Prasanna

On this page, you will find NCERT Class 8 History Chapter 12 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 12 SST India After Independence will seemingly, help them to revise the important concepts in less time.

India After Independence Class 8 Notes Social Science History Chapter 12

CBSE Class 8 History Chapter 12 Notes Understanding the Lesson

1. India, with its independence in 1947, faced a huge series of challenges.

2. Especially, the challenges were in the form of refugees and of princely states, settlements which were to be addressed immediately.

3. Political system was created in a manner that it could best serve the expectations of the country’s population.

4. In 1947, India had great population of approximately around 345 million that was divided on the basis of castes, community, languages, dress and lifestyle etc., that needed to be united as soon as possible.

5. Problem of unity was added with the problem of development.

6. New nation was willing in the upliftment of its masses that is its people out of poverty.

7. This could only be done by increasing the productivity of agriculture and by promotion of the new job creating industries.

8. The Constitution was written between December 1946 – November 1949 when around 300 members from all over India had series of meetings at the Constituent Assembly in Delhi.

9. These discussions resulted in framing of the Indian Constitution which came into effect on 26 January 1950.

10. First feature of the constitution was the adoption of universal adult franchise, a revolutionary step which was adopted in steps in UK and US also. But in India, just after Independence, this right was granted to the citizens regardless of gender, class or education.

11. Second feature of the Indian Constitution was that it guaranteed its citizen’s equality before the law regardless to their castes, or religious belongingness.

12. Third feature of the constitution was the offering of special privileges to the poorest and the most disadvantaged Indians by describing the practice of untouchability as a “slur and a blot” on the “fair name of India”.

13. Reservation was granted in seats and jobs to former untouchables, the adivasis or scheduled tribes.

14. Many of the days were spent in the discussions about the powers of the central government and the state governments.

15. This was resolved as in Constitution there is mentioned about the three lists of subjects.

• Union List: That discusses about the subjects such as taxes, defence, and foreign affairs, basically the responsibility of the centre is discussed.
• State List: Comprised of subjects like education and health that would be taken care of principally by the states.
• Concurrent List: The subjects discussed in this list are such as forests and agriculture in which the centre and the states would have joint responsibility.

16. Major debate in the Constituent Assembly concerned language.

17. Many Indians played important role in the framing of the constitution but the most important role was played by Dr B.R. Ambedkar, Chairman of the Drafting Committee who supervised and finalised the document.

18. Formation of state was also a problem. It was promised by the Congress before independence that after winning independence each major linguistic group would have its own province. Although the promise was not fulfilled by Congress.

19. Both Prime Minister Nehru and Deputy Prime Minister were against the creation of states on linguistic base.

20. Non-fulfillment of promise by Congress created a great disappointment among the speakers of different languages.

21. Strongest protest was by Telugu speaking districts of the Madras Presidency.

22. New state of Andhra Pradesh came into existence on 1 October 1953. This happened after:

23. Veteran Gandhian named Potti Sriramula went on a hunger fast demanding for the formation of a new state i.e., Andhra Pradesh that will protect the interests of the Telugu speakers.

24. State Reorganisation Commission was set up when the demand for various separate states was raised by the different linguistic communities.

25. The commission submitted its report in 1956. The report recommended the redrawing of district and provincial boundaries to form compact provinces of Assamese, Bengali, Oriya, Tamil, Malayalam, Kannada and Telugu speakers respectively.

26. The further division was seen in areas of Hindi speaking people and bilingual state. For example, Bombay a bilingual state was divided into Marathi and Gujarati, Punjab divided into Punjab and Haryana etc.

27. Planning for developments started as a process after the country was approximately settled best by the leaders of that period.

• In manner to lift India and Indians out of poverty and building a modern and industrial base were taken as objectives of the new nation.
• Planning Commission was set up in 1950 by the government.
• Planning Commission was aimed at designing and executing suitable policies of economic development.
• 1956 saw the Second Five Year Plan for emulation.
• The Second Five Year Plan focused strongly on the development of heavy industries.
• These sectors would be under the control of the state.
• This approach of development of heavy industries on one side got strong supporters but on the same hand it also saw vocal critics.

28. At present even after such a long time of independence India is still united, democratic and its achievements are what makes its citizens proud of it.

29. Despite of several hurdles we all saw several successes which are not only appreciated by Indians but also by the other world countries and its people.

30. The speciality and features of the Constitution like free press, independent judiciary, unity in diversity made its people proud of‘The Republic of India’.

India After Independence Class 8 CBSE Notes Important Terms

Franchise: The right to vote.

Linguistic: Relating to language.

State: Concerned with the government (here in this chapter).

Refugee: The one who has been forced to leave his country or home due to any specific condition.

Notes of History Class 8 Chapter 12 Time Period

1945: Formation of United Nation.

1947: India became independent (15th August)

1948: Mahatma Gandhi shot by NathuramGodse.

1950: (i) Adopted Indian Constitution (26th January).

(ii) Planning Commission was set up.

1952: First General Election held in India.

1953: The new State of Andhra Pradesh came into existence.

1959: The Bhilai Steel plant was set up with the help of the former Soviet Union in 1959 in the back­ward rural area of Chhattisgarh.

1960: Bombay was divided into separate states for Marathi and Gujarati speakers.

1966: The state of Punjab divided into two states Punjab and Haryana on the basis Punjabi & Haryanvi or Hindi speaking.

On this page, you will find NCERT Class 8 History Chapter 11 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 11 SST The Making of the National Movement 1870s – 1947 will seemingly, help them to revise the important concepts in less time.

The Making of the National Movement 1870s – 1947 Class 8 Notes Social Science History Chapter 11

CBSE Class 8 History Chapter 11 Notes Understanding the Lesson

1. The rise of Questions: what is this country India and for whom is it meant?

2. The answers to these questions are: India, was the people of India – all the people of all class, colour, caste, creed, language or gender belong to this nation. The resources of the country were meant for all the people.

3. The gradual rise in the thinking capability of the people of India with time answered many questions and even created awareness in the minds of the people that Britishers were fiercely exercising the control over the resources and lives of the people of India.

4. Indians could not be the part of India unless and untill the control of British got diminished or vanished.

5. The beginning of consciousness was with the formation of political associations like Poona Sarvajanik Sabha, the Bombay Presidency Association, the Madras Mahajan Sabha and the Indian National Congress. Although most of these were led by the English professionals but they clearly stated in their aim to spread consciousness and sovereignity in people.

6. Sovereign can be defined as modern consciousness and key feature of nationalism. In a layman sense, it means that Indias should be empowered for taking their own decisions.

7. During 1870’s and 1880’s dissatisfaction with British rule intensified due to various reasons like Arms Act of 1878, Vernacular Press Act, and in 1883 the government was willing to introduce the Ilbert Bill.

8. These reasons of dissatisfaction created the need for an all India organisation of educated Indians since 1880 and desire for this was deepened with the controversy of Ilbert Bill.

9. In 1885, 72 delegates from all over India met at Bombay and the Indian National Congress (INC) was established.

10. The early leadership comprised of a large number from Bombay and Calcutta.

• Naoroji worked as a guide for the younger nationalists.
• O. Hume, a retired British official, played an important role by bringing Indians from different re­gions together.

11. For the I^st 20 years which is known as the moderate phase of Congress it demanded basically a greater voice for Indians in the government and in administration.

12. They also demanded for the civil service examination to be held in India for their will of establishing Indians in high positions in the governance.

13. Indianisation of the administration can be regarded as the part of movement against racism.

14. By declaring that the British rule had led to poverty and famines, the Congress in its early phase demanded several economic issues like reduction of taxes and revenues on various things, well treatment of labour class etc.

15. Being an elite educated body, it never discussed on behalf of any professional groups.

16. Moderates wanted the development of public awareness regarding the unjust nature of the British rule.

17. They even wanted to make the government aware about the feelings of Indians.

18. By 1890’s criticism of Congress started by questioning about the political style of Congress.

19. The critiques were the radical groups who criticised the moderates for their political prayers in front of the British government.

20. They wanted the people to rely on their own strength and improve themselves to fight for Swaraj.

21. “Freedom is my birthright and I shall have it” – Slogan raised by Tilak.

22. In 1905 Lord Curzon partitioned Bengal giving the reason that dividing Bengal would help in the administrative convenience.

23. It was also believed that by dividing Bengal, British had motives to curtail the influence of Bengali politicians and to split the Bengali people.

24. Partition of Bengal was opposed by all sections of the Congress and also infuriated the people all over India.

25. The struggle against the partition of the Bengal came to be known as Swadeshi movement. The movement although happened only in India but had echoed all over India too, for example in deltaic Andhra the movement was named or known as the Vandemataram Movement.

26. Swadeshi Movement not only opposed the British rule but also encouraged the idea of self help, Swadeshi enterprise, national education and of Indian languages.

27. Radicals advocated that to fight for Swaraj there was need for mass mobilisation and boycott.

28. Some even suggested “revolutionary violence” necessary for the overthrowing of the British Rule.

29. All India Muslim League at Dacca was founded in 1906 by group of landlords and nawabs. They were

• supportive to Swadeshi Movement.
• demanded separate electorates for Muslims and the demand was conceded by the government in 1909.

30. Congress split in 1907.

• Moderates opposed using Boycott as they felt that Boycott involved the use of force.
• Split was dominated by the moderate and Tilak’s followers were functioning from outside.
• The both groups of Congress reunited in the year 1915 again and in the next year historical Lucknow Pact was signed between the Congress and the Muslim League.

31. Struggle against the British gradually transformed into a mass movement after 1919.

32. The first world war altered not only economic but also political scenario of India. It led to huge rise in defence expenditure of the government of India, increased military expenditure and with this there was a sharp rise in prices that created unbearable difficulties for the common people of that time.

33. The World war I^st created a great profit earning situation for the business groups.

34. The World war resulted in the expansion of the British army.

35. In 1917 with the revolution in Russia, the spread of ideas of socialism was seen widely resulting in the inspiration for the Indian Nationalists.

36. Advent of Mahatma Gandhi who emerged as mass leader.

37. Arrived in 1915 from South Africa at an age of 46 years.

38. Respected leader of South Africa for the Indians there.

39. Mahatma Gandhi spent I^st year in India by travelling throughout the country, understanding the actual situation of India and the Indians under the British colonial rule.

40. Earlier intervention of Gandhiji in the local movements was seen in Champaran, Kheda and Ahmedabad.

41. Movements between 1919 – 1922 were led by Gandhiji.

42. In 1919, Satyagraha was initiated against the just passed Rowlatt Act by the British.

• Criticizing the Act as restriction on the basic freedom.
• 6 April 1919 was observed as day of non-violent opposition to the Rowlatt Act.
• The Rowlatt Satyagraha turned to be the first all-India struggle against the British government.
• The Jallianwala Bagh Massacre on April 13 was also part of the repression of his satyagraha.
• Rabindranath Tagore renounced his knighthood expressing his anger against the British.

43. Khilafat agitation and the Non-cooperation Movement have gained momentum.

• As in 1920 Khilafat issue got in front of the world.
• British in 1920 imposed treaty on Khalifa.
• Leaders of Khilafat agitation Mohammad Ali and Shaukat Ali supported Gandhiji, urged the Congress to campaign against Jallianwala Massacre, the Khilafat issue and also to demand Swaraj.
• With the peak in the Non-cooperation movement complete boycott of British was seen.

44. The National Movement started to be linked with the local grievances by the people. In many forest villages peasants even proclaimed Swaraj and started believing about the establishment of the Gandhi Raj.

45. Khilafat – non-cooperation alliance gave enormous communal unity with the strenghtning of national movement.

46. In Punjab – Akali agitation of Sikhs was seen, in Assam tea garden labourers’ demand for increasing wages was raised. They all were seen as part of non-cooperation only.

47. Gandhiji was seen as a kind of Messiah by some people.

• Ordinary people credited Gandhiji for their own achievements.

48. Mahatma Gandhi was strong opposer of violent movement. This resulted in calling off of the non­cooperation movement after crowd of peasants set police station in Chauri Chaura on fire in 1922.

49. In order to influence government policies it was stressed by some leaders that Congress should fight elections to the councils.

50. In the mid of 1920’s the two important development were seen in the form of formation of the Rashtriya Swayamsevak Sangh (RSS) and the Communist Party of India (CPI).

51. Revolutionary nationalist Shri Shaheed Bhagat Singh was too active during the period of mid 1920’s.

52. The “Independence Day” was observed on 26^th January 1930 as under the Presidentship of Jawaharlal Nehru. Congress fought in the 1920’s decade for the objective of complete independence (ie. Poorna Swaraj).

53. In 1930, Mahatma Gandhi broke the salt law. Marching with 20 followers Gandhiji marched 240 miles from Sabarmati to the coastal town of Dandi.

54. Combined struggles of Indian people resulted in Government of India Act 1935 prescribing about provincial autonomy and announcing elections for the provincial legislatures in 1937. Congress won 7 out of 11 provinces.

55. In September 1939, with outbreak of II^nd world war, Congress leaders got ready to support the British but in return demanded independence after the war which was refused by the British. In return Congress Ministries resigned as protest against the refusal.

56. Mahatma Gandhi initiated a new phase of movement against the British in middle of II^nd world war, he said people to “do or die” to fight the British but with non-violence.

• This movement attracted specially the peasants and youths.
• The British Rai was brought to its knees.

57. In 1940, Muslim League moved resolution demanding “Independent States” for Muslims in north-west and east part of India.

58. From 1930’s Muslims were viewed as separate nation from the Hindu concluding with the history of tension.

59. Congress failed in mobilising Muslim masses and in 1930 this condition allowed Muslim League to widen its social support.

60. Muslim League persisted with its demand for Pakistan.

• In March 1946, British cabinet sent 3 member mission to examine the demand of Pakistan.
• The mission suggested that Indians should remain united and constitute itself as a loose confederation giving some autonomy for Muslim majority areas.
• The Congress and the Muslim League did not agree on the details of proposal resulting in the more inevitability of the partition.
• Failure of cabinet mission led to mass agitation of Muslim League for the demand of Pakistan.
• 16^th August 1946 was announced as “Direct Action Day”. Riots broke in Calcutta and by March 1947 violence spread to different parts of Northern India.

61. With the brutality against several innocent people of both the countries, Pakistan was bom and joy of country’s Independence from British rule came mixed with pain and violence of partition.

The Making of the National Movement 1870s – 1947 Class 8 CBSE Notes Important Terms

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 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 on public service.

Picket: People protesting outside a building or shop to prevent others from entering.

Mahants: Religious functionaries of Sikh gurdwaras.

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.

Pooma swaraj: Complete independence.

RSS: Hindu ideological group. RSS Stands for Rashtriya Swayamsevak Sangh.

Notes of History Class 8 Chapter 11 Time Period

1878: Arms Act was passed which disallowing Indians from possessing arms.

1885: Formation of ‘Indian National Congress’ at Bombay.

1905: Viceroy Curzon partitioned Bengal.

1906: Formation of ‘All India Muslim League’ at Dacca.

1907: Congress split in two groups.

1915: (i) Gandhiji arrived in India from South Africa.

(ii) Both group of Congress reunited.

1917: Revolution of Russia took place.

1919: (i) Satyagraha against the Rowlatt Act called by Gandhiji.

(ii) JallianwalaBagh atrocities (13 April)

1920: The Non-Cooperation Movement started.

1928: Formation of Hindustan Socialist Republican Association by Bhagat Singh and his comrades at FerozeshahKotla in Delhi.

1929: Demand of PurnaSwaraj by Congress.

1930: (i) Independence Day was observed all over the Country (26 January).

(ii) ‘Dandi March’ launched by Gandhiji.

1942: The Quit India Movement started (in August).

1947: India got independence from British Rule & a new country formed known as Pakistan.

On this page, you will find NCERT Class 8 History Chapter 10 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 10 SST The Changing World of Visual Arts will seemingly, help them to revise the important concepts in less time.

The Changing World of Visual Arts Class 8 Notes Social Science History Chapter 10

CBSE Class 8 History Chapter 10 Notes Understanding the Lesson

1. Changes in the world of visual arts during the colonial period are linked to the wider history of colonialism and nationalism.

2. Several new art forms, styles, materials and techniques were creatively adapted by the Indian artists for local patrons and markets, in elite and popular circles during the time period of colonial rule.

3. European artists came to India along with the British traders and rulers and new styles and norms of painting were brought by them. The pictures produced by them became widely popular in Europe and helped shaping up of western perception of India.

4. European artists brought the idea of Realism with them.

5. The artists from Europe used oil paintings that enables artists to produce images that looked real.

6. Subjects painted were varied but invariably they seemed emphasising the superiority of Britain.

7. ‘Picturesque’ landscape painting was a style of painting that depicted India as a quaint land to be explored by travelling British artists. Its landscape was rugged and wild, seemingly untamed by the human hands.

8. Thomas Daniell and William Daniell were the most famous artists who painted within the tradition of ‘Picturesque’.

9. Portrait painting was a tradition of art that become immensely popular in colonial India.

10. Colonial portraits were life-size images that looked lifelike and real.

11. The size itself projected the importance of patrons who commissioned these portraits.

12. This new style of portraiture also served as ideal means displaying the lavish lifestyles, wealth and status that empire generated.

13. In search of profitable commissions, many European painters came to India.

14. Many Indian Nawabs too began commissioning imposing oil portraits by the European painters.

15. Muhammad Ali Khan was a British pensionary who became dependent of the East India and has commissioned to visiting European artists in his court.

16. There was third category of imperial art called History painting that sought to dramatise and recreate

17. various episodes of British imperial history, and enjoyed great prestige and popularity during the late 18^th and early 19^th century.

18. British victories in India served as rich material for history painters in Britain.

19. One of the I^st victory paintings was produced by Francis Hayman in 1762 and was placed on public display in the Vauxhall gardens in London. It showed how Robert Clive was welcomed by Mir Jafar and his troops after the Battle of Plassey.

20. Then the celebration painting in which British military triumph seen after they defeated Tipu Sultan of Mysore, the most powerful enemy in 1799 at the famous battle of Seringapatam.

• The painting dramatizes the event and glorifies the British triumphs.

21. Imperial Historical paintings sought to create a public memory of imperial triumphs and the victories that had to be remembered implanted in the memories of the people of India and Britain.

22. Tipu continued to encourage the local traditions of art and had his walls of palace painted by the local artists. The walls of his place at Seringapatam were painted with Mural paintings.

23. The local miniature artists at Murshidabad began adopting element of European realism.

24. With the lost of influence and wealth by the local rulers they were unable to support the painters and pay them to paint for the court.

25. In search of earning, the artists turned to the British.

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

27. A whole new world of popular and developed art was seen in many cities of India.

28. In Bengal around the pilgrimage centre of the temple of Kalighat, local village scroll painters and potters began developing a new style of art.

29. Village artists settled in the city at a very exact time when the cities appeared as an opportunity where people could come and make new living.

30. Village Patuas and Kumors, on shifting to Kalighat, continued these works on mythological themes and produced images of gods and goddeses.

31. Kalighat artists, responding to the world around produced painting on social and political themes.

32. Kalighat pictures were painted in large numbers and sold in the market. The images were engraved in wooden blocks. The carved block was inked pressed against paper and then the woodcut paints that were produced were coloured by hand. In this process, many copies could be produced from the same block.

33. The setup of mechanical press in the different parts of India allowed prints to be produced in a larger numbers and sold at cheap price in market.

34. The Calcutta art studio is one of the most successful press set up in late 19^th century and produced lifelike images of eminent Bengali personalities as well as mythological pictures.

35. Towards the end of the 19^th century, a strong connection has been established between art and nationalism. Raja Ravi Varma from the family of Maharajas of Travapcore in Kerala was the I^st artist who tried creating a style that was both modern and national.

36. From 1880’s Ravi Varma’s mythological paintings became the rage among the Indian princes and art collectors, who filled their palace galleries with his works.

37. Picture production printing press was set up by Ravi Varma responding to huge popularity and appeal of his paintings.

•  The picture production team was set up on the outskirts of Bombay.

38. Bengal saw a new group of nationalist artists who gathered around Abanindranath Tagore (1871 – 1951), the nephew of Rabindranath Tagore.

39. The Bengal group reflected art of Raja Ravi Varma by claiming it westernised and declaring that such styles were unsuitable for depicting the nation ancient myths and legends.

40. The Bengal group broke away from the convention of oil paintings and the realistic style and turned for inspiration to the medieval Indian tradition of miniature painting and the ancient art of Mural painting of Ajanta caves.

41. The groups were even influenced with Japanese artists who visited India during that time for developing an Asian art movement.

42. The effort of defining about what ought to be an authentic. Indian style of art continued.

43. After the 1920’s, a new generation of artists broke away from the style popularized by Abanindranath Tagore.

44. As the debate continued, new movements of art grew with the change in the styles of art.

The Changing World of Visual Arts Class 8 CBSE Notes Important Terms

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.

Portrait: A picture of a person in which the face and its expression is prominent. Portraiture: The art of making portraits.

Commission: To formally choose someone to do special piece of work usually against payment.

Mural: A wall painting.

Perspective: The way that objects appear smaller when they are further away and the way parallel lines appear to meet each other at a point in the distance.

Life-study: Study of human figures from living models who pose for the artists.

Notes of History Class 8 Chapter 10 Time Period

1762: One of the first history paintings was produced by Francis Hayman.

1770: Muhammad Ali Khan became a dependent pensioner of the East India Company.

1780: Tipu and Hidar Ali defeated the English troops.

1785: Thomas Deniell& William Deniell (famous artists) came in India.

1799: Tipu Sultan was finally defeated at the famous battle of Srirangapatnam.

1904: A famous book called ‘The Ideals of the East’ published in Japan.

On this page, you will find NCERT Class 8 History Chapter 9 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 9 SST Women, Caste and Reform will seemingly, help them to revise the important concepts in less time.

Women, Caste and Reform Class 8 Notes Social Science History Chapter 9

CBSE Class 8 History Chapter 9 Notes Understanding the Lesson

1. 200 years ago things and conditions of the country were very different from that of today’s. Today’s society is far better from that of 200 years ago.

2. There was injustice done to women in past society.

3. Society was divided into castes.

4. Over time many of these social evils got extinct or on the verge of getting extinct.

5. Reasons behind the slow and gradual social change in society and getting it transformed includes the development of the new forms of communication.

6. Social evils were often taken as debates by Indian reformers and the reform groups in an attempt to change the society of that time practiced the debate with conclusion for the improvement of the society.

7. Raja Rammohan Roy (1772 – 1833) found reform association known as Brahmo Sabha and later it was known as Brahmo Samaj in Calcutta.

8. Reformers were the ones who felt that the changes were necessary in society and unjust practices needed to be done away with. This can be done according to them only by giving up old practices and orthodoxy and adopting a new way of life.

9. Raja Rammohan Roy was keen to spread western education in the country and bring freedom and equality for women.

10. Roy began campaigning against the ill practices of sati and was particularly moved by the problems faced by widows in their lives.

11. Roy’s writings showed that ancient texts do not sanction any widow burning.

12. Even the Britishers also criticised Indian traditions and customs.

13. In 1829, sati was banned.

14. The later reformers also adopted the way Raja Rammohan Roy had adopted. They used to find a verse or sentence in the ancient texts supporting their point of view as challenging a practice seemed harmful.

15. In 1856, widow remarriage law was passed by the Britishers after the suggestion by famous reformer Ishwarchandra Vidyasagar who claimed that ancient texts suggested that widow could remarry.

16. In south Veerasalingam Pantulu formed an association for widow remarriage.

17. Intellectuals and reformers in Bombay pledged themselves to working for the same cause.

18. Founder of reform association Arya Samaj, Swami Dayanand Saraswati also supported widow remarriage.

19. Conservatives continued opposing the new law.

20. Many reformers thought that education for girls was necessary in order to improve their condition.

21. Schools for girls were set up in Calcutta and Bombay.

22. Most of educated women were taught at home only by their liberal fathers or husbands. Some educated themselves for eg. Rashsundari Debi who secretly learned to read and write in the flickering light of candles at night.

23. School for girls in Punjab by Arya Samaj and in Maharashtra by Jyotirao Phule were set up.

24. Women of aristocratic Muslim households in North India read the Koran in Arabic. Some interpreted verses from Koran to argue for women’s education. This was in regard to encourage women to read about religion and domestic management in language they could understand.

25. By the 1880’s, women began entering the universities.

26. Many started writing critical views about the women in society.

27. example, Tarabai Shinde published a book – Stripurushtulna, criticising the social differences between men and women.

28. Pandita Ramabai (Sanskrit scholar) wrote book on miserable lives of upper caste Hindu women and founded widows home at Poona providing shelter for widows. Women there were trained to support themselves economically.

29. Some women not only limited themselves to writing books and all but also joined various nationalist and socialist movements from 1920’s.

30. After independence full suffrage was promised to women and men by nationalist leaders.

31. Reforms and social reformers also criticized caste inequalities.

32. In an effort to get rid of caste prejudices, many reformers violated caste taboos.

33. Christian missionaries began setting up schools for tribal groups and lower-caste children equipped with some resources to make their way into this changing world.

34. Poor people began leaving villages looking up for jobs in the cities.

35. Some also went out of country.

36. They all saw this as an opportunity to get away from the oppressive hold that upper caste landowners exercised over their lives and the daily humiliation they suffered.

37. By the 2^nd half of the 19^th century, people within the non-Brahmin caste began organising movements against caste discrimination and demanded social equality and justice.

38. The sects and movement were formed to go against the ill caste practices with their leaders from Non­Brahman castes trying to change the habits and practices which provoked the contempt of dominant castes. They tried creating sense of self-esteem among the subordinate castes.

39. Jyotirao Phule, one of the most vocal leaders among the “low castes’ people who was born in 1827 and studied in school set up by the Christian missionaries, carried many reforms.

40. He attacked Brahmans who were claiming their supremacy since they were Aryans.

41. He claimed that before the rule of the Aryans, there existed a golden age when warrior-peasants tilled land and ruled the Maratha countryside in just and fair ways.

42. The Satyashodhak Samaj was founded by him, propagating caste equality.

43. In 1873, Phule wrote a book named Gulamgiri (Slavery).

44. He established link between the conditions of the lower castes in India with the black slaves in America.

45. The movement of caste reform continued in the 20^th century by the other leaders like Dr. B.R. Ambedkar, E.V. Ramaswamy etc.

46. Dr Ambedkar, born in Mahar family, experienced caste discrimination in every day life.

47. After finishing school, Dr Ambedkar went to the U.S. for highers studies after getting a fellowship.

48. After his arrival back to India, he wrote extensively about the upper caste power in contemporary society.

49. In 1927 Dr Ambedkar started temple entry movement and Mahar caste followers participated in it.

50. Three such movements were led by Dr Ambedkar for temple entry between 1927 and 1935. He aimed at making everyone see the power of caste prejudices within the society.

51. Early 20^th century experienced the Non-Brahman movement.

52. Non-Brahman caste was getting access to education, wealth and influence.

53. Brahmanical claim to power was challenged extensively.

54. Ramaswamy Naicker or Periyar who became Congress member left Congress in disgust when he found that at a feast organised by the Nationalists, seating arrangements followed caste distinctions, lower castes were made to sit at a distance from the upper castes.

55. Periyar founded the self-respect movement.

56. He believed that untouchables had to free themselves, from all religions in order to achieve social equality.

57. Periyar was an outspoken critique of Hindu scripture, especially the codes of Manu, the Bhagavad Gita and the Ramayana.

58. The forceful speeches, writing and movement of lower caste leaders did lead to rethinking and some self criticism among the upper caste Nationalist leaders.

59. The debates and struggles over the caste continued even beyond the colonial period and are still going on in present time.

Women, Caste and Reform Class 8 CBSE Notes Important Terms

Suffrage: Right to vote.

Stripurushtulna: A book of comparison between men and women, published by Tarabai Shinde.

Indigenous: Originating or occurring naturally in a particular place; Native.

Aryan: Term meaning noble used as a self-designation by Indo-Iranian people.

Gulamgiri: Means slavery – book written by Phule in 1873.

Notes of History Class 8 Chapter 9 Time Period

1772-1833: Period of Raja Rammohan Roy.

1827: Jyotirao Phule was bom.

1829: Sati was banned.

1830: The BrahmoSamaj formed.

1856: Permitting widow remarriage.

1864: The Veda Samaj established in Madras (Chennai).

1867: The PrarthanaSamaj established at Bombay by Swami Vivekananda.

1873: Phule wrote a book named Gulamgiri.

1875: (i) Swami Dayanand founded the AryaSamaj.

(ii) The Mohammedan Anglo-Oriental College founded by Sayyid Ahmed Khan at Aligarh later be­came the Aligharh Muslim University.

1927-35: Ambedkar started a temple entry movement.

1929: A Law preventing child marriage called Child Marriage Restraint Act was passed.

On this page, you will find NCERT Class 8 History Chapter 8 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 8 SST Civilising the Native, Educating the Nation will seemingly, help them to revise the important concepts in less time.

Civilising the Native, Educating the Nation Class 8 Notes Social Science History Chapter 8

CBSE Class 8 History Chapter 8 Notes Understanding the Lesson

1. English or British in India also aimed at civilising the natives other than the work of equatorial conquest and control over revenues.

2. Ideas of education which is taken for granted by us evolved in the last two hundred years.

3. Orientalist tradition:

4. In 1783, William Jones, junior judge at Supreme Court of the Company, arrived in Calcutta.

5. He was additionally a linguist who had studied Greek and Latin at Oxford, knew French, English, Arabic, and Persian. He even learnt Sanskrit from a pandit at Calcutta.

6. After he studied ancient India texts, laws, philosophy, religion, politics, morality, arithmetic, medicines and other sciences, he discovered that the interests he had were shared by many British officials in Calcutta.

7. With many officials of same interests Jones set up the Asiatic Society of Bengal and started a journal called Asiatick Researchers.

8. Jones and Colebrooke had shared a deep respect for the ancient cultures both of India and the west.

9. According to them Indian society attained glory in the ancient and had declined subsequently.

10. According to him understanding ancient period would enhance the future development of India.

11. In the process of becoming guardians of the Indian culture and its master the British specially Jones and Colebrooke went about discovering ancient texts; understanding their meaning and translating them in their own way.

12. The need to set up institutions that would encourage the study of ancient Indian text and teach Sanskrit and Persian literature and poetry was felt. It was felt because the British wanted to win a place in hearts of the natives.

13. The objective to set up institutions concluded with the establishment of madrasa set up in Calcutta in 1781, and the Hindu College in Benaras in 1791. These would be useful in the administration of the country – this was the belief of the Britishers.

14. The view of mastering and guardianship of Indian culture was not acceptable by all the Britishers it had seen a strong criticism also.

15. Criticism argued that the eastern literature was non-serious and light hearted and according to criticisms against orientalist it was wrong for British to spend so much effort encouraging the Ancient History.

16. James Mill was one among who attacked and criticized orientalists. According to him aim of education ought to be to teach what was actually useful and practical. So that the Indian would get familiar with the advancements of the west.

17. 1830 saw a great attack on the orientalists and one of the influential critics included Thomas Babington Macaulay who saw India as an uncivilised country. He urged British govt, in India to stop wasting public money in oriental learning.

18. Macaulay emphasised on teaching the English language in manner of civilising, changing the tastes value and cultures of the Indians.

19. The English Education Act 1835 was introduced following the Macaulay’s minute. It decided to make English as the medium of instruction for the higher and stop the oriental institutions promotions.

20. In 1854 educational despatch was sent to the Governor-General in India by the court of Directions of the East India Company in London. Issued by the President of the Board of Control of the Company named Charles Wood the despatch came to be known as Wood’s despatch.

21. Wood’s despatch aimed at emphasizing the practical benefit of the system of European learning.

22. The practical usage of Wood’s despatch pointed to Economic European learning. It was basically aimed at changing taste and desires of Indians and creating demand of the British goods in Indian market.

23. Wood’s despatch even argued that European learning would lead to impersonification of the moral character of the Indians.

24. Several measures introduced following the Wood’s Despatch 1854.

25. Education departments were set up with aim of extending control over matters regarding education.

26. Steps to establish in Calcutta, Madras and Bombay.

27. Universities established a system of university education.

28. Attempts were made in bringing the change within the school education also.

29. Adam report in 1830 found that there were over 1 lakh pathshalas in Bengal and Bihar with the enrollment of not more than 20 students each.

30. Adam discovered that the flexible pathshala system was suited best to local needs.

31. After 1854 interference of the British in local pathshalas brought change within the system, imposing routines, establishing rules, ensuring regular inspections.

32. Teaching was not based on textbooks and learning was to be tested through the system of annual examination.

33. Pathshalas accepting the new rules were supported through government grants.

34. The discipline imposed on Pathshalas resulted in inability to attend school by the children of poor families as during the time of harvest the children of poor families had to work in the fields. This inability was considered as the lack of desire of learning by the British.

35. Some Indians felt that western education would help the country in getting modernised so it was not only the British who were thinking about the education in India.

36. Mahatma Gandhi believed that the English education would enslave Indians. So at the time of national movement he urged students to leave educational institutions in order to show the British that Indians were no longer willing to be enslaved.

37. Mahatma Gandhi argued that education ought to develop a person’s mind and soul. Literacy on simply learning to read and write by itself did not court as education. So according to him in manner of creating capacity to understand one had to develop it with practical practices.

38. Rabindranath Tagore’s childhood experience of school days shaped Tagore’s ideas of education.

39. The manner to make school where child would be happy without any suffocations as he felt in his childhood. Rabindranath Tagore started the institution in 1901.

40. He believed in getting out of the restricting discipline of the schooling system set up by the British. Tagore’s school was set up 100 km away from Calcutta in a rural setting in manner to encourage creative learning.

41. Tagore saw his type of school as an adobe of peace (Santiniketan)

42. In many senses the way Tagore and Mahatma Gandhi thought about education in India was similar. Many individuals and thinkers thought differently about the national education system and its betterment. And this led to debate about this “national education” continuing till after independence.

Civilising the Native, Educating the Nation Class 8 CBSE Notes Important Terms

Linguist: Someone who knows and studies several languages.

Madrasa: An Arabic word for a place of learning; any type of school or college.

Orientalists: The one who has scholarly knowledge of the language and culture of Asia.

Munshi: A person who can read, write and teach Persian.

Vernacular: A term generally used to refer to a local language or dialect as distinct from what is seen as the standard language. In colonial countries like India, the Britishers used the term to mark the difference between the local languages of everyday use and English the language of the important masters.

Despatch: A message or report.

Notes of History Class 8 Chapter 8 Time Period

1773: William Jones, a junior judge at the Supreme Court arrived in Calcutta.

1781: A madarasa was set up in Calcutta.

1791: Hindu College was established in Benaras.

1830: William Adam, A Scottish missionary, toured the districts of Bengal and Bihar.

1835: English Education Act was introduced.

1854: The Court of directors of the East India Company in London sent an educational dispatch to the Governor-General of India, known as Wood’s Despatch.