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Where does Iqbal go after escaping from the carpet factory?
He goes to Lahore, where he finds safety and help.
Who helps Iqbal after his escape, and how do they support him?
Members of the Bonded Labour Liberation Front (BLLF) help him by giving him shelter, education, and protection.
What does Iqbal learn at the school or shelter he joins?
He learns to read, write, and understand his rights as a child.
How does education begin to change Iqbal’s understanding of his situation?
He realizes that child labor is illegal and that he was treated unjustly.
What risks does Iqbal face even after escaping bonded labor?
He is at risk of being captured, punished, or harmed by factory owners and those who support child labor.
How does Chapter 12 show the contrast between Iqbal’s past life and his new life?
His past life was full of fear, hard labor, and abuse, while his new life offers safety, learning, and hope.
Why is learning to read and write important for Iqbal at this stage of the story?
Literacy empowers him to understand injustice and speak out against child labor.
Who is Ehsan Khan, and what role does he play in Iqbal’s life?
Ehsan Khan is an activist and leader of the BLLF who becomes a mentor and protector to Iqbal.
What organization does Ehsan Khan lead, and what is its mission?
He leads the Bonded Labour Liberation Front, which works to free children from bonded labor.
How does Iqbal become involved in the fight against child labor?
He shares his story publicly and speaks at meetings to raise awareness.
What dangers does Ehsan Khan face because of his work?
He is threatened, beaten, arrested, and imprisoned.
How does Iqbal respond to the threats and dangers around him?
He remains brave and determined, continuing to speak out despite the risks.
What does Chapter 13 reveal about courage and sacrifice?
It shows that fighting injustice requires bravery and personal sacrifice.
Why do you think Iqbal chooses to speak out instead of staying safe and silent?
He wants to help other children and believes staying silent allows injustice to continue.
How do Chapters 12 and 13 mark a turning point in Iqbal’s life?
Iqbal moves from being a victim of child labor to an activist fighting against it.
What message do these chapters convey about the power of education?
Education gives knowledge, confidence, and the ability to challenge injustice.
How does the author use Iqbal’s experiences to raise awareness about child labor?
By showing real dangers, suffering, and the impact of activism through Iqbal’s story.
What emotions do these chapters create in the reader? Give one example from the text.
Emotions include hope, anger, and inspiration (e.g., hope when Iqbal begins school).
How do these chapters show the impact one person can have on society?
Iqbal’s voice helps expose child labor and encourages action from others.
What lesson can young readers learn from Iqbal’s actions in these chapters?
Young people can stand up against injustice and create change.
How does the author use contrast between fear and hope to emphasize Iqbal’s transformation in these chapters?
The author contrasts Iqbal’s fear while hiding and escaping bonded labor with the hope he experiences when he receives education and support. This contrast highlights his growth from a frightened child into a confident activist.
In Chapters 12 and 13, which is shown to be more powerful—education or activism? Support your answer with evidence from the text.
Both are powerful, but education is shown as the foundation of activism. Education helps Iqbal understand his rights, while activism allows him to use that knowledge to bring change. Without education, his activism would not be as effective.
Why do you think the factory owners fear organizations like the BLLF more than individual escaped children?
Factory owners fear the BLLF because it challenges the system legally and publicly. An organization can rescue many children, spread awareness, and pressure authorities, while one escaped child poses less threat.
If Iqbal had chosen not to speak publicly, how might his life—and the lives of other children—have been different?
Iqbal might have lived a safer but quieter life, while many other children would have remained trapped in bonded labor. Speaking publicly helps bring attention to the issue and creates opportunities for change.
How do Ehsan Khan’s experiences strengthen the author’s argument against bonded labor?
Ehsan Khan’s arrests, beatings, and imprisonment show how dangerous and deeply rooted bonded labor is. His suffering emphasizes the injustice of the system and strengthens the argument that it must be stopped.
What responsibility, if any, do ordinary citizens have in stopping child labor, according to the message of these chapters?
The chapters suggest that ordinary citizens have a responsibility to be informed, speak out, and support organizations fighting child labor. Silence allows injustice to continue.
If the BLLF had limited resources, which actions should they prioritize to help the greatest number of children? Explain your reasoning.
They should prioritize rescuing children in the most dangerous conditions and providing education, because education helps children avoid returning to bonded labor and empowers them to protect their rights.
Imagine you are Iqbal and receive a serious threat after speaking publicly. What steps could you take to stay safe while continuing your advocacy?
Iqbal could work with trusted adults, limit public appearances, use group events instead of speaking alone, and rely on organizations like the BLLF for protection while continuing to spread awareness.
How could schools use Iqbal’s story to help prevent child labor in their own communities?
Schools could raise awareness through lessons, discussions, and campaigns, teach students about children’s rights, and encourage reporting of exploitation, helping to prevent child labor.
If government officials ignore the issue of bonded labor, what non-violent strategies could activists use to create change?
Activists could use media campaigns, public speeches, petitions, legal action, and partnerships with international organizations to pressure the government to act.