Class - VIII

Notes
Complete
History
Crafted with love #Together we can, we will
By Digraj Singh Rajput
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CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Introduction:
How?
❖ If we go with the heading of chapter : History When?
Where?
❖ Introduction to History [Modern Indian History]

❖ What we are going to study in this chapter?

➢ Dates to events. [Shift]
➢ Which dates to be considered as important in history?
➢ Method of periodisation. [James Mill]
➢ What is colonial.
➢ Sources of History? And issues related to it.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
How Important are Dates:
❖ A time when history was synonymous with dates. Date obsessed

History is all about comparison [“Before and After”]

❖ Everything has a history [Tea,Railway, paper etc] आपकी भी एक History है

Then everything must But it is actually incorrect to fix precise dates to

have a time period. processes. There can be no one clear date for
the process.
E.g. People in India did not begin drinking tea
one fine day.

❖ Then why do we associate history with a string of dates?

CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
How Important are Dates:
❖ The reasons for associating dates with history.

Earlier, there was a time when history was an account This is one style of recording history.
of battles and big events. [Dates centric history was
recorded]
E.g. When the king was crown, married, died etc.

❖ Another style of recording the history is also there, which is not date centric [event based]
E.g. How people earned their livelihood
What they produced and ate etc.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Which Dates?
❖ History is not all about dates, but dates do play very important role.

Which dates?

Dates depends on events

Example
If we change our focus of events and issues
subsequently the dates will also change

➔ History written by British historians would consider rule of Governor General as important.
[Warren Hasting to Lord Mountbatten]
➔ Their classification will revolve around the British Governor Generals. Indians and their activities will
not have any role in it.
➔ But, when we will write the history from Indian perspective a new set of dates will become more
important for us to know.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Which Dates?

Warren Hasting Lord Mountbatten

First Governor General of India Last Viceroy of India
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
How do we Periodise?
❖ Periodisation What? Why?

We can show significant changes between the different time period.

❖ In 1817, James Mill, a scottish economist and political philosopher.

Published ● A history of British India. [Book]

● Divided Indian History into three periods
Hindu, Muslim and British.

➔ At that time this periodisation was widely accepted.

➔ James Mill idea of history [British rule as the forces to progress and civilisation]
➔ But, there was a problem in the periodisation that James Mill offered.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Problems in the Periodisation of James Mill:
❖ James Mill divides history on religious ground Hindu, Muslim, British[christians]

● Is it write to characterise an age only through

the religion of the rulers of the time.
● Does the life, religion and practices of other
do not matters.

Because variety of faith existed simultaneously.

E.g. when delhi was ruled by Muslim rulers in ∴ This periodisation is not true and justified.
south there were rulers of other faith also.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Problems in the Periodisation of James Mill:
❖ Due to the limitation of periodisation offered by James Mill moving away from British classification,
historians have divided Indian history into “Ancient” “Medieval” “Modern”

[Primitive old [Transition [Associated with the growth of

society] period] neither modern forces]
ancient nor E.g. Science, reason
modern. democracy, liberty and
equality.

Was it true in the case of India.

No [western perspective]

∴ Many historian referred this modern period as colonial period.

CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
What is Colonial?
❖ British came in India Conquered local Nawabs and Rajas.

Established their rule

● They started subjugating the locals.

● Established control over economy society.
● They brought the changes in values and tastes, customs and practices.

∴ We can say that they colonised India.

“The subjugation of one country by another leading to the political, economical and social,
cultural changes, this process is known as colonisation”.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Administration Produces Records:
❖ How do we know about the last 250 years of Indian history?
➢ Official records of the British administration.

● Every instruction, plan, policy, decision, agreement investigation had to be clearly written up.
● All important documents and letters were carefully preserved.
Records rooms were attached to all administrative institutions, specialised institutions like archives
and museums were also established to preserve important records.

● Letters and memos of various branches were also preserved [Reports and instructions]
➔ These documents were carefully copied out and beautifully written by calligraphist. With the
spread of printing multiple copies of these records were printed.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Administration Produces Records:

Official Record of British

The National Archive of India
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Surveys Become Important:
❖ Another important source of writing history was surveys

Recording and examining of a particular area, subject etc.

❖ British believed that a country had to be properly known before it could be effectively administered.

∴ Detailed surveys were being carried out.

[Revenue surveys, surveys to know topography soil quality, the flora, the fauna, the local history and
the cropping pattern were carried out].
❖ Census operation began to held after every ten years.

Produced record of the people such as number, caste, religion and occupation.
❖ There were many other surveys too Botanical, zoological, archaeological, anthropological and
forest surveys.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Surveys Become Important:

Surveys being carried out during colonial period

CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
What Official Records do not tell?
❖ Understand the heading.

History written according to the perspective Absence of Indian Perspective.

of the British Government.

❖ Official record tells us what the officers thought, what they were interested in and what they wished
to preserve for posterity. [Reality may be different]
∴ History must be looked from other perspective also. कैसे

Diaries of people, accounts of pilgrims and travellers autobiographies of important personalities etc.
Ideas of Leaders and reformers, poets and novelists work.
❖ Yet the history lacks the perspective of peasants, workers and tribals getting to know their lives was a
more difficult task.
CLASS - 8th - HISTORY - CHAPTER - HOW, WHEN AND WHERE
Frequently Asked Questions
Que 1. Define Type -
1. James Mill
2. Archives
3. Surveys
4. Colonial
Que 2. In history which dates are to be recorded depends upon the one who records the history? Explain
the statement.
Que 3. Who was James Mill? Explain his periodisation of history.
Que 4. What was the limitation of the periodisation offered by James Mill?
Que 5. Explain the process of colonisation?
Que 6. What are various sources used to write the history?
● Administration produces records to write the history? Explain.
● Surveys were one of the important source of history? Explain.
● Diaries of people, accounts of pilgrims, autobiographies helped us to write history? Explain.
Que 7. Official records during the colonial period had a different and biased view of history. Explain why?
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY [THE COMPANY ESTABLISHES POWER]

Introduction:
❖ Let us have a look on the heading.

❖ What we are going to study in this chapter?

➔ India before the coming of British [Background]

How did they came [Traders to Ruler]

➔ Battles [Battle of Plassey, Battle of Buxar]

➔ Expansion of company rule [Policies]

● Subsidiary Alliances
● Claim to paramountcy
● Doctrine of lapse
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Introduction:
❖ War with Tipu Sultan and Marathas.
❖ Setting up of new administration.
❖ Conclusion.

Tipu Sultan

Chhatrapati Shivaji
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Background:
❖ Jump from class 7th to 8th. [Still Mughals were representing the India]

Aurangzeb was the last powerful mughal ruler.

After his death 1707 many mughal governors [subadars]

began asserting their independence.

Established regional kingdoms.

Aurangzeb
As a result new power was ∴ Power of Delhi was declining.
emerging over India. [Vacuum of power]

British
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

East India Company Comes East:

❖ What is East India Company?

Trading Company In 1600, acquired charter from Queen Elizabeth - I

Got a sole right to trade with east.

[Excluded competition from other English trading companies, with
mercantile objectives made huge profit]

Still competition from other European powers was there. [Portuguese,

French and Dutch]

❖ Competition created problem, but the nature of competition further exaggerated the problems.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

East India Company Comes East:

Routes to India in Eighteenth century

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

East India Company Comes East:

❖ All the companies were interested in buying the same things. Why
?

Competition Cotton, silk, paper, cloves,

cardamom, cinnamon etc.

Profits of
Demand = Price = Company

∴ Eliminating the rival competitors was the only way through which the trading companies could flourish.

● This led to fierce battles between the trading companies. [Ships were attacked,
routes were blocked, Trade was carried on with arms and trading post were
protected through fortification]

❖ But this fortification created conflicts with local rulers. क्यों, कैसे
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

East India Company Comes East:

Fortification During British Period

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

East India Company Begins Trade in Bengal:

❖ The first English factory In 1651 on the bank of river Hugli.

From here ‘factors’ [companies trader] operated.

The factory had a warehouse, offices.
❖ As trade expanded Company persuaded merchants and traders to come and settle near the
factory.

❖ In 1671, company acquired Zamindars Rights over these villages. [Sutanuti, Gobindapur and Kalikata]

Right to collect tax.

By bribing Mughal officials.

❖ Company persuaded Mughals Emperor Aurangzeb to issue a Farman order granting company the
right to trade duty free.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

East India Company Begins Trade in Bengal:

❖ However these Farmans were continuously misused by company officials.

Granted concession only to company.

But company officials were using concession for private trade, refused to pay
the taxes.

This misuse of farman was leading to enormous loss of revenue for bengal.

❖ Was the Nawab of Bengal, Murshid Quli Khan happy with this.

Murshid Quli Khan

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

How Trade Led to Battle:

❖ Conflict between company and Nawabs of Bengal. Misuse of Farman
❖ But situation changed after the death of Aurangzeb.

Bengal Nawabs asserted their power and autonomy. [Independence]

Murshid Quli Khan became the Nawab, he was followed by Alivardi Khan and then Siraj Ud
Daulah Became the Nawab of Bengal.

❖ They refuse to grant concession to the company. [conflict intensified]

❖ Company had another stand, demanding duties to be removed, fortification etc.

Company Nawabs of Bengal

VS
Battle of Plassey
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

The Battle of Plassey:

❖ After the death of Alivardi Khan in 1756. Siraj Ud Daulah became the Nawab of Bengal.

Company was worried with this. क्यों?

They wanted a puppet ruler. क्यों?

❖ Due to this interference of company, Siraj Ud Daulah was not happy with company.
आगे क्या
हु आ?
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

The Battle of Plassey:

❖ Siraj Ud Daulah asked company to -
➢ Stop melding in his political affairs. But the negotiations
➢ Stop fortification. failed.
➢ Pay the revenues.

Nawab marched with 30,000 soldiers to the English factory

at Kasimbazar, captured the Company officials, locked the
warehouse, disarmed all Englishmen, and blockaded
English ships.
Then he marched to Calcutta to establish control over the
Company’s fort there.

Company officials
चुप बैठे रहे
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

The Battle of Plassey:

❖ Company officials Sent troops under the command of Robert Clive.

Finally, in 1757, Robert clive led the Company’s army

against Siraj Ud Daulah at Plassey.

जीता कौन है ? Battle of Plassey

Siraj Ud Daulah lost the battle.

❖ The main reason of the defeat was the betrayal of Mir Jafar.
➔ He was the commander in the army of Siraj Ud Daulah. He betrayed by not participating in the
battle.

❖ He was lured by clive, by the promise of making him Nawab after the defeat of Siraj Ud Daulah.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Battle of Buxar:
❖ Events after the Battle of Plassey.

Siraj Ud Daulah was assassinated and Mir Jafar was made the Nawab.

खुद Nawab क्यों नहीं बने?

❖ Company was interested more in trade, not in taking over the administration.
❖ Company found it difficult to work with the Puppet Nawab also. Why?

Because basic appearance of dignity and sovereignty was to be

maintained and due to this they were not as helpful as the company wanted to be.

This turn into another battle. How?

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Battle of Buxar:
❖ Mir Jafar [Puppet Ruler] At time he protested for his subjects.

But after a time period Mir Qasim also ∴ Company deposed him and installed Mir
complained against the company official. Qasim [son-in-law] in his place.

Battle of Buxar

Mir Qasim was defeated in Battle of Buxar

[1764] and again Mir Jafar was reinstalled as What happened after Battle of Buxar.
Nawab.

Why?
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Battle of Buxar:

Battle of Buxar Mir Qasim

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Events After Battle of Buxar:

❖ After the reinstallation of Mir Jafar as Nawab of Bengal.

He was forced to pay Rs 500,000 every month to company.

Company still wanted more.

∴ By the time Mir Jafar died in 1765 the mood of the company had changed. [No more puppet nawabs]

Clive declared “we must indeed become Nawabs ourselves”.

❖ In 1765, Mughal Emperor appoints the company as the Diwan of the province of Bengal.

Tax + Civil cases

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Event After Battle of Buxar:

❖ After acquiring diwani rights Company used the vast resource of Bengal. How?

This created the huge loss of resources for India.

Trade before the Battle of

Trade After the Battle of Plassey and Diwani Rights
Plassey and Diwani Rights

Indian Goods Indian Goods

Britain
Gold and Silver

Gold and Silver

❖ Now the revenue from India was used to finance company expenses.
[Trade, Maintaining troops, Building fort all was done on the Indian money only]
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Company Officials Become Nabobs:

Nawabs Nabobs [Each company servant began to have vision of living like Nawabs]

❖ After Battle of Plassey the company official began to acquire vast sum of money and gifts from
Nawabs of Bengal and created their fortune in India.
E.g. Robert Clive made an Indian fortune of 401,102

❖ Not all company officials succeeded in making money like Clive.

Many died early death in India due to disease and war.

❖ Not all were corrupt and dishonest. Many came from humble background also.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Company Rule Expands:

❖ Period between [1757 to 1857] Expansion of company rule by the annexation of Indian states.

But company rarely launched the direct military attack.

फर Expansion
कैसे हु आ

c
c East India company used a variety of political,economic and
Example
diplomatic methods in the process of annexation.

❖ After the battle of Buxar [1764], company appointed Residents in Indian states.

Commercial or political agent whose work was to serve the interest

of company. [With his help of them company interfere in the internal
matter of the Indian state]

❖ Policies such as: Subsidiary Alliance, Doctrine of lapse, Policy of Paramountcy

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Subsidiary Alliance:
❖ Richard Wellesley was the person who institutionalised the policy of Subsidiary Alliance.

According to the terms of this alliance Indian rulers were not allowed to have their independent
armed forces. लड़ते कैसे थे?

Ruler had to pay for the ‘Subsidiary forces’ They were protected by the company.
[Company placed their army in kingdom]

If the Indian rulers failed to make : Nawab of Awadh was forced to give over
Example half of his territory to the company in
payment then part of their territory
was taken as penalty. 1801.
: Similarly Hyderabad was also forced to
cede its territories on similar grounds.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Subsidiary Alliance:

Nawab Shuja Ud Daulah of Awadh, with his Richard Wellesley

sons and the British Resident, painted by Tilly
Kettle (oil, 1772) The treaties that followed
the Battle of Buxar forced Nawab Shuja Ud
Daulah to give up much of his authority.
Here, however, he poses in regal splendour,
towering over the Resident
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Tipu Sultan - The “Tiger of Mysore”

❖ At times Company used direct Military Confrontation to protect its political or economic interests.
HOW?

Example : Southern Indian State of Mysore

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Tipu Sultan - The “Tiger of Mysore”

❖ Mysore controlled the profitable trade of Malabar Coast.

Haidar Ali [1761-1782] Company purchased

pepper and cardamom.
For this part of the Kingdom.

Tipu Sultan [1782-1799]

But in 1785 Tipu Sultan stopped export of
Sandalwood, pepper and cardamom through the
parts of his kingdom, and disallowed local
merchants from trading with company. Why?

★ Conflict was there Haider Ali & V/S Company

Tipu Sultan
V/S
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Tipu Sultan - The “Tiger of Mysore”

❖ Company Saw Haider and Tipu as ambitious, arrogant and dangerous.

Controlled and Crushed

❖ Four wars were fought with Mysore.

1. 1767-69 [First Anglo-Mysore war]
2. 1780-84 [Second Anglo-Mysore war]
3. 1790-92 [Third Anglo-Mysore war]
4. 1799 [Fourth Anglo-Mysore war] The Battle of Seringapatam

Company ultimately win a victory in this battle.

इसके बाद क्या हु आ

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Tipu Sultan - The “Tiger of Mysore”

❖ Events after the Battle of Seringapatam :
❖ Tipu Sultan died defending his Capital Seringapatam.
❖ Mysore was placed under the former ruling dynasty of the Wodeyars.
❖ Subsidiary Alliance was imposed on the state.

Fig : This is the picture of a big mechanical toy that Tipu possessed. You can see a tiger mauling a
European soldier. When its handle was turned the toy tiger roared and the soldier shrieked. This toy tiger
is now kept in the Victoria and Albert Museum in London. The British took it away when Tipu Sultan died
defending his capital Seringapatam on 4 May 1799.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Tipu Sultan - The “Tiger of Mysore”

The Company forces were defeated by Haidar Ali and Tipu Sultan in several battles. But in 1792, attacked
by the combined forces of the Marathas, the Nizam of Hyderabad and the Company, Tipu was forced to
sign a treaty with the British by which two of his sons were taken away as hostages. British painters
always liked painting scenes that showed the triumph of British power.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Story of The Maratha Empire:

Vision to capture Delhi Third Battle of Panipat

Marathas were defeated in that, 1761.

Marathas were divided into many states under different chiefs Sardars

Sindhia [Gwalior], Holkar [Indore], Gaikwad [Baroda], Bhonsale [Nagpur]

❖ Chiefs were held together in a Confederacy under a Peshwa [Principal Minister]

[Based In Pune]
❖ Mahadji Sindhia and Nana Phadnis were two famous Maratha Soldiers.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
Story of The Maratha Empire:

Mahadji Sindhia Nana Phadnis

❖ No doubt Marathas were a Major power in front of Company.

From late eighteenth Century the company also sought to Curb and eventually destroy Maratha
Power.
HOW?
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

War with the Marathas:

❖ Marathas were not defeated in the single war.

Company Subdued Marathas in a Series of wars.

➔ The First Anglo-Maratha War [1775-1782]

◆ No clear victory of British, Treaty of Salbai was signed

➔ The Second Anglo-Maratha War [1803-1805]

◆ British Proved to be Successful in the war.
◆ British gained the territories of Orissa, Agra and Delhi.

➔ The Third Anglo-Maratha War [1817-1819]

◆ Major and decisive battle, Martha powers were Crushed
totally.
◆ Te Peshwa was removed and sent away to Bithur in kanpur
with a Pension.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
War with the Marathas:

The First Anglo-Maratha War

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

The Claim to Paramountcy:

❖ From early nineteenth century Company pursued an aggressive policy of territorial expansion.
➢ Bengal, Mysore and Marathas. How?

❖ “ Policy of Paramountcy” :
➔ Under Lord Hasting [Governor - General from 1813 to 1823]
➔ Company claimed that its authority was paramount or supreme, hence its power was greater
than that of Indian States. In order to protect its interests it was justified in annexing or
threatening to annex any Indian Kingdom.
➔ This policy continued in the process of British expansion.

❖ However, this process did not go unchallenged. challenges?

∴ CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
The Claim to Paramountcy:

Lord Hasting
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Challenges During British Expansion:

❖ During the annexation of Kitoor [Karnataka] Rani Channamma took to armas and led an anti-
British resistance movement.

Arrested in 1824 and died in prison in 1829.

Rayanna, a poor chowkidar of sangolli in Kitoor

carried on the resistance.

He was caught and hanged by the british in 1830.

Rani Channamma
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Challenges During British Expansion:

❖ East India Company was worried with the Russian Expansion.

Russia might expand across Asia and enter India from the north-west.
∴ The British now wanted to Secure their control over the North-West.

● Prolonged war with Afghanistan between 1838 and 1842.

● Sind was taken over in 1843.
● Next in line was Punjab, but it was not so easy to win over Punjab. क्यो ?

Maharaja Ranjit Singh

➔ After his death in 1839, two Prolonged wars

were fought with Sikh kingdom and Punjab was
Maharaja Ranjit Singh annexed.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Challenges During British Expansion:

Russian Expansion During 1830’s India’s North-West Frontier

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

The Doctrine of Lapse:

❖ What was Doctrine of Lapse.

● A policy devised by Lord Dalhousie.

● He was the Governor-General from 1848 to 1856.
● This policy helped British a lot in the annexation of Indian states.

आ खर Policy थी क्या?

❖ The doctrine declared that if an Indian Ruler died without a natural male heir.

His Kingdom would “lapse” into the hands of British.

[It will become the part of Company Territory]

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
The Doctrine of Lapse:

❖ Many kingdoms were annexed simply by applying this doctrine.

● Satara [1848]
● Sambalpur [1850]
● Udaipur [1852]
● Nagpur [1853]
● Jhansi [1854]
● Awadh [1856]

During the annexation of Awadh, British had an added argument.

They said that they were “Obliged by Duty” to take over Awadh in order to free the
people from the “Misgovernment” of the Nawab!

Enraged with this humiliation, people of Awadh joined the great revolt of 1857.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
The Doctrine of Lapse:

India, 1797 India, 1840 India, 1857

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

Setting up a New Administration:

❖ Warren Hastings [First Governor-General from 1773 to 1785]

Played a significant role in the expansion of company power.

❖ British territory was expanding, Company had acquired power not only in Bengal, but also in
Bombay and Madras.
❖ British territory was broadly divided into administrative units called Presidencies.
● Bengal Presidency
● Madras Presidency Each Ruled by Governor Supreme Head was Governor-General.
● Bombay Presidency
❖ Warren Hastings introduced several administrative reforms:
● In the sphere of Justice.
● In the sphere of Army.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

New System of Justice :

❖ From 1772, new system of Justice was established.

District

Criminal Court Civil Court

[Faujdari adalat] [Diwani adalat]

These Courts were under a Qasi and a Maulvis and Hindu Pandits interpreted
Mufti but under the supervision of the Indian laws for the European district
Collectors.
Collectors.
There were some
❖ Was everything so easy going with this system. challenges.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
New System of Justice :

❖ The major problem was that the Brahmin Pandits have different interpretations of local laws based
on different schools of the Dharmashastra.

Sanskrit texts prescribing Social Rules and Codes of behaviour.

∴ To bring uniformity, in 1775 eleven Pandits were asked to Compile a digest of Hindu laws. why?

❖ By 1778, a code of Muslim laws was also N.B Halhed translated this digest into English.
complied for the benefit of European judges.
❖ Regulating act of 1773
➢ A New Supreme Court was established.
➢ Court of appeal - the Sadar Nizamat Adalat

Calcutta

N.B Halhed
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
New System of Justice :

District

❖ The principal figure in an Indian District was the Collector.

➔ Its main job was to collect revenue and taxes.
How?
➔ Maintain law and order in his district.

With the help of Judges, Police Officers and Darogas.

❖ The Collector Become the news centre of power and patronage that steadily
replaced previous holders of authority.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
The Company Army:

❖ The power of the colonial administration rested on its Military Strength.

Army during the Mughal Period.

● Cavalry [Sawars] ● Infantry [Paidal Soldier]

➔ Trained soldiers on horseback. ➔ Trained in archery and sword.

❖ Cavalry dominated the army and infantry did not played a major role. Why?

❖ Changed occur in the eighteenth century.

Mughal successor states like Awadh and Benaras started recruiting peasants into their armies and
trained them as professional soldiers.

East India Company adopted the same method Sepoy Army.

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
The Company Army:

Cavalry Soldier Infantry Soldier

CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY

The Company Army:

❖ As warfare technology changed from the 1820’s.

Cavalry requirements for the company’s army declined. Why?

Now British Empire was fighting in Burma, Afghanistan and Egypt were soldier were armed with
Muskets and Matchlocks.

∴ Soldiers of the company’s army had to keep pace with changing Military requirement.
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
The Company Army:

❖ Another change in the company army was Uniform Military Culture

● Soldiers were increasingly subjected to European style training drill

and discipline.

● Often this created problems since caste and community feelings

were ignored in building a force of professional soldiers.
How?
Religious Society [sentiment had a key position]
CLASS - 8th - HISTORY - CHAPTER - FROM TRADE TO TERRITORY
Conclusion:

❖ East India Company Trading company to territorial colonial power.

❖ Arrival of new steam technology played a important role in this

process. How?

E.g. Journey to India took 6 - 8 months but new steam ship reduce
the time period of three weeks.

❖ By 1857, the company had a vast Empire in India.

Company exercised direct rule over about 63 percent of the territory and 78 percent of the
population of the Indian subcontinent.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Introduction:

❖ बून्द बून्द से घट भरता है

❖ Relate with the previous chapter.

East India Company Laws Impact on the people.

Were people
happy?

!! Revolt !!
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Introduction:
What we are going to study in this chapter?
➔ Policies and the people.
◆ Nawabs lose their power.
◆ The peasant and the sepoys.
◆ Responses to reforms.
➔ Through the eyes of the people. [Source]
➔ A mutiny becomes popular rebellion.
◆ From Meerut to Delhi.
◆ The rebellion spread.
➔ The company fight back.
➔ Aftermath.
➔ NCERT Solution
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Nawabs Lose their Power:
❖ Mid eighteenth century, Nawabs and Rajas had seen their power erode.

● They had gradually lost their authority and honour.

● Residents had been stationed in many courts. Relate with the previous
● Freedom of the rulers reduced, their armed forces chapters and various
disbanded. policies of British expansion.
● Their revenues and territories taken away by stages.

➔ Many ruling families tried to negotiate with the Company to protect their interests.
➔ E.g. Rani Laxmibai
Nana Saheb However the company
turned down these pleas.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Nawabs Lose their Power:
Awadh Subsidiary alliance and its annexation. [1801 - 1856]

Misgovernance in the territory. ∴ British rule was required.

Trailer Picture अभी बा क है दोस्त

Company’s plan To end Mughal dynasty. How?

● Name of the Mughal king was removed from the coins minted by the Company.
● It was announced that after the death of Bahadur Shah Zafar, the family of the king would be
shifted out of the Red Fort and given another place in Delhi to reside in.
● Governor General Canning Bahadur Shah Zafar would be the last Mughal king.
His descendants would just be called princes.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Nawabs Lose their Power:

Lord Canning Shah Zafar

CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Peasants and the Sepoys:
In Countryside

Peasants and Zamindars showed resentment. Why?

● High taxes चलो समझ अता है

● Rigid method of tax collection
● Lost land to British पर sepoys को क्या परे शानी थी?

● They were unhappy about their pay, allowances and conditions of service.
● New rules ➔ Some of the new rules, moreover, violated their religious
sensibilities and beliefs.
➔ Agreement to serve company in overseas expeditions if
required and story.
● Also sepoy were unhappy with what was happening in the countryside. Why?
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Responses to Reforms:
British Officials Believed that Indian society had to be reformed.

● Laws were passed to stop the practice of sati.

● Encourage the remarriage of widows.
● English - language education was promoted.
● In 1850, a new law was passed to make conversion to Christianity
easier.

Problems

● Many Indians began to feel that the British were destroying their
religion, their social customs and their traditional way of life.

Sir, एक Question है ?
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Through the Eyes of the People:
Revolt People Mindset of the people

The list of eighty four rules “There was soon excitement

in every regiment”
Book: Majha Pravas

Memories of Subedar Sitaram Pande.

From sepoy to subedar

Vishnubhatta Godse
Norgate: Awadhi to English.
There journey to attend a Yajna being organised
in mathura and their observation.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Through the Eyes of the People:
The English were determined to wipe out the religions of the
Hindus and the Muslims… they had made a list of eighty-four
rules and announced these in a gathering of all big kings and
princes in Calcutta. They said that the kings refused to accept
these rules and warned the English of dire consequences and
massive upheaval if these are implemented … that the kings all
returned to their capitals in great anger … all the big people
began making plans. A date was fixed for the war of religion
and the secret plan had been circulated from the cantonment
in Meerut by letters sent to different cantonments.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
A Mutiny becomes a Popular Rebellion:
Mutiny Rebellion

❖ Struggles The power of the state breaks down.

For such a situation to develop people have to organise, communicate, Revolt of 1857
take initiative and display the confidence to turn the situation around.

Such a situation developed in the northern parts of India in 1857.

The English East India Company faced a massive rebellion that started in
May 1857. Why?

● Sepoys mutinied in several places beginning from Meerut.

● Biggest armed resistance to colonialism.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
A Mutiny becomes a Popular Rebellion:

Sepoys of Meerut (Revolting)

Revolt of 1857
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
From Meerut to Delhi:
❖ On 29 March 1857, Mangal Pandey was hanged to death. Why?

For attacking his officers in Barrackpore.

Followed by this
Mangal Pandey

Sepoys of the regiment at Meerut refused to do the army drill using the new cartridges. Why?

Suspected that cartridges were Eighty-five sepoys were dismissed from

being coated with the fat of service and sentenced to ten years in ख़तम
cows and pigs. jail for disobeying their officers.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
From Meerut to Delhi:
10 May 1857 The soldiers marched to the jail in Meerut and released the
imprisoned sepoys.

● They captured guns and ammunition.

● Set fire to the buildings and properties of the British.
● Declared war on the firangis.

The soldiers were determined to bring an end to the British rule.

But who would rule the land instead?

The Mughal emperor

Bahadur Shah Zafar Bahadur Shah Zafar
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
From Meerut to Delhi:
Sepoys of Meerut Delhi Rebellion in Delhi regiments.
[10 May 1857]

Soldiers gathered around the walls of the Red Fort.

Proclaimed Bahadur Shah Zafar as their leader.

He wrote letters to all the chiefs and rulers of the country. To fight against the British

This single step taken by Bahadur Shah had great implications. Explain why?

Courage hope and

➔ British expectations Bahadur Shah Zafar’s Involvement
confidence of people.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Rebellion Spreads:
➔ British were routed from Delhi Spread of News Spurt of mutinies began.

Nodal Points

Regiments

People of the towns and village.

Everyone rallied around local leaders, zamindars and

chiefs who were prepared to establish their authority
and fight the British.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Rebellion Spreads:
➔ In Kanpur, Nana Saheb, proclaimed himself as peshwa.

He declared that he was a governor under Emperor Bahadur Shah Zafar.

➔ In Lucknow, Birjis Qadr [Son of deposed Nawab Wajid Ali Shah]

● Was proclaimed as the new nawab.

● He too acknowledged the suzerainty of Bahadur Shah Zafar.
● Begum Hazrat Mahal’s role in rebellion.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Rebellion Spreads:

Nana Saheb Birjis Qadr Wajid Ali Shah Begum Hazrat

Mahal
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Rebellion Spreads:
➔ In Jhansi, Rani Laxmibai along with Tantia tope

Joined the rebel sepoy.

➔ In Mandla region of Madhya Pradesh.

Rani Avantibai Lodhi of Ramgarh has taken over the administration of her state after
defeating British.
Position of British rule
They were defeated in the number of battles. [End of the rule]
Telegram sent by Lieutenant Colonel Tytler to his Commander-in-Chief expressing the fear felt by
the British:
“Our men are cowed by the numbers opposed to them and the endless fighting.
Every village is held against us, the zamindars have risen to oppose us.”
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Rebellion Spreads:

Rani Laxmibai Rani Avantibai Tantia Tope

CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Rebellion Spreads:
➔ Many new leaders came up with in this whole rebellion.

Ahmadullah Shah Bakht Khan Kunwar Singh

In Delhi

➔ A large number of Ghazis or religious warriors came out together to wipe out the white
people.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Company Fights Back:
Unnerved by the scale of the upheaval, the Company decided to repress the revolt with all its might.

● Brought reinforcement from England.

● Passed new laws so that the rebels could be convicted with ease.
● Delhi was recaptured from the rebel forces in September 1857.
● Bahadur Shah Zafar and his wife Begum Zinat Mahal were sent to prison in Rangoon.

The recapture of Delhi, what about other centers?

Did the rebellion died down? No

People continued to resist and battle the British. The British had to
fight for two years to suppress the massive forces of popular rebellion.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Company Fights Back:
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Company Fights Back:
Lucknow Rani Laxmibai Tantia Tope

Taken over in March 1858. Defeated and killed in June 1858. Tried and killed in April 1859.

Just as victories against the British had earlier encouraged rebellion, the
defeat of rebel forces encouraged desertions.

The British also tried their best to win back the loyalty of the people.

Liberal policies towards the trial of landlords and rebel [Reward and Punishment]
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
The Company Fights Back:

The siege train reaches Delhi - The British forces initially found it difficult to break
through the heavy fortification in Delhi. On 3 September 1857 reinforcements
arrived - a 7 - mile-long siege train comprising cartloads of canons and
ammunition pulled by elephants.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Aftermath:
They were required to
British To control further change their policies.

Regained control by
the end of 1859.
List of the important changes that were introduced by the British.
1. The power of East India Company was transferred to the British crown.

British parliament passed a new act in 1858.

● Member of British cabinet was appointed as secretary of state of India. [Indian council]
● Governor General of India Viceroy [Personal representative of the crown]

Direct responsibility
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Aftermath:
2. All ruling chiefs of the country were assured.

● Their territories would never be annexed in future.

● They are allowed to pass on their kingdom to their heirs. (Adopted son)
● However, they have to acknowledge British queen as their Sovereign Paramount.

3. Indian soldiers proportion - European soldier proportion

● Instead of recruiting soldiers from Awadh, Bihar, central India and south India, more soldiers
would be recruited from among the Gurkhas, Sikhs and Pathans.

Why?
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
Aftermath:
4. Muslims: The land and property was confiscated on a large scale and they
were treated with suspicion and hostility.

5. The British decided to respect the customary religious and social practices of
the people in India.

6. Policies were made to protect landlords and zamindars and give them security
of rights over their lands.

Thus a new phase of history began after 1857

CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 1. What was the demand of Rani Lakshmibai of Jhansi that was refused by
the British?
Ans 1. Rani Lakshmibai of Jhansi wanted the East India Company to recognise her
adopted son as the heir to her kingdom after her husband's death. This demand
was refused by the Company.

Que 2. What did the British do to protect the interests of those who converted to
Christianity?
Ans 2. In 1850, the British passed a law to allow Indians who converted to
Christianity to continue to inherit the property of their ancestors. In this way,
this law protected the interests of those who converted to Christianity.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 3. What objections did the sepoys have to the new cartridges that they were
asked to use?

Ans 3. The sepoys raised the objection that the new cartridges they had been asked to
use were greased with the fat of cows and pigs.
It was a great insult to the religions of Indian sepoys the Hindus as well as the
Muslims.
It also appeared to the Indian soldiers that the aim of the British was to convert all the
sepoys into Christianity.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 4. How did the last Mughal emperor live the last years of his life?

Ans 4. The last Mughal emperor, Bahadur Shah Zafar, was tried in court for
supporting the revolt against the British and sentenced to life imprisonment.
He and his wife Begum Zinat Mahal were sent to prison in Rangoon in October,
1858. Bahadur Shah died in the Rangoon jail in November, 1862.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 5. What could be the reasons for the confidence of the British rulers about
their position in India before May 1857?
Ans 5. The reasons are given below:
I. Since the mid-18th century Nawabs and Rajas had gradually lost their
authority and honour. Residents had been stationed in many courts, the
freedom of the rulers reduced, their armed forces disbanded and their
revenues and territories taken away by the stages.
II. The Company decided to end the Mughal dynasty. In 1849 Governor-General
Dalhousie announced that after the death of Bahadur Shah Zafar the family
of the king would be shifted out of the Red fort. In 1856, Governor-General
canning decided that Bahadur Shah Zafar would be the last Mughal emperor
and after his death his descendants would be recognised as princes.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 6. What impact did Bahadur Shah Zafar's support to the rebellion have on the people and
the ruling families?
Ans 6. Bahadur Shah Zafar's support to the rebellion had a significant impact. When people
saw an alternative possibility which appealed to them, they felt inspired and motivated. It
gave them the courage, hope and confidence to act.
Some examples of this effect are:
I. Many troop regiments mutinied to join other troops at nodal points like Delhi. Kanpur
and Lucknow.
II. Nana Saheb proclaimed himself Peshwa and a governor under the Mughal king.
III. Birjis Qadr, son of the deposed Nawab Wajid Ali Shah in Lucknow, acknowledged that he
ruled under the Mughal king.
IV. In Jhansi, Rani Lakshmibai joined the rebel sepoys and fought the British along with
Tantia Tope, the general of Nana Saheb.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 7. How did the British succeed in securing the submission of the rebel landowners of Awadh?

Ans 7. The British secured the submission of the rebel landowners by a policy in the following ways:
I. They tried and hanged a number of rebel leaders who had challenged their authority and could do
so again in the future.
II. On the other hand, they tried their best to win back the loyalty of the people by announcing
rewards for loyal landowners. They were assured that they would be allowed to continue to enjoy
traditional rights over their lands.
CLASS 8th - HISTORY - CHAPTER - WHEN PEOPLE REBEL 1857 AND AFTER
NCERT Solutions:
Que 8. In what ways did the British change their policies as a result of the rebellion of 1857?

Ans 8. Changes in the policies of the British after the suppression of the rebellion of 1857 were:
I. The British Crown took over the control of administration with the British Parliament
passing an Act in 1858 under which the powers of the East India Company were transferred
to the British Crown.
II. They provided a sense of security to the local rulers by assuring them that their territories
would never be annexed by the British in future.
III. They abolished the Doctrine of Lapse, so that rulers could pass on their kingdoms to
adopted sons also.
IV. They reorganised the Army by reducing the proportion of Indian soldiers and increasing the
proportion of European soldiers.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Introduction:
❖ Connect with the previous chapter.

British Rule

Impact on Impact on

● Rajas and Nawabs Education

● Peasants and tribes
● Workers and industries ● Lives of students

➔ British had a cultural mission.

British rule = Territorial expansion, control over revenue + cultural domination

How it was done?

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Introduction:
What we are going to study in this chapter?

➔ How the British saw education?

◆ The tradition of orientation.
◆ Grave error of the east.
◆ Education for commerce.
◆ The demand for moral education.
➔ Indian perspective
◆ What happens to the local schools? Report of William Adam
◆ New routines, New rules.
◆ The agenda for a natural education.
◆ “English education has enslaved us” Gandhi and Tagore.
◆ Tagore’s ‘abode of peace’.
➔ NCERT Solution
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Tradition of Orientalism:

How the British saw education? Evolution and reaction in Indian society.

Orientalism Understand through the word. Orientalist

William Jones

● Junior judge of the supreme court.

● Linguist [French, English, Arabic, Persian and Sanskrit]
● Had a deep interest in ancient Indian texts on law, philosophy,
religion, politics, morality, arithmetic, medicine and the other
sciences.
● Henry Thomas Colebrooke and Nathaniel Halhed were the
other British officials who shared his area of interest.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Tradition of Orientalism:

➔ Together William Jones, Henry Thomas Colebrooke and Nathaniel Halhed setup the
Asiatic society of Bengal.

➔ Started a journal called Asiatick researches.

❖ Jones and Colebrooke shared a deep respect for ancient culture. Why?

Ancient India Glory Decline Future Development

∴ Extensive study, translation and discovery of ancient text and culture took place.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Tradition of Orientalism:

William Jones Henry Thomas Colebrooke Nathaniel Halhed

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Tradition of Orientalism

: Why british were doing all this?

● The British would become the guardians of Indian culture as well - Madrasa was up in
as its masters. Calcutta in 1781.
● Institutions should be set up to encourage the study of ancient - Hindu college was
Indian texts and teach Sanskrit and Persian literature and poetry. established in Benaras
● British hope to win a place in the hearts of the “natives”. Why? in 1791.

The alien rulers expect to be respected by their subjects.

Not all officials shared these views. Many were very strong in their criticism of the Orientalists.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“Grave Errors of the East”

British officials Criticised the orientalist vision of learning = Anglicist

Why?

● knowledge of the East was full of errors and unscientific thought.

● Eastern literature was non-serious and light-hearted.

∴ Encouraging the study of Arabic and Sanskrit

language and literature was waste of time.

James Mill
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“Grave Errors of the East”

Anglicist

James Mill

● Said that “the aim of education ought to be to teach what was

useful and practical”.

● Scientific and technical advances of west should be taught

rather than the poetry and sacred literature of the orient.

● Orientalist should not try to please the native and try to win a
place in their hearts.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“Grave Errors of the East”

➔ By 1830’s Attack on the orientalists became sharper. Why?

Thomas Babington Macaulay

One of the most outspoken and influential critic.

● He saw India as an uncivilised country that needed to be civilised.

● Macaulay said “A single shelf of a good European library was worth the whole native
literature of India and Arabia”.

● Emphasised on the need to teach English.

Why?
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“Grave Errors of the East”

❖ Teaching of English could thus be a way of civilising people, changing their tastes, values and
culture.

∴ Following Macaulay’s Minute English Education Act of 1835 was introduced.

● English the medium of instruction for higher education.

● Stop the promotion of Oriental institutions like the Calcutta Madrasa and
Benaras Sanskrit College.

“Temples of darkness that were falling of themselves into decay”

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Education for Commerce:

क्या? कब? कौन? कैसे?
Wood’s Despatch
Court of directors of the East India Company

Sent an educational despatch to India.

[Issued by Charles Wood, the President of the Board of Control
of the Company]

Why?

To outline and educational policy

What advantage did the British had by this.

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Education for Commerce:

➔ Reasons why British focused on Education in India.

I. Practical benefits of European learning system, opposition to oriental knowledge.

II. Economic advantages of educating the Indian.

Introducing Indians to This would change their tastes and desires,

European way of life. and create a demand for British goods.

Market for goods

III. Supply the Company with civil servants who could be trusted and depended upon.

∴ Wood’s Despatch was introduced.

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Education for Commerce:

➔ Following the 1854 Despatch, several measured were introduced.

I. Education departments of the government were set up to extend control over all matters
regarding education.
II. System of university education was established.
III. Attempts were also made to bring about changes within the system of school education.

Calcutta University

Bombay University
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Demand for Moral Education:

Christian Missionaries in India Strongly criticised practical education.

Why?

The missionaries felt that education should attempt to

improve the moral character of the people, and morality
could be improved only through Christian education.
Until 1813, East India Company was opposed to missionary activities.

Why?
➔ Due to this, Missionaries were able to establish an institution within British-controlled
territories.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Demand for Moral Education:

∴ The Missionaries set up a mission at Serampore in an area under the control of
the Danish East India Company.
● A printing press was set up in 1800.
● A college established in 1818.

➔ Similarly, missionary schools were set up all over India. Why?

Things changed after 1857

British government in India was reluctant to directly support missionary.

There was a feeling that any strong attack on local customs, practices,
beliefs and religious ideas might enrage “native” opinion.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

What happened to Local Schools: Report of William Adam

Schools

Pre-British Time During British Time

The report of William Adam

● Scottish missionary
● Toured the district of Bengal and Bihar.
● Gave a report on the progress of education in vernacular schools.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

What happened to Local Schools: Report of William Adam

The report Adam produced is interesting.

● There were over 1 lakh pathshalas in Bengal and Bihar.

● These institutions were set up by wealthy people, or the local community. At times they were
started by a teacher (guru).
● The system of education was flexible. 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.

● Fee depended on the income of parents.

● Teaching was oral, and the guru decided what to teach.
● Students were not separated out into different classes.

● Adam discovered that this flexible system was suited to local needs. How?
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

What happened to Local Schools: Report of William Adam

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

New Routines, New Rules:

Upto 1850’s, the Company was concerned primarily with higher education.

Situation changed after 1854

The Company decided to improve the system of vernacular education. How?

By introducing order within the system,imposing routines,establishing rules,ensuring regular inspections.

Government Pandit Incharge of looking four to five schools.

● Visits pathshalas.
● Try and improve the standard of teaching.
● Gurus Periodic report and timetable.
● System of annual examination.
● Students were asked to pay a regular fee, attend regular classes, sit on fixed
seats, and obey the new rules of discipline.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

New Routines, New Rules:

Why would the Pathshalas accept it?

● Pathshalas which accept the rules. Received grants from the government.
● Pathshalas who were unwilling to Received no government support.
work within new system.

Impact

New system ● Demand regular fee Children of poor peasant

● Regular attendance families suffered a lot.

Explain
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

The Agenda for a National Education:

British Officials Western education What were the Indian educationist doing?

Some Indians felt that Western education There were Indians who reacted
would help modernise India. against western education.

● Supported western education. Who?

● Urged the British to open more schools,
colleges and universities. ● Mahatma Gandhi
● Rabindranath Tagore

Why?
How?
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“English Education has Enslaved Us”

Mahatma Gandhi Colonial education created a sense of inferiority in the minds of Indians.

How?
It made us see western civilisation as superior and destroyed
the pride we had in our own culture.

➔ He wanted an education that could help Indians recover their sense

of dignity and self-respect.

● He strongly felt that Indian languages ought to be the medium of

teaching.
Strangers in their own lands

● The english educated did not know how to relate to the masses.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“English Education has Enslaved Us”

❖ Mahatma Gandhi said Western education lack life experiences and practical knowledge.

Why?

● Focused only on reading and writing.

● Education = Work with hands, learn a craft and known how different things operated.

Missing in western education

➔ Spread of nationalism = Demand for national education.

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

“English Education has Enslaved Us”

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Tagore’s “Abode of Peace”:

Shantiniketan ‘Abode of peace’

Tagore and School

The experience of his school days in Calcutta shaped Tagore’s ideas of education. What?

● A school where the child was happy.

● Free and creative.
● Able to explore her own thoughts and
desires.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Tagore’s “Abode of Peace”:

Tagore’s idea of education

I. Childhood ought to be a time of self-learning, outside

the rigid and restricting discipline of the schooling ∴ Tagore started a institution in 1901.
system set up by the British.
II. Teachers had to be imaginative, understand the child, 100 kms away from Calcutta, within a
natural environment.
and help the child develop her curiosity.
III. The existing schools killed the natural desire of the
child to be creative, her sense of wonder.

Shantiniketan
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Tagore’s “Abode of Peace”:

Point of difference between Mahatma Gandhi and Tagore regarding education

Gandhiji Tagore

Highly critical of Western Tagore wanted to combine

civilisation and its worship elements of modern
of machines and Western civilisation with
technology. what he saw as the best
within Indian tradition.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

Tagore’s “Abode of Peace”:

Debate over the educational system

Thinking about the way a national educational system could be fashioned.

Some wanted changes within the Others urged that alternative

system set up by the British, systems be created so that people
were educated into a culture that
was truly national.

➔ The debate about what this “national education” ought to be continued till after independence.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

NCERT Solution:
Que 1. Match the following:

a. William Jones I. Promotion of English education

b. Rabindranath II. Respect for ancient cultures

c. Thomas Macaulay III. Gurus

d. Mahatma Gandhi IV. Learning in a natural environment

e. Pathshalas V. Critical of English education

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

NCERT Solution:
Que 2. State whether true or false:

a. James Mill was a severe critic of the Orientalists.

b. The 1854 Despatch on education was in favour of English being introduced as a

medium of higher education in India.

c. Mahatma Gandhi thought that promotion of literacy was the most important aim of
education.

d. Rabindranath Tagore felt that children ought to be subjected to strict discipline.

CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

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

Ans 3. William Jones felt the need to study Indian history philosophy and law due to the
following reasons:

I. William Jones had a deep respect for ancient cultures, both of India and the West.
II. He thought that Indian civilisation had attained its glory in the ancient past, but had
subsequently declined.
III. He believed that in order to understand India. It was necessary to discover the sacred and
legal texts of ancient periods.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

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

Ans 4. James Mill was a severe critic of Orientalists.

He thought that European education was essential in India because:
I. The knowledge of the East was fa of errors and unscientific thoughts.
II. The aim of education ought to be to teach what was useful and practical.
Thomas Macaulay suggested that:
I. India was an uncivilised country that needed to be civilised.
II. No branch of Eastern knowledge could be compared to Western knowledge. Oriental learning
was of no practical use.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

NCERT Solution:
Que 5. Why did Mahatma Gandhi want to teach children handicrafts?

Ans 5. Mahatma Gandhi wanted to teach children handicrafts for the following reasons:
I. Education ought to develop a person's mind and soul. Simple learning to read and
write by itself did not count as education.
II. If children are allowed to work with hands, learn a craft and know how different
things are operated, this would help their mind and their capacity to understand . it
will make them economically independent.
CLASS 8th - HISTORY - CHAPTER - CIVILISING THE ‘NATIVE’ EDUCATING THE NATION

NCERT Solution:
Que 6. Why did Mahatma Gandhi think that English education had enslaved Indians?

Ans 6. Mahatma Gandhi thought that Western education was sinful, there was poison in this
education. Colonial education created a sense of inferiority in the minds of Indians.
Indians educated in these institutions, started appreciating everything that came from the West and
began admiring British rule.
It made them see Western civilisation as superior. This education destroyed the pride they had in
their own culture and country.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Introduction:
200 years ago

Women now and then.

Try to understand the things from the perspective of these practices.

Child marriage
Polygamy Sati system
No rights in No education
property for female

This was not the only basis of differences.

Division along the lines of caste was another problem

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Introduction:

Sati, painted by Balthazar Solvyn, 1813

This was one of the many pictures of sati painted by the European artists who came to India.
The practice of sati was seen as evidence of the barbarism of the East.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Introduction:
Brahmins and Kshatriya

Upper caste

Vaishyas [Traders and Moneylenders]

Placed after Brahmins and Kshatriyas

Shudras [Weavers and Potters]

The upper castes also treated many of these groups Women & Caste
at the bottom as “untouchable”.

Difference and discrimination Reform

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Introduction:
What we are going to study in this chapter?
➔ Working towards change
➔ Changing the lives of widow
➔ Girls begin going to school
➔ Women write about women
➔ Law against child marriage
➔ Caste and social reform
➔ Who could produce shoes
➔ Demand for equality and justice
➔ Gulamgiri
➔ Who could enter temples
➔ The Non-Brahman movement
➔ Organising for reform [Various organisations and contributions ]
➔ NCERT Solution
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Working Towards Change:

Debate on change Social customs and practices.

This was due to the development of new form of communication.

Explain

Ordinary people Can now write and express their ideas in their own languages.
[On social, political, economic and religious issue]

Demanded reform or change

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Working Towards Change:

❖ These debates were often initiated by Indian reformers and reform groups.

E.g. Raja Rammohun Roy

● He found Brahmo Sabha (later known as the Brahmo
Samaj) in Calcutta.
● Spread the knowledge of western education.
● Worked to bring about greater freedom and equality
for women.

Many more such reforms

Worked to bring change

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Changing the Lives of Widows:

Problems faced by widows Sati

Raja Ram Mohan Roy campaigned against the practice of sati.

How?

Linguist Through his writing he tried to show that the Got support of british
practice of sati had no sanction in ancient texts. officials

In 1829, sati was banned

➔ Similar strategy was adopted by other reforms as well.
They tried to find a verse or
sentence in the ancient sacred texts ∴ Claiming that the practice was against early tradition.
that supported their point of view.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Changing the Lives of Widows:

➔ Used the ancient texts to suggest that widows could remarry.

Suggestion adopted by Law was passed in 1856 permitting

British officials widow remarriage.

Ishwar Chandra Vidyasagar

Opposition and Boycotted Vidyasagar.

➔ After 1750’s Movement in favour of widow remarriage spread

Different people in different part campaigned for this.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Changing the Lives of Widows:

➔ In the Telugu-speaking areas of the Madras Presidency, Veeresalingam
Pantulu formed an association for widow remarriage.
➔ Young intellectuals and reformers in Bombay pledged themselves to
working for the same cause.

Veeresalingam Pantulu
➔ Founded the reform association called Arya Samaj.

Supported widow remarriage.

Ground reality
➔ The number of widows who actually remarried remained low. Why?
Dayanand Saraswati
Those who married were not easily accepted in society and conservative groups
continued to oppose the new law.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Girls Begin Going to School:

Education Condition of women can be improved.

➔ Vidyasagar in Calcutta and many other reformers in Bombay set up schools for girls.

Fear about the school

● Schools would take girls away from home, prevent them from doing their domestic duties.
● They would have to walk through the public places, this would have corrupting influence on them.
∴ Most educated women were taught at home by liberal fathers or husbands.
- Story of Rashundra Debi
➔ In late nineteenth century
● Arya Samaj in Punjab.
Established school for girls
● Jyotirao Phule in Maharashtra.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Girls Begin Going to School:

Swami Dayanand Saraswati

Jyoti Rao Phule Dayanand founded the Arya Samaj in 1875, an organisation
that attempted to reform Hinduism.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Girls Begin Going to School:

Aristocratic Muslim Households

Women learnt to read the Koran in Arabic. कैसे?

Women tutor at home

➔ Reformers such as Mumtaz Ali reinterpreted verses from the Koran to argue for women’s
education.

➔ Print and Women education

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Women Write about Women:

Begums of Bhopal

❖ They founded a primary school for girls at Aligarh.

Begum Rokeya Sakhawat Hossain

❖ Started schools for Muslim girls in Patna and Calcutta.

❖ She was a fearless critic of conservatives ideas.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Women Write about Women:

Tarabai Shinde

➔ Publish a book, Stripurushtulna.

➔ Criticising the social differences between men and women.

Pandita Ramabai

➔ Great scholar of Sanskrit, felt that Hinduism was oppressive towards

women, and wrote a book about the miserable lives of upper-caste
Hindu women.
➔ She founded a widows’ home at Poona to provide shelter to widows
who had been treated badly by their husbands’ relatives.

Was it so easy for women?

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Women Write about Women:

This all alarmed the orthodox

Hindu nationalist Hindu women were adopting Western ways and that this would corrupt
Hindu culture and erode family values.
Orthodox Muslims They were also worried about the impact of these changes.

The women didn’t stop

➔ They wrote books, edited magazines, founded schools and
training centres, and set up women’s associations.
कुछ मला?
➔ Demand female suffrage.
➔ Better health care and education for women.

Jawaharlal Nehru and Subhas Chandra Bose lent their support Promise full suffrage
to demands for greater equality and freedom for women. after independence.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Law Against Child Marriage:

Women’s organisation Writing on the various issues related to women.

The momentum for reform gained strength.

How

Voice was raised against child marriage

Explain
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Law Against Child Marriage:

❖ There were a number of Indian legislators in the Central Legislative Assembly who fought to
make a law preventing child marriage.

∴ In 1929 The child marriage restraint Act was passed.

Without much debate and struggles.

According to the Act no man below the age of 18 and woman below the age
of 16 could marry.

Over the period of time this limits are

raised to 21 for men and 18 for women.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Caste and Social Reform:

Social reformer Criticised caste inequality.

How?

I. Rammohun Roy translated an old Buddhist text that was Reformer

critical of caste.
II. The Prarthana Samaj adhered to the tradition of Bhakti -
Spiritual equality of all caste. Upper Caste
III. The Paramhans Mandali was founded in 1840 to work for the
abolition of caste.
Often violated caste
➔ Christian missionaries began setting up schools for tribal taboos to get rid of the
groups and “lower”- caste children. caste prejudice.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Caste and Social Reform:

Expansion of cities Breaking down of caste system.

● Poor people, many of them ● Migration of poor from village.

from low castes began to ● Coming up of factories.
move toward cities. ● Requirement for coolies, diggers, carriers, bricklayers,
sewage cleaners, sweepers, palanquin bearers, rickshaw
pullers.
Why?

● Possibilities of getting job.

● Opportunity to get away from the oppressive
hold that upper-caste landowners.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Caste and Social Reform:

➔ There were other jobs too.
Helped in breaking down of caste system?

Army

I. A number of Mahar people, who were regarded as untouchable,

found jobs in the Mahar Regiment.

II. The father of B.R. Ambedkar, the leader of the Dalit movement,
taught at an army school.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Who could Produce Shoes?

India - Social practice regarding shoe making

Shoe = Made out of leather.

Leatherworkers have been traditionally held in contempt

since they work with dead animals which are seen as dirty and polluting.

Things changed during first world war.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Who could Produce Shoes?

First World War Demand for war products.

Demand for shoes for armies

Who could produce shoes?

➔ Caste prejudice against leather work meant that only the
traditional leather workers and shoemakers were ready to
supply army shoes.

∴ Traditional workers could ask for high prices and gain impressive profit.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Demand for Equality and Justice:

❖ Issues were raised by various Non-Brahmin caste group.

Satnami Movement Matua Mahasangha

● Founded by Ghazidas. ● In Eastern Bengal.

● Organised a movement to improve the ● Haridas Thakur’s Matua sect worked
social status of leatherworker. among Chandala cultivators.
● Haridas questioned brahmanical texts that
supported the caste system.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Demand for Equality and Justice:

❖ A guru from Ezhava caste.
❖ He argued against treating people unequally on the basis of
caste differences.

One of his famous statements was: “oru jati, oru matam, oru
daivam manushyanu” (one caste, one religion, one god for
humankind).
Shri Narayana Guru
Leader and organisation

● They tried to change those habits and practices which

provoked the contempt of dominant castes.
● They tried to create a sense of self-esteem among the
subordinate castes.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Gulamgiri:
Jyoti Rao Phule

● Born in 1827, Satara Maharashtra.

● He set out to attack the Brahmans’ claim that they were
superior to others, since they were Aryans.

Aryan and Issues

Defeated population = Inferior “Low caste people”

∴ Phule claimed that
➔ The “upper” castes had no right to their land and power in reality, the land belonged to
indigenous people, the so-called low castes.
➔ The age before the aryan rule = Golden age
He proposed that Shudras (labouring castes) and Ati Shudras (untouchables) should unite to
challenge caste discrimination.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Gulamgiri:
The Satya Shodhak Samaj

➔ An association founded by Phule which propagate caste equality.

Gulamgiri

● Book written by phule in 1873.

● Dedicated this book to all those Americans who had fought to free slaves in American civil war.

“Lower” castes in India and the black slaves in America.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Gulamgiri:
➔ Phule extended his criticism of the caste system.

Apposed other form of inequality.

● Plight of “upper”-caste women.

● The miseries of the labourer.
● The humiliation of the “low” castes.

Other reformer
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Who could Enter Temple:

➔ Dr. B.R. Ambedkar was born into a Mahar family.

Experience caste prejudice and discrimination due to it.

● Forced to sit outside the classroom.

● Not allowed to drink water from taps.

➔ Got a fellowship Went US for higher studies Came back to India in 1919.

He wrote extensively about “upper”-caste power in contemporary society.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Who could Enter Temple:

Maharaja of Gaekwad

❖ Baroda state scholarship.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Who could Enter Temple:

➔ In 1927, Ambedkar started a temple entry movement.

Brahman priests were outraged when the

Dalits used water from the temple tank.

➔ Ambedkar led three such movements for temple entry between 1927 and 1935.

Why?

His aim was to make everyone see the power of caste prejudices within society.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Non - Brahman Movement:

❖ Non - Brahmin caste Acquired access to education, wealth and influences.

They argued that Brahmans were heirs of Aryan invaders

from the north who had conquered southern lands from The Indigenous Davidians
the original inhabitants of the region

∴ They challenged Brahmanical claims to power.

One such leader was

E.V. Ramaswamy Naicker or Periyar

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Non - Brahman Movement:

E.V. Ramaswamy Naicker

● He had been an ascetic in his early life.

● Studied sanskrit scriptures.
● Became a member of the congress.

Got hurt at a feast organised by nationalist, where seating

arrangements were made following caste distinction.
Convinced that untouchables had
to fight for their dignity.

Left congress

➔ He argued that untouchables were the true upholders of Self respect movement
an original Tamil and Dravidian culture which had been
subjugated by Brahmans.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Non - Brahman Movement:

❖ Periyar was outspoken critic of Hindu scriptures.

● Codes of Manu [Manusmriti]

● Bhagavad Gita
● Ramayana

Why?

❖ He said that these texts had been used to establish the authority of Brahmans
over lower castes and the domination of men over women.

Impact Conclusion
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Non - Brahman Movement:

❖ These assertion did not go unchallenged. At time it lead to rethinking and
some self criticism among upper
caste nationalist leaders.
Reaction of orthodox Hindu society.

● Founded Sanatan Dharma Sabhas.

Explain
● The Bharat Dharma Mahamandal, Haridwar.
● Brahman Sabha in Bengal.

Objective

➔ To uphold caste distinctions as a cornerstone of

Hinduism, and show how this was sanctified by
scriptures.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Brahmo Samaj:
❖ Brahmo Sabha Brahmo samaj
First reform movement [East + West]

Brahmo Samaj The society of god.

● Formed in 1830.
● Prohibited all forms of idolatry and sacrifice.
● Believed in the Upanishads.
● Forbade its members from criticising other religious practices.
● Critically drew upon the of Ideals of religions -Hinduism and Christianity.

Looking at their negative and positive dimensions.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Derozio and Young Bengal:

❖ Henry Louis Vivian Derozio [1809 - 31]
➔ A teacher [Anglo - Indian] at Hindu college.
➔ In the 1820s, promoted radical ideas and encouraged his pupils to
question all authority. Referred as

Young Bengal Movement

➔ His students attacked tradition and custom, demanded education for

women and campaigned for the freedom of thought and expression.

Aftermath
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

The Ramakrishna Mission and Vivekananda:

➔ Named after Ramakrishna Paramarsha.

● Priest at kali temple in Dakshineswar near Calcutta.

● Swami Vivekananda was his disciple.

➔ Swami Vivekananda’s guru, the Ramakrishna Paramhans stressed the

idea of salvation through social service and selfless action.

Swami vivekananda popularised his Guru’s message.

➔ In 1897, Vivekananda founded Ramakrishna mission.

To carry out humanitarian and social work.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

The Ramakrishna Mission and Vivekananda:

Swami Vivekananda and Ramakrishna Paramahamsa

Swami Vivekananda
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

The Prarthana Samaj:

❖ Establish in 1867 at Bombay by Atmaram Pandurang.

Dadoba Pandurang, Keshab Chandra Sen, Mahadev Govind Ranade

Prarthana Samaj
Atmaram Pandurang

Sought to remove caste restrictions, abolish child marriage, encourage

the education of women, and end the ban on widow remarriage.

Its religious meetings drew upon Hindu, Buddhist and Christian texts.

Mahadev Govind Ranade

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

The Veda Samaj:

❖ Established in Madras [Chennai] in 1864.
❖ The Veda samaj was inspired by the Brahmo samaj.

Visit of K. Sridharalu Naidu to Calcutta in 1864.

Brahmo samaj of Southern India

K. Sridharalu Naidu

● It worked to abolish caste distinctions and promote widow remarriage

and women’s education.
● Its members believed in one God.
● They condemned the superstitions and rituals of orthodox Hinduism.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

Aligarh Movement:
Background

❖ Sayyid Ahmed Khan established The Mohammedan Anglo - Oriental college at Aligarh.

Later became the Aligarh Muslim University.

Aligarh Movement

➔ The institution offered modern education, including Western science, to Muslims.

➔ Aligarh movement became a movement of Muslim renaissance with widespread implications

for the religion, politics, culture and of the Indian subcontinent.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

The Singh Sabha Movement:

➔ Reform organisation of Sikhs.

Formed at Amritsar in 1873

➔ The Sabhas sought to free Sikhism of superstitions, caste

distinctions and practices seen by them as non-Sikh.
➔ They promoted education among the Sikhs, often combining
modern institution with Sikh teachings.

● Khalsa schools and college were started in Punjab.

● Khalsa college of Amritsar in 1892.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

The Singh Sabha Movement:

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 1. What social ideas did the following people support.
Ans 1. The social ideas supported by these people are:
I. Rammohun Roy - Spread of education among women
II. Dayanand Saraswati - Abolition of sati system
III. Veeresalingam Pantulu - Widow remarriage
IV. Jyotirao Phule - Abolition of child marriage
V. Pandita Ramabai - Restrict the practice of polygamy
VI. Periyar - Overall upliftment of women in society.
VII. Mumtaz Ali - Abolition of social inequality due to casteism
VIII. Ishwar Chandra Vidyasagar - Reinterpretation of the Hindu and Muslim
scriptures and used these texts to support the new changes.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 1. State whether true or false:
a. When the British captured Bengal they framed many new laws to regulate the
rules regarding marriage, adoption, inheritance of property, etc.

b. Social reformers had to discard the ancient texts in order to argue for reform
in social practices.

c. Reformers got full support from all sections of the people of the country.

d. The Child Marriage Restraint Act was passed in 1829.

CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 3. How did the knowledge of ancient texts help the reformers promote new laws?
Ans 3. The reformers tried to improve the status of women in the society using the
knowledge of ancient texts.

The efforts of these reformers are as follows:

I. Raja Rammohun Roy pointed out that the practice of widow burning had no
sanction in ancient texts.
II. Ishwar Chandra Vidyasagar used the ancient texts to suggest that widows could
remarry.
III. Swami Dayanand showed that many social evils of today had no religious
sanctions in the Vedas.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

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

Ans 4. People feared to send their girls to school as:

I. They feared that schools would take girls away from home, prevent them
from doing their domestic duties.
II. They felt that girls should stay away from public places. Girls had to travel
through public place in order to reach school and this would have a corrupting
influence on them.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 5. Why were Christian missionaries attacked by many people in the country?
Would some people have supported them too? If so, for what reasons?
Ans 5. Christian missionaries were attacked by many people in our country because
people did not support the activities of Christian missionaries. Further many Hindu
nationalists felt that Hindu women were adopting Western ways and this would corrupt
Hindu culture and destroy our family values.
Some people have supported the activities of Christian missionaries because:
I. Christian missionaries, during the 19th century began setting up schools for tribal
groups and 'lower caste children'. This education made them capable to adjust
with the changing world.
II. Christian missionaries condemned sati system and child marriage. They set-up
many schools for women, where women were trained so that they could support
themselves economically.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

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

Ans 6. The following account reveals this:

I. The poor began leaving their villages to look for jobs that were opening up in the
cities. There was work in the factories and jobs in municipalities.
II. Drains had to be dug, roads laid, buildings constructed and cities cleaned. Coolies,
diggers, carriers, bricklayers, sewage cleaners, sweepers, palanquin bearers,
rickshaw pullers.
III. Some of them also went to work on plantations in Assam, Mauritius, Trinidad and
Indonesia.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 7. How did Jyotirao, the reformer, justify his criticism of caste inequality in society?
Ans 7. The founder of Satyashodhak Samaj Jyotirao Phule was low-caste leader. He criticised
the caste inequality in our society in the following ways.
I. He opposed the idea that Brahmans were superior just because they were Aryans. He
argued that Aryans were foreigners, who came from outside the subcontinent and
defeated and subjugated the true children of our country.
II. He claimed that the upper castes had no right to their land and power, in reality, the
land belonged to the natives of the country.
III. He proposed that Shudras (labouring castes) and Ati Shudras (untouchables ) should
unite to challenge caste discrimination.
IV. By writing the book Gulamgiri which means slavery in 1873, Jyotirao justified his
opinion about the caste inequality in our society.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

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

Ans 8. In 1873, Jyotirao Phule wrote a book `Gulamgiri', meaning slavery. Phule dedicated
his book to all those Americans who had fought to free slaves.
Some ten years before the publication of his book, the American Civil War had been
fought. This war led to the end of slavery in America.
By dedicating his books to the American movement, he tried to establish a link between
the conditions of the lower castes of India and the black slaves in America.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 9. What did Ambedkar want to achieve through the temple entry movement?

Ans 9. Ambedkar led three movements for temple entry between 1927 and 1935
through which, he wanted to make everyone see the power of caste prejudice within
society.
Ambedkar wanted to develop a sense of self - respect and dignity among the so called
lower section of the society.
CLASS 8th - HISTORY - CHAPTER - WOMEN, CASTE AND REFORM

NCERT Solutions:
Que 10. Why were Jyotirao Phule and Ramaswamy Naicker critical of the National
Movement? Did their criticism help the national struggle in any way?
Ans 10. Both Jyotirao and Ramaswamy criticised our National Movement because:
I. Jyotirao Phule was critical of the anti-colonial nationalism that was preached by
upper- castes leaden. He urged that the unity between high and low castes in our
society could only make progress.
II. Ramaswamy Naicker also criticised the National Movement when as a member of
the Congress, he attended a feast organised by the nationalists. He found the
seating arrangement here followed caste distinctions.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Introduction:
Understand the why of this chapter

India Nation Nationalism Independence

Take a rewind of class 8th history

Introduced new laws and Impact: Peasant

British Conquest
administrative institution. Tribes
Education
Industries

Relate with the issues such as women, caste and reform.

Outburst in the form of Revolt of 1857.

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Introduction:
All these factors created a sense of discontent against British rule.

Dissatisfaction

Relate with the chapter

The Making of the National Movement [1870s - 1947]

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Introduction:
What we are going to study in this chapter?
➔ The emergence of nationalism
➔ A nation in the making
➔ “Freedom is our birth right” - Bal Gangadhar Tilak
➔ The growth of mass nationalism
➔ The advent of Mahatma Gandhi
➔ The Rowlatt Satyagraha
➔ Khilafat agitation and Non - Cooperative Movement
➔ People’s initiatives
➔ The people’s Mahatma
➔ The happenings of 1922 - 1929
➔ Revolutionary Nationalist
➔ The march to Dandi
➔ Women in the freedom struggle
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Introduction:
➔ Quit India and later
➔ Bose and the INA
➔ Towards independence and partition
➔ NCERT Solution
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Emergence of Nationalism:
❖ What is this country of India and for whom is it meant?

India was the people of India - All the people irrespective of

class, colour, caste, creed, language, or gender

∴ Awareness against the British rule emerged.

Association were formed after 1850 कसने बनाई

● Poona Sarvajanik Sabha Worked for the idea that the

● The Indian Association people should be sovereign.
● The Madras Mahajan Sabha
● The Bombay Presidency Association
● The Indian National Congress. Key feature of Nationalism
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Emergence of Nationalism:
British Rule

➔ The arm act, 1878.

➔ The Vernacular Press act 1878.
➔ Proposed Ilbert Bill.

Opposition by white

This highlight the racial attitudes of British of India. Deepened the desire for an all India
organisational of Educated Indians.

Indians were enraged

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Emergence of Nationalism:
∴ The Indian National Congress was established

❖ The Indian National Congress was established when 72 delegates from all over the country
met at Bombay in December 1885.

Early leaders : Dadabhai Naoroji, Pherozeshah Mehta, Badruddin Tyabji, W.C. Bonnerji,
Surendranath Banerjee, Romesh Chandra Dutt, S. Subramania Iyer.

Surendranath S. Subramania
Dadabhai Naoroji
Banerjee Iyer

● A role of A. O. Hume and Dadabhai Naoroji.

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Emergence of Nationalism:

Dadabhai Naoroji A O Hume

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
A Nation in the Making:
Congress “Moderate” in its objective and methods.
[In its early phase]
Explain

● Demanded a greater voice for Indians in the government and in administration.

● Legislative Councils to be made more representative. .
● Other demands included the separation of the judiciary from the executive.The repeal of
the Arms Act and the freedom of speech and expression.
● Demanded that Indians should also be placed in high positions in the government.

Indianisation of the administration was part of a movement against racism.

Also an attempt to reduce the drain of wealth to England.

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
A Nation in the Making:

Dadabhai Naoroji
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
A Nation in the Making:
➔ Early congress also raised a number of economic issues. [Moderates]

British Rule Poverty and Famines. How?

∴ Congress demand reduction of revenue, cut in military expenditure, and more funds for irrigation.

Despite being a body of the educated elite, the Congress did not talk
only on behalf of professional groups, zamindars or industrialists.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
A Nation in the Making:
Moderate Mode of struggle.

Wanted to develop public awareness about the unjust nature of British rule.
● Published newspapers
● Wrote articles
● Showed how British rule was leading to the economic ruin of the
country.
Pherozeshah mehta

इतना नरम क्यों थे ?

They felt that the British had respect for the ideals of freedom and justice,
and so they would accept the just demands of Indians.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Freedom is Our Bright Right:
❖ By 1890s Many Indians began to raise questions about the political style of the Congress.

Bipin Chandra Pal Bal Gangadhar Tilak Lala Lajpat Rai

❖ In Bengal, Maharashtra and Punjab Trio of Lal - Bal - Pal

Extremist
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Freedom is Our Bright Right:
Extremist

Began to explore more radical objective and methods.

Criticised Moderates For their “Politics of Prayers”

They argued that people must rely on their own strength, not on the
“good” intentions of the government; people must fight for swaraj.

● Tilak raised the slogan, “Freedom is my birthright and I shall have it!”
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Freedom is Our Bright Right:
Story of Bengal partitioned

Bengal was the biggest province of British India.

In 1905, Viceroy Curzon partitioned Bengal.

Reasons

On paper Reality
Administrative convenience ● The main British motives were to curtail the influence of
Bengali politicians and to split the Bengali people.
● Divide Hindu - Muslim
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Freedom is Our Bright Right:
The partition of Bengal infuriated people all over India

Opposition

❖ Large public meetings and demonstrations.

❖ Swadeshi movement, strongest in Bengal but with echoes elsewhere too.

Eg. In deltic Andhra, it was known as the Vandemataram movement.

Objectives of Swadeshi Movement

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Freedom is Our Bright Right:

Thousands joined the demonstrations during the Swadeshi movement

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Freedom is Our Bright Right:
Objectives of Swadeshi Movement

I. Swadeshi movement sought to oppose British rule and encourage the

ideas of self-help.
II. Swadeshi enterprise, national education, and use of Indian languages.

Swaraj
Lala Lajpat Rai
Mode of struggle

● Mass mobilisation
● Boycott of British Institution and goods.
● Suggestion for “Revolutionary Violence”.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Further Development: Moderate and Extremist Split, Muslim League:
❖ Difference of opinion in congress [Moderates vs Extremists]

Congress split of 1907 (Surat split)

Reasons

The Moderates were opposed to the use of boycott. They felt that it involved the use of force.

What happened to congress then?

Congress came to be Tilak along with his follower

dominate by moderates functioned from outside
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Further Development: Moderate and Extremist Split, Muslim League:
❖ Group of muslim landlords and Nawabs formed.

The All India Muslim League at Dacca in 1906.

❖ The League supported the partition of Bengal. Why?

Muhammad Ali Jinnah

Desire the separate electorate for muslims

What was the outcome?

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Further Development: Moderate and Extremist Split, Muslim League:
!! Division in the society !!

Rays of hope

● In December 1916, the two groups [Moderates and Extremists reunited]

● Lucknow pact was signed.

Congress and Muslim league decided to work together

for representative government in the country.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Growth of Mass Nationalism:
Mass Nationalism Explain

Took shape after 1919. Why?

First World War [1914 - 18]

Altered the economic and political situation in India.

● Defence expenditure 🠉 ∴ Government Increased Taxes

Demand 🠉 = Price 🠉

Increase in the hardship for poor and common people.

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Growth of Mass Nationalism:
❖ War brought hardship, but at the same time it created new opportunities.

Explain

Indian industries expanded during the war

Relate with previous chapter
and business groups made huge profit.

Helped in the growth of mass nationalism

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Growth of Mass Nationalism:
❖ War Soldier were required

∴ British army was expanded.

➔ Villages were forced to supply soldiers. Many went to serve abroad.

Developed an understanding of the ways in

Desire to oppose colonial rule
which imperialist power were exploiting.

❖ Role of Russian revolution of 1917

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Advent of Mahatma Gandhi:
Mahatma Gandhi Arrived in India in 1915.
[Emerged as a mass leader] Explain
From South Africa

His South African campaigns had brought him in contact

with various types of Indians: Hindus, Muslims, Parsis and
Christians; Gujaratis, Tamils and north Indians; and
upper-class merchants, lawyers and workers.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Advent of Mahatma Gandhi:
➔ Mahatma Gandhi spent his first year. Travelling throughout the country

His earliest intervention were in local movement.

Why?

● Champaran
● Ahmedabad
● Kheda

He came into contact with Rajendra

Prasad and Vallabhbhai Patel.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Advent of Mahatma Gandhi:

Founders of the Natal Congress, Durban, South Africa, 1895

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Rowlatt Satyagraha:
❖ In 1919 Gandhiji gave a call for a Satyagraha against the Rowlatt act.

The Act curbed fundamental

Truth rights such as the freedom of
+ expression and strengthened
Non-violence police powers.

➔ Leaders criticised the Act as ‘devilish’ and tyrannical.

∴ Gandhiji asked the Indian people to observe 6 April

1919 as a day of non-violent opposition to this Act.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Rowlatt Satyagraha:
❖ Satyagraha Sabhas were set up to launch the movement.
The Rowlatt Satyagraha

● First all - India struggle against the British government.

● There were a number of demonstrations and hartals in the country.

British Response [Brutal measures to suppress]

Infamous incident of Jallianwala Bagh Massacre

● In Amritsar on Baisakhi day (13 April), General Dyer inflicted brutal suppression and killed many
innocents.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Rowlatt Satyagraha:
❖ Indians were enraged by this.

Rabindranath Tagore expressed the pain and anger of the

country by renouncing his knighthood.

Achievement of Rowlatt Satyagraha

● Hindus and Muslims were united in the fight against British rule.
Rabindranath Tagore
● Mahatma Gandhi and his opinion [India - Land of all]

He was keen that Hindus and Muslims support each other in any just cause.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Khilafat Agitation and the Non-Cooperation Movement:
Rowlatt Satyagraha Jallianwala Bagh Incident

Khilafat Agitation and the Non-Cooperation Movement

Explain

Khilafat Issue

● In 1920 the British imposed a harsh treaty on the Turkish Sultan or Khalifa.
Why?
People were furious about this.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Khilafat Agitation and the Non-Cooperation Movement:
❖ Indian Muslim demanded Leader
● Muhammad Ali
That the Khalifa be allowed to retain control over Muslim ● Shaukat Ali
sacred places in the erstwhile Ottoman Empire.

Muslim masses were enraged

Shaukat Ali Muhammad Ali

➔ Gandhiji supported their call and saw an opportunity to unite Hindu-Muslim.

He urged congress to campaign against

Swaraj
“Punjab wrongs and Khilafat wrong”
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Khilafat Agitation and the Non-Cooperation Movement:
❖ Movement for Swaraj Non-cooperation movement

Movement gained momentum through 1921 - 22

❖ How did the movement unfolded in steps?

➔ Thousands of students left government controlled schools and colleges.
➔ Many lawyers such as Motilal Nehru, C.R. Das, C. Rajagopalachari
and Asaf Ali gave up their practices.
➔ British titles were surrendered and legislators boycotted.
➔ People lit public bonfires of foreign cloth.

But all this was merely the tip of the iceberg. Large parts of
the country were on the brink of a formidable revolt.
Motilal Nehru
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
People’s Initiative:
➔ Gandhiji’s idea of Non-Cooperation Movement

Swaraj

➔ Different classes and groups had interpreted Gandhiji’s call in their own manner.

Which was not an accordance with his ideas.

● In Kheda, patidar peasants organised nonviolent campaigns against high land revenue
demand of the British.
● In coastal Andhra and Tamil Nadu, liquor shops were picketed.
● In the Guntur district of Andhra Pradesh, tribals and poor peasants staged a number
of “forest satyagrahas”.

Different Interpretation
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
People’s Initiative:
Non-cooperation + Khilafat Movement

● In Sindh (Pakistan) and Bengal

Muslim traders and peasants were very enthusiastic about the Khilafat call.

● In Punjab

The Akali agitation of the Sikhs sought to remove corrupt mahants - supported by the
British - from their gurdwaras.

● Participation by tea garden labourers in Assam had their own nation.

(Gandhi Maharaj Ki Jai)

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947

A popular representation of Mahatma Gandhi

In popular images too Mahatma Gandhi is often shown
as a divine being occupying a place within the pantheon
of Indian gods. In this image he is driving Krishna’s
chariot, guiding other nationalist leaders in the battle
against the British.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Happenings of 1922 - 29:
Non-cooperation movement Mahatma Gandhi was against violent movement.

Turn out to be violent ∴ He abruptly called off the non-cooperation

movement.

Explain

February 1922 a crowd of peasants set fire to

a police station in Chauri Chaura. Twenty Two
policemen were killed on that day.

Chauri Chaura Movement

Why?
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Happenings of 1922 - 29:
❖ Due to violent incident

∴ Gandhiji’s followers stressed that the Congress must undertake

constructive work in the rural areas.

How?

● Leaders such as Chitta Ranjan Das and Motilal Nehru argued that
the party should fight elections to the councils.
Chitta Ranjan Das

How?

● Social work : Helped the Gandhians to extend their support base.

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Happenings of 1922 - 29:
❖ Two important development of the mid 1920s were -

➔ The formation of Rastriya Swayam Sevak (RSS)

➔ d The communist party of India

RSS

These parties have held very different ideas

about the kind of country India should be.

➔ Revolutionary Nationalist
Like Bhagat Singh too was active in this period. Communist Party of India
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Happenings of 1922 - 29:
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Happenings of 1922 - 29:
❖ During this truce period, at the end of decade.

Congress demanded Purna Swaraj (complete independence) in 1929

Lahore Session

● The session was under the presidentship

of Jawaharlal Nehru.
● Outcomes
Jawaharlal Nehru
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The Happenings of 1922 - 29:

Demonstrators oppose the Simon Commission

In 1927 the British government in England decided to send a commission headed by Lord Simon to decide India’s political future.
The Commission had no Indian representative. The decision created an outrage in India. All political groups decided to boycott the
Commission. When the Commission arrived it was met with demonstrations with banners saying “Simon Go Back”.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Revolutionary Nationalist:
“It takes a loud voice to make the deaf hear Inquilab Zindabad!”

Revolutionary

Revolutionary nationalists such as Bhagat Singh, Chandra Shekhar Azad,

Sukhdev and others wanted to fight against the colonial rule and the rich
exploiting classes through a revolution of workers and peasants.

∴ They founded the Hindustan Socialist Republican Association (HSRA)

in 1928 at Feroz Shah Kotla in Delhi.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Revolutionary Nationalist:
On 17 December, 1928

Bhagat Singh, Azad and Rajguru assassinated saunders.

Why?

Saunders was a police officer who was involved in the

Lathi-charge that has caused the death of Lala Lajpat Rai.

Lala Lajpat Rai

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Revolutionary Nationalist:

Bhagat Singh Chandra Shekhar Azad Rajguru

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Revolutionary Nationalist:
On 8 April, 1929

➔ Bhagat Singh and B.K. Dutta threw a bomb in the central legislative assembly.

Why?

The aim, as their leaflet explained, was not to kill but “to make the deaf
B.K. Dutta
hear”, and to remind the foreign government of its callous exploitation.

➔ Bhagat Singh, Sukhdev and Rajguru were executed on March 23, 1931.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Revolutionary Nationalist:
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The March to Dandi:
What? Why? How?

❖ Purna Swaraj would never come on its own.

It had to be fought for

❖ In 1930 Gandhiji declared that he would lead a march to break the salt law.

According to this law, the state had a monopoly on the manufacture and
Could unite all
sale of salt. Mahatma Gandhi along with other nationalists reasoned that
[Rich and Poor]
it was sinful to tax salt since it is such an essential item of our food.

Government rejected the demand

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The March to Dandi:
Why March to Dandi?

➔ Gandhiji and his followers marched for over 240 miles from sabarmati to coastal town of Dandi.

Broke the government law by producing salt.

Mahatma Gandhi breaking

the salt law by picking up a
lump of natural salt, Dandi,
6 April 1930
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The March to Dandi:
People’s participation

I. Peasants, tribals and women participated in large numbers.

Civil Disobedience
II. A business federation published a pamphlet on the salt issue.

British Response

I. The government tried to crush the movement through brutal

action against peaceful satyagrahis.
II. Thousands were sent to jail.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The March to Dandi:
Outcomes
➔ The government of India act of 1935

● Provincial autonomy
● Government announced elections to the legislature in 1937.
● Congress formed government in 7 out of 11 provinces.

World War - II Situation Aspirations

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
The March to Dandi:
❖ World War II [September 1939]

Critical of Hitler, Congress leaders were ready to support the British

war effort.

In return they wanted that India be granted independence after the war.
Hitler
आज़ादी मली

● The British refused to concede the demand.

● The Congress ministries resigned in protest.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Women in Freedom Struggle: Ambabai from Karnataka
Women and National Movement

I. Women from diverse backgrounds participated in the national

movement.
II. Their involvement was significant for the freedom struggle, for the
women’s movement, and for themselves personally.

➔ Both British officials and Indian nationalists felt that women’s

participation gave the national struggle an immense force. How?

● Brought women out from their homes.

● Got a place in the professions.
● Got involved in the governance.

Equality
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Women in Freedom Struggle: Ambabai from Karnataka
Ambabai from Karnataka

● Ambabai of Karnataka had been married at age twelve.

● Widowed at sixteen.

Participated in the National Movement

● She picketed foreign cloth and liquor shops in Udipi.

● She was arrested, served a sentence and was rearrested.
● Between prison terms she made speeches, taught spinning, and organised prabhat pheris.

Ambabai regarded these as the happiest days of her

life because they gave it a new purpose and commitment.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Women in Freedom Struggle: Ambabai from Karnataka
Women’s struggle to be a part of National Movement

● Women, had to fight for their right to participate in the

movement. During the Salt Satyagraha.

Even Mahatma Gandhi initially opposed to women’s participation.

Why?

Sarojini Naidu had to persuade him to allow

Sarojini Naidu with Mahatma Gandhi,
women to join the movement. Paris, 1931
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Quit India and Later:
Recall the events

Non-Cooperation Movement Salt March (Civil Disobedience Movement)

Independence

Mahatma Gandhi decided to initiate a new phase of movement

Why?
against the British in the middle of the Second World War.

Gandhiji’s statement - “Do or Die” in your effort to fight the British [Non-Violence]

Quit India Movement

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Quit India and Later:
Participation

❖ It specially attracted peasants and the youth who gave up

their studies to join it.
❖ Communications and symbols of state authority were
attacked all over the country. Non-Violence Quit India movement, August 1942

❖ In many areas the people set up their own governments.

British Response

British adopted the method of severe repression

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Quit India and Later:
❖ By the end of 1943 over 90,000 people were
arrested.
❖ Around 1,000 killed in police firing.
❖ In many areas orders were given to machine-gun
crowds from airplanes.

The rebellion, however, ultimately brought the

Raj to its knees.

How? Quit India Movement

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Bose and the INA:
“तुम मुझे खून दो में तुम्हें आज़ादी दूँ गा”

Bose

● A radical nationalist, with socialist learning.

● Did not share Gandhiji’s ideal of Ahimsa.
Subhash Chandra Bose

Why?

➔ In January 1941
● He secretly left his Calcutta home, went to Singapore, via Germany, and raised the Azad Hind
Fauj or the Indian National Army (INA). Why?

To free Indian from british control.

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Bose and the INA:
In 1944

❖ The INA tried to enter India through Imphal and Kohima but
the campaign failed.

Why?

❖ The INA members were imprisoned and tried.

People across the country, from all walks of life, participated in

the movement against the INA trials.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
Independence

Challenges
In 1940

❖ In 1940 the Muslim League had moved a resolution demanding

“Independent States” for Muslims in the north-western and
eastern areas of the country.

Partition ?

Try to read between the lines

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
Muslim League

❖ Began viewing the muslim as a separate ‘nation’ from the Hindus.

Why?

In developing this notion it may have been influenced by the history of tension between some Hindu and
Muslim groups in the 1920s and 1930s.

Provincial election of 1937 Convinced the League that Muslims were a minority, and they
would always have to play second fiddle in any democratic structure.

Fear of being unrepresented

● 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.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
Why the masses supported such a communal party?

➔ The Congress’s failure to mobilise the Muslim masses in the 1930s allowed the League to
widen its social support.

Non-Cooperation V/S Civil Disobedience Movement

➔ Muslim League enlarged its support when most congress leaders were in Jail.

❖ Negotiations after second world war.

Muslim League claimed themselves as the

V/S Congress did not accept this claim. Why?
sole spokesperson of India’s muslim.

Failed attempt
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
Maulana Azad with other members at the
Congress Working Committee, Sevagram, 1942

Azad was born in Mecca to a Bengali father and

an Arab mother. Well-versed in many languages,
Azad was a scholar of Islam and an exponent of
the notion of wahdat-i-deen, the essential
oneness of all religions. An active participant in
Gandhian movements and a staunch advocate of
Hindu Muslim unity, he was opposed to Jinnah’s
two-nation theory.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
❖ Provincial elections of 1946 further added fuel to the demand of Partition.

Provincial elections of 1946

Congress Muslim League

Did well in General Constituencies Did well in Reserved Constituencies

Outcomes

➔ Victory in reserved constituencies Persisted with its demand for Pakistan

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
❖ Was the partition inevitable? Any attempts from the side of British?
Cabinet Mission

In March, 1946 British cabinet sent a three-member mission to Delhi to examine this demand
and to suggest a suitable political framework for a free India.

Suggestion

This mission suggested that India should remain united and constitute itself as a loose
confederation with some autonomy for Muslim-majority areas.

Outcomes

∴
Both Congress and Muslim League could not agree to specific details of the proposal
Partition
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:

Stafford Cripps Pethick Lawrence A.V. Alexander

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
Failure of Cabinet Mission

Muslim League decided on mass agitation for winning its

Pakistan demand.

∴ 16 August 1946, was decided as ‘Direct Action Day’

➔ Riots broke out in Calcutta.

➔ By March 1947, violence spread in different parts of
Northern India.

Pain of the partition

CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
Towards Independence and Partition:
❖ The joy of our country’s independence from British rule came mixed with
the pain and violence of Partition.

Refugees from riot-torn Punjab gather in New Delhi, in

search of shelter and food
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 1. Why were people dissatisfied with British rule in the 1870s and 1880s?

Ans. People Were dissatisfied with the British rule in the 1870s and 1880s.

The reasons behind this were:

I. The Arms Act was passed in 1878. The Act disallowed Indians from possessing
arms.

II. The government tried to introduce Ilbert Bill in 1883. The bill made provisions
for the trial of British or European persons by Indians.But opposition by white
people showed their racial attitude and indians were enraged by this.

III. The vernacular press act of 1878 curbed the freedom of speech and expression.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 2. Who did the Indian National Congress wish to speak for?

Ans. The Indian National Congress wished to speak for all the people of India,
irrespective of class, colour, caste, creed, language or gender.
It stated that India, its resources and systems were not for anyone class or community of
India, but for all the different communities of India.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 3. What economic impact did the First World War have on India?

Ans. The First World War changed, the economic and political situation in India as:

I. There was a huge rise in the defence expenditure of the Government of India.

II. The government increased tax on individual incomes and business profits.

III. There was a great demand for industrial goods due to the war and this resulted in
the decline of European goods being imported into India.
This, in turn, gave the Indian Industrialists a chance to expand their production.

IV. Villages were pressurised to supply soldiers and due to this people were unhappy.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 4. What did the Muslim League resolution of 1940 ask for?

Ans. In 1940 the Muslim League passed a resolution demanding "Independent

states" for Muslims in the North-Western and Eastern areas of the country.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 5. Who were the Moderates? How did they propose to struggle against British rule?

Ans. During the first twenty years, after its formation, the Congress was 'moderate' in its
objectives and methods. Some of the moderate leaders were Dadabhai Naoroji, Pherozeshah
Mehta, Badruddin Tyabji, WC Bonnerjee, Surendranath Banerjee, Romesh Chandra Dun, S
Subramania Iyer.

I. They proposed to struggle against the British in a non-violent manner, which the Radicals
called the politics of prayers.
II. They demanded that Indians be placed in high positions in the government.
III. They wanted the Legislative Council to be made more representative, given more power
and introduced in provinces where it was not.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 6. How was the politics of the Radicals within the Congress different from that of the
Moderates?

Ans. In Bengal, Maharashtra and Punjab, many leaders adapted more radical means to gain
freedom from the British.

Some of the important Radical leaders were Bipin Chandra Pal, Bal Gangadhar Tilak and Lala Lajpat
Rai who were known as Lal Bal Pal.

They criticised the moderates for their 'politics of prayers' and emphasised the importance of
self-reliance and constructive work. Radicals argued that people rely on their own strength, not on
the 'good' intentions of the colonial power.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 7. Discuss the various forms that the Non-Cooperation Movement took in different parts of
India. How did the people understand Gandhiji?

Ans. During 1921 and 1922 the Non-Cooperation Movement gained impetus. Thousands of
students left government-controlled schools and colleges.

Many lawyers like, Motilal Nehru, CR Das, C Rajagopalachari and Asaf Ali gave up their practices.
People lit public bonfires of foreign cloth.

The imports of foreign cloth fell drastically between 1920-1922. In Kheda, Gujarat, Patidar
peasants organised non-violent, campaigns against high land revenue fixed by the British.

People in different parts of the country took Gandhiji’s call for participation with their own
notion.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 8. Why did Gandhiji choose to break the salt law?

Ans. The British introduced a law stating that the state had a monopoly on the manufacture and sale
of salt. It also imposed a tax on the sale of salt. Mahatma Gandhi and other national leaders felt that
it was wrong to impose a tax on salt which was an essential commodity for food.

The leaders decided to oppose this tax. In 1930, Gandhiji declared that he would lead a march to
break the Salt Law. The Salt March was related to the desire for freedom felt by all the rich and the
poor.

Gandhiji and his followers marched for over 240 miles from Sabarmati to the coastal town of Dandi
where they broke the government law by gathering natural salt found on the seashore and boiled
seawater to produce salt. Peasants, tribals and women participated in large numbers. Pamphlets
were published on the Salt Satyagraha.
CLASS 8th HISTORY - CHAPTER - THE MAKING OF THE NATIONAL MOVEMENT 1870s - 1947
NCERT Solution:
Que 9. Discuss those developments of the 1937-47 period that led to the creation of Pakistan.

Ans. The developments of the 1937-47 period that led to the creation of Pakistani follow:

I. In 1937, the government announced elections to the provincial legislatures. The Congress was
victorious in 7 out of 11 provinces and formed governments in the 7 provinces. This result
convinced the Muslim League that Muslims were a minority.
II. In 1940, the Muslim League passed a resolution demanding 'Independent States' for Muslims
in the North-Western and Eastern areas of the country.
III. In 1946, elections to the provinces were held. The Congress did well in the 'general
constituencies' at the same time the Muslim League succeeded very well in areas where seats
were reserved for Muslims.
Chapters Deleted from
Latest NCERT
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

Introduction:
Struggle for Freedom Independence Struggle for ______

Read the chapter in continuation with previous chapter.

What we are going to study in this chapter?

➔ A new and divided nation

➔ A constitution is written
➔ How were states to be formed?
➔ Planning for development
➔ The search for an independent foreign policy
➔ The nation, seventy years on
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A New and Divided Nation:

New and Divided?

When India became independent it faced a series of very great challenges.

What?

Partition Integration of Political System And many more ___

Princely states
- Almost 500 states - Adopting a political
- 8 million refugees
ruled by Maharaja or system that would
had come into the
a Nawab. best serve the hopes
country.
and expectations of
● Homes
● Integration its population.
● Jobs
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A New and Divided Nation:

Diversity

➔ Diversity of language, religion, culture and practices. Division

There were divisions between high castes and low castes, between the
majority Hindu community and Indians who practised other faiths.
Problem of development

➔ Rural economy Challenges

➔ Low level of development in cities. Slums, health facility.
∴ New nation had to lift its masses out of poverty by
increasing the productivity of agriculture and by promoting
new, job-creating industries.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A New and Divided Nation:

Unity and development had to go hand in hand.

Division between different Fruits of economic development

sections of India to be healed. should reach the broad masses

Challenges
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
Understand the heading

[December 1946 - November 1949] Constituent Assembly

Had series of meetings on the country’s political future.

These discussions resulted in the framing of the Indian

Constitution, which came into effect on 26 January 1950.

What is great in our constitution?

Features
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:

Constituent Assembly of India

CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
Adoption of Universal Adult Franchise
All Indians above the age of 21 would be allowed to vote in state and national elections. 18 Years

Revolutionary step How?

Equality before the law to all citizens

➔ Pakistan A country created explicitly to protect and further the interests of a particular
religious community - the Muslims.
∴ Some Indians claimed that the political system of new
nation be based on Hindu ideals. [Hindu States]

Jawaharlal Nehru : Was of the opinion that India could not and must not become a “Hindu Pakistan”.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
The practice of untouchability was abolished

The Constitution was that it offered special privileges for the poorest and
most disadvantaged Indians.
Untouchability : Describe as a “slur and a blot” on the “Fair name of India”

Advantages of abolishing untouchability.

● Entry into the Temples.

Debates
● Reservation of seats in legislatures, government jobs and educational
institution.

➔ Along with the former Untouchables, the adivasis or Scheduled Tribes

were also granted reservation in seats and jobs. Why?
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
➔ Debate on power of government.
Central V/S State

Some members thought that the Centre’s Other members felt that the
interests should be foremost. Only a strong provinces should have greater
Centre, it was argued, “would be in a position autonomy and freedom.
to think and plan for the well-being of the
country as a whole”.

Arguments
➔ “Democracy is centred in Delhi and it is not allowed to work in the same sense and spirit in the
rest of the country”.
➔ “The initial responsibility for the well-being of the people of the provinces should rest with the
Provincial Governments”.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
Debate on the power of Centre and State

∴ The Constitution sought to balance these competing claims by providing three lists of subjects.

Union List State List Concurrent List

With subjects such as Subjects such as Subjects such as forests

taxes, defence and education and health, and agriculture, in which
foreign affairs, which which would be taken the Centre and the states
would be the exclusive care of principally by would have joint
responsibility of the the states. responsibility.
Centre.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
➔ Debate over the issue of languages.

Explain

Many members believed that the English language should leave India with the British rulers.

Alternatives

Hindi

However, those who did not speak Hindi were of a different opinion.

How?
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
➔ T.T. Krishnamachari conveyed “a warning on behalf of people of
the South”, some of whom threatened to separate from India if
Hindi was imposed on them.

Solution

Compromise was made that Hindi would be the “official

language” of India, English would be used in the courts, the
services, and communications between one state and another. T.T. Krishnamachari
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

A Constitution is Written:
➔ Role of Dr. B.R. Ambedkar in farming of the constitution.

● The chairman of the Drafting Committee.

● Dr Ambedkar pointed out that political democracy had to be
accompanied by economic and social democracy.

Giving the right to vote would not automatically lead to the

removal of other inequalities such as between rich and poor,
or between upper and lower castes. Dr B.R. Ambedkar
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

How were States to be Formed?

Promise of Congress

Then
● Once the country won independence, each major linguistic group would
have its own province.

However, after independence the congress did not take any steps to
honour this promise. Why?

Fear of partition

This country could not afford further division on the basis of language.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

How were States to be Formed?

Decision of not farming linguists states

Created great disappointment

● The Kannada speakers, Malayalam speakers, the Marathi speakers, had

all looked forward to having their own state.

Demand for Andhra

● The strongest protests, however, came from the Telugu-speaking
Potti Sriramulu
districts of what was the Madras Presidency.

● In October of that year, a veteran Gandhian named Potti Sriramulu went

on a hunger strike demanding the formation of Andhra state. Why?
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

How were States to be Formed?

On 15 December 1952

➔ Potti Sriramulu died after a fast of fifty eight days.

Protest intensified

The protests were so widespread and intense that the central

government was forced to give in to the demand.
∴ On 1 October 1953, the new state
of Andhra Pradesh came into being

Other states also demanded the same.

CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

How were States to be Formed?

To address the demand of states.

State Recognition Commission was set up [Gave its report in 1956]

Recommendation

● Redrawing of district and provincial boundaries to form compact provinces of

Fazal Ali
Assamese, Bengali, Oriya, Tamil, Malayalam, Kannada and Telugu speakers
respectively.

● The large Hindi-speaking region of north India was also to be broken up into
several states.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

How were States to be Formed?

➔ In 1960
● Bilingual state of Bombay was divided into separate
states for Marathi and Gujarati.

➔ In 1966
● The states of Punjab was also divided into Punjab
and Haryana.

➔ etc...
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

Planning for Development:

Independence Objective of the new nation.

● Lifting India and Indians out of poverty.

● Building a modern technical and industrial base.

∴ In 1950, Government set up a planning commission. Why?

To help design and execute suitable policies for economic development

Mixed economy model

Both the State and the private sector would play important and complementary roles in increasing
production and generating jobs.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

Planning for Development:

❖ Concept of five year plan.

In 1956, the seconds five year plan was formulated.

This focused strongly on the development of heavy industries

such as steel, and on the building of large dams.

This approach had many strong supporters, but also some vocal critics.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

Planning for Development:

The bridge on the Mahanadi river constructed to control Work going on at the Gandhi Sagar bandh
the flow of water
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

Planning for Development:

Critics of Second Five Year Plan

● Some felt that it had put inadequate emphasis on agriculture.

● Others argued that it had neglected primary education.
● Others believed that it had not taken account of the environmental
implications of economic policies.

In the words of Mira Behn

“Science and machinery he [mankind] may get huge returns for a

time, but ultimately will come desolation. We have got to study
Nature’s balance, and develop our lives within her laws, if we are
to survive as a physically healthy and morally decent species.”
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Search for an Independent Foreign Policy:

Foreign Policy

Second World War Independence Scenario

Period of cold war

Power rivalries and

World was divided into two blocks.
ideological conflicts

U.S.A. VS USSR
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Search for an Independent Foreign Policy:

In this situation of power rivalries and Ideological conflicts.

Both the countries were creating military alliances.

During the same time, colonial empires were collapsing

and many countries were attaining independence.

India joined which military alliances?

Prime Minister Jawaharlal Nehru, who was also the foreign minister of newly independent India,
developed free India’s foreign policy in this context.

Non-Alignment
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Search for an Independent Foreign Policy:

What was the Non-Alignment Movement?

● A movement led by statesmen from Egypt, Yugoslavia, Indonesia, Ghana and India.
● NAM movement urged countries not to join either of the major alliances.

Isolated or Neutral

NO

Isolation and neutrality means remaining aloof from world affairs whereas non-aligned countries
such as India played an active role in mediating between the American and Soviet alliances.

How?
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Search for an Independent Foreign Policy:

NAM leaders
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Search for an Independent Foreign Policy:

NAM countries had done following things:

● Tried to prevent war.

● Took humanitarian and moral stand against war.
● By the 1970s, a large number of countries had joined the non-aligned movement.

Leaders of Asian and African

countries meet at Bandung,
Indonesia 1955
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Nation, Seventy Years On:

Independence Today

Questions

● How well has the country done in this time?

● What extent has it fulfilled the ideals set out in its Constitution?

India is still united, and that it is still democratic, are achievements that we might just be proud of.

Foreign observers

➔ India could not survive as a single country. Why?

➔ Some believed that it would comes under military rule.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Nation, Seventy Years On:

Achievement

● As many as seventeen general elections have been held since Independence.

● As well as hundreds of state and local elections.
● There is a free press.
● An independent judiciary.
● Practise of different faiths has not come in the way of national unity.

Challenges

Deep division persist : Untouchability violence and discrimination they face.

In many parts of rural India they are not allowed access to

water sources, temples, parks and other public places.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

The Nation, Seventy Years On:

➔ Despite the secular ideals enshrined in the Constitution, there have
been clashes between different religious groups in many states.

➔ The gulf between the rich and the poor has grown over the years.

Fruits of economic development

are distributed unequally.

How?

Conclusion The Republic of India has not been a great

success. But it has not been a failure either.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 1. Name three problems that the newly independent nation of India faced.

Ans. India faced many problems after it got independence.

These problems are -
I. The major problem was that of the refugees. 8 million refugees entered India from Pakistan
and they needed shelter and livelihood.
II. At the time of independence, there were almost 500 Princely States, each of whom had to be
persuaded to join the new nation.
III. India's population was almost 345 million. This vast population was into different castes,
religion, languages, dresses, foods and profession.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 2. What was the role of the Planning Commission?
Ans. In 1950, the Indian Government set-up a Planning Commission to help design and
execute suitable policies for economic development. It had to achieve a balance between
the different regions and states.
The First Five Year Plan was launched in 1951 which mainly focused in development of the
primary sector like irrigation and energy, agriculture and community development,
transport and communications industry, social services, land rehabilitation etc.

The most important feature of this phase was active role of state in all economic sectors.
The Second Five Year Plan followed the Mahalanobis model and tried to develop the
Public Sector.
This plan (1956) focused strongly on the building of large dams, which came under the
control of the State.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 3. Fill in the blanks:

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

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

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

d. The death of _________ sparked off such violent protests that the government was
forced to give in to the demand for the linguistic state of Andhra.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 4. State whether true or false

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

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

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

d. The Second Five Year Plan focused on the development of heavy industry.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 5. What did Dr Ambedkar mean when he said that “In politics we will have equality,
and in social and economic life we will have inequality”?

Ans. Dr. BR Ambedkar played an important role in drafting the Indian Constitution. He felt
that political democracy had to be accompanied by economic and social democracy.
He felt that giving all the people the right to vote did not make them equal socially or
economically. In politics we have recognised the principle of one man one vote and one
value.
But in our social and economic structure, we continue to deny the principle of one man
one value. Dr. Ambedkar said that the division between the upper caste and the lower
caste has to be wiped out four India to be a true democracy.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 6. After Independence, why was there a reluctance to divide the country on linguistic lines?

Ans. Mahatma Gandhi dream of one nation was shattered due to the partition of India, into
India and Pakistan. The Congress leaders were sceptical about a further division of states on the
basis of language.
The partition of India resulted in the death of millions of people who were killed in the riots
between the Hindus and the Muslims.
They feared that this may happen if the country was further divided on linguistic lines.
Prime Minister Jawaharlal Nehru and Deputy Prime Minister Vallabhbhai Patel were against the
creation of linguistic states.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 7. Give one reason why English continued to be used in India after Independence.

Ans. Many members of the Constituent Assembly believed that the English language should
be replaced by Hindi. But this idea was opposed by the leaders from non-Hindi areas.
They did not want an imposition of Hindi on the people of these areas. They even
threatened to separate themselves from India if Hindi was imposed on them.
Finally it was decided that while Hindi would be the official language, English would be
used for communication among various states.
CLASS 8th HISTORY - CHAPTER - INDIA AFTER INDEPENDENCE

NCERT Solution:
Que 8. How was the economic development of India visualised in the early decades
after Independence?

Ans. The major objectives of India after Independence were lifting India and Indians
out of poverty and building a modern technical and industrial base for the country.
In 1950, the government set-up a Planning Commission to help design and execute
suitable policies for economic development.
There was a broad agreement on what was called a `mixed economy' model. Here
both the State and the Private sector would play important and complementary roles
in increasing production and generating jobs.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Introduction:
Chapter

Textile and iron and steel industry India under British.

Industrial revolution and Mechanised production.

[Britain - “Workshop of the world”]

➔ Industrialisation of Britain Conquest and colonisation of India.

● Trade to territory.
● Supplier of raw material to vast market for selling goods.

Impact
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Introduction:
What we are going to study in this chapter?

➔ Indian textiles and the world market.

➔ Words tell us histories.
➔ Indian textile in European markets.
➔ Who were the weavers?
➔ The decline of Indian textiles.
➔ Cotton mills come up.
➔ The sword of tipu sultan and wootz steel.
➔ Abandoned furnace in villages.
➔ Iron and Steel industries come up in India.
➔ NCERT Solution
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Indian Textile and the World Market:

Situation of textile production

Around 1750 [Before the British conquered Bengal]

India was by far the world’s largest producer of cotton textiles. Why?

Fine quality Exquisite craftsmanship

➔ They were extensively traded in Southeast Asia and West and Central Asia.

European trading companies

Buy Indian textiles Sale them in Europe History

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Indian Textile and the World Market:

Patola weave, mid-nineteenth century - Patola

was woven in Surat, Ahmedabad and Patan.
Highly valued in Indonesia, it became part of the
local weaving tradition there.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Indian Textile and the World Market:

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Words Tell Us Histories:

European traders first

∴ It was referred as Muslin.
encountered in Mosul, Iraq.

Came to India in search of spices, landed in calicut on the coast of Kerala.

Portuguese
Along with spices they took the cotton textiles.

Calico

Subsequently calico became the general name for all cotton textiles.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Words Tell Us Histories:

➔ Gives us an idea about 98 varieties of cotton and silk
cloth.

Known by different names

● Chintz
● Cossaes Origin
● Bandanna

❖ From the 1680s their started a craze for printed Indian

cotton textiles in England and Europe.
❖ Rich people of England including the Queen herself
A page from an order book of wore clothes of Indian fabric.
the East India Company, 1730
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Words Tell Us Histories:

Chintz cloth Cossaes cloth Bandanna cloth

➔ There were other cloths in the order book that were noted by their place of origin:
Kasimbazar, Patna, Calcutta, Orissa, Charpoore.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Indian Textile in European Market:

Wool and Silk maker in England began protesting
Why?
against the import of Indian cotton textiles.

In 1720, British government passed a law. ● Popularity of Indian textile.

● Textile industry were
Calico Act developing in England.

Banning the use of printed cotton textiles - chintz - in England.

➔ Under government protection the Calico printing industry

was started.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Indian Textile in European Market:

➔ Competition with Indian textiles led to technological innovation in England.

● In 1764, spinning jenny by John kaye was invented.

● In 1786, the invention of the steam engine by Richard Arkwright
revolutionised cotton textile weaving.

Impact on India
Indian textiles continued to dominate world trade
till the end of the eighteenth century.
Import of gold and silver in India.
European trading companies
But the situation changed after the East India
Made enormous profit from the trade. Company gained political power.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Indian Textile in European Market:

Spinning jenny John kaye Cotton mill Richard Arkwright

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Who were the Weavers?

Weavers ❖ Specialised in weaving.
❖ Skills were passed on from one generation to the next.
❖ The tanti weavers of Bengal, the julahas or momin weavers of north
India, sale and kaikollar and devangs of south India.

Process of weaving

A tanti weaver of
Bengal, painted by the
Belgian painter
Solvyns in the 1790s
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Who were the Weavers?

➔ Weavers performance weaving in chain.

Spinning Weaving Dying

- Mostly done by women. - After spinning the thread - Thread was dyed by dyers.
- Chakra and takli. was woven into clothes.
- Rangrez
- Mostly done by men. - Chippigars

Handloom weaving and the occupations associated with it provided livelihood for millions of Indians.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Who were the Weavers?

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Decline of Indian Textiles:

❖ Development of textile industries in Britain Affected Indian textile producers.

How?
First: Indian textiles now had to compete with British textiles.
Second: Exporting textiles to England also became increasingly difficult.

❖ English made cotton textiles ousted Indian goods. Impact

From traditional international market.

Weavers were unemployed

❖ English and European companies stopped buying Indian goods.

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Decline of Indian Textiles:

By 1830s, situation became worse

➔ British cotton cloth flooded Indian markets. Problem क्या है ?

!! Domestic market collapsed !!

● This affected not only specialist weavers but also spinners.
● Unemployment.

Rays of hope
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Decline of Indian Textiles:

➔ Handloom weaving did not completely die in India.

Some type of cloths cannot be produced by machines. Why?

E.g. - Intricate borders and cloths with traditional woven patterns.

- Banarasi sari.

➔ Industries in Britain did not produced very coarse cloths used by the poor people in India.

Nationalist movement Mahatma Gandhi Boycott imported textiles and use

hand spun and hand weaver clothes.

Khadi became a symbol of nationalism.

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Decline of Indian Textiles:

❖ Industries in Britain Hampered the Indian textile sectors.

What happened to the weavers and spinners who lost their livelihood?

● Some became agricultural labourers.

● Migrated to cities.
● Others went out of the country to work in plantations in Africa and South America.
● Some of them found work in newly established cotton mills.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Cotton Mills Come Up:

❖ The first cotton mill in India, Bombay in 1854.
Bombay = Hub of cotton textile

Why?

● Important port for the export of raw cotton from India.

● Close to the vast black soil track.
● Availability of labour.
● Parsi and Gujarati businessmen.

What about the other cities?

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Cotton Mills Come Up:

❖ Mills came up in other cities too. Ahmedabad, Kanpur and United Provinces.

Cotton Labour demand Migration

❖ Thousands of poor peasants, artisans and agricultural labourers moved to the cities to work in
the mills.

Challenges faced by Indian textile industries.

I. Difficult to compete with the cheap textiles imported from Britain.
II. The colonial government in India usually refused protection to local industries.

Situation changed after first world war How?

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Sword of Tipu Sultan and Wootz Steel:

Tipu Sultan ❖ Iron and Steel industries.

➔ Tipu’s legendary swords are now part of valuable collections in

museums in England.
Why?

Quality of sword
This quality of the sword came from a special type of high carbon
steel called Wootz.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Sword of Tipu Sultan and Wootz Steel:

Left us an account of the technique by which wootz steel was
produced.

Furnaces Iron ore mixed with charcoal.

Francis Buchanan Put inside small claypots.

Through an intricate control of temperatures the smelters produced

steel ingots that were used for sword making.

➔ Wootz is an anglicised version of the Kannada word ukku, Telugu

hukku and Tamil and Malayalam urukku - meaning steel.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Sword of Tipu Sultan and Wootz Steel:

Iron smelting furnace Iron smelters of Palamau, Bihar

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

The Sword of Tipu Sultan and Wootz Steel:

Craze for Indian Wootz Steel

Michael Faraday, the legendary scientist and discoverer of electricity

and electromagnetism, spent four years studying the properties of
Michael Faraday Indian Wootz (1818-22).

However, we lost the process of Wootz steel making.

Conquest of India by British The swords and armour making industry died.

Iron and steel from England displaced the iron and steel produced by craftspeople in India.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Abandoned Furnaces in Villages:

❖ Production of Wootz steel required a highly specialised technique of refining iron.

Still it was a common practise to observe.

I. The furnaces were most often built of clay and sun-dried bricks.
II. The smelting was done by men while women worked the bellows, pumping air that kept the
charcoal burning.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Abandoned Furnaces in Villages:

❖ By the late nineteenth century the craft of iron smelting was in decline.

Why?
I. Changes in forest laws

➔ Colonial government prevented people from entering the reserved forests.

● No wood and charcoal

Defying forest law = Creating problems
● Iron ore

∴ Many gave up their craft and looked for other means of livelihood.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Abandoned Furnaces in Villages:

II. The iron smelters had to pay a very high tax to the forest department for every furnace they used.

Income

III. Import of iron and steel from Britain.

Iron smith in India began using imported iron.

This inevitably lowered the demand for iron produced by local smelters.

IV. Competition from iron and steel factories come up in India.

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Iron and Steel Factories Come Up in India:

1904, April Charles weld and Dorabji Tata were travelling in Chhattisgarh in search of
iron ore deposits.
Why?

Agarias Bucketloads of iron ore Rajhara hills

Discovery of one of the finest ore in the world. Successful

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Iron and Steel Factories Come Up in India:

Jamshedji Tata
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Iron and Steel Factories Come Up in India:

❖ Problems in this expedition

● The region was dry and water was not available.

However, the Agarias helped in the discovery of a source of
iron ore that would later supply the Bhilai Steel Plant.
What about the vision of Jamshedji Tata?

● Forest area was cleared near the river Subarnarekha.

● Industrial township - Jamshedpur was established.
● The Tata Iron and Steel Company (TISCO) that came up
began producing steel in 1912.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Iron and Steel Factories Come Up in India:

TISCO The Tata Iron and Steel factory on the banks of the river Subarnarekha, 1940
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Iron and Steel Factories Come Up in India:

Establishment of TISCO = मौके पे चौका

➔ All through the late nineteenth century, India was importing steel that was manufactured in
Britain.

But the situation was different when TISCO was established.

● Expansion of railways First world war Advantage to TISCO

Imports of British steel into India declined dramatically and the Indian Railways turned to TISCO
for supply of rails.

➔ British never regained the old position after first world war.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

Iron and Steel Factories Come Up in India:

Conclusion

In case of both the industries. [Iron and Steel and Cotton]

Industrial expansion occurred only when British imports into India

declined and the market for Indian industrial goods increased.

Role of first world war

Other factors

● Nationalist movement
● Strong Indian industrialist class
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 1. What kinds of cloth had a large market in Europe?
Ans 1. From the 1680s onwards, cotton and silk textiles had a large market in Europe. Such
textiles made in India were popular because of their excellent quality, fine craftsmanship and
low price.
Among various varieties sold in the European markets, chintz, cossaes (or khassa), bandanna
and jamdani were the most well-known.

Que 2. What is jamdani?

Ans 2. Jamdani is fine muslin on which decorative motifs are woven on the loom, typically in
grey and white. Often a mixture of cotton and gold thread is used.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 3. What is bandanna?
Ans 3. The word 'bandanna' refers to any brightly coloured and printed scarf for the neck or
head. The term is derived from the word 'bandhna' (Hindi for tying), which was a variety of
brightly coloured cloth produced through the process of tying and dyeing.

Que 4. Who are the Agarias?

Ans 4. The Agarias are an Indian community of iron smelters who helped in the discovery of a
source of iron ore for the Bhilai iron and steel plant .
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 5. Fill in the blanks:

a. The word chintz comes from the word _________.

b. Tipu’s sword was made of _________ steel.

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

CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 6. How do the names of different textiles tell us about their histories?
Ans 6. The origins of the names of different textiles tell us about their histories. For example -
I. Muslin is a word meaning any finely woven textile. The name of this doth is derived
from Mosul (a town in Iraq), where European traders first saw fine cotton cloth from
India, which was brought from India by Arab traders.

II. Calico is a generic namc for all cotton textiles. This is derived from Calicut, a . port town
in Kerala, where the Portuguese first landed in India. They took back Indian cotton
textiles to Europe, where these came to be called calico.

III. Chintz, a printed cotton cloth, is a term derived from the Hindi word chhint, a cloth with
small and colourful flowery designs.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 7. Why did the wool and silk producers in England protest against the import of Indian
textiles in the early 18th century?

Ans 7. By the early 18th century, textile industries had just begun to develop in England.
The wool and silk producers in England found themselves unable to compete, with Indian
textiles. They wanted to secure market within the country by preventing the entry of Indian
textiles. Therefore, they protested against its import.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 8. How did the development of cotton industries in Britain affect textile producers in
India?
Ans 8. The development of cotton industries in Britain affected textile producers in India due
to the following factors:
I. Competition in Foreign Markets - By the beginning of the 19th century, English-made
cotton textiles ousted Indian textiles from their traditional markets in Europe, Africa
and America. This pushed thousands of Indian weavers out of employment.
II. High Import Duties/Ban on Imports - Exporting textiles to England became increasingly
difficult due to the very high duties imposed on Indian textiles imported into Britain.
III. Capture of the Indian - Market By the 1830s, British cotton cloth flooded Indian
markets. By the 1880s, two-thirds of all cotton clothes worn by Indians were made of
cloth produced in Britain.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 9. Why did the Indian iron smelting industry decline in the 19th century?

Ans 9. The Indian iron smelting industry declined in the 19th century due to:
I. Strict implementation of forest laws The British colonial administration prevented the free
movement of people into reserved forests with these laws.
II. High taxes on running furnaces, iron smelters had to pay a very high tax to the forest
department for every furnace they used. This reduced their income.
III. Iron and Steel was being imported from Britain. Ironsmiths began using the imported iron to
manufacture utensils and implements. This reduced the demand for iron produced by local
smelters.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 10. What problems did the Indian textile industry face in the early years of its development?

Ans 10. In the early years of its development the Indian textile industry faced several problems:
I. The Indian textile industry found it difficult to compete with the cheap textiles imported from
Britain, as it was in its infancy.
II. Unlike other countries where governments allowed local industries to grow by imposing heavy
duties on imports, the British colonial government in India did not protect or support the local
textile industries in any way.
CLASS 8th - HISTORY - CHAPTER - WEAVERS, IRON SMELTERS AND FACTORY OWNERS

NCERT Solutions:
Que 11. What helped TISCO expand steel production during the First World War?

Ans 11. Before the First World War India imported British steel for rails. When in 1914 the
war broke out, steel produced in Britain now had to meet the demands of war in Europe.
So, imports of British steel into India declined and the Indian railway turned to TISCO for
supply of rails.
Now,TISCO had to produce shells and carriage wheels for the war. By 1919 the Colonial
Government was buying 90 per cent of the steel manufactured by TISCO.
Overtime TISCO became the biggest steel industry within the British empire.
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