Category: Class-8 History

  • History Chapter-4


    A. 1. d. 2. c. 3. d. 4. June 9th 1900.

    1. c.
      B. 1. Punjab, Andhra Pradesh
    2. Shifting
    3. colonial
    4. land settlement
    5. Labourers, wages
    6. Santhals
    7. Sidhu, Kanhu
    8. British, Ulugaan
    9. burned, surrender
    10. European, Bengali
      C. 1. F 2. T 3. T 4. T 5. F
      D. 1. c. 2. e. 3. d. 4. a. 5. b.
      E. 1. The ‘bethbegari’ system is the local
      name for forced labour that was
      used in Chota Nagpur Plateau. In
      this system, the tribals were forced
      to work under the non tribals who
      were extremely exploitative people.
    11. The advice given by Birsa Munda
      in order to bring back the golden
      age of the Mundas were as follows-
      • He urged people to give up drinking
      liquor and to stop believing in
      witchcraft
      • He started giving the youth training
      for fighting the British
      • He asked the Mundas to stop
      paying the rent to the zamindars
    12. The ‘dikus’ were the outsiders who
      had entered into the lands of the
      tribals to oppress them and force
      them to do cheap labour. The tribals
      wanted the ‘dikus’ out of the forests
      because the forests were the
      ancestral homes of the tribals and
      they did not like any kind of
      interference by the outsiders in their
      ancestral lands.
    13. The ‘khunkaltidars’ were the
      original clearer of the forests who
      were found in the Chota Nagpur
      Plateau. The Munda community
      that inhabited this region was
      traditionally into the activity of
      felling trees.
    14. Some forests, which produced
      commercially valuable timber like
      deodar or sal, were declared
      Reserved Forests.
      F. 1. The main features of the tribal
      revolts during the period under our
      study were-
      • These revolts were autonomous and
      in rare cases enjoyed the support of
      other groups of society like the
      educated middle classes
      • Most of the revolts were rooted in
      the tribal belief system and had a
      strong religious sanction
      • Violence wad the last resort of the
      tribals and was used only when the
      other methods such as appeals and
      petitions did not work
      • Most of the revolts were ruthlessly
      suppressed though once suppressed,
      the British tried to make efforts to
      accommodate the demands and also
      protect the trinbals from the
      excesses of the outsiders.
    15. Sidhu and Kanhu were the two
      brothers who gave leadership to the
      Santhal Revolt that broke out in
      June 1855. They cut off postal and
      railway communications between
      Bhagalpur and the Raj Mahal hills
      and took complete control of the
      area. They used guerilla tactics and
      attacked a few British officials and
      their bunglows. The authorities
      were taken by surprise and began
      to take shelter in the thick forests
      until February 1856; the British
      authorities launched a military
      campaign against the Santhals and
      crushed them.
    16. The tribal laws impacted tribal life
      very adversely and deeply in the
      following ways-
      • Many previously unadministered
      tribal areas were brought under the
      British control
      • Outsiders who had not been keen
      to go into these areas previously but
      could do so now because of the
      protection given by the colonial
      state
      • With commercialization of land,
      expression of cultivation and
      demand for cash revenues, outsiders
      settled down in tribal areas. As a
      result large tracts of land were
      transferred to non tribal outsiders
      • Tribal people were deprived of all
      their rights
      • The colonial state constantly
      interfered with the tribal policies
      and rules despite stating on paper
      that they did not
    17. The outcomes of the Munda
      rebellion for the tribals of the Chota
      Nagpur Plateau were-
    • It led to the enactment of the Chota
      Nagpur Tenancy Act of 1908,
      which tried to help the Mundas by
      banning ‘bethbegari’ system of
      forced labour
      • The Act assured local customary
      land rights to the Mundas in their
      villages
      • The government also enacted
      several steps to bring the tribals and
      the administration closer to each
      other • Government officials were
      now stationed closer to the Munda
      villages so that they could speedily
      attend to the grievances of the
      tribals
    1. 1778: Revolt of the Paharia
      Sardars of Chota Nagpur against
      the British. 1784-1785: Uprising of
      the Mahadev Koli tribes in
      Maharashtra and Tilka Manjhi of
      Santal Tribe. 1789: Revolt of the
      Tamar of Chotanagpur against
      British. 1794-1795: The Tamars
      revolted again.
      G. 1. The Santhal Rebellion (1855-56)
      fought exploitative landlords and
      British rule. The Khasi Uprising
      (1829-33) opposed British intrusion
      and road construction through their
      hills. Both resisted colonial control,
      but for different reasons.
    2. Khonds of Odisha are a settled tribe
      practicing agriculture, known for
      colorful Dussehra celebrations. Van
      Gujjars of Punjab are nomadic
      shepherds, moving with the seasons
      and grazing their herds in the
      Shivalik hills.
      H. 1. Settled peasants were easier to
      control and administer than people
      who were always on the move for
      livelihood. The British also wanted
      a regular source of revenue which
      was not possible with peasants
      engaged in shifting cultivation.
      Therefore, the British introduced
      land settlements.
    3. Forest acts a few forests producing
      deodar or sal trees were declared
      Reserved Forests. These trees were
      considered valuable timber by the
      British. So, pastoralists were not
      allowed to enter these reserved
      forests.
      DO AND LEARN
      Assertion And Reasoning
    4. a 2. a
      Hots
    5. The first war was against the intervention
      of the outsiders like the ‘dikus’ and the
      British officials. The second war was
      against the internal disorder that had
      come in like witchcraft, drinking of
      liquor etc. Thus the tribals were fighting
      the two battles simultaneously.
    6. Because the tribals did not use modern
      methods of warfare. Instead they still
      fought with bows and arrows so it was
      impossible to defeat the western powers
      by merely using these means of warfare.
      Picture Based Questions
    7. An American diplomat
    8. Stand fire and fire law
    9. Adviser to President Woodrow Wilson
    10. Naga, Khantis and Mishing.
      WORKSHEET
      A. 1. independent, isolated
    11. Santhals 3. Munda Rebellion
      B. 1. T 2. F 3. T
      C. 1. b 2. d 3. d
      D. 1. Jhum Cultivation–A kind of shifting
      cultivation practised in hilly areas
      by tribal people.
    12. • These revolts were autonomous
      and in rare cases enjoyed the
      support of other groups of
      society, especially the educated
      middle classes.
      • Most of the revolts were rooted
      in the tribal belief system and
      had a strong religious sanction.
    13. The Munda Rebellion was one of
      the most important tribal uprisings
      that took place during the British
      rule in India.
      PERIODIC ASSESSMENT 1
      A. 1. Dinabandhu Mitra
    14. Siraj-ud-Daulah
    15. India, Europe
    16. Balasore, Hugli
    17. Absentee
    18. Mahalwari
    19. 1897
    20. Europeans, Bengalis
      B. 1. During the British administration,
      major forms of communication
      among different branches included
      postal services, telegraph networks,
      and official dispatches via messengers
      or couriers.
    21. Mangal Pandey, Tipu Sulatn, Rani
      Lakshmi Bai, Nana Phadnavis etc.
    22. The Third Anglo-Mysore War was
      fought in 1785-1794.
    23. The Company annexed the princely
      states of Satara (1848), Jaitpur and
      Sambalpur (1849), Nagpur and Jhansi
      (1854) and Awadh (Oudh) (1856)
      using the doctrine.
    24. Ryotwari Settlement introduced by
      Thomas Munro in 1820.
    25. The Indigo Revolt, also known as
      Neel Bidroho, was a peasant uprising
      that occurred in Bengal (mainly in the
      districts of Jessore, Nadia, and 24
      Parganas) and Bihar in 1859-1860.
      The revolt was against the oppressive
      indigo planters (mostly British
      landlords and moneylenders) who
      forced peasants to cultivate indigo
      under exploitative conditions and
      unfair contracts.
      Peasants faced harsh terms such as
      low wages, exorbitant rent, and
      forced cultivation of indigo instead of
      food crops. The revolt was sparked
      by the severe economic hardships
      and the brutality of the planters. It
      was marked by protests, strikes,
      refusal to plant indigo, and occasional
      violent clashes with planters and their
      agents.
      The Indigo Revolt brought attention
      to the plight of peasants and
      contributed to the reform of
      agricultural practices in British India.
      It also highlighted the exploitation
      faced by Indian farmers under British
      colonial rule.
    26. The Chota Nagpur Tenancy Act of
      1908 was a legislation aimed at
      protecting the rights of tribal and
      indigenous communities in the Chota
      Nagpur Plateau (now in Jharkhand).
      It regulated land ownership and
      tenancy rights, preventing exploitation
      by landlords and ensuring fair
      treatment of tribal landholders. The
      act was significant for its role in
      safeguarding the interests of
      indigenous people against the
      backdrop of colonial land policies.
    27. Birsa Munda (1875–1900) was a
      tribal leader and a folk hero, belonging
      to the Munda tribe, who was behind
      the Millenarian movement that rose
      in the tribal belt of modern-day Bihar
      and Jharkahnd during the British rule.
      C. 1. Lord Wellesley, during his tenure as
      Governor-General of India from 1798
      to 1805, pursued a policy of territorial
      expansion known as the Subsidiary
      Alliance System.
      Key features of the Subsidiary
      Alliance System:
      Military Alliance: Indian princely
      states were required to maintain a
      British military force in their territory,
      effectively placing them under British
      protection.
      No Independent Foreign Relations:
      States were prohibited from entering
      into alliances with other powers
      without British consent, ensuring
      British hegemony.
      Financial Obligations: States had to
      pay a subsidy for the maintenance of
      the British troops stationed in their
      territory, often leading to financial
      dependence on the British.
      Loss of Autonomy: Despite nominal
      independence, states had to accept
      British interference in internal affairs,
      including succession disputes and
      administrative matters.
      Expansion of British Influence: The
      system facilitated gradual British
      expansion and control over Indian
      territories without direct annexation,
      thereby extending British influence
      across the subcontinent.
      Overall, the Subsidiary Alliance
      System was instrumental in
      consolidating British power in India
      during the early 19th century and laid
      the groundwork for subsequent
      British territorial expansion and
      political dominance in the region.
    28. During the British Modern Period of
      filmmaking, spanning roughly from
      the early 20th century to the mid-20th
      century, feature films underwent
      significant transformations both in
      style and content. This era witnessed
      the evolution of filmmaking
      technology, including advancements
      in sound synchronization and
      cinematography techniques, which
      revolutionized the cinematic
      experience.
      British filmmakers explored a diverse
      range of genres and themes in their
      feature films. They delved into social
      issues such as class divisions, the
      impact of industrialization, and the
      changing roles of women in society.
      Historical dramas and literary
      adaptations also became prominent,
      reflecting Britain’s rich cultural
      heritage and its influence on global
      cinema.
      Notable directors such as Alfred
      Hitchcock, David Lean, and Powell
      and Pressburger emerged during this
      period, each leaving a distinctive
      mark on British cinema. Their films
      not only entertained but also offered
      profound insights into human nature,
      societal norms, and the complexities
      of interpersonal relationships.
      Overall, the British Modern Period of
      feature films laid the foundation for
      the development of British cinema as
      a significant cultural and artistic force
      on the global stage, influencing
      f i l m m a k e r s w o r l d w i d e a n d
      contributing to the diversity and
      depth of cinematic storytelling.
    29. Indigo cultivation in colonial India
      was a significant agricultural practice
      driven by British planters for
      commercial purposes. It involved
      growing indigo plants primarily in
      Bihar, Bengal, and parts of presentday Uttar Pradesh. Peasants were
      often forced into contracts that
      compelled them to grow indigo
      instead of food crops, under harsh
      and exploitative conditions.
      The indigo produced was used for
      dyeing textiles, particularly in
      Europe, where demand was high. The
      system of indigo cultivation became
      notorious for its oppressive practices,
      including low wages, high rents, and
      coercive measures by British planters
      to enforce contracts. This exploitation
      led to widespread discontent among
      peasants, culminating in protests and
      uprisings such as the Indigo Revolt
      of 1859-1860.
      The indigo cultivation system
      gradually declined due to economic
      changes and legislative reforms in the
      early 20th century, marking a
      significant chapter in India’s agrarian
      history and the struggle for peasant
      rights during the colonial era.
    30. The Tribal Revolt, also known as the
      Tribal Uprising or Adivasi Revolt,
      refers to various movements and
      uprisings by tribal communities in
      India against colonial rule and
      exploitation. Here are the main
      features:
      Resistance to Land Alienation:
      Tribes resisted British policies that
      led to the alienation of their traditional
      lands through forest laws, revenue
      settlements, and acquisition for
      plantations or infrastructure projects.
      Cultural and Religious Assertion:
      Movements often involved asserting
      cultural identity and defending tribal
      customs, beliefs, and traditional ways
      of life against attempts at cultural
      assimilation by colonial authorities.
      Armed Resistance: Some revolts
      included armed resistance against
      colonial forces or local authorities,
      aimed at protecting their lands,
      livelihoods, and autonomy.
      Leadership and Organization:
      Revolts were often led by tribal
      leaders or local chieftains who
      mobilized communities and organized
      resistance movements, sometimes
      forming alliances with other tribal
      groups or local dissenters.
      Impact on Policy: These revolts
      influenced colonial policies towards
      tribal communities, leading to
      reforms aimed at appeasement or
      containment, such as the enactment
      of laws recognizing tribal land rights.
      Legacy and Continuation: The
      legacy of tribal revolts continued
      beyond the colonial period,
      influencing post-independence
      policies and movements advocating
      for tribal rights, autonomy, and
      sustainable development.
  • History Ch.3 – Ruling the Countryside

    A. Multiple Choice Questions (MCQs):

    1. b. Holt Mackenzie

    2. a. Cultivators

    3. b. Planters

    4. a. 1917

    5. d. Saleable

    B. Gap Filling:

    1. Bengal, Bihar, Orissa and the Benaras division of UP

    2. Ryotwari, 51

    3. United Provinces, Central Provinces and Punjab

    4. Bengal, 1770, 1943

    5. Digambar, Bishambhar Biswas, Nadia

    6. Mahatma Gandhi

    7. Ryot

    8. Java

    9. Opium, Indigo

    10. Dual, revenue

    C. True or False:

    1. T

    2. F

    3. F

    4. T

    5. T

    D. Match the Following:

    1. Permanent Settlement – d. Lord Cornwallis

    2. Mahalwari System – c. UP and Punjab

    3. Opium – b. Chinese Tea

    4. ‘Lathiyals’ – e. Armed goons

    5. Champaran – a. Bihar

    E. Short Answer Type Questions:

    1. 1. With what intention did the British introduce the Land Revenue Settlements in India?

    The British introduced the Land Revenue Settlements with the intention of timely collection of revenue in a predictable manner.

    • 2. Where did the French begin cultivating indigo?

    The French began cultivating indigo in the Caribbean islands.

    • 3. What did the Permanent Settlement actually mean?

    The Permanent Settlement, introduced by Lord Cornwallis in 1793, gave zamindars hereditary rights over land, making them revenue collectors for the British.

    • 4. How did the Bengal economy fall into a deep crisis?

    Artisans deserted villages as they were forced to sell their goods at low prices, and peasants failed to pay the high revenue demands, worsening the crisis.

    • 5. Discuss two problems that arose in the new Munro Settlement?

    i.) Revenue was collected directly from ryots, even if crops failed.

    ii) Cultivators faced high taxes and had no intermediary protection.

    Here is the complete text for Sections F, G, and H of the C


    F. Long Answer Type Questions:

    1. What was the Permanent Settlement? How was it advantageous for the British?
    The Permanent Settlement covered Bengal, Bihar, Orissa, and the Banaras division of UP, accounting for 19% of British Indian territory. It gave zamindars hereditary rights over land and made them responsible for collecting revenue. The British benefited as they got a fixed, assured income without dealing directly with farmers. It also created a loyal class of landlords who supported British rule.

    2. What were the consequences of the economic crisis that gripped Bengal?
    The Bengal economy faced severe strain due to high revenue demands, low wages for artisans, and forced sales at low prices. Artisans began leaving villages, peasants couldn’t pay taxes, and many went into debt. This deepened poverty, reduced agricultural productivity, and created widespread dissatisfaction.

    3. Briefly discuss the history of indigo cultivation in India under the British and its effects on the lives of the farmers.
    Indigo was cultivated using two main systems: ‘nij’ and ‘ryot’. Under nij, planters grew indigo on their own land. Due to labor shortages and land scarcity, this failed. In the ryot system, planters forced farmers to grow indigo on part of their land in exchange for loans. Farmers were paid poorly and faced exploitation. This caused debt, land degradation, and eventually led to revolts like the Indigo Rebellion of 1859–60.

    4. How was the ‘nij’ system different from the ‘ryot’ method of indigo cultivation?

    • Nij System: Planters directly cultivated indigo on land they controlled. However, it was difficult to find enough labor, land, and tools because farmers were already busy growing rice.
    • Ryot System: Farmers (ryots) were forced to grow indigo under contract. They received loans and had to sell indigo at low, fixed prices. This method became widespread but led to exploitation and revolts due to poor compensation and soil exhaustion.

    5. The indigo cultivation under the ‘ryot’ method was ridden with problems. What were they?

    • Farmers were forced to accept unfair contracts.
    • They were paid very little for their produce.
    • Indigo’s deep roots ruined soil fertility.
    • Farmers couldn’t grow food crops afterward.
    • Inability to repay loans led to exploitation, beatings, and even violence by planters’ hired goons (‘lathiyals’). This ultimately sparked the Indigo Revolt.

    G. Distinguish Between:

    1. Ryot and Mahal

    • Ryot: An individual peasant or cultivator who directly paid land revenue to the British.
    • Mahal: A village or group of villages treated as a single unit for revenue collection under the Mahalwari system.

    2. Permanent Settlement and Ryotwari Settlement

    • Permanent Settlement: Introduced by Lord Cornwallis; revenue collected through zamindars; fixed and hereditary.
    • Ryotwari Settlement: Revenue collected directly from ryots; no intermediary; revised periodically; cultivators had land ownership rights.

    H. Give Reasons:

    1. The opium and indigo trade were beneficial for the British.
    Opium and indigo were high-demand products. Opium was exported to China in exchange for tea, and indigo was sold in Europe. These trades earned huge profits for the British and financed their rule in India.

    2. The revenue was fixed in the Permanent Settlement.
    To ensure predictable and stable revenue from land, the British fixed land tax under the Permanent Settlement, which made it easier for them to budget and avoid yearly reassessments.

    3. Planters invested in commercial crops.
    Commercial crops like indigo, jute, cotton, and opium were in high demand in Europe due to the Industrial Revolution. British planters cultivated these for export, neglecting food crops and exploiting farmers for profit.


  • History Ch.2 – Establishment of Power by EEIC in India.


    A. Multiple Choice Questions (MCQs):

    1. Farman was a
      ✅ Correct answer: c. royal order
      🔍 Explanation: A Farman was a royal decree or order issued by a sovereign in Mughal India.

    1. _____ was not a trading company.
      ✅ Correct answer: c. Japanese
      🔍 Explanation: The Dutch, French, and Portuguese all had trading companies involved in India, but Japan did not establish any such trading company during the colonial period.

    1. The Nawab of Bengal after Alivardi Khan was
      ✅ Correct answer: c. Sirajuddaulah
      🔍 Explanation: After the death of Alivardi Khan in 1756, his grandson Sirajuddaulah became the Nawab of Bengal.

    1. The Governor-General who introduced the policy of ‘paramountcy’
      ✅ Correct answer: c. Lord Hastings
      🔍 Explanation: The policy of paramountcy, which asserted British authority as supreme over Indian princely states, was introduced by Lord Hastings in the early 19th century.

    1. The Governor-General who was impeached
      ✅ Correct answer: d. Warren Hastings
      🔍 Explanation: Warren Hastings, the first Governor-General of India, was impeached by the British Parliament in 1787 on charges of corruption and misconduct. Though the trial lasted seven years, he was ultimately acquitted.

    B. Gap Filling:

    1. Mercantilism

    2. Vasco da Gama, Cape of Good Hope

    3. Pondicherry, Chandernagore,

    Karikal

    4. Siraj-ud-daulah

    5. Doctrine of Lapse

    6. Dowry, Charles II

    7. Battle of Buxar, defeated

    8. Subsidiary Alliance

    9. Marquess Wellesley

    10. William Hawkins, Jahangir

    C. Match the Following:

    1. Regulating Act, 1773 – b. Supreme Court at Calcutta

    2. Sepoy – a. Subedar

    3. Lord Wellesley – e. Subsidiary Alliance

    4. Lord Cornwallis – c. Father of Indian Civil Administration

    5. Charles Napier – d. Annexation of Sind

    D. True or False:

    1. The Maratha power was crushed in the third Anglo-Maratha war. – True

    2. The British established a new system of justice by establishing High Courts in Calcutta, Bombay and Madras. – True

    3. Robert Clive introduced the dual system of government in Bengal. – True

    4. After the defeat of Nawab Siraj-ud-daulah in the Battle of Plassey, Mir Qasim was put on the throne. – False

    5. Lord Dalhousie’s ‘Doctrine of Lapse’ proved to be a total failure. – False

    E. Short Answer Type Questions:

    •    1. How was the Battle of Buxar concluded?

    The Battle of Buxar concluded with the Treaty of Allahabad. It granted the Diwani Rights to the East India Company, allowing them to collect revenue from Bengal, Bihar, and Orissa. This boosted British political and financial power in India.

    • 2. Define mercantilism. How was it beneficial for the European trading companies?

    Mercantilism was an economic theory where a nation’s strength depended on its wealth. It promoted large-scale production, export, and accumulation of precious metals. For European trading companies, it meant buying raw materials cheap from colonies like India and selling them in Europe at high prices.

    • 3. Why did the European trading companies want to establish trading alliances with India?

    India was famous for its wealth, spices, textiles, and raw materials. During mercantilism, European powers sought trading alliances with India to obtain goods at low prices for profitable resale in Europe.

    • 4. Why did the Battle of Plassey become famous?

    The Battle of Plassey (1757) became famous as it marked the beginning of British political rule in India. Robert Clive led the British to victory against Nawab Siraj-ud-daulah, aided by betrayal from Mir Jafar.

    • 5. Why did the tension between the Nawab of Bengal Siraj-ud-daulah and the English East India Company escalate?

    Tensions escalated as Siraj-ud-daulah opposed the Company’s unauthorized fortifications in Calcutta and suspected them of conspiring with rivals. He also refused to grant further trade privileges, which provoked conflict.



    F. Long Answer Type Questions:

    1. With what objective did Lord Dalhousie design the Doctrine of Lapse? What was the outcome of such a policy?
    Lord Dalhousie designed the Doctrine of Lapse to expand British territories by annexing Indian princely states that did not have a natural heir. Under this policy, such states were denied the right to adopt an heir. As a result, several states including Satara, Jhansi, and Nagpur were annexed, which created widespread resentment among Indian rulers and people.

    2. ‘The system of Subsidiary Alliance was meant to create dependable and dependent Indian rulers.’ Explain.
    The Subsidiary Alliance was introduced by Lord Wellesley to bring Indian states under British control without direct conquest. States that accepted the alliance had to maintain British troops at their own expense and could not make any alliances without British approval. Though rulers retained their titles, they lost real power, making them dependent on British authority.

    3. Discuss the three Anglo-Maratha wars as well as their consequences in detail.
    • First Anglo-Maratha War (1775–1782): Fought over succession disputes in the Maratha Empire. Ended with the Treaty of Salbai, which restored status quo.
    • Second Anglo-Maratha War (1803–1805): Triggered when Scindias and Bhonsles opposed the Subsidiary Alliance. British victory led to the loss of major territories by Marathas.
    • Third Anglo-Maratha War (1817–1818): Peshwa Baji Rao II attacked the British Residency. Resulted in decisive British victory and the end of Maratha Confederacy, with Peshwa dethroned.

    4. Write a note on Tipu Sultan ‘The Tiger of Mysore’.
    Tipu Sultan ruled Mysore from 1782 and was a fierce opponent of British expansion. He modernized his army and allied with the French. Tipu fought four Anglo-Mysore wars and died defending his capital in 1799. He was known for his bravery—once fighting and killing a tiger with his bare hands—earning the title “Tiger of Mysore”.

    5. Give an account of the Battle of Plassey.
    The Battle of Plassey was fought in 1757 between the East India Company led by Robert Clive and the Nawab of Bengal, Siraj-ud-daulah. The British conspired with Mir Jafar, who betrayed the Nawab. The British won the battle, marking the beginning of British political dominance in India.


    G. Distinguish Between:

    1. Collector and District Superintendent
    • Collector: Chief revenue officer of a district responsible for land revenue collection and administration.
    • District Superintendent: Head of the district police responsible for law and order and criminal investigations.

    2. Doctrine of Lapse and Subsidiary Alliance
    • Doctrine of Lapse: Introduced by Lord Dalhousie, allowed the British to annex states without a natural heir.
    • Subsidiary Alliance: Introduced by Lord Wellesley, required Indian rulers to maintain British troops and follow British foreign policy.


    H. Give Reasons:

    1. The British needed a large Army.
    The British needed a large army to control vast Indian territories, suppress revolts, protect trade interests, and defend against rival European powers.

    2. The Subsidiary Alliance was initiated by Lord Wellesley.
    Lord Wellesley introduced the Subsidiary Alliance to expand British influence without warfare. Indian rulers accepted British troops and control in return for protection.

    3. The English East India Company and the French East India Company were always at war with each other.
    Both companies competed for commercial and territorial dominance in India. This led to multiple conflicts including the Carnatic Wars between 1744 and 1763.


  • Chapter-1(Pg.23&24) The Birth of Modern India: When , Where and How

    APPLICATION/COMPETENCY BASED QUESTIONS

    CRITICAL THINKING, RESEARCH, AND INFORMATION LITERACY

    How do the following help us in understanding the history of India during the colonial period?

    a. Newspapers, magazines, letters, and pamphlets
    Newspapers, magazines, letters, and pamphlets were crucial in understanding the colonial period because they reflected public opinion, political debates, and the attitudes of both the British rulers and Indian subjects. These sources help us understand the intellectual movements, protests, and the rise of nationalism in India. They provide direct accounts of events like the revolt of 1857, the Swadeshi movement, and the freedom struggle. Through letters and pamphlets, we can also understand the personal sentiments and struggles of individuals during the colonial period.

    b. Photographs, paintings, and statues
    Photographs, paintings, and statues offer a visual representation of India during the colonial period. They provide a glimpse into the architecture, social life, and how the British tried to depict themselves as rulers. These visual sources also show the conditions of Indian society, the appearance of colonial buildings, and the ways in which colonial power was symbolized through public monuments. Statues and paintings were often used to glorify British achievements or the British monarch, helping us understand the mindset and propaganda of the time.

    c. Films and monuments
    Films and monuments help us understand the colonial period by preserving the cultural and historical narratives of the time. Films made during or about the colonial period depict the social, economic, and political conditions of the era. Monuments, on the other hand, are physical representations of British rule, such as buildings, statues, or forts, which help us understand how the British constructed their identity and control over India. These sources provide insight into the impact of colonialism on India’s landscape and culture.


    CONCEPTUAL UNDERSTANDING AND CRITICAL THINKING (HOTS)

    1. The British historians wrote history from their perspective. However, there were also those who were objective in their approach. What does that mean?
    British historians wrote history from the perspective of their own experiences and beliefs, often justifying British rule in India as a “civilizing mission.” This means they presented India’s history as being stagnant and in need of British intervention to bring progress. On the other hand, objective historians strive to present a balanced account of history, free from bias. They aim to show all sides of the story, giving importance to Indian viewpoints, struggles, and contributions as well, rather than glorifying British actions. Objectivity means presenting facts without any personal or national bias, allowing the reader to form their own opinions based on evidence.


    2. The British who left England to live in India tried to create a semblance of their country in the colony. What structures do you think they might have created to feel at home in India?
    The British built structures that were reminiscent of their homeland to create a sense of familiarity and comfort. Some of these structures included:

    • Colonial-style bungalows and large mansions with gardens, similar to those in England.
    • Churches and cathedrals to maintain their religious practices.
    • Clubs and social spaces where the British could gather, like the famous Calcutta Club and Simla Club.
    • Government buildings like the Victoria Memorial and Rashtrapati Bhavan, designed in European architectural styles.
    • Hill stations like Shimla and Darjeeling, where the British could escape the hot climate of the plains and enjoy cooler weather, similar to their homes in Europe.

    These structures were meant to remind the British of their homeland and help them maintain their cultural identity in the colony.


    VISUAL LITERACY, OBSERVATION, AND INFORMATION LITERACY

    1. Identify these famous buildings.
    (For this, you would typically need images or a visual resource to identify the buildings. Some famous buildings from the colonial period include:**

    • The Victoria Memorial (Kolkata)
    • Gateway of India (Mumbai)
    • Rashtrapati Bhavan (New Delhi)
    • India Gate (New Delhi)
    • Chhatrapati Shivaji Maharaj Terminus (Mumbai))

    2. Where are they located?

    • Victoria Memorial – Kolkata, West Bengal
    • Gateway of India – Mumbai, Maharashtra
    • Rashtrapati Bhavan – New Delhi, Delhi
    • India Gate – New Delhi, Delhi
    • Chhatrapati Shivaji Maharaj Terminus – Mumbai, Maharashtra

    3. Find out when they were built and also the names of the architects who designed them.

    • Victoria Memorial – Built in 1921; Designed by Sir William Emerson
    • Gateway of India – Built in 1924; Designed by George Wittet
    • Rashtrapati Bhavan – Built in 1931; Designed by Edwin Lutyens
    • India Gate – Built in 1931; Designed by Sir Edwin Lutyens
    • Chhatrapati Shivaji Maharaj Terminus – Built in 1887; Designed by Frederick William Stevens

    DIGITAL LITERACY

    Study the history of your school and prepare a PowerPoint presentation on it.
    For this task, you will need to research your school’s history by talking to teachers, staff, or researching old records and documents. You can include:

    • The year the school was founded
    • Founders and key people involved in its establishment
    • Major milestones and achievements
    • Notable alumni or events
    • The evolution of the school’s infrastructure or curriculum
    • Photographs of the school from different time periods

    Once you have collected all the information, organize it into slides with appropriate text, images, and design to create an engaging presentation.


    PROJECT: INITIATIVE, PRODUCTIVITY, INNOVATION, CREATIVITY AND COMMUNICATION

    Know your locality better. Find out from your teachers and other adults about the history of your region. Based on that, try and find out the monuments that belong to the prehistoric, ancient, medieval, or modern period of history. Take pictures of these monuments, describe the period they belonged to, and paste them in your notebook.

    For this task, visit local monuments or heritage sites and:

    • Identify the time period each monument belongs to (prehistoric, ancient, medieval, or modern).
    • Take photographs and make notes on their architectural style, significance, and historical importance.
    • Paste the photographs in your notebook and label each one with the time period it belongs to, and describe its historical relevance.
    • You can also create a small presentation or model to showcase your findings creatively.

    LIFE SKILLS: SOCIAL SKILLS, COMMUNICATION, INITIATIVE AND LEADERSHIP

    If you are given the chance of changing any one event from history, what would it be? Would it be the:

    • Invasion of Taimur?
    • Invasion of Nadir Shah?
    • Invasion of Ahmed Shah Abdali?
    • The coming of the English East India Company?
    • Defeat of the Marathas in the Third Battle of Panipat in 1761?
    • Defeat of the Nawab of Bengal in the Battle of Plassey in 1757?

    Now, interact with the rest of the class and arrive at a consensus through the process of voting.

    This question asks you to think critically about an event in history that had a significant impact. You can choose any of the events listed above, then discuss with your classmates why changing that event would have changed India’s history. You could consider the long-term effects of these events on the political, social, and economic landscape of India.

    After a discussion, you and your classmates can vote on which event you believe had the most significant impact and should be changed.


    Activity

    Here are the eight hidden words found in the word search:
    1. AURANGZEB – (Top row, left to right)

    2. JAHANGIR – (Second row, left to right)

    3. TULIP – (Fourth row, left to right)

    4. FARMAN – (Fifth row, right to left)

    5. DELHI – (Last column, top to bottom)

    6. HYDERABAD – (Last row, left to right)

    7. SUFI – (Fifth row, right to left)

    8. MUGHAL – (Eighth row, diagonal from bottom-left to top-right)


    2. Imagine that this is the year 2150. A lot of changes have taken place in the world and many old structures have fallen prey to decay owing to time and human activity. If you were excavating a mound expecting to unearth the riches from the past, what do you think you are likely to come across?

    Answer:

    If I were excavating a mound in the year 2150, I would expect to find objects and materials that represent our present-day lifestyle. These may include:

    Heaps of plastic and non-biodegradable waste, showing how much plastic was used and dumped.

    CDs, pen drives, and hard disks, which were once common for data storage.

    Mobile phones and laptops, as symbols of communication and technology of our time.

    Broken buildings and offices, representing the architecture and infrastructure that have decayed over time.

    Lost treasury and coins, giving a glimpse into the economic system and currencies we used.

    These findings would help future historians understand how we lived, what we valued, and how our society functioned during the 21st century.

  • Chapter-1(Pg.21&22) The Birth of Modern India: When , Where and How


    A. Multiple Choice Questions

    1.

    Answer: d

    2.

    Answer: b

    3.

    Answer: c

    4.

    Answer: b

    5.

    Answer: c


    B. Fill in the Blanks

    1.

    Answer: New Delhi – Calcutta

    2.

    Answer: Princely, British

    3.

    Answer: Farmaan

    4.

    Answer: Hyderabad Dr. H.W. Voysey

    5.

    Answer: Dehradun

    6.

    Answer: darkest

    7.

    Answer: 1767, 1815

    8.

    Answer: Premchand

    9.

    Answer: educational

    10.

    Answer: land revenue


    C. True or False

    1.

    Answer: True

    2.

    Answer: False

    3.

    Answer: True

    4.

    Answer: True

    5.

    Answer: True


    D. Match the Following

    1.

    Answer: e

    2.

    Answer: d

    3.

    Answer: a

    4.

    Answer: b

    5.

    Answer: c


    E. Short Answer Type Questions

    1. What is done under census?
    Under the census, the government collects detailed information about the population. This includes data like the number of people living in a country, their age, gender, occupation, religion, language, literacy level, and where they live. The census is usually done every ten years and helps the government plan services like education, health, and employment.


    2. What kind of transition was the European society witnessing during the 17th century?
    During the 17th century, European society was going through major changes. It was shifting from a traditional, agricultural society to a more modern, industrial, and scientific one. People began to question old beliefs, and new inventions, discoveries, and ideas about democracy and freedom started spreading. This period is often called the beginning of the modern age in Europe.


    3. How is the event of Industrial Revolution linked to the colonisation of India by the British?
    The Industrial Revolution made British industries grow very fast. They needed raw materials like cotton and jute for their factories and also new markets to sell their finished goods. India became an important source of raw materials and a big market for British products. To control this, the British slowly took over Indian territories. So, the Industrial Revolution played a big role in the colonisation of India.


    4. With what objective did the British colonial masters introduce the Land Revenue System in the Indian countryside?
    The British introduced the Land Revenue System to earn money for their government and to maintain control over Indian farmers. They forced peasants to pay high taxes, whether or not their crops succeeded. The British used this money to run their administration and army. Systems like the Permanent Settlement and Ryotwari System were created to ensure a steady income from land revenue.


    5. What do you mean by administrative records?
    Administrative records are official documents created by the government to keep track of its activities. These include letters, orders, reports, rules, revenue records, court proceedings, and files from British officers. These records help us understand how the British ruled, what laws they made, and how they managed Indian society.


    F. Long Answer Type Questions:


    1. How did James Mill view India?

    James Mill was a Scottish historian who wrote a book called A History of British India in 1817. He had a very negative view of India’s past. He divided Indian history into three periods: Hindu, Muslim, and British. According to him, the Hindu and Muslim periods were full of ignorance, superstition, and cruelty. He believed Indians were uncivilized and needed British rule to become modern and progressive.

    Mill thought that British rule was a blessing for India. He praised British laws, education, and ways of thinking. He believed that the British brought peace, order, and development, which the Indian rulers failed to provide. His writings supported the idea that the British were in India to “civilize” it.

    However, modern historians disagree with Mill. They believe that his views were biased and promoted British superiority. He ignored India’s rich culture, knowledge systems, and achievements in various fields. His writings helped justify British rule, even though they did not reflect the true picture of Indian society.


    2. The invention of the printing press was a boon for Indian nationalists. Give examples to support this statement.

    Yes, the invention of the printing press truly helped Indian nationalists in many ways. It made it possible to print newspapers, magazines, books, and pamphlets in large numbers and different languages. These printed materials spread new ideas of freedom, equality, and justice among the people.

    Examples include:

    • Bal Gangadhar Tilak’s newspaper Kesari played a big role in awakening patriotism among Indians.
    • Gandhiji’s Young India and Harijan helped spread messages of non-violence and self-rule.
    • Annie Besant’s New India raised awareness about Indian rights and political movements.

    The printing press helped people in remote areas read about British injustice and the freedom struggle. It connected people from different regions and created a common feeling of unity. Even illiterate people listened to public readings of newspapers and joined the movement.

    In short, the press gave nationalists a strong voice and brought people together to fight for India’s independence.


    3. Write a note on the non-administrative sources of modern Indian history.

    Non-administrative sources are materials that were not created by the government but still give valuable information about the past. These include personal writings, newspapers, biographies, photographs, speeches, and even paintings. They are important because they show us the emotions, thoughts, and daily lives of people during that time.

    Examples:

    • Personal diaries and letters – Like Nehru’s letters to his daughter Indira from jail.
    • Autobiographies – For example, My Experiments with Truth by Mahatma Gandhi gives us insights into his life and thoughts.
    • Newspapers and journals – These show how people reacted to events, like protests or British policies.
    • Photographs and sketches – They help us see what places, people, and events looked like.
    • Speeches and slogans – These reflect the passion and power of the freedom movement.

    Non-administrative sources help us understand history from the people’s point of view, not just the rulers’. They make history more real and relatable.


    4. With what objective did the British conduct surveys and make maps of India?

    The British conducted detailed surveys and made maps of India for several purposes. Their main goal was to strengthen their control over the country and collect more revenue.

    Reasons for surveys and mapping:

    • To collect taxes: They wanted to know who owned land and how much tax to take.
    • To control the territory: Mapping helped them govern every region properly.
    • To exploit resources: They identified forests, rivers, mines, and fertile lands for British profit.
    • To build roads, railways, and telegraphs: Maps were used to plan transport and communication systems.
    • For military purposes: They mapped hilly areas, borders, and forests to help the army.

    These surveys helped the British understand India better and tighten their hold on it. But they were mainly focused on their own benefit, not the welfare of Indians.


    5. Nationalism in India was a result of many factors. What were these factors? Explain them briefly.

    Nationalism is a strong feeling of love and pride for one’s country. In India, nationalism grew slowly and became stronger over time due to many reasons:

    1. British Exploitation:
    The British exploited Indian farmers, workers, and industries. High taxes, unfair trade, and destruction of Indian crafts made people angry and united them against the British.

    2. English Education:
    Educated Indians began to learn about freedom, democracy, and human rights. They were inspired by ideas from Europe and began to demand the same for India.

    3. Social and Religious Reforms:
    Reformers like Raja Ram Mohan Roy, Swami Vivekananda, and Ishwar Chandra Vidyasagar worked to remove social evils and unite people across castes and religions.

    4. Role of the Press:
    Newspapers and magazines in different languages helped spread political awareness. People learned about British policies, protests, and leaders.

    5. Indian National Congress:
    Founded in 1885, the INC gave Indians a common platform to raise their voice. It brought together people from different regions and communities.

    6. Freedom Fighters and Leaders:
    Leaders like Mahatma Gandhi, Subhas Chandra Bose, and Jawaharlal Nehru inspired masses with their speeches, ideas, and struggles.

    Together, these factors created a strong national movement that finally led to India’s independence in 1947.


    G. Distinguish Between

    1. Cultural Changes and Economic Changes

    Cultural changes involve changes in beliefs, values, language, clothing, and traditions.
    Economic changes are about money, trade, industries, farming, and jobs.


    2. Ancient and Modern Period

    Ancient period is the old historical time with kings and empires, mostly before the 8th century.

    Modern period is the recent time, from around the 18th century onwards, including British rule and India’s independence movement.


    H. Give Reasons

    1. The Indian modern period is also referred to as the colonial period.
    During the modern period, India was under British control. The British ruled India not for the benefit of Indians, but to serve their own interests. They made laws, collected taxes, and used Indian resources for British profit. Since India was a colony of Britain during this time, it is called the colonial period.


    2. Administrative records of India were maintained by the British.
    The British kept proper administrative records to run their government efficiently. These records included tax data, laws, court cases, letters, and reports. They helped the British keep track of people, land, trade, and revenue. It also helped them plan better control over Indian society and protect their rule.