Class 8

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 4 Tribals, Dikus and the Vision of a Golden Age Textbook Exercise Questions and Answers.

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

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

LETS RECALL

Tribals Dikus And The Vision Of A Golden Age Solutions HBSE 8th Class Question 1.
Fill in the blanks :
(a) The British described the tribal people as __________.
(b) The method of sowing seeds in jhum cultivation in India is known as __________.
(c) The tribal chiefs got __________ titles in central India under the British land settlements.
(d) Tribals went to work in the __________ of Assam and the in Bihar.
Answer:
(a) wild nomads, shifting cultivators.
(b) shifting cultivation.
(c) Sirdars (leaders).
(d) tea gardens, indigo plantations.

Tribals Dikus And The Vision Of A Golden Age Question Answer HBSE 8th Class Question 2.
State whether true or false:
(a) Jhum cultivators plough the land and sow seeds.
(b) Cocoons were bought from the Santhals and sold by the traders at five times the I purchase.
(c) Birsa urged his followers to purify themselves, give up drinking liquor and stop believing in witchcraft and sorcery.
(d) The British wanted to preserve the tribal way of life.
Answer:
(a) True
(b) True
(c) True
(d) False.

LETS DISCUSS

Tribals, Dikus And The Vision Of A Golden Age Question Answer HBSE 8th Class
Question 3.
What problems did shifting cultivators face under British rule?
Answer:
The problems faced by shifting cultivators under British rule were:

• They had to give up their traditional way of life.
• They had to practise settled plough cultivation which was not easy.
• They had to face the scarcity of water and the dry soil. Their land was measured, the rights of each individual to that land were defined.
• The revenue demand for the state was fixed.

Question 4.
How did the powers of tribal chiefs change under colonial rule?
Answer:
Following were the changes in the powers of tribal chiefs under colonial rule :
(i) They were allowed to keep their land titles over a cluster of villages and rent out lands, but they lost much of their administrative power and were forced to follow laws made by British officials in India.

(ii) They also had to pay tribute to the British.

(iii) They had to discipline the tribal groups on behalf of the British.

(iv) They were unable to fulfil their traditional functions.

Question 5.
What accounts for the anger of the tribals against the dikus?
Answer:
Many factors, policies and treatments of the British officials, self merchants, traders and dishonest moneylenders accounted for the anger of the tribals against the dikus : ‘
(i) As the British took over large tracts of land cultivated by the tribals in order to grow cash crops such as poppy, jute and indigo, the landless tribals were forced to become labourers. They had to work at a very low wages.

(ii) They were badly exploited by crafty and dishonest moneylenders. The rate of interest on the loans on illiterate tribals varied from 50% to unbelievable 500%.

(iii) In fact, moneylenders and other introducers acted as agents of the tribals were brought with in the influence and the control of colonial economy.

Question 6.
What was Birsa’s vision of a golden age ? Why do you think such a vision appealed to the people of the region?
Answer:
(1) Birsa’s vision of a golden age was:

• When the Mundas had been free of the oppression of dikus.
• When the ancestral right of the community would be restored.

(2) They saw themselves as the descendents of the original settlers of the region, fighting for their land, reminding people of the need to win back their kingdom. I think such a vision appealed to the people of the region because it reminded them of a golden age in the past when Mundas lived a good life, constructed embankments, tapped natural springs, planted trees and orchards, practised cultivation to earn their living. They could now again live a life of brothers and relatives.

Question 7.
Choose any tribal group living in India today. Find out about their customs and way of life.
Answer:
The Santhal Rebellion: The Santhals migrated from Birbhun, Bankura, Hazaribagh and Rohtas to settle in present day Jharkhand. They considered themselves to be the natural owners of the land.

Causes of the Rebellion:

• The introduction of the Permanent Settlement in 1793 changes all this.
• Some moneylenders also made their presence feel.
• Santhals resented the activities of the missionaries and looked upon them as encroachers.

Events : On the 30 June, 1855, a large number of Santhals assembled in a field in the Bhagnadihi village of Santhal Parganas. They declared themselves free and took oath under the leadership of Sidhu Murmu and Kanhu Murmu to fight unto the last against the British rulers as well as their agents. The Santhal struggle, however, did not come to an end in vain. It had a long lasting impact.

LETS IMAGINE

Question 8.
Imagine you are a jhum cultivator living in a forest village in the nineteenth century. You have just been told that the land you were born on no longer belongs to you. In a meeting with British officials you try to explain the kinds of problems you face. What would you say?
Answer:
We will try to explain the British officials the following kinds of problems:
(i) We are lovers of nature and natural surroundings.

(ii) We subsist on forest and on the local resources. If you will take away our natural right on the forest, water and the land we will be unable to procure our basic needs. Our economic activities like hunting, food gathering, fishing, cattle breeding, axes cultivation and plough cultivation will be disturbed.

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

Very Short Answer Type Questions

Question 1.
What kind of miraculous powers was Birsa believed to have?
Answer:
Birsa believed to have miraculous powers, he could cure all diseases and multiply grains.

Question 2.
Who were called dikus?
Answer:
The outsiders were called dikus by the tribes.

Question 3.
Who were the Khonds?
Answer:
The Khonds were a community living in the forests of Orissa.

Question 4.
When did the local weavers and leather workers turned to the Khonds?
Answer:
The local weavers and leather workers turned to the Khonds when they needed supplies of Kusum and Palash flowers to colour their clothes and leather.

Question 5.
How did the forest people obtain things that they did not produce in the forests?
Answer:
They mostly exhanged goods to fulfil their need of things they did not produce.

Question 6.
Why did the tribal groups become dependent on traders and moneylenders?
Answer:
The tribal groups became dependent on traders and moneylenders because they often needed to buy and sell in order to be able to get the goods that were not produced with in the locality.

Question 7.
Why were the land settlements introduced by the British?
Answer:
The British introduced land settlements-that is they measured the land, defined the rights of each individual to the land and fixed the revenue demand for the state.

Question 8.
Where were the shifting cultivators found?
Answer:
Shifting cultivators were found in the hilly and forested tracts of north-east and Central India.

Short Answer Type Questions

Question 1.
For the tribals, market and commerce often meant debt and poverty. Do you agree?
Answer:
Tribal groups needed to buy and sell goods in order to be able to get the goods that were not produced within the locality. Traders came around with things for sale, and sold the goods at high prices. Moneylenders gave loans with which the tribals met their cash needs, according to what they earned. But the interest charged on the loans was usually very high. So for the tribals, market and commerce often met debt and poverty.

Question 2.
Why were forest villages established?
Answer:
Forest villages were established to ensure a regular supply of cheap labour. Colonial officials had decided that they would give jhum cultivators small patches of land in the forests and allow them to cultivate these on the condition that those who lived in the village would have to provide labour to the Forest Department and look after the forests.

Question 3.
What was the trading relationship between the Santhals and the silk traders?
Answer:
The traders dealing in silk sent in their agents who gave loans to the tribal people called Santhals and collected the cocoons. The growers were paid?13,?” 4 for a thousand cocoons. These were then exported to Burdwan or Gaya where they were sold at five times the price. Many tribal groups saw the market and the traders as their main enemies.

Question 4.
What steps were taken by Birsa to reform tribal society?
Answer:
Birsa’s movement was aimed at reforming tribal society.

• He urged the Mundas to give up drinking liquor.
• He asked them to clean their villages.
• He asked them to stop believing in witchcraft and sorcery.
• He also turned against missionaries and Hindu landlords. He saw them as outside forces that were ruining the Munda way of life.

Question 5.
How did the Birsa Movement spread?
Answer:

• In 1895, Birsa urged the followers to recover their glorious past and this attracted people towards the movement.
• After being released in 1897, he began touring the villages to gather support.
• He used traditional symbols and language to rouse people, urging them to destroy “Ravane” (dikus and the Europeans) and establishing a kingdom under his leadership.

Question 6.
What actions were taken by the followers of Birsa Movement against the British?
Answer:

• Birsa’s followers began targeting the symbols of diku and European power.
• They attacked police stations and churches.
• They raided the property of money-lenders and zamindars.
• They raised the white flag as a symbol of Birsa Raj.

Long Answer Type Questions

Question 1.
From where did the forest people get their supplies of rice and other grains?
Answer:
The following were the ways in which the forest people got their supplies of rice and other grains :

• They exchanged goods – getting what they needed in return for their valuable forest produces.
• Sometimes, they bought goods with the small amount of earnings they had.
• Some of them did odd jobs in the villages, carrying loads or building roads.
• Some others laboured in the fields of peasants and farmers.
• When supplies of forest produce shrank, tribal people had to increasingly wander around in search of work as labourers.

Question 2.
How did the tribal groups live in the nineteenth century?
Answer:
1. Some were Jhum cultivators :
(a) Jhum cultivation was done on small patches of land, mostly in forests. They burnt the vegetation in the land to clear it for cultivation.
→ They spread the ash of burnt vegetation, which contained potash, to fertilise the soil. They cultivated on that soil and once the crop was ready and harvested, they moved to another field.

2. Some were hunters and gatherers : Some tribal groups, for example, the Khonds lived by hunting animals and gathering forest produce. The local weavers and leather workers turned to the Khonds when they needed supplies of kusum and palash flowers to colour their clothes and leather.

3. Some herded animals : Many tribal groups like pastoralists lived by herding and rearing animals. When the grass in one place was exhausted, they moved to another area.

4. Some took to settled cultivation : Many tribal groups had begun settling down even before the nineteenth century and cultivating their fields in one place year after year, instead of moving from place-to-place.

Question 3.
In what ways was the Birsa movement important?
Answer:
This movement was important in the following two ways:
(i) It forced the colonial government to intorduce land laws in favour of the tribal people so that the dikus could not easily take over tribal lands.

(ii) It showed once again that the tribal people had the capacity to protest against injustice. They were able to express their anger against the exploitative and oppressive colonial rule.

Tribals, Dikus and the Vision of a Golden Age Class 8 HBSE Notes

• Fallow : A field left uncultivated for a while so that soil recovers its fertililty.
• Sal: A tree of Indian forests.
• Mahua : A flower that is eaten or used to make alcohol.
• Bewar: A term used in Madhya Pradesh for shifting cultivation.
• Sleeper: The horizontal planks of wood on which railway lines are laid.
• Vaishnav : Worshippers of Vishnu.
• Mundas : A tribal group that lived in Chhotanagpur region of Jharkhand
• Jhum: Shifting cultivation.
• Begar : Forced labour.
• Ulugan : Movement by the Mundas.
• Dikus: Outsiders.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 6 Colonialism and the City: The Story of an Imperial Capital Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 6 Colonialism and the City: The Story of an Imperial Capital

HBSE 8th Class History Colonialism and the City: The Story of an Imperial Capital Textbook Questions and Answers

LETS RECALL

Colonialism And The City The Story Of An Imperial Capital HBSE 8th Class Question 1.
State whether true or false :
(a) In the Western world, modern cities grew with industrialisation.
(b) Surat and Machlipatnam developed in the nineteenth century.
(c) In the twentieth century, the majority of Indians lived in cities.
(d) After 1857 no worship was allowed in the Jama Masjid for five years.
(e) More money was spent on cleaning Old Delhi than New Delhi.
Answer:
(a) True
(b) False
(c) False
(d) True
(c) False.

Class 8 Chapter 6 HBSE Question 2.
Fill in the blanks:
(a) The first structure to successfully use the dome was called the __________.
(b) The two architects who designed New Delhi and Shahjahanabad were __________ and __________.
(c) The British saw overcrowded spaces as __________.
(d) In 1888 an extension scheme called the __________ was devised.
Answer:
(a) minar
(b) Edward Lutyens, Henry Baker
(c) black areas
(d) Lahore Gate Improvement Scheme

Class 8 History Chapter 6 Colonialism And The City Question Answer HBSE Question 3.
Identify three differences in the city design of New Delhi and Shahjahanabad.
Answer:

Colonialism And The City HBSE 8th Class Question 4.
Who lived in the “White” areas in cities such as Madras?
Answer:
British and Europeans lived in the “White” areas in cities (Bombay and Calcutta also) such as Madras (now Chennai).

LETS DISCUSS

Question 5.
What is meant by de-urbanisation?
Answer:
Decline and decay of the cities is called deurbanisation. For example, in the late eighteenth century, many towns manufacturing specialised goods declined due to a drop in the demand for what they produced. Also, earlier centres of regional power collapsed when local rulers were defeated by the British and new centres of administration emerged.

Question 6.
Why did the British choose to hold a grand Durbar in Delhi although it was not the capital?
Answer:
Following causes were responsible to choose by the British to hold a grand Durbar in Delhi although it was not the capital of the British India:
(a) The British were fully aware of the symbolic importance of Delhi. During the Revolt of 1857, the British had realised that the Mughal emperor was still important to the people and they saw him as their leader. It was, therefore, important to celebrate British power with pomp and show in the city, the Mughal emperors had earlier ruled.

(b) In 1911, when King George V was crowned in England, a Durbar was held in Delhi to celebrate the occasion. The decision to shift the capital of India from Calcutta to Delhi was announced at this Durbar.

Question 7.
How did the Old City of Delhi change under British rule?
Answer:

• Delhi was captured by the British in 1803 after defeating the Marathas. The modern city of Delhi developed after 1911, when it became the capital of British India. .
• When the British recaptured Delhi in September 1857, they ravaged and plundered the whole city.
• The area around the Red Fort was, completely cleared for security purpose.
• The gardens of the royal palace were shut down.
• Several places were razed and barracks were built in their place for the British troops to stay.
• The Zinat-al-Masjid was converted into a bakery.
• One-third of the monuments in Delhi were demolished and the canals were filled up.
• Railway tracks were laid down, and thus, the city expanded beyond the huge walls.

Question 8.
How did the partition affect life in Delhi?
Answer:
The following changes could be seen in Delhi after Partition:
(i) As a result of Partition of India in 1947, there was a mass transfer of people from both India and Pakistan. It resulted in an increase in population of Delhi, change of job and culture of the city and its people.

(ii) The riots followed the partition, thousands of people in Delhi were killed, their homes looted and burned.

(iii) The refugees who came from Pakistan occupied the empty houses of Shahjahanabad. Many refugees came to Delhi from Punjab.

(iv) As most of the migrants were from Punjab, the Urdu based culture of Delhi was replaced by the new culture of Punjab and other native places of migrants.

(v) New shops and stalls were set-up to meet the demands. New colonies of Lajpat Nagar and Tilak Nagar were formed at this time.

(vi) Old Delhi also witnessed the extinction of Havelis.

LETS DO

Question 9.
Find out the history of the town you live in or any town nearby. Check when and how it grew, and how it has changed over the years. You could look at the history of the bazaars, the buildings, cultural institutions and settlements.
Answer:
I am Shivaji Dhawle. I am living in Mumbai (previously called Bombay). I am giving the brief history and stages of its development below:

Architecture in Bombay:
(а) Joining of islands: Bombay was initially seven islands. As the population grew, the island were joined to create more space and the gradually changed into one big city. Bombay was the commercial capital of colonial India. As the premier part on the western coast it was the centre of international trade.

(b) As Bombay’s economy grew, from the mid¬nineteenth century there was a need to expand railways and shipping and develop the administrative structure. Many new buildings, were constructed at this time. These buildings reflected the culture and confidence of the rulers.

(c) As a trade centre : By the end of the nineteenth century, half the imports and exports of India passed through Bombay. One important item of this trade was opium that the East India Company exported to China. Indian merchants and middlemen supplied and participated in this trade and they helped integrate.

(d) Bombay’s economy directly to Malwa, Rajasthan and Sind where opium was grown. This collaboration with the Company was profitable and led to the growth of an Indian capitalist class. Bombay’s capitalists came from diverse communities such as Parsi, Marwari, Konkani Muslim, Gujarati Bania, Bohra, Jew and Armenian.

(e) Style of Architecture of Buildings : The architectural style was usually European. This importation of European styles reflected the imperial vision in several ways. First, it expressed the British desire to create a familiar landscape in an alien country, and thus to feel at home in the colony. Second, the British felt that European styles would best symbolise their superiority, authority and power.

(f) Initially, these buildings were at odds with the traditional Indian buildings. Gradually, Indians too got used to European architecture and made it their own. The British in turn adapted some Indian styles to suit their needs.

(g) For public buildings three broad architectural styles were used. Two of these were direct imports from fashions prevalent in England. The first was called neo-classical or the new classical. Its characteristics included construction of geometrical structures fronted with lofty pillars. It was derived from a style that was originally typical of buildings in ancient Rome.

(h) Another style that was extensively used was the neo-Gothic, characterised by high-pitched roofs, pointed arches and detailed decoration. The Gothic style had its roots in buildings, especially churches, build in northern Europe during the medieval period. Indians gave money for some of these buildings. The University Hall was made with money donated by Sir Cowasjee Jehangir, a rich Parsi merchant.

(i) Towards the beginning of the twentieth century, a new hybrid architectural style developed which combined the Indian with the European. This was called Indo-Saracenic. “Indo” was shorthand for Hindu and “Saracen” was a term European used to designate Muslim.

(j) In the more “Indian” localities of Bombay traditional styles of decoration and building predominated. The lack of space in the city and crowding led to a type of building unique to Bombay, the chawl, the multi-storeyed single-room apartments with long open corridors built around a courtyard. v.
Or
I am S. Karunanidhi. I am living at Chennai (previously called Madras). A brief history of it and stages of development are given below:
(a) Coming of the English on East Coast: The Company had first set up its trading activities in the well-established port of Surat on the west coast. Subsequently the search for textiles brought British merchants to the east coast.

(b) Purchase of land for city of Madras: In 1639 they constructed a trading post in Madraspatam. This settlement was locally known as Chenapattanam. The Company had purchased the right of settlement from the local Telugu lords, the Nayaks of Kalahasti, who were eager to support trading activity in the region.

(c) Fortification of Madras and its results: Rivalry (1746-63) with the French East India Company led the British to fortify Madras and give their representatives increased political and administrative functions. With the defeat of the French in 1761, Madras become more secure and began to grow into an important commercial town. It was here that the superiority of the British and the subordinate position of the Indian merchants was most apparent.

(d) White Towns within Madras : Fort St. George became the nucleus of the White Town where most of the Europeans lived. Walls and bastions made this a distinct enclave. Colour and religion determined who was allowed to live within the fort. The Company did not permit any marriages with IndiAnswer: Other than the English, the Dutch and Portuguese were allowed to stay here because they were European and ChristiAnswer: The administrative and the judicial systems also favoured the white population. Despite being few in number the Europeans were the rulers and the development of Madras followed the needs and convenience of the minority whites in the town.

(e) Black Towns within Madras : The Black Town developed outside the Fort. It was laid out in straight lines, a characteristic of colonial towns. It was, however, demolished in the mid-1700s and the area was cleared for a security zone around the Fort. A new Black Town developed further to the north. This housed weavers, artisans, middlemen and interpreters who played a vital role in the Company’s trade.

(f) Collection of taxtation and information : For a long while they were suspicious of census operations and believed that enquiries were being conducted to impose new taxes. Upper-caste people were also unwilling to give any information regarding the women of their household. Women were supposed to remain secluded within the interior of the household and not subjected to public gaze or public enquiry.

(g) Wrong information of census officials by the hawkers and small traders: Census officials also found that people were claiming identities that they associated with higher status. For instance there were people in towns who were hawkers and went selling small articles during some seasons, while in other seasons they earned their livelihood through manual labour. Such people often told the census enumerators that they were traders, not labourers, for they regarded trade as a more respectable activity.

(h) Wrong information regarding death and illness: Similarly, the figures of mortality and disease were difficult to collect, for all deaths were not registered, and illness was not always reported, nor treated by licensed doctors. How then could cases of illness or death be accurately calculated?

Question 10.
Make a list of at least ten occupations in the city, town or village to which you belong, and find out how long they have existed. What does this tell you about the change within this area?
Answer:
List of ten occupations of a village or town:

• Agriculture
• Carpentry
• Jewellery-making
• Teaching
• Medicine and surgery
• Rearing of animals
• Blacksmith
• Trade
• Textile-designing
• Interior- decoration.

(а) Agriculture : Agriculture is the oldest occupation in the villages. The farming methods have been changed from traditional to modern. The new and improved irrigation methods, use of manures, fertilizers have been introduced.

(b) Wood-work : The latest tools, implements and machines are being used which has improved the standard of living of carpenters.

(c) Jewellery-making: Though the people have been using jewellery since ancient times, there have been drastic changes in the designs of jewellery.

(d) Teaching: The latest methods of teaching with the use of computers, CDs are being used.

(e) Medicine and surgery : Though, the patients are being treated since old, there have been advancements in this field which has reduced the death rate.

(f) Rearing of animals : The dairy farms have been developed which have electric- fittings for cattle provide them facilities.

(g) Blacksmith : With the help of latest technology, all types of grills, windows, iron-rods are being prepared, according to the needs of customers.

(h) Trade : Traders are using greater use of services like banking, transport and modern methods of business management.

(i) Textile-designing: From the traditional methods of weaving and spinning the latest methods of machine looms have increased both the quantity and quality of textile.

(j) Interior-decoration : This is the emerging field in the area of occupations. The houses are designed in still manner taking care of safety measures.

LETS IMAGINE

Imagine that you are a young man living in Shahjahanabad in 1700. Based on the description of the area in this chapter write an account of your activities during one day of your life.
Answer:
I am directed to suppose and to do the writing work as instructed in the activity work – Let’s imagine. I am a youngman of twenty years, living in Shahjahanabad in 1700.
1. Aurangzeb is our Emperor. Shahjahanabad is the capital town of the Mughal empire. It is also a trade centre.

2. I used to go to Jama Masjid daily to offer my prayer to Allah, at least two times a day. I had to go to colourful world of poetry and dance alone because it was allowed only by men. Women are not allowed to visit colourful world of poetry and dance. I had to avoid celebrations and processions because generally these led to serious conflicts. I generally enjoy Urdu/ Persian culture and poetry and participated in local festivals. I used to go five times daily to offer Namaz in Jama Masjid.

As a resident of the old city, we use to get fresh drinking water to our homes. There is an excellent drainage system also. I live in a haveli, which housed many families.

HBSE 8th Class History Colonialism and the City: The Story of an Imperial Capital Important Questions and Answers

Very Short Answer Type Questions

Question 1.
How did the famous poet Ghalib describe the ransacking of Delhi in 1857 ?
Answer:
Ghalib said “when the angry lions (the British) entered the town, they killed the helpless and burned houses. Hordes, of men and women, commoners and noblemen, poured out of Delhi from the three gates and took shelters in small communities and tombs outside the city.”

Question 2.
What is an imperial capital?
Answer:
Political centre (or capital) used as a central point of political activities, administration and control by any imperial power (or country) is called imperial capital. For example, (Approx, from 1757 to 1911) Calcutta was imperial capital of British India. Delhi was made imperial capital after the Royal Durbar of 1911.

Question 3.
What happened to the Delhi College in 1877?
Answer:
The Delhi College was turned into a school and shut down in 1877.

Question 4.
When was the decision to shift the capital of India from Calcutta to Delhi announced?
Answer:
The decision to shift the capital of India from Calcutta to Delhi was announced in 1911.

Question 5.
Why did the importance of Machli- patnam decline in the 17th century?
Answer:
Machlipatnam developed as an important town in the 17th century. Its importance declined by the.late 18th century as trade shifted to the new British ports of Bom bay, Madras and Calcutta.

Question 6.
What were ‘Havelis’?
Answer:
The grand mansions where the Mughal aristocracy lived in the seventeenth and eighteenth centuries were called Havelis.

Question 7.
Why did ‘Havelis’ begin to decline?
Answer:
Many of the Mughal amirs were unable to maintain.

Question 8.
Name the three presidency cities of India.
Answer:
Calcutta, Bombay and Madras.

Question 9.
When did the British gain control of Delhi?
Answer:
The Britsh gained control of Delhi in 1803 after defeating the Marathas.

Question 10.
When was Delhi made the Capital of India?
Answer:
In 1911.

Question 11.
Why were the western walls of Shahjahanabad broken in 1870s?
Answer:
To establish the railway and to allow the city of expand beyond the walls.

Question 12.
What was the design of streets in the Lahore Gate improvement scheme?
Answer:
The streets followed the grid pattern and were of identical width, size and character.

Question 13.
When was the Delhi improvement trust set-up?
Answer:
In 1936.

Question 14.
What did the British do to make Delhi forget the Mughal past?
Answer:
They completely cleaned the area around the fort – Gardens, pavilions, mosques were either demolished or used for other purpose.

Short Answer Type Questions

Question 1.
What steps were taken by British so that Delhi forgets its Mughal Past?
Answer:
The following steps were taken by the British so that Delhi forgets its Mughal Past:
(a) The area around the Fort was completely cleared of gardens, pavilions and mosques.
(b) Mosques were either destroyed or put to other uses. For instance, the Zinat- al-Masjid was converted into a bakery.
(c) No worship was allowed in Jama Masjid for five years.

Question 2.
How many ‘Delhis’ were there before New Delhi? What were its features related with common political role and geographical location?
Answer:
(a) Delhi has been a capital for more than a 1000 years, although with some gaps.

(b) As many as 14 capital cities were founded in a small area of about 60 square miles on the left bank of the river Jamuna (or Yamuna).

(c) The remaining of all other capital may be seen on a visit to modern city state of Delhi.

(d) The most splendid capital of all was built by the great Mughal Emperor Shah Jahan. Shahjahanabad was constructed in 1639. It consisted of a fort-palace (Red Fort) complex and the city adjoining.

Question 3.
Write three positive features of Shahjahanabad or Old Delhi.
Answer:
Shahjahanabad was the most splendid capital whose construction began in 1639. Its positive features were :
(а) The main streets of Chandni Chowk and Faiz Bazaar were broad enough for royal processions to pass.

(b) It was also an important centre of Sufi culture. It had several dargahs, khanqahs and idgahs.

(c) Open squares, winding lanes, quiet cul- de-sacs and water channels were the pride of Delhi’s residents. No wonder the poet Mir Taqi Mir said, “The streets of Delhi aren’t mere streets : they are like the album of a painter.”

Question 4.
What were the negative features of living-style in Old Delhi?
Answer:
The following were the negative features of living-style in Old Delhi :
(a) Old Delhi was no ideal city and its delights were enjoyed only by some. There were sharp division between rich and poor.

(b) Havelis or mansions were interspersed with the far more numerous mud houses for the poor.

(c) The colourful world of poetry and dance was usually enjoyed only by men.

(d) Celebrations and processions often led to serious conflicts.

Question 5.
What was the idea behind the extension scheme called the Lahore Gate Improvement Scheme ?
Answer:
Lahore Gate improvement scheme was planned by Robert Clarke which pMnned:

• To draw residents away from the Old City to a new type of market square around which shops would be built.
• Streets in this redevelopment strictly followed the grid pattern, and were of identical width, size and character.
• Land was divided into regular areas for the construction of neighbourhoods.

Long Answer Type Questions

Question 1.
What were the features of the new urban centres built by the British?
Answer:

• Many of the new urban centres like Calcutta and Madras developed around forts.
• The new cities had broad roads and large and imposing public buildings like government offices, public libraries, museum and town halls.
• Most of the British in India lived outside the old walled town where the Indians lived. The areas where the
• Indians lived were generally crowded and conditions were often unhygienic.
• The part of the city where the British lived was generally divided into the civil lines and the military cantonment.

Question 2.
What were the main features of the colonial bungalow?
Answer:

• It was a large single-storeyed structure with a pitched-roof, and usually set in one or two areas of open ground.
• It had separate living and dining rooms and bedrooms.
• It had a wide veranda running in the front, and sometimes on three sides.
• Kitchens, stables and servants quarters were in separate apace from the main house.
• The house was run by dozens of servants.
• The women of the household often sat on the verandas to supervise tailors or other tradesmen.

Question 3.
Discuss the features of new buildings made by the British in New Delhi.
Answer:
(i) The features of these buildings were borrowed from different periods of India’s imperial history. But, the overall look of these government buildings was like classical Greece.

(ii) The central dome of the Viceroy’s palace was copied from the Buddhist Stupa at Sanchi.

(iii) The red sandstones and carved screens of Jalis were borrowed from Mughal architecture.

(iv) The assert the British importance, the Viceroy’s palace was built at a place higher than that of Shah Jahan’s Jama Masjid.

Question 4.
Discuss the features of colonial bungalow.
Answer:

• These bungalows were meant for one nuclear family.
• The colonial bungalow was a large single storeyed structure usually set in one or two acres of open ground.
• It had separate living rooms, diningrooms and bedrooms.
• It had a wide veranda running in the front and sometimes on three sides.
• Kitchens, stables and servant’s quarters were in a separate space from the main house.

Source-Based Questions

Source 1
“Dillijo ek shahr tha alam mein intikhab… ”
By 1739, Delhi had been sacked by Nadir Shah and plundered many times. Expressing the sorrow of those who witnessed the decline of the city, the eighteenth-century Urdu poet Mir Taqi Mir, said :

Dilli jo ek shahr tha alam mein intikhab,… Ham rahnewale hain usi ujre dayar ke (7 belong to the same ruined territory of Delhi, which was once a supreme city in the world)

Read the source given above and answer the following questions:
Question 1.
Who was Nadir Shah ? Who was the Mughal ruler when he plundered Delhi?
Answer:
Nadir Shah was an invader, who attacked India and its capital Delhi in 1739. He plundered Hindustan and Delhi for many days. At that time Mohammad Shah was the Mughal ruler.

Question 2.
How did the poet express his sorrow about the imperial capital of India?
Answer:
Poet Mir Taqi Mir said that we are living in the decayed, destroyed and declined city of India. No doubt once Delhi was a supreme city in the world, but it had been changed in ruins by Nadir Shah in 1739.

Source 2
“There was once a city of this name”
Ghalib lamented the changes that were occurring and wrote sadly about the past that was lost. He wrote :
What can I write? The life of Delhi depends on the Fort, Chandni Chowk, the daily gatherings at the Jamuna Bridge and the Annual Gulfaroshan. When all these … things are no longer there, how can Delhi live? Yes, there was once a city of this name in the dominions of India.

Read the source given above and answer the following questions:
Question 1.
What changes are talked about in the source above?
Answer:
The changes in the life of Delhi are talked about in the source.

Question 2.
Who has lamented such changes?
Answer:
Ghalib.

Question 3.
What is Gulfaroshan?
Answer:
A festival of flowers.

Question 4.
What tilings could no longer be seen in Delhi?
Answer:
The things like Chandni Chowk, the daily gatherings at the Jamuna Bridge, and the Annual Gulfaroshan could no longer be seen in Delhi.

Source 3
The vision of New Delhi This is how Viceroy Hardinge explained the choice of Delhi as capital :
The change would strike the imagination of the people of India …. and would be accepted by all as the assertion of an unfaltering determination to maintain British rule in India.
The architect Herbert Baker believed :
The New Capital must be the sculptural monument of the good government and unity which India, for the first time in its history, has enjoyed under British rule. British rule in India is not a mere veneer of government and culture. It is a new civilisation in growth, a blend of the best elements of East and West….
It is to this great fact that the architec-ture of Delhi should bear testimony.
(2 October 1912)
Read the source given above and answer the following questions:

Question 1.
Who believed that the choice of New Delhi as capital was a determin¬ation to maintain British rule in India?
Answer:
Viceroy Hardinge.

Question 2.
Who was architect of New Delhi?
Answer:
Herbert Baker.

Question 3.
Write the good points that the architect of New Delhi believed about it.
Answer:
(a) The New Delhi must be the creator of monument of the good government, i.e. the British Government in India.

(b) India would feel united as a nation, for the first time under the British rule.

Colonialism and the City: The Story of an Imperial Capital Class 8 HBSE Notes

• Presidency: For administrative purposes, colonial India was divided into three “Presidencies” (Bombay, Madras and Bengal), which developed from the East India Company’s “factories” (tradingposts) at Surat, Madras and Calcutta.
• Urbanisation : The process by which more and more people begin to reside in towns and cities.
• Dargah : The tomb of a Sufi saint.
• Khanqah : A sufi lodge, often used as a rest house for travellers and a place where people come to discuss spiritual matters, get the blessings of saints, and hear sufi music.
• Idgah : An open prayer place of Muslims primarily meant for Id prayers.
• Cul-de-sac : Street with a dead end.
• Gulfaroshan : A festival of flowers.
• Renaissance: Literally, rebirth of art and learning. It is a term often used to describe a time when there is great creative activity.
• Amir : A nobleman.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 4 Understanding Laws Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 4 Understanding Laws

HBSE 8th Class Civics Understanding Laws Textbook Questions and Answers

Understanding Laws Class 8 HBSE Question 1.
Write in your own words what you understand by the term the ‘rule of law’. In your response include a fictitious or real example of a violation of the rule of law.
Answer:
Rule of law:
This means that all laws apply equally to all citizens of the country and no one can be above the law. Neither a government official, neither a wealthy person nor even the President of the country is above the law.
Example: Jones, a boy of 17 years belongs to an ordinary family. He is caught driving without licence. His parents are fined and put in jail.

Utkarsh, the son of minister of 16 years of age is also caught driving but since he is the son of minister; his parents are neither fined nor is he thrown in jail. This is an example of violation of rule of law.

Understanding Laws Class 8 Short Answers HBSE Question 2.
State two reasons why historians refute the claim that the British introduced the rule of law in India.
Answer:
Two reasons why historians refute the claim that the British introduced the rule of law in India are:
(i) The colonial law was arbitrary, i.e., nothing was fixed under British rule and it was instead left to one’s choice or judgement.
(ii) The Indian Nationalists played a prominent role in the development of the legal spheres in British India.

Understanding Laws Class 8 Questions And Answers HBSE Question 3.
Re-read the story board on how a new law on domestic violence got passed. Describe in your own words the different ways in which women’s groups worked to make this happen.
Answer:
People of India came to know from their own direct experiences and through observations and through mass-media that the Indian women were not treated equally and well at their homes and work-places.
(i) Several husbands beat their wives.
(ii) Some old women were ill-treated by their sons, daughters-in-law.
(iii) Some women (unmarried/widows/ divorces or having no kids) were verbally abused or insulting remarks were passed.
(iv) Some women who gave birth to only daughters, not a son were also abused.
Indian women wanted protection against being beaten, from all sorts of physical or social violence.

Throughout the 1990s the need for a new law for giving protection to women was raised in different forums. In 1999, a group of lawyers known as lawyers collective, law students and social activists, after a nationwide consultation, took the lead in drafting the domestic violence bill. Some NGOs started the women movement. The Parliament Standing Committee in its report accepted most of the demands of women’s group. Finally a bill was introduced in the parliament in 2005. After being passed by the Parliament and getting the approval of the President, the Domestic Violence Act came into effect in 2006.

Class 8 Civics Chapter 4 Question Answer HBSE Question 4.
Write in your own words what you understand by the following sentence on page 44-45.
They also began fighting for greater equality and wanted to change the idea of law from a set of rules that they were forced to obey, to law as including ideas of justice.
Answer:
(a) The word The/ in the above passage stands for the Indian nationalists who were participating in freedom.
(b) The nationalists wanted “rule of law’ dining the colonial period.
(c) They protested against the law that any one protesting or criticising the British Government could be arrested without due trial.
(d) The legal rights of Indians were defended.

HBSE 8th Class Civics Understanding Laws Important Questions and Answers

Very Short Answer Type Questions

Understanding Laws Class 8 Solutions HBSE Question 1.
When was the Sedition Act passed?
Answer:
1870.

Class 8 Civics Chapter 4 HBSE Question 2.
What was Hindu Succession Amendment Act, 2005?
Answer:
According to Hindu succession Amendment Act; sons, daughters and their mothers can get an equal share of family property.

Class 8 Civics Chapter 4 Solutions HBSE Question 3.
When does parliament need to change a law?
Answer:
Parliament needs to change a law when a large number of people begin to feel that a wrong law has been passed.

Civics Class 8 Chapter 4 HBSE Question 4.
How did people become aware of the need of the Women Protection Law?
Answer:
NGOs and other awakened people met the members of the Indian Parliament to make laws for the protection of the women. They participated in conferences and group discussion.

Chapter 4 Class 8 Civics HBSE Question 5.
What can the people do if they find any law unfavourable for them?
Answer:
If people find any law unfavourable for them, they can approach the court to decide on the issue. The court has the power to modify or cancel laws if it finds that they don’t adhere to the constitution.

Short Answer Type Questions

Question 1.
In which ways the Indians played a major role in the evolution of the rule of law during the colonial period?
Answer:
(i) Indians adopted legal profession and they demanded respect in the colonial courts.
(ii) They began to use law to defend the legal rights of Indians.
(iii) Indian judges also began to play a greater role in making decisions.

Question 2.
How can the voice of citizen be heard by the government or parliament?
Answer:
The voice of the citizen can be heard through TV reports, newspaper editorials, radio broadcasts, local meetings, etc.

Question 3.
Why did Rosa Parks an African- American woman refuse to give up her seat on a bus to white man
Answer:
Rosa Parks refused to give up her seat on abus to white man because she was protestiig the law on segregation that divided up all public spaces, including the streets, between the Whites and the African-Americans.

Question 4.
Which event led to the start of the Civil Rights Movement in USA? Also write its one effect.
Answer:
Rosa Parks, an African-American woman refused to give up her seat on a bus to a white man marked the start of the Civil Rights Movement. This movement led to the Civil Right Act in 1964, which prohibited discrimination on the basis of race, religion or national origin in the USA.

Long Answer Type Questions

Question 1.
What is the role of parliament in making a law?
Answer:
(a) The Parliament is the law-making body at the central level. It frames new laws and amends or repeals them, if necessary, on all the 97 subjects of the Union list and all the Residuary Subjects which have not found a place in any of the lists.

(b) As far as the 47 subjects in the concurrent list are concerned, both the Parliament and the State Legislatures have got the right to make laws. But if any state law comes into conflict with the central law, the central law shall prevail.

(c) It can enact laws on the 66 subjects of the state list also if:
(i) The Rajya Sabha passes a resolution with 2/3 majority to the effect that the particular subject of the State List has come to assume national importance.
(ii) Two or more states request the Centre to pass a law for them on one or more subjects mutually agreed upon by them.
(iii) A state of national emergency is proclaimed by the President.
(iv) President takes over the administration of a state on the break-down of the constitutional machinery in that state.
Such laws will concern only the states for which they are passed.

Question 2.
How does a bill become a law?
Answer:
Acts, before they are passed by the Parliament, are called Bills. Bills are of two types-(a) Ordinary bills, and (b) Money Bills. Ordinary bills are those in which money is not involved while all such bills which are related to income and expenditure are called Money Bills. With a little difference in procedure, both the Ordinary Bills and Money Bills have to pass through various stages before they are finally passed. First is the stage of introduction.

Money Bills can be introduced only in the Lok Sabha while Ordinary Bills can be introduced in either of the two Houses of the Parliament. Then comes the Second Stage when the Bill is debated clause by clause and amendments, if any, and that too passed by a majority vote, are included in it. In the Third stage, the Bill is either passed or rejected as a whole. If passed, it is sent to the other house where the same procedure is adopted once again. If the Bill is passed by the second house also, it is sent to the President for his approval. After his assent, it becomes a law.

Picture-Based Questions

A. Look at the above picture and answer the following questions

Question 1.
Which incident is depicted in the above picture?
Answer:
Jallianwala Bagh massacre.

Question 2.
When did this happen?
Answer:
13 April, 1919.

Question 3.
Why had the public gathered at Jallianwala Bagh?
Answer:
The public had gathered at Jallianwala Bagh to:
(i) protest against the arrest of Dr. Satyapal and Dr. Saifuddin Kitchlew.
(ii) protest against the Rowlatt Act.

Question 4.
Who ordered the troops to fire?
Answer:
General Dyer ordered the troops to fire.

Question 5.
What happened as a consequence?
Answer:
Several hundreds of people died in the gunfire and many more were wounded including women and children.

Understanding Laws Class 8  HBSE Notes

• Violation of Law: To act or do something against the law (a crime).
• Rule of Law: To govern or to maintain or deal the situation according to law.
• Equality of the law: To consider all tUfe persons equal before law. Not to discriminate between persons on the basis of their caste, class, gender, religion, ideology and social backgrounds.
• Arbitrary: When nothing is fixed and is instead left to one’s judgement or choice.
  Sedition: This applies to anything that the Government might consider as stirring up resistance or rebellion against it.
• Criticise: To find fault with or disapprove of a person or thing.
• Evolution: This refers to the process of development from a simple to a complex form and is often used to discuss the development of a species of plants or animals.
• Repressive to control severely in order to prevent free and natural development or expression.
• Civil Cases: Cases relating to property, taxes, contracts etc.
• Criminal Cases: Cases involving violation of penal laws such as murder, theft, assault etc.

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