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Case Study Questions Class 8 History Introduction: How, When and Where

Case study questions class 8 history chapter 1 introduction: how, when and where.

CBSE Class 8 Case Study Questions History Introduction: How, When and Where. Important Case Study Questions for Class 8 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Introduction: How, When and Where.

At Case Study Questions there will given a Paragraph. In where some Important Questions will made on that respective Case Based Study. There will various types of marks will given 1 marks, 2 marks, 5 marks, 5 marks.

Case Study 1

In 1817, James Mill, a Scottish economist and political philosopher, published a massive three-volume work, A History of British India. In this, he divided Indian history into three periods – Hindu, Muslim and British. This periodisation came to be widely accepted. Can you think of any problem with this way of looking at Indian history? Why do we try and divide history into different periods? We do so in an attempt to capture the characteristics of a time, its central features as they appear to us. So the terms through which we periodise – that is, demarcate the difference between periods – become important. They reflect our ideas about the past. They show how we see the significance of the change from one period to the next.

QUESTIONS MARKS: 1

1.) Who published ‘A History of British India’?

Ans: James Mill, a Scottish economist and political philosopher, published ‘A History of British India’.

2.) When James Mill published ‘A History of British India’?

Ans: In 1817, James Mill, a Scottish economist and political philosopher, published ‘A History of British India’.

QUESTIONS MARKS: 2

1.) How many periods are there in Indian History? Write about their name.

Ans: James Mill divided Indian history into three periods – Hindu, Muslim and British.

2.) Why do we try and divide history into different periods?

Ans: We do so in an attempt to capture the characteristics of a time, its central features as they appear to us.

Case Study 2

Moving away from British classification, historians have usually divided Indian history into ‘ancient’, ‘medieval’ and ‘modern’. This division too has its problems. It is a periodisation that is borrowed from the West where the modern period was associated with the growth of all the forces of modernity – science, reason, democracy, liberty and equality. Medieval was a term used to describe a society where these features of modern society did not exist. Can we uncritically accept this characterisation of the modern period to describe the period of our study? As you will see in this book, under British rule people did not have equality, freedom or liberty. Nor was the period one of economic growth and progress. Many historians therefore refer to this period as ‘colonial’. What is colonial? In this book, you will read about the way the British came to conquer the country and establish their rule, subjugating local nawabs and rajas. You will see how they established control over the economy and society, collected revenue to meet all their expenses, bought the goods they wanted at low prices, produced crops they needed for export, and you will understand the changes that came about as a consequence. You will also come to know about the changes British rule brought about in values and tastes, customs and practices. When the subjugation of one country by another leads to these kinds of political, economic, social and cultural changes, we refer to the process as colonisation. You will, however, find that all classes and groups did not experience these changes in the same way. That is why, the book is called Our Pasts in the plural.

1.) Why the term ‘Medieval’was used?

Ans: Medieval was a term used to describe a society where these features of modern society did not exist.

2.) According to historians how Indian history was divided?

Ans: Historians have usually divided Indian history into ‘ancient’, ‘medieval’ and ‘modern’.

1.) Why Historians refer modern period as ‘colonial’ period?

Ans: As we can see, under British rule people did not have equality, freedom or liberty. Nor was the period one of economic growth and progress. Many historians therefore refer to this period as ‘colonial’.

2.) Why did British come to India?

Ans: The British came to conquer India and establish their rule, subjugating local nawabs and rajas.

Case Study 3

The practice of surveying also became common under the colonial administration. The British believed that a country had to be properly known before it could be effectively administered. By the early nineteenth century, detailed surveys were being carried out to map the entire country. In the villages, revenue surveys were conducted. The effort was to know the topography, the soil quality, the flora, the fauna, the local histories, and the cropping pattern – all the facts seen as necessary to know about to administer the region. From the end of the nineteenth century, Census operations were held every ten years. These prepared detailed records of the number of people in all the provinces of India, noting information on castes, religions and occupation. There were many other surveys – botanical surveys, zoological surveys, archaeological surveys, anthropological surveys, forest surveys.

News papers provide accounts of the movements in different parts of the country. Here is a report of a police strike in 1946. More than 2000 policemen in Delhi refused to take their food on Thursday morning as a protest against their low salaries and the bad quality of food supplied to them from the Police Lines kitchen. As the news spread to the other police stations, the men there also refused to take food … One of the strikers said: “The food supplied to us from the Police Lines kitchen is not fit for human consumption.

1.) Which practice became common under the colonial administration?

Ans: The practice of surveying became common under the colonial administration.

2.) By the early nineteenth century, which surveys were conducted in the villages?

Ans: In the villages, revenue surveys were conducted.

1.) Name about some other surveys by the early nineteenth century.

Ans: There were many other surveys – botanical surveys, zoological surveys, archaeological surveys, anthropological surveys, forest surveys.

2.) Write about the report of a police strike in 1946.

Ans: More than 2000 policemen in Delhi refused to take their food on Thursday morning as a protest against their low salaries and the bad quality of food supplied to them from the Police Lines kitchen. As the news spread to the other police stations, the men there also refused to take food.

Case Study 4

The dates we select, the dates around which we compose our story of the past, are not important on their own. They become vital because we focus on a particular set of events as important. If our focus of study changes, if we begin to look at new issues, a new set of dates will appear significant. Consider an example. In the histories written by British historians in India, the rule of each GovernorGeneral was important. These histories began with the rule of the first Governor-General, Warren Hastings, and ended with the last Viceroy, Lord Mountbatten. In separate chapters, we read about the deeds of others — Hastings, Wellesley, Bentinck, Dalhousie, Canning,Lawrence, Lytton, Ripon, Curzon, Harding, Irwin. It was a seemingly never-ending succession of GovernorGenerals and Viceroys. All the dates in these history books were linked to these personalities – to their activities, policies and achievements. It was as if there was nothing outside their lives that was important for us to know. The chronology of their lives marked the different chapters of the history of British India. When we write history, or a story, we divide it into chapters. Why do we do this? It is to give each chapter some coherence. It is to tell a story in a way that makes some sense and can be followed. In the process we focus only on those events that help us to give shape to the story we are telling. In the histories that revolve around the life of British Governor-Generals, the activities of Indians simply do not fit, they have no space. What, then, do we do? Clearly, we need another format for our history. This would mean that the old dates will no longer have the significance they earlier had. A new set of dates will become more important for us to know.

1.) Explain the importance of dates in history?

Ans. The dates we select, the dates around which we compose our story of the past, are not important on their own. They become vital because we focus on a particular set of events as important. If our focus of study changes, if we begin to look at new issues, a new set of dates will appear significant.

2.) Name the first and the last governor general of India.

Ans. The first governor general was Warren Hastings and the last was Lord Mountbatten.

3.) Why is history or a story divided into several chapters?

Ans. History or a story is divided into several chapters to give each chapter some coherence. It is to tell a story in a way that makes some sense and can be followed

Case Study 5

In 1817, James Mill, a Scottish economist and political philosopher, published a massive three-volume work, A History of British India. In this, he divided Indian history into three periods – Hindu, Muslim and British. This periodisation came to be widely accepted. Why do we try and divide history into different periods? We do so in an attempt to capture the characteristics of a time, its central features as they appear to us. So the terms through which we periodise – that is, demarcate the difference between periods – become important. They reflect our ideas about the past. They show how we see the significance of the change from one period to the next. Mill thought that all Asian societies were at a lower level of civilisation than Europe. According to his telling of history, before the British came to India, Hindu and Muslim despots ruled the country. Religious intolerance, caste taboos and superstitious practices dominated social life. British rule, Mill felt, could civilise India. To do this, it was necessary to introduce European manners, arts, institutions and laws in India. Mill, in fact, suggested that the British should conquer all the territories in India to ensure the enlightenment and happiness of the Indian people. For India was not capable of progress without British help.

1.) Who was James Mill? What works did he publish?

Ans. In 1817, James Mill, a Scottish economist and political philosopher, published a massive three-volume work, A History of British India

2.) What is the importance of dividing history into different periods?

Ans. We divide history into different periods in an attempt to capture the characteristics of a time, its central features as they appear to us. So the terms through which we periodise – that is, demarcate the difference between periods – become important. They reflect our ideas about the past. They show how we see the significance of the change from one period to the next.

3.) How could the Europeans civilise India according to Mill?

Ans. British rule, Mill felt, could civilise India. To do this, it was necessary to introduce European manners, arts, institutions and laws in India. Mill, in fact, suggested that the British should conquer all the territories in India to ensure the enlightenment and happiness of the Indian people. For India was not capable of progress without British help.

Case Study 6

One important source is the official records of the British administration. The British believed that the act of writing was important. Every instruction, plan, policy decision, agreement, investigation had to be clearly written up. Once this was done, things could be properly studied and debated. This conviction produced an administrative culture of memos, notings and reports. The British also felt that all important documents and letters needed to be carefully preserved. So they set up record rooms attached to all administrative institutions. The village tahsildar’s office, the collectorate, the commissioner’s office, the provincial secretariats, the lawcourts – all had their record rooms. Specialised institutions like archives and museums were also established to preserve important records. Letters and memos that moved from one branch of the administration to another in the early years of the nineteenth century can still be read in the archives. In the early years of the nineteenth century, these documents were carefully copied out and beautifully written by calligraphists – that is, by those who specialised in the art of beautiful writing. By the middle of the nineteenth century, with the spread of printing, multiple copies of these records were printed as proceedings of each government department.

1.) Why was the act of writing important for the British?

Ans. The British believed that the act of writing was important. Every instruction, plan, policy decision, agreement, investigation had to be clearly written up. Once this was done, things could be properly studied and debated. This conviction produced an administrative culture of memos, notings and reports.

2.) Why was preservation of documents crucial for the British?How did the British make sure that the documents were preserved?

Ans. The British also felt that all important documents and letters needed to be carefully preserved. So they set up record rooms attached to all administrative institutions. The village tahsildar’s office, the collectorate, the commissioner’s office, the provincial secretariats, the lawcourts – all had their record rooms. Ans. The British made several record rooms in every building. Specialised institutions like archives and museums were also established to preserve important records.

3.) How did printing become common during the British rule?

Ans. In the early years of the nineteenth century, these documents were carefully copied out and beautifully written by calligraphists – that is, by those who specialised in the art of beautiful writing. By the middle of the nineteenth century, with the spread of printing, multiple copies of these records were printed as proceedings of each government department.

Case Study 7

1.) Why were Surveys being conducted in villages and towns?Why was survey common under the british rule?

Ans. By the early nineteenth century, detailed surveys were being carried out to map the entire country. In the villages, revenue surveys were conducted. The effort was to know the topography, the soil quality, the flora, the fauna, the local histories, and the cropping pattern – all the facts seen as necessary to know about to administer the region. . The practice of surveying also became common under the colonial administration. The British believed that a country had to be properly known before it could be effectively administered

2.) What were census operations done during the British period?

Ans. From the end of the nineteenth century, Census operations were held every ten years. These prepared detailed records of the number of people in all the provinces of India, noting information on castes, religions and occupation

3.) Name a few types of Surveys conducted during the British rule.

Ans. There were many other surveys – botanical surveys, zoological surveys, archaeological surveys, anthropological surveys, forest surveys.

Case Study 8

From this vast corpus of records we can get to know a lot, but we must remember that these are official records. They tell us what the officials thought, what they were interested in, and what they wished to preserve for posterity. These records do not always help us understand what other people in the country felt, and what lay behind their actions. For that we need to look elsewhere. When we begin to search for these other sources, we find them in plenty, though they are more difficult to get than official records. We have diaries of people, accounts of pilgrims and travellers, autobiographies of important personalities, and popular booklets that were sold in the local bazaars. As printing spread, newspapers were published and issues were debated in public. Leaders and reformers wrote to spread their ideas, poets and novelists wrote to express their feelings. All these sources, however, were produced by those who were literate. From these, we will not be able to understand how history was experienced and lived by the tribals and the peasants, the workers in the mines or the poor on the streets. Getting to know their lives is a more difficult task.

1.) What knowledge do we gather from the official records during the British rule?

Ans. They tell us what the officials thought, what they were interested in, and what they wished to preserve for posterity. These records do not always help us understand what other people in the country felt, and what lay behind their actions

2.) What sources other than official records tell us about the lives of people during the British time?

Ans. Sources like diaries of people, accounts of pilgrims and travellers, autobiographies of important personalities, and popular booklets that were sold in the local bazaars, tell us about the lives of common people.

3.) How important was newspaper during the British raj? What were its shortcomings?

Ans. As printing spread, newspapers were published and issues were debated in public. Leaders and reformers wrote to spread their ideas, poets and novelists wrote to express their feelings. All these sources, however, were produced by those who were literate.

From the newspaper sources we will not be able to understand how history was experienced and lived by the tribals and the peasants, the workers in the mines or the poor on the streets as they were only for the educated and the literates.

Also See: This Category of Questions for Your Geography Human Resource Chapter

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• CBSE Class 8 History Chapter Wise Revision Notes 2024-25
• Revision Notes

Revision Notes for CBSE Class 8 History PDF Download

Class 8 Social Science has ten chapters based on the history topics. These topics have been added to the syllabus for the development of concepts related to various historical timelines and events among the students. This is where the 8th History Notes prepared by the subject experts of Vedantu will be ideal to follow and develop your concepts. Complete revising these chapters using these notes to focus on how to compile answers accordingly to score more.

NCERT Class 8 History is an important branch of Social Science. History is mainly a theoretical subject and it demands students to write more detailed answers in the exam. Class 8 History is a lengthy as well as scoring subject if prepared well in an effective manner. These Class 8 History notes are prepared by expert teachers in a simple and detailed manner. Students can refer to this as a revision material while preparing for exams to score an excellent grade. Download Class 8 History notes PDFs chapter-wise here for free to study offline also.

Detailed Overview of Class 8 Social Science - History Revision Notes

Download cbse class 8 history revision notes 2024-25 pdf.

Also, check CBSE Class 8 History revision notes for All chapters:

CBSE Class 8 History Study Materials

Important related links for cbse class 8, importance of cbse class 8 social science history revision notes.

The chapters included in the syllabus need proper attention from the students. They will need to follow the ideal study material to complete studying these chapters and learn how to answer questions. This is where they can use the concise formats of these chapters to prepare and remember the topics.

The concise formats of these chapters can be found in the History Notes for Class 8 PDF designed by the experts for revision. These organised notes will enable students to save preparation time and to complete revising a chapter much faster than referring to the textbook.

The easier format of these notes has explained all the topics in a chapter in a simpler tone so that students can easily comprehend and remember what they have studied. It means the students can refer to the notes to find out which particular sections of a chapter need more attention.

Hence, these notes will act as the perfect revision guide for the students to complete studying a syllabus and comprehend all the topics better.

Advantages of Quick Revision Notes for History Class 8

Consider this as an example. Once you are done preparing the first chapter of this syllabus along with the exercise, you will proceed to revise it before an exam. This is where the Class 8 History Chapter 1 Notes can be used perfectly. This note will help you recall what you have studied better.

Reduce your revision time by using the concise and accurate format of these notes. Get a glimpse of all the topics before an exam and gain confidence.

The notes can also be referred to for resolving doubts quickly. These notes will help you to focus on the prime topics more and recall during an exam to frame the right answers.

Download the CBSE Class 8 History Notes PDF

Perform the Class 8 History Notes PDF download and focus on revising the chapters. There is no need to invest your study time in making such notes. You can rely on such notes for understanding the topics and concepts of the chapters and revise. The organised format of these notes will also aid you in recalling the topics better and scoring more in the exams.

FAQs on CBSE Class 8 History Chapter Wise Revision Notes 2024-25

1. How can I download the latest 2024 Class 8 Social Science, History notes?

You can download the latest 2024 Class 8 Social Science History notes from the page Class 8 History Notes CBSE. A web page will open where chapter-wise revision notes for Class 8 History are provided. Click on the chapter name whose revision notes you want to download. Then, click on Download to download the soft copy i.e., PDF of the History notes. You can access this PDF free of cost and can also refer to it multiple times for History revision. 

2. What are the best Revision Notes for Class 8 History?

Vedantu's Revision Notes are the best notes and study material for Class 8 History exam preparation. You can access the chapter-wise notes by visiting the page Class 8 History Notes CBSE. These notes are the best quality notes because they are prepared while keeping in mind the latest examination pattern, marking scheme and syllabus of Class 8 History. These notes are clear, simple, well-structured and error-free. They are compiled by the topmost History teachers in India. By studying from these revision notes and NCERT Solutions, you can surely do wonders in the History exam. 

3. Can you please provide a detailed Stepwise Study Plan to score high marks in Class 8 History

To score good marks in Class 8 History, first, read every chapter thoroughly from the NCERT textbook. Instead of rote learning the chapters, try to learn with understanding to retain whatever you learned for a long time. Prepare short notes from each topic of the chapter in bullet points. Make use of flowcharts and mnemonics to memorise factual information. Solve all the questions given in the NCERT and work on answer presentation to fetch more marks in the exam. And, most importantly, revise the syllabus as many times as you can to ace the History exam. 

4. What are the chapters covered in NCERT Class 8 History?

The chapters covered in NCERT Class 8 History are as follows- 

How, When and Where

From Trade to Territory: The Company Establishes Power

Ruling the Countryside

Tribals, Dikus and the Vision of a Golden Age

When People Rebel

Colonialism and the City

Civilising the “Native”, Educating the Nation

Women, Caste and Reform

The Changing World of Visual Arts

The Making of the National Movement: 1870s – 1947

India after Independence

5. Do I need to practice all the questions provided in NCERT Class 8 History?

Every question given in between the NCERT History chapter and in the back exercises is important from an examination point of view. The most important back exercise questions are the short answer and the long answer questions. Thus, you need to learn how to answer every NCERT question to perform well in the History exam. Some questions are application-based, so prepare the chapter well to strengthen the basics required for answering these questions. 

Class 8 Social Science Revision Notes

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• Case Study Questions for Class 8 Social Science History Chapter 4 Tribal, Dikus and The Vision
• Last modified on: 6 months ago
• Reading Time: 5 Minutes

Here we are providing case study questions for class 8 social science History Chapter 4 Tribal, Dikus and The Vision.

Case Study Questions

Through the nineteenth and twentieth centuries, tribal groups in different parts of the country rebelled against the changes in laws, the restrictions on their practices, the new taxes they had to pay, and the exploitation by traders and moneylenders. The Kols rebelled in 1831-32, Santhals rose in revolt in 1855, the Bastar Rebellion in central India broke out in 1910 and the Warli Revolt in Maharashtra in 1940. The movement that Birsa led was one such movement.

Direction for question 1 to 5 are given below: Based on the above passage choose the correct option:

Q.1. Why did tribal groups rebelled in different parts of the country: (a) Against the change in the law. (b) Restrictions on their practices. (c) Exploitation by traders and money lenders. (d) All of the above

Ans. Option (d) is correct.

Q. 2. Kols rebelled in: (a) 1910 (b) 1855 (c) 1940 (d) 1831-32

Q. 3. Santhals revolted in: (a) 1910 (b) 1855 (c) 1940 (d) 1831-32

Ans. Option (b) Is correct.

Q. 4. Baster rebellion broke out in: (a) Central India (b) South India (c) North India (d) Northeast India

Ans. Option (a) is correct.

Q. 5. Warli revolt took place in: (a) Maharashtra (b) Rajasthan (c) Assam (d) Delhi

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What is Case Study Question in Class 8 Social Science?

Case study questions typically present a specific scenario or case related to a historical event, geographical issue, or social problem. Students are expected to read and understand the details of the case and then answer a set of questions based on their understanding and knowledge of the subject matter.

Case study questions can be an effective way to assess students’ understanding and ability to apply social science concepts to practical situations. They also encourage students to think critically, analyze information, and draw informed conclusions – skills that are valuable both inside and outside the classroom.

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Class 8 History Chapter 5 When People Rebel Extra Questions

Class 8 History Chapter 5 When People Rebel Extra Questions and Answers are provided here. These Extra Questions with solution are prepared by our team of expert teachers who are teaching in CBSE schools for years. Extra questions for Class 8 History Chapter 5 will help you to properly understand a particular concept of the chapter.

When People Rebel Class 8 History Extra Questions and Answers

Very short answer type question.

1. Who was the last Peshwa?

Answer: Peshwa Baji Rao II

2. Who led the revolt in Kanpur?

Answer: Nana Saheb

3. Who was the mother of Birjis Qadr?

Answer: Begum Hazrat Mahal

4. Who was the leader of the mutiny as proclaimed by the sepoys?

Answer: Bahadur Shah Zafar

5. Who translated the memoirs of Sitaram Pande into English?

Answer: Norgate translated it into English.

6. Who was the son of Nawab Wajid Ali Shah?

Answer: Birjis Qadr was the son of the Nawab Wajid Ali Shah.

7. Name the country where the Indian Sepoys were asked to go through the sea route.

Answer: Burma

8. Under what pretext did the British annex Awadh?

Answer: In 1801, a subsidiary alliance was imposed on Awadh, and in 1856 it was taken over.

9. Who wrote the book Majha Pravaas?

Answer: The book Majha Pravaas was written by Vishnubhatt Godse, a Brahman from a village in Maharashtra.

10. When was Mangal Pandey hanged to death and why?

Answer: On 29 March 1857, a young soldier, Mangal Pandey, was hanged to death for attacking his officers in Barrackpore.

11. What was the first step taken by the company towards ending the Mughal dynasty?

Answer: The name of the Mughal king was removed from the coins minted by the Company.

12. What rumour spread among the sepoys of the Meerut regiment about the new cartridges?

Answer: The rumour spread that the new cartridges were greased with the fat of cows and pigs.

13. Who took charge of a large force of fighters who came to Delhi?

Answer: Bakht Khan, a soldier from Bareilly, took charge of a large force of fighters who came to Delhi.

14. What is mutiny?

Answer: When soldiers as a group disobey their officers in the army then it is called mutiny.

15. Who was ’Viceroy’?

Answer: The Governor-General of India was given the title of Viceroy, that is, a personal representative of the Crown.

16. What was Maulvi Ahmadullah Shah’s prophecy?

Answer: Ahmadullah Shah, a maulvi from Faizabad, prophesied that the rule of the British would come to an end soon.

17. Who was the Begum Hazrat Mahal? What was her role in the 1857 rebellion?

Answer: Begum Hazrat Mahal was the mother of Birjis Qadr. She took an active part in organising the uprising against the British.

18. What is Bakht Khan?

Answer: Bakht Khan, a soldier from Bareilly, took charge of a large force of fighters who came to Delhi. He became a key military leader of the rebellion.

19. Who declared himself as a governor under Emperor Bahadur Shah Zafar?

Answer: Nana Saheb, the adopted son of the late Peshwa Baji Rao declared that he was a governor under Emperor Bahadur Shah Zafar.

20. Which Governor-General decided that Bahadur Shah Zafar would be the last Mughal king?

Answer: In 1856, Governor-General Canning decided that Bahadur Shah Zafar would be the last Mughal king.

21. Name the zamindar of Bihar, who joined the rebel sepoys and battled with the British.

Answer: In Bihar, an old zamindar, Kunwar Singh, joined the rebel sepoys and battled with the British for many months.

22. What did the Bahadur Shah Jafar do after he was declared the leader of the rebel?

Answer: He wrote letters to all the chiefs and rulers of the country to come forward and organise a confederacy of Indian states to fight the British.

23. What was the plea of Nana Saheb, the adopted son of Peshwa Baji Rao II?

Answer: Nana Saheb, the adopted son of Peshwa Baji Rao II, pleaded that he be given his father’s pension when the latter died.

24. What objections did the sepoys have to the new cartridges that they were asked to use?

Answer: The sepoys objected that the new cartridges they were asked to use were suspected of being coated with the fat of cows and pigs.

Short Answer Type Questions

1. What was the immediate cause of the Sepoy mutiny and why?

Answer: Use of greased cartridges in the army was the immediate cause. They were coated with the fat of pig and cow and offended the religious sensibilities of the sepoys.

2. Why were the powers of the East India Company transferred to the British crown?

Answer: The British Parliament passed a new Act in 1858 and transferred the powers of the East India Company to the British Crown in order to ensure a more responsible management of Indian affairs.

3. How Muslims were treated by the British and why?

Answer: The land and property of Muslims was confiscated on a large scale and they were treated with suspicion and hostility. The British believed that they were responsible for the rebellion in a big way.

4. How Tantia Tope died?

Answer: Tantia Tope escaped to the jungles of central India and continued to fight a guerrilla war with the support of many tribal and peasant leaders. He was captured, tried and killed in April 1859.

5. What was the demand of Rani Lakshmibai of Jhansi that was refused by the British?

Answer: Lakshmibai of Jhansi wanted the Company to recognize her adopted son as the heir to the kingdom after the death of her husband. But the British turned down her plea.

6. How did the revolt of 1857 affect the position of the East India Company?

7. What did the British do to protect the interests of those who converted to Christianity?

Answer: In 1850, a new law was passed to make conversion to Christianity easier. This law allowed an Indian who had converted to Christianity to inherit the property of his ancestors.

8. What was the new law passed in 1856 by the East India Company regarding the employment in the Company’s army?

Answer: In 1856 the Company passed a new law which stated that every new person who took up employment in the Company’s army had to agree to serve overseas if required.

9. Name the governor general who announced to shift Bahadur Shah Zafar’s family from Red Fort.

Answer: In 1849, Governor-General Dalhousie announced that after the death of Bahadur Shah Zafar, the family of the king would be shifted out of the Red Fort and given another place in Delhi to reside in.

10. On what condition the ruling chiefs could pass on their kingdoms to their heirs?

Answer: All ruling chiefs of the country were assured that their territory would never be annexed in future. They were allowed to pass on their kingdoms to their heirs, including adopted sons. However, they were made to acknowledge the British Queen as their Sovereign Paramount.

11. What was Taiping Rebellion?

Answer: It had started in 1850 and could be suppressed only by the mid-1860s. Thousands of labouring, poor people were led by Hong Xiuquan to fight for the establishment of the Heavenly Kingdom of Great Peace. This was known as the Taiping Rebellion.

12. Name some new leaders that came to the forefront during the revolt of 1857.

Ahmadullah Shah, a maulvi from Faizabad raised a huge force of supporters and came to Lucknow to fight the British.

13. What were the religious causes of the revolt?

Answer: The Company allowed Christian missionaries to function freely in its domain and even own land and property. In 1850, a new law was passed to make conversion to Christianity easier. Many Indians felt that the British were destroying their religion; thus, revolted against the British rule.

14. How did the last Mughal emperor live the last years of his life?

Answer: Delhi was recaptured from the rebel forces in September 1857. The last Mughal emperor, Bahadur Shah Zafar was tried in court and sentenced to life imprisonment. His sons were shot dead before his eyes. He and his wife Begum Zinat Mahal were sent to prison in Rangoon in October 1858. Bahadur Shah Zafar died in the Rangoon jail in November 1862.

15. What were the social causes of the revolt?

Answer: The British believed that Indian society had to be reformed. Laws were passed to stop the practice of sati and to encourage the remarriage of widows. English-language education was actively promoted. Many Indians believed that the British were meddling in their social customs and their traditional way of life; thus, revolted against the British rule.

16. What happened to the Nawabs when the British established political power in India?

Answer: When British established political power in India:

• The Nawabs and Rajas lost their authority and honour.
• British Residents were stationed in all the courts, the freedom of the rulers reduced, their armed forces disbanded and territories taken away by stages.

Long Answer Type Questions

1. Why did the chiefs and rulers support the Mughal emperor Bahadur Shah Zafar in the revolt?

Answer: The Mughal dynasty had ruled over a very large part of the country. Most smaller rulers and chieftains controlled different territories on behalf of the Mughal ruler. Threatened by the expansion of British rule, many of them felt that if the Mughal emperor could rule again, they too would be able to rule their own territories once more, under Mughal authority.

2. What efforts were made by the British to win back the loyalty of the people?

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

• They announced rewards for the loyal landlords who would be allowed to continue to enjoy traditional rights over their lands.
• Those who had rebelled were told that they submitted to the British, and if they had not killed any white people, they would remain safe and their rights and claims to land would not be denied.

3. How did other Indian soldiers in Meerut participate in the revolt of 1857?

Answer: The response of the other Indian soldiers in Meerut was quite extraordinary. On 10 May, the soldiers marched to the jail in Meerut and released the imprisoned sepoys. They attacked and killed British officers. They captured guns and ammunition and set fire to the buildings and properties of the British and declared war on the firangis.

4. How did the British succeed in securing the submission of the rebel landowners of Awadh?

Answer: The British also tried their best to win back the loyalty of the people. They announced rewards for loyal landholders would be allowed to continue to enjoy traditional rights over their lands. Those who had rebelled were told that if they submitted to the British, and if they had not killed any white people, they would remain safe and their rights and claims to land would not be denied.

5. What did the British do to suppress the revolt of 1857? Or How did the Company suppress the revolt?

Answer: The Company decided to repress the revolt with all its might. It brought reinforcements from England, passed new laws so that the rebels could be convicted with ease, and then moved into the storm centres of the revolt. Delhi was recaptured from the rebel forces in September 1857. Lucknow was taken in March 1858. Rani Lakshmibai was defeated and killed in June 1858. Tantia Tope was captured, tried and killed in April 1859.

6. Who was Subedar Sitaram Pande? Or Write a short note on Subedar Sitaram Pande.

Answer: Sitaram Pande was recruited in 1812 as a sepoy in the Bengal Native Army. He served the English for 48 years and retired in 1860. He helped the British to suppress the rebellion though his own son was a rebel and was killed by the British in front of his eyes. On retirement he was persuaded by his Commanding Officer, Norgate, to write his memoirs. He completed the writing in 1861 in Awadhi and Norgate translated it into English and had it published under the title From Sepoy to Subedar.

7. What were the main provisions of the Act of 1858?

Answer: Main provisions of the Act of 1858 were:

• Powers of the East India Company were transferred to the British Crown in order to ensure a more responsible management of Indian affairs.
• A member of the British Cabinet was appointed Secretary of State for India and made responsible for all matters related to the governance of India.
• The Governor-General of India was given the title of Viceroy, that is, a personal representative of the Crown.

8. Why were the Indian sepoys unhappy with the British rule? Or Why did the Indian soldiers get angry at the British?

Answer: They were unhappy about their pay, allowances and conditions of service. Some of the new rules violated their religious sensibilities and beliefs. Those were the days many people in the country believed that if they crossed the sea they would lose their religion and caste. So when in 1824 the sepoys were told to go to Burma by the sea route to fight for the Company, they refused to follow the order, though they agreed to go by the land route. They were severely punished, and since the issue did not die down, in 1856 the Company passed a new law which stated that every new person who took up employment in the Company’s army had to agree to serve overseas if required.

9. How did British plan to bring Mughal dynasty to an end?

Answer: The Company even began to plan how to bring the Mughal dynasty to an end.

• The name of the Mughal king was removed from the coins minted by the Company.
• In 1849, Governor-General Dalhousie announced that after the death of Bahadur Shah Zafar, the family of the king would be shifted out of the Red Fort and given another place in Delhi to reside in.
• In 1856, Governor-General Canning decided that Bahadur Shah Zafar would be the last Mughal king and after his death none of his descendants would be recognized as kings – they would just be called princes.

10. What could be the reasons for the confidence of the British rulers about their position in India before May 1857?

Answer: The reasons for the confidence of the British rulers about their position in India before May 1857 were:

• Nawabs and rajas had lost their authority and honour. Residents had been stationed in many courts, the freedom of the rulers reduced, their armed forces disbanded, and their revenues and territories taken away by stages.
• Awadh was one of the last territories to be annexed. In 1801, a subsidiary alliance was imposed on Awadh, and in 1856 it was taken over.

11. What reforms did the British introduced in the Indian society? How did people of India respond to them?

Answer: British introduced the following reforms in the Indian society.

• Laws were passed to stop the practice of sati and to encourage the remarriage of widows.
• English-language education was actively promoted.
• After 1830, the Company allowed Christian missionaries to function freely in its domain and even own land and property.
• In 1850, a new law was passed to make conversion to Christianity easier.

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

12. What impact did Bahadur Shah Zafar’s support to the rebellion have on the people and the ruling families?

Answer: Bahadur Shah Zafar’s support to the rebellion boosted the morale of the people and the ruling families.

• The people of the towns and villages also rose up in rebellion and rallied around local leaders, zamindars and chiefs who were prepared to establish their authority and fight the British.
• Nana Saheb, the adopted son of the late Peshwa Baji Rao, gathered armed forces and expelled the British garrison from the city.
• In Lucknow, Birjis Qadr, the son of the deposed Nawab Wajid Ali Shah, was proclaimed the new Nawab. He too acknowledged the suzerainty of Bahadur Shah Zafar.
• In Jhansi, Rani Lakshmibai joined the rebel sepoys and fought the British along with Tantia Tope, the general of Nana Saheb.

13. In what ways did the British change their policies as a result of the rebellion of 1857?

Answer: Following are the important changes that were introduced by the British.

• The British Parliament passed a new Act in 1858 and transferred the powers of the East India Company to the British Crown in order to ensure a more responsible management of Indian affairs.
• All ruling chiefs of the country were assured that their territory would never be annexed in future. They were allowed to pass on their kingdoms to their heirs, including adopted sons. However, they were made to acknowledge the British Queen as their Sovereign Paramount.
• It was decided that the proportion of Indian soldiers in the army would be reduced and the number of European soldiers would be increased. It was also decided that instead of recruiting soldiers from Awadh, Bihar, central India and south India, more soldiers would be recruited from among the Gurkhas, Sikhs and Pathans.
• The land and property of Muslims was confiscated on a large scale and they were treated with suspicion and hostility. The British believed that they were responsible for the rebellion in a big way.
• The British decided to respect the customary religious and social practices of the people in India.
• Policies were made to protect landlords and zamindars and give them security of rights over their lands.

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CBSE Class 8 History Notes Chapter 1 – How, When and Where

Understanding history involves delving into past events and their evolution over time. In earlier times, historical inquiry predominantly revolved around chronological dates, as evidenced by the educational material provided by CBSE Class 8 History notes for Chapter 1 – “How, When and Where,” which emphasizes the significance of dates in comprehending historical narratives.

These notes provide valuable insights into the methodologies used to date historical events and categorize them according to their temporal context. It is advisable for students to thoroughly review these notes to acquire a comprehensive understanding of historical concepts.

How Important are Dates?

Historians have long attached great importance to dates as they serve as markers for significant events such as battles, reigns of rulers, and major policy decisions.

Dates are indispensable for accurately delineating pivotal moments in history, including the ascension, marriage, and demise of rulers, as well as noteworthy conflicts and transitions of power.

Specific dates play a crucial role in providing temporal context and structure to historical narratives, enabling historians to chronicle and analyze the sequence of events with precision.

Which Dates?

The selection of dates in constructing historical narratives is a deliberate process aimed at providing coherence to different epochs of history. Each chosen date serves to highlight significant events and transitions, thereby facilitating a structured and comprehensible account of the past.

By carefully selecting and organizing dates, historians can effectively convey the temporal progression of historical developments, allowing readers to grasp the sequence of events and their interconnectedness within a broader historical framework.

How do we periodise?

The concept of periodization, as exemplified by James Mill’s “A History of British India,” published in 1817, involves dividing historical timelines into distinct epochs or periods based on key themes, events, or transitions.

Mill’s periodization of Indian history into Hindu, Muslim, and British eras reflects an attempt to categorize historical developments according to dominant cultural, religious, and political influences.

Subsequent periodizations, such as the division of Indian history into ancient, medieval, and modern periods, further contribute to our understanding of historical evolution by highlighting significant shifts in societal structures, governance, and cultural norms over time.

What is Colonial?

The process of colonization, exemplified by the British conquest of India, entails the establishment of political, economic, and social control by a foreign power over a native population. This chapter elucidates how British colonial rule in India involved the subjugation of local rulers, the exploitation of natural resources, and the imposition of British cultural and administrative systems.

Through mechanisms such as revenue collection, trade monopolies, and land acquisition, the British exerted control over the Indian economy and society, reshaping indigenous customs, traditions, and social structures in the process. The term “colonization” encompasses the multifaceted impact of foreign domination on the political, economic, social, and cultural landscape of colonized territories.

How do We Know?

Administration produces records.

The preservation and documentation of historical records play a crucial role in reconstructing the past and understanding historical developments. British colonial administrators maintained detailed records of administrative proceedings, memos, and reports, reflecting a systematic approach to record-keeping and documentation.

These archival materials, meticulously transcribed by calligraphers and later reproduced through printing technologies, provide valuable insights into colonial governance, policies, and societal dynamics. By studying official records, historians can gain a deeper understanding of colonial administration, economic exploitation, and social change during the colonial period.

Surveys become important

Surveying emerged as a vital tool for colonial administrators in mapping and categorizing the geographical, demographic, and natural features of colonized territories. Detailed surveys conducted during the colonial era provided valuable data on land ownership, agricultural practices, population demographics, and resource distribution.

Revenue surveys, census operations, and specialized surveys on flora, fauna, and archaeological sites contributed to the systematic collection of data for administrative, economic, and scientific purposes.

The proliferation of surveys facilitated a comprehensive understanding of colonial territories, enabling administrators to formulate policies and strategies based on empirical data and observations.

What official records do not tell

While official records offer valuable insights into colonial governance and administration, they often present a biased or incomplete perspective on historical events and societal dynamics.

Official records primarily reflect the perspectives and interests of colonial administrators, neglecting the experiences and perspectives of marginalized groups such as indigenous peoples, peasants, and workers.

To overcome these limitations, historians rely on a diverse range of sources, including personal diaries, travel accounts, oral histories, and literature, to provide alternative viewpoints and narratives. These supplementary sources offer valuable insights into the lived experiences, aspirations, and struggles of diverse societal groups, enriching our understanding of colonial societies and their complex dynamics.

CBSE Class 8 History Notes Chapter 1 – How, When and Where- FAQs

What is the significance of dates in historical study.

Dates serve as chronological markers for significant events, transitions of power, and societal changes throughout history. They provide temporal context and structure to historical narratives, enabling historians to chronicle and analyze the sequence of events with precision.

How do historians select dates for historical narratives?

Historians carefully select dates based on their relevance to significant events, transitions, or themes within a particular historical period. These dates are chosen to provide coherence and structure to historical narratives, highlighting key moments and developments in the timeline of human history.

What is periodization in historical analysis?

Periodization involves dividing historical timelines into distinct epochs or periods based on key themes, events, or transitions. This approach allows historians to categorize and analyze historical developments within a broader framework, facilitating the understanding of societal, cultural, and political changes over time.

What does colonization entail in historical context?

Colonization refers to the process by which a foreign power establishes political, economic, and social control over a native population and territory. This often involves the subjugation of indigenous peoples, the exploitation of natural resources, and the imposition of cultural and administrative systems by the colonizing power.

How do historians overcome the limitations of official records in historical research?

Historians supplement official records with a diverse range of sources, including personal diaries, oral histories, literature, and archaeological evidence, to provide alternative viewpoints and narratives. By incorporating multiple perspectives, historians aim to uncover hidden narratives, challenge dominant narratives, and enrich our understanding of historical events and societal dynamics.

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NCERT Syllabus Class 8 History

Ncert syllabus for class 8 history – free pdf download.

History is a component of the Social Science subject. Studying this subject develops a historical sensibility and awareness of the significance of history in students. The NCERT Syllabus for Class 8 History is designed in such a way that students would be able to make interconnections between processes and events, between developments in one place and another, and can see the link between the histories of different groups and societies.

Getting to know the complete NCERT Syllabus before any CBSE examination is the first and foremost step in the preparation process. This will also prevent students from losing extra marks in the examination. Hence, it is imperative that students go through the NCERT Syllabus for Class 8 History before beginning their studies.

Download NCERT Syllabus for Class 8 History PDF 2023-24

Students can have a look at the Syllabus of NCERT Class 8 History from the table below. The syllabus is defined in the format of theme and objective.

After knowing the NCERT Syllabus for Class 8 , students must start their studies with the NCERT Class 8 Textbook . The exercise questions in these textbooks play a vital role in making students understand concepts better.

Further, students wanting aid to solve the NCERT Textbook exercise questions can access the NCERT Solutions of BYJU’S. These solutions are available for Classes 1-12. Subject experts have created these NCERT Solutions in a stepwise manner and in simple language for ease of understanding.

Frequently Asked Questions on NCERT Class 8 History Syllabus

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