JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

JAC Board Class 8th Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

JAC Class 8th History The Making of the National Movement: 1870s–1947 InText Questions and Answers

Page 111

Question 1.
From the beginning the Congress sought to speak for, and in the name of, all the Indian people. Why did it choose to do so?
Answer:
It choose to do so because it had to establish itself in order to achieve freedom from British.

Page 112

Question 2.
What problems regarding the early Congress does this comment highlight?
Answer:
The early Congress leaders were rich people and tied up with their own work and thus, they did not take much interest for the benefit of the organisation.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Page 114

Question 3.
Find out which countries fought the First World War.
Answer:
France, Britain, Russia, Italy and USA were the allies and fought against the Central Power which were Germany, Austria, Hungary, Bulgaria and Ottoman Empire.

Page 116

Question 4.
Find out about the Jallianwala Bagh massacre. What is Jallianwala Bagh? What atrocities were committed there? How were they committed?
Answer:
The Jallianwala Bagh is garden near Golden temple in Amritsar. This place shows the British’s brutality and harsh behaviour. The massacre took place on 13th April 1919. Baisakhi is held on this day. Around one thousand people gathered here to protest peacefully against the arrest of their leaders Dr. Satyapal and Dr. Saifuddin when this massacre happened.

Page 119

Question 5.
Read Source 4.
According to this report, how did people view Mahatma Gandhi? Why do you think they felt that he was opposed to zamindars but not to the . government? Why do you think they were in favour of Gandhiji?

Source 4:
“It was he who got bedakhli stopped in Pratapgarh” The following is an extract from a CID report on the kisan movement in Allahabad district, January 1921: The currency which Mr. Gandhi s name has acquired even in the remotest villages is astonishing. No one seems to know quite who or what he is, but it is an accepted fact that what he says is so, and what he orders must be done. He is a Mahatma or sadhu, a Pundit, a Brahmin who lives at Allahabad, even a deota … the real power of his name is to be traced back to the idea that it was he who got bedakhli [illegal eviction] stopped in Pratapgarh … as a general rule, Gandhi is not thought of as being antagonistic to Government, but only to the zamindars … We are for Gandhiji and the Sarkar.
Answer:
People view Mahatma Gandhi as sadhu, devta, a pandit. In Pratapgarh, he stopped bedakhali. People said that we are for Gandhiji and sarkar. They were in favour of him because of their immense faith.

Page 127

Question 6.
Imagine that you are involved in the Indian national movement. Based on your reading of this chapter, briefly discuss your preferred methods of struggle and your vision of a free India.
Answer:
Following are the methods of struggle and vision of a free India:

  1. Gandhian methods of struggle against the British rule based on non-violence, Satyagarha, truth.
  2. Such methods infused new energy in the freedom struggle.
  3. These methods were based on mass mobilization and participation and relied on the strength of common people.
  4. Like Gandhi, you would prefer the use Swadeshi, symbolic of India’s unique identity.
  5. Your vision of free India would be based on the principles of liberty, equality and justice.
  6. India which is based on democracy that allows for participation of the people in the political process.
  7. India based on gender equality, no caste based discrimination, and where all religions are respected.
  8. India of your dreams would be based on peace and harmony with all countries.
  9. Where poverty is eliminated, society which is characterized by growth and prosperity.

JAC Class 8th History The Making of the National Movement: 1870s–1947 Textbook Questions and Answers

( Let’s Recall)

Question 1.
Why were people dissatisfied with British rule in the 1870s and 1880s?
Answer:
People were dissatisfied with British rule in the 1870s and 1880s due to the following reasons:

(i) The Arms act of 1878: This act disallowed Indians to possess arms.

(ii) The Vernacular Press Act of 1878: This act allows the government to confiscate the assets of newspapers if they published anything that was found objectionable.

(iii) The Ilbert Bill of 1883: The bill provided for the trial of Britishers and Europeans by the Indian judges and sought equality between British and Indian judges in the country. But due to the opposition by whites, the bill was withdrawn. This enraged the Indians as this showed racial discrimination by them.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 2.
Who did the Indian National Congress wish to speak for?
Answer:
The Indian National Congress wish to speak for all the people of the country. This Party was composed of the representatives from all the sections of the Indian society.

Question 3.
What economic impact did the First World War have on India?
Answer:
The First World War had a major economic impact on India. The First World War caused a huge shortage of everything on our economy. The government was spending a huge amount on defense. To bear these expenses, it imposed huge taxes on lands. The prices of various commodities increased enormously which created difficulties for the common people. On the other hand, business houses were gaining huge profits due to the increased demand of industrial goods such as jute bags, cloth and rails. Hence, Indian industries expanded during the war.

Question 4.
What did the Muslim League resolution of 1940 ask for?
Answer:
The Muslim league made a resolution that asked for independent states for Muslims in the North Western and Eastern areas of the country in 1940.

(Let’s Discuss)

Question 5.
Who were the Moderates? How did they propose to struggle against British rule?
Answer:
Moderates were the Congress leaders in the first twenty years of its formation. They proposed to struggle against the British in a non-violent and peaceful manner. They wanted to develop public awareness about the unjust nature of British rule. They published many articles in the newspapers and journals emphasising about the increasing poverty of the country under the British rule. They criticised and condemned the British rule in their speeches. Representatives were sent to different parts of the country to mobilise and organise public support. The leaders thought that the British had respect for the ideals of freedom and justice, hence would accept the demands of Indians. Their main aim was to express their demands and make the government aware of the feelings of Indians.

Question 6.
How was the politics of the Radicals within the Congress different from that of the Moderates?
Answer:
The politics of the Radicals within the Congress were different from that of the Moderates in the following manner:

  1. Radicals argued that instead of believing on the so called good intentions of the British, people should fight for swaraj.
  2. Some leaders such as Lala Lajpat Rai, Bal Gangadhar Tilak and Bepin Chandra Pal (Lal-Bal-Pal) criticised the Moderates for their ‘policy of prayers’ and emphasised on self-reliance and constructive work.
  3. They supported and advised mass mobilisation and boycott of British institutions and goods.
  4. Some leaders also suggested ‘revolutionary violence’ to overthrow British rule.
  5. Moderates, on the other hand, ‘ proposed to struggle against the British in a non-violent and peaceful manner. They wanted to follow the rules, the laws and the order posed by the British.

Question 7.
Discuss the various forms that the Non-Cooperation Movement took in different parts of India. How did the people understand Gandhiji?
Answer:
Non-Cooperation Movement started in 1920. The various forms taken by the Non-Cooperation Movement in different parts of India are as follows:

(i) In tea gardens of Assam, labourers demanded an increase in their pay and started following Gandhiji.

(ii) At Kheda in Gujarat, Patidar peasants organised non-violent campaigns against the high land revenue demand of the British.

(iii) In coastal Andhra and interior Tamil Nadu, liquor shops were picketed and blockade was done.

(iv) In Sind which is now in Pakistan, Muslims traders and peasants supported the Khilafat and the noncooperation movement.

(v) In Guntur district of Andhra Pradesh, ‘forest satyagrahs’ were staged by the tribals and poor peasants who grazed their cattle in the forests without paying the grazing fees.

(vi) In Bengal also, the Khilafat and Non-Cooperation alliance gave enormous communal unity and strength to the national movement.

(vii) In Punjab, the Akali agitation and distress of the Sikhs demanded to remove corrupt mahants who supported by the British from their gurdwaras.

(viii) In other parts of the country, thousands of students left government schools and colleges. Many lawyers like Motilal Nehru, C.R. Das, C. Rajagopalachari and Asaf Ali gave up their practices. People surrendered their titles and boycotted legislatures. People lit public bonfires of foreign cloth. People thought of Gandhiji as a kind of saviour, as someone who could help them overcome their misery and poverty. Peasants believed that he would help them in their fight against zamindars and agricultural labourers believed he would provide them with the land.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 8.
Why did Gandhiji choose to break the salt law?
Answer:
Gandhiji chose to break the salt law because the British introduced a law stating that the Government had control over the manufacture and sale of salt. They imposed a tax on the sale of salt also. Mahatma Gandhi and other national leaders argued that salt was an essential item of our food and hence it was wrong to impose a tax on salt. Moreover, the issue of salt was related to all be it the rich or the poor.

Question 9.
Discuss those developments of the 1937-47 period that led to the creation of Pakistan.
Answer:
In 1937, the provincial elections held and convinced Muslim league that Muslims were a minority and they would always have to play second position in any democratic structure. In 1940, the Muslim league passed a resolution demanding independent states for Muslims in the north western and eastern areas of the country. In 1945, at the end of the Second World War, the British started discussions . and talks with the Congress and the League for the independence of India. The talks failed because the league saw itself as the sole spokesperson of India’s Muslims.

In 1946 elections, the Muslim league succeeded in the areas where seats were reserved for Muslims. In March 1946, the British cabinet sent a three member mission to Delhi to examine the best suited political framework for a free India. It suggested that India should constitute itself as a loose alliance with some autonomy for the Muslim majority areas. But both Congress and Muslim League did not agree to this. The Muslim League announced “Direct Action Day” on 16th August 1946. The failure of the Cabinet Mission made partition inevitable. Riots broke out in which thousands of people were turned homeless or were killed. Women had to face brutality and atrocities. Ultimately in 1947 partition took place and the country of Pakistan was bom.

(Let’s Do)

Question 10.
Find out how the national movement was organised in your city, district, area or state. Who participated in it and who led it? What did the movement in your area achieve?
Answer:
Students need to do it on their own.

Question 11.
Find out more about the life and work of any two participants or leaders of the national movement and write a short essay about them. You may choose a person not mentioned in this chapter.
Answer:
Life and Work of leaders who were involved in the national movement:
Sardar Vallabhbhai Patel Vallabhbhai Jhaverbhai Patel (31st October 1875 – 15th December 1950) popularly known as Sardar Patel, was an Indian politician. He hailed from an impoverished peasant proprietor family of Nadiad, Gujarat. From 1918 onwards, he was an eminent organiser of the freedom movement. He also served as a President of Congress in 1931. He played an important role in the negotiations for freedom and independence during 1945- 47.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

He was fondly called the Iron Man of India. He served as the first Deputy Prime Minister of India. Subhash Chandra Bose Subhas Chandra Bose (23 January 1897 – 18 August 1945) was an Indian nationalist whose defiant patriotism made him a hero in India. Bose had been a leader of the younger, radical, wing of the Indian National Congress in the late 1920s and 1930s, rising to become Congress President in 1938 and 1939.

The Indian National Army (INA; Azad Hind Fauj, Free Indian Army) was an armed force formed by Subhash Chandra Bose. His most famous quote was “Give me blood and I will give you freedom”. Another famous quote was Dilli Chalo ! This was the call he used to give the INA armies to motivate them. Jai Hind or Glory to India! was another slogan used by him and later adopted by the Government of India and the Indian Armed Forces.

JAC Class 8th History The Making of the National Movement: 1870s–1947 Important Questions and Answers

Multiple Choice Question 

Question 1.
The people of India became determined to root out the British rule after incident.
(a) Revolt of 1923
(b) Revolt of 1857
(c) Battle of Panipat
(d) Battle of Seringapatam
Answer:
(b) Revolt of 1857

Question 2.
The meaning of ‘sovereign’ is
(a) the capacity to act independently without outside interference.
(b) the necessity to act dependently without outside interference.
(c) the capacity to act dependently with outside interference.
(d) none of these.
Answer:
(a) the capacity to act independently without outside interference.

Question 3.
The Arms Act was passed in the year
(a) 1857
(b) 1868
(c) 1892
(d) 1878
Answer:
d. 1878

Question 4.
The Indian National Congress came into being on…….
(a) 1885
(b) 1890
(c) 1887
(d) 1895
Answer:
(a) 1885

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 5.
The IHbert Bill was set out to achieve because:
(a) It provided for the equal education of British or European persons by Indian teachers, and sought equality between British and Indian teachers in India.
(b) It provided for the serving of Indian customers by British or European servants, and sought equality between British and Indian masters in the country.
(c) It provided for the trial of British or European persons by Indian judges, and sought equality between British and Indian judges in the country.
(d) It provided for the trading of British or European companies by Indians, and sought equality between British and Indian traders in the country.
Answer:
(c) It provided for the trial of British or European persons by Indian judges, and sought equality between British and Indian judges in the country.

Question 6.
Repeal mean
(a) to unofficially approve the validity of something such as a law
(b) to officially end the validity of something such as a law
(c) to unofficially change something such as a law
(d) to officially approve something such as a law
Answer:
(b) to officially end the validity of something such as a law

Question 7.
Identify some of the the Radical leaders who were known as Lal-Bal- Pal.
(a) Jawaharlal Nehru, Lala Lajpat Rai, Raja Ravi Varma
(b) Bepin Chandra Pal, Mohandas Gandhi, and Raja Ram Mohan Roy
(c) Lala Lajpat Rai, Bal Gangadhar Tilak, and Bepin Chandra Pal
(d) Bal Gangadhar Tilak, Indira Gandhi, and Subhas Chandra Bose
Answer:
(c) Lala Lajpat Rai, Bal Gangadhar Tilak, and Bepin Chandra Pal

Question 8: The slogan “Freedom is my birthright
and I shall have it!” was said by
(a) Lala Lajpat Rai
(b) Subhash Chandra Bose
(c) Mahatma Gandhi
(d) Bal Gangadhar Tilak
Answer:
(d) Bal Gangadhar Tilak

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 9.
The concept of Swadeshi Movement was:
(a) to boycott British institutions and goods.
(b) to boycott Indian institutions and goods
(c) to boost British institutions and goods
(d) to boost American institutions and goods
Answer:
(a) to boycott British institutions and goods.

Question 10.
Mahatma Gandhi returned to . India from South Africa in the year
(a) 1920
(b) 1921
(c) 1915
(d) 1918
Answer:
(c) 1915

Very Short Answer Type Question

Question 1.
Why did Rabindranath Tagore renounce his knighthood?
Answer:
Rabindranath Tagore had renounced the British knighthood in protest against the Jallianwala Bagh massacre of 1919.

Question 2.
Who was the first Governor-General of free India?
Answer:
C. Rajagopalachari, popularly known as Rajaji was first Governor-General of free India.

Question 3.
Who was the first Indian woman to become President of the Indian National Congress?
Answer:
Sarojini Naidu was the first Indian woman to become President of the Indian National Congress in 1925.

Question 4.
What was A.O. Hume’s contribution in the Indian national movement?
Answer:
A.O. Hume was a retired British official. He played a major part in bringing Indians from the various regions together.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 5.
When was Indian National Congress established?
Answer:
The Indian National Congress was established when 72 delegates from all over the country met at Bombay in December 1885.

Question 6.
Who established the Natal Congress and why?
Answer:
In 1895, along with other Indians, Mahatma Gandhi established the Natal Congress to fight against racial discrimination.

Question 7.
Name the author who wrote the book Poverty and Un-British rule in India? What was it about?
Answer:
Dadabhai Naoroji wrote the book Poverty and Un-British Rule in India. It offered a scathing criticism of the economic impact of British rule.

Question 8.
Write a short note on Lala Lajpat Rai.
Answer:
Lala Lajpat Rai was a nationalist from Punjab. He was one of the leading members of the Radical group which was critical of the politics of petitions. He was also an active member of the Arya Samaj.

Question 9.
Give a short note on government of India Act 1935.
Answer:
Government of India Act of 1935 prescribed and established provincial autonomy. In 1937, the government announced elections to the provincial legislatures. Congress won most of the provinces and formed governments in 7 out of 11 provinces.

Question 10.
Which newspaper was edited by Balgangadhar Tilak?
Answer:
Kesari, a Marathi newspaper was edited by Balgangadhar Tilak.

Question 11.
In which year Muslim League was formed?
Answer:
In the year 1906, All India Muslim League was formed at Dacca.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 12.
Name the places of intervention of Gandhiji in local movements.
Answer:
The places of intervention of Gandhiji in local movement were Champaran, Kheda and Ahmedabad.

Short Answer Type Question

Question 1.
Why were people dissatisfied with British rule in the 1870s and 1880s?
Answer:
People were dissatisfied with British rule in the 1870s and 1880s due to the following reasons:

(i) In 1878, the Arms Act was passed, disallowing Indians from possessing arms.

(ii) In the same year the Vernacular Press Act was also enacted in an effort to silence those who were critical of the government. The Act allowed the government to confiscate the assets of newspapers including their printing presses if the newspapers published anything that was found ‘objectionable’ and against the British.

(iii) In 1883, there was a furore and agitation over the attempt by the government to introduce the Ilbert Bill. The bill provided for the trial of British or European persons by Indians and sought equality between British and Indian judges in the country. But when white opposition forced the government to withdraw the bill, Indians were enraged.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 2.
State the demands of the Congress made in its early years.
Answer:
The Congress in the first twenty years was moderate in its objectives and methods. During this period, it made several demands. They are as follows:

  1. The Congress demanded a greater voice for Indians in the government and in administration.
  2. It wanted the Legislative Councils to be made more representative means giving more power and introduced in provinces where none existed.
  3. It demanded that Indians be placed in high positions in the government. For this purpose it called for civil service examinations to be held in India as well not just in London.
  4. Indianisation was one of the demands in the administration which was part of a movement against racisim since most important jobs at the time were monopolised by white officials.
  5. Other demands included the separation of the judiciary from the executive, the repeal of the Arms Act and the freedom of speech and expression.
  6. It demanded reduction of revenue, cut in military expenditure and more funds for irrigation and cultivation.

Question 3.
Why was the uit India Movement started?
Answer:
After two years of Congress rule in the provinces, the Second World War broke out in September 1939. Critical of Hitler, Congress leaders were ready to support the British war effort. But in return they wanted that India must be granted independence after the war. The British refused to concede the demand. The Congress ministries resigned in protest. Mahatma Gandhi decided to initiate a new phase of movement against the British in the middle of the Second World War. Gandhi told the British that they must quit India immediately. To the people of India, he said, ‘do or die’ in your effort to fight the British but you must fight non-violently. This was the reason of starting of Question uit India Movement.

Question 4.
What were the effects of partition of Bengal?
Answer:
The effects of partition of Bengal were as follows:

  1. The partition of Bengal infuriated and agitated people all over India. All sections of the Congress be it the Moderates or the Radicals everyone opposed it.
  2. Large public meetings and demonstrations were organised and novel and non-violent methods of mass protest developed.
  3. The struggle that unfolded came to be known as the Swadeshi movement, strongest in Bengal but with echoes and furore elsewhere too, be it deltaic Andhra for example, it was known as the Vandemataram Movement.

Question 5.
In brief list the important political development in mid-1920 in India.
Answer:
The most important developments of the mid-1920s in India were the formation of the Rashtriya Swayamsevak Sangh (RSS), a Hindu organisation, and the Communist Party of India. These parties have held very different ideas about the kind of country India should be. The revolutionary nationalist Bhagat Singh too was active in this period. In 1929, under the presidentship of Jawaharlal Nehru the decade closed with the Congress resolving to fight for Puma Swaraj means complete independence. Consequently, “Independence Day” was observed on 26 January 1930 all over the country.

Question 6.
In what way did people participate in non-cooperation movement during 1921-22?
Answer:
The Non-Cooperation Movement gained momentum through 1921-22. People participated in it in many ways:

  1. Thousands of students left government controlled schools and colleges.
  2. Many lawyers such asMotilalNehru, C.R. Das, C. Rajagopalachari and Asaf Ali gave up their practices.
  3. British titles were surrendered and legislatures boycotted.
  4. People lit public bonfires of foreign cloth. The imports of foreign cloth fell drastically between 1920 and 1922.

Question 7.
What are the goals of early political organizations formed in India?
Answer:
The goals of early political organisations formed in India were stated as the goals of all the people of India and not those of any one region, community or class. They worked with the idea that the people should be sovereign means a modem consciousness and a key feature of nationalism. In other words, they believed that the Indian people should be empowered to take decisions regarding their affairs.

Question 8.
For what reason did Gandhiji call off the Non-cooperation Movement?
Answer:
Mahatma Gandhi was against violent movements. In February 1922, he suddenly called off the Non-Cooperation Movement when a crowd of peasants set fire to a police station in Chauri Chaura. Twenty-two policemen were killed on that day. The peasants were provoked because the police had fired on their peaceful demonstration.

JAC Class 8 Social Science Solutions History Chapter 9 The Making of the National Movement: 1870s–1947

Question 9.
What role did Ambabai play in the Indian freedom struggle?
Answer:
Ambabai of Karnataka had been married at the age of twelve. Widowed at sixteen, she picketed foreign cloth and liquor shops in Udipi. She was arrested, served a sentence and was rearrested. Between prison terms she made speeches, taught spinning and organised prabhat pheris. Ambabai regarded these as the happiest days of her life because they gave it a new purpose and commitment.

Question 10.
Why did the Congress ministries resign in protest in 1939?
Answer:
In September 1939, after two years of Congress rule in the provinces, the Second World War broke out. Critical of Hitler, Congress leaders were ready to support the British war effort. But in return Congress leaders wanted that India be granted independence after the war. The British refused to concede the demand. Hence, the Congress ministries resigned in protest.

Long Answer Type Question

Question 1.
Describe the dynamic role of Mahatma Gandhi in the Indian nationalist movement for freedom as a leader of the masses.
Answer:
The dynamic role of Mahatma Gandhi in the Indian nationalist movement for freedom as a leader of the masses were as follows:

  1. In 1915, Mahatma Gandhi at the age of 46 arrived in India from South Africa. Mahatma Gandhi emerged as a mass leader.
  2. Having led Indians in South Africa in non-violent marches and movements against racist restrictions, he was internationally known and a respected leader.
  3. His South African campaigns had brought him in contact with various types of Indians.
  4. The first year was spent by Mahatma Gandhi in travelling throughout the country, understanding the people, their needs and the overall situation
  5. His earliest interventions were in local movements in Champaran, Kheda and Ahmedabad where he came into contact with Rajendra Prasad and Vallabhbhai Patel.
  6. In Ahmedabad he led a successful millworker’s strike in 1918.
  7. Gandhiji gave a call for satyagraha against the Rowlatt Act that the British had just passed in 1919.
  8. The Non-Cooperation Movement gained momentum through 1921-22. Mahatma Gandhi supported and urged the Congress to campaign against ‘Punjab wrongs’ (Jallianwala massacre), the Khilafatwronganddemandswaraj.
  9. He abruptly called off the Non-Cooperation Movement when in February 1922 a crowd of peasants set fire to a police station in Chauri Chaura.
  10. In 1930, Gandhi again took off with another non-violent movement known as the civil disobedience movement.
  11. In August 1942, the uit India Movement was launched under the leadership and supervision of Mahatma Gandhi.

Question 2.
Why was the Satyagraha call given by Gandhiji in 1919? What did it lead to?
Answer:
The Satyagraha call was given by Gandhiji in 1919 because of the following reasons:

(i) In 1919 Gandhiji gave a call for a satyagraha against the Rowlatt Act that the British had just passed.

(ii) The Act curbed fundamental rights such as the freedom of expression and strengthened police powers.

(iii) Mahatma Gandhi, Mohammad Ali Jinnah and others felt that the government had no right to restrict people’s basic freedoms.

(iv) They criticised and opposed the Act as ‘devilish’ and tyrannical.

(v) Gandhiji asked the Indian people to observe 6 April 1919 as a day of non-violent opposition to this Act, as a day of ‘humiliation and prayer. and hartal (strike). Satyagraha Sabhas were set up to launch the movement.

(vi) The Rowlatt Satyagraha turned out to be the first all-India struggle against the British government although it was largely restricted to cities. In April 1919 there were a number of demonstrations and hartals in the country and the government used brutal measures to suppress them. The Jallianwala Bagh atrocities, inflicted by General Dyer in Amritsar on Baisakhi day (13 April), were a part of this repression.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Reform

JAC Board Class 8th Social Science Solutions History Chapter 8 Women, Caste and Reform

JAC Class 8th Women, Caste and Reform InText Questions and Answers

Page 95

Question 1.
Can you think of the ways in which social customs and practices were discussed in the pre-printing age when books, newspapers and pamphlets were not readily available?

  1. Organising social meetings.
  2. Delivering effective speeches.
  3. Handwritten statements on palm leaves.
  4. Discussion with scholars and intellectuals of different regions.

Page 97

Question 2.
This argument was taking place more than 175 years ago. Write down the different arguments you may have heard around you on the worth of women. In what ways have the views changed?
Answer:
Views against women are as follows:

  1. Economically not strong.
  2. Decision making is always with their husbands.
  3. No right to have education.

Now the views have changed:

  1. They are recognised same as men.
  2. They are occupying prominent places in the work areas and society.
  3. They are not the subject of exploitation.
  4. Education institutes have been opened

Page 102

Question 3.
Imagine that you are one of the students sitting in the school veranda and listening to the lessons. What kind of questions would be rising in your mind?
Answer:
Students need to do it on their own.
(Hint: Why in the name of caste people are dividing the society? Do the students have any moral values who sitting in the veranda?)

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 4.
Some people thought this situation was better than the total lack of education for untouchable people. Would you agree with this view?
Answer:
No, I don’t agree with this view.

Page 103

Question 5.
Carefully read Source 3. What do you think Jyotirao Phule meant by “me here and you over there again”?

Source 3:
“Me here and you over there” Phule was also critical of the anti-colonial nationalism that was preached by upper-caste leaders. He wrote: The Brahmans have hidden away the sword of their religion which has cut the throat of the peoples ’prosperity and now go about posing as great patriots of their country. They … give this advice to … our Shudra, Muslim and Parsi youth that unless we put away all quarrelling amongst ourselves about the divisions between high and low in our country and come together, our … country will never make any progress … It will be unity to serve their purposes, and then it will be me here and you over there again. ‘ Jyotiba Phule, The Cultivator’s Whipcord
Answer:
According to Jyotirao Phule the society would go towards equality and justice.

Page 105

Question 6.
Why does caste remain such a controversial issue today? What do you think was the most important movement against caste in colonial times?
Answer:
Caste remain such a controversial issue today because people’s own interest and political issues. Temple entry movement was the most important movement against caste in colonial times.

Page 108

Question 7.
Imagine you are a teacher in the school set up by Rokeya Hossain. There are 20 girls in your charge. Write an account of the discussions that might have taken place on any one day in the school.
Answer:
Students need to do it on their own.

JAC Class 8th History  Women, Caste and Reform Textbook Questions and Answers

( Let’s Recall)

Question 1.
What social ideas did the following people support.

  • Rammohun Roy
  • Dayanand Saraswati
  • Veerasalingam Pantulu
  • Jyotirao Phule
  • Pandita Ramabai
  • Periyar
  • MumtazAli
  • Ishwarchandra Vidyasagar

Answer:

Rammohun Roy Ban on Sati
Dayanand Saraswati Widow remarriage
Veerasalingam Widow remarriage
Pantulu Caste inequality
Jyotirao Phule III treatment of widows
Pandita Ramabai Caste inequality
Periyar Women’s education
Mumtaz Ali Women’s education

Question 2:
State whether true or false:
(a) When the British captured Bengal they framed many new laws to regulate the rules regarding marriage, adoption, inheritance of property, etc
(b) Social reformers had to discard the ancient texts in order to argue for reform in social practices. Reformers got full support from all sections of the people of the country.
(d) The Child Marriage Restraint Act was passed inl829.
Answer:
(a) True
(b) False
(c) False
(d) True

(Let’s Discuss)

Question 3.
How did the knowledge of ancient texts help the reformers promote new laws?
Answer:
The knowledge of ancient texts helped the reformers to promote new laws as whenever reformers wanted to challenge a practice that seemed harmful and would not benefit many people, they tried to find a verse or texts in the ancient sacred texts that supported their point of view. They then suggested that the practice as it existed at present was against early tradition.

Question 4.
What were the different reasons people had for not sending girls to school?
Answer:
The different reasons people had for not sending girls to school were as following:

  1. They feared that schools would take girls away from home, prevent them from doing their domestic duties.
  2. Moreover, girls had to travel through public places in order to reach school.
  3. Many people felt that this would have a corrupting influence on them.
  4. They felt that girls should stay away from public spaces.

Question 5.
Why were Christian missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons?
Answer:
Christian missionaries were attacked by many people in the country because missionaries began to set up schools for tribal groups and lower caste children. They were also involved in many reform activities as they denounced caste system, sati and advocated education of girls. They were opposed by the orthodox section of the society as they believed that they were trying to interfere in their religious matters.

Many people also believed that the ultimate motive of the Christian missionaries was to convert the people into Christianity. Christian missionaries were supported by many progressive Indians like the reformers and the intellectuals who wanted the Indian society to reform. Various tribes and lower castes also supported them as most people had benefitted from the reform activities of the missionaries.

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 6.
In the British period, what new opportunities opened up for people who came from castes that were regarded as “low”?
Answer:
Many new opportunities opened up for people who came from castes that were regarded as “low” during British period are as follows:

(i) There were work in plantations in Assam, Mauritius, Trinidad and Indonesia.

(ii) There was work in the factories that were coming up and jobs in municipalities.

(iii) Expansion of cities created new demands of labour. Drains had to be dug, roads laid, buildings constructed and cities cleaned This required coolies, diggers, carriers, bricklayers, sewage cleaners, sweepers, palanquin bearers, rickshaw pullers.

(iv) The army also offered opportunities. A number of Mahar people who were regarded as untouchable found jobs in the Mahar Regiment.

Question 7.
How did Jyotirao the reformer justify his criticism of caste inequality in society?
Answer:
Jyotirao the reformer justify his criticism of caste inequality in society as he did not accept the Brahman’s claim that they were superior to others since they were Aryans. As the Aryans established their dominance, they began looking at the defeated population as inferior as low caste people. According to Phule, the upper castes had no right to their land and power and in reality, the land belonged to indigenous people, the so- called low castes.

Question 8.
Why did Phule dedicate his book Gulamgiri to the American movement to free slaves?
Answer:
In 1873, Phule wrote a book named Gulamgiri which means slavery. He dedicated his book to all those Americans who had fought to free slaves thus establishing a link between the conditions of the lower castes in India and the black slaves in America. With the hope that there would be an end to all sorts of caste discriminations in Indian Society as well as it happened in America.

Question 9.
What did Ambedkar want to achieve through the temple entry movement?
Answer:
In 1927, Ambedkar started a temple entry movement, in which his Mahar caste followers participate(d) He led three such movements for temple entry between 1927 and 1935. His objective was to make the people see the power of caste prejudices within society.

Question 10.
Why were Jyotirao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way?
Answer:
Jyotirao Phule and Ramaswamy Naicker were critical of the national movement because within a party when a feast was organised by the nationalists, different seating arrangements were made for the people of upper and lower castes. Their criticisms did help in the nationalist movement. The forceful speeches, writings and movements of lower caste leaders did lead to rethinking and some self criticism among upper caste nationalist leaders.

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

JAC Class 8th History  Women, Caste and Reform Important Questions and Answers

Multiple Choice Question 

Question 1.
Widows were praised if they chose to die by burning themselves on the funeral pyre of their husbands. The practice known as .
(a) Savitri pratha
(b) Gayatri pratha
(c) Sati pratha
(d) Ganga pratha
Answer:
(c) Sati pratha

Question 2.
The social order of caste lines on which people were divided:
(a) Brahmans, Kshatriyas, Vaishyas, and Shudras
(b) Vaishyas, Brahmans, Shudras, and Kshatriyas
(c) Brahmans, Vaishyas, Shudras, and Kshatriyas
(d) Kshatriyas, Brahmans, Vaishyas, and Shudras
Answer:
(a) Brahmans, Kshatriyas, Vaishyas, and Shudras

Question 3.
Sati pratha was officially banned in India on………
(a) 1857
(b) 1839
(c) 1867
(d) 1829
Answer:
(d) 1829

Question 4.
The reformer who formed an association for widow remarriage in the Telugu speaking areas of the Madras Presidency was
(a) Veerasalingam Pantulu
(b) Aademma Pantulu
(c) Baalaaditya Pantulu
(d) Phlalgunaraav Pantulu
Answer:
(a) Veerasalingam Pantulu

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 5.
………. founded the reform association known as Arya Samaj to support widow remarriage.
(a) Ishwarchandra Vidyasagar
(b) Jyotirao Phule
(c) Swami Dayanand Saraswati
(d) Bipin Chandra Pal
Answer:
(c) Swami Dayanand Saraswati

Question 6.
Schools for Muslim girls in Patna and Calcutta during the same time was started by….. .
(a) Begum Ayesha Sultana
(b) Begum Rokeya Sakhawat Hossain
(c) Begum Nawazish Ali
(d) None of the above
Answer:
(b) Begum Rokeya Sakhawat Hossain

Question 7.
In 1873,……….. wrote a book named Gulamgiri.
(a) Jyotirao Phule
(b) Rammohun Roy
(c) Shri Narayan Guru
(d) Ghasidas
Answer:
(a) Jyotirao Phule

Question 8.
Dr. B.Ambedkar started a temple entry movement which was resented by the Brahman priests in the year
(a) 1919
(b) 1927
(c) 1920
(d) 1929
Answer:
(b) 1927

Question 9.
…….. said that the texts had been used to establish the authority of Brahmans over lower castes and the domination of men over women.
(a) Jyotirao Phule
(b) Ghasidas
(c) E. V. Ramasami Naicker
(d) Ishwarchandra Vidyasagar
Answer:
(c) E. V. Ramasami Naicker

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 10.
The first Urdu novel began to be written from……..
(a) 16th century
(b) 17th century
(c) Late 18th century
(d)Late 19th century
Answer:
(d) Late 19th century

Very Short Answer Type Question

Question 1.
Who was popularly known as Periyar?
Answer:
The social reformer E.V. Ramasamy Naicker was popularly known as Periyar.

Question 2.
Who were Shudras?
Answer:
Shudras were the labouring castes.

Question 3.
Who founded the Satyashodhak Samaj? What was it?
Answer:
The Satyashodhak Samaj, an association which Phule founded, propagated caste equality.

Question 4.
People view leather workers with contempt. Why?
Answer:
Leather workers have been traditionally held in contempt since they work with dead animals which are seen as dirty and polluting.

Question 5.
In which way did reformers bring changes in society?
Answer:
Reformers bring changes in society by persuading people to give up old practices and adopt a new way of life.

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 6.
Why were untouchable students not allowed to enter the classrooms where upper caste boys were taught?
Answer:
Untouchable students were not allowed to enter the classrooms where upper caste boys were taught because there was a false notion among the upper- caste that untouchable would pollute the classroom where their children are taught.

Question 7.
Who were known as Madigas?
Answer:
Madigas were an important untouchable caste of present-day Andhra Pradesh. They were experts at cleaning hides, tanning them for use and sewing sandals.

Question 8.
Which Hindu scriptures were criticized by Periyar?
Answer:
Hindu scriptures which were criticized by Periyar was the Codes of Manu, the ’ ancient lawgiver, and the Bhagavad Gita and the Ramayana.

Question 9.
Peasants and artisans were referred to which class?
Answer:
Peasants and artisans were referred to Shudra class.
Question 10:
Who was Swami Ramakrishna?
Answer:
Swami Ramakrishna was a saint and a priest. He was one of the major socio-religious reformer of the 19th century.

Short Answer Type Question

Question 1.
What did Raja Rammohun Roy do to eradicate sati?
Ans:
Raja Rammohun Roy was moved by the problems widows faced in their lives. He began a campaign against the practice of sati. He tried to show through his writings that the practice of widow burning had no place in ancient texts. They were therefore more than willing to listen to Rammohun who was reputed to be a learned man. Hence, in 1829, sati was banned

Question 2.
Who has written the book named Stripurushtulna? What is it about?
Answer:
Tarabai Shinde, a woman educated at home at Poona published the book, Stripurushtulna, (A Comparison between Women and Men). It was about criticizing the social differences between men and women.

Question 3.
E.V. Ramaswamy Naicker leave the congress. Why?
Answer:
E.V. Ramaswamy Naicke left the congress in disgust when he noticed that at a feast organised by nationalists, seating arrangements were followed by caste distinctions means the lower castes were made to sit at a distance from the upper castes.

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 4.
How was widow’s home at Poona helpful?
Answer:
Pandita Ramabai founded a widow’s home at Poona to provide shelter to widows who had been treated badly by their husband’s relatives. Here women were trained so that they could support themselves economically.

Question 5.
What was the role of the Christian missionaries in spreading education among the tribal group and the lower caste?
Answer:
The role of the Christian missionaries was to set up schools for tribal groups and lower caste children. These children were thus equipped with some resources to make their way into a changing worl(d)

Question 6.
What do you understand by the term ‘sati’?
Answer:
‘Sati’ means virtuous women. Women who died by burning themselves on the funeral pyre of their husband, whether willingly or otherwise were called sati.

Question 7.
Brief about Tarabai Shinde and Pandita Ramabai.
Answer:
Tarabai Shinde was a woman educated at home at Poona and published a book named Stripurushtulna (A Comparison between Women and Men) were she criticizes the social differences between men and women. Pandita Ramabai was a great scholar of Sanskrit and felt that Hinduism was oppressive towards women, and wrote a book about the miserable lives of upper caste Hindu women. She founded a widows’ home at Poona to provide shelter to widows who had been treated badly by their husbands’ relatives. Here women were trained so that they could support themselves economically.

Question 8.
Who established Ramakrishna Mission and which year it was established?
Answer:
Swami Vivekananda who was a disciple of Ramakrishna established the Ramkrishna Mission on 1st May 1897at Belur Math, Calcutta.

Question 9.
What is the purpose of the Ramakrishna Mission.
Answer:
The Ramakrishna Mission focused on the idea of salvation through selfless action and social service. The purpose is:

  1. All religion are equal, to reach God they are just the different ways.
  2. The true service of God is the service for human being.
  3. Caste system, superstitions and untouchability should be removed

Long Answer Type Question

Question 1.
Write short notes on the following:
The Brahmo Samaj, Derozio and Young Bengal, The Prarthana Samaj, The Veda Samaj, The Aligarh Movement, The Singh Sabha Movement.

The Brahmo Samaj:
It was formed in 1830 prohibited all forms of idolatry and sacrifice believed in the Upanishads and forbade its members from criticising other religious practices. It critically drew upon the ideals of religions especially of Hinduism and Christianity looking at their negative and positive dimensions.

DerozioandYoungBengal:
Henry Louis Vivian Derozio was a teacher at Hindu College, Calcutta in the 1820s promoted radical ideas and encouraged his pupils to question all authority. Referred to as the Young Bengal Movement, his students attacked tradition and custom, demanded education for women and campaigned for the freedom of thought and expression.

The Prarthana Samaj:
It was established in 1867 at Bombay, the Prarthana Samaj sought to remove caste restrictions, abolish child marriage, encourage the education of women and end the ban on widow remarriage. Its religious meetings drew upon Hindu, Buddhist and Christian texts.

The Veda Samaj:
The Veda Samaj was established in Madras (Chennai) in 1864, it was inspired by the Brahmo Samaj. It worked to abolish caste distinctions and promote widow remarriage and women’s education and their members believed in one God They condemned the superstitions and rituals of orthodox Hinduism.

The Aligarh Movement:
In 1875, the Mohammedan Anglo-Oriental College was founded by Sayyid Ahmed Khan at Aligarh which later became the Aligarh Muslim University. The institution offered modem education, including Western science to Muslims. The Aligarh Movement as it was known had an enormous impact in the area of educational reform.

The Singh Sabha Movement:
In 1873 at Amritsar, the first Singh Sabhas were formed and at Lahore in 1879. The Sabhas sought to rid Sikhism of superstitions, caste distinctions and practices seen by them as non-Sikh. They promoted education among the Sikhs, often combining modem instruction with Sikh teachings.

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 2.
Changes were necessary in Indian society. Why?
Answer:
Indian society had been a devour to many evil and ill practices for long time. Some of them were as follows:
(i) Most children were married off at an early age.

(ii) Both Hindu and Muslim men could marry more than one wife.

(iii) In some parts of the country, widows were praised if they chose death by burning themselves on the funeral pyre of their husbands.

(iv) Women’s rights to property were also restricted

(v) Besides, most women had virtually no access to education.

(vi) In most places, people were divided by their caste. Brahmans and
Kshatriyas considered themselves as upper castes. Due to this people didn’t enjoyed equal status.

(vii) Other than these people, others were exploited

(viii) The untouchables were doing the menial works and were considered as polluting. These people were banned from entering the temples. The above mention social customs and practices made the changes necessary in Indian society. Hence, discussions and debates began to take place from the early nineteenth century. Many social reformers came forward such as Raja Rammohun Roy, Ishwarchandra Vidyasagar took initiative to bring changes in society by abolishing most of the above practices.

JAC Class 8 Social Science Solutions History Chapter 8 Women, Caste and Refor

Question 3.
Explain in brief the movements that were organised by people from within the lower castes against caste discrimination.
Answer:
By the second half of the nineteenth century, the movements that were organised by people from within the lower castes against caste discrimination people, they were non-Brahman people. They demanded social equality and justice. Ghasidas founded the Satnami movement in Central India who worked among the leather workers and organised a movement to improve their social status. In eastern Bengal, Haridas Thakur’s Matua sect worked among Chandala cultivators. He questioned Brahmanical texts that supported the caste system. In what is present day Kerala, a guru from Ezhava caste, Shri Narayana Guru proclaimed the ideals of unity for his people. He argued against treating people unequally on the basis of caste differences.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

JAC Board Class 8th Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

JAC Class 8th History Weavers, Iron Smelters and Factory Owners InText Questions and Answers

Question 1.
Why do you think the Act was called the Calico Act? What does the name tell us about the kind of textiles the Act wanted to ban?
Answer:
The Act was called the Calico Act because in 1720, the British government enacted a legislation banning the use of printed cotton textiles called chintz in England Since, the manufacturers were unable to compete with the Indian market.

Page 72

Question 2.
Read Sources 1 and 2. What reasons do the petition writers give for their condition of starvation?
Source 1:
‘We must starve for food” In 1823 the Company government in India received a petition from 12,000 weavers stating:
Our ancestors and we used to receive advances from the Company and maintain ourselves and our respective families by weaving Company s superior assortments. Owing to our misfortune, the aurangs have been abolished ever since because of which we and our families are distressed for want of the means of livelihoo(d) We are weavers and do not know any other business. We must starve for food, if the Board of Trade do not cast a look of kindness towards us and give orders for clothes. Proceedings of the Board of Trade, 3 February 1824.

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Source 2:
“Please publish this in your paper” One widowed spinner wrote in 1828 to a Bengali newspaper, Samachar Darpan, detailing her plight:

To the Editor, Samachar, I am a spinner. After having suffered a great deal, I am writing this letter. Please publish this in your paper … When my age was … 22, I became a widow with three daughters. My husband left nothing at the time of his death … I sold my jewellery for his shraddha ceremony. When we were on the verge of starvation God showed me a way by which we could save ourselves. I began to spin on takli and charkha … The weavers used to visit our houses and buy the charkha yarn at three tolas per rupee. Whatever amount I wanted as advance from the weavers, 1 could get for the asking. This saved us from cares about food and cloth. In a few years ’time I got together … Rs. 28. With this I married one daughter. And in the same way all three daughters …

Now for 3 years, we two women, mother- in-law and me, are in want of foo(d) The weavers do not call at the house for buying yarn. Not only this, if the yarn is sent to market it is still not sold even at one-fourth the old prices. I do not know how it happened I asked ‘ many about it. They say that Btlati 2 yam is being imported on a large scale. The weavers buy that yarn and weave … People cannot use the cloth out of this yarn even for two months; it rots away. A representation from a suffering spinner
Answer:
They are the weavers and they don’t know any other work. The yam sent to the market is not sold even at the nominal price.

Page 75

Question 3.
Why would the iron and steel making industry be affected by the defeat of the nawabs and rajas?
Answer:
The iron and steel making industry were affected by the defeat of the nawabs and rajas because the swords which they used were made of iron and steel. But, with the defeat of nawabs and rajas by the British, imports of iron and steel stopped from Britain.

JAC Class 8th History Weavers, Iron Smelters and Factory Owners Textbook Questions and Answers

( Let’s Recall)

Question 1.
What kinds of cloth had a large market in Europe?
Answer:
Cotton and silk were the clothes that had a large market in Europe. Also different varieties of Indian textiles were also sold, they were Chintz, Jamdani, Bandana etc.

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 2.
What is jamdani?
Answer:
Jamdani is a fine muslin in which beautiful motifs are woven in the loom. A mixture of cotton and gold threads are used The most important jamdani weaving centres were Dacca in Bengal and Lucknow in United Provinces.

Question 3.
What is bandanna?
Answer:
Bandanna is a bright colour scarf used for neck or head The term derived from the word ‘bandhna’ and it means bright colour cloth produced through the method of tying and dying.

Question 4.
Who are the Agaria?
Answer:
Agaria are the group of men and women who forms a community of iron smelters.

Question 5.
Fill in the blanks:
(a) The word chintz comes from the word .
(b) Tipu’s sword was made of steel.
(c) India’s textile exports declined in the century.
Answer:
(a) chhint
(b) Wootz
(c) nineteenth

(Let’s Discuss)

Question 6.
How do the names of different textiles tell us about their histories?
Answer:
The following names of different textiles tell us about their histories: Muslin – European traders first encountered fine cotton cloth from India carried by Arab merchants in Mosul(now Iraq). So, they named all finely woven textiles as muslin. . Calico – When the Portuguese first came to India in search of spices they landed in Calicut on the Kerala coast in south-west India. The cotton textiles which they took back to Europe along with the spices came to be known as calico (derived from Calicut) and subsequently calico became the general name for all cotton textiles. Chintz – It is derived from the Hindi word chhint which means a cloth with small and colourful flowery designs. Bandanna – The word bandanna refers to brightly coloured and printed scarf for the neck or hea(d) Though, the term derived from the word bandhna means tying and referred to a variety of brightly coloured cloth produced through a method of tying and dying.

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 7.
Why did the wool and silk producers in England protest against the import of Indian textiles in the early eighteenth century?
Answer:
The wool and silk producers in England protested against the import of Indian textiles in the early eighteenth century because textile industries had just begun to develop in England and unable to compete with Indian textiles, English producers wanted a secure market within the country by preventing the entry of Indian textiles.

Question 8.
How did the development of cotton industries in Britain affect textile producers in India?
Answer:
The development of cotton industries in Britain affected textile producers in India in the following ways:

  1. Indian textiles had to compete with British textiles in the European and American markets.
  2. Due to very high duties imposed on Indian textiles which were imported from Britain, exporting textiles to England became increasingly difficult.
  3. By the beginning of the nineteenth century, English made cotton textiles successfully ousted Indian goods from their traditional markets in Africa, America and Europe.
  4. Bengal weavers were the worst hit. Most of weavers in India were now thrown out of employment.
  5. By the 1830s, British cotton cloth flooded Indian markets. This badly affected not only the specialist weavers but also spinners.

Question 9.
Why did the Indian iron smelting industry decline in the nineteenth century?
Answer:
Indian iron smelting industry began to decline in the nineteenth century due to the following reasons:

  1. The new forest law of British government prevented people from entering the reserved forests. Thus, the iron smelters were not able to find wood for charcoal and iron ore for producing iron.
  2. Defying forest laws, they often entered the forests secretly and collected wood but they could not sustain their occupation on this basis for long. Many gave up their work and looked for other means of livelihood
  3. In some areas, the government did grant access to the forest but the iron smelters had to pay a very high tax to the forest department for every furnace they used This reduced their income.
  4. By the late nineteenth century, iron and steel was being imported from Britain. Ironsmiths in India began using the imported iron to manufacture utensils and implements. This inevitably lowered the demand for iron produced by local smelters.

Question 10.
What problems did the Indian textile industry face in the early years of its development?
Answer:
The Indian textile industry faced many problems in the early years of its development:
(i) It found it difficult to compete with the cheap textiles imported from Britain.
(ii) In most countries, governments supported industrialisation by imposing heavy duties on imports. This helped in eliminating competition and protected infant industries. But the colonial government in India usually refused such protection to local industries.

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 11.
What helped TISCO expand steel production during the First World War?
Answer:
The following reasons helped TISCO expand steel production during the First World War:

  1. The World War I broke out in 1914 and demanded a huge amount of iron and steel for the production of ammunition which Britain had to fulfill.
  2. TISCO built shells and carriage wheels for the war.
  3. Indian market turned to TISCO for rail works.
  4. By 1919, British government started to buy 90% of the steel manufactured by TISCO.

(Let’s Do)

Question 12.

Find out about the history of any craft around the area you live. You may wish to know about the community of craftsmen, the changes in the techniques they use and the markets they supply. How have these changed in the past 50 years?
Answer:
Students need to do it on their own.

Question 13.
On a map of India, locate the centres of different crafts today. Find out when these centres came up.
Answer:
Student need to do it on their own.
Hint:

  • Bengal was an important centre.
  • Dacca(now in Bangladesh) was . famous for jamdani and mulmul weaving.
  • Southern Indian region had important cotton weaving centres such as Madras, Pondicherry, etc

JAC Class 8th History Weavers, Iron Smelters and Factory Owners Important Questions and Answers

Multiple Choice Questions

Question 1.
The industries which were important for the industrial revolution in the modern British world are:
(a) textile, cotton, and steel
(b) textile, steel, and IT
(c) textile, iron, and steel
(d) IT, iron, and, steel
Answer:
(c) textile, iron, and steel

Question 2.
Indian print cotton clothes are:
(a) chintz, khassa, and bandanna
(b) silk, khadi, and khassa
(c) chintz, dhasa, and darya
(d) bandanna, darya, and dhakka
Answer:
(a) chintz, khassa, and bandanna

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 3.
The inventor of steam engine was:
(a) John Kaye
(b) Albert Einstein
(c) Richard Arkwright
(d) None of the above
Answer:
(c) Richard Arkwright

Question 4.
Chhipigars are:
(a) Dyers
(b) Block printers
(c) Weavers
(d) Farmers
Answer:
(b) Block printers

Question 5:
…….. towns emerged as important new centres of weaving in the late 19th century.
(a) Kolkata and Delhi
(b) Patna and Bombay
(c) Sholapur and Delhi
(d) Sholapur and Madura
Answer:
(d) Sholapur and Madura

Question 6.
The charkha was put at the centre of the tricolour flag that the Indian National Congress adopted which came to represent India in
(a) 1942
(b) 1931
(c) 1945
(d) 1920
Answer:
(b) 1931

Question 7.
India’s first cotton mill was setup in the year……… in
(a) 1854, Bombay
(b) 1864, Bombay
(c) 1854, Kolkata
(d) 1873, Delhi
Answer:
(a) 1854, Bombay

Question 8. gives the Wootz steel its cutting edge and high strength.
(a) a very low level of carbon
(b) a high level of carbon
(c) a high level of aluminium
(d) a low level of aluminium
Answer:
(b) a high level of carbon

Question 9.
The first world war broke out in………
(a) 1917
(b) 1918
(c) 1919
(d) 1914
Answer:
(d) 1914

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 10.
Tata Iron and Steel Company in Jamshedpur gets it water from the river…….
(a) Narmada
(b) Subarnarekha
(c) Ganga
(d) Sutlej
Answer:
(b) Subarnarekha

Very Short Answer Type Question

Question 1.
The people of the Agaria tribe helped Dorabji Tata and Charles Weld to discover a vast source of one of the finest iron ores in the world Where were these deposits found?
Answer:
These deposits were found in the Rajhara hills.

Question 2.
Patola weaving was famous in which period?
Answer:
Patola weaving was famous in mid nineteenth century.

Question 3.
What do you mean by piece goods?
Answer:
Piece goods were woven cloth pieces that were 20 yards long and 1 yard wide.

Question 4.
What was the use of bellows?
Answer:
Bellows were used for pumping air that kept the charcoal burning.

Question 5.
Why were Indian textiles renowned in the world?
Answer:
Indian textiles had been renowned both for their fine quality and exquisite craftsmanship.

Question 6.
Name the place where chintz was produced during the mid- nineteenth century?
Answer:
Chintz was produced in Masulipatnam, Andhra Pradesh in mid-nineteenth century.

Question 7.
In what way the Indian cotton factories prove to be helpful during the First World War?
Answer:
During the First World War when textile imports from Britain declined and Indian factories were called upon to produce cloth for military supplies. These factories proved to be helpful.

Question 8.
Why do you think printed Indian cotton textiles were popular in England?
Answer:
The printed Indian cotton textiles in England and Europe were popular because of their exquisite floral designs, fine texture and relative cheapness.

Question 9:
Where Wootz steel was produced?
Answer:
Wootz steel was produced in all over South India but specially in the state of Mysore.

Question 10.
Why did TISCO have to expand its capacity?
Answer:
TISCO had to expand its capacity during the First World War to meet the demand of the war.

Short Answer Type Question 

Question 1.
What do you understand by smelting?
Answer:
Smelting is the process of obtaining a metal from rock or soil by heating it to a very high temperature or of melting objects made from metal in order to use the metal to make something new.

Question 2.
What was named as ‘calico’?
Answer:
When the Portuguese first came to India in search of spices they landed in Calicut on the Kerala coast in south¬west India. The cotton textiles which they took back to Europe along with the spices was known as ‘calico’ (derived from Calicut).

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 3.
Describe briefly the growth of cotton mills in India.
Answer:
In 1854, the first cotton mill in India was set up as a spinning mill in Bombay. By 1900, over 84 mills started operating in Bombay. Mills came up in other cities too. In 1861, the first mill in Ahmedabad started A year later a mill was established in Kanpur in the United Provinces. Growth of cotton mills led to a demand for labour. Thousands of poor peasants, artisans and agricultural labourers moved to the cities to work in the mills.

Question 4.
Wootz steel making process was completely lost by the mid-19th century. Why?
Answer:
Wootz steel making process was completely lost by the mid-nineteenth century because of the following reasons:
(i) The swords and armour making industry died with the conquest of India by the British.
(ii) Imports of iron and steel from England displaced the iron and steel produced by craftspeople in India.

Question 5.
In what ways did the invention of spinning jenny and steam engine revolutionised cotton textiles moving in England?
Answer:
Competition with Indian textiles led to a search for technological innovation in England In 1764, the spinning jenny was invented by John Kaye which increased the productivity of the traditional spindles. The invention of the steam engine by Richard Arkwright in 1786 revolutionised cotton textile weaving. Cloth could now be woven in immense quantities and cheaply too.

Question 6.
Britain came to be known as the workshop of the world Why?
Answer:
In the nineteenth century, mechanised production of cotton textiles made Britain the foremost industrial. And, when its iron and steel industry started growing from the 1850s, Britain came to be known as the “workshop of the world”.

Question 7.
Name some communities famous for weaving?
Answer:
Some famous communities for weaving are:

  1. the tanti weavers of Bengal.
  2. the julahas or momin weavers of north India.
  3. sale and kaikollar and devangs of south India.

JAC Class 8 Social Science Solutions History Chapter 6 Weavers, Iron Smelters and Factory Owners

Question 8.
What happened to the weavers and spinners who lost their livelihood?
Answer:
Many weavers became agricultural labourers. Some migrated to cities in search of work and some went out of the country to work in plantations in Africa and South America. Some of these handloom weavers also found work in the new cotton mills that were established in Bombay (now Mumbai), Ahmedabad, Sholapur, Nagpur and Kanpur.

Long Answer Type Question 

Question 1.
Why do you think handloom weaving did not completely die in India?
Answer:
Handloom weaving did not completely die in India because of the following reasons:

  1. Some types of cloths could not be supplied by machines such as, machines could not produce saris with intricate borders or cloths with traditional woven patterns. These had a wide demand not only amongst the rich but also amongst the middle classes.
  2. The textile manufacturers in Britain did not produced the very coarse cloths used by the poor people in India.
  3. In the late nineteenth century, Sholapur in western India and Madura in South India emerged as important new centres of weaving.
  4. Later during the national movement, Mahatma Gandhi urged people to boycott imported textiles and use hand-spun and hand-woven cloth. Hence, Khadi gradually became a symbol of nationalism.

Question 2.
Describe
(a) the process of weaving.
(b) Patola weave.
Answer:
(a) Process of weaving

  1. The first stage of production was spinning, the work mostly done by women. The charkha and the takli were household spinning instruments. The thread was spun on the charkha and rolled on the takli.
  2. When the spinning was over the thread was woven into cloth by the weaver. In most communities weaving was a task done by men.
  3. For coloured textiles, the thread was dyed by the dyer who are known as rangrez. For printed cloth the weavers needed the help of specialist block printers known as chhipigars.

(b) Patola weave

  1. It came into existence in the mid-nineteenth century.
  2. Patola is a double ikat woven sari usually made from silk which is made in Patan, Gujarat.
  3. They are very expensive and were worn only by those belonging to royal and aristocratic families.
  4. Patola-‘weaving is a closely guarded family tradition.
  5. It was also woven in Surat, Ahmedabad
  6. It was highly valued in Indonesia. It became a part of the local weaving tradition there.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

JAC Board Class 8th Social Science Solutions History Chapter 5 When People Rebel 1857 and After

JAC Class 8th History When People Rebel 1857 and After InText Questions and Answers

Page 52

Question 1.
Imagine you are a sepoy in the Company army, advising your nephew not to take employment in the army. What reasons would you give? The reasons would be:
Answer:

  1. The working conditions are very harsh and bitter.
  2. The salary and other allowances are very low.
  3. The person who will be recruited in the army might be posted overseas.
  4. They do not have any respect for Indian religious beliefs and sentiments.

Page 55

Question 2.
What were the important concerns in the minds of the people according to Sitaram and according to Vishnubhatt?
Answer:
The important concerns in the minds of the people according to:
Sitaram

  1. The main reason of sepoy’s revolt was the seizing of Oudh.
  2. The cartridge of rifles were grease with the fat of cows and pigs and the sepoys would challenge the British.

Vishnubhatt

  1. There were 84 new rules which would affect them unfavourably.
  2. Kings and princes would protest the Company’s rule.
  3. Major disturbance and turbulence would occur.

Question 3.
What role did they think the rulers were playing? What role did the sepoys seem to play?
Answer:
Role played by the rulers:
The rulers sent their forces to help and support the British. They never thought about the poor people and led a luxurious and comfortable life. Role played by the sepoys: They mutinied in many places of India. They killed several British officers and then sacrificed their life as well.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 4.
Why did the Mughal emperor agree to support the rebels?
Answer:
The Mughal emperor, Bahadur Shah Zafar, agreed to support the rebels because he wanted to rule the whole country as an independent ruler. The emperor was also against the policies of the British and in the mutiny, the emperor got the chance to do so.

Question 5.
Write a paragraph on the assessment he may have made before accepting the offer of the sepoys.
Answer:
As the Revolt of 1857 spread the sepoy regiments seized Delhi. Bahadur Shah Zafar had neutral views about religion. So some Indian kings and regiments accepted him as the Emperor of India. When the sepoys arrived at his court he asked them why they had come. He told them that he did not have the means to maintain them. Initially he was indecisive. He yielded to the demands of the sepoys when they told him that it was not possible for them to win against the East India Company without his support.

Page 59

Question 6.
Make a list of places where the uprising took place in May, June and July 1857.
Answer:
List of places where the uprising took place in May, June and July 1857 are: Meerut Delhi Faizabad Bareilly Lucknow Bulandshahar Kanpur Jhansi

Page 64

Question 7.
Imagine you are a British officer in Awadh during the rebellion. What would you do to keep your plans of fighting the rebels a top secret.
Student need to do it on their own. (Hint: I would take quick and sudden actions without revealing the plan of actions.)

JAC Class 8th History When People Rebel 1857 and AfterTextbook Questions and Answers

( Let’s Recall)

Question 1.
What was the demand of Rani Lakshmibai of Jhansi that was refused by the British?
Answer:
After the death of Rani Lakshmibai’s husband, she wanted her adopted son to be recognised as the heir to the kingdom. But this demand was refused by the British.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 2.
What did the British do to protect the interests of those who converted to Christianity?
Answer:
The British passed a law to protect the interests as allowing Indians to inherit the property of their ancestors those who converted to Christianity.

Question 3.
What objections did the sepoys have to the new cartridges that they were asked to use?
Answer:
The new cartridges that they were asked to use were coated with the fats of cows and pigs and the sepoys objected as it was related to the religious sentiments.

Question 4.
How did the last Mughal emperor live the last years of his life?
Answer:
The last Mughal emperor, Bahadur Shah Zafar had a very miserable and vulnerable life. He was given life imprisonment for supporting the revolt against the British. He and his wife were sent to jail in Rangoon. He died there after 4 years.

(Let’s Discuss)

Question 5.
What could be the reasons for the confidence of the British rulers about their position in India before May 1857?
Answer:
The reasons for the confidence of the British rulers about their position in India before May 1857 were:
(i) Nawabs and rajas had lost their authority and honour. Residents had been stationed in many courts, the freedom of the rulers reduced, their armed forces disbanded and their revenues and territories taken away.

  1. Awadh was one of the last territories to be annexe(d) In 1801, a subsidiary alliance was imposed on Awadh and in 1856 it was taken over.
  2. Governor-General Canning decided that Bahadur Shah Zafar would be the last Mughal king in 1856 and after his death none of his descendants would be recognised as kings and they would just be called princes.

Question 6.
What impact did Bahadur Shah Zafar’s support to the rebellion have on the people and the ruling families?
Answer:
Bahadur Shah Zafar’s support to the rebellion boosted the morale of the people and the ruling families:

  1. The people of the towns and villages also rose up in rebellion and rallied around local leaders, zamindars and chiefs who were prepared to establish their authority and fight the British.
  2. Nana Saheb, the adopted son of the late Peshwa Baji Rao, gathered armed forces and expelled the British garrison from the city.
  3. Birjis Question adr, the son of the deposed Nawab Wajid Ali Shah, was proclaimed the new Nawab in Lucknow. He too acknowledged the suzerainty of Bahadur Shah Zafar.
  4. In Jhansi, Rani Lakshmibai joined the rebel sepoys and fought the British along with Tantia Tope, the general of Nana Saheb.

Question 7.
How did the British succeed in securing the submission of the rebel landowners of Awadh?
Answer:
The British tried their best to win back the loyalty of the people. They announced rewards for loyal landholders as they would be allowed to continue to enjoy traditional rights over their lands. Those who had rebelled were told that if they submitted to the British and if they had not killed any white people, they would remain safe and their rights and claims to land would not be denied.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 8.
In what ways did the British change their policies as a result of the rebellion of 1857?
Answer:
The important changes that were introduced by the British are as follows:
(i) In 1858, the British Parliament passed a new Act and transferred the powers of the East India Company to the British Crown in order to ensure a more responsible management of Indian affairs.

(ii) All ruling chiefs of the country were assured that their territory would never be annexed in future. They were allowed to pass on their kingdoms to their heirs, including adopted sons. However, they were made to acknowledge the British Question ueen as their Sovereign Paramount.

(iii) It was decided that the proportion of Indian soldiers in the army would be reduced and the
number of European soldiers would be increased It was also decided that more soldiers would be recruited from among the Gurkhas, Sikhs and Pathans instead of recruiting soldiers from Awadh, Bihar, central India and south India.

(iv) The land and property of Muslims was confiscated on a large scale and they were treated with suspicion and hostility. The British believed that they were responsible for the rebellion in a big way.

(v) They decided to respect the religious and social practices of the people in India.

(vi) Policies were made to protect landlords and zamindars and give them security of rights over their lands.

(Let’s Do)

Question 9.
Find out stories and songs remembered by people in your area or your family about San Sattavan ki Ladaai. What memories do people cherish about the great uprising?
Answer:
Students need to do it on their own.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 10.
Find out more about Rani Lakshmibai of Jhansi. In what ways would she have been an unusual woman for her times?
Answer:
Lakshmibai, Rani of Jhansi (1835-1858), a leader of Indian mutiny of 1857. Bom in Varanasi in northern India, Lakshmi Bai was married to Gangadhar Rao, the ‘ ruler of Jhansi The raja died in 1853, leaving no direct male heir, but had adopted a son without a consent of the British East India Company. The adopted son’s claim to the throne was disregarded by James Dalhousie, governor-general of India. When Jhansi fell, Lakshmibai joined the rebel leader Tantiya Tope to fight at kalpi.

When kalpi, too, fell to the British, they escaped to the forest and captured Gwalior Fort in 1858. Here, supported by the Gwalior forces, she continued to fight the British until shot dead during a battle close to the fort. She was 23 years ol(d) Romanticized as a heroine and freedom fighter, and apparently gaining the respect of her enemies for her bravery, Lakshmibai was the one of the best leaders of the Jhansi. Rani Lakshmibai was the great queen of our Indian history she remembered in all time in every heart.

JAC Class 8th History When People Rebel 1857 and After Important Questions and Answers

Multiple Choice Questions

Question 1.
Awadh was annexed in the year
(a) 1823
(b) 1843
(c) 1856
(d) 1866
Answer:
(c) 1856

Question 2.
The Sepoy’s mutiny of 1857 started from………
(a) Meerut
(b) Delhi
(c) Lucknow
(d) Kolkata
Answer:
(a) Meerut

Question 3.
The sepoys felt that should rule India instead of the British.
(a) Wajid Ali Shah, the nawab of Oudh
(b) The Mughal emperor, Bahadur Shah Zafar
(c) Tipu Sultan, the ruler of Mysore
(d) Rani Lakshmibai of Jhansi
Answer:
(b) The Mughal emperor, Bahadur Shah Zafar

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 4.
Birjis Question adr’s mother took part in organizing the uprising against the British. Her name was
(a) Noor Jahan
(b) Razia Sultan
(c) Begum Hazrat Mahal
(d) Begum Zeenat Mahal
Answer:
(c) Begum Hazrat Mahal

Question 5.
The Mughal emperor Bahadur Shah Zafar died in…….. .
(a) The Audience Hall
(b) The Royal palace
(c) The Mosque
(d) The Rangoon jail
Answer:
(d) The Rangoon jail

Question 6.
Nana Saheb was living in/near ……..when the mutiny started.
(a) Jhansi
(b) Kanpur
(c) Gwalior
(d) Meerut
Answer:
(b) Kanpur

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 7.
Lucknow was recaptured by the British army in……..
(a) March 1858
(b) Jume 1859
(c) October 1858
(d) None of these
Answer:
(a) Jhansi

Question 8.
Rani Lakshmibai was defeated and killed in…… .
(a) June 1858
(b) July 1859
(c) June 1859
(d) May 1858
Answer:
(a) June 1858

Question 9.
In the Mandia region of Madhya Pradesh, of Ramgarh raised and led an army of four thousand against the British who had taken over the administration of the state.
(a) Rani Lakshmibai
(b) Nana Saheb
(c) Tantia Tope
(d) Rani Avantibai Lodhi
Answer:
(d) Rani Avantibai Lodhi

Question 10.
………. escaped to the jungles of central India and continued to fight a guerrilla war with the support of many tribal and peasant leaders.
(a) Mangal Pandey
(b) Tantia Tope
(c) Wajid Ali
(d) Birjis Question adr
Answer:
(b) Tantia Tope

Very Short Answer Type Question

Question 1.
Name the person who translated the memoirs of Sitaram Pande into English.
Answer:
Norgate translated the memoirs of Sitaram Pande into English.

Question 2
Who was the son of Nawab Wajid Ali Shah?
Answer:
Birjis Question adr was the son of the Nawab Wajid Ali Shah.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 3
When was Mangal Pandey hanged to death and why?
Answer:
On 29 March 1857, Mangal Pandey, a young soldier was hanged to death for attacking his officers in Barrackpore.

Question 4.
Who was Tantia Tope?
Answer:
Tantia Tope was the General of Nana Saheb.

Question 5.
What was the first step taken by the Company towards ending the Mughal dynasty?
Answer:
The first step taken by the Company towards ending the Mughal dynasty was to remove the name of the Mughal Emperor from the coins minted by the Company.

Question 6.
Name the person who took charge of a large force of fighters who came to Delhi.
Answer:
A soldier from Bareilly, Bakht Khan took charge of a large force of fighters who came to Delhi.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 7.
What do you mean by mutiny?
Answer:
When soldiers as a group disobey their officers in the army then it is called mutiny.

Question 8.
Name any two smaller rulers who acknowledged the authority of Bahadur Shah Zafar.
Answer:
Two smaller rulers who acknowledged the authority of Bahadur Shah Zafar were Nana Saheb and Birjis Question adr.

Question 9.
Who were ‘Viceroy’?
Answer:
The Governor General of India was given the title of ‘Viceroy’ which means a personal representative of the Crown.

Question 10.
For what reason did the British treat Muslims with suspicion and hostility?
Answer:
The British believed that Muslims were responsible for the rebellion in a big way, hence they treated Muslims with suspicion and hostility.

Question 11.
Why were the powers of the East India Company transferred to the British Crown?
Answer:
The powers of the East India Company were transferred to the British Crown in order to ensure a more responsible management of Indian affairs.

Short Answer Type Question

Question 1.
What was the condition for the ruling chiefs who could pass on their kingdoms to their heirs?
Answer:
All ruling chiefs of the country were assured that their territory would never be annexed in future. They were allowed to pass on their kingdoms to their heirs which includes adopted sons. But, they were made to acknowledge the British ueen as their Sovereign Paramount.

Question 2.
What do you understand by Taiping Rebellion?
Answer:
Taiping Rebellion had started in 1850 and could be suppressed only by the middle of 1860s. Thousands of labouring, poor people were led by Hong Xiuquan to fight for the establishment of the Heavenly Kingdom of Great Peace. This was known as the Taiping Rebellion.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 3.
What were the social causes of the revolt?
Answer:
The British believed that Indian society had to be reforme(d) Many laws were passed to stop the practice of sati and to encourage the remarriage of widows. They did promotion of English- language education. Many Indians believed that the British were meddling and interfering in their social customs and their traditional way of life. Hence, revolted against the British rule.

Question 4.
The British made efforts to win back the loyalty of the people. What were they?
Answer:
The British tried their best to win back the loyalty of the people in the following ways:

  1. The British announced rewards for the loyal landlords who would be allowed to continue to enjoy traditional rights over their lands.
  2. Those who had rebelled were told that if they submit to the British and if they had not killed any white people then they would remain safe and their rights and claims to land would not be denied.

Question 5.
When the British established political power in India. What happened to the Nawabs and Rajas?
Answer:
When British established political power in India then:

  1. The Nawabs and Rajas lost their authority and honour.
  2. The freedom of the rulers reduced and British Residents were stationed in all the courts, their armed forces disbanded and territories taken away by stages.

Question 6.
Brief about on Subedar Sitaram Pande.
Answer:
Sitaram Pande was employed in 1812 as a sepoy in the Bengal Native Army. He served the English for 48 years and retired in 1860. He helped the British to suppress the rebellion though his own son was a rebel and was killed by the British in front of his eyes. On retirement, he was persuaded by Norgate his Commanding Officer to write his memoirs. He completed the writing in 1861 in Awadhi and Norgate translated it into English and published it under the title ‘From Sepoy to Subedar’.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

Question 7.
Write the main provisions of the Act of 1858.
Answer:
The main provisions of the Act of 1858 were as follows:

  1. In order to ensure more responsible management of Indian affairs, powers of the East India Company were transferred to the British Crown.
  2. One of the British Cabinet member was appointed Secretary of State for India and was made responsible for all matters related to the governance of India.
  3. The title of Viceroy was given to the Governor-General of India which means a personal representative of the Crown.

Question 8.
Why do you think the Indian soldiers get angry at the British?
Answer:
The Indian soldiers got angry at the British because they were unhappy • about their salary, allowances and conditions of service. Some of the new rules violated their religious emotions and beliefs. Those were the days when many people in the country believed that if they crossed the sea they would lose their religion and caste. So, when in 1824 the sepoys were told to go to Burma by the sea route to fight for the Company, they refused to follow the order, though they agreed to go by the land route. They were severely punished In 1856, the Company passed a new law which stated that every new person who took up employment in the Company’s army had to agree to serve overseas if required.

Long Answer Type Question 

Question 1.
The British introduced reforms in the Indian society. What were they? How did people of India respond to them?
Answer:
British introduced the following reforms in the Indian society:
(i) Laws were passed to stop the practice of sati and to encourage the remarriage of widows.
(ii) Promotion of English-language education was done actively.
(iii) After 1830, the Company allowed Christian missionaries to function freely in its domain and even own land and property.
(iv) A new law was passed to make conversion to Christianity easier in 1850.
(v) Many Indians began to feel that the British were destroying and suppressing their religion, social customs and their traditional way of leading the life. They were not happy with some of the changes which the British brought.

Question 2.
How did the rebellion spread to other regions of the country?
Answer:
Due to the war with sepoys the position of the British became very weak in Delhi and they were almost defeated by the rebel force. Hence, there was no uprising for almost a week. After sometime a spurt of mutinies began in several parts of India. Regiment after regiment mutinied and took to join other troops at Delhi, Kanpur and Lucknow. The people of the towns and villages also rose up in rebellion. They rallied around local leaders, zamindars and chiefs who were prepared to establish their authority and fight the British.

Nana Saheb who lived near Kanpur gathered armed forces and expelled the British Garrison from the city. He proclaimed himself Peshwa and declared that he was a Governor under emperor Bahadur Shah Zafar. In Lucknow, Birjis Question adr was proclaimed the new Nawab. He too acknowledged the suzerainty of Bahadur Shah Zafar. In Jhansi, Rani Lakshmibai joined the rebel sepoys and fought the British along with Tantia Tope, the General of Nana Saheb.

JAC Class 8 Social Science Solutions History Chapter 5 When People Rebel 1857 and After

A similar situation of rebel also developed in the region of Awadh. Many new leaders also came up and joined the revolt. Ahmadullah Shah, a maulvi from Faizabad, raised a large force of supporters. He came to Lucknow to fight the British. In Delhi, a large number of religious warriors came together to wipe out the British. A soldier from Bareilly, Bakht Khan took charge of a large force of fighters who came to Delhi. An old zamindar, Kunwar Singh in Bihar, joined the rebel sepoys and fought with the British for several months.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 4 Tribals, Dikus and the Vision of a Golden Age

JAC Board Class 8th Social Science Solutions History Chapter 4 Tribals, Dikus and the Vision of a Golden Age

JAC Class 8th History Tribals, Dikus and the Vision of a Golden Age InText Questions and Answers

Page 42

Question 1.
Look carefully at the tasks that Baiga men and women did Do you see any pattern? What were the differences in the types of work that they were expected to perform?
Answer:
The women and men shares equal responsibility of work. Like in all the tribes, men do difficult and dangerous tasks like hunting and cutting trees etc, whereas women are generally restricted to agriculture activities and household chores.

  1. The Baiga tribes practice shifting cultivation in forest area and live a nomadic life. They are also woodsman and good hunters.
  2. Men and women share the full responsibility for household chores like cooking, fishing, and woodcutting except hunting.
  3. They derive income from bamboo products, sale of honey, and by hiring themselves out as labourers.

Page 47

Question 2.
Find out whether the conditions of work in the mines have changed now. Check how many people die in mines every year, and what are the reasons for their death.
Answer:
The conditions of work in the mines have not changed much now. Thousands of people die in mines every year due to the following reasons:

  1. Collapse of safety equipments
  2. Flooding in the coal mines
  3. Emission of poisonous gas
  4. Breaking out of fire in the mines.

Page 50

Imagine you are a jhum cultivator living in a forest village in the nineteenth century. You have just been told that the land you were born on no longer belongs to you. In a meeting with British officials you try to explain the kinds of problems you face. What would you say?
Answer:
A Jhum cultivator living in forest villages in the 19th century and on the verge of being evicted from the land they have been living in for generations, will tell British officials about the problems they will face upon the prohibitions.

The Jhum cultivators will tell the British officials about their inability to procure land for cultivation owing to their poor economic conditions. They will also tell about their lack of knowledge of other cultivation methods, other than shifting cultivation. In the face of ban on shifting cultivation, they will face intense lack of food leading to starvation, and even death.

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

JAC Class 8th History Tribals, Dikus and the Vision of a Golden Age Textbook Questions and Answers

( Let’s Recall)

Question 1.
Fill in the blanks:
(a) The British described the tribal people as …….
(b) The method of sowing seeds in jhum cultivation is known as……….
(c) The tribal chiefs got………… titles in central India under the British land settlements.
(d) Tribals went to work in the …….. of Assam and the ……… in Bihar.
Answer:
(a) wild and savage
(b) broadcasting
(c) land
(d) tea plantations; coal mines

Question 2.
State whether true or false:
(a) Jhum cultivators plough the land and sow seeds.
(b) Cocoons were bought from the Santhals and sold by the traders at five times the purchase price.
(c) Birsa urged his followers to purify themselves, give up drinking liquor and stop believing in witchcraft and sorcery.
(d) The British wanted to preserve the tribal way of life.
Answer:
(a) False
(b) True
(c) True
(d) False

(Let’s Discuss)

Question 3.
What problems did shifting cultivators face under British rule?
Answer:
Problems faced by shifting cultivators under British rule were as follows:
(i) For administrative and economic reason, the British wanted the jhum cultivators to settle down and become peasant cultivators. The British effort to settle jhum cultivators was not very successful. Settled plough cultivation is not easy in areas where water is scarce and the soil is dry. In fact, jhum cultivators who took to plough cultivation often suffered since their fields did not produce good yields.

(ii) The life of shifting cultivators was directly connected to the forest. So, changes in forest laws had a considerable effect on their lives. The British extended their control over all forests and declared that forests were state property. In these forests people were not allowed to move freely, practise jhum cultivation, collect fruits, or hunt animals. Many were therefore forced to move to other areas in search of work and livelihood

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 4.
How did the powers of tribal chiefs change under colonial rule?
Answer:
Under British rule, the functions and powers of the tribal chiefs changed considerably. They were allowed to keep their land titles over a cluster of villages and rent out lands, but they lost much of their administrative power and were forced to follow laws made by British officials in Indi(a) They also had to pay tribute to the British, and discipline the tribal groups on behalf of the British.
They lost the authority they had earlier enjoyed amongst their people, and were unable to fulfil their traditional functions.

Question 5.
What accounts for the anger of the tribals against the dikus?
Answer:
The following facts account for the anger of the tribals against the dikus were:

  1. The British had the land policies which were destroying their traditional land system.
  2. Hindu landlords and moneylenders were taking over their land
  3. Their traditional culture were criticized by the missionaries.

Question 6.
What was Birsa’s vision of a golden age? Why do you think such a vision appealed to the people of the region?
Answer:
Birsa’s vision of a golden age was an age of truth in which like the past, the tribal people would have a good life, tap natural spring, construct embankments, plant trees and orchards and practice cultivation to earn their living. He spoke about an age in which people ‘ will not kill and harm one another and would live an honest life. He also had a vision of a reformed tribal society in which there was no place for vices such as uncleanliness, witchcraft, liquor and outside forces like moneylenders, missionaries, traders, landlords. Such a vision appealed to the people of the region because all the vices and outside influences about which Birsa talked were indeed thought by everyone as the main root cause of their misery and suffering.

(Let’s Do)

Question 7.
Find out from your parents, friends or teachers, the names of some heroes of other tribal revolts in the twentieth century. Write their story in your own words.
Answer:
Jatra Oraon:
He was a tribal freedom fighter from the Chhotanagpur region is the present day state of Jharkhan(d) During his leadership Oraon movement against the British colonial rule during 1914-19. He fought for Oraon Raj. He criticised liquor drinking and superstitious practices among Oraons. His religious movement gave way to a “no-rent payment” campaign. Jatra declared that his followers should stop ploughing the field of landlords and not work anymore as coolies or labourers for non-Oraons or for the government.

He also questioned the traditional leadership of the pahans and mahtos the village headmen. The basic idea behind this movement was that land was a gift of God and that no one had the right to interfere with the tribals right over lan(d) Jatra, along with his leading disciples was arrested in 1814. After his release, he abandoned the leadership of the movement. Later he came in contact with Gandhi and joined the Non-Cooperation Movement against the British.

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Rani Gaidinliu:
Rani Gaidinliu was bom in the present-day state of Manipur. At the age of 13, she joined in the Indian freedom struggle with Haipou Jadonang. Jadonang was the political and spiritual leader of Nag(a) Jadonang started a movement to drive away the British from Manipur. He was captured and hanged by the British. After the death of her Gum, Gaidinliu assumed leadership of the movement. The British tried to suppress the movement. Rani went undergroun(d) But, very soon she was arrested in 1932. She was sent to jail. Gaidinliu was released after India gained its independence. She was honored with Tamrapatr(a) and Padma Bhushan awards, Jawaharlal Nehru called her ‘Rani’ of the Nagas. She passed away on February 17, 1993.

Question 8.
Choose any tribal group living in India today. Find out about their customs and way of life, and how their lives have changed in the last 50 years.
Answer:
Gaddis:
Gaddis are a pastoral tribe of Himachal Pardesh. They are shepherds by occupation. Gaddi women are very hardworking. They cut grasses and carry them to distant places and even climb mountains, to their home. Gaddi have their own traditional dance form. In this form, a couple dances for a while and is later replaced by another couple. The onlookers sing and clap to encourage the dancers. Due to the conversion of pasture lands into grazing lands and tax on pastures and animals, they suffered a lot during the British rule. Their conditions did not become ‘ good till independence. However, after the independence, Gaddis were restored with their pasture lands and grazing tax was abolishe(d) The Government has begun various welfare schemes. They have also been provided reservation.

JAC Class 8th History Tribals, Dikus and the Vision of a Golden Age Important Questions and Answers

Multiple Choice Questions

Question 1.
The color of the flag raised by Mundas as a symbol of Birsa Raj
(a) White flag
(b) Red flag
(c) Green flag
(d) Orange flag
Answer:
(a) White flag

Question 2.
The Khonds were from
(a) Jharkhand
(b) Punjab
(c) Madhya Pradesh
(d) Odisha (earlier Orissa)
Answer:
(d) Odisha (earlier Orissa)

Question 3.
Flower/s which were used to colour clothes and leather was/ were
(a) Kusum
(b) Palash
(c) Rose
(d) Both a and b
Answer:
(d) Both a and b

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 4.
The shepherds of Kullu were
(a) Santhals
(b) Van Gujjars
(c) Gaddis
(d) Baigas
Answer:
(c) Gaddis

Question 5.
The Santhals reared .
(a) sheep
(b) cocoon
(c) yak
(d) none of these
Answer:
(b) cocoon

Question 6.
Mahua is:
(a) stem of a tree.
(b) a flower that is eaten or used to make alcohol.
(c) root of a tree.
(d) leaves of a tree.
Answer:
(b) a flower that is eaten or used to make alcohol.

Question 7.
Birsa belonged to the tribe.
(a) Santhals
(b) Kols
(c) Mundas
(d) None of these
Answer:
(c) Mundas

Question 8.
The British saw settled tribal groups such as the and Santhals as more civilized than hunter gatherers or shifting cultivators.
(a) Gonds
(b) Mundas
(c) Kols
(d) Kandhas
Answer:
(a) Gonds

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 9.
Bakarwals are from…..
(a) Bihar
(b) Gujrat
(c) Punjab
(d) Kashmir
Answer:
(d) Kashmir

Question 10.
Bewar a term used in Madhya Pradesh for…..
(a) rearing
(b) shifting cultivation
(c) hunting
(d) both a and b
Answer:
(b) shifting cultivation

Very Short Answer Type Question

Question 1.
Who were called as Mundas?
Answer:
A tribal group that lived in Chottanagpur were called as Mundas.

Question 2.
Birsa belonged to which village and state?
Answer:
Birsa belonged to a village known as Chottanagpur in Bihar(now Jharkhand).

Question 3.
Jhum cultivation is known by which name?
Answer:
Jhum cultivation is also known as shifting cultivation.

Question 4.
When and where was the forest satyagraha started?
Answer:
The forest satyagraha started in 1930s in the Central Provinces.

Question 5. It was below the dignity of which tribe to become a labourer?
Answer:
It was below the dignity of a Baiga tribe to become a labourer.

Question 6.
The British want tribal groups to settle down and become peasant cultivators. Why?
Answer:
The British wanted the tribal groups to settle down and become peasant cultivators because settled peasants were easier to control and administer than people who were always on the move.

Question 7.
Which leaves are used for making plates by the Dongria Kandha women of Orissa?
Answer:
Pandanus leaves leaves are used for making plates by the Dongria Kandha women of Orissa

Question 8.
What do you mean by fallow field?
Answer:
A field which is left uncultivated for a while so that the soil recovers fertility is called as fallow field

Question 9.
Who were the outsiders being referred to as dikus?
Answer:
The outsiders who were being referred to as dikus were missionaries, moneylenders, Hindu landlords, and the British government.

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 10.
Why was Birsa found guilty?
Answer:
In 1895, British arrested Birsa and declared him guilty on charges of rioting and jailed him for two years.

Short Answer Type Question

Question 1.
Name the five tribes found in India
Answer:
The five tribes found in India are as follows:

  1. The Van Gujjars of the Punjab hills,
  2. The Labadis of Andhra Pradesh,
  3. The Gaddis of Kulu,
  4. The Bakarwals of Kashmir
  5. Santhals ofHazaribagh (Jharkhand).

Question 2.
British officials see settled tribal groups in different way to those who lived in the forest. How?
Answer:
British officials saw settled tribal groups such as the Gonds and Santhals as more civilised than hunter gatherers or shifting cultivators. Those who lived in the forests were considered to be wild and savage and hence, they needed to be settled and civilized

Question 3.
What are the different types of activities where tribal people were involved?
Answer:
The different types of activities where tribal people were involved are as follows:

  1. Jhum cultivators or shifting cultivators
  2. Hunters and gatherers
  3. Herded animals
  4. Some took to settled cultivation

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 4.
What was the importance of Birsa movement?
Answer:
The importance of Birsa movement were in the following ways:
The movement forced the colonial government to introduce laws so that the land of the tribals could not be easily taken over by the outsiders or dikus. The movement also showed that the tribal people had the capacity to protest against injustice and express their anger against British rule.

Question 5.
What are the features of tribal people?
Answer:
The features of tribal people were as follows:

  1. Most tribal people had customs and rituals that were very different from those laid down by Brahmans.
  2. The tribal people’s societies also did not have the sharp social divisions that were characteristic of caste societies.
  3. All those who belonged to the same tribe thought of themselves as sharing common ties of kinship.

Question 6:
The silk growers (Santhals) of Jharkhand faced problem during the nineteenth century. What was it?
Answer:
The Santhals reared cocoons in Hazaribagh(now in Jharkhand). The traders dealing in silk sent their agents who gave loans to the tribal people and collected the cocoons. The growers were paid only ? 3 to ? 4 for a thousand cocoons. These were exported to Burdwan or Gaya where they were sold at five times the price. The middlemen made huge profits as he arranged deals between the exporters and silk growers. Hence, the silk growers earned very little and nominal amount.

Question 7.
Why was the British effort to settle jhum cultivators not very successful?
Answer:
The British efforts to settle jhum cultivators not very successful because jhum cultivators who took to plough cultivation often suffered since their fields did not produce good yields. The jhum cultivators in northeast India insisted on continuing with their traditional practice. It was difficult to carry on settled plough cultivation in areas where water is scarce and the soil is very dry. Hence, the British faced widespread protests and therefore, they allowed them to carry on shifting cultivation in some parts of the forest.

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 8.
What problem did the British face after they brought changes in forest laws? Did they solve this problem? How?
Answer:
The British faced many problems after they brought changes in forest laws. They stopped the tribal people from living inside forests. They lost labour force because most of the jhum cultivators moved to other areas in search of work. Yes, British officials solved this problem by giving jhum cultivators small patches of land in the forests and allowing them to cultivate these on the condition that those who lived in villages would have to provide labour to the Forest Department and look after the forests. The Forest Department established forest villages in many regions to ensure a regular supply of cheap labour.

Question 9.
The tribals consider the moneylenders as the cause of their misery. Why?
Answer:
The tribals consider the moneylenders as the cause of their misery because tribals took loans from the moneylenders to meet their cash requirements. But these moneylenders charged high interest rate on these loans leading to debt and poverty of the tribal.

Question 10.
What were the usual chores of tribes during the month of Baisakh?
Answer:
The usual chores of tribes during the month of Baisakh were that during this month the burning of forests took place where women gathered unbumt wood to bum. Men continued to hunt close to the village.

Question 11.
Discuss the tribal group’s trade activities in the nineteenth century. How did they come to see traders as Dikus and enemies?
Answer:
Tribal groups were depended on moneylenders and traders as they often needed money to buy and sell goods that were produced within the locality. Traders sold their goods at high prices. Moneylenders gave loans to the tribes which met their cash needs adding to what they earned but as the interest charges were high on the loans most of the tribal people were indebted and lived in poverty. Hence, tribal groups came to see the moneylenders and traders as evil outsiders and the cause of their misery.

Long Answer Type Question

Question 1:
How did different tribal groups earn their livelihood?
Answer:
Tribal people in different parts of India were involved in a variety of activities. The different tribal groups earn their livelihood in following ways:

  1. Some of them practiced jhum cultivation, also known as shifting cultivation. This was done on small patches of land mostly in forests.
  2. In many regions, tribal groups earn their livelihood by hunting animals and gathering forest produce. They saw forests as essential for survival. The Khonds were such a community living in the forests of Orissa (now Odisha).
  3. Many tribal groups lived by herding and rearing animals. They were pastoralists who moved with their herds of cattle or sheep according to the seasons. When the grass in one place was exhausted, they moved to another area
  4. Many from within the tribal groups had begun settling down and cultivating their fields in one place year after year instead of moving from place to place.

JAC Class 8 Social Science Solutions History Chapter4 Tribals, Dikus and the Vision of a Golden Age

Question 2.
Discuss the problems which the shifting cultivators face under British rule.
Answer:
The problems faced by shifting cultivators under British rule were as follows:

(i) For administrative and economic reason, the British wanted the jhum cultivators to settle down and become peasant cultivators. The British effort to settle jhum cultivators was not very successful as settled plough cultivation is not easy in areas where water is scarce and the soil is dry. In fact, jhum cultivators who took to plough cultivation often suffered since their fields did not produce good yields.

(ii) The life of jhum cultivators was directly connected to the forest. So changes in forest laws had a major effect on their lives. The British extended their control over all forests and declared that forests were state property. In these forests, people were not allowed to move freely, practise jhum cultivation, collect fruits, or hunt animals. Many were therefore forced to move to other areas in search of work and livelihood

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

JAC Board Class 8th Social Science Solutions History Chapter 3 Ruling the Countryside

JAC Class 8th History Ruling the Countryside InText Questions and Answers

Page 28

Question 1.
Why do you think Colebrook is concerned with the conditions of the under-ryots in Bengal? Read the preceding pages and suggest possible reasons.
Answer:
Colebrook is concerned with the conditions of the under-ryots in Bengal due to some socio-economic reasons.

  1. In 1765, Diwani rights were given to the East India Company by the Mughals.
  2. In 1773, in famine many people lost their life and most of the things.
  3. Agriculture production worsene(d)
  4. People could not purchase things as they used to buy.
  5. The East India Company paid low price to farmers, craftsmen and artisans.

Page 30

Question 2.
Imagine that you are a Company representative sending a report back to England about the conditions in rural areas under Company rule. What would vou write?
Answer:
The conditions in rural areas under Company rule is not in good condition. Most of the people are poor and does not have enough food to eat. Many people are unable to pay the revenue hence they deserted the place.

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

Page 36

Question 3.
Imagine you are a witness giving evidence before the Indigo Commission. W.S. Seton Karr asks you “On what condition will ryots grow indigo?” What will your answer be?
Answer:
The conditions on which the ryots will grow indigo are.

  1. They will not be forced to grow indigo.
  2. They will sell the product in the open market from where they can earn a good profit.
  3. They will grow indigo as per their convenience and will.
  4. The revenue which they had to pay should be adequate and not too high

Page 38

Question 4.
Imagine a conversation between a planter and a peasant who is being forced to grow indigo. What reasons would the planter give to persuade the peasant? What problems would the peasant point out? Enact their conversation.
Answer:
Students need to do it in class with the ‘ help of the teacher.

JAC Class 8th History Ruling the Countryside Textbook Questions and Answers

Question 1.
Match the following.

Ryot village
Mahal peasant
Nij cultivation on ryot’s lands
Jiyoti cultivation on

Answer:

Ryot Peasant
Mahal Village
Nij cultivation on planter’s own land
Jiyoti cultivation on ryot’s lands

Question 2.
Fill in the blanks.
(a) Growers of woad in Europe saw …………… as a crop which would provide competition to their earnings.
(b) The demand for indigo increased in late eighteenth-century Britain because of ………..
(c) The international demand for indigo was affected by the discovery of …………
(d) The Champaran movement was against……….
Answer:
(a) indigo
(b) synthetic dyes
(c) industrialisation
(d) indigo planters

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

(Let’s Discuss)

Question 3.
Describe the main features of the Permanent Settlement.
Answer:
Main features of the Permanent Settlement are.

  1. By the terms of the settlement, the rajas and taluqdars were recognized as zamindars.
  2. They were asked to collect rent from the peasants and pay revenue to the Company.
  3. The amount to be paid was fixed permanently and it was not to be increased ever in future.
  4. It was felt that this would ensure a regular flow of revenue into the Company’s coffers and at the same time encourage the zamindars to invest in improving the land
  5. Since the revenue demand of the state would not be increased, the zamindar would benefit from increased production from the land

Question 4.
How was the mahalwari system different from the Permanent Settlement?
Answer:
The mahalwari system was different from the Permanent Settlement in the following ways.

Mahalwari system Permanent  Settlement
Mahalwari system was devised by Holt Mackenzie which came into effect in 1822, in the North Western Provinces of the Bengal Presidency. Lord Cornwallis introduced the Permanent Settlement in 1793.
The amount to be paid was to be revised periodically and not permanently fixe(d) The amount to be paid was fixed permanently i.e., it was not to be increased ever in future.
The village headman was given the charge forcollecting the revenue and paying it to the ^Company. The zamindar was given the charge for collecting the revenue and paying it to the Company.

Question 5.
Give two problems which arose with the new Munro system of fixing revenue.
Answer:
Two problems which arose with the new Munro system of fixing revenue were.

  1. Driven by the desire to increase the income from land, revenue officials fixed too high a revenue demand which the peasants were unable to pay.
  2. Peasants were unable to pay, ryots fled the countryside and villages became deserted in many regions.

Question 6.
Why were ryots reluctant to growindigo?
Answer:
Ryots were reluctant to grow indigo because of the certain reasons.

  1. Under this system, the planters forced the ryots to a sign an agreement or contract known as satta
  2. Those who signed the contract got cash advances from the planters at the low rate of interest to produce indigo.
  3. But the loan committed to the ryots for cultivating indigo on atleast 25% of the area under his holding.
  4. The price they got for the indigo they produced was very low and the loan process was a never ending cycle.
  5. The planters usually insisted that indigo should be cultivated on the best soil in which peasants preferred to produce rice.
  6. Apart from it, indigo has deep roots and it exhausts the soil quickly. After an indigo harvest, the land could not be sown with rice.

Question 7.
What were the circumstances which led to the eventual collapse of indigo production in Bengal?
Answer:
The circumstances which led to the eventual collapse of indigo production in Bengal were as follows.

  1. The indigo lyots felt that they had the support of the local zamindars and village headmen in their rebellion against the planters.
  2. The indigo peasants also imagined that the British government would support them in their struggle against the planters.
  3. The ryots saw the tour of the Lieutenant Governor as a sign of government sympathy for their plight.
  4. The magistrate Ashley Eden issued a notice stating that ryots would not be compelled to accept indigo contracts.
  5. As the rebellion spread, intellectuals from Calcutta rushed to the indigo districts. They wrote of the misery of the ryots, the tyranny and despotism of the planters and the horrors of the indigo system.
  6. Worried by the rebellion, the government set up the Indigo Commission to enquire into the system of indigo production. The Commission held the planters guilty and criticised them for the coercive methods they used with indigo cultivators.
  7. It declared that indigo production was not profitable for ryots. The Commission asked the ryots to fulfill their existing contracts but also told them that they could refuse to produce indigo in future,
  8. After the revolt, indigo production collapsed in Bengal.

(Let’s Do)

Question 8.
Find out more about the Champaran movement and Mahatma Gandhi’s role in it.
Answer:
The Champaran Movement 1917 was actually an agitation of indigo tenant farmers of Champaran, Bihar against the British indigo planters. The Zamindars had leased the villages to British Indigo planters. The planters began to oppress peasants in many ways. They extract high rents, illegal dues and forced peasants to grow indigo on 3/20th of their total lan(d) They used force to make peasants to grow Indigo and also dictated the price of Indigo which was very low. So, the peasants were tired of the oppression and thus invited Gandhi to represent their grievances. Gandhi reached Champaran and launched the agitation against the Indigo planters.

There began non-violent protest and hunger strike against the planters. So the method of Satyagraha which later became the tool of freedom struggle for Indi(a) Moreover, Gandhi defied the warning of the magistrate to return back and adopted non-violent methods for the concessions of peasants. So the movement is being called the first Civil Disobedience. The movement also made Gandhi the National leader and he began to be called Mahatma or Bapu. The movement was successful and The authorities later gave some concessions to the indigo peasants.

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

Question 9.
Look into the history of either tea or coffee plantations in Indi(a) See how the life of workers in these plantations was similar to or different from that of workers in indigo plantations.
Answer:

(i) Accounts of earlier Indian history do not mention the use of tea or its cultivation. We get a mention by a Dutch sea-traveller in 1598 that tea is being eaten as well as drunk in Indi(a)

(ii) In 1824, tea plants were discovered in the hills of the Indian state of Assam. The British introduced tea culture into India in 1836. India had been the top producer of tea for nearly a century.

(iii) The workers in the tea plantations were oppresse(d) They were given low wages. There were poor housing and lack of social mobility. For making more profits, the tea planters reclaimed wastelands where the workers had to labour hard to develop plantation. For this, the planters introduced indentured labour system. The local as well as outside labourers were employed under contract.

(iv) There were two types of indentured labour system- Arkatti and Sardari. Under Arkatti system, unlicensed recruitment was carried from Chotanagpur and other tribal areas of the sub-continent. Under the Sardari system new labourers were employed by those who were already employed in the plantation gardens.

(v) The labourers had to work hard The outside labourers had to stay at the garden for a longer period They were not permitted to meet their family, even on occasions. They were exploited in many ways. They were not allowed to leave the plantation garden during the contract period

(vi) The labourers in the tea plantations and indigo farming were similar in the way that they were exploited heavily. The profit was made by the owners and the labourers got almost nothing. They were different in the way that, however, there was a contract with the planters, but indigo workers were not under indentured labour system.

JAC Class 8th History Ruling the Countryside Important Questions and Answers

Multiple Choice Questions

Question 1.
The Mughal emperor appoint the East India Company as the Diwan of Bengal in………..
(a) 12th August 1756
(b) 12th August 1758
(c) 12th August 1765
(d) 19th August 1765
Answer:
(c) 12th August 1765

Question 2.
The Permanent Settlement was introduced in………
(a) 1793
(b) 1797
(c) 1794
(d)1799
Answer:
(a) 1793

Question 3.
The zamindars were not capable of investing in the improvement of land because
(a) the farmers were not experienced in agriculture.
(b) the revenue that had been fixed was so high that the zamindars found it difficult to pay.
(c) farmers did not have access to the latest farming technologies.
(d) both b and d
Answer:
(b) the revenue that had been fixed was so high that the zamindars found it difficult to pay.

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

Question 4.
The other plant on which the European cloth manufacturer depended on apart from Indian indigo was
(a) Woad
(b) Opium
(c) Heena
(d) None of these
Answer:
(a) Woad

Question 5.
The two main systems of cultivating indigo in India during Company period were…….
(a) Nij
(b) Mahalwari
(c) Ryot
(d) both (a) and (c)
Answer:
(d) both (a) and (c)

Question 6.
The cultivation system in which indigo was produced by the planter in lands that he directly controlled is known as
(a) ryoti
(b) nij
(c) systematic
(d) none of these
Answer:
(b) nij

Question 7
The problems with the nij and ryoti systems were
(a) planters found it difficult to expand the area under cultivation.
(b) planters needed many ploughs and bullocks and large areas to cultivate indigo and these were very hard to come as peasants were busy with rice cultivation.
(c) indigo could be cultivated only on fertile lands and these were all densely populate(d)
(d) all of these.
Answer:
(d) all of these.

Question 8.
The condition of the ryot system contract that was not in favour of the cultivators was/were
(a) those who signed the contract had to pay cash advances to the planters without interest to produce indigo.
(b) those who signed the contract got cash advances from the planters without interest to produce indigo.
(c) those who signed the contract got cash advances from the planters at low rates of interest to produce indigo on at least 25% of their land
(d) both (a) and (c)
Answer:
(c) those who signed the contract got cash advances from the planters at low rates of interest to produce indigo on at least 25% of their land

Question 9.
The ‘Blue Rebellion’ happened in the year……. .
(a) 1859
(b) 1759
(c) 1869
(d) 1769
Answer:
(a) 1859

Question 10.
The indigo planters of Bengal shifted their operations to ………..
(a) Uttar Pradesh
(b) Maharashtra
(c) Madhya Pradesh
(d) Bihar
Answer:
(d) Bihar

Very Short Answer Type Question

Question 1.
Who was the Governor General of India when the Permanent Settlement introduced in Bengal?
Answer:
Lord Cornwallis was the Governor General of India when the Permanent Settlement introduced in Bengal.

Question 2.
What role did women play in the cultivation of indigo?
Answer:
The role women played in the cultivation of indigo was to carry the indigo plant to the vats.

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

Question 3.
Who were the gomasthasl
Answer:
Gomasthas were the agents of planters.

Question 4.
Who created Kalamkari print?
Answer:
Weavers of Andhra Pradesh in India created Kalamkari print.

Question 5.
Where did the Portuguese begin cultivating indigo?
Answer:
The Portuguese began cultivating indigo in Brazil.

Question 6.
Who was the President of the Indigo Commission?
Answer:
W.S. Seton Karr was the President of the Indigo Commission.

Question 7.
Where did the English cultivate indigo?
Answer:
The English cultivated indigo in Jamaica

Question 8.
Where did the Spanish begin cultivating indigo?
Answer:
The Spanish began cultivating indigo in Venezuela

Question 9.
Which system forced the people to take the help of Mahatma Gandhi to get their grievances redressed from the government.
Answer:
The system which forced the people to take the help of Mahatma Gandhi to get their grievances redressed from the government was teenkathia system.

Question 10.
The Bengal peasants were forced to grow a crop plant by the Company. Which plant was that?
Answer:
The Bengal peasants were forced to grow a crop plant by the Company. The plant was jute plant.

Short Answer Type Question

Question 1.
Describe the Munro system.
Answer:
The new system that was devised came to be known as the ryotwar (or ryotwari). It was tried on a small scale by Captain Alexander Read in some of the areas that were taken over by the Company after the wars with Tipu Sultan. Subsequently developed by Thomas Munro, this system was gradually extended all over south Indi(a) Read and Munro felt that in the south there were no traditional zamindars. The settlement, they argued, had to be made directly with the cultivators {ryots) who had tilled the land for generations. Their fields had to be carefully and separately surveyed before the revenue assessment was made.

Question 2.
How was indigo cultivated under the ryoti system?
Answer:
Under the ryoti system, the planters forced the ryots to sign a contract, an agreement (satta). At times they pressurised the village headmen to sign the contract on behalf of the ryots. Those who signed the contract got cash advances from the planters at low rates of interest to produce indigo. But the loan committed the ryot to cultivating indigo on at least 25 per cent of the area under his holding. The planter provided the seed and the drill, while the cultivators prepared the soil, sowed the seed and looked after the crop. When the crop was delivered to the planter after the harvest, a new loan was given to the ryot, and the cycle started all over again.

Question 3.
What were the consequences of the economic crisis that gripped Bengal?
Answer:
The consequences of the economic crisis that gripped Bengal were.

  1. Artisans were deserting villages since they were being forced to sell their goods to the Company at low prices.
  2. Peasants were unable to pay the dues that were being demanded from them.
  3. Artisanal production was in decline and agricultural cultivation showed signs of collapse.
  4. In 1770, a terrible famine killed ten million people in Bengal. About one-third of the population was wiped out.

Question 4.
Where did the slave revolt take place in 1791?
Answer:
In the French colony of St Dominque situated in the Caribbean islands, the African slaves who worked in plantations rebelled in 1791.

Question 5.
Why did cloth dyers prefer indigo to woad?
Answer:
Cloth dyers preferred indigo as a dye because indigo produced a rich blue colour whereas the dye from woad was pale and dull.

Question 6.
Indigo trade attracted foreign traders. In which way?
Answer:
As the indigo trade grew, commercial agents and officials of the Company began investing in indigo production. Over the years many Company officials left their jobs to look after their indigo business. Attracted by the prospect of high profits, numerous Scotsmen and Englishmen came to India and became planters.

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

Question 7.
What gave rise to the Champaran Movement?
Answer:
When Mahatma Gandhi returned from South Africa, a peasant from Bihar persuaded him visit Champaran and see the plight of the indigo cultivators there. Mahatma Gandhi’s visit in 1917 marked the beginning of the Champaran movement against the indigo planters.

Question 8.
By the late nineteenth century, the Company forced cultivators in various parts of India to produce which crops?
Answer:
By the late nineteenth century, the Company forced cultivators in various parts of India to produce these crops jute in Bengal, tea in Assam, sugarcane in the United Provinces (now Uttar Pradesh), wheat in Punjab, cotton in Maharashtra and Punjab, rice in Madras.

Question 9.
Why was the Indigo Commission set up by the government? What were its findings and suggestions?
Answer:
The Indigo Commission was set up by the government to enquire into the system of indigo production because they were worried by the rebellion, the government brought in the military to protect the planters from assault. The Commission held the planters guilty and criticised them for the coercive methods they used with indigo cultivators. It declared that indigo production was not profitable for ryots. The Commission asked the ryots to fulfil their existing contracts but also told them that they could refuse to produce indigo in future.

JAC Class 8 Social Science Solutions History Chapter 3 Ruling the Countryside

Question 10.
Why did the demand for Indian indigo increase?
Answer:
By the end of the eighteenth century, the demand for Indian indigo grew further. Britain began to industrialise and its cotton production expanded dramatically, creating an enormous new demand for cloth dyes. While the demand for indigo increased, its existing supplies from the West Indies and America collapsed for a variety of reasons. Between 1783 and 1789 the production of indigo in the world fell by half. Cloth dyers in Britain now desperately looked for new sources of indigo supply and hence the demand increased

Long Answer Type Question

Question 1.
The indigo peasants decide they would no longer remain silent. Why?
Answer:
The indigo peasants became united and rebelled They showed their anger in the following ways.

  1. The condition under which the indigo cultivators had to work was intensely oppressive and very harsh. Hence, they decided not to grow indigo.
  2. Ryots refused to pay rents to the planters and attacked indigo factories armed with swords and spears, bows and arrows.
  3. Women turned up to fight with pots, pans and kitchen implements.
  4. Those who worked for the planters were socially boycotted and the gomasthas means agents of planters, who came to collect rent were beaten up.
  5. Ryots swore they would no longer take advances to sow indigo nor be bullied by the planters’ lathiyals.
  6. Even in some places, the zamindars went around villages urging the ryots to resist the planters.
  7. These zamindars were unhappy with the increasing power of the planters and angry at being forced by the planters to give them land on long leases.

Question 2.
The planters reluctant to expand the area under nij cultivation till the late 19th century. Why?
Answer:
The planters reluctant to expand the area under nij cultivation till the late 19th century because the planters many problems in the nij system. They were as follows.

  1. The planters found it difficult to expand the area under nij cultivation. Indigo could be cultivated only on fertile lands and these were all densely populated
  2. Only small plots scattered over the landscape could be acquired Planters needed large areas in compact blocks to cultivate indigo in plantations.
  3. Nor was labour easy to mobilise. A large plantation required a vast number of hands to operate. And labour was needed precisely at a time when peasants were usually busy with their rice cultivation.
  4. Nor could supplies be easily got from the peasants since their ploughs and bullocks were busy on their rice fields and again exactly at the time that the indigo planters needed them.
  5. Investing on purchase and maintenance of ploughs was a big problem.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

JAC Board Class 8th Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

JAC Class 8th History From Trade to Territory: The Company Establishes Power InText Questions and Answers

Page 15

Question 1 .
Imagine that you are a young Company official who has been in India for a few months. Write a letter home to your mother telling her about your luxurious life and contrasting it with your earlier life in Britain.
Answer:
Do it yourself.
Hint. students can use these points in letter – Well-furnished and embellished house has been allotted to you. House maids, gardener and servants are there to do the daily household works. Local landlords are supportive and helpful.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Page 18
Question 2.
Imagine that you have come across two old newspapers reporting on the Battle of Seringapatam and the death of Tipu Sultan. One is a British paper and the other is from Mysore. Write the headline for each of the two newspapers.
Answer:
Headline for the British newspaper “The East India Company gets another victory and crushes Tipu Sultan”. Headline for the local newspaper – “Tipu Sultan, the tiger of Mysore sacrifices his life for the country”.

Page 19

Question 3.
Imagine that you are a nawab’s nephew and have been brought up thinking that you will one day be king. Now you find that this will not be allowed by the British because of the new Doctrine of Lapse. What will be your feelings? What will you plan to do so that you can inherit the crown?
Answer:
My feelings would be of disappointment, aggression and anger. I would try to make an army and train them and fight with the British and get victory in the war. I would join with other Indian kings and withdraw the Doctrine of Lapse and inherit the crown of my uncle as he is no more.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Page 24
Question 4.
You are living in England in the late eighteenth or early nineteenth century. How would you have reacted to the stories of British conquests? Remember that you would have read about the immense fortunes that many of the officials were making.
Answer:
Students need to do it on their own.The following points may help you.

  1. As a lay person who is not associated with East India company, nor part of the government I would have surely resented British conquest and its policies of colonialism.
  2. As it amounted to subjugation and oppression of the colonial people.
  3. It resulted in the massive drain of wealth, exploitation of the colonial people.
  4. I would have also criticized British policy of divide and rule, of pitting one group against another.
  5. The British conquest reveals it dual face, which on one hand talks of freedom, liberty, in its own country and at the same time denies such values to colonial people.
  6. The British were only motivated by their economic interests, with the prospects of getting cheap labour, raw material, and market, they did nothing to improve the condition of the people.
  7. Whatever administrative changes they introduced served their own interest.
  8. The Company officials made huge money at the expense of innocent population.
  9. It in fact, brought about massive deprivation of the people in the colonies.

JAC Class 8th History From Trade to Territory: The Company Establishes Power Textbook Questions and Answers

Let’s Recall

Question 1.
Match the following.

Diwani Tipu Sultan
“Tiger of Mysore” right to collect land revenue
faujdari adalat Sepoy
Rani Channamma criminal court led an anti-British movement in Kitoor
sipahi Tipu Sultan

Answer:

Diwani right to collect land revenue
“Tiger of Mysore” Tipu Sultan
faujdari adalat criminal court
Rani Channamma led an anti-British movement in Kitoor
sipahi Sepoy

 

Question 2.
Fill in the blanks.
(a) The British conquest of Bengal began with the Battle of
(b) Haidar Ali and Tipu Sultan were the rulers of .
(c) Dalhousie implemented the Doctrine of .
(d) Maratha kingdoms were located mainly in the part of India.
Answer:
(a) Plassey
(b) Mysore
(c) Lapse
(d) western

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 3.
State whether true or false.
(a) The Mughal empire became stronger in the eighteenth century.
(b) The English East India Company was the only European company that traded with India.
(c) Maharaja Ranjit Singh was the ruler of Punjab.
(d) The British did not introduce administrative changes in the territories they conquered.
Answer:
(a) False
(b) False
(c) True
(d) False

Let’s Discuss

Question 4.
What attracted European trading companies to India?
Answer:
European trading companies were attracted to India because of the following reasons. The fine qualities of cotton and silk roduced in India had a big market in Europe. Spices such as pepper, cloves, cardamom and cinnamon too were in great demand. These things were easily available in India at very low price.

Question 5.
What were the areas of conflict between the Bengal nawabs and the East India Company?
Answer:
The areas of conflict between the Bengal nawabs and the East India Company were.

  1. The nawabs refused to grant the Company concessions.
  2. They demanded large tributes for the Company’s right to trade.
  3. They denied it any right to mint coins.
  4. They also stopped it from extending its fortifications.
  5. They claimed that the Company was depriving the Bengal government of huge amounts of revenue and undermining the authority of the nawab by refusing to pay taxes, writing disrespectful letters, and trying to humiliate the nawab and his officials.
  6. The Company on its part declared that the unjust demands of the local officials were ruining the trade of the Company and trade could flourish only if the duties were removed.

Question 6.
How did the assumption of Diwani benefit the East India Company?
Answer:
The assumption of Diwani benefitted the East India Company in many ways.

  1. The Diwani allowed the Company to use the vast revenue resources of Bengal.
  2. The major problem was solved by Diwani which the east India Company had earlier faced.
  3. Though the trade has expanded and grown, a lot of items they had to buy with gold and silver which was imported from Britain.
  4. This overflow stopped after the assumption of Diwani. Now revenue from India could capitalise the Company expenses.
  5. These were used to purchase goods in India, maintain Company troops and meet the expenses to build forts and offices at Calcutta.

Question 7.
Explain the system of “subsidiary alliance”.
Answer:
According to the system of subsidiary alliance, Indian rulers were not allowed to have their independent armed forces. They were to be protected by the East India Company but also had to pay for the “subsidiary forces” that the Company was supposed to maintain for the purpose of this protection. If the Indian rulers failed to make the payment, then part of their territory was taken away as penalty. The states which had to lose their territories on this ground were Awadh and Hyderabad.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 8.
In what way was the administration of the Company different from that of Indian rulers?
Answer:

^Administration of the Company Administration ^ of Indian Ruler
The administrative units of the company was known as Presidencies. They were divided into 3 units – Bengal, Bombay and Madras. The main administrative units in India were the districts.
Each Presidency were governed by a Governor. Each districts were governed by the Collector.
Governor- General was the supreme head of the company. The king was the supreme head of India.
The main job of the Governor- General was to introduce different administrative policies and make amendments and bring reform in work. V The main job of the Collector in India was to collect revenue and taxes and properly maintain law and order in the assigned district with the help of judges, police officers and darogas.

Question 9.
Describe the changes that occurred in the composition of the Company’s army.
Answer:
The changes that occurred in the composition of the Company’s army are.

  1. The East India Company started recruiting peasants into their armies and trained them as professional soldiers and were known as the sepoy army.
  2. As technology of warfare changed from the 1820s, the cavalry requirements of the East India Company’s army declined.
  3. The soldiers of the Company’s army had to keep pace with changing military requirements and its infantry regiments which now became more important.
  4. In the early nineteenth century the British began to develop a uniform military culture. Soldiers were increasingly subjected to European- style training, drill and discipline that regulated their life far more than before.

Let’s Do
Question 10.
After the British conquest of Bengal, Calcutta grew from a small village to a big city. Find out about the culture, architecture and the life of Europeans and Indians of the city during the colonial period.
Answer:
Calcutta was the capital of the British Indian rule until 1911 and after that it was relocated to Delhi. In 1772, Warren Hastings made Calcutta, the capital. It went through rapid industrial growth from 1850s. Many famous architectural buildings and monuments were built. It became the ‘cultural capital of India’ The contribution of Bengal Renaissance on the independence of India was immense.

Question 11.
Collect pictures, stories, poems and information about any of the following – the Rani of Jhansi, Mahadji Sindhia, Haidar Ali, Maharaja Ranjit Singh, Lord Dalhousie or any other contemporary ruler of your region.
Answer:
Students need to do it their own.

JAC Class 8th History From Trade to Territory: The Company Establishes Power Important Questions and Answers

Multiple Choice Questions

Question 1.
The last powerful Mughal Emperor was………..
a. Aurangzeb
b. Bahadur Shah Zafar
c. Akbar
d. Babur
Answer:
a. Aurangzeb

Question 2.
Mercantile trading companies in those days made profit by.
a. buying at high prices and selling at low.
b. educating people about sea travel.
c. excluding competition.
d. none of these
Answer:
c. excluding competition.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 3.
The items that all European countries wanted to buy from India were
a. cotton, silk, pepper, steel, cardamom.
b. cotton, pepper, cloves, cardamom, silk, cinnamon.
c. cotton, cloves, electronic, silk, cinnamon.
d. cotton, cardamom, rubber, pepper, cloves.
Answer:
b. cotton, pepper, cloves, cardamom, silk, cinnamon.

Question 4.
Robert Clive led the Company’s army against Sirajuddaulah at Plassey in…………
a. 1756
b. 1758
c. 1757
d.1759
Answer:
c. 1757

Question 5.
The Battle of Buxar was fought in the year………..
a. 1763
b. 1764
c. 1765
d. 1766
Answer:
b. 1764

Question 6.
Under ‘subsidiary alliance’, when Richard Wellesley was Governor- General, the Nawab of ………..was forced to give over half of his territory to the Company in 1801 as he failed to pay for the ‘subsidiary forces’.
a. Bengal
b. Mysore
c. Hyderabad
d. Awadh
Answer:

Question 7.
The third battle of Panipat was fought in the year…… .
a. 1761
b. 1861
c. 1791
d. 1891
Answer:
d. 1891

Question 8.
The ‘Doctrine of Lapse’ was introduced by the Governor-General
a. Warren Hastings
c. Dalhousie
b. Clive Lloyd
d. Mountbatten
Answer:
c. Dalhousie

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 9.
Sadar Nizamat Adalat was set up in………..
a. Madras
b. Mysore
c. Bombay
d. Calcutta
Answer:
d. Calcutta

Question 10.
The three Presidencies in British India were………
a. Bengal, Mysore and Bombay
b. Bengal, Madras and Bombay
c. Bengal, Bombay and Delhi
d. Bengal, Madras and Awadh
Answer:
b. Bengal, Madras and Bombay

Very Short Answer Type Question

Question 1.
What was the earliest name of the present day Kolkata?
Answer:
The earliest name of the present day Kolkata was Kalikata.

Question 2.
What do you mean by farmanl
Answer:
Farman means a royal order.

Question 3.
When did the East India Company take over Awadh?
Answer:
The East India Company took over Awadh in 1856.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 4.
What was the main goal of East India Company?
Answer:
The main goal of East India Company was the expansion of trade.

Question 5.
Who was made the Nawab of Bengal after the Battle of Plassey?
Answer:
Mir Jafar was made the Nawab of Bengal after the Battle of Plassey.

Question 6.
Who led the Company’s army against Sirajuddaulah at Plassey?
Answer:
Robert Clive led the Company’s army against Sirajuddaulah at Plassey.

Question 7.
Who arrested Bahadur Shah Zafar and his sons?
Answer:
Bahadur Shah Zafar and his sons were arrested by Captain Hudson.

Question 8.
Whom did the Company install in place of Mir Jafar and why?
Answer:
When Mir Jafar protested, the Company deposed him and installed Mir Question asim in his place.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 9.
Who commenced the policy of paramountcy?
Answer:
Lord Hastings (Governor- General from 1813 to 1823) commenced the new policy of “paramountcy”.

Question 10.
Why did Tipu Sultan develop a close relationship with the French in India?
Answer:
Tipu Sultan established a close relationship with the French in India in order to modernise his army with their help.

Short Answer Type Question

Question 1.
What do you mean by puppet?
Answer:
Puppet means a toy that you can move with strings. The term is used disapprovingly to refer to a person who is controlled by someone else. The East India Company also wanted someone who can rule but on their orders.

Question 2.
Why did the East India Company wanted a puppet ruler?
Answer:
The East India Company wanted a puppet ruler because he would willingly give trade concessions and other privileges to them.

Question 3.
What do you understand by “Mercantile”.
Answer:
Mercantile means a business enterprise that makes profit primarily through trade, buying goods cheap and selling them at higher prices.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 4.
What do you understand by ‘nabobs’?
Answer:
East India Company officials who managed to return Britain with enormous wealth, led flashy and very comfortable lives and flaunted their riches. These officials were called “nabobs” , an anglicised version of the Indian word nawab.

Question 5.
How Plassey got its name?
Answer:
Plassey is an anglicised pronunciation of Palashi and the place derived its name from the palash tree known for its beautiful red flowers that yield colour or gulal, the powder used in the festival of Holi.

Question 6.
What has happened in second Anglo- Maratha war?
Answer:
The Second Anglo-Maratha war happened in 1803-05 and was fought on different fronts, resulting in favour of the British gaining Orissa and the territories north of the Yamuna river including Agra and Delhi.

Question 7.
Why the East India Company had to buy most of the goods in India with gold and silver imported from Britain?
Answer:
The East India Company had to buy most of the goods in India with gold and silver imported from Britain because at that time Britain had no other goods to sell in India.

Question 8.
The appointment of residents in Indian states help the East India Company. How?
Answer:
The appointment of residents in Indian states helped the East India Company in many ways. Through the Residents, the East India Company officials began interfering in the internal affairs of Indian states. They tried to decide who was to be the successor to the throne, and who was to be appointed in administrative posts.

Question 9.
Who led an anti-British movement in Kitoor? What was the end result?
Answer:
When the British tried to annex the small state of Kitoor (in Karnataka today), Rani Channamma took to arms and led an anti-British resistance movement. The new policy of ‘paramountcy’ was challenged by her. She was arrested in 1824 and died in prison in 1829.

JAC Class 8 Social Science Solutions History Chapter 2 From Trade to Territory: The Company Establishes Power

Question 10.
What happened in the Battle of Seringapatam?
Answer:
Four wars were fought between the East India Company and Mysore in 1767-69, 1780-84, 1790-92 and 1799. Only in the last war known as the Battle of Seringapatam did the East India Company finally gets a victory over Mysore. Tipu Sultan was killed defending his capital Seringapatam. Under the former ruling dynasty of the Wodeyars, Mysore was placed and a subsidiary alliance was imposed on the state.

Long Answer Type Question

Question 1.
In which manner the East India Company begin trade in Bengal? Discuss.
Answer:
East India Company begin trade in Bengal in the following manner.

  1. In the year 1651, the first English factory was set up on the banks of the river Hugh. This was the base from which the East India Company’s traders known at that time as factors, operated. The factory had a warehouse where goods for export were stored and it had offices where Company officials sat.
  2. The Company persuaded merchants and traders to come and settle near the factory as trade expanded.
  3. The Company began to build a fort around the settlement by 1696.
  4. Two years later it bribed Mughal officials into giving the Company zamindari rights over three villages. One of these was Kalikata, which later grew into the city of Calcutta or Kolkata as it is known today.
  5. It also persuaded and induced the Mughal emperor Aurangzeb to issue a farman granting the East India Company the right to trade duty free.

Question 2.
Explain in brief about Tipu Sultan.
Answer:
Tipu Sultan Under the leadership of powerful rulers like Haidar Ali (ruled from 1761 to 1782) and his famous son Tipu Sultan, Mysore had grown in strength. Tipu Sultan ruled from 1782 to 1799 was known as ‘Tiger of Mysore’ as he fought bravely with the tiger. Mysore controlled the profitable trade of the Malabar coast where the Company purchased pepper and cardamom.
Tipu Sultan was a scholar and great soldier. Tipu Sultan stopped the export of sandalwood, pepper and cardamom through the ports of his kingdom, and disallowed local merchants from trading with the Company in 1785.

He also established a close relationship with the French in India and modernized his army with their help. The British were angry and furious. They saw Haidar and Tipu as ambitious, arrogant and dangerous for them. Four battles were fought with Mysore in the years 1767-69, 1780-84, 1790-92 and 1799. In the last, the Battle of Seringapatam, the East India Company ultimately gets a victory. Tipu Sultan was killed defending his capital Seringapatam.

JAC Class 8 Social Science Solutions