasting) The morning of Eid was wonderful and beautiful
Eidgah Open space or ground where Eid prayers are performed Everyone was going to the Eidgah
Treasure Valuable collection; here: saved money The boys counted their treasure of coins
Tattered Torn, worn out, in poor condition Hamid had a tattered cap
Paisa/Paisas Small unit of Indian currency (100 paisas = 1 rupee) Hamid had only three paisas
Tonga Horse-drawn carriage used for transportation People came in tongas and motorcars
Vendor Person who sells goods The toy and sweet vendors
Merry-go-round Rotating amusement ride Hamid's friends enjoyed the merry-go-round
Hungrily With great desire; longingly Hamid looked at the toys hungrily
Gulab-jamun Indian sweet made of milk solids, fried and soaked in syrup The boys ate gulab-jamuns
Halva Sweet confection made from flour, sugar, and ghee They enjoyed sweets like halva
Hardware Metal goods and tools Hamid noticed a hardware shop
Tongs Tool with two arms for gripping things A pair of tongs for cooking
Chappati Flat Indian bread (also called roti) She cooks chappatis on the iron pan
Bargain Negotiate to get a better price Hamid bargained the shopkeeper down
Mock Make fun of; tease Mohsin and Mahmood mocked him
Selflessness Thinking of others before yourself Hamid's selflessness moved his grandmother
Precious Of great value; cherished The tongs were as precious as sacks of silver

Cultural/Contextual Terms:

Term Explanation
Ameena Hamid's grandmother who raised him after his parents died
Mahmood, Mohsin, Noorey Hamid's friends who have more money than him
Iron pan Traditional cooking utensil used for making flatbreads
Granny Ameena Affectionate term for Hamid's grandmother

5. Mind Map

             Click the map

6. Consolidation and Presentation (8 minutes)

Summary of the Lesson:

"Eidgah" by Munshi Premchand is a deeply moving short story that explores themes of poverty, selfless love, sacrifice, and the true meaning of wealth. Through the character of four-year-old Hamid, Premchand shows us that wisdom, maturity, and love are not determined by age or economic status, but by the depth of one's compassion and understanding.

Section I - The Morning of Eid:

The story opens with a beautiful, almost lyrical description of Eid morning: "wonderful and beautiful" with "green trees, festive fields, and a bright sun." This joyful atmosphere sets the context—Eid is a major Islamic festival celebrating the end of Ramadan (the month of fasting), and the entire village is filled with excitement.

The Boys and Their Treasure:

The narrative focuses on a group of boys who are "most excited" about going to the Eidgah (the open ground where Eid prayers are performed). They repeatedly count their "treasure of coins"—money they've saved or been given for the festival. Mahmood has twelve coins, Mohsin has fifteen. Their minds are already filled with plans: toys, sweets, rubber balls, and the pleasures of the fair.

Hamid - Introduction to Our Protagonist:

Then we meet Hamid, the story's heart. He is only four years old, described as "thin and poorly dressed" with "no shoes and a tattered cap." Immediately, Premchand establishes the economic contrast between Hamid and his friends.

Hamid's Tragic Background:

The story reveals Hamid's circumstances with heartbreaking subtlety. "After his parents died, he began living with his grandmother, Ameena." Hamid is an orphan. But here's where Premchand's genius shines—Hamid doesn't fully understand death. His grandmother has told him comforting stories: "his father went to earn money and his mother went to Allah to get him gifts."

This childish misunderstanding serves multiple purposes:

  1. It protects Hamid from the full weight of his loss
  2. It shows Ameena's loving attempt to shield him from pain
  3. It fills Hamid with hope rather than grief
  4. It makes the story's emotional climax even more powerful

Despite Everything, Hamid is Happy:

The text states that Hamid "is the happiest of them all." This is crucial. Despite being the poorest, despite being orphaned, despite having tattered clothes and no shoes, Hamid is "filled with hope." This optimism and resilience define his character.

Granny Ameena's Perspective:

The narrative shifts briefly to show Ameena's sorrow. She "has no food for the festival"—highlighting the crushing poverty they endure. She "worries about Hamid going to the fair alone" because she cannot protect him. Yet when "Hamid reassures her," she lets him go. This shows her love—she won't deprive him of joy even though she's worried and sad.

Section II - At the Eidgah and the Fair:

The Journey:

The roads become "crowded with people in tongas and motorcars"—showing the diversity of economic classes attending Eid. Rich and poor alike come for prayers, but their experiences afterward will differ greatly.

After Prayer - The Fair Begins:

Once prayers conclude, "men embrace" (traditional Eid greeting), and "children descend upon the toy and sweet vendors." The word "descend" suggests eagerness, almost greed—children rushing to spend their money.

Hamid's First Decision - The Merry-Go-Round:

Hamid's friends enjoy the merry-go-round, but Hamid makes a critical choice. He "refuses to spend a third of his money on a short ride." With only three paisas, one paisa would be a third of everything he has. This shows:

  • Mathematical awareness (he understands fractions/proportions)
  • Self-control (he resists immediate pleasure)
  • Forward thinking (he's saving for something more important)

This is remarkable maturity for a four-year-old, suggesting Hamid has learned to think carefully because of his poverty—every paisa matters.

The Boys Buy Toys:

Each friend spends two paisas on clay toys:

  • Mahmood: a policeman
  • Mohsin: a water-carrier
  • Noorey: a lawyer

These choices are interesting—they buy representations of authority and service. Children often want to play roles of power and importance.

Hamid's Perspective on the Toys:

The text says Hamid "looks at the expensive clay toys hungrily but knows they would smash if dropped." Here we see two things:

  1. Desire: Hamid wants the toys ("hungrily"—strong longing)
  2. Practical wisdom: He recognizes they're fragile and temporary

While his friends see only the immediate joy, Hamid sees the future problem—the toys will break. This foreshadows his ultimate choice.

The Boys Enjoy Sweets:

After toys, the boys eat "gulab-jamuns and halva"—delicious Indian sweets. But "Hamid is left out." He watches his friends enjoy these treats while he has nothing. This moment could have been the story's focus—the poor child deprived of pleasure. But Premchand is building toward something greater.

Section III - A Selfless Choice:

The Turning Point - Hamid Notices the Hardware Shop:

While others are distracted by toys and sweets, "Hamid notices a hardware shop." This simple observation changes everything. Why does he notice it? Because he's been thinking not about what he wants, but about someone he loves.

The Memory:

"He remembers that his grandmother does not have a pair of tongs. Every time she cooks chappatis, she burns her hands on the iron pan."

This is the emotional core of the story. Hamid, despite his poverty and deprivation, has been observing his grandmother's suffering. Every day he's watched her burn her fingers while cooking their meager meals. He's noticed her pain, remembered it, and now sees a solution.

The Decision:

"He decides a pair of tongs would be a truly useful gift."

Note the word "decides"—this is deliberate, conscious choice. Hamid isn't impulsive; he thinks it through. The word "truly useful" shows he distinguishes between pleasure and utility, between want and need.

The Bargaining:

"The shopkeeper initially asks for six paisas, but Hamid bargains him down to three paisas."

This shows:

  • Hamid knows his limits (exactly three paisas)
  • He has negotiation skills (unusual for a four-year-old)
  • He's determined to make this work

Spending all his money on tongs means he will have nothing for himself—no toys, no sweets, no rides. Everything goes to helping his grandmother.

Hamid's Pride:

"He carries the tongs on his shoulder like a gun to show his friends."

Despite the sacrifice, Hamid is proud. He's found a way to turn his meager resources into something meaningful. The comparison to a "gun" suggests both play (he's still a child) and strength (he's defending his choice).

Friends Mock Him:

"When Mohsin and Mahmood mock him for buying a 'toy' that is just a pair of tongs..."

The friends don't understand. To them, tongs are boring, practical, adult things—not fun at all. They see Hamid's purchase as foolish, perhaps even pitiful. They've bought "toys" that bring immediate joy; Hamid bought kitchen equipment.

Hamid's Defense:

"Hamid defends his purchase, calling it a 'tiger among toys' and noting that it won't break like their clay toys."

Hamid's response is brilliant:

  1. "Tiger among toys": He reframes the tongs as the strongest, fiercest "toy"—one that won't break
  2. Durability argument: While their clay toys will "smash if dropped," his tongs will last

He uses his friends' own values (strength, durability) to defend a choice they don't understand. But he doesn't reveal the deeper truth—that this isn't about toys at all; it's about love.

The Return Home - The Emotional Climax:

"When Hamid returns home, Granny Ameena is initially upset that he spent his only money on iron tongs instead of eating or buying sweets."

Ameena's reaction is completely understandable. She wanted Hamid to enjoy himself, to have the treats other children have. Seeing him return with tongs—practical but joyless—breaks her heart because she knows he sacrificed his pleasure.

Hamid's Explanation:

"'You burn your fingers on the iron pan so I bought them.'"

This single sentence is the story's emotional peak. In one simple statement, Hamid reveals:

  • He's been watching her suffer
  • He's been thinking about her needs
  • He chose her comfort over his own happiness
  • He loves her enough to sacrifice everything for her

Granny Ameena's Response:

"She is deeply moved by his selflessness. She begins to cry, realizing that for her, the tongs are as precious as 'sacks of silver.'"

Ameena's tears are complex:

  • Grief for Hamid's sacrifice
  • Joy at his love
  • Recognition of his extraordinary maturity
  • Overwhelm at being so cherished despite her poverty
  • Perhaps guilt that he felt the need to do this

The comparison to "sacks of silver" is powerful. Ameena has no money, no material wealth—but in this moment, she realizes she has something far more valuable: a grandchild who loves her selflessly.

The Deeper Meaning:

Premchand uses this simple story to explore profound truths:

1. True Wealth is Love, Not Money: The rich boys with their many coins bought temporary pleasures. Hamid with his three paisas bought lasting value and deepened the most important relationship in his life.

2. Poverty Doesn't Prevent Generosity: Hamid has almost nothing, yet he gives everything. The wealthy boys could afford both toys and gifts for others, but they only thought of themselves. Hamid, with far less, thought only of his grandmother.

3. Wisdom Isn't Determined by Age: At four years old, Hamid shows greater maturity, foresight, and emotional intelligence than many adults. He understands what matters, makes sacrifices, and acts with purpose.

4. The Power of Observation and Empathy: Hamid noticed his grandmother's pain. He paid attention to her daily struggles. This empathy—seeing and caring about others' suffering—drove his action.

5. Material Possessions vs. Emotional Bonds: The toys will break, the sweets will be eaten and forgotten. But the tongs will last, and more importantly, the love expressed through their purchase has permanently strengthened the bond between Hamid and Ameena.

Munshi Premchand's Craft:

Premchand (1880-1936) was a master of social realist fiction who wrote about ordinary people facing poverty, caste discrimination, and social injustice. He had a gift for:

  • Simple, accessible language that contains deep emotion
  • Characters that feel completely real and human
  • Stories that entertain while teaching important lessons
  • Highlighting social problems without being preachy
  • Finding dignity and beauty in the lives of the poor

"Eidgah" is considered one of his finest short stories because it accomplishes so much in so few words—it's a masterclass in economical storytelling with maximum emotional impact.

Cultural Context:

The story is set during Eid, giving readers insight into:

  • Islamic festival traditions
  • The importance of prayer and community gathering
  • The joy and generosity associated with Eid
  • How economic disparity affects even religious celebrations

Universal Themes:

While rooted in Indian Muslim culture, the story's themes transcend any specific culture or religion:

  • The love between grandparent and grandchild
  • The struggles of poverty
  • The choice between self-interest and self-sacrifice
  • The recognition that true wealth is measured in relationships, not possessions

This universality is why "Eidgah" has been translated into dozens of languages and continues to move readers nearly a century after it was written.

7. Reinforcement (5 minutes)

Additional Information:

  • About Munshi Premchand (1880-1936): Considered the father of modern Hindi and Urdu literature. Born Dhanpat Rai Srivastava, he wrote under the pen name "Premchand" (meaning "King of Love"). He wrote over 300 short stories and several novels focusing on social justice, poverty, and human dignity.

  • Historical Context: The story was written in the early 20th century during British colonial rule in India, when poverty was widespread and social hierarchies rigid. Premchand's work often highlighted the struggles of ordinary people.

  • About Eid ul-Fitr: The festival of Eid marks the end of Ramadan (the holy month of fasting for Muslims). It's celebrated with special prayers at the Eidgah, wearing new clothes, giving charity to the poor (Zakat al-Fitr), preparing special foods, and exchanging gifts. It's a time of joy, gratitude, and community.

  • Significance of the Tongs: In Premchand's time (and still in many parts of rural India), cooking was done on traditional iron pans (tawa) placed over open fires. Without tongs, cooks had to flip chapattis with their bare fingers, frequently burning themselves. The tongs represent:

    • Practical utility solving a daily problem
    • Protection from pain
    • A tool that will last years
    • Love expressed through attention to another's suffering

  • The Power of Small Amounts: Three paisas was an extremely small amount even in Premchand's time (roughly equivalent to a few cents today). The story shows that the value of a gift isn't in its monetary worth but in the thought, sacrifice, and love behind it.

  • Child Labor and Poverty: Hamid's maturity beyond his years reflects a harsh reality—children in poverty often grow up faster, taking on adult responsibilities and concerns earlier than their privileged peers. Hamid's wisdom comes partly from experiencing hardship.

  • Literary Technique - Contrast: Premchand masterfully uses contrast throughout:

    • Hamid's poverty vs. his friends' relative wealth
    • Hamid's wisdom vs. his friends' shortsightedness
    • Material possessions (toys/sweets) vs. emotional value (tongs as symbol of love)
    • Immediate gratification vs. lasting value
    • Surface appearance (Hamid seems to make a foolish choice) vs. deeper reality (he makes the wisest choice)

  • Translation Note: The story was originally written in Urdu/Hindi and has been translated by Uma Raman into English. Good translation preserves not just words but emotional tone, cultural nuance, and literary beauty—making Premchand's work accessible to English readers.

  • Connection to Other Literature: The theme of self-sacrifice for loved ones appears in many cultures' literature: O. Henry's "The Gift of the Magi" (where a couple each sacrifices their most valuable possession to buy a gift for the other), Hans Christian Andersen's "The Little Match Girl," and many folktales about generous poor people and selfish rich people.

  • Modern Relevance: In today's consumer-driven society, "Eidgah" reminds us:

    • That advertising constantly pushes immediate gratification
    • That true happiness comes from relationships, not possessions
    • That thinking of others brings deeper satisfaction than thinking only of ourselves
    • That poverty doesn't prevent kindness or wisdom
    • That we should notice and care about others' struggles

  • The Grandmother-Grandchild Bond: In Indian culture, grandparents often play crucial roles in raising grandchildren, especially when parents are absent (through death, migration for work, or other circumstances). The bond between Hamid and Ameena reflects this cultural reality and shows the deep love possible in these relationships.

8. Evaluation

a) Lower Order Thinking Question (Knowledge/Comprehension)

Question: "Describe Hamid's economic situation and family background. List what his friends bought at the fair and what Hamid bought instead. Why was Granny Ameena initially upset when Hamid returned home?"

Expected Answer:

Hamid's Economic Situation and Family Background:

Economic Situation:

  • Hamid is very poor
  • He is "thin and poorly dressed"
  • He has no shoes
  • His cap is tattered (torn and worn out)
  • He has only three paisas (the smallest amount among his friends)
  • His grandmother Ameena has no food for the Eid festival
  • They live in poverty

Family Background:

  • Hamid is four years old
  • Both his parents are dead—he is an orphan
  • His father died (though Hamid has been told he "went to earn money")
  • His mother died (though Hamid has been told she "went to Allah to get him gifts")
  • He lives with his grandmother, Ameena
  • Ameena raised him after his parents died
  • She loves him very much but is also very poor
  • They only have each other

What Friends Bought at the Fair:

  1. Mahmood: Bought a policeman toy (clay toy costing 2 paisas)
  2. Mohsin: Bought a water-carrier toy (clay toy costing 2 paisas)
  3. Noorey: Bought a lawyer toy (clay toy costing 2 paisas)
  4. All the friends also: Enjoyed the merry-go-round and ate sweets like gulab-jamuns and halva

What Hamid Bought:

  • A pair of iron tongs (chimta) for 3 paisas (after bargaining down from 6 paisas)
  • This was all his money, so he bought nothing for himself—no toys, no sweets, no rides

Why Granny Ameena Was Initially Upset:

Granny Ameena was upset because:

  1. She saw that Hamid spent his only money on iron tongs instead of on himself
  2. She wanted him to enjoy the fair like other children—to eat sweets and have fun
  3. She was sad that he didn't buy anything to eat when he must have been hungry
  4. She felt it was wrong that a four-year-old child should think about practical household needs instead of enjoying childhood pleasures
  5. She was probably also upset because it reminded her how poor they were—that Hamid had to think about such things
  6. She initially thought it was a waste of his precious few coins on something so ordinary and practical

But then she understood: When Hamid explained, "You burn your fingers on the iron pan so I bought them," she realized he had been thinking about her comfort and pain, not about his own enjoyment. This made her cry because she was deeply moved by his selfless love.

b) Middle Order Thinking Question (Application/Analysis)

Question: "Analyze why Hamid made different choices than his friends at the fair. What does this tell us about his character and wisdom? How does poverty affect decision-making? Give examples from the story and connect them to real-life situations where people must choose between wants and needs."

Expected Answer:

Why Hamid Made Different Choices:

1. Different Values and Priorities:

His Friends' Choices:

  • Focus: Immediate pleasure and entertainment
  • Thinking: Short-term gratification (toys to play with now, sweets to eat now, rides to enjoy now)
  • Motivation: Self-centered (what do I want? what will make me happy?)
  • Time horizon: Present moment only

Hamid's Choice:

  • Focus: Solving a problem that causes daily suffering
  • Thinking: Long-term value (tongs that will last years and prevent repeated pain)
  • Motivation: Other-centered (what does my grandmother need? how can I help her?)
  • Time horizon: Future-oriented (this will help her every day for years)

2. Poverty Creates Different Decision-Making:

The Merry-Go-Round Decision: Hamid "refuses to spend a third of his money on a short ride." This shows:

  • He understands scarcity—money once spent can't be recovered
  • He knows the value of money better than his wealthier friends
  • He can resist immediate temptation because he's learned to think ahead
  • Every paisa matters when you only have three

His friends can afford the ride because they have more money. If they waste one paisa, they still have many left. They don't have to think as carefully.

The Toys Decision: Hamid "looks at the expensive clay toys hungrily but knows they would smash if dropped." This reveals:

  • Desire: He wants the toys just as much as his friends do ("hungrily")
  • Practical wisdom: He recognizes they're fragile and temporary
  • Experience: He's probably seen things break and knows he couldn't replace them
  • Restraint: He controls his desire with rational thinking

His friends don't think about durability. They buy clay toys that could break easily because they can probably get new ones. Hamid can't afford that luxury.

3. What This Tells Us About Hamid's Character:

Extraordinary Maturity:

  • At four years old, Hamid thinks like an adult
  • He prioritizes needs over wants
  • He plans ahead rather than acting impulsively
  • He exercises self-control in the face of temptation

Deep Empathy:

  • He's been observing his grandmother's daily struggles
  • He notices her pain (burned fingers)
  • He remembers it even at the exciting fair
  • He cares more about her comfort than his own happiness

Selfless Love:

  • He willingly sacrifices all his pleasure for her benefit
  • He doesn't resent having to make this choice
  • He's proud of his decision, even when friends mock him
  • He shows love through actions, not just words

Wisdom Beyond His Years:

  • He distinguishes between appearance and reality (toys look fun but break; tongs look boring but help)
  • He values practical utility over momentary pleasure
  • He understands that true wealth is in relationships, not possessions
  • He can defend his choices rationally ("tiger among toys," "won't break")

4. How Poverty Affects Decision-Making:

Increased Awareness of Value:

  • Poor people often make better financial decisions because every coin matters
  • Hamid knows exactly what three paisas can buy and what they can't
  • He weighs each option carefully
  • He bargains to get the best price

Focus on Needs vs. Wants:

  • When resources are scarce, needs must come before wants
  • Hamid recognized that preventing his grandmother's burns is a need; toys and sweets are wants
  • His friends, with more resources, can afford to focus only on wants

Long-term Thinking:

  • Poverty forces people to think about the future: "Will this last? Can I replace it if it breaks?"
  • Hamid chose something durable and useful over something fragile and temporary
  • His friends can be more impulsive because they have safety nets

Emotional Burden:

  • Hamid carries the weight of his grandmother's struggles
  • Children in poverty often mature faster, taking on worries that wealthier children don't have
  • His awareness of her suffering shapes his choices

5. Real-Life Connections:

Example 1: School Supplies vs. Toys

Situation: A child receives birthday money and wants a video game, but also needs new notebooks and pencils for school.

Like Hamid's Friends: A child from a wealthier family might buy the video game because parents will provide school supplies anyway. They can have both.

Like Hamid: A child from a poorer family might buy the school supplies instead, knowing parents can't afford them. They sacrifice the toy for the necessity, showing maturity and responsibility.

Real-life Application: Students should learn to distinguish needs from wants and prioritize accordingly, especially when resources are limited.

Example 2: Family Emergency vs. Personal Desire

Situation: A teenager has been saving money for new shoes. Then a family member becomes ill and needs medicine that insurance doesn't cover.

Like Hamid's Friends: Someone who hasn't experienced financial hardship might not think about contributing their savings. They might assume adults will handle it.

Like Hamid: Someone who understands family struggle might immediately offer their savings for medicine, prioritizing a family member's health over their personal desire.

Real-life Application: Sometimes love means sacrificing what we want for what someone we love needs.

Example 3: Food Choices

Situation: At a restaurant or store with limited money.

Like Hamid's Friends: Ordering/buying whatever looks good without thinking about price or nutritional value.

Like Hamid: Choosing something filling and nutritious that fits the budget, even if it's not as exciting or fun as other options.

Real-life Application: Smart budgeting means thinking practically about value, not just what appeals to immediate desires.

Example 4: Gift-Giving

Situation: Choosing a gift for a parent or grandparent.

Like Hamid's Friends: Giving something generic or popular without thinking about what the person actually needs.

Like Hamid: Observing what the person struggles with daily and giving something that solves that problem, even if it's not glamorous.

Real-life Application: The best gifts show you've paid attention to someone's life and care about their wellbeing.

Example 5: Technology and Peer Pressure

Situation: Everyone has the latest phone, and you want one too, but your family can't afford it.

Like Hamid's Friends: Might beg parents for the phone, not understanding the family's financial situation.

Like Hamid: Understanding the family's limits, being content with an older phone or no phone, and not adding to parents' stress.

Real-life Application: Maturity means understanding family circumstances and not demanding things beyond what's possible.

6. The Deeper Lesson:

Hamid's choices teach us that:

  • Poverty doesn't prevent wisdom—sometimes it creates it
  • Thinking of others brings deeper satisfaction than thinking only of yourself
  • Immediate pleasures fade quickly, but meaningful actions create lasting value
  • True maturity is shown not in age but in our priorities and choices
  • Love expressed through sacrifice and attention to others' needs is the highest form of wealth

The Story's Universal Message: Whether we're rich or poor, we all face choices between self-interest and caring for others, between immediate gratification and lasting value, between what we want and what those we love need. Hamid, despite having almost nothing, made the choice that brought the most love into the world. That's wisdom we can all learn from, regardless of our economic circumstances.

c) Higher Order Thinking Question (Synthesis/Evaluation)

Question: "Evaluate the statement: 'Hamid's tongs are as precious as sacks of silver.' Do you agree that emotional value can be greater than monetary value? Create a 'Values Hierarchy' showing what you believe are the most important things in life (from most to least important), and explain where material possessions and emotional relationships fit in your hierarchy. How does Hamid's story change or confirm your thinking about what makes a truly 'rich' life?"

Expected Answer:

EVALUATION OF THE STATEMENT:

Why the Tongs Are "As Precious As Sacks of Silver" to Granny Ameena:

Monetary Value vs. Emotional Value:

Monetary Value of the Tongs:

  • Cost only 3 paisas (extremely small amount of money)
  • Simple household item made of iron
  • Easily replaceable
  • No market value or resale potential
  • Worth almost nothing in economic terms

Emotional Value of the Tongs:

1. Symbol of Hamid's Love:

  • Hamid sacrificed his ENTIRE amount of money
  • He gave up all personal pleasure (toys, sweets, rides)
  • He thought only of his grandmother's comfort
  • The tongs prove he loves her more than anything else

2. Evidence of His Attention and Care:

  • He noticed her daily suffering (burned fingers)
  • He remembered it even in the excitement of the fair
  • He observed, cared, and acted on what he saw
  • This shows he pays attention to her life and struggles

3. Proof of Maturity and Wisdom:

  • At only four years old, he chose practical help over childish pleasure
  • He showed judgment beyond his years
  • He made a selfless decision
  • This makes Ameena realize her grandson is extraordinary

4. Practical Benefit:

  • The tongs will actually help her every single day
  • They will prevent pain and injury for years to come
  • Every time she uses them, she'll remember his love
  • They solve a real problem she faced daily

5. Reversal of Roles:

  • Usually adults give to children
  • Here, the child gives to the adult
  • Usually adults protect and provide
  • Here, the poor orphaned child protects his grandmother
  • This reversal makes the gift even more moving

For all these reasons, the tongs represent something far more valuable than silver:

  • Silver is just money—an object with market value
  • The tongs are love made tangible—priceless
  • Silver can be stolen or lost
  • The emotional bond represented by the tongs can never be taken away

Do I Agree That Emotional Value Can Be Greater Than Monetary Value?

YES, STRONGLY AGREE.

Evidence from Life:

Example 1: Family Heirlooms

  • A grandmother's old, worn ring might be worth $50 in a pawn shop
  • But to the grandchild, it's priceless because it connects them to someone they loved
  • You couldn't buy it for any amount of money
  • Emotional value: immeasurable; Monetary value: minimal

Example 2: Children's Artwork

  • A child's crayon drawing has no monetary value
  • But parents display it proudly and keep it for decades
  • It represents the child's development, creativity, and the parent-child bond
  • Emotional value exceeds any expensive painting

Example 3: Photos and Letters

  • Old photographs and handwritten letters have almost no resale value
  • But people risk their lives in fires to save them
  • They contain memories, relationships, and irreplaceable moments
  • Emotional value makes them the most precious possessions

Example 4: Time Spent Together

  • You can't buy quality time with loved ones
  • Expensive gifts can't replace being present and attentive
  • The richest person in the world can't buy back lost time with family
  • Relationships require investment of self, not just money

However, We Must Acknowledge:

Money Matters Too:

  • Extreme poverty creates suffering (Ameena has no food for Eid)
  • Some needs require money (medicine, shelter, food, education)
  • Emotional wealth doesn't pay bills or fill empty stomachs
  • The ideal is to have both material security AND loving relationships

The Balanced Truth:

  • Emotional relationships are more important than possessions
  • BUT basic material security is necessary for wellbeing
  • Once basic needs are met, additional money adds little happiness
  • But loving relationships ALWAYS add happiness, regardless of wealth level

MY VALUES HIERARCHY:

TIER 1: MOST IMPORTANT (Essential for Meaningful Life)

1. Loving Relationships with Family and Friends

  • Reason: These provide belonging, support, identity, and purpose
  • Like Hamid's story: The bond between Hamid and Ameena is their greatest wealth
  • Evidence: People in loving families report higher happiness than lonely wealthy people
  • Without this: Life feels empty and meaningless no matter how much money you have

2. Physical and Mental Health

  • Reason: Without health, nothing else can be enjoyed
  • Connection to story: Ameena's health was being harmed (burned hands); Hamid's gift protects it
  • Evidence: Sick billionaires would trade wealth for health
  • Without this: Life becomes suffering regardless of other circumstances

3. Safety and Basic Security

  • Reason: Includes food, shelter, physical safety, freedom from violence
  • Connection to story: Hamid and Ameena lack food security, which causes constant stress
  • Evidence: Maslow's Hierarchy of Needs—basic needs must be met before higher needs
  • Without this: Survival becomes the only focus; no space for love, growth, or meaning

TIER 2: VERY IMPORTANT (Greatly Enhance Life Quality)

4. Purpose and Meaningful Work/Activity

  • Reason: Humans need to feel useful and that their life matters
  • Connection to story: Hamid found purpose in caring for his grandmother
  • Evidence: Retired people often feel lost without purpose; volunteers report high satisfaction
  • Without this: Life feels directionless and empty

5. Personal Growth and Learning

  • Reason: Developing skills, knowledge, understanding makes life richer
  • Connection to story: Hamid's wisdom and maturity enriched his life and relationships
  • Evidence: Education correlates with life satisfaction beyond just earning potential
  • Without this: Life becomes stagnant and boring

6. Community and Belonging

  • Reason: Being part of something larger than yourself provides identity and support
  • Connection to story: The Eid celebration brings community together
  • Evidence: People in strong communities live longer and happier
  • Without this: Isolation and loneliness harm mental and physical health

TIER 3: IMPORTANT (Add Enjoyment and Comfort)

7. Enough Money for Comfort (Beyond Basic Needs)

  • Reason: Financial security reduces stress and allows choices
  • Connection to story: Having more money would have made Hamid's and Ameena's lives easier
  • Evidence: Income up to ~$75,000/year increases happiness; beyond that, minimal effect
  • Without this: Constant financial stress harms health and relationships

8. Pleasant Experiences and Fun

  • Reason: Joy, laughter, and enjoyment make life worth living
  • Connection to story: The fair, toys, sweets—these add happiness to life
  • Evidence: People who have fun and laugh live healthier, longer lives
  • Without this: Life becomes grimly focused only on survival and duty

TIER 4: NICE TO HAVE (Enhance Life But Not Essential)

9. Material Possessions and Luxuries

  • Reason: Things can be enjoyable and useful, but they're not the source of happiness
  • Connection to story: Hamid's friends' toys bring temporary joy but don't create lasting value
  • Evidence: "Hedonic adaptation"—we quickly get used to new possessions and want more
  • Without this: Life is still fulfilling if other needs are met

10. Status and Recognition

  • Reason: Being respected feels good, but it's not essential for happiness
  • Connection to story: Hamid cared more about his grandmother than about how friends judged him
  • Evidence: Chasing status often leads to stress and comparison; intrinsic goals create more happiness
  • Without this: Life is still meaningful if you focus on inherent value rather than others' opinions

HOW HAMID'S STORY CHANGES/CONFIRMS MY THINKING:

CONFIRMS:

1. Relationships Trump Possessions: I already believed loving relationships were most important, and Hamid's story confirms this powerfully. He chose strengthening his relationship with Ameena over getting possessions for himself. The result was deeper love and connection—the thing that brings the most lasting happiness.

2. Poverty Doesn't Prevent Rich Lives: I believed that happiness came from meaning, not money, and Hamid proves this. He has almost nothing materially, yet he experiences the profound satisfaction of selfless love. Ameena has no "sacks of silver," yet she has a grandson who loves her more than anything—making her rich in the ways that truly matter.

3. Wisdom Doesn't Require Age or Education: I believed wisdom came from reflection and empathy, not formal learning. Hamid, at four years old with no formal education, shows more wisdom than many educated adults. He understands what matters: preventing suffering, expressing love through action, choosing lasting value over temporary pleasure.

CHANGES/ADDS NUANCE:

1. The Deep Sacrifice of the Poor: Before reading this story, I understood poverty intellectually but didn't fully feel its emotional weight. Hamid sacrificing his three paisas isn't like me giving up $20—it's giving up EVERYTHING. The story helped me understand that generosity from poverty requires greater sacrifice than generosity from wealth. It changed how I view charitable giving—the widow's mite principle (the small offering from someone poor is worth more than the large offering from someone rich).

2. How Poverty Shapes Character: I used to think poverty only brought suffering. Hamid's story shows that poverty can also bring:

  • Early maturity and responsibility
  • Careful observation and attention (because everything matters)
  • Deep appreciation for small things
  • Strong empathy (you understand others' suffering)

This doesn't mean poverty is good—it causes tremendous suffering and should be eliminated. But it means people in poverty often develop strengths that shouldn't be dismissed or condescended to.

3. The Power of Small Acts: I tended to think "big" when imagining how to make a difference. Hamid's story shows that noticing someone's daily small suffering and addressing it can mean everything. The tongs aren't glamorous or impressive, but they solve a real problem. This makes me think about:

  • Noticing the small struggles of people around me
  • Realizing that addressing daily inconveniences can be deeply loving
  • Understanding that grand gestures aren't always what matters most

4. Age Doesn't Determine Capacity for Love: I had unconsciously assumed that deep, sacrificial love required adult understanding. Hamid, at four, loves as deeply as any adult—perhaps more deeply because his love is pure and uncomplicated by self-interest. This challenges any assumption that children are too young to make meaningful moral choices or to love selflessly.

THE MEANING OF A "RICH" LIFE:

Before Hamid's Story: I might have defined a "rich" life as having:

  • Enough money to live comfortably
  • A good career
  • Nice possessions
  • Loving relationships
  • Good experiences

After Hamid's Story: A "rich" life is defined by:

1. Depth of Loving Relationships:

  • Do people in my life know they're loved through my actions?
  • Am I attentive to others' struggles?
  • Do I express love through sacrifice when needed?

2. Wisdom in Choices:

  • Do I choose lasting value over temporary pleasure?
  • Do I prioritize what matters over what's merely appealing?
  • Do I think about long-term impact?

3. Capacity for Selflessness:

  • Can I put others' needs before my wants?
  • Do I find joy in making others' lives better?
  • Am I willing to sacrifice for those I love?

4. Meaningful Impact:

  • Are my actions solving real problems for real people?
  • Am I making life better for those around me?
  • Do my choices create lasting positive change?

5. Gratitude and Contentment:

  • Can I be happy with little?
  • Do I appreciate what I have rather than always wanting more?
  • Can I find joy in simple things?

By these measures, Hamid lives a "rich" life despite material poverty:

  • He has a loving relationship with Ameena (deep bond)
  • He makes wise choices (tongs over toys)
  • He acts selflessly (sacrifices his pleasure)
  • He creates meaningful impact (solves her daily problem)
  • He is content and happy despite having almost nothing

By these measures, his wealthy friends live "poor" lives despite material wealth:

  • They think only of themselves (shallow self-interest)
  • They make foolish choices (fragile toys)
  • They act selfishly (spend only on themselves)
  • They create no meaningful impact (temporary pleasure)
  • They need constant new things to stay happy

CONCLUSION:

The statement "Hamid's tongs are as precious as sacks of silver" is not an exaggeration or sentimentality—it's profound truth. When we measure value by what matters most (love, sacrifice, attention, care, lasting impact), those three-paisa tongs are worth infinitely more than silver.

A truly "rich" life is one where:

  • You love and are loved deeply
  • Your choices reflect wisdom and values
  • You make meaningful differences in others' lives
  • You find contentment and joy despite circumstances
  • You understand that relationships, not possessions, are the measure of wealth

Hamid, the poor orphan with three paisas, lives a richer life than most wealthy people. That's the story's revolutionary message—and it's absolutely true.

9. Remedial Teaching

Strategy for Slow Learners:

  1. Simple Three-Part Story:

    • Part 1: Hamid is a poor boy who goes to Eid fair with friends
    • Part 2: Friends buy toys and eat sweets. Hamid buys tongs (kitchen tool)
    • Part 3: Hamid bought tongs because his grandmother burns her hands. She cries because she's happy he loves her.

  2. Character Comparison Chart:

    HAMID               | HIS FRIENDS
--------------------|--------------------
Has 3 paisas        | Have 12-15 coins
Poor and thin       | Better off
No shoes            | Have shoes
Orphan              | Have parents
Buys tongs          | Buy toys
Thinks of Granny    | Think of themselves
Wise choice         | Fun choice
Shows love          | Show selfishness

  3. Before and After Feelings:

    GRANNY AMEENA

BEFORE:            AFTER:
Sad ☹             Happy but crying 😢😊
Worried            Proud
No food            Feels rich
Burns hands        Has tongs now
Thinks Hamid       Knows Hamid
wasted money       loves her

  4. Simple Vocabulary (With Actions):

    • Eid: (Hands together in prayer) Muslim festival
    • Tongs: (Pinch fingers together like gripping) Tool to hold hot things
    • Selfless: (Point to heart, then to another person) Thinking of others first
    • Precious: (Hug self) Very special and valuable

  5. Picture Story (6 Simple Drawings):

    1. Hamid and friends going to fair
    2. Friends buying toys
    3. Hamid looking at hardware shop
    4. Hamid carrying tongs
    5. Granny upset at first
    6. Granny crying happily, understanding his love

  6. Fill in the Blanks:

    • Hamid had only _____ paisas. (three)
    • His friends bought _____ and _____. (toys / sweets)
    • Hamid bought _____ for his _____. (tongs / grandmother)
    • Granny Ameena _____ her hands when cooking. (burns)
    • The tongs are as precious as _____. (sacks of silver)

  7. True or False (With Corrections):

    • Hamid is rich. (FALSE - he is very poor)
    • Hamid's friends bought toys. (TRUE)
    • Hamid bought sweets. (FALSE - he bought tongs)
    • Granny was happy at first. (FALSE - she was upset at first)
    • Hamid loves his grandmother. (TRUE)

  8. What Would You Do? Ask students simple choices:

    • "You have 10 rupees. Your friend wants ice cream but your mother needs vegetables. What do you buy?"
    • "You see your grandmother struggling with heavy bags. Do you play with friends or help her?"

    Connect to Hamid: He chose to help his grandmother instead of having fun himself.

  9. Simple Moral: Write on board in big letters: "LOVE MEANS THINKING OF OTHERS MORE THAN YOURSELF"

  10. Matching Activity: Match the action to the character:

    • Bought policeman toy → Mahmood
    • Bought water-carrier toy → Mohsin
    • Bought lawyer toy → Noorey
    • Bought tongs → Hamid
    • Cried happy tears → Granny Ameena

10. Writing Activity (8 minutes)

Writing Task:

Choose ONE of the following options:

Option 1: Letter from Hamid "Imagine you are Hamid. The next day, write a letter to a friend explaining why you bought tongs instead of toys. Tell about your grandmother, why you made this choice, and how you feel about it. (120-150 words)"

Example Opening: "Dear Friend, Yesterday at the Eid fair, you laughed at me for buying tongs. I want to explain why I bought them..."

Option 2: Granny Ameena's Diary "Imagine you are Granny Ameena. Write a diary entry for the night of Eid describing your feelings when Hamid came home with tongs. Include how you felt before, during, and after you understood his choice. (120-150 words)"

Example Opening: "Dear Diary, Today my heart broke and healed at the same time. When Hamid came home from the fair, I saw he had bought iron tongs..."

Option 3: Different Ending "Rewrite the ending of the story. What if Hamid had bought toys like his friends? Write what would have happened when he got home, how Granny would have felt, and whether he would have been truly happy. Compare this ending to the real ending. (150-180 words)"

Option 4: Personal Reflection "Write about a time when you did something kind for a family member even though it was hard or meant giving up something you wanted. How did you feel? How did they react? What did you learn? (120-150 words)"

Guidelines for All Options:

  • Show emotions clearly (happy, sad, proud, loving)
  • Include at least 3 vocabulary words from the lesson
  • Use specific details from the story (if writing as characters)
  • Make your writing personal and heartfelt
  • Check grammar and spelling

Assessment Criteria:

  • Understanding of story themes (selflessness, love, sacrifice) (30%)
  • Emotional depth and sincerity (25%)
  • Vocabulary usage (15%)
  • Writing quality (grammar, organization) (20%)
  • Personal connection and insight (10%)

11. Follow-up Activities

Homework Assignment:

  1. Family Interview: Interview a parent or grandparent about a time when someone showed them selfless love through a thoughtful action (not an expensive gift). Write 120-150 words about:
    • What the person did
    • Why it was meaningful
    • How it compared to material gifts
    • What you learned from the story

Additional Activities:

  1. Needs vs. Wants Analysis: Make two lists:

    • Column 1: Things your family NEEDS (like Hamid's grandmother needed tongs)
    • Column 2: Things you WANT (like the toys Hamid's friends bought)
    • Write 80-100 words reflecting on the difference and why it matters

  2. Gift Planning: Think of someone in your family who struggles with something small every day (like Granny Ameena burned her hands). Design a thoughtful, practical gift that would help them. Write 100 words explaining:

    • What problem they face
    • What gift would help
    • Why this would be meaningful
    • How it's better than an expensive but impractical gift

  3. Eid Research: Research the Islamic festival of Eid ul-Fitr. Write 120-150 words about:

    • When and why it's celebrated
    • What Ramadan is
    • How people celebrate Eid
    • What values the festival emphasizes
    • How these values connect to Hamid's story

Extended Learning:

  1. Comparative Literature: Read "The Gift of the Magi" by O. Henry (another story about selfless gift-giving). Write 150-200 words comparing:

    • How both stories show sacrificial love
    • Differences between the stories
    • Which story moved you more and why
    • Universal themes about love and sacrifice

  2. Economic Research: Research poverty in India (or your country):

    • Percentage of people living in poverty
    • Challenges faced by poor families
    • How poverty affects children's education and opportunities
    • What organizations or programs help
    • Present findings in 200-word report

  3. Values Debate: Prepare for a class debate: "Material wealth is necessary for a happy life" (Agree vs. Disagree)

    • Research both positions
    • Use Hamid's story as evidence
    • Prepare 3 arguments for your assigned side
    • Consider: Can you be happy without money? Does money guarantee happiness?

  4. Modern Adaptation: Rewrite "Eidgah" in a modern setting:

    • Instead of a fair with toys, perhaps a mall or online shopping
    • Instead of tongs, what modern practical item might someone need?
    • Keep the theme of selfless love
    • Write 250-300 words

Creative Projects:

  1. Comic Strip or Storyboard: Create a visual representation of "Eidgah":

    • 8-10 panels showing key moments
    • Include dialogue from the story
    • Show emotions through expressions
    • Add captions explaining the story's message
    • Present to class

  2. Dramatic Reading: Work in groups to perform a dramatic reading of the story:

    • Assign roles (Narrator, Hamid, Ameena, Mahmood, Mohsin, Shopkeeper)
    • Practice expressing emotions through voice
    • Add simple props (play money, toy tongs)
    • Perform for class or record video

  3. Letter to Munshi Premchand: Write a letter (150-200 words) to the author telling him:

    • How his story affected you
    • What you learned from Hamid
    • Questions you have about the story
    • How the story's message applies today

  4. Social Action Project: Inspired by Hamid's thoughtfulness:

    • Identify a need in your school or community
    • Plan a practical project to address it
    • Create awareness materials
    • Implement the project
    • Write a 200-word reflection on the experience

Assessment Criteria

Overall Lesson Assessment:

  • Comprehension of plot, characters, and themes (25%)
  • Understanding of selflessness and sacrifice (25%)
  • Vocabulary acquisition and usage (15%)
  • Emotional engagement and empathy development (20%)
  • Application to personal life and values (15%)

Writing Assessment:

  • Emotional depth and sincerity (30%)
  • Understanding of story themes (25%)
  • Creativity and personal connection (20%)
  • Vocabulary and language use (15%)
  • Grammar and organization (10%)

Resources Needed

For the Lesson:

  • Printed copies of the story for each student
  • Pictures of Eid celebrations (Eidgah, people praying, festive foods)
  • Pictures of traditional Indian kitchen tools (tongs, iron pan/tawa)
  • Map showing where the story might be set (North India/Uttar Pradesh region)
  • Example of Indian currency (paisas and rupees) to show value
  • Optional: Actual pair of kitchen tongs to show students

For Follow-up Activities:

  • Access to "The Gift of the Magi" by O. Henry
  • Art supplies for comic strips and posters
  • Props for dramatic reading (play money, toy tongs, simple costumes)
  • Research materials on poverty and Eid celebrations
  • Recording device for performances

Digital Resources (if available):

  • Documentary clips about Eid celebrations
  • Information about Munshi Premchand's life and work
  • Statistics on poverty in India
  • Audio recording of the story being read aloud

Cross-Curricular Connections

  • Values Education: Selflessness, sacrifice, empathy, love, gratitude, family bonds
  • Social Studies: Poverty, economic inequality, social class, festivals and culture
  • Religious Studies: Islamic festivals, Eid ul-Fitr, Ramadan, religious tolerance
  • Economics: Currency, budgeting, needs vs. wants, economic decision-making
  • Psychology: Child development, emotional intelligence, empathy, sacrifice
  • Life Skills: Gift-giving, thoughtfulness, noticing others' needs, family care
  • Ethics: Moral decision-making, utilitarianism vs. deontology, virtue ethics
  • Sociology: Family structures, grandparent-grandchild relationships, orphan care
  • History: Early 20th century India, British colonial period, social conditions
  • Literature: Short story structure, characterization, irony, symbolism

Extension for Advanced Learners

  1. Literary Analysis Essay: Write 400-500 words analyzing:

    • Premchand's use of contrast (poverty/wealth, selfishness/selflessness)
    • Symbolism of the tongs
    • The story's critique of materialism
    • How the story reflects social realist literature
    • Comparison with other Premchand works

  2. Philosophical Exploration: Research and write 300-400 words on:

    • Utilitarianism vs. virtue ethics as applied to Hamid's choice
    • The philosophy of sacrifice and its value
    • Whether poverty creates moral superiority (or is that a dangerous romanticization?)
    • The ethics of gift-giving

  3. Social Justice Research: Investigate child poverty in India:

    • Statistics on orphans and vulnerable children
    • Government programs addressing child welfare
    • NGOs working with poor children
    • Success stories and ongoing challenges
    • Create a presentation with policy recommendations (500 words + data)

  4. Creative Writing Project: Write your own short story (600-800 words) that:

    • Features a child protagonist making a mature moral choice
    • Shows the power of small acts of kindness
    • Includes economic hardship as context
    • Uses symbolism effectively
    • Ends with an emotional realization

  5. Comparative Cultural Study: Research how different cultures view:

    • The relationship between wealth and happiness
    • The role of elders in family structures
    • Gift-giving customs and their meanings
    • Religious festivals and their social functions
    • Present findings in 500-word paper with examples

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