Author name: Bhagya

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 9 Women, Caste and Reform Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 9 Women, Caste and Reform

HBSE 8th Class History Women, Caste and Reform Textbook Questions and Answers

LETS IMAGINE

Imagine you are a teacher in the school set-all throughout her life as she was told to be a docile, submissive and obedient person even in times her rights were barred.

Another Muslim girl explained how they were the target of conservative critics teasing them time and again urging them and their families to drop them for school. These pessimists had an inferior eye and negativity for the poor little girls.

However, some aspirational girls decided to cope up with the loss and faced the heartbreaking insult with a calm mind and soul to get better returns in future. They had told me that they readily wanted to adopt the Western mind-set up by Rokeya Hossain. There are 20 girls in your charge. Write an account of the discussions that might have taken place on any one day in the school.
Answer:
I am a women in once of Begum Rokeya Sakhawat Hossain and a teacher at the Calcutta Primary School. Being a teacher, I understand that it is my solemn responsibility to dispel the darkness in my students’ lives and hence decided to gather all views about the same. One of the girls described me the challenges she has faced keeping intact with the values, culture and heritage of India.

Some also embraced my efforts on women reform leaving me overwhelmed. I was filled with ecstatic joy to hear that few bright students wanted to make it to the pinnacle by becoming doctors, nurses, teachers and intelligent home makers. I was impressed by the view that we could even write successful women’s stories.

LETS DISCUSS

Question 1.
What social ideas did the following people support?
(i) Rammohan Roy
(ii) Dayanand Saraswati
(iii) Veerasalingam Pantalu
(iv) Jyotirao Phule
(v) Pandita Ramabai
(vi) Periyar
(vii) MumtazAli
(viii) Ishwarchandra Vidyasagar
Answer:
(i) Social ideas supported by Raja Rammohan Roy:

• Raja Rammohan Roy focused his attention towards removing the evil practice of Sati.
• He preached in favour of widow remarriage.
• He worked to secure a place of honour for women in the Hindu society. He demanded for them the right of inheritance to property.
• To ensure a place of respect for women, he condemned the practice of polygamy.
• He also supported the study of English literature.

(ii) Social ideas supported by Dayanand Saraswati:

• Dayanand supported widow re-marriage.
• He condemned Sati system.
• He opposed the practice of child marriage.
• He supported education of girls.
• He founded AryaSamaj which worked for the uplift and emancipation of women.

(iii) Social ideas supported by Veersalingam Pantalu:
He supported widow remarriage and formed an association in the Telugu speaking areas of the Madras Presidency.

(iv) Social ideas supported by Jyoti Rao Phule:

• Jyoti Rao Phule supported education for girls. He and his wife opened five schools for girls in and around Pima in 1848.
• Jyoti Rao Phule argued that Brahmans were not superior, just because they were Aryans. He supported the idea that land belonged to indigenous people, the so called low castes.

(v) Social ideas supported by Pandita Ramabai:

• Pandita Ramabai worked for the upliftment of women’s status in society.
• She wrote a book about the miserable lives of upper-caste Hindu women.
• She founded a widow’s home at Puna to provide shelter to widows who had been treated badly by their husbands’ relatives. Here, women were trained so that they could support themselves economically.

(vi) Social ideas supported by Periyar:

• Periyar supported the idea that untouchables were the true upholders of an original Tamil and Dravidian culture which had been subjugated by Brahmins.
• He was of the view that untouchable had to free themselves from all religions in order to achieve social inequality.
• He did not support the authority of Brahmins over lower castes and the domination of men over women. Hence he was a critic of Hindi scriptures which supported these ideas.

(vii) Social ideas supported by Mumtaj Ali:

• Mumtaj Ali supported women’s education. She, alongwith other reformers reinterpreted verses from Koran to support for women’s education.
• Women were encouraged to read about religion and domestic management in language they could understand.

(viii) Social ideas supported by Ishwar Chander Vidyasagar:

• He carried a crusade for widow’s remarriage. He also tried to legalise widow’s remarriage.
• He raised his voice against child marriage.
• He opposed polygamy.
• He opened girls school which he ran at his own expense. Orthodox families criticised saying that after receiving western education, girls would not be able to perform their duties as mother and wives.

Question 2.
State whether true or false:
(a) When the British captured Bengal they framed many 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 get full support from all sections of the people of the country.
(d) The Child Marriage Restraint Act was passed in 1829.
Answer:
(a) True
(b) True
(c) False
(d) False.

Question 3.
How did the knowledge of ancient texts help the reformers promote new laws?
Answer:
The reformers worked for improving the status of women in the society using the knowledge of ancient texts. For example:
(i) Raja Ram Mohan Roy studied Hindu religious books and through his writings in Sanskrit, Persian and other languages emphasised that widow-burning had no sanction in ancient text. He cited verses from ancient texts to show that existing evil practices were against early traditions.
(ii) Ishwar Chander Vidyasagar used ancient text to suggest that widows could remarry.
(iii) Swami Dayanand quoted from Vedas that many social evils of today had no religious sanctions.
(iv) Mumtaz Ali reinterpreted verses from Koran to condemn the illiteracy among women and advocated for their education.

Question 4.
What were the different reasons people have for not sending girls to school?
Answer:
The people did not want to send girls to school because:
(i) They feared that schools would take girls away from home, prevent them from doing their domestic duties.
(ii) They believed that girls should stay away from public places. They feared that passing through public places would have a corrupting influence on them.

Question 5.
Why were Christian missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons?
Answer:
(i) Christian missionaries were attacked by many people in the country because they did not like the activities of missionaries. Many Hindu nationalists felt that Hindu women were adopting western ways of living and that this would corrupt Hindu culture and erode family values.

(ii) Some people had supported them too for reasons such as:

• Christian missionaries began setting up schools for tribal groups and lower caste children. These children were equipped with some resources to make their way into a changing world.
• Christian missionaries supported women’s freedom and social equality. They condemned Sati system.

Question 6.
In the British period, what new opportunities opened up for people who came from castes that were regarded as “low”?
Answer:
The new opportunities opened up for people in lower castes:
(i) Raja Ram Mohan Roy through his writings was critical of caste-system.
(ii) The Prarthna Samaj adhered to the tradition of Bhakti that believed in spiritual equality of all castes.
(iii) Many reformers of this period violated caste taboos on food and touch.
(iv) Christian missionaries began setting up schools for tribal groups and lower castes children.
(v) The poor from villages and small towns, many of them from low castes, began moving to cities where there was demand for new labour.

Question 7.
How did Jyoti Rao the reformer justify their criticism of caste inequality in society?
Answer:
(a) Jyoti Rao opposed the idea that Brahmins were superiors, 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 the country those who had lived here before coming of the Aryans.

(b) He said that the “upper” castes had no right to their land and powers in fact, the land belonged to indigenous people, the so-called low-castes.

(c) He proposed that Shudras and AtiShudras should unite to challenge caste discrimination.
(d) He wrote a book named Gulamgiri meaning slavery.

Question 8.
Why did Phule dedicate his book Gulamgiri to the American movement to free slaves?
Answer:
Phule dedicated his book ‘Gulamgiri’ to the American movement to free slaves because he wanted to establish a link between the conditions of the lower castes in India and the black slaves in America. As ten years before he wrote his book in 1873, the American Civil War had been fought leading to the end of slavery in America.

Question 9.
What did Ambedkar want to achieve through the temple entry movement?
Answer:
Temple Entry movement was started by Ambedkar in 1927 because Brahmin priests were outraged when the Dalits used water from the temple tank. Through three temple entry movements between 1927 and 1935, he wanted to make everyone see the power of caste prejudices within society.

Question 10.
Why were Jyoti Rao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way?
Answer:
(i) Jyoti Rao Phule was critical of the anti-colonial nationalism that was preached by upper-castes leaders. He wanted Indians to know that the unity between high and low in entire country was only way they could progress.

Ramaswami Naicker also became critical of the national movement when as a member of the Congress he attended a feast organised by the nationalists. He found the seating arrangement followed caste distinctions. He founded the Self Respect Movement for untouchables.

(ii) Their assertions helped national struggles as they continued beyond the colonial period and are still going over the yeasrs. Their ideas were respected at many places people united for a stronger national movement. The forceful speeches, writings and movements of lower-caste leaders did lead to rethinking and some self-criticism among upper-caste nationalist leaders.

HBSE 8th Class History Women, Caste and Reform Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Who is called ‘Sati’?
Answer:
A widow chooses her death by burning herself on the funeral pyre of her husband is called ‘Sati’.

Question 2.
Write the name of some social evils directly related with the Indian women of 19th century.
Answer:
1. Sati
2. Social inequality or injustice,
3. Illiteracy
4. Child-marriage
5. Dowry
6. No right to parent property
7. Polygamy
8. Easy divorce
9. Veil-system
10. Easy divorce etc.

Question 3.
Who were Aryans according to Phule?
Answer:
According to Phule, Aryans were foreigners, who came from outside the subcontinent, and defeated and subjugated the true children of the country.

Question 4.
Whom did Phule dedicate the book ‘Gulamgiri’?
Answer:
Phule dedicated his book to all those Americans who had fought to free slaves, thus establishing a link between the conditions of the “lower” castes in India and the black slave in America.

Question 5.
Whom did Periyar criticise?
Answer:
Periyar was an outspoken critic of Hindu scriptures, especially the Codes of Manu, the ancient law given and the Bhagawad Gita and the Ramayana.

Question 6.
What were the demands of the Indian Social Conference formed under Mahadev Govind Ranade in 1887?
Answer:
The Indian Social Conference was formed by Mahadev Govind Ranade in 1887. Its demands were as under: .
1. Abolition of caste system.
2. Intercaste marriages.
3. Raising the marriageable age.
4. Widow remarriage.
5. Women’s education.
6. Setting of religious disputes by the Panchayats.
7. Discouragement of polygamy.

Question 7.
Name any two reformers of sought India who dedicated their lives for the upliftment of women and oppressed castes.
Answer:
1. Mahatma Jyotiba Phule who played a leading role in the spread of women education, particularly of the oppressed castes.
2. Kandukuri Veersalingam who poineered the cause of widow remarriage and women education in Andhra Pradesh.

Question 8.
Who was the founder of Arya Samaj? Give an account of any social and religious reforms made by this institution.
Answer:
Swami Dayanand was the founder of Arya Samaj. The social and religious reforms made by Arya Samaj were as under:
(i) This institution raised voice against caste system.
(ii) It opposed sati system, child marriage and infanticide.
(iii) It gave permission for widow remarriage and laid emphasis on women education.

Short Answer Type Questions

Question 1.
Write nearly five lines about some of the progressive ideas.of Raja Rammohun Roy.
Answer:
1. Raja Rammohun Roy opposed ‘sati’ system and urged the British government to pass an act against this evil. He got success in his effort in 1829.
2. Roy favoured widow remarriage.
3. He was keen to spread the knowledge of Western education in the country and bring about greater freedom and equality for w men.
4. Raja Rammohun Roy published some newspapers and wrote about the way women were forced to bear the burden of domestic work, confined to the home and the kitchen, and not allowed to move out and became educated.

Question 2.
Dicuss the work and contribution of Ishwar Chandra Vidyasagar for the upliftment of women.
Answer:

• Ishwar Chandra Vidyasagar is rememered for his contribution to the upliftment of India’s oppressed or miserable women.
• He did a lot for the education of women. Besides, doing a lot for education he also waged a long struggle for widow remarriage.
• It was due to his efforts the Hindu Widow Remarriage Act, 1856 was passed which allowed the widows to remarriage.
• Ishwar Chandra also protested against child marriage and polygamy. He had also opposed the sati system and promoted the education of girls and started first a school for them.

Question 3.
What is meant by the loss of caste status?
Answer:
Those people who laboured to keep cities and villages clean or worked at jobs that upper castes considered “polluting”, they were considered to have a loss of caste status.

Question 4.
Name any five social reformers in India.
Answer:

1. Raja Rammohan Roy
2. Ishwar- chandra Vidyasagar
3. Swami Dayanand Saraswati
4. Jyotirao Phule and
5. E.V. Ramaswamy Naicker (Periyar).

Question 4.
Why was the curriculum not the same for both boys and girls? Which school provided first the same kind of learning for the two?
Answer:
(i) Initially, the people believed that the curriculum for girls should be easier than that for boys.
(ii) The Hindu Mahila Vidyalaya was one of the first institutions to provide girls with the kind of learning that was usual for boys at that time.

Question 5.
When was the Child Marriage Restraint Act passed? What were its provisions?
Answer:
1. The Child Marriage Restraint Act was passed in 1929.
2. According to the Act, no man below the age of 18 and woman below the age of 16 could marry.

Question 6.
Name any five women social reformers of 18th and 19th centuries in India.
Answer:

1. Begum Rokeya Sakhawat
2. Tarabai Shinde
3. Pandita Ramabai
4. Rashsundari Debi
5. Begum of Bhopal.

Question 7.
When was the law regarding widow remarriage passed? Who suggested this view initially?
Answer:
1. This law was passed in 1856 that permits widow remarriage.
2. The famous social reformers Ishwar- chandra Vidyasagar used the ancient texts to suggest that widows could remarry. His suggestion was adopted by British officials and they made a law in this regard.

Question 8.
Name any three Muslim social reformers who emphasized on women’s education.
Answer:
1. Mumtaz Ali
2. Begum Rokeya Sakhawat Hossain.

Long Answer Type Questions

Question 1.
What were the demands of the Indian Social Conference formed under Govind Ranade in 1887?
Or
Examine the contribution of Mahadev Govind Ranade to social reforms.
Answer:
He founded the Indian Social Conference in 1887. This Conference aimed at:
1. Intercaste marriages and raising the marriageable age.
2. Advocated abolition of caste system.
3. Tried for widow remarriage.
4. Women education.
5. Discouragement to polygamy.
6. Improvement in the conditions of the outcastes.
7. Settlement of all religious disputes between the Hindus and Muslims by Panchayats.

Question 2.
Mention two factors which contributed to the rise of the social reforms movements in India.
Answer:
1. The Caste System and Untou- chability:
In the Indian society the caste system was a big evil. The people of high castes used to exploit and hate the people of low castes. This evil gave rise to certain economic, political and social imbalances in the Indian social life which caused much harm to the society.

2. Deplorable condition of Women:
In those days women in Indian society suffered a lot because of many social evils like the customs of Sati, purdah system, the child marriage, illiteracy etc. The widows were not allowed to remarry at any cost.

Question 3.
Write three advantages that the beginning of the Press had on Indian society.
Answer:
1. It made Indians aware of need for reforming their religious and social evils.
2. It spread knowledge and revolutionary ideas among the people.
3. It became the means for spreading nationalist feelings and mobilising public opinion for the freedom struggle.

Question 4.
Evaluate the impact of reform movements of the 19th century towards, the emancipation of women.
Answer:
1. Raja Ram Mohan Roy and the Brahmo Samaj understood the importance of women’s education and gave it strong support. They also supported widow remarriage and opposed the sati system.

2. Devendra Nath Thakur established Tatvabhodhini Sabha in 1839 and advocated the causes of widow remarriage, abolition of polygamy and promotion of women’s education.

3. Ishwar Chandra Vidyasagar dedicated himself for the cause of the emancipation of women. It was due to his efforts that legal obstacles to the marriage of widows were removed through a law in 1856. He played a leading role in promoting education of girls. He started and helped the setting up of a number of schools for girls.

Question 5.
What is meant by Aligarh Movement? What was its contribution?
Answer:
Sayyid Ahmed Khan established the Mohammedan Anglo Oriental College at Aligarh in 1875 which later developed into the Aligarh Muslim University. It was because of this, that the movment started by Sir Sayyid is known as the Aligarh Movement.
Contribution of the Aligarh Movement:
(i) The Aligarh Muslim University became one of the most important breeding grounds of new trends in the political, social and cultural life of the Muslims.
(ii) It awakened the Muslims and soon Aligarh became the centre for religious and cultural revival of the Muslim community.
(iii) Sir Sayyid also tried to reform the social abuses in the Muslim community.
(iv) He condemned the purdah system and easy divorce.

Question 6.
Explain the impact of the social religious reform movements of the 19th century on Indian society.
Answer:
1. The sati system was abolished through legislation by Lord Bentick (1829).
2. Widow remarriage was legalized in 1856.
3. The caste system became a bit liberal and untouchability also got reduced.
4. The child marriage was prohibited by law in 1872.
5. Many educational institutions were established for educating the masses.

Question 7.
What was done by Raja Rammohun Roy for changing the lives of widows?
Or
“Rammohun Roy was particularly moved by the problems widows faced in their lives.” Discuss the statement.
Answer:
Raja Rammohun Roy and his efforts to changing the lives of widows:
1. Raja Rammohun Roy was particularly moved by the problems widow faced in their lives. He began a campaign against the practice of sati.

2. Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and European languages. He tried to show through his writings that the practice of widow burning had no sanction in ancient texts.

3. Raja Rammohun Roy approaches many British officials, who had also begun to criticise Indian traditions and customs. They were therefore more than willing to listen to Rammohun who has reputed to be a learned man. Govemer General Wiliiam Bentick was convinced with the ideas of Rammohun Roy. Therefore, in 1829 an Act was passed and sati was banned.

Question 8.
Write an essay on the topic “Women wrote about women” during the social I reform movement period of India.
Answer:
1. Works of Muslim women for (or about) women:
From the early twentieth century, Muslim women like the Begums of Bhopal played a notable role in promoting education among women. They founded a primary school for girls at Aligarh. Another remarkable woman, Begum Rokeya Sakhawat Hossain started school for Muslim girls in Patna and Calcutta. She was a fearless critic of conservative ideas, arguing that religious leaders of every faith accorded an inferior place to women.

2. Work of Tarabai Shinde:
By the 1880s, Indian women began to enter universities. Some of them trained to be doctors, some became teachers. Many women began to write and publish their critical views on the place of women in society. Tarabai Shinde, a woman educated at home at Poona, published a book, Stripurushtulna, (A comparison between Women and Men), criticising the social differences between men and women.

3. Literary work of Pandita Ramabai:
Pandita Ramabai, a 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. Here women were trained so that they could support themselves economically.

Question 9.
With reference to “Women wrote about women” discuss the impacts of women awakening on the following:
(a) The orthodox of the Indian society.
(b) Impact on other women.
(c) Impact on national leaders like J.L. Nehru and Subhash Chandra Bose.
Answer:
(a) Impact on Orthodox:
It is an accepted fact that women awakening and works as writers all these alarmed the orthodox. For instance, many Hindu nationalists felt that Hindu women were adopting Western ways and that this would corrupt Hindu culture and erode family values. Orthodox Muslims were also worried about the impact of these changes.

(b) Impact on other women:
By the end of the nineteenth century, women themselves were actively working for reform. They wrote books, edited magazines, founded schools and training centres, and set up women’s associations. From the early twentieth century, they formed political pressure groups to push through laws for female suffrage (the right to vote) and better health care and education for women. Some of them joined various kinds of nationalist and socialist movements from the 1920s.

(c) Impact on leaders like J.L. Nehru and Subhash Chandra Bose:
In the twentieth century, leaders such as Jawaharlal Nehru and Subhash Chandra Bose lent their support to demands for greater equality and freedom for women. Nationalist leaders promised that there would be full suffrage for all men and women after independence. However, till then they asked women to concentrate on the anti-British struggles.

Question 10.
What were the conditions of women and children in Indian society around two hundred years ago?
Answer:
(a) There was a system of child marriage. Most children were married off at an early age.
(b) Both Hindu and Muslim men could marry more than one wife.
(c) Widows were praised if they choose death by burning themselves on the funeral pyre of their husbands.
(d) Women’s rights to property were also restricted.
(e) Most women had virtually no access to education. People generally believed that if a woman was educated, she would become a widow.

Question 11.
How were people divided along lines of caste?
Answer:
(a) They were divided into Brahmans, Kshatriyas, Vaishyas and Shudras.
(b) Brahmans and Kshatriyas considered themselves as upper casts.
(c) Traders and moneylenders were referred to as Vaishyas.
(d) At the lowest level, there were Shudras.

Women, Caste and Reform Class 8  HBSE Notes

• Infanticide: The practice of killing unwanted babies.
• Untouchables: One of the lowest castes.
• Polygamy: The practice of having more than one wife at the same time.
• Sati System: Burning of widows alongwith their dead husbands.
• Dowry System: The practice of giving valuable articles/or/and cash to girl’s and the boy’s family at the time of their marriage.
• Divorce: The practice of leaving one’s partner after marriage.
• Untouchability: Practice of looking down upon a certain section of people to the extent of not even touching them.
• Upper Castes: Brahmans, Kshatriyas, and Vaishyas were considered the upper castes by the Hindus, in ancient India.
• Shudras: The people of the lowest caste were considered Shudras in ancient, medieval India and even before 26th January 1950. They were considered earlier untouchables also.
• Conservative groups: Orthodox religious or social groups.
• Gulamgiri: Slavery.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 10 The Changing World of Visual Arts Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 10 The Changing World of Visual Arts

HBSE 8th Class History The Changing World of Visual Arts Textbook Questions and Answers

LET′S IMAGINE

Imagine you are a painter living in early twentieth-century India trying to develop a national style of paintings. What elements discussed in the chapter will form part of that style of painting. What elements discussed in the chapter will form part of that style? Explain your choice.
Answer:
The elements of paintings of my choice related with a national style of painting will be:
1. National flag
2. National symbols.
3. National Animals and National Birds
4. Some freedom fighters and National Birds
5. Some topics from Epics-Mahabharata, Shrimadbhagwad Geeta, Ramayana.
6. Some topics related with Buddha’s life and Buddhism.
7. Some topics related with Vardhman Mahavir and J ainism.
8. All sikh gurus.
9. Some sufi saints.
10. Some socio-religious reformers.
11. Some framers of Indian Constitution
12. Historical buildings, historical temples, forts, tombs, remain, sculptures, scenes from village temples, wells, tanks, streams, greenuy lakes, gardens etc.

LET′S RECALL

Question 1.
Fill in the blanks:
(a) The art form which observed carefully and tried to capture exactly what the eye saw is called ………….. .
(b) The style of painting which showed Indian landscape as a quaint, unexplored land is called ………….. .
(c) Paintings which showed the social lives of Europeans in India are called …………….. .
(d) Paintings which depicted scenes from British imperial history and their victories are called …………… .

Answer:
(a) the idea of realism
(b) the picturesque
(c) evocative picturesque
(d) evocative picturesque landscapes.

Question 2.
Point out which of the following were brought in with British art:
(a) Oil painting
(b) miniatures
(c) life-size portrait painting
(d) use of perspective
(e) mural art.
Answer:
(a) Oil Painting: It was brought in with the British art. It is technique with which Indian artists were not familiar.

(b) Miniatures: The technique already prevailed in India. Indian tradition of painting in India Indian tradition of painting portraits in miniature.

(c) Life-size portrait painting: It became popular during the British rule. Colonial portraits were life-size images that looked life-like and realX This new style of portraiture also served as an ideal means of displaying the lavish life style, wealth and status that the empire generated.

(d) Use of perspective: This technique also became more popular during the colonial rule. It was a technique of art of drawing solid objects in their natural appearance and relation.

(e) Mural art: It means a wall painting. It was a traditional style of art which already prevailed in India.

Question 3.
Describe in your own words one painting from this chapter which suggests that the British were more powerful than Indian. How does the artist depict this nation?
Answer:
The adjoining pictures:
(i) by Thomas Daniell and the picture
(ii) by Thomas William Daniell suggest that the British were more powerful than India.

(a) The picture:
(i) shows the remains of an ancient civilisations tl ruins. It suggests that as if this decaying civilisation would change and modernise only through British government.
(b) The picture
(ii) represents the image of British rule bringing modern civilisation

to India in the numerous pictures of the late-eitheenth century Calcutta. The picture (i) seeks to represent the traditional life of India pre-modern, changeless and motionless. However, the picture (ii) shows the modernising influence of British rule, by emphasising a picture of dramatic change.

Question 4
Why did the scroll painters and potters come to Kalighat? Why did they begin to paint new themes?
Answer:
1. Meaning of scroll painting:
Painting on a long roll of paper that could be rolled up, is called scroll painting. In the nineteenth century a new world of popular art developed in many of the cities of India.

2. Cause of coming:
(a) In Bengal, around the pilgrimage centre of the temple of Kalighat, local village scroll painters (called patuas) and potters (called kumors in eastern India and kumhars in north India) began developing a new style of art. They moved from the surrounding villages into Calcutta in the early nineteenth century. This was a time when the city was expanding as a commercial and administrative centre.

(b) The British colonial offices were coming up in new huge buildings and roads were being build, markets were being established. The city appeared as a place of opportunity where people could come to make a new living. Village artists too come and settled in the city in the hope of new patrons and new buyers of their art.

3. Old themes of the painters:
Before the nineteenth century, the village patuas and kumors had worked on mythological themes and produced images of gods and goddesses. On shifting to Kalighat, they continued to paint these religious images. Traditionally, the figures in scroll painting looked flat, not rounded. Now Kalighat painters began to use shading to give them a rounded form, to make the images look three-dimensional. Yet the images were not realistic and lifelike. In fact, what is specially to be noted in these early Kalighat paintings is the use of a bold, deliberately non-realistic style, where the figures emerge large and powerful, with a minimum of lines, detail and colours.

4. New trend within Kalighat artists:
(i) After the 1840s, we see a mew trend within the Kalighat artists. Living in a society where values, tastes, social norms and customs were undergoing rapid changes, Kalighat artists responded to the world around, and produced paintings on social and political themes.

(ii) Many of the late-nineteenth century Kalighat paintings depict social life under British rule. Often the artists mocked at the changes they saw around, ridiculing the new tastes of those who spoke in English and adopted Western habits, dressed like sahibs, smoked cigarettes, or sat on chairs.

(iii) They made fun of the westernized baboo, criticised the corrupt priests, and warned against women moving out of their homes. They often expressed the anger of common people against the rich, and the fear many people had about dramatic changes of social norms.

Question 5
Why can we think of Raja Ravi Varna’s paintings as national?
Answer:
Raja Ravi Vanna of Travancore (Kerala):
(1) A brief introduction: Raja Ravi Varma was one of the first artists who tried to create a style that was both modem and national. Ravi Varma belonged to the family of the Maharajas of Travancore in Kerala, and was addressed as Raja.

(2) Varma painted themes from Indian mythology: He mastered the Western art of oil painting and realistic life study, but painted themes from Indian mythology. He dramatized on canvas, scene after scene from the Ramayana and Mahabharata, drawing on the theatrical performances of mythological stories that he witnessed during his tour of the Bombay Presidency.

(3) Varma’s tone and the artistic work: From the 1880s, Ravi Varma’s mythological paintings became the rage among Indian princes and art collectors, who filled their palace galleries with his works.

(4) Prepared a team of artists:
Responding to the huge popular appeal of such paintings, Ravi Varma decided to set up a picture production team and printing press on the outskirts of Bombay. Here colour prints of his religious paintings were mass produced. Even the poor could now buy these cheap prints.

LET’S DISCUSS

Question 6.
In what way did the British history paintings in India refect the attitudes of imperial conquerors?
Answer:
(1) The British history paintings in India reflect the attitudes of imperial conquerors:
No doubt the English were imperialists in India. Their attitudes was of the imperial conquerors and rulers. They considered themselves superior to the Indians on every field. The entire British history of paintings in India is a living proof of it. It reflects their attitude of colonial and imperial conquests.

(2) Painting history by the British:
(a) One category of imperial art of the British called “history painting”. This tradition sought to dramatise and recreate various episodes of British imperial history, and enjoyed great prestige and popularity during the late eighteenth and early nineteenth centuries.

(b) British victories in India served as rich material for history painters in Britain. These painters drew on firsthand sketches and accounts of travellers to depict for the British public a favourable image of British actions in India.

(c) These paintings once again celebrated the British: their power, their victories, their supremacy. One of the first of these history paintings was produced by Francis Hayman in 1762 and placed on public display in the Vauxhall Gardens in London.

(d) The British had just defeated Sirajuddaulah in the famous Battle of Plassey and installed Mir Jafar as the Nawab of Murshidabad. It was a victory won through conspiracy and the traitor Mir Jafar was awarded the title of Nawab.

(e) In the painting by Hayman this act of aggression and conquest is not depicted. It shows Lord Clive being welcomed by Mir Jafar and his troops after the Battle of Plassey.

Question 7.
Why did you think some artists wanted to develop a national style of art.
Answer:
I think some artists wanted to develop a national style of art due to following reasons:
(i) Tow’ards the end of the nineteenth century, a stronger convention was establish between art and nationalism. Many painters now tried to develop a style that could be considered both modern and Indian.

(ii) There was a huge popular appeal of mythological stories paintings, related with different scenes from the Mahabharata including (Shrimadbhagwata Geeta).

(iii) Some Bengali painters and artists felt that a genuine Indian style of painting had to draw inspiration from non-Western art and tradition and they tried to capture the spiritual essence of the East. So they broke away from the convention of oil painting and the realistic style and toward for inspiration to medieval Indian traditions of miniature painting and the ancient art of mural painting in the Ajanta caves.

(iv) There were some Indian artists and painters who felt that artists had to explore real life instead of illustrating ancient books and look for inspiration from living folk art and tribal designs of different regions of India rather than’ ancient or medieval art forms. They accepted the challenge of the western artists who had been depicting the Indians as inferior.

(v) Some great nationalists notice the higher position provided to the British flag (the Union Jack) and felt their sentiments hurted. They wanted to paintings of Indian freedom fighters, great historical heroes, reformers and symbols directly related with India. A large number of local painters produced a vast number of images of local plants and animals, historical buildings and monuments, festivals, processions, traders %nd crafts etc.

Question 8.
Why did some artists produce cheap popular prints? What influence would such prints have had on the minds of people who looked at them?
Answer:
(i) The artists produced cheap popular prints so that even the poor could buy them.
(ii) Such prints would have had a positive influence on the minds of people who looked at them. Colour prints of their religious paintings became mass products. The poor people could also buy these cheap prints.

LET’S DO

Question 9.
Look at any tradition of art in your locality. Find out how its has changed in the last 50 years. You may check who supports the artists, and who looks at their art. Remember to examine the changes in styles and themes.
Answer:
(i) I have looked at woHd famous Madhubani paintings of my locality.
(ii) Today artists make modern art with hidden themes. It requires lots of imagination. Such paintings need to be understood. While before 50 years, artists used to prepare mythological paintings, scenaries, portraits, etc. which did not require such imagination.
(iii) The central and the state governments support the artists. Sita Devi is a world famous painter.
(iv) Generally, the rich people looks af their art.

HBSE 8th Class History The Changing World of Visual Arts Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Who became the Nawab of Arcot in 1775?
Answer:
Mohammad Ali Khan.

Question 2.
Who were Tilly Kettle and George Willison?
Answer:
Tilly kettle and George Willison were two visiting European artists in India in 1770.

Question 3.
What was the idea of realism?
Answer:
The idea of realism was a belief that artists had to observe carefully and deict faithfully what the eye saw when the artist produced was expected to look real and life like.

Question 4.
How did the European artists depict India in their paintings?
Answer:
The European artists perceived India as a quaint land.

Question 5.
Why did the European portrait painters come to India?
Answer:
The European portrait painters came to India with the hope of getting the contract for making the portraits of European officials and Indian rulers.

Question 6.
What was the image of Indians depicted in the European Paintings?
Answer:
The image of Indian depicted in the European painting was that of inferior people as the servants of the Europeans in the European paintings.

Question 7.
What was Gothic architectural style?
Answer:
In Gothic architecture, the new buildings established by the new imperial rulers had pointed round arches and elongated structures on pillars.

Question 8.
Name the forms of imperial art.
Answer:
(a) Picturesque painting
(b) Portrait painting
(c) History painting.

Question 9.
Why did a large number of European portrait painters come to India?
Answer:
Since portrait painting became popular, many European portrait painters came to India in search of profitable commissions.

Question 10.
Name any famous European portrait painters who came to India.
Answer:
Johann Zoffany was one of the most famour visiting European painters.

Question 11.
When did Zoffany come to India?
Answer:
He came to India in the mid-1780s for five years.

Question 12.
How did colonial rule change the world of visual arts?
Answer:
The colonial rule introduced several new art forms sytles, materials and techniques which were creatively adapted by Indian artists for local patrons and markets.

Question 13.
What do the ruins of buildings show?
Answer:
The buildings are reminders of past glory, remains of an ancient civilisation that was now in ruins.

Short Answer Type Questions

Question 1.
What was company painting? Why did the East India Company officials eagerly collect these paintings?
Answer:
(a) Company paintings were those paintings by local painters that covered images of local plants and animals, historical buildings and monuments, festivals and processions, trades and crafts, castes and communities.

(b) British officials wanted images so that they could understand India, remember their life in India and depict India to the Western World.

Question 2.
Why did the court painters start producing paintings for the East India Company officials?
Answer:
The court painters started producing paintings, for the East India Company officials because many of the local courts declined in the eighteenth century with the establishment of British power, these courts lost their power and wealth. They could no longer maintain painters and pay them to paint for the court.

Question 3.
What did Raja Ravi Verma do to popularise his work?
Answer:
Raja Ravi Verma set-up a picture production team and printing press on the outskirts of Bombay. In this printing press, the colour prints of his religious paintings were produced on large scale. Now these cheap prints and paintings were easily accessible to the poor also.

Question 4.
“The artists, Daniells (Thomas and his nephew William) contrasted the image of traditional India with that of life under British rule.” Explain briefly the statement.
Answer:
(a) It is a historical fact that the image of British rule bringing modern civilization to India is powerfully emphasized in the numerous pictures of late-eighteenth century Calcutta drawn by the Daniells.
(b) In these drawings, we find the making of a new Calcutta, with wide avenues, majestic European style buildings and new modes of
transport. There is life and activity on the roads, there is drama and excitement.
(c) Daniells contrasted the image of tranditional India with that of life under British rule.
(d) Their works represented the traditional life of India as pre-modern, changeless and motionless, typified by faqirs, cows and boats sailing on the river.
(e) These pictures also show modernising influence of British rule.

Question 5.
Why did some of the Indian Nawabs begin commissioning imposing oil portraits by European painters? What was done by the Nawab of Arcot, Muhammad Ali Khan in this regard.
Answer:
Some of the Indian Nawabs, began commissioning imposing oil portraits by European artists because they hoped to socialise with the British and adopted their styles and taste.

Nawabs of Arcot, Muhammad Ali Khan hoped to socialise with the British and adopt their styles and taste. After a war with the British in the 1770s Muhammad Ali Khan became a dependent prisoner of the East India Company. But he nonetheless commissioned two visiting European, artists, Tilly Kettle and George Williamson to paint his portraits and gifted these paintings to the King of England and the Directors of the East India Company. The Nawabs had lost political power but the portraits allowed him to look at himself a royal figure.

Question 6.
What were Company Paintings?
Answer:
Local painters produced a vast number of images of local plants and animals, historical buildings and monuments, festivals and procession, trades and crafts, castes and communities. These pictures were enthusiastically collected by the East India Company officials. These paintings were called company paintings.

Long Answer Type Questions

Question 1.
What were the ‘New Forms of Imperial Art’ brought by European Artists?
Answer:
From the eighteenth century a stream of European artists came to India along with the British traders and rulers. The artists brought with them new styles and new conventions of painting. These pictures helped shape Western perceptions of India.

With the new idea of realism, what the artist produced was expected to look real and life like. The technique of oil painting was introduced which enabled artists of produce images that looked real. The European artists seemed to emphasise the superimity of Britain: its culture; its people and power. The different forms of imperial art were: picturesque landscape painting, portraits of authority, history painting etc.

Question 2.
Write a description of “Portrait of Authority” in colonial Indians.
Answer:

• The rich and the powerful, both British and Indian, wanted to see themselves on canvas. Colonial portraits were life size images that looked life like and real.
• The size of the paintings itself projected the importance of the persons who commissioned these portraits this new style of portraiture also served as an ideal means of displaying the lavish lifestyle, wealth and status that the empire generated.
• As portrait painting became popular, many European portrait painters came to India in search of profitable commission.
• The Indians are shown as submissive, as inferior, as serving their white masters, while the Britishers were shown as superior and imperious.
• Indians are never at the centre of such paintings, they usually occupy a shadowy background.

Question 3.
What happened to the Indian Court artists? How did the painters (who earlier painted miniatures) at Indian princely courts react to the new tradition of imperial art?
Answer:
Some of the Indian artists worked as painters in the courts of Indian princes. They were also encouraged to absorb the tastes and artistic styles of the British.

With the establishment of British power many of the local courts last their influence and wealth. They could no longer support painters and pay them to paint for the court. It become difficult for the artists to earn a living. Many of them turned to the British.

The local painters started producing a number of images of local plants and animals, historical buildings and monuments, festivals and processions, trades and crafts, castes and communities. These pictures were eagerly collected by the East India Company officials and come to be known as company paintings.

Question 4.
Describe the main influences on modern Indian art.
Answer:
Main influences on Modern Indian Art:
(a) The local kings and princes patronized the Indian art after that it came under the dominion of the colonial rule. As a result, India was generally influenced the European Colonialism.
(b) Following the Mughal and Rajasthan traditions, a few princely courts in Rajasthan and the Punjab Hills patronised the Indian art.
(c) The discovery of ancient and medieval art hidden coves, palaces and temples gave impetus to the art in India.
(d) The spread of Western culture gave rise to urban culture. Cities like Calcutta, Bombay and Madras became the centres of art.
(e) The foreign rule alsainfluenced the Indian art because the foreigners dominated the cultural life on account of their political and economic domination.
(f) The excavations of Mohanjodaro and Harappa, the Ajanta and Ellora caves stimulated the Indian artists.
(g) There arose nationalism in the Indian artists. So the Indian artists wanted to discover the rich cultural heritage of India in the ancient past.

The Changing World of Visual Arts Class 8 HBSE Notes

• Works of Art: Painting and sculpture etc. are called works of art.
• Convention: An accepted norm or style.
• Engraving: A picture printed onto paper from a piece of wood or metal into which the design or drawing has been cut.
• Portraiture: The art of making portraits.
• Commission: To formally choose someone to do a special piece of work.
• Residents: Those British officers who were posted by the company in Indian princely courts to control the affairs of the state undermining the power of the ruler.
• History Painting: A category of imperial art.
• Mural: A wall painting.
• Perspective: The way that objects appear similar when they are further away and the way parallel lines appear to meet each other at a point in the distance.
• Company Painting: The pictures eagerly collected by the British East India Company officials came to be known as company paintings.
• Scroll Painting: Paintings on a long roll of paper that could be rolled up.
• Patras: Scroll painters were called kumors or kumkars or Parajapatis.
• Life Study: Study of human figures from living models who pose for the artists.
• Patronized: Protected.
• Heritage: Ancestral, inherited.
• Themes: Subjects, topic.
• Agony: Pain trouble.
• Art nouveau: New art.
• Mythology: Religious tradition

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 11 The Making of the National Movement: 1870s-1947 Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 11 The Making of the National Movement: 1870s-1947

HBSE 8th Class History The Making of the National Movement: 1870s-1947 Textbook Questions and Answers

LET’S IMAGINE

Imagine that you are involved in the Indian national movement. Based on your reading of this chapter, briefly discuss your preferred methods of struggle and your vision of a free India.
Answer:
I would have preferred the Gandhian methods of struggle:
(i) Satyagraha
(ii) Non-cooperation
(iii) Non-violence .
(iv) Disobedience of British goods and jobs.

My vision of free India would have been:
(i) India would be federal, secular, liberal, socialistic country.
(ii) The society of India free from rigidity of caste-system.
(iii) Democratic system in the country.
(iv) Promotion of globalisation and liberalisation should be the aim.
(v) No benefit to SC/ST or OBC in education. Merit should be awarded honestly.
(vi) Common national welfare should be promoted.

LETS RECALL

Question 1.
Why were people dissatisfied with British rule in the 1870s and 1880s?
Answer:
The people were dissatisfied with British rule in the 1870s and 1880s because:
(а) they thought that the British were exercising control over the resources of India and the lives of its people.
(b) the Arms Act which was passed in 1878, disallowing Indians from possessing arms.
(c) Vernacular Press Act was also enacted in an effort to silence those who were critical of the government. The Act allowed the government to confiscate the assets of newspapers including their printing presses if the newspapers published anything that was objectionable.

Question 2.
Who did the Indian National Congress wish to speak for?
Answer:
The Indian National Congress wished to speak for the good of all countrymen. As through a newspaper report, we come to know that Badruddin Tyabji said that the Congress is composed of the representatives of all the different comunities of India.

Question 3.
What economic impact did the First World War have on India?
Answer:
The First World War (1914-1918 A.D.) had the following economic impact on India:
1. Rise in defence expenditure: The First World War altered the economic and political situation in India. It led to a huge rise in the defence expenditure of the Government of India.
2. Heavy Taxes: The government in turn increased taxes on individual incomes and business profits.
3. Rise in Prices: Increased military expenditure and the demands for war supplies led to a steep rise in prices which created great difficulties for the common people.
4. Profits to Businessmen: On the other hand, businessmen group reaped fabulous profits from the war.
5. Rise of Industries: The war created demand for industrial goods and caused a decline of imports from other countries into India.
6. Fast Development: Indian industries expanded during the war, and Indian business groups began to demand greater opportunities for development.

Question 4.
What did the Muslim League resolution of 1940 ask for?
Answer:
In 1940, the Muslim League resolution “Independent States” for Muslims in the North-Western and Eastern areas of the country. The resolution did not mention partition for Pakistan.

LETS DISCUSS

Question 5.
Who were the moderates? How did they propose to struggle against British rule?
Answer:
Moderates were the leaders of the Congress who presented their demands to the British in a moderate way and they wanted gradual reforms. They aimed at better and friendly association with the British. The moderates included leaders like Surendranath Banerjee, Pherozeshah Mehta and Gopal Krishna Gokhale.

Proposed methods to struggle against the British Government:
(а) The demands were presented to the British through petitions, meetings, speeches and resolutions.
(b) Their whole attitude was of reconciliation and not confrontation.
(c) They would do nothing which would offend the British rulers.

Question 6.
How was the politics of the radicals within the Congress different from that of the moderates?
Answer:
The politics of the radicals within the Congress was different from that of the moderates in the following ways:

Question 7.
Discuss the various forms that the Non-Cooperation Movement took in different parts of India. How did the people understand Gandhiji?
Answer:
I. The Non-Cooperation Movement gained momentum differently in different parts of India:
(a) In Kheda, Gujarat, Patidar peasants organised non-violent campaigns against the high land revenue demand of the British.
(b) In coastal Andhra and interior Tamil Nadu, liquor shops were picketed.
(c) In the Guntur district of Andhra Pradesh, tribals and poor peasants staged a number of “Forests Satyagrahas”, sometimes sending their cattle into forests without paying grazing fee.
(d) In Sind, (now in Pakistan), Muslim traders and peasants were very enthusiastic about the Khilafat call.
(e) In Bengal, the Khilafat-Non-Cooperation alliance gave enormous communal unity and strength to the national movement.
(f) In Punjab, the Akali agitation of the Sikhs sought to remove corrupt mahants supported by the British from their gurudwaras.
(g) In Assam, tea garden labourers, shouting “Gandhi Maharaj Ki Jai” demanded a big increase in their wages.

II. The way in which people understood Mahatma Gandhi:
Gandhiji was thought of by people as a messiah. Peasants were hopeful that Gandhiji wished to build their fight against zamindars. For instance, at the end of a powerful movement, peasants of Pratapgarh in the United Provinces managed to stop illegal eviction of tenants but they felt it was Gandhiji who had won this demand for them.

Question 8.
Why did Gandhiji chose to break the salt law?
Answer:
According to salt law, the state had a monopoly on the manufacture and sale of salt. Mahatma Gandhi thought that it was sinful to tax salt since it was such an essential item of our food.

Question 9.
Discuss those developments of the 1937-47 period that led to the creation of Pakistan.
Answer:
(i) The provincial elections of 1937 seemed to have convinced the Muslim League that Muslims were a minority, and they would always have to play second fiddle in any democractic structure.
(ii) The Congress’s failure to mobilise the Muslim masses in the 1930s allowed the League to widen its social support.
(iii) In 1945, the talks between the Congress, the League and the British was failed because the League, saw itself the sole spokesperson of India’s Muslims.
(iv) The League success in the seats reserved for Muslims in the elections of 1946 was spectacular.
(v) Muslim League persisted with its demand for Pakistan.
(vi) Three-member mission sent by British cabinet suggested that India should remain united with autonomy for Muslim- majority areas.
(vii) However, the Congress and the Muslim League did not agree to the specific details.
All the above factors led to the creation of Pakistan.

Question 10.
Find out how the National movement was organised in your city, district, area of state. Who participated in it and who led it? What did the movements in your area achieve?
Answer:
1. Out state, Bihar was an important part of India’s struggle for independence. In particular, wealthy and educated people organised the national movement.

2. Generally, all sections of the society participated in the movement. Even in the beginning of the movement, Babu Kunwar Singh of Rajput Royal house of Jagdishpur and his army as well as countless other persons from Bihar contributed to the India’s First War of Independence.

3. The movement was led by many outstanding leaders like Babu Kunwar Singh, Swami Sahajanand Saraswati, Desh Ratna Dr. Rajendra Prasad, Bihar Kesari Sri Krishna Sinha, Bihar Bibhuti Anugrah Narayan Sinha, Mulana Mazharul Haque, Loknayak Jayprakash Narayan, Satyendra Narayan Sinha, Yogendra Shukla and many others. Khudiram Bose, Upendra Narayan Jha “Azad” and Prafulla Chaki were also active in revolutionary movement in Bihar.

4. In India’s struggle for independence the “Champaran Satyagraha” marks a very important stage. This marked Gandhiji’s entry into the India’s struggle for freedom. Local leader, Raj Kumar Shukla drew the attention of Mahatma Gandhi to the plight of the peasants suffering under an oppressive system established by European indigo planters. Ultimately, the system was abolished. Gandhi became the mass leader only after the Champaran Satyagraha.

She presided over the annual session of Indian National Congress at Kanpur (1925). She had leading role in Salt Satyagraha and consecutive struggles. She was President of National Women’s Conference for many years and the trained many volunteers who took up women’s cause. She was the first woman to be appointed in 1947 as the Governor of United Province.

Question 11.
Find out more about the life and work of any two participants or leaders of the National Movement and write a short essay about them. You may choose a person not mentioned in this chapter.
Answer:
(i) Kunwar Singh: Babu Veer Kunwar Singh (1777-1858) was zamindar of Jagdhishpur near Arrah in the state of Bihar. At the age of 80 years, during India’s first War of Independence (1857-58), he assumed command of the soldiers who had revolted at Danapur on 5 July, 1857. Two days later, he occupied Arrah which was relieved by Major Eyre on 3rd August. He recorded victories in many battles. In his last battle which was fought on 23 April, 1858 near Jagdishpur, Kunwar Singh had a Victory over the force led by Captain Le Grand. On 26 April, 1858 he died in his village.

(ii) Sarojini Naidu: Sarojini Naidu (Feb. 13, 1879 to March 2, 1949), ‘the Nightingale of India’ was a distinguished poet, renowned freedom fighter and one of the great orators of her time. In 1898, she got married to Govindarajulu Naidu, a doctor by profession.

HBSE 8th Class History The Making of the National Movement: 1870s-1947 Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What was the provision of Ilbert Bill?
Answer:
Ilbert Bill provided for the trial of British or European persons by Indians, and sought equality between British and Indian Judges in the country.

Question 2.
How did the moderate leaders develop public awareness about the unjust nature of British rule?
Answer:
The moderate leaders developed public awareness about the unjust nature of British rule by newspapers, articles.

Question 3.
What was the purpose of Swadeshi Movement?
Answer:
The purpose of Swadeshi Movement was to oppose British rule and encourage the ideas of self help, swadeshi enterprise, national education and use of Indian languages.

Question 4.
What were the two demands of Muslim League?
Answer:
(a) The League supported the partition of Bengal.
(b) The League demanded separate electorate for Muslims.

Question 5.
Why did Gandhiji give a call for a Satyagraha against the Rowlatt Act?
Answer:
Gandhiji gave a call for a Satyagraha against the Rowlatt Act as the act curbed fundamental rights such as the freedom of expression and strengthed police powers.

Question 6.
How did Rabindranath Tagore express his pain and anger for Jallianwala Bagh Massacre?
Answer:
Rabindranath Tagore expressed his pain and anger of the country by renouncing his knighthood.

Question 7.
Name the two leaders of the Khilafat agitation.
Answer:
Mohammad Ali, Shaukat Ali.

Question 8.
Why did Mahatma Gandhi call off the Non-Cooperation Movement?
Answer:
Mahatma Gandhi called off the Non Cooperation Movement, in February 1922 because a crowd of peasants set fire to a police station in Chauri-Chaura.

Question 9.
Why did the peasants set fire to police station in Chauri-Chaura?
Answer:
The peasants set fire to police station in Chauri-Chaura because the police had fired on their peaceful demonstration.

Question 10.
What is the importance of 26 January, 1930?
Answer:
The Congress resolved to fight for Purna Swaraj in 1929 under the presidentship of Jawaharlal Nehru. Hence “Independence Day” was observed on 26 January, 1930.

Question 11.
What was the slogan of Quit India movement?
Answer:
“Do or Die”.

Question 12.
Who announced ‘Direct Action Day’ and when?
Answer:
Muslim League announced “Direct Action Day” on 16 August, 1946.

Short Answer Type Questions

Question 1.
What was the idea behind working of‘Pooma Sarvajanik Sabha?’
Answer:
The idea behind working of “Poorna Sarvajanik Sabha” was that people should be sovereign—a modern consciousness and a key feature of nationalism. They believed that people should be empowered to take decisions regarding their affairs.

Question 2.
Write a short note on the Lucknow Pact.
Answer:
The Lucknow Pact (1916): The Lucknow Pact of December 1916 was an understanding between the Congress and the Muslim League (controlled by the U.P. based “Young Party”) whereby the Congress accepted separate electorates. The pact provided a joint political platform for the moderates, extremists and the Muslim League.

Question 3.
Explain the term ‘Khilafat Agitation’.
Answer:
Khilafat Agitation was the agitation against a harsh peace treaty to be imposed in 1920 on the Ottoman emperor who was the spiritual head of the Islamic world, i.e.,the Khalifa.

Question 4.
What was the Rowlatt Act?
Answer:
The Rowlatt Act was the Act passed by the British government in 1919 which curbed fundamental rights such as the freedom of expression and strengthened police powers.

Question 5.
How did Khilafat-Non Cooperation alliance work?
Answer:
1. The Muslim leaders and brothers Mohammad Ali and Saukat Ali discussed the Khilafat issue with Gandhi and wished to initiate a full-fledged Non-Cooperation Movement.
2. Gandhiji supported their call and urged the Congress to campaign against Punjab wrongs, the Khilafat wrong and demand swaraj.

Long Answer Type Questions

Question 1.
Why is the period of the Indian freedom struggle from 1885 to 1905 described as the moderate phase?
Answer:
The period from 1885-1905 is described as the moderate phase.
1. From 1885-1905, Congress was a liberal organisation. Its leaders were mostly middle-class educated persons.
2. They had faith in British love for justice.
3. Through constitutional methods they wanted to go for reform in the political and administrative spheres ‘gradually.’
4. They put the demands of the people before the government through prayers, meetings, speeches and resolutions.
Due to their moderate policies, the early nationalists were called the moderates or middle pathists.

Question 2.
What were the reasons for the growth of nationalism in India?
Answer:
The factors that led to the growth of nationalism in India were:
1. Western scholars like Max Mueller and William Jones translated the Vedas, the Upanishads and other works of Indian literature into English. The works of the Theosophical Society, the Brahmo Samaj, the Arya Samaj and the Itamakrishna Mission awoke a feeling of pride in Indians. It made them realise that they were in no way inferior to the Europeans.

2. The educated Indian leaders who were exposed to Western ideas of democracy and nationalism learnt of, and were inspired by, the freedom struggles that had taken place in countries like America and France.

3. The rail and road networks and the post and telegraph systems established by the British helped to unite the Indians.

4. The regional press was able to reach a far greater audience with its revolutionary ideas than the English language press. Balgangadhar Tilak, Bankim Chandra Chatterjee, Rabindranath Tagore inspired people with their fiery writings.

5. The Ilbert Bill aimed at establishing equality between Indian arid English judges in Indian courts. The English community and other Europeans in India reacted harshly, declaring that even the most highly educated Indians were unfit to try Europeans.

Question 3.
What political impact did the Fiijst World War have on India?
Answer:
The First World War had the following political impact on India:
1. The First World War led to a huge rise in the defence expenditure which in turn, increased taxes on individual incomes and business profits. This agitated the people.

2. Increased military expenditure and the demands of war supplies led to a sharp rise in prices which created great difficulties for the common people.

3. The war created a demand for industrial goods such as jute bags, cloth, etc. So, Indian industries expanded during the war and Indian business groups began to demand greater opportunities for development.

4. A large number of Indian soldiers were sent to serve abroad. Many returned after the war with an understanding that the British were exploiting the peoples of Asia and Africa and with a desire to oppose colonial rule in India:

5. As a result of Russian Revolution in 1917, the ideas of socialism circulated widely and inspired Indian nationalists.

Question 4.
Why did the League ask for an autonomous arrangement for the Muslim of the sub-continent?
Answer:
This had the following reasons:
1. From the late 1930s, the League began viewing the Muslims as a separate nation from the Hindus.
2. It may have been influenced by the history of tension between some Hindu and Muslim groups in the 1920s and 1930s.
3. The provincial elections of 1937 convinced the League that Muslim were a minority and they would always have to play second fiddle in any democratic structure.
4. It feared that Muslims may even go unrepresented.
5. The Congress’ rejection of the League’s desire to form a joint Congress-League government in the United Provinces in 1937 also annoyed the League.

The Making of the National Movement: 1870s-1947 Class 8 HBSE Notes

• Sovereign: The capacity to act independently without outside interference.
• Publicist: Someone who publicises an idea by circulating information, writing reports, speaking at meetings.
• Repeal: To undo law, to officially end the validity of something such as a law.
• Revolutionary Violence: The use of violence to make a radical change within society.
• Council: An appointed or elected body of people with an administrative, advisory or representative function.
• Knighthood: An honour granted by the British Crown for exceptional personal achievement or public service.
• Picket: People protesting outside a building or shop to prevent others from entering.
• Mahants: Religious functionaries of Sikh Gurudwaras.
• Illegal Eviction: Forcible and unlawful throwing out of tenants from the land they rent.
• Provincial Autonomy: Capacity of the provinces to make relatively independent decisions while remaining within a federation.
• General Constituencies: Election districts with no reservations for any religious or other community.

Haryana State Board HBSE 8th Class Social Science Solutions History Chapter 12 India After Independence Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions History Chapter 12 India After Independence

HBSE 8th Class History India After Independence Textbook Questions and Answers

LET’S IMAGINE

You are witness to an argument between an Adivasi and a person who is opposed to the reservation of seats and jobs. What might be the arguments you heard each of them put forward? Act out the conversation.
Answer:
The argument of a person who is opposed to the reservation:
1. Reservation is against the spirit of equality.
2. It checks the chances of admission of more intelligent students in educational institutions.
3. Reservation is a sort of punishment for present generation of general category, who is not responsible for their miserable socio-economic backwardness.
4. Reservation will provide lesser intelligent s teachers, doctors, officials and India will go back or will remain backward country in the era of global competition.

Arguments of Adivasi:
1. We are the real inhabitants of this country.
2. We have been exploited since generations by peoples of plains or outsiders-especially merchants, money-lenders, kind-mafia, foreign- companies, exploiters or greedy employers.
3. We have been kept backward in the field of education, health services, latest knowledge etc.
4. We will progress quickly with the help of reservation. Due to reservation we will have more effective voice in legislature and in the parliament of the country. We will be in a better form to compel the authorities of the country to listen our grievances.

LETS RECALL

Question 1.
Name three problems that the newly independent nation of India faced.
Answer:
Three problems that the newly independent nation of India faced were:
(A) As a result of partition, eight million refugees had come into the country from what was now Pakistan. These people had to be found homes and jobs.

(B) Second, was the problem of the princely states, almost 500 of them, each ruled by a Maharaja or a Nawab, each of them had to be persuaded to join the new nation.

(C) In the longer term, the new nation had to adopt a political system that would best serve the hopes and expectations of its population.

Question 2.
What was the role of the Planning Commission?
Answer:
1. The role of the Planning Commission was to help design and execute suitable policies for economic development.

2. Both the State and the private sector would play important and complementary roles in increasing production and generating jobs. So, the role of the Commission was to define that which industries should be initiated by the state and which by the market, how to achieve a balance between the different regions and states.

3. Ultimately, lifting India and Indians out of poverty and building a modern technical and industrial base were the main objectives of the Planning Commission.

Question 3.
Fill in the blanks:

1. Subjects that were placed on the Union List were …………. , …………. and ………….. .
2. Subjects on the Concurrent List were …………. and …………. .
3. Economic Planning by which both the state and private sector played a role in the development was called a …………. model.
4. The death of ……………. sparked off such violent protests that the government was forced to give into the demand for the linguistic state of Andhra.

Answer:

1. taxes, defence, foreign affairs.
2. forests, agriculture.
3. mixed economy.
4. Potti Sriramulu.

Question 4.
State whether true or false:

1. At independence, the majority of Indians lived in villages.
2. The Constituent Assembly was made up of members of the Congress Party.
3. In the first national election, only men were allowed to vote.
4. The Second Five Year Plan focused on the development of heavy industry.

Answer:

1. True
2. False
3. False
4. True.

LET’S DISCUSS

Question 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”?
Answer:
Dr. B.R. Ambedkar, chairman of the Drafting Committee pointed out that political equality would have to be accompanied by social and economic equality. He meant that introducing one man one vote will lead to political equality, however, in our social and economic structure continue to deny the principle of one man one value.

Question 6.
After Independence, why was there a reluctance to divide the country on linguistic lines?
Answer:
There was a reluctance to divide the country on linguistic lines because:
(а) India had been divided on the basis of religion. Despite the wishes and efforts of Mahatma Gandhi, freedom had to come not to one nation but to two. More than one million people had been killed in riots between Hindus and Muslims. And the country could not afford further divisions on the basis of language.

(b) Both Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel were against the creation of linguistic states. They believed that it was time to keep India strong and united.

Question 7.
Give one reason why English continued to be used in India after Independence.
Answer:
English continued to be used in India after Independence because:
(а) Though Hindi was chosen as the national language, the use of Hindi was not accepted by the other regions, especially the south.
(b) The leaders felt the need for a common language that would link people of different regions.

Question 8.
How was the economic development of India visualised in the early decades after Independence?
Answer:
(1) In 1950, the government set up a Planning Commission to help design and execute suitable policies for economic development.
(2) The main stress in the First Five Year Plan (1951-1956) was on agricultural development.
(3) The Second Five Year Plan was formulated in 1956. This focused strongly on the development of heavy industries such as iron and steel, and on the building of large dams.
(4) After independence, a number of steps were taken by the government to make the balanced growth of all regions of country.
(5) The development of regions or states have not been same due to multiple kinds of variations and diversities, ethnic divisions, social customs, cultural patterns and religions.

LETS DO

Question 9.
Who was Mira Behn? Find out more about her life and her ideas.
Answer:
Mira Behn was a follower of Mahatma Gandhi. She was greatly impressed by the ideals, philosophy and ways of working of Gandhiji.

Mira Behn worked against caste discri-mination, untouchability, in favour of human equality and rights. She emphasized the development of agriculture, cottage industries and education. Mira Behn emphasized on studying nature’s balance, and develop our lives within her laws, as if we are to survive as a physical healthy and morally decent species.

Question 10.
Find out more about the language divisions in Pakistan that led to the creation of new nation of Bangladesh. How did Bangladesh achieve independence from Pakistan?
Answer:
(1) There are many languages spoken and used in Pakistan. Urdu, Persian, Punjabi, Bangla, Pashto, English, Sindhi etc. are main among them.
(2) After Partition of India on 14th August, 1947, there were two main geographical divisions of Pakistan-West Pakistan (today’s Pakistan) and East Pakistan (today’s Bangladesh).
(3) Bangladesh (East Pakistan) broke up from Pakistan and emerged as independent Bangladesh in 1971 after a bloody war. India helped the people of Bangladesh to achieve their freedom.

HBSE 8th Class History India After Independence Important Questions and Answers

Very Short Answer Type Questions

Question 1.
When did the Indian Constitution come into effect?
Answer:
Indian Constitution came into effect on 26 January, 1950.

Question 2.
What is universal adult franchise?
Answer:
All Indians above the age of 18 would be allowed to vote in state and national elections.

Question 3.
Why was universal adult franchise a revolutionary step?
Answer:
Universal adult franchise was a revolutionary step for never before had Indians been allowed to chase their own leaders.

Question 4.
What does equality before law mean?
Answer:
Equality before law means that law grants equality to all citizens regardless of their caste or religious affiliation.

Question 5.
Why was Prime Minister Nehru against the creation of linguistic states?
Answer:
Prime Minister Nehru was against the creation of linguistic states because he believed that disruptionist tendencies had come to the fore and to check them, the nation had to be strong and united.

Question 6.
How did Potti Sriramulu die?
Answer:
Potti Sriramulu died fasting for a separate state for Telugu speakers.

Question 7.
When and how was the bilingual state of Bombay divided?
Answer:
In 1960, the bilingual state of Bombay was divided into separate states for Marathi and Gujarati speakers.

Question 8.
How was the state of Punjab divided in 1966?
Answer:
Answer:The state of Punjab was divided into Punjab and Haryana in 1966, the former for the Punjabi speakers (who were mostly Sikhs), the latter for the rest (who spoke not Punjabi but versions of Haryanvi or Hindi).

Question 9.
What was the focus of the Second Five Year Plan?
Answer:
The focus of the Second Five Year Plan was on the development of heavy industries such as iron and steel and on the building of large dams.

Question 10.
Which subjects were included under the Union List?
Answer:
The subjects such as taxes, defence and foreign affairs which are the sole responsibility of the centre would be included under Union List.

Short Answer Type Questions

Question 1.
What was the status given to Princely States by Indian Independence Act, 1947?
Answer:
The Indian Independence Act, 1947 (which had given independence to India) gave all Indian Princely States (their number was nearly 562) independence with the freedom to join India or Pakistan or to declare themselves complete independent as a sovereign state.

Question 2.
How was the right to vote granted in United Kingdom and the United States?
Answer:
The right to vote was granted in United Kingdom and the United States in stages. First only men of property had the vote. Then, men who were educated were also added on. Working class men got the vote only after long struggle. Finally, after a bitter struggle of their own, American and British women were granted the vote.

Question 3.
How did the new state of Andhra come into being?
Answer:
Potti Sriramulu went on a hunger strike demanding the formation of Andhra state to protect the interests of Telugu speakers. However, he died on 15 December 1952, fifty- eight days into his fast. The news of the passing away of Sriramulu engulfed entire Andhra in chaos. The protests were so widespread and intense that the central government was forced to give into the demand. Thus, on 1 October, 1953, the new state of Andhra came into being, which subsequently became Andhra Pradesh.

Question 4.
What was “mixed economy” model?
Answer:
The “mixed economy” model was that both the state and the private sector would play important and complementary roles in increasing production and generating jobs. What, specifically, these roles were to be which industries should be initiated by the state and which by the market, how to achieve a balance between the different regions and states was to be defined by the Planning Commission.

Question 5.
What was the reactions of the different people towards the focus on industries during Second Five Year Plan?
Answer:
The focus on heavy industries had many strong supporters, but also some vocal critics. Some felt that it had put inadequate emphasis on agriculture. Others argued that it had neglec¬ted primary education. Still others believed that it had not taken account of the environmental implications of economic policies.

Long Answer Type Questions

Question 1.
How was it difficult to maintain unity and development go together when India became independent in 1947?
Answer:
When India became independent in 1947, there were different divisions between high castes and low castes, between the majority Hindu community and Indians who practised different faiths. There was problem of maintaining unity among vast diversities. Moreover, the new independent nation had to lift its masses out of poverty by increasing the productivity of agriculture and by promoting new, job-creating industries.

It was difficult to maintain unity and development go hand-in-hand. If the divisions between different sections of India were not heated, they could result in violent and costly conflicts-high castes fighting with low castes, Hindus with Muslims and so on. At the same time, if the fruits of economic development did not reach the broad masses of population, it could create fresh division.

Question 2.
What were the salient features of the Indian Constitution?
Answer:
(A) Universal Adult Franchise: All Indians above the age of 18 would be allowed to vote in state and national elections regardless of gender, class or education.

(B) The constitution granted equality before the law to all citizens regardless of their caste or religious affiliation. Under the new constitution, people of all religions could have the same rights as Hindus the same opportunities as regards jobs in the government or private sector.

(C) It offered special priviliges for the poorest and the most disadvantaged Indians. The untouchables, the advasis or Scheduled Tribes were granted reservation in seats and jobs.

Question 3.
The Constitution of India guarantees equality to all Indians. But after so many years of independence, deep divisions still persist in India. Do you agree? Why?
Answer:
Yes, despite constitutional guarantees, deep divisions persist.
1. The untouchables or, as they are now referred to, the Dalits face violence and discrimination. In many parts of rural India, they are not allowed access to water sources, temples, parks and other public places.

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

3. Some groups of Indians have benefited a great deal from economic development. They live in large house, dine in expensive restaurant, and their children go to expensive private schools. At the same time many others continue to live below the poverty line.

Source-Based Questions

I. Read the source given and answer the following questions.

Nehru On The Five Year Plans
Prime Minister Jawaharlal Nehru was a great supporter of the planning process. He explained the ideals andpurposes of planning in a series of letters he wrote to the chief ministers of the different states. In a letter of 22 December, 1952, he said that: …… behind the First Five Year Plan lies the conception of India’s unity and of a mighty co-operative effort of all the peoples of India,… We have to remember always that it is not merely the governmental machinery that counts in all this, but even more so the enthusiasm and co-operation of the people.

Our people must have the sensation of partnership in a mighty enterprise, of being fellow-travellers towards the next goal that they and we have set before us. The Plan may be, and has to be, based on the calculations of economists, statisticians and the like, but figures and statistics, very important as they are, do not give life to the scheme. That breath of life comes in other ways, and it is for us now to make this Plan, which is enshrined in cold print, something living, vital and dynamic, which captures the imagination of the people.

Question 1.
How did Nehruji express his ideals and purposes of planning?
Answer:
Nehruji expressed his ideals and purposes of planning in a series of letters he wrote to the chief ministers of different states.

Question 2.
What importance was laid by Nehruji to the First Five Year Plan?
Answer:
Behind the First Five Year Plan lies the conception of India’s unity and of a mighty co-operative effort of all the people of India.

Question 3.
What did Nehruji expect from the people of India?
Answer:
Nehruji wanted Indians to work with enthusiasm and full cooperation with each other.

Picture-Based Questions

Question 1.
Look at the following picture and answer the questions:

(A) At which dam is work going on in the picture?
Answer:
The work is going on at Gandhi Sagar Dam.

(B) On which river is it built?
Answer:
It is built on the Chambal river.

(C) In which state is the river located?
Answer:
The river is located in Madhya Pradesh.

(D) When was the dam completed?
Answer:
The dam was completed in 1960.

Question 2.
Look at the picture and answer the following questions:

(A) Who is the great leader shown with Jawaharlal Nehru in the picture?
Answer:
Krishna Menon is the great leader shown with Jawaharlal Nehru in the picture.

(B) What special work did he do at the United Nations?
Answer:
He led the Indian delegation to the UN between 1952 and 1962 and argued for a policy of non-alignment.

India After Independence Class 8 HBSE Notes

• Franchise: The right to vote.
• Linguistic: Relating to language.
• State: Concerned with the government.
• Princely States: States which were ruled by Indian rulers under the overall control of the British.
• Monarchial System: A system in which a King or Queen reigns over a country.
• Drafting Committee: Constituent Assembly formed the Preamble Committee from its members only.
• Union List: Only centre can make laws on all subjects of it.
• State List: State has the power to make laws on all subjects of it.
• Concurrent List: State and Centre both can make laws on the subjects given in it.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 10 Law and Social Justice Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 10 Law and Social Justice

HBSE 8th Class Civics Law and Social Justice Textbook Questions and Answers

Question 1.
Talk to two workers (for example, construction workers, farmworkers, factory workers, or workers at any shop) to find out if they are receiving the minimum wages laid down by law.
Answer:
(i) Farmworkers are not getting minimum wages in villages.
(ii) Women workers are not getting equal wages as that of men which is not permitted by law.

Question 2.
What are the advantages to foreign companies in setting up production in India?
Answer:
(i) They get cheap labourers or workers in India.
(ii) Since India has the second largest population country, there is a very vast internal market of foreign goods available in India.
(iii) India’s geographical conditions are favourable. India is linked to many other countries of the world. The companies, can export their goods to major markets of the world.

Question 3.
Do you think the victims of the Bhopal gas tragedy got justice?
Answer:
The victims of Bhopal Gas Tragedy have not got justice even after 28 years of Bhopal Gas Tragedy on December 2,1984. Even today 50,000 people are too sick to work. Many of them have developed severe respiratory disorders, eye-problems and other disorders. Even today many factories, workshops mines are running wihout proper safety measures.

Question 4.
What do we mean when we speak of law enforcement? Who is responsible for enforcement? Why is enforcement so important?
Answer:
(i) Meaning: Law enforcement means that the law maker and enforcer, the government ensures that safety laws are duly implemented.
(ii) The government (excutive) is responsible for enforcement of law.
(iii) The enforcement of law is so important that without enforcement, the framing of laws meaningless. Safety laws were not enforced that led to Bhopal Gas Tragedy.

Question 5.
How can laws ensure that markets work in a manner that is fair? Give two examples to support your answer.
Answer:
(i) Laws should ensure that business men use ISI marked balance, weights or measurements.
(ii) The products especially the medicines and eatables should have MRP (Maximum Retail Price) and expiry date marked on them.
It is through laws that the markets are regulated and the relation between workers, consumers and producers are not allowed to become explosive.

Question 6.
Imagine yourself to be a worker working in a chemical factory, which has received orders from the government to move to a different site 100 km away from the present location. Write about how your life would change.
Answer:
(a) I will have to shift my family.
(b) I will have to give ‘change of address’ notice for my bank and other legal documents.
(c) I will have to change the school of my children. If they don’t get a good school, their studies will suffer.

Question 7.
Write a paragraph on the various roles of the government that you have read ah opt in this unit.
Answer:
(i) The legislative organ of the government makes laws.
(ii) The executive organ of the government implements these laws and enforcement of the laws safeguards the interests of the minorities.
(iii) The judiciary organ of the government decides punishment for the law breakers.
(iv) The government ensures that the social- justice is achieved in the society, for example Workers do not work below minimumwages ; Child-labour is not practised.
(v) The government also undertakes welfare functions and sees to it that basic needs of the . citizens are met.

Question 8.
What are the source of environment pollution in your area? Discuss with respect to: (a) air (6) water (c) soil. What are the steps being taken to reduce the pollution. Can you suggest some other measures?
Answer:
(i) The sources of environment pollution in our area are:
(a) Air is being polluted from smoke coming from factories, chimneys.
(b) Smoke from petrol and diesel vehicles also pollute the air.
(c) Water-pollution is caused by dirt, chemical fertilizers and garbage from factories, farms and houses.
(d) Humans wastes, and dirt from factories pollute the soil.

(ii) The steps taken to reduce pollution are:
(a) New laws are being made to check the environment pollution.
(b) CNG vehicles are promoted which do not cause pollution.
(c) Actions are being taken against companies who are responsible to violate environment laws.

(iii) Other suggestions:
Laws alone cannot make the environment clean. It is the people and every individual who is responsible and should take voluntary actions to
minimise pollution.

Question 9.
How was environment treated earlier? What has been the change in perception? Discuss.
Answer:
(i) Earlier, the environment was considered a free entity which anyone could spoil. There was hardly any law to protect the environment. Neither the people, nor the government could take any action.
(ii) The Bhopal Gas Tragedy has brought the issue of environment to the forefront. Indian Government has introduced laws to protect the environment. The courts have declared the environment to be a public facility and the government is responsible for checking pollution, clear rivers and punish the wrong doers.

Question 10.
What do you think the famous Cartoonist R.K. Laxman is trying to convey in this cartoon? How does it relate to the 2006 law that you read on page 125.

Answer:
(i) I think the famous cartoonist is trying to draw our attention towards child-labour. In the cartoon, a rich woman hires another child to lessen the burden of heavy school-bag on her child’s shoulders.
(ii) The law of 2006, is an amendment to the Child Labour and Prevention Act, which bans children under 14 years of age from working as domestic servants or as workers in dhabas, restaurants, tea-shops etc.

Question 11.
You have read about the Bhopal gas tragedy and the on-going struggle. Students from countries across the world have come together to support this struggle for justice. From protest marches to awareness campaigns, you can read about their activities on the website www.studentsforbhopal.com. The website also has resources such as photos, posters, documentaries, victims’ statements, etc.

Use this and other sources to make a wallpaper/exhibition on the’ Bhopal tragedy for your classroom. Invite the whole school to see and talk about it.
Answer:
It is a classroom activity. Do yourself

HBSE 8th Class Civics Law and Social Justice Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Why are law made to protect the interest of producers and consumers in the market?
Answer:
To ensure that the relations between the workers, consumer and producer are governed in a manner that is not exploitative.

Question 2.
Mention the health problems faced by the survivors of Bhopal Gas Tragedy.
Answer:
Many people developed severe respiratory disorders, eye problems and other disorders. Children developed peculiar abnormalities.

Question 3.
Why did Bhopal Gas Tragedy occur?
Answer:
Bhopal Gas Tragedy occurred due to leakage of highly poisonous gas-methyl isocyanite (MIC) from a factory which produces pesticides.

Short Answer Type Questions

Question 1.
How does the government ensure social justice?
Answer:
Through making, enforcing and upholding these laws the government control the activities of individuals or private companies to ensure social justice.

Question 2.
Which three states have developed plans to rescue and rehabilitate children who are working as domestic servants?
Answer:
Maharashtra, Karnataka and Tamil Nadu have developed plans to rescue and rehabilitate children who are working as domestic servants.

Question 3.
Was Bhopal Gas Tragedy an accident? If not why?
Answer:
Bhopal Gas Tragedy was not an accident Union Carbide had deliberately ignored the essential safety measures in order to cut costs. Much before the Bhopal disaster, there had been incidents of gas leakage killing a worker and injuring several people.

Long Answer Type Questions

Question 1.
Describe the Bhopal Gas Tragedy and the havoc caused by it.
Answer:
Union Carbide was an American Company located in Bhopal city in Madhya Pradesh where it produced pesticides. On December 2, 1884, a poisonous gas-Methyl-Isocyanite started leaking from this plant. The gas took no time to spread and the people settled in nearby areas started having breathing problems with in three days more than 8000 people died and hundreds of thousands were suffering different diseases. The people who survived developed many problems like respiratory problems, eye problems and other disorders. People became too sick and handicapped to work.

The tragedy occurred due to:
(i) Ignoring safety measures in order to cut costs.
(ii) Relaxation in enforcement of laws.
To make the matters worse; only 470 million was given as compensation as against 3 billion demanded by the court.

Picture-Based Questions

(A) Look at the given picutres and answer the following questions:

Question 1.
What is the major cause of environmental pollution?
Answer:
Emissions from vehicles are a major cause of environmental pollution.

Question 2.
What had the Supreme Court ordered in a series of rulings (1998 onwards)?
Answer:
The Supreme Court had ordered in a series of rulings (1998) that all public transport vehicles were to switch to Compressed Natural Gas (CNG).

Question 3.
Why are the high levels of toxic substances present in the air?
Answer:
The high levels of toxic substances are present in the air due to emissions from cars run on diesel and a sharp increase in the number of cars on the road.

Law and Social Justice Class 8  HBSE Notes

• Consumer: An individual who buys goods for personal use and not for resale.
• Producer: A person or organisation that produces goods for sale in the market. At times, the producer keeps a part of the produce for his own use, like a farmer.
• Investment: Money spent to purchase new machinery or buildings or training so as to be able to increase/modernise production in the future.
• Workers’ Union: An association of workers. Workers’ unions are common in factories and offices, but might be also found among other types of workers, say domestic workers’ union.
• Market: Bazar or market is that place where the process of buying selling of articles take place.
• Protective Laws: The laws which are framed or passed by the legislature to protect people from different types of exploitation. These laws try to ensure that the unfair practices are kept at a minirmiman the markets.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 9 Public Facilities Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 9 Public Facilities

HBSE 8th Class Civics Public Facilities Textbook Questions and Answers

Question 1.
Why do you think there are so few cases of private water supply in the world?
Answer:
(i) Private companies throughout the world only operate for profit. To supply clean, pure water at affordable rates is not very affordable.
(ii) The facilities provided by the private companies will not be affordable by all. A majority of the people would be deprived of the opportunity of availing the basic facilities and enjoying a decent life.

Question 2.
Do you think water in Chennai is available and affordable by all? Discuss.
Answer:
No, water is not available and affordable in Chennai by all.
(i) Areas like Anna Nagar, where Senior Government officials, reside, have tap water for a major part of the day. Even during water scarcity, a water tanker is arranged for them.
(ii) Residents of Mylapore get municipal water once in two days.
(iii) Madipakam gets water once in four days.
(iv) The residents of Saidapet, a slum area do not have separate water connection of their own. The water comes only in common tap for 20 minutes twice a ddy.
(v) The water is not affordable to all. The middle class and rich people can dig borewells, buy water from tankers or even bottled water for drinking. The poor people have the least access to water.

Question 3.
How is the sale of water by farmers to water dealers in Chennai affecting the local people? Do you think local people can object to such exploitation of ground water? Can the government do anything in this regard?
Answer:
The sale of water by farmers to water dealers in Chennai is affecting adversely the local people.
(i) The ground water-level of surrounding towns and villages have dropped drastically resulting in the loss of drinking waiter to local residents.
(ii) The private companies or water dealers pay farmers an advance for the rights to exploit water sources on their land. These companies are using a fleet of over 13,000 water tankers.
(iii) Water has become short for agriculture resulting in less production of foodgrains.

Question 4.
Why are most of the private hospitals and private schools located in major cities and not in towns or rural areas?
Answer:
Private hospitals and private schools are located in major cities and not in town or rural areas because:
(i) The infrastructural and modem facilities to run such institutes are not available in towns or rural areas.
(ii) The skilled and educated doctors and educationists reside in major cities and very few of them would like to shift to rural areas or towns.
(iii) The private hospitals and schools are mainly run for profit motive and to meet their high expenses, they charge high fees which only people of major cities can afford.

Question 5.
Do you think the distribution of public facilities in our country is adequate and fair? Give an example of your own to explain.
Answer:
No, I think the distribution of public facilities in our country is not adequats and fair.
(a) In major cities, there are pucca houses but in villages most of the people are even living in kuchha houses. This is not fair for the biggest democratic country of the world.

(b) There are so many areas and villages where good road, proper schools, hospitals, good sanitation conditions, proper supply of pure water and electricity are not accessible till date.

(c) Even good hospitals and schools are also located in major cities only.

Question 6.
Take some of the public facilities in your area, such as water, electricity etc. Is there scope to improve these? What in your opinion should be done? Complete the table.
Answer:
There is certainly a scope for improvement in public facilities in our area. Most important is sanitation. There is a big garbage disposal pit adjoining our area which is a breeding ground for mosquitoes. Also the carbon generated from dirt in the pit leads to leakage of gas for airconditioners. The government has to take immediate actions to close the pit

Question 7.
Are the above public facilities shared equally by all the people in your area? Elaborate.
Answer:
No, all the above facilities are not shared equally by all the people in your area. Nearly 20 percent people are living below the poverty line. They do not have access to pure and clean drinking water.
The rich people purchase sealed water bottles of branded companies. They have access to regular water supply through tap connections.

Question 8.
Data on some of the public facilities ‘ are collected as part of the Census. Discuss with you teacher when and how the census is conducted.
Answer:
Census is conducted every ten years, if The last census was conducted in 2011. The government appoints special people to 1 collect data from door to door about population, occupation, access to public facilities The data is compared with last figures and planned figures and suitable actions are takenr.

Question 9.
Private educational institutions- schools, colleges, universities, technical and vocational training institutes are coming up in our country in a big way. On the other hand, educational institutes run by the government are becoming relately less important. What do you think would be the impact of this? Discuss.
Answer:
The impacts of privatisation of education will be as follows:
(a) The education will be more costly.
(b) However, the new techniques of education will be followed with modem instruments. The private companies, in the competition, try to lend better facilities.
(c) There will be more inequality in society because only people from richer strata will be able to afford to send their children to private institutions.

HBSE 8th Class Civics Public Facilities Important Questions and Answers

Very Short Answer Type Questions

Question 1.
How many children below five years of age die due to water related diseases in India?
Answer:
Almost over 16 hundred children below five years of age die due to water related diseases in India.

Question 2.
Under which article ‘right to water* is part of the right to life?
Answer:
Under Article 21 of the Indian Constitution the ‘right to water’ is part of right to life.

Question 3.
What is special about Porto Alegre?
Answer:
Porto Alegre has lowest infant death rate than other cities of the world because of the availability of safe water maintained by city water department.

Question 4.
How did the drinking water of Mahbubnagar get contaminated?
Answer:
A textile company discharged poisonous chemicals in the river near the Mahbubnagar. This has contaminated the ground water, which was the source of irrigation and drinking water.

Short Answer Type Questions

Question 1.
What does the Indian Constitution say about Right to Education and what is the contradiction that prevails in India?
Answer:
The Indian Constitution guarantees the Right to Education for all children between the age of 6-14 years. According to this Right, schooling facilities are available to all children impartially. According to report on education, schooling in India continues to be highly uneven.

Question 2.
The public facility benefits many people at a time. Discuss it with example.
Answer:
Indeed, the public facility benefits many people at a time. For example, a school in a village will allow any children to get educated. In the same way by the supply of electricity to an area the farmers can run pump-sets to irrigate their fields, people can open small workshops that run on electricity, students will get help in their studies.

Long Answer Type Questions

Question 1.
In what areas have the private companies successfully granted public facilities and why?
Answer:
The private companies have successfully ventured opening of schools and hospitals. They also provide drinking water through tankers and sealed bottles. They provide all these facilities at a price which upper class people can afford.

Question 2.
“Indian courts have done very praiseworthy work as far as the right to water is concerned and they have also taken steps to prevent the water-pollution by some companies.” Discuss.
Answer:
(a) The constitution of India recognises the right to water as being a part of the right to life (Article 21). There have several court cases in which both the High Courts and the SupremeCourt have held that the right to safe drinking water is a Fundamental Right.

(b) For example, in 2007, the Andhra Pradesh High Court restated this (Right to get sufficient safe water) while hearing a case based on a letter written by a village of Mahbubnagar district on the contamination of drinking water.

(c) The villager’s complaint was that a textile company was discharging poisonous chemicals into a stream near his village, contaminating ground water, which was the source for irrigation and drinking water.

(d) The judges of the High Court of Andhra Pradesh directed the Mahbubnagar district collector to supply 25 litres of water to each person in the village.

Picture-Based Questions

(A) Look at the given pictures given below and answer the following question:

Question 1.
What is most important form of public transport over short distances?
Answer:
Buses are the most important forms of public transport over short distances.

Question 2.
What has the government planned as an alternative to bus transport?
Answer:
The government has planned ambitious metro-rail project for Delhi and other metropolitan cities.

Question 3.
How much money was spent from the government budget for the construction of the first segment of metro-rail in Delhi?
Answer:
W 11000 crore was spent from the government budget for the construction of the first segment of metro-rail in Delhi.

Question 4.
What negative remarks have been given by the public for such a huge expenditure?
Answer:
People have remarked that such a huge expenditure could have been avoided if only a fraction of this amount was spent on upgrading the public bus system.

Public Facilities Class 8  HBSE Notes

• Sanitation: Provision of facilities for the safe disposal of human urine and feces.
• Company: A company is a form of business set up by people or by the government.
• Universal access: Universal access is achieved when everyone has physical access to goods and can also afford them.
• Basic needs: Primary requirements of food, water, shelter, sanitation, healthcare, and education necessary for survival.
• Right to Life: The constitution of India guarantees it for all persons living in this country.
• Parliament: It is the law-making body of the country which consists of the Rajya Sabha, Lok Sabha, and the President of India.
• Budget: Annual account of income and expenditure by the government.
• Public Transport System: Local buses, state-owned inter-buses, local trains, metro trains, and railways are the main means of public transportation.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 8 Confronting Marginalisation Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 8 Confronting Marginalisation

HBSE 8th Class Civics Confronting Marginalisation Textbook Questions and Answers

Question 1.
List two fundamental rights in the Constitution that Dalits can draw upon to insist that they are treated with dignity and equals. Re-read the Fundamental Rights listed on page 14 to help you answer this question.
Answer:
(a) Right to Equality and
(b) Right to Freedom.

Question 2.
Re-read the story on Rathnam as well as the provisions of the 1989 scheduled caste and scheduled tribes prevention of Atrocities Act. Now list one reason why you think he used this law to file a complaint.
Answer:
Rathnam sought the support of law, filing his complaint under the Atrocities Act to protest against the domination and violence of
the powerful castes in his village. He used this as it was framed in response to demands made by Dalits and others so that the government may take seriously.

Question 3.
Why do Adivasi activists including C.K. Janu believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?
Answer:
Being an Adivasi Activist, C.K. Janu is right in believing that they can use the 1989 Act to fight against dispossession. This is because it lists actions that dispossess Dalits and Adivasis of their meagre resources or which force them into performing labour of slavery.
Thus, they can use this Act since it seems to punish anyone who wrongfully occupies or cultivates any land owned by, or alloted to, a member of a scheduled caste or a scheduled tribe or gets the land alloted to him transferred.

Question 4.
The poems and the song in this unit allow you to see the range of ways in which individuals and communities express their opinion, their anger and their sorrow. In class do the following two exercises:
(a) Bring to class a poem that discurses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate.

(b) Identify a marginalised community. Write a poem, or song, or draw a poster etc., to express your feelings as a member of this community.
Answer:

(c) For example:
A poem by Soyrabai: (Refer Pg. 96 of your Social Science and Political Life-III text book). (Read the poem and then the summarised view below.)

Soyrabai who herself belongs to the Mahar caste through her esteemed poem questions about the idea or the criterion behind being called a pure person. She argues that every human being is born in the same way and is equal. She cannot understand what makes one body less or more pure than the other. Pollution, a basic idea of casteism should not be the tool for discrimination or to separate or deny people any access to spaces, work, knowledge or dignity. According to her, it does not occur through nature of work but through one’s clear ethnicity and beliefs.

HBSE 8th Class Civics Confronting Marginalisation Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Which Article states abolishment of untouchability?
Answer:
Article 17.

Question 2.
What is the literal meaning of Dalit?
Answer:
The term ‘Dalit’ literally means broken.

Question 3.
Which Article states “no discrimination”?
Answer:
Article 15.

Question 4.
Name a policy that promotes justice?
Answer:
Reservation.

Question 5.
When was the Arocities Act passed?
Answer:
1989.

Question 6.
Name a bhakti saint who criticized casteism.
Answer:
Kabir.

Question 7.
In your opinion does the force put on Rathnam to perform this ritual violate his fundamental right?
Answer:
Yes, in our opinion being forced to carry out such a task in which the person has no belief is a violation of fundamental right. Right to freedom and right to equality are rights that are violated.

Short Answer Type Questions

Question 1.
What does Article 15 of the Constitution state?
Answer:
The Article 15 of the Constitution states^ that no person can be discriminated against on the basis of religion, race, caste, sex or a place of birth.

Question 2.
State one reason why you think reservations play an important role in providing social justice to Dalits and Adivasis.
Answer:
The law of reservation to Dalits and Adivasis is based on a simple argument that in a society like ours, where for centuries, sections of population have been denied opportunities to learn and to work in order to develop new skills or vocation, a democratic government thus needed to step in and assist, these socially or economically backward sections.

Question 3.
Why do you think the Dalit families were afraid of angering the powerful castes?
Answer:
The situation of fear and tension might have taken place because of the fear of undergoing starvation due to unemployment on the powerful caste’s anger. They also declared the wrath of the locality would strike them if they refused to give in.

Long Answer Type Questions

Question 1.
Article 17 of the Constitution states that untouchability has been abolished. What does this mean?
Answer:
Untouchability hps been abolished. It means that on one can prevent Dalits from educating themselves, entering temples, using public facilities, etc. It also means that it is wrong to practise untouchability and that this practice will not be tolerated by a democratic government. Untouchability is a punishable crime now.

Question 2.
Apart from making law how does government work for the marginalised in our country?
Answer:
Government makes specific laws and policies for the marginalised in our country. There are policies or schemes that emerge through other means like setting up a committee or by undertaking a survey, etc. The government then makes an effort to promote such policies in order to give opportunities to specific groups.

Question 3.
The government operates through laws to ensure that concrete steps are taken to end inequality in the society. Mention one such law.
Answer:
One such law is the reservation policy. This law reserved seats in education and government employment for Dalits and Adivasis people. It is based on an important argument that in a society like ours where for centuries sections of the population have been denied equal opportunities to learn and work, a democratic government needs to step in and assist these section.

Question 4.
How does the reservation policy work?
Answer:
Governments across India have their own list of Scheduled Castes (or Dalits) Tribes and Backward and the more Backward castes. The Central Government too has its list. Students applying to educational institutions and those applying for posts of government are expected to furnish proof of their caste or tribal status. If a particular Dalit caste or a certain tribe is on the government list, then a candidate from that caste or tribe can avail the benefit of reservation.

Picture-Based Questions

(A) Look at the picture below and complete the sentences:

The (a) ……………… government passed the Scheduled Tribe and other (b) ………….. Forest Dwellers Act in (c) ……… , The introduction states that it shall undo (d) ………… injustices. The Act also points out that the right to forest dwellers include conservation of (e) …………. and (f) …………. .
Answer:
The (a) Central government passed the Scheduled Tribe and other (b) Traditiona Forest Dwellers Act in (c) 2006. The introduction states that it shall undo (d) historical injustices. The Act also points out that the right to forest dwellers include conservation of (e) Forests and (f) biodiversity.

Confronting Marginalisation Class 8  HBSE Notes

• Assertive: Groups of people that can express their views strongly.
• Confront: To come face-to-face or to challenge someone or something. For example: The groups challenging marginalisation.
• Delusion: A false impression.
• Dispossessed: To have to give up ownership or to give up authority.
• Invoking: Imploring, appealing by authority.
• Morally reprehensible: An act that violates all norms of decency and dignity that society believes in. It usually refers to a hideous and repugnant act that goes against all values that society has accepted.
• Policy: A stated course of action that provides direction for the future, sets goals to be achieved, or lays out
• principles or guidelines to be followed and acted upon.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 7 Understanding Marginalisation Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 7 Understanding Marginalisation

HBSE 8th Class Civics Understanding Marginalisation Textbook Questions and Answers

Question 1.
Write in your own words two or more sentences of what you, understand by the word ‘marginalisation’.
Answer:
‘Marginalisation’ is a social process by which certain sections of the society are confined to lower social standing. It results, to certain minority (such as Muslims) or Dalits (particularly among the Hindus) in having a low social status and not having equal access to education and other resources.

Question 2.
List two reasons why Adivasis are becoming increasingly marginalised.
Answer:
Adivasis are becoming increasingly marginalised because:
(i) They are radically different from communities organised around the principle of jati-vama (castes).
(ii) Their way of life is quite different from the majority of people. They wear colourful costumes, strange type of head gears and have different cultures. They like to live in seclusion.

Question 3.
Write one reason why you think the constitution’s safeguards to protect minority communities is very important.
Answer:
The Constitution safeguards to protect minority communities to protect India’s cultural diversity and promote equality as well as justice.

Question 4.
Reread the section on Minorities and Marginalisation. What do you understand by the term minority?
Answer:
The term minority is most commonly used to refer to communities that are numerically small in relation to the rest of the population.

Question 5.
You are participating in a debate where you have to provide reasons to support the following statement: ‘Muslims are a marginalised community’ using the data provided in this chapter list two reasons that you would give.
Answer:
Muslims are marginalised community because:
(i) They do not have equal access to basic amenities such as pucca house, electricity, piped water, etc.
(ii) Muslims have lowest literacy rates as compared to other religious groups of India.

Question 6.
Imagine that you are watching the Republic Day parade on TV with a friend and she remarks, “Look at these tribals. They look so exotic. And they seem to be dancing all the time.”
List three things that you would tell her about the lives of Adivasis in India.
Answer:
(i) Adivasis led excluded life in different hilly and forests areas of India till the middle of the nineteenth century or the dawn of British imperialism in India.

(ii) Adivasis are not a homogeneous population. There are over 500 different Adivasi groups ‘n our country. They are particularly numerous, in states like Chhattisgarh, Jharkhand, Madhya Pradesh, Orissa, Gujarat, Maharashtra, Rajasthan, and in the north¬eastern states of Andhra Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland and Tripura.

(iii) Adivasis practise ancestor worship and believes in all types of supernatural spirits like the primitive men.

Question 7.
In the story board, you read about how Helen hope to make a movie on the Adivasi story. Can you help her by developing a short story on Adivasis?
Answer:
The story runs like this:
A foreign company has planned to establish a metal company in area of Adivasis. They are forced to move in very large number to various areas of India. A man and his girl friend decide to make an association. They approach to district authority, state Govt, and lastly to central government.

Under their leadership, the Adiyasis demand three things forest, water and livelihood. After a long struggle, Human Right Commission comes forward and their demands are accepted. They are handed over fairly large forest-lands, supply of water and they are given employment in companies and some newly started small scale industries etc.

Question 8.
Would you agree with the statement that economic and social marginalisation are interlinked? Why?
Answer:
The different reports about the marginalisation point out that economic and social marginalisation are interlinked.
(i) In terms of occupation, houses, piped water, Muslims lag behind many other religious groups.

(ii) Most of the Muslims work in unorganised sector and have lower living standards than Hindus as a whole. Because of lack of education, they find it difficult to get both public as well as private sector jobs.

(iii) Since they are economically backward, they fail to attain a higher status in Indian society. Thus, economic and social marginalisation are interdependent.

HBSE 8th Class Civics Understanding Marginalisation Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Who are Adivasis?
Answer:
Adivasis literally means ‘original inhabitants’ who lived and often continue to live, in close association with forests.

Question 2.
How much percent of India’s population is Adivasi?
Answer:
Around 8 percent.

Question 3.
Name the important mining ana industrial centres where Adivasis are located.
Answer:
Jamshedpur, Rourkela, Bokaro and Bhilai.

Question 4.
About how many Adivasi groups are there in India?
Answer:
About 500 different Adivasi groups are there in India.

Short Answer Type Questions

Question 1.
How have Adivasis been treated by the state and private industrialists for the past 200 years.
Answer:
Adivasis have been increasingly forced through economic chagnes, forest policies and political force applied by the state and private industry. They migrated to live as worker in plantations, as construction sites, in industries and households.

Question 2.
Why are safeguards required for minorities?
Answer:
(i) To protect minority communities against the possibility of being culturally dominated by the majority.
(ii) To protect minorities against any discrimination and disadvantage that they may face.

Long Answer Type Questions

Question 1.
How have the forests been important for life and development of Adivasis?
Answer:
Forests have been very important for life and development of Adivasis.
(i) Metal ores like iron and copper, gold and silver, coal and diamonds, invaluable timber, most medicinal herbs and animal products and animal themselves all come from forests.
(ii) The continuation of life depended heavily on forests, that help recharge many of India’s rivers.
(iii) Forests covered the major part of our country till the nineteenth century.

Question 2.
By whom were the following demands being made on forest land?
(a) Timber for construction of houses and railways.
(b) Forest land for mining.
(c) Reserved by government and wild life parks.
In what ways would this effect tribal people?
Answer:
(a) Timber for construction of houses demanded by companies enaged in construction, work Or by individual rich people or by joint groups or companies. Timber for railways is demanded by Central Government or by Railway Contractors.
(b) By mining companies, by industrialists or industrial companies.
(c) Ministry of Forest and Environment on behalf of government.

Question 3.
In what ways would this affect tribal people?
Answer:
These would affect life of tribal people in following ways:
(i) Tribal people will loose their land and forests.
(ii) Their lives will be disturbed as the continuation of life depends heavily on forests, that help recharge many of our country’s rivers.
(iii) The tribal people will face shortage in the availability and quality of air and water.
(iv) More than 50 percent of tribal persons have been displaced.

Picture-Based Questions

(A) Look at the pictures and answer the following questions.


Question 1.
What do the two pictures reflect?
Answer:
The two pictures reflect the traditional dresses and life-style of Adivasis.

Question 2.
What image do we get about Adivasis from the pictures?
Answer:
We come to know that Adivasis were ‘exotic’ and ‘backward’.

(B) Look at the adjoining picture of Niyamgiri Hill and answer the following questions:

Question 1.
Where is Niyamgiri Hill located?
Answer:
Niyamgiri Hill is located in Kalahandi district of Orissa.

Question 2.
Name the Adivasi community which inhabits this area.
Answer:
Dongarria Konds.

Question 3.
Why is Adivasi Community endangered to be displaced from here?
Answer:
Adivasi Community is endangered to be displaced from here because a major aluminium company is planing to set-up a mine and a refinery here.

Question 4.
What action has been taken by Adivasi Community against it?
Answer:
Adivasi people have strongly resisted this proposed development and have been joined by environmentalists as well. A case against the company is also pending in Supreme Court.

Understanding Marginalisation Class 8  HBSE Notes

• Hierarchy: A graded system or arrangement of persons or things. Usually persons at the bottom of the hierarchy are those who have the least power.
• Ghettoisation: A ghetto is an area or locality that is populated largely by members of a particular community. Ghettoisation refers to the process that leads to such a situation.
• Mainstream: Literally this refers to the main current of a river or stream. In this chapter it is used to refer to a cultural context in which the customs and practices that are followed are those of the dominant community. Mainstream is also used to refer to those people or communities that are considered to be at the centre of a society.
• Displaced: This, here, refers to people who are forced or compelled to move from their homes for big development projects including dams, mining etc.
• Militarised: An area where the presence of the armed forces is considerable.
• Malnourished: A person who does not get adequate nutrition or food.
• Adivasis: The term adivasis, literally means ‘original in habitants’.
• Socially Marginalised: To be forced to occupy the sides or fringes and thus not be at the centre of things or set-up.
• Santhali: A language mainly spoken by Santhal adivasis.
• Republic Day: It is the day (26th January) when the constitution of our country was adopted.
• Scheduled Castes: Those dalits or damits who have been officially enlisted for special reservation and facilities so that their development may take place quickly in the society and grouped as scheduled caste.
• Sachar Committee: The government set-up a high-level committee in 2005, that was chaired by justice Rajinder Sachar to examine status of the Muslims.
• Tribals: Tribals are also referred to as Adivasis.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 6 Understanding Our Criminal Justice System Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 6 Understanding Our Criminal Justice System

HBSE 8th Class Civics Understanding Our Criminal Justice System Textbook Questions and Answers

Question 1.
In a town called Peace Land, the supporters of the Fiesta football team learn that the supporters of the Jubilee football team in the nearby city about 40 km away have damaged the ground on which the final between both teams is to be held the following day. A crowd of Fiesta fans armed with deadly weapons attacks the homes of the supporters of the Jubilee football team in the town. In the attack, 10 men are killed, 5 women are gravely hurt, many homes are destroyed and over 50 people injured. Imagine that you and your classmates are now part of the criminal justice system.
First divide the class into the following four groups of person:
1. Police.
2. Public Prosecutor.
3. Defence Lawyer.
4. Judge.
The column on the right provides a list of functions. Match these with the roles that are listed on the left. Have each group pick the functions it needs to perform to bring justice.

Match the above columns correctly.
Answer:

Question 2.
Now take the same situation but ask one student who is a supporter of the Fiesta club to perform all the functions listed above.
Answer:
Self-activity.

Question 3.
Do you think the victims can get justice if only one person performed all the functions of the criminal justice system? Why not?
Answer:
The victims cannot get justice if one person performed all of the functions of the criminal justice system. Every function requires special skill to perform the task and also if one person performs all the functions, there is least possibility of cross-check. The police receives a complaint, the defence lawyer tries to defind the accused, the judge gives decision in the court and decides the punishment for the culprit. If only one person performed all the functions of the criminal justice system, that will lead to end of democracy.

Question 4.
State two reasons why do you believe that different persons need to play different roles as part of the criminal justice system.
Answer:
The two reasons to support the view that different persons need to play different roles as part of the criminal justice system are:
(i) The police and the judges are on one side and the Public Prosecutor and the Defence Lawyers on the other. This keeps a balance between two sides of the judicial edifice and ensures an impartial and fair justice.

(ii) If the duty of charging a person and punishing him is given to a single person, it would be the end of a democracy. In such a situation, the Fundamental Rights will have no meaning.

HBSE 8th Class Civics Understanding Our Criminal Justice System Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Who are the four key players in the criminal justice system?
Answer:
(i) The Police
(ii) the Public Prosecutor
(iii) the Defence lawyer
(iv) the Judge.

Question 2.
What is done by police under investigation?
Answer:
A police records statements of witnesses and collects different kinds of evidence under investigation.

Question 3.
Who decides whether a person is guilty or innocent?
Answer:
The judge decides whether a person is guilty or innocent.

Question 4.
What does Article 21 of the Constitution state?
Answer:
Article 21 of the Constitution that guarantees the Right to Life that a person’s life or liberty can be taken away only be following a just and reasonable legal procedure.

Question 5.
When does the role of the public prosecutor begin?
Answer:
The role of the public prosecutor begins once the police has conducted the investigation and filed the charge sheet in the court.

Question 6.
What is an FIR (First Information Report)?
Answer:
The First Information Report is the information that a police officer receives about the commission of a crime.

Question 7.
Who is a Public Prosecutor?
Answer:
Public Prosecutor is a gazetted officer who is appointed by the state to help in the prosecution of offenders to keep the society free from crimes.

Short Answer Type Questions

Question 1.
Write three functions of the judge.
Answer:
The functions of the judge are:
(а) The judge hears all the witnesses and any other evidence presented by the prosecution and defence.
(B) The judge decides whether the person is guilty or innocent on the basis of the evidence presented and in accordance with the law.
(c) The judge pronounces the sentence for the accused. He may sei die person to jail or impose a fine or both, depending on what the law prescribes. .

Question 2.
What are the functions of the defence lawyer?
Answer:
The functions of the defence lawyer are:
(a) He gets a copy of the chargesheet and statements of the witnesses and he questions and cross examines the witnesses of the prosecution.
(B) He confirms that a fair trial is conducted.
(c) He presents witnesses in the defence of the accused.
(d) He collects and produces strong evidences to defend his client and to set him free.

Question 3.
Write three salient features of an FIR.
Answer:
(a) An FIR must be in writing, duly signed, and the copy must be handed over to the informant.
(b) An FIR must contain the place, date, time and an elaborate description of the incident.
(c) There is no fixed time for filing an FIR but is best if it is filed at the earliest, soon after the incident as the delay may prove fatal for the victim.

Long Answer Type Questions

Question 1.
What are the Fundamental Rights guaranteed to every arrested person under Article 22 of the constitution?
Answer:
Article 22 of the constitution and criminal law guarantee to every arrested person the following Fundamental Rights:
(i) The right to be informed at the time of arrest of the offence for which the person is being arrested.
(ii) The right to be presented before a magistrate with in 24 hours of arrest.
(iii) The right not to be ill-treated or tortured during arrest or in custody.
(iv) Confessions made in police custody can not be used as evidence against the accused.
(v) A boy under 15 years of age and women cannot be called to the police station only for questioning.

Question 2.
What are the various preconditions of a fair trial?
Answer:
The following are the preconditions of a fair trial:
(i) The FIR (First Information Report) of the complainant should be registered at the Police Station and its copy should be given to every accused person.
(ii) A person can be arrested only with the permission of the court and on some valid ground.

Understanding Our Criminal Justice System Class 8  HBSE Notes

• Accused: This refers to the person who is tried by a court for a crime.
• Cognizable: This refers to an offence for which the police may arrest a person without the permission of the court.
• Cross-examine: This refers to the questioning of a witness who has already been examined by the opposing side in order to determine the veracity of his/her testimony.
• Detention: This refers to the act of being kept in illegal custody of the police.
• Impartial: The act of being fair or just and not favoring one side over another.
• Offense: Any act that the law defines as a crime.
• To be charged with a crime: This refers to the trial judge informing the accused, in writing, of the offense for which he/she will face trial.
• Witness: This refers to the person who is called upon in court to provide a first-hand account of what he/she has seen, heard, or knows.

Haryana State Board HBSE 8th Class Social Science Solutions Civics Chapter 5 Judiciary Textbook Exercise Questions and Answers.

Haryana Board 8th Class Social Science Solutions Civics Chapter 5 Judiciary

HBSE 8th Class Civics Judiciary Textbook Questions and Answers

Question 1.
You read that one of the main functions of the Judiciary is holding the Law and Enforcing Fundamental Rights. Why do you think an independent judiciary is necessary to carry out this important function?
Answer:
An independent judiciary is necessary to carry out the function of ‘upholding the law and enforcing Fundamental Rights’ so that every citizen of India can approach the Supreme Court if they believe that their Fundamental Rights have been violated.

Question 2.
Read the list of Fundamental Rights provided in chapter I. How do you think the Right of Constitutional Remedies connects to the idea of Judicial review?
Answer:
The Right to Constitutional Remedies and the idea of judicial review in both the cases, judiciary has the power to make amendments or corrections in the law if it believes that they are in violation of the basic structure of the constitutions. Judiciary acts as the guardian of our constitution.

Question 3.
In the following illustration, fill in each tier with the judgements given by the various courts in the Sudha Goel case. Check your responses with others in class.

Answer:
Judgments given by various courts in the Sudha Goel case are:
(i) Lower Court: Laxman, his mother Shakuntala and his brother-in-law Subhash Chandra all the three were sentenced to death.
(ii) High Court: Laxman, Shakuntala and S ubhash Chandra were acquitted.
(iii) Supreme Court: Laxman and Shakuntala were sent to prison for life. Brother- in-law Subhash was acquitted due to lack of evidence against him.

Question 4.
Keeping the Sudha Goel case in mind, tick the sen tences that are true and correct the ones that are false.
(a) The accused took the case to the High Court because they were unhappy with the decision of the trial court.
(b) They went to the high court after Supreme Court had given its decision.
(c) If they don’t like the Supreme Court verdict, the accused can go back again to the trial court.
Answer:
(a) Correct
(b) False. They went to the High Court after the Trial Court had given its decision.
(c) False. They have to accept the Supreme Court verdict, since it is the highest court. The accused cannot go back to the Trial Court.

Question 5.
Why do you think the introduction of Public Interest Litigation (PIL) in the 1980s is a significant step in ensuring access to justice for all?
Answer:
The introduction of Public Interest Litigation (PIL) in the 1980s is a significant step in ensuring access to justice for all because it allowed any individual or organisation to file a PIL in the High Court or the Supreme Court on behalf of those whose rights were being violated. The legal process was greatly simplified and even a letter or telegram addressed to the Supreme Court or the High Court could be treated as a PIL. ,

Question 6.
Reread excerpts from the judge¬ment on the Olga Tellis vs Bombay Municipal Corporation case. Now write in your own words what the judges meant when they said that the Right to Livelihood as part of the Right to Life. .
Answer:
The Right to Livelihood is the part of the Right to Life because no person can live without the means of living. In the case of Olga Tellis vs. Bombay Municipal Corporation, the people live in slum. They have small jobs in the city and for them there is nowhere else to live. The eviction of their slum will lead to deprivation of their livelihood and consequently to the deprivation of life. Thus, it can be said that Right to Life means the need of basic requirements of livelihood, i.e., food, shelter and cloth.

Question 7.
Write a story around the theme, “Justice delayed is justice denied.”
Answer:
The delay in giving justice amounts to a negation of the principle of justice.
A story around the theme runs like this, Gopal took a loan of 1,00,000 from a money-lender for the marriage of his daughter. As he was coming back, a thief snatched the bag of money from him. He screamed and luckily, the people in the locality helped him to take his bag from the thief. However, the bag first went to the police custody and the case took a long time in the court so that Gopal could not get the money on time and the marriage of his daughter was cancelled and he was also mentally harassed. Hence, it is true to say “Justice delayed is justice denied.”

Question 8.
Make sentences with each of the glossary words given below:
(a) Acquit
(b) To appeal
(c) Compensation
(d) Eviction
(e) Violation
Answer:
(a) Acquit: He was honorably acquitted of blame by a court martial.
(b) To appeal: Our school made efforts for fund raising for the tsunami appeal.
(c) Compensation: The court granted huge compensation to the young lady after the divorce.
(d) Eviction: Unlawful eviction and harassment is a criminal offence in the United Kingdom.
(e) Violation: Violation of traffic rules can lead to huge losses.

Question 9.
The following is a poster made by the Right to Food campaign.

Read this poster and list the duties of the government to uphold the Right to Food. How does the phrase “Hungry stomachs, overflowing godowns! We will not accept it!” used in the poster relate to the photo essay on the Right to Food on page 61?
Answer:
The constitution of India grants the citizens the Right to live. Right to live is closely associated with the Right to Food.
The duties of the government to uphold the right to food are:
(a) to provide at least minimum food item to the people either totally free or charging very nominal cost.
(b) to check the hoarding of wheat, rice, sugar.
(c) to check unnecessary inflation in price of food items.
(d) to provide mid-day meals to the poor- children in the school.
‘Hungry stomachs, overflowing godowns’ is not at all acceptable in a civilized society. Instead, the need of the hour is Guru Nanak’s saying; “HINDI” If the hoarding of food is not discouraged, the people with hungry stomachs will attempt to commit crimes.

HBSE 8th Class Civics Judiciary Important Questions and Answers

Very Short Answer Type Questions

Question 1.
In what ways can the work of judiciary be divided?
Answer:
(a) Dispute Resolution
(b) Judicial Review
(c) Upholding the Law and Enforcing Fundamental Rights.

Question 2.
When was the Supreme Court of India established? .
Answer:
26 January, 1950.

Question 3.
Where is the Supreme Court of India located?
Answer:
New Delhi.

Question 4.
Who presides over the Supreme Court?
Answer:
Chief Justice.

Question 5.
In which three Presidencies were the High Courts first established?
Answer:
(a) Calcutta (now Kolkata)
(b) Bombay (now Mumbai)
(c) Madras (now Chennai).

Short Answer Type Questions

Question 1.
What are the eligibility conditions for appointment as a judge of the High Court?
Answer:
To qualify for appointment as a judge of the High Court, the person:
• must be a citizen of India.
• should have 10 years of experience as an advocate of a High Court or two or more such courts in succession.

Question 2.
What are the functions of High Court?
Answer:
(i) The High Court issues writs for the enforcement of Fundamental Rights.
(ii) It passes rules on election petitions and other election-related disputes.
(iii) It hears appeals in both civil and criminal cases against the decisions of the subordinate courts and reviews the judgements.
(iv) It controls and superwises the working of the subordinate courts.

Question 3.
Distinguish between Criminal Law and Civil Law.
Answer:

Question 4.
What are the qualifications for the appointment as a judge of the Supreme Court?
Answer:
To qualify for appointment as a judge of the Supreme Court, the person must:
(a) be a citizen of India.
(b) have experience of at least five years as a judge of a High Court, or at least 10 years as an advocate of a High Court, or be a distinguished jurist in the President’s opinion.

Long Answer Type Questions

Question 1.
In India, we have an integrated judicial system. What does it mean?
Answer:
It means that the decisions made by higher courts are binding on the lower courts. This integration can also be understood through the appellate system that exists in India. It means that a person can appeal to a higher court if he believes that the judgement passed by the lower court is not just.

Question 2.
Why was the Public Interest Litigation (PIL) introduced by the Supreme Court?
Answer:
In our courty the courts are available for all. But in reality, access to courts has always been difficult for a vast majority of the poor in India. Legal procedures involve a lot of money and paper work as well as take-up a lot of time. For a poor person who cannot read and write and whose family depends on a daily wage, the idea to going to court to get justice often seems remote. Therefore, the Supreme Court devised a mechanism of Public Interest Litigation.

Judiciary Class 8  HBSE Notes

• Acquit: This refers to the court declaring that a person is not guilty of the crime which he/ she was tried for by the court.
• Compensation: This refers to the money given to make amends for an injury or a loss.
• Eviction: This refers to the removal of persons from land/homes that they are currently living in.
• Violation: This refers both to the act of breaking a law as well as to the breach or infringement of Fundamental Rights.
• Tenure: The period for which an official remains in his office.
• Civil Cases: Cases relating to property, taxes, contracts, etc.
• Criminal Cases: Cases involving a violation of penal laws such as murder, theft, assault etc.
• Jurisdiction: It refers to the territorial limits within which the court’s authority can be exercised. The area of authority is called jurisdiction.
• Appellate Jurisdiction: It refers to the power of superior courts to hear and decide appeals against the judgment of lower courts.
• Original Jurisdiction: Types of cases that come directly before the Supreme Court and it has the sole right to give judgment.
• Court of Record: The Supreme Court and High Courts are called the court of record because all the decisions and proceedings of these courts are kept as records and similar circumstances are quoted as precedents in the courts.
• Lok Adalat: Lok Adalat means people’s court set up for speedy and economical justice to the poor and downtrodden and to prevent delay in justice.