Class 8 History

Chapter 1
1. State whether true or false:

(a) James Mill divided Indian history into three periods – Hindu, Muslim, Christian.

(b) Official documents help us understand what the people of the country think.

(c) The British thought surveys were important for effective administration.

Answer.

(a) False

(b) False

(c) True

2. What is the problem with the periodisation of Indian history that James Mill offers?

Answer.

The problem with the periodisation of Indian History that James Mill offers is the superiority of
the British shown over Hindus and Muslims. James Mill has divided Indian History into three
periods – Hindu, Muslim and British, claiming that it was necessary to introduce European
manners, arts, institutions and laws in India.

James Mill’s views have several defects given below:

a. He thought that all Asian societies were at a lower level of civilisation when compared to
Europe.

b. According to his telling of history, before the British came to India, Hindu and Muslim
despots ruled the country.

c. Religious intolerance, caste taboos and superstitious practices dominated social life before the
British came to India

3. Why did the British preserve official documents?

Answer.

The British preserved official documents because they thought if they wrote and recorded
everything, it would later be easier for them to study them and debate. They kept official records
of what they thought was right so that in the future, those records could serve as proof of all the
decisions that they had taken.
4. How will the information historians get from old newspapers be different from that
found in police reports?

Answer.

The nature of the information that historians get from old newspapers and police reports can be
entirely different. Typically, a historian collects information from a wide variety of sources that
includes both official and unofficial documents. The police report comes from an administrative
viewpoint, and the types of details that we can obtain from them are often restricted.

A police report is strictly confined to the procedures and is concerned with record-keeping,
rather than building a narrative. Journalism and reporting tools follow a different approach that
might bring out the finer details about an event or a happening. Often police reports might
oversee or neglect information that does not directly serve the function of law enforcement.

Being a mass media, newspapers provide more backdrop, context and elaborate descriptions. But
the relative merits and accuracy of a piece of information from any source can only be
determined after proper research and investigation. To get a balanced and clearer picture of a
period in history, historians often go through as many sources as possible, while keeping in mind
the biases and interests that could be behind them.

Question 5.
Can you think of examples of surveys in your world today? Think about how toy
companies get information about what young people enjoy playing with or how the
government finds out about the number of young people in school. What can a historian
derive from such surveys?
Answer.
Surveys are done by government and private companies.

 on demographic changes, employment, incomes, tastes, interests, possessions, etc.

 Manually or with use of technology.

 At different places like home, schools, institution, malls, etc.

Historians may get information about preferences, life style, demographic changes,
political, social, economic life, etc.
 Class 8 History
Chapter 2 – From Trade to Territory The Company Establishes Power
1. Match the following:

Diwani Tipu Sultan

“Tiger of Mysore” Right to collect land revenue

Faujdari Adalat Sepoy

Rani Channamma Criminal Court

Sipahi Led an anti-British movement in Kitoor

Answer.

Diwani Right to collect land revenue

“Tiger of Mysore” Tipu Sultan

Faujdari Adalat Criminal Court

Rani Channamma Led an anti-British movement in Kitoor

Sipahi Sepoy
2. Fill in the blanks:

(a) The British conquest of Bengal began with the Battle of ___________.

(b) Haidar Ali and Tipu Sultan were the rulers of ___________.

(c) Dalhousie implemented the Doctrine of ___________.

(d) Maratha kingdoms were located mainly in the ___________ part of India.

Answer.

(a) The British conquest of Bengal began with the Battle of Plassey

(b) Haidar Ali and Tipu Sultan were the rulers of Mysore.

(c) Dalhousie implemented the Doctrine of Lapse

(d) Maratha kingdoms were located mainly in the South-western part of India.

3. State whether true or false:

(a) The Mughal empire became stronger in the eighteenth century.

(b) The English East India Company was the only European company that traded with
India.

(c) Maharaja Ranjit Singh was the ruler of Punjab.

(d) The British did not introduce administrative changes in the territories they conquered.

Answer.

(a) The Mughal empire became stronger in the eighteenth century – False

(b) The English East India Company was the only European company that traded with India –
False

(c) Maharaja Ranjit Singh was the ruler of Punjab – True

(d) The British did not introduce administrative changes in the territories they conquered – False
4. What attracted European trading companies to India?

Answer.

European trading companies were looking for new lands from which they could buy goods at a
cheap price and carry them back to Europe to sell at higher prices. The fine qualities of cotton
and silk produced in India had a big market in Europe. Spices like pepper, cloves, cardamom and
cinnamon too were in great demand. These were the reasons that attracted European trading
companies to India.

5. What were the areas of conflict between the Bengal nawabs and the East India
Company?

Answer.

After the first British factory was set up in 1651 on the banks of the river Hugli, the East India
company started allowing more of its merchants and traders to visit and settle down in the city of
Bengal. The reasons that caused the conflicts between Bengal nawabs and East India Company
were:

a. Nawabs denied concessions to the East India Company on many occasions

b. Nawabs also demanded large tributes from the company

c. The company denied paying taxes

d. The company officials wrote insulting letters to the nawabs

6. How did the assumption of Diwani benefit the East India Company?

Answer.

Diwani rights are the rights that the British acquired to collect their own revenues and have the
authority to decide on civil cases. This right benefited the East India Company in several ways:

a. It allowed the Company to use the vast revenue resources of Bengal

b. The monopoly of the East India Company on trade started

c. Revenue of Bengal was used to export Indian goods out of the country

7. Explain the system of “subsidiary alliance”.

Answer.

The system of the subsidiary alliance made Indian rulers let go of their armed forces and come
under the protection of the East India Company. The following changes occurred when this
system came into being:

a. The East India Company became the guardian of the territories that it took under the alliance

b. An English resident, who served as the EIC’s personnel, was appointed in the territory to keep
a check on the ruler

c. The Indian rules were asked not to allow any other European companies to trade with them
and enter their territory

d. Indian rulers were told to pay for the subsidiary armed forces of the EIC, disobeying which led
to that part of the territory being forfeited by the company

8. In what way was the administration of the Company different from that of Indian
rulers?

Answer.

The difference in the administration of the company and that of the Indian rulers is given below:

Company Administration Indian Rulers Administration

The company divided the territories into Indian rulers divided the territories into district, pargana,
presidencies tehsil and parishad

Governor ruled the administrative units Zamindar or Peasants were responsible for their units

Governor-General was the head of the state King or Nawab was the head of the state

The introduction of several acts: Indian rulers brought no such acts but used to rule with
their farmans.
 Regulating Act
 Indian Council Acts
 Montague-Chelmsford Reforms
9. Describe the changes that occurred in the composition of the Company’s army.

Answer.

The army of EIC was known as Sepoy Army. The main participants of the army were the
peasants of India, trained by the EIC to become professional soldiers. The major change in the
EIC army was the domination of infantry over cavalry with the introduction of muskets,
matchlocks to guard them. The company also introduced a uniform military culture where
soldiers were given European training through drills and other exercises.

Question 10.
After the British conquest of Bengal, Calcutta -grew from a small village to a big city. Find
out about the culture, architecture, and the life of Europeans and Indians of the city during
the colonial period.
Answer:.
Indians were influenced by British culture, architecture and lifestyle.

1. Culture: British influence began.

2. Architecture: Influenced by the British Architecture (fortification of the city, churches,

etc.). Rich Indians started constructing bungalows in the English style.

3. Life: English education, English clothes, became to be popular.

Question 11.
Collect pictures, stories, poems, and information about any of the following – the Rani of
Jhansi, Mahadji Sindhia, Haidar Ali, Maharaja Ranjit Singh, Lord Dalhousie, or any other
contemporary ruler of your region.

The Rani of Jhansi:

Lakshmibai was born probably on 19 November 1828 in the holy town of Varanasi in a Marathi
brahmin family. Her father was Moropant Tambe. Her father worked for a court of Peshwa of
Bithoor district. Peshwa brought Manikarnika up like his own daughter. The Peshwa called her
“Chhabili”, which means “playful”.

She was educated at home and was more independent in her childhood than others of her age;
her studies included archery, horsemanship, and self-defense.

Rani Lakshmibai was accustomed to ride on horseback accompanied by a small escort between
the palace and the temple. The Rani Mahal, the place of Rani Lakshmibai, has now been
converted into a museum. She died, fighting British Army bravely, to save her state Jhansi.

2. Mahadaji Shindhia

Mahadaji Shinde (1730-1794 A.D.) also spelled as Mahadji Scindia or Mahadaji Scindia, was a
Maratha ruler of the state of Gwalior in central India.

Mahadaji was instrumental in resurrecting Maratha power in North India after the Third Battle of
Panipat in 1761 and rose to become a trusted lieutenant of the Peshwa, leader of the Maratha
Empire. During his reign, Gwalior became the leading state in the Maratha Empire and one of
the foremost military powers in India.

He accompanied Shah Alarm II (Mughal Badshah) in 1771 to Delhi in order to restore the
Mughals in Delhi. The Marathas were practically at that time ruling Delhi. He annihilated the
power of Jats of Mathura and during 1772-73 and destroyed the power of Pashtun Rohillas in
Rohilkhand and captured Najibabad. His role during the ‘First Anglo Maratha War was greatest
from the Maratha side since he humbled the British in Central India, single-handed, which
resulted in the Treaty of Salbai in 1782, where he mediated between the Peshwa and the British.
3. Hyder Ali Of Mysore

Hyder Ali (1721-1782) was the sultan and de facto ruler of the Kingdom of Mysore in southern
India. Born Hyder Naik, he distinguished himself militarily, eventually drawing the attention of
Mysore’s rulers. Rising to the post of Dalavayi (commander-in-chief) to Krishnaraja Wodeyar II,
he came to dominate the titular monarch and the Mysore government. He became the de facto
ruler of Mysore as Sarvadhikari (Chief Minister) by 1761. He offered strong anti-colonial
resistance against the military advances of the British East’India Company during the First and
Second Anglo Mysore Wars and he was the innovator of military use of the ‘iron-cased
Mysorean rockets.
 Class 8 History
Chapter 3 – Ruling the Countryside
1. Match the following.

Ryot Village

Mahal Peasant

Nij Cultivation on ryot’s lands

Ryoti Cultivation on planter’s own land

Answer.

Ryot Peasant

Mahal Village

Nij Cultivation on planter’s own land

Ryoti Cultivation on ryot’s land

2. Fill in the blanks.

(a) Growers of woad in Europe saw __________ as a crop which would provide competition
to their earnings.

(b) The demand for indigo increased in late eighteenth-century Britain because of
__________.

(c) The international demand for indigo was affected by the discovery of __________.

(d) The Champaran movement was against __________.

Answer.
(a) Growers of woad in Europe saw indigo as a crop which would provide competition to their
earnings.

(b) The demand for indigo increased in late eighteenth-century Britain because of the expansion
of cotton production.

(c) The international demand for indigo was affected by the discovery of synthetic dyes.

(d) The Champaran movement was against indigo planters.

3. Describe the main features of the Permanent Settlement.

Answer.

The Permanent Settlement System was a land revenue system introduced in 1793 by the East
India Company. Rajas and taluqdars were recognised as zamindars to collect rent from the
peasants and pay revenue to the Company. The main features of the Permanent Settlement
system are:

a. The amount paid by the zamindars to the company was fixed permanently.

b. The Rajas were made the zamindars.

c. Zamindars lost their right over the lands whenever they failed to make payments to the
company.

d. Exorbitant prices of land which zamindars had to pay to the company (which they failed).

4. How was the Mahalwari System different from the Permanent Settlement?
Answer.

Differences between Mahalwari System and Permanent Settlement are given below.

Mahalwari System Permanent Settlement

Holt Mackenzie devised it, and it came into effect in 1822 Permanent Settlement was brought by
Lord Cornwallis in 1793

The epicentre of the system was a village There was no such epicentre

Villages were called ‘Mahal’ –

The estimated revenue of each plot within a village was The revenue was fixed that each zamindar
added up to calculate the revenue that each village (mahal) had to pay to the company
had to pay

The revenue was to be revised periodically Revenue was fixed

The charge to collect the revenue was on the village The charge to collect the revenue was on
headman the village zamindar (rajas/taluqdars)

5. Give two problems which arose with the new Munro system of fixing revenue.

Answer.

The new Munro system of fixing revenue posed two problems:

a. The revenue demand was fixed way too high for peasants to pay.

b. Peasants were unable to pay the rent, which culminated in villages getting deserted.

6. Why were ryots reluctant to grow indigo?

Answer.

The ryots were reluctant to grow indigo for the below-given reasons:

a. They were paid very low prices for it.

b. The ryots never saw any profit accruing from the indigo plantation.

c. Ryots were asked to grow indigo on the fertile parts of their land by the planters, which they
were apprehensive about.

7. What were the circumstances which led to the eventual collapse of indigo production in
Bengal?

Answer.

The collapse of indigo production in Bengal was caused by the following circumstances:

a. Ryots’ denied producing the indigo anymore.

b. Protests started taking place by the peasants/ryots supported by the zamindars.

c. Following the protests, the Indigo Commission was constituted by the government, which
accepted the faults of the planters and asked the planters to stop the cultivation.

d. Planters eventually moved out of the city.

Q.8 Find out more about the Champaran Movement and Mahatma Gandhi’s role in it.

Ans.

When the indigo production collapsed in Bengal, the European planters of indigo shifted their
operations to Bihar. When Mahatma Gandhi returned from South Africa, a peasant from Bihar
persuaded him to visit Champaran and see the plight of the indigo cultivators there.

Role of Mahatma Gandhi: Mahatma Gandhi’s visit in 1917 marked the beginning of the
Champaran movement against the indigo planter. He European planter oppressed the peasants.
Gandhiji reached Champaran in 1917 to witness the miserable conditions of the peasants. The
districts officials ordered him to leave Champaran but he refused to comply the orders and
started the Satyagraha.
 Class 8 History
Chapter 4 – Tribals, Dikus and the Vision of a Golden Age
1. Fill in the blanks:

(a) The British described the tribal people as ____________.

(b) The method of sowing seeds in jhum cultivation is known as ____________.

(c) The tribal chiefs got ____________ titles in central India under the British land
settlements.

(d) Tribals went to work in the ____________ of Assam and the ____________ in Bihar.

Answer.

(a) The British described the tribal people as wild and savage.

(b) The method of sowing seeds in jhum cultivation is known as broadcasting.

(c) The tribal chiefs got land titles in central India under the British land settlements.

(d) Tribals went to work in the tea plantations of Assam and the coal mines in Bihar.

2. State whether true or false:

(a) Jhum cultivators plough the land and sow seeds.

(b) Cocoons were bought from the Santhals and sold by the traders at five times the
purchase price.

(c) Birsa urged his followers to purify themselves, give up drinking liquor and stop
believing in witchcraft and sorcery.

(d) The British wanted to preserve the tribal way of life.

Answer.

(a) Jhum cultivators plough the land and sow seeds – False

(b) Cocoons were bought from the Santhals and sold by the traders at five times the purchase
price – True

(c) Birsa urged his followers to purify themselves, give up drinking liquor and stop believing in
witchcraft and sorcery – True

(d) The British wanted to preserve the tribal way of life – False

3. What problems did shifting cultivators face under British rule?

Answer.

The British always had problems with shifting cultivators, as they were always moving for
pasture lands. The British wanted the shifting cultivators to become peasant cultivators. The
British thought it was easier to control and administer peasant cultivators than shifting
cultivators. Hence, shifting cultivators faced problems when the company planned the land
revenue system.

4. How did the powers of tribal chiefs change under colonial rule?

Answer.

Under the British rule, the functions and powers of the tribal chiefs changed considerably. They
were allowed to keep their land titles over a cluster of villages and rent outlands, but they lost
much of their administrative power and were forced to follow laws made by the British officials
in India. They also had to pay tribute to the British, and discipline the tribal groups on behalf of
the British. They lost the authority that they had earlier enjoyed among their people and were
unable to fulfil their traditional functions.
5. What accounts for the anger of the tribals against the dikus?

Answer.

Tribals were not happy with the dikus who were considered as ‘outsiders’ by them. The tribals
wanted to be shifting cultivators and not be peasant cultivators. The dikus were settling in at the
tribals’ lands, wanting the latter to sell their lands or rent their lands at very high-interest rates.
This made the tribals unhappy. Also, the tribal chiefs lost their administrative powers under the
British rule. Later, the tribals were evacuated from their lands, and they had to look for other
livelihood options.

6. What was Birsa’s vision of a golden age? Why do you think such a vision appealed to the
people of the region?

Answer.

Birsa’s vision of a golden age was to have their land free of dikus. He considered that age to be
the ‘age of truth’. According to Birsa, in the golden age, the tribal sirdars will be able to rule
themselves and no one will be there to dictate terms to them. His golden age vision was to have
an age with no vices like liquor, witchcraft, sorcery and uncleanliness. He did not want any role
of outsider participants like missionaries, Hindu landlords, moneylenders, traders and Europeans.
 Class 8 History
Chapter 5 – When People Rebel – 1857 and After
1. What was the demand of Rani Lakshmibai of Jhansi that was refused by the British?

Answer.

Rani Lakshmibai was the queen of Jhansi. She had adopted a son. Hence, she wanted her son to
be the ruler of Jhansi. However, according to Lord Dalhousie’s Doctrine of Lapse policy, an
adopted heir would not be allowed to acquire the kingdom once the father died, and the same
would be annexed by the British. Hence, Rani Lakshmibai’s demand to recognise her adopted
son as the male heir of the kingdom was refused by the British.

2. What did the British do to protect the interests of those who converted to Christianity?

Answer.

After 1830, the Company allowed Christian missionaries to function freely in its domain and
even own land and property. In 1850, a new law was passed to make the conversion to
Christianity easier. This law allowed an Indian who had converted to Christianity to inherit the
property of his ancestors. Many Indians began to feel that the British were destroying their
religion, their social customs and their traditional way of life.

3. What objections did the sepoys have to the new cartridges that they were asked to use?

Answer.

The new cartridges were unacceptable to the Indian sepoys, as they held the belief that these had
been coated by the fat of cows and pigs. The sepoys had to bite the cartridges to load them. But
their religion did not allow them even to touch these cartridges. Hence, they refused to use the
new cartridges.

4. How did the last Mughal emperor live the last years of his life?

Answer.

The last Mughal emperor was Bahadur Shah Zafar. His title as the Mughal emperor was a
symbolic one. After the death of Aurangzeb, the Mughal rulers lost their power and held only a
symbolic stature. Zafar was also the symbolic head of the 1857 revolt. However, once the revolt
was crushed, Bahadur Shah Zafar was tried in court. He was blinded by the British and was
imprisoned. Later in 1858, he, along with his wife, was sent to Rangoon, where he died in 1862.
5. What could be the reasons for the confidence of the British rulers about their position in
India before May 1857?

Answer.

The British became confident about their position in India because of the following reasons:

a. The Mughal rulers, after the death of Aurangzeb, were not strong and powerful. Hence, it was
easier for the British to annex states.

b. The disunity between nawabs and the Mughal rulers helped the British have a firm stronghold
over Indian society, starting from Bengal.

c. The policies, like Subsidiary Alliance, helped the British annexe territories one after another,
without the use of any military power.

d. The revolt of 1857 was crushed by the British, leading to their supremacy over Indian society.

6. What impact did Bahadur Shah Zafar’s support for the rebellion have on the people and
the ruling families?

Answer.

Aurangzeb was considered the last strong and powerful Mughal ruler of India. After his death,
the Mughal rulers had only a symbolic presence. But Mughal rulers still had their influence over
small chiefs and rulers across the country. The revolt of 1857 started only when Bahadur Shah
Zafar, the last ruler of the Mughals, gave his permission. His support for the revolt made leaders
from various places become confident about opposing the British. Zafar asked all the leaders to
form a confederacy to fight against the British. Many small and large kingdoms, rulers and
chieftains supported the revolt after Bahadur Shah Zafar extended his support to the revolt.
Hence, his support for the rebellion had a widespread effect on the people and the ruling
families.
7. How did the British succeed in securing the submission of the rebel landowners of
Awadh?

Answer.

The British followed a two-pronged approach to suppress the rebel landowners of Awadh. They
are as follows:

a. The first approach was to hang the rebel landowners who had killed British personnel in order
to threaten the people of Awadh by showing them the consequences of any revolts in future.

b. The second approach was to reward the loyal landowners of Awadh. The British stated that if
the landowners had not killed any British personnel and if they agreed to submit before the
British, they would be offered safety and could retain their share of lands.

8. In what ways did the British change their policies as a result of the rebellion of 1857?

Answer.

After the revolt of 1857, the British Crown directly took over the Indian administration. The
powers of the East India Company were transferred to the Crown. The following changes were
made:

a. Doctrine of Lapse policy was abolished

b. The number of Indian sepoys was reduced in the army so that in future, they would not be able
to rebel against the British

c. Zamindars’ and landowners’ rights were further enhanced

d. The Crown promised that it would not interfere with the religion of the people.

e. A Viceroy and a Secretary of the state were appointed for the administration of Indian society.
 Class 8 History

Chapter 5 When People Rebel

Question 1.
What was the demand of Rani Lakshmibai of Jhansi that was refused by the British?
Answer:
To accept her adopted son to succeed the throne of the king, after the death of her husband.

Question 2.
What did the British do to protect the interests of those who converted to Christianity?
Answer:
Those who converted to Christianity would inherit the property of his ancestors.

Question 3.
What objections did the sepoys have to the new cartridges that they were asked to use?
Answer:
Objections the sepoys had to the new cartridges were:

 The cartridges were greased with the fat of cows and pigs.

 The sepoys had to use mouth to remove the covering of the cartridges.

 They termed the cartridges to be a violation of the religious sentiments.

 Hence, they rebelled.

Question 4.
How did the last Mughal emperor live the last years of his life?
Answer:
The last Mughal emperor lived a very pathetic life during the last years of his life. He was tried
in court and sentenced to life imprisonment. He and his wife were sent to prison in Rangoon. He
died there after four years.
Question 5.
What could be the reasons for the confidence of the British rulers about their position in
India before May 1857?
Answer:
Reasons for the confidence of the British rulers about their position in India before May 1857

1. The traditional rulers failed to develop independent leadership.

2. They also failed to have independent social, economic, and political aims of their own.

3. They fought among themselves and could not present a united front against the foreign
rule.

4. A section of the people practiced inhuman social practices. They did not rise in revolt
against the Britishers.

Question 6.
What impact did Bahadur Shah Zafar’s support to the rebellion have on the people and the
ruling families?
Answer:
Bahadur Shah Zafar’s support to the rebellion boosted the morale of the people and the ruling
families. They became united to fight the British authority with double spirit.

People of the towns and villages rose up in rebellion and rallied around local leaders, zamindars
and chiefs. Nana Saheb, the adopted son of the late Peshwa Baji Rao, who lived near Kanpur,
gathered arme^ forces and expelled the British garrison from the city. He proclaimed himself
Peshwa.

He declared that he was a Governor under emperor Bahadur Shah Zafar. In Lucknow, Birjis
Qadr, the son of the deposed Nawab Wajid Ali Shah, was proclaimed the new Nawab. He too
acknowledged the suzerainty of Bahadur Shah Zafar. In Jhansi, Rani Lakshmibai joined the rebel
sepoys and fought the British along with Tantia Tope, the general of Nana Saheb.

Question 7.
How did the British succeed in securing the submission of the rebel landowners of Awadh?
Answer:
British succeeded in securing the submissions of the rebel landowners of Awadh:

 They provided inheritance rights to the landowners (who would enjoy traditional rights
over their land).

 They were exempted from taxes.

 They were rewarded.

  They would be safe and their rights and claims would not be denied to them.

Question 8.
In what ways did the British change their policies as a result of the rebellion of 1857?
Answer:
Some important changes brought by the British after the revolt were:
1. According to the Act of 1858 powers of the East India Company were transferred to the
British Crown in India.

 Secretary of State was appointed for governance and Governor-General was given the
title of Viceroy.

 Secretary of State was to be assisted by a council of 15 members. It was only an advisory

body.

 Governor-General was answerable to the Secretary of State.

2. All rulers were made to acknowledge British Queen as Sovereign Paramount and were
allowed to pass their kingdoms to their heirs.

 The proportion of Indian soldiers in the army was reduced. More soldiers were taken
from Gurkhas, Sikhs and Pathans.

3. Muslims were seen held responsible for rebellion and their land was confiscated.
4. Social and religious practices were given respect.

 Zamindars and landlords were given protection and rights over their lands.

Question 9.
Find out stories and songs remembered by people in your area or your family about San
Satavan Ki Ladaai. What memories do people cherish about the great uprising?
Answer:
Memories
 Sepoy Mutiny started from Meerut. .
 Support of Bahadur Shah Zafar.
 Spread of the mutiny over all of India.
 Thousands of Firangis killed.
 Thousands of people sacrificed their lives.
 Mutiny suppressed.
 British Foundation was shaken in India.
 Concessions given to Indians.
Question 10.
Find out more about Rani Lakshmibai of Jhansi. In what ways would she have been an
unusual woman for her times?
Answer:

Rani of Jhansi: Rani Lakshmibai was the bravest among all the leaders of 1857 who tried to
defeat the British forces. After the death of her husband she had adopted a son but the then
Governor-General, Lord Dalhousie refused to give the rule of Jhansi to the adopted child, and
Jhansi was annexed to the British Empire.

When the revolt started against the British, Rani Lakshmibai also participated in it and fought
very bravely. Her bravery would always continue to inspire the Indians. With the help of her
commanders Nana Sahib, Tantia Tope, and her Afghan supporters, she occupied Gwalior.
Hearing about her bravery, the army of Scindia deserted their Maharaja and joined Rani of
Jhansi. In the end, she was defeated by the British and died fighting bravely against the British.
 Class 8 History
Chapter 6 – Weavers, Iron Smelters and Factory Owners
1. What kinds of cloth had a large market in Europe?

Answer.

Cotton and silk had a large market in Europe. Different varieties of Indian textiles were sold in
European markets.

a. Chintz

b. Cossaes or Khasa

c. Bandanna

d. Jamdani

Indian printed cotton textiles were also famous in England for their exquisite floral designs, fine
textures and inexpensiveness.

2. What is jamdani?

Answer.

Jamdani is a fine muslin on which decorative motifs are woven on the loom, typically in grey
and white. Often a mixture of cotton and gold thread was used, as in the cloth in the picture. The
most important centres of jamdani weaving were Dacca in Bengal and Lucknow in the United
Provinces.

3. What is a bandanna?

Answer.

Bandannas are brightly coloured and printed scarf for the neck or head. Originally, the term
derived from the word “bandhna” (Hindi word for tying) and referred to a variety of brightly
coloured cloth produced through a method of tying and dying.

4. Who are the Agaria?

Answer.

A group of men and women who formed a community of iron smelters is known as Agaria.
5. Fill in the blanks.

(a) The word chintz comes from the word _________.

(b) Tipu’s sword was made of_________ steel.

(c) India’s textile exports declined in the _________ century.

Answer.

(a) The word chintz comes from the word chhint.

(b) Tipu’s sword was made of wootz steel.

(c) India’s textile exports declined in the nineteenth century.

6. How do the names of different textiles tell us about their histories?

Answer.

The different textiles like ‘muslin’, ‘chintz’, ‘calico’ and ‘bandanna’ have a history to their
names.

a. Muslin – The cloth was named after the European traders who saw five types of cotton textiles
carried by the Arab traders in Mosul. They named all woven textiles ‘muslin’ after that.

b. Chintz – This name is derived from a Hindi name called ‘Chhint’, which is a small piece of
cloth with floral designs.

c. Calico – The Portuguese came to Calicut first in search of spices. However, the cotton textile
they took back from Calicut to Spain was called Calico.

d. Bandanna – The term was derived from the Hindi word ‘Bandhna’. It is a scarf with prints
made for the head or neck.

7. Why did the wool and silk producers in England protest against the import of Indian
textiles in the early eighteenth century?

Answer.

The wool and silk producers in England protested against the import of Indian textiles in the
early eighteenth century because, due to the fame of Indian textiles in the European markets,
owing to their designs and their prices, they were unable to compete with them. The English
wool and silk producers wanted a ban on Indian textiles so that they could grow in England.
Following this, the spinning jenny was also introduced in the European markets.
8. How did the development of cotton industries in Britain affect textile producers in India?

Answer.

There were several challenges for textile produces in India:

a. They had to compete with English cotton industries both in England and India

b. British cotton industries expanded, which led to the shrinkage of Indian textile producers.

c. Thousands of Indian textile producers were out of employment because the British took over
the market with their industries.

9. Why did the Indian iron smelting industry decline in the nineteenth century?

Answer.
The following reasons led to the decline of the iron smelting industry in the nineteenth century:
a. Indian smelters could not get charcoal due to the forest laws imposed on them. Charcoal is an
essential ingredient in the iron smelting process, and the industry could not thrive without its
supply. The forest laws banned their movement in the reserved forests.
b. Iron smelters were asked to pay high taxes to the forest authorities.
c. Post-1950s, the English started importing iron from England to India. This discouraged Indian
iron smelters from pursuing the same profession.
d. In the late nineteenth century, many famines destroyed dry tracts for iron smelters.
e. Iron industries posed the biggest challenge for the local iron smelters, who were not able to
compete with the big industries.
10. What problems did the Indian textile industry face in the early years of its
development?
Answer.
The problems faced by the Indian textile industry are given below.
a. Competition – They had to face large British industries that were already present in the
market.
b. Export – It was a challenge for them to export to England due to the huge export prices.
c. Failure – English cotton textiles ousted Indian textiles from its parent markets like America,
Africa and Europe.
d. No Buyers – Europeans started avoiding the weavers of Bengal and did not buy from them,
which made the Bengal weavers the worst hit.
11. What helped TISCO expand steel production during the First World War?

Answer.

The following reasons led to TISCO’s expansion:

a. World War-I – The war demanded a huge amount of iron and steel for the production of
ammunition, which was a demand that Britain had to entertain.

b. Indian markets turned to TISCO for rail work to supply iron and steel.

c. TISCO built shells and carriage wheels for World War-I.

d. By 1919, the British government started buying 90 per cent of the steel manufactured by the
TISCO.
 Class 8 History
Chapter 7 – Civilising the “Native”, Educating the Nation
1. Match the following:

William Jones Promotion of English education

Rabindranath Tagore Respect for ancient cultures

Thomas Macaulay Gurus

Mahatma Gandhi Learning in a natural environment

Pathshalas Critical of English education

Answer.

William Jones Respect for ancient cultures

Rabindranath Tagore Learning in a natural environment

Thomas Macaulay Promotion of English education

Mahatma Gandhi Critical of English education

Pathshalas Gurus
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 the 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

3. Why did William Jones feel the need to study Indian history, philosophy and law?

Answer.

William Jones shared a deep respect for ancient cultures, both India and the West. Indian
civilisation, he felt, had attained its glory in the ancient past but had subsequently declined. In
order to understand India, it was necessary to discover the sacred and legal texts that were
produced in the ancient period. Only those texts could reveal the real ideas and laws of the
Hindus and Muslims. William Jones believed that only a new study of these texts could form the
basis of future development in India.

4. Why did James Mill and Thomas Macaulay think that European education was essential
in India?

Answer.

James Mill and Thomas Macaulay felt that the knowledge of English would allow Indians to
read some of the finest literature that the world had produced; it would make them aware of the
developments in Western science and philosophy. The teaching of English could thus be a way
of ‘civilising’ people, changing their tastes, values and culture. They also felt that the aim of
education should be to teach what was useful and practical. So, Indians should be made familiar
with the scientific and technical advances that the West had made, rather than with the poetry
and sacred literature of the ‘Orient’.
5. Why did Mahatma Gandhi want to teach children handicrafts?

Answer.

According to Mahatma Gandhi, education should be all-round, drawing out of the best in child
and man, encompassing body, mind and spirit. His beliefs were that literacy is not the end of
education and not even the beginning. He thought that literacy was only one of the means by
which men and women could be educated. Therefore, he thought that the child’s education
should begin by teaching them useful handicrafts and enabling them to create something from
the moment they begin training. “I hold that the highest development of the mind and the soul is
possible under such a system of education. Only every handicraft has to be taught not merely
mechanically as is done today but scientifically, i.e. the child should know the why and the
wherefore of every process,” quotes by Gandhi.

6. Why did Mahatma Gandhi think that English education had enslaved Indians?

Answer.

Mahatma Gandhi argued that colonial education created a sense of inferiority in the minds of
Indians. It made them see Western civilisation as superior and destroyed the pride they had in
their own culture. Gandhi thought that there was poison in English education, that it was sinful, it
enslaved Indians and cast an evil spell on them. Charmed by the West and appreciating
everything that came from the West, Indians educated in these institutions began admiring
British rule. Mahatma Gandhi wanted an education that could help Indians recover their sense of
dignity and self-respect. During the national movement, he urged students to leave educational
institutions in order to show to the British that the Indians were no longer willing to be enslaved.
 Class 8 History
Chapter 8 – Women, Caste and Reform
1. What social ideas did the following people support?

a. Rammohun Roy

b. Dayanand Saraswati

c. Veerasalingam Pantulu

d. Jyotirao Phule

e. Pandita Ramabai

f. Periyar

g. Mumtaz Ali

h. Ishwar Chandra Vidyasagar

Answer.

a. Rammohun Roy – Ban of Sati

b. Dayanand Saraswati – Widow Remarriage

c. Veerasalingam Pantulu – Widow Remarriage

d. Jyotirao Phule – Equality amongst castes

e. Pandita Ramabai – Women’s education

e. Periyar – Equality to untouchables

f. Mumtaz Ali – Women’s education

g. Ishwar Chandra Vidyasagar – Widow remarriage

2. State whether true or false:

(a) When the British captured Bengal they framed many new laws to regulate the rules
regarding marriage, adoption, the inheritance of property, etc.

(b) Social reformers had to discard the ancient texts in order to argue for reform in social
practices.
(c) Reformers got 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) False

(c) False

(d) False

3. How did the knowledge of ancient texts help the reformers promote new laws?

Answer.

Ram Mohan 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. The strategy adopted by Ram Mohan Roy was used by later reformers
as well. Whenever they wished to challenge a practice that seemed harmful, they tried to find a
verse or sentence in the ancient sacred texts that supported their point of view. They then
suggested that the practice, as it existed at present, was against early tradition. Ishwar Chandra
Vidyasagar used the ancient texts to suggest that widows could remarry.

4. What were the different reasons people had for not sending girls to school?

Answer.

There were the following reasons for people not sending their girls to school:

a. They feared that schools would take girls away from home.

b. Schools will prevent them from doing their domestic duties.

c. Girls had to travel through public places in order to reach school.

d. Travelling to schools would have a corrupting influence on them.

e. They felt that girls should stay away from public spaces.

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.

The Christian missionaries were attacked by the people, as they were involved in the religious
conversion of poor and tribal people, that is, converting a Hindu into a Christian. These
missionaries also set up schools for tribal and poor kids to learn. However, the larger section of
people who looked down upon the poor people and tribal people did not like the idea of exposing
tribal people to education. Hence, the attacks on Christian missionaries started.

6. In the British period, what new opportunities opened up for people who came from
castes that were regarded as “low”?

Answer.

The poor from the villages and small towns, many of them from low castes, began moving to the
cities where there was a new demand for labour. Some also went to work in plantations in
Assam, Mauritius, Trinidad and Indonesia. The poor and the people from low castes saw this as
an opportunity to get away from the oppressive hold that upper-caste landowners exercised over
their lives and the daily humiliation they suffered.

7. How did Jyotirao, the reformer, justify his criticism of caste inequality in society?

Answer.

Jyotirao Phule, who stood against caste inequality, believed that the upper castes being ‘Aryans’,
were not the original inhabitants of their lands. He put forward his opinions by telling people that
the land has always belonged to the lower-caste people and that the Aryans were outsiders. He
looked forward to the golden age when lower-caste people would live peacefully without the
intrusion of upper castes.

8. Why did Phule dedicate his book Gulamgiri to the American movement to free slaves?

Answer.

Jyotirao Phule wrote his book, ‘Gulamgiri’ in 1873. The title of the book means ‘Slavery.’ From
1861 to 1865, the American Civil war was being fought. The Civil War began primarily as a
result of the long-standing controversy over the enslavement of black people. 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 slaves in America.

9. What did Ambedkar want to achieve through the temple entry movement?

Answer.
In 1927, Ambedkar started a temple entry movement, in which his Mahar caste followers
participated. Brahman priests were outraged when the Dalits used water from the temple tank.
His aim was to make everyone see the power of caste prejudices within society.

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.

Jyoti Rao Phule and Ramaswamy Naicker both were critical of the national movement, as they
thought that there were no differences between anti-colonialists and colonialists. Phule thought
that the upper-caste people who wanted to fight against the British would want to rule once the
British left. Phule was always against the upper caste people, as he called them the ‘outsiders.’

Naicker was a part of the Congress party, and his experiences led him to believe that the party
was not free from the taint of casteism. So, he was reluctant to take part in the anti-British
national movement that was not concerned about creating a caste-less society.

Their criticism helped strengthen the national struggle. Reformists started restructuring their
thoughts to get rid of the differences between the upper caste and lower caste. The national
struggle became the tool to eradicate caste differences, and religious and gender inequality.

Class 8 History
 Chapter 9 – The Making of the National Movement: 1870s–1947
1. Why were people dissatisfied with British rule in the 1870s and 1880s?

Answer.

People were dissatisfied with British rule because of the following reasons:

a. British were exercising control over the resources of India

b. British were attempting to control the lives of its people and until this control ended, India
could not be for Indians.

c. The Arms Act was passed in 1878, disallowing Indians from possessing arms.

d. The Vernacular Press Act was also enacted in 1879, in an effort to silence those who were
critical of the government.

e. In 1883, there was a furor over the attempt by the government to introduce the Ilbert Bill. The
bill provided for the trial of British or European persons by Indians, and sought equality between
British and Indian judges in the country.

2. Who did the Indian National Congress wish to speak for?

Answer.

The Congress was composed of the representatives, not of any one class or community of India,
but of all the different communities of India. Hence, the party wished to speak for the masses in
the fight for freedom.

3. What economic impact did the First World War have on India?

Answer.

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. The government, in turn, increased taxes on
individual incomes and business profits. Increased military expenditure and the demands for war
supplies led to a sharp rise in prices, which created great difficulties for the common people. On
the other hand, business groups reaped fabulous profits from the war. The first world war caused
a decline in imports from other countries into India.

4. What did the Muslim League resolution of 1940 ask for?

Answer.
In 1940 the Muslim League had moved a resolution demanding “Independent States” for
Muslims in the north-western and eastern areas of the country. The resolution did not mention
partition or Pakistan.

5. Who were the Moderates? How did they propose to struggle against British rule?

Answer.

The Moderate leaders wanted to develop public awareness about the unjust nature of British rule.
They published newspapers, wrote articles and showed how British rule was leading to the
economic ruin of the country. They criticised British rule in their speeches and sent
representatives to different parts of the country to mobilise public support. They felt that the
British had respect for the ideals of freedom and justice and so would accept the just demands of
Indians. What was necessary, therefore, was to express these demands and make the government
aware of the feelings of Indians.

6. How was the politics of the Radicals within the Congress different from that of the
Moderates?

Answer.

In the fight for swaraj, the radicals advocated mass mobilisation and boycott of British
institutions and goods. Some individuals also began to suggest that “revolutionary violence”
would be necessary to overthrow British rule. Moderates, on the other hand, wanted to follow the
rules, the laws and the order posed by the British. They followed the ‘practise of prayers’ which
the radicals totally opposed.

7. Discuss the various forms that the Non-Cooperation Movement took in different parts of
India. How did people understand Gandhiji?

Answer.

Different places in the country showed different reactions, given below:

a. At Kheda in Gujarat, Patidar peasants organised nonviolent 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 “forest
satyagraha”, 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 too, 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 gurdwaras.

People thought of Gandhiji as a kind of messiah, as someone who could help them overcome
their misery and poverty. Gandhiji wished to build class unity and not class conflict. Yet,
peasants could imagine that he would help them in their fight against zamindars, and agricultural
labourers believed he would provide them with the land. At times, ordinary people credited
Gandhiji with their own achievement.

8. Why did Gandhiji choose to break the salt law?

Answer.

The Salt March related the general desire of freedom to a specific grievance shared by everybody
and thus did not divide the rich and the poor. Hence, in 1930, Gandhiji declared that he would
lead a march to break the salt law.

9. Discuss those developments of the 1937-47 period that led to the creation of Pakistan.

Answer.

The developments of 1937-47, which led to the creation of Pakistan, are given below:

a. A two-nation theory – Initially the Muslim league never mentioned Pakistan to be the nation
of Muslims however; since the 1930s, it started demanding a separate country for Muslims.

b. Provincial elections of 1937 – The elections were a decisive factor for Muslim league to
decide that Muslims are a minority in India and they have to have a separate nation for them for
their just representation in the politics.
c. Rift between congress and Muslim league – When congress rejected the Muslim league’s offer
for a joint congress-league government in united provinces, the league decided to part ways
forever.

d. Failed talks – No discussion could turn out to be successful, where both Congress and Muslim
league could come to a conclusion of a single nation. British too, at the end of 2nd world war,
opened negotiation talks with both congress and the league. However, it turned futile.

e. Provincial elections of 1946 – Muslim league’s spectacular victory on the seats reserved for
Muslims gave them the confidence to create a separate nation.

f. Mass agitation – The failure of cabinet mission of 1946 led to the mass agitation led by the
Muslim league.

g. Partition was finalised and Pakistan was born.

 Class 8 History

Chapter 10 – India after Independence

1. Name three problems that the newly independent nation of India faced.

Answer.

When India became independent in August 1947, it faced a series of challenges:

a. 8 million refugees had come into the country from what was now Pakistan. Homes and jobs
had to be found for these people.

b. The problem of the princely states, almost 500 of them, each ruled by a Maharaja or a Nawab,
each of whom had to be persuaded to join the new nation.

c. Challenges faced by the refugees and the princely states had to be addressed immediately.

2. What was the role of the Planning Commission?

Answer.

In 1950, the government set up a Planning Commission to help design and execute suitable
policies for economic development. The commission had to design the roles played by the
private players and the government in a system which was to be called a mixed economy system.

3. Fill in the blanks.

(a) Subjects that were placed on the Union List were _________, _________ and _________.

(b) Subjects on the Concurrent List were _________ and _________.

(c) Economic planning by which both the state and the private sector played a role in
development was called a _________ _________ model.

(d) The death of _________ sparked off such violent protests that the government was
forced to give in to the demand for the linguistic state of Andhra.

Answer.

(a) Subjects that were placed on the Union List were taxes, defence and foreign affairs.
(b) Subjects on the Concurrent List were forest and agriculture.

(c) Economic planning by which both the state and the private sector played a role in developing
what was called a mixed economy model.

(d) The death of Potti Sriramulu sparked off such violent protests that the government was
forced to give in to the demand for the linguistic state of Andhra.

4. State whether true or false.

(a) At independence, the majority of Indians lived in villages.

(b) The Constituent Assembly was made up of members of the Congress party.

(c) In the first national election, only men were allowed to vote.

(d) The Second Five Year Plan focused on the development of the heavy industry.

Answer.

(a) True

(b) False

(c) False

(d) True

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 believed that political democracy should be followed by economic and social
democracy. When he said the above-given words, he meant to eradicate inequality in the social
and economic spheres of life. He wanted no discrimination between rich and poor or upper-caste
or lower-caste. According to him, only when democracy touches all the spheres of people’s lives
we can call it a true democracy.
6. After independence, why was there a reluctance to divide the country on linguistic lines?

Answer.

Both Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel were against the
creation of linguistic states. After the Partition, Nehru said, “Disruptionist tendencies had come
to the fore.” To check them, the nation had to be strong and united. India had already been
divided on the basis of religion; despite the wishes and efforts of Mahatma Gandhi, freedom had
come not to one nation but to two.

7. Give one reason why English continued to be used in India after Independence.

Answer.

Many Congress members believed that the English language should leave India with the British
rulers. According to them, Hindi should take English’s place. However, those who did not speak
Hindi were of a different opinion. Speaking in the Assembly, T.T. Krishnamachari conveyed, “A
warning on behalf of people of the South.” some of whom threatened to separate from India if
Hindi was imposed on them. A compromise finally arrived; while Hindi would be the “official
language” of India, English would be used in the courts, the services and communications
between one state and another.

8. How was the economic development of India visualised in the early decades after
independence?

Answer.

There is a free press, as well as an independent judiciary. The fact that the people of India speak
different languages or practice different faiths, has not come in the way of national unity. Some
parts of India and some groups of Indians have benefited a great deal from economic
development. They live in large houses and dine in expensive restaurants, send their children to
expensive private schools and take expensive foreign holidays. At the same time, many others
continue to live below the poverty line. Housed in urban slums or living in remote villages on
lands that yield little, they cannot afford to send their children to school.
Question 9.
Who was Mira Behn? Find out more about her life and her ideas.
Answer.

Mira Behn was actually Madeline’s shade, daughter of a British admiral. Mira Behn wrote in
1949, “by science and machinery the mankind may get huge returns for a time, but ultimately
will come desolation. We have got to study Nature’s balance, and develop our lives within her
laws if we are to survive as a physically healthy and morally decent species.” She worked with
Mahatma Gandhi.

Question 10.
Find out more about the language divisions in Pakistan that led to the creation of the new
nation of Bangladesh. How did Bangladesh achieve independence from Pakistan?
Answer.

After the division of India in 1947 into India and Pakistan (West and East), the Urdu speaking
rulers of West Pakistan kept torturing the Bengali speaking population of East Pakistan. A time
came when the East Pakistani population rose in revolt against West Pakistan. The government
committed atrocities on the Bengalis and thousands of them came to India as refugees.
The Bengali population formed Mukti Vahini under the leadership of Muziburr Rehman. India
helped him and got the West Pakistani army surrendered. As a result, Bangladesh came into
being on 16th December 1971.