Class 8

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

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

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

Page 28

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

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

Page 30

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

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

Page 36

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

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

Page 38

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

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

Question 1.
Match the following.

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

Answer:

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

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

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

(Let’s Discuss)

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

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

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

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

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

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

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

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

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

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

(Let’s Do)

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

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

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

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

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

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

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

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

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

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

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

Multiple Choice Questions

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

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

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

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

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

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

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

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

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

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

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

Very Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

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

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

Long Answer Type Question

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

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

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

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

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Notes Civics Chapter 1 The Indian Constitution

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JAC Board Class 8th Social Science Notes Civics Chapter 1 The Indian Constitution

→ In large societies in which different communities of people live together, these rules are formulated through consensus and in modem countries this consensus is usually available in written form. A written document in which we find the rules is called a Constitution.

→ Why Does a Country Need a Constitution?

  • The Constitution serves several purposes. First, it lays out certain ideals that form the basis of the kind of country that we as citizens aspire to live in. Or, a Constitution tells us what the fundamental nature of our society is.
  • A Constitution helps serve as a set of rules and principles that all persons in a country can agree upon as the basis of the way in which they want the country to be governed.
  • This includes not only the type of government but also an agreement on certain ideals that they all believe the country should uphold.
  • In 2006 the people of Nepal finally succeeded in putting an end to the powers of the King. The people had to write a new Constitution to establish Nepal as
    a democracy. The reason that they did not want to continue with the previous Constitution is because it did not reflect the ideals of the country that they want Nepal to be and that they have fought for.
  • The people of Nepal adopted a new Constitution for the country in 2015.
  • The second important purpose of a Constitution is to define the nature of a country’s political system.
  • The Constitution plays a crucial role in laying out certain important guidelines that govern decision making within these societies.

JAC Class 8 Social Science Notes Civics Chapter 1 The Indian Constitution

→ In a democracy, we choose our leaders so that they can exercise power responsibly on behalf of common people.

  • However, there is always the possibility that these leaders might misuse their authority and the Constitution usually provides safeguards against this.
  • In democratic societies, the Constitution often lays down rules that guard against the misuse of authority by our political leaders.
  • The Right to Equality is one of the Fundamental Rights guaranteed by the Indian Constitution.
  • Another important function that a Constitution plays in a democracy is to make sure that a dominant group does not use its power against other, less powerful people or groups.
  • The Constitution usually contains rules that ensure that minorities are not excluded from anything that is routinely available to the majority.
  • Another reason why we have a Constitution is precisely to prevent this tyranny or domination by the majority of a minority.
  • The third significant reason why we need a Constitution is to save us from ourselves.
  • The Constitution helps to protect us against certain decisions that we might take that could have an adverse effect on the larger principles that the country believes in.

→ The Indian Constitution: Key Features

  • By the beginning of the twentieth century, the Indian national movement had been active in the struggle for independence from British rule for several decades.
  • During the freedom struggle the nationalists had devoted a great deal of time to imagining and planning what a free India would be like.
  • The leaders work was to work out the ways in which a democratic government would be set up in India and the rules that would determine its functioning.
  • • This was done not by one person but by a group of around 300 people who became members of the Constituent Assembly in 1946 and who met periodically for the next three years to write India’s Constitution.
  • When the Constitution was being written, India was going through considerable turmoil. The partition of the country into India and Pakistan was imminent, some of the Princely States remained undecided about their future, and the socio-economic condition of the vast mass of people appeared dismal.
  • The final document also reflects its concern for eradicating poverty through socio-economic reforms as well as emphasising the crucial role the people can play in choosing their representatives.

→ The key features of the Indian Constitution are given below:

  • Federalism
  • Parliamentary Form of Government
  • Separation of Powers
  • Fundamental Rights
  • Secularism

→ Federalism:

  • This refers to the existence of more than one level of government in the country. In India, we have governments at the state level and at the centre. Panchayati Raj is the third tier of government.
  • The vast number of communities in India meant that a system of government needed to be devised that did not involve only persons sitting in the capital city of New Delhi and making decisions for everyone.
  • It was important to have another level of government in the states so that decisions could be made for that particular area.
  • While each state in India enjoys autonomy in exercising powers on certain issues, subjects of national concern require that all of these states follow the laws of the central government.
  • Under federalism, the states are not merely agents of the federal government but draw their authority from the Constitution as well. All persons in India are governed by laws and policies made by each of these levels of government.

JAC Class 8 Social Science Notes Civics Chapter 1 The Indian Constitution

→ Parliamentary Form of Government:

  • The different tiers of government consist of representatives who are elected by the people.
  • The Constitution of India guarantees universal adult suffrage for all citizens.
  • The people of India have a direct role in electing their representatives.
  • Every citizen of the country, irrespective of his/her social background, can also contest in elections. These representatives are accountable to the people.

→ Separation of Powers:

  • According to the Constitution, there are three organs of government. They are the legislature, the executive and the judiciary.
  • The legislature refers to our elected representatives.
  • The executive is a smaller group of people who are responsible for implementing laws and running the government.
  • The judiciary refers to the system of courts in this country.
  • In order to prevent the misuse of power by any one branch of government, the Constitution says that each of these organs . should exercise different powers.

→ Fundamental Rights:

  • The section on Fundamental Rights has often been referred to as the ‘conscience’ of the Indian Constitution.
  • Fundamental Rights protect citizens against the arbitrary and absolute exercise of power by the State.
  • The Constitution guarantees the rights of individuals against the State as well as against other individuals.
  • The Constitution also guarantees the rights of minorities against the majority.
  • As Dr Ambedkar has said about these Fundamental Rights, their object is two-fold.
  • The first objective is that every citizen must be in a position to claim those rights.
  • Secondly, these rights must be binding upon every authority that has got the power to make laws.
  • The Constitution also has a section called Directive Principles of State Policy.
  • This section was designed by the members of the Constituent Assembly to ensure greater social and economic reforms and to serve as a guide to the independent Indian State to institute laws and policies that help reduce the poverty of the masses.

→ Secularism:
A secular state is one in which the state does not officially promote any one religion as the state religion.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 2 Understanding Secularism

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JAC Board Class 8th Social Science Notes Civics Chapter 2 Understanding Secularism

→ The acts of discrimination take place more easily when one religion is given official recognition by the State at the expense of other religions.

→ What is Secularism?

  • The Indian Constitution allows individuals the freedom to live by their religious beliefs and practices as they interpret these.
  • In keeping with this idea of religious freedom for all, India also adopted a strategy of separating the power of religion and the power of the State.
  • Secularism refers to this separation of religion from the State.

JAC Class 8 Social Science Notes Civics Chapter 2 Understanding Secularism

→ Why is it Important to Separate Religion from the State?

  • The most important aspect of secularism is its separation of religion from State power. This is important for a country to function democratically.
  • If the majority religious group has access to State power. then it could quite easily use this power and financial resources to discriminate against and persecute persons of other religions.
  • This tyranny of the majority could result in discrimination, coercion and at times even the killing of religious minorities.
  • The tyranny of the majority and the violation of Fundamental Rights that can result is one reason why it is important to separate the State and religion in democratic societies.
  • Another reason that is important to separate religion from the State in democratic societies is because we also need to protect the freedom of individuals to exit from their religion, embrace another religion or have the freedom to interpret religious teachings differently.

→ What is Indian Secularism?

  • The Indian Constitution mandates that the Indian State be secular.
  • According to the Constitution, only a secular State can realise its objectives to ensure the following:
    • That one religious community does not dominate another;
    • That some members do not dominate other members of the same religious community;
    • That the State does not enforce any particular religion nor take away the religious freedom of individuals.
  • The Indian State works in various ways to prevent the domination. First, it uses a strategy of distancing itself from religion.
  • The Indian State is not ruled by a religious group and nor does it support any one religion.
  • Government schools cannot promote any one religion either in their morning prayers or through religious celebrations. This rule does not apply to private schools.
  • The second way in which Indian secularism works to prevent the domination is through a strategy of non-interference.
  • The third way in which Indian secularism works to prevent the domination is through a strategy of intervention.
  • In order to prevent the religion-based exclusion and discrimination of Tower castes’, the Indian Constitution bans untouchability.
  • To ensure that laws relating to equal inheritance rights are respected, the State may have to intervene in the religion-based ‘personal laws’ of communities.
  • The intervention of the State can also be in the form of support.
  • The Indian Constitution grants the right to religious communities to set up their own schools and colleges.
  • The First Amendment of the U.S. Constitution prohibits the legislature from making laws ‘respecting an establishment of religion’ or that ‘prohibit the free exercise of religion’.
  • In the U.S.A., the separation between State and religion means that neither the State nor religion can interfere in the affairs of one another.
  • Unlike the strict separation between religion and the State in American secularism, in Indian secularism the State can intervene in religious affairs. This is the difference.

JAC Class 8 Social Science Notes Civics Chapter 2 Understanding Secularism

→ In Indian secularism, though the State is not strictly separate from religion it does maintain a principled distance vis-a-vis religion.

  • This means that any interference in religion by the State has to be based on the ideals laid out in the Constitution.
  • The Indian State is secular and works in various ways to prevent religious domination.
  • The Indian Constitution guarantees Fundamental Rights that are based on these secular principles.
  • The knowledge that such rights exist makes us sensitive to the violations that occurs and enables us to take action when these violations take place.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 3 Why Do We Need A Parliament?

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JAC Board Class 8th Social Science Notes Civics Chapter 3 Why Do We Need A Parliament?

→ The Parliament enables citizens of India to participate in decision making and control the government, thus making it the most important symbol of Indian democracy and a key feature of the Constitution.

→ Why should People Decide?

  • People from various backgrounds joined the struggle and they were inspired by the ideas of freedom, equality and participation in decision- making.
  • As far back as 1885, the Indian National Congress demanded that there be elected members in the legislature with a right to discuss the budget and ask questions.
  • The Government of India Act 1909, allowed for some elected representation.
  • While these early legislatures under the British government were in response to the growing demands of the nationalists, they did not allow for all adults to vote nor could people participate in decision making.
  • With the coming of independence, we were going to be citizens of a free country.
  • This did not mean that the government could do what it felt like, it meant that the government had to be sensitive to people’s needs and demands.

JAC Class 8 Social Science Notes Civics Chapter 3 Why Do We Need A Parliament?

→ People and their Representatives

  • The take-off point for a democracy is the idea of consent, i.e., the desire, approval and participation of people.
  • The basic idea in the democratic government is that the individual or the citizen are the most important person and that in principle the government as well as other public institutions need to have the trust of these citizens.
  • People would elect their representatives to the Parliament, then, one group from among these elected representatives form the government.
  • The Parliament, which is made up of all representatives together, controls and guides the government.

→ The Role of the Parliament

  • Created after 1947, the Indian Parliament is an expression of the faith that the people of India have in principles of democracy.
  • The Parliament in our system has immense powers because it is the representative of the people.
  • The Lok Sabha is usually elected once every five years.
  • Each of these constituencies elects one person to the Parliament. The candidates who contest elections usually belong to different political parties.
  • Once elected, these candidates become Members of Parliament or MPs. These MPs together make up the Parliament.
  • Once elections to the Parliament have taken place, the Parliament needs to perform the following functions:

→ To Select the National Government

  • Parliament of India consists of the President, the Rajya Sabha and the Lok Sabha.
  • After the Lok Sabha elections, a list is prepared showing how many MPs belong to each political party.
  • For a political party to form the government, they must have a majority of elected MPs.
  • The Opposition in Parliament is formed by all the political parties that oppose the majority party/coalition formed.
  • The largest amongst these parties is called the Opposition party.
  • One of the most important functions of the Lok Sabha is to select the executive.
  • The Prime Minister of India is the leader of the ruling party in the Lok Sabha.
  • From the MPs who belong to the majority party, the Prime Minister selects ministers to work with her to implement decisions.
  • These ministers then take charge of different areas of government functioning like health, education, finance, etc.
  • The different political parties join together with similar interests as they didn’t get majority of votes and who are interested in similar concerns to form what is known as a coalition government.
  • The Rajya Sabha functions primarily as the representative of the states of India in the Parliament.
  • The Rajya Sabha can also initiate legislation and a bill is required to pass through the Rajya Sabha in order to become a law.
  • The members of the Rajya Sabha are elected by the elected members of the Legislative Assemblies of various states.

JAC Class 8 Social Science Notes Civics Chapter 3 Why Do We Need A Parliament?

→ To Control, Guide and Inform the Government

  • The question hour is an important mechanism through which MPs can elicit information about the working of the government.
  • This is a very important way through which the Parliament controls the executive.
  • Asking questions of the government is a crucial task for every MP.
  • The Opposition parties play a critical role in the healthy functioning of a democracy.
  • The government gets valuable feedback and is kept on its toes by the questions asked by the MPs.
  • The MPs as representatives of the people have a central role in controlling, guiding and informing Parliament and this is a key aspect of the functioning of Indian democracy.

→ Law-Making
Law-making is a significant function of Parliament.

→ Who are the People in Parliament?

  • Parliament now has more and more people from different backgrounds.
  • There has also been an increase in political participation from the Dalits and backward classes.
  • There is a realisation that when interests and experiences separate us it is important to ensure that communities that have been historically marginalised are given adequate representation.
  • With this in mind, some seats are reserved in Parliament for SCs and STs.
  • Similarly, it has more recently been suggested that there should be reservation of seats for women.
  • It is issues of this kind that force the country to ask certain difficult and often unresolved questions about whether our democratic system is representative enough.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Solutions Geography Chapter 6 Human Resource

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

JAC Class 8th Geography Human Resource InText Questions and Answers

Page 63

Question 1.
Study Fig. 6.1 and find out of the world’s total population which continent has: Of every 100 people in the world…
JAC Class 8 Social Science Solutions Geography Chapter 6 Human Resource 1
(a) only 5 per cent
(b) only 13 per cent
(c) only 1 per cent
(d) only 12 per cent
Answer:
(a) North America
(b) Africa
(c) Ocenia (Australia, New Zealand, Pacific islands)
(d) Europe

Page 64

Question 2.
Look at Fig 6.2 and find out: of these countries how many are in Asia? Colour them on a world map.
JAC Class 8 Social Science Solutions Geography Chapter 6 Human Resource 2
Answer:
There are 7 countries in Asia Japan, Russia, Bangladesh, Pakistan, Indonesia, India and China. On a world map, students need to colour on their own.

Page 67

Question 3.
Every human being is potential resource for the society. What will be your contribution as a human resource?
Answer:
Students need to do it on their own.

JAC Class 8th Geography Human Resource Textbook Questions and Answers

Question 2.

(i) Which does the term population distribution refer to?
(a) How population in a specified area changes over time.
(b) The number of people who die in relation to the number of people born in a specified area.
(c) The way in which people are spread across a given area.
Answer:
(c) The way in which people are spread across a given area.

(ii) Which are three main factors that cause population change?
(a) Births, deaths and marriage
(b) Births, deaths and migration
(c) Births, deaths and life expectancy
Answer:
(b) Births, deaths and migration

(iii) In 1999, the world population reached
(a) 1 billion
(b) 3 billion
(c) 6 billion
Answer:
(c) 6 billion

(iv) What is a population pyramid?
(a) A graphical presentation of the age, sex composition of a population.
(b) When the population density of an area is so high that people live in tali buildings.
(c) Pattern of population distribution in large urban areas.
Answer:
(a) A graphical presentation of the age, sex composition of a population.

Question 3.
Complete the sentences below using some of the following words:
sparsely, favourable, fallow, artificial, fertile, natural, extreme, densely When people are attracted to an area it becomes populated Factors that influence this include climate; good supplies of resources and land.
Answer:
When people are attracted to an area it becomes ..densely., populated Factors that influence this include ..favourable., climate; good supplies of …natural… resources and …fertile… land.

Question 4.
Activity
Discuss the characteristics of a society with ‘too many under 15s’ and one with ‘too few under 15s’.
Hint:
need for schools; pension schemes, teachers, toys, wheel chairs, labour supply, hospitals.
Answer:
Students need to do it on their own.

JAC Class 8th Geography Human Resource Important Questions and Answer

Multiple Choice Questions

Question 1.
When was the Ministry of Human Resources Development created to help the people of India to be healthy, educated and happy?
(a) 1990
(b) 1980
(c) 1995
(d) 1985
Answer:
(d) 1985

Question 2.
More than 90 per cent of world’s population lives on about per cent of the land surface.
(a) 30
(b) 20
(c) 10
(d) 40
Answer:
(c) 10

Question 3.
Population……..is the number of people living in a unit area of the earth’s surface. India has 382 people per square per kilometer whereas the world’s average is 14 only.
(a) density
(b) pyramid
(c) distribution
(d) number
Answer:
(a) density

Question 4.
The difference between emigrant and immigrant is:
(a) An emigrant is a person leaving her home country and an immigrant is a person leaving his home country.
(b) An emigrant is a person leaving her home country and an immigrant is a person entering a new country.
(c) An immigrant is a person leaving her home country and an emigrant is a person entering a new country.
(d) None of these
Answer:
(b) An emigrant is a person leaving her home country and an immigrant is a person entering a new country.

Question 5.
The main factors that brings a population change of an area are
(a) births, deaths, migration.
(b) births, deaths, style.
(c) births, deaths, religion.
(d) births, deaths, climate.
Answer:
(a) births, deaths, migration.

Question 6.
The least number of people live in the………continent.
(a) Africa
(b) Asia
(c) Antarctica
(d) Europe
Answer:
(c) Antarctica

Question 7.
The most populated continent is …….
(a) North America
(c) South America
(b) Asia
(d) None of these
Answer:
(b) Asia

Question 8. According to population, India’s rank in the world is…….
(a) first
(b) second
(c) third
(d) fourth
(d) none of these
Answer:
(b) second

Question 9.
Human resources differ from one another in respect of………
(a) education level
(b) sex
(c) age
(d) all of these
Answer:
(d) all of these

Question 10.
The method and way in which people are spread across the surface of the earth is called as the pattern of population.
(a) distribution
(b) density
(c) pyramid
(d) none of these
Answer:
(a) distribution

Very Short Answer Type Questions

Question 1.
What do you mean by birth rate and death rate?
Answer:
The number of live births per 1000 persons is known as birth rate. The number of deaths per 1000 persons is known as death rate.

Question 2.
Which country has experienced a loss in population due to emigration?
Answer:
Sudan is the country which has experienced a loss in population due to emigration.

Question 3.
What is the percentage of the world’s population who lives in about 10% of the land surface?
Answer:
The world’s population who lives in about 10% of the land surface is 90 per cent.

Question 4.
Why is population growth slowing in United Kingdom?
Answer:
In United Kingdom, population growth is slowing because of both low birth and death rates.

Question 5.
What do you mean by life expectancy?
Answer:
The number of years that an average person can expect to live is known as the life expectancy.

Question 6.
What is called as the pattern of population distribution?
Answer:
The way in which people are spread across the earth surface is called the pattern of population distribution.

Question 7.
What do you understand by population density?
Answer:
By population density we understand that it is the number of people living in a unit area of the earth’s surface. It is normally expressed as per square km.

Question 8.
People migrate from rural areas to urban areas. Why?
Answer:
Within countries large number of people may move from the rural areas to urban areas in search of better employment, education and health facilities.

Question 9.
Who are immigrants?
Answer:
Immigrants are those people who arrive in a country.

Question 10.
Who are emigrants?
Answer:
Emigrants are those people who leave a country.

Short Answer Type Questions

Question 1:
Distinguish between productive and dependent population.
Answer:

Productive Population Dependent Population
Population engaged in productive economic activities. Population is dependent on productive population and not engaged in any economic activities.
15-59 years of age group belongs to this category. Below 15 years and above 60 years belongs to this group.
People are economically independent. People are economically dependent.

Question 2.
What is the general movement of international migrations? Why it happens?
Answer:
The general movement of international migrations is from the less developed nations to the more developed nations in search of better employment opportunities and better living standards.

Question 3.
When was Pradhan Mantri Kaushal Vikas Yojna (PKVY) started? What was the objective of this scheme?
Answer:
Pradhan Mantri Kaushal Vikas Yojna (PKVY) was started in 2015. Its aim was to train one crore Indian youth from 2016 to 2020. The objective of this scheme is to encourage towards employable skills by giving quality training to probable and existing wage earners.

Question 4.
What does the shape of a population pyramid of Japan point out? Answer: In countries like Japan, low birth rates make the pyramid narrow at the base. Decreased death rates allow numbers of people to reach old age.
JAC Class 8 Social Science Solutions Geography Chapter 6 Human Resource 3
Answer:
Population Pyramid of Japan – The base of the pyramid is narrow. This indicates less birth rate when compared to the death rate. Since the birth rate is less, the number of children who grow into adults will also be considerably less. So, the overall population is also less.

Question 5.
Why some countries such as Kenya have high population growth rate?
Answer:
Some countries such as Kenya had high population growth rate because they have both high birth and death rates. Nowadays, with improved health care, the death rates have fallen but birth rates still remain high which leads to high growth rate.

Question 6.
What has caused the population explosion?
Answer:
In 1804, the world’s population reache(d) one billion. A hundred and fifty years later, in 1959 the world’s population reached 3 billion and it is often known as population explosion. Less than 40 years later, in 1999, the population doubled to 6 billion. The main reason for this growth was that with better food supplies and medicine, numbers of deaths were fallen down, while the number of births still remained fairly high.

Question 7.
Do you think climate affect the population distribution of an area? If yes, then how?
Answer:
Yes, I think climate affects the population distribution of an area. People usually avoid extreme climates that are very hot or very cold like Sahara desert, polar regions of Russia, Canada and Antarctica.

Question 8.
In brief write about the distribution of population.
Answer:
Distribution of population:

  1. More than 90 per cent of the world’s population lives in about 10 per cent of the land surface.
  2. The distribution of population in the world is extremely uneven. Some areas are very crowded and some are sparsely populated.
  3. Very few people live in high latitude areas, tropical deserts, high mountains and areas of equatorial forests. Many more people live north of the Equator than south of the Equator.
  4. Almost three-quarters of the world’s people live in two continents Asia and Africa.

Question 9.
Why do you think population study essential for the government?
Answer:
Population study is essential for the government because it helps to plan for the areas such as education, housing, social security, education, employment and environmental preservation and conservation.

Long Answer Type Questions

Question 1.
Explain briefly the Ministry of Human Resources Development in India.
Answer:
The Ministry of Human Resources Development in India is an Indian government ministry which is responsible for the development of human resources. It has been divided into departments:

  • The Department of School Education and Literacy: it deals with primary education and literacy.
  • The Department of Higher Education: it deals with secondary and post-secondary education.

In 1910, under the British rule, the department originated as the Indian Education Department. After independence, the Ministry of Education was created in 1947. The Ministry of Education was merged with the newly created Ministry of Human Resources Development in 1985. The Ministry’s objective is to achieve universal access and enrollment, universal retention of children upto 14 years of age in school and essential and fundamental improvement in the quality of education to enable all children to achieve substantial levels of learning. Also paying special attention to disadvantaged groups such as the poor, females and the minorities.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions Geography Chapter 5 Industries

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

JAC Class 8th Geography IndustriesIn Text Questions and Answers

Page 48

Question 1.
Trace the journey of your shirt from a cotton field to your wardrobe.
Answer:
Cotton yam that is used in making cotton garments have to go through a long journey from fields to our wardrobes. The first step is naturally growing cotton in the fields which takes a long time and lot of efforts. Cotton is found in small bud like structures. During harvesting season, farmers pluck out cotton buds and separate raw cotton. The raw cotton is then spinned on a hand loom or power loom. After spinning, cotton yam is weaved to make finished cotton cloth. This cloth is used by tailors to make different garments and sold to retailers. We buy garments from retailers and that is how it reaches us.

Page 49

Question 2.
Give some examples of agro-based industries.
Answer:
Some agro-based industries are tea industry, sugar industry, textile industry, food processing industries.

Page 50

Question 3.
Find out the inputs, outputs and processes involved in the manufacture of a leather shoe.
Answer:
The inputs, outputs and processes involved in the manufacture of a leather shoe:

Input:
Raw material, labour, land cost, transportation cost, infrastmcture.

Output:
Leather shoes

Processes:
Activities to convert hide into leather, washing, cleaning, cutting into different design, sewing, polishing, packing, then out for sale in market.

Page 55

Question 4:
With the help of an atlas identify some iron and steel industries in India and mark their location on an outline map of India.
Answer:
Students need to do it on their own.

Page 58

Question 5.
Collect different types of pieces of cloth from a tailor’s shop and classify them under cotton, silk, synthetic and woolen. Find out the raw materials used in their manufacturing.
Answer:
Students need to do it on their own. Raw material cotton crop silkworm yam wool

Page 58

Question 6.
On an outline map of the world mark the places which provide raw material to cotton textile industry of Osaka.
Answer:
Students need to do it on their own.

JAC Class 8th Geography Industries Textbook Questions and Answers

Answer The Following Questions.

Question 1.

(i) What is meant by the term ‘industry’?
Answer:
The term ‘Industry’ deals with the economic activity that is concerned with production of goods, extraction of minerals or the provision of services.

(ii) Which are the main factors which influence the location of an industry?
Answer:
The main factors which influence the location of an industry are land, labour, water, power, availability of raw materials, transport and market.

(iii) Which industry is often referred to as the backbone of modern industry and why?
Answer:
Iron and steel industry is often referred to as the backbone of modem industry because most of the things are either made of iron or steel or whose products are used as raw materials for other industries.

(iv) Why cotton textile industry rapidly expanded in Mumbai?
Answer:
Cotton textile industry rapidly expanded in Mumbai because of many favourable conditions such as it has warm and moist climate, facility of port for importing machineries, availability of raw materials and skilled labour easily.

Tick the correct answer.

Question 2.

(i) Fort Gloster is located in
(a) West Bengal
(b) California
(c) Gujarat
Answer:
(a) West Bengal

(ii) Which one of the following is a natural fibre?
(a) nylon
(b) jute
(c) acryclic
Answer:
(b) jute

Distinguish between the followings.

Question 3.

(i) Agro-based and mineral based industry
Answer:

Agro-based industry Mineral based industry
Plants and animal based products are used as raw materials. Mineral ores are used as raw materials.
It provides employment mostly in rural areas. It provides employment in both mral and urban areas.
Examples: jute industry, cotton industry, diary products, etc. Examples: iron and steel industry, etc.

(ii) Public sector and joint sector industry
Answer:

Public sector industry Joint sector industry
These industries are owned and run by the government. These industries are owned and operated by the state as well as individuals.
Examples: Hindustan Aeronautics Ltd., BHEL, Steel Authority of India Ltd., etc. Examples: Maruti Udyog, etc.
These are managed by the workforce appointed by the government. These are managed by government as well as private employees.

Question 4.
Give two examples of the following in the space provided:
(i) Raw Materials: ………..and……….
Answer:
plants, ores.

(ii) End products:………. and………..
Answer:
Motorbikes, shoes

(iii) Tertiary Activities:……… and ………
Answer:
Banking, transport

(iv) Agro-based Industries:………… and ……
Answer:
Jute, sugar industry

(v) Cottage Industries: …… and ……
Answer:
Pottery, mats
Answer:

(vi) Co-operatives: and
Answer:
Sudha dairy, Khadi industry

Question 5.
Activity
How to identify a location for establishing an industry :
Divide your class into groups. Each group is a Board of Directors faced with the problem of choosing a suitable site for an iron and steel plant of Developed Dweep. A team of technical experts has submitted a report with notes and a map. The team considered access to iron ore, coal, water and limestone, as well as the main market, sources of labour and port facilities. The team has suggested two sites, X and Y. The Board of Directors has to take the final decision about where to locate the steel plant.

  • Read the report submitted by the team.
  • Study the map to find out the distances of the resources from each site.
  • Give each resource a ‘weight’ from 1 to 10, according to its importance. The greater the ‘pull’ of the factor on the industry the higher the weight from 1 to 10.
  • Complete the table on the next page.
  • The site with the lowest total should be the most satisfactory site.
  • Remember each group of directors can decide differently.

JAC Class 8 Social Science Solutions Geography Chapter 5 Industries 1
Report Factors/Resources affecting the location of a proposed Iron and Steel Plant on Developed Dweep.

  • Iron ore:
    This is a very large deposit of low grade iron ore. Long distance transportation of the ore would be uneconomic.
  • Coal:
    The only coalfield contains rich deposits of high grade coal. Transportation of the coal is by railway, which is relatively cheap.
  • Limestone:
    This is widely available over the island, but the purest deposits are in the Chuna Mountains.
  • Water:
    Both the tributaries of River Neel carry sufficient water to supply a large iron and steel plant in all seasons. The sea water because of its high salt content is unsuitable.
  • Market:
    It is expected that the chief market for the Plant’s products will be the engineering works of Rajdhanipur. Transport costs for the products-mainly small steel bars and light steel plates would be relatively low.
  • Labour supply:
    This will have to be recruited mainly from the unskilled workers in the 3 fishing villages of Hill, Rah and
    Sing. It is expected that most workers will commute daily from their present homes.
  • Port facilities:
    These are at present minimal. There is a good, deep natural harbour at port Paschimpur developed to import metal alloys.
Resource Distance from X Distance from X Weighting 1-10 Distance X weight for site X Distant X weight for site Y
Iron ore
Coal
Limestone
Water
Chief market
Labour supply
Total =

Students need to do it on their own

JAC Class 8th Geography Industries Important Questions and Answers

Multiple Choice Questions

Question 1:
The countries where the textile industries concentrated are…….. .
(a) Japan
(b) India
(c) Taiwan
(d) All of these
Answer:
(d) All of these

Question 2.
Steel is widely used for industrial purposes because
(a) of ability to resist rusting.
(b) of being tough.
(c) both a and b
(d) none of these
Answer:
(c) both a and b

Question 3.
The is a mineral based industry.
(a) coffee
(b) petrochemical
(c) sugar
(d) cotton
Answer:
(b) petrochemical

Question 4.
Public sector plants market their steel through:
(a) SAIL
(b) Tata Steel
(c) TISCO
(d) HAL
Answer:
(a) SAIL

Question 5.
In India, has emerged as the ‘electronic city’.
(a) Bengaluru
(b) Mumbai
(d) Pune
Answer:
(a) Bengaluru

Question 6.
The first cement plant was setup in….. .
(a) Kolkata
(b) Chennai
(d) Delhi
Answer:
(b) Chennai

Question 7.
Silica is used as raw material in industries.
(a) steel
(b) aluminum
(c) cement
(d) none of these
A(c) cement

Question 8.
The largest producer and consumer of steel in the world is/ are
(a) India
(b) China
(c) USA
(d) both b and c
Answer:
(b) China

Question 9.
The challenge that Jute industry facein India is/are:
(a) competition from synthetic substitution.
(b) poor market price.
(c) low productivity of labour.
(d) high cost.
Answer:
(a) competition from synthetic substitution.

Question 10.
Industrial accidents usually happen due to
(a) technical failure.
(b) negligence.
(c) irresponsible handling of materials.
(d) all of these
Answer:
(d) all of these

Very Short Answer Type Questions

Question 1.
Which industry uses Bauxite as raw material?
Answer:
The industry which uses Bauxite as raw material is Aluminum industry.

Question 2.
Which place/city is known as the ‘Manchester of India’?
Answer:
Ahmadabad is known as the ‘Manchester of India’.

Question 3.
Where was the first textile mill in India established?
Answer:
The first textile mill in the country was established at Fort Gloster near Kolkata.

Question 4.
What are the major hubs of Information Technology industry in the world.
Answer:
The major hubs of Information Technology industry are the Silicon Valley of Central California and the Bangalore region of India.

Question 5.
In which countries iron and steel industries in the world are located?
Answer:
The countries in which iron and steel industry is located are Germany, USA, China, Japan and Russia.

Question 6.
What is the link between the mines and the industry in Pittsburgh?
Answer:
The link between mines and the industry in Pittsburgh is one of the world’s best routes for shipping ore cheaply – the famous Great Lakes waterway.

Question 7.
From where does the iron ore come to Pittsburgh?
Answer:
The iron ore come to Pittsburgh from the iron mines at Minnesota, about 1500 km from Pittsburgh.

Question 8.
What do you mean by sunrise industries? Give examples.
Answer:
Emerging industries are also known as ‘Sunrise Industries’. These industries include Information Technology, Wellness, Hospitality and Knowledge.

Question 9:
Where do we find the major industrial regions of the world?
Answer:
Major industrial regions of the world are eastern North America, western and central Europe, eastern Europe and eastern Asia.

Question 10.
In which year, the industrial disaster occurred in Bhopal?
Answer:
On 3rd December 1983, the industrial disaster occurred in Bhopal.

Short Answer Type Questions 

Question 1.
Which industries have replaced the cotton textile industry of Osaka?
Answer:
The cotton textile industry of Osaka has been replaced by other industries, such as iron and steel, machinery, ship building, automobiles, electrical equipment and cement.

Question 2.
What does industrial system composed of?
Answer:
Industrial system composed of the following things:

  • input
  • processes
  • output.

Question 3.
What do you mean by marine based industries?
Answer:
The products from sea and oceans are used as raw materials in marine based industries. Some examples of this industries are manufacturing fish oil, processing sea food.

Question 4.
List the important industrial regions of India.
Answer:
Industrial regions of India are:

  • Gurgaon-Delhi-Meerut region
  • Mumbai-Pune region
  • Ahmedabad-Baroda region
  • Chhota Nagpur region
  • Bengaluru-Tamil Nadu region
  • Vishakhapatnam-Guntur region

Question 5.
Why several textile mills close down in Ahmedabad in recent years?
Answer:
Several textile mills have closed down in Ahmedabad in recent years because of the emergence of new textile centres in the country as well as non-upgradation of machines and technology in the mills of Ahmedabad.

Question 6.
What products do industrial plants in Jamshedpur produce?
Answer:
In Jamshedpur, several other industrial plants were set up after TISCO. They produce chemicals, locomotive parts, agricultural equipment, machinery, tinplate, cable and wire.

Question 7.
Why did the cotton textile industry in India could not compete with the industries in the west initially?
Answer:
The production of handwoven cotton textile was expensive and time consuming. Hence, traditional cotton textile industry could not face the competition from the new textile mills of the West, which produced cheap and good quality fabrics.

Question 8.
List the similar points between information technology industry in Bangalore and California.
Answer:
Similar points between information technology industry in Bangalore and California are:

  1. Presence of high quality educational institutions and advanced scientific and technological centres.
  2. Availability of skilled work force.
  3. Good access to markets.
  4. Pleasant climate with an attractive and a clean environment.
  5. Well developed and well connected.

Question 9.
What do you mean by small scale industry?
Answer:
Small scale industries run on small capital and technology that produce large volumes of products such as silk weaving and food processing industries.

Question 10.
What do you mean by secondary activities?
Answer:
In secondary activities or manufacturing, raw materials are changed into products of more value to people. Such as, pulp changes into paper and paper into notebook. These steps represent the different level of manufacturing processes.

Long Answer Type Questions 

Question 1.
On the basis of ownership, industries can be classified into how many parts? Explain.
Answer:
On the basis of ownership, industries can be classified into 4 sectors. They are private sector, state owned or public sector, joint sector and cooperative sector.Private sector industries are owned and operated by individuals or a group of individuals. Examples are Reliance Industries, Adani Groups, Birla Groups, etc The public sector industries are owned and operated by the government.

Examples are Hindustan Aeronautics Limited, Steel Authority of India Limited, BHEL, etc Joint sector industries are owned and operated by the state and individuals or a group of individuals. An example of joint sector industry is Maruti Udyog Limite(d) Co-operative sector industries are owned and operated by the producers orsuppliers of raw materials, workers or both. Example of co-operative venture are Anand Milk Union Limited and Sudha Dairy.

Question 2.
On the basis of raw materials, industries can be classified Explain.
Answer:
On the basis of raw materials, industries can be classified into the following industries: agro-based, mineral based, marine based and forest based Agro-based industries use plant and animal based products as their raw materials. Examples of agro-based industries are food processing, vegetable oil, cotton textile, dairy products and leather industries. Mineral based industries are primary industries that use mineral ores as their raw materials. The products of these industries feed other industries.

Example Iron made from iron ore is the product of mineral based industry and this is used as raw material for the manufacture of a number of other products, such as heavy machinery, building materials and railway coaches. Marine based industries use products from the sea and oceans as raw materials. Some examples are industries processing sea food or manufacturing fish oil. Forest based industries utilise forest produce as raw materials. The industries associated with forests are pulp and paper, pharmaceuticals, furniture and buildings.

JAC Class 8 Social Science Solutions

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

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

JAC Board Class 8th Social Science Notes in English Medium

Jharkhand Board Class 8th History Notes

Jharkhand Board Class 8th Geography Notes

Jharkhand Board Class 8th Civics Notes

JAC Board Class 8th Social Science Solutions in Hindi Medium

JAC Board Class 8th History Notes in Hindi

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

JAC Board Class 8th Geography Notes in Hindi

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

JAC Board Class 8th Civics Notes in Hindi

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

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

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

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

Page 42

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

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

Page 47

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

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

Page 50

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

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

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

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

( Let’s Recall)

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

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

(Let’s Discuss)

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

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

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

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

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

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

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

(Let’s Do)

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

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

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

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

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

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

Multiple Choice Questions

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

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

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

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

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

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

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

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

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

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

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

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

Very Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

Short Answer Type Question

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Long Answer Type Question

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

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

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

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

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

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

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Notes Geography Chapter 4 Agriculture

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JAC Board Class 8th Social Science Notes Geography Chapter 4 Agriculture

→ Three types of economic activities are involved in transformation from a plant to a finished product. These are primary, secondary and tertiary activities.

  • Agriculture, fishing and gathering are examples of primary activities. It includes all those connected with extraction and production of natural resources.
  • Manufacturing of steel, baking of bread and weaving of cloth are examples of secondary activity. It is concerned with the processing of the primary resources.
  • Transport, trade, banking, insurance and advertising are examples of tertiary activities. These provide support to the primary and secondary sectors through services.
  • In the world, 50 per cent of persons are engaged in agricultural activity. Two-thirds of India’s population is still dependent on agriculture.
  • The land on which the crops are grown is known as arable land. Favourable topography of soil and climate are vital for agricultural activity.

JAC Class 8 Social Science Notes Geography Chapter 4 Agriculture

→ Farm System:

  • The important inputs in agriculture or farming are seeds, fertilisers, machinery and labour.
  • Ploughing, sowing, irrigation, weeding and harvesting are other operations involved.
  • The outputs from the system include crops, wool, dairy and poultry products.

→ Types of Farming:
Farming is categorised into two main types. These are subsistence farming and commercial farming.

→ Subsistence Farming:

  • This type of farming is practised to meet the needs of the farmer’s family.
  • Subsistence farming can be categorised as intensive subsistence and primitive subsistence farming.

→ Intensive Subsistence Farming:

  • In this type, the farmer cultivates a small plot of land using simple tools and more labour.
  • Rice is the main crop. Other crops include wheat, maize, pulses and oilseeds.
  • It is prevalent in the thickly populated areas of the monsoon regions of south, southeast and east Asia.

→ Primitive Subsistence Farming:

  • It can be categorised in shifting cultivation and nomadic herding.
  • Shifting cultivation is also known as ‘slash and bum’ agriculture.
  • It is practised in the thickly forested areas of Amazon basin, tropical Africa, parts of south-east Asia and north-east India.
  • These are the areas of heavy rainfall and quick regeneration of vegetation.
  • Crops like maize, yam, potatoes and cassava are grown.
  • Once the soil loses its fertility, the land is abandoned and the cultivator moves to a new plot.

→ Nomadic herding is the type of farming where herdsmen move from place to place with their animals for fodder and water, along defined routes. Due to climatic constraints and terrain, this type of movement arises.

  • Commonly reared animals are sheep, camel, yak and goats.
  • They provide milk, meat, wool, hides and other products to the herders and their families.
  • It is practised in the semi-arid and arid regions of Sahara, Central Asia and some parts of India, like Rajasthan and Jammu and Kashmir.

→ Commercial Farming:

  • In this type of farming, crops are grown and animals are reared for sale in market.
  • Commercial farming is categorised in three types: commercial grain farming, mixed farming and plantation agriculture.

→ Commercial grain farming crops are grown for commercial purpose.

  • Commercially grown grains are wheat and maize.
  • Major areas are temperate grasslands of North America, Europe and Asia.

JAC Class 8 Social Science Notes Geography Chapter 4 Agriculture

→ Mixed farming:

  • In this type of farming, the land is used for growing food and fodder crops and rearing livestock,
  • Major areas are in Europe, eastern USA, Argentina, south-east
    Australia, New Zealand and South Africa.

→ Plantation agriculture:

  • In this type of farming, single crop of tea, coffee, sugarcane, cashew, rubber, banana or cotton are grown.
  • Large amount of labour and capital are required. Transport network is essential for such farming.
  • Majorly they are found in the tropical regions of the world. Some of the examples are rubber in Malaysia, coffee in Brazil, tea in India and Sri Lanka.

→ Major Crops:

  • Major food crops are wheat, rice, maize and millets. Jute and cotton are fibre crops. Important beverage crops are tea and coffee.
  • Crops are grown to meet the requirements of the growing population.

→ Rice:

  • It is the major food crop of the world.
  • It is the staple diet of the tropical and sub¬tropical regions.
  • China, India, Japan, Sri Lanka and Egypt are the major producers of rice.
  • It needs high temperature, high humidity and rainfall. It grows best in alluvial clayey soil.

→ Wheat:

  • It requires moderate temperature and rainfall during growing season and bright sunshine at the time of harvest.
  • USA, Canada, Argentina, Russia, Ukraine, Australia and India are the leading producers of wheat. In India it is grown in winter.

→ Millets:

  • Millets are also known as coarse grains. It includes jowar, bajra and ragi.
  • It can be grown on less fertile and sandy soils. It needs low rainfall and high to moderate temperature and adequate rainfall.
  • Leading producers are India, Nigeria, China and Niger.

→ Maize:

  • It requires moderate temperature, rainfall and lots of sunshine and fertile soil.
  • North America, Brazil, China, Russia, Canada, India, and Mexico are the producers of maize.

→ Cotton:

  • It requires high temperature, light rainfall, 210 frost-free days and bright sunshine for its growth.
  • It grows best on black and alluvial soils.
  • The leading producers of cotton are China, USA, India, Pakistan, Brazil and Egypt.

JAC Class 8 Social Science Notes Geography Chapter 4 Agriculture

→ Jute:

  • It is also known as the ‘Golden Fibre’.
  • It requires high temperature, heavy rainfall and humid climate and grows well on alluvial soil.
  • The leading producers of jute are India and Bangladesh.

→ Coffee:

  • It requires warm and wet climate and well drained loamy soil.
  • The leading producer is Brazil followed by Columbia and India.

→ Tea:

  • It requires cool climate and well-distributed high rainfall throughout the year for the growth of its tender leaves.
  • Kenya, India, China, Sri Lanka produce the best quality tea in the world.

→ Agricultural Development:

  • It refers to efforts made to increase farm production in order to meet the growing demand of increasing population.
  • Another aspect of agricultural development is mechanisation of agriculture.
  • The major aim of agricultural development is to increase food security.
  • Developing countries which has large populations usually practice intensive agriculture.
  • Larger holdings are more suitable for commercial agriculture as in USA, Canada and Australia.

JAC Class 8 Social Science Notes

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

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

→ How the British saw Education The tradition of Orientalism

  • William Jones was appointment as a junior judge at the Supreme Court that the Company had set up in Calcutta. In addition to being an expert in law, Jones was a linguist.
  • He had studied Greek and Latin at Oxford, knew French and English and also had learnt Arabic and Persian.
  • He also learnt Sanskrit language.
  • Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed were also busy discovering the ancient Indian heritage and mastering Indian languages and translating Sanskrit and Persian works into English.
  • Together with them, Jones set up the Asiatic Society of Bengal, and started a journal called Asiatick Researches.
  • Jones and Colebrooke shared a deep respect for ancient cultures, both of India and the West.
  • They felt that indian civilisation had attained its glory in the ancient past but had subsequently declined.
  • In order to understand India it was necessary to discover the sacred and legal texts that were produced in the ancient period.
  • This project which was done by Kones and Civilising the “Native”, Educating the Nation Colebrooke believed that would not only help the British leam from Indian culture but it would also help Indians rediscover their own heritage and understand the lost glories of their past.

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

→ In this process, the British would become the guardians of Indian culture as well as its masters.

  • British felt that institutions should be set up to encourage the study of ancient Indian texts and teach Sanskrit and Persian literature and poetry.
  • The officials also thought that Hindus and Muslims ought to be taught what they were already familiar with and what they valued and treasured, not subjects that were alien to them.
  • They believed in this way that they could win a place in the hearts of the “natives” and only then could the alien rulers expect to be respected by their subjects.
  • With this object in view a madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law.
  • The Hindu College was established in Benaras in 1791 to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.
  • But many were very strong in their criticism of the Orientalists.

→ “Grave errors of the East”

  • From the early nineteenth century many British officials began to criticise the Orientalist vision of learning and said that knowledge of the East was full of errors and unscientific thought. Eastern literature was non-serious and light-hearted.
  • James Mill was one of those who attacked the Orientalists. He said that the British effort should not be to teach what the natives wanted or what they respected in order to please them and ‘win a place in their heart’.
  • By the 1830s, the attack on the Orientalists became sharper. One of the most outspoken and influential of such critics of the time was Thomas Babington Macaulay.
  • Macaulay said that who could deny ‘a single shelf of a good European library was worth the whole native literature of India and Arabia’.
  • Macaulay emphasised on teaching of English could thus be a way of civilising people, changing their tastes, values and culture.
  • Following Macaulay’s minute, the English Education Act of 1835 was introduced.
  • The decision was to make English the medium of instruction for higher education and to stop the promotion of Oriental institutions such as the Calcutta Madrasa and Benaras Sanskrit College.

→ Education for commerce

  • In 1854, the Court of Directors of the East India Company in London sent an educational despatch to the Governor- General in India.
  • It was issued by Charles Wood who was the President of the Board of Control of the Company and it has come to be known as Wood’s Despatch.
  • One of the practical uses the Despatch pointed to was economic.
  • Introducing Indians to European ways of life would change their tastes and desires and create a demand for British goods.
  • Wood’s Despatch also argued that European learning would improve the moral character of Indians. It would make them truthful and honest and thus supply the Company with civil servants who could be trusted and depended upon.
  • Several measures were introduced by the British. One of them was education departments of the government were set up to extend control over all matters regarding education.
  • In 1857, while the sepoys rose in revolt in Meerut and Delhi, universities were being established in Calcutta, Madras and Bombay.

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

→ What Happened to the Local Schools? The report of William Adam

  • In the 1830s, William Adam, a Scottish missionary had been asked by the Company to report on the progress of education in vernacular schools.
  • He found that there were over 1 lakh pathshalas in Bengal and Bihar.
  • These institutions were set up by wealthy people or the local community. At times they were started by a teacher {guru).
  • These were small institutions with no more than 20 students each.
  • There were no fixed fee, no printed books, no separate school building, no benches or chairs, no blackboards, no system of separate classes, no roll call registers, no annual examinations and no regular timetable.
  • In some places, classes were held under a banyan tree and in other places in the comer of a village shop or temple, or at the guru s home.
  • The rich had to pay more fees than the poor.
  • Teaching was oral and the guru decided what to teach in accordance with the needs of the students.
  • The guru interacted separately with groups of children with different levels of learning.
  • Adam also discovered that this flexible system was suited to local needs.

→ New routines, new rules

  • After 1854, the Company decided to improve the system of vernacular education. It felt that this could be done by introducing order within the system, imposing routines, establishing rules, ensuring regular inspections.
  • The Company appointed a number of government pandits. The task of the pandit was to visit the pathshalas and by to improve the standard of teaching.
  • Teaching was now to be based on textbooks and learning was to be tested through a system of annual examination.
  • Students were asked to pay a regular fee, attend regular classes, sit on fixed seats and obey the new rules of discipline.
  • Pathshalas which accepted the new rules were supported through government grants. Those who were unwilling to work within the new system received no government support.
  • The new rules and routines had another consequence on poor families. Inability to attend school came to be seen as indiscipline as evidence of the lack of desire to learn.

→ The Agenda for a National Education

  • From the early nineteenth century many thinkers from different parts of India began to talk of the need for a wider spread of education.
  • Impressed with the developments in Europe, some Indians felt that Western education would help modernise India.
  • However, there were other Indians who reacted against Western education.
  • Civilising the “Native”, Educating the Nation Mahatma Gandhi and Rabindranath Tagore were two such individuals.

→ “English education has enslaved us”

  • Mahatma Gandhi argued that colonial education created a sense of inferiority in the minds of Indians.
  • Mahatma Gandhi wanted an education that could help Indians recover their sense of dignity and self-respect.
  • During the national movement he urged students to leave educational institutions in order to show to the British that Indians were no longer willing to be enslaved.
  • Mahatma Gandhi strongly felt that Indian languages ought to be the medium of teaching.
  • Mahatma Gandhi said that western education focused on reading and writing rather than oral knowledge as it valued textbooks rather than lived experience and practical knowledge.
  • He argued that education ought to develop a person’s mind and soul.
  • People had to work with their hands, leam a craft and know how different things operated. This would develop their mind and their capacity to understand.

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

→ Tagore’s “abode of peace”

  • Rabindranath Tagore started the institution in 1901.
  • The experience of his school days in Calcutta shaped Tagore’s ideas of education.
  • According to Tagore, the existing schools killed the natural desire of the child to be creative, her sense of wonder.
  • He chose to set up his school 100 kilometres away from Calcutta, in a rural setting.
  • He saw it as an “abode of peace” (Santiniketan) where living in harmony with nature, children could cultivate their natural creativity.
  • Gandhiji was highly critical of Western civ-ilisation and its worship of machines and technology. But, Tagore wanted to com¬bine elements of modem Western civilisa¬tion with what he saw as the best within Indian tradition.
  • Tagore emphasised the need to teach sci¬ence and technology at Santiniketan along with art, music and dance.
  • Some thinkers wanted changes within the system set up by the British and felt that the system could be extended so as to include wider sections of people.
  • Others urged that alternative systems could be created so that people were educated into a culture that was truly national.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

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JAC Board Class 8th Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

→ Mamba and Peter stay in two different parts of the world and lead very different lives. This difference is because of the differences in the quality of land, soil, water, natural vegetation, animals and the usage of technology. The availability of such resources is the main reason places differ from each other.

→ Land:

  • One of the most important natural resources is Land.
  • Land covers only about thirty per cent of the total area of the earth’s surface and all parts of this small area are not habitable.
  • Due to varied characteristics of land and climate there is uneven distribution of population in different parts of the world.
  • Plains and river valleys are suitable land for agriculture. Hence, these are the densely populated areas of the world.

JAC Class 8 Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

→ Land Use:

  • Land is used for different causes and purposes such as agriculture, forestry, mining, building houses, roads and setting up of industries.
  • Certain physical factors such as topography, soil, climate, minerals and availability of water determines the use of land.
  • Other important determinants of land use pattern are human factors such as population and technology.
  • Land can be divided into two categories on the basis of ownership as – private land and community land.
  • Private land is owned by individuals and community land is owned by the community for common uses like collection of fodder, fruits, nuts or medicinal herbs. The community lands are also known as common property resources.
  • The major threats to the environment because of the expansion of agriculture and construction activities and proceedings are land degradation, landslides, soil erosion, and desertification.

→ Conservation of Land Resource:
The common methods used to conserve land resources are afforestation, land reclamation, regulated use of chemical pesticide and fertilisers and checks on overgrazing land.

→ Soil:

  • Soil is the thin layer of grainy substance covering the surface of the earth and it is very closely linked to land.
  • Category of soil is determined the landforms.
  • Organic matter, minerals and weathered rocks found on the earth forms the soil.
  • The right mix of minerals and organic matter make the soil fertile.

→ Factors of Soil Formation:
The nature of the parent rock and climatic factors are the major factors of soil formation. The topography, role of organic material and time taken for the composition of soil formation are the other factors. Though they all differ from place to place.

→ Degradation of Soil and Conservation Measures:

  • The major threats to soil are soil erosion and depletion.
  • Soil degradation happens due to deforestation, overgrazing, overuse of chemical feritilisers or pesticides, rain wash, landslides and floods.

→ Few methods of soil conservation are:

  • Mulching: The bare ground between plants is covered with a layer of organic matter like straw and it helps to retain soil moisture.
  • Contour barriers: Along contours, stones, grass, soil are used to build barriers. To collect water, trenches are made in front of the barriers.
  • Rock dam: Rocks are piled up to slow down the flow of water and it prevents gullies and further soil loss.
  • Terrace farming: Terraces or broad flat steps are made on the steep slopes so that flat surfaces are available to grow crops. This reduce the surface runoff and soil erosion.
  • Intercropping: Different types of crops are grown in alternate rows and are sown at different times to protect the soil from rain wash.
  • Contour ploughing: To form a natural barrier, ploughing is done parallel to the contours of a hill slope for water to flow down the slope.
  • Shelter belts: Mainly in the coastal and dry regions, rows of trees are planted to check the wind movement to protect soil cover.

JAC Class 8 Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

→ Water:

  • Earth is also known as an ‘water planet’ because three-fourths of the earth’s surface is covered with water.
  • The ocean water is not fit for human consumption as it is saline.
  • Fresh water accounts for only about 2.7 per cent. In this 2.7 per cent, about 70 per cent of this occurs as ice sheets and glaciers in Antarctica, Greenland and mountain regions and these are inaccessible due to their locations.
  • Only 1 per cent of freshwater is available and fit for human use. It is found in the form of ground water, as surface water in rivers and lakes and as water vapour in the atmosphere.
  • The most precious substance on earth is fresh water. Its total volume remains constant.
  • Humans use huge amounts of water for drinking, washing but also in the process of production.
  • The main reasons leading to shortages in supply of fresh water is either due to drying up of water sources or water pollution.

→ Problems of Water Availability:

  • Scarcity of water is present in many regions of the world. Mostly countries located in climatic zones are most susceptible to droughts, face great problems of water scarcity.
  • Water shortage may be a result of variation in seasonal or annual precipitation or by over-exploitation and contamination of water sources.

→ Conservation of Water Resources:

  • World is facing a major problem in accessing the clean and adequate water sources.
  • To conserve this valuable resource, steps need to be taken.
  • The major contaminants in waterbodies are the discharge of untreated or partially treated sewage, agricultural chemicals and industrial effluents and pollute water with nitrates, metals and pesticides.
  • Water pollution can be controlled by treating these effluents suitably before releasing them in waterbodies.
  • Another method to save surface runoff is water harvesting.
  • Drip or trickle irrigation is very useful in dry regions with high rates of evaporation.

→ Natural Vegetation and Wildlife:

  • Natural vegetation and wildlife exist only in the narrow zone of contact between the lithosphere, hydrosphere and atmosphere and that is known as biosphere.
  • The life supporting system is called as the ecosystem. Here, living beings are inter-related and interdependent on each other for survival.
  • There are innumerable uses of plants. They provide us with timber, give shelter to animals, produce oxygen, protects soils essentials for growing crops, help in storage of underground water, give us fruits, nuts, latex, turpentine oil, gum, medicinal plants and the paper.
  • Animals big or small, all are integral and essential in maintaining balance in the ecosystem.
  • A vital cleanser of the environment are the vultures and considered as scavengers because they have the ability to feed on dead livestock.
  • Animals provide us milk, meat, hides and wool.
  • Bees and birds have an important role to play as decomposers in the ecosystem.

JAC Class 8 Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

→ Distribution of Natural Vegetation:

  • Temperature and moisture are the factors for the growth of vegetation.
  • The major vegetation types of the world are grouped as forests, grasslands, scrubs and tundra.
  • In regions where heavy rainfall occurs, huge trees may thrive.
  • In the regions of moderate rainfall, short stunted trees and grasses grow forming the grasslands of the world.
  • In the regions of low rainfall, thorny shrubs and scrubs grow.
  • Tundra vegetation of cold Polar Regions comprise of mosses and lichens.
  • Population is growing in rapid way and to feed the growing numbers, large regions of forests have been cleared to grow crops. Forests are vanishing rapidly. An urgent need has come up to protect from destruction this valuable resource.

→ Conservation of Natural Vegetation and Wildlife:

  • Many species have become endangered and some are on the verge of extinction.
  • Some of the human and natural factors which gives momentum to the process of extinction of these resources are deforestation, soil erosion, constructional activities, forest fires, tsunami and landslides.
  • Another major and important issue is poaching. The animals are poached for collection and illegal trade of hides, skins, nails, teeth, horns as well as feathers.
  • The animals which are poached are tiger, lion, elephant, deer, blackbuck, crocodile, rhinoceros, snow leopard, ostrich and peacock. We need to create awareness to conserve these animals.
  • To protect our natural vegetation and wildlife, national parks, wildlife sanctuaries, biosphere reserves are made.
  • Awareness programmes such as social forestry and Vanainohatasava should be encouraged at the regional and community level.
  • School children should also be encouraged to gain more knowledge about such awareness programs and try to conserve it.
  • Laws has been passed in many countries against the trade as well as killing of birds and animals. In India, killing lions, tigers, deer, great Indian bustards and peacocks is illegal.
  • Lists of several species of animals and birds in which trade is prohibited has been established by an international convention CITES.

JAC Class 8 Social Science Notes