Class 8 – Page 3 – Jharkhand Board Solution

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

June 4, 2022May 25, 2022 by Bhagya

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

→ Textiles and iron and steel industries were crucial for the industrial revolution in the modem world.

In the nineteenth century, mechanised production of cotton textiles made Britain the foremost industrial nation.
When Britain’s iron and steel industry started growing from the 1850s, Britain came to be known as the “workshop of the world”.
With the growth of industrial production, British industrialists began to see India as a vast and huge market for their industrial products and over time manufactured goods from Britain began flooding India.

→ Indian Textiles and the World Market
Indian textiles had long been renowned both for their fine quality and exquisite # craftsmanship. They were extensively traded in Southeast Asia (Java, Sumatra and Penang) and West and Central Asia.

→ Words tells us histories

European traders began referring to all finely woven textiles as “muslin” – a word that acquired wide currency. They first encountered these fine cotton cloths from India carried by Arab merchants in Mosul in present-day Iraq.
The cotton textiles which the Portuguese took back to Europe along with the spices came to be called “calico” (derived from Calicut) and hence, calico became the general name for all cotton textiles.
In The East India Company’s book, the order in 1730 was for 5,89,000 pieces of cloth.
In the order book, a list of 98 varieties of cotton and silk cloths were mentioned. These were known by their common name in the European trade as piece goods- usually woven cloth pieces that were 20 yards long and 1 yard wide.
Amongst the pieces ordered were printed cotton cloths called chintz, cossaes (or khassa) and bandanna. Chintz is derived from the Hindi word chhint, a cloth with small and colourful flowery designs.
Rich people of England including the Queen herself wore clothes of Indian fabric.
Now a days, the word bandanna refers to any brightly coloured and printed scarf for the neck or head. It originates from the word “bandhna” (Hindi for tying) and referred to a variety of brightly coloured cloth produced through a method of tying and dying.
There were other cloths in the order book that were noted by their place of origin such as Kasimbazar, Patna, Calcutta, Orissa, Charpoore.

→ Indian textiles in European markets

In 1720, the British government enacted a legislation banning the use of printed cotton textiles, chintz in England. This Act was known as the Calico Act.
Competition with Indian textiles also 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.
In 1786, the invention of the steam engine by Richard Arkwright in revolutionised cotton textile weaving.
Cloth could now be woven in immense quantities and cheaply too.
Indian textiles continued to dominate world trade till the end of the eighteenth century.
European trading companies the Dutch, the French and the English made enormous profits out of this flourishing trade.

→ Who were the weavers?

Weavers belonged to communities that specialised in weaving.
The tanti weavers of Bengal, the julahas or momin weavers of north India, sale and kaikollar and devangs of south India are some of the communities famous for weaving.
The charkha and the takli were household spinning instruments. The thread was spun on the charkha and rolled on the takli.
The first stage of production was spinning mostly done by women.
In most communities weaving was a task done by men.
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 who are known as chhipigars.

→ The decline of indian textile

Indian textiles had to compete with British textiles in the European and American markets.
Exporting textiles to England also became increasingly difficult since very high duties were imposed on Indian textiles imported into Britain.
Thousands of weavers in India were now thrown out of employment. Bengal weavers were the worst hit.
English and European companies stopped buying Indian goods and their agents no longer gave out advances to weavers to secure supplies.
By the 1880s, two-thirds of all the cotton clothes worn by Indians were made of cloth produced in Britain.
Thousands of rural women who made a living by spinning cotton thread were rendered jobless.
Handloom weaving did not completely die in India because some types of cloths could not be supplied by machines.
Sholapur in western India and Madura in South India emerged as important new centres of weaving in the late nineteenth century.
Mahatma Gandhi urged people to boycott imported textiles and use hand-spun and handwoven cloth and hence khadi gradually became a symbol of nationalism.
In 1931, the Indian National Congress adopted the tricolour flag and the charkha was put at the centre of the flag to represent India.
Many weavers became agricultural labourers.
Some of these weavers also found work in the new cotton mills that were established in Bombay (now Mumbai), Ahmedabad, Sholapur, Nagpur and Kanpur.

→ Cotton mills come up:

In 1854, the first cotton mill in India was set up as a spinning mill in Bombay.
From the early nineteenth century, Bombay had grown as an important port for the export of raw cotton from India to England and China.
By 1900, over 84 mills started operating in Bombay.
The first mill in Ahmedabad was started in 1861. A year later a mill was established in Kanpur in the United Provinces.
In India, the first few decades of its existence, the textile factory industry faced many problems. It found it difficult to compete with the cheap textiles imported from Britain.
The first major spurt in the development of cotton factory production in India was during the First World War when textile imports from Britain declined and Indian factories were called upon to produce cloth for military supplies.

→ The Sword of Tipu Sultan and Wootz Steel:

Tipu’s legendary swords are now part of valuable collections in museums in England.
The sword had an incredibly hard and sharp edge that could easily rip through the opponent’s armour. This quality of the sword came from a special type of high carbon steel called Wootz which was produced all over south India.
A year after Tipu Sultan’s death, Francis Buchanan who toured through Mysore in 1800 has left us an account of the technique by which Wootz steel was produced in many hundreds of smelting furnaces in Mysore.
Wootz is an anglicised version of the Kannada word ukku, Telugu hukku and Tamil and Malayalam urukku which means steel.
Indian Wootz steel fascinated European scientists. Michael Faraday, the legendary scientist and discoverer of electricity and electromagnetism spent four years studying the properties of Indian Wootz (1818-22).

→ Abundant furnaces in villages

In Bihar and Central India, in particular every district had smelters that used local deposits of ore to produce iron which was widely used for the manufacture of implements and tools of daily use.
The furnaces were most often built of clay and sun-dried bricks. The smelting was done by men while women worked the bellows, pumping air that kept the charcoal burning.
By the late nineteenth century, however, the craft of iron smelting was in decline.
Many gave up their craft and looked for other means of livelihood.
The iron smelters had to pay a very high tax to the forest department for every furnace they used and hence their income reduced.
Ironsmiths in India began using the imported iron to manufacture utensils and implements. This inevitably lowered the demand for iron produced by local smelters.

→ Iron and steel factories come up in India

In 1904, in the hot month of April, Charles Weld, an American geologist and Dorabji Tata, the eldest son of Jamsetji Tata, were travelling in Chhattisgarh in search of iron ore deposits.
One day after travelling for many hours in the forests, Weld and Dorabji came upon a small village and found a group of men and women carrying basket loads of iron ore. These people were the Agarias.
Rajhara Hills had one of the finest ores in the world.
The Agarias helped in the discovery of a source of iron ore that would later supply the Bhilai Steel Plant.
A few years later a large area of forest was cleared on the banks of the river Subamarekha to set up the factory and an industrial township known as Jamshedpur. Here there was water near iron ore deposits.
In 1912, the Tata Iron and Steel Company (TISCO) that came up began producing steel.
TISCO was set up at an opportune time. British experts in the Indian Railways were unwilling to believe that good quality steel could be produced in India.
By 1919, the colonial government was buying 90 per cent of the steel manufactured by TISCO. Over time TISCO became the biggest steel industry within the British empire.
As the nationalist movement developed and the industrial class became stronger, the demand for government protection became louder.

JAC Class 8 Social Science Notes

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

June 4, 2022May 25, 2022 by Bhagya

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

→ Policies and the People Nawabs lose their power

Since the mid-eighteenth century, nawabs and rajas had seen their power erode. They had gradually lost their authority and honour.
Many ruling families tried to negotiate with the Company to protect their interests. For example, Rani Lakshmibai of Jhansi wanted the Company to recognise her adopted son as the heir to the kingdom after the death of her husband. Nana Saheb, the adopted son of Peshwa Baji Rao II, pleaded that he be given his father’s pension when the latter died.
Awadh was one of the last territories to be annexed. In 1801, a subsidiary alliance was imposed on Awadh and in 1856 it was taken over.
In 1849, Governor-General Dalhousie announced that after the death of Bahadur Shah Zafar, the family of the king would be shifted out of the Red Fort and given another place in Delhi to reside in.
In 1856, Governor-General Canning decided that Bahadur Shah Zafar would be the last Mughal king and after his death none of his descendants would be recognised as kings and they would just be called princes.

→ The peasants and the sepoys

Many peasants and zamindars failed to pay back their loans to the moneylenders and gradually lost the lands they had tilled for generations.
The Indian sepoys in the employ of the Company also had reasons for discontent. They were unhappy about their pay, allowances and conditions of service.
In 1824, the sepoys were told to go to Burma by the sea route to fight for the Company but they refused to follow the order, though they agreed to go by the land route. They were severely punished.
In 1856, the Company passed a new law which stated that every new person who took up employment in the Company’s army had to agree to serve overseas if required.

→ Responses to reforms

Laws were passed to stop the practice of sati and to encourage the remarriage of widows. English-language education was actively promoted.
In 1850, a new law was passed to make conversion to Christianity easier. This law allowed an Indian who had converted to Christianity to inherit the property of his ancestors.
Many Indians began to feel that the British were destroying their religion and their traditional way of life. There were of course other Indians who wanted to change existing social practices.

→ Through the Eyes of the People
Many common people wrote about their experiences about their life.

→ A Mutiny Becomes a Popular Rebellion

A large number of people begin to believe that they have a common enemy and rise up against the enemy at the same time. For such a situation to develop people have to organise, communicate, take initiative and display the confidence to turn the situation around.
In May 1857, the English East India Company faced a massive rebellion that started and threatened the Company’s very presence in India.
From Meerut, sepoys mutinied in several places and a large number of people from different sections of society rose up in rebellion.

→ From Meerut to Delhi

A young soldier, Mangal Pandey was hanged to death for attacking his officers in Barrackpore on 29 March 1857.
On 9 May 1857, eighty-five sepoys were dismissed from service and sentenced to ten years in jail for disobeying their officers.
On 10 May, the soldiers marched to the jail in Meerut and released the imprisoned sepoys.
They captured guns and ammunition and set fire to the buildings and properties of the British and declared war on the firangis.
The Meerut sepoys rode all night of 10 May to reach Delhi in the early hours next morning. As news of their arrival spread, the regiments stationed in Delhi also rose up in rebellion.
The emperor Bahadur Shah Zafar was not quite willing to challenge the mighty
British power but the soldiers persisted. They forced their way into the palace and proclaimed the emperor as their leader.
Bahadur Shah’s major step taken to write a letters to all the chiefs and rulers of the country to come forward and organise a confederacy of Indian states to fight the British had great implications.
The British had not expected this to happen. But Bahadur Shah Zafar’s decision to bless the rebellion changed the entire situation dramatically.

→ The rebellion spreads

Regiment after regiment mutinied and took off to join other troops at nodal points like Delhi, Kanpur and Lucknow.
The adopted son of the late Peshwa Baji Rao – Nana Saheb who lived near Kanpur gathered armed forces and expelled the British garrison from the city. He proclaimed himself Peshwa.
In Lucknow, Birjis Qadr, the son of the deposed Nawab Wajid Ali Shah was proclaimed the new Nawab.
Both of them declared that they were the governor under Emperor Bahadur Shah Zafar.
In Jhansi, Rani Lakshmibai joined the rebel sepoys and fought the British along with Tantia Tope, the general of Nana Saheb.
In the Mandla region of Madhya Pradesh, Rani Avantibai Lodhi of Ramgarh raised and led an army of four thousand against the British who had taken over the administration of her state.
A situation of widespread popular rebellion developed in the region of Awadh.
On 6 August 1857, a telegram sent by Lieutenant Colonel Tytler to his Commander-in-Chief expressing the fear felt by the British: “Our men are cowed by the numbers opposed to them and the endless fighting. Every village is held against us, the zamindars have risen to oppose us.”
Many new leaders came up. One of them was Ahmadullah Shah, a maulvi from Faizabad, prophesied that the rule of the British would come to an end soon.
Bakht Khan, a soldier from Bareilly took charge of a large force of fighters who came to Delhi. He became a key military leader of the rebellion.
In Bihar, an old zamindar Kunwar Singh joined the rebel sepoys and battled with the British for many months.

→ The Company Fights Back

The Company reinforcements from England, passed new laws so that the rebels could be convicted with ease and then moved into the storm centres of the revolt.
In September 1857, Delhi was recaptured from the rebel forces.
Bahadur Shah Zafar and his wife Begum Zinat Mahal were sent to prison in Rangoon in October 1858. In November 1862, he died in the Rangoon jail.
The recapture of Delhi, however, did not mean that the rebellion died down after that. People continued to resist and battle the British. The British had to fight for two years to suppress the massive forces of popular rebellion.
In March 1858, Lucknow was taken. In June 1858, Rani Lakshmi bai was defeated and killed.
Rani Avantibai who after initial victory in Kheri chose to embrace death when surrounded by the British on all sides.
Tantia Tope escaped to the jungles of central India and continued to fight a guerrilla war with the support of many tribal and peasant leaders. In April 1859, he was captured and killed.
British announced rewards for loyal landholders would be allowed to continue to enjoy traditional rights over their lands.
Those who had rebelled were told that if they submitted to the British and not killed any white people, they would remain safe and their rights and claims to land would not be denied.

→ Aftermath

• By the end of 1859, the British had regained control of the country but they could not carry on ruling the land with the same policies any more.
The important changes that were introduced by the British were:
- The British Parliament passed a new Act in 1858 and transferred the powers of the East India Company to the British Crown.
- A member of the British Cabinet was appointed Secretary of State for India and made responsible for all matters related to the governance of India. He was given a council to advise him known as the India Council. The Governor-General of India was given the title of Viceroy.
- All ruling chiefs of the country were assured that their territory would never be annexed in future and were allowed to pass on their kingdoms to their heirs including adopted sons. But, they were made to acknowledge the British Queen as their Sovereign Paramount.
- It was decided that the ratio of Indian soldiers in the army would be reduced and the number of European soldiers would be increased. It was also decided that more soldiers would be recruited from among the Gurkhas, Sikhs and Pathans instead of recruiting soldiers from Awadh, Bihar, central India and south India.
- The land and property of Muslims was sized with authority on a large scale and they were treated with suspicion and hostility.
- The British decided to respect the customary religious and social practices of the people in India.
- Policies were made to protect landlords and zamindars and give them security of rights over their lands.

JAC Class 8 Social Science Notes

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

June 4, 2022May 25, 2022 by Bhagya

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

→ In 1895, a man named Birsa was seen roaming the forests and villages of Chottanagpur in Jharkhand.

Birsa himself declared that God had appointed him to save his people from trouble, free them from the slavery of dikus (outsiders).
Birsa was bom in a family of Mundas , a tribal group that lived in Chottanagpur. But his followers included other tribals of the region – Santhals and Oraons.

→ How Did Tribal Groups Live?
By the nineteenth century, tribal people in different parts of India were involved in a variety of activities.

→ Some were jhum cultivators

Jhum cultivation means shifting cultivation. This was done on small patches of land mostly in forests.
The cultivators cut the treetops to allow sunlight to reach the ground and burnt the vegetation on the land to clear it for cultivation. They spread the ash from the firing which contained potash to fertilise the soil.
Once the crop was ready and harvested, they moved to another field. A field that had been cultivated once was left fallow for several years.
Shifting cultivators were found in the hilly and forested tracts of north-east and central India. The lives of these tribal people depended on free movement within forests and on being able to use the land and forests for growing their crops.

→ Some were hunters and gatherers

In many regions tribal groups lived by hunting animals and gathering forest produce.
The Khonds were such a community living in the forests of Odisha. They regularly went out on collective hunts and then divided the meat amongst themselves.
They ate fruits and roots collected from the forest and cooked food with the oil they extracted from the seeds of the sal and mahua.
The local weavers and leather workers turned to the Khonds when they needed supplies of kusum and palash flowers to colour their clothes and leather.
At times they exchanged goods, getting what they needed in return for their valuable forest produce. At other times they bought goods with the small amount of earnings they had.
• When supplies of forest produce shrank, tribal people had to increasingly wander around in search of work as labourers. But many of them such as the Baigas of central India were reluctant to do work for others.
for the tribals, market and commerce often meant debt and poverty. They therefore came to see the moneylender and trader as evil outsiders and the cause of their misery.

→ Some herded animals

Many tribal groups lived by herding and rearing animals. They were pastoralists who moved with their herds of cattle or sheep according to the seasons.
The Van Gujjars of the Punjab hills and the Labadis of Andhra Pradesh were cattle herders, the Gaddis of Kulu were shepherds, and the Bakarwals of Kashmir reared goats.

→ Some took to settled cultivation

Even before the nineteenth century, many from within the tribal groups had begun settling down and cultivating their fields in one place year after year.
Most of the tribes had rights on the land • such as the Mundas of Chottanagpur had the
land which belonged to the clan as a whole. All members of the clan were regarded as descendants of the original settlers, who had first cleared the land.
Powerful men often rented out their land instead of cultivating it themselves.
British officials saw settled tribal groups such as the Gonds and Santhals as more civilised than hunter gatherers or shifting cultivators. Those who lived in the forests were considered to be wild and savage, they needed to be settled and civilised.

→ How Did Colonial Rule Affect Tribal Lives?
The lives of tribal groups changed during British rule.

→ What happened to tribal chiefs?

Before the arrival of the British, in many areas the tribal chiefs were important people. They enjoyed a certain amount of economic power and had the right to administer and control their territories.
Tribals, Dikus and the Vision of a Golden Age of the tribal chiefs changed considerably.
They also had to pay tribute to the British and discipline the tribal groups on behalf of the British. They lost the authority they had earlier enjoyed amongst their people and were unable to fulfil their traditional functions.

→ What happened to the shifting cultivators?

The British were uncomfortable with groups who moved about and did not have a fixed home. They wanted tribal groups to settle down and become peasant cultivators.
The British wanted a regular revenue source for the state. So, they introduced land settlements which means they measured the land, defined the rights of each individual to that land and fixed the revenue demand for the state.
The British effort to settle jhum cultivators was not very successful.
Jhum cultivators who took to plough cultivation often suffered since their fields did not produce good yields. So, the jhum cultivators in north-east India insisted on continuing with their traditional practice.

→ Forest laws and their impacts

Changes in forest laws had a considerable effect on tribal lives.
The British extended their control over all forests and declared that forests were state property.
Some forests were classified as Reserved Forests for they produced timber which the British wanted. In these forests people were not allowed to move freely, practice jhum cultivation.
Once the British stopped the tribal people from living inside forests, they faced a problem.
In many regions the Forest Department established forest villages to ensure a regular supply of cheap labour.
The Colonial Officials decided that they would give jhum cultivators small patches of land in the forests and allow them to cultivate these on the condition that those who lived in the villages would have to provide labour to the Forest Department and look after the forests.
Many tribal groups reacted against the colonial forest laws. The revolt of Songram Sangma in 1906 in Assam and the forest satyagraha of the 1930s in the Central Provinces took place.

→ The problem with trade

During the nineteenth century, tribal groups found that traders and moneylenders were coming into the forests more often wanting to buy forest produce offering cash loans and asking them to work for wages.
It took tribal groups some time to understand the consequences of what was happening.
Many tribal groups saw the market and the traders as their main enemies.

→ The search for work

The plight of the tribals who had to go far away from their homes in search of work was even worse.
Tribals were recruited in large numbers to work the tea plantations of Assam and the coal mines of Jharkhand.
They were recruited through contractors who paid them miserably low wages and prevented them from returning home.

→ A Closer Look

Through the nineteenth and twentieth centuries, tribal groups in different parts of the country rebelled against the changes in laws, the restrictions on their practices, the new taxes they had to pay and the exploitation by traders and moneylenders.
The Kols rebelled in 1831-32, Santhals rose in revolt in 1855, the Bastar Rebellion in central India broke out in 1910 and the Warli Revolt in Maharashtra in 1940.

→ Birsa Munda

Birsa was bom in the mid-1870s. The son of a poor father, he grew up around the forests of Bohonda, grazing sheep, playing the flute, and dancing in the local akhara.
Birsa heard tales of the Munda uprisings of the past and saw the sirdars (leaders) of the community urging the people to revolt.
Birsa went to the local missionary school and listened to the sermons of missionaries. There too he heard it said that it was possible for the Mundas to attain the Kingdom of Heaven and regain their lost rights.
Birsa also spent some time in the company of a prominent Vaishnav preacher. He wore the sacred thread and began to value the importance of purity and piety.
His movement was aimed at reforming tribal society. He urged the Mundas to give up drinking liquor, clean their village and stop believing in witchcraft and sorcery. He also turned against missionaries and Hindu landlords.
In 1895, Birsa urged his followers to recover their glorious past. He talked of a golden age in the past, a satyug (the age of truth) where Mundas lived a good life, constructed embankments, tapped natural springs, planted trees and orchards, practised cultivation to earn their living.
British officials were worried most about the political aim of the Birsa movement. The movement identified all these forces as the cause of the misery the Mundas were suffering.
British arrested Birsa in 1895, convicted him on charges of rioting and jailed him for two years.
When Birsa was released in 1897 he began touring the villages to gather support. He used traditional symbols and language to rouse people, urging them to destroy “Ravana” (dikus and the Europeans) and establish a kingdom under his leadership.
Birsa’s followers raised the white flag as a symbol of Birsa Raj.
In 1900 Birsa died of cholera and the movement faded out.
The movement was significant in at least two ways. First – it forced the colonial government to introduce laws so that the land of the tribals could not be easily taken over by dikus. Second – it showed once again that the tribal people had the capacity to protest against injustice and express their anger against colonial rule.

JAC Class 8 Social Science Notes

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

June 4, 2022May 25, 2022 by Bhagya

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

→ The Company Becomes the Diwan

On 12 August 1765, the Mughal emperor appointed the East India Company as the Diwan of Bengal.
As Diwan, the Company became the chief financial administrator of the territory under its control. Now, it had to think of administering the land and organising its revenue resources.
Being an alien power, it needed to pacify those who in the past had ruled the countryside, and enjoyed authority and prestige.

→ Revenue for the Company

The Company had become the Diwan. but it still saw itself primarily as a trader.
Before 1865, the Company had purchased goods in India by importing gold and silver from Britain. Now the revenue collected in Bengal could finance the purchase of goods for export.
Artisans were deserting villages since they were being forced to sell their goods to the Company at low prices. Peasants were unable to pay the dues that were being demanded from them.
In 1770 a terrible famine killed ten million people in Bengal. About one-third of the population was wiped out.

→ The need to improve agriculture

Most Company officials began to feel that investment in land had to be encouraged and agriculture had to be improved.
In 1793, the Company introduced the Permanent Settlement.
By the terms of the settlement, the rajas and taluqdars were recognised as zamindars. They were asked to collect rent from the peasants and pay revenue to the Company.
The amount to be paid was fixed permanently. It was felt that this would ensure a regular flow of revenue into the Company’s coffers and at the same time encourage the zamindars to invest in improving the land.

→ The problem

The Permanent Settlement created problems. Company officials soon discovered that the zamindars were in fact not investing in the improvement of land. The revenue that had been fixed was so high that the zamindars found it difficult to pay. Anyone who failed to pay the revenue lost his zamindari.
The prices in the market rose and cultivation slowly expanded. Hence, there is an increment in the income of the zamindars but no gain for the Company since it could not increase a revenue demand that had been fixed permanently.
As long as the zamindars could give out the land to tenants and get rent, they were not interested in improving the land.
On the other hand, in the villages, the cultivator found the system extremely oppressive. The rent he paid to the zamindar was high and his right on the land was insecure.

→ A new system is devised

By the early nineteenth century many of the Company officials were convinced that the system of revenue had to be changed again.
An Englishman called Holt Mackenzie devised the new system which came into effect in 1822, in the North Western Provinces of the Bengal Presidency (most of this area is now in Uttar Pradesh).
The estimated revenue of each plot within a village was added up to calculate the revenue that each village (mahal) had to pay. This demand was to be revised periodically, not permanently fixed.
The charge of collecting the revenue and paying it to the Company was given to the village headman, rather than the zamindar. This system came to be known as the mahalwari settlement.

→ The Munro system

Down in south, the similar idea of permanent settlement moved away. The new system that was devised came to be known as the ryotwar or ryotwari.
It was tried on a small scale by Captain Alexander Read in some of the areas that were taken over by the Company after the wars with Tipu Sultan. Subsequently developed by Thomas Munro, this system was gradually extended all over south India.
Munro thought that the British should act as paternal father figures protecting the lyots under their charge.

→ All was not well
Driven by the desire to increase the income from land, revenue officials fixed too high a revenue demands. Peasants were unable to pay, ryots fled the countryside, and villages became deserted in many regions.

→ Crops for Europe

The British also realised that the countryside could not only yield revenue, it could also grow the crops that Europe required.
The British persuaded or forced cultivators in various parts of India to produce other crops: jute in Bengal, tea in Assam, sugarcane in the United Provinces (now Uttar Pradesh), wheat in Punjab, cotton in Maharashtra and Punjab, rice in Madras.

→ Does colour have a history?

A kalamkari print was created by weavers of Andhra Pradesh in India. On the other hand, a floral cotton print was designed and produced by William Morris, a famous poet and artist of nineteenth-century Britain.
There is one thing common in the two prints: both used a rich blue colour commonly called indigo.
The blue prints was produced from a plant called indigo.

→ Why the demand for Indian indigo?

The indigo plant grows primarily in the tropics. By the thirteenth century, Indian indigo was being used by cloth manufacturers in Italy, France and Britain to dye cloth.
Only small amounts of Indian indigo reached the European market and its price was very high. European cloth manufacturers therefore had to depend on another plant called woad to make violet and blue dyes.
However, cloth dyers preferred indigo as a dye. Indigo produced a rich blue colour, whereas the dye from woad was pale and dull.
By the seventeenth century, European cloth producers persuaded their governments to relax the ban on indigo import.
Indigo plantations also came up in many parts of North America.
The French began cultivating indigo in St Domingue in the Caribbean Islands, the Portuguese in Brazil, the English in Jamaica, and the Spanish in Venezuela.
By the end of the eighteenth century, the demand for Indian indigo grew further.
While the demand for indigo increased, its existing supplies from the West Indies and America collapsed for a variety of reasons.
Between 1783 and 1789 the production of indigo in the world fell by half.

→ Britain turns to India

From the last decades of the eighteenth-century indigo cultivation in Bengal expanded rapidly and Bengal indigo came to dominate the world market.
As the indigo trade grew, commercial agents and officials of the Company began investing in indigo production.

→ How was indigo cultivated?

There were two main systems of indigo cultivation nij and ryoti.
Within the system of nij cultivation, the planter produced indigo in lands that he directly controlled.

→ The problem with nij cultivation

The planters found it difficult to expand the area under nij cultivation.
Indigo could be cultivated only on fertile lands and these were all already densely populated.
They attempted to lease in the land around the indigo factory, and evict the peasants
from the area. But this always led to conflicts and tension.
Nor was labour easy to mobilise and large numbers of labours required. And labour was needed precisely at a time when peasants were usually busy with their rice cultivation.
Nij cultivation on a large scale also required many ploughs and bullocks.
One bigha of indigo cultivation required two ploughs.
Till the late nineteenth century, planters were therefore reluctant to expand the area under nij cultivation.
Less than 25 per cent of the land producing indigo was under this system.
The rest was under an alternative mode of cultivation i.e.; the ryoti system.

→ Indigo on the land of ryots

Under the ryoti system, the planters forced the ryots to sign a contract, an agreement (satta).
At times they pressurised the village headmen to sign the contract on behalf of the ryots.
The planter provided the seed and the drill, while the cultivators prepared the soil, sowed the seed and looked after the crop.
When the crop was delivered to the planter after the harvest, a new loan was given to the ryot, and the cycle started all over again.
The price peasants got for the indigo they produced was very low and the cycle of loans never ended.
The planters usually insisted that indigo be cultivated on the best soils in which peasants preferred to cultivate rice because indigo had deep roots and it exhausted the soil rapidly. After an indigo harvest the land could not be sown with rice.

→ The “Blue Rebellion” and After

In March 1859, thousands of ryots in Bengal refused to grow indigo.
As the rebellion spread, ryots refused to pay rents to the planters and attacked indigo factories armed with swords and spears, bows and arrows. Women turned up to fight with pots, pans and kitchen implements.
In many villages, headmen who had been forced to sign indigo contracts, mobilised the indigo peasants and fought pitched battles with the lathiyals.
In other places even the zamindars went around villages urging the ryots to resist the planters.
After the Revolt of 1857 the British government was particularly worried about the possibility of another popular rebellion.
When in Barasat, the magistrate Ashley Eden issued a notice stating that ryots would not be compelled to accept indigo contracts, word went around that Queen Victoria had declared that indigo need not be sown.
The intellectuals from Calcutta wrote about the misery of the ryots, the tyranny of the planters, and the horrors of the indigo system.
Worried by the rebellion, the government brought in the military to protect the planters from assault, and set up the Indigo Commission to enquire into the system of indigo production.
After the revolt, indigo production collapsed in Bengal. But the planters now shifted their operation to Bihar.
Mahatma Gandhi’s visit in 1917 marked the beginning of the Champaran movement against the indigo planters.

JAC Class 8 Social Science Notes

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

June 4, 2022May 25, 2022 by Bhagya

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

→ Aurangzeb was the last of the powerful Mughal rulers. He established control over a very large part of the territory that is now known as India.

After his death in 1707, many Mughal subadars (governors) and big zamindars began asserting their authority and establishing regional kingdoms.
By the second half of the eighteenth century, however, a new power was emerging on the political horizon – the British.

→ East India Company Comes East

The East India Company in 1600, acquired a charter from the ruler of England, Queen Elizabeth I, granting it the sole right to trade with the East.
Mercantile trading companies in those days made profit primarily by excluding competition, so that they could buy cheap and sell dear.
The royal charter, however, could not prevent other European powers from entering the Eastern markets.
The Portuguese had already established their presence in the western coast of India and had their base in Goa. It was Vasco da Gama, a Portuguese explorer, who had discovered this sea route to India in 1498.
In the early, seventeenth century, the Dutch arrived and soon after them the French came.
The problem was that all the companies were interested in buying the same things. The fine qualities of cotton and silk produced in India had a big market in Europe. Pepper, cloves, cardamom and cinnamon too were in great demand.
The only way the trading companies could flourish was by eliminating rival competitors. The urge to secure markets led to fierce battles between the trading companies.

→ East India Company begins trade in Bengal

The first English factory was set up on the banks of the river Hugh in 1651.
This was the base from which the Company’s traders known at that time as “factors” operated.
By 1696 it began building a fort around the settlement. Two years later it bribed Mughal officials into giving the Company zamindari rights over three villages.
It also persuaded the Mughal emperor Aurangzeb to issue a farman granting the Company the right to trade duty free.
One of the cities were Kalikata, presently known as Kolkata or Calcutta)earlier).

→ How trade led to battles

Through the early eighteenth century the conflict between the Company and the nawabs of Bengal intensified.
Murshid Quli Khan was followed by Alivardi Khan and then Sirajuddaulah as the Nawab of Bengal. Each one of them was a strong ruler. They refused to grant the Company concessions, demanded large tributes for the Company’s right to trade, denied it any right to mint coins and stopped it from extending its fortifications.
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.
The conflicts led to confrontations and finally culminated in the famous Battle of Plassey.

→ The Battle of Plassey

The Company was worried about the power of Sirajuddaulah became the nawab of Bengal and keen on a puppet ruler who would willingly give trade concessions and other privileges.
After negotiations failed, the Nawab marched with 30,000 soldiers to the English factory at Kassimbazar, captured the Company officials, locked the warehouse, disarmed all Englishmen, and blockaded English ships. Then he marched to Calcutta to establish control over the Company’s fort there.
In 1757, Robert Clive led the Company’s army against Sirajuddaulah at Plassey.
One of the main reasons for the defeat of the Nawab was that the forces led by Mir
Jafar who was one of Sirajuddaulah’s commanders, never fought the battle.
Clive had managed to secure his support by promising to make him nawab after crushing Sirajuddaulah.
The Battle of Plassey became famous because it was the first major victory the Company won in India.
After the defeat at Plassey, Sirajuddaulah was assassinated and Mir Jafar made the nawab. The Company was still unwilling to take over the responsibility of administration. Its prime objective was the expansion of trade.
When Mir Jafar protested, the Company deposed him and installed Mir Qasim in his place. When Mir Qasim complained, he in turn was defeated in a battle fought at Buxar in 1764 and driven out of Bengal, and Mir Jafar was reinstalled.
They wanted more territories and more revenue. By the time Mir Jafar died in 1765, the mood of the Company had changed. Having failed to work with puppet nawabs, Clive declared: “We must indeed become nawabs ourselves.”
Finally, in 1765 the Mughal emperor appointed the Company as the Diwan of the provinces of Bengal.
From the early eighteenth century its trade with India had expanded. But it had to buy most of the goods in India with gold and silver imported from Britain.
Revenues from India could finance Company expenses. These revenues could be used to purchase cotton and silk textiles in India, maintain Company troops, and meet the cost of building the Company fort and offices at Calcutta.

→ Company officials become ‘nabobs’

Each company servant began to have visions of living like nawabs.
After the Battle of Plassey the actual nawabs of Bengal were forced to give land and vast sums of money as personal gifts to Company officials.
Robert Clive was appointed Governor of Bengal in 1764, he was asked to remove corruption in Company administration but he was himself cross-examined in 1772 by the British Parliament.
The Company officials who managed to return with wealth led flashy lives and flaunted their riches. They were called “nabobs” means an anglicised version of the Indian word nawab.

→ Company Rule Expands

The Company used a variety of political, economic and diplomatic methods to extend its influence before annexing an Indian kingdom.
After the Battle of Buxar in 1764, the Company appointed Residents in Indian states. They were political or commercial agents and their job was to serve and Anther the interests of the Company.
When Richard Wellesley was Governor-General (1798-1805), the Nawab of Awadh was forced to give over half of his territory to the Company in 1801 as he failed to pay for the “subsidiary forces”.
Hyderabad was also forced to cede territories on similar grounds.

→ Tipu Sultan – ‘The Tiger of Mysore’

Mysore had grown in strength under the leadership of powerful rulers like Haidar Ali (ruled from 1761 to 1782) and his famous son Tipu Sultan (ruled from 1782 to 1799).
In 1785, 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.
He also established a close relationship with the French in India, and modernized his army with their help.
Four wars were fought with Mysore (1767¬69, 1780-84, 1790-92 and 1799). Only in the last, the Battle of Seringapatam did the Company ultimately win a victory.

→ War with the Marathas

With the defeat in the Third Battle of Panipat in 1761, the Marathas’ dream of ruling from Delhi was shattered.
They were divided into many states under different chiefs (sardars) belonging to dynasties such as Sindhia, Holkar, Gaikwad and Bhonsle.
These chiefs were held together in a confederacy under a Peshwa (Principal Minister) who became its effective military and administrative head based in Pune.
Mahadji Sindhia and Nana Phadnis were two famous Maratha soldiers and statesmen of the late eighteenth century.
In the first war that ended in 1782 with the Treaty of Salbai, there was no clear victor. The Second Anglo-Maratha War (1803-05) was fought on different fronts, resulting in the British gaining Orissa and the territories north of the Yamuna river including Agra and Delhi. Finally, the Third Anglo-Maratha War of 1817-19 crushed Maratha power.

→ The claim to paramountcy

Under Lord Hastings (Governor-General from 1813 to 1823), a new policy of “paramountcy” was initiated. Now the Company claimed that its authority was paramount or supreme, hence its power was greater than that of Indian states.
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. She was arrested in 1824 and died in prison in 1829.
But Rayanna, a poor chowkidar of Sangoli in Kitoor, carried on the resistance. With popular support he destroyed many British camps and records. He was caught and hanged by the British in 1830.
British fought a prolonged war with Afghanistan between 1838 and 1842 and established indirect Company rule there. Sind was taken over in 1843.
But the presence of Maharaja Ranjit Singh held back the Company. After his death in 1839, two prolonged wars were fought with the Sikh kingdom. Ultimately, in 1849, Punjab was annexed.

→ The Doctrine of Lapse

Lord Dalhousie was the Governor-General from 1848 to 1856. He devised a policy that came to be known as the Doctrine of Lapse.
The doctrine declared that if an Indian ruler died without a male heir his kingdom would “lapse”, and become part of Company territory. One kingdom after another was annexed simply by applying this doctrine – Satara (1848), Sambalpur (1850), Udaipur (1852), Nagpur (1853) and Jhansi (1854).
Enraged by the humiliating way in which the Nawab of Awadh was deposed, the people of Awadh joined the great revolt that broke out in 1857.

→ Setting up a New Administration

Warren Hastings (Governor-General from 1773 to 1785) was one of the many important figures who played a significant role in the expansion of Company power.
British territories were broadly divided into administrative units called Presidencies. There were three Presidencies: Bengal, Madras and Bombay.
Each was ruled by a Governor. The supreme head of the administration was the Governor-General.
Each district was to have two courts – a criminal court (faujdari adalat) and a civil court (diwani adalat).
The criminal courts were still under a qazi and a mufti but under the supervision of the collectors.
A major problem was that the Brahman pandits gave different interpretations of local laws based on different schools of the dharmashastra.
In 1775, eleven pandits were asked to compile a digest of Hindu laws. N.B. Halhed translated this digest into English.
By 1778, a code of Muslim laws was also compiled for the benefit of European judges.
The principal figure in an Indian district was the Collector. As the title suggests, his main job was to collect revenue and taxes and maintain law and order in his district with the help of judges, police officers and darogas.

→ The Company army

The Mughal army was mainly composed of cavalry (sawars – trained soldiers on horseback) and infantry, paidal (foot) soldiers. They were given training in archery (teer-andazi) and the use of the sword.
The East India Company adopted the method of recruiting peasants when it began recruitment for its own army, which came to be known as the sepoy army.
As warfare technology changed from the 1820s, the cavalry requirements of the Company’s army declined because the British empire was fighting in Burma, Afghanistan and Egypt where soldiers were armed with muskets and matchlocks.
In the early nineteenth century the British began to develop a uniform military culture.

→ Conclusion

Thus, the East India Company was transformed from a trading company to a territorial colonial power.
Steamships reduced the journey time to three weeks enabling more Britishers and their families to come to a far-off country like India.
By 1857, the Company came to exercise direct rule over about 63 per cent of the territory and 78 per cent of the population of the Indian subcontinent.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Geography Chapter 6 Human Resource

June 4, 2022May 25, 2022 by Bhagya

JAC Board Class 8th Social Science Notes Geography Chapter 6 Human Resource

→ Human resource is the ultimate resource. Healthy, educated and motivated people develop resources as per their requirements.

→ Distribution of Population:

The pattern of population distribution is the way in which people are spread across the earth surface.
The distribution of population in the world is extremely uneven.
Almost three-quarters of the world’s people live in two continents Asia and Africa.
In just 10 countries, sixty per cent of the world’s people stay. All of them have more than a 100 million people.

→ Density of Population:
The number of people living in a unit area of the earth’s surface is called population density. It is normally expressed as per square km.

→ Factors Affecting Distribution of Population Geographical factors:

Topography: People always prefer to live on plains rather than mountains and plateaus because these areas are suitable for farming, manufacturing and service activities.
Climate: People usually avoid extreme climates that are very hot or very cold such as Sahara desert, polar regions of Russia, Canada and Antarctica.
Soil: Fertile soils provide suitable land for agriculture. Fertile plains are densely populated.
Water: The river valleys of the world are densely populated while deserts have spare population.
Minerals: Areas with mineral deposits are more populated.
Social Cultural and Economic Factors
Social: Areas of better housing, education and health facilities are more densely populated.
Cultural: Places with religion or cultural significance attract people.
Economic: Industrial areas provide employment opportunities.

→ Population Change:

Population change refers to change in the number of people during a specific time.
The world population has not been stable. This is actually due to changes in the number of births and deaths.
The main reason for the growth of population was that with better food supplies and medicine, deaths were reducing, while the number of births still remained fairly high.
Births are usually measured using the birth rate, i.e., the number of live births per 1,000 people.
Deaths are usually measured using the death rate, i.e., the number of deaths per 1,000 people.
Migrations is the movement of people in and out of an area.
The difference between the birth rate and the death rate of a country is called the natural growth rate. It is one of the reasons for population increase.
Migration is another way by which population size changes.
The general trend of international migrations is from the less developed nations to the more developed nations in search of better employment opportunities.

→ Patterns of Population Change:
Rates of population growth vary across the world. Although, the world’s total population is rising rapidly, not all countries are experiencing this growth.

→ Population Composition:

Population composition refers to the structure of the population.
The composition of population helps us to know how many are males or females, which age group they belong to, how educated they are and what type of occupations they are employed in, what their income levels and health conditions are and many more things.
The shape of the population pyramid tells the story of the people living in that particular country.
The population pyramid also tells us how many dependents there are in a country.
Skilled, spirited and hopeful young people endowed with a positive outlook are the future of any nation.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Geography Chapter 5 Industries

June 4, 2022May 25, 2022 by Bhagya

JAC Board Class 8th Social Science Notes Geography Chapter 5 Industries

→ Secondary activities or manufacturing change raw materials into products of more value to people. Industry is an economic activity that is concerned with production of goods, extraction of minerals or the provision of services.

→ Classification of Industries:
On the basis of raw materials, size and ownership, industries are classified.

→ Raw Materials:

Depending upon the type of raw materials used, they are classified accordingly. Industries may be agro-based, mineral based, marine based and forest based.
Plant and animal based products are used as their raw materials in Agro-based industries.
The primary industries that use mineral ores as their raw materials in Mineral based industries.
Marine based industries use products from the sea and oceans as raw materials.
Forest based industries utilise forest produce as raw materials.

→ Size:

Size depicts the amount of capital invested, number of people employed and the volume of production.
Industries can be classified into small scale and large scale industries based on its size.
In a small scale industry, the products are manufactured by hand, by the artisans.
In large scale industries, investment of capital is higher and the technology used is superior.

→ Ownership:

Industries can be classified into private sector, public sector or state owned, joint sector and cooperative sector.
Private-sector industries are owned and operated by individuals or a group of individuals.
The public sector industries are owned and operated by the government.
Joint sector industries are owned and operated by the state and individuals or a group of individuals.
Co-operative sector industries are owned and operated by the producers or suppliers of raw materials, workers or both.

→ Factors Affecting Location of Industries:

The factors affecting the location of industries are the availability of raw material, land, water, labour, power, capital, transport and market.
Industrialisation often leads to development and growth of towns and cities.

→ Industrial System:

An industrial system consists of inputs, processes and outputs.
The inputs are the raw materials, labour and costs of land, transport, power and other infrastructure.
The processes include a wide range of activities that convert the raw material into finished products.
The outputs are the end product and the income earned from it.

→ Industrial Regions:

Industrial regions emerge when a number of industries locate close to each other and share the benefits of their closeness.
Major industrial regions of the world are eastern North America, western and central Europe, eastern Europe and eastern Asia.
India has several industrial regions such as Mumbai-Pune cluster, Bangalore-Tamil Nadu region, Hugh region, Ahmedabad- Baroda region, Chhota Nagpur industrial belt, Vishakhapatnam-Guntur belt, Gurgaon-Delhi-Meerut region and the Kollam-Thiruvananthapuram industrial cluster.

→ Distribution of Major Industries:

The world’s major industries are the iron and steel industry, the textile industry and the information technology industry.
The countries in which iron and steel industry is located are Germany, USA, China, Japan and Russia.
Textile industry is mainly concentrated in India, Hong Kong, South Korea, Japan and Taiwan.
The major hubs of information technology industry is the Silicon Valley of Central California and the Bangalore region of India.

→ Iron and Steel Industry:

Iron and steel industry is a feeder industry whose products are used as raw material for other industries.
Steel is tough and it can easily be shaped, cut, or made into wire.
Alloys give steel unusual hardness, toughness, or ability to resist rust.
Steel is often called the backbone of modem industry.
Most of the things we use is either made of iron or steel or has been made with tools and machinery of these metals.
Before 1800 A.D. iron and steel industry was located where raw materials, power supply and running water were easily available. Later the ideal location for the industry was near coal fields and close to canals and railways. After 1950, iron and steel industry began to be located on large areas of flat land near sea ports.
In India, iron and steel industry has developed taking advantage of raw materials, cheap labour, transport and market.
All the important steel producing centres such as Bhilai, Durgapur, Bumpur, Jamshedpur, Rourkela, Bokaro are situated in West Bengal, Jharkhand, Odisha and Chhattisgarh. Bhadravati and Vijay Nagar in Karnataka, Vishakhapatnam in Andhra Pradesh, Salem in Tamil Nadu.

→ Jamshedpur:

Before 1947, there was only one iron and steel plant in the country – Tata Iron and Steel Company Limited (TISCO) and it was privately owned.
After independence, the government took the initiative and set up several iron and steel plants.
Jamshedpur is the most conveniently situated iron and steel centre in the country.
In Jamshedpur, several other industrial plants were set up after TISCO. They produce chemicals, locomotive parts, agricultural equipment, machinery, tinplate, cable and wire.
Almost all sectors of the Indian industry depend heavily on the iron and steel industry for their basic infrastructure. It opened the doors to rapid industrial development in India.

→ Pittsburgh:

It is an important steel city of the United States of America. The steel industry at Pittsburgh enjoys locational advantages.
The Pittsburgh area has many factories other than steel mills. These use steel as their raw material to make many different products such as railroad equipment, heavy machinery and rails.
Today, very few of the large steel mills are in Pittsburgh itself.

→ Cotton Textile Industry:

Cotton, wool, silk, jute, flax have been used for making cloth and weaving cloth from yam is an ancient art.
Fibres are the raw material of textile industry. Fibres can be natural or man-made.
Natural fibres are obtained from wool, silk, cotton, linen and jute. Man-made fibres include nylon, polyester, acrylic and rayon.
The cotton textile industry is one of the oldest industries in the world.
In 18th century power looms facilitated the development of cotton textile industry, first in Britain and later in other parts of the world.
The important producers of cotton textiles are India, China, Japan and the USA.
Before the British rule, Indian hand-spun and handwoven cloth already had a wide market.
The Muslins of Dhaka, Chintzes of Masulipatnam, Calicos of Calicut and Gold-wrought cotton of
Burhanpur, Surat and Vadodara were known worldwide for their quality and design.
The production of handwoven cotton textile was expensive and time consuming.
The first successful mechanised textile mill was established in Mumbai in 1854.
Initially this industry flourished in the states of Maharashtra and Gujarat because of favourable humid climate.
Nowadays, it can be created artificially, and some of the other important centres are Coimbatore, Kanpur, Chennai, Ahmedabad, Mumbai, Kolkata, Ludhiana, Puducherry and Panipat.

→ Ahmedabad:

The first mill was established in 1859.
It soon became the second largest textile city of India, after Mumbai.
Ahmedabad was often referred to as the ‘Manchester of India’.
Ahmedabad is situated very close to cotton growing area.
The densely populated states of Gujarat and Maharashtra provide both skilled and semi-skilled labour.
In the recent years, Ahmedabad textile mills have been having facing some problems. This is due to the emergence of new textile centres in the country as well as non- upgradation of machines and technology in the mills of Ahmedabad.

→ Osaka:

It is an important textile centre of Japan and also known as the ‘Manchester of Japan’.
The textile industry at Osaka depends completely upon imported raw materials.
Cotton is imported from Egypt, India, China and USA.
The finished product is mostly exported and has a good market due to good quality and low price.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Solutions Geography Chapter 1 Resources

June 4, 2022May 24, 2022 by Prasanna

JAC Board Class 8th Social Science Solutions Geography Chapter 1 Resources

JAC Class 8th Geography Resources InText Questions and Answers

Question 1.
List out five resources you use in your home and five you use in your classroom.
Answer:
Five resources we use in our home are:
Question 2.
Circle those resources from Amnia’s list that are regarded as having no commercial value.

Five resources we use in our classroom are:

Amma’s List

Cotton cloth
Iron ore
Intelligence
Medicinal plants
Medical knowledge
Coal deposits
Beautiful scenery
Agricultural land
Clean environment
Old folk songs
Good weather
Resourcefulness
A good singing voice
Grandmother’s home remedies
Affection from friends and family

Answer:
Student need to do it on their own.

Question 3.
Think of a few renewable resources and mention how their stock may get affected by overuse.
Answer:
Some of the renewable resources that regenerate over-time such as trees, crops, wind, solar energy and water. Their stock may get affected by overuse or over utilisation because of certain reasons such as land degradation, deforestations, pollution, etc. Rivers are drying up, air becomes more polluted due to smoke from vehicles and industries. Trees are cut down to make more buildings, etc.

Question 4.
Make a list of five human made resources that you can observe around you.
Answer:
A list of five human made resources that we observe around are:

Phones
Buildings
Vehicles
Aeroplanes
Roads

JAC Class 8th Geography Resources Textbook Questions and Answers

Question 1.
Answer the following questions.
(i) Why are resources distributed unequally over the earth?
Answer:
The resources are distributed unequally over the earth because it is controlled by different factors. One of the factors is physical nature which includes climate, altitude, terrain which vary from place to place.

(ii) What is resource conservation?
Answer:
Resource conservation is to use the resources efficiently, carefully and properly and giving time to get renewed and to regenerate the resource so that it will be available for the coming generations.

(iii) Why are human resources important?
Answer:
Human resources are important because they can utilise the natural resources in a best possible way to generate more resources as they have an intelligent mind. Human resources also include technology and skills to find the suitable resource. Advantage and usefulness of resources can be best judged by human beings only.

(iv) What is sustainable development?
Answer:
Sustainable development is to use the resources in a balanced way so that we conserve it for the future generation and utilise it efficiently for our needs.

Tick the correct answer.

Question 2.
(i) Which one of the following does NOT make substance a resource?
(a) utility
(b) value
(c) quantity
Answer:
(c) quantity

(ii) Which one of the following is a human made resource?
(a) medicines to treat cancer
(b) spring water
(c) tropical forests
Answer:
(a) medicines to treat cancer

(iii) Complete the statement. Non-renewable resources are
(a) those which have limited stock
(b) made by human beings
(c) derived from non-living things
Answer:
(a) those which have limited stock

Question 3.
Activity:
“Rahiman paani raakhiye, Bin paani sab soon. Paani gaye na ubere Mod, manus, choon…” [Says Rahim, keep water, as without water there is nothing. Without water pearl, swan and dough cannot exist.] These lines were written by the poet Abdur Rahim Khankhana, one of the nine gems of Akbar’s court. What kind of resource is the poet referring to? Write in 100 words what would happen if this resource disappeared?
Answer:
The poet is referring to the water. If this resource disappear then we will face serious difficulties as water is one of the most invaluable and irreplaceable resource of life. Without water, we cannot survive and sustain. It serves many purposes such as to drink, to clean clothes and utensils and bath. For irrigation and farming, water is required very much. It is also used for cooking food. Water helps in generating electricity, industries and factories. Apart from human beings, animals, plants and trees also require water to sustain. Without water, the earth will become desert and no life will sustain. For Fun

Question 1.
Pretend that you live in the prehistoric times on a high windy plateau. What are the uses you and your friends could put the fast winds to? Can you call the wind a resource? Now imagine that you are living in the same place in the year 2138. Can you put the winds to any use? How? Can you explain why the wind is an important resource now?
Answer:
Wind has long been in use, since ancient time. It has been used for sailing boats, for navigation. Gradually wind mills were built to grind crops also to pump out water. Wind was regarded as a potential resource. However due to lack of technology it could not be harnessed completely. In 2138, we can surely see wind being used to the fullest as an actual resource. We have built wind turbines to generate electricity. We can see more and more wind turbines brings used in industrial areas, in agricultural farms to meet irrigation and electricity needs.

Question 2.
Pick up a stone, a leaf, a paper straw and a twig. Think of how you can use these as resources. See the example given below and get creative!

Answer:
Students can do the other two on their

JAC Class 8th Geography Resources Important Questions and Answers

Multiple Choice Questions

Question 1.
A substance is made a resource when it has………
(a) Value
(b) usability
(c) utility
(d) all of these
Answer:
(d) all of these

Question 2.
Value means
(a) worth
(b) deserves
(c) both ka’ and ‘b’
(d) neither ‘a’ nor ‘b’
Answer:
(c) both ka’ and ‘b’

Question 3.
Time and technology are two important factors that can change substances into .
(a) stock
(b) resource
(c) patent
(d)value
Answer:
(b) resource

Question 4.
Natural resources contains
(a) air
(b) wind
(c) water
(d) all of these
Answer:
(d) all of these

Question 5.
The distribution of natural resources depends on…….
(a) terrain
(b) altitude
(c) both ka’ and kb’
d. none of these
Answer:
(c) both ka’ and kb’

Question 6.
Non-renewable resource is…….
(a) natural gas
(b) solar energy
c. wind energy
d. soil
Answer:
a. natural gas

Question 7.
Water is a………
(a) non-renewable resource.
(b) renewable resource.
(c) either ‘a’ or ‘b’
(d) none of these
Answer:
(b) renewable resource.

Question 8.
Resources to conserved for…..
(a) future generations.
(b) present generations.
(c) not required to conserve.
(d) both ‘a’ and kb’
Answer:
(d) both ‘a’ and kb’

Question 9.
Human resource refers to the
(a) quantity
(c) mental ability
(b) physical ability
(d) all of these
Answer:
(d) all of these

Question 10.
Buildings, bridges are
(a) human-made.
(b) non-renewable.
(c) renewable resource.
(d) resource conservation.
Answer:
(a) human-made.

Very Short Answer Type Questions

Question 1.
Which value is associated with resources?
Answer:
Economic value is associated withresources.

Question 2.
What do you mean by patent?
Answer:
Patent means the full and unshared right over any idea or invention of any particular thing.

Question 3.
What are the different types of resource?
Answer:
The different types of resources are:

Natural resources
Human made resources
Human resources

Question 4.
What do mean by natural resource?
Answer:
Natural resources are the resources which are drawn from nature, environment and used without much alterations and moderations.

Question 5.
Name the two natural resources.
Answer:
The two natural resources are:

Renewable resource
Non-renewable resource

Question 6.
Which resource has a limited stock? Answer: Non-renewable resource has a limited stock.

Question 7.
What do mean by human made resource?
Answer:
Human made resources are the resources which are generated and made by human beings.

Question 8.
Define human resource development.
Answer:
Human resource development means to improve the caliber, standard and quality of human expertise in order to make them more efficient and useful.

Short Answer Type Questions

Question 1.
Mention few concepts of Sustainable Development.
Answer:
Few concepts of Sustainable Development are:

Respect and care for all forms of life.
Improve the quality of human life.
Conserve the earth’s vitality and diversity.
Minimise the depletion of natural resources.
Change personal attitude and practices toward the environment.
Enable communities to care for their own environment.

Question 2.
What is the importance of time and technology in making a substance a resource?
Answer:
Two major and important factors are time and technology that can change substances into resources. Each invention opens new routes to many others. The invention of fire led to the practice of cooking and other processes while the invention of the wheel resulted in development of newer modes of transport. The technology to create electricity from water i.e., hydroelectricity has turned energy in fast flowing water into an important resource.

Question 3.
Our duty is to maintain and preserve the life support system that nature provides us. What are they?
Answer:
Our duty is to maintain and preserve the life support system that nature provides us. They are:

All uses of renewable resources are maintained at a certain level.
The varied range of life on the earth is conserved.
The damage to natural environmental system is lessened and reduced.

Question 4.
Stock of certain renewable resources may get affected by overuse. How?
Answer:
If we don’t use certain renewable resources efficiently such as water, soil and forest, these can affect their stock. Though water seems to be an unlimited renewable resource but shortage and drying up of natural water sources is a major issue in many parts of the world nowadays.

Question 5.
Describe the term resource and how they are classified.
Answer:
Any object, substance or material that has utility or usability makes a resource. The substances which have certain values become a resource.
Resources are classified into three parts:
Natural Resources These resources are those which are taken from nature.

Human made Resources:
These resources are those which are made by the humans and used their skill and knowledge to make the things for their own use.

Human Resources:
These resources includes human beings who serves in many ways such as teachers, doctors, etc.

Long Answer Type Questions

Question 1.
Distinguish between natural resources and human made resources.
Answer:

Natural Resources	Human Made Resources
Natural resources are the resources that are used from nature and used without much alteration and changes.	When humans use natural things to make something new that provides utility and value to our lives, it is called human-made resources. For instance, when we use metals, wood, cement, sand, and solar energy to make buildings, machinery,
Most of these resources can be used directly as they are free gifts of nature.	vehicles, bridges, roads, etc. they become man-made resources.
Natural resources are the air we breathe, the water in our rivers and lakes, the soils minerals.	Natural substances become resources only when their original form has been changed or modified to use such as iron is extracted from iron ore.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions History Chapter 10 India After Independence

June 4, 2022May 24, 2022 by Prasanna

JAC Board Class 8th Social Science Solutions History Chapter 10 India After Independence

JAC Class 8th History India After Independence InText Questions and Answers

Page 131

Question 2.
Imagine a conversation between a father and son in a Muslim family. After Partition, the son thinks it would be wiser for them to move to Pakistan while the father believes that they should continue to live in India. Taking information from the chapter so far (and Chapter 11), act out what each would say.
Answer:
Students need to do it on their own.

Page 132

Question 3.
Discuss in your class, one advantageand one disadvantage today of the decision to keep English as a language of India.
Answer:
One advantage and one disadvantage of the decision to keep English as a language of India today are:

Advantage:
The Indians are kept united by using the English language in India.
Disadvantage:
The English language caused hindrance in the development of the national language i.e., hindi. It also made them non-native in their own land.

Look at Figs. 5 (a), 5 (b) and 5 (c). Notice how the Princely States disappear in 5 (b). Identify the new states that were formed in 1956 and later and the languages of these states.

Answer:
After the creation of Andhra, other linguistic communities also demanded their own separate states. A States Reorganisation Commission was set up, which submitted its report in 1956, recommending the redrawing of district and provincial boundaries to form compact provinces of Assamese, Bengali, Oriya, Tamil, Malayalam, Kannada and Telugu speakers respectively. The large Hindi-speaking region of north India was also to be broken up into several states. A little later, in 1960, the bilingual state of Bombay was divided into separate states for Marathi and Gujarati speakers. In 1966, the state of Punjab was also divided into Punjab and Haryana, the former for the Punjabi speakers (who were also mostly Sikhs), the latter for the rest (who spoke not Punjabi but versions of Haryanvi or Hindi).

Page 137

Question 5.
Discuss in your class whether Mira Behn was right in her view that science and machinery would create problems for human beings. You may like to think about examples of the effects of industrial pollution and deforestation on the world today.
Answer:
Mira Behn was right in her view that science and machinery would create problems for human beings. They create different types of problems such as industrial pollution, deforestation can be termed as environmental problems. These problems caused many natural disasters like flood, drought. Industrial pollution lead to toxic air which causes many diseases. Mira Behn followed the Gandhiji’s principals and devoted her life to the development of human beings. Mira Behn followed the Gandhiji’s principals and devoted her life to the development of human beings.

Page 140

Question 6.
Imagine you are witness to an argument between an adivasi and a person who is opposed to the reservation of seats and jobs. What ~ might be the arguments you heard each of them put forward? Act out the conversation.
Answer:
An argument between an adivasi and a person who is opposed to the reservation of seats and jobs can be as follows:
Adivasi:
We are weak in every context, like economically, socially, education. We are backward in everything so we should get reservation.

Person:
It will affect our lives too much. Our jobs and seats are decreasing and there are more people for one job.

Adivasi:
You people have dominated us for many generations and made us work as slaves as well. Now the time has come to be equal by getting education and jobs.

Person:
You are responsible for your own condition and not us. People will always try to take advantage but you I have to handle it tactfully. God has made everyone equal. Reservations would not make us equal.

Adivasi:
But the Government of India would help us and look after us.

JAC Class 8th History India After Independence Textbook Questions and Answers

( Let’s Recall )

Question 1.
Name three problems that the newly independent nation of India faced.
Answer:
(i) The three problems that the newly independent nation of India faced are:
India After Independence come to India and they had to be given food and shelter.

(ii) There were almost 500 princely states and their Maharajas and Nawabs had to be persuaded to join in the development of the new nation.

(iii) The new country had to frame and acquire a new political system for the benefit of the country’s people.

Question 2.
What was the role of the Planning Commission?
Answer:
The role of the Planning Commission was to formulate, draw up plan and execute suitable and appropriate policies for the economic development.

Question 3.
Fill in the blanks:
(a) Subjects that were placed on the Union List were and…….
(b) Subjects on the Concurrent List were and…….
(c) Economic planning by which both the state and the private sector played a role in development was called a model.
(d) The death of sparked off such violent protests that the government was forced to give in to the demand for the linguistic state of Andhra.
Answer:
(a) Taxes, defence, foreign affairs.
(b) forests, agriculture
(c) Mixed economy
(d) Potti Sriramulu

Question 4.
State whether true or false:
(a) At independence, the majority of Indians lived in villages.
(b) The Constituent Assembly was made up of members of the Congress party.
(c) In the first national election, only men were allowed to vote.
(d) The Second Five Year Plan focused on the development of heavy industry.
Answer:
(a) True
(b) False
(c) False
(d)True

(Let’s Discuss)

Question 5.
What did Dr. Ambedkar mean when he said that “In politics we will have equality, and in social and economic life we will have inequality”?

Answer:
Dr. Ambedkar meant that political democracy had to be accompanied by economic and social democracy. Giving the right to vote would not automatically lead to the removal of other inequalities such as between rich and poor or between upper and lower castes when he said that “In politics we will have equality, and in social and economic life we will have inequality”.

Question 6.
After Independence, why was there a reluctance to divide the country on linguistic lines?
Answer:
The Indian National Congress had promised that once the country won independence, each major linguistic group would have its own province, it was said in 1920s. However, after independence the Congress did not take any steps to fulfill the promise. The reason was that India had been divided on the basis of religion. As a result of the partition of India, more than a million people had been killed in riots between Hindus and Muslims. Country could not afford further divisions on the basis of language. Both Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel were against the creation of linguistic states.

Question 7.
Give one reason why English continued to be used in India after Independence.
Answer:
English continued to be used in India after Independence because the south Indians opposed to Hindi as they were not comfortable with the language. In the Assembly, T.T. Krishnamachari conveyed “a warning on behalf of people of the .South”, also some of whom threatened to separate from India if Hindi was imposed on them. Hence, a compromise was finally arrived at that while Hindi would be the “official language” of India, English would be used in the courts, the services, and communications between one state and another.

Question 8.
How was the economic development of India visualised in the early decades after Independence?
Answer:
The economic development of India visualised in the early decades after Independence were as follows:

In 1950, the government set up a Planning Commission to help design, implement and execute suitable policies for economic development.
There was a broad agreement known as “mixed economy” model. In this type of economy, both the State and the private sector would play important and complementary roles in increasing production and generating jobs.
Planning Commission task was to define which industries should be initiated by the state and which by the market and how to achieve a balance between the different regions and states.
The Second Five Year Plan was formulated in 1956. This focused strongly on the development of heavy industries such as steel and on the building of large dams.
These sectors would be under the control of the State. They focussed on heavy industry and the effort at state regulation of the economy was to guide economic policy for the next few decades.

(Let’s Do)

Question 9.
Who was Mira Behn? Find out more about her life and her ideas.
Answer:
Madeleine Slade (1892 – 1982), also known as Mirabehn or Meera Behn, was a British woman and the daughter of the British Rear-Admiral Sir Edmond Slade. She left her home in Britain to live and work with Mohandas Gandhi, the leader of the Indian Independence Movement. She devoted her life to human development and the advancement of Gandhi’s principles.

Question 10.
Find out more about the language divisions in Pakistan that led to the creation of the new nation of Bangladesh. How did Bangladesh achieve independence from Pakistan?
Answer:
In 1947, India was divided into India and Pakistan. Pakistan had two regions – West Pakistan and East Pakistan. It was divided on the basis of linguistic majority. West Pakistan was dominated by Urdu speaking majority and East Pakistan was dominated by Bangla speaking majority. The West Pakistan people always considered the East Pakistan people as inferior and subservient to them. The East Pakistan people were not having all the fundamental rights and facilities.

This caused rage and dissatisfaction among the Bengali Muslims of East Pakistan. Hence, they revolted against West Pakistan. They began to migrate to India. Hence, India was compelled to intervene the situation which supported the East Pakistan. And, the war broke between India and Pakistan. Finally, India won the war in favour of East Pakistan and Bangladesh emerged as a new country in 16th December 1971. It was recognised as a sovereign nation and Muziburr Rehman was its first President.

JAC Class 8th History India After Independence Important Questions and Answers

Multiple Choice Question

Question 1.
The Congress and the Muslim League could not agree to specific details of the proposal. After the failure of the Cabinet Mission, the Muslim League decided on mass agitation for winning its demand for Pakistan and it announced Direct Action Day on
(a) 16 August 1946
(b) 23 August 1945
(c) 16 July 1946
(d) 29 August 1946
Answer:
(a) 16 August 1946

Question 2.
The Indian Constitution came into being on………
(a) 20 August 1947
(b) 30 February 1949
(c) 20 January 1950
(d) 26 January 1950
Answer:
(d) 26 January 1950

Question 3.
The constitution adopted Universal Adult Franchise means all Indians above the age of would be allowed to vote in state and national elections. Later, this limit was reduced to 18 years.
(a) 19 years
(b) 20 years
(c) 21 years
(d) 25 years
Answer:
(c) 21 years

Question 4.
The Constitution helped to abolish the practice of untouchability by
(a) a certain percentage of seats in legislatures as well as jobs in government were reserved for women.
(b) all seats in local legislatures as well as jobs in government were reserved for members of the lowest castes.
(c) a certain percentage of seats in legislatures as well as jobs in government were reserved for
(d) a certain percentage of seats in legislatures as well as jobs in government were reserved for members of the lowest castes.
Answer:
(d) a certain percentage of seats in legislatures as well as jobs in government were reserved for members of the lowest castes.

Question 5.
Franchise means
(a) the right to free speech.
(b) the right to vote.
(c) both a and b.
(d) the right to choose religion.
Answer:
(b) the right to vote.

Question 6.
……… was the Chairman of the Constitution Drafting Committee who played the most important role in framing the Constitution of India and supervised the finalising of document.
(a) Jawahar Lai Nehru
(b) Dr. Bhim Rao Ambedkar
(c) Lai Bahadur Shastri
(d) Sarojini Naidu
Answer:
(b) Dr. Bhim Rao Ambedkar

Question 7.
Both Prime Minister Nehru and Deputy Prime Minister were against the creation of linguistic states.
(a) Vallabhbhai Patel
(b) Sanjeev Reddy
(c) Mahatma Gandhi
(d) Lala Lajpat Rai
Answer:
(a) Vallabhbhai Patel

Question 8.
The veteran Gandhian Potti Sriramulu go on a hunger fast in October 1952 in demand for
(a) the formation of state a Malay to protect the interests of Malayalam speakers.
(b) the formation of an Andhra state to protect the interests of Tamil speakers.
(c) the formation of an Andhra state to protect the interests of Telugu speakers.
(d) the formation of a Tamil state to protect the interests of Telugu speakers.
Answer:
(c) the formation of an Andhra state to protect the interests of Telugu speakers.

Question 9.
The new state of Andhra Pradesh come into being on .
(a) 1st October, 1953
(b) 26th January, 1951
(c) 13th August, 1953
(d) 10th December, 1955
Answer:
(a) 1st October, 1953

Question 10.
The state of Punjab was divided into in 1966.
(a) Punjab and Uttar Pradesh
(b) Punjab and Himachal Pradesh
(c) Punjab and Rajasthan
(d) Punjab and Haryana
Answer:
(d) Punjab and Haryana

Very Short Answer Type Question

Question 1.
What were the main focuses on in the second five year plan for economic development and to create more jobs?
Answer:
The main focuses were on in the second five year plan for economic development and to create more job was on heavy industries.

Question 2.
In which year the state of Bombay was divided into separate states for Marathi and Gujarati speakers?
Answer:
In 1960, the state of Bombay was divided into separate states for Marathi and Gujarati speakers.

Question 3.
What does the ‘State List’ include?
Answer:
The ‘State List’ includes the education and health – principal responsibilities.

Question 4.
Several members of the Constituent Assembly wanted to replace English with Hindi. But non-Hindi speakers wanted English to be continued. What was the solution to this?
Answer:
Hindi was made .the official language of India; while English would be used in the court, the services, and in communication between states.

Question 5.
What was the basic objective of the foreign policy of Independent India?
Answer:
The basic objective of the foreign policy of Independent India was non-alignment, i.e., the American and Soviet alliances.

Question 6.
What became the symbol of development of Independent India?
Answer:
Dams and bridges became the symbol of development of Independent India.

Question 7.
In which year the Bhilai Steel Plant set up?
Answer:
The Bhilai Steel Plant was set up with the help of the former Soviet Union in 1959.

Question 8.
In what manner the Bhilai Steel Plant was seen?
Answer:
The Bhilai Steel Plant was seen as an important sign of the development of modem India after Independence.

Question 9.
Where is the world’s largest slum?
Answer:
Dharavi in Mumbai is the largest slum in the world.

Question 10.
How many Princely States were there in India at the time of partition?
Answer:
There were nearly 500 Princely States in India at the time of Partition.

Short Answer Type Question

Question 1.
Which step of Constitution has been described as revolutionary?
Answer:
The step of Constitution which had been described as revolutionary was its adoption of universal adult franchise. All Indians above the age of 21 years would be allowed to vote in state and national elections. It was never done before and Indians had been allowed to choose their own leaders.

Question 2.
What was the intensity and measure of development at the time India got independence?
Answer:
At Independence time, the majority of Indians lived in the villages. Farmers and peasants depended on the monsoon for their survival. So did the non-farm sector of the rural economy for if the crops failed, barbers, carpenters, weavers and other service groups would not get paid for their services either. In the cities as well the condition was not quite good, factory workers and labourers lived in crowded slums. They had very little access to healthcare or education and they had minimum facilities.

Question 3.
How are the powers divided between state and Centre?
Answer:
The Constitution of India provides for a division of powers between the Union (Centre) and states. It divides all the subjects into 3 lists. They are a Union List, with subjects such as taxes, defence and foreign affairs, which would be the exclusive responsibility of the Centre; a State List of subjects, such as education and health, which would be taken care of principally by the states; a Concurrent List, under which would come subjects such as forests and agriculture, in which the Centre and the States would have joint responsibility.

Question 4.
Write in brief the problems in unifying the people of India after it got independence.
Answer:
The problems in unifying the people of India after it got independence were:

(i) India’s population in 1947 was almost 345 million. It was quite large. It was also divided. There were divisions between high castes and low castes, between the majority Hindu community and Indians who practised other faiths such as Muslims, Sikhs, etc.

(ii) The citizens of this vast land spoke many different languages, wore many different kinds of dress, ate different kinds of food and practised different professions.

Question 5.
Describe the special privileges that were offered to the poorest and most disadvantaged Indians by the constitutions.
Answer:
The special privileges that were offered to the poorest and most disadvantaged Indians by the constitutions were:

The practice of untouchability was abolished.
Hindu temples, previously open to only the higher castes, were open to all, including the former untouchables.
A certain percentage of seats in legislatures as well as jobs in government be reserved for members of the lowest castes.
Along with the former Untouchables, the adivasis or Scheduled Tribes were also granted reservation in seats and jobs.

Question 6.
Why a compromise was made with respect to language?
Answer:
A compromise was made with respect to language because many members believed that the English language should leave India with the British rulers. Hindi should be taken in its place, they argued. But, those who did not speak Hindi were of a different opinion. Speaking in the Assembly, T.T. Krishnamachari conveyed “a warning on behalf of people of the South”, some of whom threatened to separate from India if Hindi was imposed on them. A compromise was finally arrived at that while Hindi would be the “official language” of India, English would be used in the courts, the services, and communications between one state and another.

Question 7.
List the new Government’s priorities.
Answer:
The government’s main priorities after independence was that a majority of people had to be lifted above the poverty line and to achieve the agricultural productivity which had to be increased to feed the enormous population. Industries had to be set up to provide jobs for the jobless.

Question 8.
What do you mean by mixed economy?
Answer:
Mixed economy model is the economic planning by which both the state and the private sector plays a role in development.

Long Answer Type Question

Question 1.
How did Andhra Pradesh come into existence?
Answer:
The Kannada speakers, Malayalam speakers, the Marathi speakers, had all looked forward to having their own state. However, the strongest protests, came from the Telugu-speaking districts of what was the Madras Presidency. When Nehru went to campaign there during the general elections of 1952, he was met with black flags and slogans demanding “We want Andhra”. In October 1952, a veteran Gandhian named Potti Sriramulu went on a hunger fast demanding the formation of Andhra state to protect the interests of Telugu speakers. As the fast went on, it attracted much support from people. Hartals and bandhs were observed in many towns and cities. On 15 December 1952, fifty-eight days into his fast, Potti Sriramulu died. But the protests were so widespread and intense that the central government was forced to give in to the . demand. Thus, on 1 October 1953, the new state of Andhra Pradesh came into being.

Question 2.
Describe briefly on abolition of untouchability and Reservation Policy.
Answer:
Abolition of untouchability and the Reservation Policy was another important feature of the Indian constitution. The Constitution offered special privileges and advantages for the poorest and most disadvantaged Indians. The practice of untouchability was abolished. Hindu temples, previously open to only the higher castes, were open to all, means it includes the untouchables. The Constituent Assembly also recommended that a certain percentage of seats in legislatures as well as jobs in government be reserved for members of the lowest castes.

Many members of the Constituent . Assembly argued against the Reservation Policy. But many members stated that the policy was necessary to uplift the Harijans and the backward people as they have been suppressed for thousands of years. Along with the former Untouchables, the Adivasis or Scheduled Tribes were also granted reservation in Educational Institutions and jobs. Like the Scheduled Castes, these Indians too had been deprived and discriminated against. The new constitution sought to provide them with good education, health care and a profitable livelihood.

Question 3.
Describe briefly the Constituent Assembly.
Answer:
The Constituent Assembly was set up to draft out the constitution of India. The Constituent Assembly met numerous times while the Indian constitution was being written. The writing of the constitution took almost three years to be completed; from December 1946 to November 1949. The meetings of the “Constituent Assembly” were held in New Delhi. The members of the assembly came from all over India, and from different political parties.

The most important role was played by Dr B.R. Ambedkar, who was the Chairman of the Drafting Committee. Under the supervision of Dr B.R. Ambedkar the document was finalised. The Indian constitution was completed and adopted on 26 January 1950. On 26th January, India became a Republic and since Republic Day has been celebrated on 26th January every year.

JAC Class 8 Social Science Solutions

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

June 4, 2022May 24, 2022 by Prasanna

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

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

Page 111

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

Page 112

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

Page 114

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

Page 116

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

Page 119

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

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

Page 127

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

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

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

( Let’s Recall)

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

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

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

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

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

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

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

(Let’s Discuss)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(Let’s Do)

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

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

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

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

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

Multiple Choice Question

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

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

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

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

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

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

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

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

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

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

Very Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

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

Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Long Answer Type Question

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

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

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

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

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

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

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

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

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

JAC Class 8 Social Science Solutions

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

June 4, 2022May 24, 2022 by Prasanna

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

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

Page 95

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

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

Page 97

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

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

Now the views have changed:

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

Page 102

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

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

Page 103

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

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

Page 105

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

Page 108

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

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

( Let’s Recall)

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

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

Answer:

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

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

(Let’s Discuss)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Multiple Choice Question

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

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

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

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

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

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

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

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

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

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

Very Short Answer Type Question

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

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

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

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

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

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

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

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

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

Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

Long Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

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

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

(vii) Other than these people, others were exploited

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

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