202110731-PERFORM-STUDENT-WORKBOOK-SOCIAL_STUDIES-G08-FY_Optimized

PRACTICE SHEET - 1 (PS-1) 1. What is history? 2. Why are dates important in history? 3. Why should we learn history? 4. How can we prove that it is not always possible to fix all the important historical developments with dates? 5. Why do we need a new format for history? 6. What are the new things that are included while studying the history of a place? PRACTICE SHEET - 2 (PS-2) 1. Name the 3 volume History book published in 1817 by James Mill. 2. How do the historians make classification of periods now? 3. What are the features of modern period? 4. Who wrote ‘A History of British India’? What was its speciality? 5. What was Mill’s opinion about India? 6. What is colonization? 7. What was the short coming of James Mill’s classification of India? 8. Why do we try to divide history into different phases? PRACTICE SHEET - 3 (PS-3) 1. Why did the British insist on maintaining records? 2. Why did survey become important? 3. ‘The Britishers believed in preserving official records of administration.’ - What were the processes they used to preserve it? Mention five points about their beliefs and process. 4. Explain the two types of survey of British administration. What information could be obtained through these surveys? 37

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 9. Official records do not talk about the 1. _________ divided Indian history into 3 periods. ___________. a. Robert Clive a. history of a country b. James Mill b. opinion of people c. Lord Mountbatten c. politics of a country d. Dalhousie d. growth of a country 2. A history of British India has been published in 10. ________ became the first governor general of the year______________. India. a. 1830 a. Robert Clive b. 1845 b. Dalhousie c. 1817 c. Mountbatten d. 1807 d.Warren Hastings 3. Mill felt ____________ rule can civilise India. II. Short Answer Questions: a. British 1. History is divided into time and periods. Why? b. French 2. Write 3 examples where surveys are used as a tool c. German in today’s life. d. Indian 3. Why did surveys become a common practice un- 4.Historians have classified Indian history into der colonial administration in India? ___________. III. Long Answer Questions: a. Hindu, Muslim, Christian 1. What are the types of surveys colonial adminis- b. Hindu, Muslim, British tration conducted in India? c. Muslim, Christian, British 2. How was the information in police reports differ- d. Ancient, Medieval, Modern ent from the newspapers in colonial rule? 5. The subjugation of one country by another leading to changes in the country is called as ____________. a. rule b. colonisation c. conquer d. none of the above 6. __________ is an important source to know histo- ry. a. Newspapers b. Official records c. Vedas d. Puranas 7. In the early 19th century, history was written by __________. a. historians b. local people c. calligraphists d. British rulers 8. _________ thought surveys were important to know history. a. India b. British c. French d. East India company 38

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word or one sentence: (4 Marks) 2. Why did James Mill divide his book, “The 1. Define ‘history’. History of British India” into the Hindu, Muslim and British periods? III. Think and answer: (5 Marks) 2. What are the events that are usually recorded 1. How did the Britishers make & preserve in history? official records of the British administration? 3. Who created the first map of India under the British colonial period? 4. How were the records preserved during the British rule? II. Answer the following questions briefly: (6 Marks) 1. Why is it important to have dates or time frames while writing history? 39

2. From Trade to Territory Learning Outcome At the end of this chapter, you will be: • Explain the gradual growth of the Company from • Understand the reason for the decline of Mughal a mercantile to colonial power. Empire. • Feel the spirit of nationalism that emerged in the • Describe the events which led to the supremacy of minds of the Indians. the British Empire. • Understand the injustice of the foreign rulers and • Discuss the motives of the East India Company from list the policies, adopted by the British to expand their rule in India. their arrival to the gaining of political supremacy. • Understand how trade led to battles in the past. • Highlight administrative system of the British in India. Concept Map FROM TRADE TO TERRITORY East India Company Company rule expands Setting up a new administration Decline of Mughal Emperor Battle of Plassey Mercantile Battle of Seringapatam Governor-General Sole trading right War with Marathas Presidencies Trading in Bengal Claim to paramountcy The company army Key Points ing coins; the Company refused to pay revenue. • The Company claimed that fortification was • Aurangazeb was the last powerful Mughal emperor. • Mughal governors and big zamindars asserted their needed for trade expansion. • Nawab of Bengal Sirajuddaulah asked the power after the death of Aurangazeb. • The British came to India to establish trade relation. Company to stay away from the political affairs, • The English East India Company came with a stop fortification and pay the revenues. • Nawab captured the Company officials; locked the charter (official declaration) for sole right to trade warehouse; disarmed the Englishmen and block- with the east. aded English ship. • Mercantile trading companies came to buy goods • Nawab was defeated in the Battle of Plassey and at cheap rate and sell in the west making huge the Company officials became new nabobs (angli- profit. cised term for Nawab). • Even though the English East India Company was • The Company appointed ‘Residents’ political and granted sole trading rights with east, other Europe- commercial agents in the states and they became an companies gave tough competition and conflicts the Kingmakers. were common. • The Company denied the rulers, permission to hold • Indian cotton and silk attracted all the European armies and insisted that they should depend on companies and they fought and blocked the other the Company for military aid ‘Subsidiary alliance’ company ships and plundered. and they had to pay for the military aid. • East India Company set up its first factory on the • When the rulers failed to pay, their kingdoms were bank of river Hoogly in 1651 and started fortifica- annexed to the Company. tion. • Ruler of Mysore, Hyder Ali and his son Tipu Sultan, • The Company demanded more concessions and refused to accept the authority of the Company. persuaded the merchants and traders to settle near • Four wars were fought and in the last Mysore war, the factory. Tipu Sultan was killed. • Aurangazeb’s farman had granted the Company, • The Company had series of wars with the Marathas the right to trade duty free but the Company offi- as well- Battles of Panipat were fought to suppress cials engaged in private trade without paying duty. the Marathas. • The Bengal Nawab refused to grant the Company concessions and accused the Company of deceit, 40 demanded large tributes for Company’s trade and stopped the Company from fortification and mint-

2. From Trade to Territory • Paramountcy: Company claimed its power was supreme and paramount and it was superior to all Indian states. • Doctrine of Lapse: If an Indian ruler died without male heir, the kingdom would be annexed by the Company. • Company tried to bring uniformity in Indian laws; Hindu laws and Muslim laws were regulated. • The East India Company transformed from a trading company to a territorial colonial power. Key words: mercantile, farman, puppet, nabobs, confederacy, qazi, mufti, impeachment, dharamashastras, sawars. Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEETS PS-1 East India company • Decline of Mughal Emperor • Trading in Bengal PS-2 • Company official become Nabobs PS-3 Company rule expands • Battle of Plassey PS-4 • Battle of Seringapatam Self-evaluation Sheet • War with Marathas • Claim to paramountcy Setting Up new administration • Governor-General • Presidencies • The company army Worksheet for “From Trade to Territory” Evaluation with self- check or Peer check* 41

PRACTICE SHEET - 1 (PS-1) 1. Who was the last powerful ruler of Mughal dynasty? 2. When did Aurangazeb die? 3. Who discovered the sea route to India? 4. Where was the first English factory set up? 5. What is farman? 6. Who was asked to remove corruption in the Company? 7. What was the main concern of East India Company in the beginning? 8. What is Mercantile? 9. Why were the conflicts among the trading companies? PRACTICE SHEET - 2 (PS-2) 1. When and where was the first English factory set up? Why was it important? 2. How did the trade lead to battle? 3. What was the reason for the defeat of Nawab Sirajuddaulah? 4. How did Robert Clive justify the ambition of the East India Company? 5. What were the complaints of the Nawab against the Company? 6. Why was Battle of Buxar fought? 7. How did Diwan help the Company? 8. Who was Robert Clive, how did he die? 9. What was the policy of paramountcy? PRACTICE SHEET - 3 (PS-3) 1. What is subsidiary alliance? 2. Who was forced to give half of his territory to the Company in 1801 and why? 3. Which were the prominent Presidencies ruled by the Company? 4. Why was the Company army maintained? How were they trained? 5. When did the Company realize the importance of strengthening its cavalry force? 6. When did the Company start exercising direct rule? 42

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 10. The second Anglo Maratha war happened during 1. _______ was the last Mughal ruler in India. _________. a. Akbar a. 1854 - 1857 b. Babar b. 1798 -1799 c. Aurangzeb c. 1803 - 1805 d. Bahadur Shah Zafar d. 1823 – 1825 2. The first English factory was setup in the year II. Short Answer Questions: __________. 1. What is Doctrine of Lapse? Explain? a. 1587 2. Imagine that you are a young Company official b. 1651 who has been in India for a few months. Write a c. 1724 letter home to your mother telling her about your d. 1857 luxurious life and contrasting it with your earlier life 3. __________ is the first battle in India with East in Britain. India Company. 3. Why was Tipu Sultan called the Tiger of Mysore? a. Battle with Tipu III. Long Answer Questions: b. Battle of Buxar 1. Explain Paramountcy. c. Battle of Bengal 2. Imagine that you have come across two old news- d. Battle of Plassey papers reporting on the Battle of Seringapatam 4. Battle of Buxar happened in the year __________. and the death of Tipu Sultan. One is a British paper a. 1764 and the other is from Mysore. Write the headline for b. 1798 each of the two newspapers. c. 1812 d. 1845 5. ___________ was called the Tiger of Mysore. a. Aurungzeb b. Tipu Sultan c. Chatrapathi shivaji d. Nawab Shuja ud-Daulah 6. Tipu Sultan lost his battle in _____________. a. Mysore b. Madras c. Seringapatnam d. Bengal 7. Doctrine of Lapse was introduced by ________. a. Robert Clive b. Lord Dalhousie c. Lord Hastings d. Warren Hastings 8. Robert Clive amassed a fortune in India during __________. a. Battle of Buxar b. Mysore war c. War in Bengal d. Battle of Plassey 9. According to the ________, Indian rulers cannot have armed forces. a. Subsidiary Alliance b. Doctrine of lapse c. Confederacy d. None of the above 43

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins 2. Doctrine of Lapse was an unjustifiable and I. Answer the following questions in one word or a sentence: (4 Marks) aggressive policy of the Company that infuriated the Indian rulers. Substantiate the 1. Define Mercantile. statement with supporting evidence. 2. Who granted the East India Company sole right of trade with the East? 3. When did Aliwardi Khan die? 4. Where was the battle fought in which Tipu III. Think and answer: (5 Marks) Sultan was defeated and killed? 1. Comment on ‘subsidiary alliance’. II. Answer the following questions briefly: (6 Marks) 1. Why did the Company policies enrage the Nawab of Bengal? How did the Company justify fortification? 44

3. Ruling the Countryside Learning Outcome • Understand how the British plundered India of natural resources By the end of this chapter, you will be: • Understand the desire of the company to earn • Realize the growth of commercial crops and com- parison with later developments in Punjab. more profit • Understand the hardships of the peasants due to • Realize the harm done to Indian Agriculture because of the over importance given to high revenue commercial crops • Discuss how growth of new crops often disrupted • Analyse the significance of Blue Rebellion the rhythms of peasant life and led to revolts Concept Map RULING COUNTRY SIDE The company becomes Dewan Crops for Europe The “Blue Rebellion” and After ― Bengalis refused to grow ― Revenue for the company ― Demand for Indian indigo ― The need to improve ― Britain turns to India Indigo ― Problem with Nij cultivation agriculture ― Indigo the land of ryots. ― A lot of combats and ― The Problem rebellions between the ― A new system is devised ― The Munro system people Key Points effort, the Company couldn’t increase the revenue as the revenue was permanently fixed. • On 12th August 1765, the Mughal emperor appoint- • To solve this issues, the Mahalwari system was ed the East India Company as Diwan. introduced. Under this system, villages were inspected, land revenue was estimated and • Company became the Chief Financial Administra- assessed periodically. tor of the territory. • Ryotwari or munro system was introduced in the South where settlements were made with the • The Company realised the need to win the confi- cultivators and the land was carefully surveyed dence of the rural people. before the revenue assessment was made. • Too high revenue demands made the peasants • Being a trade company, the first attempt was to frustrated. increase the revenue and buy silk and cotton as • The Company tried to expand the cultivation of cheaply as possible. opium and indigo. The British needed commercial crops and Indians were forced to cultivate it and • Earlier, the Company brought gold and silver from the production of food crops got affected as Indigo Europe to buy goods from India but when the Com- left the land exhausted. pany gained political power, the precious metals • Two main systems of Indigo cultivation are nij and like gold and silver stopped coming from Britain. ryoti. • Blue rebellion was the protest by the peasants • Economy of Bengal was in deep crisis - Company against Indigo cultivation. They realised that the didn’t pay duty and the Company bought goods in British were exploiting them by giving loans and India with the revenue collected from India. compelling them to cultivate indigo in the most fer- tile land which affected food production. • The economy was badly affected by poverty and a terrible famine killed ten million people as well. 45 • The Company introduced the Permanent Settlement in 1793 under which the rajas and taluqdars were recognisedas zamindars. • Zamindars didn’t try to improve agriculture • Even when agriculture improved without any

3. Ruling the Countryside Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEETS PS-1 The company becomes Dewan • Revenue for the company • The need to improve agriculture PS-2 • The Munro system PS-3 Crops for Europe • Demand for Indian indigo PS-4 • Cultivation of Indigo Self-evaluation Sheet • Indigo on the land of ryots. The Blue Rebellion and After • Bengalis refused to grow Indigo • A lot of combats and rebellions between the people Worksheet for “Ruling the Countryside” Evaluation with self- check or Peer check* 46

PRACTICE SHEET - 1 (PS-1) 1. When was the East India Company appointed as Diwan? 2. What was the main interest for the Company? 3. What was the main source of income of the Company? 4. What did the Company do to improve agriculture? 5. Who were asked to collect the revenue in 1793? 6. What was the new revenue system introduced in North India? 7. What was the new system introduced in the South India by Thomas Munro? 8. In mahalwari system, who was to collect the revenue? 9. Why was the Company eager to increase the revenue? 10. Why did the Company officials feel that agriculture must be improved? PRACTICE SHEET - 2 (PS-2) 1. What were the two main things that the British wanted Indian peasants to cultivate? 2. What colour was high in demand in printing? 3. Name the two main systems of indigo cultivation. 4. Define Bhiga. 5. How did the Company interfere in Indian agriculture? 6. How did indigo cultivation expand in India? 7. What were the problems with indigo on the land of ryot? 8. What is meant by ‘vats’? How are vats used in indigo factories? PRACTICE SHEET - 3 (PS-3) 1. What is blue rebellion? 2. How did the ryots revolt? 3. Why did the peasants anticipate the support of the British government? 4. What was the result of the blue rebellion? 47

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 10. Gandhi’s visit in 1917 marked the beginning of 1. East India company was appointed as Diwan of ________ movement. Bengal on _______. a. Satyagraha a. 1857 b. Salt b. 1765 c. Champaran c. 1847 d. Sepoy mutiny d. 1784 II. Short Answer Questions: 2. Diwan’s became the __________ of the territory. 1. Explain Munro system. a. Chief financial administrator 2. Why do you think Colebrook is concerned with the b. trader conditions of the under ryots in Bengal? c. minister 3. Describe the main features of permanent settle- d. soldier ment? 3. _______ was the governor general when perma- III. Long Answer Questions: nent settlement was introduced. 1. How was indigo produced? a. Robert Clive 2. Write about champaran movement and Gandhi’s b. Cornwallis role in it. c. Dalhousie d. Thomas Munro 4. Permanent settlement was introduced in the year _________. a. 1785 b. 1790 c. 1793 d. 1802 5. Ryotwari system was tried by ____________. a. Robert Clive b. Cornwallis c. Dalhousie d. Captain Alexander Ans: D 6. A large farm operated by a planter employing var- ious forms of forced labour is called a _________. a. plantation b. mahal c. jhum d. none of the above 7. A person who is owned by someone else is called _______. a. king b. soldier c. slave d. Minister 8. Bigha is a unit of measurement of ________. a. crops b. land c. gold d. salt 9. Blue rebellion is _______. a. refusal to grow indigo b. interest in growing indigo c. export indigo d. import indigo 48

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word or one sentence: (4 Marks) 1. When did the East India Company introduce the Permanent Settlement? 2. How does the blue rebellion throw light on the exploitation of the ryots by the planters? 2. Who wrote about the pathetic condition of the under-tenants in 1806? 3. Who suggested the Ryotwari system? 4. Where did the French started cultivating III. Answer the following: (5 Marks) indigo? 1. How did the Company use India as a source II. Answer the following questions briefly: of raw materials to expand their industrial (6 Marks) growth harming the country? 1. Who was Hadji Mulla? How did he express his protest? 49

4. Tribals, Dikus and the Vision of a Golden Age Learning Outcome By the end of this chapter, you will be: • Describe the tribal life before and after the arrival • Explain and identify different tribes found in India. of the British and the new rules imposed. • Describe the life style of the tribal people. • List the occupation of different tribes. • Make out the exploitation and the protest of • Analyse the impact of colonial rule on all spheres of the suppressed class. Indian life including the tribals. • Explain how traders made use of the poverty of the tribes . Concept Map Tribes TRIBAL Effect of colonial rule on tribal • Different types found in India DIKUS • Effect on tribal chiefs • Life Style • Effect on shifting cultivators • Occupation AND • Forest law and their impact • The problem with trade - Jhum VISION - Hunters OF A Closure Look - Ani GOLDEN - Birsa Munda AGE Key Points • The British introduced land settlement as they wanted regular revenues. • 1895- Birsa with miraculous power found roaming in the forest and villages of Chotanagpur, Bihar. • New laws imposed by the British made the tribals homeless- The British prohibited tribals from en- • Birsa declared that God had sent him to save peo- tering reserved forests- the forest resources were ple from trouble and free them from slavery of di- meant only for the British as per the new law. kus (outsiders). • Forest Department struggled as they didn’t have • Tribal life- close to nature, faith in miraculous pow- labourers to transport heavy logs. ers. • Establishment of forest village by giving tribals • Some of the tribals followed jhum cultivation/shift- patch of land. ing cultivation- clearing small patches of land in forest to cultivate and when the land gets exhaust- • Traders and money lenders frequented forests. ed, move on to another patch. • Tribals considered market and traders as their ene- • Some of the tribals depended on hunting in the for- mies as silk growers earned very little. ests and gathering their supplies from forest- lived • Tribals had to work for miserably low wages in tea on whatever fruits, roots and meat they got from forest. plantations. • The tribals rose to rebellion- Birsa emerged as trib- • Some tribals herded animals. • Tribal Chief was powerful and enjoyed economic al leader. • British tried to suppress the rebellion. power- had the right to administer and control the Keywords: Fallow, Sal, Mahua, Bewar, Sleepers. territory. • With the interference of the British, the tribal chiefs lost all power. 50

4. Tribals, Dikus and the Vision of a Golden Age Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEETS PS-1 How did tribal group lived? • Some were jhum cultivators PS-4 • Some were hunters and gatherers • Some herded animals PS-2 • Some took settled cultivation PS-3 Effect of colonial rule on tribal • Effect on tribal chiefs PS-5 • Effect on shifting cultivators Self-evaluation Sheet • Forest law and their impact • The problem with trade A closure look • Company rules and tribal response Worksheet for “Tribals, Dikus and the Vision of a Golden Age” Evaluation with self- check or Peer check* 51

PRACTICE SHEET - 1 (PS-1) 1. Who was Birsa? What were his miraculous powers? 2. Why were the Santhals unhappy? 3. How did the tribals cultivate? 4. Where did the shifting cultivators live? 5. How did the tribals live as hunters and gatherers? 6. How did the forest people manage to get their supplies? 7. Why were the Baigas unwilling to work for others? 8. Which of the tribals were the herders? 9. How did the tribals become settlers? 10. How did the Mundas get right over lands? 11. What did the British understand about the tribals? PRACTICE SHEET - 2 (PS-2) 1. What happened to the tribal chiefs during the British rule? 2. What happened to the shifting cultivators? 3. Why was land settlement introduced? 4. Why was tribal life affected by the British rule? 5. What were the problems faced by the jhum cultivators? 6. How did the officials try to solve the shortage of labours after implementing colonial forest law? 7. How did the tribes react against the colonial forest laws? 8. Why did the traders and money lenders start visiting the forests frequently? 9. Why were the tribals taken to Assam and Jharkand? How were they recruited? 10. Why was the Forest Department worried when the tribals were removed from the forest? PRACTICE SHEET - 3 (PS-3) 1. How did the tribals react against the British? 2. Why were the British worried about the Birsa movement? 52

PRACTICE SHEET - 4 (PS-4) 1. Locate the places on the map: India Political lVIap a. Mala Irular b. Baigas, c. Naga d. Gaddis, e. Saharia. ',. . 0 • 53

PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: 9. Van Gujjars from Andhra Pradesh do ______. 1. Land left out to improve the fertility is called a. agriculture _____. b. cattle herders a. fallow c. shepherds b. forest d. rear goats c. mahua 10. The Bakarwals of Kashmir reared ________. d. valley a. cow 2. Jhum cultivation is also called _______. b. sheep a. forest cultivation c. goats b. shifting cultivation d. hens c. gathering cultivation II. Short Answer Questions: d. none of the above 1. What problems did shifting cultivators face under 3. Shifting cultivation is called _________ in Madhya British rule? Pradesh. 2. Find out from your parents, friends or teachers, a. Deewar the names of some heroes of other tribal revolts in b. Bewar the twentieth century. Write their story in your own c. Jhum words. d. Pus 3. Write a brief note on Birsa Munda. 4. Sleepers are __________ on which railway lines III. Long Answer Questions: are laid. 1. How did the colonial rule affect tribal lives? a. iron planks 2. Choose any tribal group living in India today. Find b. steel planks out about their customs and way of life and how their c. wooden planks lives have changed in the last 50 years. d. copper planks 5. __________ was a British anthropologist who lived with tribes. a. Verrier elwin b. Darwin c. Robert harrier d. Kinston 6. _________ were known as best hunters in central India. a. Baigas b. Gonds c. Chait d. Adivasisi 7. Every crop was ready in ___________ season in the forest. a. kartik kutla b. pus c. aghan d. bewars 8. _____ were /was the main subsistence activity for baigas. a. Rearing sheep b. Agriculture c. Sowing and reaping d. Hunting and gathering 54

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word or a sentence: (4 Marks) 1. Why were the British called as ‘dikus’? 2. How did Birsa urge his followers to recover their glorious past? 2. According to the British, who were the civilised tribals? 3. When did the Kols rebel? 4. How and when did Birsa die? III. Think and answer: (5 Marks) 1. How did Birsa become the tribal leader? II. Answer the following questions briefly: (6 Marks) 1. Why did the tribals hate market and traders? 55

5. When People Rebel Learning Outcome • Analyse the social, political, religious and eco- nomic causes of the revolt of 1857. By the end of this chapter, you will be: • Discuss the context and emergence of spirit of • Explain the stand and the policies adopted by the Company to suppress revolts. nationalism among the Indians-1857 Revolt. Concept Map WHEN PEOPLE REBEL Policies and the people Through the eyes of the people A mutiny become a popular rebellion ― Loss of power by ― The list of eighty four rule. ― From Meerut to Delhi the Nawab ― There was soon excitement ― The spread of rebellion ― The peasants and in every regiment. the sepoys. ― Rise of New leaders ― Belief against sea voyage and its impact ― Responses to reforms. Key Points and luxury. • Soldiers felt offended as they were compelled to go • Tyranny of British rule- kings, queens, peasants, landlords, tribals, soldiers- all were affected and for overseas training. sentiments were hurt. • Mangal Pandey was hanged to death for attacking • Nawabs lost their power- Residents (political and his officers at Barrackpore. commercial agents) had been stationed in courts • Soldiers felt offended to know that the grease used and the power of nawabs reduced. in the cartridge of rifles were made from the fats of • Rani Lakshmi Bai wanted the Company to recog- cow and pig. As a result they refused to attend the nise her adopted son as the heir to the kingdom army drill. after the death of her husband. • 85 sepoys were dismissed from service and were sentenced for ten years of imprisonment on 9th May • Nana Saheb, the adopted son of Peshwa Baji Rao, 1857. pleaded that he be given his father’s pension when • Religious sentiments hurt. the latter died. • Peasants and sepoys revolted. • Mutiny spread far and wide- started at Meerut on • The Company wanted to bring an end to the Mu- 10th May 1857 and spread to Delhi. ghal Dynasty. • Bahadur Shah was declared to be the leader of In- dians and the emperor had to join the inspiring se- • The Company decided to shift the ruler’s family out poys and Delhi was captured by the rebels. of the Red Fort after the death of Bahadur Shah Za- • The British tried to suppress first and then to win far. the loyalty- Bahadur Shah Zafar was tried and sen- tenced to life imprisonment; his sons were shot • Declared that Bahadur Shah would be the last Mu- dead and the emperor with his wife Begum Zinat ghal Emperor and his descendants would be called Mahal was exiled. only as princes. • Bahadur Shah Zafar died in Rangoon jail in April • Life of peasants became miserable due to heavy tax imposed by the British- high taxes and rigid form of revenue collection affected them badly. • Sepoys were disheartened by the partiality of the Company towards English soldiers in terms of salary 56

5. When People Rebel 1859. • The British decided to respect religious sentiments • To gain loyalty, the British promised that if those and not to interfere in rituals and traditions. who had rebelled submitted to the British, and if • Landlords and zamindars were assured that their they had not killed any white people, they would rights would be protected and rules were made for remain safe and their rights and claims to land that. would not be denied. • The powers of East India Company were trans- Keywords: Peasants, Mutiny, Firangis. ferred to the British crown- Governor General was given the title Viceroy-personal representative of the crown. • Rulers of India were assured that their territories wouldn’t be annexed. • Proportion of Indian soldiers in the army reduced and more British soldiers were recruited. • Lands and properties of Muslims were confiscated and they were treated with suspicion and hostility; they were believed to be responsible for the muti- ny. Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS PS-1 Policies and the people • Nawabs lose their power. • The peasants and the sepoys. PS-2 • Responses to reforms. PS-3 PS-4 • A Mutiny becomes a popular • From Meerut to Delhi Self-evaluation Sheet rebellion • The rebellion spreads • The Company Fight Back • Aftermath Worksheet for “When People Rebel” Evaluation with self- check or Peer check* 57

PRACTICE SHEET - 1 (PS-1) 1. How were the nawabs and kings affected by the British? 2. What was the plea of Nana Saheb? 3. How did the Company try to bring an end to the Mughal Dynasty? 4. Why did the anger among peasants spread among the sepoys? 5. How did the British try to reform Indian society? 6. Who was Subedar Sitaram Pandey? PRACTICE SHEET - 2 (PS-2) 1. Who was Mangal Pandey? What happened to him? 2. Why did the sepoys refuse to attend the army drill? 3. How did the revolt spread in Delhi? 4. How did Bahadur Shah respond to the soldiers? 5. How did the mutiny spread further? 6. How did the kings and nawab defy the British? PRACTICE SHEET - 3 (PS-3) 1. How did the East India Company try to suppress the rebellion? 2. What happened to Bahadur Shah Zafar? 3. Who was Tantia Tope? 4. What were the promises given to ruling chiefs? 5. How were the Muslims treated? 6. What were the promises given to people in terms of religion? 58

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 9. Sepoys mutinies started in several places in India 1. ___________ is the last place to be annexed by starting from __________. British in India. a. Meerut a. Surat b. Surat b. Awadh c. Delhi c. Kolkata d. Bombay d. Madras 10. _________ is a small kingdom built in 16th cen- 2. Mangal Pandey was hanged to death on________ tury in Odisha. for attacking officers in Barrackpore. a. Khurda a. 29th March 1857 b. Awadh b. 15th July 1865 c. Surat c. 2nd October 1870 d. Bhubaneshwar d. 10th December 1845 II. Short Answer Questions: 3. _______ was the last emperor of Mughal dynasty. 1. What are the responses to reforms by British in a. Aurangzeb 1850’s? b. Akbar 2. How did the mutiny become a popular rebellion c. Baabar in 1857? d. Bahadur shah zafar 3. How did East India Company fight back when 4. Lucknow was conquered by British on ________. Indians revolted against them initially? a. 1858 III. Long Answer Questions: b. 1861 1. Make a list of places where the uprising took c. 1857 place in May, June and July 1857. d. 1863 2. What were the rules laid by British after conquer- 5. Rani Lakshmi Bai was killed in the year ing the entire country ? _________. a. 1857 b. 1858 c. 1859 d. 1860 6. Tantia Tope was killed by British in the year _______. a. 1857 b. 1858 c. 1859 d. 1860 7. Before 1857 another revolution took place in Odi- sha which was called as ________. a. Paik rebellion b. Sepoy mutiny c. Vandemataram movement d. Dandi march 8. There were a list of __________ rules laid by Brit- ish to wipe out religion. a. 90 b. 95 c. 84 d. 87 59

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word III. Think and answer: (5 Marks) or sentence: (4 Marks) 1. Do you think the stand taken by the British 1. When and where did the sepoy mutiny begin? towards the Muslims was an attempt to divide the Indians? 2. Who was the wife of Bahadur Shah Zafar? 3. Who was Birjis Qadr? 4. Who was Nana Saheb? II. Answer the following questions briefly: (6 Marks) 1. What were the newly created designations in 1858 to rule India smoothly? 2. Why did the sepoys want Bahadur Shah to be their leader? 60

6. Weavers, Iron Smelters and Factory Owners Learning Outcome At the end of this chapter, you will be: • Describe the reasons for decline of textiles as well • Describe the effect of industrialization on the as iron and steel industries. textiles, as well as iron and steel industries in • Discuss the emergence of iron and steel industries British India. in British India. • Understand the reason for the world-wide fame of Indian textile. • Locate and label important weaving centres in India’s Political map. Concept Map Key Points • Invention of Spinning Jenny made spinning easier- a single worker could operate several spindles on • Indian textiles had high demand in the world mar- to which thread was spun. ket. • After winning political supremacy, the East India • The popularity of Indian textiles enraged the En- Company bought Indian goods with the revenue glish textile makers. collected from India. • The British industrialist began to see India as a vast • Indian textile, though the best in quality, couldn’t market for their industrial products. compete with the cheaply produced English goods due to bulk production. British started imitating In- • European traders first encountered fine cotton dian textile. cloth from India carried by Arab merchants in Mo- sul and they started calling finely woven clothes as • Indian markets were flooded by British textile. ‘muslin’. • Weavers had to find other means of livelihood. • Iron smelting was popular in many parts of India. • Portuguese landed in Calicut and the textile they • Whootz was a special kind of steel produced mainly carried to Europe were called as ‘calico’ (derived from Calicut). in South India. • Forest Act banning the entry of Indians in reserved • The craze for printed cotton clothes increased in England due to their exquisite floral design, fine forests made smelting difficult - to make Whootz texture and relative cheapness - The Queen wore the best quality iron ore was needed. Indian fabric. • Iron smelting declined as Britain started importing iron and steel to India. • The British government banned the use of printed • Charles Weld and Dorabai Tata went around in cotton chintz in England to stop import of Indian search of source of good iron ore to set up iron and goods - Calico Act. 61

6. Weavers, Iron Smelters and Factory Owners steel industry. • Tata Iron and Steel Company was set up and began producing steel in 1912. • Due to World War-I Britain had to fulfil the war requirement andIndian Railways turned to TISCO for steel and the company flourished. Keywords: Patola, aurang, wootz steel, smelting, bellows, slag weaps, TISCO. Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS Indian Textiles and world • Indian textiles popularity in the world market Market • Traditional weaving, fine material, and intrinsic pattern PS-1 - British Interference 1. Import Banned 2. Imitated Indian Styles 3. Got British Good into Indian market at cheaper price Iron Smelters Iron Smelters - Every village had many smelters - Specialized in Wootz steel PS-2 - Industrialization 1. abandoned furnaces in villages 2. Steel imported from Britan 3. Forest Law Iron and Steel Factories coming Weaving centres(1500-1750) PS-3 up in India Map – Locate and Label Worksheet for “Weavers, Iron Smelters and Fatory Owners” PS-4 Evaluation with self- check or Self-evaluation Sheet Peer check* 62

PRACTICE SHEET - 1 (PS-1) 1. Name the two industries that were crucial for industrial revolution in British India. Why were they crucial? 2. Why did Britain come to be known as the ‘workshop of the world’? 3. How did the British industrialists view India? 4. Write a brief note on the textile industry of India. 5. Why were cotton textile called as ‘calico’? 6. What was the reason for craze for Indian cotton textiles in England in 1680s? 7. What is bandanna? 8. What is jamdani? 9. How did the traders from London manage to get Indian textiles? 10. How did the English develop their textile industry? 11. Who made huge profit with textile industries? How did they make such profit? 12. Write a short note on the weavers of India. 13. How was spinning done in India? 14. How did the industrialisation affect the weavers of India? 15. Why did handloom weaving stay safe? 16. How did Gandhiji revive Indian textiles? PRACTICE SHEET - 2 (PS-2) 1. Why was the legendary sword of Tipu Sultan so special? 2. How was Wootz produced? 3. Name the famous scientist who tried to study the properties of Wootz. 4. What was the reason for the decline of Wootz? 5. What are bellows? 6. Why were the furnaces abandoned in villages? 7. Why did smelting come to an end? 8. What was the new competition faced by the smelters? 63

PRACTICE SHEET - 3 (PS-3) 1. Why did Charles Weld and Dorabji Tata travelled around in Chhattisgarh in 1904? 2. How did Agarias help Weld and Tata? 3. What were the problems faced by Weld and Tata in setting up factory? 4. What is TISCO? When and where was it set up? 5. Why did Indian Railway turn to TISCO? 6. What were the measures taken by the British to crush Indian industry? 7. Lthoecsaeteciatnieds:laab. Seilrtohnej fobl.lNoweginagpactiatimeIsnaadnndidacp.lBaPecneoaslriyatmisc.baolls aplVpIaroppriate to the type of textile production in ',. . 0 • 64

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 10. Banning of cotton textiles in 1720 by British was 1. Spinning jenny was invented by __________ in called _________ act 1764 a. Rowlatt a. John Kaye b. Calico b. Wootz c. Roytwari c. Charles weld d. Dandi d. Robert clive II. Short Answer Questions: 2. _________ in East Bengal was famous for mulmul 1. Who were the weavers ? in 18th century. 2. Why would the iron and steel making industry be a. Bengal affected by the defeat of the nawabs and rajas ? b. Dacca 3. Explain about the sword of Tipu Sultan. c. Sri lanka III. Long Answer Questions: d. Delhi 1. How did the development of cotton industries in 3. The first cotton mill in india was set up in ______ Britain affect textile producers in India? in 1854 2. Find out about the history of any craft around the a. Delhi area you live. You may wish to know about the com- b. Kolkata munity of craftsmen, the changes in the techniques c. Madras they use and the markets they supply. How have d. Bombay these changed in the past 50 years? 4. _________ is a process of obtaining metal from rock by heating. a. Mining b. Smelting c. Ores d. Heating 5. _________ is a term used in Persia for warehouse a. Bellow b. Smelt c. Aurang d. Factory 6. TISCO stands for ________ a. Tata iron and steel company b. Tiscon c. Trust of iron and steel d. Compay for iron and steel 7. Jamdani is _________ a. Fine cotton b. Fine silk c. Fine muslin d. Fine wool 8. A brightly coloured and printed scarf for head or neck is called __________ a. Jamdani b. Bandanna c. Agaria d. Sacrf 9. Agaria is _________ a. Copper heating b. Coal mining c. Iron smelting d. Steel processing 65

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word III. Think and answer: (5 Marks) or sentence: (4 Marks) 1. What happened to the weavers and spinners 1. Name the Indian weaving style from Surat, of India with industrialisation? Do you think Ahmedabad and Patan which was highly it was a loss only to the Indians? valued in Indonesia that it became part of the local weaving there. 2. Name the countries where the English made cotton textiles, successfully ousted Indian goods in traditional markets. 3. When and where was the first spinning Mill set up in India? 4. Who established textile mills mainly in India? II. Answer the following questions: (6 Marks) 1. What was ‘Calico Act’? 2. What was ‘Spinning Jenny’? How did it affect the weavers of India? 66

7. Civilizing the Native, Educating the Nation Learning Outcomes At the end of this lesson, students will be able to: • Differentiate between the system followed • Understand the view of British on educating in local schools and the schools aided by the Indians. British government. • Explain the tradition of Orientalism and the • Analyse the Indian approach with the example importance given to vernaculars. of The Abode of Peace designed by Tagore. • Describe the attitude of the British towards • Realise the impact of education in spreading the education system of the East. nationalism. Concept Map lOerairennitnagl oBnrietdisuhcvaiteiown GorfatvheeeErraosrts aFnudll outifnfiesccrrioenrs- Roceifestnphteecccutosfuotonr mtarnys- Neaenddtporbaectuicsaelful SMetatdinragsuap Nceievdilitsoedbe ECdivuilcisaitninggththeeNnaatitvioen, Einnuogromfpoiercatghnreoleweactrohn-- Edcoumcamtioenrcfeor NaticoantaiolnEdu- tWioenstteorinmzeeodduecran-- moToroaf ilImncdhpiaraornavsceter tIonwdEiadarundcssapEtrinoogtnleissht TagoreP’esaAcbeode of toLoinmceapwlrsorcvuheloewos listh Key Points arithmetic, medicine and the other sciences. • Along with Henry Thomas Colebrooke and • The British believed that they had the cultural mission of educating Indians. Nathaniel Halhed, Jones set up the Asiatic Society of Bengal and started a journal called • The British believed that Indian education Asiatick Researches. system was inadequate and the Indians were • They believed that ancient sacred and legal uncivilised. texts of India should be studied to form the basis of future development in India. • William Jones was appointed as a junior judge • Jones and Colebrooke studied and translated at the Supreme Court that the Company had the Indian texts so that the British would learn set up. from Indian culture and the Indians would rediscover their past glories. • Jones was a legal expert as well as a linguist and he was impressed with Indian languages. 67 • Jones studied ancient Indian texts on law, philosophy, religion, politics, morality,

7. Civilizing the Native, Educating the Nation • Many Company officials argued that British protest of the natives, Christian Missionary ought to promote Indian rather than schools were set up all over India during the western learning. 19th century. • Indian local schools were flexible and • Officials felt that Hindus and Muslims less formal with no fixed fees, no roll call should be taught what they were familiar registers and no annual examination. with and what they valued and treasured. • Initially the Company focussed on higher education but gradually they introduced • Many officials felt that promoting Indian systematic rules and regulations to improve education is the best way to win the hearts vernacular education. of the natives. • Pathshalas that accepted the British rules got grant from the government and some • IN 1781, a madrasa was set up in Calcutta gurus who wanted their independence to promote the study of Arabic, Persian and continued with old system. Islamic law. • Some Indians felt that Western education would modernise India whereas many • In 1781, the Hindu College was established others felt it would enslave the Indians by in Benaras to promote the study of Sanskrit. creating the sense of inferiority. • Mahatma Gandhi held the view that Western • From the early 19th century, many British knowledge valued text books rather than officials criticised Orientalist vision of lived experience and practical knowledge learning. • Rabindranath Tagore set up the Abode of Peace to promote creative learning. • The British felt that the knowledge of the • Tagore wanted to combine elements of East was full of errors and unscientific modern western civilisation with the best of thought. Indian tradition. • Debate on ideal National Education • The British considered Arabic and Sanskrit continued till after independence. learning unwanted. • James Mill argued that Indians should be made familiar with scientific and technical advances of the West. • Thomas Babington Macaulay regarded India as uncivilised and suggested English education. • Macaulay declared that the literature of India and Arabia were inferior and English education would familiarise them with the finest literature of the world. • English Education Act was introduced in 1835 based on Macaulay’s minutes. • English was made the medium of instruction and it was decided to stop promotion of Calcutta madrasa and Benaras Sanskrit College. • In 1854, Charles Wood, the President of the Board of Control of the Company issued an educational despatch emphasising the practical benefits of European learning. • Wood’s Despatch claimed that European learning would bring economic growth with the expansion of trade and commerce and refining the tastes of the Indians. • Introduction of European way of life would create demand for British goods. • Wood’s despatch claimed that European learning would improve the moral character of Indians and they would become truthful, honest and loyal to the Company. • In 1857, universities were established in Calcutta, Madras and Bombay. • Though the Company opposed Christian missionary activities in India fearing the 68

7. Civilizing the Native, Educating the Nation Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS How the British saw Educa- • Cultural Mission of the British tion, Tradition of Oriental- • Belief that the British had the moral responsibility to ism, William Jone’s views on educate and civilise the Indians education • William Jones’ efforts to learn the culture and lan- guages of India PS-1 • Setting up of Asiatic Society • Deep respect for ancient culture • Argument to promote Indian education instead of western education- setting up of madrasa in Calcutta Grave errors of the East • The British held the view that Education of the East is full of errors and not at all scientific PS-2 • Need to promote practical and useful education • Macaulay’s Minutes on education • English Education Act of 1835 Education for Commerce • European learning based on rationalism and scientific principles PS-3 • Western Education alone would bring economic growth • Necessity to improve the moral character of Indians • Local schools were allowed to follow Indian system in the beginning but gradually they were compelled to improve with new rules National education • Western Education to modernise India • Protest of Indian Nationalists • Desire to follow traditional Indian system of learning PS-4 • Establishment of Tagore’s The Abode of Peace – an ideal place for learning Worksheet for \"Civilising the Native, Educating the Nation\" PS-5 Evaluation with Self-evaluation self-check or Peer check* Sheet 69

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. What was the cultural mission of the British? 2. Why did William Jones come to India? 3. How did William Jones develop an admiration for Indian learning? 4. How was Asiatic Society of Bengal set up? 5. What was the attitude of Jones and Colebrooke towards India? 6. Why did Jones and Colebrooke take interest in discovering ancient texts? 7. Why did the officials of the East India Company want to promote Indian education? 8. Why was a madrasa set up in Calcutta in 1781? 9. Where was the Hindu College set up? Why was it set up? 10. Who were orientalists? PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. How did the British view the education and literature of the East? 2. Why did many British officials criticise the Orientalist vision of learning? 3. How did James Mill attack the Orientalists? 4. How did Thomas Babington Macaulay describe India? 5. What was Macaulay’s recommendation to the British government? 6. Why did Macaulay emphasise on teaching English? 7. When was English Education Act introduced? What was the purpose of it? 8. What was the decision taken and introduced based on Macaulay’s minutes? 9. How did Macaulay’s minutes describe madrasa and Hindu College? 10. What were the drawbacks of Indian languages mentioned in Macaulay’s minutes? PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. Explain Wood’s Despatch. 2. According to Wood’s despatch, how was European learning useful for economic growth? 3. Explain the improvement in moral character and ability of Indians expected with the introduction of European education. 4. Describe the immediate measures introduced by the British in the field of education, following Wood’s despatch. 5. Why did the East India Company oppose missionary activities in India? 6. Why did the Company allow the missionary work in India later in the 19th century? 7. Why was the British government reluctant to directly support missionary education after 1857? 8. Why did William Adam tour the districts of Bengal and Bihar? 70

9. How did the local schools function in 1830s? 10. How did the flexibility of local schools help the students? 11. What was the attitude of the Company towards local schools? 12. How did the government treat the local school? PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. How did Indians respond to the introduction of European education in India? 2. Why was Mahatma Gandhi against colonial education? 3. Explain the concept of national education. 4. How was Tagore’s view on education different from the views of Gandhiji? 5. Write a short note on Abode of Peace.

PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: 9. Creative learning can be encouraged through 1. Someone who knows and studies lot of languages ___________ said Tagore. is called a __________. a. systematic school setup a. scholar b. strict rules and discipline b. linguist c. natural environment c. poet d. none of the above d. philosopher 10. Arnold thought the study of classics disciplined 2. A school or college in Arabic is called as ________. the mind. Why do you think so? a. University a. That will help them learn more. b. Paatshala b. They can be controlled by their elders. c. Madarasa c. They do not need any other knowledge. d. Gurukul d. Naturally savage and hence control is needed. 3. Munshi is a person who can _______. II. Short Answer Questions: a. read Persian 1. What happened to the local schools in 1830’s? b. write Persian 2. How would you have responded to the new system c. teach Persian of government regulated pathashalas in the 1850’s? d. all the above 3. Did you know that about 50 % of the children going 4. Who among the following was a linguist? to primary school drop out of school by the time they a. William Jones are 13 or 14? Can you think of the various possible b. Colebrook reasons for this fact? c. James Mill III. Long Answer Questions: d. Charles wood 1. Define the following: madarasa, linguist, munshi, 5. _________ language was promoted in 1830’s vernacular, orientalist. replacing Indian literature. 2. Imagine that you are living in the 1850s. You hear a. English of Wood’s Despatch. Write about your reactions. b. French c. German d. Urdu 6. “English education has enslaved us” who said this? a. Rabindranath Tagore b. Mahatma Gandhi c. Sardar vallabhai patel d. Thomas Macaulay 7. Which of the following statements is right according to you? a. Education system was very flexible in the 18th century. b. Education system was flexible in the 19th century. c. There was no education system before British. d. British government gave India an education system. 8. Western education focussed more on ____________. a. oral knowledge b. life experiences c. reading and writing d. Mathematics 72

Self-Evaluation Sheet Marks : 15 Time : 30 Mins III. Think and answer: (5 Marks) I. Answer the following questions in one word or sentence: (4 Marks) 1. When was English Education Act introduced? 1. How did the educational reforms brought in by the British show that the ultimate motive of the British was their own benefits and not the improvement of the native? 2. Name the Scottish Missionary who helped establish the Serampore Mission. 3. Who stated that the goal of national education was to awaken the spirit of nationality among the students? 4. Define madrasa. II. Answer the following questions briefly: (6 Marks) 1. Explain ‘vernacular learning’. 2. How did the Orientalists show their respect towards ancient texts of India? 73

8. Women, Caste and Reform Learning Outcomes At the end of this lesson, students will be able to: • Appreciate the struggles of the great leaders who • Understand the exploitation of the natives by the fought for the freedom of motherland. British. • Respect the value of freedom and feel motivated • Explain the situations that led to the protest and to spread awareness to the public about it’. revolt against the British rule. • Uphold the noble ideals of our country • Critically analyse the British policy of “Divide and and dedicate themselves to the service of motherland. rule” Concept Map womPleignhet aorflier Reforms givImeednpuotcoratfateinomcneale prBorammenmoantraeerrdidraycgwihenii,dgldow CNheooodnlrducigcephaprttotetpdoMeograterpyt sCahtihi,lodreumsstearhircrotieladdget,o awNndiothhbfrouwemreoddreekonmaetd untoBuacnhnaebdility Womreenfocramstse and Liloleiwtxeperarlotcieatesadtned, dCisacsrtime binaasteiodn Reforms FIonrdeeipgnenPdoelincty uNenontttoeaurllctohewmaebpdillietto,y Aelnl taelrlotwemedplteo wNpseouhltlbasalraileclnorpdwolaaeodcdthest,seor hEuansveteitprlieugdbhlttiocto Key Points and women were compelled to die in the funeral pyre of the husband and such women • In India, girls have the right to get educated were called ‘sati’ (virtuous woman). with boys and choose the profession they want. • Women had no right over property and people believed that if woman got educated, she • All women have the right to cast their vote and would become widow. contest in the election. • People were discriminated on the basis of caste also. • They can marry anyone from any caste or • Varna system existed - Brahmanas and community once they become adults. Kshatriyas were considered superiors, vaishyas were placed below them and shudras were • Widows have the right to remarry. considered as inferior. • 200 years ago, women did not have any such 74 rights - they got married at early age, they were deprived of education and other rights and the widows were not allowed to remarry. • Polygamy existed among Hindus and Muslims

8. Women, Caste and Reform • Child marriage was legally banned. • Social reformers worked for abolishing • Untouchability existed and people from the lowest castes were not allowed to enter discrimination on the basis of caste and temples, share well, roads, ponds etc with religion. the upper caste. • Shri Narayana Guru of Kerala proclaimed that all humankind belonged to same caste. • 19th century witnessed changes in those • Jyotirao Phule, a low caste leader regarded social customs with the emergence of print the Aryans as foreigners and declared that media like newspapers, books, newsletters, they had no right to their land and power. journals etc. • In 1927, Ambedkar started temple entry movement . • Printed forms of communication was • E V Ramaswamy Naicker (Periyar) criticised cheaper and affordable for majority and Codes of Manu and debated for social people started reading and writing to equality. express their views. • The Brahmo Smaj, The Young Bengal Movement, The Ramakrishna Mission, • Social, political, economic and religious The Prarthana Smaj, The Veda Samaj, The issues were debated over and changes were Aligarh Movement and The Singh Sabha brought in. Movement were established to bring about social justice. • Raja Ram Mohan Roy established Brahmo Samaj in Calcutta and worked for social 75 reformation. • Raja Ram Mohan Roy believed that the best way to reform the society was to persuade the people to give up old customs and adopt modern thinking. • Raja Ram Mohan Roy promoted western education to bring in greater freedom and equality for women. • He fought against the injustice done to widows and ultimately win the support of the British government and sati was legally banned. • Ishwarchandra Vidyasagar suggested that the widows could remarry and the British government passed law in 1856 permitting widow remarriage • Veerasalingam Pantulu formed an association for widow remarriage. • In the north, Swami Dayanand Saraswati, founder of Arya Samaj supported widow remarriage. • Very few widows got remarried and the conservative society did not accept them well. • Vidyasagar in Calcutta and many other reformers in Bombay set up schools for girls. • People did not approve of girls going to public places and out of fear, many were taught at home • Muslim women like Begums of Bhopal promoted female education. • Schools for girls were set up in Aligarh, Calcutta and other places. • By 1880s, Indian women started entering universities for education. • Pandita Ramabai wrote about the miserable lives of upper caste Hindu women. • Women started writing and gradually, they gained freedom.

8. Women, Caste and Reform Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEET Condition of Women in India 200 Social rights girls were deprived of: education, PS-1 years ago, Discrimination on the freedom, involvement in social activities, right to basis of castes-Social Changes. hold property; Condition of women- Child marriage, PS-2 married to old men, polygamy among Hindus and Muslims, confined to household, Sati- women were PS-3 supposed to die in the funeral pyre of husband; PS-4 Social Reforms- female education programme, laws PS-5 banning sati and child marriage, encouraged widow Self-evaluation remarriage- Supremacy of upper caste Sheet Discrimination on the basis of Lower caste deprived of social rights, ill treated Castes, Reforms. and humiliated by the upper caste, Brahmin supremacy, degradation in Hinduism- varna system, untouchability, lower caste not allowed to enter temple and not allowed to use public places; protest against discrimination Movements for Social Reform; Brahmo Samaj, Arya Smaj, The Young Bengal Efforts of great thinkers to bring in Movement, One caste, One Religion and One God for equality. humankind- Slogan of Sri Narayana Guru, Gulamgiri written by Jyotirao Phule,Ambedkar’s Temple Entry Movement, The Ramakrishna Mission and sami Vivekananda, The Prarthana Smaj, The Veda Samaj Worksheet for \"Women, Caste and Reforms\" Evaluation with self-check or peer check 76

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. How was the condition of women in India, around 200 years ago? 2. What were the other kinds of major discrimination that existed in India in the past? 3. How were the lower caste people treated by the upper caste? 4. What was the main reason for the debates about the social concepts in the early 19th century? 5. How did the print media help in bringing about social changes? 6. Why was Brahmo Samaj set up? 7. Comment on Raja Ram Mohan Roy’s opinion about western education. 8. Describe the efforts taken by Raja Ram Mohan Roy to improve the condition of widows in India. 9. Explain how the later reformers followed the principle of Raja Ram Mohan Roy. 10. How did the British officials view Indian customs? PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. Why did the orthodox oppose and boycotted Ishwarchandra Vidyasagar? 2. How did the reformers try to promote widow remarriage? 3. How did the society respond to widow remarriage? 4. Why did people fear when schools were set up for girls? 5. Describe the condition of Muslim women in North India 6. Explain the efforts of Muslim women reformers who worked to promote women education. 7. Write an account of the changes in the condition of women in 1880s. 8. Who was Pandita Ramabai? 9. What was the promise of the nationalists to women in the 20th century? 10. How did Tarabai Shinde criticise the Hindu custom in her book 'Stripurushtulna'? PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. How did the upper caste Hindu reformers protest against the discrimination on the basis of caste? 2. How did Christian missionaries take advantage of the social injustice existed in India? 3. How did industrialisation and urbanisation change the lives of the poor? 4. How did World War I help the shoe makers? 5. What were the other mass job opportunities? 6. Describe the movements organised by non-Brahmans to protest against caste discrimination. 7. Write a brief note on Gulamgiri. 8. Why was Temple Entry Movement started by Ambedkar? 9. Why did E.V. Ramaswamy Naicker (Periyar) leave Congress? 10. How did the upper caste Hindus respond to the reformers? 77

PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. What was the main aim of Brahmo Samaj? 2. Who was Derozio? 3. Explain Swami Vivekananda's outlook on religion. 4. When and why was Veda Samaj established? 5. Describe Aligarh Movement. 6. What was the mission of the Singh Sabha Movement? 78

PRACTICE SHEET - 5 (PS-5) 9. Ambedkar led movements to enter the temple in the years _____. I. Choose the correct option: a. 1927 – 1935 1. Brahmo Samaj was founded by _________. b. 1945 – 1965 a. Rammohan Roy c. 1911 – 1923 b. Jyotirao Phule d. 1970 - 1980 c. Ishwarchandra vidyasagar 10. The Prarthana Samaj was established in the d. Swamy dayanand saraswathi year_________ in Bombay. 2. Sati was banned in the year _______. a. 1867 a. 1829 b. 1875 b. 1850 c. 1895 c. 1826 d. 1905 d. 1898 II. Short Answer Questions: 3. Widow remarriages were permitted in the year 11. How did the life of widows change? _______. 2. When did girls began going to school and a. 1856 how? b. 1866 3. Imagine that you are one of the students c. 1894 sitting in school veranda and listening to the d. 1921 lessons. What kind of questions would be rising 4. Arya Samaj was founded by __________. in your mind? a. Rammohan Roy III. Long Answer Questions: b. Jyotirao Phule 1. Write a brief note on the non-Brahman c. Ishwarchandra vidyasagar movement. d. Swamy dayanand saraswathi 2. Why does caste remain such a controversial 5. Stripura Satulna was a book written by ________. issue today? What do you think was the most a. Tarabai shinde important movement against caste in colonial b. Pandita Ramabai times? c. Ghasidas d. Ambedkar 6. Paramahamsa mandala was formed in 1840 to work for _________. a. Girl education b. Abolition of caste c. Sati sahagamana d. Widow remarriages 7. The Satnami movement in Central India was founded by __________. a. Ramohan roy b. Ghasidas c. Tarabai shinde d. Swami dayanand saraswathi 8. Jyotibai phule worte a book on slavery called _______. a. Gulamgiri b. Abolish slavery c. Quit slavery d.None of the above 79

Self-Evaluation Sheet Marks : 15 Time : 30 Mins I. Answer the following questions in one word or sentence: (4 Marks) III. Think and answer: (5 Marks) 1. When was Arya Samaj formed? 1. Describe the situation that has led to the formation of the ideals of democracy. 2. Who were Dublas? 3. What was Ramaswamy Naicker’s opinion about The Codes of Manu? 4. Where was the Singh Sabha formed? II. Answert the flowing questions briefly: (6 Marks) 1. How did the orthodox Hindus justify the practice of Sati? 2. Comment on the views that existed in India about women’s education till the 19th century. 80

9. The Making of the National Movement Learning Outcomes At the end of this lesson, you will be: • Appreciate the struggles of the great leaders who • Understand the exploitation of the natives by the fought for the freedom of motherland. British. • Respect the value of freedom and feel motivated • Explain the situations that led to the protest and to spread awareness to the public about it. revolt against the British rule. • Uphold the noble ideals of our country • Critically analyse the British policy of “Divide and and dedicate themselves to the service of motherland. rule” Concept Map PrBortietissthaRgauilnest NaStpioirnitaloisfm Approach MOoudteloroatke oAEfsmNsoaectriigoaentniaoclniesst TRhaindkicianlg SfooDrveeBsreieriienggn oDfInIendmdiaiaannfsdor NTahteio1mn8aa7l0kM-in1og9v4oe7fmthenet kaTnrrooawuvenIldnledtdoia AMGdaavhenandttmhoiaf Turning Points Satyagrahas CoopNeornation Quit India Love for truth Poorna Swaraj Key Points • The Arms Act of 1878 prohibiting Indians form possessing arms displeased Indians. • The interference of the British in the political and social life of India led the people of India • The Vernacular Press Act of 1878 allowed to think that India should be meant for Indians. the government to confiscate the assets of newspapers including printing press if they • English educated Indians formed associations published anything against the government. like Poorna Sarvajanik Sabha, the Indian Association, the Madras Mahajan Sabha, the • Ilbert bill of 1883 provided for trial of Britishers Bombay Presidency Association and Indian or Europeans by Indians and sought equality National Congress which demanded freedom between British and Indian judges. of Indians. • The British compelled the government to • The nationalists believed that Indians should withdraw the Ilbert Bill and it infuriated have the power to take decisions regarding Indians. their affairs. 81

9. The Making of the National Movement • Indian National Congress demanded Indians infuriated the Indians. to be placed in high positions. • In 1920, the British imposed a harsh treaty • Nationalists demanded Civil Service on the Turkish Sultan and it led to Khilafat examinations to be conducted in India for Agitation. Indianisation of administration. • The Non-Cooperation Movement gained popularity between 1920 and 1922. • The Indian nationalists wanted to stop • People protested against unreasonable economic drain by Indianisation. rules imposed by the British through non-cooperation. • They demanded separation of judiciary • Gandhiji united people from all sections from executive, repeal of Arms Act and of the society and emerged as people’s freedom of thought and expression. Mahatma. • In 1922, a crowd of provoked peasants set • The Congress demanded reduction of fire to a Police Station and 22 policemen revenue, cut in military expenditure and were killed, as the police had fired on their more funds for irrigation. peaceful demonstration. • In mid 1920s, Rashtriya Swayamseval Sangh • The Congress also protested against and the Communist Party of India were unreasonable tax, ill treatment of the formed. labourers and tribals. • In 1929, Congress demanded Poorna Swaraj and Independence Day was observed on 26 • Balgangadhar Tilak raised the slogan: January 1930. “Freedom is my birthright and I shall have • On 8th April 1929, Bhagat Singh and B K it”. Dutt threw bomb in the Central Legislative Assembly to make the deaf hear. • In 1905 Viceroy Curzon partitioned Bengal • Bhagat Singh, Sukhdev and Rajguru were claiming administrative reasons. executed on March 23, 1931. • In 1930, Gandhiji and his followers marched • Moderates and Radicals of Congress for 240 miles from Sabarmathi to Dandi and opposed the partition of Bengal. broke Salt Law. • The Government of India Act of 1935 • Large public meetings and demonstrations prescribed provincial autonomy and the were organised and mass protests government announced elections to the developed. provincial legislatures in 1937. • In the middle of the Second World War, • The Swadeshi Movement, as the protest was Gandhiji demanded the British to quit India called, opposed British rule and encouraged and told the people of India to “Do or die” in self help. their efforts to fight the British. • In 1940 Muslims demanded Independent • All India Muslim League was formed in State. Dacca in 1906 and demanded separate • Elections to the provinces were held in 1946. electorals for Muslims. • In March 1946, the British cabinet sent a three member mission to Delhi to suggest a • The Congress split in 1907 and reunited in suitable political structure for a free India. 1915. • The mission suggested that India should stay united and constitute itself as a loose • Lucknow pact was signed by the Congress confederation with some autonomy for and Muslim League to work together for Muslim majority areas. representative government in the country. • Muslim League announced 16 August 1946 as “Direct Action Day” for winning Pakistan. • First World War resulted in huge rise in • Agitation led to brutal violence and there defence expenditure and so the government was no way to have an independent India increased taxes on individual income and without partition into India and Pakistan. business profits. • Common people suffered and businessmen made huge profits. • News of Revolution in Russia in 1917 motivated the public to revolt. • In 1915, Gandhiji, aged 46, arrived in India from South Africa and emerged as a mass leader. • Gandhiji travelled around the country to understand the problems faced by the people. • Gandhiji launched a satyagraha against the Rowlatt Act which curbed the fundamental rights and freedom of expression. • Jallianwala Bagh massacre inflicted by General Dyer in Amritsar on April 13th 82

9. The Making of the National Movement Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS Emergence of Nationalism, Unreasonable rules imposed by the British- heavy tax, PS-1 Demand of India for Indians interference in political, social, cultural, educational and even religious matters, protest of Indians- India for Indians, formation of nationalist associations Approach of the Nationalists- Desire for being sovereign- dislike for external PS-2 Moderate thinking, Radical interference- Peaceful protest- Demand Fundamental thinking, Desire for being a rights strongly but in a modest way- Radical Thinking- sovereign Violence if needed to gain freedom Advent of Mahatma Gandhi- Gandhiji’s arrival from South Africa- Travelled PS-3 Emergence as a national leader around to understand the problems of Indians- Non-cooperation Movement- Rowlatt Act- Khilafat Agitation-Love for truth and ahimsa Non-cooperation Movement- Gandhiji’s decision to start Non-cooperation PS-4 Chauri Chaura incident- Dandi Movement- Protest against British rule- March March- Quit India Movement- from Sabarmati Ashram to Dandi-Violation of Salt Partition Law- Demand for provincial government- Quit India- Demand for Poorna Swaraj- Do or Die- Demand of Muslim League for Independent States- Cabinet Committee- Ultimate decision for partition Worksheet for \"The Making of the National Movement\" PS-5 Evaluation with self-check or Self-evaluation Peer check* Sheet 83

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. What was the demand of the nationalist associations in the British India in the 1870s? 2. Who is a publicist? 3. Explain the demands of Congress in the first twenty years after its formation. 4. What were the major reasons for demanding Indianisation of administration? 5. Describe the demands of nationalists which showed their dissatisfaction with the British rule? 6. Explain the economic issues raised by the Congress in the early years of its formation. 7. How did the Congress show that it was not only meant for educated elites but also for the poor and backward Indians? 8. What were the methods adopted by the Moderate leaders to fight against the injustice done by the British in the initial stages? 9. Why did the Moderate leaders try to mobilise public opinion on British rule? 10. How did the Moderate leader Dinshaw Wacha accuse the British in his letter to Naoroji? PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. Describe the reasons for the difference in opinion among the Congress leaders that led to the division of the party. 2. Who was responsible for the partition of Bengal? What was the reason given? 3. How did the people of India respond to the partition of Bengal? 4. Describe Swadeshi Movement. 5. When was All India Muslim League formed? What were the demands of Muslim League? 6. What was the reason for the split of Congress in 1907? 7. How did the struggle against the British become a mass movement? 8. The First World War altered the economic situation in India. Justify 9. Explain the political impact of the First World War in colonial India. 10. How did the revolution in Russia inspire Indian nationalists? 84

PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. Why was Gandhiji respected internationally? 2. What was Mahatma Gandhi’s approach towards the problems faced by Indians? 3. Why did Gandhiji call for a Satyagraha in 1919? 4. Describe the political situation in India that made the nationalist movements more intense. 5. How did Rowlatt Act help in bringing religious harmony in India? 6. Explain the reasons for Khilafat Movement. 7. Describe the Non-Cooperation Movement. 8. Why were the peasants and tribals happy to involve in Satyagrahas? 9. How do you know that peasants adored Gandhiji like God? 10. The faith Gandhiji could build in the minds of the people of India was firm and strong. Comment on the statement. PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. Why did Mahatma Gandhi call off the Non-Cooperation Movement? 2. How did the nationalists respond to Simon Commission? 3. Why was Bhagat Singh executed? 4. Explain Dandi March. 5. Describe Quit India Movement. 6. What was the Cabinet Mission? 7. How did the result of 1946 Provincial election strengthen the demands of the league? 85

PRACTICE SHEET - 5 (PS-5) 10. Indian National Army was started by _________. I. Choose the correct option: a. 1939 1. The capacity to act without outside interference b. 1941 is called ________. c. 1943 a. democracy d. 1945 b. sovereign II. Short Answer Questions: c. secular 1. Write about Khilafat agitation. d. social 2. Find out which countries fought the first 2. “Freedom is my Birth right, and I shall I have it” world war. slogan was raised by _______. 3. Find out about Jallianwala Bagh massacre. a. Mahatma Gandhi What is it and what happened there? b. Subash Chandra bose III. Long Answer Questions: c. Bal Gangadhar Tilak 1. Write about Dandi march. d. Mangal Pandey 2. Discuss the developments of the 1937 – 1947 3. Bengal was partitioned in the year ________ by period that led to the creation of Pakistan Lord Curzon. a. 1905 86 b. 1910 c. 1915 d. 1920 4. _______ was a Marathi newspaper edited by Tilak. a. Eenadu b. Kesari c. Vaani d. Chitra 5. Swadeshi movement was called as ________ in south India. a. Dandi march b. Freedom struggle c. Vandemataram movement d. Sepoy mutiny 6. Gandhiji arrived in India in the year _______. a. 1915 b. 1920 c. 1921 d. 1928 7. Mill workers strike in Ahmedabad was done in ______. a. 1915 b. 1916 c. 1917 d. 1918 8. When Bhagat Singh was hanged to death, his age was ______. a. 35 b. 25 c. 23 d. 38 9. Second world war broke out in the year _____. a. 1935 b. 1937 c. 1939 d. 1941