Class 8

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 1 The Indian Constitution Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 1 The Indian Constitution

HBSE 8th Class Civics The Indian Constitution Textbook Questions and Answers

8th Class Civics Chapter 1 The Indian Constitution HBSE Question 1.
Why does a democratic country need a constitution?
Answer:
A democratic country needs a constitution for the following purposes:
(a) It lays down rules that guard against the misuse of power by our political leaders.
(b) The constitution guarantees the right to equality to all persons and no citizen can be discriminated against on grounds of religion.
(c) Constitution provides certain funda¬mental rights as well as certain duties to the citizens.
(d) The constitution also ensures that a dominant group does not use its power against other less powerful people or groups.

The Indian Constitution Chapter 1 8th Class Civics HBSE Question 2.
Look at the wordings of two documents given on next page. The first document is from the 1990 Nepal constitution. The second column is from the more recent interim constitution of Nepal.

What is the difference in who exercise ‘Executive Power’ in the above two constitutions of Nepal. Keeping this in mind, why do you think Nepal needs a new constitution today?
Answer:
According to constitution of Nepal 1990, the executive power is vested solely in the hands of king. He could exercise his powers as desired. On the other hand according to Interim Constitution of 2007, Executive power will be vested in the council of ministers. It means the Parliamentary democracy will function in Nepal.

Nepal needs a new constitution which will decide the functions and powers of different heads of government. It will also divide the functions of legislative, executive and judiciary.

Question 3.
What would happen if there were no restrictions on the power of elected representatives?
Answer:
If there were no restrictions on the power of elected representatives then there will also be possibility that the elected representatives misuse their power. The misuse of authority and power can lead to gross injustice.

Question 4.
In each of the following situations, identify the minority. Write one reason why you think it is important to respect the views of the minority in each of these situations.
(a) In a school with 30 teachers, 20 of them are male.
(b) In a city 5 percent of the population are Buddhists.
(c) In a factory mess for all employees, 80 percent are vegetarians.
(d) In a class of 50 students, 40 belong to more well-off families.
Answer:
(a) Minority are the females. It is important to respect the view of minority (females) because they are equally qualified to males and equally contributing to run the institution.

(b) Minority are the Buddhists. It is important to respect their views because every religious group has the right to preserve and develop their own culture.

(c) Minority are the non-vegetarians. It is important to respect their views because everyone has the right to have their own food habits br taste.

(d) Minority are the students who belong to average or poor families. It is important to respect the views of minority because being students of the same class, their ideas cannot be ignored. By ignoring their ideas there may develop inferiority complex among the minorities which would influence their performance in the class.

Question 5.
The column on the left lists some of the key features of the Indian constitution. In the other column write two sentences in your own words, on why you think this feature is important.

Answer:
1. Federalism:
India is a large country divided into states. It is not possible to run the whole country from the centre (national capital). To run our country efficiently, we have government at the state level and Panchayati Raj at the village level.
2. Separation of Powers: To prevent the misuse of power by the legislature, executive and the judiciary.
3. Fundamental Rights: These rights protect citizens against the arbitrary and absolte exercise of power by the state.
4. Parliamentary Form of Government: People of India have a direct role in electing then- representatives.

Question 6.
Colour in the following countries in this map:
(а) Colour India in red.
(b) Colour Nepal in green.
(c) Colour Bangladesh in yellow.

HBSE 8th Class Civics The Indian Constitution Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What is a constitution?
Answer:
A constitution is a set of rules, laws or principles according to which a country is governed.

Question 2.
What is Preamble?
Answer:
The Preamble is an introductory document which explains the goals of the government. It states the aims and objectives of the constitution.

Question 3.
Define Socialism.
Answer:
Socialism is that everyone must enjoy social and economic equality. Everyone must have equal status and opportunities. Everyone must also enjoy equitable distribution of wealth and a decent standard of living for all.

Question 4.
Why did the Constituent Assembly include provisions to control the actions taken by the executive branch of government?
Answer:
The Constituent Assembly included provisions to control the actions taken by the executive branch of government because the assembly feared that the executive might become too strong and ignore its responsibility.

Question 5.
Why did Dr. Ambedkar urge Scheduled Castes to join the government as well as the civil services?
Answer:
Dr. Ambedkar urged Scheduled Castes to join the government as well as the civil services because though the laws might exist to safeguard the interests of scheduled castes but the administration of these laws were in the hands of‘Caste Hindu officers.’

Short Answer Type Questions

Question 1.
What are Directive Principles of State Policy? Why were they added to the constitution?
Answer:
The Directive Principles of State Policy are the guidelines that are given to the government to ensure the welfare to the people. They are contained in Part IV of our constitution. They were added in our constitution:
(a) to ensure greater social and economic reform.
(b) to serve as a guide to the independent Indian State
(c) to institute laws and policies that help reduce the poverty of the masses.

Question 2.
How is a ‘state’ different from a ‘government’?
Answer:
By ‘Government’ we mean a body which is responsible for administering and enforcing laws. The government can change with elections.
The state on the other hand refers to a political institution that represents sovereign people who occupy a definite territory. For example, we can say, the Indian State, the Nepalese State etc.

Question 3.
Which Fundamental Rights will the following situations violate?
(a) If a 13-year old child is working in a factory manufacturing carpets.
(b) If a politician in one state decides to not allow labourers from other states to work in his state.
(c) If a group of people are not given permission to open a Telugu-medium school in Kerala.
(d) If the government decides not to promote an officer of the armed forces because she is a woman.
Answer:
(a) Right against exploitation.
(b) Right to freedom.
(c) Cultural and Educational Rights.
(d) Right to Equality.

Question 4.
All persons are equal before the law. Which fundamental right states this? What does this mean?
Answer:
This is given under Right to Equality. This means that all persons shall be equally protected by the laws of the country. It also states that no citizen can be discriminated against on the basis of their religion, caste or sex. Every person has access to all public places including playgrounds, hotels, shops etc. The state cannot discriminate against anyone in matters of employment.

Question 5.
“India is a democratic state.” Explain.
Answer:
India can be called a democratic state in the following context:
(a) The ultimate source of political and constitutional authority in India is vested with the people.
(b) Periodical elections are held on the basis of adult franchise.
(c) Equality, the basic principle of a democratic form of government, is adhered to in the constitution.
(d) Citizens of India enjoy Fundamental Rights, which are clearly enumerated in the constitution.
(e) Rule of law is an essential feature of the Indian democratic state.

Question 6.
Is India a Welfare State? Explain.
Answer:
A state is called welfare state where Government does a lot of work for the welfare of citizens. Too much importance is given to the Directive Principles of the State Policy and Fundamental Rights of the citizens. Fundamental Duties are also shown alongwith the Fundamental Rights so that welfare programmes can be continued. Stress is given on the welfare of the backward and tribal people in this way.

Question 7.
What is the difference between the fundamental rights and the directive principles?
Answer:

Long Answer Type Questions

Question 1.
Describe the main features of the Indian Constitution as stated in Preamble of the constitution.
Answer:
The main features of the Indian Constitution are as follows:
(a) Preamble: Our constitution begins with a preface or introduction called the preamble. It highlights the goals and aspirations of the Indian people.
(b) Sovereign State: Sovereign means that India is now independent, it is no longer governed by any external authority and is its own master.
(c) Socialist: Everyone is given equal opportunities to make use of resources of the country.
(d) Secular: All religions are treated equally. There is no official religion.
(e) Democratic: The people of India choose their elected representatives through elections which are conducted at regular intervals.
(f) Republic: The Indian constitution proclaims that the head of the state will be elected, and not be a hereditary ruler.
(g) Justice: The Indian constitution strives to ensure an equitable and just society by reducing economic and social inequalities.
(h) Liberty: The constitution gives the citizens the freedom to express their opinion, follow their own path and also choose the occupation of their choice.
(i) Equality: All citizens are equal before the law.
(j) Fraternity: Indian State will observe a sense of fraternity or brotherhood to preserve the unity and oneness of India.

Question 2.
Explain all the six Fundamental Rights which are granted by the Indian Constitution to all Indian citizens.
Answer:
Fundamental Rights:
The Indian Constitution has granted six Fundamental Rights to its citizens which are:
(i) Right to Equality: Right to Equality is a valuable right. In India, the right to equality is guaranteed to every citizen without any discrimination on grounds of religion, caste, creed, colour or untouchabilh”

(ii) Right to Freedom is the essence of human existence. The Indian constitution provides to every citizen the right to freedom of speech, peaceful associations, movement and residence in any part of Indian territory.

(iii) Right against Exploitation: All religions in India have equal respect. Religion and politics are two different aspects.

(iv) Right to Freedom of Religion: India is a country of many religions. All religions have equal respect and religion and politics are different aspects.

(v) Cultural and Educational Rights: The Constitution states that all minorities, religions or linguistic, can setup their own educational institutions in order to preserve and develop their own culture.

(vi) Right to Constitutional Remedies: This right allows a citizen to move to court if they believe that any of their above Fundamental rights have been violated by the state.

Question 3.
Explain the provisions made in the Indian Constitution for improving the condition of the Scheduled Castes and the Scheduled Tribes.
Answer:
The Constitution of free India, which came into force from the 26th January, 1950, guaranteed some provisions for the welfare, security and development of Scheduled Castes and the Scheduled Tribes. The main provisions are given below:
(i) The Constitution ends discrimination on the basis of caste, religion, race or sex. It gives the right of entry and use of every place like shops, hotels, roads, wells and places of entertainment to every Indian without any discrimination.

(ii) The Constitution abolished untouch-ability in any form. Practice or preaching of untouchability is a punishable offence (Article 17).

(iii) The Constitution provides protection to the Scheduled Castes and the Scheduled Tribes from any type of social and economic exploitation
(Article 46).

Picture-Bases Questions With Answers

I. Look at the given picture and answer the following questions.

Social and Political Life III.

Question 1.
Which Assembly is shown in the picture?
Answer:
The Constituent Assembly is shown in the picture.

Question 2.
Between what period did the Constituent Assembly draft a constitution for independent India?
Answer:
Between December 1946 and November 1949, the Constituent Assembly drafted a constitution for independent India.

Question 3.
Who is addressing in the picture?
Answer:
Prime Minister Jawaharlal Nehru is addressing the Constituent Assembly in the picture.

The Indian Constitution Class 8 HBSE Notes

• Constitution: A constitution is a set of rules, laws and principles according to which a country is governed.
• Democracy: Rules by the people.
• Monarchy: Rule by king or queen.
• Arbitrary: When nothing is fixed and is instead left to one’s judgement or choice. This can be used to refer to rules that are not fixed, or decisions that have no basis etc.
• Ideal: A goal or a principle in its most excellent or perfect form.
• Indian national movement: The Indian national movement started in nineteenth century. India saw thousands of men and women together to fight against British rule. This culminated in India’s independence in 1947.
• Polity: A society that has an organised political structure. India is a democratic polity.
• Sovereign: The sovereignity means the independence of the people who are masters of their own destiny.
• Trafficking: The practice of the illegal buying-selling of different commodities across national borders. In this chapter, it refers to illegal trade in human beings, particularly women and children.
• Tyranny: The cruel and unjust use of power or authority.
• Amendment: Any change made in law of articles of constitution by the Parliament.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 2 Understanding Secularism Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 2 Understanding Secularism

HBSE 8th Class Civics Understanding Secularism Textbook Questions and Answers

Class 8 Civics Chapter 2 Question Answer HBSE Question 1.
List the different types of religious practices that you find in your neighbour-hood. This could be different forms of prayer, worship of different gods, sacred sites, different kinds of religious music and singing, etc. Does this indicate freedom of religious practices?
Answer:
The different types of practices that we find in our neighbourhood are:
(a) Going to temples and gurudwara.
(b) Performing yajna.
(c) Satsang. (Hymn Recitement)
(d) Reading namaaz. (Muslim prayers)
(e) Worshipping idols.
(f) Saying prayers.
(g) Reading epics.
All these things indicate that India is a secular country and the constitution of India grants religious freedom and equality. State does not promote any religion. Everybody is free to worship any god in any manner he or she likes.

Chapter 2 Understanding Secularism HBSE 8th Class Question 2.
Will the government intervene if some religious group says that their religion allows them to practise infanti¬cide? Give reasons for your answer.
Answer:
Yes, the government will intervene if some religious group says that their religion allows them to practise infanticide. We can give the following reasons for our answer:
(a) No religion of the world allows anyone the murder of an infant. All the religions promote non-violence.
(b) System of sacrifice was promoted by superstitions and selfish religious leaders in ancient or medieval times. No righteous man will support this.

Question 3.
Complete the following table:

Answer:

Question 4.
Look up the annual calendar of holidays of your school. How many of them certain to different religions? What does this indicate?
Answer:
We get about 30 days of holidays every year in which 25 of them pertain to different religions..Like Holi and Diwali {Hindu festivals), Id (Muslim Festival), Good Friday, Christmas (Christian festivals), Guru Nanak Birthday (Sikh festivals), Mahavir Jayanti (Jain festivals), Budh Jayanti (Budh’s festival). This indicates that in India all religious are treated equally. The Indian Constitution allows individuals the freedom to live by their religious beliefs and practices.

Question 5.
Find out some examples of different views within the same religion.
Answer:
Examples of different views within the same religion:
(a) Hindu are divided in Vashnav (followers of Lord Vishnu) and Shiva (worshippers of Lord Shiva).
(b) Muslims are divided into Shiyas and Sunnis.
(c) Buddhists are divided into Mahayan and Hinyan.
(d) Followers of Lord Mahavir are called Jain.
They are also divided into Shwetambaer and Digambar.

Question 6.
The Indian State both keeps away from religion as well as intervene in religion. This idea can be confusing. Discuss this once again in class using examples from the chapter as well as those that you might come up with.
Answer:
Indian State keeps away from religion because if major religious group has access to state power then it could be easily applicable the power and financial resources against the persons of other religions. The majority could quite easily prevent minorities from practising their religions.

To prevent the practice of untouchability among the Hindus, the Indian Constitution bans untouchability. In this case, the State is intervening in religion in order to end a social practice that it believes discriminates and excludes and that violates the fundamental rights of Tower castes’ who are citizens of this country.

Question 7.
This poster alongside highlights the need for ‘Peace’. It says, “Peace is a never ending process. It cannot ignore our differences or overlook our common interests.” Write in your own words what you think the above sentences are trying to convey? How does it relate to the need for religious tolerance?
This chapter had three drawings on religious tolerance made by students of your age. Design your own poster on religious tolerance for your peers.

Answer:
Peace is loved by all. All religions preach peace, non-violence, humanity and brotherhood. Peace is needed for everyone for the sake of security, property protection and for living with honour.

‘Peace’ is a human phenomenon which is for the protection of all. Terrorism is to be condemned by all of us. A picture can be drawn showing the celebration of some festival like Diwali, Holi, Dussehra, being celebrated together by people of more than one religion.

HBSE 8th Class Civics Understanding Secularism Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What is a secular state?
Answer:
A state where all religions command equal respect is called a secular state.

Question 2.
What is the main idea behind secularism?
Answer:
Secularism refers the separation of religion from the State.

Question 3.
Write the names of any two non-secular states or countries.
Answer:
(a) Israel (Pro-Jewish)
(b) Saudi Arabia.

Question 4.
Write the names of three former French Colonies.
Answer:
(i) Algeria
(ii) Tunisia
(iii) Morocco

Short Answer Type Questions

Question 1.
What are the objectives of secul-arism in India?
Answer:
The secularism in India has the following objectives:
(a) One religious community does not dominate another.
(b) The same members do not dominate other members of the same religious community.
(c) The State does not enforce any particular religion nor takes away the religious freedom of individuals.

Question 2.
Give one example from the US (United States of America) that is considered an objectionable practice by some children in government school, as a religious saying.
Answer:
In the United States of America, most children in government schools have to begin their school day reciting the ‘Pledge of Allegiance’. This pledge includes the words “Under God”. It was established more than 60 years ago that government school students are not required to recite the pledge if it conflicts with their religious beliefs. Despite this, there have been several legal challenges objecting to phrase “Under God” saying that it violates separation between Church and State that the First Amendment of the US constitution guarantees.

Question 3.
Give examples of violation of the Fundamental Rights in Indian Society.
Answer:
People from minority have sometimes gone to Internal Human Rights Commission. The children below 14 years of age are still seen working in rich families in cities. Female infanticide is practised in some towns though it has been banned by law.

Long Answer Type Questions

Question 1.
In what way is Indian secularism different from that of other democratic countries?
Answer:
(а) There is strict separation between religion and the State in American secularism, in Indian secularism the State can intervene in religious affairs.
(b) The Indian Constitution on a way permits the State to intervene in religious practices.
For example:
(i) to establish untouchability in Hindu religious practices.
(ii) to ensure that laws relating to equal inheritance rights are respected.
In the USA, the separation between State and religion means that neither the State nor religion can interfere in the affairs of one another.

Question 2.
Why is it important to separate religion from the State?
Answer:
It is important to separate religion from the State because:
(а) In almost all countries of the world there are more than one religious groups living there. If one majority group uses the power and financial resources of the state against minority, this will lead to tyranny of the majority on the minority religious groups.
(b) Once a secular state can ensure the freedom of the individuals and can protect the Fundamental Rights of all its citizens.
(c) The right to freedom of religion is guaranteed to all citizens in a democratic society.

Understanding Secularism Class 8 HBSE Notes

• Coercion: To force someone to do something. It refers to the force used by a legal authority like the State.
• Freedom to interpret: The independence that all persons shall have to understand things in their own way.
• Intervene: It refers to the State’s efforts to influence a particular matter in accordance with the principles of the constitution.
• Untouchability: The wrong and highly objectionable practice of the Hindus (before India became a republic, 26 January, 1950 under which the so called (or claims upper castes most of the Hindus) dominate other members.
• Fundamentalism: That narrow and irrational religious ideology which inspires to think only for the interest of one’s own religion and to hate or discriminate others because they are followers of his/her religion.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 3 Why Do We Need A Parliament? Textbook Exercise Questions and Answers.

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

HBSE 8th Class Civics Why Do We Need A Parliament? Textbook Questions and Answers

Haryana Board Class 8 Chapter 2 Understanding Secularism Question 1.
Why do you think the nationalist movement supported the idea that all adults have a right to vote?
Answer:
The nationalist movement supported the idea that all adults have a right to vote because:
(a) The nationalists had started openly criticizing the British government and make demands.
(b) As far back as 1885, the Indian National Congress demanded that there be elected members in the legislation with a right to discuss the budget and ask questions.
(c) The Government of India Act, 1909 allowed for some elected representation. However, they did not allow for all adults to vote nor could people participate in decision-making.
(d) With the coming of independence, it was felt that the government had to be sensitive to people’s needs and demands.
This led the nationalist movement to support the idea that all adults have a right to vote.

Class 8 Civics Chapter 2 Understanding Secularism HBSE Question 2.
In this 2004 map of Parliamentary constituencies alongside, roughly identify the constituencies in your State. What is the name of the IMP from your constituency? How many MPs does your state have? Why are certain constituencies coloured green while others are coloured blue?
Answer:
Self-study for students. Take help from your teachers or other educated persons of your area.

Question 3.
You have read in Chapter 1 that the ‘Parliamentary form of government’ that exists in India has three tiers. This includes the Parliament (central government) and the various State Legislatures (state governments). Fill in the following table with information on the various representatives from your area.
Fill in the table with your individual answers.

Answer:

Student do yourself according to the area you belong to.

HBSE 8th Class Civics Why Do We Need A Parliament? Important Questions and Answers

Very Short Answer Type Questions

Question 1.
When did India become independent?
Answer:
India became independent on 15 August, 1947.

Question 2.
What is the basic idea of a demo¬cratic form of government?
Answer:
The basic idea of democratic form of government is that the individual or the citizen is the most important person and that in princi-ple the government as well as other public institu¬tions need to have the trust of these citizens.

Question 3.
What is the Parliament?
Answer:
The Parliament of India (Sansad) is the supreme law-making institution.

Question 4.
Name the two houses of parliament.
Answer:
The Rajya Sabha, the Lok Sabha.

Question 5.
What can be the maximum strength of the members of Lok Sabha?
Answer:
The maximum strength of the members of the Lok Sabha can be 552.

Question 6.
How many members does Rajya Sabha have?
Answer:
There are 233 elected members plus 12 members nominated by the President in Rajya Sabha.

Short Answer Type Questions

Question 1.
What made our nationalists to feel that all persons in independent India would be. able to participate in making decisions?
Answer:
The experience of colonial rule as well as the participation of different people in the struggle for freedom made our nationalists to feel that all persons in independent India would be able to participate in making decisions.

Question 2.
Write two important features of the Parliament of India?
Answer:
(a) The Parliament of India (Sansad) is the supreme law-making institution.
(b) The Indian Parliament is the expression of faith that the people of India have in the principles of democracy.

Question 3.
How are members of Lok Sabha elected?
Answer:
Members of the Lok Sabha are elected through the general elections. Elections take place every five years. For the purpose of elections, the country is divided into constituencies. Only one person is elected from each constituency. All citizens above 18 years have the right to vote. A single winner is chosen in a given constituency by virtue of his/her getting more votes than any other individual representative.

Long Answer Type Questions

Question 1.
Explain how the people of India form the government and also control it.
Answer:
Through election the people elect their representatives to the Parliament. Then one group from among these elected representatives forms the government. The parliament, which is made up of all representatives together, controls and guides the government. In this sense people, through their chosen representatives, form the government and also control it.

Question 2.
Explain the importance of question hour in the Parliament.
Answer:
The questions hour is an important mechanism through which MPs elicit information about the working of the government. This is a very important way through which the Parliament controls the executive. By asking questions the government is alerted to its shortcomings and also comes to know the opinion of the people through their representatives in the Parliament.

Question 3.
What have recent changes been noticed in the selection of representative members of the Parliament?
Answer:
The Parliament now has more and more people from different backgrounds. For example, there are more rural members as also members from regional parties. Groups and peoples that were unrepresented, are now being elected to the Parliament. There has also been an increase in political participation from the Dalit and backward castes and the minorities.

Question 4.
Differentiate between the features of Lok Sabha and Rajya Sabha.
Answer:

Why Do We Need A Parliament? Class 8 HBSE Notes

• Approval: To give one’s consent to and be favourable towards something. Here, it refers both to the formal consent that Parliament has as well as the fact that it needs to continue to enjoy the people’s trust.
• Coalition: A temporary alliance of groups or parties. Here it refers to the alliance formed by political parties after elections when no party has been able to get adequate seats to form a clear majority. For example, NDA or UPA.
• Unresolved: This refers to situations in which there are no easy solutions to problems. For example, the problem of Common Civil Laws for each and every Indian.
• Colonial Rule: British rule over India from 1757 to 14 August, 1947.
• Nationalists: People who are loyal to the nation.
• Adults: Male and female having age of 18 years and above.
• Parliament: The parliament of India is the supreme law-making body. It consists of two houses- Lok Sabha and Rajya Sabha.
• Bicameral Legislature: It means a legislature which has two houses, the lower house and the upper house.
• Unicameral Legislature: It means a legislature with only one house elected by the voters, for a specific term.
• Executive: In India, it comprises the President, the Prime Minister and the Council of Ministers.
• Judiciary: In India, it comprises the Supreme Court (as head), High Courts and Lower Courts of the states.
• Prorogue: To discontinue a meeting of Parliament for a time without dissolving it.
• Question-hour: During a Parliamentary session, the time fixed for asking questions from ministers and answering them orally is called question hour.
• Speaker: He is the presiding officer of the Lok Sabha and is responsible for the efficient business in the Lok Sabha.
• Money Bills: Money bills contain provisions relating to tax regulations, regulations of borrowing of money by the government, payment to or withdrawal from the contingency or the consolidated fund of India.
• Ordinary Bills: Ordinary bills are draft proposals for ordinary legislation.
• Constitutional Amendment Bills: Constitutional Amendment Bills deal with the amendment of our constitution.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 11 The Making of the National Movement: 1870s-1947 Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 11 The Making of the National Movement: 1870s-1947

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

LET’S IMAGINE

Imagine that you are involved in the Indian national movement. Based on your reading of this chapter, briefly discuss your preferred methods of struggle and your vision of a free India.
Answer:
I would have preferred the Gandhian methods of struggle:
(i) Satyagraha
(ii) Non-cooperation
(iii) Non-violence .
(iv) Disobedience of British goods and jobs.

My vision of free India would have been:
(i) India would be federal, secular, liberal, socialistic country.
(ii) The society of India free from rigidity of caste-system.
(iii) Democratic system in the country.
(iv) Promotion of globalisation and liberalisation should be the aim.
(v) No benefit to SC/ST or OBC in education. Merit should be awarded honestly.
(vi) Common national welfare should be promoted.

LETS RECALL

The Making of the National Movement: 1870s-1947 HBSE 8th Class Question 1.
Why were people dissatisfied with British rule in the 1870s and 1880s?
Answer:
The people were dissatisfied with British rule in the 1870s and 1880s because:
(а) they thought that the British were exercising control over the resources of India and the lives of its people.
(b) the Arms Act which was passed in 1878, disallowing Indians from possessing arms.
(c) Vernacular Press Act was also enacted in an effort to silence those who were critical of the government. The Act allowed the government to confiscate the assets of newspapers including their printing presses if the newspapers published anything that was objectionable.

The Making of the National Movement: 1870s-1947 Questions And Answers HBSE Question 2.
Who did the Indian National Congress wish to speak for?
Answer:
The Indian National Congress wished to speak for the good of all countrymen. As through a newspaper report, we come to know that Badruddin Tyabji said that the Congress is composed of the representatives of all the different comunities of India.

The Making of the National Movement: 1870s-1947 Solutions HBSE 8th Class Question 3.
What economic impact did the First World War have on India?
Answer:
The First World War (1914-1918 A.D.) had the following economic impact on India:
1. Rise in defence expenditure: The First World War altered the economic and political situation in India. It led to a huge rise in the defence expenditure of the Government of India.
2. Heavy Taxes: The government in turn increased taxes on individual incomes and business profits.
3. Rise in Prices: Increased military expenditure and the demands for war supplies led to a steep rise in prices which created great difficulties for the common people.
4. Profits to Businessmen: On the other hand, businessmen group reaped fabulous profits from the war.
5. Rise of Industries: The war created demand for industrial goods and caused a decline of imports from other countries into India.
6. Fast Development: Indian industries expanded during the war, and Indian business groups began to demand greater opportunities for development.

The Making of the National Movement: 1870s-1947 Class 8 HBSE Question 4.
What did the Muslim League resolution of 1940 ask for?
Answer:
In 1940, the Muslim League resolution “Independent States” for Muslims in the North-Western and Eastern areas of the country. The resolution did not mention partition for Pakistan.

LETS DISCUSS

Class 8 The Making of the National Movement: 1870s-1947 HBSE  Question 5.
Who were the moderates? How did they propose to struggle against British rule?
Answer:
Moderates were the leaders of the Congress who presented their demands to the British in a moderate way and they wanted gradual reforms. They aimed at better and friendly association with the British. The moderates included leaders like Surendranath Banerjee, Pherozeshah Mehta and Gopal Krishna Gokhale.

Proposed methods to struggle against the British Government:
(а) The demands were presented to the British through petitions, meetings, speeches and resolutions.
(b) Their whole attitude was of reconciliation and not confrontation.
(c) They would do nothing which would offend the British rulers.

History Class 8 Chapter 11 HBSE Question 6.
How was the politics of the radicals within the Congress different from that of the moderates?
Answer:
The politics of the radicals within the Congress was different from that of the moderates in the following ways:

Class 8 History The Making of the National Movement: 1870s-1947 HBSE Question 7.
Discuss the various forms that the Non-Cooperation Movement took in different parts of India. How did the people understand Gandhiji?
Answer:
I. The Non-Cooperation Movement gained momentum differently in different parts of India:
(a) In Kheda, Gujarat, Patidar peasants organised non-violent campaigns against the high land revenue demand of the British.
(b) In coastal Andhra and interior Tamil Nadu, liquor shops were picketed.
(c) In the Guntur district of Andhra Pradesh, tribals and poor peasants staged a number of “Forests Satyagrahas”, sometimes sending their cattle into forests without paying grazing fee.
(d) In Sind, (now in Pakistan), Muslim traders and peasants were very enthusiastic about the Khilafat call.
(e) In Bengal, the Khilafat-Non-Cooperation alliance gave enormous communal unity and strength to the national movement.
(f) In Punjab, the Akali agitation of the Sikhs sought to remove corrupt mahants supported by the British from their gurudwaras.
(g) In Assam, tea garden labourers, shouting “Gandhi Maharaj Ki Jai” demanded a big increase in their wages.

II. The way in which people understood Mahatma Gandhi:
Gandhiji was thought of by people as a messiah. Peasants were hopeful that Gandhiji wished to build their fight against zamindars. For instance, at the end of a powerful movement, peasants of Pratapgarh in the United Provinces managed to stop illegal eviction of tenants but they felt it was Gandhiji who had won this demand for them.

Question 8.
Why did Gandhiji chose to break the salt law?
Answer:
According to salt law, the state had a monopoly on the manufacture and sale of salt. Mahatma Gandhi thought that it was sinful to tax salt since it was such an essential item of our food.

Question 9.
Discuss those developments of the 1937-47 period that led to the creation of Pakistan.
Answer:
(i) The provincial elections of 1937 seemed to have convinced the Muslim League that Muslims were a minority, and they would always have to play second fiddle in any democractic structure.
(ii) The Congress’s failure to mobilise the Muslim masses in the 1930s allowed the League to widen its social support.
(iii) In 1945, the talks between the Congress, the League and the British was failed because the League, saw itself the sole spokesperson of India’s Muslims.
(iv) The League success in the seats reserved for Muslims in the elections of 1946 was spectacular.
(v) Muslim League persisted with its demand for Pakistan.
(vi) Three-member mission sent by British cabinet suggested that India should remain united with autonomy for Muslim- majority areas.
(vii) However, the Congress and the Muslim League did not agree to the specific details.
All the above factors led to the creation of Pakistan.

Question 10.
Find out how the National movement was organised in your city, district, area of state. Who participated in it and who led it? What did the movements in your area achieve?
Answer:
1. Out state, Bihar was an important part of India’s struggle for independence. In particular, wealthy and educated people organised the national movement.

2. Generally, all sections of the society participated in the movement. Even in the beginning of the movement, Babu Kunwar Singh of Rajput Royal house of Jagdishpur and his army as well as countless other persons from Bihar contributed to the India’s First War of Independence.

3. The movement was led by many outstanding leaders like Babu Kunwar Singh, Swami Sahajanand Saraswati, Desh Ratna Dr. Rajendra Prasad, Bihar Kesari Sri Krishna Sinha, Bihar Bibhuti Anugrah Narayan Sinha, Mulana Mazharul Haque, Loknayak Jayprakash Narayan, Satyendra Narayan Sinha, Yogendra Shukla and many others. Khudiram Bose, Upendra Narayan Jha “Azad” and Prafulla Chaki were also active in revolutionary movement in Bihar.

4. In India’s struggle for independence the “Champaran Satyagraha” marks a very important stage. This marked Gandhiji’s entry into the India’s struggle for freedom. Local leader, Raj Kumar Shukla drew the attention of Mahatma Gandhi to the plight of the peasants suffering under an oppressive system established by European indigo planters. Ultimately, the system was abolished. Gandhi became the mass leader only after the Champaran Satyagraha.

She presided over the annual session of Indian National Congress at Kanpur (1925). She had leading role in Salt Satyagraha and consecutive struggles. She was President of National Women’s Conference for many years and the trained many volunteers who took up women’s cause. She was the first woman to be appointed in 1947 as the Governor of United Province.

Question 11.
Find out more about the life and work of any two participants or leaders of the National Movement and write a short essay about them. You may choose a person not mentioned in this chapter.
Answer:
(i) Kunwar Singh: Babu Veer Kunwar Singh (1777-1858) was zamindar of Jagdhishpur near Arrah in the state of Bihar. At the age of 80 years, during India’s first War of Independence (1857-58), he assumed command of the soldiers who had revolted at Danapur on 5 July, 1857. Two days later, he occupied Arrah which was relieved by Major Eyre on 3rd August. He recorded victories in many battles. In his last battle which was fought on 23 April, 1858 near Jagdishpur, Kunwar Singh had a Victory over the force led by Captain Le Grand. On 26 April, 1858 he died in his village.

(ii) Sarojini Naidu: Sarojini Naidu (Feb. 13, 1879 to March 2, 1949), ‘the Nightingale of India’ was a distinguished poet, renowned freedom fighter and one of the great orators of her time. In 1898, she got married to Govindarajulu Naidu, a doctor by profession.

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

Very Short Answer Type Questions

Question 1.
What was the provision of Ilbert Bill?
Answer:
Ilbert Bill provided for the trial of British or European persons by Indians, and sought equality between British and Indian Judges in the country.

Question 2.
How did the moderate leaders develop public awareness about the unjust nature of British rule?
Answer:
The moderate leaders developed public awareness about the unjust nature of British rule by newspapers, articles.

Question 3.
What was the purpose of Swadeshi Movement?
Answer:
The purpose of Swadeshi Movement was to oppose British rule and encourage the ideas of self help, swadeshi enterprise, national education and use of Indian languages.

Question 4.
What were the two demands of Muslim League?
Answer:
(a) The League supported the partition of Bengal.
(b) The League demanded separate electorate for Muslims.

Question 5.
Why did Gandhiji give a call for a Satyagraha against the Rowlatt Act?
Answer:
Gandhiji gave a call for a Satyagraha against the Rowlatt Act as the act curbed fundamental rights such as the freedom of expression and strengthed police powers.

Question 6.
How did Rabindranath Tagore express his pain and anger for Jallianwala Bagh Massacre?
Answer:
Rabindranath Tagore expressed his pain and anger of the country by renouncing his knighthood.

Question 7.
Name the two leaders of the Khilafat agitation.
Answer:
Mohammad Ali, Shaukat Ali.

Question 8.
Why did Mahatma Gandhi call off the Non-Cooperation Movement?
Answer:
Mahatma Gandhi called off the Non Cooperation Movement, in February 1922 because a crowd of peasants set fire to a police station in Chauri-Chaura.

Question 9.
Why did the peasants set fire to police station in Chauri-Chaura?
Answer:
The peasants set fire to police station in Chauri-Chaura because the police had fired on their peaceful demonstration.

Question 10.
What is the importance of 26 January, 1930?
Answer:
The Congress resolved to fight for Purna Swaraj in 1929 under the presidentship of Jawaharlal Nehru. Hence “Independence Day” was observed on 26 January, 1930.

Question 11.
What was the slogan of Quit India movement?
Answer:
“Do or Die”.

Question 12.
Who announced ‘Direct Action Day’ and when?
Answer:
Muslim League announced “Direct Action Day” on 16 August, 1946.

Short Answer Type Questions

Question 1.
What was the idea behind working of‘Pooma Sarvajanik Sabha?’
Answer:
The idea behind working of “Poorna Sarvajanik Sabha” was that people should be sovereign—a modern consciousness and a key feature of nationalism. They believed that people should be empowered to take decisions regarding their affairs.

Question 2.
Write a short note on the Lucknow Pact.
Answer:
The Lucknow Pact (1916): The Lucknow Pact of December 1916 was an understanding between the Congress and the Muslim League (controlled by the U.P. based “Young Party”) whereby the Congress accepted separate electorates. The pact provided a joint political platform for the moderates, extremists and the Muslim League.

Question 3.
Explain the term ‘Khilafat Agitation’.
Answer:
Khilafat Agitation was the agitation against a harsh peace treaty to be imposed in 1920 on the Ottoman emperor who was the spiritual head of the Islamic world, i.e.,the Khalifa.

Question 4.
What was the Rowlatt Act?
Answer:
The Rowlatt Act was the Act passed by the British government in 1919 which curbed fundamental rights such as the freedom of expression and strengthened police powers.

Question 5.
How did Khilafat-Non Cooperation alliance work?
Answer:
1. The Muslim leaders and brothers Mohammad Ali and Saukat Ali discussed the Khilafat issue with Gandhi and wished to initiate a full-fledged Non-Cooperation Movement.
2. Gandhiji supported their call and urged the Congress to campaign against Punjab wrongs, the Khilafat wrong and demand swaraj.

Long Answer Type Questions

Question 1.
Why is the period of the Indian freedom struggle from 1885 to 1905 described as the moderate phase?
Answer:
The period from 1885-1905 is described as the moderate phase.
1. From 1885-1905, Congress was a liberal organisation. Its leaders were mostly middle-class educated persons.
2. They had faith in British love for justice.
3. Through constitutional methods they wanted to go for reform in the political and administrative spheres ‘gradually.’
4. They put the demands of the people before the government through prayers, meetings, speeches and resolutions.
Due to their moderate policies, the early nationalists were called the moderates or middle pathists.

Question 2.
What were the reasons for the growth of nationalism in India?
Answer:
The factors that led to the growth of nationalism in India were:
1. Western scholars like Max Mueller and William Jones translated the Vedas, the Upanishads and other works of Indian literature into English. The works of the Theosophical Society, the Brahmo Samaj, the Arya Samaj and the Itamakrishna Mission awoke a feeling of pride in Indians. It made them realise that they were in no way inferior to the Europeans.

2. The educated Indian leaders who were exposed to Western ideas of democracy and nationalism learnt of, and were inspired by, the freedom struggles that had taken place in countries like America and France.

3. The rail and road networks and the post and telegraph systems established by the British helped to unite the Indians.

4. The regional press was able to reach a far greater audience with its revolutionary ideas than the English language press. Balgangadhar Tilak, Bankim Chandra Chatterjee, Rabindranath Tagore inspired people with their fiery writings.

5. The Ilbert Bill aimed at establishing equality between Indian arid English judges in Indian courts. The English community and other Europeans in India reacted harshly, declaring that even the most highly educated Indians were unfit to try Europeans.

Question 3.
What political impact did the Fiijst World War have on India?
Answer:
The First World War had the following political impact on India:
1. The First World War led to a huge rise in the defence expenditure which in turn, increased taxes on individual incomes and business profits. This agitated the people.

2. Increased military expenditure and the demands of war supplies led to a sharp rise in prices which created great difficulties for the common people.

3. The war created a demand for industrial goods such as jute bags, cloth, etc. So, Indian industries expanded during the war and Indian business groups began to demand greater opportunities for development.

4. A large number of Indian soldiers were sent to serve abroad. Many returned after the war with an understanding that the British were exploiting the peoples of Asia and Africa and with a desire to oppose colonial rule in India:

5. As a result of Russian Revolution in 1917, the ideas of socialism circulated widely and inspired Indian nationalists.

Question 4.
Why did the League ask for an autonomous arrangement for the Muslim of the sub-continent?
Answer:
This had the following reasons:
1. From the late 1930s, the League began viewing the Muslims as a separate nation from the Hindus.
2. It may have been influenced by the history of tension between some Hindu and Muslim groups in the 1920s and 1930s.
3. The provincial elections of 1937 convinced the League that Muslim were a minority and they would always have to play second fiddle in any democratic structure.
4. It feared that Muslims may even go unrepresented.
5. The Congress’ rejection of the League’s desire to form a joint Congress-League government in the United Provinces in 1937 also annoyed the League.

The Making of the National Movement: 1870s-1947 Class 8 HBSE Notes

• Sovereign: The capacity to act independently without outside interference.
• Publicist: Someone who publicises an idea by circulating information, writing reports, speaking at meetings.
• Repeal: To undo law, to officially end the validity of something such as a law.
• Revolutionary Violence: The use of violence to make a radical change within society.
• Council: An appointed or elected body of people with an administrative, advisory or representative function.
• Knighthood: An honour granted by the British Crown for exceptional personal achievement or public service.
• Picket: People protesting outside a building or shop to prevent others from entering.
• Mahants: Religious functionaries of Sikh Gurudwaras.
• Illegal Eviction: Forcible and unlawful throwing out of tenants from the land they rent.
• Provincial Autonomy: Capacity of the provinces to make relatively independent decisions while remaining within a federation.
• General Constituencies: Election districts with no reservations for any religious or other community.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 8 Civilising the Native, Educating the Nation Textbook Exercise Questions and Answers.

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

HBSE 8th Class History Civilising the Native, Educating the Nation Textbook Questions and Answers

LET’S IMAGINE

Civilising The Native”, Educating The Nation Question Answer HBSE 8th Class Question 1.
Imagine you were a witness to a debate between Mahatma Gandhi and Macaulay on English education. Write a page on the dialogues you heard.
Answer:
Macaulay emphasized India is an uncivilised country. No branch of Eastern knowledge could be compared to what England had produced. He stressed the need for English education.

Mahatma Gandhi, however, said that colonial education created a sense of inferiority in the minds of IndiAnswer: He said that there was poison in this education. Macaulay argued that the knowledge of English would allow Indians to read some of the finest literature the world had produced.

Mahatma Gandhi emphasized that Indian languages ought to be the medium of teaching. Mahatma Gandhi also felt that Education in English crippled Indians, distanced them from their own social surroundings.

Macaulay urged that the British government in India should stop wasting public money in promoting oriental learning for it was of no practical use.
Mahatma Gandhi focussed on practical knowledge and experience. People should know how to operate different things rather than studying only, from books.

LET’S RECALL

Civilising The Native Educating The Nation HBSE 8th Class Question 1.
Match the following:

Answer:

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

LET’S DISCUSS

Civilising The Native, Educating The Nation Class 8 Questions And Answers HBSE
Question 3.
Why did William Jones feel the need to study Indian history, philosophy and law?
Answer:
William Jones felt the need to study Indian history, philosophy and law due to the following reasons :

• He had a deep respect for ancient cultures both of India and the West.
• He felt that India had attained its glory in the ancient past but had subsequently declined.
• He thought that in order to understand India, it was necessary to discover the sacred and legal texts that were produced in the ancient period.
• William Jones went about discovering ancient texts, understanding their meaning, translating them, and making their finding known to other.

Civilising The Native Educating The Nation Solutions HBSE 8th Class Question 4.
Why did James Mill and Thomas Macaulay think that European education was essential in India?
Answer:
James Mill thought that European education was essential in India because :

• The knowledge of the East was full of errors and unscientific thoughts.
• The aim of education should not only be to teach the poetry and sacred literature of the Orient.
• The education should provide useful and practical knowledge to the students.

Thomas Macaulay urged that:

• Oriental learning was of no practical use.
• The English Education was better because it would allow Indians to read some of the finest literature of the world. It would also make them aware about the development in Western Science and philosophy.

Civilising The Native”, Educating The Nation Notes Questions And Answers HBSE
Question 5.
Why did Mahatma Gandhi want to teach children handicrafts?
Answer:
Mahatma Gandhi wanted to teach children handicrafts because he thought:

• Western education focused on reading and writing rather than oral knowledge.
• Education ought to develop a person’s mind and soul. Simple learning to read and write by itself did not count as education.
• If people are allowed to work with hands, learn a craft and know how different things operated, this would develop their mind and their capacity to understand.

Civilising The Native Educating The Nation Class 8 HBSE Question 6.
Wiry did Mahatma Gandhi think that English education had enslaved Indians?
Answer:
Mahatma Gandhi thought that English education had enslaved Indians because:

• It made them see Western civilisation as superior, and destroyed the pride they had in their own culture.
• Charmed by the West and after getting western education, they began admiring British rule.
• It had poisoned their minds and soul.

LET’S DO

Class 8 Civilising The Native Educating The Nation HBSE  Question 7.
Find out from your grandparents about what they studied in school.
Answer:
For self study.

Civilising The Native Educating The Nation Class 8 Questions And Answers HBSE
Question 8.
Find nut about the history of your school or any other school in the area you live.
Answer:
Self study. Contact your school Principal/ Headmaster or record keeper of the school history.

HBSE 8th Class History Civilising the Native, Educating the Nation Important Questions and Answers

Very Short Answer Type Questions

History Class 8 Chapter 8 HBSE Question 1.
Why did William Jones arrive in Calcutta?
Answer:
William Jones arrived in Calcutta as he had an appointment as a junior judge of the Supreme Court that the Company had set-up.

Class 8 History Civilising The Native Educating The Nation HBSE Question 2.
Why was a madrasa set-up in Calcutta in 1781?
Answer:
A madrasa was set-up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law.

Question 3.
When and by whom was Wood’s Despatch issued?
Answer:
Wood’s Despatch was issued in 1854 by Charles Wood, the president of the Board of Counil of Company.

Question 4.
Who started Shantiniketan and when?
Answer:
Rabindranath Tagore started Shantiniketan in 1901.

Question 5.
Why did Tagore decide to set-up his school 100 kilometers away from Calcutta?
Answer:
Tagore decided to set-up his school 100 kilometers away from Calcutta because he was of the view that creative learning could be encouraged only within a natural environment.

Question 6.
Why was the East India Company opposed to missionary activities in India until 1813?
Answer:
It feared that missionary activities would provoke reaction amongst the local population and make them suspicious of British presence in India.

Question 7.
Why did Mahatma Gandhi feel that English education made Indians strangers in their own lands?
Answer:
Mahatma Gandhi felt so because English education distanced from their social surroundings. Speaking a foreign tongue, despising local culture, the English Educated did not know as to how relate to the masses.

Question 8.
What were seen as “temples of darkness” after the English Education Act of 1835?
Answer:
Oriental institution like the Calcutta Madrasa and Benaras Sanskrit College.

Question 9.
What do you mean by “Wood’s Despatch”?
Answer:
In 1854, the Court of Directors of the East India Company in London sent an educational despatch to the Governor-General in India. Since the Despatch was issued by Charles Wood, it was called Wood’s Despatch.

Short Answer Type Questions

Question 1.
Write the features of education under Pathshalas.
Answer:
The main features of education under Pathshalas were:

• The pathshalas followed a flexible system of education.
• There were no formal schools.
• Classes were held in open space.
• There were no roll call registers, no annual examinations and no regular time-table.
• Teaching was oral and the Guru decided what to teach.
• The Guru taught according to the needs of his students.

Question 2.
Write four drawbacks of modem education.
Answer:
Drawbacks:

• The British succeeded in some extent to create Indians with European tastes.
• The status of the English-educated persons differed from those who were taught in the Vernaculars.
• It neglected the education of the girls.
• The Indians who received modern education gradually began to blindly follow the European ideas, thought and literature.

Question 3.
What were differences between Tagore’s and Mahatma Gandhi’s idea about education?
Answer:
Gandhiji was highly critical of western civilisation and the worship of machines and technology. Tagore wanted to combine elements of modem western civilisation with what he saw as the best within Indian tradition. He emphasised the need to teach science and technology at Shantiniketan along with art, music and dance.

Question 4.
What was Tagore’s motive behind setting up of Shantiniketan?
Answer:

• Tagore wanted to set-up a school where the child was happy, where he could be free and creative.
• Tagore felt that childhood ought to be a time of self-learning, outside the rigid and restricting discipline of the schooling system set-up by the British.
• He set-up his school 100 kilometres away from Calcutta as he thought that creative learning could be encouraged only within a natural environment.

Question 5.
Why did many British officials begin to criticise the Orientalist vision of learning?
Answer:

• They said that knowledge of the East was full of errors and unscientific thought.
• Eastern literature was non-serious and light-hearted.

So, they argued that it was wrong on the part of the British to spend so much effort in encouraging the study of Arabic and Sanskrit language and literature.

Question 6.
How, according to Macaulay, could teaching of English be a way of civilising people?
Answer:

• He felt that knowledge of English would allow Indians to read some of the finest literature the world had produced.
• It would make them aware of the developments in western science and philosophy.

Long Answer Type Questions

Question 1.
What were the differences between Orientalists and Anglicists?
Answer:
(a) The Orientalists had a sound knowledge of the language and culture of Asia They favoured the development of Sanskrit and Persian languages in India The Anglicists emphasised upon English language to be the medium of instruction in the educational institutions.

(b) The Orientalists wanted to set-up such educational institutions that encouraged the study of ancient Indian texts. They had respect for the ancientic culture of India. Anglicists wanted to acquaint the Indians with the advancements of science and technology blooming in the. West.

(c) William Jones and Thomas Colebrooke were Orientalists who together translated many Sanskrit and Persian texts into English, set-up the Asiatic Society of Bengal and started a journal Asiatic Researches. James Mill and Thomas Macaulay were the main supporters of English as well as scientific knowledge. Raja Ram Mohan Roy also favoured the western education through English medium.

Question 2.
What were the main recommen-dations of the Wood’s Despatch?
Answer:

• The main aim of governments education policy would be teaching of modem education.
• English language would be the medium of instruction in higher classes.
• An Education Department was to be established in every province.
• At least one government school should be opened in every area.
• Grant-in aid was to be provided to affiliated private schools.
• The Indian natives should be given training in their mother-tongue also.

Question 3.
State the main features of Wood’s Despatch in 1854.
Answer:

• It emphasised the practical benefits of a system of European learning as opposed to oriental knowledge.
• It said that European learning would enable Indians to recognise the advantages that flow from the expansion of trade and commerce.
• European ways of life would change their tastes and desires and create a demand for British goods for Indians.
• European learning would improve the moral character of Indians.
• The literature of the East was not only full of grave errors, it could not instill in people a sense of duty and a commitment to work.

Question 4.
What was the impact of Wood’s Despatch on education system of India?
Answer:

• Education departments of the government were set up to extend control over all matters regarding education.
• Steps were taken to establish a system of university education.
• In 1857, in spite of Sepoys Revolt, universities were being established in Calcutta, Madras and Bombay.
• Attempts were also made to bring about changes within the system of school education.

Civilising the Native, Educating the Nation Class 8 HBSE Notes

• Linguist: Someone who knows and studies several languages.
• Madrasa: An Arabic word for a place of learnings any type of school or college.
• Orientalists: Those with a scholarly knowledge of the language and culture of Asia.
• Munshi : A person who can read, write and teach Persian.
• Vernacular: A term generally used to refer to a local language or dialect as distinct from what is seen as the standard language. In colonial countries like India, the British used the term to mark the difference between the local languages of everyday use and English the language of the imperial masters.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 9 Women, Caste and Reform Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 9 Women, Caste and Reform

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

LETS IMAGINE

Imagine you are a teacher in the school set-all throughout her life as she was told to be a docile, submissive and obedient person even in times her rights were barred.

Another Muslim girl explained how they were the target of conservative critics teasing them time and again urging them and their families to drop them for school. These pessimists had an inferior eye and negativity for the poor little girls.

However, some aspirational girls decided to cope up with the loss and faced the heartbreaking insult with a calm mind and soul to get better returns in future. They had told me that they readily wanted to adopt the Western mind-set up by Rokeya Hossain. There are 20 girls in your charge. Write an account of the discussions that might have taken place on any one day in the school.
Answer:
I am a women in once of Begum Rokeya Sakhawat Hossain and a teacher at the Calcutta Primary School. Being a teacher, I understand that it is my solemn responsibility to dispel the darkness in my students’ lives and hence decided to gather all views about the same. One of the girls described me the challenges she has faced keeping intact with the values, culture and heritage of India.

Some also embraced my efforts on women reform leaving me overwhelmed. I was filled with ecstatic joy to hear that few bright students wanted to make it to the pinnacle by becoming doctors, nurses, teachers and intelligent home makers. I was impressed by the view that we could even write successful women’s stories.

LETS DISCUSS

Women, Caste and Reform HBSE 8th Class Question 1.
What social ideas did the following people support?
(i) Rammohan Roy
(ii) Dayanand Saraswati
(iii) Veerasalingam Pantalu
(iv) Jyotirao Phule
(v) Pandita Ramabai
(vi) Periyar
(vii) MumtazAli
(viii) Ishwarchandra Vidyasagar
Answer:
(i) Social ideas supported by Raja Rammohan Roy:

• Raja Rammohan Roy focused his attention towards removing the evil practice of Sati.
• He preached in favour of widow remarriage.
• He worked to secure a place of honour for women in the Hindu society. He demanded for them the right of inheritance to property.
• To ensure a place of respect for women, he condemned the practice of polygamy.
• He also supported the study of English literature.

(ii) Social ideas supported by Dayanand Saraswati:

• Dayanand supported widow re-marriage.
• He condemned Sati system.
• He opposed the practice of child marriage.
• He supported education of girls.
• He founded AryaSamaj which worked for the uplift and emancipation of women.

(iii) Social ideas supported by Veersalingam Pantalu:
He supported widow remarriage and formed an association in the Telugu speaking areas of the Madras Presidency.

(iv) Social ideas supported by Jyoti Rao Phule:

• Jyoti Rao Phule supported education for girls. He and his wife opened five schools for girls in and around Pima in 1848.
• Jyoti Rao Phule argued that Brahmans were not superior, just because they were Aryans. He supported the idea that land belonged to indigenous people, the so called low castes.

(v) Social ideas supported by Pandita Ramabai:

• Pandita Ramabai worked for the upliftment of women’s status in society.
• She wrote a book about the miserable lives of upper-caste Hindu women.
• She founded a widow’s home at Puna to provide shelter to widows who had been treated badly by their husbands’ relatives. Here, women were trained so that they could support themselves economically.

(vi) Social ideas supported by Periyar:

• Periyar supported the idea that untouchables were the true upholders of an original Tamil and Dravidian culture which had been subjugated by Brahmins.
• He was of the view that untouchable had to free themselves from all religions in order to achieve social inequality.
• He did not support the authority of Brahmins over lower castes and the domination of men over women. Hence he was a critic of Hindi scriptures which supported these ideas.

(vii) Social ideas supported by Mumtaj Ali:

• Mumtaj Ali supported women’s education. She, alongwith other reformers reinterpreted verses from Koran to support for women’s education.
• Women were encouraged to read about religion and domestic management in language they could understand.

(viii) Social ideas supported by Ishwar Chander Vidyasagar:

• He carried a crusade for widow’s remarriage. He also tried to legalise widow’s remarriage.
• He raised his voice against child marriage.
• He opposed polygamy.
• He opened girls school which he ran at his own expense. Orthodox families criticised saying that after receiving western education, girls would not be able to perform their duties as mother and wives.

Women, Caste and Reform Questions And Answers HBSE Question 2.
State whether true or false:
(a) When the British captured Bengal they framed many laws to regulate the rules regarding marriage, adoption, inheritance of property etc.
(b) Social reformers had to discard the ancient texts in order to argue for reform in social practices.
(c) Reformers get full support from all sections of the people of the country.
(d) The Child Marriage Restraint Act was passed in 1829.
Answer:
(a) True
(b) True
(c) False
(d) False.

Women, Caste and Reform Solutions HBSE 8th Class Question 3.
How did the knowledge of ancient texts help the reformers promote new laws?
Answer:
The reformers worked for improving the status of women in the society using the knowledge of ancient texts. For example:
(i) Raja Ram Mohan Roy studied Hindu religious books and through his writings in Sanskrit, Persian and other languages emphasised that widow-burning had no sanction in ancient text. He cited verses from ancient texts to show that existing evil practices were against early traditions.
(ii) Ishwar Chander Vidyasagar used ancient text to suggest that widows could remarry.
(iii) Swami Dayanand quoted from Vedas that many social evils of today had no religious sanctions.
(iv) Mumtaz Ali reinterpreted verses from Koran to condemn the illiteracy among women and advocated for their education.

Women, Caste and Reform Class 8 HBSE Question 4.
What were the different reasons people have for not sending girls to school?
Answer:
The people did not want to send girls to school because:
(i) They feared that schools would take girls away from home, prevent them from doing their domestic duties.
(ii) They believed that girls should stay away from public places. They feared that passing through public places would have a corrupting influence on them.

Class 8 Women, Caste and Reform HBSE  Question 5.
Why were Christian missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons?
Answer:
(i) Christian missionaries were attacked by many people in the country because they did not like the activities of missionaries. Many Hindu nationalists felt that Hindu women were adopting western ways of living and that this would corrupt Hindu culture and erode family values.

(ii) Some people had supported them too for reasons such as:

• Christian missionaries began setting up schools for tribal groups and lower caste children. These children were equipped with some resources to make their way into a changing world.
• Christian missionaries supported women’s freedom and social equality. They condemned Sati system.

History Class 8 Chapter 9 HBSE Question 6.
In the British period, what new opportunities opened up for people who came from castes that were regarded as “low”?
Answer:
The new opportunities opened up for people in lower castes:
(i) Raja Ram Mohan Roy through his writings was critical of caste-system.
(ii) The Prarthna Samaj adhered to the tradition of Bhakti that believed in spiritual equality of all castes.
(iii) Many reformers of this period violated caste taboos on food and touch.
(iv) Christian missionaries began setting up schools for tribal groups and lower castes children.
(v) The poor from villages and small towns, many of them from low castes, began moving to cities where there was demand for new labour.

Class 8 History Women, Caste and Reform HBSE Question 7.
How did Jyoti Rao the reformer justify their criticism of caste inequality in society?
Answer:
(a) Jyoti Rao opposed the idea that Brahmins were superiors, just because they were Aryans. He argued that Aryans were foreigners, who came from outside the subcontinent, and defeated and subjugated the true children of the country those who had lived here before coming of the Aryans.

(b) He said that the “upper” castes had no right to their land and powers in fact, the land belonged to indigenous people, the so-called low-castes.

(c) He proposed that Shudras and AtiShudras should unite to challenge caste discrimination.
(d) He wrote a book named Gulamgiri meaning slavery.

Question 8.
Why did Phule dedicate his book Gulamgiri to the American movement to free slaves?
Answer:
Phule dedicated his book ‘Gulamgiri’ to the American movement to free slaves because he wanted to establish a link between the conditions of the lower castes in India and the black slaves in America. As ten years before he wrote his book in 1873, the American Civil War had been fought leading to the end of slavery in America.

Question 9.
What did Ambedkar want to achieve through the temple entry movement?
Answer:
Temple Entry movement was started by Ambedkar in 1927 because Brahmin priests were outraged when the Dalits used water from the temple tank. Through three temple entry movements between 1927 and 1935, he wanted to make everyone see the power of caste prejudices within society.

Question 10.
Why were Jyoti Rao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way?
Answer:
(i) Jyoti Rao Phule was critical of the anti-colonial nationalism that was preached by upper-castes leaders. He wanted Indians to know that the unity between high and low in entire country was only way they could progress.

Ramaswami Naicker also became critical of the national movement when as a member of the Congress he attended a feast organised by the nationalists. He found the seating arrangement followed caste distinctions. He founded the Self Respect Movement for untouchables.

(ii) Their assertions helped national struggles as they continued beyond the colonial period and are still going over the yeasrs. Their ideas were respected at many places people united for a stronger national movement. The forceful speeches, writings and movements of lower-caste leaders did lead to rethinking and some self-criticism among upper-caste nationalist leaders.

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

Very Short Answer Type Questions

Question 1.
Who is called ‘Sati’?
Answer:
A widow chooses her death by burning herself on the funeral pyre of her husband is called ‘Sati’.

Question 2.
Write the name of some social evils directly related with the Indian women of 19th century.
Answer:
1. Sati
2. Social inequality or injustice,
3. Illiteracy
4. Child-marriage
5. Dowry
6. No right to parent property
7. Polygamy
8. Easy divorce
9. Veil-system
10. Easy divorce etc.

Question 3.
Who were Aryans according to Phule?
Answer:
According to Phule, Aryans were foreigners, who came from outside the subcontinent, and defeated and subjugated the true children of the country.

Question 4.
Whom did Phule dedicate the book ‘Gulamgiri’?
Answer:
Phule dedicated his book to all those Americans who had fought to free slaves, thus establishing a link between the conditions of the “lower” castes in India and the black slave in America.

Question 5.
Whom did Periyar criticise?
Answer:
Periyar was an outspoken critic of Hindu scriptures, especially the Codes of Manu, the ancient law given and the Bhagawad Gita and the Ramayana.

Question 6.
What were the demands of the Indian Social Conference formed under Mahadev Govind Ranade in 1887?
Answer:
The Indian Social Conference was formed by Mahadev Govind Ranade in 1887. Its demands were as under: .
1. Abolition of caste system.
2. Intercaste marriages.
3. Raising the marriageable age.
4. Widow remarriage.
5. Women’s education.
6. Setting of religious disputes by the Panchayats.
7. Discouragement of polygamy.

Question 7.
Name any two reformers of sought India who dedicated their lives for the upliftment of women and oppressed castes.
Answer:
1. Mahatma Jyotiba Phule who played a leading role in the spread of women education, particularly of the oppressed castes.
2. Kandukuri Veersalingam who poineered the cause of widow remarriage and women education in Andhra Pradesh.

Question 8.
Who was the founder of Arya Samaj? Give an account of any social and religious reforms made by this institution.
Answer:
Swami Dayanand was the founder of Arya Samaj. The social and religious reforms made by Arya Samaj were as under:
(i) This institution raised voice against caste system.
(ii) It opposed sati system, child marriage and infanticide.
(iii) It gave permission for widow remarriage and laid emphasis on women education.

Short Answer Type Questions

Question 1.
Write nearly five lines about some of the progressive ideas.of Raja Rammohun Roy.
Answer:
1. Raja Rammohun Roy opposed ‘sati’ system and urged the British government to pass an act against this evil. He got success in his effort in 1829.
2. Roy favoured widow remarriage.
3. He was keen to spread the knowledge of Western education in the country and bring about greater freedom and equality for w men.
4. Raja Rammohun Roy published some newspapers and wrote about the way women were forced to bear the burden of domestic work, confined to the home and the kitchen, and not allowed to move out and became educated.

Question 2.
Dicuss the work and contribution of Ishwar Chandra Vidyasagar for the upliftment of women.
Answer:

• Ishwar Chandra Vidyasagar is rememered for his contribution to the upliftment of India’s oppressed or miserable women.
• He did a lot for the education of women. Besides, doing a lot for education he also waged a long struggle for widow remarriage.
• It was due to his efforts the Hindu Widow Remarriage Act, 1856 was passed which allowed the widows to remarriage.
• Ishwar Chandra also protested against child marriage and polygamy. He had also opposed the sati system and promoted the education of girls and started first a school for them.

Question 3.
What is meant by the loss of caste status?
Answer:
Those people who laboured to keep cities and villages clean or worked at jobs that upper castes considered “polluting”, they were considered to have a loss of caste status.

Question 4.
Name any five social reformers in India.
Answer:

1. Raja Rammohan Roy
2. Ishwar- chandra Vidyasagar
3. Swami Dayanand Saraswati
4. Jyotirao Phule and
5. E.V. Ramaswamy Naicker (Periyar).

Question 4.
Why was the curriculum not the same for both boys and girls? Which school provided first the same kind of learning for the two?
Answer:
(i) Initially, the people believed that the curriculum for girls should be easier than that for boys.
(ii) The Hindu Mahila Vidyalaya was one of the first institutions to provide girls with the kind of learning that was usual for boys at that time.

Question 5.
When was the Child Marriage Restraint Act passed? What were its provisions?
Answer:
1. The Child Marriage Restraint Act was passed in 1929.
2. According to the Act, no man below the age of 18 and woman below the age of 16 could marry.

Question 6.
Name any five women social reformers of 18th and 19th centuries in India.
Answer:

1. Begum Rokeya Sakhawat
2. Tarabai Shinde
3. Pandita Ramabai
4. Rashsundari Debi
5. Begum of Bhopal.

Question 7.
When was the law regarding widow remarriage passed? Who suggested this view initially?
Answer:
1. This law was passed in 1856 that permits widow remarriage.
2. The famous social reformers Ishwar- chandra Vidyasagar used the ancient texts to suggest that widows could remarry. His suggestion was adopted by British officials and they made a law in this regard.

Question 8.
Name any three Muslim social reformers who emphasized on women’s education.
Answer:
1. Mumtaz Ali
2. Begum Rokeya Sakhawat Hossain.

Long Answer Type Questions

Question 1.
What were the demands of the Indian Social Conference formed under Govind Ranade in 1887?
Or
Examine the contribution of Mahadev Govind Ranade to social reforms.
Answer:
He founded the Indian Social Conference in 1887. This Conference aimed at:
1. Intercaste marriages and raising the marriageable age.
2. Advocated abolition of caste system.
3. Tried for widow remarriage.
4. Women education.
5. Discouragement to polygamy.
6. Improvement in the conditions of the outcastes.
7. Settlement of all religious disputes between the Hindus and Muslims by Panchayats.

Question 2.
Mention two factors which contributed to the rise of the social reforms movements in India.
Answer:
1. The Caste System and Untou- chability:
In the Indian society the caste system was a big evil. The people of high castes used to exploit and hate the people of low castes. This evil gave rise to certain economic, political and social imbalances in the Indian social life which caused much harm to the society.

2. Deplorable condition of Women:
In those days women in Indian society suffered a lot because of many social evils like the customs of Sati, purdah system, the child marriage, illiteracy etc. The widows were not allowed to remarry at any cost.

Question 3.
Write three advantages that the beginning of the Press had on Indian society.
Answer:
1. It made Indians aware of need for reforming their religious and social evils.
2. It spread knowledge and revolutionary ideas among the people.
3. It became the means for spreading nationalist feelings and mobilising public opinion for the freedom struggle.

Question 4.
Evaluate the impact of reform movements of the 19th century towards, the emancipation of women.
Answer:
1. Raja Ram Mohan Roy and the Brahmo Samaj understood the importance of women’s education and gave it strong support. They also supported widow remarriage and opposed the sati system.

2. Devendra Nath Thakur established Tatvabhodhini Sabha in 1839 and advocated the causes of widow remarriage, abolition of polygamy and promotion of women’s education.

3. Ishwar Chandra Vidyasagar dedicated himself for the cause of the emancipation of women. It was due to his efforts that legal obstacles to the marriage of widows were removed through a law in 1856. He played a leading role in promoting education of girls. He started and helped the setting up of a number of schools for girls.

Question 5.
What is meant by Aligarh Movement? What was its contribution?
Answer:
Sayyid Ahmed Khan established the Mohammedan Anglo Oriental College at Aligarh in 1875 which later developed into the Aligarh Muslim University. It was because of this, that the movment started by Sir Sayyid is known as the Aligarh Movement.
Contribution of the Aligarh Movement:
(i) The Aligarh Muslim University became one of the most important breeding grounds of new trends in the political, social and cultural life of the Muslims.
(ii) It awakened the Muslims and soon Aligarh became the centre for religious and cultural revival of the Muslim community.
(iii) Sir Sayyid also tried to reform the social abuses in the Muslim community.
(iv) He condemned the purdah system and easy divorce.

Question 6.
Explain the impact of the social religious reform movements of the 19th century on Indian society.
Answer:
1. The sati system was abolished through legislation by Lord Bentick (1829).
2. Widow remarriage was legalized in 1856.
3. The caste system became a bit liberal and untouchability also got reduced.
4. The child marriage was prohibited by law in 1872.
5. Many educational institutions were established for educating the masses.

Question 7.
What was done by Raja Rammohun Roy for changing the lives of widows?
Or
“Rammohun Roy was particularly moved by the problems widows faced in their lives.” Discuss the statement.
Answer:
Raja Rammohun Roy and his efforts to changing the lives of widows:
1. Raja Rammohun Roy was particularly moved by the problems widow faced in their lives. He began a campaign against the practice of sati.

2. Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and European languages. He tried to show through his writings that the practice of widow burning had no sanction in ancient texts.

3. Raja Rammohun Roy approaches many British officials, who had also begun to criticise Indian traditions and customs. They were therefore more than willing to listen to Rammohun who has reputed to be a learned man. Govemer General Wiliiam Bentick was convinced with the ideas of Rammohun Roy. Therefore, in 1829 an Act was passed and sati was banned.

Question 8.
Write an essay on the topic “Women wrote about women” during the social I reform movement period of India.
Answer:
1. Works of Muslim women for (or about) women:
From the early twentieth century, Muslim women like the Begums of Bhopal played a notable role in promoting education among women. They founded a primary school for girls at Aligarh. Another remarkable woman, Begum Rokeya Sakhawat Hossain started school for Muslim girls in Patna and Calcutta. She was a fearless critic of conservative ideas, arguing that religious leaders of every faith accorded an inferior place to women.

2. Work of Tarabai Shinde:
By the 1880s, Indian women began to enter universities. Some of them trained to be doctors, some became teachers. Many women began to write and publish their critical views on the place of women in society. Tarabai Shinde, a woman educated at home at Poona, published a book, Stripurushtulna, (A comparison between Women and Men), criticising the social differences between men and women.

3. Literary work of Pandita Ramabai:
Pandita Ramabai, a great scholar of Sanskrit, felt that Hinduism was oppressive towards women, and wrote a book about the miserable lives of upper-caste Hindu women. She founded a widows’ home at Poona to provide shelter to widows who had been treated badly by their husbands’ relatives. Here women were trained so that they could support themselves economically.

Question 9.
With reference to “Women wrote about women” discuss the impacts of women awakening on the following:
(a) The orthodox of the Indian society.
(b) Impact on other women.
(c) Impact on national leaders like J.L. Nehru and Subhash Chandra Bose.
Answer:
(a) Impact on Orthodox:
It is an accepted fact that women awakening and works as writers all these alarmed the orthodox. For instance, many Hindu nationalists felt that Hindu women were adopting Western ways and that this would corrupt Hindu culture and erode family values. Orthodox Muslims were also worried about the impact of these changes.

(b) Impact on other women:
By the end of the nineteenth century, women themselves were actively working for reform. They wrote books, edited magazines, founded schools and training centres, and set up women’s associations. From the early twentieth century, they formed political pressure groups to push through laws for female suffrage (the right to vote) and better health care and education for women. Some of them joined various kinds of nationalist and socialist movements from the 1920s.

(c) Impact on leaders like J.L. Nehru and Subhash Chandra Bose:
In the twentieth century, leaders such as Jawaharlal Nehru and Subhash Chandra Bose lent their support to demands for greater equality and freedom for women. Nationalist leaders promised that there would be full suffrage for all men and women after independence. However, till then they asked women to concentrate on the anti-British struggles.

Question 10.
What were the conditions of women and children in Indian society around two hundred years ago?
Answer:
(a) There was a system of child marriage. Most children were married off at an early age.
(b) Both Hindu and Muslim men could marry more than one wife.
(c) Widows were praised if they choose death by burning themselves on the funeral pyre of their husbands.
(d) Women’s rights to property were also restricted.
(e) Most women had virtually no access to education. People generally believed that if a woman was educated, she would become a widow.

Question 11.
How were people divided along lines of caste?
Answer:
(a) They were divided into Brahmans, Kshatriyas, Vaishyas and Shudras.
(b) Brahmans and Kshatriyas considered themselves as upper casts.
(c) Traders and moneylenders were referred to as Vaishyas.
(d) At the lowest level, there were Shudras.

Women, Caste and Reform Class 8  HBSE Notes

• Infanticide: The practice of killing unwanted babies.
• Untouchables: One of the lowest castes.
• Polygamy: The practice of having more than one wife at the same time.
• Sati System: Burning of widows alongwith their dead husbands.
• Dowry System: The practice of giving valuable articles/or/and cash to girl’s and the boy’s family at the time of their marriage.
• Divorce: The practice of leaving one’s partner after marriage.
• Untouchability: Practice of looking down upon a certain section of people to the extent of not even touching them.
• Upper Castes: Brahmans, Kshatriyas and Vaishyas were considered as the upper castes by the Hindus, in ancient India.
• Shudras: The people of the lowest caste were considered as Shudras in ancient, medieval India and even before 26th January 1950. They were considered earlier as untouchables also.
• Conservative groups: Orthodox religious or social groups.
• Gulamgiri: Slavery.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 12 India After Independence Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 12 India After Independence

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

LETS IMAGINE

You are witness to an argument between an adivasi and a person who is opposed to the reservation of seats and jobs. What might be the arguments you heard each of them put forward? Act out the conversation.
Answer:
Argument of a person who is opposed to the reservation:
1. Reservation is against the spirit of equality.
2. It checks the chances of admission of more intellegent students in the educational institutions.
3. Reservation is a sort of punishment for present generation of general category, who is not responsible for their miserable socio-economic backwardness.
4. Reservation will provide lesser intelligent s teachers, doctors, officials and India will go back or will remain backward country in the era of global competition.

Arguments of Adivasi:
1. We are the real inhabitants of this country.
2. We have been exploited since generations by peoples of plains or outsiders-especially merchants, money-lenders, kind-mafia, foreign- companies, exploiters or greedy employers.
3. We have been kept backward in the field of education, health services, latest knowledge etc.
4. We will progress quickly with the help of reservation. Due to reservation we will have more effective voice in legislature and in the parliament of the country. We will be in a better form to compel the authorities of the country to listen our grievances.

LETS RECALL

India After Independence Class 8 Questions And Answers HBSE Question 1.
Name three problems that the newly independent nation of India faced.
Answer:
Three problems that the newly independent nation of India faced were:
(A) As a result of partition, eight million refugees had come into the country from what was now Pakistan. These people had to be found homes and jobs.

(B) Second, was the problem of the princely states, almost 500 of them, each ruled by a Maharaja or a Nawab, each of them had to be persuaded to join the new nation.

(C) In the longer term, the new nation had to adopt a political system that would best serve the hopes and expectations of its population.

India After Independence Class 8 Solutions HBSE History Question 2.
What was the role of the Planning Commission?
Answer:
1. The role of the Planning Commission was to help design and execute suitable policies for economic development.

2. Both the State and the private sector would play important and complementary roles in increasing production and generating jobs. So, the role of the Commission was to define that which industries should be initiated by the state and which by the market, how to achieve a balance between the different regions and states.

3. Ultimately, lifting India and Indians out of poverty and building a modern technical and industrial base were the main objectives of the Planning Commission.

India After Independence Question Answer HBSE History 8th Class Question 3.
Fill in the blanks:

1. Subjects that were placed on the Union List were …………. , …………. and ………….. .
2. Subjects on the Concurrent List were …………. and …………. .
3. Economic Planning by which both the state and private sector played a role in the development was called a …………. model.
4. The death of ……………. sparked off such violent protests that the government was forced to give into the demand for the linguistic state of Andhra.

Answer:

1. taxes, defence, foreign affairs.
2. forests, agriculture.
3. mixed economy.
4. Potti Sriramulu.

Class 8 History Chapter 12 HBSE Question 4.
State whether true or false:

1. At independence, the majority of Indians lived in villages.
2. The Constituent Assembly was made up of members of the Congress Party.
3. In the first national election, only men were allowed to vote.
4. The Second Five Year Plan focused on the development of heavy industry.

Answer:

1. True
2. False
3. False
4. True.

LET’S DISCUSS

India After Independence Class 8 HBSE History Question 5.
What did Dr. Ambedkar mean when he said that “In politics we will have equality, and in social and economic life we will have inequality”?
Answer:
Dr. B.R. Ambedkar, chairman of the Drafting Committee pointed out that political equality would have to be accompanied by social and economic equality. He meant that introducing one man one vote will lead to political equality, however, in our social and economic structure continue to deny the principle of one man one value.

Class 8 History Chapter 12 Questions And Answers HBSE Question 6.
After Independence, why was there a reluctance to divide the country on linguistic lines?
Answer:
There was a reluctance to divide the country on linguistic lines because:
(а) India had been divided on the basis of religion. Despite the wishes and efforts of Mahatma Gandhi, freedom had to come not to one nation but to two. More than one million people had been killed in riots between Hindus and Muslims. And the country could not afford further divisions on the basis of language.

(b) Both Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel were against the creation of linguistic states. They believed that it was time to keep India strong and united.

Class 8th History India After Independence HBSE Question 7.
Give one reason why English continued to be used in India after Independence.
Answer:
English continued to be used in India after Independence because:
(а) Though Hindi was chosen as the national language, the use of Hindi was not accepted by the other regions, especially the south.
(b) The leaders felt the need for a common language that would link people of different regions.

Class 8 India After Independence HBSE History Question 8.
How was the economic development of India visualised in the early decades after Independence?
Answer:
(1) In 1950, the government set up a Planning Commission to help design and execute suitable policies for economic development.
(2) The main stress in the First Five Year Plan (1951-1956) was on agricultural development.
(3) The Second Five Year Plan was formulated in 1956. This focused strongly on the development of heavy industries such as iron and steel, and on the building of large dams.
(4) After independence, a number of steps were taken by the government to make the balanced growth of all regions of country.
(5) The development of regions or states have not been same due to multiple kinds of variations and diversities, ethnic divisions, social customs, cultural patterns and religions.

LETS DO

Question 9.
Who was Mira Behn? Find out more about her life and her ideas.
Answer:
Mira Behn was a follower of Mahatma Gandhi. She was greatly impressed by the ideals, philosophy and ways of working of Gandhiji.

Mira Behn worked against caste discri-mination, untouchability, in favour of human equality and rights. She emphasized the development of agriculture, cottage industries and education. Mira Behn emphasized on studying nature’s balance, and develop our lives within her laws, as if we are to survive as a physical healthy and morally decent species.

Question 10.
Find out more about the language divisions in Pakistan that led to the creation of new nation of Bangladesh. How did Bangladesh achieve independence from Pakistan?
Answer:
(1) There are many languages spoken and used in Pakistan. Urdu, Persian, Punjabi, Bangla, Pashto, English, Sindhi etc. are main among them.
(2) After Partition of India on 14th August, 1947, there were two main geographical divisions of Pakistan-West Pakistan (today’s Pakistan) and East Pakistan (today’s Bangladesh).
(3) Bangladesh (East Pakistan) broke up from Pakistan and emerged as independent Bangladesh in 1971 after a bloody war. India helped the people of Bangladesh to achieve their freedom.

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

Very Short Answer Type Questions

Question 1.
When did the Indian Constitution come into effect?
Answer:
Indian Constitution came into effect on 26 January, 1950.

Question 2.
What is universal adult franchise?
Answer:
All Indians above the age of 18 would be allowed to vote in state and national elections.

Question 3.
Why was universal adult franchise a revolutionary step?
Answer:
Universal adult franchise was a revolutionary step for never before had Indians been allowed to chase their own leaders.

Question 4.
What does equality before law mean?
Answer:
Equality before law means that law grants equality to all citizens regardless of their caste or religious affiliation.

Question 5.
Why was Prime Minister Nehru against the creation of linguistic states?
Answer:
Prime Minister Nehru was against the creation of linguistic states because he believed that disruptionist tendencies had come to the fore and to check them, the nation had to be strong and united.

Question 6.
How did Potti Sriramulu die?
Answer:
Potti Sriramulu died fasting for a separate state for Telugu speakers.

Question 7.
When and how was the bilingual state of Bombay divided?
Answer:
In 1960, the bilingual state of Bombay was divided into separate states for Marathi and Gujarati speakers.

Question 8.
How was the state of Punjab divided in 1966?
Answer:
Answer:The state of Punjab was divided into Punjab and Haryana in 1966, the former for the Punjabi speakers (who were mostly Sikhs), the latter for the rest (who spoke not Punjabi but versions of Haryanvi or Hindi).

Question 9.
What was the focus of the Second Five Year Plan?
Answer:
The focus of the Second Five Year Plan was on the development of heavy industries such as iron and steel and on the building of large dams.

Question 10.
Which subjects were included under the Union List?
Answer:
The subjects such as taxes, defence and foreign affairs which are the sole responsibility of the centre would be included under Union List.

Short Answer Type Questions

Question 1.
What was the status given to Princely States by Indian Independence Act, 1947?
Answer:
The Indian Independence Act, 1947 (which had given independence to India) gave all Indian Princely States (their number was nearly 562) independence with the freedom to join India or Pakistan or to declare themselves complete independent as a sovereign state.

Question 2.
How was the right to vote granted in United Kingdom and the United States?
Answer:
The right to vote was granted in United Kingdom and the United States in stages. First only men of property had the vote. Then, men who were educated were also added on. Working class men got the vote only after long struggle. Finally, after a bitter struggle of their own, American and British women were granted the vote.

Question 3.
How did the new state of Andhra come into being?
Answer:
Potti Sriramulu went on a hunger strike demanding the formation of Andhra state to protect the interests of Telugu speakers. However, he died on 15 December 1952, fifty- eight days into his fast. The news of the passing away of Sriramulu engulfed entire Andhra in chaos. The protests were so widespread and intense that the central government was forced to give into the demand. Thus, on 1 October, 1953, the new state of Andhra came into being, which subsequently became Andhra Pradesh.

Question 4.
What was “mixed economy” model?
Answer:
The “mixed economy” model was that both the state and the private sector would play important and complementary roles in increasing production and generating jobs. What, specifically, these roles were to be which industries should be initiated by the state and which by the market, how to achieve a balance between the different regions and states was to be defined by the Planning Commission.

Question 5.
What was the reactions of the different people towards the focus on industries during Second Five Year Plan?
Answer:
The focus on heavy industries had many strong supporters, but also some vocal critics. Some felt that it had put inadequate emphasis on agriculture. Others argued that it had neglec¬ted primary education. Still others believed that it had not taken account of the environmental implications of economic policies.

Long Answer Type Questions

Question 1.
How was it difficult to maintain unity and development go together when India became independent in 1947?
Answer:
When India became independent in 1947, there were different divisions between high castes and low castes, between the majority Hindu community and Indians who practised different faiths. There was problem of maintaining unity among vast diversities. Moreover, the new independent nation had to lift its masses out of poverty by increasing the productivity of agriculture and by promoting new, job-creating industries.

It was difficult to maintain unity and development go hand-in-hand. If the divisions between different sections of India were not heated, they could result in violent and costly conflicts-high castes fighting with low castes, Hindus with Muslims and so on. At the same time, if the fruits of economic development did not reach the broad masses of population, it could create fresh division.

Question 2.
What were the salient features of the Indian Constitution?
Answer:
(A) Universal Adult Franchise: All Indians above the age of 18 would be allowed to vote in state and national elections regardless of gender, class or education.

(B) The constitution granted equality before the law to all citizens regardless of their caste or religious affiliation. Under the new constitution, people of all religions could have the same rights as Hindus the same opportunities as regards jobs in the government or private sector.

(C) It offered special priviliges for the poorest and the most disadvantaged Indians. The untouchables, the advasis or Scheduled Tribes were granted reservation in seats and jobs.

Question 3.
The Constitution of India guarantees equality to all Indians. But after so many years of independence, deep divisions still persist in India. Do you agree? Why?
Answer:
Yes, despite constitutional guarantees, deep divisions persist.
1. The untouchables or, as they are now referred to, the Dalits face violence and discrimination. In many parts of rural India, they are not allowed access to water sources, temples, parks and other public places.

2. Despite the secular ideals enshrined, in the Constitution, there have been clashes between different religious groups in many states.

3. Some groups of Indians have benefited a great deal from economic development. They live in large house, dine in expensive restaurant, and their children go to expensive private schools. At the same time many others continue to live below the poverty line.

Source-Based Questions

I. Read the source given and answer the following questions.

Nehru On The Five Year Plans
Prime Minister Jawaharlal Nehru was a great supporter of the planning process. He explained the ideals andpurposes of planning in a series of letters he wrote to the chief ministers of the different states. In a letter of 22 December, 1952, he said that: …… behind the First Five Year Plan lies the conception of India’s unity and of a mighty co-operative effort of all the peoples of India,… We have to remember always that it is not merely the governmental machinery that counts in all this, but even more so the enthusiasm and co-operation of the people.

Our people must have the sensation of partnership in a mighty enterprise, of being fellow-travellers towards the next goal that they and we have set before us. The Plan may be, and has to be, based on the calculations of economists, statisticians and the like, but figures and statistics, very important as they are, do not give life to the scheme. That breath of life comes in other ways, and it is for us now to make this Plan, which is enshrined in cold print, something living, vital and dynamic, which captures the imagination of the people.

Question 1.
How did Nehruji express his ideals and purposes of planning?
Answer:
Nehruji expressed his ideals and purposes of planning in a series of letters he wrote to the chief ministers of different states.

Question 2.
What importance was laid by Nehruji to the First Five Year Plan?
Answer:
Behind the First Five Year Plan lies the conception of India’s unity and of a mighty co-operative effort of all the people of India.

Question 3.
What did Nehruji expect from the people of India?
Answer:
Nehruji wanted Indians to work with enthusiasm and full cooperation with each other.

Picture-Based Questions

Question 1.
Look at the following picture and answer the questions:

(A) At which dam is work going on in the picture?
Answer:
The work is going on at Gandhi Sagar Dam.

(B) On which river is it built?
Answer:
It is built on the Chambal river.

(C) In which state is the river located?
Answer:
The river is located in Madhya Pradesh.

(D) When was the dam completed?
Answer:
The dam was completed in 1960.

Question 2.
Look at the picture and answer the following questions:

(A) Who is the great leader shown with Jawaharlal Nehru in the picture?
Answer:
Krishna Menon is the great leader shown with Jawaharlal Nehru in the picture.

(B) What special work did he do at the United Nations?
Answer:
He led the Indian delegation to the UN between 1952 and 1962 and argued for a policy of non-alignment.

India After Independence Class 8 HBSE Notes

• Franchise: The right to vote.
• Linguistic: Relating to language.
• State: Concerned with the government.
• Princely States: States which were ruled by Indian rulers under the overall control of the British.
• Monarchial System: A system in which a King or Queen reigns over a country.
• Drafting Committee: Constituent Assembly formed the Preamble Committee from its members only.
• Union List: Only centre can make laws on the all subjects of it.
• State List: State has the power to make laws on all subjects of it.
• Concurrent List: State and Centre both can make laws on the subjects given in it.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 10 The Changing World of Visual Arts Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 10 The Changing World of Visual Arts

HBSE 8th Class History The Changing World of Visual Arts Textbook Questions and Answers

LET′S IMAGINE

Imagine you are a painter living in the early twenteith century India trying to develop a national style of paintings. What elements discussed in the chapter will form part of that style of painting. What elements discussed in the chapter will form part of that style? Explain your choice.
Answer:
The elements of paintings of my choice related with a national style of painting will be:
1. National flag
2. National symbols.
3. National Animals and National Birds
4. Some freedom fighters and National Birds
5. Some topics from Epics-Mahabharata, Shrimadbhagwad Geeta, Ramayana.
6. Some topics related with Buddha’s life and Buddhism.
7. Some topics related with Vardhman Mahavir and J ainism.
8. All sikh gurus.
9. Some sufi saints.
10. Some socio-religious reformers.
11. Some framers of Indian Constitution
12. Historical buildings, historical temples, forts, tombs, remain, sculptures, scenes from village temples, wells, tanks, streams, greenuy lakes, gardens etc.

LET′S RECALL

The Changing World of Visual Arts HBSE 8th Class Question 1.
Fill in the blanks:
(a) The art form which observed carefully and tried to capture exactly what the eye saw is called ………….. .
(b) The style of painting which showed Indian landscape as a quaint, unexplored land is called ………….. .
(c) Paintings which showed the social lives of Europeans in India are called …………….. .
(d) Paintings which depicted scenes from British imperial history and their victories are called …………… .

Answer:
(a) the idea of realism
(b) the picturesque
(c) evocative picturesque
(d) evocative picturesque landscapes.

The Changing World of Visual Arts Questions And Answers HBSE Question 2.
Point out which of the following were brought in with British art:
(a) Oil painting
(b) miniatures
(c) life-size portrait painting
(d) use of perspective
(e) mural art.
Answer:
(a) Oil Painting: It was brought in with the British art. It is technique with which Indian artists were not familiar.

(b) Miniatures: The technique already prevailed in India. Indian tradition of painting in India Indian tradition of painting portraits in miniature.

(c) Life-size portrait painting: It became popular during the British rule. Colonial portraits were life-size images that looked life-like and realX This new style of portraiture also served as an ideal means of displaying the lavish life style, wealth and status that the empire generated.

(d) Use of perspective: This technique also became more popular during the colonial rule. It was a technique of art of drawing solid objects in their natural appearance and relation.

(e) Mural art: It means a wall painting. It was a traditional style of art which already prevailed in India.

The Changing World of Visual Arts Solutions HBSE 8th Class Question 3.
Describe in your own words one painting from this chapter which suggests that the British were more powerful than Indian. How does the artist depict this nation?
Answer:
The adjoining pictures:
(i) by Thomas Daniell and the picture
(ii) by Thomas William Daniell suggest that the British were more powerful than India.

(a) The picture:
(i) shows the remains of an ancient civilisations tl ruins. It suggests that as if this decaying civilisation would change and modernise only through British government.
(b) The picture
(ii) represents the image of British rule bringing modern civilisation

to India in the numerous pictures of the late-eitheenth century Calcutta. The picture (i) seeks to represent the traditional life of India pre-modern, changeless and motionless. However, the picture (ii) shows the modernising influence of British rule, by emphasising a picture of dramatic change.

The Changing World of Visual Arts Class 8 HBSE Question 4
Why did the scroll painters and potters come to Kalighat? Why did they begin to paint new themes?
Answer:
1. Meaning of scroll painting:
Painting on a long roll of paper that could be rolled up, is called scroll painting. In the nineteenth century a new world of popular art developed in many of the cities of India.

2. Cause of coming:
(a) In Bengal, around the pilgrimage centre of the temple of Kalighat, local village scroll painters (called patuas) and potters (called kumors in eastern India and kumhars in north India) began developing a new style of art. They moved from the surrounding villages into Calcutta in the early nineteenth century. This was a time when the city was expanding as a commercial and administrative centre.

(b) The British colonial offices were coming up in new huge buildings and roads were being build, markets were being established. The city appeared as a place of opportunity where people could come to make a new living. Village artists too come and settled in the city in the hope of new patrons and new buyers of their art.

3. Old themes of the painters:
Before the nineteenth century, the village patuas and kumors had worked on mythological themes and produced images of gods and goddesses. On shifting to Kalighat, they continued to paint these religious images. Traditionally, the figures in scroll painting looked flat, not rounded. Now Kalighat painters began to use shading to give them a rounded form, to make the images look three-dimensional. Yet the images were not realistic and lifelike. In fact, what is specially to be noted in these early Kalighat paintings is the use of a bold, deliberately non-realistic style, where the figures emerge large and powerful, with a minimum of lines, detail and colours.

4. New trend within Kalighat artists:
(i) After the 1840s, we see a mew trend within the Kalighat artists. Living in a society where values, tastes, social norms and customs were undergoing rapid changes, Kalighat artists responded to the world around, and produced paintings on social and political themes.

(ii) Many of the late-nineteenth century Kalighat paintings depict social life under British rule. Often the artists mocked at the changes they saw around, ridiculing the new tastes of those who spoke in English and adopted Western habits, dressed like sahibs, smoked cigarettes, or sat on chairs.

(iii) They made fun of the westernized baboo, criticised the corrupt priests, and warned against women moving out of their homes. They often expressed the anger of common people against the rich, and the fear many people had about dramatic changes of social norms.

Class 8 The Changing World of Visual Arts HBSE Question 5
Why can we think of Raja Ravi Varna’s paintings as national?
Answer:
Raja Ravi Vanna of Travancore (Kerala):
(1) A brief introduction: Raja Ravi Varma was one of the first artists who tried to create a style that was both modem and national. Ravi Varma belonged to the family of the Maharajas of Travancore in Kerala, and was addressed as Raja.

(2) Varma painted themes from Indian mythology: He mastered the Western art of oil painting and realistic life study, but painted themes from Indian mythology. He dramatized on canvas, scene after scene from the Ramayana and Mahabharata, drawing on the theatrical performances of mythological stories that he witnessed during his tour of the Bombay Presidency.

(3) Varma’s tone and the artistic work: From the 1880s, Ravi Varma’s mythological paintings became the rage among Indian princes and art collectors, who filled their palace galleries with his works.

(4) Prepared a team of artists:
Responding to the huge popular appeal of such paintings, Ravi Varma decided to set up a picture production team and printing press on the outskirts of Bombay. Here colour prints of his religious paintings were mass produced. Even the poor could now buy these cheap prints.

LET’S DISCUSS

History Class 8 Chapter 10 HBSE Question 6.
In what way did the British history paintings in India refect the attitudes of imperial conquerors?
Answer:
(1) The British history paintings in India reflect the attitudes of imperial conquerors:
No doubt the English were imperialists in India. Their attitudes was of the imperial conquerors and rulers. They considered themselves superior to the Indians on every field. The entire British history of paintings in India is a living proof of it. It reflects their attitude of colonial and imperial conquests.

(2) Painting history by the British:
(a) One category of imperial art of the British called “history painting”. This tradition sought to dramatise and recreate various episodes of British imperial history, and enjoyed great prestige and popularity during the late eighteenth and early nineteenth centuries.

(b) British victories in India served as rich material for history painters in Britain. These painters drew on firsthand sketches and accounts of travellers to depict for the British public a favourable image of British actions in India.

(c) These paintings once again celebrated the British: their power, their victories, their supremacy. One of the first of these history paintings was produced by Francis Hayman in 1762 and placed on public display in the Vauxhall Gardens in London.

(d) The British had just defeated Sirajuddaulah in the famous Battle of Plassey and installed Mir Jafar as the Nawab of Murshidabad. It was a victory won through conspiracy and the traitor Mir Jafar was awarded the title of Nawab.

(e) In the painting by Hayman this act of aggression and conquest is not depicted. It shows Lord Clive being welcomed by Mir Jafar and his troops after the Battle of Plassey.

Class 8 History The Changing World of Visual Arts HBSE Question 7.
Why did you think some artists wanted to develop a national style of art.
Answer:
I think some artists wanted to develop a national style of art due to following reasons:
(i) Tow’ards the end of the nineteenth century, a stronger convention was establish between art and nationalism. Many painters now tried to develop a style that could be considered both modern and Indian.

(ii) There was a huge popular appeal of mythological stories paintings, related with different scenes from the Mahabharata including (Shrimadbhagwata Geeta).

(iii) Some Bengali painters and artists felt that a genuine Indian style of painting had to draw inspiration from non-Western art and tradition and they tried to capture the spiritual essence of the East. So they broke away from the convention of oil painting and the realistic style and toward for inspiration to medieval Indian traditions of miniature painting and the ancient art of mural painting in the Ajanta caves.

(iv) There were some Indian artists and painters who felt that artists had to explore real life instead of illustrating ancient books and look for inspiration from living folk art and tribal designs of different regions of India rather than’ ancient or medieval art forms. They accepted the challenge of the western artists who had been depicting the Indians as inferior.

(v) Some great nationalists notice the higher position provided to the British flag (the Union Jack) and felt their sentiments hurted. They wanted to paintings of Indian freedom fighters, great historical heroes, reformers and symbols directly related with India. A large number of local painters produced a vast number of images of local plants and animals, historical buildings and monuments, festivals, processions, traders %nd crafts etc.

Question 8.
Why did some artists produce cheap popular prints? What influence would such prints have had on the minds of people who looked at them?
Answer:
(i) The artists produced cheap popular prints so that even the poor could buy them.
(ii) Such prints would have had a positive influence on the minds of people who looked at them. Colour prints of their religious paintings became mass products. The poor people could also buy these cheap prints.

LET’S DO

Question 9.
Look at any tradition of art in your locality. Find out how its has changed in the last 50 years. You may check who supports the artists, and who looks at their art. Remember to examine the changes in styles and themes.
Answer:
(i) I have looked at woHd famous Madhubani paintings of my locality.
(ii) Today artists make modern art with hidden themes. It requires lots of imagination. Such paintings need to be understood. While before 50 years, artists used to prepare mythological paintings, scenaries, portraits, etc. which did not require such imagination.
(iii) The central and the state governments support the artists. Sita Devi is a world famous painter.
(iv) Generally, the rich people looks af their art.

HBSE 8th Class History The Changing World of Visual Arts Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Who became the Nawab of Arcot in 1775?
Answer:
Mohammad Ali Khan.

Question 2.
Who were Tilly Kettle and George Willison?
Answer:
Tilly kettle and George Willison were two visiting European artists in India in 1770.

Question 3.
What was the idea of realism?
Answer:
The idea of realism was a belief that artists had to observe carefully and deict faithfully what the eye saw when the artist produced was expected to look real and life like.

Question 4.
How did the European artists depict India in their paintings?
Answer:
The European artists perceived India as a quaint land.

Question 5.
Why did the European portrait painters come to India?
Answer:
The European portrait painters came to India with the hope of getting the contract for making the portraits of European officials and Indian rulers.

Question 6.
What was the image of Indians depicted in the European Paintings?
Answer:
The image of Indian depicted in the European painting was that of inferior people as the servants of the Europeans in the European paintings.

Question 7.
What was Gothic architectural style?
Answer:
In Gothic architecture, the new buildings established by the new imperial rulers had pointed round arches and elongated structures on pillars.

Question 8.
Name the forms of imperial art.
Answer:
(a) Picturesque painting
(b) Portrait painting
(c) History painting.

Question 9.
Why did a large number of European portrait painters come to India?
Answer:
Since portrait painting became popular, many European portrait painters came to India in search of profitable commissions.

Question 10.
Name any famous European portrait painters who came to India.
Answer:
Johann Zoffany was one of the most famour visiting European painters.

Question 11.
When did Zoffany come to India?
Answer:
He came to India in the mid-1780s for five years.

Question 12.
How did colonial rule change the world of visual arts?
Answer:
The colonial rule introduced several new art forms sytles, materials and techniques which were creatively adapted by Indian artists for local patrons and markets.

Question 13.
What do the ruins of buildings show?
Answer:
The buildings are reminders of past glory, remains of an ancient civilisation that was now in ruins.

Short Answer Type Questions

Question 1.
What was company painting? Why did the East India Company officials eagerly collect these paintings?
Answer:
(a) Company paintings were those paintings by local painters that covered images of local plants and animals, historical buildings and monuments, festivals and processions, trades and crafts, castes and communities.

(b) British officials wanted images so that they could understand India, remember their life in India and depict India to the Western World.

Question 2.
Why did the court painters start producing paintings for the East India Company officials?
Answer:
The court painters started producing paintings, for the East India Company officials because many of the local courts declined in the eighteenth century with the establishment of British power, these courts lost their power and wealth. They could no longer maintain painters and pay them to paint for the court.

Question 3.
What did Raja Ravi Verma do to popularise his work?
Answer:
Raja Ravi Verma set-up a picture production team and printing press on the outskirts of Bombay. In this printing press, the colour prints of his religious paintings were produced on large scale. Now these cheap prints and paintings were easily accessible to the poor also.

Question 4.
“The artists, Daniells (Thomas and his nephew William) contrasted the image of traditional India with that of life under British rule.” Explain briefly the statement.
Answer:
(a) It is a historical fact that the image of British rule bringing modern civilization to India is powerfully emphasized in the numerous pictures of late-eighteenth century Calcutta drawn by the Daniells.
(b) In these drawings, we find the making of a new Calcutta, with wide avenues, majestic European style buildings and new modes of
transport. There is life and activity on the roads, there is drama and excitement.
(c) Daniells contrasted the image of tranditional India with that of life under British rule.
(d) Their works represented the traditional life of India as pre-modern, changeless and motionless, typified by faqirs, cows and boats sailing on the river.
(e) These pictures also show modernising influence of British rule.

Question 5.
Why did some of the Indian Nawabs begin commissioning imposing oil portraits by European painters? What was done by the Nawab of Arcot, Muhammad Ali Khan in this regard.
Answer:
Some of the Indian Nawabs, began commissioning imposing oil portraits by European artists because they hoped to socialise with the British and adopted their styles and taste.

Nawabs of Arcot, Muhammad Ali Khan hoped to socialise with the British and adopt their styles and taste. After a war with the British in the 1770s Muhammad Ali Khan became a dependent prisoner of the East India Company. But he nonetheless commissioned two visiting European, artists, Tilly Kettle and George Williamson to paint his portraits and gifted these paintings to the King of England and the Directors of the East India Company. The Nawabs had lost political power but the portraits allowed him to look at himself a royal figure.

Question 6.
What were Company Paintings?
Answer:
Local painters produced a vast number of images of local plants and animals, historical buildings and monuments, festivals and procession, trades and crafts, castes and communities. These pictures were enthusiastically collected by the East India Company officials. These paintings were called company paintings.

Long Answer Type Questions

Question 1.
What were the ‘New Forms of Imperial Art’ brought by European Artists?
Answer:
From the eighteenth century a stream of European artists came to India along with the British traders and rulers. The artists brought with them new styles and new conventions of painting. These pictures helped shape Western perceptions of India.

With the new idea of realism, what the artist produced was expected to look real and life like. The technique of oil painting was introduced which enabled artists of produce images that looked real. The European artists seemed to emphasise the superimity of Britain: its culture; its people and power. The different forms of imperial art were: picturesque landscape painting, portraits of authority, history painting etc.

Question 2.
Write a description of “Portrait of Authority” in colonial Indians.
Answer:

• The rich and the powerful, both British and Indian, wanted to see themselves on canvas. Colonial portraits were life size images that looked life like and real.
• The size of the paintings itself projected the importance of the persons who commissioned these portraits this new style of portraiture also served as an ideal means of displaying the lavish lifestyle, wealth and status that the empire generated.
• As portrait painting became popular, many European portrait painters came to India in search of profitable commission.
• The Indians are shown as submissive, as inferior, as serving their white masters, while the Britishers were shown as superior and imperious.
• Indians are never at the centre of such paintings, they usually occupy a shadowy background.

Question 3.
What happened to the Indian Court artists? How did the painters (who earlier painted miniatures) at Indian princely courts react to the new tradition of imperial art?
Answer:
Some of the Indian artists worked as painters in the courts of Indian princes. They were also encouraged to absorb the tastes and artistic styles of the British.

With the establishment of British power many of the local courts last their influence and wealth. They could no longer support painters and pay them to paint for the court. It become difficult for the artists to earn a living. Many of them turned to the British.

The local painters started producing a number of images of local plants and animals, historical buildings and monuments, festivals and processions, trades and crafts, castes and communities. These pictures were eagerly collected by the East India Company officials and come to be known as company paintings.

Question 4.
Describe the main influences on modern Indian art.
Answer:
Main influences on Modern Indian Art:
(a) The local kings and princes patronized the Indian art after that it came under the dominion of the colonial rule. As a result, India was generally influenced the European Colonialism.
(b) Following the Mughal and Rajasthan traditions, a few princely courts in Rajasthan and the Punjab Hills patronised the Indian art.
(c) The discovery of ancient and medieval art hidden coves, palaces and temples gave impetus to the art in India.
(d) The spread of Western culture gave rise to urban culture. Cities like Calcutta, Bombay and Madras became the centres of art.
(e) The foreign rule alsainfluenced the Indian art because the foreigners dominated the cultural life on account of their political and economic domination.
(f) The excavations of Mohanjodaro and Harappa, the Ajanta and Ellora caves stimulated the Indian artists.
(g) There arose nationalism in the Indian artists. So the Indian artists wanted to discover the rich cultural heritage of India in the ancient past.

The Changing World of Visual Arts Class 8 HBSE Notes

• Works of Art: Painting and sculpture etc. are called works of art.
• Convention: An accepted norm or style.
• Engraving: A picture printed onto paper from a piece of wood or metal into which the design or drawing has been cut.
• Portraiture: The art of making portraits.
• Commission: To formally choose someone to do a special piece of work.
• Residents: Those British officers who were posted by the company in Indian princely courts to control the affairs of the state undermining the power of the ruler.
• History Painting: A category of imperial art.
• Mural: A wall painting.
• Perspective: The way that objects appear similar when they are further away and the way parallel lines appear to meet each other at a point in the distance.
• Company Painting: The pictures eagerly collected by the British East India Company officials came to be known as company paintings.
• Scroll Painting: Paintings on a long roll of paper that could be rolled up.
• Patras: Scroll painters were called kumors or kumkars or Parajapatis.
• Life Study: Study of human figures from living models who pose for the artists.
• Patronized: Protected.
• Heritage: Ancestral, inherited.
• Themes: Subjects, topic.
• Agony: Pain trouble.
• Art noureau: New art.
• Mythology: Religious tradition

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 7 Weavers, Iron Smelters and Factory Owners Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 7 Weavers, Iron Smelters and Factory Owners

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

LETS IMAGINE

Imagine you are a textile weaver in late- nineteenth-century India. Textiles produced in Indian factories are flooding the market. How would you have adjusted to the situation?
Answer:
I would have contacted the agents of different European companies and had bargained. I would have produced fine quality of textile and worked very hard in my working unit. I would have requested to my local merchants to increase the supply of the textiles.

LETS RECALL

Weavers Iron Smelters And Factory Owners HBSE 8th Class Question 1.
What kinds of cloth had a large market in Europe?
Answer:

• European traders preferred fine cotton cloth from India carried by Arab merchants in Mosul in present-day Iraq.
• The Portuguese took back cotton textiles called ‘calico’ to Europe.
• Europeans also ordered printed cotton cloth called ‘chintz’.
• From the 1680’s there started a craze for printed cotton textiles in England and Europe mainly for their exquisite floral designs, fine texture and relative cheapness.
• Rich people of England including the Queen herself wore clothes of Indian fabric.

Weavers Iron Smelters And Factory Owners Question Answer HBSE 8th Class Question 2.
What is Jamdani?
Answer:
Jamdani is a fine muslin on which decorative motifs are woven on the loom, typically in grey and white.

Weavers Iron Smelters And Factory Owners Class 8 Question Answer HBSE Question 3.
What is bandanna?
Answer:
The word ‘bandanna’ refers to any brightly coloured and printed scarf for the neck or head.

Weavers Smelters And Factory Owners HBSE 8th Class Question 4.
Who are the Agarias?
Answer:
Agaria is a community of iron smelters who specialized in the field of craft.

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

LETS DISCUSS

Question 6.
How do the names of different textiles tell us about their histories?
Answer:
There are various examples of names of textiles derived from different languages. The English word Chintz is derived from Chhint, a Hindi word. Originally the term bandanna derived from the word ‘bandhna’ (Hindi for tying). The widespread use of such words shows how popular Indian textiles had become in different parts of the world.

Question 7.
Why did the wool and silk producers in England protest against import of Indian textiles in the early eighteenth century?
Answer:
Worried by the popularity of Indian textiles, wool and silk makers in England began protesting against the import of Indian cotton textiles. In 1720, the British government enacted a legislation banning the use of printed cotton textiles too.

Question 8.
How did the development of cotton industries in Britain affect textile producers in India?
Answer:
(a) Indian textiles now had to compete with British textiles in the European and American markets.
(b) Exporting textiles to England also became increasingly difficult since very high duties were imposed on Indian textiles imported to Britain.

Question 9.
Why did the Indian iron smelting decline in the nineteenth century?
Answer:

• The new forest laws led to the decline of craft of iron smelting.
• When the colonial government prevented people from entering the reserved forests, the iron smelters could not find wood for charcoal.
• Even when they were granted access, the iron smelters had to pay a very high tax to the forest department for every furnace used. This reduced their income.
• Moreover, iron and steel was being imported from Britain.

Question 10.
What problems did Indian textile industry face during its development?
Answer:

• Indian textiles now had to compete with British textiles in European and American markets.
• Exporting textiles to England also became increasingly difficult since very high duties were imposed on Indian textiles imported to Britain.
• European companies had stopped buying Indian goods and their agents no longer gave out advances to weavers to secure supplies.
• By 1830s, two-thirds of all the cotton clothes worn by Indians were made of clothes produced in Britain.

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

• Steel produced in Britain now had to meet the demands of war in Europe. So imports of British steel into India declined.
• The Indian Railways turned TISCO for supply of rails.
• As the war dragged on for several years, TISCO had to produce shells and carriage wheels for the war.
• By 1919, the colonial government was buying 90% of the steel manufactured by TISCO.

LETS DO

Question 12.
Find out about the history of any craft around the area you live. You may wish to know about the community of craftsmen, the changes in the techniques they use and the market they supply. How have these changed in the past 50 years?
Answer:
Not from examination point of view. Do it yourself,

Question 13.
On a map of India, locate the centres of different crafts today. Find out when they came up.
Answer:

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

Very Short Answer Type Questions

Question 1.
Give the general name for all cotton textiles.
Answer:
Calico.

Question 2.
Which two industries were crucial for the industrial revolution in the modern world ?
Answer:

• Textile industry
• Iron and Steel industry.

Question 3.
Who invented the spinning jenny?
Answer:
John Kaye.

Question 4.
Who invented the steam engine?
Answer:
Richard Awkright.

Question 5.
Name the foremost textile centre in the 18th century.
Answer:
Dacca, Eastern Bengal, present day Bangladesh.

Question 6.
When was India the world’s largest producer of cotton textile?
Answer:
Around 1750, before the British conquered Bengal.

Question 7.
What is the name given to a dyer?
Answer:
Rangrez.

Question 8.
What is Chintz?
Answer:
Chintz is a printed cotton cloth with small and colourful flowery designs.

Question 9.
When was the charkha adopted as the centre of flag of INC?
Answer:
In 1931.

Question 10.
Where and when was the first cotton mill set-up in India?
Answer:
Bombay, 1854.

Question 11.
Give the anglicised version of the word-Ukku.
Answer:
Wootz.

Short Answer Type Questions

Question 1.
Why is “muslin” named so?
Answer:
European traders first encountered fine cotton doth from India carried by Arab merchants in Masul in present-day Iraq. So they began referring to all finely woven textiles as “muslin” a word acquired wide currency.

Question 2.
Why was there a craze for chintz in England?
Answer:
From the 1680s there started a craze for printed Indian cotton textiles mainly for their exquisite floral designs, fine texture and relative cheapness.

Question 3.
Define Jamdani.
Answer:
Jamdani is a fine muslin on which decorative motifs are woven on the looms, typically in grey and white.

Question 4.
What is spinning jenny? How was its useful?
Answer:
A spinning jemmy is a machine by which a single worker could operate several spindles on to which thread was spun. When the wheel was turned all the spindles rotated. This increased productivity of traditional spindles.

Question 5.
Who were the weavers?
Answer:
Weavers often belonged to the community that specialized in weaving whose skills were passed «en from one generation to another.
Example : Tanti weavers, Bengali; Devangs of South Indiaetc.

Question 6.
“Exporting textiles to England also became increasingly difficult.” Give reason.
Answer:
Exporting textiles to England also became increasingly difficult since very high duties were imposed on Indian textiles imported to Britain.

Question 7.
Mention the occupation of weavers and spinners who lost their livelihood.
Answer:
Many weavers became agricultural labourers. Some migrated to cities in search of work and yet others went out to work in African and South American plantations. Some of these handloom weavers started work in the new, cotton mills.

Question 8.
Define smelting.
Answer:
The process of obtaining a metal from rock (or soil) by heating it to a very high temperature.

Question 9.
What was the use of Bellows?
Answer:
Women worked with bellows, pumping air that kept Use charcoal burning.

Question 10.
What was the aim of Dorabji Tata and Charles Weld travelling in Chattisgarh?
Answer:
Charles Weld, an American geologist and Dorabji Tata, the eldest son of Jamshedji Tata, were travelling in Chattisgarh in search of non ore deposits spending months on a costly venture looking for sources of good iron ere.

Question 11.
“Despite being the finest ere, Rajhara hills was not the Tatas choice.” Why?
Answer:
Rajahara hills was a dry region and due to the necessity of water for running a factory, Tatas had to continue their search for a more suitable place to set-up their factory.

Question 12.
How dad ffiaropeaa companies make enormous profits out of Indian textiles during 18th century ?
Answer:
European trading companies – the Dutch, the French and the English pm-chased cotton and silk textiles in India by importing silver.

Question 13.
Why was the sword of Tipu Sultan so special ?
Answer:
This sword had an incredibly hard and sharp edge that could easily rip through the opponent’s armour. This quality of the sword came from a special type of high carbon Steel called Wootz.

Question 14.
How were the furnaces built in villages of lndia?
Answer:
(a) The fin-nances were most often built of day and sun-dried bricks.
(b) The smelting was dane by men while women worked the bellows, pumping air .that kept the charcoal burning.

Question 15.
When was steam engine invented and by whom? What was its impact?
Answer:
(a) Steam engine was invented in 1786 by Richard Arkwright.
(b) Cloth could now be woven in immense quantities and cheaply too.

Question 16.
Name some communities who were famous for weaving.
Answer:
(a) The tanti weavers of Bengal
(b) the julahas or momin weavers of north India
(c) sale and kaikollar and devanges of south India are some of the communities famous for weaving

Long Answer Type Questions

Question 1.
How does word “bandanna” reveal history and present day textile world?
Answer:
The word bandanna now refers to any brightly coloured and printed scraf for the neck or head. Originally, the (term derived from the word “bandhna” (Hindi for tying) and referred to a variety of brightly coloured clothes produced through a method of tying and dyeing. It was a cloth that was produced as it was seamed together.

Question 2.
What technological innovations were made during eighteenth century? Why?
Answer:
Competition with Indian textiles also led to a search for technological innovations in England. In 1764, Spinning Jenny was invented by John Kaye which increased the productivity of traditional spindles. In 1786, the invention of the steam engine by Richard Awkright revolutionised cotton textile in many ways. These helped cloth get woven in immense quantities and cheaply too.

Question 3.
Explain in detail the process of production of handloom weaving.
Answer:
(а) Spinning : Using charkhas and taklis, fibres could be spun by women. The thread was spun on the charkha and rolled on the takli.

(b) Weaving: After spinning, weaving was done by men from a thread to a cloth/ fabric.

(c) Dyeing: For obtaining coloured textiles, the thread was dyed by the dyer known as rangrez.

(d) Printing : For obtaining printed cloth, the weavers needed the help of specialist block printers called Chhipigars. However, dyeing and printing were optional tasks.

Question 4.
“Even after extreme failures, handloom weaving did not completely die in India.” Why?
Answer:
Handloom weaving did not die in India because:
(a) Some types of clothes could not be supplied by the machine such as saris with intricate borders or fabrics with traditionally woven patterns.
(b) These had a wide demand by both the rich and middle class people.
(c) They also met the demands of poor as coarse cloth was not produced by textile manufacturers in Britain.

Question 5.
How did charkha become an important part of national movement?
Answer:
In the late nineteenth century, Mahatma Gandhi urged people to boycott imported textiles and use hand-spun and hand- woven clothes. These were, spun using a charkha. Khadi gradually became a symbol of nationalism during the National Movement. In this case, the charkha was the traditional spinning instrument that came to represent India and it was put at the centre of the tricolour flag of the Indian National Congress adopted in 1931.

Question 6.
Which were the major centres of weaving in the late 18th century India?
Answer:
The textile production was concentrated in the following four regions in the early 18th century :
(i) Bengal was one of the most important centrs. Located along the numerous rivers in the delta, the production centres in Bengal could easily transport goods to distant places.

(ii) Dacca in Eastern Bengal was the foremost textile centre in the 18th century. It was famous for its mulmul and jamdani weaving.

(iii) A cluster of cotton weaving centres was along the coromandel coast stretching from Madras to northern Andhra Pradesh.

(iv) On the western coast, there were important weaving centres in Gujarat.

Question 7.
What were the various stages of textile production in India?
Answer:
(a) The first stage of production was spinning which was mostly done by women. The thread was spun on the charkha and rolled on the takli.

(b) Then thread was woven into cloth by the weaver which was generally done by men.

(c) For coloured textiles, the thread was dyed by the dyer.

(d) For printed cloth, the weavers needed the help of specialist block printers.

Question 8.
What were the effect of the decline of Indian textiles in the 19th century?
Answer:
(a) By the beginning of the 19th century, english-made cotton textiles successfully ousted Indian goods from their traditional markets in Africa, America and Europe.

(b) Thousands of weavers in India became jobless. Bengal weavers were the worst hit.

(c) English and European companies stopped buying Indian goods and giving advances to weavers to secure supplies.

(d) By the 1830s, British cotton cloth flooded Indian markets. Infact, by the 1880s two-thirds of all the cotton clothes worn by Indians were made of cloth produced in British.

Picture Based Questions

Question I.
Look at the given pictures and answer the questions that follow:

Question 1.
What are the Tanti weavers doing?
Answer:
The tanti weavers here at work in the pit loom.

Question 2.
Where might they hail from?
Answer:
They might hail from Bengal.

Question II.
Look at the given pictures and answer the questions that follow:

Question 1.
What pattern is shown?
Answer:
Bandanna.

Question 2.
Where is it mainly produced?
Answer:
Rajasthan, Gujarat.

Question 3.
Why does the line separate two patterns?
Answer:
This is because two tie and dye patterns are seamed together with gold thread embroidery.

Weavers, Iron Smelters and Factory Owners Class 8 HBSE Notes

• Spinning Jenny: A machine by which a single worker could operate several spindles on to which thread was spun. When the wheel was turned all the spindles rotated.
• Aurang : A Persian term for a warehouse – a place where goods are collected before being sold, also refers to a workshop.
• Smelting : The process of obtaining a metal from rock (or soil) by heating it to a very high temperature, or of melting objects made from metal in order to use the metal to make something new.
• Bellows: A device or equipment that can pump air.
• Slag heaps : The waste left when smelting a metal.
• Warehouse: A place where goods are collected before being sold.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 6 हमारी आपराधिक न्याय प्रणाली Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 6 हमारी आपराधिक न्याय प्रणाली

HBSE 8th Class Civics हमारी आपराधिक न्याय प्रणाली Textbook Questions and Answers

HBSE 8th Class Chapter 6 हमारी आपराधिक न्याय प्रणाली Civics प्रश्न 1.
पीसलैंड नामक शहर में फिएस्ता फुटबॉल टीम के समर्थकों को पता चलता है कि लगभग दूर पास के एक शहर में जो वहाँ से लगभग 40 कि.मी. है, जुबली फुटबॉल टीम के समर्थकों ने खेल के मैदान को खोद दिया है। वहीं अगले दिन दोनों टीमों के बीच अंतिम मुकाबला होने वाला है। फिएस्ता के समर्थकों का एक झुंड घातक हथियारों से लैस होकर अपने शहर के जुबली समर्थकों पर धावा बोल देता है। इस हमले में दस लोग मारे जाते हैं, पाँच औरतें बुरी तरह जख्मी होती हैं, बहुत से घर नष्ट हो जाते हैं और पचास से ज्यादा लोग घायल होते हैं।
कल्पना कीजिए कि आप और आपके सहपाठी आपराधिक न्याय व्यवस्था के अंग हैं। अब अपनी कक्षा को इन चार समूहों में बाँट दीजिए :
1. पुलिस
2. सरकारी वकील
3. बचाव पक्ष का वकील
4. न्यायाधीश।
नीचे दी गई तालिका के दाएँ कॉलम में कुछ जिम्मेदारियाँ दी गई हैं। इन जिम्मेदारियों को बाईं ओर दिए गए अधिकारियों की भूमिका के साथ मिलाएँ। प्रत्येक टोली को अपने लिए उन कामों का चुनाव करने दीजिए जो फिएस्ता समर्थकों की हिंसा से पीड़ित
लोगों को न्याय दिलाने के लिए आवश्यक हैं। ये काम किस क्रम में किए जाएंगे?

अब यही स्थिति लें और किसी ऐसे विद्यार्थी को उपरोक्त सारे काम करने के लिए कहें जो फिएस्ता क्लब का समर्थक है। यदि आपराधिक न्याय व्यवस्था के सारे कामों को केवल एक ही व्यक्ति करने लगे तो क्या आपको लगता है कि पीड़ितों को न्याय मिल पाएगा? क्यों नहीं?
आप ऐसा क्यों मानते हैं कि आपराधिक न्याय व्यवस्था में विभिन्न लोगों को अपनी अलंग-अलग भूमिका निभनी चाहिए? दो कारण बताएँ।

उत्तर :
1. कॉलमों का मिलान :

2. कामों का क्रम :
फिएस्ता समर्थकों को गिरफ्तार करना
जले हुए घरों की तस्वीरें लेना
हमले की शिकार महिलाओं की डॉक्टरी
जाँच कराना
गवाहों के बयान दर्ज करना
आरोपी व्यक्तियों से मिलना
निष्पक्ष मुकदमा चलाना
गवाहों को सुनना
अदालत में गवाहों की जाँच करना
यह तय करना कि आरोपी कितने साल
जेल में रहेंगे
फैसला लिखना
फैसला सुनाना

3. क्या आपके विचारानुसार दीवानी न्याय प्रणाली से जुड़े मुकदमें की प्रक्रिया के अंतर्गत आने वाले सभी कार्यों को केवल एक व्यक्ति करे तो पीड़ित लोगों को न्याय मिल सकता है ? क्यों नहीं?
उत्तर :
मेरे विचारानुसार पीड़ितों को न्याय नहीं मिलेगा यदि आपराधिक न्याय व्यवस्था से जुड़े सभी कार्यों को केवल एक ही व्यक्ति करेगा। जहाँ तक दूसरे प्रश्न अर्थात् क्यों नहीं का प्रश्न है तो इसका उत्तर बड़ा सरल एवं स्पष्ट है। क्योंकि फौजदारी मुकदमे की प्रक्रिया से जुड़े विभिन्न कार्यों को करने के लिए विभिन्न कुशल व शिक्षित (well trained) लोगों या समूहों की आवश्यकता होती है। पुलिस में अनेक लोग होंगे जो कई बार दुर्घटना या घटना के स्थलों पर निशान लगाते हैं, फोटो खींचते हैं। मौके-वारदात पर पड़ी वस्तुओं की जाँच-अँगुलियों के निशान, खून के धब्बे, फाँसी के फंदे आदि की बारीकी से जाँच करते हैं। पीड़ित महिलाओं, बच्चों तथा पुरुषों की डॉक्टरी जाँच की यदि आवश्यकता पड़ेगी तो उन्हें अलग-अलग विशेषज्ञ ही जाँचेंगे।

बचाव पक्ष का वकील पीड़ित या दोषारोपित व्यक्ति को दोषी या निर्दोष कुछ भी साबित करने की कोशिश कर सकता है। न्यायाधीश को कानून विशेषज्ञों या वकीलों की बहस तथा गवाहियों की परीक्षा लेनी होती है। रिकार्डिंग करानी होती है। समय-समय एक क्लर्क से श्रुतलेख “(dictation) देनी होती है। वह निर्णय लेकर उसे लिखवाता है। कुछ समय के लिए सुरक्षित रख उससे संबंधित फैसला सुनाता है। दोषारोपित व्यक्ति को छोड़ा जा सकता है, जुर्माना किया जा सकता है, सजा-ए-मौत या आजीवन कारावास का दंड दिया जा सकता है या दोनों सजायें दी जा सकती हैं। स्पष्ट है कि इतनी जटिल प्रक्रिया को उचित ढंग से कार्यरूप देने के लिए अनेक व्यक्तियों की आवश्यकता होती है।

4. मैं सोचता हूँ कि हमारे देश में अपराधिक न्याय व्यवस्था के अंतर्गत आने वाली विभिन्न तरह की कार्यवाहियों को पूरा करने के लिए विभिन्न व्यक्तियों को भूमिका निभानी चाहिए। इसके दो कारण निम्न हैं:
(क) आपराधिक न्याय व्यवस्था में किसी भी व्यक्ति के जीवन, उसके परिवार, उसके भविष्य आदि की आशाएँ दाँव पर लगी होती हैं। न्यायाधीश द्वारा सुनाया गया फैसला उसका जीवन तबाह कर सकता है। विभिन्न स्तरों पर जब अलग-अलग लोग होंगे, तो यह प्रक्रिया विकेंद्रित होगी और इससे अन्याय की संभावना भी कम होगी। कहीं न कहीं झूठ का पर्दाफाश अवश्य होगा।

(ख) जब विभिन्न लोग अलग-अलग अपनी भूमिकाएँ निभाएँगे तो इससे भेदभाव या पूर्वागृह से कोई काम करने की प्रवृत्ति पर अंकुश लगेगा।

HBSE 8th Class Civics हमारी आपराधिक न्याय प्रणाली Important Questions and Answers

अति लघु उत्तरीय प्रश्न

हमारी आपराधिक न्याय प्रणाली HBSE 8th Class Civics प्रश्न 1.
जब हम देखते हैं कि कोई व्यक्ति कानून का हनन कर रहा है, तो हम सर्वप्रथम क्या करते हैं?
उत्तर :
उस समय हम तुरंत ही पुलिस को सूचना देने के बारे में विचार करते हैं।

प्रश्न 2.
एक व्यक्ति की गिरफ्तारी के उपरांत यह कौन तय करता है कि आरोपित व्यक्ति अपराधी है अथवा नहीं? भारतीय संविधान में इसके लिए क्या व्यवस्था की गयी है ?
उत्तर :
किसी व्यक्ति की गिरफ्तारी के उपरांत शीघ्र से शीघ्र (कुछ ही घंटों में) पुलिस को आरोपित व्यक्ति को किसी न्यायालय (मजिस्ट्रेट) के समक्ष उपस्थित करना होता है। पूरी सुनवाई प्रक्रिया के बाद यह न्यायालय तय करता है कि वह व्यक्ति अपराधी है अथवा नहीं।
भारतीय संविधान में दी गयी व्यवस्था के अनुसार हर व्यक्ति का यह अधिकार है कि वह स्वतंत्र तथा निष्पक्ष न्याय प्राप्त करे।

प्रश्न 3.
भारतीय संविधान की कौन-सी धाराओं के अनुसार प्रत्येक व्यक्ति को एक वकील के जरिए अपना बचाव करने का मौलिक अधिकार प्राप्त है ?
उत्तर :
(क) भारत के संविधान की धारा 22 के अनुसार – हर व्यक्ति को अपने बचाव के लिए एक वकील रखने का मौलिक अधिकार प्राप्त है।
(ख) भारतीय संविधान की धारा 39-एके अनुसार यह राज्य (सरकार) का कर्तव्य है कि वह प्रत्येक ऐसे व्यक्ति को एक वकील प्रदान करे जो अपनी गरीबी अथवा किसी भी अन्य कारण से अपने बचाव के लिए एक वकील की व्यवस्था नहीं कर सकता।

लघु उत्तरात्मक प्रश्न

प्रश्न 1.
सरकारी वकील की क्या भूमिका होती है ? संक्षेप में चर्चा कीजिए।
उत्तर :
सरकारी वकील (Public Prosecutor) की भूमिका :
(i) न्यायालय में सरकारी वकील ही राज्य के हितों की रक्षा करता है। सरकारी अधिवक्ता की भूमिका तभी से शुरू हो जाती है जबकि आरोपित व्यक्ति के विरुद्ध पुलिस अपनी जाँच-पड़ताल पूरी करके उसके खिलाफ एक केस पंजीकृत कर न्यायालय में एक चार्जशीट (Charge Sheet) या आरोप पत्र दाखिल करती है।

(ii) सरकारी वकील को जाँच (Investigation) में कोई भी भूमिका नहीं निभानी होती। वह राज्य या सरकार की ओर से ही। मुकदमे में भागीदारी करता है।

(ii) न्यायालय के एक अधिकारी के रूप में उसे निष्पक्ष रूप से अपनी भूमिका निभानी होती है। उसे मुकदमे से जुड़े सभी तथ्य, गवाह एवं सबूत न्यायालय में पेश करने होते हैं ताकि वह (कोर्ट) मुकदमे के बारे में अपना निर्णय।

प्रश्न 2.
एक न्यायाधीश की क्या भूमिका होती है ?
उत्तर :
(i) एक न्यायाधीश की भूमिका एक मुकदमे में अंपायर (Empire) या रेफरी (Referee) के समान होती है। उससे उम्मीद की जाती है कि वह पूर्णतया निष्पक्ष, स्वतंत्र एवं निडर होकर अपनी भूमिका का निर्वाह करे।
(ii) न्यायाधीश सभी गवाहों से सुनता है तथा सबूतों की या कैद की जाँच-पड़ताल करता है।
(iii) न्यायाधीश ही प्रस्तुत किये गये सभी तथ्यों, गवाहों आदि के आधार पर निष्पक्ष होकर तय करता है कि आरोपित व्यक्ति वास्तव में दोषी है अथवा नहीं।
(iv) यदि आरोपित व्यक्ति पर दोष साबित हो जाते हैं तो वह उसे सजा सुनाता है। वह कानून के अनुसार अपराधी पर जुर्माना सजा अथवा दोनों तरह की सजायें (जुर्माना तथा जेल या मृत्युदंड) दे सकता है।

दीर्घ उत्तरातमक प्रश्न

प्रश्न 1.
एक अपराध के अन्वेषण में पुलिस की क्या भूमिका होती है ?
उत्तर :
अपराध की खोज-बीन करने में पुलिस की भूमिका :
(i) सर्वप्रथम जब पुलिस के पास दूरभाष या प्रथम सूचना रिपोर्ट (FIR) के माध्यम से सूचना आती है तो वह तुरंत ही अपराध स्थल पर पहुँच कर, उससे संबंधित फोटो लेना, जाँच-पड़ताल करना, तथ्य एकत्र करना, अपराध से प्रभावित व्यक्तियों की आवश्यकतानुसार डॉक्टरी जाँच कराना, रिपोर्ट प्राप्त करना, अपराध स्थल के निशान (जैसे अंगुलियों के चिह्नFinger Prints) कैमरे से उतारना तथा घटित अपराध से जुड़ी अन्य आवश्यक सूचनायें इकट्ठी करती है।

(ii) वह जाँच-पड़ताल करते वक्त आस-पास के लोगों (पड़ोसियों) के बयान, चश्मदीद गवाहों के बयान, उनका परिचय संबंधी तथ्य ले लेती है।

(iii) विभिन्न प्रकार की जाँच-पड़ताल तथा तथ्यों के आधार पर पुलिस को अपराधी के बारे में एक राय बनानी पड़ती है।

(iv) यदि पुलिस यह सोचती है कि पर्याप्त प्रमाण, सबूत, तथ्य आदि इस बात को साबित करते हैं कि आरोपित व्यक्ति ने कानून को अपने हाथ में लिया है या कानून की दृष्टि से अपराध किया है तो दोषी व्यक्ति के विरुद्ध एक आरोप-पत्र (charge sheer) तैयार करके या तो अपराधी को स्वयं गिरफ्तार करके या न्यायालय के माध्यम से उसे रिमांड पर ले लेती है।

प्रश्न 2.
पुलिस द्वारा किसी अपराध के बारे में जाँच करने के दौरान कानून की क्या भूमिका होती है?
उत्तर :
(i) कानून का शासन है (There is a Rule of Law)। इस कथन या वाक्य का अभिप्राय है कि देश में सबसे बड़ा कानून है तथा सभी के लिए कानून है जिसमें पुलिस भी शामिल होती है अर्थात् कोई भी व्यक्ति या विभाग मनमानी नहीं कर सकता।

(ii) पुलिस को अपराध से जुड़ी हुई छानबीन कानून द्वारा निर्धारित सीमाओं में रहकर ही करनी होती है तथा उसे सदैव ही मानव अधिकारों का पूरा-पूरा ख्याल रखना होता है।

(iii) देश के सबसे बड़े न्यायालय अर्थात् सर्वोच्च न्यायालय के उन दिशानिर्देशों को ध्यान में रखना ही पड़ेगा जो उसके मार्गदर्शक के रूप में न्यायालय ने पुलिस विभाग के लिए जारी किए हैं।

(iv) इन दिशानिर्देशों के अनुसार पुलिस की जाँच के दौरान किसी को भी सताने, पीटने या गोली मारने का अधिकार नहीं है। किसी छोटे से छोटे अपराध के लिए भी पुलिस किसी को कोई सजा नहीं दे सकती।

प्रश्न 3.
एफ.आई.आर. (FIR) अथवा प्रथम सूचना रिपोर्ट क्या है ? इसकी प्रमुख विशेषताएँ बताइए।
उत्तर :
एफ.आई.आर, से संबंधित प्रमुख शर्ते तथा विशेषताएँ :
1. कानून में कहा गया है कि किसी संज्ञेय अपराध की सूचना मिलने पर थाने के प्रभारी अधिकारी को फौरन एफ.आई. आर. दर्ज करनी चाहिए। पुलिस को यह सूचना मौखिक या लिखित, किसी भी रूप में मिल सकती है।

2. एफ.आई.आर. में आमतौर पर वारदात की तारीख, समय और स्थान का उल्लेख किया जाता है। उसमें वारदात के मूल तथ्यों और घटनाओं का विवरण भी लिखा जाता है। अगर . अपराधियों का पता हो तो उनके नाम तथा गवाहों का भी उल्लेख किया जाता है।

3. एफ.आई.आर. में शिकायत दर्ज कराने वाले का नाम और पता लिखा होता है। एफ.आई.आर. के लिए पुलिस के पास एक खास फॉर्म होता है। इस पर शिकायत करने वाले के दस्तख्त कराए जाते हैं।

4. शिकायत करने वाले को पुलिस से एफ.आई.आर. की एक नकल मुफ्त पाने का कानूनी अधिकार होता है।

5 एफ.आई.आर. लिखने के बारे में सर्वोच्च न्यायालय ने कड़े निर्देश दे रखें हैं। वाजिब केसों में यदि इसका हनन होता है तो पीड़ित न्यायालय जा सकता है।

हमारी आपराधिक न्याय प्रणाली Class 8 HBSE Notes in Hindi

1. आरोपी (Accused) : अध्याय के संदर्भ में उस व्यक्ति को आरोपी कहा गया है जिस पर अदालत में किसी अपराध के लिए मुकदमा चल रहा हो।
2. विचारणीय या संज्ञेय (Congnizable) : जिनके लिए पुलिस किसी व्यक्ति को न्यायालय की अनुमति के बिना ही कैद कर सकती है।
3. जिरह / बहस (Cross-examine) : जब कोई गवाह अदालत में अपना बयान देता है तो दूसरे पक्ष का वकील भी उससे कुछ सवाल पूछता है जिससे उसके पिछले बयान को सही या गलत साबित किया जा सके।
4. हिरासत (Detention) : किसी को गैरकानूनी ढंग से हिरासत में रखना।
5. निष्पक्ष (Impartial) : स्पष्ट या न्यायसंगत व्यवहार करना और किसी एक पक्ष का समर्थन न करना।
6. अपराध (Offence): ऐसा कार्य जिसे कानून गैरकानूनी कार्य (या क्राइम) मानता है।
7. किसी अपराध का आरोप लगाना (To be charged of a crime) : जब न्यायाधीश आरोपी को लिखित रूप से सूचित करता है कि उस पर किस अपराध के लिए मुकदमा चलाय जाएगा तो इसे अपराध का आरोप लगाना कहा जाता है।
8. गवाह (Witness) : वह व्यक्ति जिसे अदालत में यह बयान देने के लिए बुलाया जाता है कि उसने मामले के संबंध में क्या देखा, सुना या जाना है, उसे गवाह कहा जाता है।
9. एफ.आई.आर. (FIR) : प्रथम सूचना रिपोर्ट।
10. सब-इंस्पेक्टर (Sub-Inspector) या उप-निरीक्षक।
11. सरकारी वकील (Public Prosecutor) : वह अधिवक्ता या वकील जो किसी मुकदमे में राज्य की तरफ होता है।
12. अधिवक्ता/वकील (Advocate) : किसी भी मामले के पक्ष-विपक्ष में न्यायालय में जिरह करने वाले को वकील कहते हैं।

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 7 हाशियाकरण की समझ Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 7 हाशियाकरण की समझ

HBSE 8th Class Civics हमारी आपराधिक न्याय प्रणाली Textbook Questions and Answers

हाशियाकरण की समस्या HBSE 8th Class Civics प्रश्न 1.
‘हाशियाकरण’ शब्द से आप क्या समझते हैं? अपने शब्दों में दो या अधिक वाक्य लिखिए।
उत्तर:
किसी व्यक्ति या समुदाय को समाज के मुख्य धारा से अलग करना या हो जाना या उस स्थिति तक पहुँच जाना ही हाशियाकरण है। इसका संबंध न्यूनतम सामाजिक स्थिति, स्तर, हानियों को अनुभव करते रहने, पूर्वाग्रहों या अविचारपूर्वक निर्णयों/पक्षपातों/ हानिदायक फैसलों/अन्यायपूर्ण धारणाओं एवं शक्तिहीनता से होता है।

इसी के परिणामस्वरूप कुछ समुदाय या एक ही समुदाय के कुछ समूह जैसे मुस्लिम या दलित (विशेषकर हिन्दू दलित) को निम्नतम सामाजिक स्तर प्राप्त है। वे शैक्षिक एवं अन्य संसाधनों के प्रति समान पहुँच नहीं रखते।

हाशियाकरण की समझ प्रश्न उत्तर HBSE 8th Class Civics प्रश्न 2.
आदिवासी लगातार हाशिये पर क्यों खिसकते जा रहे हैं ? दो कारण बताइए।
उत्तर:
कारण (Reasons):
1. आदिवासी लोग इसलिए सामाजिक-आर्थिक तथा अन्य दृष्टियों से हाशिये पर निरंतर खिसकते जा रहे हैं क्योंकि वे अपनी भूमियाँ (भू-खंडों) एवं वनों (जंगलों) को खोते जा रहे हैं। इन दोनों चीजों (भूमि तथा वन) के खोने के कारण उनकी रोजी-रोटी तथा भोजन प्राप्ति के साधन (या संसाधन) उनके हाथों से निकलते जा रहे हैं।

2. वर्षों से (या दशाब्दियों से) वे अपने पारंपरिक आवासों को खोते जा रहे हैं। आदिवासियों को अपनी रोजी-रोटी तथा आजीविका दूढंने एवं प्राप्ति के लिए शहरों तथा कस्बों की ओर पलायन करना पड़ रहा है। वहाँ उनकी हाशिये या किनारे पर लाने वाली स्थिति का शोषण करने वाले शहरी मालिक या कंपनियाँ उन्हें बहुत निम्न मजदूरी पर काम पर रखते हैं। उन्हें शिक्षा, स्वास्थ्य, उचित दर की दुकानों के राशन आदि की सुविधाएँ नहीं मिलतीं। कई बार इन आदिवासियों (पुरुषों तथा महिलाओं एवं उनके किशोर बच्चों को भी) भवन निर्माण संबंधी स्थानों पर मजदूरी करनी पड़ती है। उन स्थानों पर इन्हें रेत, मिट्टी मिश्रित वायु में सांस लेना पड़ता है, दूषित जल पीना पड़ता है तथा अस्थायी रूप से बनायी गई छोटी-छोटी झुग्गियों में रातें गुजारनी पड़ती हैं। इस तरह वे निरंतर निर्धनता तथा वंचितता (Deprivation) के कुचक्र में फंसते चले जाते हैं।

हाशियाकरण की समझ Notes HBSE 8th Class Civics प्रश्न 3.
आप अल्पसंख्यक समुदायों की सुरक्षा के लिए संवैधानिक सुरक्षाओं को क्यों महत्त्वपूर्ण मानते हैं ? इसका एक कारण बताइए।
उत्तर:
अल्पसंख्यक समुदायों की सुरक्षा या हिफाजत के लिए संवैधानिक सुरक्षाएँ इसलिए आवश्यक एवं महत्त्वपूर्ण हैं क्योंकि हमारे राष्ट्र में संविधान कानून एवं प्रशासनिक व्यवस्था करने वाली सर्वोच्च वैधानिक पुस्तक है। यह हमारे देश के धार्मिक एवं भाषायी, जातीय अल्पसंख्यकों को मौलिक अधिकारों के हिस्से के रूप में भी संरक्षण प्रदान करती है। कोई भी सरकार (राज्य) या राजनीतिक दल किसी भी नागरिक से मौलिक अधिकार नहीं छीन सकती।

प्रत्येक नागरिक को देश के सर्वोच्च न्यायालय तक पहुंच का अधिकार प्राप्त है। देश में सर्वोच्च न्यायालय के साथ-साथ सभी उच्च न्यायालय मौलिक अधिकारों को संरक्षण प्रदान करते हैं। संवैधानिक सुरक्षाओं को अनदेखा नहीं किया जा सकता।

Hasiyakaran Ki Samajh Notes HBSE 8th Class Civics प्रश्न 4.
अल्पसंख्यक और हाशियाकरण वाले हिस्से को दोबारा पढ़ें। अल्पसंख्यक शब्द से आप क्या समझते हैं?
उत्तर:
अल्पसंख्यक शब्द (या पद) का सर्वाधिक प्रयोग उन समुदायों के लिए किया जाता है जिनकी संख्या प्रायः (बहुसंख्यक समुदाय से) गिनती में कम होती है। वैसे हमारे देश के संविधान में भाषायी दृष्टि से कम लोगों के समूहों को भी विभिन्न राज्यों या क्षेत्रों में अल्पसंख्यक माना जाता है। यह पद (कम संख्या) शक्ति की समस्या, संसाधनों तक पहुँच एवं सामाजिक तथा सांस्कृतिक क्षेत्रों (dimentions) से भी जुड़ी हुई। कश्मीर में हिंदू अल्पसंख्यक है।

हाशियाकरण की समझ कक्षा 8 HBSE Civics प्रश्न 5.
आप एक बहस में हिस्सा ले रहे हैं जहाँ आपको इस बयान के समर्थक में तर्क देने हैं: ‘मुसलमान एक हाशियाई समुदाय है।’ इस अध्याय में दी गई जानकारियों के आधार पर दो तर्क पेश कीजिए।
उत्तर:
‘मुसलमान एक हाशियाई समुदाय है।’ इस कथन के समर्थन में मैं निम्नलिखित कारणों का प्रयोग करूँगाः
1. 63.6 प्रतिशत मुसलमान कच्चे घरों में रहते हैं। दूसरी ओर बहुसंख्यक अर्थात् हिन्दू लोगों में केवल 55.2 प्रतिशत लोग ही कच्चे घरों में रहते हैं।
2. केवल 30 प्रतिशत मुसलमानों को ही बिजली की सुविधा तक पहुँच है जबकि 43.2 प्रतिशत हिन्दू विद्युत का प्रयोग करते
3. शुद्ध वायु के उपरांत शुद्ध पेय जल दूसरी मूलभूत आवश्यकता है। मुस्लिम आबादी में से केवल 19.4 प्रतिशत ही पाइप का पानी उपयोग कर पाते हैं. दूसरी ओर 25.3 प्रतिशत हिन्दू इसका उपयोग करने की स्थिति में हैं।
4. यदि हम देश के सभी समुदायों के शिक्षित होने के प्रतिशत का अध्ययन करें तो हमें यह स्वीकार करना पड़ेगा कि सबसे निम्नतम शिक्षित दर मुसलमानों में (केवल दो) ही है।

हाशियाकरण की समझ HBSE 8th Class Civics प्रश्न 6.
कल्पना कीजिए कि आप टेलीविजन पर 26 जनवरी की परेड देख रहे हैं। आपकी एक दोस्त आपके नजदीक बैठी है। वह अचानक कहती है, “इन आदिवासियों को तो देखो, कितने रंग-बिरंगे हैं। लगता है सदा नाचते ही रहते हैं।” उसकी बात सुनकर आप भारत में आदिवासियों के जीवन से संबंधित क्या बातें उसको बताएंगे? उनमें से तीन बातें लिखें।
उत्तर:
1. हमेशा अपने मस्तिष्क में याद रखें कि ये आदिवासी परदेशी या अलग-अलग बिल्कुल भी नहीं हैं। वास्तव में, वे हमारे देश के मूल (Original) निवासी हैं।

2. आदिवासी सदियो से जंगलों में रहे थे और प्रायः अब भी उन्हीं (जंगलों में) से गहरे संबंध रखते हुए हैं।

3. आदिवासी एक जैसी (एकरूपता) प्रतिभा या एक जैसे स्तर या रूप वाली जनसंख्या नहीं है। हमारे देश में 500 से भी ज्यादा आदिवासी समूह हैं। वे जिन राज्यों में बहुसंख्यक या बड़ी संख्या में रहते हैं, वे हैं-छत्तीसगढ़, झारखंड, मध्य प्रदेश, उड़ीसा, गुजरात, महाराष्ट्र, राजस्थान, आंध्र प्रदेश तथा पश्चिमी बंगाल। उत्तरी-पूर्वी भारत के अरुणाचल प्रदेश, असम, मणिपुर, मेघालय, मिजोरम, नागालैंड एवं त्रिपुरा में भी ये बड़ी संख्या में पाये जाते।

4. आदिवासी समाज सर्वाधिक भिन्न इसलिए भी दिखाई देते हैं क्योंकि उनमें कुल परंपरा की मान्यता अधिक है। यह उन्हें उन लोगों से पृथक करती है जिनके जाति या वर्ग के सिद्धांतों पर संगठन पाये जाते हैं या जो राजाओं द्वारा शासित किए गये थे।

प्रश्न 7.
चित्रकथा-पट्ट में आपने देखा कि हेलेन होप आदिवासियों की कहानी पर एक फिल्म बनाना चाहती है। क्या आप आदिवासियों के बारे में एक कहानी बना कर उसकी मदद कर सकते हैं?
उत्तर:
हाँ, मैं आदिवासियों पर एक लघु-कथा लिखकर उसे मदद कर सकता हूँ।
1. मैं उसे बताऊँगा कि एक विदेशी कंपनी ने आदिवासियों के क्षेत्र में एक धातु संबंधी फैक्ट्री लगाने की योजना बनाई थी।

2. उन्हें उनके मूल-निवास स्थान से, जहाँ पर वे अनेक पीढ़ियों से रह रहे थे, भारत के विभिन्न भागों में जाने के लिए विवश किया गया। उन आदिवासियों ने जिला प्राधिकरण तक पहुँच की। एक आदमी तथा उसकी एक महिला मित्र ने एक संगठन बनाने का निर्णय किया। वे लोग न केवल जिला प्रशासन बल्कि राज्य सरकार तथा अंततः केन्द्रीय सरकार तक भी पहुंचे।

3. उनके नेतृत्व में आदिवासियों ने तीन चीजों की माँग की-जंगल, जल एवं जीविका। उनके एक लंबे संघर्ष के बाद मानव अधिकार आयोग आगे आता है एवं उनकी मांगें मान ली जाती हैं। उन्हें जंगल भूमि का एक बड़ा भाग सौंप दिया जाता है।

उन्हें भूमियों के साथ-साथ जल आपूर्ति एवं कंपनी में रोजगार देने के साथ-साथ अनेक छोटे-छोटे उद्योग आदि शुरू करने के लिए नाममात्र के व्याज पर सरकार द्वारा ऋण प्रदान किए जाते हैं ताकि उन्हें रोजी-रोटी मिल सके।

प्रश्न 8.
क्या आप इस बात पर सहमत हैं कि आर्थिक और सामाजिक हाशियाकरण आपस में जुड़े हुए हैं ? क्यों ?
उत्तर:
हाँ, मैं इस बात से पूर्णतया सहमत हूँ कि आर्थिक एवं सामाजिक हाशियाकरण परस्पर जुड़े हैं। मैं निम्न तर्क या कारण प्रस्तुत कर रहा हूँ
(i) उचित आर्थिक स्थिति तक पहुंचे बिना कोई भी व्यक्ति अपने तथा अपने परिजनों के लिए एक घर नहीं बनवा सकता।

(ii) बिना धनराशि के यह संभव नहीं कि कोई व्यक्ति अपने निवास स्थान पर बिजली लगवा सके तथा समय-समय पर हर महीने आने वाले बिजली के बिल का भुगतान कर सके। उसके लिए यह भी संभव नहीं कि वह अपने घर के लिए विद्युत से चलने वाले उपकरण जैसे रेडियो, टी.वी., फ्रिज, इलैक्ट्रिक प्रेस, वाशिंग मशीन, पंखे, ए.सी., गीजर आदि लगवा सके।

(iii) बिना धन के कोई भी व्यक्ति अपने यहाँ जलापूर्ति कनेक्शन नहीं ले सकता। घर के अंदर जल संबंधी विभिन्न सुविधाएँ नहीं प्रदान कर सकता। प्रत्येक महीने या बीच-बीच में जल आपूर्ति बिल के भुगतान के लिए भी धनराशि की आवश्यकता पड़ती है।

HBSE 8th Class Civics हाशियाकरण की समझ Important Questions and Answers

अति लघु उत्तरीय प्रश्न

प्रश्न 1.
क्या आप अपने राज्य में रहने वाली कुछ जनजाति समुदायों के नाम बता सकते हैं ?
उत्तर:

1. मीणा
2. मुंडा
3. संथाल
4. गोंड आदि।

प्रश्न 2.
वे कौन-कौन सी भाषाएँ बोलते हैं ?
उत्तर:
वे हिन्दी भाषा, राजस्थानी बोली, मुंडा तथा संथाली भाषा बोलते हैं।

प्रश्न 3.
क्या वे वनों के समीप रहते हैं?
उत्तर:
हाँ, उनमें से अधिकांश जंगलों के समीप ही रहते हैं लेकिन कुछ जनजाति समुदायों ने नई बस्तियों, समीप के छोटे-छोटे गाँवों, कस्बों तथा बड़े शहरों में भी बसा लिया है।

प्रश्न 4.
क्या वे काम की तलाश में अन्य स्थानों में जाते है?
उत्तर:
में प्रवास करने के लिए विवश होना पड़ता है। जंगल तथा भूमियों के छिनने के बाद वे प्राय: बेरोजगार होते चले जाते हैं।

प्रश्न 5.
दड़बाकरण क्या है ? इस प्रक्रिया के लिए जिम्मेवार कारकों का उल्लेख कीजिए।
उत्तर:
दड़बाकरण (Ghettoisation) का अर्थ होता है किसी स्थान विशेष पर ही किसी समुदाय का बड़ी संख्या में जमावड़ा होना। किसी समुदाय के दबाकरण अथवा विशेष स्थल पर जमावड़े के लिए अनेक सामाजिक, सांस्कृतिक एवं आर्थिक कारक उत्तरदायी होते हैं। भय या प्रभुत्वशाली लोगों के अत्याचार भी उन्हें किसी स्थल या क्षेत्र विशेष पर ही बड़ी भारी संख्या में साथ-साथ निवास करने के लिए विवश कर सकते हैं क्योंकि वे बड़ी संख्या में साथ-साथ रहकर स्वयं को अधिक सुरक्षित अनुभव करते हैं।

वस्तुत:
घेट्टो (घेरेबंद बस्तियों) से किसी भी समुदाय के लोगों के बाहर निकलने के बहुत कम विकल्प रह जाते हैं क्योंकि वे यदि ऐसा करते हैं तो वे स्वयं को नये स्थान पर शेष लोगों में अजनबी जैसा महसूस करते हैं। इस स्थिति में वे कुंठित हो जाते हैं और इससे घृणा तथा हिंसा का जन्म होता है।

प्रश्न 6.
सामाजिक रूप से हाशिये पर होने का क्या अर्थ है ? उन विभिन्न कारकों को बताइए जिनकी वजह से इसका अनुभव किया गया है।
उत्तरः
सामाजिक दृष्टि से हाशिये पर पहुंचना या आ जाने का तात्पर्य है कि समाज में की मुख्यधारा या केन्द्र में स्थित न होकर सामाजिक ढाँचे या स्थिति पर एक तरफ या किनारे या सीमा के पास आ जाना।

उदाहरणार्थ:
यदि आप अपनी कक्षण के अन्य विद्यार्थियों की तरह नहीं हैं, आप सबसे अलग-थलग दिखाई देते हैं या आपकी रुचियाँ एवं उपलब्धियाँ या असफलताएँ ही आपको शेष विद्यार्थियों से बिल्कुल एक किनारे पर खड़ा कर देती हैं तो हम कहेंगे कि आपकी स्थिति हाशिये पर आ गयी है। मान लीजिए कि आपकी पढ़ने में रुचि नहीं है। आप संगीत या फिल्मों में ही रुचि रखते हैं। आपके अंक (परीक्षा में) बहुत ही कम आते हैं या आप बहुत ज्यादा अंक सभी विषयों में ले लेते हैं या खेल के मैदान पर आपकी उपलब्धि बहुत ही हटकर है तो आपकी स्थिति कक्षा के शेष विद्यार्थियों से अलग-थलग होगी वे आपको ‘अपने बीच का’ नहीं मानेंगे। आप भी महसूस करेंगे कि आप दूसरों से अलग हैं।

लघु उत्तरात्मक प्रश्न

प्रश्न 1.
आज के भारत में कौन-कौन सी धातुएँ महत्त्वपूर्ण हैं ? क्यों ? वे कहाँ से आती हैं ? क्या वहाँ पर आदिवासी जनसंख्या है ?
उत्तर:
(क) आज के भारत के लिए लोहा-इस्पात, टिन, ताँबा, सोना, चाँदी, मैगनीज आदि धातुएँ बहुत ही महत्त्वपूर्ण हैं।
(ख) विभिन्न प्रकार की धातुएँ देश के बहुमुखी विकास के लिए, इमारतों के निर्माणों से जुड़ी योजनाओं, सड़कों, पुलों, रेलवे विस्तार एवं निर्माण, जहाजरानी निर्माण, वायुयान निर्माण, बाँधों के निर्माण आदि के लिए महत्त्वपूर्ण एवं आवश्यक हैं।
(ग) हमारे देश में अधिकांश धातुएँ खानों से खोदकर तथा विभिन्न क्षेत्रों से आती हैं। कुछ धातुएँ विदेशों से भी हम आयात करते हैं।
(घ) हमारे ज्यादातर खनन क्षेत्र व औद्योगिक क्षेत्र छोटा नागपुर पठार में स्थित हैं। यह प्रदेश सदियों से आदिवासियों का गढ़ रहा है। इसके अंतर्गत आने वाले राज्यों यथा झारखंड, उड़ीसा, छत्तीसगढ़ आदि में अभी भी बड़ी संख्या में आदिवासी लोग रहते हैं।

प्रश्न 2.
“आदिवासी एवं अपरिवर्तनशीलता” नामक विषय के बारे में आप क्या जानते हैं ?
उत्तर:
(i) प्रस्तावना (Introduction):
नि:संदेह अनुसूचित जनजातियाँ एवं आदिवासी प्रायः बिना परिवर्तन या प्रचलित छवियों एवं परंपरागत जीवन शैली में ही रहना पसंद करते हैं। हमने अपने विद्यालयों में होने वाली विभिन्न उत्सवों या घटनाओं के समय रंगमंच पर, दूरदर्शन के पर्दे पर, पुस्तकों के पृष्ठों पर और यहाँ तक कि विभिन्न फिल्मों के माध्यम से उन्हें नाचते-गाते, रंग-बिरंगी पोशाके पहने हुए, लोक संगीत एवं नाच-गाने व अन्य गतिविधियों के बारे में देखा, सुना और पढ़ा होगा।

(ii) उनके रहने-सहने का ढंग (They way of living):
उनकी जीवनशैली, संस्कृति, सभ्यता आदि के बारे में पूरा ज्ञान एवं जानकारी प्राप्त किये बिना ही हम कह देते * कि वे हमारे लिए विदेशी/परदेशी या अजनबी हैं। वे आदि मान की तरह जंगली शैली में रहते हैं एवं वे पिछड़े हुए है। आदिवासियों पर प्रायः यह दोषारोपण लगा दिया जाता है कि वे परिवर्तन के विरुद्ध हैं और वे शीघ्रता से नये ज्ञान, विचारों एवं विज्ञान-तकनीकी को मंजूर नहीं करते। इसीलिए वे हमें पुरातनवादी लकीर के फकीर, पिछड़े दिखाई देते हैं जो वस्तुतः गलत है। वे प्रकृति को प्यार करते हैं।

वे पर्यावरण संरक्षण, वन एवं वन्य प्राणियों तथा पेड़-पौधों की रक्षा करने एवं उनकी प्रजातियों एवं अस्तित्व को बनाये रखने के पक्षधर हैं। हर समुदाय या मानव प्रजाति या समूह की अपनी-अपनी भाषा, जीवन-शैली, संस्कृति, सामाजिक व्यवस्था, अर्थव्यवस्था तथा राजनीति होती है। वे परिवर्तन चाहते हैं लेकिन केवल मात्र परिवर्तन के लिए ही बदलाव नहीं चाहते। उनके जीवन व अस्तित्व के लिए जंगल, जीविका एवं जल अत्यंत आवश्यक है।

प्रश्न 3.
आदिवासियों के जीवन पर जंगलों तथा भूमि के खोने से उत्पन्न विपरीत प्रभावों का उल्लेख करें।
उत्तर:
जंगलों तथा भूमि के खोने (या बर्बादी) के विपरीत प्रभावः
(i) अपनी भूमियों से बेदखल होने तथा जंगलों में घूमने के अधिकार खो देने का अर्थ है कि आदिवासियों ने अपनी रोजी-रोटी एवं भोजन प्राप्ति के मुख्य स्रोत ही खो दिए हैं।

(ii) अपने मूल निवास स्थानों, घरों आदि को खो देने तथा रोजी-रोटी के स्रोतों से बेदखल आदिवासियों को विवश होकर बड़े-बड़े शहरों में काम की तलाश में निकलना पड़ा। वहाँ स्थित बड़े-बड़े कारखानों में उन्हें गंदी परिस्थितियों में बहुत कम मजदूरी पर लम्बे घंटों तक काम करना पड़ता है।

(iii) वन नहीं रहे, जमीन छिन गई। वनों से उत्पाद इकडे करने के पारंपरिक अधिकार भी नहीं रहे। फलस्वरूप आदिवासी निर्धनता, बेरोजगारी तथा खानाबदोशी के कुचक्र में घिर गये।

(iv) आज हाल यह है कि लगभग 45 प्रतिशत ग्रामीण क्षेत्रों में रहने वाले आदिवासी तथा 35 प्रतिशत शहरी क्षेत्रों में रहने वाले आदिवासी निर्धनता की रेखा से नीचे का जीवन यापन कर रहे हैं। इसके कारण ही उनके जीवन में दुःख तथा निराशा एवं अन्य बुराइयों ने घर कर लिया।
(v) अनेक आदिवासी बच्चे (जो राष्ट्र की बहुमूल्य संपदा हैं) कुपोषण के शिकार हो गये हैं। शिक्षा का अनुपात भी आदिवासियों में बहुत ही निम्न है।
(vi) आदिवासी धीरे-धीरे अपनी परंपराएँ एवं रीति-रिवाज भी खोते जा रहे हैं। उन्हें उनके गाँवों, घरों, श्मशान भूमियों, मंदिरों, तालाबों आदि से दूर कर दिया गया है।

दीर्घ उत्तरात्मक प्रश्न

प्रश्न 1.
वनों (जंगलों) का आदिवासियों के जीवन एवं विकास में क्या महत्त्व है ? विचार-विमर्श कीजिए।
उत्तर:
आदिवासियों के जीवन तथा विकास में जंगलों की महत्ता (Importance of Forest in Life and Development of Adivasis):

1. जब से मानव जाति का हमारे ग्रह पृथ्वी पर अस्तित्व सामने आया, लगभग तभी से जंगलों ने मानव जीवन एवं विकास में महत्त्वपूर्ण भूमिका निभायी है। इनकी भूमिकाओं को आर्थिक, सामाजिक, सांस्कृतिक जीवन-आयामों के साथ-साथ राज्यों, साम्राज्यों एवं स्थायी निवास बनने एवं सभ्यताओं के विकास में देखा गया है। नि:संदेह आदिवासी भी इस विश्वव्यापी सत्य एवं यथार्थ का अपवाद नहीं हो सकते।

2. धातु अयस्क जैसे कि लोहा एवं तांबा, टिन एवं कांस्य, सोना तथा चाँदी खनिज संपदायें जैसे कि कोयला, हीरे, बहुमूल्य जंगली लकड़ियाँ, अनेकानेक औषधियाँ एवं जड़ी-बूटियाँ एवं जानवरों के द्वारा प्रदान किये जाने वाले उत्पाद (जैसे कि चर्बी, मोम, हड्डियाँ, हाथी दाँत, सींग, चमड़ा, लाख, शहद आदि) और यहाँ तक कि अनेक तरह के पशु-पक्षी आदि जंगलों से आते थे।

3. आदिवासियों का जीवन तो बहुत ही व्यापक ढंग से जंगलों पर अवलंबित रहा है। वनों से हमें हरियाली. शुद्ध एवं ताजी हवा तथा ये ही हमारी नदियों को समय-समय पर लबालब भरी रहने एवं पुनः उन्हें जीवन देने में अहम भूमिका का निर्वाह करते हैं। ये नदियाँ भारत के विभिन्न राज्यों, क्षेत्रों एवं अन्य स्थानों पर फैली हुई हैं। यद्यपि नासमझ भारतीयों ने बिना सोचे-समझे अनेक जंगलों को काट डाला है और इसी कारण हमें अच्छी स्वच्छ हवा एवं शुद्ध पेयजल का अभाव महसूस होता जा रहा है।

4. 19वीं शताब्दी तक हमारे देश का मुख्य भू-भाग अधिकतर जंगलों से ही ढका हुआ था। आदिवासियों का जंगलों पर पूर्ण नियंत्रण था। वे जहाँ चाहते थे वन-स्थलों में विचरण किया करते थे। उन्हें विभिन्न वनस्पतियों तथा वन्य प्राणियों की पूर्ण जानकारी थी। वे वनों से ही अपनी जीविका अर्जित करते थे।

उनकी अर्थव्यवस्था कृषि, पशुपालन, छोटे-छोटे धन्धे, लघु पैमाने पर चलने वाला व्यापार सभी पूर्णतया जंगलों पर ही निर्भर था। उन्हें बड़े-बड़े राज्यों या साम्राज्यों पर आश्रित नहीं रहना पड़ता था। वे -नरेशों तथा सम्राटों के मोहताज नहीं थे अपितु यह कहना अतिश्योक्तिपूर्ण नहीं होगा कि जंगली लकड़ी (टिम्बर), हाथियों, जड़ी-बूटियों तथा वनों से अनेक तरह के उत्पादों को पाने के लिए नरेश तथा सम्राट उन्हीं पर आश्रित हुआ करते थे।

प्रश्न 2.
‘अल्पसंख्यक’ पद (शब्द) के अर्थ की व्याख्या कीजिए। आप क्यों सोचते हैं कि अल्पसंख्यकों के लिए सुरक्षात्मक प्रावधानों की जरूरत है?
उत्तर:
I. अल्पसंख्यक (Minorities):
प्रायः अल्पसंख्यक संज्ञा का प्रयोग उस समुदाय/संप्रदाय/भाषायी समूह आदि के लिए किया जाता है जो देश की कुल जनसंख्या में अपनी संख्या के कारण बहुत कम गिनती वाले हैं। जो भी हो, यह अवधारणा केवल संख्या तक ही सीमित नहीं है, यह उससे भी आगे निकल जाती है। यह शक्ति के मामलों से भी संबंधित है। संसाधनों तक उनकी पहुँच से भी जुड़ी हुई है और अल्पसंख्यक का दायरा (या क्षेत्र/फैलाव) सामाजिक एवं सांस्कृतिक पहलुओं तक भी है।

अल्पसंख्यकों के लिए सुरक्षात्मक प्रावधानों की आवश्यकता के उत्तरदायी कारण:
(i) भारत का संविधान मौलिक अधिकारों के जरिए ही धार्मिक, |जातीय एवं भाषायी अल्पसंख्यकों को सुरक्षा प्रदान करता है।

(ii) भारतीय संविधान यह मानता है कि बहुसंख्यक समुदाय की संस्कृति, समाज एवं सरकार को प्रभावित कर सकती है। ऐसे मामलों में छोटा आकार हानिकारक हो सकता है और अल्पसंख्यक या छोटे समुदाय हाशिये पर जा सकते हैं। इसलिए संरक्षण व्यवस्थाओं की आवश्यकता अल्प संख्यकों को बचाने के लिए होती है ताकि वह संभावना खत्म हो सके जिसके अन्तर्गत बहुसंख्यक सांस्कृतिक रूप से वर्चस्व स्थापित न कर सकें।

(ii) भारत का संविधान सभी नागरिकों की समानता में यकीन करता है। यह सभी तरह के अल्पसंख्यकों को किसी भी तरह के भेदभाव से संरक्षण देता है और उन हानियों से जिन्हें उनका सामना करना पड़ता है, बचाता है। अल्पसंख्यक समुदाय जिनकी संख्या शेष समाज के लोगों से कम होती है, वे स्वयं को असुरक्षित महसूस कर सकते हैं। यह असुरक्षा उन्हें अपने जीवन, संपत्ति एवं कल्याण के क्षेत्र में भी महसूस हो सकती है। यही असुरक्षा की भावना अल्पसंख्यकों एवं बहुसंख्यक समुदाय के लोगों में परस्पर अविश्वास एवं फूट को बढ़ावा देती है।

प्रश्न 3.
आदिवासी कौन हैं ? उनकी जनसंख्या के आकार, निवास स्थान तथा अन्य विशेषताएँ बताइए।
उत्तर:
1. आदिवासियों का अर्थ (Meaning of the Adivasis):
इस शब्द या पद का शाब्दिक अर्थ है “मूल निवासी”। ये वे समुदाय हैं जो सदियों से जंगलों के समीप रहते आ रहे हैं तथा आज भी उनके समीप ही रह रहे हैं। उनका जंगलों से सर्वाधिक गहरा लगाव होता है।

2. आदिवासी समरूप जनसंख्या नहीं है (Adivasis are not a homogeneous population):
आदिवासी लोग सभी जगह एक स्वरूप नहीं रखते तथा न ही वह एक समान बसे हैं। उनकी जनसंख्या जिन राज्यों में बड़ी संख्या में पायी जाती है, वे हैं छत्तीसगढ़, झारखंड, मध्य प्रदेश, उड़ीसा, गुजरात, महाराष्ट्र, राजस्थान, आन्ध्र प्रदेश, पश्चिम बंगाल। इनके साथ-साथ उत्तर-पूर्वी राज्यों में मुख्यतया अरुणाचल प्रदेश, असम, मणिपुर, मेघालय, मिजोरम, नागालैंड एवं त्रिपुरा में भी मिलते हैं।

3. भारत की जनसंख्या का प्रतिशत (Percentage of India’s Population):
आंकड़ों पर दृष्टि डालने से स्पष्ट हो जाता है कि भारत की जनसंख्या में 8 प्रतिशत आदिवासी हैं। प्रायः वे अपने पूर्वजों की अर्चना-पूजा करने में व्यस्त रहते हैं। वे गाँवों तथा प्राकृतिक आत्माओं की भी पूजा करते हैं। वे विभिन्न धर्मो तथा उनके सिद्धान्तों से प्रभावित हुए हैं जैसे कि शाक्त, बौद्ध, वैष्णव, भक्ति एवं ईसाई धर्म।

4. भाषाएँ (Languages):
आदिवासियों की कई भाषाएँ एवं बोलियाँ हैं जो उनके द्वारा बोली जाती हैं या प्रयोग में लायी जाती हैं। संथाली उनकी एक मुख्य भाषा है। उनमें कुछ बंगाली भी बोलते हैं। कुछ आदिवासी राजस्थानी, हिन्दी, गुजराती, मराठी. असमिया तथा उड़िया बोलते हैं।

हाशियाकरण की समझ Class 8 HBSE Notes in Hindi

1. ऊँच-नीच अथवा पदक्रम (Hierarchy): व्यक्तियों या चीजों की एक क्रमिक व्यवस्था। आमतौर पर ऊँच-नीच की सीढ़ी के सबसे निचले पायदान पर वे लोग होते हैं जिनके पास सबसे कम ताकत है। जाति व्यवस्था ऊँच-नीच की व्यवस्था है जिसमें दलितों को सबसे नीचे माना जाता है।

2. दड़बाकरण (Ghettoisation): यह शब्द आमतौर पर ऐसे इलाके या बस्ती के लिए इस्तेमाल होता है जिसमें मुख्य रूप से एक ही समुदाय के लोग रहते हैं। दड़बाकरण इस स्थिति तक पहुंचने वाली प्रक्रिया को कहा जाता है। यह प्रक्रिया विभिन्न सामाजिक, सांस्कृतिक और आर्थिक कारणों पर आधारित हो सकती है। ‘दड़बे में घिरे’ समुदाय के पास आमतौर पर वहाँ से निकल पाने के ज्यादा विकल्प नहीं होते हैं जिसके कारण वे शेष समाज से कटते चले जाते हैं।

3. मुख्य धारा (Mainstream): इसका सामान्य अर्थ किसी नदी या जलधारा के मुख्य बहाव को कहा जाता है। इस अध्याय में यह शब्द एक ऐसे सांस्कृतिक संदर्भ के लिए इस्तेमाल हुआ है जिसमें वर्चस्वशाली समुदाय के रीति-रिवाजों और प्रचलनों को ही सही माना जाता है। इसी क्रम में उन लोगों या समुदायों को भी मुख्यधारा कहा जाता है जिन्हें समाज का केंद्र माना जा रहा है, जैसे प्राय: सर्वसंज्ञासंपन्न या वर्चस्वशाली समूह।

4. विस्थापित (Displaced): इस अध्याय के संदर्भ में यह उन लोगों की ओर इशारा करता है जिन्हें किसी विकास की योजना जिसमें बाँधो का निर्माण, खनन आदि शामिल है आदि के कारण अपने स्थान छोड़ने के लिए मजबूर किया जाता है या उन्हें विवश होना पड़ता है। इन विस्थापितों के अन्यत्र जाकर बसना पड़ता है।

5. कुपोषित या अपर्याप्त खाद्यान्न प्राप्त करने वाले (Malnourished): एक वह व्यक्ति या जनसंख्या अथवा जनसंख्या का वह विभाग (Section) जिसे या तो पेट भर पूरा खाद्यान्न या भोजन न मिले अथवा वह भोजन स्वास्थ्य की दृष्टि से पर्याप्त पौष्टिक न हो।

6. आदिवासी (Adivasis): साहित्यिक या शाब्दिक दृष्टि से किसी स्थान के मूल निवासियों को आदिवासी कहा जाता है। हमारे, देश के संदर्भ में देश के अनेक क्षेत्रों एवं राज्यों में रहने वाले वे लोग जो प्रायः आदिकाल से जंगलों में रहते आ रहे हैं, जो अपने ढंग से पहले स्थानांतरण कृषि करने, पशुओं को पालने, घुमाने, वनों के उत्पादनों का प्रयोग करने वाले, अपनी विभिन्न परम्पराओं, सांस्कृतिक, रीति-रिवाजों तथा जीवन-निर्वाह के ढंगों का स्वतंत्र रूप से पालन करते आ रहे हैं। कई बार इन समुदायों या जातियों के लोगों को अपनी पंचायतों के निर्णयों तथा निर्देशों का भी पालन करना पड़ता है। अनुसूचित जातियों के समान ही आदिवासियों को तीव्र विकास के लिए अनेक तरह की सुविधाएँ दी जा रही हैं।

7. सामाजिक रूप से हाशिये पर होना (Socially Marginalised): किसी ढाँचे या व्यवस्था या चीज का केन्द्र न होकर उसके किनारे या एक छोर पर पहुंच जाना। हाशिये पर होना से तात्पर्य है किसी को हाशिये पर ढकेल देना जहाँ उसके लिए कोई संभावना नहीं करती।

8. संथाली (Santhali): मुख्य रूप से संथाल आदिवासियों द्वारा बोली जाने वाली भाषा।

9. जनजातियाँ (Tribals): सामान्य तौर पर सुदूर जंगलों में रहने वाली जातियों को जनजातियाँ आदिवासी शब्द से भी संबोधित किया जाता है।

10. अनुसूचित जनजातियाँ (Scheduled Tribes): हमारे देश के वे सम्माननीय, प्रिय आदिकाल से रह रही जनजातियों के लोग जिन्हें स्वतंत्रता के उपरांत शीघ्र विकास एवं मुख्यधारा से स्वैच्छिक रूप से जोड़ने के लिए विभिन्न जनजातियों को सूचीबद्ध किया गया है। अनेक विभागों तथा राज्यों में उनके तीव्र विकास के लिए उन्हें सूचीबद्ध किया गया है।

11. अनुसूचित जातियाँ (Scheduled Castes): वे दलित जिन्हें स्वराज्य के लिए चल रहे संघर्ष के दौरान मोहनदास करमचन्द गाँधी ने हरिजन की संज्ञा प्रदान की थी अथवा एन.सी.ई.आर.टी. की हाल की कुछ पाठ्यपुस्तकों में उनके लिए ‘दमित’ शब्द का भी प्रयोग किया गया है। भारतीय संविधान में अनुसूचित जातियों की संज्ञा दी गयी है।

12. पशु उत्पाद (Animal Products): मोम, लाख, शहद, चमड़ा, अस्थियाँ (या हड़ियाँ), माँस, दूध, अंडे, सींग आदि पशु उत्पाद कहलाते हैं।

13. भारत के प्रमुख धार्मिक समूह (Main Religious Groups of India):

• हिन्दू
• मुस्लिम
• ईसाई
• सिक्ख
• जैन
• बौद्ध
• पारसी तथा
• यहूदी।

14. कुछ मौलिक अथवा आधारभूत आवश्यकताएँ (Basic Amenities):

• भोजन
• वस्त्र
• मकान
• स्वच्छ पेय, जल
• विद्युत
• सड़कें
• यातायात के साधन
• संवादवहन के साधन
• मनोरंजन के साधन
• शिक्षा सुविधाएँ
• स्वास्थ्य संबंधी सुविधाएँ।

15. भारतीय जनसंख्या में मुस्लिम प्रतिशत (Muslim’s percentage in India’s population): 13.4

16. सच्चर समिति (Sachar Committee): सरकार ने सन् 2005 में मुसलमानों की आर्थिक, सामाजिक स्थिति का आंकलन करने के लिए एक उच्चस्तरीय समिति का गठन किया था। इसकी अध्यक्षता न्यायमूर्ति राजिन्दर सच्चर ने की थी।