JAC Class 8 Social Science Notes Geography Chapter 3 Mineral and Power Resources

JAC Board Class 8th Social Science Notes Geography Chapter 3 Mineral and Power Resources

→ A mineral is a naturally occurring substance that has a definite chemical composition.

  • Minerals are not evenly distributed over the areas. They are concentrated in a particular area or rock formations.
  • Some minerals are found in regions which are not easily accessible such as the Arctic ocean bed and Antarctica.
  • Minerals are created by natural processes without any human interference. On the basis of their physical properties such as colour, density, hardness and chemical property such as solubility, they are classified and identified.

→ Types of Minerals:

  • On earth, there are over three thousand different minerals.
  • On the basis of composition, minerals are categorised as:
    • Metallic minerals
    • non-metallic minerals.
  • Metals in raw form are present in metallic minerals.
  • The hard substances that conduct heat and electricity and have a characteristic lustre or shine are known as metals. Iron ore, bauxite, manganese ore are some examples.

JAC Class 8 Social Science Notes Geography Chapter 3 Mineral and Power Resources

→ Metallic minerals are of two types:

  • Ferrous minerals are such as iron ore, manganese and chromites contain iron.
  • A non-ferrous mineral does not contain iron but may contain some other metal such as gold, silver, copper or lead.

→ Non-metallic minerals do not contain metals.

  • Limestone, mica and gypsum are non- metallic minerals.
  • The mineral fuels like coal and petroleum are also non-metallic minerals.
  • Minerals can be extracted by mining, drilling or quarrying.
  • Mining is the process of taking out minerals from rocks buried under the earth’s surface.

→ Mining is categorised into two:

  • Open cast mining
  • Shaft mining

→ In open-cast mining, minerals that lie at shallow depths are taken out by removing the surface layer.

  • In shaft mining, deep bores known as shafts, have to be made to reach mineral deposits that lie at great depths.
  • Petroleum and natural gas occur deep below the earth’s surface. Drilling is done to take them out and deep wells are bored.
  • Quarrying is the method in which minerals that lie near the surface are simply dug out.

→ Distribution of Minerals:

  • Metallic minerals are found in igneous and metamorphic rock formations that form large plateaus.
  • Iron-ore in north Sweden, copper and nickel deposits in Ontario, Canada, iron, nickel, chromites and platinum in South Africa are some of the examples of minerals found in these rocks.
  • Non-metallic minerals are found in sedimentary rock formations of plains and young fold mountains contain such as limestone.
  • Limestone deposits of Caucasus region of France, manganese deposits of Georgia and Ukraine and phosphate beds of Algeria are some examples. Coal and petroleum, the mineral fuels are also found in the sedimentary strata.

→ Asia:

  • China and India have large iron ore deposits. The continent produces more than half of the world’s tin.
  • The world’s leading tin producers are China, Malaysia and Indonesia.
  • China is in the leading position in production of lead, antimony and tungsten.
  • Asia also has deposits of manganese, bauxite, nickel, zinc and copper.

→ Europe:

  • Europe is the leading producer of iron-ore in the world.
  • Russia, Ukraine, Sweden and France have the large deposits of iron ore.
  • In eastern Europe and European Russia, minerals found are copper, lead, zinc, manganese and nickel.

JAC Class 8 Social Science Notes Geography Chapter 3 Mineral and Power Resources

→ North America:

  • The mineral deposits are situated in three zones:
    • the Canadian region north of the Great Lakes,
    • the Appalachian region and
    • the mountain ranges of the west.
  • In the Canadian Shield Region, iron ore, nickel, gold, uranium and copper are found.
  • In the Appalachians region, coal is found.
  • In Western Cordilleras, vast deposits of copper, lead, zinc, gold and silver are found.

→ South America:

  • The largest producer of high grade iron-ore in the world is Brazil.
  • The leading producers of copper are Chile and Peru.
  • Among the world’s largest producers of tin are Brazil and Bolivia.
  • In Venezuela, Argentina, Chile, Peru and Columbia, mineral oil is found.

→ Africa:

  • The world’s largest producer of diamonds, gold and platinum is Africa.
  • A major portion of the world’s gold is produced by South Africa, Zimbabwe and Zaire.
  • Copper, iron ore, chromium, uranium, cobalt and bauxite are found here.
  • In Nigeria, Libya and Angola, oil is found.

→ Australia:

  • The largest producer of bauxite in the world is Australia.
  • The largest deposits of gold is found in Kalgoorlie and Coolgardie areas of western Australia.
  • It is a leading producer of gold, diamond, iron ore, tin and nickel.

→ Antarctica:

  • Iron ore, gold, silver and oil are present in commercial quantities.
  • Sufficient and significant amount of deposits of coal in the Transantarctic Mountains and iron near the Prince Charles Mountains of East Antarctica is predicted.

→ Uses of Minerals:

  • Minerals are used in many industries in different forms.
  • Minerals which are used for gems and jewellery are usually hard. These are later processed.
  • Copper is used in almost everything from coins to pipes.
  • Silicon is used in the computer industry and is obtained from quartz.
  • Aluminum obtained from its ore.
  • In automobiles, airplanes, bottling industry, buildings and even in kitchen cookware, bauxite is used.

→ Conservation of Minerals:

  • Minerals are a non-renewable resource.
  • In the process of mining, it is necessary to reduce the wastage.
  • Another way in which the mineral resources can be conserved is recycling of metals.

JAC Class 8 Social Science Notes Geography Chapter 3 Mineral and Power Resources

→ Power Resources:

  • We need power or energy for industry, agriculture, transport, communication and defense.
  • Power resources may be broadly categorised as:
    • conventional resources
    • non-conventional resources.

→ Conventional Sources:

  • Those energy which have been in common use for a long time are known as the conventional energy.
  • The two main conventional energy sources are:
    • Firewood
    • Fossil fuels

→ Firewood:

  • More than fifty per cent of the energy used by villagers comes from firewood in our country.
  • It is mainly used for cooking and heating.

→ Fossil Fuel:

  • Fossil fuels are the fuel which are formed by the natural processes.
  • For millions of years, remains of plants and animals which were buried under the earth got converted by the heat and pressure into fossil fuels.
  • Fossil fuel such as coal, petroleum and natural gas are the main sources of conventional energy.

→ Coal:

  • Electricity from coal is known as thermal power.
  • Coal is also known as Buried Sunshine because the coal which we are using today was formed millions of years ago when giant ferns and swamps got buried under the layers of earth.
  • In India, the coal producing areas are Raniganj, Jharia, Dhanbad and Bokaro in Jharkhand.
  • The leading coal producers of the world are China, USA, Germany, Russia, South Africa and France.

→ Petroleum:

  • A thick black liquid is known as Petroleum. Since they are very valuable, petroleum and its derivatives are called Black Gold.
  • Petroleum is found between the layers of rocks and is drilled from oil fields which is located in off-shore and coastal areas. Then sent to refineries which process the crude oil and produce a variety of products such as diesel, petrol, kerosene, wax, plastics and lubricants.
  • The chief petroleum producing countries are Iran, Iraq, Saudi Arabia and Qatar.
  • The leading producers in India are Digboi in Assam, Bombay High in Mumbai and the deltas of Krishna and Godavari rivers.

→ Natural Gas:

  • Natural gas is found with petroleum deposits and is released when crude oil is brought to the surface. Very few countries in the world have sufficient amount of natural gas reserves of their own.
  • Russia, Norway, UK and the Netherlands are the major producers of natural gas. In India, Jaisalmer, Krishna Godavari delta, Tripura and some areas off shore in Mumbai have natural gas resources.
  • The consumption of fossil fuels has increased which led to their depletion at an alarming rate. The toxic and poisonous pollutants released from burning these fuels are major cause for concern.

JAC Class 8 Social Science Notes Geography Chapter 3 Mineral and Power Resources

→ Hydel Power:

  • Rainwater or river water stored in dams produce electricity by a specific method. This electricity is known as Hydro electricity.
  • The water discharged after the generation of electricity is used for irrigation. The world’s electricity is produced by hydel power is one fourth.
  • Paraguay, Norway, Brazil, and China are the leading producers of hydroelectricity.
  • In India, some important hydel power stations are Bhakra Nangal, Gandhi Sagar, Nagarjun Sagar and Damodar valley projects.

→ Non-Conventional Sources of Energy:
There is need for using non-conventional sources such as solar energy, wind energy, tidal energy which are renewable because the increasing use of fossil fuels is leading to its shortage.

→ Solar Energy:

  • Solar energy trapped from the sun can be used in solar cells to produce electricity. Many of these cells are joined into solar panels to generate power for heating and lighting purpose.
  • Solar energy is also used in solar heaters, solar cookers, solar dryers and traffic signals.

→ Wind Energy:

  • Wind mills have been used for grinding grain and lifting water since ancient times. In modem time, the wind mills with high speed winds rotate the wind mill which is connected to a generator to produce electricity.
  • Windfarms are found in Netherlands, Germany, Denmark, UK, USA and Spain which are known for their wind energy production.

→ Nuclear Power:

  • Nuclear power is obtained from energy stored in the nuclei of atoms of naturally occurring radioactive elements such as uranium and thorium.
  • Rajasthan and Jharkhand have large deposits of Uranium. Thorium is found in large quantities in the Monozite sands of Kerala.
  • In India, the nuclear power stations are situated in Kalpakkam in Tamilnadu, Tarapur in Maharashtra, Ranapratap Sagar near Kota in Rajasthan, Narora in Uttar Pradesh and Kaiga in Karnataka.

→ Geothermal Energy:

  • Geothermal energy is the heat energy which is obtained from the earth. This heat energy can be used to generate power.
  • USA has the world’s largest geothermal power plants followed by New Zealand, Iceland, Philippines and Central America. In India, geothermal plants are situated in Manikaran in Himachal Pradesh and Puga Valley in Ladakh.

→ Tidal Energy:

  • Tidal energy is the energy generated from tides.
  • Electricity is produced during high tide the energy of the tides is used to turn the turbine installed in the dam.
  • Russia, France and the Gulf of Kachchh in India have huge tidal mill farms.

JAC Class 8 Social Science Notes Geography Chapter 3 Mineral and Power Resources

→ Biogas:

  • Biogas is a gaseous fuel made of organic waste such as dead plant and animal material, animal dung and kitchen waste. These wastes are converted into the gaseous fuel.
  • The organic waste is decomposed by bacteria in biogas digesters to emit biogas which is a mixture of methane and carbon dioxide.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 8 Confronting Marginalisation

JAC Board Class 8th Social Science Notes Civics Chapter 8 Confronting Marginalisation

→ Religious solace, armed struggle, self improvement and education, economic uplift – there appears to be no one way of doing things. Adivasis, Dalits, Muslims, women and other marginal groups argue that simply by being citizens of a democratic country, they possess equal rights that must be respected.

→ Invoking Fundamental Rights:

  • The marginalised have drawn on the rights in two ways: first, by insisting on their Fundamental Rights, they have forced the government to recognise the injustice done to them. Second, they have insisted that the government enforce these laws.
  • In some instances, the struggles of the marginalised have influenced the government to frame new laws in keeping with the spirit of the Fundamental Rights.
  • Article 17 of the Constitution states that untouchability has been abolished, this means that no one can henceforth prevent Dalits from educating themselves, entering temples, using public facilities, etc.
  • Untouchability is a punishable crime now.
  • Article 15 of the Constitution notes that no citizen of India shall be discriminated
    against on the basis of religion, race, caste, sex or place of birth. This has been used by Dalits to seek equality where it has been denied to them.
  • Dalits can ‘invoke’ or ‘draw on’ a Fundamental Right (or Rights) in situations where they feel that they have been treated badly by some individual or community or even by the government.
  • By granting different forms of cultural rights, the Constitution tries to ensure cultural justice to such groups.
  • The Constitution does this so that the culture of these groups is not dominated nor wiped out by the culture of the majority community.

JAC Class 8 Social Science Notes Civics Chapter 8 Confronting Marginalisation

→ Laws for the Marginalised:

  • There are specific laws and policies for the marginalised in our country.
  • There are policies or schemes that emerge through other means like setting up a committee or by undertaking a survey, etc.

→ Promoting Social Justice:

  • As part of their effort to implement the Constitution, both state and central governments create specific schemes for implementation in tribal areas or in areas that have a high Dalit population.
  • One such law/policy is the reservation policy that today is both significant and highly contentious.
  • The laws which reserve seats in education and government employment for Dalits and Adivasis are based on an important argument.
  • Governments across India have their own list of Scheduled Castes (or Dalits), Scheduled Tribes and backward and most backward castes. The central government too has its list.
  • Students applying to educational institutions and those applying for posts in government are expected to furnish proof of their caste or tribe status, in the form of caste and tribe certificates.

→ Protecting the Rights of Dalits and Adivasis
In addition to policies our country also has specific law’s that guard against the discrimination and exploitation of marginalised communities.

→ The Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act, 1989

  • In order to indicate to the government that untouchability was still being practised and in the most hideous manner, Dalit groups demanded new laws that would list the various sorts of violence against dalits and prescribe stringent punishment for those who indulge in them.
  • The Act contains a very long list of crimes some of which are too horrible even to contemplate.
  • The Act does not only describe terrible crimes but also lets people know what dreadful deeds human beings are capable of.
  • The Act distinguishes several levels of crimes. Firstly, it lists modes of humiliation that are both physically horrific and morally reprehensible and seeks to punish.
  • Secondly, it lists actions that dispossess Dalits and Adivasis of their meagre resources or which force them into performing slave labour.
  • At another level, the Act recognises that crimes against Dalit and tribal women are of a specific kind and, therefore, seeks to penalise anyone who assaults or uses force on any woman belonging to a Scheduled Caste or a Scheduled Tribe with intent to dishonour her.

→ Adivasi Demands and the 1989 Act:

  • The 1989 Act is important for another reason – Adivasi activists refer to it to defend their right to occupy land that was traditionally theirs.
  • Activists have asked that those who have forcibly encroached upon tribal lands should be punished under this law.
  • C.K. Janu, an Adivasi activist, has also pointed out that one of the violators of Constitutional rights guaranteed to tribal people are governments in the various states of India.
  • She has also noted that in cases where tribals have already been evicted and cannot go back to their lands, they must be compensated.

JAC Class 8 Social Science Notes Civics Chapter 8 Confronting Marginalisation

→ Conclusion:

  • The existence of a right or a law or even a policy on paper does not mean that it exists in reality.
  • People have had to constantly work on or make efforts to translate these into principles that guide the actions of their fellow citizens or even their leaders.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

JAC Board Class 8th Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

JAC Class 8th History Civilising the Native, Educating the Nation InText Questions and Answers

Page 85

Question 1.
Imagine you are living in the 1850s. You hear of Wood’s Despatch. Write about your reactions.
Answer:
Students need to do it on their own.
Hint:

  1. As an Indian one would be quite as¬tonished to reject knowledge of the east in total.
  2. Wood’s Despatch identified grave errors in our education system.
  3. The British believed that by learn¬ing English education we would be more rational, scientific but they have failed to understand our most reversed spiritual text.

Page 88

Question 2.
Imagine you were born in a poor fam¬ily in the 1850s. How would you have responded to the coming of the new system of government regulated path- shalas?
Answer:
I would have responded against the new system of government regulated pathshalas because children from poor families like me were able to attend the pathshala as the time table was flexible but the new system don’t have flexibility and have strict rules.

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

Question 3.
Did you know that about 50 per cent of the children going to primary school drop out of school by the time they are 13 or 14? Can you think of the various possible reasons for this fact?
Answer:
The various possible reason for this fact are:

  1. Poverty
  2. Unemployment
  3. Child labour
  4. Unavailability of schools in villages and backward areas
  5. Due to lack of knowledge and illiteracy, people don’t give importance to education.

Question 4.
Imagine you were witness to a debate between Mahatma Gandhi and Macaulay on English education. Write a page on the dialogue you heard.
Answer:
Students need to do it on their own with the help of teacher.
Hints:
Mahatma Gandhi:
In. the minds of millions of Indians, English education has created a feeling of inferiority.

Macauley:
People need to be more civilized and this can be done only by English education.

Mahatma Gandhi:
Education should be such that could help Indians to restore their self-respect and sense of dignity.

Macauley:
A single shelf of a good European Library is worth than the whole native Indian literature. And so on….

JAC Class 8th History Civilising the Native, Educating the NationTextbook Questions and Answers

(LePsRecair)

Question 1.
Match the following:

William Jonespromotion of English education
Rabindranath Tagorerespect for ancient cultures
Thomas Macaulaygurus
Mahatma Gandhilearning in a natural environment
Pathshalascritical of English education

Answer:

William Jonesrespect for ancient cultures
Rabindranath Tagorelearning in a natural environment
Thomas Macaulaypromotion of English education
Mahatma Gandhicritical of English education
Pathshalasgurus

Question 2.
State whether true or false:
(a) James Mill was a severe critic of the Orientalists.
(b) The 1854 Despatch on education was in favour of English being introduced as a medium of higher education in India.
(c) Mahatma Gandhi thought that promotion of literacy was the most important aim of education.
(d) Rabindranath Tagore felt that children ought to be subjected to strict discipline.
Answer:
(a) True
(b) True
(c) False
(d) False

(Let’s Discuss)

Question 3.
Why did William Jones feel the need to study Indian history, philosophy and law?
Answer:
William Jones felt the need to study Indian history, philosophy and law because only those texts could reveal the real ideas and laws of the Hindus and Muslims and only a new study of these texts could form the basis of future development in India.

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

Question 4.
Why did James Mill and Thomas Macaulay think that European education was essential in India?
Answer:
James Mill and Thomas Macaulay thought that European education was essential in India because the education should be useful and practical. They also thought that Indians are need to be civilized and should be made familiar with the Western culture and modernisation.

Question 5.
Why did Mahatma Gandhi want to teach children handicrafts?
Answer:
Mahatma Gandhi wanted to teach children handicrafts because he felt that education ought to develop a person’s mind and soul. Literacy to read and write by itself did not count as education. People had to work with their hands, team a craft, and know how different things operated This would develop their mind and their capacity to understand.

Question 6.
Why did Mahatma Gandhi think that English education had enslaved Indians?
Answer:
Mahatma Gandhi thought that English education had enslaved Indians because of the following reasons:

  1. British education created a sense of inferiority in the minds of Indians.
  2. It made them see Western civilisation as superior and destroyed the pride they had in their own culture.
  3. Indians educated in these institutions began admiring British rule.

(let’s Do)

Question 7.
Find out from your grandparents about what they studied in school.
Answer:
Students need to do it on their own.

Question 8.
Find out about the history of your school or any other school in the area you live.
Answer:
Students need to do it on their own.
(Hint: Can write about as when the school was built and who built it. How many students are there? How the ‘ students make the school proud?)

JAC Class 8th History Civilising the Native, Educating the NationImportant Questions and Answers

Multiple Choice Questions

Question 1.
William Jones, a junior judge in Supreme court arrived in Calcutta in the year .
(a) 1785
(b) 1783
(c) 1789
(d) 1790
Answer:
(b) 1783

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

Question 2.
……….. started the Asiatic Society of Bengal.
(a) William Jones
(b) Henry Thomas Colebrooke
(c) Nathaniel Halhed
(d) All of these
Answer:
(d) All of these

Question 3.
………. felt that the Indian languages should be the medium of teaching.
(a) Mahatma Gandhi
(b) Rabindranath Tagore
(c) Subhash Chandra Bose
(d) William Jones
Answer:
(a) Mahatma Gandhi

Question 4.
The poet who reacted against the introduction of Western education in India was………
(a) Premchand
(b) Rabindranath Tagore
(c) Sarojini Naidu
(d) None of the above
Answer:
(b) Rabindranath Tagore

Question 5.
William Carey was a…..
(a) Teacher
(b) British Officer
(c) Scottish missionary
(d) Merchant
Answer:
(c) Scottish missionary

Question 6.
In 1781, a madrasa was set up in ………to promote the study of Arabic, Persian and Islamic law.
(a) Calcutta
(b) Delhi
(c) Bombay
(d) Surat
Answer:
(a) Calcutta

Question 7.
The English Education Act was introduced in the year.
(a) 1855
(b) 1846
(c) 1875
(d) 1835
Answer:
(d) 1835

Question 8.
Charles Wood was the:
(a) President of the Board of Control of the Company.
(b) Governor General in India.
(c) Viceroy.
(d) English Professor.
Answer:
(a) President of the Board of Control of the Company.

Question 9.
In Shantiniketan, school was started by
(a) Aurobindo Ghose
(b) Mahatma Gandhi
(c) Sardar Vallabh Bhai Patel
(d) Rabindranath Tagore
Answer:
(d) Rabindranath Tagore

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

Question 10.
Adam found that there were over ….. pathshalas in Bengal and Bihar.
(a) 2 lakhs
(b) 3 lakhs
(c) 1 lakhs
(d) 4 lakhs
Answer:
(c) 1 lakhs

Very Short Answer Type Question 

Question 1.
What do you mean by linguist?
Answer:
A linguist is a person who knows and studies several languages.

Question 2.
William Jones was a linguist as well. What languages he knew?
Answer:
William Jones knew Greek, Latin, French, English, Arabic, Persian and Sanskrit.

Question 3.
Who sharply attacked the orientalists?
Answer:
James Mill and Thomas Babington Macaulay attacked the Orientalists.

Question 4.
Who had the opinion that Colonial education created sense of inferiority in the minds of Indians?

Answer:
Mahatma Gandhi had the opinion that Colonial education created sense of inferiority in the minds of Indians.

Question 5.
In which places the universities were first established by the company in India?
Answer:
Calcutta, Madras and Bombay were the places where the universities were first established by the company in India.

Question 6.
Which year did the East India Company decide to improve the system of vernacular education?
Answer:
After 1854 the Company decided to improve the system of vernacular education.

Question 7.
What do you mean by Orientalists?
Answer:
Orientalists are those who had a scholarly knowledge of the language and culture of Asia.

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

Question 8:
In pathshalas, what kind of education was given to the children?
Answer:
In pathshalas, teaching was oral and the guru decided what to teach in accordance with the needs of the students.

Question 9.
What type of task was assigned to the pandit by the Company?
Answer:
The type of task was assigned to the pandit by the Company was to visit the pathshalas and try to improve the standard of teaching.

Question 10.
In which way were Oriental institutions like the Calcutta Madrasa and Benaras Sanskrit College viewed by the British?
Answer:
The Oriental institutions like the Calcutta Madarsa and Benaras Sanskrit College were viewed as ‘temples of darkness that were falling of themselves into decay’.

Short Answer Type Question

Question 1.
What was the reason for the establishment of the Hindu College in Benaras?
Answer:
The reason for the establishment of the Hindu College in Benaras in 1791 was to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.

Question 2.
In which way Mahatma Gandhi view literacy?
Answer:
Mahatma Gandhi viewed literacy as not the end of education nor even the beginning. It is only one of the means whereby men and women can be educated Literacy in itself is not education.

Question 3.
What did Thomas Macaulay urge the British government in India?
Answer:
Thomas Macaulay urged that the British government in India stop wasting money in promoting Oriental learning as it was of no practical use.

Question 4.
The East India Company opposed to missionary activities in India. Why?
Answer:
Until 1813, the East India Company was opposed to missionary activities in India because it feared that missionary activities would provoke reaction amongst the local population and make them suspicious of British presence in India.

Question 5.
What do you understand by Wood’s Despatch?
Answer:
The Court of Directors of the East India Company in London in 1854 sent an educational dispatch to the Governor General in India. This was issued by Charles Wood, the President of the Board of the Company and hence, it has come to be called as Wood’s Despatch.

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

Question 6.
What were the provisions of English Education Act of 1835?
Answer:
The provisions of English Education Act of 1835 were as follows:

  1. English was made the medium of instruction for higher education.
  2. Promotion of Oriental institutions such as the Calcutta Madrasa and Benaras Sanskrit College was stopped These institutions were seen as ‘temples of darkness that were falling of themselves into decay’.
  3. English textbooks began to be produced for schools.

Question 7.
Explain the measures introduced by the British following the 1854 Wood’s Despatch.
Answer:
Following the 1854 Wood’s Despatch, several measures were introduced by the British as follows:

  1. Education departments of the government were set up to extend control over all matters regarding education.
  2. Steps were taken to establish a system of university education. Universities were established in Calcutta, Madras and Bombay.
  3. Attempts were also made to bring about changes within the system of school education.

Question 8.
Many British officials criticised the Orientalists. Why?
Answer:
From the early nineteenth century many British officials criticized the Orientalist vision of learning because they said that knowledge of the East was full of errors and unscientific thoughts. Eastern literature was non-serious and light-hearted Hence, they argued that it was wrong on the part of the British to spend so much effort in encouraging the study of Arabic and Sanskrit language and literature.

Question 9.
William Jones discover many things in Calcutta. What were they?
Answer:
William Jones mainly discovered the ancient Indian heritage. He discovered through his studies on ancient Indian texts on law, religion, arithmetic, medicine, science, philosophy. Soon he discovered that the interests were shared by many British officials living in Calcutta that time.

Question 10.
List the main features of educational method followed in pathshalas.
Answer:
The main features of educational method followed in pathshalas were as follows:

  1. There were no formal schools.
  2. Teaching was oral and guru decided what to teach.
  3. The system of education was flexible.
  4. In some places, classes were held in open spaces.
  5. There were no fixed school fees, no books, no annual exams, no regular time-table.

Long Answer Type Question

Question 1.
Describe in brief the irregularities of pathshalas which were checked by the Company.
Answer:
Steps taken by the Company to check the irregularities of pathshalas were:

  1. It appointed a number of government pandits. Each incharge of four to five schools. The task of the pandit was to visit the pathshalas and try to improve the standard of teaching.
  2. Each guru was asked to submit periodic reports and take classes according to a regular timetable.
  3. Teaching was now to be based on textbooks and learning was to be tested through a system of annual examination.
  4. Students were asked to pay a regular fee, attend regular classes, sit on fixed seats and obey the new rules of discipline.

Question 2.
Which type of education did Mahatma Gandhi want in India?
Answer:
Mahatma Gandhi’s views on education was as follows:

  1. Mahatma Gandhi wanted an education that could help Indians recover their sense of dignity and self-respect.
  2. Mahatma Gandhi strongly felt that Indian languages should be the medium of teaching. Education in English crippled Indians, distanced them from their own social surroundings, and made them ‘strangers in their own lands’.
    Civilising the “Native”, Educating the Nation
  3. Speaking a foreign tongue, despising local culture, the English educated did not know how to relate to the masses.
  4. He argued that education ought to develop a person’s mind and soul. Literacy to read and write by itself did not count as education.
  5. People had to work with their hands, learn a craft, and know how different things operated This would develop their mind and their capacity to understand.

Question 3.
Explain about Rabindranath Tagore and his school Shantiniketan.
Answer:
Rabindranath Tagore like many, also did not approve Western education wholeheartedly. At the time when several Indians urged the British to open more and more schools, colleges and universities in order to spread English education in India, Rabindranath Tagore reacted strongly against such education. He was a great educationist though he hated going to school because he saw it oppressive. In fact, he wanted to establish a school where the children were happy and were free to explore their thoughts and desires without feeling any suppression.

JAC Class 8 Social Science Solutions History Chapter 7 Civilising the Native, Educating the Nation

He advocated for giving children natural surroundings where they would be able to cultivate their natural creativity. In the year 1901, Rabindranath Tagore established Shantiniketan. He regarded it as an ‘abode of peace’. He set up his school 100 kilometres away from Calcutta in a rural setting in order to provide children a very peaceful environment. Here, they could develop their imagination and creativity. Tagore had the opinion that existing schools were killing the natural desires of the children to be creative. Hence, it was necessary to help them develop their curiosity by providing them good teachers who could understand them. By establishing an institution like Shantiniketan he did a great job in the field of education.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Notes Civics Chapter 7 Understanding Marginalisation

JAC Board Class 8th Social Science Notes Civics Chapter 7 Understanding Marginalisation

→ What Does it Mean to be Socially Marginalised?

  • To be marginalised is to be forced to occupy the sides or fringes and thus not be at the centre of things.
  • In the social environment too, groups ‘ of people or communities may have the experience of being excluded. Their marginalisation can be because they speak a different language, follow different customs or belong to a different religious group from the majority community.
  • They may also feel marginalised because they are poor, considered to be of ‘low’ social status and viewed as being less human than others.
  • They experience a sense of disadvantage and powerlessness vis-a-vis more powerful and dominant sections of society who own land, are wealthy, better educated and politically powerful.
  • Economic, social, cultural and political factors work together to make certain groups in society feel marginalised.

JAC Class 8 Social Science Notes Civics Chapter 7 Understanding Marginalisation

→ Who are Adivasis?
Adivasis, the term literally means ‘original inhabitants’ are communities who lived and often continue to live in close association with forests.

  • Around 8 per cent of India’s population is Adivasi and many of India’s most important mining and industrial centres are located in Adivasi areas – Jamshedpur, Rourkela, Bokaro and Bhilai among others.
  • • There are over 500 different Adivasi groups in India.
  • Adivasis are particularly numerous in states like Chhattisgarh, Jharkhand, Madhya Pradesh, Odisha, Gujarat, Maharashtra, Rajasthan, Andhra Pradesh, West Bengal and in the north-eastern states of Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland and Tripura.
  • Adivasi societies are also most distinctive because there is often very little hierarchy among them.
  • Adivasis practise a range of tribal religions that are different from Islam, Hinduism and Christianity.
  • It often involves the worship of ancestors, village and nature spirits, the last associated with and residing in various sites in the landscape – ‘mountain-spirits’, ‘river- spirits’, ‘animal-spirits’, etc.
  • Adivasis have always been influenced by different surrounding religions like Shakta, Buddhist, Vaishnav, Bhakti and Christianity.
  • Adivasis have their own languages (most of them radically different from and possibly as old as Sanskrit), which have often deeply influenced the formation of ‘mainstream’ Indian languages, like Bengali.
  • Santhali has the largest number of speakers and has a significant body of publications including magazines on the internet or in e-zines.

→ Adivasis and Stereotyping:

  • Often Adivasis are blamed for their lack of advancement as they are believed to be resistant to change or new ideas.
  • Adivasis are invariably portrayed in very stereotypical ways – in colourful costumes, headgear and through their dancing.
  • This often wrongly leads to people believing that they are exotic, primitive and backward.

→ Adivasis and Development:

  • Metal ores like iron and copper, and gold and silver, coal and diamonds, invaluable timber, most medicinal herbs and animal products (wax, lac, honey) and animals themselves (elephants, the mainstay of imperial armies), all came from the forests.
  • Forests covered the major part of our country till the nineteenth century and the Adivasis had a deep knowledge of, access to, as well as control over most of these vast tracts at least till the middle of the nineteenth century.
  • Often empires heavily depended on Adivasis for the crucial access to forest resources.
  • In the north-east, their lands remain highly militarised.
  • India has 104 national parks covering 40,501 sq km and 543 wildlife sanctuaries covering 1,18,918 sq km. These are areas where tribals originally lived but were evicted from.
  • When they continue to stay in these forests, they are termed encroachers.
  • Having gradually lost access to their traditional homelands, many Adivasis have migrated to cities in search of work where they are employed for very low wages in local industries or at building or construction sites.
  • 45 per cent of tribal groups in rural areas and 35 per cent in urban areas live below the poverty line.
  • Many tribal children are malnourished. Literacy rates among tribals are also very low.
  • Destruction in one sphere naturally impacts the other. Often this process of dispossession and displacement can be painful and violent.

JAC Class 8 Social Science Notes Civics Chapter 7 Understanding Marginalisation

→ Minorities and Marginalisation

  • The term minority is most commonly used to refer to communities that are numerically small in relation to the rest of the population.
  • It encompasses issues of power, access to resources and has social and cultural dimensions.
  • Safeguards are needed to protect minority communities against the possibility of being culturally dominated by the majority. They also protect them against any discrimination and disadvantage that they may face.
  • The Constitution provides these safeguards because it is committed to protecting India’s
    cultural diversity and promoting equality as well as justice.

→ Muslims and Marginalisation

  • Recognising that Muslims in India were lagging behind in terms of various development indicators, the government set up a high-level committee in 2005.
  • Chaired by Justice Rajindar Sachar, the committee examined the social, economic and educational status of the Muslim community in India. The report discusses in detail the marginalisation of this community.
  • The social marginalisation of Muslims in some instances have led to them migrating from places where they have lived, often leading to the ghettoisation of the community. Sometimes, this prejudice leads to hatred and violence.
  • The experiences of all the groups point to the fact that marginalisation is a complex phenomenon requiring a variety of strategies, measures and safeguards to redress this situation.

→ Conclusion:

  • Marginalisation is linked to experiencing disadvantage, prejudice and powerlessness.
  • Marginalisation results in having a low social status and not having equal access to education and other resources.
  • Marginalised communities want to maintain their cultural distinctiveness while having access to rights, development and other opportunities.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Solutions in Hindi & English Jharkhand Board

JAC Jharkhand Board Class 8th Social Science Solutions in Hindi & English Medium

JAC Board Class 8th Social Science Solutions in English Medium

Jharkhand Board Class 8th Social Science History: Our Pasts – III

Jharkhand Board Class 8th Social Science Geography: Resources and Development

Jharkhand Board Class 8th Social Science Civics: Social and Political Life – III

JAC Board Class 8th Social Science Solutions in Hindi Medium

JAC Board Class 8th Social Science History: Our Pasts – III (इतिहास – हमारे अतीत – III)

  • Chapter 1 कैसे, कब और कहाँ
  • Chapter 2 व्यापार से साम्राज्य तक कंपनी की सत्ता स्थापित होती है
  • Chapter 3 ग्रामीण क्षेत्र पर शासन चलाना
  • Chapter 4 आदिवासी, दीकु और एक स्वर्ण युग की कल्पना
  • Chapter 5 जब जनता बगावत करती है (1857 और उसके बाद)
  • Chapter 6 बुनकर, लोहा बनाने वाले और फैक्ट्री मालिक
  • Chapter 7 देशी जनता को सभ्य बनाना राष्ट्र को शिक्षित करना
  • Chapter 8 महिलाएँ, जाति एवं सुधार
  • Chapter 9 राष्ट्रीय आंदोलन का संघटन : 1870 के दशक से 1947 तक
  • Chapter 10 स्वतंत्रता के बाद भारत

JAC Board Class 8th Social Science Geography: Resources and Development (भूगोल – संसाधन एवं विकास)

  • Chapter 1 संसाधन
  • Chapter 2 भूमि, मृदा, जल, प्राकृतिक वनस्पति और वन्य जीवन संसाधन
  • Chapter 3 खनिज और शक्ति संसाधन
  • Chapter 4 कृषि
  • Chapter 5 उद्योग
  • Chapter 6 मानव संसाधन

JAC Board Class 8th Social Science Civics: Social and Political Life – III (नागरिक शास्त्र – सामाजिक एवं राजनीतिक जीवन – III)

  • Chapter 1 भारतीय संविधान
  • Chapter 2 धर्मनिरपेक्षता की समझ
  • Chapter 3 हमें संसद क्यों चाहिए?
  • Chapter 4 कानूनों की समझ
  • Chapter 5 न्यायपालिका
  • Chapter 6 हमारी आपराधिक न्याय प्रणाली
  • Chapter 7 हाशियाकरण की समझ
  • Chapter 8 हाशियाकरण से निपटना
  • Chapter 9 जन सुविधाएँ
  • Chapter 10 कानून और सामाजिक न्याय

JAC Class 8 Social Science Notes Civics Chapter 4 Understanding Laws

JAC Board Class 8th Social Science Notes Civics Chapter 4 Understanding Laws

→ Do Laws Apply to All?

  • Members instituted several provisions in the Constitution that would establish the rule of law.
  • The most important of these was that all persons in independent India are equal before the law.
  • The law cannot discriminate between persons on the basis of their religion, caste or gender.
  • What the rule of law means is that all laws apply equally to all citizens of the country and no one can be above the law7.
  • Any crime or violation of law has a specific punishment as well as a process through which the guilt of the person has to be established.
  • In ancient India, there were innumerable and often overlapping local laws.
  • Different communities enjoyed different degrees of autonomy in administering these laws among their own.
  • The British colonialists introduced the rule of law in India.

→ Historians have disputed this claim on several grounds, two of which include:

  • first that colonial law was arbitrary, and
  • second that the Indian nationalists played a prominent role in the development of the legal sphere in British India.

JAC Class 8 Social Science Notes Civics Chapter 4 Understanding Laws

→ The Sedition Act of 1870 – The idea of sedition was very broadly understood within this Act. Any person protesting or criticising the British government could be arrested without due trial.

  • Indian nationalists also began fighting for greater equality and wanted to change the idea of law from a set of rules that they were forced to obey, to law as including ideas of justice.
  • By the end of the nineteenth century, the Indian legal profession also began emerging and demanded respect in colonial courts.
  • There w7ere several ways in which Indians played a major role in the evolution of the rule of law during the colonial period.
  • Every year our representatives pass several new laws as well as amend existing ones.

→ How Do New Laws Come About?

  • The Parliament has an important role in making laws.
  • An important role of Parliament is to be sensitive to the problems faced by people.
  • The role of citizens is crucial in helping Parliament frame different concerns that people might have into laws.
  • The voice of citizen can be heard through TV reports, newspaper editorials, radio broadcasts, local meetings, all of which help in making the work that Parliament does more accessible and transparent to the people.

JAC Class 8 Social Science Notes Civics Chapter 4 Understanding Laws

→ Unpopular and Controversial Laws:

  • Sometimes a law can be constitutionally valid and hence legal, but it can continue to be unpopular and unacceptable to people because they feel that the intention behind it is unfair and harmful.
  • In a democracy like ours, citizens can express their unwillingness to accept repressive laws framed by the Parliament.
  • When a large number of people begin to feel that a wrong law has been passed, then there is pressure on the Parliament to change this.
  • If the law favours one group and disregards the other it will be controversial and lead to conflict.
  • People who think that the law is not fair can approach the court to decide on the issue.
  • The court has the power to modify or cancel laws if it finds that they don’t adhere to the Constitution.
  • We should bear in mind that it is the extent, involvement and enthusiasm of the people that helps Parliament perform its representative functions properly.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 5 Judiciary

JAC Board Class 8th Social Science Notes Civics Chapter 5 Judiciary

→ As an organ of government, the judiciary plays a crucial role in the functioning of India’s democracy. It can play this role only because it is independent.

→ What is the Role of the Judiciary?

  • Courts take decisions on a very large number of issues.
  • The work that the judiciary does can be divided into the following:
  • Dispute Resolution: The judicial system provides a mechanism for resolving disputes between citizens, etc.
  • Judicial Review: As the final interpreter of the Constitution, the judiciary also has the power to strike down particular laws passed by the Parliament if it believes that these are a violation of the basic structure of the Constitution. This is called judicial review.
  • Upholding the Law and Enforcing Fundamental Rights: Every citizen of India can approach the Supreme Court or the High Court if they believe that their Fundamental Rights have been violated.

JAC Class 8 Social Science Notes Civics Chapter 5 Judiciary

→ What is an Independent Judiciary?

  • Rich and powerful people in India sometimes try to influence the judicial
    process, the Indian Constitution protects against this kind of situation by providing for the independence of the judiciary.
  • One aspect of this independence is the ‘separation of powers’.
  • The other branches of government, the legislature and the executive cannot interfere in the work of the judiciaiy. The courts are not under the government and do not act on their behalf.
  • It is the independence of the judiciary that allows the courts to play a central role in ensuring that there is no misuse of power by the legislature and the executive.
  • It also plays a crucial role in protecting the Fundamental Rights of citizens because anyone can approach the courts if they believe that their rights have been violated.

→ What is the structure of Court in India?

  • There are three different levels of courts in our country.
  • The courts that most people interact with are called subordinate or district courts. These are usually at the district or Tehsil level or in towns and they hear many kinds of cases.
  • Each state is divided into districts that are presided over by a District Judge.
  • Each state has a High Court which is the highest court of that state.
  • At the top is the Supreme Court which is located in New Delhi and is presided over by the Chief Justice of India.
  • In India, we have an integrated judicial system, meaning that the decisions made by higher courts are binding on the lower courts.
  • A person can appeal to a higher court if they believe that the judgment passed by the lower court is not just.

→ What are the Different Branches of the Legal System?
In addition to criminal law, the legal system also deals with civil law cases.

JAC Class 8 Social Science Notes Civics Chapter 5 Judiciary

→ Does Everyone Have Access to the Courts?

  • In principle, all citizens of India can access the courts in this country. This implies that every citizen has a right to justice through the courts.
  • While the courts are available for all, in reality access to courts has always been difficult for a vast majority of the poor in India.
  • Legal procedures involve a lot of money and paper work as well as take up a lot of time.
  • The Supreme Court in the early 1980s devised a mechanism of Public Interest Litigation or PIL to increase access to justice.
  • The legal process was greatly simplified and even a letter or telegram addressed to the Supreme Court or the High Court could be treated as a PIL.
  • For the common person, access to courts is access to justice.
  • The courts exercise a crucial role in interpreting the Fundamental Rights of citizens and the courts interpreted Article 21 of the Constitution on the Right to Life to include the Right to Food.
  • There are also court judgments that people believe work against the best interests of the common person.
  • Another issue that affects the common person’s access to justice is the inordinately long number of years that courts take to hear a case.
  • The members of the Constituent Assembly had quite correctly envisioned a system of courts with an independent judiciary as a key feature of our democracy.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 6 Understanding Our Criminal Justice System

JAC Board Class 8th Social Science Notes Civics Chapter 6 Understanding Our Criminal Justice System

→ After a person is arrested, it is a court of law that decides whether the accused person is guilty or not.

  • According to the Constitution, every individual charged of a crime has to be given a fair trial.
  • According to Article 22 of the Constitution, ‘ every person has a Fundamental Right to be
    defended by a lawyer.
  • Article 39A of the Constitution places a duty upon the State to provide a lawyer to any citizen who is unable to engage one due to poverty or other disability.

JAC Class 8 Social Science Notes Civics Chapter 6 Understanding Our Criminal Justice System

→ What is the Role of the Police in Investigating a Crime?

  • One important function of the police is to investigate any complaint about the commission of a crime.
  • An investigation includes recording statements of witnesses and collecting different kinds of evidence.
  • Police investigations always have to be conducted in accordance with law and with full respect for human rights.

→ Article 22 of the Constitution and criminal law guarantee to every arrested person the following Fundamental Rights:

  • The Right to be informed at the time of arrest of the offence for which the person is being arrested.
  • The Right to be presented before a magistrate within 24 hours of arrest.
  • The Right not to be ill-treated or tortured during arrest or in custody.
  • Confessions made in police custody cannot be used as evidence against the accused.
  • A boy under 15 years of age and women cannot be called to the police station only for questioning.

→ What is the Role of the Public Prosecutor?

  • A criminal offence is regarded as a public wrong.
  • What is meant by this is that it is considered to have been committed not only against the affected victims but against society as a whole.
  • In court, it is the Public Prosecutor who represents the interests of the State.
  • As an officer of the court, it is his/ her duty to act impartially and present the full and material facts, witnesses and evidence before the court to enable the court to decide the case.

→ What is the Role of the Judge?

  • The judge decides whether the accused person is guilty or innocent on the basis of the evidence presented and in accordance with the law.
  • If the accused is convicted, then the judge pronounces the sentence.

JAC Class 8 Social Science Notes Civics Chapter 6 Understanding Our Criminal Justice System

→ What is a Fair Trial?

  • A fair trial ensures that Article 21 of the Constitution is upheld.
  • For a trial to be fair, several different procedures have to be observed. Article 21 of the Constitution that guarantees the Right to Life states that a person’s life or liberty can be taken away only by following a reasonable and just legal procedure.
  • It is significant that the judge decided the matter only on the basis of the evidence before the court.
  • All need to work to ensure that every citizen, irrespective of their class, caste, gender, religious and ideological backgrounds get a fair trial when accused.
  • The rule of law which says that everyone is equal before the law would not make much sense if every citizen were not guaranteed a fair trial by the Constitution.

JAC Class 8 Social Science Notes

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 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.

DiwaniTipu Sultan
“Tiger of Mysore”right to collect land revenue
faujdari adalatSepoy
Rani Channammacriminal court led an anti-British movement in Kitoor
sipahiTipu Sultan

Answer:

Diwaniright to collect land revenue
“Tiger of Mysore”Tipu Sultan
faujdari adalatcriminal court
Rani Channammaled an anti-British movement in Kitoor
sipahiSepoy

 

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 CompanyAdministration ^ 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. VThe 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

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

JAC Board Class 8th Social Science Solutions History Chapter 1 How, When and Where

JAC Class 8th History How, When and Where InText Questions and Answers

Question 1.
Look carefully at Fig. 1 and write a paragraph explaining how this image projects an imperial perception.
JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where 1
Answer:
This image clearly and precisely portrays the imperial superiority. Superior power symbolises the lion. It shows that the empire is the giver and its subjects are always loyal to the throne. This figure also tries to suggest that Indians willingly gave their ancient texts (shashtras) to Britannia, the symbol of British Power. It shows they are asking for protection of Indian culture from them.

Page 3

Question 2.
Interview your mother or another member of your family to find out about their life. Now, divide their life into different periods and list out the significant events in each period. Explain the basis of your periodisation.
Answer:
Student need to do it on their own

Page 7

Question 3.
Look at Sources 1 and 2. Do you find any differences in the nature of reporting? Explain what you observe.
Source 1.
Reports to the Home Department In 1946 the colonial government in India was trying to put down a mutiny that broke out on the ships of the Royal Indian Navy’. Here is a sample of the kind of reports the Home Department got from the different dockyards.

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Bombay.
Arrangements have been made for the Army to take over ships and establishment. Royal Navy ships are remaining outside the harbour.

Karachi.
301 mutineers are under arrest and a few more strongly suspected are to be arrested … All establishments … are under military guard.

Vizagapatnam.
The position is completely under control and no violence has occurred. Military guards have been placed on ships and establishments. No further trouble is expected except that a few men may refuse to work. Director of Intelligence, HQ. India Command, Situation Report No. 7. File No. 5/21/46 Home (Political), Government of India

Source 2.
Not fit for human consumption” Newspapers provide accounts of the movements in different parts of the country. Here is a report of a police strike in 1946. More than 2000 policemen in Delhi refused to take their food on Thursday morning as a protest against their low salaries and the bad quality of food supplied to them from the Police Lines kitchen. As the news spread to the other police stations, the men there also refused to take food … One of the strikers said. “The food supplied to us from the Police Lines kitchen is not fit for human consumption. Even cattle would not eat the chappatis and dal which we have to eat.“ Hindustan Times, 22 March, 1946”
Answer:
Yes, we find differences in the nature of reporting.

Source 1.
It describes the incident observed by the Director of Intelligence. Hence, it is a report provided by the Director.

Source 2.
It is a newspaper report of a police strike happened in 1946 and observations were done by reporters and editors. Hence, there may be some differences in the reports.

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Question 4.
Imagine that you are a historian wanting to find out about how agriculture changed in a remote tribal area after independence. List the different ways in which you would find information on this.
Answer:
Hint. As a historian, I would like to seek information from administrative documents which are related to agriculture in tribal areas and survey records. Would refer to manuscripts and notes of the officials, also refer to document written by different historians.

JAC Class 8th History How, When and Where Textbook Questions and Answers

Question 1.
State whether true or false.
(a) James Mill divided Indian history into three periods – Hindu, Muslim, Christian.
(b) Official documents help us understand what the people of the country think.
(c) The British thought surveys were important for effective administration.
Answer:
(a) False
(b) False
(c) True

Let’s Discuss

Question 2.
What is the problem with the periodisation of Indian history that James Mill offers?
Answer:
James Mill divided Indian history into three periods Hindu, Muslim and British. This periodisation has its own problem.

  1. It is not correct to refer to any period of history as ‘Hindu’ or ‘Muslim’ because a variety of faiths existed simultaneously in these periods.
  2. It is also not justified to specify an age through the religion of the rulers of the time. To do so is to suggest that the lives and practices of the others do not really matter.
  3. Even rulers in ancient India did not all share the same faith which is worth noting.

Question 3.
Why did the British preserve official documents?
Answer:
The British preserved official documents because they believed that the act of writing was very important. Every instruction, plan, policy decision, agreement, investigation had to be clearly written up. Once this was done, things could be properly studied, discussed and debated. This conviction produced an administrative culture of memos, notings and reports.

Question 4.
How will the information historians get from old newspapers be different from that found in police reports?
Answer:
The information historians get from old newspaper is usually affected by the views and opinions of the reporters and editor. The information which the historians get from police reports are different from newspaper as the reports of police are usually true and realistic.

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Question 5.
Can you think of examples of surveys in your world today? Think about how toy companies get information about what young people enjoy playing with or how the government finds out about the number of young people in school. What can a historian derive from such surveys?
Answer:
In the present day scenario various kinds of surveys are carried on both by the government as well as private enterprises. The government surveys include census in which various details of a family are collected. Private companies also carry surveys for the use of their products and to find the prospective customers. We can take example of the toy companies. These companies prepare a questionnaire and put them on a sheet of paper. They engage a number of representatives.

For this purpose, they visit school and distribute these papers among young people after the school is over. Young people are asked to take or cross options of their choice. Then they get these papers back through which they derive their conclusion about the toy liked by young people. The government carries out census every 10 years. Each household provides details of its children. It is from this detail that the government comes to know about the number of young people in the school. Historians study these data and come to know about the education level and other details.

JAC Class 8th History How, When, and Where Important Questions and Answers

Question 1.
The aim of the study of history is/are.
a. improving general awareness.
b. understanding changes that occur over time.
c. predicting future trends.
d. all of these
Answer:
d. all of these

Question 2.
……….. is/are the sources of historical information which is commonly used to learn about the lives of people who lived many years ago.
a. Old paintings
b. Old maps
c. Newspaper
d. All of these
Answer:
a. Old paintings

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Question 3.
We ask many questions based on our curiosity which are actually historical. Like travelling in a train, what all questions you might ask?

a. When did railway service start in India?
b. Who invented the train?
c. Which was the first railway station in India and world?
d. All of these
Answer:
d. All of these

Question 4.
To most people, history is about………
a. numbers
b. politics
c. dates
d. none of these
Answer:
c. dates

Question 5.
The first map of India was made by James Rennel in………
a. 1765
b. 1782
c. 1865
d. 1872
Answer:
b. 1782

Question 6.
…………..thought that surveys were important for good administration.
a. British
b. Portuguese
c. Dutch
d. Spanish
Answer:
a. British

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Question 7.
The last Viceroy of India was ………
a. Lord Wellesley
b. Lord Clive
c. Lord Mountbatten
d. Lord Ripon
Answer:
c. Lord Mountbatten

Question 8.
Calligraphers are those persons who
a. are specialized in the art of speaking.
b. are specialized in the art of painting.
c. are specialized in the art of music.
d. are specialized in the art of writing.
Answer:
d. are specialized in the art of writing.

Question 9.
The British felt that all-important ……. and letters needed to be carefully preserved.
a. toys
c. books
b. guns
d. documents
Answer:
d. documents

Question 10.
Census operations are held every………
a. five years
b. ten years
c. fifteen years
d. twenty years
Answer:
b. ten years

Very Short Answer Type Question

Question 1.
Who was the first Governor-General of British India?
Answer:
The first Governor-General of India was Warren Hastings in 1773.

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Question 2.
What was the thinking of James Mills about all Asian societies?
Answer:
Mill thought that all Asian societies were at a lower level of civilisation than Europe.

Question 3.
When did The National Archives of India formed?
Answer:
The National Archives of India was formed in the 1920s.

Question 4.
How did paintings project Governor- Generals?
Answer:
Paintings projected Governor-Generals as powerful figures.

Question 5.
How have historians divided Indian history?
Answer:
Historians have usually divided Indian history into ‘ancient’, ‘medieval’ and ‘modem’.

Question 6.
What do you understand by ‘colonisation’?
Answer:
When one country subjugate another country which leads to political, economic, social and cultural changes refer to colonisation.

Question 7.
Who is the author of “A History of British India”?
Answer:
The author of “A History of British India” was James Mill. He wrote this three volume book in 1817.

Question 8.
Who created the first map of India?
Answer:
An English geographer, historian and pioneer of oceanography who prepared the first map of India was Major James Rennell. He was directed by Major General Sir Robert Clive to prepare the map.

Question 9.
What are the events that are usually recorded in history?
Answer:
The events that are usually recorded in history are crowning of events, wars, events related to kingdoms and lives of the rulers.

Question 10.
According to James Mill, what evil practices dominated the Indian social life before the British came to India?
Answer:
According to James Mill, the evil practices which dominated the Indian social life before the British came to India were religious intolerance, caste taboos and superstitious practices.

Short Answer Type Question

Question 1.
With what did the British historians associate the modern period?
Answer:
The British modem period was associated with the growth of all the forces of modernity – science, reason, democracy, liberty and equality.

Question 2.
What was an important aspect of the histories written by the British historians in India?
Answer:
In the histories written by British historians in India, the rule of each Governor- General was important.

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

Question 3.
What were the points which the official records didn’t tell? From where do we get such information?
Answer:
Official records do not tell us that what the citizen of the country felt and what lay behind their actions and works. For that we have diaries of people, accounts of pilgrims and travellers, autobiographies of important personalities, and popular booklets that were sold in the local bazaars.

Question 4.
Many historians refer to modern period as colonial. Why?
Answer:
Many historians refer to modem period as ‘colonial’ because under British rule people did not have equality, freedom or liberty. Nor was the period one of economic growth and progress.

Question 5.
By what criteria do we choose a set of dates as important?
Answer:
The dates we select, the dates around which we compose our story of the past, are not important on their own. They become vital because we focus on a particular set of events as important. If our focus of study changes, if we begin to look at new issues, a new set of dates will appear significant.

Question 6.
The British conquer India and establish their rule. How?
Answer:
British came to conquer the country and establish their rule, subjugating local nawabs and rajas. For this, they established control over the economy and society, collected revenue to meet all their expenses, bought the goods they wanted at low prices, produced crops they needed for export. They also brought changes about in values and tastes, customs and practices.

Question 7.
The invention of the printing press helped in spreading news and information. How it happened?
Answer:
In the early years of the nineteenth century documents were carefully copied out and beautifully written by calligraphists. By the middle of the nineteenth century, with the spread of printing, multiple copies of these records were printed as proceedings of each government department. As printing spread, newspapers were published and issues were debated in public. Leaders and reformers wrote to spread their ideas, poets and novelists wrote to express their feelings.

Question 8.
What was the reason behind the use of dates in history?
Answer:
There was a time when history was an account of battles and big events only. It was about rulers and their policies. Historians wrote about the year a king was crowned, the year he married, the year he had a child, the year he fought a particular war, the year he died, and the year the next mler succeeded to the throne. For events such as these, specific dates can be determined, and in histories such as these, debates about dates continue to be important.

Long Answer Type Questions

Question 1.
Historians have divided Indian history into ‘ancient’, ‘medieval’ and ‘modern’. What problems does this division has?
Answer:
Historians have usually divided Indian history into ‘ancient’, ‘medieval’ and ‘modem’, if we move away from British classification. This division too has its many problems.

  1. It is a periodisation that is borrowed from the West where the modem period was associated with the growth of all the forces of modernity such as science, democracy, liberty and equality. Medieval was a term used to describe a society where these features of modem society did not exist.
  2. It is difficult to accept this description and depiction of the modem period because under British rule people did not have equality, freedom or liberty. Nor it was the period one of economic growth and progress. Many historians therefore refer to this period as ‘colonial’.

Question 2.
Surveys become important under the colonial administration. Explain briefly?
Answer:
The practice of surveying also became important under the colonial administration. The British believed that a country had to be properly known before it could be effectively administered. By the early nineteenth century detailed surveys were being carried out to map the entire country. In the villages, revenue surveys were conducted.

JAC Class 8 Social Science Solutions History Chapter 1 How, When and Where

The main concern was to know the topography, the soil quality, the flora, the fauna, the local histories, and the cropping pattern and all the facts seen as necessary and important to know about to administer the region. From the end of the nineteenth century, Census operations were held every ten years. These prepared detailed records of the number of people in all the provinces of India, recording the information on castes, religions and occupation. There were many other surveys such as botanical surveys, zoological surveys, archaeological surveys, anthropological surveys, forest surveys.

JAC Class 8 Social Science Solutions