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Class 8 History
Chapter 6 Civilizing
the Native, Educating
the Nation Questions
and Answers
by Jatinder Kaur | Jun 24, 2023 | General | 0
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NCERT Solutions for Class 8 History

Chapter 6 Civilizing the Native, Educating
the Nation
Civilizing the Native, Educating the Nation –
Given in this post is NCERT Solutions Class 8
History Chapter 6 Civilizing the Native,
Educating the Nation Important Question
Answers. The important questions we have
compiled will help the students to brush up on
their knowledge about the subject. Students
can practice Class 8 History Chapter 6
important questions to understand the
subject better and improve their performance
in the exam. The NCERT Solutions Class 8
Social Science (History) provided here will also
give students an idea about how to write the
answers.

Source Based Questions

  

Read the extract and answer the questions

that follow-

A. Jones discovered that his interests were shared

by many British o!cials living in Calcutta at the
time. Englishmen like Henry Thomas Colebrooke
and Nathaniel Halhed were also busy discovering
the ancient Indian heritage, mastering Indian
languages and translating Sanskrit and Persian
works into English. Together with them, Jones set
up the Asiatic Society of Bengal, and started a
journal called Asiatick Researches. Jones and
Colebrooke came to represent a particular
attitude towards India. They shared a deep
respect for ancient cultures, both of India and the
West. Indian civilisation, they 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. For only
those texts could reveal the real ideas and laws of
the Hindus and Muslims, and only a new study of
these texts could form the basis of future
development in India.

1 Name two Englishmen who were

discovering Indian languages.

Ans. Henry Thomas Colebrooke and Nathaniel

Halhed were two Englishmen who were
discovering Indian languages.

2 Who established the Asiatic Society of

Bengal?

Ans. Jones, Henry Thomas Colebrooke and

Nathaniel Halhed together established the
Asiatic Society of Bengal.

3 Name the journal started by Jones.

Ans. Asiatick Researches.

4 What did the Englishmen have in

common?

Ans. They shared a deep respect for ancient

cultures, both of India and the West. Indian
civilisation, they felt, had attained its glory in
the ancient past, but had subsequently
declined.

5 Which texts as mentioned in the above

paragraph could reveal the real ideas and
laws of the Hindus and Muslims?

Ans. Legal texts produced in the ancient period

could reveal the real ideas and laws of the
Hindus and Muslims.

B. From the early nineteenth century, many British

o!cials began to criticize the Orientalist vision of
learning. 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 e"ort in encouraging the
study of Arabic and Sanskrit language and
literature. James Mill was one of those who
attacked the Orientalists. The British e"ort, he
declared, should not be to teach what the natives
wanted, or what they respected, in order to please
them and “win a place in their heart”. The aim of
education ought to 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.

1 From the early nineteenth century, many

British o"cials began to criticize the
________vision of learning.

Ans. From the early nineteenth century, many

British o!cials began to criticize the Orientalist
vision of learning.

2 What did the o"cials say against the

Orientalist vision?

Ans.They said that knowledge of the East was

full of errors and unscientific thought; Eastern
literature was non-serious and light-hearted.

3 So they argued that it was wrong on the

part of the British to spend so much e#ort
in encouraging the study of French and
Sanskrit language and literature.
True/False?

Ans. False, So they argued that it was wrong on

the part of the British to spend so much e"ort
in encouraging the study of Arabic and Sanskrit
language and literature.

4 Name one o"cial who was against

Orientalist vision.

Ans. James Mill was one of those who attacked

the Orientalist vision.

5 What did James Mill believe in?

Ans. James Mill was one of those who attacked

the Orientalists. The British e"ort, he declared,
should not be to teach what the natives
wanted, or what they respected, in order to
please them and “win a place in their heart”.
The aim of education ought to 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.

C. In 1854, the Court of Directors of the East India

Company in London sent an educational despatch
to the Governor-General in India. Issued by
Charles Wood, the President of the Board of
Control of the Company, it has come to be known
as Wood’s Despatch. Outlining the educational
policy that was to be followed in India, it
emphasized once again the practical benefits of a
system of European learning, as opposed to
Oriental knowledge. One of the practical uses the
Despatch pointed to was economic. European
learning, it said, would enable Indians to
recognise the advantages that flow from the
expansion of trade and commerce, and make
them see the importance of developing the
resources of the country. Introducing them to
European ways of life would change their tastes
and desires, and create a demand for British
goods, for Indians would begin to appreciate and
buy things that were produced in Europe.

1 What did the Court of Directors of the

company sent to the Governor- General of
India?

Ans. In 1854, the Court of Directors of the East

India Company in London sent an educational
despatch to the Governor-General in India.

2 What was the despatch named as and who

was it issued by?

Ans. Issued by Charles Wood, the President of

the Board of Control of the Company, it has
come to be known as Wood’s Despatch.

3 What did the despatch state?

Ans. Outlining the educational policy that was

to be followed in India, it emphasized once
again the practical benefits of a system of
European learning, as opposed to Oriental
knowledge.

4 One of the practical uses the Despatch

pointed to was _______.

Ans. One of the practical uses the Despatch

pointed to was economic.

5 Explain how the despatch was economic?

Ans. One of the practical applications

mentioned in the Despatch was the way it was
economic in nature. It was claimed that
European education would assist Indians to
understand the benefits of increased trade and
commerce, as well as the significance of
developing the country’s resources. Introducing
them to European ways of life would alter their
tastes and aspirations, creating a demand for
British goods, as Indians would grow to enjoy
and purchase European-made goods.

D. The system of education was flexible. Few

things that you associate with schools today were
present in the pathshalas at the time. There were
no fixed fee, no printed books, no separate school
building, no benches or chairs, no blackboards, no
system of separate classes, no roll-call registers,
no annual examinations, and no regular time-
table. In some places, classes were held under a
banyan tree, in other places in the corner of a
village shop or temple, or at the guru’s home. Fees
depended on the income of parents: the rich had
to pay more than the poor. Teaching was oral,
and the guru decided what to teach, in
accordance with the needs of the students.
Students were not separated out into di"erent
classes: all of them sat together in one place. The
guru interacted separately with groups of children
with di"erent levels of learning.

1 Which system is mentioned in the above

paragraph?

Ans. The Indian system of education is

mentioned in the above paragraph.

2 The system of education was rigid.

True/False?

Ans. False, The system of education was

flexible.

3 What are some similarities between

schools today and pathsalas?

Ans. Few things that one can associate with

schools today were present in the pathshalas at
the time. There were no fixed fee, no printed
books, no separate school building, no benches
or chairs, no blackboards, no system of
separate classes, no roll-call registers, no
annual examinations, and no regular time-
table.

4 State some features of the system

mentioned above.

Ans. In some places, classes were held under a

banyan tree, in other places in the corner of a
village shop or temple, or at the guru’s home.
Fees depended on the income of parents: the
rich had to pay more than the poor. Teaching
was oral, and the guru decided what to teach,
in accordance with the needs of the students.
Students were not separated out into di"erent
classes: all of them sat together in one place.

5 Who was the guru and what did they do?

Ans. The guru was the teacher and interacted

separately with groups of children with
di"erent levels of learning.

Multiple Choice Questions (MCQs)

(1 Mark)
Multiple Choice Questions (MCQs) are a type
of objective assessment in which a person is
asked to choose one or more correct answers
from a list of available options. An MCQ
presents a question along with several possible
answers.

Q1 To promote Islamic law, a madrasa was set

up at ______ in 1861.
A) Bombay
B) Calcutta
C) Benaras
D) Lucknow
Ans.C) Benaras

Q2. _______ was introduced in India in 1835.

A) English Education Act
B) Arabic Education Act
C) Sanskrit Education Act
D) Civil Services Act
Ans. A) English Education Act

Q3 Those who have scholarly knowledge of

Asiatic language and culture are called _____
A) Linguistic
B) Orientalists
C) Vernacularists
D) Munshis
Ans. B) Orientalists

Q4 Wood’s Dispatch for ‘Education for

Commerce’ in India was introduced by ____.
A) Charles Wood
B) William Wood
C) Henry Wood
D) Archie Wood
Ans. A) Charles Wood

Q5 A person who can read, write and teach

Persian is known as _______
A) Munshi
B) Maulavi
C) Qazi
D) Brahman
Ans. A) Munshi

Q6 Wood’s Dispatch also aimed at clearing

_______ of Indian people.
A) poverty
B) moral character
C) illiteracy
D) sophistication
Ans. B) moral character

Q7 _______ saw India as an uncivilised society

that needed to be civilised.
A) James Mill
B) Thomas Macaulay
C) Robert Clive
D) Warren Hastings
Ans. B) Thomas Macaulay

Q8 Until 1813, East India Company was

opposed to the _______ in India.
A) missionary activities
B) religious function
C) education
D) trade
Ans. A) missionary activities

Q9 ________ college was established in Calcutta

on the banks of river Hooghly.
A) Serampore
B) Hindu
C) Islamic
D) Scottish
Ans. A) Serampore

Q10 _______ was one of the first British o"cials

to attack the views of Orientalists.
A) William Jones
B) Henry Colebrook
C) James Mill
D) Henry Ongle
Ans. C) James Mill

Q11 According to Adam’s report, there were

over ____ schools in rural Bihar and Bengal in
the 1830s.
A) 1 lakh
B) 50 thousand
C) 2 lakhs
D) 5 lakhs
Ans. A) 1 lakh

Q12 _____ toured Bihar and Bengal in the 1830s

to prepare a report on Education in vernacular
schools.
A) William Woods
B) William Adams
C) Robert Clive
D) Thomas Bell
Ans. B) William Adams

Q13 In the 1830s, no classes were held for rural

students once ______ started.
A) harvest season
B) rainy season
C) winter season
D) summer season
Ans. A) harvest season

Q14 To promote study of English texts, the

company set up a Hindu College in _____
A) Benaras
B) Madras
C) Surat
D) Lucknow
Ans. A) Benaras

Q15 ___ was a Scottish Missionary who helped

to establish Serampore Mission.
A) William Carey
B) Thomas Woods
C) Paul Derik
D) James Watt
Ans .A) William Carey

Q16 Wood’s Dispatch was introduced in _____.

A) 1854
B) 1855
C) 1845
D) 1839
Ans. A) 1854

Q17 ______ had argued that English education

had enslaved Indians
A) Mahatma Gandhi
B) Raja Rammohan Roy
C) Sardar Patel
D) Rasbehari Bose
Ans. A) Mahatma Gandhi

Q18 According to Aurbindo Ghosh, education

should awaken the spirit of ___ among students
of India.
A) religion
B) nationality
C) thoughtfulness
D) integration
Ans. B) nationality

Q19 _____ city is situated on the banks of river

Hooghly.
A) Madras
B) Calcutta
C) Delhi
D) Lahore
Ans. B) Calcutta

Q20 _______ started Shantiniketan in 1901.

A) Rabindranath Tagore
B) Subhash Chandra Bose
C) Aurbindo Ghosh
D) R C Mukherjee
Ans. A) Rabindranath Tagore

Q21The _______ established the University of

Bombay.
A) British
B) French
C) Dutch
D) German
Ans. A) British

Q22 Hindu College came up in _____ to promote

study of Hindu religious texts.
A) 1791
B) 1795
C) 1799
D) 1792
Ans. A) 1791

Q23 Rural _____ which accepted new rules were

supported through government grants by the
Company.
A) Pathshalas
B) Shops
C) temples
D) colleges
Ans. A) Pathshalas

Q24 _______ first started setting up schools

exclusively for girls’ education.
A) Christian missionaries
B) Indian pandits
C) Company
D) Local government
Ans. A) Christian missionaries

Q25 Tagore wanted to combine the elements of

_____ with traditional Indian Education.
A) Eastern Education
B) Western Education
C) religious education
D) Local education
Ans. B) Western Education

Very Short Answer Questions (1

Mark)
Q1. What did Jones and Colebrooke think
about Indian civilisation?

Ans. Jones and Colebrooke felt that Indian

civilisation had attained its glory in the ancient
past, but has subsequently declined.

Q2.Why was madrasa set up in Calcutta in

1781?

Ans. Madrasa was set up in Calcutta in 1781 to

promote the study of Arabic, Persian and
Islamic law.

Q3. Where were classes held under the

system of pathshalas?

Ans. Under the system of pathshalas classes

were held under a banyan tree or in the corner
of a village shop or temple or at the guru’s
home.

Q4. Who were called Orientalists?

Ans. Those with a scholarly knowledge of the

language and culture of Asia were called
Orientalists.

Q5. Who established the Serampore

Mission?

Ans. William Carey was a Scottish missionary

who helped establish the Serampore Mission.

Q6. Name two individuals who sharply

attacked the Orientalists.

Ans. Two individuals who sharply attacked the

Orientalists were James Mill and Thomas
Babington Macaulay.

Q7. Who started the journal Asiatick

Researches?

Ans. Jones set up the Asiatic Society of Bengal

thereby starting a journal called Asiatick
Researches.

Q8. Name the two Indians who reacted

against Western education.

Ans. Two Indians who reacted against Western

education were Mahatma Gandhi and
Rabindranath Tagore.

Q9. Which year did the East India Company

decide to improve the system of vernacular
education?

Ans. After 1854 the Company decided to

improve the system of vernacular education.

Q10. What did Thomas Macaulay urge the

British government in India?

Ans. Thomas Macaulay urged the British

government in India to stop wasting public
money in promoting Oriental learning for it was
of no practical use.

Short Answer Questions (3 Marks)

Q1. What type of education did Tagore want
to give to children?

Ans. Tagore despised attending school. It was

su"ocating and unpleasant to him. He believed
that childhood should be a time of self-learning,
free of the severe and confining discipline of
the British-imposed schooling system. Teachers
have to be creative, understand the child, and
assist the youngster in developing her curiosity.
According to Tagore, existing schools
eliminated the child’s natural urge to be
creative, as well as her own thoughts and
desires.

Q2. What di#erent languages did William

 Jones study?

Ans. Jones worked as a linguist. He had studied

Greek and Latin at Oxford, as well as French
and English, and had picked up Arabic from a
friend, as well as Persian.

Q3. What were the views of other Company

o"cials?

Ans. Other Company leaders did not agree with

the Orientalists’ notions. They began to criticise
the Orientalist view of education. They saved
the wisdom of the East, which was riddled with
fallacies and unscientific reasoning. They
regarded Eastern literature as frivolous and
lighthearted. As a result, they believed that the
British were incorrect to put so much e"ort into
supporting the study of Arabic and Sanskrit
language and literature.

Q4. Why was the Hindu College established

in Benaras?

Ans. In 1791, the Hindu College was founded in

Benaras to promote the study of old Sanskrit
writings that would be beneficial in the
governance of the country.

Q5. Why did many Company o"cials in India

want to promote Indian rather than
Western learning?

Ans. Many Company o!cials believed that

educational institutions should be established
to promote the study of old Indian scriptures
and to educate Sanskrit and Persian language
and poetry. These o!cials believed that Hindus
and Muslims should be taught subjects that
they were already familiar with and respected
and protected, rather than those that were
foreign to them. They believed that only by
doing so could the British win the hearts of the
Indians and therefore gain the respect of their
subjects.

Q6. Define the term ‘vernacular’. Why did

the British use this term in colonial
countries like India?

Ans. The term “Vernacular” refers to a local

language or dialect that is unique from the
standard language.

In colonial territories such as India, the British

used this word to distinguish between local
languages and English, the imperial masters’
language.

Q7. What measures were taken by the

British after issuing Wood’s Despatch?

Ans. Some measures that were taken by the

British after issuing of Wood’s Despatch were
as follows:

Education departments of the government

were set up to extend control over all matters
regarding education.
A university education system was
established. Calcutta, Madras, and Bombay
each had their own university.
Attempts were also made to e"ect reform
inside the school education system.

Q8. Why was the East India Company

opposed to missionary activities in India?

Ans. The East India Company was opposed to

missionary activity in India until 1813. It worried
that missionary e"orts would elicit a negative
reaction from the indigenous community,
making them wary of the British presence in
India.

Q9. How did Tagore and Mahatma Gandhi

di#er in their thoughts about western
education?

Ans. Mahatma Gandhi was a harsh critic of

Western civilisation and its obsession with
machines and technology. Tagore wished to
integrate parts of current Western culture with
the best of Indian tradition. He underlined the
need of teaching science and technology at
Shantiniketan, in addition to art, music, and
dance.

Q10. What measures were taken by the

English Education Act of 1835?

Ans. The English Education Act of 1835 enacted

the following measures:

English was made the medium of teaching for

higher education.
Promotion of Oriental institutions such as the
Calcutta Madrasa and Benaras Sanskrit
College was halted. These institutions were
viewed as temples of evil that were decaying
on their own.
The production of English textbooks for
schools began.

Long Answer Questions (5 Marks)

Q1. How can you say that the system of
education in pathshalas was flexible?

Ans. There was no fixed fee, no printed books,

no separate school building, no benches or
seats, no blackboards, no separate class
system, no registers, no annual examinations
and no regular timetable in pathshalas. Classes
were held in some areas under a banyan tree,
in others in the corner of a small shop or
temple, or in the guru’s home. The fee was
determined by the parents’ income.

Teaching was done orally, and the guru

determined what to teach based on the
requirements of the students. Students were
not divided into separate classes. They sat in
the same spot. Classes were not held during
harvest season, when rural youngsters were
occupied in the fields. When the crops were
chopped and stored, the pathshalas resumed.

Q2. Why did Thomas Macaulay emphasise

the need for European Education in India?

Ans. Thomas Macaulay was a staunch

opponent of the orientalist school of thought
on education. He saw India as an uncivilised
country in need of civilisation. He believed that
no branch of Eastern knowledge could stand up
to what England had developed. He advised the
British administration in India to stop wasting
public funds on promoting oriental study since
it was useless.

He underlined the importance of introducing

European education to India. He believed that
knowing English would enable Indians to study
some of the world’s best literature. It would
educate them on the latest advances in
Western science and philosophy. Teaching
English could help to civilise people by changing
their likes, values, and culture.

Q3. Why did many company o"cials in India

want to promote Indian rather than
western learning?

Ans. Many Company o!cials thought that the

British should encourage Indian learning rather
than Western learning. This is due to the fact
that they believed that institutions should be
established to promote the study of old Indian
scriptures as well as to teach Sanskrit and
Persian language and poetry.

The administrators also believed that Hindus

and Muslims should be taught what they were
already familiar with, as well as what they
respected and treasured, rather than subjects
that were unfamiliar to them.

Only then, they reasoned, could the British

hope to win the hearts of the “natives”; only
then could the alien rulers expect to be revered
by their subjects.

Q4. Write a short note on the report of

William Adam regarding the education
system prevalent in India.

Ans. Adam discovered nearly a lakh pathshalas

in Bengal and Bihar. These were little schools
with no more than 20 students. These
institutions were founded by a$uent
individuals or the local community. They were
sometimes initiated by a teacher (guru).

The educational system was adaptable. There

were no fixed fees, printed books, separate
school buildings, seats or chairs, blackboards,
separate class systems, roll call registers,
annual examinations, or regular timetables.
Classes were held in some areas under a
banyan tree, in others in the corner of a small
shop or temple, or in the guru’s home.

Teaching was done orally, and the guru

determined what to teach based on the
requirements of the students. Students were
not divided into distinct classrooms; they all sat
together in one place. The guru dealt with
numerous groups of children with varying
levels of learning.

Adam realised that this adaptable approach

was well-suited to local requirements. For
example, school was not held during harvest
season, when many rural children worked in
the fields.

Q5. Write a note on Rabindranath Tagore

and his school Shantiniketan.

Ans. Rabindranath Tagore, like Mahatma

Gandhi, was not a fan of Western education.
When some Indians pushed the British to open
more and more schools, colleges, and
institutions in order to disseminate English
education in India, Rabindranath Tagore was
outraged. He was a fantastic educator. But he
despised school because he perceived it as
oppressive. In reality, he desired to construct a
school where children might be joyful and free
to explore their thoughts and passions without
feeling repressed. He advocated for providing
children with natural environments in which to
foster their innate creativity.

Rabindranath Tagore founded Shantiniketan in

1901 with the aforementioned principles in
mind. It was a ‘abode of serenity’ to him. He
established his school in a rural setting 100 km
from Calcutta in order to o"er youngsters with
a very serene environment. They might use
their imagination and inventiveness here.
Tagore believed that existing schools were
su"ocating children’s inherent yearning to be
creative. As a result, it was critical to assist
them in developing their interest by giving
them with strong teachers who could
comprehend them. He accomplished an
excellent work in the realm of education by
building an institution such as Shantiniketan.

Q6. How were the irregularities of

pathshalas checked by the Company?

Ans. The Company took extensive measures to

strengthen the system of vernacular education.
It assigned several government pandits, each in
charge of four or five schools. The pandit’s job
was to visit the pathshalas and strive to
enhance the teaching standards.

Each guru was required to produce periodic

reports and attend classes on a regular basis.
Teaching would henceforth be centred on texts,
and learning would be assessed through an
annual examination system.

Students were required to pay a regular tuition,

attend regular classes, sit in assigned seats, and
follow the new disciplinary procedures.

Q7. Write a brief note on the Asiatic Society

of Bengal.

Ans. Sir William Jones, a well-known English

jurist, created the Asiatic Society of Bengal. He
introduced Europeans to Asian languages,
literature, arts, and sciences. The Asiatic Society
of Bengal members were the first European
scholars to recognise Sanskrit’s common
heritage with Greek, Latin, and other European
languages. They regarded Sanskrit as India’s
classical language, praising its magnificent
structure and declaring it to be more flawless
than Greek.

The Asiatic Society’s major goal was to gather

antique Indian texts. They amassed a collection
of Sanskrit manuscripts. They wished to start
an Asiatic studies society.

The Asiatic Society’s memorandum of articles

stated that all investigations shall be conducted
within the geographical boundaries of Asia, and
that within these boundaries, its inquiries will
be extended to whatever is accomplished by
man or created by nature.The members were
chosen via ballot voting and the library
currently houses 117,000 books and 79,000
journals.

Q8. What was the importance of Wood’s

despatch?

Ans. One of the practical applications

mentioned in the Despatch was economic. It
was claimed that European education would
assist Indians to understand the benefits of
increased trade and commerce, as well as the
significance of developing the country’s
resources. Introducing them to European ways
of life would alter their tastes and aspirations,
creating a demand for British goods, as Indians
would grow to enjoy and purchase European-
made goods.

Wood’s Despatch also contended that

European education will strengthen Indian
moral character. It would make them
trustworthy and honest, providing the
Company with civil o!cials who could be relied
on.

Q9. What were the provisions of Wood’s

Despatch?

Ans. The Court of Directors of the East India

Company in London sent an educational
despatch to the Governor- General in India in
the year 1854. As the despatch was issued by
Charles Wood, the President of the Board of
Control of the Company, it came to be known
as Wood’s Despatch. Wood’s Despatch outlined
the educational policy that was to be followed
in India. It criticised the Oriental knowledge and
emphasised the need of European learning.
The Despatch made it clear that European
learning would enable Indians to recognise the
benefits that would flow from the expansion of
trade and commerce. It would also make them
see the importance of developing country’s
resources.

Indians needed to adopt European ways of life

because this would change their tastes and
desires and create a demand for British goods.

Wood’s Despatch further argued that European

learning would improve the moral character of
the people of India. It would make them honest
and reliable and thus supply trusted civil
servants to the Company. The Despatch
strongly criticised the literature of the East
because it was full of errors and unable to instill
in people a sense of duty and a commitment to
work.

Q10. What type of education did Mahatma

Gandhi want in India?

Ans. Mahatma Gandhi desired an education

that would assist Indians in regaining their
dignity and self-esteem.

Mahatma Gandhi was adamant that Indian

languages be used as a medium of instruction.
Indians were “strangers in their own lands” as a
result of their English education, which crippled
them and separated them from their own social
circumstances. The English educated did not
know how to relate to the populace because
they spoke a foreign language and despised
local culture.

He contended that education should foster the

development of both the mind and the soul.
Literacy, or merely learning to read and write,
did not constitute education. People had to
labour with their hands, master a craft, and
understand how various machines worked. This
would help to strengthen their brains and
understanding.

Also Read :

Class 8 History Chapter 1 Introduction: How,

When and Where Questions and Answers
Class 8 History Chapter 2 From Trade to
Territory Questions and Answers
Class 8 History Chapter 3 Ruling the
Countryside Questions and Answers
Class 8 History Chapter 4 Tribals, Dikus and
the Vision of a Golden Age Questions and
Answers
Class 8 History Chapter 5 When People Rebel
Questions and Answers
Class 8 History Chapter 6 Civilizing the Native,
Educating the Nation Questions and Answers
Class 8 History Chapter 7 Women, Caste and
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Class 8 Social Science Lesson Explanation,
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Class 8 MCQ Questions with Answers

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