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 Chapter – 01 History
How, When and Where

• How important are dates:

(i) History is synonymous with dates.
(ii) We compare the past with present.
(iii) We continue to associate history with a string of dates.
• Which Dates:
(i) Selection of date depends on the story of past.
(ii) Focusing on a particular set of events is important.
• How do we Periodise:
(i) James Mill divided the Indian history into three periods: Hindu, Muslim and British.
(ii) British rule represented all the forces of progress and civilization.
• What is colonial:
(i) Colonial refers to the British rule.
(ii) British rule brought about changes in values and tastes, customs and practices.
•
m
How do we know Administration:

o
(i) One important source is the official records of the British administration.

c
(ii) The British felt all important documents and letters needed to be preserved.
.
(iii) Specialized institutions like archieves and museums were established to preserve

•
important records.
a
m
Surveys become important:

a
(i) The practice of surveying became commone under colonial administration.’

n
(ii) Surveys like botanical zoological, archaeological, anthropological and forest survesys

y
were in the list of British administration.
•
d
What do Official Records not Tell:

tu
(i) The official records do not tell about the needs of people of India.
(ii) Many official records hide the truth and only show one aspect of the event.

S
 Chapter – 02 History
From Trade to Territory

• Auranangzeb was the last powerful Mughal ruler.

• East India Company comes East:
(i) In 1600 royal charter granted to East India Company granting the sole right to trade
with the East.
(ii) East India Company bought goods at a cheap price and sold them at higher price in
Europe.
(iii) Cotton and silk produced in India had a big market in Europe.
(iv) Pepper, cloves, cardamom and cinnamon were in great demand.
• East India Company begins Trade in Bengal:
(i) In 1651, the first English factory was set up on the banks of river Hugli.
(ii) Aurangzeb issued a farman granting the company the right to trade duty free.
(iii) The company tried to press for more concessions and manipulate existing privileges.
• m
o
How did Trade Lead to Battles:
(i)
(ii) . c
After the death of Aurangzeb, the Bengal Nawabs asserted their power and autonomy.
The Nawabs of Bengal refused to grant the company concessions.
• The Battle of Plassey: a
(i)
m
On 23rd June 1757, Battle of Plassey was fought and was the first major victory of
English in India. a
(ii)
y n
Alivardi Khan died in 1756 and Sirajuddaulah became the Nawab of Bengal.

d
(iii) In 1757, Robert Clive led the Company’s army against Sirajuddulah at Plassey.

tu
(iv) Main reason for defeat of the Nawab was that the forces led by Mir Jafar, one of
Sirajuddaulah’s commanders, never fought the battle.

•
(v) S
Mir Jafar was promised by Clive to be made Nawab after crushing Sirajuddaulah.
The Battle of Buxar:
(i) After the defeat at Plassey, Sirajuddaulah was assassinated and Mir Jafar was made
the Nawab.
(ii) Mir Jafar was just a puppet in the hands of Britishers.
(iii) In 1764, the battle of Buxar was fought between Britishers and Mir Qasim.
(iv) In 1765 Mir Jafar died.
(v) In 1765, the Mughal emperor appointed the company as the Diwan of the provinces of
Bengal.
• Company Officals became ‘Nabobs’:
(i) In 1764, Robert Clive was appointed Governor of Bengal.
(ii) ‘Nabobs’-an anglicized version of the Indian word Nawab.
• Company Rule Expands:
 (i) The process of annexation of Indian states by the East India Company from 1757 to
1857 brought forth some key aspects like the company rarely launched a direct
military attack on as unknown territory.
(ii) After battle of Buxar, the company appointed residents in Indian states.
(iii) The company forced the states into a ‘subsidiary alliance’.
(iv) The Nawab of Awadh and the Nizam of Hyderabad were forced to cede territories and
accept the subsidiary alliances.
• Tipu Sultan-‘The Tiger of Mysore’:
(i) Tipu Sultan was the son of Haidar Ali, ruler of Mysore.
(ii) Tipu Sultan ruled Mysore from 1782 to 1799.
(iii) Four wars were fought between Britishers and Mysore and were known as the Anglo-
Mysore wars(1767-1769, 1780-84, 1790-92 and 1799).
(iv) In 1799, the Britishers won the battle of Seringapatam against Mysore.
(v) Tipu Sultan was killed defending his capital Seringapatam.

m
c o
.
a
m
a
y n
d
tu
S
 Chapter – 03 History
Ruling the Countryside

• On 12 August 1765, the Mughal emperor appointed the East India Company as the Diwan of
Bengal.
• As Diwan, the company became the chief financial administrator of the territory under its
control.
• The company came to colonise the countryside, organize revenue resources, redefine the
rights of people and produce the crops it wanted.
• Revenue for the Company:
(i) The company gad become the Diwan, but still saw itself primarily as a trader.
(ii) Before 1865, the company purchased goods in India by importing gold and silver from
Britain. Now the revenue collected in Bengal could financial the purchase of goods for
exports.
(iii) Bengal economy was facing a deep crisis.
(iv) In 1770, a terrible famine killed ten million people in Bengal.
• The Need to Improve Agriculture:
m
(i)
(ii)
c o
The company introduced Permanent Settlement in 1793.
The Rajas and taluqdars were recognized as Zamindars.
• The Problem: .
(i) a
Numerous zamindaris were sold off at auctions organized by the company, as anyone

m
who failed to pay the revenue lost his zamindari.
(ii)
a
The zamindars were not interested in the important in the improvement of land.
• A New System is Devised:
(i)
y n
By the early nineteenth century many of the company officials were convinced that

d
the system of revenue had to be changed again.

tu
(ii) An Englishman, Holt Machenzie devised the new system which came into effect in
1822. This system was called as Mahalwari settlement.
•
S
The Munro System:
(i) In the Britain territories in the south, a new system was devised which was known as
ryotwar or ryotwari.
(ii) Ryotwari ws intiated by Captain Alexander Read and developed by Thomas Munro.
This system was extended all over south India.
• All was Not Well:
(i) As they desired to increase the income from land, revenue officials fixed too high a
revenue demand.
(ii) As peasants were unable to pay, ryots filed the countryside, and villages became
deserted in many regions.
• Crops for Europe:
(i) By the late eighteenth century the company was trying to expand the cultivation of
opium ad indigo.
(ii) The Britishers forced cultivators to produce jute, tea, sugarcane, wheat, cotton and
rice in various parts of India.
• Does Colour have a History:
(i) The rich blue colour was commonly called as Indigoo.
 (ii) The blue dye used in the Morris prints in nineteenth-century Britain was
manufactured from Indigo plants cultivated in India.
(iii) India was the biggest supplier of indigo in the world in 19th century.
• Why the Demand for Indian Indigo:
(i) By the thirteenth century Indian Indigo was being used by cloth manufacturers in
Italy, France and Britain to dye cloth.
(ii) Indigo produce a rich blue colour whereas the dye from woad another plant was pale
and dull.
(iii) Indigo plantations came up in many parts of North America.
• Britain turns to India:
(i) The company in India expanded the area under the indigo cultivation to meet the
rising demand for indigo in Europe.
(ii) As the indigo trade grew commercial agents and officials of the company began
investing in indigo production.
• How was Indigo Cultivated:
(i) There were two main system of Indigo cultivation: Nij and Ryoti.
(ii) In Nij system, the planter produced indigo in lands that he directly controlled.
• The Problem with Nij Cultivation:
(i)
m
The planters found difficulty to expand the area under Nij cultivation.
(ii)
o
Nij cultivation on a large scale required many ploughs and bullocks, investing on
c
.
purchase and maintenance of ploughs was a big problem. The planters were reluctant

a
to expand the area under Nij cultivation.
• Indigo on the Land of Ryots:
(i)
m
In Ryoti system, the planters forced the ryots to sign a contract an agreement (satta).
(ii)
a
Those who signed the contract got cash advances from planters at low rates of

y n
interest to produce indigo.
(iii) The peasants got very low price for the indigo they produced and the cycle of loans
never ended.
d
tu
(iv) After an indigo harvest the land could not be sown with rice which the peasants
preferred.
• S
The ‘Blue Rebellion’ and after:
(i) In March 1859 thousands of ryots in Bengal refused to grow indigo.
(ii) As the rebellion spread, ryots refused to pay rents to the planters and attacked indigo
factories.
(iii) Ryots swore they would no longer take advances to sow indigo nor be bullied by the
planters’ lathiyals.
(iv) The government set up the indigo commission to enquire into the system of indigo
production.
(v) It declared that indigo cultivation was not profitable for ryots. Hence they could
refuse to produce indigo in future.
(vi) Afte the revolt, indigo production collapsed in Bengal. The planters now shifted their
operations to Bihar.
 Chapter – 04 History
Tribals, Dikus and The Vision of A Golden Age

• In mid-1870s Birsa was born in a family of Mundas-a tribal group that lived in Chhotanagpur.
• The tribes had customs and rituals that were very different from those laid down by
Brahmas.
• How did Tribal Groups Live: By the 19th century, tribal people in different parts of India
were involved in a variety of activities.
• Some were Jhum Cultivators:
(i) Jhum cultivation that is shifting cultivation was done on small patches of land, mostly
in forests.
(ii) The cultivators cut the treetops to allow sunlight to reach ground, and burnt the
vegetation on the land to clear it for cultivation.
(iii) Once the crop was ready and harvested they moved to another field and left that field
fallow for several years.
• Some were Hunters and Gatherers:
(i)
m
In many regions tribal groups lived by hunting animals and gathering forest produce.
(ii)
o
In Khonds were hunters and gatherers living in the forests of Orrisa.

c
(iii) They used many forest shrubs and herbs for medicinal purpose, and sold forest
produce in the local markets. .
a
(iv) Baigas of central India reluctant to do work for other.
(v)
m
Tribal groups often needed to buy and sell in order to be able to get the goods that

a
were not produced within the locality. This led to their dependence on traders and

•
moneylenders.
Some Herded Animals:
y n
(i)
d
Many tribal groups lived by herding and rearing animals and gathering forest

tu
produce.
(ii) They were pastoralists who moved with their herds of cattle or sheep according to the
S
seasons.
(iii) The Van Gujjars of Punjab hills and Labadis of Andhra Pradesh were cattle herders.
The Gaddis of Kulu were shepherds and the Bakarwals of Kashmir reared goats.
• Some took to Settled Cultivation:
(i) Many tribal groups had begun to settle down instead of moving from one place to
another. They began to use the plough and gradually got rights over the land they
lived on.
(ii) British officials saw settled tribal groups like the Gonds and Santhals as more civilized
than hunter-gatherers or shifting cultivators.
• How did Colonial Rule Affect Tribal Lives: The lives of tribal groups changed during
British rule.
• What Happened to Tribal Chiefs:
(i) Before the arrival of the British, tribal chiefs enjoyed economic power, and had the
right to administer and control their territories.
(ii) Under British rule, the functions and powers of the tribal chiefs changed as they were
allowed to keep their land titles but were forced to follow laws made by British
officials in India.
• What Happened to the Shifting Cultivators:
(i) The British were uncomfortable with the shifting cultivators.
(ii) The British wanted to regular revenue source for the state and introduced land
settlements.
(iii) The British effort to settle jhum cultivators was not vey successful.
(iv) After facing widespread protests, the British had to allow them the right to carry on
shifting cultivation in some parts of the forest.
• Forests Laws and Their Impact:
(i) The life of tribal groups was directly connected to the forest.
(ii) The British extended their control over all forests and declared them as state
property.
(iii) Reserved forests were for producing timber which the British wanted.
(iv) In reserved forests people were not allowed to move freely or practice jhum
cultivation.
(v) Many tribal groups reacted against the colonial forest laws and rose in an open
rebellion.
• The Problem with Trade:
(i) During the 19th century, tribal groups found the traders and moneylenders were
m
coming into forests and offering cash loans to the tribal people and asking them to
work for wages.
c o
.
(ii) Indian silk was in demand in European markets during the 18th century.

a
(iii) The Santhals of Hazaribagh reared cocoons. The traders spent in their agaents who
gave loans to the tribal people and collected the cocoons.
m
(iv) The coconuts were exported to Burdwan or Gaya where they were sold at five times
the price.
a
• The Search for Work:
(i)
y n
The plight of the tribals who had to go far away from their homes in search of work
was even worse.
d
tu
(ii) The tribals were recruited in large numbers to work for tea plantations and coal
mines through contractors low wages, and prevented them from returning home.
• S
A Closer Look: The tribal groups rebelled in different of the country against the changes in
laws, restrictions on their practices, the new taxes they had to pay and exploitation by
traders and moneylenders.
• Birsa Munda:
(i) A movement began under the leadership of Birsa Munda.
(ii) The British officials were worried as the political aim of the Birsa movement was to
drive out missionaries, moneylenders, Hindu landlords and the government and set
up a Munda Raj with Birsa at its head.
(iii) In 1895, Birsa Munda was arrested.
(iv) He was released in 1897 and he toured the villages to gather support. He urged
people to destroy ‘Ravana’ (dikus and the European), and establish a kingdom under
his leadership.
(v) In 1900 Birsa died of cholera and the movement faded out.
 Chapter – 05 History
When People Rebel: 1857 and After

• Policies and the People: The policies of the East India Company affected different people
like kings, queens, peasants, landlords, tribals and soldiers in different ways.
• Nawabs Lose their Power:
(i) Since the mid-eighteenth century. Nawabs and rajas had seen their power erode.
They lost their authority and honour.
(ii) In 1801, a subsidiary alliance was imposed on Awadh. The company began to plan to
bring an end to the Mughal dynasty.
• The Peasants and the Sepoys:
(i) In the countryside peasants and zamindars resented the high taxes and the rigid
methods of revenue collection.
(ii) The Indian sepoys in the employement of the company were unhappy about their pay,
allowances and conditions of service.
m
o
(iii) Moreover, some new rules violated their religious sensibilities and beliefs.
• Responses to Reforms:
(i) . c
The British believed that Indian society had to be reformed.
(ii) a
Laws were passed to stop the practice of Sati and to encourage the remarriage of
windows.
m
• a
Through the Eyes of the People: The English were determined to wipe out the religions of
Hindu and the Muslims.
y n
d
• A Mutiny Becomes a Popular Rebellion:

tu
(i) In May 1857, a massive rebellion started against the company’s very presence in
India.
(ii) S
Sepoys multinied in several places beginning from Meerut and a large number of
people from different sections of society rose up in rebellion.
• From Meerut to Delhi:
(i) On 29 March 1857, Mangal Pandey, a yound soldier was hanged to death for attacking
his officers in Barrackpore.
(ii) The response of the other Indian soldiers in Meerut was quite extraordinary, they
marched to the jail to Meerut and released the imprisoned sepoys.
(iii) The sepoys rode all night of 10 May to reach Delhi.
(iv) The regiments stationed in Delhi also rose up in rebellion and many British officers
were killed, arms and ammunition seized, buildings set on fire.
(v) The soldiers forcibly met Bahadur Shah Zafar and proclaimed him as their leader.
• The Rebellion Spreads:
(i) After the British were routed from Delhi there was no uprising for almost a week.
Then a spurt of mutinies began.
 (ii) Regiment after Regiment mutinied and took off to join other troops at nodal points
like Delhi, Kanpur and Lucknow.
(iii) In this rebel Nana Saheb of Kanpur, Birjis Qadr of Lucknow and his mother Begum
Hazrat Mahal, Rani Lakshmibai of Jhansi took as active part in organizing the uprising
against the British. Rani Avantibai Lodhi of Ramgarh raised and led the army agains
the British who had taken over the administration of her state.
• The company Fights Back:
(i) Unnerved by the scale of the upheaval, the company decided to repress the revolt
with all its might.
(ii) Delhi was recaptured from the rebel forces in September 1857.
(iii) The last Mughal emperor, Bahadur Shah Zafar was tried in court and sentenced to life
imprisonment. He along his wife was spent to prison in Rangoon.
(iv) People continued to resist and battle the British. The British had to fight for two years
to suppress the massive forces of popular rebellion.
• Aftermath:
(i) Some important changes were introduced by the British after they regained control
m
by the end of 1859. The British Parliament passed a new Act 1858 and transferred the

c o
power of the East India Company to the British crown in order to ensure a more
responsible management of Indian affairs.
.
(ii) a
All ruling chiefs of the country were allowed to pass on their kingdoms to their heirs,
including the adopted sons.
m
a
y n
d
tu
S
 Chapter – 06 History
Colonialism and the City: The Story of an Imperial Capital

• What Happened to Cities Under Colonial Rule:

(i) In most part of the Western world modern cities emerged with industrialization.
(ii) In the late 18th century, Calcutta, Bombay and Madras rose in importance as
Presidency cities.
(iii) De-urbanisation took place in many cities in 19th century and those cities were
Machipatnam, Surat and Seringapatam.
• How many ‘Delhis’ before New Delhi:
(i) Delhi has been the capital for more than a 1,000 years, although with some gaps.
(ii) Shah Jahan built the most splendid capital of all, Shahjahanabad had begun in 1639.
(iii) During Shah Jahan’s time Delhi was an important centre of Sufi culture.
(iv) There were sharp divisions between the rich and the poor.
• The Makign of New Delhi: In 1803, the British gained control of Delhi after defeating the
m
o
Marathas and the modern Delhi developed after 1911 when it became the capital of British

c
India.
• Demolishing a Past: .
(i) a
In Delhi especially in the first half of the 19th century, the British lived along with the
wealthier Indians in the Walled city.
m
(ii)
a
The British learned to enjoy Urdu Persian culture and poetry and participated in local
festivals.
y n
d
(iii) The British wanted Delhi to forget its Mughal past. The areas around the Fort were

tu
completely cleared of gardens, pavilions and mosques.
(iv) In 1870s the Western walls of Shahjahanabad were broken to establish the railway

•
S
and to allow the city to expand beyond the walls.
Planning a New Capital:
(i) After the revolt of 1857, many spectacular events were held there. In 1877, Viceroy
Lytton organized a Durbar to acknowledge Queen Victoria as the Empress of India.
(ii) In 1911, when King George V was crowned in England, a Durbar was held in Delhi to
celebrate the occasion and the decision was taken to shift the capital of India from
Calcutta to Delhi.
(iii) Edward Lutyens and Herbert Baker-architects were called on to desing New Delhi and
its buildings
• Life in the Time of Partition:
(i) The partition of India in 1947 led to a massive transfer of populations on both sides of
the new border.
(ii) Days after Indian Independence and partition, fierce rioting began.
(iii) Over two-thirds of the Delhi muslims migrated almost 44,000 homes were
abandoned.
 (iv) Partitions changed the lives and occupations of new migrants.
(v) The large migration from Punjab changed the social milieu of Delhi.
• Inside the Old City:
(i) The excellent system of water supply and drainage was neglected in the 19th century.
The system of wells also broke down and channels to remove household waste were
damaged.
(ii) At the end of 19th century the Shahjahani drains were closed; a new system of open
surface drains was introduced.
• The Decline of Havelis:
(i) The Mughal aristocracy in the 17th and 18th centuries lived in grand mansions called
havelis.
(ii) Havelis had large walled compounds with mansions, courtyards and fountains and
many families housed in it.
(iii) Many of the Mughal amirs were unable to maintain these havelies under the
conditions of British. As a result havelis began to be subdivided and sold.
• The Municipality:
(i) m
The census of 1931 revealed that the walled city area was crowded with as many as

c o
90 persons per acre, while New Delhi had only about three persons per acre.
(ii)
.
The poor conditions in the walled city, did not stop it from expanding.
a
(iii) In 1888 and extension scheme called the Lahore Gate improvement Scheme was

m
planned by Robert Clarke for the Walled city residents.

a
(iv) The Delhi Improvement Trust was set up in 1936, and it build areas like Darya Ganj
n
South for wealthy Indians.
y
d
tu
S
 Chapter – 07 History
Weavers, Iron Smelters and Factory Owners

• The crafts and industries of India during British rule focused on two industries-textiles and
iron and steel.
• The industrialization of Britain had a close connection with the conquest and colonization of
India.
• With the growth of industrial production, British industrialists began to see India as a vast
market for their industrial products, and over the years, manufactured goods from Britain
began flooding India.
• Indian Textiles and the World Market:
(i) Around 1750, India was the world’s largest producer of cotton textiles.
(ii) Indian textile was renowned both for its fine quality and exquisite craftsmanship.
(iii) From the 16th century European traders began buying Indian textiles for sale in
Europe.
• m
o
Words tell us Histories:
(i)
c
Indian textiles were famous in western markets under different western markets
.
under different names such as ‘Muslin’ and ‘Calico’ (derived from Calicut).
(ii) a
Printed cotton cloths called chintz (derived from chhint) and bandanna (derived from
m
‘bandhna’ or tie and dye) were the pieces ordered in bulk.
• Indian Textiles in European Markets: a
(i)
y n
In 1720, the British government enacted a legislation banning the use of printed

d
cotton textiles-chintz in England.

tu
(ii) Indian designs were imitated and printed in England on white Muslin or plain
unbleached Indian cloth.
S
(iii) Spinning Jenny was invented by John Kaye in 1764.
(iv) The invention of the steam engine by Richard Arkwright in 1786 revolutionised
cotton textile weaving.
• Who were the Weavers:
(i) Weavers belonged to communities that specialized in weaving.
(ii) Handloom weaving and the occupations associated with it provided livelihood for
millions of Indians.
• The Decline of Indian Textiles:
(i) The development of cotton industries in Britain affected textile producers in India in
many ways.
(ii) By the beginning of the 19th century, English-made cotton textiles successfully ousted
Indian goods from their traditional markets in Africa, America and Europe.
(iii) English and European companies stopped buying Indian goods.
(iv) By the 1830s British cotton cloth flooded Indian markets. Thousands of rural women
who made a living by spinning cotton thread were rendered jobless.
 (v) During the National movement, Mahatma Gandhi urged people to boycott imported
textiles and use handspun and hand woven cloth, Khadi became a symbol of
nationalism.
• Cotton Mills Come up:
(i) In 1854, the first cotton mill in India was set up as a spinning mill in Bombay.
(ii) By 1900, over 84 mills started operating in Bombay.
(iii) The first major spurt in the development of cotton factory production in India, was
during the first World War when textile imports from Britain declined and Indian
factories were called upon to produce cloth for military supplies.
• The Sword of Tipu Sultan and Wootz Steel:
(i) The quality of the sword came from a special type of high carbon steel called Wootz
which was produced all over South India.
(ii) Indian Wootz steel making fascinated European scientists.
(iii) The Wootz steel making process which was widely known in South-India, was
completely lost by the mid-nineteenth century.
(iv) The swords and armour making industry died with the conquest of India by the
m
British and imports of iron and steel from England displaced the iron and steel
produced by craftpeople in India.
c o
• Abondoned Furnaces in Villages:
.
(i) a
Production of Wootz steel required a highly specialized technique of refining iron.
(ii)
m
By the late 19th century the craft of iron smelting was in decline.

a
(iii) Many people gave up their craft and looked for other means of livelihood.
n
(iv) By the early 20th century, the artisans producing iron and steel faced a new
y
d
competitions.
•
tu
Iron and Steel Factories:
(i) In 1904, Charles Weld, an American geologist and Dorabji Tata, the eldest son of

(ii)
S
Jamsetji Tata set up a modern iron and steel plant in India.
The Tata Iron and Steel Company (TISCO) came up in 1912 and began producing steel.
(iii) After 2 years of TISCO, in 1914 the First World War broke out, so imports of British
Steel into India declined and the Indian Railways turned to TISCO for supply of rails.
(iv) Overtime TISCO became the biggest steel industry within the British empire.
 Chapter – 08 History
Civilising the ‘Native’ Educating the Nation

• British rule affected Rajas and Nawabs, peasants and tribals.

• British felt that they had a cultural mission, they had to ‘civilise the natives’, change their
customs and values.
• How the British saw Education-The Tradition of Orientation:
(i) In 1783, William Jones a linguist, ws appointed as a junior judge at the Supreme Court
that the company had set up.
(ii) William Jones started studying ancient Indians texte on law, philosophy, religion,
politics, morality, arithmetic, medicine and other sciences.
(iii) Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed were busy
discovering the ancient Indian heritage, mastering Indian languages and translating
Sanskrit and Persian works into English.
(iv) A Madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and
m
o
Islamic law.

c
(v) In 1791, the Hindu College was established in Benaras to encourage the study of
.
ancient Sanskrit texts that would be useful for the administration of the country.
• ‘Grave Errors of the East’: a
(i)
m
In early 19th century many British officials began to criticize the Orientalist version of
learning.
a
(ii)
y n
James Mill was one of those who attacked the Orientalists.

d
(iii) According to him, the aim of education ought to be teach what was useful and

tu
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
S
the Orient.
(iv) Thomas Babington Macaulay, another critic of Orientalists, saw India as an uncivilized
country that needed to be civilized.
(v) Macaulay emphasized the need to teach the English language. Following Macaulay’s
minute, the English Education Act of 1835 was introduced.
(vi) A decision was taken to make English the medium of instruction for higher education
and to stop the promotion of Oriental institutions.
• Education for Commerce:
(i) In 1854, Wood’s Despatch, an educational dispatch, was sent to India. Outlining the
educational policy that was to be followed in India. It emphasized on the practical
benefits of the system of European learning.
(ii) Wood’s Despatch argued that European learning would improve the moral character
of Indians and make them truthful and honest and thus supply the company with civil
servants who could be trusted and depended upon.
• What happened to the Local Schools:
 (i) In the 1830s William Adam, a Scottish missionary toured the district of Bengal and
Bihar and was given charge by the company. To give report on the progress of
education in vernacular schools.
(ii) Adam found that the system of education was flexible and local schools were known
as pathshalas.
(iii) 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.
(iv) Teaching process was oral and the guru decided what to teach , in accordance with
the needs of the students.
• New Routines, New Rules:
(i) After 1854 the company decided to improve the system of vernacular education by
introducing order within the system, imposing routines, establishing rules, ensuring
regular inspections.
(ii) Company appointed a number of government pundits each in charge of looking after
four to five schools.
m
(iii) Teaching was now to be based on textbooks and learning was to be tested through a
system of annual examination.
c o
.
(iv) Those Pathshalas which accepted the new rules were supported through government
grants. a
• The Agenda for a National Education:
m
(i)
a
Some Indians impressed with the development in Europe felt that western education
n
would help to modernize India.
y
d
(ii) Mahatma Gandhi and Rabindranath Tagore reacted against western education.
•
tu
English Educaiton has enslaved us:
(i) English Education has enslaved us.
(ii)
S
Mahatma Gandhi urged that colonial education create a sense of inferiority in the
minds of Indians. It was sinful and it enslaved Indians, it cast an evil spell on them.
(iii) Mahatma Gandhi wanted an education that could help Indians to recover their sense
or dignity and self-respect.
(iv) According to Mahatma Gandhi, Indian languages ought to be medium of teaching and
the means to develop a person’s mind and soul.
• Tagore’s ‘Abode of Peace’:
(i) Rabindranath Tagore stated Shantiniketan in 1901.
(ii) According to him, creative learning be encouraged only within a natural environment
and hence set up his school 100 kilometres away from Calcutta in a rural setting.
(iii) He emphasized the need to teach Science and technology at Shantiniketan along with
art, music and dance.
 Chapter – 09 History
Women, Caste and Reform

• About two hundred years ago things were very difficult in our society. There were so many
restrictions imposed on women.
• Widows were praised and called ‘satis’ meaning ‘virtous’ if they chose to by burning
themselves on the funeral pyres of their husbands.
• People were also divided along lines of caste. Brahmins and Kshatriyas considered
themselves in upper caste, after them traders and moneylenders referred to as Vaishyas and
the lower caste were Shudras and included peasants, artisans, weavers and potter.
• Working Towards Change:
(i) In early 19th century things changed because of the development of new forms of
communication.
(ii) Social reformers like Raja Rammohan Roy founded Brahmo Samaj in Calcutta.
(iii) He wanted to spread the knowledge of western education and bring about freedom
and equality for women.
• Changing the Lives of Widows:
m
(i)
o
Raja Rammohan Roy began a campaign agains the practice of sati. Many British

c
officials criticized Indian traditions and customs. They supported him and in 1829,
sati was banned. .
(ii) a
Ishwarchandra Vidyasagar was one of the most famous reformers who suggested

m
widow remarriage. In 1856, British officials passed the law permitting widow
remarriage.
a
widow marriage.
y n
(iii) Swami Dyanand Saraswati founded the Arya Samaj in 1875, and also supported

•
d
Girls begin Going to School:

tu
(i) Many reformers felt that to improve the condition of women, educating the girls was
necessary.
(ii)
S
Many reformers in Bombay and Vidyasagar in Calcutta set up schools for girls.
(iii) In aristocratic Muslim families in North India, women learnt to read the Koran in
Arabic. They were taught by women who came home to teach.
• Women write about Women:
(i) Muslim women like Begums of Bhopal promoted education among women and
founded a primary school for girls at Aligarh.
(ii) Begum Rockeya Sakhawat Hossain started schools for Muslim girls in Patna and
Calcutta.
(iii) Indian women began to enter universities by 1880s. Some of them trained to be
doctors and teachers.
(iv) Pandita Ramabal was a great scholar of Sanskrit, wrote a book about the miserable
lives of upper-class Hindu women.
(v) She founded a widows’ home at Poona to provide shelter to widows who had been
trated by their husbands’ relatives.
(vi) Jawaharlal Nehru and Subhash Chandra Bose gave their support to demands for
greater equality and freedom for women.
• Caste dn Social Reform:
 (i) Social reformers criticized caste inequalities. Paramhans Mandali was founded in
1840 in Bombay to work for the abolition of caste.
(ii) Christians missionaries began setting up schools for the tribal groups and ‘lower’-
caste children.
• Demands for Equality and Justice:
(i) By the second half of the 19th century people from within the ‘lower’ castes began
organizing movements against caste discrimination and demanded social equality and
justice.
(ii) The Satnami movement jin Central India was founded by Ghasidas who came from a
low caste.
(iii) In eastern Bengal, Haridas Thakur’s Matua sect worked among low caste Chandala
cultivators. Haridas questioned Brahmanical texts that supported the caste system.
• Gulamgiri:
(i) Jyotirao Phule born in 1827 was known as one of the ‘low-caste’ leaders.
(ii) He attacked the Brahmans claim that they were superior to other, since they are
Aryans.
(iii) According to Phule, the ‘upper’ caste had no right to their land and power, the land
belonged to indigenous people who were called as low castes.

m
(iv) Phule proposed that Shudras and Ati Shudras should unite to challenge caste
discrimination.
c o
.
(v) The Satyashodhak Samaj was founded by Phule to propagate caste equality.

a
(vi) In 20th century, the movement for caste reform was continued by Dr. B.R. Ambedkar
and E.V. Ramaswamy Naicker.
• Who Could enter Temples:
m
(i)
a
Ambedkar was born into a Mahar family. As a child he experienced what caste

(ii)
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prejudice meant in everyday life.
In 1927, Ambedkar started a temple entry movement. His aim was to make everyone
d
see the power of caste prejudices within the society.

tu
• The Non-Brahman Movement:
(i) The Non-Brahman Movement in the early 20th century was initiated by non-Brahman
S
castes that had acquired access to education wealth and influence. They challenged
Brahmanical claims to power.
(ii) E.V. Ramaswamy Naicker, known as Periyar was from middle-class family.
(iii) Periyar founded the Self Respect Movement.
(iv) He inspired the untouchables and asked them to free themselves from all religions in
order to achieve social equality.
(v) Periyar was an outspoken critic of Hindu scriptures.
(vi) The forceful speeches, writings and movements of lowe caste leaders led to rethink
and self-criticism among upper caste nationalist leaders.
 Chapter – 10 History
The Changing World of Visual Arts

• Colonial rule introduced several now art forms, styles, materials and techniques which were
creatively adapted by Indian artists for local patrons and markets, in both elite and and
popular circles.
• The changes were seen primarily on paintings and print making.
• New Forms of Imperial Art:
(i) In 18th century a stream of European artists came to India along with the British
traders and rulers.
(ii) The artists brought with them new styles and new conventions of paintings. They
began producing pictures which helped shape western perceptions of India.
(iii) The main feature of the European painting was realism, i.e., whate the artists
produced was expected to look real and lifelike.
(iv) Oil painting was also introduced in India by the European artists. It enabled artists to
produce images that looked real.

m
(v) Paintings were based on varied subjects. However, the European artists’ common

o
intention was to emphasise the superiority of Britain, its culture, its people and its

•
power.
Looking for the Picturesque: . c
(i)
a
Picturesque landscape painting, that depicted India as quaint land, to be explored by

m
travelling British artists, was one of the popular imperial traditions.
(ii)
a
The most famous artists of this tradition were Thomas Daniell and his nephew

n
William Daniell.

y
(iii) They produced paintings of newly acquired British territories.

d
(iv) In some of the images they showed the British rule bringing moder civilization to

tu
India, in others images depicting buildings reminding the glory of past and decaying
ancient civilization.
(v)
S
One of the image shows the modernizing influence of British rule, by emphasizing a
picture of dramatic change.
• Portraits of Authority:
(i) Portrait painting was another tradition of art that became popular in colonial India.
(ii) The rich and powerful people, both Indian and British, were very fond of self
portraits.
(iii) In colonial India, portraits were life size images that looked lifelike and real.
(iv) The art of making portraits is known as ‘portraiture’ that served as an ideal means of
displaying the lavish lifestyles, wealth and status generated by British in India.
(v) European artists like Johann Zoffany visited India in search of profitable commissions.
(vi) He was born in Germany, migrated to England and came in India and stayed for five
years.
(vii) He depicted the British as superior and imperious, flaunting their clothes, standing
regally or sitting arrogantly and living a life of luxury while Indians were portrayed
occupying a shadowy background in his paintings.
(viii) Many Indian Nawabs got their portraits painted by European painters.
 (ix) Nawab Muhammad Ali Khan of Arcot commissioned two European artists Tilly Kettle
and George Willison to paint his portraits and gifted these paintings to the king of
England and the Directors of East India Company.
• Painting History:
(i) ‘History Painting’ was a third category of imperial art. These paintings dramatized and
recreated various episodes of British imperial history and enjoyed prestige and
became very popular in the late 18th and early 19th century.
(ii) British and their victories in India served as rich material for history painters in
Britain.
(iii) They painted the various wars, in which the colonial rule had defeated the Indians and
British were celebrating their power, their victories and their supremacy.
(iv) The first painting of history was produced by Francis Hayman in 1762, when the
British defeated the Indian army of Nawab Sirajuddaula in the Battle of Plassey and
installed Mir Jafar as the Nawab of Murshidabad. The painting shows Mir Jafar
welcoming Lord Clive.
(v) Robert Kerr Porter, painted the defeat of Tipu Sultan of Mysore in 1799 at the famous
battle of Seringapatam. It is a painting full of action and energy, the paintng
dramatizes the event and glorified the British triumph.

m
(vi) Imperial history paintings sought to create a public memory of imperial triumph to

•
c o
show that the British were invincible and all powerful.

.
What Happened to the Court Artists:

a
(i) These were different Indian traditions of Art in different courts.
(ii) In Mysore, Tipu Sultan resisted the European art and continued to encourage his
tradition of mural paintings.
m
a
(iii) The court of Murshidabad had different trend. The British had successfully installed

y n
their puppet Nawabs on the throne; first Mir Zafar and then Mir Qasim after defeating
Sirajuddaulah. The Nawab encouraged local miniature artists to absorb the tastes and
d
artists style of British.

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(iv) The local artists of Murshidabad began to adopt th elements of European realism.
They used perspective, i.e., style of painting which creates a sense of distance between
S
objects that are near and those at a distance. They used various shades to make the
figures realistic.
(v) Local painters produced a vast number of images of local plants and animals,
historical buildings and monuments, festivals, etc. and these pictures were collected
by the East India Company officials and known as Company paintings.
• The New Popular Indian Art:
(i) A new world of popular art developed in 19th century in many of the cities of India.
(ii) Scroll painting was developed by local villagers called ‘patuas’ and ‘potters’.
(iii) Kalighat in Bengal was exapanding as a commercial and administrative centre.
(iv) Mythological themes were the main art forms for the scroll painters producing images
of gods and goddesses.
(v) Kalighat painters began to use shading to give them a rounded form, to make images
look three dimensional but were not realistic and lifelike.
(vi) Early Kalighat paintings use a bold deliberately non-realistic style depicting large and
powerful figures with a minimum of lines, detail and colours.
(vii) Many of the Kalighat pictures were printed in large numbers and sold in the market
an the images were engraved in wooden blocks.
 (viii) In late 19th century, mechanical printing presses were set up in different parts of
India, which helped in producing larger number of printings.
(ix) Calcutta Art Studio was set up in late 19th century in Calcutta and produced lifelike
images of eminent Bengali personalities as well as mythological pictures.
(x) With the spread of nationalism in the early 20th century, the studio produced popular
prints with elements of nationalism. Some of them have Bharat Mata appearing as a
goddess carrying the national flag or nationalist heroes sacrificing their head to
Bharat Mata.
• The Search for a National Art:
(i) The impact of religions, culture and the spirit of nationalism on art was strongly
visible by the end of the 19th century.
(ii) Many painters tried to develop a style that could be considered both modern and
Indian.
• The Art of Raja Ravi Varma:
(i) Raja Ravi Varma was one of the first artists who tried to intermingle modern and
national style.
(ii) Raja Ravi Varma belonged to the family of the Maharaja of Travancore in Kerala.
(iii) He mastered the Western art of oil painting and realistic life study but painted themes
from Indian mythology.
m
o
(iv) He mainly painted scenes from the Ramayana and the Mahabharata.
c
.
(v) Raja Ravi Varma set up a picture production team and printing press on the outskirts

a
of Bombay.
• A Different Vision of National Art:
(i)
m
A new group of nationalist artists in Bengal gathered around Abanindranath Tagore,
a
the nephew of Rabindranath Tagore.
(ii)
n
They opposed the art of Rabi Varma as imitative of western style and declared that
y
western and modern art could not be used to depict the nation’s ancient myths and
legends.
d
tu
(iii) He wanted to revive and turned for inspiration to medieval Indian traditions of
miniature painting and the ancient art of mural paintings in the Ajanta Caves.

(v)
S
(iv) He received inspiration from Rajput style of paintings.
His art was influenced by the Japanese paintings that can be seen in some of the
paintings.
 Chapter – 11 History
The Making of the National Movement: 1870s-1947

• The Emergence of Nationalism:

(i) India was the people of India and all the people irrespective of class, colour, caste,
creed, language or gender are Indians.
(ii) The awareness of being Indian and that its resources and systems were meant for all
of them led to see the trace nature and role of British in India.
(iii) The political associations came into being in the 1870s and 1880s.
(iv) Poona Sarvajanik Sabha and many such associations functioned in specific parts of
country their goals were stated as the goals of all the people of India.
(v) They worked with the idea that the people should be sovereign – a modern
consciousness and a key feature of nationalism.
(vi) The Arms Act was passed in 1878, disallowing Indians from possessing arms.
(vii) The Vernacular Act which allowed the government to confiscate the assets of
newspapers including their printing presses if the newpapers published anything

m
that was found ‘objectionable’.

o
(viii) In 1883 Lord Ripon’s Law Member, Sir Courtenay llbert introduced a bill called llbert

c
Bill.
.
(ix) The bill provided for the trail of British or European persons by Indians, and sought
a
equality between British and Indian judges in the country.

m
(x) The bill caused widespread agitation among the Whites who strongl opposed the bill

a
and forced the government to withdraw it.

n
(xi) The Indian National Congress was established in 1885. It included 72 delegates from

y
different parts of the country which included leaders like DadaBhai Naoroji, W.C.

d
Bonnerji, Surendranath Bannerji, Romesh Chandra Dutt, S. Subramania Iyer,

tu
Pherozeshah Mehta and Badruddin Tyabji.
• A Nation in the Making:
(i)
(ii) S
In the first twenty years Congress was ‘moderate’ in its objectives and methods.
A greater voice for Indians in the government and in administration was their
demand.
(iii) It demanded the separation of judiciary from the executive, the repeal of Arms Act
and freedom of speech and expression.
(iv) It also demanded the separation of judiciary from the executive, the repeal of Arms
Act and freedom of speech and expression.
(v) The early Congress raised a number of economic issues. It declared that British rule
had led to poverty and famines, increase in land revenue had impoverished peasants
and Zamindars and there was food shortage because of exports and grains to Europe.
• Freedom is Our Birth Right:
(i) In Bengal, Maharashtra and Punjab, leaders such as Bipin Chandra Pal, Bal Gangadhar
Tilak and Lala Lajpat Rai popularly known as ‘Lal, Bal, Pal’, strongly criticized the
policies of the colonial government.
(ii) They demanded ‘Swaraj’. Tilak declared, ‘Freedom is my birth right and I shall have it’.
(iii) In 1905, Viceroy Curzon announced the partition of the biggest province British of
India, Bengal which included Bihar and parts of Orrisa.
 (iv) The partition of Bengal infuriated people all over India. Both, the moderates and the
radicals protested the partition.
(v) Large public meetings and demonstrations were organized and this led to be birth of
Swadeshi Movement.
• The Growth of Mass Nationalism:
(i) After 1919 the struggle against Britain rule gradually became a mass movement,
involving peasants, tribals, students and women in large numbers and factory
workers.
(ii) The first World War broke out in 1914 and altered the economic and political
situation in India
(iii) India was dragged into the war and this led to a huge rise in defence expenditure of
the government of India.
(iv) Increased military expenditure and the demands for war supplies led to a sharp rise
in prices which create great difficulties for the common people.
(v) The war lead the British to expand their army. The government forced the villages in
India to send their soldiers for an alien cause.
• The Advent of Mahatma Gandhi:
(i) Mahatma Gandhi was born on 2nd October 1869 at Porbandar in Gujarat.
(ii)
m
He studied law in England and went to South Africa to practice law and stayed there
for 20 years.
c o
.
(iii) He emerged as a mass leader of India.

a
(iv) In South Africa, Gandhiji struggle for the Indians in non-violent marches against racist
restrictions and had earned great respect and popularity both at national and
international level.
m
(v)
a
Mahatma Gandhi spent his initial years in India travelling throughout the country,

y n
understanding the people, their needs and the overall situation.
(vi) Gandhiji launched local movements in Champaran, Kheda and Ahmedabad in which
d
he received success.

tu
• The Rowlatt Satyagraha:
(i) In 1919, the government passe the Rowlatt Act and empowered the provincial
S
governmetns to search any place and arrest any person whom it suspected without a
warrant.
(ii) Gandhiji launched a Satyagraha against the Rowlatt Act which curbed the
fundamental rights such as the freedom of expression and strengthened police
powers.
(iii) Mahatma Gandhi and Mohammad Ali Jinnah criticized the act as ‘devilish’ and
tyrannical.
(iv) In April 1919, a nation-wide hartal was launched and government used brutal
measures to suppress them. The Jallianwala Bagh massacre inflicted by General Dyer
in Amritsar on Baisakhi day was a part of this repression.
• Khilafat Agitation and the Non-Cooperation Movement:
(i) In 1920, the British imposed a harsh treaty on the Turkish Sultan or Khalifa and he
was deprived of his political powers and authority.
(ii) The Khilafat Movement was launched by Mohammad Ali and Shaukat Ali who wished
to initated a full-fledged Non-Cooperation Movement against the British under the
leadership of Gandhiji and demanded Swaraj.
 (iii) In 1921-22, the Non-Cooperation Movement gained momentum, Thousands of
students left government controlled schools and colleges. Many lawyers such as Moti
Lal Nehru, C.R. Das, C. Rajagopalachari and Asaf Ali gave up their practices.
(iv) British titles were surrendered and legislatures boycotted. People lit public bonfires
of foreign cloth.
• People’s Initiatives:
(i) In Kheda, Gujarat, Patidar peasants organized non-violent campaigns against the high
revenue demand of the British.
(ii) In coastal Andhra and interior Tamil Nadu, liquor shops were picketed.
(iii) In Bengal, the Khilafat-Non-Cooperation alliance gave enormous communal unity and
strength to the national movement.
(iv) In Punjab, thhe Akali agitation of the Sikhs sought to remove corrupt mahants-
supported by the British from their gurudwaras.
• The People’s Mahatma:
(i) People thought of Gandhiji as a kind of messiah, as someone who could help them to
overcome their misery and poverty.
(ii) Gandhiji wished to build class unity, not class conflict, still peasants could imagine
that he could help them in their fight against zamindars and agricultural labourers
believed he would provide them land.
m
• The Happenings of 1922-29:
c o
.
(i) In February 1922 a crowd of peasants set fire to a police station in Chauri Chaura,

a
Gandhiji called off the Non-Cooperation Movement.
(ii) Chittranjan Dass and Motilal Nehru argued that the party should fight elections to the
m
councils and enter them in order to influence government policies.
a
(iii) Civil disobedience Movement was launched in 1930 under the leadership of Gandhiji.

y n
(iv) The formation of the Rashtriya Swayamsevak Sangh (RSS) and the Communist Party
of India were the two important development of the mid-1920s.
(v)
d
The Congress resolved to fight for ‘Purna Swaraj’ in 1929 under the presidentship of

tu
Jawaharlal Nehru and 26 January 1930 was observed as ‘Independence Day’ all over
the country.
• S
The March to Dandi:
(i) In 1930, Gandhiji started the march to break the Salt Law. According to this law the
state had a monopoly on the manufacture and sale of salt.
(ii) Gandhiji and his followers marched from Sabarmati Ashram to the coastal town of
Dandi where they broke the Salt law by gathering natural salt found on the sea-shore
are boiling sea water to produce salt.
(iii) The combined struggles of the Indian people bore fruit when the Government of India
Act of 1935 prescribed provincial autonomy and the government announced election
to the provincial legislature in 1937.
(iv) The Second World War broke out in September 1939. The Congress leaders were
ready to support the British war effort. But in return they wanted that India be
granted Independence after the war. The British refused to concede the demand and
the Congress ministers resigned in protest.
• Quit India and Later:
(i) Mahatma Gandhi decided to initiate a new phase of movement against the British in
the middle of the Second World War which was Quit India Movement.
 (ii) The first response of the British was severe repression and the end of 1943 over
90,000 people were arrested, and around 1,000 killed in police firing.
• Towards Independence and Partition:
(i) In 1940, the Muslim League had moved a resolution demanding ‘Independent States’
for Muslims in the north-western and eastern areas of the country.
(ii) The provincial elections of 1937 seemed to have convinced the League that Muslims
were a minority, and they would always have to play second fiddle in any democratic
structure.
(iii) The Congress’s rejection of the League’s desire to form a joint Congress-League
government in the United Provinces in 1937 also annoyed the League.
(iv) In 1945, after the end of the war, the British opened negotiations between the
Congress, the League and themselves for the Independence of India. The talks failed
because the league accelerated the demand for Pakistan.
(v) In Marc 1946 the British cabinet sent a three-member mission to Delhi to examine
this demand. 16 August 1946 was declared as the ‘Direct Action Day’ by the league.
(vi) On 3 June 1947, the Partition Plan was announced and Pakistan came into existence.
The joy of our country’s Independence from British rule came mixed with the pain
and violence of Partition.

m
c o
.
a
m
a
y n
d
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S
 Chapter – 12 History
India After Independence

• After Independence, India faced a series of very great challenges.

• The problems of refugees and of the princely states had to be addressed immediately.
• The new nation had to adopt a political system that would best serve the hopes and
expectations of its population.
• India’s population in 1947 was large and was divided. Division between high castes and low
castes, between majority Hindu community and Indians who practiced other faiths could be
seen.
• Famers and peasants were dependent on the monsoon for their survival.
• A constitution is Written:
(i) The meetings of ‘Constituent Assembly’ were held in New Delhi and representatives
from all parts of India attended the meeting. These discussions resulted in the framing

m
of the Indian Constitution, which came into effect on 26 January 1950.

o
(ii) One feature of the constitution was its adoption of Universal Adult Franchise. All

c
Indians above the age of 21 would be allowed to vote in state and national elections.
.
a
(iii) The constitution guaranteed equality before the law to all citizens, regardless of their
caste or religious affiliation. This was Constitution’s second feature.
m
(iv) The third feature of the Constitution was that it offered special privileges for the
a
poorest and the most disadvantaged of Indians.
(v)
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The practice of untouchability was abolished. The Hindu temples were thrown open

d
to people of all castes.

tu
(vi) Along with the former Untouchables, the adivasis or Scheduled Tribes were also
granted reservation in seats and jobs.
S
(vii) The constitution sought to strike a balance of power, between centre and states by
providing three lists of subjects which are Union list, State list and Concurrent list.
(viii) The Union list has subjects like taxes, defence and foreign affairs which are the
responsibility of the Centres.
(ix) The State list has subjects like education and health, which would be taken care of
principally by the state.
(x) The Concurrent list comprises of forests, agriculture, etc. in which the centre and the
states would have joint responsibility.
(xi) Hindi was designated as the ‘Official language’ of India and English would be used in
the courts, the services and communications between one state and another.
(xii) Dr. B.R. Ambedkar, who was the Chairman of the drafting committee and under whose
supervision the document was finalized played an important role in framing the
Indian Constitution.
• How Were States to be Formed:
 (i) In 1920s the Indian National Congress amended its constitution and reorganized its
regional branches on the basis of linguistic groups.
(ii) Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel were against the
creation of linguistic states.
(iii) In October 1952, a veteran Gandhian named Potti Sriramulu went on a hunger strike
demanding the formation of Andhra Pradesh to protect the interests of Telegu
speaking people.
(iv) On 15 December 1952, fifty eight days into his fast, Potti Sriramual died. His death led
to violence all over the state and central government was forced to give in to the
demand.
(v) On 1 October 1953, the new state of Andhra Pradesh was created.
• Planning for Development:
(i) Among the major objectives of the new nation, lifting India and Indians out of poverty
and building a modern technical and industrial base were very strong.
(ii) In 1950, the government set up a Planning Commission to help design and execute
suitable policies for economic development. It was agreed that India would follow
m
‘Mixed Economy’ model where both public and private sectors would co-exist for the
economic development of the nation.
c o
.
(iii) In 1956, the second five year plan was formulated which focused mainly on the
a
development of heavy industries in India such as steel, and on the building of large
dams.
m
• The Nation, Sixty Year On:
a
(i)
n
On 15 August 2007, India celebrated sixty years of its existence as a free nation.
y
d
(ii) In these sixty years India, has seen many achievements as well as failures.

tu
(iii) Success during 60 years of India were-India is still a united and a democratic country;
There is unity in diversity; There is a free press and an independent judiciary.
S
(iv) Failures during 60 years of India-Deep divisions persist; Despite constitutional
guarantees, the untouchables or the Dalits face violence and discrimination; there are
Clashes between different religious groups in many states; The gulf between the rich
and poor has widened over these years.