Social - KopyKitab · The Establishment of Company Power (a) Mercantilism and trade-wars (b) Struggle for territory, wars with Indian rulers (c) The growth of colonial army and civil

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Our Pasts–III (History)

Resources and Development (Geography)

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SYLLABUSSOCIAL SCIENCE–VIII

OUR PASTS–III

Themes Objectives

Where, When, How(a) An overview of the period(b) Introduction to the new geographical categories(c) An outline of the time frame(d) An introduction to the sources

(a) Introduce the changing nomenclature of the subcontinent and regions.

(b) Delineate major developments within the time frame.(c) Suggest how the sources of study for this period are different

from those of earlier periods.

The Establishment of Company Power(a) Mercantilism and trade-wars(b) Struggle for territory, wars with Indian rulers(c) The growth of colonial army and civil administration. Regional focus: Tamil Nadu

(a) Unravel the story of a trading company becoming a political power.

(b) Show how the consolidation of British power was linked to the formation of colonial armies and administrative structures.

Rural Life and Society(a) Colonial agrarian policies; their effect on peasants and landlords.(b) Growth of commercial crops.(c) Peasant revolts: Focus on indigo rebellions. Regional focus: Bengal and Bihar. Some comparisons with later

developments in Punjab.

(a) Provide a broad view of changes within rural society through a focus on two contrasting regions.

(b) Show the continuities and changes with earlier societies.(c) Discuss how growth of new crops often disrupted the

rhythms of peasant life and led to revolts.

Colonialism and Tribal Societies(a) Changes within tribal economies and societies in the 19th

century.(b) Tribal revolts: focus on Birsa Munda. Regional focus: Chhotanagpur and North-East.

(a) Discuss different forms of tribal societies.(b) Show how government records can be read against the grain

to reconstruct histories of tribal revolts.

Crafts and Industries(a) Decline of handicrafts in the 19th century.(b) Brief reference to growth of industries in the 20th century. Case-Studies: textiles.

(a) Familiarise students with the processes of de-industrialisation and industrialisation.

(b) Give an idea of the technologies of weaving and the lives of weavers.

The Revolt of 1857–58(a) The rebellion in the army and the spread of the movement.(b) The nature of elite and peasant participation. Regional focus: Awadh.

(a) Discuss how revolts originate and spread.(b) Point to the changes in colonial rule after 1857.(c) Illustrate how vernacular and British accounts can be read to

understand the rebellion.

Education and British Rule(a) The new education system — schools, syllabi, colleges,

universities, technical training.(b) Changes in the indigenous systems.(c) Growth of ‘National education’. Case-Studies: Baroda, Aligarh.

(a) Show how the educational system that is seen as universal and normal today has a history.

(b) Discuss how the politics of education is linked to questions of power and cultural identity.

Women and Reforms(a) Debates around sati, widow remarriage, child marriage and age

of consent.(b) Ideas of different reformers on the position of women and

women’s education. Regional focus: Maharashtra and Bengal.

(a) Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions.

(b) Outline the history of new laws that affect women’s lives.(c) Illustrate how autobiographies, biographies and other

literature can be used to reconstruct the histories of women.


Themes Objectives

Challenging the Caste System(a) Arguments for caste reform. The ideas of Phule, Veerasalingam,

Sri Narayana Guru, Periyar, Gandhi, Ambedkar.(b) Consequences and implications of the activities of the reformers. Region: Maharashtra, Andhra.

(a) Familiarise students with the biographies and writings of individuals who sought to criticise and reform the caste system.

(b) Discuss why the question of caste was central to most projects of social reform.

Colonialism and Urban Change(a) De-urbanisation and emergence of new towns.(b) Implications of colonial policies and institutions — municipalities,

public works, planning, railway links, police. Case-study: Delhi.

(a) Outline the nature of urban development in the 19th and 20th centuries.

(b) Introduce students to the history of urban spaces through photographs.

(c) Show how new forms of towns emerged in the colonial period.

Changes in the Arts: Painting, Literature and Architecture(a) Impact of new technologies and institutions: art

schools, printing press.(b) Western academic style and nationalist art.(c) Changes in performing arts—music and dance enter the public

arena.(d) New forms of writing.(e) New architecture. Case-studies: Mumbai, Chennai.

(a) Outline the major developments in the sphere of arts. (b) Discuss how these changes are linked to the emergence of a

new public culture.(c) Illustrate how paintings and photographs can be used to

understand the cultural history of a period.

The Nationalist Movement(a) Overview of the nationalist movement from the 1870s to the

1940s.(b) Diverse trends within the movement and different social

groups involved.(c) Links with constitutional changes. Case study: Khilafat to Non-Cooperation.

(a) Outline the major developments within the national movement and focuses on a detailed study of one major event.

(b) Show how contemporary writings and documents can be used to reconstruct the histories of political movements.

India after Independence(a) National and regional developments since 1947.(b) Relations with other countries.(c) Looking to the future.

(a) Discuss the successes and failures of the Indian democracy in the last fifty years.

(b) Illustrate how newspapers and recent writings can be used to understand contemporary history.

RESOURCES AND DEVELOPMENT

Topics Objectives

Resources: Resources and their types—natural and human.

Natural resources: Their distribution, utilisation and conservation, land and soil, water, natural vegetation, wildlife, mineral and power resources (world patterns with special reference to India).

Agriculture: Types of farming, major crops, food crops, fibres, beverages, agricultural development—two case studies—one from India and the other from a developed country/a farm in the US/ Netherlands/ Australia.

Industries: Classification of industries based on size, raw material, ownership; major industries and distribution; infrastructure and development.

Iron and Steel (a comparative study of Jamshedpur and a centre in USA e.g., Detroit).

To know the meaning of resources their variety, location and distribution; (Periods 10)

To understand the importance of resources in our life;

To appreciate the judicious use of resources for sustainable development;

To develop awareness towards resources conservation and take initiative towards conservation process. (Periods 14)

Learn about various types of farming and agricultural development in two different regions. (Periods 15)

To understand important forms of manufacturing industries.

(Periods 14)


Themes Objectives

Textile Industry (Ahmedabad and Osaka).

Information Technology (Bengaluru and Silicon Valley).

Human Resources: Composition, population change, distribution and density.

To understand the role of human resources in development of nation’s economy. (Periods 12)

Project/ Activity • Observe and report about local agricultural practices, crops grown/manufacturing industries. • Collect information regarding some endangered plants and animal species of India. • Visit to an industry/local agricultural farm. • Prepare a chart showing difference between life style of farmers in the developed countries and India on basis of pictures collected from

magazines, newspapers and the internet. Note: Any similar activities may be taken up.

RULE OF LAW AND SOCIAL JUSTICE

Themes Objectives

Unit 1: The ConstitutionThis unit focuses on the Constitution through first highlighting why there is a need for laws and then showing how the Constitution is the framework that determines the making of laws in this country. Aspects of secularism as well as economic justice are highlighted with respect to the Constitution.

Section 1

The Role of the Constitution and the Need for Laws • On need for laws discussed through an example like dowry, • Role of Constitution in determining the authority/legitimacy of

the law, • Laws and Dissent: Salt Satyagraha and a post-1947 example such

as anti-liquor agitation.

Section 2 • Vision set forth in the Indian Constitution with a focus on

secularism. • On how an ideal of the Constitution translates into a law. • On how ideals of secularism got translated into Fundamental Rights. • On Fundamental rights as human rights. • On Fundamental Duties. • On whether the fact that a law exists to secure certain rights mean

that in effect these rights have been realised for all. This will be discussed with examples from current efforts of various marginalised communities to realise their rights.

To enable students to: • develop an understanding of the rule of law and our involvement

with the law, • understand the Constitution as the primary source of all our laws, • understand laws as evolving and subject to change. • understand the vision and the values of the Constitution, • develop an appreciation of human rights guaranteed in the

Constitution, • appreciate our continuous involvement with the Constitution as

a living document.

UNIT 2: Parliamentary GovernmentIn this unit the functioning of parliamentary government and the roles and responsibilities of the various individuals involved in explained in context. In addition, the workings of the central government are explained through the steps involved in passing a new law that arose out of people’s struggles.

Section 1 • Reasons why parliamentary form of government is chosen in India. • Main features of composition of parliament and its role in debating

a bill. • Accountability of the government to the parliament. • Role of President, PM and the Council of Ministers.

To enable students to: • understand why India chose a parliamentary form of government, • gain a sense/rationale of the essential elements of the parliamentary

form of government, • analyse the role of people’s agency in placing demands for

legislation, • understand the ways in which the government and other groups

respond to such issues.


Themes Objectives

Case Study: Debate between Nehru and Rajendra Prasad on the real powers of the President.

Section 2

Understand central government through the issue of minimum wages or other struggles keeping following in mind:

– Translation of felt need into law and the critical features of the legislation.

– Implication of law.

UNIT 3: The JudiciaryThis unit focuses on understanding the judiciary through tracing a case from the lower to the higher courts. It also examines the difference between civil and criminal cases and the difference between the police and the courts as well as provides information on an FIR.

Section 1 • The structure and process followed by the judiciary:

Trace a case from lower to higher courts. • Distinguish between civil and criminal cases. • Indicate the rationale of the process.

Section 2

Difference between the roles of the police and that of the courts. • Role of the Public Prosecutor. • On an FIR: filing one, on the illegality of the police not accepting

an FIR and the Supreme Court’s directive on this.

To enable students to: • understand the main elements of our judicial structure, • appreciate the need for the processes followed, • understand what an FIR is and how to file one.

UNIT 4: Social Justice and the MarginalisedThis unit focuses on issues of social justice and the marginalised. It first provides an understanding of what is meant by ‘marginalised’ groups. It then discusses in-depth the issue of untouchability and reservations.

Section 1

A brief explanation of what is meant by marginalised. Include how various communities (SC, ST, OBC, minorities) fit in. • Forms of social inequality-Constitutional provisions relating to

social justice. • Effect of social inequalities on economic inequalities. • On Reservations.

Section 2

Different forms of untouchability that continue to exist. • The law on manual scavenging with reference to existing realities

in rural and urban areas.

To enable students to: • understand what is meant by marginalised, • gain a critical understanding of social and economic injustices, • develop skills to analyse an argument from the marginalised point

of view.

UNIT 5: Economic Presence of the GovernmentIntroduction of various ways by which government is engaged in developmental activities, especially in infrastructure and social sectors.

Explain with an example from this area why we need the government, how is the provision done, how does it impact upon people.

To enable students to: • think about the role of government in the economic sphere, • see some links between people’s aspirations/needs and role of

government.


CONTENTS

1 How, When and Where H-2 – H-12

2 From Trade to Territory: The Company Establishes Power H-12 – H-24

3 Ruling the Countryside H-25 – H-38

4 Tribals, Dikus and the Vision of a Golden Age H-39 – H-48

5 When People Rebel: 1857 and After H-49 – H-61

6 Colonialism and the City: The Story of an Imperial Capital H-62 – H-70

7 Weavers, Iron Smelters and Factory Owners H-71 – H-81

8 Civilising the ‘‘Native’’, Educating the Nation H-82 – H-90

9 Women, Caste and Reform H-91 – H-102

10 The Changing World of Visual Arts H-103 – H-112

11 The Making of the National Movement: 1870s–1947 H-113 – H-126

12 India After Independence H-127 – H-135

1 The Indian Constitution C-2 – C-16

2 Understanding Secularism C-17 – C-25

3 Why Do We Need a Parliament? C-26 – C-37

4 Understanding Laws C-38 – C-43

5 Judiciary C-44 – C-54

6 Understanding Our Criminal Justice System C-55 – C-61

7 Understanding Marginalisation C-62 – C-70

8 Confronting Marginalisation C-71 – C-78

9 Public Facilities C-79 – C-88

10 Law and Social Justice C-89 – C-97

Model Test Paper – 1 M-1 – M4 Model Test Paper – 2 M-5 – M8

PART A: OUR PASTS–III (HISTORY)

PART C: SOCIAL AND POLITICAL LIFE–III (CIVICS

1 Resources G-2 – G-17

2 Land, Soil, Water, Natural Vegetation and Wildlife Resources G-18 – G-35

3 Mineral and Power Resources G-36 – G-53

4 Agriculture G-54 – G-72

5 Industries G-73 – G-90

6 Human Resources G-91 – G-106

PART B: RESOURCES AND DEVELOPMENT (GEOGRAPHY)


Part A

Our Pasts–III (History)

How, When and Where

From Trade to Territory: The Company Establishes Power

Ruling the Countryside

Tribals, Dikus and the Vision of a Golden Age

When People Rebel: 1857 and After

Colonialism and the City: The Story of an Imperial Capital

Weavers, Iron Smelters and Factory Owners

Civilising the ‘‘Native’’, Educating the Nation

Women, Caste and Reform

The Changing World of Visual Arts

The Making of the National Movement: 1870s–1947

India After Independence

CBSE_GR_SOS_G8_HIS_C01.indd 1

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H-2

CONCEPTS

CHAPTER IN A NUTSHELL l James Mill, the Scottish economist and political philosopher, in his book A History of British India in

1817 C.E., classified Indian history into three different periods, namely, Hindu, Muslim and Christian.

According to Mill, before the advent of the British in India, the Indians were ruled by Hindu and

Muslim rulers. l Moving away from Mill’s classification of Indian history, most of the historians classified Indian history

as—ancient, medieval and modern. This division is marked in the manner in which the society,

economy, politics, art and culture gradually changed over time.

l In Europe, modern age began from the 16th century, but in India, it began from the 18th century.

This is because most of the changes that are characteristics of modern time, began in this period.

These changes first occurred in Europe and then took place in our country, when it was divided

into small and big independent states.

l The administration of these Indian states was very weak and the life and property of the people

were insecure. This political bondage kept our country backward and delayed the process of

modernisation in India. l The modern period of Indian history extends over a period of about 250 years. During this time,

India was a colony of the British Empire. In the early 18th century, India was influenced by the

relationship which existed between the other European powers as well.

l Historians use a variety of sources to reconstruct the history of modern India which began after the

fall of the Mughal Empire. l The word ‘source’ refers to any piece of writing—books, manuscripts, travelogues, inscriptions,

coins, monuments or any evidence of a particular period. By studying the sources, the historians

reconstruct history. l The sources can be either primary or secondary. The literary evidence and all original documents

together comprise primary sources, while, secondary sources refer to those accounts and works

which are based on the primary sources.

l The British believed that if a country had to be administered effectively, then surveys had to be

conducted properly to map the entire territory. Apart from topography, soil pattern, vegetation,

etc., surveys also assist in understanding the entire history of a country.

How, When and Where How Important are Dates? How do we Periodise? What is Colonial? Administration Produces Records

Surveys Become Important WhatOfficialRecordsdonotTell

1


11/27/2015 11:35:28 AM

Super Refresher

All chapters are based on NCERT Syllabus and Textbook

Every chapter includesmajor Concepts

Chapter in a Nutshell provides a complete and comprehensive summary of the chapter

Part Openerpage signifies majorsegments of the bookand list of chapters


How, When and Where

H-3

l The British conducted a number of surveys in various parts of the world like archaeological, botanical,

zoological, forests, revenue, census etc. The British Government introduced a system of writing in

each department so that all work could be done smoothly.

l In colonial India, memos, letters, notes, reports, written instructions and directives, which were sent

from top-level British officials to lower levels, provide valuable information to historians.

IMPORTANT CONCEPTS AND TERMS

Ancient age: Part of history which started with the start of human history and lasted till 7th century C.E.

Calligraphists: Persons specialised in the art of beautiful writing

Colonialism: Subjugation of one country by another leading to political, economic, social and cultural changes

Colonial period: The period of dominance of European powers on other nations where people were

not given basic rights such as liberty, freedom, equality, etc.

Historians: Scholars who study, analyse and interpret the historical processes

Medieval age: Part of history which started in the 8th century and lasted till the 18th century in India,

and till 16th century in Europe

Modern age: Period of history which began in the 18th century in India and the 16th century in Europe

Periodisation: Division of history into certain parts to understand it easily

Sources: Any piece of writing such as books, manuscripts, travelogues, inscriptions, coins, monuments

or any evidence of a particular period, by studying which the historians reconstruct history

IMPORTANT DATES

16th century — Modern age began in Europe

1773 C.E.— Warren Hastings became the first Governor-General of India

1782 C.E.— James Rennel was asked by Robert Clive to produce maps of Hindustan

1817 C.E.— James Mill, a Scottish economist and political philosopher, published a massive

three-volume work, A History of British India

1920s C.E.— The National Archives of India was established

NCERT TEXTBOOK QUESTIONS (Solved)

Let’s Recall

Q.1. State whether true or false:

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

(b)Officialdoc

umentshelpusun

derstandwhatthe

peopleofthecou

ntrythink.

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

Ans. (a) True (b) False

(c) True


11/24/2015 6:42:45 PM

MBD Super Refresher Social Science-VIII

H-4

Let’s Discuss

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

Ans. James Mill was a Scottish economist and political philosopher. He divided Indian history into three

periods—Hindu, Muslim and British. But this periodisation of Indian history has certain problems

which are given below:

(i) We try to divide history into different periods to capture the central features of a time, as they

appear to us. But, this division of Mill does not tell us about features of a time or its central

features. It only tells us about the prominent religion in different ages.

(ii) This periodisation of history tells us that the period before the British rule in India was one of

‘darkness’ and the British rule in Indian territory has brought prosperity in the country. We

cannot accept such conception in the present age.

(iii) He refers to different periods of history as Hindu or Muslim. But, a variety of faiths existed

simultaneously in these periods as well.

We cannot characterise an age only on the basis of the religion of the rulers of the time. It means

that lives of others do not matter. So, this periodisation of Indian history has certain problems.

Q.3. Whydidth

eBritishpreserve

officialdocument

s?

Ans. The British felt that all the important documents and letters should be carefully preserved.

Every type of plan, instruction, agreement, policy decision and investigation should be clearly written

up. The written records can be referred to studied, analysed and debated, as and when required. It

led to rise of administrative culture of memos and reports.

Q.4. How will the information historians get from old newspapers be different from that found in

police reports?

Ans. Actually, the police reports are made according to the policies of the government. They will never

tell the historians about the atrocities committed by the government on the people. In fact, minimum

loss of lives were generally shown in police reports. Police basically favours the government. Contrary

to that, newspapers are impartial and they write and publish actual reports in the newspapers.

They write about actual casualties, original incidents and other details. That is why historians get

information from old newspapers which was different from that found in police reports.

Let’s Do

Q.5. Can you think of examples of surveys in your world today? Think about how toy companies get

informationabout

whatyoungpeop

leenjoyplayingwit

horhowthegove

rnmentfindsouta

bout

the members of young people in school. What can a historian derive from such surveys?

Ans. Do it yourself.

NCERT IN-TEXT QUESTIONS

Q.1. Look carefully at Fig.1 (NCERT Textbook Page No. 1) and write a paragraph explaining how this

image projects an imperial perception.


Q.2. Interviewy

ourmotherorano

thermemberofyo

urfamilytofindo

utabouttheirlife.

Nowdivide

theirlifeintodiffe

rentperiodsandl

istoutthesignifica

nteventsineachp

eriod.Explainthe

basis

of your periodisation.



11/24/2015 6:42:46 PM


G-34

HOTS CORNER Q.1. How do landslide prove dangerous?

Ans. Landslides occur due to earthquakes, floods and volcanoes. A long heavy rainfall can cause heavy

landslide that can block the flow of river for quite sometime. It can cause havoc to the settlements

downstream on its bursting. In the hilly areas, landslides have been a major and widely spread natural

disaster that often strike life and property and occupy a position of major concern.

Q.2. What are the role of insects in soil formation?

Ans. Insects play a very important role in soil formation. Without worms and insects, the work of soil

formation will be incomplete. They do it both through physical or mechanical means by speeding up

the chemical reactions.VALUE BASED QUESTIONS Q.1. Why is the Earth called a 'blue planet'?

Ans. Water is found in abundance on the planet earth. It covers about 71% of the earth’s surface. As such;

the earth appears blue from space and hence called a blue planet.

Q.2. What are the differences between Mamba’s and Peter’s family?

Ans. The differences in Mamba’s and Peter’s families were:

(i) Mamba’s family is living in a small village while Peter’s family is living in a good area.

(ii) There is shortage of water in Mamba’s village, while there is no such problem in Peter’s area.

(iii) Mamba is not going to school while Peter is a student.

(iv) Mamba belongs to a poor family while Peter’s family is economically sound.

FORMATIVE ASSESSMENTA. Multiple Choice Questions (MCQs)

Tick the correct option from the choices provided:

Q.1. Land covers about _______ percent of total surface area of the Earth.

(a) 26 (b) 27

(c) 28 (d) 29

Ans. (d) 29 Q.2. Water occupies _______ percent of surface area of the earth.

(a) 65 (b) 70

(c) 71 (d) 74

Ans. (c) 71 Q.3. Net sown area in India is about: (a) 44%

(b) 46% (c) 48%

(d) 50%

Ans. (b) 46% Q.4. An average urban Indian uses about _______ litres of water daily.

(a) 130 (b) 132

(c) 134 (d) 135

Ans. (d) 135

CBSE_GR_SOS_G8_GEO_C02.indd 34

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G-34





















(a) 26 (b) 27

(c) 28 (d) 29


(a) 65 (b) 70

(c) 71 (d) 74


(b) 46% (c) 48%

(d) 50%


(a) 130 (b) 132

(c) 134 (d) 135

Ans. (d) 135


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G-34





















(a) 26 (b) 27

(c) 28 (d) 29


(a) 65 (b) 70

(c) 71 (d) 74


(b) 46% (c) 48%

(d) 50%


(a) 130 (b) 132

(c) 134 (d) 135

Ans. (d) 135


11/24/2015 7:44:31 PM

Mineral and Power Resources

G-53

D. Picture InterpretationLook at the following picture and answer the questions that follow:

Q. Carefully see the pictures given below and identify the use of these products shown in it.

(i)

Ans. The picture shows wind mills. Wind mills are sources of non-conventional and clean energy.

(ii)

Ans. The picture shows turbines near the shoreline. It is used in tapping tidal energy and is a source of

non-conventional and clean energy. SELF ASSESSMENT 1. Name some common minerals which you use daily.

2. Name two states of India where copper ore is found.

3. Name the ore of aluminium. 4. What are placer deposits and where are they found?

5. Industries are mostly concentrated around coal mines.

6. Petroleum is also called ‘black gold’. Why?

7. We must look into environmental aspects before building dams. Why?

8. World distribution of minerals is highly uneven. Explain.

9. How is electricity generated from nuclear energy? Explain the dangers involved.

10. ‘World distribution of minerals is highly uneven’. Give reasons in support of your answer.


11/26/2015 5:47:33 PM

Mineral and Power Resources

G-53

D. Picture InterpretationLook at the following picture and answer the questions that follow:

Q. Carefully see the pictures given below and identify the use of these products shown in it.

(i)

Ans. The picture shows wind mills. Wind mills are sources of non-conventional and clean energy.

(ii)

Ans. The picture shows turbines near the shoreline. It is used in tapping tidal energy and is a source of

non-conventional and clean energy. SELF ASSESSMENT 1. Name some common minerals which you use daily.

2. Name two states of India where copper ore is found.

3. Name the ore of aluminium. 4. What are placer deposits and where are they found?

5. Industries are mostly concentrated around coal mines.

6. Petroleum is also called ‘black gold’. Why?

7. We must look into environmental aspects before building dams. Why?

8. World distribution of minerals is highly uneven. Explain.

9. How is electricity generated from nuclear energy? Explain the dangers involved.

10. ‘World distribution of minerals is highly uneven’. Give reasons in support of your answer.


11/26/2015 5:47:33 PM

Important Dates help inunderstanding a conceptin chronological order

Social Science

NCERT Textbook Exercises with answers

NCERT In-Text Questionsare provided with answers

Variety of Value Based and HOTS questions with answersin every chapter

Formative Assessment at the end of each chapterto focus upon CCE pattern

Picture Interpretation helps visual learner tounderstand the concept

Self Assessment at the end of each chapter



Part AOur Pasts–III (History)

How, When and Where

From Trade to Territory: The Company Establishes Power

Ruling the Countryside

Tribals, Dikus and the Vision of a Golden Age

When People Rebel: 1857 and After

Colonialism and the City: The Story of an Imperial Capital

Weavers, Iron Smelters and Factory Owners

Civilising the ‘‘Native’’, Educating the Nation

Women, Caste and Reform

The Changing World of Visual Arts

The Making of the National Movement: 1870s–1947

India After Independence

CBSE_GR_SOS_G8_HIS_C01.indd 1 11/24/2015 6:42:44 PM

H-2

CONCEPTS

CHAPTER IN A NUTSHELL

ll James Mill, the Scottish economist and political philosopher, in his book A History of British India in 1817 C.E., classified Indian history into three different periods, namely, Hindu, Muslim and Christian. According to Mill, before the advent of the British in India, the Indians were ruled by Hindu and Muslim rulers.

ll Moving away from Mill’s classification of Indian history, most of the historians classified Indian history as—ancient, medieval and modern. This division is marked in the manner in which the society, economy, politics, art and culture gradually changed over time.

ll In Europe, modern age began from the 16th century, but in India, it began from the 18th century. This is because most of the changes that are characteristics of modern time, began in this period. These changes first occurred in Europe and then took place in our country, when it was divided into small and big independent states.

ll The administration of these Indian states was very weak and the life and property of the people were insecure. This political bondage kept our country backward and delayed the process of modernisation in India.

ll The modern period of Indian history extends over a period of about 250 years. During this time, India was a colony of the British Empire. In the early 18th century, India was influenced by the relationship which existed between the other European powers as well.

ll Historians use a variety of sources to reconstruct the history of modern India which began after the fall of the Mughal Empire.

ll The word ‘source’ refers to any piece of writing—books, manuscripts, travelogues, inscriptions, coins, monuments or any evidence of a particular period. By studying the sources, the historians reconstruct history.

ll The sources can be either primary or secondary. The literary evidence and all original documents together comprise primary sources, while, secondary sources refer to those accounts and works which are based on the primary sources.

ll The British believed that if a country had to be administered effectively, then surveys had to be conducted properly to map the entire territory. Apart from topography, soil pattern, vegetation, etc., surveys also assist in understanding the entire history of a country.

How, When and Where

How Important are Dates? How do we Periodise? What is Colonial? Administration Produces Records Surveys Become Important WhatOfficialRecordsdonotTell

1


How, When and Where H-3

ll The British conducted a number of surveys in various parts of the world like archaeological, botanical, zoological, forests, revenue, census etc. The British Government introduced a system of writing in each department so that all work could be done smoothly.

ll In colonial India, memos, letters, notes, reports, written instructions and directives, which were sent from top-level British officials to lower levels, provide valuable information to historians.

IMPORTANT CONCEPTS AND TERMS

Ancient age: Part of history which started with the start of human history and lasted till 7th century C.E.

Calligraphists: Persons specialised in the art of beautiful writingColonialism: Subjugation of one country by another leading to political, economic, social and cultural changesColonial period: The period of dominance of European powers on other nations where people were not given basic rights such as liberty, freedom, equality, etc.Historians: Scholars who study, analyse and interpret the historical processesMedieval age: Part of history which started in the 8th century and lasted till the 18th century in India, and till 16th century in EuropeModern age: Period of history which began in the 18th century in India and the 16th century in EuropePeriodisation: Division of history into certain parts to understand it easilySources: Any piece of writing such as books, manuscripts, travelogues, inscriptions, coins, monuments or any evidence of a particular period, by studying which the historians reconstruct history

IMPORTANT DATES

16th century — Modern age began in Europe

1773 C.E. — Warren Hastings became the first Governor-General of India

1782 C.E. — James Rennel was asked by Robert Clive to produce maps of Hindustan

1817 C.E. — James Mill, a Scottish economist and political philosopher, published a massive three-volume work, A History of British India

1920s C.E. — The National Archives of India was established

NCERT TEXTBOOK QUESTIONS (Solved)

Let’s Recall Q.1. State whether true or false: (a) James Mill divided the Indian history into three periods–Hindu, Muslim, Christian. (b)Officialdocumentshelpusunderstandwhatthepeopleofthecountrythink. (c) The British thought surveys were important for effective administration. Ans. (a) True (b) False (c) True


MBD Super Refresher Social Science-VIIIH-4

Let’s Discuss Q.2. What is the problem with the periodisation of Indian history that James Mill offers? Ans. James Mill was a Scottish economist and political philosopher. He divided Indian history into three

periods—Hindu, Muslim and British. But this periodisation of Indian history has certain problems which are given below:

(i) We try to divide history into different periods to capture the central features of a time, as they appear to us. But, this division of Mill does not tell us about features of a time or its central features. It only tells us about the prominent religion in different ages.

(ii) This periodisation of history tells us that the period before the British rule in India was one of ‘darkness’ and the British rule in Indian territory has brought prosperity in the country. We cannot accept such conception in the present age.

(iii) He refers to different periods of history as Hindu or Muslim. But, a variety of faiths existed simultaneously in these periods as well.

We cannot characterise an age only on the basis of the religion of the rulers of the time. It means that lives of others do not matter. So, this periodisation of Indian history has certain problems.

Q.3. WhydidtheBritishpreserveofficialdocuments? Ans. The British felt that all the important documents and letters should be carefully preserved.

Every type of plan, instruction, agreement, policy decision and investigation should be clearly written up. The written records can be referred to studied, analysed and debated, as and when required. It led to rise of administrative culture of memos and reports.

Q.4. How will the information historians get from old newspapers be different from that found in police reports?

Ans. Actually, the police reports are made according to the policies of the government. They will never tell the historians about the atrocities committed by the government on the people. In fact, minimum loss of lives were generally shown in police reports. Police basically favours the government. Contrary to that, newspapers are impartial and they write and publish actual reports in the newspapers. They write about actual casualties, original incidents and other details. That is why historians get information from old newspapers which was different from that found in police reports.

Let’s Do Q.5. Can you think of examples of surveys in your world today? Think about how toy companies get

informationaboutwhatyoungpeopleenjoyplayingwithorhowthegovernmentfindsoutaboutthe members of young people in school. What can a historian derive from such surveys?


NCERT IN-TEXT QUESTIONS

Q.1. Look carefully at Fig.1 (NCERT Textbook Page No. 1) and write a paragraph explaining how this image projects an imperial perception.


Q.2. Interviewyourmotheroranothermemberofyourfamilytofindoutabouttheirlife.Nowdividetheirlifeintodifferentperiodsandlistoutthesignificanteventsineachperiod.Explainthebasisof your periodisation.



MBD CBSE Super Refresher SocialScience Class 8

Publisher : MBD GroupPublishers

Author : Harsh Sain Dass

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Social - KopyKitab · The Establishment of Company Power (a) Mercantilism and trade-wars (b) Struggle for territory, wars with Indian rulers (c) The growth of colonial army and civil