CBSE Class 8

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.

On this page, you will find NCERT Class 8 History Chapter 7 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 7 SST Weavers, Iron Smelters and Factory Owners will seemingly, help them to revise the important concepts in less time.

Weavers, Iron Smelters and Factory Owners Class 8 Notes Social Science History Chapter 7

CBSE Class 8 History Chapter 7 Notes Understanding the Lesson

1. Craft and Industries of India under the British rule:

2. Focused on two industries:

• Textiles
• Iron and Steel} ➝ Both crucial for the Industrial revolution in the modem world.

3. Britain was the foremost industrial nation in 19^th century all because of mechanised production of cotton textiles.

4. Britain also came to be known as the “workshop of the world” after its iron and steel industry started growth from the year 1850.

5. Industrialisation in Britain is closely related to the conquest and colonisation of India. Reason was:

• As in late 18^th century the Company was buying raw material from India at cheaper rates and selling them at huge profit in Europe.
• India was seen as the vast market with the growing industrialisation.

6. The market created in India by buying raw material from India and selling finished goods made in industries of England in India created a huge effect or we can say adverse affect on Indian made crafts and industries.

7. Around 1750’s, during the time when Bengal was captured, India was the world’s largest producer of cotton textiles as it was known for its fine quality and exquisite craftsmanship.

8. Europeans got encountered firstly by the fine cotton cloth of India when it was carried by Arab merchants in Mosul (present-day Iraq).

9. The finely woven clothes were named as ‘Muslin’ by the British.

10. Calico was the general name for all cotton textiles because after the arrival of Portuguese, the cotton textile which they took back to Europe along with spices was named Calico as it was derived from Calicut.

11. The different variety of clothes at that time were:

• Chintz – The word derived from Hindi word Chhint.
• Cossaes (Khassa)
• Bandanna.
• Chint was a cloth with small and colourful flowery design.

12. There was a craze for printed Indian cotton textiles in England and Europe. This was because of their exquisite floral designs, fine texture and relative cheapness.

13. Bandanna refers to any brightly coloured and printed scarf for neck or head. The term was derived from the Indian word ‘Bandanna’. Produced by method of Tye and Dye.

14. The Calico Act was passed in 1720, banning use of printed cotton textiles – chintz in England. This happened because:

• Wool and silk makers started protesting against the import of Indian cotton textiles.
• The protest was due to their worry of the popularity of Indian textiles.

15. Textiles of England at beginning was unable to complete with the Indian textiles.

16. Indian designs were imitated and printed in England on Muslin, a plain unbleached Indian cloth.

17. Competition with the Indian textiles concluded with the new innovations. In 1764, the spinning jenny was invented by John Kaye resulting in increase of productivity of the traditional spindles.

18. In 1786, invention of steam engine revolutionized cotton textile weaving.

19. Indian textiles dominated the world till the end of 18^thcentury.

20. Weavers were people from communities specialised in weaving, e.g. the tanti weavers of Bengal, the julahas or momin weavers of north India, sale and Kaikollar and devangs of south India.

21. Spinning, the first stage of production, was mostly done by women.

22. Charkha and takli were the household instruments.

23. Rangrez were the dyer of thread for cotton textiles.

24. Chhipigars were the specialised people in block printing.

25. The development of cotton industries in Britain adversely affected textile producers in India in different ways:

• Competition rose
• Exporting textiles to England was getting difficult due to high duties on India textiles.

26. By the beginning of 19^th century, English made cotton textiles successfully ousted Indian goods from traditional market in Africa, America and Europe, adversely hitting the different weavers in India.

27. By 1830’s British cotton cloth flooded Indian markets, by 1880, 2/3^rf of all cotton clothes worn by Indians were made of cloth produced in Britain.

28. Handloom weaving never died completely in India.

29. Sholapur of west India and Madura of south India were the towns which emerged as important new centres of weaving in the late 19^thcentury.

30. After Mahatma Gandhi urged people for boycotting imported textiles and to use hand-woven cloths.

• Khadi became a symbol of nationalism.
• Charkha represented India.
• Charkha was even put at centre of tricolour flag which was adopted by Indian National Congress in 1931.

31. The weavers and spinsters who lost their livelihood started working as agricultural labourers.

• Some went out of country to work in plantations in Africa and South America.
• Some found work in new established cotton mills.

32. The first cotton mill of India was set up as a spinning mill in Bombay in 1854.

33. Bombay grew as an important port for the export of raw cotton.

34. Mills came up in other cities too, first mill in Ahmedabad was started in 1861.

35. For the first few decades, the textile factory industry in India faced many problems. They were unable to compete with the cheap textiles imported from Britain.

36. During the first world war when textiles imports from Britain declined then the Indian factories were called upon to produce clothes for military supplies.

37. Story of Indian steel and iron metallurgy starts with Tipu Sultan – the man who died fighting with his sword in his hand.

• The Sword is now a valuable collection in the museums of England.
• The quality of sword to easily rip through the opponent’s armoury was all because of special type of high carbon steel called wootz which was produced all over south India.

38. Francis Buchanan, a traveller, left an account of the technique by which wootz steel was produced in many hundreds of smelting furnaces in Mysore.

39. Wootz, an anglicised version of the Kannada word Ukku, Tamil word – hukker and Malayalam word – urukku, all meaning steel.

40. The Wootz making process was completely lost by mid 19^th century because the imports of iron and steel from England displaced the iron and steel produced by craftspeople in India.

41. By late 19^th century, the craft of iron smelting was in decline.

• Reason behind this includes forest laws that prevented people from entering the reserved forests. Entering in forests was banned so gathering and finding wood for charcoal was getting impossible with the days.
• High taxes were imposed on entering and using forest produce.

42. By the early 19th-century artisans producer of iron and steel-faced competition after ironsmiths started using iron imported from Britain to manufacture utensils and implements.

43. Jamsetji Tata had decided to spend a large part from his fortune to build a big iron and steel industry in India and for that identifying the source of fine quality iron ore was under process.

44. The Agarias were the people found carrying basket loads of iron ore which were derived from the hill nearby, declared as one of the finest ores in the world and the hill name was Rajhara hills. This hill was discovered when in the hot month of April, Charles Weld an American geologist and Dorabji Tata (eldest son of Jamsetji) were travelling in Chhattisgarh in search of the iron ore deposit.

45. Industrial township – Jamshedpur was set up on the banks of the river subamarekha as the water source was near the iron ore deposits.

46. TISCO – Tata Iron and Steel Company began producing steel in 1912. It was set up at opportune time when India use to import steel manufactured in Britain.

47. Railway expansion in India provided huge market for rails produced by Britain.

48. With the set up of TISCO, situation was changing. Indian railway turned forward TISCO after the first world war outbreak and decline in the imports of British steel was seen.

49. Same was with the case of iron and steel as it was with cotton textiles both saw the industrial expansion at time when the British imports in India got declined.

50. During First World War and after Nationalist Movement developed and the industrial class became stronger, the demand for the government protection became louder struggling to retain its control over India.

Weavers, Iron Smelters and Factory Owners Class 8 CBSE Notes Important Terms

Spinning Jenny: A machine by which a single worker could operate several spindles on to which thread was spun. When the wheel was turned all the spindles rotated.

Aurang: A Persian term for a warehouse – a place where goods are collected before being sold; also refers to a workshop.

Bellows: A device or equipment that can pump air.

Smelting: The process of obtaining metal from rock (or soil) by heating it to very high temperature, or of melting objects made from metal in order to use the metal to make something new.

Stag heaps: The waste left when smelting metal.

Rangrez: The thread of cotton textiles was dyed by the dyer and the dyer was known as Rangrez.

Notes of History Class 8 Chapter 7 Time Period

1720: The British Govt, banned the use of printed cotton textiles in England.

1764: John Kaye invented spinning jenny which increased the productivity of the traditional spindles.

1854: India’s first Cotton mill set up as a spinning mill in Bombay.

1861: The first mill in Ahmedabad was started.

1799: Death of Tipu Sultan.

1912: The Tata Iron and Steel Company (TISCO) that came up began producing steel.

1914: The First World War begun.

On this page, you will find NCERT Class 8 History Chapter 6 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 6 SST Colonialism and the City will seemingly, help them to revise the important concepts in less time.

Colonialism and the City Class 8 Notes Social Science History Chapter 6

CBSE Class 8 History Chapter 6 Notes Understanding the Lesson

1. Most of the western cities of western world emerged with the industrialization.

2. Late 18^th century saw the rise of the Presidency cities named Calcutta, Bombay and Madras.

3. Surat, Machlipatnam and Seringapatam were the cities where de-urbanization took place in the 19^thcentury.

4. Delhi has been the capital from thousands of years but with some gaps.

5. The most splendid capital of all was built by Shah Jahan named Shahjahanabad, begun in 1639.

6. Delhi was an important centre of sufi culture during the time of Shah Jahan as Delhi had several darghas, Khanqahs and idgahs.

7. But facilities were enjoyed by very some people only and there was a sharp divisions between the rich and poor.

8. In 1803, British gained the control over Delhi defeating Marathas but it was developed only after 1911 when Delhi became the capital of the British India.

9. Development of Delhi before 1857 was different from those of other cities of colonial rule.

10. In Delhi, the British lived along with the wealthier Indians in the walled city. The British enjoyed learning Urdu/Persian culture and poetry and participated in local festivals.

11. The period of 1830 – 1857 was regarded as the period of the Delhi Renaissance.

12. The British wanted Delhi to forget the Mughal rule’s past and the areas around the port were completely cleared of garden, pavilions and mosques.

13. In 1870’s, the western walls of Shahjahanabad were broken for the establishment of Railway and to allow the expansion of the city beyond the walls.

14. During the course of planning a new capital after the revolt of 1857, many spectacular events took place. In 1877, A Durbar was organised by Lord Lytton to acknowledge Queen Victoria as the Empress of India. Calcutta was still the capital but Durbar was being held in Delhi.

15. In 1911, when king George V was crowned in England, a Durbar was held in Delhi to celebrate the occasion. The decision was taken to shift capital from Calcutta to Delhi during the celebratory occasion of Durbar.

16. Two architects, Edward Lutyens and Herbert Baker were called for designing New Delhi and its buildings.

17. New Delhi took nearly 20 years to build.

18. Life at the time of partition led to a massive transfer of population from India to Pakistan and from Pakistan to India in 1947.

19. After the partition the riots began when over 2/3rd Muslims migrated and almost 44,000 homes were abandoned. On the other hand, Delhi became a city of refugees with nearly 500,000 people added to the population of Delhi. New colonies such as Lajpat Nagar and Tilak Nagar came up at this time.

20. Partition changed the lives and occupation of new migrants. A large number of migrants from Punjab and changed the social environment of Delhi.

21. Inside the old city in the 19^th century, there can be seen that how the excellent system of water supply and drainage was neglected. The system of wells was broken and channels to remove household waste were damaged.

22. The Delhi Municipal Committee was unwilling to spend money on a good drainage system and the Shahjahani drains were closed with the introduction of a new system of open surface drains.

23. The Mughal aristocracy in the 17^th and 18^th centuries lived in grand mansions called havelis with feature like mansions, courtyards and fountains and many families housed in it.

24. Many of the Mughal amirs (A nobleman) were unable to maintain these havelis under the conditions of the British.

25. This resulted in beginning of subdivision and selling of havelis.

26. The census of 1931 revealed that the walled city had as many as 90 person per acre, while New Delhi had only about 3 persons per acre.

27. The poor conditions in the walled city, did not stop it from expanding and an extension scheme called the Lahore Gate improvement scheme was planned by Robert Clarke for the Walled city residents.

28. The Delhi Improvement Trust was space in 1936 and it built areas like Daryaganj South for wealthy Indians.

29. Houses grouped around parks and new rule of privacy was introduced.

30. Now different members of the same family had their own private spaces within the home.

Colonialism and the City Class 8 CBSE Notes Important Terms

Presidency: For administrative purposes, colonial India was divided into three “Presidencies” (Bombay, Madras and Bengal), which developed from the East India Company’s “Factories” (trading posts) at Surat, Madras and Calcutta.

Urbanisation: The process by which more and more people begin to reside in towns and cities.

Dargah: The tomb of a Sufi saint.

Khanqah: A Sufi lodge, often used as a rest house of travellers and a place where people come to discuss, spiritual matters, get the blessings of saints and hear Sufi music.

Idgah: An open prayer place of Muslims primarily meant for id prayers.

Cul-de-sac: Street with dead end.

Gulfaroshan: A festival of flowers.

Renaissance: Rebirth of art and learning.

Amir: A nobleman.

Notes of History Class 8 Chapter 6 Time Period

1792: Establishment of the Delhi College.

1877: The Delhi College was turned into a school and shut down.

1803: The British gained control of Delhi after defeating the Marathas.

1830-1857: Period called as a period of the Delhi renaissance.

1870: The western walls of Shahjahanabad were broken to establish the railway and to allow the city to expand beyond the walls.

1877: Queen Victoria acknowledge as the Empress of India.

1888: Lahore Gate improvement Scheme was planned by Robert Clarke.

1911: Delhi became the capital of British India.

1947: The Partition of India.