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The

TRAIL
History and Civics for ICSE Middle School

TEACHER’S
MANUAL
Class

8
Jayanti Sengupta

Oxford Educate interface has changed. Please refer to our new platform www.oxfordeducate.in
wherever references/screenshots of old digital resources are mentioned in this Teacher’s Manual.

1
specimen copy not for sale
 3
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries.

Published in India by
Oxford University Press
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© Oxford University Press 2013, 2016, 2017, 2018, 2020

The moral rights of the author/s have been asserted.

First Edition published in 2013

Second Edition published in 2016
Third Edition published in 2017
Fourth Edition published in 2018
Revised Edition published in 2020

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a retrieval system, or transmitted, in any form or by any means, without the
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and you must impose this same condition on any acquirer.

ISBN-13: 978-0-19-012524-0
ISBN-10: 0-19-012524-1

Typeset in Palatino
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Printed in India by Rakmo Press, New Delhi 110020
 Preface
This is a revised edition of The Trail, which is a successful series of books for Classes 6-8 on history and civics.
This edition has been designed as per the curriculum released by the Council for the Indian School Certificate
Examinations (CISCE) in November 2016. Containing additional features, the series presents history and civics in an
easy-to-understand and lively manner. It develops essential skills as suggested by the CISCE curriculum guidelines.
The teacher’s manuals accompanying the series serve as a useful guide for teachers in planning lessons, suggesting
creative teaching ideas and motivating them to take the lessons beyond the textbook. They also converge with the
broad objectives of the series, i.e. to facilitate the learning process for 11 to 13-year-olds.

Key Features of the Manual

This manual provides suggested lesson plans which give a gist of the teaching points of each lesson. The key
features of each chapter of the manual include:
• Learning Objectives to understand the focus in a chapter
• Lesson plans for each chapter
• Hints to in-text questions
• Glossary of key words
• Integration of Oxford Educate (the digital teacher’s resource) with the lessons
• Answer key to the textbook exercises
• Answer key to worksheets and map worksheets at the end of the textbook
• Answer key to the term papers in the textbook
• Answer key to the worksheets in Oxford Educate
• Two term-wise model practice papers with answers

Suggested Transactional Processes

The CISCE curriculum mentions some transactional processes for each theme and for each level for better
understanding of concepts. These transactional processes are suggestive rather than prescriptive. Teachers can
adapt and contextualize these processes based on the resources available, their requirements and the interests and
aptitude levels of the students.
The Trail series contains some of the suggested transactional processes as mentioned in the CISCE syllabus. These
transactional processes are based on the concepts that students have learnt and include the different ways in which
students can develop and enhance their knowledge. Some of these processes include learning from individual,
small/large group activities; learning through observation, discussion, social interaction, experimentation,
classification, project work, written and oral work, etc. This approach lays emphasis on learning by doing and by
engaging students in exploring, observing, and understanding the historical event from different perspectives. It
provides them with opportunities to construct their knowledge through their own activities.

Subject Integration
As part of an integrated approach to teaching-learning, the CISCE curriculum has provided, wherever applicable,
suggestions for integration of different themes across various subjects. These have been given at the end of each
theme in the syllabus. During the teaching-learning process, teachers may help students find different ways of
drawing linkages across various curricular areas.
The Trail series provides subject integration through selected themes. This integrated approach will help students
comprehend learning experiences as a unified whole, and enable them to see meaningful linkages within and
across various curricular areas.
 4 TEACHER’S RESOURCE

Some Tips on Planning and Teaching

• The teacher must read the chapter in the textbook in conjunction with the manual while planning the lesson.
• A brief overview of the previous class will facilitate recall of the main points and establish continuity with
current lesson. The teacher must emphasize that the study of history and civics is a process with elements of
continuity and change.
• Extracts from different sources, first-hand accounts and descriptions should be read aloud in class using the
techniques of dramatization and role-play.
• The activities suggested in the manual must be undertaken when the relevant topic is being discussed. This
will provide students with an immediate reinforcement of what is being taught and enable them to explore
additional dimensions of the theme.
• Students should be encouraged to display their charts, posters and other tactile material prepared during the
course of the lesson.
• Teachers can also conduct mini-exhibitions periodically. These can be planned at the beginning of the year to
coincide with important dates of the calendar and on the completion of significant periods or key concepts. For
example, in history, an exhibition can be conducted on the different civilizations, the Mauryan period or the
Gupta period with charts, displays, models, etc. Students should be encouraged to explore aspects of different
time periods and form a link with contemporary trends.
• Group activities and discussions should be conducted through presentations and overviews done by the
students themselves.
• Students can maintain a portfolio (activity book/scrapbook) with a collection of their cuttings, activity pages,
project work, etc.

Digital Support
Along with these resources, teachers will also find useful the digital teaching and learning aids—Oxford Educate
and the Dynamic Question Bank. Oxford Educate integrates in a single resource an e-book with interactive teaching
tools and learning materials. The Oxford Educate resource for The Trail includes:

Slideshow animations to extend or revise the lesson

Comprehensive lesson plan that provides an overview of each lesson

Lesson plans for each chapter that provide teaching guidelines

Worksheets for practice or classroom assignments

Answer keys for each chapter

Reference websites for additional teaching material, exercises, activities, etc.

Pronunciation for difficult words

2D Animations and videos related to important topics that help in visually understanding the concepts.

The Dynamic Question Bank contains an extensive set of varied questions (multiple choice, true or false, fill in
the blanks, short and long answer questions, picture study questions, etc.) that teachers can use to create practice
papers and worksheets. Answers are provided for efficient and effective evaluation. This manual, along with
Oxford Educate and the Dynamic Question Bank, is a sincere attempt to make the teaching learning of history and
civics an enjoyable experience. The manual is guided by an active and participatory approach. It is thus hoped
that through this endeavour, the teaching of history and civics will be revitalized and generate greater enthusiasm
among students.
 Contents
Preface 3
Comprehensive Lesson Plan 7

History
Theme 1: A Period of Transition
1. The Beginning of the Modern World 11
2. The Industrial Revolution and the Rise of Imperialism 17
Theme 2: The Growth of Nationalism
3. The Age of Revolution 23
4. The American Civil War 29
Theme 3: India in the 18th Century
5. Decline of the Mughal Empire 34
6. Rise of Independent Regional Powers 38
7. Rise of British Power in Bengal 43
Theme 4: Traders to Rulers
8. Expansion of British Power in India 49
Theme 5: British Policies and Impact
9. British Policies and Their Impacts 54
Theme 6: The Great Uprising of 1857
10. The Revolt of 1857 62
Theme 7: Indian Renaissance—Social and Religious Reformers in India
11. Indian Renaissance—Social and Religious Reformers in India 68
Theme 8: India’s Struggle for Freedom
12. Rise of Indian Nationalism 74
13. The Indian National Movement (1885-1916) 80
14. The Indian National Movement (1916-34) 86
15. The Indian National Movement (1935-47) 92

Civics
Theme 1: The Three Main Organs of the Indian Government: Legislature, Executive and Judiciary
16. The Union Legislature 97
17. The Union Executive 102
18. The Judiciary 108
Theme 2: United Nations
19. The United Nations 112
20. Specialized Agencies of the UN 117
 6 TEACHER’S RESOURCE

Key to the First Term Paper in the Coursebook 121

Key to the Second Term Paper in the Coursebook 126
Key to Worksheet 1-2 in Coursebook 132
Key to Worksheet 3 -4 in Coursebook 133
Key to Map Practice 1 in Coursebook 134
Key to Map Practice 2 in Coursebook 135
Key to Map Practice 3 in Coursebook 137
Key to Map Practice 4 in Coursebook 138
Additional Term Paper First Term 139
Additional Second Paper First Term 143
Suggested Transactional Processes and Subject Integration covered in The Trail, Class 8 148
 Comprehensive Lesson Plan
Chapter Total periods Learning Objectives
allocated
1. The Beginning 6 • Develop an understanding of the events that led to a period of transition Page 9: Lesson Plan,
of the Modern in India and marked the advent of the Modern Period; animations;
World • Gain an insight into the social, economic and religious events that Page 18: Answer Keys; Page
triggered a transition period in Europe; 19: Worksheets, Reference
• Understand the reasons responsible for widespread protests against Websites
the Church and papacy in Europe;
• Develop an understanding of the positive and negative impacts of
Reformation.
2. The Industrial 5 • Identify the changes in trade, agriculture, politics and society that led Page 20: Lesson Plan,
Revolution to the Industrial Revolution; animations;
and the Rise of • Discuss the economic, social and political impact of the Industrial Page 27: Answer Keys; Page
Imperialism Revolution; 29: Worksheets, Reference
• Understand how industrial revolution contributed to the rise of Websites
imperialism, in some measure.
3. The Age of 6 • Gain an insight into the two major political movements in the world Page 30: Lesson Plan,
Revolution the American Revolution and the French Revolution; animations;
• Explain the causes and effects of the two revolutions on political, Page 38: Answer Keys; Page
economic and social structure of the world. 41: Worksheets, Reference
Websites
4. The American 4 • Gain an insight into the events that led to the American Civil war; Page 42: Lesson Plan,
Civil War • Understand the ramifications of the Civil War. animations;
Page 46: Answer Keys; Page
47: Worksheets, Reference
Websites
5. Decline of 3 • Understand the political, economic and social conditions in India during Page 48: Lesson Plan,
the Mughal the transition period from Medieval to Modern; animations;
Empire • Analyze the reasons responsible for the downfall of the Mughal Empire. Page 53: Answer Keys; Page
54: Worksheets, Reference
Websites
TEACHER’S RESOURCE
7
 Chapter Total periods Learning Objectives 8
allocated
6. Rise of the 4 • Indicate, on India’s map, the independent regional powers that arose as Page 55: Lesson Plan,
Independent Mughal rule weakened; animations;
Regional • Explain the main rulers, administrative policies and contributions of Page 61: Answer Keys; Page
Powers each independent kingdom; 63: Worksheets, Reference
• Arrange the main events in this period on a time line. Websites

7. Rise of British 5 • Understand the sequence of events that led to consolidation of British Page 64: Lesson Plan,
TEACHER’S RESOURCE

Power in rule in Bengal; animations;

Bengal • Explain the strategic importance of the Battle of Plassey, the Battle Page 72: Answer Keys; Page
of Buxar and the Treaty of Allahabad. 74: Worksheets, Reference
Websites
8. Expansion of 5 • Discuss the different methods practiced by the British to build their Page 75: Lesson Plan,
British Power empire in India; animations;
in India • Explain the alliances and doctrines formulated by the British to Page 83: Answer Keys; Page
maneuver Indian rulers and leaders into relinquishing political 85: Worksheets, Reference
control of their territories. Websites
9. British Policies 6 • Explain the impact of the British revenue system on food supply and Page 86: Lesson Plan,
and Their farming community in India; animations;
Impact • Analyze the advantages and disadvantages of the zamindari system, Page 96: Answer Keys; Page
the ryotwari system and the mahalwari system; 98: Worksheets, Reference
• Discuss the commercial policy of the British in India; Websites
• Explain the introduction and spread of western education in India.
10. The Revolt of 6 • Explain the political, economic, social, religious and military causes
Page 99: Lesson Plan,
1857 that led to the revolt of 1857; animations;
• Discuss the main events of the revolt; Page 107: Answer Keys;
• Develop an understanding of the outcome of the revolt. Page 109: Worksheets,
Reference Websites
11. Indian 5 • Explain the social and educational reforms done by Indian reformers; Page 110: Lesson Plan,
Renaissance— • Develop an understanding of reform movements in different Indian animations;
Social and communities. Page 118: Answer Keys;
Religious Page 120: Worksheets,
Reformers in Reference Websites
India
 Chapter Total periods Learning Objectives
allocated

12. Rise of Indian 4 • Discuss the causes that led to the rise of Indian nationalism; Page 123: Lesson Plan,
Nationalism • Understand the sequence of events leading up to the birth of the animations;
Indian National Congress. Page 129: Answer Keys;
Page 131: Worksheets,
Reference Websites
13. The Indian 4 • Differentiate between the beliefs and objectives of the Radicals and Page 132: Lesson Plan,
National the Moderates; animations;
Movement Explain the sequence of events that led to the partition of Bengal; Page 139: Answer Keys;
(1885-1916) • Discuss the impact of the First World War on the India National Page 141: Worksheets,
Movement. Reference Websites
14. The Indian 4 • Develop an understanding of the ideologies and methods of Page 142: Lesson Plan,
National Mahatma Gandhi; animations;
Movement • Describe the various movements initiated by Mahatma Gandhi and Page 149: Answer Keys;
(1917-34) their role in achieving self- government for India. Page 150: Worksheets,
Reference Websites
15. The Indian 4 • Explain the objectives and outcome of the Quit India Movement; Page 151: Lesson Plan,
National • Gain an understanding of the events that led to India’s partition in animations;
Movement 1947. Page 156: Answer Keys;
(1935-47) Page 157: Worksheets,
Reference Websites
16. The Union 4 • Develop and understanding of the Parliamentary form of Page 160: Lesson Plan,
Legislature government; animations;
• Explain the composition, qualifications, term and roles in the Lok Page 166: Answer Keys;
Sabha and the Rajya Sabha; Page 167: Worksheets,
• Gain an insight into the functions of the parliament. Reference Websites

17. The Union 5 • Explain the basic structure of India’s union executive; Page 168: Lesson Plan,
Executive • Gain an insight into the election, qualifications and powers of the animations;
President, the Vice-President, the Prime Minister, Members of the Page 174: Answer Keys;
TEACHER’S RESOURCE

Council and Civil Servants. Page 176: Worksheets,

Reference Websites
9
 Chapter Total periods Learning Objectives 10
allocated

18. The Judiciary 6 • Develop an understanding of the judicial system in India; Page 177: Lesson Plan,
• Explain the composition, qualifications and powers of the judges of animations;
the Supreme Court, high courts and subordinate courts. Page 182: Answer Keys;
Page 184: Worksheets,
Reference Websites

19. The United 5 • Develop an understanding of the objectives, achievements and Page 185: Lesson Plan,
TEACHER’S RESOURCE

Nations organs of the United Nations; animations;

• Gain insight into the position of India with respect to the United Page 192: Answer Keys;
Nations. Page 194: Worksheets,
Reference Websites

20. Specialized 4 • Develop an understanding of the functions and projects supported Page 195: Lesson Plan,
Agencies of the by the different specialized agencies of the United Nations. animations;
UN Page 199: Answer Keys;
Page 200: Worksheets,
Reference Websites
 Theme 1: A Period of Transition

1
TEACHER’S RESOURCE 11

The Beginning of the Modern World

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• develop an understanding of the events that led to a period of transition in India and
marked the advent of the Modern Period.
• gain an insight into the social, economic and religious events that triggered a transition
period in Europe.
• understand the reasons responsible for widespread protests against the Church and
papacy in Europe.
• develop an understanding of the positive and negative impacts of Reformation.

LESSON SCHEME • To explain the birth of Renaissance, create a

background of the Medieval Period and the
• To review previous knowledge, ask students staunch, constrained mindset that prevailed then.
the two main historical periods they learnt in Explain how the Church held supreme power
previous classes. Using pictures, slides or videos, and had become corrupt and ruthless. Caste
show events that were characteristic of the system had also divided society and exploitation
Ancient Period and the Medieval Period. Rise of of lower caste by upper castes was widespread.
civilizations and start of organized farming and Trade was crossing boundaries and new ideas
trading can be used to showcase Ancient Period. were percolating. All these catalysts brought
Feudalism and fall of the Roman Empire are about a change in peoples’ mindset and led them
milestones of the Medieval Period. Tell students to question long-held beliefs. Intellectual thinking
that a period in history is characterized by certain led to many useful inventions. Literature and craft
social, economic and religious practices, and flourished. The Church’s monopoly was broken.
there’s a period of transition between periods. Describe the terms rationalism, humanism,
• Put up pictures related to Renaissance, such as scientific thinking and spirit of enquiry. Write
the invention of the printing press; Columbus these on the blackboard.
lands in the Caribbean; Mona Lisa; Henry the • Explain why voyages of discovery took place in
Eighth became the head of the Church; and renaissance period. Show students pictures of the
Martin Luther, etc. great explorers, Vasco de Gama and Christopher
• List the main characteristics of the Modern Columbus. Define the alternate trade route
period such as urbanization, technological they discovered. Explain that extensive trading
advancements, rationalism and humanism. Give resulted in accumulation of wealth and the rise
examples and definitions to explain new terms. of merchants or the business class. They replaced
• Differentiate between primary and secondary feudal lords as the main source of income for
sources of History and give examples of each. To kings. This is how feudalism lost its sheen. Also,
analyze students’ understanding of the concept, professional class or the middle class rose in this
tell them to segregate a list of sources into primary period. Discuss why this class became a pillar of
and secondary source categories. society.
 12 TEACHER’S RESOURCE

• Ask questions that compel students to use • Explain each cause of reformation in detail.
reasoning and logic rather than simple recall. Delve into the evil practices of the Church such
Encourage students to question if they seek as selling indulgences; charging fees in return
clarity on any topic being taught. Satisfactory for religious services; lavish and corruption-
answers should be given before proceeding to infested clergy; selling religious positions to
next topics. Peer-to-peer interaction should be highest bidders, and so on. Talk about how the
encouraged by mutual question-answer sessions invention of the printing press helped spread
and group activities. reformatory thoughts throughout the region.
• Questions that can be asked during the course of Put up a large display of the 95 theses nailed by
the lesson are: Martin Luther. Explain how Luther challenged
 Why was India’s invasion by British considered papacy and placed the Bible above the Church.
a turning point in India's history? Mention the series of events that led to the civil
 According to you, which source of history is war between the followers of the Catholic Church
more reliable—primary or secondary? Give and supporters of the Protestant Church.
reasons. • Discuss the impacts of reformation on Europe.
 State reasons why Renaissance is considered Counter Reformation within the Catholic Church
Europe’s ‘revival’ or ‘rebirth’? was a positive ramification of the movement.
 How is the idea of Renaissance still relevant? Liberalism and individualism were encouraged.
 How did voyages of discovery lead to the People expressed their support for independent
ultimate death of feudalism? nations free from the Catholic Church and
 How did the voyages of discovery affect governed by rulers of their choice. This led to the
India’s position in trade circles? rise on independent nations where governments
• Explain reformation using a simple and relevant were chosen by the people and rulers worked for
analogy. Suppose the school or class had the betterment of the people without solicit the
regressive and restrictive rules that were unfair Church.
on some students and favoured some others, such • Ask questions and encourage questioning from
as monitors won’t be getting any homework; rich students. Some questions that can be asked are:
students will get selected in sports teams, and  Can you think of similarities between the
nobody can raise voice against any of the rules. Catholic Church’s bigotry and feudalism in
Would students be happy in such circumstances? Indian nations?
What would be the result of such rules? Compare  Why reformation is also called protestant
this example with Medieval Europe and explain movement?
that reformation led to freedom of thought and  Can you identify the two practices by the
improvement of life. Church that were found most horrific by the
• Create a graphic organizer to show all the causes people?
of the protestant reformation in Europe. Using  How did Martin Luther’s translation of the
pictures or posters, show the main reasons why Bible into German become the pivotal point
society protested against the Church and clergy. for the Catholic Church?
Some of these developments are inquisitions;  Was Luther right in placing the Bible above
harsh punishments to heretics or non-believers; the Church? Justify your answer.
corruption among papal ranks; propagation • For recapitulation, help the students to complete
of blind faith and superstition; intervention of the exercises at the end of the chapter. Help them
Church in political affairs, etc. to complete the in-text activities given in the
• Display pictures of intellectuals such as Martin textbook.
Luther, Erasmus and Thomas More who played
an instrumental part in reformation of Europe. Activity
Mention contributions of each against their • Celebrate Reformation Day in the class. Students
names. can dress up as Martin Luther and other
 TEACHER’S RESOURCE 13

important people of the Renaissance period— National An understanding among

Shakespeare, Leonardo da Vinci, Vasco da Gama consciousness: a group of people that they
and Columbus. are bound together by shared
• Create a giant timeline showing all important linguistic, ethnic or cultural
years and dates in Europe’s history, from medieval backgrounds.
to modern period. Use symbolic pictures to Civil war: A war between people of the
represent events and display the timeline in the same country.
classroom bulletin board. This will help reinforce
teaching and aid recall.
KEY TO IN-TEXT QUESTIONS
• Divide the class into two groups- Medieval
Group and Modern Group. Tell each group to Discuss (Page 11)
present ten points about their respective time
period. They can make use of props and pictures Answers will vary. Some hints:
to show achievements of their time period. We follow most of the thoughts and philosophies
that were major aspects of the Renaissance. These
are rationalism, a spirit of inquiry, scientific temper,
OXFORD EDUCATE humanism, spirit of exploration and discovery. These
aspects of the Renaissance era are now an intrinsic
You can show the slide show for this chapter
part of the way we live and think.
provided in Oxford Educate to recapitulate
the main points of the lesson. You can pause Think and Answer (Page 11)
in between to ask questions and encourage a
The major differences between India and Europe
discussion in class.
in the period between 1300 and 1600 CE was in
The worksheet in Oxford Educate can be given
the characteristics of the society. In this period, the
as a classroom or home assignment.
Indian society, primarily under the Delhi Sultanate,
was quite conservative and inward-looking. It lacked
TP ADDITIONAL TRANSACTIONAL the scientific temper and spirit of inquiry, which was
PROCESSES widespread in the European society at this time.
Also, during this time in Europe, a major reformation
• Students are to gather information about the main movement, to purge the Catholic Church of corrupt
inventions, achievements and discoveries in the practices, was in full sway. In India at this time,
Renaissance period, in the fields of art, science, while there was religious tolerance among different
mathematics, literature, trade and religion. They communities, the dividing lines across religions
are to make collages about each field and display were rigid as was the caste system. The overarching
on the classroom board. principles of humanism, rationalism, liberalism and
nationalism that defined the Renaissance era in
GLOSSARY Europe at this time had not yet arrived in India in
the period between 1300 and 1600 CE; this would
Industrialization: The widespread development of dawn another two and a half centuries later, from the
industries in a region. mid-19th century, when under the colonial rule of the
Renaissance: A period of revival of art, British empire, India would enter its Modern Period.
literature, science and
philosophy in Europe from 14th Values and Life Skills (Page 16)
to 16th centuries. Answers may vary. Some hints:
Indulgences: A payment to the church We should ask more questions to our family members
to purchase exemption from to understand their logic as well as try to explain
punishment.
 14 TEACHER’S RESOURCE

to them rationally and politely, with the help of trade had increased and the rights of the
examples, that their beliefs are perhaps not correct. individual had become stronger. The
Renaissance movement took over which
fostered a spirit of exploration and discovery
KEY TO TEXTBOOK EXERCISES which increased trade and commerce.
6. (a) Primary Sources: Original documents
A. Fill in the blanks.
like British official records Literary
1. British 2. 200 3. Primary; Secondary works like accounts of European
4. Renaissance; Medieval; Modern 5. residents, visitors and Indian officials,
Rationalism; humanism; industrialization novels, plays, short stories and poems by
B. Match the following. British and Indian authors of this period
1. (b), 2. (a), 3. (e), 4. (c) 5. (d) Historical works by contemporary
historians.
C. Choose the correct answer. (b) Secondary sources: Secondary sources:
1. mid-18th 2. archives This include books, reviews, reports
3. upper class 4. printing press and articles written by historians
5. German and scholars who study and research
primary source material, interpret
D. State whether the following are true or false.
evidence and arrive at conclusions.
1. True 2. False 3. True 4. False 5. True 7. The Modern Age in India began with the
E. Answer the following questions in one or two advent of British rule in India. To understand
words/sentences. the nature and the impact of British rule on
Indian history, it is necessary to understand
1. History in most countries is classified into
the changes that were taking place in Europe.
three periods—ancient, medieval and
8. A movement, representing a new spirit
modern.
in every field of life, is referred to as the
2. Each period in history is distinguished by
Renaissance. It is ‘Renaissance’ is a French
some characteristics—political, economic,
word that means ‘rebirth’ or ‘revival’. The
religious and social. These different
Renaissance ushered in revolutionary
characteristics set one period apart from
changes in Europe and marked the transition
the other.
of Europe from the Medieval to the Modern
3. The classification of history into different
age.
periods helps to bring a sense of order and
9. The Reformation was a protest movement
continuity to the vast and bewildering array
against the authoritarianism and evil
of historical events and processes that have
practices of the Roman Catholic Church.
occurred over centuries of evolution.
It was a revolt against its orthodoxy,
4. (a) In Europe, the Modern Age started in
conservatism and blind faith that was stifling
the 15th century.
and regressive and a stumbling block to the
(b) In India, the Modern Period is generally
intellectual and spiritual advancement of the
regarded as having begun in the mid-
people.
18th century.
10. Nation States refers to the rise of strong
5. Urbanization, technological advancement,
and independent countries, in 14th century
democratic institutions and fundamental
Europe, that had a common territory, with
civil liberties are four of the characteristics of
a well-defined boundary, and whose people
the Modern Age. Europe entered the Modern
were bound by common ties of culture,
Age in the 15th century. Important changes
history, language and territory. The people
had occurred by that time— feudalism of these nation states were also united under
had declined, new towns had developed, one government/ruler.
 TEACHER’S RESOURCE 15

F. Answer the following questions briefly. spirit of inquiry. These revolutionary

1. (a) A large number of Greek scholars ideas unleashed unstoppable forces that
fled from Constantinople, (a great completely changed the way people
centre of classical Greek and Roman thought and behaved.
learning) to Italy with rare manuscripts. (b) With the passage of time the clergy,
These scholars were patronized and with some exceptions, began to lead
encouraged by the rulers, scholars and immoral lives of luxury, wealth and
the rich Italian merchants of Rome, comfort. The monasteries owned nearly
Florence, Milan and Venice. Libraries one-third of the landed property in
were set up and universities were Europe. Religious duties and services
established to promote classical and to mankind were largely ignored or
modern learning. forgotten. The Roman Church levied
(b) The Renaissance, or the revival of various taxes such as ‘tithe’ and ‘Peter’s
classical Graeco-Roman learning, Pence’ on all European Christians under
inspired and encouraged people to their control. High fees were charged for
question and challenge long established conducting religious services. Bribery
ideas and institutions that had been and corruption became common.
imposed on them by the church and Church offices were sold, bringing
their kings. They refused to blindly many unworthy people into the Church.
accept the dictates of their rulers and The Church started the practice of
the Church. They demanded to know selling ‘Indulgences’ to those who had
the truth based on logic and reason and committed sins. It was like a certificate
rejected everything that did not satisfy of pardon by God for their sins and a
the yardstick of reason. This new spirit of ‘passport to heaven’ without having to
rationalism led to the rise of a scientific undergo any penance.
temper and the spirit of inquiry. This (c) With the decline of feudalism in Europe
scientific temper and the desire to strong rulers emerged. They defied the
inquire or seek the truth led to new authority of the Pope and refused to
and varied developments in the fields let him interfere in their administrative
of art, architecture, sculpture, painting, affairs. They resented the papal taxes
literature, science and technology. and the drain of their wealth to Rome
(c) In the middle of the 15th century ce, the in the form of papal taxes.
Ottoman Turks captured Asia Minor
G. Picture study.
and cut off direct land links between
Asia and Europe. The Turks also took (a) The person in the picture is Martin Luther.
control of the main ports of the eastern (b) The great religious movement his name is
Mediterranean Sea, raided European associated with the Reformation Movement.
ships, and imposed heavy taxes on (c) He was born in Germany and led his
goods passing through their lands. This movement in Rome.
was a great blow to European trade with (d) The church was split up permanently.
the East. This gave rise to an urgent • Civil wars broke out in many countries
need to find an alternate sea route to between the Catholics and the
the East. Protestants.
2. (a) The Renaissance had radically altered the • Religious intolerance, hatred and
pattern of thinking and outlook of the persecution of Protestants in Catholic
people. It had set in motion the advent of countries and Catholics in Protestant
new and powerful ideas of humanism, countries became the order of the day,
rationalism, scientific spirit and the and led to many wars in Europe.
 16 TEACHER’S RESOURCE

• Religious persecution of the Protestants ignoring their religious duties and services to
in England was a major reason for their mankind. They can mention the religious taxes that
migration to and colonization of North the Church levied.
America (New England). By the end of
They can link the levying of these religious taxes to
the 18th century the colonists would
a drain of wealth from the European nation states to
establish the United States of America.
the coffers of the Church that was greatly resented
by many of the new rulers.
KEY TO DO AND LEARN
Project work
Use your imagination 1. To be done by the student.
Answers may vary. Some hints. 2. Students can carry out further research on
developments like wars in Europe between
The lecture can have points on the Roman Catholic
Catholic and Protestant kingdoms, the Counter
Church—its absolute power and stranglehold on
Reformation, the fleeing of Protestants from
society, the corruption, bribery and evil practices
Europe to the New World, etc. The report should
that were prevalent among the Church and much
try to give a sense of the way in which the
of the clergy.
Reformation, a religious movement, had a deep
Students can talk about the luxury, wealth and impact on the political life of Europe and the
comfort that the clergy started craving, largely world.

KEY TO THE WORKSHEET IN OXFORD

EDUCATE

Time Country Name Route Discovered

15th century Portuguese Portuguese prince, West coast of Africa
Henry the Navigator
1488 ce Portuguese Bartholomew Diaz Southern tip of the Afri­can continent
1497 ce Portuguese Vasco da Gama Sailed around the Cape of Good Hope
1498 ce Portuguese Vasco da Gama Crossed the Indian Ocean and reached Calicut
(present-day Kozhikode) on the west coast of India
1492 ce Italian Christopher Landed on the Caribbean Islands of Central
Columbus America; Actually discovered America
 Theme 1: A Period of Transition

2
TEACHER’S RESOURCE 17
The Industrial Revolution and the
Rise of Imperialism

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• identify the changes in trade, agriculture, politics and society that led to the Industrial
Revolution.
• discuss the economic, social and political impact of the Industrial Revolution.
• understand how industrial revolution contributed to the rise of imperialism, in some
measure.

LESSON SCHEME Encourage analytical thinking in students by

letting them do the segregation.
• Using a mind map, organize all causes and effects • Discuss how the Industrial Revolution in Europe
of the Industrial Revolution, on the black board. resulted in the rise of imperialism in countries
Students are told to study the visual and try like India. Mention that industrial revolution
to interpret it in their own words. Teacher can in Europe led to surplus production of food
assist by defining new terms—domestic system, and manufactured goods. This resulted in two
putting out system, factory system, capitalism, requirements- new markets where goods could
socialism, division of labour, surplus, large-scale be sold and a cheap source of raw materials and
production, mechanization, and so on. labour. So, British, French, Dutch and Portuguese
• Leverage students’ previous knowledge invaders started collecting territories and
(reformation, scientific thinking and colonization) competed with each other for greater control over
to form a backdrop for the advent of the Industrial these territories (colonies).
revolution. List out the main features of the • Student participation can be maximized by
movement. encouraging them to question and contribute to
• Explain the main causal factors of the revolution. discussions. Interactive learning is preferred over
Show how each factor contributed to industrial lecture method. Elicit answers to questions from
growth. Agricultural revolution was a cause students. Questions should be thought provoking
and effect of the industrial revolution. Explain that requires them to use higher order thinking
the main features of the agricultural revolution skills.
explain that the first agricultural revolution took • Here are questions that can be asked at appropriate
place when man discovered farming and turned times during the lesson:
from a hunter-gatherer to a framer. This was the  How did the rise of monarchies contribute to
second agricultural revolution and it increased industrial revolution?
food production and improved productivity of  Why was large-scale food production an
labour. important requirement at that time?
• Explain the negative and positive effects of  What kinds of problems are associated with
the industrial revolution. Segregate effects socialism?
into immediate effects and long-term effects.  Do you think the industrial revolution was a
boon or a bane? Hint: impact on environment.
 18 TEACHER’S RESOURCE

 What do you imagine a third agricultural

GLOSSARY
revolution to look like?

Activity Industrial A period which resulted in

Revolution: mechanization of agriculture,
• Divide the class into small groups. Assign an transportation, manufacturing and
invention of the industrial revolution to each communication.
group. Tell each group to make a presentation Agricultural A period signified by
to convince the class that their invention was the Revolution: mechanized agricultural equipment
most important and had a crucial role in their and scientific processes that led to
society’s upliftment. increased productivity.
Some suggestions for inventions are: Capitalism: A system in which wealth is owned
 Steam engine by a handful of private entities
 Railroad (individuals) and not by the state.
 Printing press Socialism: A system that arose in response
 Spinning Jenny to capitalism, and which says that
 Good quality iron and ores wealth should be distributed fairly
 Mechanized agricultural equipment among masses and should be
controlled by the state.
OXFORD EDUCATE Factory A system in which production was
system: large scale and done in factories.
You can show the slide show for this chapter Division A system in which tasks were divided
provided in Oxford Educate to recapitulate of labour: fairly among workforce to enhance
the main points of the lesson. You can pause efficiency.
in between to ask questions and encourage a
discussion in class. KEY TO IN-TEXT QUESTIONS
The worksheet in Oxford Educate can be given
as a classroom or home assignment. Discuss (Page 24)
Not all revolutions have created history. People have
TP ADDITIONAL TRANSACTIONAL risen up in protest, in large numbers, against issues—
PROCESSES political, economic and social—in order to change
the society, state and economic order of the times
• Conduct a debate in class about the effects of the they are living in. Sometimes, they have succeeded
industrial Revolution. Divide the class into two in toppling the ruling regime and ushering in a new
groups- one in favour and the other against the order; at other times they have failed. However, the
Industrial revolution. The groups should analyze possibilities of people revolting when they grow
all effects of the movement and gather arguments utterly disillusioned at the ills of the existing order
to present their case. of things always remain strong. Examples of famous
For each presented effect, the opposing group revolutions around the world are—the Russian
has to present arguments that the effect had a Revolution, the Communist Revolution in China,
negative impact. Some points to present can be: the Cuban Revolution, etc. In more recent times, we
 Growth of towns and cities - led to
have seen the ‘Arab Spring’, a series of revolution and
colonization protest movements, both violent and non-violent,
 Mechanization of agriculture – pollution
across the Arab world, including countries in West
 Machine intensive factories – unemployment
Asia and Africa. The objective of the revolution was
 Accumulation of wealth due to expanded
to bring down the existing regimes, often autocratic
trade – economic disparity monarchies, across many Arab countries and usher
 Capitalism – socialism
in more democratic forms of government.
 TEACHER’S RESOURCE 19

Think and Answer (Page 25) Whatever they needed was made by the
artisans and crafts people of the villages,
The Industrial Revolution was a mixed blessing
with the help of their family members. The
because while it made a tremendous positive impact
raw materials needed for the goods were
on the economic and social fabric of western societies,
supplied by merchants who also sold the
it also brought along strong negative effects such as
finished products. This system of production
economic disparities, social and class inequalities,
was known as the domestic system. It was
rise of capitalism and the exploitation of workers.
prevalent during the Medieval Period in
Values and Life Skills (Page 26) Europe.
2. By the middle of the 18th century, a series
As a factory owner I would treat my workers with of remarkable inventions led to an economic
care and respect. I would ensure that they have revolution in Europe. This was known as the
normal working hours of 8-9 hours, with breaks for Industrial Revolution and it transformed the
refreshment. I would ensure that my workers are entire economy and society of 18th-century
paid proper wages and have medical benefits in case England.
they fall sick. I would ensure that they have proper 3. The system or policy by which one nation
job security and work in safe working conditions. I acquires control over another country, partly
would also ensure that I do not hire a child worker or wholly, is known as colonialism. The
in my factory and provide all female workers extra conquered country becomes the colony of
security and safe working environment in my factory. the conquering nation, which is called the
colonizer or the colonial power.
KEY TO TEXTBOOK EXERCISES 4. After Great Britain colonized India by the
mid-18th century, India became Britain’s
A. Fill in the blanks. colony, while Britain was the colonial power.
1. Coal; iron 5. Imperialism is the policy by which a country
2. suppliers; markets colonizes another country and exploits
3. capitalism the colonized country for its own gains by
4. Women; small children the systematic extraction of raw materials,
5. colonies development of captive markets, the shifting
of industrial development and control
B. Match the following. over financial institutions of the colonized
1. (c), 2. (d), 3. (e), 4. (b), 5. (a) country.
C. Choose the correct answer. F. Answer the following questions briefly.
1. agriculture 1. (a) Three important features of the
2. Steam Engine Industrial Revolution were:
3. Japan i. The domestic system of production
4. workers was replaced by the factory system.
5. Europe ii. Manual labour was replaced by
D. State whether the following are true or false. machines.
iii. Small-scale production gave way
1. true 2. false 3. false
to large-scale production.
4. true 5. false
(b) The Industrial Revolution started in
E. Answer the following questions in one or two England because:
words/sentences. i. E n g l a n d h a d a c c u m u l a t e d
1. In medieval times in Europe, agriculture enormous wealth through its
was the main occupation of people. The economic growth and overseas
needs of the villagers were simple and few. trade. This accumulated wealth,
20 TEACHER’S RESOURCE

or surplus capital, was used in the new factories and buy new machines.
development of new industries The vast majority of the workers were
and setting up of new factories. employed by the capitalists in their
ii. England had a stable government factories, and worked under them
that was helpful for its economic for wages. The workers were often
growth. exploited by the rich factory owners
iii. The mechanization of agriculture and lived in poverty and misery. Thus
and the Enclosure Movement led the Industrial revolution created a wide
to large-scale unemployment of gap between the rich and the poor. It
farmers, many of who moved created two classes—the haves or the
to the cities in search of jobs. rich capitalists and the have-nots the
This population of unemployed poorer workers.
farmers, looking for jobs in cities, (c) The Industrial Revolution led to an
provided an available pool of expansion of trade and commerce. The
cheap labour for new factories large-scale production of goods resulted
that were being set up during the in the creation of surplus, or extra goods
Industrial Revolution. that could be sold to other countries.
iv. Coal and iron—the two essential The increasing profit from this made
resources for the growth of the industrialized nations rich and
industries—were available in prosperous. New inventions such as the
abundance in northern England. steam engine led to the development
Many industrial towns and cities of steamships, which were superior
were located in this region. to the earlier ships. The use of these
(c) The Industrial Revolution that began steamships also helped in the expansion
in England was not a single event, of trade.
but a continuous process, which went 3. (a) The economic disparity between the rich
through different phases and spread to capitalists and the poor workers led to
different countries at different times. gross social inequalities too. There was
Mechanized industries were introduced a wide gulf between the social status of
in France, Germany, the USA and Japan. the capitalists and the workers and the
Germany made rapid progress after its lives they led.
unification in 1870, and became one of (b) Most of the factory workers, who helped
the leading industrial nations in Europe. the factories run, came from villages
Britain gradually lost its lead by the end to the industrial towns and cities, in
of the 19th century. search of jobs. While many of them
2. (a) The Industrial Revolution led to the found work at the factories, there were
destruction of the domestic system of no well-planned and proper places for
production. Workers went to work in them to stay in the towns and cities.
factories, and machine-made goods On the other hand, the cities grew
were manufactured on a large scale. In rapidly, without any proper planning,
the factories, work was divided between and as the population grew, the cities
people according to their capabilities. became overcrowded. Many slums
(b) The Industrial Revolution led to the sprang up. None of the dwellings in
concentration of wealth in the hands of these squalid surroundings had proper
the capitalists—a few rich people who infrastructure or sanitation facilities and
owned the means of production such they were often overcrowded. However,
as the factory or the money to develop these were the only places most of the
 TEACHER’S RESOURCE 21

workers could afford to live in. In the better working conditions. The trade
absence of proper infrastructure and unions faced strong resistance from
basic amenities, the health of workers the employers. In many countries, the
broke down. Disease and epidemics clashes between the trade unions and
took a heavy toll of human lives. the capitalists led to bloodshed. The
(c) The capitalists amassed enormous struggle of the trade unions to ensure
wealth at the expense of their workers that all workers had certain rights
and severely exploited them. The was long and arduous. However, their
workers had no job security and could determination eventually bore fruit. The
be dismissed any time. They worked on government passed several factory laws
very low wages and under extremely to improve the conditions of workers
harsh conditions. The capitalists and grant them certain rights.
exploited the workers by forcing them (c) The creation of surplus, or extra goods,
to work for almost 16 hours a day, churned out by the factory system
without a break. They were not allowed under the Industrial Revolution, led to
to express their protests or go on the necessity of finding captive markets
strikes. Women and small children were in other parts of the world. This led to
employed in large numbers in deep a scramble for overseas possessions
and dangerous coal mines. They were and a wave of colonial expansion in the
forced to work from dawn to dusk on 19th century. There was a movement
extremely low wages. No compensation to acquire more colonies and expand
was paid to workers for injury or death empires. Imperialism implies the policy
if they met with an accident in the mines of acquiring colonies with a view to
and factories. facilitate the systematic extraction of
3. (a) Socialism was a reaction to the evils of raw materials, development of captive
capitalism, which became prominent markets, the shifting of industrial
after the Industrial Revolution. development and taking control of the
Socialism is a system under which financial institutions of the colonies. The
capital, or wealth and goods that are conquest of India by the British by the
used to produce more goods, is not mid-18th century was a result of their
owned by any one individual in society. imperialist ventures, stimulated by the
Rather, the means of production, or the Industrial Revolution.
capital, is owned by the society as a
G. Picture study
whole. Under this system, everybody
works equally and shares the profit of (a) The machine in the picture is a Spinning
their work equally. Under socialism, Jenny.
people are not divided into rich and (b) The spinning jenny was invented by James
poor classes. Socialism calls for the Hargreaves.
creation of a classless society, where (c) The spinning jenny revolutionized the cotton
people are not exploited and there is mills of England.
social and economic quality amongst (d) Four impacts of the Industrial Revolution
all. were:
(b) The ruthless exploitation of the workers i. urbanization
by the capitalists led to protests by ii. rise of the factory system
the workers. Gradually, they united iii. expansion of trade and commerce
and organized themselves into trade iv. rise of capitalists
unions to fight for their rights and
 22 TEACHER’S RESOURCE

those in the Industrial Revolution. The students

KEY TO DO AND LEARN should present their findings in the form of a
report.
Use your imagination
Answers may vary. Some hints.
KEY TO WORKSHEET IN OXFORD
The speeches prepared may have the following
EDUCATE
points on the benefits of the Industrial Revolution—
urbanization, the expansion of trade and commerce,
the rise of socialism, the creation of trade unions. Surplus Capital
Evils of Industrial Revolution—the rise of capitalism,
capitalists and economic disparity, social inequality,
harsh living conditions of workers, exploitation of Agricultural Revolution
workers, the rise of imperialism and colonialism.

Causes of the Industrial Revolutons

Project work
Stable Government
1. Answers will vary. Some of the common
inventions that may be mentioned, along with
pictures, are—James Hargreaves’ Spinning Jenny, Availability of Cheap Labour
Kay’s Flying Shuttle, Arkwright’s Water Frame,
Cartwright’s Power Loom, Eli Whitney’s Cotton
Gin, Newcomen’s Pump and James Watt’s Steam Availability of Coal and Iron
Engine.
2. You can organize a visit to a nearby factory for the
class after taking requisite permission from the New Inventions
school. Draw the attention of the students to the
way things are manufactured in the factory and
how each person is engaged in a repetitive task. Naval Supremancy
Help the students realize that modern factories
are much safer and better places to work than
 Theme 2: The Growth of Nationalism

3
TEACHER’S RESOURCE 23

The Age of Revolution

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• gain an insight into the two major political movements in the world—the American
Revolution and the French Revolution.
• explain the causes and effects of the two revolutions on political, economic and social
structure of the world.

LESSON SCHEME • Some suggestions for questions to be asked:

 How has the American Constitution become
• To arouse interest in the American war of a model for Constitutions of other countries?
Independence, display a large map of the 13  Do you agree that American wouldn’t have
British colonies in American that were the centres become a superpower if it remained colonized
of rebellion. Also use visual aids to show the under British? State your reasons.
Boston Tea Party; influencing revolutionaries  Why is 14th July an important date in French
such as Locke, Voltaire and Rousseau; the British history?
monarch George III, George Washington and the  How did the French Revolution impact the
Declaration of Independence. Protest songs from whole of Europe?
the website: www.americanhistory.mrdonn.org/  What was the French Revolution’s impact on
protestsongs.html can be played. the Indian situation?
• Construct a flowchart of events that led to  How were the American Revolution and the
the American War of Independence and the French revolution similar and different?
formation of the United States. Compare and  For recapitulation, help the students to
contrast the demands of the colonists and the complete the exercises at the end of the
puritans. List and explain all effects of the chapter. Help them to complete the in-text
American Revolution. activities given in the textbook.
• Draw a pyramid to represent the Ancient Regime
in France. Show the First estate, the Second estate
Activity
and the Third estate. Display pictures of King • The French revolution used many symbolic
Louis XVI, Marie Antoinette and the Bastille elements such the Liberty Cap, Fasces and
attack. Elaborate upon their role in the French the Liberty Tree. Read about these symbols in
Revolution. Explain the far-reaching impact of the website: https://en.wikipedia.org/wiki/
the French Revolution. Symbolism_in_the_French_Revolution. Conduct
• Encourage students to ask questions related a craft project in class where students will select
to the topics. Satisfactory answers should be and prepare a symbol and explain its significance
provided. Group activities should be conducted to the French Revolution.
and research should be encouraged.
 24 TEACHER’S RESOURCE

of life and the motivation to seek happiness. If we

OXFORD EDUCATE
are not free, if we are always afraid for our safety
Show the video/2D animation in this chapter to and if we are always forced to do something which
enhance the understanding of the concept. we do not like, then we do not lead healthy, happy
lives; nor do we use our abilities and skills to their
You can show the slide show for this chapter fullest potential. Human society, as a whole, suffers
provided in Oxford Educate to recapitulate if people do not have the rights to life, liberty and the
the main points of the lesson. You can pause pursuit of happiness.
in between to ask questions and encourage a
discussion in class. Think and Answer (Page 37)
The worksheet in Oxford Educate can be given Answers may vary. Some hints.
as a classroom or home assignment. The ideals of the American and French Revolutions
are still being followed in India today as can be seen
TP ADDITIONAL TRANSACTIONAL in the democratic processes being followed in the
PROCESSES country. The consent of the governed is taken into
consideration while formulating any policy. All
• To generate interest in the American Revolution citizens are properly represented in the Parliament.
and the American War of Independence, arrange The government is accountable to people for all its
a screening of the movie, The Patriot, in the activities. Equal opportunities are provided to all to
classroom. Pause the movie and correlate its earn and live a good life.
events with the events covered in the lesson.
Encourage students to ask questions after Values and Life Skills (Page 37)
watching the movie. Answers may vary. Some hints.
Yes, because as a part of the Third Estate, I would
GLOSSARY have the entire burden of taxation, without any of
the privileges that was enjoyed by the First and the
The New World: A name used for the Americas Second Estates. It was an unequal and unfair social
during the British colonization order that had to be corrected through a mass protest
time. movement like the French Revolution.
The Boston A raid on British ships in Boston
Tea Party: harbor, where colonists threw
crates of tea into the sea to
KEY TO TEXTBOOK EXERCISES
protest against British taxes on
A. Fill in the blanks.
tea.
Ancien Regime: The political and social system 1. organized
in France before the French 2. permanent
Revolution. 3. representatives; Parliament
4. George Washington
5. Declaration of Independence
KEY TO IN-TEXT QUESTIONS 6. Powerful
7. model; inspiration
Discuss (Page 33) 8. First Estate, Second Estate, Third Estate
Answers may vary. Some hints. 9. Voltaire, Rousseau, Montesquieu
The proclamation made in the American Declaration 10. corrupt, inefficient
of Independence is a statement that stands true across B. Match the following.
age and time. We can only live and thrive fully and
1. (b), 2. (d), 3. (e), 4. (a), 5. (c)
live our life to its fullest if we have freedom, security
 TEACHER’S RESOURCE 25

C. Choose the correct answer. of the freedom-loving people all over the
1. thirteen 2. 4 July world and instilled the spirit of nationalism
3. nobles 4. France 5. 14 July among people.
7. The revolutionary writings and ideals of
D. State whether the following are true or false.
political philosophers like Voltaire, Rousseau
1. False 2. False 3. True and Montesquieu created an intellectual
4. True 5. True ferment in France and inspired the middle
E. Answer the following questions in one or two class with the revolutionary ideas of liberty,
words/sentences. equality, fraternity and sovereignty. Through
1. The American War of Independence was their writings, the philosophers exposed the
sparked off by an incident known as evils of French society and government and
the Boston Tea Party. In 1773, a group of inspired the people to revolt and fight for
colonists, disguised as Native Americans, their rights.
raided British ships in Boston harbour and 8. The French generals and soldiers, who had
threw 340 crates of tea into the sea as a fought in the American Revolution, returned
protest. to France with revolutionary ideas and
2. Two European philosophers whose ideas inspired the people to fight against their
inspired and influenced the American unjust, despotic government. The success
revolutionaries were Voltaire and Rousseau. of the American revolutionaries enthused
3. The 4th of July is celebrated as the American the French people and encouraged them to
Independence Day to mark the independence rebel.
of the 13 American colonies which came to F. Answer the following questions briefly.
be known as the United States of America.
1. (a) The American colonies under the control
4. The two characteristic features of the French
monarchy were: of the British government were given
 The French king was an autocrat. He considerable liberty to manage local
enjoyed absolute powers and his will affairs but the British kept a tight control
was law. on economic policies. Each colony
 There was no check on the king’s powers had its own Assembly elected by the
by any Parliament. He ruled by Divine people of the colony but the Governor
Right and was answerable to God and of the colony was appointed by the
not to the people. British government. The Governor was
5. The Constitution of the United States not responsible to the Assembly. He
of America has served as a model and governed the colony in the interest of
an inspiration to India. The framers of England, the mother country, and not
the Indian Constitution adopted various the colonists. This kind of governance
features like the federal form of government, caused great resentment among the
the incorporation of Fundamental Rights like colonists who worked very hard but
the American Bill of Rights and the system could not enjoy the fruits of their labour.
of checks and balances. The British government collected
6. The French Revolution of 1789 was a heavy taxes from them and imposed
turning point in human history because many restrictions on their business and
it revolutionized the social, economic and commerce. These restrictions greatly
political fabric, not only of France but of hampered the economic development
all Europe and subsequently of almost the of these colonies.
entire world. The slogans of liberty, equality (b) The American colonists were different
and fraternity became the guiding principles from the British socially and culturally.
 26 TEACHER’S RESOURCE

The colonists were simple and liberal, (b) According to the Treaty of Paris,
unlike the British Puritans who were the British government recognized
rigid and conservative. Over the years, the independence of the 13 colonies
the colonists had developed a distinct which came to be known as the United
identity of their own—an American States of America. The long-term
identity that aspired for freedom impact of the Treaty was such that in
to grow and develop as a separate about 200 years, the United States of
independent nation. America transformed itself into the
(c) The colonists were of the opinion that most powerful country in the world. It
the British Parliament had no right is the unchallenged superpower in the
to tax the colonists since they had no world today.
representatives in the Parliament and (c) The important features of the newly
therefore they refused to pay taxes established United States of America
imposed by the British Parliament. The were:
demand for representation in the British  A written Constitution was framed.
Parliament gave way to the demand  A federal, democratic, republican
for total freedom from the British rule. government was set up.
The conflict eventually led to an open  The new government guaranteed
revolt of the colonies. The revolt, known to all its citizens the rights to
as the American War of Independence, freedom of speech, press, religion
was sparked off by an incident known and justice under the law.
as the Boston Tea Party. In 1773, a group  The country would be ruled by
of colonists, disguised as Red Indians, an elected President who would
raided British ships in Boston harbor govern according to the laws
and threw 340 crates of tea into the written down in the Constitution
sea. This incident was a protest against and not according to his personal
the new taxes, including a tax on tea, whims and fancies.
imposed on the colonies. The Boston 3. (a) The unequal, unjust social order of the
Tea Party was seen as an act of open Ancien Regime was a big cause of the
defiance of the colonists against British French Revolution. The French society
authority. was divided into three main classes,
2. (a) In 1774, when the colonists appealed called Estates.
to their British ruler, King George III,  The First Estate consisted of the
to withdraw all unjust and oppressive clergy (church officials).
acts, the king declared war on them. In  The Second Estate consisted of the
1776, the representatives met again in nobles and their families.
Philadelphia and adopted a Declaration  The Third Estate was composed
of Independence, which clearly stated of 95 per cent of the population.
that the American colonists had the right It included the peasants, artisans,
to free themselves from the oppressive workers and the middle class
and exploitative British government (consisting of merchants,
and form their own government. The manufacturers and professionals
Declaration of Independence contained such as lawyers, doctors, teachers,
revolutionary ideas and proclaimed that etc.).
all men are born equal and are endowed The First and Second Estates
with certain rights such as the rights enjoyed numerous privileges.
to life and liberty and the pursuit of They owned practically all the
happiness. land in France but did not have
 TEACHER’S RESOURCE 27

to pay any taxes. They were very of the Ancien Regime. The prisoners
wealthy and led comfortable and were released and they joined the
luxurious lives. The Third Estate, revolutionaries. The storming of the
on the other hand, shouldered the Bastille symbolized the victory of
entire burden of taxation but was the people of France and the fall of
not entitled to any of the privileges monarchy. It marked the beginning of
enjoyed by the clergy and the the revolution.
nobles. (c) The newly formed National Assembly,
(b) The French merchants, traders, consisting of the representatives of
manufacturers, lawyers, doctors, the Third Estate, which took over the
teachers and other professionals had control of the affairs of France, adopted
acquired great wealth and became the famous Declaration of the Rights of
economically powerful in the 18th Man and Citizen—a landmark in the
century. However, they were denied history of human progress. By 1791, a
social equality and political rights. This new Constitution was drawn up for
caused great resentment among them. France. The Declaration of the Rights
They used their economic power to of Man and Citizen established the
overthrow the Ancien Regime. following principles:
(c) The administration was corrupt and i. All men are born free and have
inefficient. The officials were selfish and equal rights. Everyone is equal in
unconcerned about the welfare of the the eyes of law.
people. King Louis XVI was pleasure- ii. Every citizen is entitled to freedom
loving and extravagant. He was of speech and expression, religion
completely ignorant of and indifferent and a fair trial.
to the sufferings of the common people 5. (a) Four revolutionary changes that took
and was greatly influenced by his place in France after the Revolution of
beautiful and ambitious wife, Marie 1789 were:
Antoinette. They wasted money on • The Revolution of 1789 marked
festivities and pleasures and emptied the end of absolute monarchy
the royal treasury. The economic and paved the way for the
bankruptcy was further aggravated establishment of a republic.
by French involvement in useless wars • The revolution laid the foundation
against England. The rich, who could of a democratic government, i.e. a
afford to pay taxes, continued to be government based on the consent
exempted from it, while the poor were of the governed.
crushed under heavier taxation. • Feudalism and serfdom were
4. (a) On 17 June 1789, the members of the abolished and the power of the
Third Estate declared that the Third Church was brought under the
Estate would constitute itself as the control of the government.
National Assembly. On 20 June 1789, • ‘Happiness for all’ was proclaimed
the members of the Third Estate met at as the ultimate goal of the
a tennis court and took an oath not to government. New reforms were
separate until a new constitution was introduced and the condition of
drawn up for France. This is known as the people improved.
the Tennis Court Oath. (b) The revolutionary ideas of the French
(b) On 14 July 1789, a great mob attacked Revolution spread to all European
Bastille, the state prison for political countries. The slogans of liberty,
prisoners and a much hated symbol equality and fraternity became the
 28 TEACHER’S RESOURCE

guiding principles of the freedom-

loving people all over the world.
KEY TO DO AND LEARN
Oppressed people in Europe rose
Use your imagination
in revolt against their tyrannical,
hereditary rulers and established new Answers will vary. Some hints:
social and political systems based on The letter can have the following points:
popular sovereignty. It inspired mass • The better life in Boston as compared to London
movements all over the world and • The hard work that the settlers have to put in to
instilled the spirit of nationalism among help their fledgling agricultural and industrial
people. ventures flourish and also have a thriving trade
(c) In the middle of the 19th century, the • The simple and liberal outlook of the people in
revolutionary principles of liberty, Boston—also how the settlers feel bad about the
equality and fraternity had an impact fact that they have no representation in the British
on India as well. Indian nationalists Parliament despite paying heavy taxes to them
imbibed these principles and developed • The deep resentment the settlers feel towards the
a democratic and nationalist outlook. British government and the desire of obtaining
A national movement for freedom total freedom from British rule.
was launched, culminating in India’s
independence from British rule in 1947. Project work
G. Picture study. Answers may vary. Some hints:
1. There can be two groups in class—one group can
1. This event is the storming of the Bastille.
enact the role of the British government and the
2. The storming of the Bastille took place in
other group can play the role of the American
France on 14 July 1789.
colonists. A small script can be written for this
3. On 14 July 1789, a great mob attacked Bastille,
and the short play rehearsed and played in front
the state prison for political prisoners and a
of a larger audience in school.
much hated symbol of the Ancien Regime.
2. The important features of the Constitutions
The prisoners were released and they joined
of the two countries can be compared on the
the revolutionaries. The storming of the
following lines: a written Constitution, a federal,
Bastille symbolized the victory of the people
democratic, republican government, the rights
of France and the fall of the monarchy. It
to freedom of speech, press, religion and justice
marked the beginning of the revolution.
under the law guaranteed to all their citizens,
4. The newly formed National Assembly,
governance in the two countries according to the
consisting of the representatives of the Third
laws written down in the Constitution.
Estate, took over control of the affairs of
3. The important events that could be included are
France. It adopted the famous Declaration of
the Tennis Court Oath, storming of the Bastille,
the Rights of Man and Citizen—a landmark
the Declaration of the Rights of Man and Citizen,
in the history of human progress. By 1791, a
etc.
new constitution was drawn up for France.
Louis XVI and the queen tried to escape to
Germany but were captured and publicly KEY TO THE WORKSHEET IN OXFORD
executed. Monarchy was abolished and EDUCATE
France became a democratic republic.
Across: 3. Monarchy 7. Bastille

Down: 1. Philadelphia 2. Boston 4. Clergy 5. Nobles

6. Voltaire
 Theme 2: The Growth of Nationalism

4
TEACHER’S RESOURCE 29

The American Civil War

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• gain an insight into the events that led to the American Civil war.
• understand the ramifications of the Civil War.

LESSON SCHEME and loss of life in the Civil War a fair price
to pay for establishing the Union? Couldn’t
• Display a map of the American Union. Mark there be a peaceful negotiation?
the northern states and the southern states with • For recapitulation, help the students to complete
different colours. Compare the economic and the exercises at the end of the chapter. Help them
cultural features of the two parts of the United to complete the in-text activities given in the
States. Use pictures of Abraham Lincoln, Harriet textbook.
Beecher, Jefferson Davis and John Wilkes Booth to
explain relevant sections of the lesson. Read out
Activity
extracts from Uncle Tom’s Cabin to help students • Let students pick a Civil War personality, research
visualize the miserable condition of slaves in the about him/her and create a short presentation
plantation states. covering the following areas:
• Explain the sequence of events that led to a  Who he is and what is his role in the Civil
buildup of tension between the northern and War?
southern states. Encourage students to express  What were the challenges he faced?
their opinion on issues of inequality, slavery and  What were his achievements?
democracy. Explain the perspectives of the slave • Learning history can be fun. Let students try out
states and the non-slave states. these traditional civil war recipes at home and
• Talk about Abraham Lincoln’s role in the Civil bring a sample to share with the class.
War. Indicate the Confederate states and the battle  Cabbage stew
grounds on the displayed map. Highlight that  Confederate shortbread
the war was fought to establish the supremacy of  Onions and apples
the Union and the fact that no state had the right Get their detailed recipes from the website:
to secede. http://www.totalgettysburg.com/civil-war-
• For greater student participation, use different recipes.html
teaching strategies such as lecture, discussion,
presentations and activities.
OXFORD EDUCATE
• Some suggested questions are:
 Why Lincoln is called the ‘Great
You can show the slide show for this chapter
Emancipator’? provided in Oxford Educate to recapitulate
 What advantages did the northern states
the main points of the lesson. You can pause
enjoyed? in between to ask questions and encourage a
 In your opinion, is the large-scale destruction
discussion in class.
 30 TEACHER’S RESOURCE

Indian population, chosen by their fellow Indians

The worksheet in Oxford Educate can be given
to govern. They envisaged that the people of India
as a classroom or home assignment.
would have the power to elect their government at
all levels—union, state and local. Finally, they hoped
SI SUBJECT INTEGRATION that the elected representatives of the country would
govern the country in a way that would help and
Computer Studies (Page 47) benefit all Indians.
Make a PowerPoint presentation on Abraham
Values and Life Skills (Page 44)
Lincoln’s role as ‘Great Emancipator’.
Answers will vary. Some hints:
Yes, war was the only way to stop the southerners
TP ADDITIONAL TRANSACTIONAL
PROCESSES from seceding. The American Union was sacred
according to Abraham Lincoln and no state had
• Tell students to enact a scene for Uncle Tom’s the right to secede from it. Once the southern states
Cabin. seceded from the Union and formed the Confederate
States of America, it posed a threat to the sanctity and
existence of the United States. The southern states
GLOSSARY
had to be brought back within the folds of the Union
Slavery: The practice or system of owning of America and Lincoln saw no other way except an
slaves and exploiting them by making armed war to do this. No, war was not the only way
them work very hard without fair to stop the southern states from seceding from the
remuneration and rights. American Union. The northern states under Lincoln
Confederacy: A name used to denote the group of could have listened to the problems and demands of
plantation states of the south. the southern states and tried to reach a compromise
Secede: To withdraw formally from a union. with them. However, the northern states did not do
this.

KEY TO IN-TEXT QUESTIONS

KEY TO TEXTBOOK EXERCISES
Think and Answer (Page 43)
Answers may vary. Some hints: A. Fill in the blanks.
No, slavery in the southern states cannot be justified 1. slaves
as a necessary evil as the slaves could have been freed 2. slavery
and paid wages to work on the plantations instead 3. Uncle Tom’s Cabin
of being owned by the plantation owners. 4. 1861; save the Union
5. Secession
Discuss (Page 44)
B. Match the following.
Answers may vary. Some hints: 1. (e), 2. (d), 3. (a), 4. (b), 5. (c)
Yes, the democratic system of government that we
C. Choose the correct answer.
have in India can also be defined as a government
that is ‘of the people, by the people and for the 1. northern 2. slavery
people’. This is so because the Constitution of India, 3. Jefferson Davis 4. Abraham Lincoln
in its preamble, or preface, states what the ideals of 5. southern
the nation are to be. Within those ideals, the leaders D. State whether the following are true or false.
of our country wanted India to be a democracy. 1. False 2. False 3. False
They envisaged that the elected representatives in 4. True 5. True
the government, would also be from amongst the
 TEACHER’S RESOURCE 31

E. Answer the following in one or two sentences. states developed as great plantation
1. The two major developments that took place industries, the most important being
in the United States of America in the first the cotton growing industry. Much of
half of the 19th century were: this cotton was shipped to the cotton
i. the great westward expansion, and mills in Lancashire in England, where
ii. industrial growth and development. the Industrial Revolution had created
2. The raw cotton from the southern states in a huge demand for raw material. The
America was shipped to the cotton mills cotton growing industry gave rise to
in Lancashire in England, because the serious problems in the United States.
Industrial Revolution had created a huge As the plantations increased, so did the
demand for raw material. demand for labour. The only available
3. Slaves were considered a ‘necessity’ in source of labour in those days was
the southern states of America because the slaves brought in from Africa and
they provided the only source of labour in living in America. The issue of slavery
those days to work on the cotton and sugar eventually turned into an explosive
plantations. problem that seemed to threaten the
4. Abraham Lincoln is described as the ‘Great very existence of the American Union.
Emancipator’ because he abolished slavery (b) By the middle of the 19th century,
in the in the southern states of America in slavery had been abolished throughout
1863. the British empire. Perceptions of
5. Lincoln declared war on the Confederacy slavery also changed in other countries,
on the issue of secession as the southern where it was now looked upon as an
states had left the Union. Lincoln felt that evil. The northern states of America
the Confederacy had to be defeated and the also began an antislavery movement.
Union restored as no state had the right to The industrialized northern states did
secede from the Union. not need slave labour in their industries
6. The southerners fought with determination and on the whole did not approve of
and courage and had brilliant generals slavery. The southern states on the other
like Robert E. Lee and Stonewall Jackson hand claimed that they needed slaves
under whose leadership they initially won for their cotton and sugar plantations.
a number of victories. Gradually, however, Thus, slaves, who provided cheap
they were defeated because the North had labour were considered a ‘necessity’
superior resources. in the predominantly agricultural
7. The Civil War had established the fact that the southern states. The southerners were
American federation was an indestructible often needlessly cruel and harsh in their
Union of States and no state had the right to treatment of slaves. This outraged many
secede. northerners and the tension between
8. The Civil War impoverished the southerners the slave states of the South and the
because the war had been fought mainly in abolition states of the North began to
the South. Lincoln however made plans to grow.
repair the damages of the war and heal the (c) In 1852, Harriet Beecher Stowe published
wounds of the South. her famous book, Uncle Tom’s Cabin,
which highlighted and exposed the
F. Answer the following questions briefly. horrors of slavery and the miseries of
1. (a) In the first half of the 19th century, the the slaves. This book had a profound
northern states of the United States of influence on the northern states and
America developed as manufacturing their anti-slavery campaign began to
and shipping centres, while the southern gather momentum. The southern states
32 TEACHER’S RESOURCE

threatened to secede or break away southern states had left the Union, i.e.
from the Union and form a Confederacy on the issue of secession. According
of their own. to Lincoln, no state had the right to
2. (a) Abraham Lincoln thoroughly despised secede from the Union. Therefore, the
slavery, which he believed was a Confederacy had to be defeated and the
vicious and brutal system. He was Union restored.
uncompromisingly opposed to slavery. (b) T h e s o u t h e r n e r s f o u g h t w i t h
Human bondage was a negation and determination and courage. They had
gross violation of democracy. The brilliant generals like Robert E. Lee
foundations of democracy rested on the and Stonewall Jackson under whose
premise that ‘all men are created equal’. leadership they initially won a number
He would not allow any extension of of victories. Gradually, however, the
slavery in the newly created states in North with its superior resources wore
the West. down the Confederacy. Lee surrendered
(b) In the famous Gettysburg address in to the Union General, Ulysses Grant, in
1863, Lincoln justified the abolition of April 1865. The Civil War came to an
slavery on grounds of the cherished end.
principles of liberty and equality of the (c) The Civil War had established the fact
founding fathers of the United States of that the American federation was an
America. ‘Four score and seven years indestructible Union of States and no
ago,’ he declared, ‘our fathers brought state had the right to secede. The war
forth upon this continent a new nation, had been fought mainly in the South,
conceived in liberty and dedicated to and had resulted in the impoverishment
the proposition that all men are created of the southerners. Lincoln made plans
equal... It is rather for us to be here to repair the damages of the war and heal
dedicated to the great task remaining the wounds of the South. Unfortunately
before us… that this nation, under God, for the United States, 10 days after the
victory of the Union, Abraham Lincoln,
shall have a new birth of freedom and
the greatest American president since
that government of the people, by the
the birth of the American Republic,
people, for the people, shall not perish
was shot dead by John Wilkes Booth,
from the earth.’
an actor, in a Washington theatre.
(c) The southern states seceded from the
Union and formed the Confederate G. Picture study
States of America. The southern states 1. This is a picture of President Abraham
had left the Union on the issue of Lincoln.
slavery. According to Lincoln, no state 2. Lincoln’s views on slavery were well known.
had the right to secede from the Union. He thoroughly despised slavery, which he
Lincoln was determined to save the believed was a vicious and brutal system. He
Union at all costs—at the cost of war, was uncompromisingly opposed to slavery.
if necessary. Thus, the consequence of Human bondage was a negation and gross
the secession of the southern states was violation of democracy. The foundations of
the Civil War that broke out in 1861 in democracy rested on the premise that ‘all
which the Confederacy was defeated men are created equal.’ He would not allow
and the Union restored. any extension of slavery in the new created
3. (a) The American Civil War (1861–65) was states in the west.
one of the bitterest civil wars in history. 3. Abraham Lincoln defined democracy as
Nearly 7 lakh people lost their lives. ‘government of the people, by the people
The Civil War was fought because the and for the people’.
 TEACHER’S RESOURCE 33

4. The southern states of the US had seceded talk about how slavery was a despicable practice.
from the Union on the issue of slavery and It was a vicious and brutal system. Human
formed the Confederate States of America. bondage was a negation and gross violation of
Lincoln was determined to save the Union democracy.
at all costs—at the cost of war, if necessary. 3. Reading the book can give a powerful perspective
Thus, civil war broke out in 1861. on slavery and help us understand why the book
had such a powerful impact on the northern
states. Students can read out their reviews in
KEY TO DO AND LEARN
class. There can be a brief class discussion on the
Use your imagination impact of Uncle Tom’s Cabin on the shaping of
Answers may vary. Some hints: American history.
• My day begins before sunrise when I wake up
and go to feed the domestic animals and clean the KEY TO WORKSHEET IN OXFORD
stables. EDUCATE
• I then join the other slaves and we make our way
to the plantation. 1. The southern states had seceded from the Union
• We have to work long hours in the hot sun. and formed the Confederate States of America.
• At the end of the day, we eat our meal together Lincoln was determined to save the Union at
and come back to our rooms. all costs—at the cost of war, if necessary. So, the
• Life is difficult and the work is hard but there is American Civil war broke out in 1861 on the issue
no escape. of secession.
• I hope that someday our lives will change for the 2. The outcome of the war was that the Confederacy
better. had to be defeated and the Union restored.
3. The war had been fought mainly in the South,
Project work and had resulted in the impoverishment of the
Answers may vary. Some hints: southerners. Lincoln made plans to repair the
damages of the war and heal the wounds of the
1. The group representing the southern states can
South.
talk about how important the cotton crop was for
4. Abraham Lincoln was shot dead by John Wilkes
the American economy; how they needed labour
Booth, an actor, in a Washington theatre.
to work on their vast cotton fields.
2. The group representing the abolitionist states can
 Theme 3: India in the 18th Century

5
34 TEACHER’S RESOURCE

Decline of the Mughal Empire

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• understand the political, economic and social conditions in India during the transition
period from Medieval to Modern.
• analyze the reasons responsible for the downfall of the Mughal Empire.

LESSON SCHEME  Why do historians feel that Mughal decline

started with the accession of Aurangzeb to
• To create interest in the topic, use teaching aids the throne?
in various formats such as pictures, slides, maps,  In your opinion, which reason contributed the
timelines, graphic organizers, etc. Display a large most in the fall of the Mughals?
map of India and show the extent of the Mughal  Compare Akbar’s administrative policies with
Emperor at the beginning of the 17th century. Aurangzeb’s.
Maratha, Rajput and Sikh rebellions in this time  How did the jagirdari and mansabdari
played a crucial role in weakening the Mughal systems weaken the Mughal Empire?
Empire. Banda Bahadur, Shivaji, Guru Gobind • For recapitulation, help the students to complete
Singh were personalities who were a threat the exercises at the end of the chapter. Help them
to later Mughals. Show their pictures and tell to complete the in-text activities given in the
anecdotes about them. textbook.
• Using pictures create a timeline showing the
later Mughals. Using a graphic organizer, show
Activity
the four political groups in Mughal courts. Talk • Tell students about the legendary rivalry between
about invasions by Nadir Shah and Ahmad Shah Aurangzeb and Shivaji. Tell them to use the
Abdali. Display pictures of the famed Kohinoor internet and find out anecdotes depicting Shivaji’s
diamond and Peacock Throne. acts of rebellion. To make this ore interesting, tell
• Explain in detail all the causes that were them to enact these incidents before the class.
responsible for the decline of the Mughal • Students should make presentation about the
Empire. Contrast this period with the golden religious and administrative policies of later
era of Mughal Dynasty during Akbar’s reign. Mughal Empire.
Encourage students to categorize causal reasons
into political, economic, social and military
OXFORD EDUCATE
factors.
• Encourage student participation by interacting You can show the slide show for this chapter
with them and asking thought-provoking provided in Oxford Educate to recapitulate
questions. the main points of the lesson. You can pause
• Some suggestions for questions to be asked while in between to ask questions and encourage a
teaching are: discussion in class.
 TEACHER’S RESOURCE 35

outlook and practise a policy of religious tolerance.

The worksheet in Oxford Educate can be given
This would perhaps have maintained the foundation
as a classroom or home assignment.
of the Mughal empire and saved it from making
several enemies and crumbling.
SI SUBJECT INTEGRATION
Think and Answer (Page 51)
Arts Education Answers may vary. Some hints:
Find out more about the Kohinoor Diamond and The empire would have survived if Aurangzeb had
the Peacock Throne. Make a chart with pictures or not reversed Akbar’s Rajput policy. This is because
drawings. Make a replica of the crown of the British the progress and stability of such a vast empire
monarch using wire, wool, satin cloth, golden paper, depended on the support and unity of the people.
artificial stones, etc. If Aurangzeb had followed a policy of religious
tolerance the foundations of the empire would have
been strong.
TP ADDITIONAL TRANSACTIONAL
PROCESSES Values and Life Skills (Page 51)

• Students should make presentation about the Answers may vary. Some hints:
religious and administrative policies of later We should strongly suggest to such people that it
Mughal Empire. is wrong to be intolerant towards other peoples’
religious beliefs. One should be tolerant of all
religions. Intolerance divides the society and gives
GLOSSARY rise to hatred and disunity, which is harmful for
everyone.
Mansabdari A system of incentives in which
system: mansabdars maintained a fixed
number of troops and were rewarded KEY TO TEXTBOOK EXERCISES
with jagirs.
A. Fill in the blanks.
Jagir: A name used to denote a collection
of villages or districts 1. 18th, decayed, disintegrated
2. Later
3. four
KEY TO IN-TEXT QUESTIONS 4. Delhi, Kohinoor Diamond, Peacock Throne
5. Ahmad Shah Abdali
Discuss (Page 50) 6. Bahadur Shah Zafar
Answers may vary. Some hints:
B. Match the following.
Akbar had a liberal outlook and understood the
importance of treating all religions equally as each 1. (e), 2. (a), 3. (b), 4. (c), 5. (d)
religion contains some truth and has its good points. C. Choose the correct answer.
He introduced a new faith called Din-i-ilahi—a 1. Akbar 2. Aurangzeb
synthesis of Islam, Hinduism, Christianity and 3. Afghanistan 4. 3 5. 200 years
Zoroastrianism. It was a simple religion and easy to
follow for the people. At the same time, Akbar did D. State whether the following are true or false.
not force people of any faith to convert to another 1. True 2. False 3. True
and abolished discriminatory religious taxes like 4. True 5. True
the jaziya. His broad outlook and religious tolerance E. Answer the following questions in one or two
helped him strengthen the Mughal empire. An words/sentences.
important advice that Akbar would perhaps have
1. The transition from the Medieval to the
given Aurungzeb would also be to broaden his
Modern Period in India began with the
 36 TEACHER’S RESOURCE

decline of the Mughal empire in the first half best and most profitable jagirs among
of the 18th century. rival nobles. Towards the end of the 17th
2. The first emperor in the line of the Later century, there were very few jagirs left.
Mughals was Bahadur Shah and the last To satisfy the demands of the newly
emperor was Bahadur Shah Zafar. recruited officers, crown lands were
3. The two of the rival groups of nobles in the converted to jagir lands and given to the
Mughal court were Iranis and Turanis. nobles. This led to a loss of revenue for
4. Two reasons for the failure of the mansabdari the royal treasury and a further decline
system were: in the power of the emperor.
(a) An increase in the number of mansabs (c) The death of a Mughal ruler was
and a shortage of jagirs led to corruption generally followed by wars of
and inefficiency in the system. succession among rival claimants to
(b) The mansabdars did not maintain their the throne. These wars of succession
quota of troops and adopted corrupt proved very costly and destructive
methods. for the Mughal empire. They drained
5. The economic impact of the Mughal wars the resources of the empire, caused
of succession was that they were costly and frequent political upheavals and made
drained the resources of the empire. They the empire unstable and weak.
were also destructive, caused frequent 2. (a) The mansabdari system began to break
political upheavals and made the empire down towards the end of the 17th
unstable and weak. century. Under this system, mansabdars
6. Aurangzeb’s religious policy resulted in the had to maintain a fixed number of
loss of support of the loyal Rajputs who had troops. They were given jagirs as
earlier contributed greatly to the stability of payment for doing so. An increase in the
the Mughal empire and had now become number of mansabs and a shortage of
bitter foes. jagirs led to corruption and inefficiency
7. The enormous sums of money spent by Shah in the system. The mansabdars did
Jahan on magnificent monuments like the Taj not maintain their quota of troops and
Mahal had drained the royal treasury. adopted corrupt methods. As a result
8. Bahadur Shah Zafar assumed leadership the military strength of the Mughal
of the rebels in the Revolt of 1857. After the empire declined.
Revolt, he was exiled to Rangoon where he (b) The Mughal rulers did not have a navy
died. and made no efforts to establish one.
Their equipment and techniques of
F. Answer the following questions briefly.
warfare were outdated and ineffective.
1. (a) The Mughal court was a house sharply Nothing was done to reform, modernize
divided from within. There were and strengthen the army. Thus, the
four groups of nobles in the Mughal Mughal army failed to keep pace with
court—Iranis, Turanis, Afghans and the times.
Hindustanis. There was a constant (c) Aurangzeb failed to realize that
struggle for power among these groups. the progress and stability of such a
Their mutual jealousies and rivalries vast empire depended on a policy of
caused great harm to the Mughal religious tolerance and the support
administration and undermined the and unity of the people. His policy
prestige and authority of the Mughal of religious intolerance shook the
emperor. foundations of the empire and resulted
(b) The Mughal officers were given jagirs in the following:
as payment for their services. Thus, • The costly, long-drawn and ruinous
there was a constant struggle for the Deccan campaign
 TEACHER’S RESOURCE 37

•
Numerous wars with the Sikhs, the policies; Economic bankruptcy; Foreign
Marathas, the Jats and the Rajputs invasions
• Loss of support of the loyal Rajputs Economic bankruptcy: A major cause of the
who had earlier contributed disintegration of the Mughal empire was
greatly to the stability of the its economic bankruptcy. The enormous
Mughal empire but now became sums of money spent by Shah Jahan on
bitter foes. magnificent monuments like the Taj
1. (a) A major cause of the disintegration of Mahal had drained the royal treasury.
the Mughal empire was its economic Aurangzeb’s Deccan campaign was a
bankruptcy. The enormous sums financial disaster that ruined the empire and
of money spent by Shah Jahan on made its collapse inevitable.
magnificent monuments drained the Foreign invasions: The invasions of Nadir
royal treasury. Aurangzeb’s Deccan Shah, the ruler of Iran, and Ahmad Shah
campaign was a financial disaster that Abdali, the ruler of Afghanistan, shattered
ruined the empire and made its collapse the power and prestige of the Mughals.
inevitable. Nadir Shah looted and plundered Delhi and
(b) The invasions of Nadir Shah, the carried away valuable treasures, including
ruler of Persia (Iran), and Ahmad the priceless Kohinoor Diamond and the
Shah Abdali, the ruler of Afghanistan, Peacock Throne. Ahmad Shah Abdali
shattered the power and prestige plundered northern India repeatedly.
of the Mughals. Nadir Shah looted (Note to the teacher: Students can mention any
and plundered Delhi and carried four reasons as given in the textbook and explain
away valuable treasures, including the any two.)
priceless Kohinoor Diamond and the
Peacock Throne. Ahmad Shah Abdali KEY TO DO AND LEARN
plundered northern India repeatedly.
Aurangzeb’s successors were pleasure Use your imagination
loving, weak and inefficient. They were
puppets in the hands of powerful, Answers will vary. Some hints:
ambitious nobles who controlled
• The glory of the Mughal empire could be restored
the administration. The provincial
by subduing the powerful nobles and making the
governors took advantage of the weak
emperor more powerful.
government at the centre and set up
• The army should be reorganized and a strong
independent kingdoms in the Mughal
and modern navy should be set up.
provinces. This led to the break-up and
• The jagirdari system should be reorganized so
collapse of the empire.
that crown lands are not reduced. Officers should
G. Picture study. be paid in cash as far as possible.
1. This is a picture of Bahadur Shah Zafar
Project work
2. Bahadur Shah Zafar, the last of the Mughals,
assumed leadership of the rebels in the Students can refer to the internet for pictures.
Revolt of 1857 against the British. He was
defeated and exiled to Rangoon where he KEY TO WORKSHEET IN OXFORD
died. EDUCATE
3. With Bahadur Shah Zafar’s defeat, exile to
Rangoon and eventually, death, the Mughal 1. Aurangzeb; 2. Bahadur Shah; 3. Jagir land;
empire came to an inglorious end. 4. Akbar; 5. Aurangzeb; 6. Nadir Shah; 7. Shah Jahan;
4. Reasons for the decline of the Mughal empire 8. Aurangzeb; 9. Ahmad Shah Abdali; 10. Bahadur
were: Wars of succession; Aurangzeb’s Shah Zafar
 Theme 3: India in the 18th Century

6
38
Rise of Independent Regional
TEACHER’S RESOURCE

Powers

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• understand the transformational changes that led to the evolution of the Later Vedic
period.
• understand the processes that led to the classification of society in the Later Vedic period
into the four varnas or the caste system.
• discuss and identify the differences and similarities between the Early and Later Vedic
periods.
• trace the changing position of woman in the Early and Later Vedic societies.

LESSON SCHEME Alivardi Khan. Discuss the downfall of Bengal

under the Nawabs and usurpation of power by
• Display a large political map of India to show the British.
the six major independent states that arose • Read about the emergence of Awadh as an
when the Mughal Dynasty stated disintegrating. independent state under the capable rule of
Recapitulate the previous lesson to remind Saadat Khan and his successors. Compare the
students of the deplorable condition of the nawabs of Awadh to the nawabs of Bengal. Show
Mughal rulers. Many powerful rulers and leaders pictures of Saadat Khan’s tomb.
took advantage of Mughal weaknesses and • While teaching about Mysore’s rise as an
established their independent states. Explain that independent state, the television series on Tipu
out of all these rulers, the Marathas were the most Sultan can be shown in class.
powerful and later established their rule over all • Show pictures of Guru Gobind Singh and the
India. Discuss the two phases of the Maratha other Sikh leaders from the website: http://www.
empire- the first was dominated by Shivaji and his sikhmuseum.org.uk/fascinating-factsabout-
successors and the second phase was dominated guru-gobind-singh-the-tenth-sikh-guru/. Talk
by powerful peshwas. Show pictures of the three about the achievements of Ranjit Singh and his
most influential peshwas - Balaji Vishwanath, alienation policies with the British.
Balaji Rao I and Balaji Baji Rao. Elaborate upon • Ask questions such as:
the prominent Maratha families- the Bhonsle, the  Why Guru Gobind Singh is considered the
Sindhia, the Holkar and the Gaekwad. Talk about most influential leaders of Sikhs?
the defeat of the Marathas at the hands of Ahmad  How were the peshwas and nizams different?
Shah Abdali.  Explain how the formation of independent
• Show pictures of the Battle of Plassey fought states made it easier for the British to divide
between the British and the Nawabs. The black and conquer?
hole tragedy can be researched and explained  How did the treaty of perpetual friendship
to further the topic. Explain about the rise of between the British and Sikhs help Ranjit
Bengal as an independent state under the able Singh?
administration of Murshid Quli Kahn and
 TEACHER’S RESOURCE 39

 How is Guru Gobind Singh different from refrained from involving in the Sikh
other religious leaders? kingdom.
• For recapitulation, help the students to complete Peshwa: Title bestowed on loyal ministers of
the exercises at the end of the chapter. Help them the Maratha rulers.
to complete the in-text activities given in the
textbook.
KEY TO IN-TEXT QUESTIONS
Activity
Discuss (Page 56)
• Tell students to collect pictures of the five
elements that define the external identity of Answers may vary. Some hints:
Sikhs. Then they are to make a presentation If the Marathas had won the Third Battle of Panipat,
about the significance of each item. They should defeating Ahmad Shah Abdali, they could have
conclude the presentation by explaining what become the next paramount power in India to have
makes Sikhism a distinctive religion (Hint: A Sikh replaced the erstwhile powerful Mughal empire. This
is a combination of a saint and a warrior). would also have made it more difficult for the British
to get a foothold in India.
OXFORD EDUCATE Think and Answer (Page 59)
You can show the slide show for this chapter Answers may vary. Some hints:
provided in Oxford Educate to recapitulate Ranjit Singh was an ambitious and powerful ruler.
the main points of the lesson. You can pause Why do you think he signed the treaty of ‘perpetual
in between to ask questions and encourage a friendship’ with the British that checked his
discussion in class. expansion beyond the Satluj?
The worksheet in Oxford Educate can be given
as a classroom or home assignment.
Values and Life Skills (Page 59)
Answers may vary. Some hints:
SI SUBJECT INTEGRATION Foremost, I would inculcate in myself the quality of
truth and integrity. I would try to be the person that
Geography I would want my students to have as a role model—
upright, honest, strong, fair, friendly, understanding
Map work
and tolerant.
On an outline map of the Indian subcontinent, mark
and label the independent states that emerged after
KEY TO TEXTBOOK EXERCISES
the break-up of the Mughal empire.
A. Fill in the blanks.
Computer studies
1. hereditary, dynastic
Make a PowerPoint presentation on various aspects of 2. Lucknow
‘Lucknawi culture’ e.g. the creative arts, performing 3. Hyder Ali
arts, literature and architecture and share it in class. 4. Guru Gobind Singh; Khalsa
5. Twelve
GLOSSARY B. Match the following.
Khalsa: A military brotherhood of Sikhs 1. (e), 2. (d), 3. (b), 4. (c), 5. (a)
organized by Guru Gobind Singh. C. Choose the correct answer.
Treaty of perpetual 1. Marathas 2. Maratha
friendship: A treaty signed by Ranjit Singh and 3. Balaji Baji Rao 4. Awadh
the British owing to which the British 5. Hyderabad
 40 TEACHER’S RESOURCE

D. State whether the following are true or false. Mughals and asserted their independence
1. False 2. True 3. False were Jaipur (Amber) and Jodhpur (Marwar).
4. True 5. True 7. After the disintegration of the Mughal
empire, the Rajput states did not unite and
E. Answer the following questions in one or two consolidate their position. They followed
words/sentences. individual goals and interests that were
1. The disintegration of the Mughal empire often divergent and conflicting, and wasted
was followed by the birth of many regional away their energies in petty quarrels, thus
powers. The political vacuum was soon becoming vulnerable to the selfish designs
filled by a number of independent and of the English East India Company.
semi-independent regional powers such as 8. The signatories of the Treaty of Amritsar
Bengal, Awadh (Oudh), Hyderabad, Mysore were Ranjit Singh, the ruler of Punjab, and
and the Maratha, Sikh and Rajput states. Lord Minto, the Governor General of the
2. In the Third Battle of Panipat the Maratha English East India Company.
army was decisively defeated by Ahmad
F. Answer the following questions briefly.
Shah Abdali, which shattered the Maratha
ambition of replacing the Mughal empire. 1. (a) When Shahu, the grandson of Shivaji, was
The Afghans, too, failed to capitalize on released after the death of Aurangzeb
their victory and as such the conditions in 1707, a war of succession broke out
were ideal for the entry of the English East among the Marathas. Shahu succeeded
India Company to establish supremacy in in capturing the Maratha throne
the region. with the help of Balaji Vishwanath.
3. Murshid Quli Khan took advantage of the Subsequently, Balaji Vishwanath was
decline in the power of the Mughal empire to rewarded for his services and loyalty
free himself from imperial control. Although with the post of Peshwa or chief
he continued to pay annual tribute to the minister. Shahu was ease-loving and
Mughal empire, he began to rule Bengal weak. Thus, he was gradually reduced
independently. to the position of ceremonial head of the
4. The prolonged period of peace and economic Maratha kingdom while real power and
prosperity during the reign of the intelligent, authority was exercised by the Peshwa.
efficient and daring Nawabs stimulated the This led to the growth of Peshwa
growth of a refined and distinct Lucknavi dominance in the Maratha Kingdom.
culture. It helped Lucknow, the capital city, (b) (i) Baji Rao I was a military genius.
to blossom into a centre for creative and Under his bold and dynamic
performing arts, literature and architecture. leadership, the Maratha kingdom
5. The Carnatic, one of the subahs of the was transformed into the Maratha
Deccan, was under the control of the Nizam empire after a series of brilliant
of Hyderabad. The Nawab of the Carnatic, campaigns against the Mughals
however, freed himself from the Nizam’s and other rivals.
control and established hereditary rule in (ii) Balaji Baji Rao followed the policy
his state. This led to wars of succession of expansion. During his reign,
and political instability in the Carnatic, the Maratha empire reached the
providing the European trading companies heights of its power and glory. In
opportunities to interfere in its internal the north, the Marathas became the
affairs and make territorial, commercial and power behind the Mughal throne.
financial gains. (c) The Peshwa divided the erstwhile
6. The two principal Rajput states that took Mughal provinces into ‘spheres of
advantage of the declining power of the influence’ and placed them under the
 TEACHER’S RESOURCE 41

chiefs of Maratha families of Sindhia, authority over the Mysore state. Under
Bhonsle, Holkar and Gaekwad. These his rule, Mysore became a prosperous
chiefs enjoyed maximum autonomy and powerful state and a formidable
within their respective regions. The adversary of the English East India
union of these Maratha chiefs is referred Company in the south.
to as the Maratha confederacy. The (c) Tipu Sultan proved to be a worthy
Peshwa was the official head of the successor of Hyder Ali. He introduced
Maratha confederacy. m a n y re f o r m s t o o v e rh a u l a n d
2. (a) Murshid Quli Khan was an excellent reorganize the administrative
administrator and a man of exceptional machinery. He modernized the army
abilities. He freed Bengal from external and strengthened the economy by
and internal dangers and established encouraging agriculture and modern
stability, peace and prosperity in trade and industry. He posed the most
the state and began to rule Bengal serious challenge to the rise of British
independently. power in India.
(b) Alivardi Khan was the most capable 4. (a) The principal Rajput states like Jaipur,
successor of Murshid Quli Khan. He Jodhpur and Udaipur took advantage of
recognized the importance of promoting the declining power of the Mughals and
trade and encouraged merchants— asserted their independence. However,
Indian as well as foreign—to carry on they did not unite and consolidate
trade in Bengal. He did not allow the their position. They made no efforts to
French and British merchants to fortify establish a Rajput empire on the debris
their factories in Chandernagore and of the Mughal empire. On the contrary,
Calcutta. they continued to follow individual
(c) The nawabs of Bengal failed to goals and interests that were often
understand the true nature and hidden divergent and conflicting. They wasted
motives of the British trading company. away their energies and compromised
They believed that a trading company their independence by indulging in
could never challenge their authority. petty quarrels. The court intrigues,
No efforts were made to reorganize and conspiracies, treachery and corruption
strengthen the army. Corruption was of the Mughal courts were replayed
rampant and even high ranking officials in the courts of the Rajput rulers. It
were susceptible to bribes. sapped their energies and made them
3. (a) The collapse of the Vijayanagar empire vulnerable to the selfish designs of the
gave rise to a number of independent English East India Company.
kingdoms, constantly at war with one (b) Guru Gobind Singh organized a military
another. The most important of these brotherhood of Sikhs called the Khalsa.
was the kingdom of Mysore which He instilled in the peace-loving Sikhs
somehow managed to preserve its a martial spirit that would help them
independence despite repeated attacks to carry on their struggle against the
by neighbouring kingdoms. persecution of the Mughals.
(b) Hyder Ali was a man of exceptional (c) Ranjit Singh was the chief of one of
qualities and abilities. He rose from the 12 misls or groups of the Sikhs.
the rank of an ordinary soldier in He was very ambitious and powerful.
the Mysore army to the position of He brought all the Sikh chiefs, west
commander by sheer dint of merit and of the Satluj, under his control and
determination. In 1761 he overthrew made himself master of Punjab by the
the government and established his end of the 18th century. He signed the
 42 TEACHER’S RESOURCE

treaty of ‘perpetual friendship’ with

Lord Minto, the Governor General of
KEY TO DO AND LEARN
the English East India Company. By
Use your imagination
this treaty he accepted the Satluj River
as the boundary between the Sikh Answers will vary. Students can talk about the
kingdom and British territories. The grandeur of the palace, the hospitality of the ruler, the
British promised not to interfere in the strengths and weaknesses of the ruler, the condition
affairs of the Sikh kingdom. Ranjit Singh of people living in his kingdom, the overall peace
conquered territories in the north and and prosperity in the region, the Rajput court, etc.
at the time of his death in 1839, he was
Project work
master of a powerful kingdom which
extended from the Khyber Pass in the 1. Students can refer to the map used in the textbook
north to Sindh in the south. for this exercise.
2. Students can use books and the Internet for
G. Picture study
learning more about the various aspects of
1. This is a picture of Ranjit Singh. ‘Lucknawi culture’.
2. Ranjit Singh was the founder of the Sikh
kingdom.
3. Ranjit Singh was a born leader. He brought KEY TO WORKSHEET IN OXFORD
all the Sikh chiefs, west of the Satluj, under EDUCATE
his control and made himself master of the
Punjab by the end of the 18th century. D D M B T U A D R C T F L R F
4. In 1809, Ranjit Singh signed the Treaty of B A O Z I X A Y I N H B A L L
Amritsar with Lord Minto, the Governor G B H H V I V T X V V J Y B L
General of the English East India Company.
E A U K M R
A M H C P N T S J
The Treaty of Amritsar laid down the terms
of ‘perpetual friendship’ between Ranjit K R K D I N G Y O U R O N I R
Singh and Lord Minto, the then Governor R E Y B R S V S T K N F C T C
General of the English East India Company. S D V A
W E X O M A R A T H A
By this treaty, the Satluj River was accepted
N Y C B G R G R Z R O S R O A
as the boundary between the Sikh kingdom
and British territories. The British promised C H N L E M
U E P B L T J A X
not to interfere in the affairs of the Sikh Q D Q S J N M Z N T M F P I L
kingdom. Checked in the east, Ranjit Singh F F X Q G F G P U I P V Z G T
began to conquer territories in the north and F U H M Q S C A T Y S R I J T
the west. At the time of his death in 1839,
U U R K M W I A L X M Y T K N
he was the master of a powerful kingdom
which extended from the Khyber Pass in the W Q X X J J J V Q P U H H T D
north to Sind in the south. E H D A W A E S R K E D R B L
 Theme 4: Traders to Rulers

7
TEACHER’S RESOURCE 43

Rise of British Power in Bengal

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• understand the sequence of events that led to consolidation of British rule in Bengal.
• explain the strategic importance of the Battle of Plassey, the Battle of Buxar and the Treaty
of Allahabad.

LESSON SCHEME and ask queries, if required. During the lesson,

ask questions and give hints to help students in
• Visual aids such as maps, timelines, images and answering the questions. Some suggestions for
presentations will be used to lend clarity to the questions are:
events that led to British invasion and control of  Why Mir Jafar is called a puppet king?
Bengal. Trace the history of British rule in India  How was the invasion of Bengal by the British
which started with the east India Company an important milestone for them?
as a mere trading partner. Use pictures of Fort  What were the drawbacks of the Dual
William in Kolkata and explain its important Government in Bengal?
role in this period. Discuss the causes and  What is your opinion of the political strategies
effects of the Carnatic Wars which established exploited by the British to gain control over
British supremacy over competitors French and Bengal?
Portuguese. • For recapitulation, help the students to complete
• Show pictures related to the Battle of Plassey the exercises at the end of the chapter. Help them
and explain its role in converting British from to complete the in-text activities given in the
trading partner to a political power in India. textbook.
Using pictures, explain that Mir Jafar and Robert
Clive played pivotal roles in this period. Discuss
Activity
the importance of the Battle of Buxar in Bengal’s • There were five crucial events that led to the
history. British rule in Bengal. They were:
• Elaborate on the concept of dual government in  Farman by Farrukhsiyar that allowed free
Bengal and how it transferred real power from trade rights to British
nawabs to the Company. Talk about the famines  The Battle of Plassey
of Bengal and the transformation of Bengal  The Battle of Buxar
from the richest Indian state to a famine-ridden,  The treaty of Allahabad
famished state.  Dual government in Bengal.
• Encourage student participation by making the Divide the class into five groups. Each group
session interactive. Modulate teaching strategy picks one of the above incidents and delivers
according to the topic. Maintain students’ a presentation about the events that took place
interest by using visual aids generously. and their impact on Bengal’s history.
Encourage students to research the topic further
 44 TEACHER’S RESOURCE

OXFORD EDUCATE KEY TO IN-TEXT QUESTIONS

You can show the slide show for this chapter Think and Answer (Page 68)
provided in Oxford Educate to recapitulate
the main points of the lesson. You can pause Answers will vary. Some hints.
in between to ask questions and encourage a If Mir Jafar had not betrayed Siraj-ud-Daulah, the
discussion in class. nawab of Bengal, in favour of the British, then the
The worksheet in Oxford Educate can be given British forces under Robert Clive would perhaps have
as a classroom or home assignment. lost the battle of Plassey. This was because Siraj-ud-
Daulah had a strong army. The British would have
failed to lay down the foundations of their rule in
SI SUBJECT INTEGRATION
India by conquering Bengal, the richest province in
India at that time. This would also severely restrict the
Geography
financial resources that the British could command
Map work (Page 74) and use for further conquests and limit their ability
On an outline map of the Indian subcontinent, mark to establish British rule in India. Mir Jafar’s betrayal
and label the British territories in India in 1765. of the Bengal nawab shows that he was greedy for
power and wanted to become the nawab of Bengal.

TP ADDITIONAL TRANSACTIONAL Discuss (Page 70)

PROCESSES Answers may vary. Some hints.
• Prepare a timeline to show the important events The dual system of government in the Mughal
leading up to the control of Bengal, Orissa and provinces worked very successfully during Akbar’s
Bihar by the British. Use pictures and symbols in reign because Akbar was a great ruler who took lot
the timeline. of interest in the welfare of his people. The Dual
Government introduced by Clive failed because the
British administration only served the interests of
GLOSSARY the British. They were only interested in exploiting
Indian resources and in making huge profits. They
Farman: A license that allowed the British
were not concerned with the welfare of the people
to import and export goods
and did nothing to alleviate the miseries of the
from Bengal without paying
people. They did not assume any responsibility for
any taxes to the government.
the people.
Presidency: Bengal, madras and Bombay
were called presidencies as they Values and Life Skills (Page 70)
were important centres of trade
Answers may vary. Some hints.
in their regions.
Carnatic wars: The name given to the three The first thing to do to create a corruption-free society
wars between the British and is to never offer bribes to get something done, or ask
the French to establish their for favours from other people. Second, there should
supremacy in India. be very strict laws to punish those who indulge in
Dual government: A s y s t e m o f g o v e r n a n c e corrupt practices and the courts should ensure that
started by Robert Clive in which the corrupt do not escape their punishment. Third,
powers and responsibilities we should inculcate the values of honesty, integrity
were divided between two and truthfulness in ourselves.
masters—the nawab and the
Company.
 TEACHER’S RESOURCE 45

5. The farman granted the English East India

KEY TO TEXTBOOK EXERCISES Company the right to carry on duty-free
trade in Bengal. They could export and
A. Fill in the blanks.
import goods from and to Bengal without
1. Madras, Bombay, Calcutta paying any taxes to the government.
2. Bengal, Bihar, Orissa (present-day Odisha) 6. The farman of 1717 became a bone of
3. 1664 CE contention between the nawabs of Bengal
4. Carnatic and the British Company because the
5. richest, fertile nawab of Bengal, Siraj-ud-Daulah, wanted
6. 1757, 1756 the British to pay taxes like all other Indian
7. British merchants which the British refused to do
8. Shuja-ud-Daulah, Kora, Allahabad, Shah so. This angered the nawab and created a
Alam II rift between them.
9. Diwani, Bengal, Bihar, Orissa 7. The British began to fortify their trade
10. direct, complete settlement in Calcutta in anticipation of a
B. Match the following. war with the French, who had a trading
settlement in Chandernagore.
1. (e), 2. (b), 3. (c), 4. (d), 5. (f), 6. (a)
8. Siraj-ud-Daulah had asked the British and
C. Choose the correct answer. the French to dismantle their fortifications
1. 1600 and not fight private wars on his territory.
2. Surat When the British refused to follow his
3. Calcutta orders, Siraj-ud-Daulah was enraged and
4. Siraj-ud-Daulah attacked Calcutta and captured Fort William
5. Mir Jafar in 1756.
6. 1757 9. The English East India Company was
7. Robert Clive granted the undisputed right to free trade
in Bengal, and Bihar and Orissa after their
D. State whether the following are true or false.
victory in the Battle of Plassey.
1. True 2. True 3. False 10. The victory of the British in the Battle of
4. False 5. False 6. True Buxar firmly established them as masters
E. Answer the following questions in one or two of Bengal, Bihar and Orissa. It gave them
words/sentences. the political influence and control over
Awadh and the Mughal emperor and laid
1. The queen of England, Elizabeth I, granted
the foundation of British rule in India.
the Company the exclusive right to trade
11. The Indian signatories of the Treaty of
with the East.
Allahabad were Shuja-ud-Daulah and Shah
2. (i) The British trading settlement in Madras
Alam II.
was Fort St George.
12. The Dual Government was abolished by
(ii) The British trading settlement in
Warren Hastings in 1772.
Calcutta was Fort William.
3. The Mughal emperor Farrukhsiyar granted F. Answer the following questions briefly.
the English East India Company the right to 1. (a) The objective of the British was to
carry on duty-free trade in Bengal, Bihar and replace Siraj-ud-Daulah with a puppet
Orissa. ruler. Robert Clive hatched a plot to
4. European traders were attracted to the overthrow Siraj-ud-Daulah. Mir Jafar,
Bengal province in the 18th century because the commander-in-chief of the Nawab’s
Bengal was the richest and the most fertile forces, would be made the Nawab of
province in India. Bengal in return for a large amount
 46 TEACHER’S RESOURCE

of money and important trading the British increasingly hostile. The

privileges. When the negotiations with employees of the Company misused
Mir Jafar were finalized, a secret treaty their trade privileges. They sold their
was signed and the British presented duty-free trade permits to Indian
Siraj-ud-Daulah with an impossible set merchants who also used them to
of demands. This led to the Battle of carry on duty-free trade. This deprived
Plassey, which was fought on 23 June the Nawab of large revenues and was
1757. A major part of the Nawab’s army unfair to those local merchants who had
under the command of Mir Jafar did not to pay heavy duties. To put an end to
take any part in the battle. The Nawab the corrupt practices of the British, Mir
was captured and put to death and Mir Qasim abolished all duties on internal
Jafar was proclaimed the Nawab of trade. This made the British furious.
Bengal. They refused to accept an equal status
(b) The results of the Battle of Plassey were: with the Indian merchants.
• The English East India Company (b) In 1763, war broke out between Mir
was granted the undisputed right Qasim and the British. The Nawab was
to free trade in Bengal, Bihar and defeated. Mir Jafar was reinstated on
Orissa. the throne. Mir Qasim was determined
• The Company was given the to recover his throne. He escaped to
zamindari of the 24 Parganas. Awadh, where he formed an alliance
• Mir Jafar paid the Company and with Shuja-ud-Daulah, the Nawab of
its officials over 300 lakh rupees. Awadh, and the Mughal Emperor, Shah
(c) The Battle of Plassey was a major Alam II. The combined forces of the
turning point in the history of India three allies clashed with the Company’s
because: troops at Buxar in 1764, and were
• It paved the way for the decisively defeated by the British.
establishment of British rule in (c) The importance of the Battle of Buxar
Bengal and, eventually, the rest of was as follows:
India. • The victory of the British in the
• It transformed a trading company Battle of Buxar firmly established
into a political power. them as masters of Bengal, Bihar
• The Nawab of Bengal was reduced and Orissa.
to a puppet in the hands of the • It gave them the political influence
British, who became the virtual and control over Awadh and the
rulers of Bengal. Mughal emperor.
• It placed at the disposal of the • It laid the foundation of British rule
British the vast resources of Bengal. in India.
These resources helped them to 3. (a) The terms of agreement between Robert
win the Third Carnatic War and Clive and Shuja-ud-Daulah in the Treaty
finance military expeditions in of Allahabad were:
other parts of India in the future. • Awadh was returned to Shuja-ud-
2. (a) Mir Qasim was a competent and Daulah. However, the two districts
efficient ruler. In order to strengthen of Kora and Allahabad were taken
his position, he improved the financial away from the Nawab.
position of Bengal and raised a modern, • The Nawab of Awadh had to pay
disciplined and well-equipped army a war indemnity of 50 lakh rupees
trained by the Europeans. This made to the Company.
 TEACHER’S RESOURCE 47

• The British agreed to defend of administration without the resources

the Nawab of Awadh against necessary for running it efficiently i.e.
his enemies. The Nawab would responsibility without power.
have to pay for the cost of the (c) The evils of the Dual Government
British troops. Awadh became a began to manifest themselves as the
buffer state between the British administration and economy collapsed.
possessions in Bengal and the The revenue was collected by Indian
Marathas. officials appointed by the Company.
(b) The British gave Shah Alam II the The greed, corruption and oppression
districts of Kora and Allahabad and an of these officials reduced the peasants
annual pension of 26 lakh rupees. to conditions of utter misery. The
In return, the emperor (the nominal Company took no interest in the welfare
head of the Mughal empire) granted of the people. The conditions of the
the Company the Diwani of Bengal, people worsened when Bengal was hit
Bihar and Orissa, i.e. the right to collect by a terrible famine in which one third
revenue from these provinces and judge of the population perished. Nobody
civil cases. In this way the Company’s cared, neither the Company nor the
control over Bengal was made legal. Nawab, who in any case had neither the
(c) After Mir Jafar’s death, his son was made authority nor the resources to alleviate
the Nawab of Bengal. He had to sign a the miseries of the people.
treaty with Clive, according to which he The Company, through its power to
had to disband most of his army. He also nominate the deputy nawab, only
had to transfer the ‘Nizamat’ powers interfered in the general administration
(general administration and criminal without assuming any responsibility.
justice) to a deputy nawab appointed G. Picture study
by the British. The deputy nawab could 1. This picture shows the Mughal Emperor
not be dismissed by the Nawab. The Shah Alam II and Robert Clive, the British
Nawab was given an allowance of 53 Governor.
lakh rupees which was subsequently 2. The significance of the grant of Diwani was
reduced. Thus, the English East India that the Company got the authority to collect
Company became the real ruler of revenue from the provinces of Bengal, Bihar
Bengal from 1765. and Orissa. The Company also had the right
4. (a) The government introduced in Bengal to judge civil cases and its control over
by Robert Clive was referred to as Bengal was made legal.
‘Dual Government’ because Bengal 3. The Battle of Buxar preceded this event. Mir
now had two masters. The Nawab was Qasim was determined to recover the throne
responsible for general administration, of Bengal. He escaped to Awadh where he
maintenance of law and order and justice formed an alliance with the Nawab, Shuja-
(i.e. criminal cases). The Company had ud-Daulah, and the Mughal emperor, Shah
military power and the right to collect Alam II. The combined forces of the three
and use the revenue of Bengal. That is allies clashed with the Company’s troops at
why this arrangement was known as Buxar in 1764, and were decisively defeated
Dual Government. by the British.
(b) The Company had the advantages 4. The Battle of Buxar was important because
as it enjoyed power without any of the following reasons:
responsibilities. The Nawab, on the • The victory of the British in the Battle
other hand, had disadvantages, as he of Buxar firmly established them as
was burdened with the responsibility masters of Bengal, Bihar and Orissa.
 48 TEACHER’S RESOURCE

• It gave them the political influence and • I fear that we will not have enough left to even
control over Awadh and the Mughal feed our family in the coming year.
Emperor. • Appealing to the nawab is of no help—he has no
• It laid the foundation of British rule in power over the Company.
India. • I feel that there is no one to care for us.
• At that time, Robert Clive returned to
India as Governor of Bengal. Project work
Refer to the textbook for preparing the script.
KEY TO DO AND LEARN Students can also refer to the Internet and books
on modern Indian history in the library for more
Use your imagination information.

Answers may vary. Some hints.

• Today we harvested our crops after a long year of
KEY TO WORKSHEET IN OXFORD
toil. EDUCATE
• Tomorrow the English Company’s official will Students can refer to the map given in chapter 7, page
take most of the crop away. 68 of the textbook.
 Theme 4: Traders to Rulers

8
TEACHER’S RESOURCE 49

Expansion of British Power in India

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• discuss the different methods practised by the British to build their empire in India.
• Explain the alliances and doctrines formulated by the British to maneuver Indian rulers
and leaders into relinquishing political control of their territories.

LESSON SCHEME with frustration and feelings of rebellion became

stronger slighted rulers, leaders, nawabs and
• Introduce the lesson by asking students some people.
questions such as- what had been the British • Asking questions during the lesson will
primary strategy of gaining control over Indian help assess student’s understanding of the
territories? Was the strategy sustainable in the topics taught. They will also enhance student
long term? Explain that the British were shrewd participation. Individual and group activities
and clever. They understood the toll constant will make the lesson engaging and learning more
warring had taken on their treasury. So, they permanent.
devised clever strategic alliances and doctrines • Some questions to be asked during the lesson
to overthrow Indian leaders and gather political include:
power. List all the different methods the British  What, according to you, played a very

used such as subsidiary alliance, military effective role in annexing Indian territories
subjugation and maladministration pretext. to the British Empire?
• Create a table with three columns representing  How were the Subsidiary alliance and

each strategy. In each column, list the kingdoms doctrine of lapse different?
 Why do you think the British had to use
that were usurped by the British by that strategy.
• Explain the causes, events and impact of the three military power with the Marathas, Mysore
and the Sikhs?
Anglo-Maratha wars. Elaborate how the British
 How were the British able to prevent the
took over the political reigns in Mysore and the
French and the Portuguese from extending
Sikh kingdom.
their influence in India?
• Mention the salient points of the Doctrine of Lapse
• For recapitulation, help the students to complete
and how it short-changed India rulers. Stress the
the exercises at the end of the chapter. Help them
main factors that were leveraged by the British to
to complete the in-text activities given in the
control India, namely, lack of unity among rulers;
textbook.
poor administration of Indian rulers; superior
military power and economic resources of the Activity
Company and the naval supremacy of the British.
• Divide the class into two groups, one representing
• Conclude by saying that unfair polices and
lord Wellesley and the other Lord Dalhousie. The
divisive rule of the British filled Indian people
first group will prepare a design for drafting an
 50 TEACHER’S RESOURCE

agreement towards the subsidiary alliance. The

second group will draft a doctrine of lapse stating KEY TO IN-TEXT QUESTIONS
the conditions laid down by the British.
Think and Answer (Page 78)

OXFORD EDUCATE Answers may vary. Some hints.

The First Anglo-Maratha War was a long drawn out
You can show the slide show for this chapter war in which neither side won. This was because
provided in Oxford Educate to recapitulate all the Maratha chiefs were united under the able
the main points of the lesson. You can pause leadership of Nana Phadnavis and put up a strong
in between to ask questions and encourage a resistance together against the British. We can
discussion in class. conclude from this that if we put up a united front
The worksheet in Oxford Educate can be given under the able guidance of a capable leader we
as a classroom or home assignment. can defeat the strongest and the most formidable
rival. With the death of Nana Phadnavis, the great
statesman and pillar of Maratha unity, the Maratha
SI SUBJECT INTEGRATION
chiefs were consumed by conflicting ambitions
and mutual rivalries. The lack of unity among the
Geography
Maratha chiefs and the power struggle between them
Page 84 proved to be their undoing and the reason why the
Map work Second Anglo-Maratha War was won decisively and
easily by the British.
1. On an outline map of the Indian subcontinent,
mark and label: Discuss (Page 81)
(a) the Maratha territories in 1805
Answers may vary. Some hints.
(b) the British territories in 1805
2. On an outline map of the Indian subcontinent, By 1856, the English East India Company had not
mark and label the territories controlled by only conquered the whole of India—either through
British in 1856. military conquest or through clever and peaceful
means, but also brought all territories effectively
under the its own control. Even the parts of the
GLOSSARY country that were nominally under an Indian ruler
were, in reality, under the control of the British.
Doctrine An agreement between the British They had eliminated all their rivals and established
of lapse: and subordinate states that their themselves as the paramount power of India. Thus,
territories would lapse and cede to the British transformed ‘the British empire in India’
the British if the rulers had no natural into ‘the British empire of India’.
male heirs.
Subsidiary An alliance made by the British Values and Life Skills (Page 81)
alliance: with Indian rulers in the pretext of
providing military protection against Answers may vary. Some hints.
invasions in return for a subsidiary The history of India would indeed have been different
fees and military maintenance if the Maratha powers would have been united in
expenses. their struggle against the British. This is because
Policy of non- A declaration that the British would the British took advantage of the disunity among
intervention: not intervene in political affairs of a the Maratha chiefs to subjugate each of them and
state. eventually extinguish the Maratha power. We learn
the value of staying united against a common enemy
from this valuable lesson in history.
 TEACHER’S RESOURCE 51

(b) Administration: The Subsidiary

KEY TO TEXTBOOK EXERCISES Alliance made the nawabs complacent
and unconcerned with the affairs of
A. Fill in the blanks.
the state. When the administration in
1. (a) Sindhias (b) Holkars (c) Bhonsles Awadh was on the verge of collapse,
(d) Gaekwads (e) Peshwa Dalhousie annexed it on charges of
2. Warren Hastings, Lord Wellesley power, misgovernment or maladministration.
prestige
3. Lord Dalhousie F. Answer the following questions briefly:
4. Doctrine of lapse 1. (a) The Indian rulers signed the Subsidiary
5. maladministration Alliance because it was an arrangement
in which the ruler whose security was
B. Match the following.
threatened was encouraged to seek help
1. (d), 2. (c), 3. (a), 4. (e), 5. (b) from and enter into an alliance with the
C. Choose the correct answers. British. The British, in turn, promised to
1. Warren Hastings protect the ruler from external attacks
2. Nana Phadnavis and internal revolts. The two military
3. Satara terms and conditions imposed were:
4. Lord Dalhousie (i) B r i t i s h t r o o p s w o u l d b e
5. 1857 permanently placed in the territory
of the subsidiary state. The Indian
D. State whether the following are true or false. ruler would have to pay for the
1. False 2. True 3. False maintenance of the troops in cash
4. True 5. True or in kind.
(ii) The Indian ruler could not form
E. Answer the following questions in one or two
an alliance with any other power
words/sentences.
or declare war against any power
1. The main objective of the Subsidiary Alliance without the permission of the
System was to subjugate Indian powers British.
without the cost and botheration of war. (b) The Subsidiary Alliance proved very
2. When the administration of a subsidiary advantageous for the British because:
state collapsed, the British used it as an • They maintained large armies at
excuse for annexing the kingdom on the expense of the Indian rulers.
grounds of misgovernment. • They acquired valuable territories
3. In 1802, Peshwa Baji Rao II was defeated by as subsidiary payment. This led
the Holkars. Baji Rao II fled to Bassein where to the expansion of the British
he signed the Subsidiary Treaty as a price for empire.
British protection and support. • T h e i n f l u e n c e o f E u ro p e a n
4. Wellesley was recalled from India during rivals, especially the French, was
the Second Anglo-Maratha War because excluded from the courts of the
the government in England was unhappy Indian rulers.
with the enormous expenditure involved in • The British controlled the foreign
Wellesley’s policy of wars and expansion. policy of the subsidiary states.
5. (a) Economy: As a part of the Subsidiary (e) The Subsidiary Alliance had disastrous
treaty, the payment of annual subsidies, effects on the Indian states. These were:
which was made to the Company by the • The Indian rulers of subsidiary
Nawab of Awadh, exhausted the state states lost their independence.
treasury.
52 TEACHER’S RESOURCE

They became virtual puppets in resentment among the Indian rulers.

the hands of the British. This was a great blow to their pride and
• The payment of huge subsidies led dignity.
to a heavy drain on their resources (c) Nana Saheb, the adopted son of
and the impoverishment and decay Peshwa Baji Rao II, inherited his father’s
of the state. The administration personal property but was not given the
collapsed. pension that had been paid to his father.
• When the administration collapsed, As a result Nana Saheb became one of
the British used it as an excuse for the important leaders of the Revolt of
annexing the kingdom on grounds 1857.
of misgovernment. 4. (a) The Subsidiary Alliance which the
• The Indian rulers were fully Nawab of Awadh had signed with
protected by the British against Wellesley had protected the Nawab
external and internal enemies. from external invasions and internal
They lost interest in the welfare rebellions. It made the Nawabs
of the people and neglected them complacent and unconcerned about
as they were no longer afraid of the affairs of the state. The payment
revolts. The people suffered untold of annual subsidies to the Company
miseries under irresponsible and exhausted the state treasury. When
oppressive rulers. the administration was on the verge of
3. (a) Dalhousie adopted a number of collapse, Dalhousie brought charges of
methods to give the final touches to the misgovernment or maladministration
work of empire building in India. The against the Nawab. On those grounds
methods he adopted were: he deposed the Nawab and annexed
• War—Dalhousie defeated the Sikhs Awadh in 1856.
in the Second Anglo-Sikh War and (b) By 1856, the English East India Company
annexed Punjab in 1849. had brought the whole of India under
its control. The parts of the country that
• Doctrine of Lapse—Satara, Jhansi
were nominally under Indian rulers
and Nagpur were annexed under
were effectively under the control of the
this doctrine.
British. The British had eliminated all
• A n n e x a t i o n o n g ro u n d s o f
their rivals and established themselves
m a l a d m i n i s t r a t i o n — Aw a d h
as the paramount power in India.
was annexed on the grounds of
(c) The factors responsible for the success
misgovernment.
of the British:
(b) According to the Doctrine of Lapse, all
• Lack of unity among Indian rulers
subordinate states (subsidiary states
• Lack of organized and efficient
and states created by the British) where
administration in Indian states
the rulers died without a natural male
• Superior military and economic
heir would automatically ‘lapse’, i.e.
resources of the Company.
pass into the hands of the British. Rulers
without heirs could not adopt sons G. Picture study
without the permission of the Company. 1. This is a picture of Lord Dalhousie.
Dalhousie applied the Doctrine of 2. Dalhousie adopted a number of methods to
Lapse to the states of Satara, Jhansi subjugate Indian territories. These were:
and Nagpur. The families of the former • War.
rulers were pensioned off and their • Doctrine of Lapse
territories annexed. The annexation • A n n e x a t i o n o n t h e g ro u n d s o f
of these states caused widespread maladministration
 TEACHER’S RESOURCE 53

3. According to the Doctrine of Lapse, all administration in the state had collapsed. When
subordinate states (subsidiary states and the administration collapsed, the British used it as
states created by the British) where the rulers an excuse for annexing the kingdom on grounds
died without a natural male heir would of misgovernment. The ruler of Awadh was fully
automatically ‘lapse’, or pass into the hands protected by the British against external and internal
of the British. Rulers without heirs could enemies. But the British lost interest in the welfare
not adopt sons, according to the age-old of the people and neglected them as they were no
Hindu and Islamic traditions, without the longer afraid of revolts. The situation was almost the
permission of the Company. By using this same in both Awadh and Bengal. Both the states had
policy, Dalhousie annexed Satara, Jhansi and lost their independence and their rulers had become
Nagpur and pensioned off the rulers. virtual puppets in the hands of the British.
4. The policy of Doctrine of Lapse had no
advantage at all for the Indian rulers. The Project work
policy ensured that a subordinate state
Answers may vary. Some hints.
without a natural heir would be annexed
by the British under every circumstance. 1.(a) Dialogues between the two could be
Even if the ruler of the state tried to oppose written on some issues like payment
the policy, he/she would have to fight the for the maintenance of the troops, or
British militarily. The forfeiture of titles and payment of huge subsidies, leading to
pensions of subordinate rulers without an the drain on the resources of the state,
heir was also a great blow to the pride and or on issues of misgovernment in the
dignity of the Indian rulers. subsidiary state, etc.
5. It was one of the peaceful ways of annexing (b) D i a l o g u e s c o u l d b e b a s e d u p o n
an Indian state that Dalhousie came up Dalhousie demanding Rani Lakshmibai’s
with. It could not allow any advantage to acknowledgement of British sovereignty
the Indian rulers because it was created to and Rani Lakshmibai refusing to accept
annex their territories peacefully and help the British as masters.
the British become the paramount power of
India. KEY TO WORKSHEET IN OXFORD
EDUCATE
KEY TO DO AND LEARN
Answers may vary. Some hints.
The denial of the pension was a big blow to my pride
Use your imagination and dignity. I was seething with anger. There is a lot
Answers may vary. Some hints. of discontentment against the British rule. Their days
seem to be numbered. They have to be thrown out of
The payment of huge subsidies by the state of
country. I should plan a revolt against them and get
Awadh had led to a heavy drain on their resources
rid of their control.
and the impoverishment and decay of the state. The
 Theme 5: British Policies and Impact

9
54 TEACHER’S RESOURCE

British Policies and Their Impacts

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• explain the impact of the British revenue system on food supply and farming community
in India.
• analyze the advantages and disadvantages of the zamindari system, the ryotwari system
and the mahalwari system.
• discuss the commercial policy of the British in India.
• explain the introduction and spread of western education in India.

LESSON SCHEME • Display pictures of Lord Macaulay and the

salient features of his education policies. State
• Recapitulate how the industrial revolution in reasons why the Charter Act of 1813 was a big
Europe led to an increased demand for cheap failure. Explain the contrasting perspectives of
raw materials and a dumping ground for Orientalists and Anglicists.
cheap, machine-made goods. Explain how this • Discuss how westernization of the Indian
development has a serious impact on the Indian education system became a bane for the British.
system as well. It led to commercialization of It produced a class of Indians who were aware
land, rise of a new class-zamindars, oppression of and discerning. They gained inspiration from
cultivators and the death of the Indian craft and the democratic ideas prevalent in the west and
textile industry. were ignited with nationalistic ideas inspired by
• Using graphic organizers compare and contrast freedom movements in France and America.
the three land revenue systems introduced by • Encourage students to express their opinions
the British—the zamindari system, the ryotwari and interact with instructor and peers. Enhance
system and the mahalwari system. Explain engagement by involving students in quizzes,
how these reforms were designed to fill up question-answer sessions and group activities.
the British treasury and empty the pockets of Questioning during lesson delivery will help in
Indian cultivators. Also, talk about the dreadful formative assessment of the topics taught.
famine of Bengal and its main cause- farmers • Here are examples of questions that can be asked
and stopped growing food crops since the British during the lesson:
asked for taxes to be paid in cash.  Explain how the industrial revolution in the
• Talk about the decline of the Indian craft industry west had ramifications in India.
and British policies designed to systematically  Can we call the British policies in India self-
siphon Indian wealth to Britain. Explain how serving and exploitative? Give reasons.
developing transportation and communication  How did westernization of Indian education
systems in India became a double-edged sword act as a unifying force?
for the British.  Do you find reminders of the British revenue
system in present-day India?
 TEACHER’S RESOURCE 55

• For recapitulation, help the students to complete

GLOSSARY
the exercises at the end of the chapter. Help them
to complete the in-text activities given in the Orientalists: A group of British people who
textbook. supported the promotion of
Activity Indian languages, literature
and freedom of thought and
• Prepare a breaking news article for an Indian expression.
newspaper. The article should highlight Anglicists: A group of British people,
widespread death and misery in Bengal due to l e d b y L o rd M a c a u l a y,
famines. Include pictures of the great famine and who insisted on teaching
make-belief quotes from zamindars, cultivators in English language and
and British officials. stifling of Indian culture and
literature.
OXFORD EDUCATE Ryotwari system: a revenue system in which
cultivators were declared
You can show the slide show for this chapter owners of their land till the
provided in Oxford Educate to recapitulate time they paid half of their
the main points of the lesson. You can pause revenue to the Company.
in between to ask questions and encourage a Mahalwari system: A revenue system in Uttar
discussion in class. Pradesh which said that
The worksheet in Oxford Educate can be given revenue would be paid
as a classroom or home assignment. collectively from villages
that formed a ‘mahal’.
Permanent A revenue system introduced
SI SUBJECT INTEGRATION
settlement system: in Bengal by Lord Cornwallis.
The system dictated that
Computer Studies
zamindars (tax collectors)
In groups of five, make a PowerPoint presentation were the permanent owners
on the impact of British colonial policies on peasants of the land under them and
and craftspeople. they would pay a fixed
revenue to the Company.
Wood’s Despatch: A comprehensive plan by Sir
TP ADDITIONAL TRANSACTIONAL Charles Wood to improve the
PROCESSES
education system in India.
• Enact the Great Debate in class. Points of
arguments can include : KEY TO IN-TEXT QUESTIONS
 Business benefits vs people’s benefits
 Impart instruction in English vs encourage Discuss (Page 88)
teaching and learning of Indian culture and
Answers will vary. Some hints:
literature
 E n c o u r a g e m i s s i o n a r i e s v s p ro h i b i t The zamindars indeed became a new class of faithful
missionaries allies for the British with new land revenue systems
 Tolerate decadent and immoral traditional such as the Permanent Settlement Act being brought
practices (sati, dowry, female infanticide) vs into practice. The British were not concerned about
abolish them the well-being of the Indian farmers or of the
 Propagate Company’s rule vs support development of agriculture in India. All that they
democracy and freedom were concerned about was a regular and efficient
 56 TEACHER’S RESOURCE

system of land revenue that would ensure a steady 2. home charges

and stable inflow of revenue into the British coffers. 3. village as a whole
In this regard, it was more convenient for them 4. supplier of raw materials, market for British
to create a new class of people—the collectors of products
land revenue—who would be faithful to the British 5. rural, urban
for having bestowed upon them the power and 6. finest, largest
privileges of being land owners-cum-tax collectors. 7. destroy, promote
If the British made revenue arrangements directly 8. machine-made textiles
with the peasants, they would also become liable to 9. importer, British
look after the welfare of the peasants and deal with 10. Lord Dalhousie
any discontent that could arise. By creating a new 11. Calcutta, Peshawar
middleman class—the zamindars—the British, in B. Match the following.
effect, had the luxury of getting their fixed revenue
without the responsibility of having to look after the 1. (c), 2. (e), 3. (d), 4. (a), 5. (b)
welfare and needs of the subjects it governed. C. Choose the correct answer.
Think and Answer (Page 94) 1. Allahabad
2. Permanent Settlement
Answers will vary. Some hints. 3. Madras
As the British set up their administration in India, 4. 1
the use of English became widespread. For Indians 5. Thane
who wanted employment under this new set up, it
D. State whether the following are true or false.
became very important to learn English as it was the
language of the government. Even in today’s world, 1. True 2. False 3. True
knowledge of English is an asset to progress. Most 4. False 5. False
organizations and governments across the world use E. Answer the following questions in one or two
English and a person who has knowledge of English words/sentences.
has access to many opportunities.
1. After the British received the right to collect
Values and Life Skills (Page 94) land revenue, they also decreed that revenue
would have to be paid in cash only. Since
Answers may vary. Some hints.
revenue payments had to be paid in solely
Some of the ways in which can show our care and in cash, peasants began to grow crops like
responsibility towards our domestic help are: jute, cotton, sugar cane, etc., which could be
• Always treating them with respect and politeness. sold for ready cash in the markets.
• Bearing a part of their medical costs. 2. The East India Company had to pay a large
• Teaching their children and helping them with share of the revenue collected from Bengal to
education. the British government in England as home
• Providing them with food and other care if so charges. Part of the revenue was also used to
required. cover military expenses, administrative costs
• Scheduling a fixed time of work and allowing such as salaries of officials and to finance the
time for leisure and proper rest. trading activities of the Company. The raw
• Ensuring that they are safe and secure at all times materials for England’s growing industries
while they are working for us. were also bought with the revenue collected
from Bengal.
KEY TO TEXTBOOK EXERCISES 3. The revenue system introduced by Warren
Hastings had the drawback of auctioning
A. Fill in the blanks. the right to collect the land revenue from
1. Bengal a particular area to the highest bidder for a
 TEACHER’S RESOURCE 57

fixed time of five years. It was a drawback F. Answer the following questions briefly.
because the zamindar who received the 1. (a) The special features of the Permanent
right to collect revenue for the first five Settlement of 1793 were:
years was not sure that he would retain the Permanent ownership of land—the
right after those five years. Therefore, they zamindars, or the collectors of land
had no interest in the land and did nothing revenue, were made the permanent
to improve it. The peasants were fleeced to legal owners of the land from which
meet the revenue targets. they collected the revenue. Thus, the
4. The significance of the Charter Act of 1813 tax collector became the landlord.
was that it was the first step taken by the The zamindar ’s ownership rights
British rulers towards encouraging the study became hereditary and he was given
of literature and science in India. the freedom to mortgage or sell his land.
5. The British thought that westernized Indians The cultivators of the land became the
would be people who were Indian in blood tenants of the zamindar and lost their
and colour, but British in taste, opinions, ancestral rights.
morals and intellect. It was hoped that this Fixed revenue—the land revenue
class of Indians would want to use British was fixed on a permanent basis.
goods and this would increase the demand The Company could not make any
for British goods in India. This was thought further demand on the zamindars. The
to promote the interests of the British zamindars had to pay the land revenue
manufacturers. once a year, on a specific date. If they
6. The knowledge of contemporary nationalist failed to pay on time, their land was
movements in Europe inspired many confiscated and sold.
Indians with an intense desire to build a new
(b) The advantages of the Permanent
India—progressive, strong, prosperous and
Settlement were:
united.
• The Company was assured of
7. The introduction of English in the Indian
fixed revenue at a fixed time even
educational system had the following
during natural calamities.
positive effects:
• The collection of revenue was
• It aroused in Indians an awareness of
s i m p l e r a n d c h e a p e r. T h e
the evil effects of foreign rule.
zamindars replaced hundreds of
• The teachings of modern European
paid tax collectors.
philosophers instilled in them an
• The British won the support
admiration for democratic institutions.
and loyalty of the powerful and
8. The newly educated Indian middle class was
privileged class of zamindars that
the only section that gained from the British
they had created.
commercial policies. This was because they
• As permanent owners of the land,
were greatly influenced by British culture
the zamindars took several steps
and developed a preference for European
to increase agricultural production
and British goods. This created an Indian
whose benefits they would enjoy.
market that demanded only British or
(c) The disadvantages of the Permanent
European goods instead of Indian goods.
Settlement system were:
9. The improved transport and communication
• The cultivators were left at
system would later benefit Indians by
the mercy of the zamindar, who
bringing people closer to one another
exploited and oppressed them. The
and infusing in them a sense of unity and
zamindar could also increase their
nationalism. It would help foster the national
rents and evict the tenants if they
movement.
 58 TEACHER’S RESOURCE

were unable to pay the high rents. with the ‘mahal’, or the entire
This led to widespread poverty village as a whole.
and misery of the cultivators. • The talukdar or the head of
• Since the revenue was fixed, the the village collected the revenue
Company did not get a share of and handed it over to the British
increasing returns from the land. collectors.
• The system gave rise to a class (c) These land revenue systems introduced
of absentee landlords. These fundamental changes in the traditional
zamindars preferred to live in landed systems of the country. Land
towns and cities and sublet their became a commodity—a new form of
land at high rates to tenants. These property, which could be bought, sold
tenants, in turn, sublet the land and mortgaged as and when the need
to other tenants. In this process, arose. The stability and continuity of
the rent rates increased with each the Indian villages were shaken and
successive layer. The entire burden the traditional structure of rural society
of paying the enhanced rates had began to disintegrate.
to be borne by the last tenant—the 3. (a) After the battle of Plassey in 1757,
actual cultivator. the Company used its political power
• The absentee landlords did not take to destroy the Indian traditional
any interest in their land and did handicraft industry and promote British
very little to improve conditions industries. They did this by forcing
and promote agriculture. Indian weavers to sell their products
2. (a) The Ryotwari system was the system of to the Company at very cheap prices.
land revenue that the British introduced The British also forced weavers to buy
in the Madras Presidency. inferior raw cotton at high prices from
The features of the Ryotwari System the Company officials who bought it
were: from the Indian farmers at low prices.
• The cultivator, or the ryot, was To eliminate competition, the British
recognized as the owner of his land gradually turned India into a supplier
as long as he paid the revenue. of raw materials and a market for British
• The revenue was paid by the products.
cultivator directly to the tax (b) With the establishment and expansion
officials. of the British empire in India, the royal
• The revenue was fixed for a period courts and the nobility of the ruling
of 30 years after which it could be dynasties collapsed one by one. This
revised. was a severe setback for the artisans and
• The revenue was fixed at about half crafts people, who had thrived under
the total produce. the patronage of Indian rulers.
• The system of revenue collection (c) The British did not allow the
was rigid. There was no remission development and growth of modern
of revenue even when the crops Indian industries to keep the country
failed. underdeveloped and economically
(b) The Mahalwari System was the revenue backward. In fact, they obstructed
system that the Company introduced the development of modern Indian
in Uttar Pradesh, Punjab and parts of industries. Almost every item of daily
Madhya Pradesh. Its main features use such as needles, pins, thread, soap,
were: biscuits, medicines, paper, etc., were
• The revenue settlement was made imported from England.
 TEACHER’S RESOURCE 59

4. (a) The Charter Act of 1813 directed the would be given jobs in government
Company to spend 1 lakh rupees on services. This helped the spread of
the education of Indians. It was the first Western education in India.
step taken by the British towards the 5. (a) The purpose behind introducing
encouragement of the study of literature Western education in India was:
and science in India. However, the • The primary purpose was to create
Act did not lay down any clear and a class of people, Indian in blood
specific guidelines regarding how this and colour, but British in taste,
was going to be achieved. The money opinions, morals and intellect.
sanctioned lay untouched for 2 decades This class of Anglicized Indians
because the content and medium of could be employed on low salaries
education could not be decided. This as clerks in the Imperial Civil
was the inherent flaw in the general Services.
directives issued to the Company in the • This would greatly reduce the
Charter Act of 1813. heavy expenditure involved in
(b) As the money sanctioned for the running the administration of
education of Indians under the Charter India. British employees were both
Act lay unspent, a great debate raged expensive and difficult to employ
over the content and medium of in these posts.
education. One group favoured the • The British thought that a large
promotion of traditional Indian learning, class of westernized Indians would
through the medium of classical Indian create a demand for British goods
languages such as Sanskrit and Persian, and promote the interests of British
and other regional languages. This manufacturers.
group was known as the Orientalists. • Western education would inculcate
The other group, led by Lord Macaulay, in Indians a sense of respect and
the Law Member of the Governor admiration for British rule. It was
General’s Council, insisted that Western hoped that this would strengthen
education should be introduced and the foundations of the British
the medium of education should empire in India.
be English. This group was called Introduction of western education in
the Anglicists. Finally, in 1835, the English indeed helped the British in the
British government passed a resolution following ways:
outlining its new education policy. • The British system of education
It was decided that the government produced English-speaking Indian
would utilize its educational funds on graduates who helped the British
teaching Western science and literature masters to run the empire.
through the medium of the English • It also created a class of Indians
language. who were westernized to the
(c) Following the framing of the new extent that they rejected Indian
education policy, the British government culture and patronized anything
began to set up English medium schools that was British, including British
and colleges for the education of a goods.
limited number of Indians. In 1844, (c) (i) The introduction of Western
English became the official language of education, unexpectedly for the
India and the government announced British, gave rise to the spirit of
that Indians educated in British schools nationalism among Indians. This
happened because:
 60 TEACHER’S RESOURCE

• Western education aroused in introduced metalled roads, steamships

Indians awareness about the and trains in India.
evil effects of foreign rule. (b) T h e i m p r o v e d t r a n s p o r t a n d
• The teachings of modern communication system ultimately
E u ro p e a n p h i l o s o p h e r s benefitted Indians in unexpected ways.
instilled in them an admiration It helped bring the people of India closer
for democratic institutions. to one another and infused in them a
• The knowledge of sense of unity and nationalism. In the
contemporary nationalist long run, this also helped in the growth
movements in Europe of nationalism in India.
fired the Indians with an G. Picture study
intense desire to build a new
1. The person is Dadabhai Naoroji.
India—progressive, strong,
2. Dadabhai Naoroji described the British rule
prosperous and united. In
in India as an everlasting foreign invasion
course of time, many of the
that was continuously draining the Indian
Western-educated young
economy of its wealth and resources.
men and women became
3. (a) A major part of the salaries of the
leaders of the Indian national
officials and employees of the Company
movement.
was paid out of Indian revenue. This
(ii) The introduction of English as the
was getting deposited in England as
medium of education also fostered
savings, while the money was draining
the growth of nationalist spirit
out of India.
among Indians. This happened
(b) Material resources like cotton, jute,
because:
indigo, tea, coffee, etc., were transported
• English became the common
to England.
medium for communication
(c) Goods purchased in India, with
and exchange of ideas
revenues drawn from India, were being
between Indians from diverse
sent to England.
regions, speaking diverse
languages.
• English broke down regional KEY TO DO AND LEARN
barriers and united educated
Indians. This led to the Use your imagination
development of a spirit of Answers may vary. Some hints:
nationalism among many. Students can write on the novelty of seeing a train for
6. (a) The transport and communication the first time in their life. They can describe the whole
system in India was quite backward. new experience of buying tickets, looking for the right
After colonizing India, the British coach, boarding the train and finding their seat; they
realized that they needed a more can write about the feeling of excitement they felt
advanced system of transport and as their journey started with the train rolling out of
communication to promote their the station in Bombay. The change of landscape and
industrial and commercial growth. the urban setting fading away to reveal agricultural
T h e re f o re , t h e y c o n s t ru c t e d a n land, small villages and other natural landscapes
expansive and elaborate system of can be described. Students can also write about the
roads, canals and railways to link all the different kind of people they saw at the stations, in
major cities, ports, agricultural centres the train and outside.
and market spots of India. They also
 TEACHER’S RESOURCE 61

Project work Emporium: The report should include the name;

location; kind of emporium; what kinds of special
Answers may vary. Some hints:
things it offers in its merchandise, how this kind of
Handicraft fair: The report should include the name merchandise helps the local economy, etc.
of the fair; the place where it is held; if it is held
annually or more; the kinds of stalls and their ware;
the specialty of the objects being displayed and sold; KEY TO WORKSHEET IN OXFORD
the number of visitors and what interested them the EDUCATE
most; what the students felt was the most interesting
and exciting in the handicrafts fair. ‘ The Permanent Settlement

British Revenue System

Industry: The report should include the kind of
industry visited; its location; a short note on the
things it produces/manufactures; the number of The Ryotwari System
workers and their profile; the kind of skills they have;
the kind of wages they draw; the kind of revenue
the industry earns; what is most special about such
The Mahalwari System
an industry.
 Theme 6: The Great Uprising of 1857

10
62 TEACHER’S RESOURCE

The Revolt of 1857

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• explain the political, economic, social, religious and military causes that led to the revolt
of 1857.
• discuss the main events of the Revolt.
• develop an understanding of the outcome of the Revolt

LESSON SCHEME treaties and doctrines formulated by the

Company to confiscate Indian territories.
• To create a relevant backdrop, display pictures • Show a presentation on the Sepoy mutiny
of Rani Laxmibai, Mangal Pandey, Nana Saheb, from the link: https://www.youtube.com/
Tantya Tope and Hazrat Mahal. Using visual watch?v=SzBj4LN6hMg to explain the immediate
aids such as video clippings and Powerpoint causes of the revolt, talk about the Enfield
presentation explain the main events of the revolt. cartridges introduced by the British and show its
Songs with a nationalistic flavour can be played pictures.
in the classroom. Play the song Mangal Mangal • Display a large map of India and indicate the
from the movie—Mangal Pandey-The Uprising. centres of rebellion and the leaders who led the
• Explain that Indian people and leaders were revolt in each place. Place pictures of Bahadur
frustrated and rebellious due to the unfair Shah Zafar, Nana sahib, Hazrat Mahal and
policies and indifferent attitude of the Company. Laxmibai in their territories. Share interesting
They were alarmed at the new progressive anecdotes about the revolt such as the Chapatti
reforms such as abolition of sati and widow movements where baked chapattis were
remarriage, by the British. Racial discrimination circulated among villagers. It is believed that the
was rampant and conversion to Christianity was chapattis contained secret messages that were to
a prevalent practice. Westernization of Indian be conveyed to rebels hidden in villages. Read
education gave birth to a generation which was more about it here: https://www.theindianfeed.
more aware of their rights and privileges. The in/unknown-facts-about-the-sepoy-mutiny-of-
invention of the printing press and better means 1857-first-war-of-independence/
of communication resulted in spread of awareness • List all the results of the revolt. Explain that the
and made oppressed Indian population aware revolt came as a shock for the British. It was the
of the nationalistic movements undertaken by first time that Indian people had shown such unity
countries in the west when faced with the same and strength. The Queen tried to pacify Indians
circumstances. by issuing treaties of non-intervention but Indian
• List all the rulers and leaders who were masses were determined to overthrown the
manipulated and removed from power by the Company. Discuss why historians consider the
British under some pretext or the other. Refer to revolt a large-scale uprising and not just a sepoy
the previous lessons and review the alliances, mutiny.
 TEACHER’S RESOURCE 63

• Interact with students while delivering the

lesson. Provide ample opportunities to indulge
GLOSSARY
in activity-based learning. Encourage students to
Greased cartridges: They were new cartridges
ask questions and provide satisfactory answers.
introduced by the British to
Some suggested questions are:
be used in their Enfield rifled.
○ Why were conservative Indians alarmed by They were rumored to be
greased Enfield cartridges?
coated with animal fat, a fact
○ The British judicial system preached the that alarmed Indian and filled
principle of equality but not all strata of Indian
them with anger and rebellion.
society were happy by this. Give reasons.
Sepoy mutiny: Another name to refer to the
○ Do you think all Indian people supported the revolt of 1857. It was called so
revolt of 1857? Why or why not?
because Indian sepoys among
○ Were there some sections of British leaders the Company’s army were the
that were in favor of the Revolt? Who were
first to start rebelling against
they and why did they support the Revolt?
the British.
○ Why did the revolt come as a rude shock to Mangal Pandey: A sepoy at Barrackpore who
the Company and the Queen?
rebelled against using greased
• For recapitulation, help the students to complete
cartridges. He attacked his
the exercises at the end of the chapter. Help them
senior officer who was a
to complete the in-text activities given in the
British. Pandey was hanged
textbook.
to teach the other sepoys a
Activity lesson. But his act of defiance
inspired other sepoys to start
• Divide the class into the five main centres of a mutiny.
revolt. Each group should make a presentation
about their reasons for rebelling. Have students
play songs and chant war calls during their KEY TO IN-TEXT QUESTIONS
presentations. One of the group members can
dress up as the rebel leader and deliver an Think and Answer (Page 104)
inspiring summary of the events in their centre. Answers may vary. Some hints.
• Tell students to research about the Red Lotus The Revolt of 1857 was a spontaneous outburst
Movement during the revolt and make a of a large section of the Indian society against the
presentation about it. Source of information: misrule of the British. However, the outburst was
https://vamadevananda.wordpress.com/tag/ perhaps mistimed in not including the large section
chapati-and-lotus-movement/ comprising the educated middle classes of India.
The Revolt did not have the active support and
OXFORD EDUCATE participation of this class of the Indian society. In
fact, at the time of the Revolt, the middle classes
Show the video/2D animation in this chapter considered the British rule a boon for India and
to enhance the understanding of the concept. supported and collaborated with the British in
You can show the slide show for this chapter crushing the Revolt. If the Revolt had the support of
provided in Oxford Educate to recapitulate the middle class of India, the result could have been
the main points of the lesson. You can pause different. But the educated, middle class was not
in between to ask questions and encourage a aware yet of the true nature of British rule in India,
discussion in class. nor was it ready to fight against the British. In that
The worksheet in Oxford Educate can be given sense, the Revolt occurred too early in time for it to
as a classroom or home assignment. be successful. However, it was still a massive event
 64 TEACHER’S RESOURCE

that shook the foundation of British rule in India and B. Match the following.
forced the British to reconsider the way India was 1. (c), 2. (a), 3. (e), 4. (b), 5. (d)
being ruled by the Company.
C. Choose the correct answer.
Discuss (page 105) 1. Awadh 2. Calcutta
Answers may vary. Some hints. 3. Barrackpore 4. Kanpur
5. Hazrat Mahal
The Revolt was the outcome of the accumulated
grievances of different sections of people and not D. State whether the following are true or false.
the sepoys alone. It was the first large-scale popular 1. False 2. False 3. True
uprising against various social, religious and 4. True 5. True
economic injustices of foreign rule. It was the first
large-scale expression of a desire for freedom from E. Answer the following questions in one or two
foreign rule. It had wide popular support of various words/sentences.
sections of society. Those who joined the Revolt had 1. Dalhousie annexed the state of Jhansi
different reasons and different motives but they by applying the Doctrine of Lapse. The
were all united in their hatred of British rule and annexation transformed the courageous
their determination to overthrow it. Thus, it would Rani of Jhansi into a staunch enemy of the
be more appropriate to describe the Revolt as India’s British
first step towards freedom. 2. Nana Saheb, the adopted son of Peshwa
Baji Rao II (pensioner of the British), was
Values and Life Skills (Page 105) denied a pension after his father’s death.
Answers may vary. Some hints. Thus, Nana Saheb became one of the leaders
of the Revolt of 1857 and fought against the
We can show respect for our country by being honest
British.
and hardworking. We should always raise our voice
3. When Awadh was annexed, the estates of the
against the bad practices we see around us such as
zamindars and talukdars were confiscated
corruption, disrespecting women and people from
by the British. Thus, they became sworn
other communities, being cruel to those who are
enemies of the British rule.
poorer than us, etc. We should always try and help
4. After the annexation of Awadh, the Nawab’s
our other, less fortunate compatriots in whatever
army was disbanded. The soldiers lost their
ways we can—teaching the poor and downtrodden,
means of livelihood and their bitterness
helping them medically and with food and clothes,
against the British increased.
etc. We should also be compassionate towards each
5. The Revolt of 1857 began in Meerut on 9 May
other and respect the vast diversity of our country. We
1857.
should respect people from all communities, creed,
6. Two main centres of the Revolt were Meerut
regions, language groups, food habits, cultures and
and Delhi.
genders.
7. The army was reorganized and strengthened.
The number of British soldiers was increased
KEY TO TEXTBOOK EXERCISES and the artillery placed exclusively under
their control.
A. Fill in the blanks. 8. Two important results of the Revolt were:
1. Satara, Nagpur, Jhansi • The rule of the English East India
2. pensioner Company came to an end. India now
3. mutiny came under the direct rule of the British
4. greased cartridges Parliament and the queen of England.
5. English East India Company • The Doctrine of Lapse was abolished.
 TEACHER’S RESOURCE 65

The right to adopt sons as legal heirs zamindars and exploited by the
was acknowledged. (Any two) moneylenders. If the cultivators
failed to pay the land revenue to
F. Answer the following questions briefly.
the zamindars or return the loans
1. (a) Three political causes of the Revolt were: to the moneylenders on time,
• Dalhousie annexed the states of they were often flogged, tortured
Satara, Nagpur and Jhansi by or jailed. The impoverishment of
applying the Doctrine of Lapse. the peasantry led to numerous
The annexation transformed the famines.
courageous Rani of Jhansi into a • Landlords also suffered from a
staunch enemy of the British. sense of insecurity. Thousands of
• Nana Saheb, the adopted son of jagirs were confiscated by Bentinck
Peshwa Baji Rao II (pensioner of and Dalhousie when they were
the British), was denied a pension unable to produce written title
after his father ’s death. Nana deeds of ownership.
Saheb became one of the leaders • When Awadh was annexed, the
of the Revolt. estates of the zamindars and
• Bahadur Shah Zafar, the Mughal talukdars were confiscated by
emperor, lived in Delhi as a the British. They became sworn
pensioner of the British. Dalhousie enemies of the British rule.
announced that Bahadur Shah (c) Four social and religious causes that led
Zafar’s successor would not be to the Revolt of 1857 were:
allowed to stay on in the historic • Social reforms such as the abolition
Red Fort. He would have to move of sati and female infanticide, the
to a place near the Qutub Minar, Widow Remarriage Act and the
on the outskirts of Delhi. This was introduction of women’s education
a great blow to the dignity of the caused deep resentment among
Mughal emperor and deeply hurt the orthodox sections of society.
the sentiments of the Muslims. They interpreted these measures as
(b) Three economic factors that led to the deliberate attempts by the British
outbreak of the great Revolt were: to destroy the sanctity of their
• The land revenue system religion and social customs.
introduced by the British caused • The efforts of the missionaries
g re a t h a rd s h i p a n d m i s e r y to convert people to Christianity
among the peasants. Under the caused great alarm. Some of the
zamindari system, for instance, the missionaries ridiculed the religious
peasants were oppressed by the beliefs and practices of the Hindus
zamindars and exploited by the and Muslims in their effort to
moneylenders. If the cultivators convert people to their faith. This
failed to pay the land revenue hurt the religious sentiments of the
to the zamindars or return the people.
loans to the moneylenders on • The introduction of Western
time, they were often flogged, education undermined the position
tortured or jailed. The the British and importance of the pundits and
caused great hardship and misery the maulvis and was seen as an
among the peasants. Under the attack on ancient traditions and
zamindari system, for instance, the values. The office of the Inspector
peasants were oppressed by the
 66 TEACHER’S RESOURCE

of Schools in Patna was referred to the Hindu and Muslim sepoys. They
as the ‘shaitane daftar’. were convinced that the government
• The introduction of the railways was deliberately trying to defile their
and posts and telegraphs aroused religion. A wave of indignation and
grave doubts and fears, especially anger swept through all the military
among the simple villagers. They stations. On 29 March 1857, Mangal
thought that the telegraph system Pandey, a sepoy at Barrackpore, refused
was a form of Western magic. They to use the cartridge and attacked his
grew fearful of the intentions of the senior officers. The hanging of Mangal
British. Pandey was the incident that caused the
2. (a) The sepoys had numerous grievances: sepoys to rise in Revolt.
• The sepoys had helped the British 3. (a) When the British suppressed the Revolt
to establish their empire in India, in Delhi, a reign of terror followed.
but they were neither appreciated Thousands of innocent people were
nor rewarded for their efforts. On massacred and hundreds were hanged
the contrary, they were treated without trial. Bahadur Shah Zafar
with great contempt by the British was taken prisoner, tried and exiled
officers. to Rangoon. The royal princes (two
• There was grave discrimination sons and one grandson of Bahadur
between the Indian sepoy and his Shah Zafar) were shot and their bodies
British counterpart. A capable and displayed on the streets. The once great
dedicated sepoy could not rise dynasty of the Mughals finally came to
above the post of subedar. an end.
• An Indian soldier was paid (b) Four results of the Revolt of 1857 were:
a much lower salary than his • The rule of the English East India
British counterpart. Lodging and Company came to an end.
boarding facilities for the sepoys • India now came under the direct
were also far inferior to those for rule of the British Parliament and
British soldiers. the queen of England. Queen
(b) In 1856, an Act was passed which made Victoria was declared the empress
it compulsory for all new recruits to of India in 1876 by the Royal Title
serve overseas if required. This hurt the Act, 1876.
sentiments of the Hindus because they • Q u e e n Vi c t o r i a i s s u e d a
believed that overseas travel would lead Proclamation promising to look
to a loss of caste. The sepoys interpreted after the welfare of the Indian
the regulation as another attack on their people.
caste and religion. • Treaties with Indian states would
(c) The issue of the greased cartridges be honoured.
was the immediate cause of the great (c) European historians have described the
Revolt. The British had introduced a Revolt of 1857 as a ‘mutiny’ of sepoys.
new rifle known as the Enfield Rifle in Modern Indian historians have rejected
the army. The cartridge had a greased the European point of view. According
paper cover, which had to be bitten to them:
off before loading the rifle. In January • The Revolt was the outcome of
1857, a rumour started at the Dum the accumulated grievances of
Dum cantonment (in Calcutta) that the different sections of people and
cartridges were greased with animal fat. not the sepoys alone. Those who
The rumour spread like wildfire among joined the Revolt had different
 TEACHER’S RESOURCE 67

reasons and different motives British trade and industry. This led
but they were all united in their to the total collapse of traditional
hatred of British rule and their handicraft industries. Nothing was
determination to overthrow it. done by the government to develop
• It had wide popular support of modern Indian industries. Indian
various sections of society. The artisans and craftspersons were ruined.
struggle created a strong bond • The annexation of Indian states was
and a sense of unity between the followed by large-scale unemployment
Hindus and the Muslims. and economic distress. When Awadh
• Of the estimated 150,000 people was annexed, the administration was
killed in the Revolt, 100,000 were replaced by Company administration.
civilians. Hence, the Revolt was As such, hundreds of court officials and
not a mutiny. It was the first large- their subordinates lost their means of
scale expression of a desire for livelihood. Poets, musicians, artists and
freedom from foreign rule. Thus, artisans dependent on royal patronage
it would be more appropriate to also lost their jobs.
describe the Revolt as India’s first 4. The major outcome of the Revolt of 1857 was
step towards freedom. that the English East India Company’s rule
came to an end. India now came under the
G. Picture study
direct rule of the British Parliament and the
1. This is a picture of Rani Lakshmibai. queen of England.
2. The city where she led the Revolt was Jhansi.
3. The economic causes of the Revolt of 1857
were: KEY TO DO AND LEARN
• The land revenue system introduced
by the British caused great hardship Use your imagination
and misery among the peasants. Under It was very sad that the British had no respect for the
the zamindari system, the peasants religious sentiments of the Indians. The cantonment
were oppressed by the zamindars at Barrackpore was fully charged. The sepoys were
and exploited by the moneylenders. If seething in anger. The British were deliberately trying
the cultivators failed to pay the land to defile our religion. I also joined the rebels because
revenue to the zamindars or return the I wanted to tell the British that they had no right to
loans to the moneylenders on time, they ridicule and hurt the sentiments of the Indians. It was
were often flogged, tortured or jailed. high time to rid India of the exploitative British rule.
The impoverishment of the peasantry
led to numerous famines. Project work
• Landlords also suffered from a sense Students can collect information and pictures from
of insecurity. Thousands of jagirs were the Internet. They can also refer to books on modern
confiscated by Bentinck and Dalhousie India in the library for information.
when they were unable to produce
written title deeds of ownership.
• When Awadh was annexed, the estates
KEY TO WORKSHEET IN OXFORD
of the zamindars and talukdars were EDUCATE
confiscated by the British. They became
Students can refer to the map given in chapter 12,
sworn enemies of British rule.
page 113 of the textbook.
• The interests of the Indian economy
were sacrificed for the interests of
 Theme 7: Socio-Religious Reforms

11 Indian Renaissance—Social and

68 TEACHER’S RESOURCE

Religious Reformers in India

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• explain the social and educational reforms done by Indian reformers.
• develop an understanding of reform movements in different Indian communities.

LESSON SCHEME • List all the reform movements in south India,

western India and among Parsees, Muslims and
• Present information about the various social Sikhs. Explain the Singh Sabha Movement and
reformers into graphic organizers. Use pictorial Akali Movement among Sikhs. Mention their
representations of the era’s evil social practices objectives and actions. Explain how Sir Sayyid
such as Sati, Untouchability, Polygamy and Ahmad Khan reinterpreted the Quran and
Child marriage. Presentations on the reformers explained its relevance to modern society. He
can be shown in class. Display charts with the was against the practice of purdah and polygamy
main teachings of each reformer. Use group and among Muslims. Outline all contributions made
individual activities such that student interaction by Sir Sayyid Ahmad Khan.
and engagement is optimized and learning • Ask questions to keep students engaged. Devise
becomes internalized. innovative activities to maximize student
• Draw similarities between Indian and European participation. Encourage students to conduct
Renaissance. Differentiate between social independent research on related topics and
reformers and religious leaders. discuss their findings in class.
• Explain the main contributions of Raja Ram Some suggested questions to be asked during
Mohan Roy using a flowchart or graphic lesson are:
organizer. Explain his opinion on regressive  What are the similarities between European
practice of Sati. Write all the teachings of Brahmo Renaissance and Indian Renaissance?
Samaj on the blackboard. Show pictures of  What thought process or philosophies were
the reformer’s memorial in Bristol, England. common among all Indian social reformers?
Similarly, delve into the works and contributions  Do you think orthodox Indian people
of each social reformer. Stress upon the teachings supported these reform movements?
and initiatives of the reformers. Explain how  Why Raja Ram Mohan Roy was called the
Ishwar Chand Vidyasagar campaigned against ‘Father of Indian Renaissance’ by Tagore?
the plight of Bengal widows and got the Widow  Who, according to you, who made the biggest
Remarriage Act passed in 1856. Give detailed contributions for the upliftment of Indian
account of Vedic philosophy that was followed society? Give reasons to support your answer.
by most reformers. Show this video on the life • For recapitulation, help the students to complete
of Swami Vivekananda: https://www.youtube. the exercises at the end of the chapter. Help them
com/watch?v=Ebs-FZVmaeE . to complete the in-text activities given in the
textbook.
 TEACHER’S RESOURCE 69

Activity at this conclusion based on his comparative study of

the Vedas, the Koran and the Bible. This proves that
• Sorting card game: Let students prepare flash
there is a basic unity or similarity in the fundamental
cards with names of reformers, contributions,
truths/principles of all religions.
philosophies, life events, milestones, etc. mix the
cards and allow students to group reformers with Think and Answer (Page 116)
their relevant cards.
Answers will vary. Some hints:
It tells us that the women in 19th-century India had a
OXFORD EDUCATE low position in the society as compared to men. The
prevalent social evils such as female infanticide, child
Show the video/2D animation in this chapter marriage, purdah system, sati and lack of education
to enhance the understanding of the concept. were the factors responsible for lower status of
You can show the slide show for this chapter women and acted as major obstacles in the progress
provided in Oxford Educate to recapitulate of women.
the main points of the lesson. You can pause
in between to ask questions and encourage a Values and Life Skills (Page 116)
discussion in class. Answers will vary. Some hints.
The worksheet in Oxford Educate can be Some social evils that still exist in India today are
given as a classroom or home assignment. female foeticide and female infanticide, the dowry
system, the inferior status given to women in general
GLOSSARY and discrimination and violence against women in
various forms. The main change that is needed to
Social reformers: People who crusade activity to reform the society is the spread of education across
bring about positive changes all strata of society. Education makes people aware
in society. and enlightened and helps empower them in various
Brahmo Samaj: A reform movement started ways. We need to educate every person in the Indian
by Raja Ram Mohan Roy. society.
The movement supported
education of women and KEY TO TEXTBOOK EXERCISES
widow remarriage.
Prarthana Samaj: A religious reform movement 1. Fill in the blanks.
in western India to preach the 1. Raja Ram Mohan Roy
oneness of all Gods. 2. Calcutta, Drinkwater Bethune, Ishwar
Akali Movement: A reform movement among Chandra Vidyasagar
Sikhs to remove corruption 3. Ishwar Chandra Vidyasagar, Dalhousie
and bigotry from gurdwaras. 4. Narendranath Datta, Swami Vivekananda
5. Annie Beasant
KEY TO IN-TEXT QUESTIONS 6. R. G. Bhandarkar, Mahadev Govind Ranade
2. Match the following.
Discuss (Page 111)
1. (d), 2. (e), 3. (b), 4. (a), 5. (c)
Answers may vary. Some hints:
3. Choose the correct answer.
The fundamental principle taught by all the religious
texts of different religions is the same—that there 1. Swami Dayanand
is one God, who is the creator and preserver of 2. Veeresalingam
the universe and that God can be reached through 3. Dadabhai Naoroji
prayers and devotion. Raja Ram Mohan Roy arrived 4. Syed Ahmed Khan
5. Akali Movement
 70 TEACHER’S RESOURCE

4. State whether the following are true or false. nationalist ideas of the West. The
1. True 2. False 3. True Brahmo Samaj launched a relentless
4. False 5. True 6. True struggle against the evil social
practices such as sati, caste distinctions
5. Answer the following questions in one or two and untouchability, child marriage
words/sentences. and polygamy. The Brahmo Samaj
1. Two evil social practices against which the supported education of women and
Brahmo Samaj launched a relentless struggle widow remarriage.
were sati and child marriage. (c) Raja Ram Mohan Roy was a great
2. The social regeneration that took place in the champion of modern Western education.
19th century prepared the ground for the rise He believed it would serve as an
of nationalism and the growth of the national instrument for the spread of progressive
movement. ideas and accelerate the pace of social
3. Swami Vivekananda established the change. He believed that the salvation of
Ramakrishna Mission to transform Indian India lay in adopting Western principles
society through selfless social service, spread of reason and humanism and acquiring
of education and removal of ignorance and the knowledge of modern science. Raja
social inequalities. Ram Mohan Roy believed that ideal
4. Two social reforms advocated by Sayyid situation would be to balance the best
Ahmad Khan were: of the East and the West and reconstruct
• He advocated the removal of purdah and society accordingly.
spread of education for women. 2. (a) Vi d y a s a g a r d e n o u n c e d c a s t e
• He opposed polygamy. discrimination and as the principal of
5. The Singh Sabha was set up in Amritsar and the Sanskrit College he admitted non-
Lahore for the religious and social reforms brahmana students. He was receptive to
among the Sikhs. Western philosophy and culture and his
6. Answer the following questions briefly. principles represented a happy blend
of the best of the East and the West.
1. (a) Raja Ram Mohan Roy believed that
He introduced the study of Western
to reform society, it was important to
philosophy in the Sanskrit College.
first reform religion. He propagated
(b) Vi d y a s a g a r ’ s m o s t o u t s t a n d i n g
the following religious ideas based on
contribution to social reform was his
rationalism and the philosophy of the
efforts to improve the status of women
Vedas:
in society. He was a staunch supporter
• There is only one God who is
of women’s education and helped
the creator and preserver of the
Drinkwater Bethune to establish the
universe (monotheism).
first Indian school for girls in Calcutta in
• All men are children of the ‘one
1849. As inspector of schools he opened
God of all human beings’ and
35 schools for girls.
therefore equal (brotherhood of
(c) Vidyasagar started a bold movement
man).
advocating the remarriage of widows.
• It was not necessary to worship
This triggered off a powerful reaction
idols and perform rituals and
from orthodox Hindus. At times his life
sacrifices. God could be reached
was threatened and he was physically
through prayer and devotion.
attacked, but nothing could deter him
(b) The Brahmo Samaj attracted a large
from his chosen path. His efforts bore
number of educated young men who
fruit when Lord Dalhousie passed the
were influenced by the liberal and
Widow Remarriage Act in 1856. The
 TEACHER’S RESOURCE 71

first legal Hindu widow remarriage 4. (a) Raja Ram Mohan Roy was a great
was celebrated in Calcutta in December champion of modern Western education.
1857, with the support of Vidyasagar. He believed it would serve as an
3. (a) Swami Dayanand launched a vigorous instrument for the spread of progressive
campaign against the irrational and ideas and accelerate the pace of social
evil practices that had crept into Hindu change. He believed that the salvation of
society and tried to restore to Hinduism India lay in adopting Western principles
its original purity. He propagated of reason and humanism and acquiring
ideas based on rationalism and Vedic the knowledge of modern science. Raja
philosophy. Swami Dayanand founded Ram Mohan Roy did not, however,
the society called the Arya Samaj in believe in blindly aping the West; nor
1875, which launched an attack on the did he believe in blindly relying on
social practices like the caste system and India’s own past. The ideal situation
untouchability and child arriage. The would be to balance the best of the East
Arya Samaj supported and encouraged and the West and reconstruct society
education for women and widow accordingly. He opened an English
remarriage. medium school which combined
(b) Swami Vivekananda proclaimed the traditional Indian learning with Western
essential unity of all religions and knowledge. He assisted David Hare, a
emphasized the importance of religious Scottish watchmaker, to establish the
tolerance, brotherhood, peace and Hindu College in Calcutta (which later
harmony among Indians. Vivekananda developed into the Presidency College).
believed that Indians were themselves He also founded the Vedanta College
responsible for the decadence and which offered courses of study in Indian
degradation of Indian society and the learning and Western sciences.
regeneration of society was therefore (b) Jyotirao Govindrao Phule and his wife,
the social responsibility of every Indian. Savitribai Phule, were dedicated social
He condemned the caste system, social reformers in Maharashtra. Jyotirao was
and economic inequalities, superstitions popularly known as Mahatma Phule.
and ritualism and urged Indians to He took up the cause of the low-caste
act responsibly. He established the members of society. He organized the
Ramakrishna Mission which sought Satyashodhak Samaj in 1873 to mobilize
to transform Indian society through the low-caste members and oppressed
selfless social service, spread of sections of society in a movement
education and removal of ignorance for equality. He also pressed for the
and social inequalities. education of girls.
(c) The Prarthana Samaj was founded in (c) The reform movement among the
Bombay under the supervision of R. Parsees was pioneered by social
G. Bhandarkar and Mahadev Govind reformers like Dadabhai Naoroji and
Ranade. The Samaj advocated various other like-minded people. The Religious
reforms aimed at the modernization Reform Association was set up and it
of Indian society. It worked for the started a movement against religious
abolition of the caste system. It stressed orthodoxy. Modern ideas and changes
on intercaste marriage, raising the were introduced to elevate the position
marriageable age, abolition of polygamy, of the Parsee women. Education of
widow remarriage, women’s education women, raising the marriageable age of
and welfare of the so-called ‘outcaste’. girls and widow remarriage were some
72 TEACHER’S RESOURCE

of the major concerns of the reformers. Gurdwara Prabandhak Committee

Western education and culture were (SGPC) against the corrupt management
enthusiastically imbibed by the Parsee of the gurdwaras and freed them from
community which became one of the the control of the mahants.
most progressive and westernized
G. Picture study
communities in India.
5. (a) Kandukuri Veeresalingam, a prominent 1. This is a portrait of Raja Ram Mohan Roy.
social reformer in South India, was 2. Raja Ram Mohan Roy realized the importance
deeply disturbed by the deplorable of religion in society. Religion was central to
condition of women in general and the an individual’s life. Every aspect of social life
social taboo against widow remarriage revolved around religious beliefs. To reform
and education for women in particular. society, it was imperative to first reform
He was referred to as the ‘Vidyasagar of religion. He propagated the following
South India’. Sri Narayan Guru carried religious ideas based on rationalism and the
on a lifelong struggle against the caste philosophy of the Vedas:
system. His crusade was based on the • There is only one God who is the
principle of ‘one caste, one religion, one creator and preserver of the universe
God for mankind’. (monotheism).
(b) Sir Syed Ahmed Khan started a reform • All men are children of the ‘one God of
movement called the Aligarh Movement. all human beings’ and therefore equal
He believed that only through Western (brotherhood of man).
education and knowledge of English • It was not necessary to worship idols and
could the Muslim community progress perform rituals and sacrifices. God could
and scientific temper be developed. be reached through prayer and devotion.
Sir Syed Ahmed reinterpreted Islam 3. Raja Ram Mohan Roy founded the Brahmo
and stressed its simplicity and purity Samaj in 1828.
to suit the needs of modern society. 4. The Brahmo Samaj launched a relentless
His greatest achievement was the struggle against the following evil social
foundation of the Mohammedan Anglo- practices:
Oriental College at Aligarh in 1875, • Sati
which grew into the Aligarh Muslim • Caste distinctions and untouchability
University. To introduce social reforms, • Child marriage
he focused on the backward condition of • Polygamy
the women. He advocated the removal 5. The Brahmo Samaj supported:
of purdah and spread of education for • Education of women
women, and opposed polygamy. Sir • Widow remarriage
Syed Ahmed played a significant role
in awakening the Muslims to the need KEY TO DO AND LEARN
to change with the times.
(c) The Singh Sabha was set up in Amritsar Use your imagination
and Lahore for the religious and social
Answers may vary. Some hints.
reforms among the Sikhs. It set up
Girls’ education will help to improve and raise
the Khalsa College in Amritsar and
the status of women in society. It will help them
opened many schools. It promoted the
to be treated at par with men. They will become
Gurmukhi script and Punjabi literature.
independent, self-reliant and capable of earning their
The Sikh reformers launched the Akali
own living. If they are well educated, they will not
Movement led by the Shiromani
 TEACHER’S RESOURCE 73

be disrespected in the society. There will be no scope 2. Students can refer to the hints given for ‘Use
for social evils like sati, purdah, female infanticide, your imagination’ above. They can refer to
child marriage, etc. Educated girls will not allow the Internet for pictures and other related
themselves to get married at an early age and will in information.
a way contribute towards population control. Girls’
education will thus also help to reduce poverty in the
KEY TO WORKSHEET IN OXFORD
country to some extent.
EDUCATE
Project work
Students can refer to the map given on Chapter 11,
1. Students may refer to the Internet and books Page 110 of the textbook.
in the library for pictures and information.
 Theme 8: India’s Struggle for Freedom

12
74 TEACHER’S RESOURCE

Rise of Indian Nationalism

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• discuss the causes that led to the rise of Indian nationalism.
• understand the sequence of events leading up to the birth of the Indian National Congress.

LESSON SCHEME officers were encouraged to marry Indian

women from higher castes and they were offered
• Introduce the lesson by recollecting the Revolt a stipend to do so. The couples’ offspring were
of 1857. Explain that though the revolt was not called kutcha butcha, translated to half-baked
able to accomplish its objective (of getting India’s bread, interpreted as neither Indian nor English.
independence), it unified Indians and instilled This was a derogatory term and offended Indian
in them nationalistic feelings. Thereafter, a sentiments thoroughly.
number of military revolts took place on small • Explain how the Ilbert Bill controversy was
scales. Show pictures of Kuka rebellion, Santhal the final straw that led to the formation of the
uprising and Indigo revolts. Although these were Indian National Congress in 1885. The INC was
crushed decisively by the British, Indian masses considered an inevitable outcome of the unfair
were inspired to break free from the shackles of policies and practices that had been carried out
the British. by the British from nearly 150 years. List the main
• List all the major causes of the rise of nationalism. aims of the INC and explain the background of its
Recapitulate terms such as humanism and founder, A.O. Hume.
rational thinking. Talk about the impact of • Thought-provoking questions can be asked to
westernization of Indian education. Also, delve keep the session lively and encourage student
into the fact that the British common code of law participation. Some suggested questions are:
united Indians and give them a national identity.  How propagation of the English language
All castes and religious differences were forgotten by the British in India did became a double-
and Indians became a unified force that shook the edged sword?
very foundations of the oppressive British rulers.  Do you think all British officers and rulers
• Let students chant Vande Matram – a supported the racial segregation practices
patriotic call constructed by Bankim Chandra followed by the British?
Chattopadhyaya. Play patriotic songs and show  Out of all the causes of the rise of nationalism,
nationalistic literature and patriotic poetry which do you think was the most impactful?
written in this period.  Do you find it ironical that India’s first all-
• Talk about the racial discrimination and nation organization, the INC, was established
arrogance of the British in India. Racial bigotry by the efforts of a British?
had been practiced by the British since they • For recapitulation, help the students to complete
established their colonies in India. Read about the exercises at the end of the chapter. Help them
the Kutch butch policy of this time here: https:// to complete the in-text activities given in the
en.wikipedia.org/wiki/Kutcha_butcha. British textbook.
 TEACHER’S RESOURCE 75

Activity KEY TO IN-TEXT QUESTIONS

• Research activity: Find literature written in the
late 19th century that invoked nationalism in Think and Answer (Page 124)
Indian people. Read and share excerpts from the Answers may vary. Some hints:
books. Yes, people in India indeed changed and developed
a modern outlook largely under the influence of
OXFORD EDUCATE Western education. Western education freed their
minds from the bondage of tradition. They learned
You can show the slide show for this chapter about the successful movements for freedom and
provided in Oxford Educate to recapitulate unification of other countries. They now saw with
the main points of the lesson. You can pause greater clarity the evil effects of British rule and
in between to ask questions and encourage a dreamt of a modern, united, prosperous and strong
discussion in class. India. I think that westernization is modernization
The worksheet in Oxford Educate can be because it opened the floodgates of modern
given as a classroom or home assignment. knowledge and rational thinking. New ideas of
humanism, nationalism and democracy transformed
the traditional outlook of the people.
TP ADDITIONAL TRANSACTIONAL
PROCESSES Discuss (Page 127)
• Racial discrimination: Enact scenes to show Answers may vary. Some hints:
discriminatory policies of the British in India. The spirit of nationalism that arose in India in the 19th
century was indeed different from the earlier periods.
Modern nationalism arose in the 19th century to
GLOSSARY
meet the challenge of foreign domination. This was
different from the spirit of conquest or the desire of
Vernacular An act formulated by the British to
paramountcy that existed in rulers and their subjects
Press Act: curb the freedom of Indian press.
during the earlier periods when India was a land of
Arms Act: An act that prohibited Indians from
many small and large kingdoms. This nationalism
carrying and owning weapons
was a reaction to the oppressive and exploitative
without a license from the British
nature of British rule; it was a clash of interests of the
government.
Indian people with those of the British. The British
Ilbert Bill A bill passed by Lord Ripon that
had conquered India to exploit it and to promote,
Controversy: allowed Indian judges to try
preserve and extend their interests. The impact of
Europeans criminals. The bill
this exploitation was felt by almost all sections of
sent shock waves among racist
Indian society and in the period after 1857, several
British people and the bill had to
factors came together into a common and united
be amended.
spirit of nationalism. This spirit of nationalism did
Indian national An all-India organization formed
not make people fight against their own people; it led
Congress by A.O. Hume in 1885
them to organize themselves into strong associations
in India. Its aim was to promote
and voice their desire for greater involvement and
friendly relations among nationalist
participation in the governing of their own country.
workers; develop and strengthen
feelings of national unity; and Values and Life Skills (Page 128)
communicate demands of Indians
to the British. Answers may vary. Some hints.
No, the Ilbert Bill should not have been amended
after the White Mutiny. It is not correct to follow
 76 TEACHER’S RESOURCE

discriminatory and racist rules and policies and out of a common history, culture, territory
these should be abolished and broken down to make and economic and political goals.
society more equal and just. The British followed 2. William Jones and James Prinsep were two
discriminatory and racist policies in India by treating Western scholars who researched India’s
the Indians as inferior in their own country. With the past and rediscovered its rich heritage.
Ilbert Bill, Lord Ripon made one attempt to change 3. British economic policies in India had
the glaring discriminatory policies of his government, deliberately transformed India into an
although only partially. If he had not given in to the agricultural colony as India had become a
protests during the White Mutiny and carried forward supplier of raw materials to the British and
the Bill, then Indians would have believed that the a market for British manufactured products.
British government believed in equal treatment The destruction of India’s traditional
and justice. However, with Lord Ripon giving in industries and the exploitation of its
to the Anglo-Indians’ and Europeans’ protests and abundant resources to serve the interests of
amending the Bill, it became clear that the British the British empire exposed the true nature
and other Europeans indeed considered the Indians of British rule.
an inferior race and that their discriminatory policies 4. Lord Ripon, who followed Lord Lytton,
would continue. This realization would give rise to wanted to change some of the discriminatory
a deep sense of resentment in the minds of Indians policies of the government. He approved the
against the British and give rise to a strong spirit of Ilbert Bill which allowed Indian judges to try
nationalism in India. Europeans (whites) accused of crimes.
5. The first session of the Indian National
Congress was held in Bombay (now
KEY TO TEXTBOOK EXERCISES
Mumbai) in December 1885. It was presided
over by W. C. Bonnerjee and attended by 72
A. Fill in the blanks. delegates.
1. foreign domination
F. Answer the following questions briefly.
2. subtle, systematic
3. Kuka 1. (a) The Revolt of 1857 had failed to
4. link rid India of foreign rule. It had,
5. Indian National Congress however, succeeded in shaking the
very foundations of British rule. More
B. Match the following. importantly, it had become a source
1. (b), 2. (d), 3. (a), 4. (e), 5. (c) of inspiration for thousands of people
and would serve as an eye-opener for
C. Choose the correct answer.
the new generation of Indians. The
1. Bankim Chandra Chattopadhyaya heroes of the Revolt, in general, and
2. Lord Ripon Rani Lakshmibai, in particular, became
3. 1885 household names—legends that would
4. 72 spawn thousands of heroes in the years
5. W. C. Bonnerjee to come.
D. State whether the following are true or false. (b) We s t e r n e d u c a t i o n o p e n e d t h e
1. True 2. False 3. True floodgates of modern knowledge
4. True 5. False and rational thinking. New ideas of
humanism, nationalism and democracy
E. Answer the following questions in one or two transformed the traditional outlook of
words/sentences. the people. A new class arose—English
1. Nationalism is a patriotic feeling of love and educated Indians—small in number,
loyalty for one’s country. It is a spirit born but who, in course of time, would
 TEACHER’S RESOURCE 77

produce leaders and organizers of a (b) This growing sense of unity and
national movement. Western education nationalism was further strengthened
freed their minds from the bondage when the British introduced a new
of tradition. They learned about the network of roads, railways and the post
successful movements for freedom and and telegraph system. Social mobility
nification of other countries. They now and interaction increased. Caste barriers
saw with greater clarity the evil effects broke down. People from different parts
of British rule and dreamt of a modern, of the country grew closer to each other.
united, prosperous and strong India. They realized that they shared common
(c) The English language acted as a link problems, common aspirations and
language between the educated Indians common goals. They belonged to one
in various parts of the country. Thus, it nation.
played a very significant role in fostering (c) The rediscovery of a past that was
feelings of unity among educated great and glorious helped in the
Indians from different provinces and growth of the national spirit among
linguistic regions of the country. The the Indians. It was a past that could
barriers of language now broke down boast of the intellectual richness of
as the English language became the Vedic philosophy, the political unity and
common medium of communication. administrative wisdom of the Mauryas,
Educated middle class Indians who the Golden Age of the Guptas and the
spoke different languages could now cultural brilliance of the Mughals. These
express their views and exchange discoveries were made by European
ideas among themselves in English. scholars like William Jones, Alexander
A common language fostered a sense Cunningham, James Prinsep and other
of oneness and understanding of their Indologists, who researched India’s
Indian identity. Modern ideas and the historical past and revealed its rich
spirit of nationalism, however, spread heritage. These revelations instilled in
among the common people in towns
the Indians feelings of national pride
and villages through the regional
and self-confidence and inspired them
languages.
to dream of a new resurgent India.
2. (a) The British rule indirectly created
The interest and enthusiasm of foreign
conditions for the growth of nationalism
scholars stimulated the interest of the
in India. The British transformed a
Indians in their rich and varied history.
fragmented India into a united whole
The task of ‘rediscovery’ was carried
under their rule. They introduced for
on by Indian socio-religious reformers
the growth of nationalism in India. The
throughout the 19th century. Reformers
British transformed a fragmented India
like Raja Ram Mohan Roy, Swami
into a united whole under their rule.
Dayanand, Vivekananda and others
They introduced a uniform and modern
rejuvenated Indian society, instilled in
system of government throughout the
people a pride in their Indian identity
British provinces. Uniform laws were
and prepared the ground for the growth
applied to all British subjects. People
from different provinces and from of the national spirit.
different communities and castes now 3. (a) The vernacular press played a vital
followed the same laws and regulations. role in spreading modern ideas and
They gradually realized that they all creating national awareness. Nationalist
belonged to the same country and leaders,the best among the educated
shared a common national identity as middleclass intellectuals, used the press
Indians. to criticize British policies and expose
 78 TEACHER’S RESOURCE

the evils of foreign rule. The ideas of Councils were not given any
democracy and responsible government powers.
were popularized through the press. • British economic policies
Indians were asked to unite and work sacrificed Indian interests to
for the welfare of the nation. Thus, those of the British. Lord Lytton’s
the press became a powerful medium discriminatory policies caused
which was used to arouse the spirit of great resentment among the
nationalism among the people. National educated Indians.
literature also inspired the spirit of 4. (a) Lord Ripon, who followed Lord
nationalism among the people. Novels, Lytton, wanted to change some of
essays and patriotic poems written by the discriminatory policies of the
well-known authors and poets fired the government. He approved the Ilbert
imagination of the common people and Bill which allowed Indian judges to try
gave rise to powerful patriotic feelings. Europeans (whites) accused of crimes.
(b) B r i t i s h e c o n o m i c p o l i c i e s h a d The violent reaction (known as the
deliberately transformed India into White Mutiny) of the Europeans and
an agricultural colony. India had Anglo-Indians to this proposal shocked
become a supplier of raw materials the Indian nationalists. The Bill had
to the British and a market for British to be amended. This incident blew
manufactured products. The destruction the lid off the racial arrogance of the
of India’s traditional industries and the Europeans. It served as an eye-opener
exploitation of its abundant resources to and drove home the urgent need to form
serve the interests of the British empire an organized national body to protect
exposed the true nature of British rule. the interest and dignity of the Indians.
The drain of India’s wealth to Britain, In 1883, Surendranath Banerjea held the
the impoverishment of the masses, Indian National Conference, and within
industrial decay, grinding poverty, 2 years,the Indian National Congress
frequent famines, and the indifference was born.
and apathy of the British government (b) The initiative to set up an all-India
produced a nationalistic reaction. The organization was taken by Allan
educated Indians realized the gravity of Octavian Hume, a retired British official
the situation and the need to have some of the Civil Service. He was supported
control over economic policies. by important nationalist Indian leaders.
(c) The following discriminatory policies A. O. Hume laid the foundation of the
adopted by the British at the social, Indian National Congress in December
political and economic level were greatly 1885.
resented by the Indian intellectuals: (c) The main aims of the Congress were:
• Indians were debarred from using • To promote friendly relations
parks, clubs, hospitals, libraries among nationalist workers in
and railway coaches reserved different parts of the country.
exclusively for the British. • To develop and strengthen feelings
• All important positions in the of national unity throughout the
administration were also reserved country.
for the British. Surendranath • To formulate popular demands
Banerjea was dismissed from the and to place them before the
Indian Civil Service on flimsy government.
grounds. Nominated Indian • To train and organize public
members in the Legislative opinion in the country.
 TEACHER’S RESOURCE 79

G. Picture study Do and Learn

1. The person in the picture is Surendranath Students can collect information and pictures from
Banerjea. the Internet. They can also refer to books on modern
2. Surendranath Banerjea held the Indian India in the library for information. They can also
National Conference in 1883. refer to the biographies of these personalities.
3. Within 2 years of the Indian National
Conference in 1883, the Indian National
Congress was formed. KEY TO WORKSHEET IN OXFORD
4. The main aims of the Indian National EDUCATE
Congress were:
1. ‘Vande Mataram’ was written by Bankim
• To promote friendly relations among
Chandra Chattopadhyaya.
nationalist workers in different parts of
2. ‘Vande Mataram’ gave rise to powerful
the country
patriotic feelings and evoked strong patriotic
• To develop and strengthen feelings of
emotions among Indians.
national unity throughout the country
3. National
• To formulate popular demands and to
4. literature such as novels, essays and patriotic
place them before the government
poems written by well-known authors and
• To train and organize public opinion in
poets, inspired the spirit of nationalism
the country.
among the people, fired the imagination
of the common people and gave rise to
KEY TO DO AND LEARN powerful patriotic feelings. The vernacular
press played a vital role in spreading modern
ideas and creating national awareness.
Use your imagination
Nationalist leaders, the best among the
Answers may vary. Some hints. educated middle-class intellectuals, used
Students can mention the different regions of India, the press to criticize British policies and
and its different languages, cuisine, culture and living expose the evils of foreign rule. The ideas
conditions. They can mention how the introduction of of democracy and responsible government
railways has helped them to learn about this diversity were popularized through the press. Indians
of India. They can also write that the sense of unity were asked to unite and work for the welfare
and nationalism was further strengthened by the of the nation. Thus,the press became a
introduction of railways. powerful medium which was used to arouse
the spirit of nationalism among the people.
 Theme 8: India’s Struggle for Freedom

13 The Indian National Movement

80 TEACHER’S RESOURCE

(1885-1916)

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• differentiate between the beliefs and objectives of the Radicals and the Moderates.
• explain the sequence of events that led to the partition of Bengal.
• discuss the impact of the First World War on the India National Movement.

LESSON SCHEME • Explain the significance of the Lucknow Session

of the Congress. It reunited Hindus and Muslims
• Show the two schools of thought prevalent in and brought together radicals and Moderates.
the Indian national Movement using graphic Explain the features of the Lucknow Pact.
organizers. Mention leaders, background, beliefs, • Activities and questions will make teaching
objectives and methods of the Nationalists and and learning enjoyable and effective. Encourage
the Radicals such that students can compare students to ask queries and hold group
and contrast them easily. Display pictures of all discussions. Allow them to express opinions and
the important leaders and list their demands question matters. Answer them satisfactorily and
and contributions. Highlight how the secular encourage debate.
approach of the Nationalists and their preached Some questions that can be asked during the
ideas of democracy and secularism find special lesson are:
relevance in present times also.  Do you agree with the methods and beliefs of
• Explain how the partition of Bengal was a result the Radicals or the Moderates?
of the divide and rule policy perfected my the  Are you convinced that the Moderates were
British. Show how the move created a wide chasm disillusioned about the British government’s
between Hindus and Muslims who had lived in agenda and plans for the Indian people?
harmony from thousands of years in the country.  Do you think it was admirable that Indian
Discuss the Swadeshi and Boycott movements of leaders gathered courage to raise voice and
the nationalists. mobilize support against the powerful British
• Talk about the events that led to the institution government?
of the Muslim League. Explain its objectives  Do you feel the Muslim League establishment
and methods. Display pictures of its leaders and was a necessary step? Did it create disharmony
founders. Debate over the objectives of the league between Hindus and Muslims?
and its impact on Hindu-Muslim unity.  Explain the pivotal role played by the
• Discuss how India was drawn into the First World Congress in Indian national movement.
War and its impact on the national movement. • For recapitulation, help the students to complete
The Home Rule Leagues were a direct result of the exercises at the end of the chapter. Help them
the First World War. Their aim was to attain self- to complete the in-text activities given in the
government and the movements became very textbook.
popular.
 TEACHER’S RESOURCE 81

Activity Lucknow Pact: An agreement signed between

the Muslim League and the
• Pamphlet making: Make pamphlets to spread
Congress to work with unity
patriotic messages and nationalistic ideas. Design
for getting proper reforms for
inspirational quotes and slogans and add images
all Indians.
to make the pamphlet impressive.
Muslim League: An organization comprising
of upper-class Muslims led by
OXFORD EDUCATE Nawab Salimullah Khan and
later by Muhammed Ali Jinnah.
You can show the slide show for this chapter The league's objectives were
provided in Oxford Educate to recapitulate to promote friendly relation
the main points of the lesson. You can pause between the British and Indian
in between to ask questions and encourage a Muslims and to protect the
discussion in class. rights and privileges of the
The worksheet in Oxford Educate can be Muslims in India.
given as a classroom or home assignment.

KEY TO IN-TEXT QUESTIONS

SI SUBJECT INTEGRATION

Page 140 Discuss (Page 133)

Geography Answers may vary. Some hints:
The British considered Indians as their subjects and
Map work
India as a part of the British empire that had to be
On the outline map of India, mark and label the
governed by them. However, even by the late 19th
partition of Bengal. With a red colour pencil, draw
century, the British considered India a colony from
the border to show the partition of Bengal.
where the materials necessary for the wealth and
prosperity of the empire had to be procured. India,as
TP ADDITIONAL TRANSACTIONAL a colony, was to be used for the growing power of
PROCESSES the British empire in the world. The British were
primarily interested in harnessing India’s resources to
Debate time: Divide the class into Moderates and further the material wealth and power of the British
Extremists. Let the groups debate over their beliefs empire. To do this successfully, they also needed a
and methods. Instructor can be the moderator and subject population that would be lawful, Western
conclude the debate. educated and speaking the language of the empire.
Most of the laws and policies that they introduced in
GLOSSARY India were to achieve these ends. They were mindful
about the welfare of Indians as subjects who would
Moderates: Members of the Congress that help the empire achieve its desired results, and less
believed in the goodness of the concerned about the real welfare of Indians.
British. They supported British
governments and aimed for Think and Answer (Page 134)
greater participation of Indians Answers may vary. Some hints:
in political affairs of the nation. For early nationalists: I agree with the methods of the
Radicals: Members of the Congress early nationalists because the relevance of the beliefs
that had no faith in the British of the early nationalists—peaceful, orderly change
government. They campaigned and a secular approach to national problems—have
for self-government and total acquired special relevance in today’s world of violence
freedom.
 82 TEACHER’S RESOURCE

and communal politics. A moderate approach to the D. State whether the following are true or false.
complex problems of today is perhaps the only most 1. True 2. False 3. False
viable solution that can heal our world. For assertive 4. True 5. False
nationalists: I agree with the methods of the assertive
nationalists because they could see through the real E. Answer the following questions in one or two
intentions of the British government—to rule and words/sentences.
exploit India’s resources and treat all Indians as 1. Two important leaders during the early
inferior. They correctly believed that the British rule nationalist phase were Dadabhai Naoroji
was a curse and this evil rule could only be removed and Gopal Krishna Gokhale.
by radical methods of active mass opposition. 2. Two leaders of the assertive nationalist phase
were Bal Gangadhar Tilak and Lala Lajpat
Values and Life Skills (Page 137) Rai.
Answers may vary. Some hints: 3. The assertive nationalists had no faith in
Some of the ways in which we can help make our the constitutional methods followed by the
society an honest society are: early nationalists. They were disillusioned
• Passing strict laws to stop corrupt practices such with the leadership of the early nationalists
as asking for and receiving bribes because twenty years of prayers, petitions,
• Educating more and more people, especially appeals,resolutions and representations by
girls, in rural and underprivileged areas the early nationalists had failed to yield any
• Not wasting precious resources like food and concrete results.
water 4. The British partitioned Bengal in 1905 in
• Keeping our streets, neighbourhoods and country pursuance of their policy of divide and rule.
clean The partition of Bengal on communal lines
• Teaching all boys and girls to respect each other was done to separate the Hindus from the
and not indulge in harmful or hurtful behaviour Muslims and destroy the unity between
• Teaching everyone to raise a voice against any them.
unjust, unfair and wrong practice they see in the 5. The Muslim League was established in
society and inside their home as well December 1906, under the leadership of
Nawab Salimullah Khan in Dacca (now
known as Dhaka).
KEY TO TEXTBOOK EXERCISES 6. The two objectives of the Muslim League
were as follows:
A. Fill in the blanks. • To promote among the Muslims a
1. political awareness feeling of loyalty towards the British
2. blessing, curse government.
3. boycott, swadeshi, national education • To protect and promote the political rights
4. Muslim, Muslim of the Muslims.
5. Surat 7. The introduction of separate electorates
sounded the death knell of national unity
B. Match the following. because it meant that the Muslim voters
1. (e), 2. (d), 3. (a), 4. (b), 5. (c) would elect Muslim representatives. It laid
C. Choose the correct answer. the foundation for the division of the country
along communal lines and was the first
1. three
definite step on the road to the partition of
2. Bal Gangadhar Tilak
India.
3. Bengal
8. During the First World War, the British
4. 1906
and their allies declared that they were
5. 1916
fighting the war to make the world ‘safe
 TEACHER’S RESOURCE 83

for democracy’ and to promote the right of (c) The important contributions made by
all nations to form self-governments. This the early nationalists to the national
led the nationalists to believe that if they movement were as follows:
supported Britain’s war effort with men and • The early nationalists established a
money then a grateful Britain would reward solid foundation which served as
India’s loyalty and fulfil its demands for self- abase for a more radical approach
government. in later years.
9. The Home Rule Leagues were set up in • They spread political awareness
1916,under the leadership of Tilak and Annie among the people and instilled
Beasant, and the main aim of the Leagues in them a sense of national unity.
was to achieve self-government within the The people began to think of
British empire after the war. themselves as members of one
single nation—the Indian nation.
F. Answer the following questions briefly. The path for a united national
1. (a) The early nationalists believed that struggle was laid.
British rule had conferred several • The Congress under the early
benefits on India. They felt that at that nationalists trained the Indians
stage of history it was in their own in political affairs. They educated
interests to remain under the British them in political matters and
since they were not yet ready to govern familiarized them with ideas of
themselves. The early nationalists freedom, government, democracy,
were convinced that the British could secularism, nationalism, etc. This
be persuaded to introduce necessary knowledge of and training in
reforms and the government could be political affairs helped the Indian
transformed to suit the interests of the nationalists to organize and raise
Indian subjects. They wanted proper the national movement to the next
participation of the Indians in the stage of development.
government in the near future and a 2. (a) The assertive nationalists had no faith
gradual move towards self-government in the British sense of justice and fair
in the distant future. play. They believed that the British rule
(b) The early nationalists had great in India was not a blessing but a curse.
faith in the sense of justice and fair They were convinced that the British
play of the British. So they adopted had no honest intentions of introducing
peaceful and constitutional methods. reforms for the welfare of the Indians.
They realized that the British interests
They presented their grievances to the
were different and clashed with the
government and waited patiently for
Indian interests. India could never grow
the government to pass laws to remove
and progress under British rule.
those grievances. They believed that the
(b) The goal of the assertive nationalists
government would gradually give in to
was not self-government in ‘gradual’
their demands. They promoted unity,
stages but immediate freedom (swaraj)
spread political awareness among the
from British rule.
people and built up a strong public
(c) The assertive nationalists had no faith
opinion through meetings, lectures and
in the constitutional methods followed
the press. They also sent delegations
by the early nationalists because
to England to persuade the British twenty years of prayers, petitions,
government to introduce necessary appeals,resolutions and representations
reforms. had failed to yield any concrete results.
84 TEACHER’S RESOURCE

They knew that the British would never This session saw the reunion of the
concede to the demand for Swaraj early nationalists and the assertive
without a struggle. So, they adopted nationalists as both sections realized
a radical method of active opposition that it was necessary to put up a united
to the government. They wanted to front against the exploitative British
achieve Swaraj through a political, anti government. The unity—between the
government agitation and with the Muslim League and the Congress, and
involvement and support of the masses. the early nationalists and the assertive
They wanted to transform the Congress nationalists, aroused great political
from a platform for debates among enthusiasm and strengthened the
the westernized, Indian intelligentsia national movement.
into a regiment of freedom fighters—
G. Picture study.
united,determined, confident and
willing to make sacrifices. 1. The person in the picture is Muhammad Ali
3. (a) An important development that Jinnah.
occurred during the First World War was 2. Jinnah joined the Muslim League in 1913.
the changing attitude of the Muslims 3. The Muslim League was established in
towards the British. The pro-British December 1906, under the leadership of
attitude became anti-British and large Nawab Salimullah Khan in Dacca (now
sections of Muslims began to support known as Dhaka).
the national movement. Nationalist 4. The main objectives of the Muslim League
Muslims like the Ali brothers and were as follows:
Maulana Abul Kalam Azad strongly • To promote among the Muslims a
criticized the British policy of divide feeling of loyalty towards the British
and rule and urged their fellow government.
Muslims to join the struggle against • To protect and promote the political rights
the real enemy—British imperialism. of the Muslims.
This changing attitude of the Muslims • To prevent feelings of hostility towards
brought the Congress and the Muslim other communities.
League together. The growing unity
between them was formalized through KEY TO DO AND LEARN
the signing of a pact—the Lucknow Pact
in 1916. Use your imagination
(b) The Lucknow Pact was an agreement
Answers may vary. Some hints.
signed by the Muslim League and the
The Partition of Bengal: A Day of Mourning (17
Congress in 1916 to pave the way fora
October, 1905) Yesterday, 16 October 1905, was a dark
joint scheme of political reforms in
day in the history of India for it was the day when the
India. Under the Lucknow Pact, the
most malicious administrative decision of the British
Congress and the League jointly put
government took shape in the form of the Bengal
forth the demand for a Dominion Status
Partition. It was a decision, carefully crafted,by an
for India.
unsympathetic and uncaring government to strike at
(c) The Lucknow Pact was a milestone event
the heart of the rising spirit of nationalism in Bengal
in the history of Indian nationalism. It
by dividing people along communal lines. This
signified a very important step towards
administrative decision was made to pursue the evil
Hindu- Muslim unity. The Lucknow
policy of divide and rule and wedge a blow to the
session of the Congress in 1916, where
unity and harmony between the Hindus and Muslims
the Lucknow Pact was signed was
in Bengal. The day was observed as a day of sorrow
also important for a second reason.
 TEACHER’S RESOURCE 85

and mourning in Bengal. However, the leaders — iii. Lala Lajpat Rai: Also an assertive nationalist
both Hindus and Muslims—did not sit idle and weep. leader from Punjab; believed in swaraj and
They strengthened the resolution of achieving the radical methods of opposing British rule.
goal of swaraj. To that end they adopted the methods iv. Bipin Chandra Pal: Also an assertive nationalist
of boycott, swadeshi and national education. People leader from Bengal; believed in swaraj and
were asked to boycott all British goods and adopt radical methods of struggle against the British.
only Indian and swadeshi goods,and this resolution v. Aurobindo Ghosh: Another well-known
was met with a lot of support from the masses. There assertive nationalist leader from Bengal.
was a lot of communal harmony and hope that Believed in radical and armed opposition to
this move would not deter the spirit of unity and British rule.
nationalism in Bengal.

Project work KEY TO WORKSHEET IN OXFORD

EDUCATE
Answers may vary. Some hints.
i. Dadabhai Naoroji: The ‘grand old man’ of
India; propounded the ‘drain of wealth’ theory; Across
was one of the most important amongst early
3. Bengal
nationalist leaders who believed the evil effects
7. Satyagraha
of British rule would have to be removed and
8. Dacca
fairness established.
9. Gokhale
ii. Bal Gangadhar Tilak: An assertive nationalist
leader who believed that British rule in India Down
was not a blessing but a curse; proclaimed
‘swaraj’ (self-rule) as the main goal; believed in 1. Jinnah
methods of active opposition to the British rule; 2. Muslim League
established the Home Rule League to promote 4. Porbandar
the idea of self-rule in different parts of India. 5. Tilak
6. Harijans
 Theme 8: India’s Struggle for Freedom

14 The Indian National Movement

86 TEACHER’S RESOURCE

(1916-34)

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• develop an understanding of the ideologies and methods of Mahatma Gandhi.
• describe the various movements initiated by Mahatma Gandhi and their role in achieving
self-government for India.

LESSON SCHEME posters of other nationalist leaders such as Sarojini

Naidu, the Ali Brothers and Jawahar Lal Nehru
• Use textual and visual aids in different formats who shared Gandhi’s ideologies and assisted him
to introduce and build flow in the lesson. Songs in spreading his message throughout the country.
such as Vaishnav janto tene and Sabarmati ke • Talk about the significance of the Dandi March
Sant can be played to build atmosphere. Play and the Lahore Session of the Congress. Write
this video presentation on the life and work of and define terms such as poorna swaraj, charkha,
Mahatma Gandhi: https://www.youtube.com/ boycott, khadi, and picketing. Explain the impact
watch?v=gM61HhWsB60 of each movement in weakening British power
• List all Gandhian methods and movements and strengthening Indian forces.
on the blackboard. Mention their objectives • The lesson can be made more engaging by
and outcomes against them. Share anecdotes modulating teaching strategy according to the
about Gandhi’s views on racial discrimination topic of discussion. Switch between lecture
and tolerance. Draw a profile of a satyagrahi. method, discussion and observation while
Write characteristic properties of a satyagrahi’s students are participating in activities or debates.
mindset-tolerance, truth, non-violence, unity and Ask questions at timely interval.
social justice. Some suggestions for questions are:
• Elaborate Gandhi’s early campaigns such as  Do you agree with Gandhian policy of
indigo farmers protest in Champaran and mill peaceful non-cooperation?
workers’ strike in Ahmadabad. Explain the vents  How was Gandhi’s methods more effective
at the Jallianwala massacre and use pictures that the earlier methods of protest (by
such as bullet marks embedded in the walls of Moderates and radicals)?
the enclosure and the well from where 120 dead  Which of Gandhi’s movements dented the
bodies were recovered after the shootout. Access economic structure of the British government
pictures here: https://www.indiatimes.com/ in India?
news/india/8-picturesof-jallianwala-bagh-that-  Which competencies of Mahatma Gandhi
will-leave-you-tearyeyed-231833.html made him an effective leader and negotiator?
• Outline the objectives and action plan of the • For recapitulation, help the students to complete
Khilafat movement, the Non-cooperation the exercises at the end of the chapter. Help them
Movement, and the Civil Disobedience to complete the in-text activities given in the
Movement. Display pictures from primary and textbook.
secondary sources from the period. Put up large
 TEACHER’S RESOURCE 87

Activity people come together to struggle or protest against

something. They are popular because they include
• Craft time: The Gandhian era had many symbolic
the support and participation of a large number of
references such as:
people—the common people. Gandhiji was very
 Charkha
keen on turning the struggle against British rule
 The Azad Hind flag
into a mass movement because he believed that
 The Vande Mataram flag
every section of the Indian society was affected
 Khadi
adversely by the evil effects of British rule. He also
 Gandhiji’s three monkeys
had immense faith in the capacity of the common
 Salt
people to struggle against oppression. He was also
Students can create these symbols and display
keen to remove social inequalities within the Indian
them in the classroom.
society and make everyone equal; this was because
he believed that political freedom was meaningless
OXFORD EDUCATE without social reforms.

Show the video/2D animation in this chapter Think and Answer (Page 146)
to enhance the understanding of the concept. Answers may vary. Some hints.
You can show the slide show for this chapter An important aspect of the Non-Cooperation
provided in Oxford Educate to recapitulate Movement was using peaceful means of protest,
the main points of the lesson. You can pause which Gandhiji believed was crucial. Unfortunately,
in between to ask questions and encourage a the violence at Chauri Chaura broke the chain of
discussion in class. the peaceful mass movement that Gandhiji had
The worksheet in Oxford Educate can be envisioned. As a result of this he called off the
given as a classroom or home assignment. movement. He was justified in doing so because
the Non-Cooperation movement was also the first
mass movement of its kind in India. Gandhiji was
TP ADDITIONAL TRANSACTIONAL
still training people to rise against oppression in an
PROCESSES
organized, nonviolent and peaceful way. Also, the
March past: Let students enact the Dandi March. violence gave the British government an opportunity
of crushing the movement. If the movement would
have continued in the days after Chauri Chaura,
GLOSSARY the British could have completely crushed the spirit
of the protesting masses and this would have been
Satyagraha: a term coined by Gandhiji to
unfortunate for India’s national struggle.
show truth and non-violence for
persuasion. Values and Life Skills (Page 147)
Poorna swaraj: Complete independence.
Salt Law: An unjust law passed by the Answers may vary. Some hints.
British that prohibited Indians In any stressful or difficult situation, we should stay
from manufacturing salt and calm and try to talk to other people to find a solution.
forcing them to pay a high salt tax All problems can be properly resolved only through
to the government. talks and discussions, never violence and destruction.

KEY TO IN-TEXT QUESTIONS KEY TO TEXTBOOK EXERCISES

Discuss (Page 144) A. Fill in the blanks.

Answers may vary. Some hints. 1. South Africa
Mass movements are movements where common 2. Gandhiji’s
 88 TEACHER’S RESOURCE

3. Jallianwala Bagh, 1919 5. The Civil Disobedience Movement, launched

4. sin, cooperate, satanic by Gandhiji in 1930, was a form of a non-
5. L a h o r e , P o o r n a S w a r a j / c o m p l e t e cooperation movement that involved the
independence breaking of government laws. Its objective
was to defy the British government and
B. Match the following.
pressurize it to give in to the demands of the
1. (e), 2. (a), 3. (d), 4. (c), 5. (b) nationalists.
C. Choose the correct answer. F. Answer the following questions briefly.
1. South Africa 1. (a) Gandhiji’s idea of Satyagraha was
2. Ahmadabad based on the twin principles of truth
3. 1920 and non-violence. He believed that one
4. Lahore who firmly believed in truth and non-
5. Civil Disobedience Movement violence would be able to resist evil
D. State whether the following are true or false. at all costs. In the fight for justice and
1. False 2. True 3. True truth, the satyagrahi would willingly
4. True 5. True accept suffering and be ready to make
sacrifices. The suffering and patience
E. Answer the following questions in one or two of the satyagrahi was expected to bring
words/sentences. about a change of heart in the enemy.
1. The technique of resistance which Gandhiji The idea behind satyagraha was not
evolved in South Africa against racial to destroy the enemy, but to transform
injustice in South Africa was known as and enlighten him. Gandhiji also placed
satyagraha. Satyagraha is based on the twin an equal emphasis on non-violence.
principles of truth and non-violence. He believed that non-violence was
2. (a) Gandhiji supported the cause of the the weapon of the strong and could
tenant farmers of Champaran district be effectively used to resist armed
against the British indigo planters. attacks by the enemy. A satyagrahi was
Gandhiji’s methods succeeded and expected to follow peaceful methods
peasants received compensation. even under extreme provocation.
(b) Gandhiji advised and convinced the The different nonviolent methods of
cultivators of the Kheda district to stop struggle in India consisted of:
paying revenue to the government • Non-cooperation with the British
following crop failure. The peasants’ government
demand for remission of land revenue • Peaceful demonstrations
was accepted by the government • Defiance of unjust British laws
and Gandhiji’s methods of protest • Boycott of British goods, institutions
succeeded again. and services
3. The Chauri Chaura incident, in early 1922, • The use of charkha and khadi
marked the end of the Non-Cooperation to promote self-reliance and the
Movement. swadeshi spirit
4. The Lahore session of the Indian National • Non-payment of oppressive
Congress was held in December 1929 under taxes through these non-violent
the youthful and dynamic leadership of and peaceful means of protest,
Jawaharlal Nehru. The Congress passed Gandhiji expected to bring the
the resolution declaring ‘Poorna Swaraj’ or government to a standstill.
complete independence as its goal at this (b) Gandhiji was a devout Hindu and a
session. passionate believer in the equality of
 TEACHER’S RESOURCE 89

all religions. He wrote, ‘Indian culture massacre shocked the entire nation.
is neither Hindu, Islamic nor any Gandhiji was horrified. He lost all
other, wholly. It is a fusion of all.’ He faith in the goodness of the British
was convinced that the path to India’s government and declared that it would
salvation lay in Hindu- Muslim unity. be a ‘sin’ to cooperate with the ‘satanic’
Gandhiji lived and died for the cause of government.
Hindu-Muslim unity. 3. (a) The Non-Cooperation Movement was
(c) Gandhiji was a great believer in social launched by Gandhiji in 1920. The
justice. He championed the cause ultimate goal was attainment of Swaraj
of the poor and the downtrodden, by peaceful and legitimate means.
the emancipation of women and The programme of Non-Cooperation
improvement of the conditions of the and the methods of resistance were as
lower caste ‘untouchables’ whom he follows:
called ‘Harijans’, i.e., the children of • Boycott of foreign goods
God. He worked tirelessly to remove • Boycott of government schools,
prejudices and change the mindset of colleges, law courts, legislatures
the people. He believed that political and all British institutions
freedom was meaningless without • Boycott of elections and
social reforms. Laws would be effective government functions
only if there was a change of heart. • Renunciation of titles and honours
2. (a) The British government adopted the awarded by the British
policy of repression to crush the anti- (b) When the Non-Cooperation Movement
British movement against the repressive was started, the atmosphere was charged
Rowlatt Act passed by the government with enthusiasm, determination and
in 1919. In some places, particularly confidence. An unfortunate incident
in Punjab, the hartals led to violence. changed all that. Early in 1922, a
Two popular nationalist leaders were procession of peasants was fired upon
arrested in Amritsar. To protest against by the police at Chauri Chaura, a village
the arrest of their leaders, a public in UP. The people reacted violently and
meeting was held on 13 April 1919 in burnt down the Chauri Chaura police
an enclosed space known as Jallianwala station. Twenty-two policemen were
Bagh. killed. Gandhiji immediately called off
(b) The people gathered in Jallianwala the movement.
Bagh were not aware of the fact that (c) The Non-Cooperation Movement
the military commander of Amritsar, failed because it ended it violence and
General Dyer, had issued an order Gandhiji had to call it off. However,
banning all public meetings. General its significance lay in the fact that this
Dyer surrounded the Bagh with his was the first experience of the common
troops, blocked the only exit and people to come together in a mass
ordered the troops to open fire on the movement to protest against British
peaceful gathering in the Bagh. The rule. By the time it was called off, it had
shooting continued till there was no strengthened the national spirit of the
ammunition left. Nearly 400 people people of India.
were killed and over 1,000 were injured. 4. (a) The Salt Satyagraha began with the
(c) The brutality of the Jallianwala Bagh historic Dandi March. Gandhiji set
massacre and the humiliation and out from Sabarmati Ashram with 78
inhuman treatment of the Indians followers, on a 385-km journey to the
that followed the Jallianwala Bagh coastal village of Dandi. Thousands
 90 TEACHER’S RESOURCE

of people joined him on the way. On 2. Gandhiji applied the method of satyagraha
his arrival in Dandi, he picked up a to the Indian national movement.
handful of salt from the beach. This act 3. Satyagraha is based on two principles—truth
symbolized defiance of the Salt Law. It and non-violence.
was a signal for every Indian to violate 4. Gandhiji had immense faith in the capacity
the Salt Law. Throughout India, people of the common people to struggle against
began to manufacture salt and sell it oppression. Under his leadership, the Indian
openly. national movement was transformed into a
(b) The government suppressed the mass movement. Thus, he is known as the
movement with force and brutality. leader of the masses.
Gandhiji, Nehru and all other important 5. Gandhiji’s non-violent methods of struggle
leaders were arrested. Hundreds of in India consisted of noncooperation with
people were injured or killed in lathi the British government. This included:
charges and police firing. Over 90,000 • peaceful demonstration
people were imprisoned. The movement • defiance of unjust British laws
spread rapidly. Civil Disobedience • boycott of British goods, institutions and
extended to violation of other laws services
and refusal to pay taxes. It included • the use of the charkha and khadi to
boycott of foreign goods, hartals, promote self-reliance and the swadeshi
demonstrations and picketing of shops spirit,
selling foreign goods. An important • non-payment of oppressive taxes
feature of this movement was the active
participation of a large number of
KEY TO DO AND LEARN
women. Sarojini Naidu was one of the
leaders of this movement. The political Use your imagination
activity in India became very intense
after 1935. Leaders of the national Answers may vary. Some hints.
movement had made it clear to the 1. It was a very tragic day. We had no clue what
British that their days in India were was in store for us. We had gathered in the
numbered. The British passed a number Jallianwala Bagh Park to protest against the
of Acts and sent missions to appease the arrest of our nationalist leaders. It was a peaceful
Indians but in vain. and unarmed gathering. Suddenly we heard
(c) The Civil Disobedience Movement sounds of shots firing. We were all trapped as
that Gandhiji launched in March 1930 the only exit point of the park was blocked by
saw the active participation of a large the troops of General Dyer. Around 400 people
number of people, including a large were killed and so many injured. It was the most
number of women. The movement disturbing sight of my life. The entire nation was
spread rapidly and saw people refusing shocked. All faith in the goodness of the British
to pay taxes, violating other laws, government was lost. We now desperately want
boycotting foreign goods, conducting to get rid of the oppressive British rule.
hartals and picketing of shops selling 2. Bapu, with 78 of his close aides and followers,
foreign goods. This movement made the one of them the poetess-nationalist Sarojini
political activity in India very intense Naidu, set out for Dandi today, amidst an air of
even after it ended. defiant jubilation and cheering by the people.
Nationalists and and a large number of the
G. Picture study common people have rallied behind Bapu as he
1. The person in the picture is Mohandas started on his journey to break the unjust salt
Karamchand Gandhi. laws. What has started as the ‘Salt Satyagraha’
 TEACHER’S RESOURCE 91

is also expected to bring the nation complete Project Work

independence from the British. As Bapu’s small
Answers may vary. Some hints.
procession marches on to the coastal village of
Students can include points such as satyagraha based
Dandi, thousands keep joining him. People from
on truth and non-violence, Hindu-Muslim unity,
the nearby villages, simple folks with little means,
mass movement; social justice.
keep coming up with precious offerings of milk,
water and food for the Father of the Nation and
his retinue. There is a palpable atmosphere of KEY TO WORKSHEET IN OXFORD
hope and a hushed lull too—perhaps signifying EDUCATE
the coming of the much awaited storm—
complete independence from the British rule. Answers will vary. Some hints.
The government’s watchdogs—the police— Students can talk about the importance of salt in
follow close behind Bapu’s procession; probably every household. Gandhiji decided to start with the
to keep a close watch on the proceedings. breaking of the unjust salt law because it affected
However, Bapu marches on unperturbed. As everybody in the country. Every Indian had to pay
he reaches Dandi, he makes way to the beach, the salt tax thus making salt an expensive item.
where wading into the Gulf of Cambay, Bapu Indians could not manufacture salt because it was a
and his followers dip vessels into the water to government monopoly. This act symbolized defiance
collect the salt. This is a momentous event—as of the salt law. It was a signal for every Indian to
simple salt becomes the symbol of something violate the salt law. Throughout India, people began
much greater—the hopes and aspirations of a to manufacture salt and sell it openly.
million Indians, and their dream of freedom
from British rule.
 Theme 8: India’s Struggle for Freedom

15 The Indian National Movement

92 TEACHER’S RESOURCE

(1935-47)

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• explain the objectives and outcome of the Quit India Movement.
• gain an understanding of the events that led to India’s partition in 1947.

LESSON SCHEME of partition victims who had to abandon their

ancestral homes and lands and migrate to
• Display posters with slogans given by Gandhiji— foreign lands where they were called ‘refugees’.
Do or Die, Quit India, Dilli Chalo, Karo ya Maro Show this video to show assassination of
and Jai Hind. Show pictures of Subhash Chandra Mahatma Gandhi and theories behind Nathuram
Bose and symbols representing the Azad Hind Godse’s agenda: https://www.youtube.com/
Fauj and the Forward Bloc. Display a large map watch?v=GvZXnHDTXuE
showing the two dominions into which India • Ask questions and conduct discussions during
got partitioned. Play audio clips of Jawahar Lal the lesson. Some suggested questions are:
Nehru’s first address as the Prime Minister of 1. Why do you think Gandhiji was opposed to
free India. Video clippings or images of Gandhi’s the partition of India?
assassination can also be used while teaching 2. Why did Gandhiji change his strategy and
relevant sections of the text. demand freedom immediately?
• Explain the proceedings that led to the revolt 3. Do you find it ironical that the man who was
of 1942. Share interesting facts about the Quit instrumental in making India free did not live
India Movement and Mahatma Gandhi’s to enjoy the fruits of his labour?
address to the nation. Refer website: http:// • For recapitulation, help the students to complete
www.freepressjournal.in/webspecial/quitindia- the exercises at the end of the chapter. Help them
movement-all-you-need-to-know-in-10- to complete the in-text activities given in the
points/1118275 textbook.
• Discuss the objectives of the All India Forward
Bloc party established by Subhash Chandra
Activity
Bose. Display its symbol and talk about its • Test oratory skills: Memorize and deliver Nehru’s
methodologies. Share Netaji’s legendary slogan address before the class with fervour and national
‘Give me blood and I will give you freedom.’ pride. Get the complete transcript from the
Explain the significance of the Azad Hind Fauj website: https://www.americanrhetoric.com/
and the establishment of the Indian National speeches/jawaharlalnehrutrystwithdestiny.htm
Army.
• Explain Lord Mountbatten’s role in granting
OXFORD EDUCATE
India freedom and his tolerant attitude towards
Indian nationalists. Talk about how communal You can show the slide show for this chapter
riots in Punjab shook the nation and triggered provided in Oxford Educate to recapitulate
the partition of Punjab. Share poignant tales the main points of the lesson. You can pause
 TEACHER’S RESOURCE 93

in between to ask questions and encourage a Punjab and Bengal would be two large states with
discussion in class. a diverse population, consisting of Muslims and
The worksheet in Oxford Educate can be Hindus and several languages and dialects. There
given as a classroom or home assignment. would have been much more variety in culture,
food, arts, literature, music, etc. India would have
been a stronger nation. However, diversity also leads
TP ADDITIONAL TRANSACTIONAL to differences and disagreements, which need to be
PROCESSES handled carefully to maintain peace and harmony.
• Drama time: Enact the scene of Gandhiji’s Undivided India would need to be governed more
assassination. carefully and sensitively.

Values and Life Skills

GLOSSARY
Answers will vary. Some hints:
• We should never resort to violence to solve any
Lord Mountbatten: The last Viceroy of India.
problem or dispute.
Azad Hind Fauj: Another name for the
• We should be open-minded towards the religions
Indian National Army.
and beliefs of others.
Forward Bloc: A new party floated by
• We should always try to think about peaceful and
Netaji Subhash Chandra
non-violent ways to express ourselves, no matter
Bose. Its objective was to
how angry we are.
attain freedom for India
• We should respect and embrace differences—
and rebuild India after
of religion, gender, beliefs, language, culture,
independence.
clothes, food and much more. We should never
Quit India Movement: A movement started
ridicule or be hostile towards people who are
by Mahatma Gandhi
different from us—they are a part of our diverse
demanding the British to
culture that enriches our country and makes us
grant immediate freedom
strong.
before the break of dawn.
• We should always take care of the ones who need
our help and support.
KEY TO IN-TEXT QUESTIONS • We should never forget the values and principles
our national leaders stood for and fought for
Discuss (Page 152) and laid down in the Constitution of India—we
Answers will vary. Some hints: should always try to uphold and abide by these
Yes, Gandhiji’s non-violent methods of protest are values.
what the world needs most today. Violence leads
to destruction and heavy losses, including loss of KEY TO TEXTBOOK EXERCISES
precious human lives. Peaceful and amicable solution
of problems is very much relevant in today’s world
A. Fill in the blanks.
as it will strengthen global security, help in creating
a non-violent world and ensure world eace. On 1. India’s
the whole, all these will eventually help in the 2. 1942; Do or die
development and progress of humankind. 3. British Rule
4. Netaji Subhash Chandra Bose
Think and Answer (Page 154) 5. June 1948
Answers will vary. Some hints: B. Match the following.
India would have been one large country, consisting 1. (b), 2. (a), 3. (e), 4. (c), 5. (d)
of the regions that are now Pakistan and Bangladesh.
 94 TEACHER’S RESOURCE

C. Choose the correct answer. declared, ‘I, therefore want freedom

1. Japanese immediately, this very night, before
2. 1942 dawn if it can be had.’ He gave to his
3. Subhash Chandra Bose country people a mantra, ‘Do or Die’.
4. Subhash Chandra Bose ‘We shall either free India or die in the
5. 26 January 1950 attempt.’ The Congress, thus, passed the
Quit India Resolution.
D. State whether the following are true or false. (b) On 9 August, before dawn, Gandhiji
1. False 2. True 3. True and all other important nationalist
4. True 5. False leaders were arrested. The Congress
E. Answer the following questions in one or two was banned. The news of these arrests,
words/sentences. even before the movement began,
shocked the nation. A spontaneous,
1. During the course of the Second World War,
nationwide movement of protests
Japan joined the war against Britain in 1942.
arose; there were demonstrations,
The British desperately needed the active
hartals and processions. Leaderless
cooperation of the Indians to check the
and without any guidelines, the Quit
Japanese advance against the British empire
India Movement took different shapes
in India. So, they sent the Cripps Mission to
in different parts of the country. The
India to resolve the political deadlock.
government came down heavily on
2. The Cripps Mission failed because the British
the people. They were lathi-charged
were not prepared to transfer any effective
and fired upon. The brutality of the
power to the Indians during the war.
police enraged the people. They reacted
3. After the spontaneous, powerful outburst
violently. Police stations, post offices,
of national sentiment that the British saw
and other government buildings were
during the Quit India Movement, they
destroyed. Railway, telegraph and
realized that their days in India were
telephone lines were disconnected. The
numbered.
army was called in to crush the revolt.
4. The main objective of the Indian National
Over 10,000 people were killed in police
Army was to liberate India from the British
and military firing. The movement was
by the use of armed force.
savagely crushed within a very short
5. (i) India became an independent dominion
period of time.
on 15 August 1947.
(c) The upsurge of 1942 was the last great
(ii) The Indian dominion became a
mass challenge to British authority. It
sovereign, democratic republic on 26
had shaken the very foundations of
January 1950, when the Constitution of
the British rule in India. The impact of
India was introduced.
this brief, spontaneous and powerful
F. Answer the following questions briefly. outburst of national sentiment was
1. (a) The menacing presence of the Japanese tremendous. It sounded the death knell
army on the eastern borders of India of British rule in India. The British
posed a serious threat to India’s security. realized their days were numbered.
The presence of the British in India Independence was now a matter of
made India a target for the Japanese time. It demonstrated the great capacity
attack. The danger could have been of the masses to suffer and die for the
averted if the British left the country. cause of freedom.
Addressing the Congress delegates on 2. (a) The objectives of the Forward Bloc were:
the night of 8 August 1942, Gandhiji • To win freedom from the British
without any further delay
 TEACHER’S RESOURCE 95

•
To r e b u i l d I n d i a , a f t e r into India and Pakistan and the transfer
Independence, on the principles of power to the two dominions. The
of socialism i.e., economic equality, North-West Frontier Province, Sindh,
freedom and justice, equitable Baluchistan, West Punjab and East
distribution of wealth etc. Bengal would be separated from the rest
• To promote world peace of India to form a new country called
(b) Subhash Chandra Bose believed that the Pakistan.
only way India could get her freedom (b) On the basis of the Mountbatten Plan,
was to drive the British out by the use the British Parliament passed the Indian
of armed force. He had resigned from Independence Act in July 1947. British
the Congress in 1939 and formed a rule in India finally came to an end on
new party called the Forward Bloc. He 15 August 1947. With the unfurling of
decided to go abroad to join hands with the Indian tricolour on the historic Red
the enemies of the British and drive Fort, a new phase began in the history
the British out of India. In Tokyo, he of India— the birth of a new dawn.
took over the leadership of the Indian (c) 26 January 1950: On this day the
Independence Movement in East Constitution of India was introduced and
Asia from Rash Behari Bose. Subhash the Indian dominion was transformed
Chandra Bose became the supreme into a sovereign, democratic republic.
commander of the Indian National
G. Picture study
Army. Netaji infused a new life and
spirit into the INA. In mid-1944, the 1. The leader in the picture is Subhash Chandra
INA crossed the Indo-Burma border and Bose.
liberated Imphal and Kohima. Victory, 2. Subhash Chandra Bose was the supreme
however, was short-lived as Japan was commander of the Indian National Army.
defeated by Allied Powers. Britain 3. Netaji Subhash Chandra Bose’s slogan for
reestablished control over Burma. The the liberation of India was ‘You give me
INA was defeated. A large number of blood, I will give you freedom.’
soldiers and officers of the INA were 4. Netaji Subhash Chandra Bose infused a new
taken prisoners. life and spirit into the INA. He fired the
(c) Netaji Subhash Chandra Bose lives on in imagination of his soldiers with passionate,
the memories of successive generations inspiring speeches. They were ready to
of Indians. He was a true patriot lay down their lives for the liberation of
who dedicated his life to the cause their motherland. He was a true patriot
he passionately believed in—India’s who dedicated his life to the cause he
freedom. He fired the imagination of passionately believed in—India’s freedom.
a nation with his intense patriotism, Netaji Subhash Chandra Bose lives on in
personal courage, unwavering the memories of successive generations of
conviction and bold leadership. He Indians.
restored to India her pride and is greatly
admired and revered throughout the KEY TO DO AND LEARN
country even to this day.
3. (a) Lord Mountbatten, the new Viceroy, Use your imagination
arrived in India to prepare a plan for the
Some hints:
transfer of power. He held discussions
No, because there is too much discord, disharmony
with the leaders of different parties and
and violence in the Indian society today. The present-
communities. Mountbatten announced
day Indians seem to have forgotten about the long,
his plan for the division of British India
 96 TEACHER’S RESOURCE

hard struggle that won them freedom from British Project Work
rule, and have engaged in divisive and communal
Students can refer to the books on modern Indian
politics at present. Differences, instead of being
history, encyclopedias and Internet for information
celebrated, are being used as a reason to persecute
for both the projects.
and oppress. This is not the Indian society that
Gandhiji would have wanted to see.
KEY TO THE WORKSHEET IN OXFORD
EDUCATE

Subash Chandra Bose India became free.

formed the Forward Bloc.

ce ce

1930 1940 1950

Quit India Movement India became a sovereign

democratic republic.
  he Three Main Organs of the Indian Government: Legislature,
Theme 1: T
Executive and Judiciary

16
TEACHER’S RESOURCE 97

The Union Legislature

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• develop an understanding of the Parliamentary form of government.
• explain the composition, qualifications, term and roles in the Lok Sabha and the Rajya
Sabha.
• gain an insight into the functions of the Parliament.

LESSON SCHEME  Why the Parliament is called the supreme

power in our country?
• Use infographics and images as aids in teaching  In what circumstances can the President act
the topic. Show pictures of the Parliament House in individual capacity?
in New Delhi. Show his graphic organizer  What are the benefits of voting by secret
showing states having a bicameral legislature: ballot?
\http://www.elections.in/political-corner/  Can you think of any other country(s) that has
why-some-states-in-india-have-bicameral- similar legislature structure as India?
legislatures/ • For recapitulation, help the students to complete
• Create a flowchart showing the structure of the exercises at the end of the chapter. Help them
the union legislature and place pictures of the to complete the in-text activities given in the
present president, vice-president, prime minister textbook.
and some ministers comprising the council of
ministers.
Activity
• Tabulate the differences between the Lok Sabha • Making rules: Indiscipline and chaos are quite
and the Rajya Sabha. Points of difference can be: common in Indian parliament. Tell students to
 Method of election make a charter containing rules of conduct to be
 Period followed by the members of the Parliament.
 Maximum strength
 Types of bills
OXFORD EDUCATE
 Power
• Explain all the functions of the parliament- Show the video/2D animation in this chapter
judicial, elective, law-making and controlling the to enhance the understanding of the concept.
executive. Mention the duration and mandatory You can show the slide show for this chapter
requirements of parliamentary sessions. provided in Oxford Educate to recapitulate
• Conduct interactive activities at individual and the main points of the lesson. You can pause
group levels. Encourage student participation by in between to ask questions and encourage a
asking questions and engaging them in debate discussion in class.
and discussions. The worksheet in Oxford Educate can be
Some suggested questions to be asked during the given as a classroom or home assignment.
lesson are:
 98 TEACHER’S RESOURCE

TP ADDITIONAL TRANSACTIONAL Discuss (Page 164)

PROCESSES Some hints:
The purpose of asking questions to the ministers in
• Mock elections: Conduct mock elections in the Parliament is so that a check can be exercised on the
class for the position of class prefect. Start with working of the government.
nominations; formulation of election manifesto
by candidates; election speeches; voting by the Values and Life Skills (Page 164)
other students; counting of votes; and declaration Answers will vary. Some hints:
of results. We would look for qualities like honesty; educational
qualifications; principles; a clean, non-criminal
GLOSSARY background; etc.

Electoral constituency:The smallest division of a KEY TO TEXTBOOK EXERCISES

country that can elect their own
minister or Member of Parliament.
Secret ballot: A system of voting in which the A. Fill in the blanks.
voters’ choice is not revealed. 1. legislature; executive; judiciary
Speaker: The presiding officer of the Lok 2. Union; Concurrent; State
Sabha. 3. Lok Sabha; Rajya Sabha
Lok Sabha: The lower house of the parliament. 4. Rajya Sabha
Rajya Sabha: The upper house of the parliament. 5. Bicameral
Impeachment: Process of removal of the President, B. Match the following.
the Vice-President and Supreme
1. (c), 2. (a), 3. (d), 4. (e), 5. (b)
Court judges for violating the
Constitution or misusing their C. Choose the correct answer.
authority. 1. the Council of Ministers
Quorum: A minimum percentage of 2. Concurrent List.
members required to be present 3. Rajya Sabha
for a parliamentary session to take 4. 2
place. 5. 545
D. State whether the following are true or false.
KEY TO IN-TEXT QUESTIONS
1. False 2. False 3. True
4. False 5. True
Think and Answer (Page 163)
E. Answer the following questions in one or two
Some hints:
words/sentences.
It is necessary to keep a voter’s choice of candidate
a secret and that is the reason why the Indian 1. The President is the nominal executive head
Constitution has provided for elections by secret of the government of India.
ballot. The reason for this secrecy is so that voters 2. The Lok Sabha (legislature) exercises control
cannot be bullied, forced, manipulated or tricked into over the Council of Ministers (executive)
voting for specific candidates, thereby defeating the which is responsible and answerable to
whole purpose of a democratic system—to be able to the Lok Sabha for all its policies, decisions
freely choose one’s representative at the legislative and actions. This makes the Parliament
bodies of the country. the supreme authority in the government
because it has the final authority to accept
or reject the decisions of the executive.
 TEACHER’S RESOURCE 99

3. The judiciary interprets and defines laws. policies, decisions and actions. This
4. The minimum age qualification of an Indian makes the Parliament the supreme
voter is 18 years. authority in the government because it
5. The Speaker conducts the meetings of the has the final authority to accept or reject
Lok Sabha. the decisions of the executive.
6. The members of the Rajya Sabha are elected (b) According to the Constitution of
indirectly by the elected members of the state India, the powers and functions of
legislative assemblies. the government are divided into three
7. The budget is an estimate of the annual branches—the legislature, the executive
income and expenditure of the government and the judiciary. The legislature
of India. (Parliament) makes the laws that
8. The Council of Ministers has to resign govern the country. The executive (the
immediately if a vote of no-confidence is Prime Minister and his/her Council of
passed against it by the Lok Sabha. Ministers) enforces the laws made by
9. For a Parliament session to take place, at least the legislature. The judiciary defines
10 per cent of the total membership has to and interprets the laws of the land
be present. This is called the quorum. and tries to prevent any person from
violating the laws of the Constitution.
F. Answer the following questions briefly.
(c) As India is a vast country, it is not
1. (a) India is a parliamentary democracy. possible for one central government to
The Parliament, which is composed of take care of the specific needs of people
the elected representatives of the Indian living in different parts of the country.
people, is vested with the supreme Therefore, the country has been divided
power to make the laws governing the into different units, which are called
country. The Parliament is the highest states. Each state has a state government
lawmaking body and it makes laws and the processes of the government are
for the entire country. Thus, the Indian shared by the central government and
people enjoy supreme power through state governments.
their representatives in the Parliament. 2. (a) The composition of the Lok Sabha is as
In a parliamentary form of government, follows:
there is a very close relationship • The maximum strength of the Lok
between the legislature (Parliament) Sabha can be 552 members.
and the executive (Council of Ministers). • A maximum of 530 members can
After the general elections, the elected be elected directly by the people
representatives of the people form the of India from different territorial
Lok Sabha. The President appoints constituencies
the leader of the majority party or the • A maximum of 20 members can be
single largest party or group of parties elected from the union territories.
within the Lok Sabha as the Prime • The President can nominate two
Minister. Generally, the Prime Minister members from the Anglo-Indian
chooses his/her Council of Ministers community.
from among the elected members of (b) A Lok Sabha member should be:
the Lok Sabha. He/she may also choose • a citizen of India
a Rajya Sabha member as a minister. • at least 25 years of age
The Lok Sabha (legislature) exercises • a registered voter.
control over the Council of Ministers (c) The Lok Sabha is elected for a 5-year
(executive) which is responsible and term. However, the President may
answerable to the Lok Sabha for all its dissolve it before the expiry of its term
100 TEACHER’S RESOURCE

if the party in power loses the support •

Only the Parliament can introduce
of the majority. Its life can be extended a bill to amend the Constitution.
for 1 year at a time in case of a national (b) The Parliament exercises control over
emergency. the executive in the following ways:
3. (a) The composition of the Rajya Sabha is • The Parliament keeps a watch over
as follows: the government. The Council of
• The maximum strength of the Rajya Ministers is directly responsible
Sabha can be 250 members. and answerable to the Lok Sabha
• 238 members represent the states for its policies and actions.
and the union territories. Seats are • The Council of Ministers has to
allotted to each state according to resign immediately if a vote of
its population. These members are no-confidence is passed against it
elected indirectly by the elected by the Lok Sabha.
members of the state legislative • The Members of Parliament can
assemblies. discuss government policies and
• Twelve members are nominated question the ministers. Hence,
by the President from among they can exercise a check on the
persons who have distinguished working of the government.
themselves in the fields of art, • The Parliament can move an
literature, science or social service. adjournment motion to discuss
(b) A Rajya Sabha member should be: and focus on any matter of public
• A citizen of India. i m p o r t a n c e w h i c h re q u i re s
• At least 30 years of age. immediate and urgent attention
• A registered voter. from the government, for
(c) The Rajya Sabha is a permanent House. instance, natural disasters such
It cannot be dissolved by the President. as earthquakes and unforeseen
Each member is elected for a period of situations such as police firing or
cannot be dissolved by the President. terrorist attacks, etc.
Each member is elected for a period (c) The Parliament can impeach or remove
of six years. One third of its members the President, the Vice-President and
retire every two years. Members can be judges of the Supreme Court and
reelected. High Courts if any of them violate the
4. (a) The law making functions of the Constitution or misuse their authority.
Parliament are as follows:
G. Picture study
• The Parliament can frame new laws
or modify existing ones on any 1. This is the picture of the Parliament House.
subject in the Union or Concurrent 2. The legislature functions from the Parliament
lists. House.
• No money can be raised or spent 3. The members of the Lok Sabha and the Rajya
by the government without the Sabha are the members of the legislature.
approval of the Lok Sabha. A 4. Members of the Lok Sabha:
money bill (such as the annual • Should be citizens of India
budget) can only be introduced in • Should be at least 25 years of age
the Lok Sabha. • Should be registered voters
• In some cases, the Parliament can Members of the Rajya Sabha:
also pass laws on subjects under • Should be citizens of India
the State List. • Should be at least 30 years of age
• Should be registered voters
 TEACHER’S RESOURCE 101

5. The primary function of the Members of Project work

Parliament is to make laws. Two other
Students can take the help of the Internet, newspapers
functions are control over the executive and
and books and magazines from the school library to
judicial functions.
complete this project.

KEY TO DO AND LEARN

KEY TO WORKSHEET IN OXFORD
Use your imagination EDUCATE
Answers may vary. Some hints.
• Select a topic of national interest, such as the state UNION LIST CONCURRENT STATE LIST
of the environment, or the need for better urban (97) LIST (97) (97)

planning. Draft a rough bill on the issue with the

Law and order
students. Defence
Police
Foriegn affairs Education
• Pick some speakers to represent the government Communication Forests
Public health
and sanitation
and others to represent the opposition members. Banking Marriage
Hospitals
• Conduct a debate where the speakers debate the Railways Electricity
State transport
Currency Wildlife
bill’s merits and demerits. Roads
and coinage Labour
Agriculture
• Appoint a student to act as the Speaker. Ask the Citizenship
Land revenue
other students to address the Speaker and to take
his/her permission before they speak.
• Conduct a vote and announce the result.
  he Three Main Organs of the Indian Government: Legislature,
Theme 1: T
Executive and Judiciary

17
102 TEACHER’S RESOURCE

The Union Executive

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• Explain the basic structure of India’s union executive.
• Gain an insight into the election, qualifications and powers of the President, the
Vice-President, the Prime Minister, Members of the Council and Civil Servants.

LESSON SCHEME • Talk about the role and categories of civil servants
in India.
• Create a flowchart showing the structure of • Ask questions to make the session more effective
the union executive and place pictures of the and gauge students’ comprehension of the
present president, vice-president, prime minister topics taught. Group discussions and activities
and some ministers comprising the council of should be conducted for making learning more
ministers. effective. Real-time relevant examples should be
• Tabulate and compare the following parameters quoted and supported by visual or textual aids.
of the President and the Prime Minister: Experiential learning should be encouraged.
 Qualifications. • Some suggestions for questions to be asked in the
 Election and termination session are:
 Powers  Why should the Council of Ministers be
 Functions and position responsible to the legislature?
• Explain the judicial, executive, financial,  Why the Prime Minister is called the elected
legislative, military, discretionary and emergency head of the country?
powers of the President. Share instances when  Justify- India’s government is by the people,
the President’s rule was imposed in crisis for the people and of the people.
circumstances. Similarly, delve into the functions • For recapitulation, help the students to complete
and position of the Prime Minster. Let students the exercises at the end of the chapter. Help them
justify how the Prime Minister is the real head of to complete the in-text activities given in the
the country. Talk about the Vice-President’s role textbook.
in the union executive.
• Define and describe the term coalition
Activity
government. Explain the complexities of this • Project: Select any five Prime Ministers of
arrangement. State examples when India had India. Prepare a profile for each, covering
coalition government. these areas- political affiliation, qualification,
• Explain the process of allotment of portfolio to tenure, important contributions, controversies,
the Cabinet of Ministers. Justify how Cabinet challenges and achievements. After compiling
Ministers should act responsibly and explain the profiles, identify the Prime Minster you
the no-confidence motion. Give examples from would chooses as your role model if you were
history when entire cabinets were dissolved due appointed the Prime Minster of India.
to a no-confidence motion.
 TEACHER’S RESOURCE 103

power. It is the highest lawmaking body and it makes

OXFORD EDUCATE the laws for the entire country. This power is derived
from the Constitution of India, which lays down the
You can show the slide show for this chapter
founding principles for the country. No person is
provided in Oxford Educate to recapitulate
above the principles laid down by the Constitution
the main points of the lesson. You can pause
and everyone has to abide by these principles.
in between to ask questions and encourage a
Therefore, it is important that the Council of Ministers
discussion in class.
is responsible to the legislature. It is the legislature
The worksheet in Oxford Educate can be
that puts a check on the powers of the Prime Minister
given as a classroom or home assignment.
and his Council and makes them answerable to
the people of India for their actions and decisions.
TP ADDITIONAL TRANSACATIONAL This is one of the most important principles of a
PROCESSES parliamentary form of democracy like India.

Research: Find out about all the categories of civil Values and Life Skills (Page 172)
servants in India and their functions.
Answers will vary.

GLOSSARY KEY TO TEXTBOOK EXERCISES

Civil Servants: Employees of the government
who do not belong to any A. Fill in the blanks.
political party and work 1. impeachment
at central or state level in 2. Supreme, High
administrative capacity. 3. joint
Portfolio: A separate department 4. inner core, portfolios
allotted to each minister in the 5. President, Parliament
council.
B. Name the following.
Cabinet ministers: They form the core of the
Council of Ministers and hold 1. Narendra Modi
the key portfolios. 2. Venkaiah Naidu
3. Ram Nath Kovind
4. (a) Rajnath Singh
KEY TO IN-TEXT QUESTIONS (b) Subrahmanyam Jaishankar
(c) Nirmala Sitharaman
Discuss (Page 171)
(d) Harsh Vardhan
Answers may vary. Some hints.
(Please note: answers are subject to change with
• If the President does not follow the advice of the changes in the government)
Prime Minister, it will lead to disruption in the
C. Choose the correct answer.
government’s work.
• The office of the President should not be abolished 1. President
because he holds a ceremonial position and also 2. Defence Forces
exercises some important discretionary powers. 3. Rajya Sabha
4. Prime Minister
Think and Answer (Page 172) 5. President
Answers may vary. Some hints. D. State whether the following are true or false.
Under the parliamentary form of government, the 1. False 2. True 3. True
legislative body—the Parliament—has the supreme 4. True 5. False
104 TEACHER’S RESOURCE

E. Answer the following questions in one or two (b) The President is elected indirectly. An
words/sentences. electoral college elects the President.
1. The Prime Minister is the real executive head The electoral college consists of the
in a parliamentary form of government. following members:
2. An electoral college elects the President of • The elected members of both
India. Houses of the Parliament
3. The President appoints the Prime Minister • The elected members of the State
who is the leader of the majority party or Legislative Assemblies.\
coalition parties or the single largest party in (c) The services of the President can only
the Lok Sabha. The President also appoints be terminated through a procedure
the judges of the Supreme Court and the called impeachment. The president
High Courts. can be impeached by the Parliament
4. An ordinance is an executive order, which is if he/she is found guilty of violating
issued by the President when the Parliament the Constitution, of treason or of
is not in session. corruption.
5. The President can declare a National 2. (a) Four executive powers of the President
Emergency if the security of the country is are:
threatened by external aggression or armed • The President appoints the Prime
rebellion. Minister who is the leader of the
6. The President has to carry out his/her majority party or coalition parties
functions strictly according to the advice or the single largest party in the
given by the Prime Minister and the Council Lok Sabha.
of Ministers. • The President appoints the Union
7. The Prime Minister is the head of the Council ministers on the advice of the
of Ministers. Prime Minister.
8. When two or more political parties form • The President appoints the
the government, it is called a coalition state governors and other high
government. officials such as the Comptroller
9. The Prime Minister allots each minister and Auditor General and the
in the Council a separate department or Attorney General.
portfolio to handle. This is called allotment • The President appoints the judges
of portfolios. The minister then has the of the Supreme Court and the High
responsibility of handling that particular Courts and the ambassadors to
department. other countries.
10. If a vote of no-confidence is passed against (b) The military powers of the President
any one Cabinet Minister, the whole Council are:
of Ministers has to resign immediately. • The President is the Supreme
Commander of the Defence
f. Answer the following questions briefly. Forces. He/she can declare war
1. (a) The basic qualifications for a candidate or conclude peace.
to be the President are: • All important treaties and contracts
• He/she must be a citizen of India. are made in the President’s name.
• He/she must be at least 35 years (c) Four legislative powers of the President
of age. are:
• He/she must have all the • The President can summon or
qualifications necessary to be a prorogue the Parliament. He/she
member of the Lok Sabha. addresses the opening session of
 TEACHER’S RESOURCE 105

the Parliament every year. The the Constitution, Presidential Rule

President’s address is a statement is imposed in that state.
of the government’s policy. • If the financial stability of the
• The President can also dissolve country is threatened, a Financial
the Lok Sabha and order fresh Emergency can be declared.
elections. However, the President cannot
• He/she can call a joint session of declare an emergency without the
both Houses of Parliament if there approval of the Parliament.
is a deadlock regarding a bill. 4. (a) The law making functions of the
• Each bill passed by the Parliament Parliament are:
has to receive the President’s • The Parliament can frame new laws
assent in order to become a law. or modify existing ones on any
The President may send the bill subject in the Union or Concurrent
back to the Parliament if he/she lists.
does not approve, but if it is passed • No money can be raised or spent
a second time, he/she is obliged to by the government without the
sign it and give his/her assent. approval of the Lok Sabha. A
1. (a) The financial powers of the President money bill (such as the annual
are as follows: budget) can only be introduced in
• The budget is presented to the the Lok Sabha.
Parliament in the name of the • In some cases, the Parliament can
President. also pass laws on subjects under
• All money bills are introduced in the State List.
the Parliament with the President’s • Only the Parliament can introduce
permission. a bill to amend the Constitution.
• The President can grant an advance (b) The Parliament exercises control over
from the Contingency Fund in case the executive in the following ways:
of an unforeseen expenditure. • The Parliament keeps a watch over
(b) The judicial powers of the President are: the government. The Council of
• The President has the power Ministers is directly responsible
to grant pardon and reduce or and answerable to the Lok Sabha
suspend the sentence of a person for its policies and actions.
who has been found guilty. He/she • The Council of Ministers has to
can also pardon a death sentence. resign immediately if a vote of
• He/she is not answerable to any no-confidence is passed against it
court of law for his/her actions, by the Lok Sabha.
except if he/she is impeached by • The Members of Parliament can
the Parliament. discuss government policies and
(c) The President can declare an emergency question the ministers. Hence,
in the country under the following they can exercise a check on the
conditions: working of the government.
• If the security of the country is • The Parliament can move an
threatened by external aggression adjournment motion to discuss
or armed rebellion, National and focus on any matter of public
Emergency is declared. i m p o r t a n c e w h i c h re q u i re s
• If the government of a state cannot immediate and urgent attention
function according to the laws in from the government, for
106 TEACHER’S RESOURCE

instance, natural disasters such her preference and submits a list to the
as earthquakes and unforeseen President. When the President approves
situations such as police firing or and appoints the ministers on the list,
terrorist attacks, etc. the Council of Ministers is formed.
(c) The Parliament can impeach or remove (c) The cabinet is the inner core of the
the President, the Vice-President and Council of Ministers. The Cabinet
judges of the Supreme Court and Ministers hold the most important
High Courts if any of them violate the portfolios and make the most important
Constitution or misuse their authority. decisions and policies. The Cabinet
5. (a) The powers and position of the Ministers hold the highest ranks
Prime Minister with reference to the and have the greatest responsibility.
Parliament are: The Cabinet holds the real executive
• The Prime Minister is the leader power of the Indian government and
of the majority party or the largest is collectively responsible to the Lok
coalition in the Parliament. Sabha.
• The Prime Minister is the link
G. Picture study
between the President, the people
and the Parliament. 1. The building in the picture is the Rashtrapati
(b) The Prime Minister advises the Bhawan. It is the official residence of the
President in the discharge of his/her President of India.
functions and informs him/her about 2. The President is elected by an electoral
the decisions taken by the Cabinet. The college. The Electoral College comprises
advice of the Prime Minister is binding the elected members of both Houses of
on the President. Parliament and the elected members of the
(c) The powers of the Prime Minister with state legislative assemblies.
reference to the Council of Ministers are: 3. The President is elected for a period of 5
• The Prime Minister selects years.
the members of the Council of 4. (a) Two financial powers of the President
Ministers. are:
• He/she distributes portfolios • The budget is presented to the
among the ministers and presides Parliament in the name of the
over Cabinet meetings. President.
• He/she coordinates the working • All money bills are introduced in
of the different departments and is the Parliament with the President’s
the vital link between the President permission.
and the Cabinet. (b) Two judicial powers of the President are:
• He/she can expand the Cabinet • The President has the power to
and also demand the resignation grant pardon, reduce or suspend
of any minister. the sentence of a person who has
6. (a) The general elections to the Lok Sabha been found guilty.
take place once every 5 years. After the • He/she can also pardon a death
elections, the President appoints the sentence.
Prime Minister, who is generally the
leader of the majority party or coalition KEY TO DO AND LEARN
parties or the single largest party in the
Lok Sabha. Use your imagination
(b) The Prime Minister then selects a
Answers may vary. Some hints.
number of ministers according to his/
 TEACHER’S RESOURCE 107

• Let the students research the former prime

ministers of India before doing this project. KEY TO THE WORKSHEET IN OXFORD
• The students should write a short essay explaining EDUCATE
the reasons behind their choice.
Executive Powers
• It is important that they clearly explain the reason
behind their choice and why the work of that
particular Prime Minister is of importance. Military Powers

Project work

Powers of President
Legislative Powers
Answers may vary. Some hints.
1. You can give the students a list of Indian Financial Powers
presidents and help them select any five. They
can research the achievements of their chosen Judicial Powers
presidents in the library or on the Internet. The
presentation should have brief summaries of
Emergency Powers
the achievements and careers of the presidents,
along with relevant pictures.
2. This can be done in the form of a Power Point Discretionary Powers
presentation. The use of current pictures and
accurate information is important.
  he Three Main Organs of the Indian Government: Legislature,
Theme 1: T
Executive and Judiciary

18
108 TEACHER’S RESOURCE

The Judiciary

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• develop an understanding of the judicial system in India.
• explain the composition, qualifications and powers of the judges of the Supreme court,
high courts and subordinate courts.

LESSON SCHEME • Effective teaching produces real learning in

students. It internalizes teachings and produces
• Draw a schematic representation of the changes at cognitive, psychomotor or emotional
judicial system hierarchy in India. Tabulate the levels. To teach effectively, interaction with
composition, qualifications and powers of the students and desirable engagement from
Supreme courts and high courts. Affix pictures of students is a must. Questions and activities play
the Chief Justice of India. a key role in enhancing student participation.
• Explain in detail the three kinds of powers With this end in view, ample opportunities
available to the Supreme Court judges’ original should be offered where students can interact
jurisdiction, appellate jurisdiction and advisory with instructor and peers to gain deeper insight
jurisdiction and revision jurisdiction. Differentiate into topics. Thought-provoking questions that
between these categories. Justify why the require astute observation or reasoning should
Supreme Court is considered the guardian of the be asked. Instructors should provide hints or
Constitution and a court of record. research materials to elicit desired answers
• Discuss the composition and powers of the High from students. Similarly, students should be
court judges. Elaborate the types of jurisdiction encouraged to develop scientific or rational
they enjoy--original jurisdiction, appellate thinking. An atmosphere conducive for debates
jurisdiction, review jurisdiction, revisory and discussions should be cultivated in the class.
jurisdiction and supervisory powers. Free expression should be encouraged at all
• Explain the meaning and objective of writs and times. Some suggested questions to be asked in
the popular types of writs. this lesson:
• Talk about the judicial system at the village level  Why do you think the system of Lok Adalats
through Panchayat courts. Discuss the objective is becoming popular in India?
of Lok Adalats. Show images related to Lok  Can you contrast the judicial system in India
Adalats and Village panchayats so students can and in the United states? Which system do
visualize these concepts. you find fairer and more efficient?
• The free legal aid and services program by the  Can you think of some recent impeachments
Indian government is a step to align with the of judicial servants, in India or abroad? On
Indian Constitution. Mention its principle and what grounds were the impeachments done?
the people who can avail this facility. Debate the • For recapitulation, help the students to complete
pros and cons of this system. Discuss why the the exercises at the end of the chapter. Help them
judiciary system is kept independent of the other to complete the in-text activities given in the
organs of the government. textbook.
 TEACHER’S RESOURCE 109

Activity C. Choose the correct answer.

• Research: cut out and paste news clippings 1. Original

about the recent controversy about appointment 2. Supreme Court
of supreme court judges in India. Share your 3. state
findings with the class. 4. 62
5. Lok Adalats

OXFORD EDUCATE D. State whether the following are true or false.

1. False 2. False 3. False
You can show the slide show for this chapter 4. False 5. True
provided in Oxford Educate to recapitulate
E. Answer the following questions in one or two
the main points of the lesson. You can pause
words/sentences.
in between to ask questions and encourage a
discussion in class. 1. Supreme Court judges can only be
The worksheet in Oxford Educate can be removed from office on grounds of proven
given as a classroom or home assignment. misbehaviour or incapacity, through
impeachment.
2. Two kinds of disputes that can be brought
TP ADDITIONAL TRANSACTIONAL directly before the Supreme Court are:
PROCESSES • Disputes between the union government
and one or more state governments.
Mock Panchayat: Conduct a panchayat session
• Disputes between two or more state
in class. Find out how proceedings are done in
governments.
panchayats and identify an issue in your class that
3. Under its Advisory Jurisdiction, the Supreme
needs resolution.
Court can advise the President, on request,
on legal and constitutional issues. The
GLOSSARY President may or may not accept the advice.
4. The records of cases and judgments of the
Lok Adalats: A system of make-shift courts started Supreme Court are important because they
to provide speedy and affordable serve as references in future cases.
legal service to masses in India. 5. The President appoints the Chief Justice
Panchayats: Small law courts at the village level. of the High Court in consultation with the
Writs: A form of written command or legal Governor of the state and the Chief Justice
document directing a person to act or of India.
not act in a particular way. 6. A writ is a form of written command, or legal
document, giving an order or a direction to
KEY TO TEXTBOOK EXERCISES a person to act or not to act in a particular
way.
7. A Nyaya Panchayat is a small law court in
A. Fill in the blanks.
the Panchayati system. Such courts try petty
1. single civil and criminal cases, such as trespassing,
2. New Delhi personal disputes and minor thefts.
3. 10; 5 8. Lok Adalats have been set up to provide
4. Controls, supervises quicker and cheaper judicial services.
5. references; lower 9. Lok Adalats are becoming popular because
B. Match the following. they provide affordable and speedy justice.
10. The objective of the Legal Aid Scheme is
1. (e); 2. (a); 3. (b); 4. (c); 5. (d)
to make free legal aid and legal services
110 TEACHER’S RESOURCE

available to the poorer and weaker sections Nyaya Panchayats. Often, there is
of society. one Panchayat Court for a number
of villages. Nyaya Panchayats try
F. Answer the following questions briefly.
petty civil and criminal cases, such as
1. (a) Certain cases are brought before the trespassing, personal disputes, minor
Supreme Court directly, for the first thefts, etc. They can impose fines up to
time. This happens in cases involving: INR 100 only. Appeals can be made to
• Disputes between the union higher courts against decisions taken in
government and one or more state the Nyaya Panchayats.
governments (b) The process of obtaining justice through
• Disputes between two or more law courts is a long-drawn out and
state governments expensive procedure in our country. In
• Violation of the Constitution by the order to provide quicker and cheaper
government or an individual judicial services, Lok Adalats have
• Violation of the Fundamental been set up. Discussions, persuasion
Rights of an individual and compromises are encouraged
(b) The Supreme Court hears appeals to settle disputes. Lok Adalats are
against judgments of High Courts. becoming popular because they provide
The Supreme Court is the final court of affordable and speedy justice.
appeal and has the power to review and (c) Some of the categories for which free
change the decisions of the High Courts. legal services are provided by the
(c) The Supreme Court is the guardian government are:
of the Constitution. It safeguards the • People belonging to the Scheduled
Constitution in two ways: Castes, Scheduled Tribes and
• It can cancel a law or an executive backward classes
order if it is found to violate the • People who are mentally ill or
Constitution. disabled
• It can issue writs (orders or • Women and children
directions) for the enforcement of • Victims of human trafficking or
the Fundamental Rights. beggars
2. (a) High Courts have Original Jurisdiction • People whose incomes are lower
in cases involving disputes concerning than a certain amount decided by
Fundamental Rights, election petitions the government.
and related disputes.
(b) High Courts have Appellate Jurisdiction G. Picture study
in cases where they can hear appeals 1. This is a picture of the Supreme Court.
against judgments passed in subordinate 2. The Supreme Court is headed by the Chief
courts, such as the District Courts. Justice of India and has a number of other
(c) High Courts can review and change judges.
decisions taken in the subordinate 3. The President appoints the judges in
courts. They can also transfer a case consultation with the Council of Ministers.
from one court to another. High Courts 4. The Supreme Court is the guardian of
have jurisdiction in cases where they the Constitution. It can cancel a law or an
feel that the lower courts have gone executive order if it is found to violate the
beyond their jurisdiction. Constitution.
3. (a) In the Panchayati system at the village
level, there are small law courts called
 TEACHER’S RESOURCE 111

• Students can prepare questions beforehand and

KEY TO DO AND LEARN
ask the speaker these questions.
Use your imagination • They can present their reports in class.

Some hints:
• Select a few students to act as judges. A few other
KEY TO THE WORKSHEET IN OXFORD
students can act as people involved in different EDUCATE
types of disputes. The Supreme
• Moderate the proceedings to include witnesses Court
on both sides for each dispute.
• After discussion with the class, let the judges The High
Civil Courts
Hierarchy of the Court
reach a verdict on the disputes and explain the Indian Judiciary
reasons behind it. Subordinate Criminal
• Keep a count on the number of cases that were Courts Courts
settled during the 40-minute period.
Nyaya Revenue
Panchayats Courts
Project work
Some hints:
• You can invite a member of a Legal Aid Cell from
your town or city to your class to give a small talk
on the people who are helped by this scheme and
the need for such a scheme.
 Theme 2: United Nations

19
112 TEACHER’S RESOURCE

The United Nations

LEARNING OBJECTIVES
By the end of this lesson, the students should be able to:
• develop an understanding of the objectives, achievements and organs of the United
Nations.
• gain insight into the position of India with respect to the United Nations.

LESSON SCHEME • Discuss how the United Nations has extended

assistance to Indian in social, economic, scientific
• Use visual aids such as the map of the United and cultural matters. Display pictures of Sardar
Nations, pictures of the United nations office, Sarovar Dam, Terai region rehabilitation, etc.
and flags of the six original signatories. Show • Enumerate all the achievements of the United
pictures and presentations depicting the Nations. Explain how it has been able to restore
gruesome aftermath of the first and Second peace and harmony in warring countries. Discuss
World War. Create understanding about the its substantial efforts in promoting equality and
despair and distrust prevalent among the people secularism throughout the world. Talk about the
of the world. Explain how they had lost faith in United Nation’s policies of disarmament and
humanity and fundamental rights. The ground non-alignment. Clarify its stand on issues of racial
was ripe for institution of an international body discrimination and inequality. End by saying that
that could mediate between nations and help United Nations has made considerable efforts in
create harmony and cooperation among nations. achieving its objective but it’s up to the nations
• Use visual aids such as the map of the United of the world to cooperate with the U.N. and keep
Nations, pictures of the United nations office, aside their differences of the greater good of
and flags of the six original signatories. Show humankind.
pictures and presentations depicting the • Ask questions and carry out activities while
gruesome aftermath of the first and Second delivering the lesson. Compel students to
World War. Create understanding about the think deeply and further their knowledge by
despair and distrust prevalent among the people researching different sources of information.
of the world. Explain how they had lost faith in Discuss world happenings and the United
humanity and fundamental rights. The ground Nation’s active participation in resolving serious
was ripe for institution of an international body international issues. Some questions that can be
that could mediate between nations and help asked during the session are:
create harmony and cooperation among nations.  Do you agree that the United Nations has
• Explain how India patronizes the United nation’s done a commendable job of promotion peace
ideologies and principles. Give examples when and reaching equality in the world?
India has stood up for nuclear disarmament,  Can you name some other specialized bodies
non-alignment or peaceful negotiations. Mention of the United Nations and their functions?
Indian politicians and eminent personalities • For recapitulation, help the students to complete
who have played prominent roles in the United the exercises at the end of the chapter. Help them
Nations.
 TEACHER’S RESOURCE 113

to complete the in-text activities given in the • To promote human rights and fundamental
textbook. freedom for the people of the world
• To save succeeding generations from the scourge
Activity of war, which has twice brought suffering to
• Collage making: cut out newspaper clippings humans
reporting the United Nations intervention in • To maintain international peace and security
world problems. Create a collage of the cuttings • To develop friendly relations among nations on
and display on the class bulletin board. the basis of equality whenever there is some kind
of a crisis/dispute/war, the first thing that gets
sacrificed is human rights. It is very important
OXFORD EDUCATE
to prevent the suffering and misery of people
and provide them with proper relief. It is also
Show the video/2D animation in this chapter
important to see to it that destructive events like
to enhance the understanding of the concept.
wars do not take place in the world and friendly
You can show the slide show for this chapter
relations prevail amongst nations.
provided in Oxford Educate to recapitulate
the main points of the lesson. You can pause Think and Answer (Page 191)
in between to ask questions and encourage a
discussion in class. Answers may vary. Some hints:
The worksheet in Oxford Educate can be I agree that the Third World War has been averted
given as a classroom or home assignment. mainly due to the efforts of the United Nations
Organization. The UN has taken effective actions
to restore peace in the world. It has also worked to
TP ADDITIONAL TRANSACTIONAL end the nuclear arms race and encouraged the use
PROCESS of nuclear energy for peaceful purposes.
Research work: Find out the key members of the Value and Life Skills (Page 191)
United Nations. Prepare profiles about each member
Answers will vary. Some hints:
covering their qualifications, country, political
I would like to represent my country in the UN
affiliation, contributions and role in the United
General Assembly to work towards making the
Nations.
Indian subcontinent a more peaceful place.

GLOSSARY
KEY TO TEXTBOOK EXERCISES
Right to veto: The right to prevent an action
that has already been taken. A. Fill in the blanks.
Atlantic Charter: A document signed by Winston 1. League of Nations
Churchill and Franklin 2. five
Roosevelt to guarantee four 3. Security Council
basic rights to all people- 4. the USA, the UK, France, China, Russia
freedom from want; freedom 5. want
of speech; freedom of religious 6. specialized
belief; and freedom from fear.
B. Match the following.
1. (e), 2. (d), 3. (a), 4. (c), 5. (b)
KEY TO IN-TEXT QUESTIONS
C. Choose the correct answer.
Discuss (Page 186) 1. 24 October
Answers may vary. Some hints: 2. peace
114 TEACHER’S RESOURCE

3. 3 (c) In June 1945, 50 nations met in San

4. The Hague in Netherlands Francisco to sign the Atlantic Charter
5. Secretariat of the UN. Poland, which was not
represented at the Conference, signed
D. State whether the following are true or false.
it later and became one of the original
1. True 2. True 3. False 51 member states. On 24 October 1945,
4. True 5. False the United Nations was established to
E. Answer the following questions in one or two save succeeding generations from the
words/sentences. scourge of war and to reaffirm faith in
fundamental human rights. The original
1. One of the important organs of the UN is the
signatories included Britain, France,
Security Council.
the USA, the former USSR and China.
2. All the members of the UN are the members
Today, there are 193 members. The
of the General Assembly.
headquarters are located in New York
3. A negative vote by any one of the permanent
City.
members of the Security Council is known
2. (a) The UN flag depicts two bent olive
as a veto.
branches which are open at the top
4. The Trusteeship Council was established
with a world map between them. The
to look after the territories that were under
white olive branches and the world
foreign rule and to help them attain self-
map are on a light blue background.
government.
The branches of the wreath symbolize
5. The UN imposed economic sanctions against peace.
the South African government in order to (b) Four objectives of the UN are:
challenge the apartheid policy and liberate • To maintain international peace
the South African people from apartheid. and security
6. The importance of the UN in today’s world • To develop friendly relations
is that it is capable of healing the wounds among nations on the basis of
of our times and helps in restoring sanity, equality
balance and harmony in our strife-torn • To a c h i e v e i n t e r n a t i o n a l
world. cooperation in solving economic,
F. Answer the following questions briefly. social, cultural and humanitarian
problems
1. (a) Winston Churchill, the former Prime
• To promote human rights and
Minister of Great Britain and Franklin
fundamental freedom for the
D. Roosevelt, the former President
people of the world (Any four)
of the United States of America, met
(c) All nations are obligated to follow the
aboard a battleship off Newfoundland
implications of these objectives.
in the Atlantic Ocean. They signed a
These implications are:
document called the Atlantic Charter
• All nations, big or small, are equal.
on 14 August 1941. It was agreed that
• They must all obey the Charter.
when the war ended, humans must be
• All disputes must be settled
guaranteed the basic rights or the four
peacefully.
freedoms.
• No force should be used.
(b) The basic rights included:
3. (a) Four important functions of the General
• Freedom from want
Assembly are:
• Freedom of speech
• To discuss international problems
• Freedom of religious belief
and make recommendations for
• Freedom from fear
their solution
 TEACHER’S RESOURCE 115

•
To make recommendations for the •
To solve problems related to health,
peaceful settlement of disputes illiteracy, drugs, employment,
• To consider and approve the UN status of women, etc. (Any three)
budget (b) The International Court of Justice (ICJ)
• To elect non-permanent members consists of 15 judges from different
of the Security Council, members countries, elected by the General
of the Economic and Social Council Assembly and the Security Council.
(ECOSOC) and the Trusteeship Each judge has a 9-year term. No two
Council (Any four) judges can be from the same country.
(b) The Security Council meets as and when The main functions of this court are:
the need arises. Decisions on any issue • To settle disputes brought to it by
are taken by a majority vote of at least member nations
nine members, including all the five • To give legal advice to the other
permanent members. A negative vote organs of the UN, on request
by any one of the permanent members (c) The UN has many achievements to its
would lead to a cancellation of the credit. Four significant ones among
resolution. This right to prevent action them are:
being taken is known as the right to • Although it has not been able to
veto. This means that any resolution prevent war, in many cases, it has
becomes ineffective even if one of the taken effective action to restore
permanent members opposes it. This peace, e.g., the Korean War, the
effectively means that all decisions Suez Canal crisis, the Gulf War, etc.
have to be taken with the consent of • Many countries, e.g., Indonesia,
all the permanent members. When Algeria, Morocco, have achieved
no action can be taken by the Security their independence with support
Council because of the veto, the General from the UN.
Assembly can deal with the crisis. It • By imposing economic sanctions
can take whatever action may seem against the South African
appropriate to restore and maintain government, it played a significant
world peace. role in challenging the apartheid
(c) Three important functions of the policy and liberating the South
Security Council are: African people from apartheid.
• To investigate international • It has worked consistently for the
disputes and recommend ways of protection and preservation of
settling such disputes peacefully human rights around the world.
• To call on member states to apply (Any four)
economic sanctions against the
G. Picture study
aggressor
• To call on member states to apply 1. The name of the organization is the United
economic sanctions against the Nations.
aggressor 2. The UN headquarters are located at New
4. (a) Three main functions of the ECOSOC York City.
are: 3. Four important objectives of the UN are:
• To promote economic growth and • To maintain international peace and
social progress security
• To create a spirit of respect for • To develop friendly relations among
human rights nations on the basis of equality
116 TEACHER’S RESOURCE

• To achieve international cooperation in Project work

solving economic, social, cultural and
Answers may vary. Some hints:
humanitarian problems
Students can collect information on these topics
• To p r o m o t e h u m a n r i g h t s a n d
from the Internet or books in the library. They can
fundamental freedom for the people of
choose a particular topic and prepare points that can
the world. (Any four)
be discussed and debated. Ensure that each of these
4. Three major organs of the UN are:
points is well represented.
• The General Assembly
• The Security Council
• The Economic and Social Council (Any KEY TO WORKSHEET IN OXFORD
three) EDUCATE
Answers may vary. Some hints:
KEY TO DO AND LEARN Yes, I agree that UN has been successful in achieving
its objectives. It has played a significant role
Use your imagination
in promoting peace and unity in the world. It
Answers may vary. Some hints: has worked consistently for the protection and
• Child labour is rampant in my city and needs to preservation of human rights around the world. It
be banned. has worked actively to end the nuclear arms race and
• We can ban child labour by instituting citizens’ encouraged the use of nuclear energy for peaceful
committees to report those who employ children purposes. It has achieved great success in the fields of
in their offices, shops, or houses. labour, health, welfare of children and education by
• The police should be trained specially to help fighting poverty, ignorance, malnutrition, hunger and
children in these situations. disease through its specialized agencies. However,
• The governments should set up special schools the need of the hour is to reform and strengthen the
where these children can receive free education. UN and to make it strong and effective, capable of
healing the wounds of our times and restoring sanity,
balance and harmony to our strife-torn world.
 Theme 2: United Nations

20
TEACHER’S RESOURCE 117

Specialized Agencies of the UN

LEARNING OBJECTIVES
By the end of this chapter, students should be able to:
• develop an understanding of the functions and projects supported by the different
specialized agencies of the United Nations.

LESSON SCHEME discussions and project work. Hold quizzes to

keep the session lively.
• Display logos and taglines of all the specialized Some suggested questions to be asked during the
agencies of the United Nations. Have students lesson are:
guess the agency represented by a logo. For the  What was the need of establishing specialized
complete list of specialized agencies with their agencies?
logos, refer to the website: https://www.kullabs.  Can you name some diseases in India that
com/classes/subjects/units/lessons/notes/ were eradicated with the WHO’s help?
notedetail/121  Suggest some more such specialized agencies
• Discuss the objectives and functions o the World that can be instituted. Also, mention their
Health Organization (WHO). Show students this objectives.
video about the international projects undertaken • For recapitulation, help the students to complete
by the WHO: https://www.youtube.com/user/ the exercises at the end of the chapter. Help them
who to complete the in-text activities given in the
• Explain the aims of the United Nations textbook.
Educational, Scientific and Cultural Organization Activity
(UNESCO). Display pictures of the world heritage
sites declared by UNESCO. • Sorting game: Make cards with the names of
• Talk about the contributions of the UNICEF. specialized agencies and issues that require UN’s
Outline its ling-term goals and concerns. Delve attention. Let students sort issues according to
into the uniqueness of the International Labour the agencies in whose jurisdiction each case falls.
Organization (ILO). Mention the objectives of the
Food and Agriculture Organization (FAO). Allow OXFORD EDUCATE
students to research about other specialized
agencies. Show the video/2D animation in this chapter
• Ask questions and encourage healthy discussions to enhance the understanding of the concept.
and debates related to topic s taught. Access You can show the slide show for this chapter
additional sources of information to provide provided in Oxford Educate to recapitulate
additional information to students. Group the main points of the lesson. You can pause
activities promote cooperation and team spirit. in between to ask questions and encourage a
They also help in knowledge sharing and discussion in class.
building. Provide ample opportunities of group The worksheet in Oxford Educate can be
given as a classroom or home assignment.
118 TEACHER’S RESOURCE

Values and Life Skills (Page 198)

TP ADDITIONAL TRANSACTIONAL
PROCESSES Answers will vary. Some hints:
I would like to work with the UNICEF to be able
• Mock United Nations: Identify issues in the class to make improve the quality of life of children and
that causes disharmony and chaos. Now, thinks women in my country.
of some specialized agencies that can attend
to these issues. Formulate interesting names
and logos for each agency. Appoint one or two
KEY TO TEXTBOOK EXERCISES
members in each agency. Select candidates based
A. Fill in the blanks.
on their temperament and interest. Rest of the
students can act as petitioners and approach 1. 1945; Paris
relevant agencies with their issues. The agencies 2. childcare
have to provide solutions that are acceptable and 3. ILO
amicable. 4. Headquarters
5. good health

GLOSSARY B. Match the following.

1. (c), 2. (e), 3. (b), 4. (a), 5. (d)
Universal education: the spread of education
C. Choose the correct answer.
everywhere.
Member nations: those nations who are 1. UNESCO
members of a particular 2. smallpox
agency. 3. WHO
4. FAO
5. ILO
KEY TO IN-TEXT QUESTIONS
D. State whether the following are true or false.
Think and Answer (Page 195) 1. True 2. False 3. True
Answers will vary. Some hints: 4. False 5. True
The best way of preventing war is to educate people E. Answers the following questions in one or two
to seek peace. Educated people will seek constructive words/sentences:
solutions to problems and disputes. They would not 1. The specialized agencies of the UN have
like destruction in any form. Therefore, education is been established to help the UN achieve its
important for all to attain global peace and security. objectives which include solving economic,
Discuss (Page 196) social, cultural and humanitarian problems
through international cooperation.
Some hints: 2. UNESCO is a specialized agency of the UN.
The main focus of UNICEF’s work is the welfare 3. UNESCO stands for the United Nations
and protection of children. To be able to improve the Educational, Scientific and Cultural
quality of children’s life, the life of women—many of Organization.
who are mothers and young mothers too—also needs 4. At present, UNICEF stands for the United
to be protected and improved. Healthy and educated Nations Children’s Fund.
women can improve the life of children around them. 5. World Health Day is observed on 7 April
Additionally, UNICEF also works towards gender every year to mark the founding of the
equality. Work in these areas helps them make a WHO.
positive difference in the quality of life of children.
 TEACHER’S RESOURCE 119

F. Answer the following questions briefly. 2. (a) The WHO was established in 1948. Its
1. (a) The UNESCO was set up in 1945 with headquarters are in Geneva. The World
its headquarters in Paris. Its functions Health Organization is the largest
are based on the belief that the best way specialized agency of the UN. It is
of preventing war is to educate people’s guided by the belief that good health is
minds in the pursuit of peace. one of the fundamental rights of every
• It encourages the spread of human being. Its main purpose is to
universal education. It emphasizes improve the standard of health all over
that education is a human right. the world.
• It also encourages international (b) The activities of the WHO are as follows:
cooperation between artists, • It carries out worldwide campaigns
scientists and scholars in all fields. to combat diseases like AIDS,
(b) UNICEF was known as United Nations cholera, malaria, plague, polio, etc.
International Children’s Emergency • It encourages medical research,
Fund when it was established in 1946 provides information on diseases,
originally to provide emergency aid to organizes health services and
children and their mothers in countries spreads health awareness.
devastated by the Second World War. • The WHO has succeeded in
In 1953, the words ‘international’ and eradicating smallpox from the
‘emergency,’ were dropped from its world.
name and it became United Nations (c) The WHO supports projects related to:
Children’s Fund. • Education concerning health
The long-term goals of UNICEF are: problems
• to focus on improving the quality • Proper food supply and nutrition
of life of children by creating • Safe water and sanitation
awareness about children’s health • Maternal and child health,
and education including family planning
• to focus on the realization for every • Immunization against major
child, of the opportunity to enjoy infectious diseases
the basic rights and privileges • Prevention and control of local
(c) Four endeavours of UNICEF are as diseases
follows: • Proper treatment of common
• It tries to solve the problem of diseases and injuries
exploitation of children and child • Provision of essential drugs
labour. 3. (a) The ILO seeks to promote peace and
• UNICEF provides assistance to prosperity in the world by ensuring
nations for running childcare social and economic justice to workers
centres. all over the world. A country can
• It provides assistance to young progress and prosper if the workers are
m o t h e r s a n d a l s o p ro v i d e s content and happy. It sets guidelines
medicines to newborn babies and for improving the living and working
mothers. conditions of workers everywhere. The
• UNICEF continues to work for the ILO is a unique organization where
welfare of children (in developing private groups such as organized
countries) in the fields of education, unions and employer groups as well as
health and sanitation, nutrition, governments are represented.
water, environment, women’s
welfare, social justice, etc.
120 TEACHER’S RESOURCE

(b) The aims of the FAO are as follows:

KEY TO DO AND LEARN
• To raise the standard of living of
the people Use your imagination
• To raise the levels of nutrition
• To eliminate hunger through its Some hints:
most important programme called Designs should be made keeping in mind the purpose
‘Food for All’. of the organization. The design and the slogan should
• To increase agricultural production make the purpose of the organization clear. You can
and distribution of food and make this a group activity. Select the best designs
promote rural development. and slogans and display them on the bulletin board.

(c) The activities of the FAO are as follows:
Project work
• The FAO promotes investment in
agriculture, better soil and water 1. The following are some of the World Heritage
management, improved yields of Sites in India:
crops and livestock. • Agra Fort
• It also provides technical • Ajanta and Ellora Caves
assistance in the fields of nutrition, • Taj Mahal
agricultural engineering, and • Sun Temple, Konark
development of communications • Kaziranga National Park
and prevention of food losses. • Manas Wildlife Sanctuary
• Special FAO programmes also • Khajuraho group of monuments
help countries to prepare for • Sundarbans National Park
and provide relief in the event of • Nanda Devi and Valley of Flows
emergency food situations. • Buddhist monuments at Sanchi
• Rock shelters of Bhimbetka
G. Picture study
2. The students should mark the headquarters
1. The agency is the World Health Organization of the agencies, as mentioned in the text, on a
(WHO). world outline map. They can take the help of an
2. The main purpose of the WHO is to improve atlas. They can research the programmes of the
the standard of health all over the world. agencies, like the immunization programmes of
3. In order to attain its objective, the WHO the WHO and the Food for All programme of
carries out worldwide campaigns to combat the FAO, on the Internet and write a line or two
diseases like AIDS, cholera, malaria, plague, about each project. Check that the headquarters
polio, etc. It encourages medical research, are marked correctly and that programmes/
provides information on diseases, organizes projects of all the agencies are covered in the
health services and spreads health awareness. project.
4. The WHO has succeeded in eradicating
smallpox from the world.
5. Two other specialized agencies of the UN are
KEY TO THE WORKSHEET IN OXFORD
the UNICEF and FAO. The chief objective EDUCATE
of the UNICEF is to focus on improving
1. UNESCO
the quality of life of children by creating
2. UNICEF
awareness about children’s health and
3. ILO
education. The chief objective of the FAO is
4. FAO
to raise the standard of living of the people.
5. WHO
(Any two)
6. World Health Day
7. Smallpox
8. ‘Food for All’
 TEACHER’S RESOURCE 121

Key to the First Term Paper in the Coursebook

Part 1: History Marks 80 5. Answer any two of the following questions

briefly: 20
1. Fill in the blanks: 5 (i) Three important features of the
(a)
(a) primary, secondary Industrial Revolution were:
(b) Later • The domestic system of production
(c) Marathas was replaced by the factory system.
(d) 1600 ce • Manual labour was replaced by
(e) sovereignty machines.
• Small-scale production gave way
2. Choose the correct answer: 5
to large-scale production. [3]
(a) Aurangzeb (ii) Some of the causes of the Industrial
(b) Awadh Revolution starting in England were
(c) printing press the following:
(d) Robert Clive • Surplus Capital: Economic
(e) Satara growth and an increased overseas
3. State whether the following are true or false:5 trade led to an accumulation of
(a) True (b) True (c) False enormous wealth in England. This
(d) True (e) False surplus capital was used in the
development of new industries
4. Answer the following questions in one or two and setting up of new factories.
words/sentences: 10 • Stable Government: Political
(a) The first emperor in the line of the Later stability in England provided
Mughals was Bahadur Shah and the last conditions that were favourable
emperor was Bahadur Shah Zafar. [2] for economic growth.
(b) The defeat of the Maratha army by the • Availability of Cheap Labour: The
Afghans in the Third Battle of Panipat mechanization of agriculture and
shattered the Maratha ambition of replacing the Enclosure Movement led to
the Mughal empire. The conditions were a large number of unemployed
ideal for the entry of the English East India small, landless farmers, who
Company to establish their supremacy. [2] migrated to the cities in search of
(c) (i) The British trading settlement in Madras a livelihood and provided a ready
was Fort St George. pool of cheap labour.
(ii) The British trading settlement in • Availability of Iron and Coal:
Calcutta was Fort William. [2] Iron and coal—the two essential
(d) The European traders were attracted to resources necessary for the growth
the Bengal province in the 18th century of industries was available in
because it was the richest and the most fertile plenty in northern England. [4]
province in India and was a profitable base Note: (Any four.)
for their trade and commerce. (iii) The Industrial Revolution that began

(e) The main objective of the Subsidiary in England was not a single event but a
Alliance system was to subjugate Indian continuing process which went through
powers without the cost and botheration different phases and spread to different
of war. [2] countries at different times. Mechanized
122 TEACHER’S RESOURCE

industries were introduced in France, comprised the nobles and their families.
Germany, the USA and Japan. Germany The Third Estate was the category that
made rapid progress after its unification comprised 95 per cent of the French
(1870) and became one of the leading population, consisting of peasants,
industrial nations in Europe. Britain artisans, traders, workers, doctors,
gradually lost its lead by the end of the teachers, lawyers—the entire middle
19th century. [3] class. However, the Third Estate was
(b) (i) The Mughal court was a house sharply also the group that neither owned much
divided from within. There were land nor enjoyed many privileges. Most
four groups of nobles in the Mughal of the land in France was owned by
court—Iranis, Turanis, Afghans and the First and the Second Estates, who
Hindustanis. There was a constant also enjoyed numerous privileges. The
struggle for power among these groups. First and Second Estates did not have
Their mutual jealousies and rivalries to pay any tax despite all the privileges
caused great harm to the Mughal they enjoyed. On the other hand, the
administration and undermined the Third Estate had no privileges but had
prestige and authority of the Mughal to carry the entire burden of taxation.
emperor. [4] This unfair and unjust social order of the
(ii) The Mughal officers were given jagirs Ancien Regime gave rise to discontent
as payment for their services. Thus, amongt people from the Third Estate.
there was a constant struggle for the [4]
best and most profitable jagirs among (ii) The French middle class including
rival nobles. Towards the end of the 17th merchants, traders, manufacturers,
century, there were very few jagirs left. lawyers, doctors, teachers and other
To satisfy the demands of the newly professionals had acquired great wealth
recruited officers, crown lands were and became economically powerful in
converted to jagir lands and given to the the 18th century. However, they were
nobles. This led to a loss of revenue for denied social equality and political
the royal treasury and a further decline rights. This caused great resentment
in the power of the emperor. [3] among them. They used their economic
(iii) The death of a Mughal ruler was power to overthrow the Ancien
generally followed by wars of Regime. [3]
succession among rival claimants to (iii) The administration was corrupt and

the throne. These wars of succession inefficient. The officials were selfish
proved very costly and destructive and unconcerned about the welfare
for the Mughal empire. They drained of the people. King Louis XVI was
the resources of the empire, caused pleasureloving and extravagant. He was
frequent political upheavals and made completely ignorant of and indifferent
the empire unstable and weak. [3] to the sufferings of the common people
(c) (i) Under the Ancien Regime in France, and was greatly influenced by his
society was predominantly feudal beautiful and ambitious wife, Marie
in nature and unfair and unjust. The Antoinette. Together they wasted
French society was divided into three money on festivities and pleasures
main classes called the Estates at that and emptied the royal treasury. The
time. economic bankruptcy was further
The First Estate consisted of the clergy aggravated by French involvement
and church officials. The Second Estate in useless wars against England. The
 TEACHER’S RESOURCE 123

rich, who could afford to pay taxes, It placed at the disposal of the
•
continued to be exempted from it, while British the vast resources of Bengal.
the poor were crushed under heavier These resources helped them to
taxation. [3] win the Third Carnatic War and
(d) (i) The objective of the British was to finance military expeditions in
replace Siraj-ud-Daulah with a puppet other parts of India in the future.
ruler. [3]
Robert Clive hatched a plot with some (e) (i) Dalhousie adopted a number of
of the influential men in the Nawab’s methods to give the final touches to the
court to overthrow Siraj-ud-Daulah. work of empire building in India. The
Mir Jafar, the commander-in-chief of methods he adopted were:
the Nawab’s forces, would be made the 1. War— Dalhousie defeated the
Nawab of Bengal in return for a large Sikhs in the Second Anglo-Sikh
amount of money and important trading War and annexed Punjab in 1849.
privileges. When the negotiations with 2. Doctrine of Lapse—Satara, Jhansi
Mir Jafar were finalized, a secret treaty and Nagpur are annexed by this
was signed and the British presented doctrine.
Siraj-ud-Daulah with an impossible set 3. A n n e x a t i o n o n g ro u n d s o f
of demands. This led to The Battle of m a l a d m i n i s t r a t i o n — Aw a d h
Plassey, which was fought on 23 June was annexed on the grounds of
1757. A major part of the Nawab’s army misgovernment. [3]
under the command of Mir Jafar did not (ii) According to the Doctrine of Lapse, all
take any part in the battle. The Nawab subordinate states (subsidiary states
was captured and put to death and Mir and states created by the British) where
Jafar was proclaimed the Nawab of the rulers died without a natural male
Bengal. [4] heir would automatically ‘lapse’, i.e.,
(ii) The results of the Battle of Plassey were: pass into the hands of the British.
• The English East India Company Rulers without heirs could not adopt
was granted the undisputed right sons, according to the age-old Hindu
to free trade in Bengal, Bihar and and Islamic traditions, without the
Orissa. permission of the Company. Dalhousie
• The Company was given the applied the Doctrine of Lapse to these
zamindari of the 24 Parganas. states which included Satara, Jhansi
• Mir Jafar paid the Company and and Nagpur. The families of the former
its officials over 300 lakh rupees. rulers were pensioned off and their
[3] territories annexed. The annexation
(iii) The Battle of Plassey was a major of these states caused widespread
turning point in the history of India. resentment among the Indian rulers
• It paved the way for the and became a potent factor responsible
establishment of British rule in for the outbreak of the Revolt of 1857.
Bengal and, eventually, the rest of This policy was also applied to titles and
India. pensions of subordinate rulers without
• It transformed a trading company heirs. This was a great blow to their
into a political power. pride and dignity. [4]
• The Nawab of Bengal was reduced (iii) Nana Saheb, the adopted son of
to a puppet in the hands of the Peshwa Baji Rao II, inherited his father’s
British, who became the virtual personal property but was not given the
rulers of Bengal.
124 TEACHER’S RESOURCE

pension that had been paid to his father. 3. Answer any two of the following questions
Therefore, Nana Saheb became one of briefly. 20
the important leaders of the Revolt of (a)
(i) India is a parliamentary democracy.
1857. [3] The Parliament, which is composed
6. Picture study: 5 of the elected representatives of the
Indian people, is vested with supreme
1. This picture shows the Mughal Emperor
power. The Parliament is the highest
Shah Alam II and the British Governor
lawmaking body and it makes laws
Robert Clive.
for the entire country. Thus, the Indian
2. The significance of the grant of diwani was
people enjoy supreme power through
that the English East India Company got
their representatives in the Parliament.
the authority to collect revenue from the
In a parliamentary form of government,
provinces of Bengal, Bihar and Orissa. The
there is a very close relationship between
Company also had the right to judge civil
the legislature (Parliament) and the
cases and its control over Bengal was made
executive (Council of Ministers). The
legal.
Parliament also exercises control over
3. The Battle of Buxar preceded this event.
the Council of Ministers (executive)
Part 2: Civics which is responsible and answerable
to the Lok Sabha for all its policies,
1. Choose the correct answer: 5
decisions and actions. This makes the
(a) the Council of Ministers Parliament the supreme authority in
(b) Rajya Sabha the government because it has the
(c) Rajya Sabha final authority to accept or reject the
(d) Prime Minister decisions of the executive. [4]
(e) Original (ii) The three branches of the government
2. Answer the following questions in one or two are the legislature, the executive and
words/sentences: 5 the judiciary. The legislature, working
through the union Parliamant, is the
(a) We know the Parliament has the supreme
supreme lawmaking body of the
authority in the government because it
government. It makes laws for the
has the final authority to accept or reject
entire country. The executive branch of
the decisions of the executive—the Prime
the government, functioning through
Minister and his Council of Ministers. [1]
the President and the Prime Minister
(b) The judiciary interprets and defines the laws
with his Council of Ministers, performs
of the country. [1]
the task of enforcing the laws framed
(c) The President can declare an emergency in
by the legislature. The function of the
the country if the country is threatened by
judiciary is to administer justice, define
external aggression or armed rebellion. [1]
and interpret laws and to protect the
(d) Supreme Court judges can only be removed
rights of Indian citizens. [3]
on grounds of proven misbehaviour or
(iii) As India is a vast country, it is not
incapacity, through impeachment. [1]
possible for one central government to
(e) The Supreme Court can advise the President,
take care of the specific needs of people
on request, on legal and constitutional
living in different parts of the country.
issues. The President may or may not accept
Therefore, the country has been divided
the advice. This is known as the Advisory
into different units, which are called
Jurisdiction of the Supreme Court. [1]
states. Each state has a state government
 TEACHER’S RESOURCE 125

and the processes of the government are function according to the laws in
shared by the central government and the Constitution, Presidential Rule
the state governments. [3] is imposed in that state. [3]
(b) (i) The financial powers of the President (c) (i) Certain cases are brought before the
are: Supreme Court directly, for the first
• The budget is presented to the time. Cases of this nature come under
Parliament in the name of the the Original Jurisdiction of the Supreme
President. Court. This happens in cases involving:
• All money bills are introduced in • Disputes between the union
the Parliament with the President’s government and one or more state
permission. governments
• The President can grant an advance • Disputes between two or more
from the Contingency Fund in case state governments
of an unforeseen expenditure. [4] • Violation of the Constitution by the
(ii) The President has the following judicial government or an individual
powers: • Violation of the Fundamental
• The President has the power Rights of an individual [4]
to grant pardon and reduce or (ii) Under the Appellate Jurisdiction of the
suspend the sentence of a person Supreme Court, the court hears appeals
who has been found guilty. He/she against judgements of High Courts.
can also pardon a death sentence. The Supreme Court is the final court of
• He/she is not answerable to any appeal and has the power to review and
court of law for his/her actions, change decisions of the High Courts. [4]
except if he/she is impeached by (iii) The Supreme Court is called the
the Parliament. [3] guardian of the Constitution because it
(iii) The President can declare an emergency safeguards it in two ways:
in the country under the following • It can cancel a law or an executive
conditions: order if it is found to violate the
• If the security of the country is Constitution.
threatened by external aggression • It can issue writs (orders or
or armed rebellion, National directions) for the enforcement of
Emergency is declared. the Fundamental Rights. [3]
• If the government of a state cannot
Project work 20
126 TEACHER’S RESOURCE

Key to the Second Term Paper in the Coursebook

Part 1: History Marks 80 (e) The Lahore session of the Congress was held
under the youthful and dynamic leadership
1. Fill in the blanks: 5
of Jawaharlal Nehru. In this session, the
(a) supplier of raw materials, market for British Congress passed the resolution of ‘Poorna
products Swaraj’ or ‘Complete Independence’ from
(b) greased cartridges the British rule. [2]
(c) Sir Syed Ahmad Khan
(d) Indian National Congress 5. Answer any two of the following questions
(e) 1942, ‘Do or Die’ briefly: 20
(a)
(i) The Charter Act of 1813 directed the
2. Match the following: 5
Company to spend 1 lakh rupees on
(a) (iii), (b) (v), (c) (i), (d) (ii), (e) (iv) the education of Indians. This was the
3. Choose the correct answer: 5 first step taken by the British rulers
towards the encouragement of the
(a) Madras (b) 1
study of literature and science in India.
(c) Calcutta (d) W. C. Bonnerjee
The money sanctioned for the education
(e) Subhash Chandra Bose
project lay untouched for 2 decades
4. Answer the following questions in one or two while a great controversy raged over
words/sentences: 10 the content and medium of education.
(a) After the English East India Company [3]
received the right to collect revenue from (ii) The Great Debate over the content and
Bengal, Bihar and Orissa, they ordained that medium of education was that one group
land revenue would be collected in cash only. known as the Orientalists favoured the
Since revenue payments had to be paid in promotion of traditional Indian learning
cash, the peasants began to grow cash crops through the medium of classical and
like jute, cotton, sugar cane, etc., which could regional languages. The other group
be sold for ready cash in the markets. [2] called Anglicists led by Lord Macaulay
(b) Two positive effects of introducing English insisted that Western education should
in the Indian educational system were: be introduced and imparted through the
• English became the medium of medium of English. William Bentinck
communication and exchange of ideas supported Macaulay’s views. In 1835,
between Indians from diverse regions the government passed a resolution
speaking diverse languages. outlining its new education policy.
• English broke down regional barriers The government would utilize its
and united educated Indians. A spirit educational funds on teaching Western
of nationalism began to take shape. [2] science and literature through the
(c) Two social evils that the Brahmo Samaj medium of the English language. [4]
fought against were: (iii) The government began to set up
• sati English medium schools and colleges
• child marriage [2] for the education of a limited number
(d) William Jones and Alexander Cunnigham of Indians. In 1844, English became the
were two European scholars who researched official language and the government
the Indian past and rediscovered its rich announced that Indians educated in
heritage. [2] British schools would be given jobs in
 TEACHER’S RESOURCE 127

government services. This helped the annexed several Indian states to fulfill
spread of English education in India. [3] his objective of extinction of all native
(b) (i) Raja Ram Mohan Roy believed that states. Three of the leading political
to reform society, it was important to causes of the Revolt were:
first reform religion. He propagated • Dalhousie annexed the states of
the following religious ideas based on Satara, Nagpur and Jhansi by
rationalism and the philosophy of the applying the Doctrine of Lapse.
Vedas: The annexation transformed the
• There is only one God who is courageous Rani of Jhansi into a
the creator and preserver of the staunch enemy of the British.
universe (monotheism). • Nana Saheb, the adopted son of
• All men are children of the ‘one Peshwa Baji Rao II (pensioner of
God of all human beings’ and the British), was denied a pension
therefore equal (brotherhood of after his father ’s death. Nana
man). Saheb became one of the leaders
• It was not necessary to worship of the Revolt.
idols and perform rituals and • Bahadur Shah Zafar, the Mughal
sacrifices. God could be reached emperor, lived in Delhi as a
through prayer and devotion. [4] pensioner of the British. Dalhousie
(ii) The Brahmo Samaj attracted a large announced that Bahadur Shah
number of educated young men who Zafar’s successor would not be
were influenced by the liberal and allowed to stay on in the historic
nationalist ideas of the West. The Red Fort. He would have to move
Brahmo Samaj launched a relentless to a place near the QutbMinar, on
struggle against the evil social the outskirts of Delhi. This was a
practices such as sati, caste distinctions great blow to the dignity of the
and untouchability, child marriage Mughal emperor and deeply hurt
and polygamy. The Brahmo Samaj the sentiments of the Muslims. [3]
supported education of women and (Note: Any three.)
widow remarriage. [3] (ii) Three economic causes of the Revolt

(iii) Raja Ram Mohan Roy was a great were:
champion of modern Western education. • The land revenue system,
He believed it would serve as an introduced by the British, caused
instrument for the spread of progressive great hardship and misery among
ideas and accelerate the pace of social the peasants. Under the zamindari
change. He believed that the salvation of system, for instance, the peasants
India lay in adopting Western principles were oppressed by the zamindars
of reason and humanism and acquiring and exploited by the money-
the knowledge of modern science. Raja lenders. If the cultivators failed
Ram Mohan Roy believed that ideal to pay the land revenue to the
situation would be to balance the best zamindars or return the loans to
of the East and the West and reconstruct the moneylenders on time, they
society accordingly. [3] were often flogged, tortured or
(c) (i) Under the political causes of the Revolt, jailed. The impoverishment of
the aggressive expansionist policy of the peasantry led to numerous
Lord Dalhousie caused widespread famines.
resentment among the Indian rulers • Landlords also suffered from a
and their subjects. Dalhousie unjustly sense of insecurity. Thousands of
128 TEACHER’S RESOURCE

jagirswere confiscated by Bentinck of Schools in Patna was referred to

and Dalhousie when they were as the ‘shaitane daftar’.
unable to produce written title • The introduction of the railways and
deeds of ownership. posts and telegraphs aroused
• The interests of the Indian economy grave doubts and fears, especially
were sacrificed for the interests of among the simple villagers. They
British trade and industry. This led thought that the telegraph system
to the utter collapse of traditional was a form of Western magic. They
handicraft industries. Nothing grew fearful of the intentions of the
was done by the government to British. [4]
develop modern Indian industries. (d) (i) The Revolt of 1857 had failed to
Indian artisans and craftspersons rid India of foreign rule. It had,
were ruined. [3] however, succeeded in shaking the
(Note: Any three) very foundations of British rule. More
(iii) The establishment of British rule importantly, it had become a source
in India was accompanied by the of inspiration for thousands of people
spread of Western culture. People were and would serve as an eyeopener for
disturbed by the rapid spread of an alien the new generation of Indians. The
civilization, which they considered to be heroes of the Revolt, in general, and
a threat to Indian society and culture. Rani Lakshmibai, in particular, became
Several measures adopted by the British household names—legends that would
government alarmed and enraged the spawn thousands of heroes in the years
people. Four of these were: to come. [4]
• Social reforms such as the abolition (ii) The British had introduced Western
of sati and female infanticide, the education in India to create a class of
Widow Remarriage Act and the loyal clerks and Anglicized buyers
introduction of women’s education of British goods. Western education
caused deep resentment among did that and much more. It opened
the orthodox sections of society. the floodgates of modern knowledge
They interpreted these measures as and rational thinking. New ideas of
deliberate attempts by the British humanism, nationalism and democracy
to destroy the sanctity of their transformed the traditional outlook of
religion and social customs. the people. A new class arose—Indians
• The efforts of the missionaries educated in English—small in number,
to convert people to Christianity but who, in course of time, would
caused great alarm. Some of the produce leaders and organizers of a
missionaries ridiculed the religious national movement. Western education
beliefs and practices of the Hindus freed their minds from the bondage
and Muslims in their effort to of tradition. They learned about the
convert people to their faith. This successful movements for freedom and
hurt the religious sentiments of the unification of other countries. They now
people. saw with greater clarity the evil effects
• The introduction of Western of British rule and dreamt of a modern,
education undermined the position united, prosperous and strong India. [4]
and importance of the pundits and (iii) The English language acted as a link
the maulvis and was seen as an language between the educated Indians
attack on ancient traditions and and various parts of the country. Thus, it
values. The office of the Inspector played a very significant role in fostering
 TEACHER’S RESOURCE 129

feelings of unity among educated personal courage, unwavering

Indians from different provinces and conviction and bold leadership. He
linguistic regions of the country. The restored to India her pride and is greatly
barriers of language now broke down admired and revered throughout the
as the English language became the country even to this day. [4]
common medium of communication. (iii) 1. Lord Mountbatten, the new Viceroy,
Educated middleclass Indians who arrived in India to prepare a plan
spoke different languages could now for the transfer of power. He held
express their views and exchange discussions with the leaders of
ideas among themselves in English. different parties and communities.
A common language fostered a sense Communal riots took a serious
of oneness and understanding of their turn in many parts of Punjab. The
Indian identity. partition of India and the creation
Modern ideas and the spirit of of Pakistan became inevitable.
nationalism, however, spread among the Mountbatten announced his plan
common people in towns and villages for the division of British India into
through the regional languages. [3] India and Pakistan and the transfer
(e) (i) After the British ruthlessly crushed of power to the two dominions.
the Quit India movement, nationalist The North-West Frontier Province,
activity resurfaced outside India’s Sind, Baluchistan, West Punjab
borders under the leadership of Subhash and East Bengal separated from
Chandra Bose. He believed that the only the rest of India to form a new
way India could get her freedom was to country called Pakistan.
drive the British out of India by the use 2. On the basis of the Mountbatten
of armed force. He resigned from the Plan, the British Parliament passed
Indian National Congress and in 1939 the Indian Independence Act in
formed a new party called the Forward July 1947. British rule in India
Bloc. He decided to go abroad to join finally came to an end on 15
hands with the enemies of the British August 1947. [4]
and drive the British out of India. He 6. Picture study: 5
also took over the leadership of the
(a) The leader in the picture is Subhash Chandra
Indian Independence Movement in East
Bose.
Asia from Rash Behari Bose. Around
(b) He was the supreme commander of the
this time, he also became the supreme
Indian National Army, also known as the
commander of the Indian National
INA.
Army (INA). In 1944, at a meeting in
(c) Subhash Chandra Bose’s slogan for the
Singapore, Subhash Chandra Bose, also
liberation of India was ‘DilliChalo’, the
known as Netaji, took an oath to liberate
battle cry of the INA to advance into India
India. The primary objective of the INA alongside the Japanese army, during the
was to liberate India through armed Second World War, and liberate India from
struggle. [3] British rule.
(ii) Netaji Subhash Chandra Bose lives on in (d) Subhash Chandra Bose, or Netaji, as he
the memories of successive generations was also known was a true patriot who
of Indians. He was a true patriot dedicated his life to the cause he passionately
who dedicated his life to the cause believed in—India’s freedom. He fired the
he passionately believed in—India’s imagination of a nation with his intense
freedom. He fired the imagination of patriotism, personal courage, unwavering
a nation with his intense patriotism, conviction and bold leadership.
130 TEACHER’S RESOURCE

Part 2: Civics • To promote human rights and

fundamental freedom for the
1. Choose the correct answer: 5
people of the world [4]
(a) 24 October (iii) This implies that:
(b) peace • All nations big or small are equal.
(c) The Hague in Netherlands • They must all obey the Charter.
(d) UNESCO • All disputes must be settled
(e) smallpox peacefully.
2. Answer the following questions in one or two • No force should be used. [3]
words/sentences: 5 (b) (i) Four functions of the General Assembly
are:
(a) The dropping of atom bombs on Hiroshima
• To discuss international problems
and Nagasaki during the Second World War
and make recommendations for
in 1945 established the fact that nuclear
their solution.
warfare had become a terrifying reality. [1]
• To make recommendations for the
(b) The General Assembly is one of the important
peaceful settlement of disputes.
organs of the UN. [1]
• To elect non-permanent members
(c) A negative vote by any one of the permanent
of the Security Council, members
members of the Security Council is known
of the Economic and Social Council
as veto. [1]
(ECOSOC) and the Trusteeship
(d) The acronym UNICEF stands at present for
Council.
United Nations Children’s Fund. [1]
• To supervise the work of the other
(e) The specialized agencies of the UN were
organs of the UN. [3]
established to solve the economic, social,
(ii) The Security Council has five permanent
cultural and humanitarian problems of the members. They are the USA, the UK,
world through international cooperation. [1] France, the People’s Republic of China
3. Answer any two of the following questions and the Russian Federation. Decisions
briefly. 20 are taken by a majority vote of at
(a) (i) The UN flag depicts two bent olive least nine members, including all five
branches which are open at the top permanent members. However, a
with a world map between them. The negative vote by a permanent member
white olive branches and the world leads to the cancellation of a resolution.
map are on a light blue background. This right to prevent action being taken
The branches of the wreath symbolize is known as the right to veto. This
peace. [3] means that any resolution becomes
(ii) The objectives of the UN have been ineffective even if one of the permanent
outlined in the Preamble of the UN members votes against it. This means
charter. They are: that all decisions have to be taken
• To maintain international peace with the consent of all the permanent
members. When no action can be taken
and security
by the Security Council because of the
• To develop friendly relations
veto, the General Assembly can deal
among nations on the basis of
with the crisis. It can take whatever
equality
action may seem appropriate to restore
• To a c h i e v e i n t e r n a t i o n a l
and maintain world peace. [4]
cooperation in solving economic,
(iii) Three important functions of the
social, cultural and humanitarian
Security Council are:
problems
• To investigate international
 TEACHER’S RESOURCE 131

disputes and recommend ways of • To focus on the realization for every

settling such disputes peacefully. child, of the opportunity to enjoy
• To call on member states to apply the basic rights and privileges [3]
economic sanctions against the (iii) Some of the endeavours of the UNICEF
aggressor. towards achieving its goals are as
• To take military action against the follows:
aggressor, if necessary. [3] • It tries to solve the problem of
(c) (i) The functions and activities of the exploitation of children and child
UNESCO are as follows: labour.
• It encourages the spread of • UNICEF provides assistance to
universal education. It emphasizes nations for running childcare
that education is a human right. centres.
• It also encourages international • UNICEF continues to work for the
cooperation between artists, welfare of children (in developing
scientists and scholars in all fields. countries) in the fields of education,
[4] health and sanitation, nutrition,
(ii) The UNICEF was established in 1946 water, environment, women’s
originally to provide emergency aid to welfare, social justice, etc.
children and their mothers in countries • It provides assistance to young
devastated by the Second World War. m o t h e r s a n d a l s o p ro v i d e s
Its long-term goals at present are as medicines to newborn babies and
follows: mothers. [3]
• To focus on improving the quality
Project work 20
of life of children by creating
awareness about children’s health
and education
132 TEACHER’S RESOURCE

Key to Worksheet 1 in Coursebook

The sentences given below are incorrect. Rewrite 8. The american revolution was sparked off by an
the sentences correctly. incident known as the Boston Tea Party.
1. The major turning point in India’s transition 9. The storming of the Bastille symbolized the
from the Medieval to the Modern age was the victory of the people of France and the fall of
conquest of India by the British. monarchy.
2. The reformation was a protest movement 10. abraham Lincoln was the sixteenth President of
against the authoritarian and evil practices of the united states of america.
the roman catholic church. 11. The southern states of united states of america
3. The renaissance scholars and thinkers shifted seceded from the u nion and formed the
the focus from divine affairs to human affairs. confederate states of america.
4. During the Industrial revolution, large-scale 12. The american civil War was fought on the issue
mass manufacture of goods was carried on in of secession.
factories instead of the homes of the artisans. 13. Bahadur shah Zafar was the last of the Later
5. social is a system under which there is no Mughals.
private ownership of capital. 14. The Mughals did not have a0 navy nor modern
6. By the end of the 19th century, the imperialist techniques of warfare.
nations of europe had colonized almost the 15. aurangzeb’s Deccan campaigns drained the
whole of asia and africa empire of its resources.
7. The american revolution led to the establishment
of an democratic form of government in the
united states of america.

Key to Worksheet 2 in Coursebook

Solve the crossword with the help of the clues given below.

Across Down
2. awadh 1. Nana saheb
4. anglicists 3. Lord Wellesley
7. Buxar 5. Mahalwari
9. Plassey 6. Queen Victoria
12. Lucknow 8. Nana Phadnavis
13. rani Lakshmibai 10. rangoon
15. Lord Dalhousie 11. robert clive
14. hyderabad
 TEACHER’S RESOURCE 133

Key to Worksheet 3 in Coursebook

Name the following. 9. Lucknow Pact
1. raja ram Mohan roy 10. satyagraha
2. arya samaj 11. Dandi March
3. swami Vivekananda 12. Poorna swaraj
4. Kuka rebellion 13. Netaji subhash chandra Bose
5. Bankim chandra chattopadhyay 14. Quit India resolution
6. W.c Bonnerjee 15. Indian Independence act
7. Muslim League
8. swadeshi

Key to Worksheet 4 in Coursebook

1. Identify who I am. 2. Picture study
(a) The Parliament 1. The united Nations
(b) rajya sabha 2. It was established to save succeeding
(c) Impeachment generations from the scourge of war, and to
(d) ordinance reaffirm faith in fundamental human rights.
(e) supreme court 3. Answers may vary.
(f) high court 4. Answers may vary.
134 TEACHER’S RESOURCE

Key to Map Practice 1 in Coursebook

 TEACHER’S RESOURCE 135

Key to Map Practice 2 in Coursebook

(a)
136 TEACHER’S RESOURCE

(b)
 TEACHER’S RESOURCE 137

Key to Map Practice 3 in Coursebook

138 TEACHER’S RESOURCE

Key to Map Practice 4 in Coursebook

 TEACHER’S RESOURCE 139

Additional Term Paper First Term

Part 1: History Marks 80 France/British empire.
e. The last of the great Mughals was Muhammad
1. Fill in the blanks: 5 Shah/Aurangzeb/ Bahadur Shah.
a. Europe entered the ____________ Age in the Ans. a. primary; b. Telephone;
15th century. c. First and Second Estates;
b. By the middle of the 18th century a d. British empire; e. Aurangzeb
series of remarkable inventions led to an 4. State whether the following are true or false: 5
economic revolution in England known as
a. Primary sources include books, reviews,
the _________________ _____________ .
reports and articles written by historians
c. The _____________ ____________ was
and scholars.
political, social, religious and economic in
b. The advent of machines led to unemployment.
nature and it ended the rule of kings.
c. The American War of Independence ended in
d. _______________ became the first in a line of
1781 with the defeat of the American forces.
emperors referred to as the Later Mughals.
d. The Sikhs brought Punjab and Jammu under
e. The Maratha ruler _____________ was a
their control and rose to prominence in the
military genius under whose leadership the
last decades of the 18th century.
Maratha kingdom was transformed into the
e. The Mughal court was a house sharply
Maratha empire.
divided from within.
Ans. a. Modern; b. Industrial Revolution;
Ans. a. False; b. True; c. False; d. True; e. True
c. French Revolution; d. Bahadur Shah;
e. Baji Rao I 5. Answer the following questions in one or two
words/sentences: 10
2. Match the following: 5
a. What are nation states?
A B Nation States refers to the rise of strong
1. American Revolution a. 1789–95 and independent countries, in 14th century
2. Treaty of Paris b. 1773 Europe, that had a common territory, with
3. French Revolution c. 1775–83 a well-defined boundary, and whose people
4. Boston Tea Party d. 1789 were bound by common ties of culture,
history, language and territory. The people
5. G e o r g e Wa s h i n g t o n e. 1783
of these nation states were also united under
became president
one government/ruler.
Ans. 1. c; 2. e; 3. a; 4. b; 5. d b. What are trade unions?
The ruthless exploitation of the workers by
3. Choose the correct answer: 5 the capitalists led to protests by the workers.
a. Many of these secondary/primary/tertiary They united and organized themselves into
sources have been preserved in archives and Trade unions to fight for their rights and
museums. better working conditions. The trade unions
b. Graham Bell invented the Telegraph/ faced strong resistance from the employers.
Telephone/Incandescent Lamp. c. What were the terms of the Treaty of Paris?
c. All the land in France was practically owned In 1783, the Treaty of Paris was signed
by the First and Second Estates/Second and between the British government and the
Third Estates/First and Third Estates colonists. According to this treaty, the British
d. By the middle of the 19th century, slavery government recognized the independence of
had been abolished throughout America the 13 colonies which came to be known as
the United States of America.
140 TEACHER’S RESOURCE

d. Why was the American Civil War one of the • ‘Happiness for all’ was proclaimed as
bitterest civil wars in history? the ultimate goal of the government.
The American Civil War (1861–65) was one New reforms were introduced and the
of the bitterest civil wars in history because condition of the people improved.
nearly 7 lakh people lost their lives in it. c. Why did the northern states of America
e. What followed the death of a Mughal ruler? begin an anti-slavery movement?
The death of a Mughal ruler was generally The only available source of labour in those
followed by wars of succession among rival days was the slaves brought in from Africa
claimants to the throne. and living in America. By the middle of the
19th century, slavery had been abolished
6. Answer any five of the following questions
throughout the British empire. Perceptions
briefly: 25
of slavery also changed in other countries,
a. Why were American settlers unable to where it was now looked upon as an evil.
enjoy the fruits of their labour during the The industrialized northern states did not
American Revolution? need slave labour in their industries and on
By the mid-18th century, the 13 American the whole did not approve of slavery.Thus
colonies had developed into prosperous the northern states of America also began an
agricultural settlements, mainly in the south, anti-slavery movement.
with small but flourishing industries in the d. How did the British contribute to the
north and a thriving overseas trade. Each inglorious end of the Mughal empire?
colony had its own Assembly elected by All hopes of the revival of the Mughal empire
the people of the colony but the Governor ended when the British decided to challenge
of the colony was appointed by the British the authority of the Mughals. They took full
government. The Governor was not advantage of its weaknesses and began to
responsible to the Assembly. He governed pursue their plan of establishing control over
the colony in the interest of England, the India. Bahadur Shah Zafar, the last of the
mother country, and not the colonists. The Mughals assumed leadership of the rebels
British government collected heavy taxes in the Revolt of 1857 against the British. He
from them and imposed many restrictions
was defeated and exiled to Rangoon where
on their business and commerce. These
he died. Thus the Mughal empire came to
restrictions greatly hampered the economic
inglorious end.
development of these colonies. This caused
great resentment among the American e. Briefly explain what happened when the
settlers who worked very hard but could superstructure of the Mughal empire began
not enjoy the fruits of their labour. to disintegrate.
b. What were the important changes that took As the superstructure of the Mughal empire
place in France after the French Revolution? began to disintegrate, the political vacuum
The important changes that took place in was filled by a number of independent and
France after the Revolution of 1789 were: semi-independent regional powers such
• The Revolution of 1789 marked the end as Bengal, Awadh (Oudh), Hyderabad,
of absolute monarchy and paved the Mysore and the Maratha, Sikh and Rajput
way for the establishment of a republic. states. Some, like the Maratha kingdom,
• The revolution laid the foundation were products of rebellion against Mughal
of a democratic government, i.e. a authority, while others, like Bengal, were
government based on the consent of the established when governors of these
governed. Mughal provinces took advantage of the
• Feudalism and serfdom were abolished decaying central authority and asserted their
and the power of the Church was brought independence.
under the control of the government.
 TEACHER’S RESOURCE 141

f. How did Mysore rise to challenge the British British gave Shah Alam II, the districts of
power in India? Kora and Allahabad and an annual pension
The collapse of the powerful Vijayanagar of 26 lakh rupees. In return, the Shah Alam II
empire in the 17th century gave rise to a granted the Company the Diwani of Bengal,
number of independent kingdoms, Mysore Bihar and Orissa, i.e. the right to collect
being the most important among them. revenue from these provinces and judge
Hyder Ali was a man of exceptional qualities civil cases. The Company’s control over
and abilities. He rose from the ranks of an Bengal was made legal. The puppet nawabs
ordinary soldier in the Mysore army to the of Bengal continued to sit on the throne but
position of commander by sheer dint of merit they had no military and administrative
and determination. In 1761 he overthrew the powers. After Mir Jafar’s death in 1765, his
government and established his authority son was made the Nawab of Bengal. He had
over the Mysore state. Under his rule Mysore to sign a treaty with Robert Clive, according
became a prosperous and powerful state and to which he had to disband most of his army.
a formidable adversary of the English East He also had to transfer the ‘Nizamat’ powers
India Company in the south. Hyder Ali was (general administration and criminal justice)
succeeded by son, Tipu Sultan, who proved to a deputy nawab appointed by the British.
to be a worthy successor. He introduced The deputy nawab could not be dismissed
many reforms to overhaul and reorganize by the Nawab. The Nawab was given an
the administrative achinery. He modernized allowance of 53 lakh rupees which was
the army and strengthened the economy by subsequently reduced. Thus, the English
encouraging agriculture and modern trade East India Company became the real ruler
and industry. Thus Mysore posed the most of Bengal from 1765.
serious challenge to the rise of the British
7. Picture study: 5
power in India.
g. How did the British openly challenge Look at the invention by James Watt on page 22
Sirajud-Daulah’s authority? of the textbook and answer the questions that
Siraj-ud-Daulah, wanted to curb the growing follow.
power of the British. He ordered the British a. What does this picture show?
to pay taxes to him like all other Indian This is a prototype of a steam engine.
merchants. The British refused to do so. This b. Who invented it?
angered the young Nawab. In anticipation James Watt invented it.
of a war with the French, who had a trading c. When was this invented?
settlement in Chandernagore, the British It is one of the most important new
began to fortify Calcutta. This amounted to inventions of the Industrial Revolution.
an attack on the Nawab’s sovereignty. Siraj Part 2: Civics
ordered both the British and the French to
dismantle their fortifications and not fight 1. Choose the correct answer: 5
private wars on his territory. The French
a. A maximum of 550/530/590 members can be
agreed. But the British refused. Siraj-ud-
elected directly by the people of India from
Daulah was enraged. The British had
different territorial constituencies.
openly challenged his authority and he was
b. The administration of the country is carried
determined to teach them a lesson.
out in the name of the president/prime
h. How did the English East India Company
minister/vice-president.
become the real ruler of Bengal from 1765?
c. The judges of the Supreme Court hold office
In 1765, Clive signed the Treaty of Allahabad
until they are 75/60/65 years of age.
with Shuja-ud-Daulah and Shah Alam II.
d. The budget is presented to the Parliament
According to the terms of this treaty the
142 TEACHER’S RESOURCE

in the name of the Vice President/Prime of a vacancy in the office of the President, the
Minister/ President. Vice-President discharges his/her functions
e. All Indian citizens, 20/21/18 years of age or till a new President is elected.
above, have the right to vote.
3. Answer any two of the following questions
Ans. a. 530; b. President; c. 65; d. President; e. 18
briefly. 10
2. Answer the following questions in one or two a. Explain the budget of the parliament.
words/sentences: 5 The budget is an estimate of the annual
a. What are the organs of the government? income and expenditure of the government
According to the Constitution, the powers of India. The government presents the
and functions of the government are divided budget to the Lok Sabha every year. The
into three branches—the legislature, the budget has to be passed by the Parliament.
executive and the judiciary. The powers The Lok Sabha has the power to suggest a
and functions are distributed among these cut to the budget or even reject it altogether.
branches in a manner that makes them b. Explain the emergency powers of the
equally balanced. President.
b. What is a cabinet? Emergency Powers of the President:
The Cabinet is the inner core of the Council • If the security of the country is threatened
of Ministers. The Cabinet Ministers hold by external aggression or armed rebellion,
the most important portfolios and make the National Emergency is declared.
most important decisions and policies. The • If the government of a state cannot
Cabinet Ministers hold the highest ranks and function according to the laws in the
have the greatest responsibility. The Cabinet Constitution, Presidential Rule is
holds the real executive power of the Indian imposed in that state.
government and is collectively responsible • If the financial stability of the country is
to the Lok Sabha. threatened, a Financial Emergency can
c. What are subordinate courts? be declared.
Below each High Court there are several c. What are the qualification of the Judges of
lower courts, known as subordinate courts. the Supreme Court?
These courts are under the control of the Supreme Court judges must have the
High Courts. There are three types of following qualifications:
subordinate courts—civil courts, criminal • They must be citizens of India.
courts and revenue courts. • They must either be advocates of a High
d. What are the powers of the Supreme Court? Court or of two or more such courts in
The Supreme Court has three kinds of powers succession for at least 10 years.
to pass judgements in civil and criminal Or
cases—Original Jurisdiction, Appellate They must be judges of High Courts of 5
Jurisdiction and Advisory Jurisdiction. years’ standing.
Apart from this, it also acts as the guardian
Project work 20
of the Constitution and is a court of record.
e. What is the main function of the Vice-
President?
The Vice-President takes over the functions
of the President in his/her absence. In case
 TEACHER’S RESOURCE 143

Additional Second Paper First Term

Part 1: History Marks 80 d. Ramakrishna Paramahansa/ Swami
Vivekananda/Dayanand Saraswati was a
1. Fill in the blanks: 5 priest in the temple of Goddess Lakshmi at
a. _______________ means a group of villages. Calcutta.
b. Nana Saheb, the adopted son of Peshwa Baji e. W. C. Banerjee/Surendranath Banerjee/A.O.
Rao II, was denied a __________ after his Hume laid the foundation of the Indian
father’s death. National Congress.
c. _______________ believed that Indians were Ans. a. Nana Phadnavis; b. 1767;
themselves responsible for the __________ c. Western education;
and degradation of Indian society. d. Ramakrishna Paramahansa;
d. The Kuka Rebellion was a protest against e. A.O. Hume
the deliberate policy of the British to create 4. State whether the following are true or false:5
a rift between the ___________ and the
a. Hyder Ali was crushed by the British in the
___________.
First Anglo-Mysore War (1767–69).
e. The British policy of ____________ had
b. The Bengal famine of 1750 devastated the
created a gap between the Hindu and
countryside and the Company’s revenue
Muslim communities.
collection suffered a severe setback.
Ans. a. ‘Mahal’; b. Pension;
c. The interests of the Indian economy were
c. Swami Vivekananda, decadence;
sacrificed for the interests of British trade
d. Hindus, Muslims; e. Divide and rule
and industry.
2. Match the following: 5 d. The Singh Sabha was set up in Amritsar and
Lahore for the religious and social reforms
A B
among the Marathas.
1. First Anglo-Maratha War a. 1803–05
e. The first session of the Congress was held in
2. Second Anglo-Maratha b. 1817–18 Calcutta (now Kolkata) in December 1885.
War Ans. a. True; b. False; c. True; d. False; e. False
3. Third Anglo-Maratha c. 1797–1805
War 5. Answer the following questions in one or two
words/sentences: 10
4. Lord Wellesley d. 1848-1856
a. How did the British save Madras in the
5. Lord Dalhousie e. 1775–82
Second Anglo-Mysore War?
Ans. 1. e; 2. a; 3. b; 4. c; 5. d When the British realized that Madras was
3. Choose the correct answer: 5 under threat, Warren Hastings sent military
forces from Bengal, won over the Nizam of
a. The Maratha chiefs were consumed by
Hyderbad to his side by bribing him and
conflicting ambitions and mutual rivalries
signed a peace treaty with the Marathas.
after the death of Peshwa Baji Rao II/Nana
They then defeated Hyder Ali in several
Phadnavis/Peshwa Madhav Rao II.
battles and Madras was saved.
b. From 1767/1765/1780, the Company had
b. What happened after the Battle of Plassey in
to pay the government 400,000 pounds
1757?
annually.
After the Battle of Plassey in 1757, the
c. The position and importance of the pundits
company used its political power to destroy
and the maulvis was undermined by the
the Indian handicraft industry and promote
introduction of Christianity/social reforms/
British industries. The Indian weavers were
Western education.
144 TEACHER’S RESOURCE

forced to sell their products to the Company Advantages: The Company was assured of
at very low prices. a fixed revenue at a fixed time even during
c. What emboldened the sepoys to take up natural calamities. The collection of revenue
arms against their foreign masters? was simpler and cheaper. The zamindars
In 1856, the number of sepoys in the British replaced hundreds of paid tax officials.
army was more than five times that of the Disadvantages: The cultivators were left at
British soldiers. This emboldened the sepoys the mercy of the zamindar, who exploited
to take up arms against their foreign masters. and oppressed them, increased their rents
d. What was a great victory for the Brahmo and evicted them from the land when they
Samaj? were unable to pay the high rents. This led
Raja Ram Mohan Roy’s passionate struggle to widespread poverty and misery of the
against sati was supported by the Governor cultivators. Since the revenue was fixed,
General, Lord William Bentinck, who the government would not get a share of
banned the practice in 1829. This was a great increasing returns from the land.
victory for the Brahmo Samaj. c. Describe the discrimination faced by the
e. What methods did the assertive nationalists Indian soldiers in the army. The sepoys
adopt after the partition of Bengal? had, over the years, helped the Company
After the partition of Bengal in 1905 by the to conquer India with dedication and
British, the assertive nationalists adopted the loyalty. By the middle of the 19th century,
methods of boycott, swadeshi and national however, there was growing disaffection
education to achieve the goal of swaraj. among the sepoys, especially within the
ranks of the upper-caste Hindus (Rajputs
6. Answer any five of the following questions
and brahmanas). The sepoys had helped the
briefly: 25
British to establish their empire in India, but
a. Describe the conditions in the Sikh kingdom they were neither appreciated nor rewarded
after the death of Ranjit Singh. Ranjit Singh’s for their efforts. On the contrary, they were
death was followed by a period marked by treated with great contempt by the British
utter chaos and confusion. His successors officers. A capable and dedicated sepoy
were weak and inefficient, incapable of could not rise above the post of subedar.
keeping the vast kingdom under control. An Indian soldier was paid much less salary
Ambitious and corrupt leaders tried to take than his British counterpart. Lodging and
advantage of the situation to satisfy their boarding facilities for the sepoys were also
selfish interests. The kingdom was torn by far inferior to that of a British soldier. Many
internal strife and a struggle for power. of the senior British officers were old and
The British watched these developments incompetent men who could not command
closely, increased their military forces on the respect of the Indian soldiers. Thus,
the borders, and waited for an opportune there was grave discrimination between the
moment to strike. Indian sepoy and his British counterpart.
b. Explain the permanent settlement of land as d. Discuss Raja Ram Mohan Roy’s contribution
devised by the British. in introducing Western education in India.
To remove the defects of the revenue system Raja Ram Mohan Roy was a great champion
and ensure a steady and stable inflow of of modern Western education. He believed it
revenue, Lord Cornwallis, the next governor would serve as an instrument for the spread
of Bengal introduced the system known as of progressive ideas and accelerate the
the Permanent Settlement of Bengal. The pace of social change. He believed that the
system had two special features: salvation of India lay in adopting Western
• Permanent ownership of land and principles of reason and humanism and
• Fixed revenue acquiring the knowledge of modern science.
 TEACHER’S RESOURCE 145

Raja Ram Mohan Roy did not, however, assertive counterparts failed to agree on
believe in blindly aping the West nor did various aspects of the swadeshi and boycott
he believe in blindly relying on India’s movement, and in 1907, at the Surat session
own past. The ideal situation would be to of the Congress, the early nationalist leaders
balance the best of the East and the West expelled the assertive nationalist leaders
and reconstruct society accordingly. He from the Congress. The latter continued to
opened an English medium school which function as a separate group till 1916. In the
combined traditional Indian learning with meantime, the British crushed the swadeshi
Western knowledge. He assisted David movement. Tilak was sentenced to six years
Hare, a Scottish watchmaker, to establish of imprisonment.
the Hindu College in Calcutta (which later g. Describe Gandhiji’s use of Satyagraha
developed into the Presidency College). He to oppose the British. Satyagraha is a
also founded the Vedanta College which combination of two Sanskrit words—satya
offered courses of study in Indian learning (truth) and agraha (eagerness). Satyagraha
and Western sciences. is based on the twin principles of truth and
e. How did Western education help Indians non-violence. A satyagrahi was one who
realize the evil effects of British rule? firmly believed in truth and non-violence
The British had introduced Western education and who would resist evil at all costs. A
in India to create a class of loyal clerks and satyagrahi was peaceful, fearless and strong.
Anglicized buyers of British goods. Western He/she would hate evil but not the ‘evil
education did that and much more. It opened doer’. In the fight for justice and truth, the
the floodgates of modern knowledge and satyagrahi would willingly accept suffering
rational thinking. New ideas of humanism, and be ready to make sacrifices. The
nationalism and democracy transformed the suffering and patience of the satyagrahi was
traditional outlook of the people. A new class expected to bring about a change of heart in
arose—English-educated Indians—small in the enemy. The idea behind satyagraha was
number, but who, in course of time, would not to destroy the enemy but to transform
produce leaders and organizers of a national and enlighten him. Gandhiji insisted on non-
movement. Western education freed their violent methods of struggle. He believed that
minds from the bondage of tradition. They nonviolence was the weapon of the strong
learned about the successful movements for and could be effectively used to resist armed
freedom and unification of other countries. attacks by the enemy. A satyagrahi was
They now saw with greater clarity the expected to follow peaceful methods even
evil effects of British rule and dreamt of under extreme provocation.
a modern, united, prosperous and strong h. What made the British realize that their days
India. in India were numbered?
f. Explain the Surat Split. The Congress passed the Quit India
The partition of Bengal briefly brought Resolution in 1942. Addressing the Congress
the early nationalists and the assertive delegates on the night of 8 August 1942,
nationalists together. The early nationalists Gandhiji declared, ‘I, therefore want
supported the radical methods of political freedom immediately, this very night,
agitation—swadeshi and boycott—to before dawn if it can be had.’ He gave to his
protest against the partition of Bengal. country people a mantra, ‘Do or Die’. On 9
However, the unity between the two groups August, before dawn, Gandhiji and all other
was shortlived. Cracks between the two important nationalist leaders were arrested.
wings of the Congress began to appear The Congress was banned. The news of
in the course of the movement against these arrests, even before the movement
partition. The early nationalists and their began, shocked the nation. A spontaneous,
146 TEACHER’S RESOURCE

nationwide movement of protests arose. etc. is carried out by UNICEF/UNESCO/

There were demonstrations, hartals and WHO.
processions. Leaderless and without any e. The Security Council, the most important
guidelines, the Quit India Movement organ of the UN, consists of 10/15/20
took different shapes in different parts of members
the country. The government came down Ans. a. 3-year term; b. Rome; c. 14 August 1942;
heavily on the people. The brutality of the d. WHO; e. 15
police enraged the people. They reacted 2. Answer the following questions in one or two
violently. The movement was savagely words/sentences: 5
crushed within a very short period of time.
a. Name the six official languages of the UN.
The upsurge of 1942 was the last great mass
The six official languages of the UN are
challenge to British authority. It had shaken
English, French, Spanish, Russian, Chinese
the very foundations of the British rule in
and Arabic
India. The impact of this brief, spontaneous
b. Why was UNICEF established?
and powerful outburst of national sentiment
UNICEF was known as United Nations
was tremendous. It sounded the death knell
International Children’s Emergency Fund
of British rule in India. The British realized
when it was established in 1946 originally
their days were numbered.
to provide emergency aid to children and
7. Picture study: 5 their mothers in countries devastated by the
Look at the portrait of the Governor General of Second World War.
India who introduced the Subsidiary Alliance c. What is right to veto?
System on Page 92 of the textbook (lower right). A negative vote by any one of the permanent
a. Identify the person in the picture. members of the UN Security Council leads
The person in the picture is Sir Charles Wood. to cancellation of a resolution. This right to
b. When and what did he send to India? prevent action being taken is known as the
In 1854, Sir Charles Wood (President of the right to veto.
Board of Control) sent a despatch (official d. Name the first specialized agency of the UN.
report) outlining a comprehensive plan for The first specialized agency of the UN is the
the education of the Indians. International Labour Organization.
c. What did this report do? e. What role did India play during the Cold
This plan, known as Wood’s Despatch, War?
introduced further changes in the system of During the Cold War, India took a neutral
education in India. stand. This means that India followed a
policy of non-alignment and, thus, helped
Part 2: Civics in the reduction of tension between the two
1. Choose the correct answer: 5 superpowers.
a. The Economic and Social Council (ECOSOC) 3. Answer any two of the following questions
consists of 54 members elected by the briefly. 10
General Assembly for a 2-year term/3-year a. What are the main organs of the UN?
term/4-year term. The UN has six main organs. These are:
b. The headquarters of FAO are in Geneva/ • The General Assembly
Paris/Rome. • The Security Council
c. The Atlantic Charter was signed on 14 • The Economic and Social Council
August 1942/15 August 1941/14 August • The Trusteeship Council
1941. • The International Court of Justice
d. Worldwide campaigns to combat diseases • The Secretariat
like AIDS, cholera, malaria, plague, polio,
 TEACHER’S RESOURCE 147

b. Describe the activities of UNICEF. etc. It encourages medical research, provides

The activities of UNICEF are as follows: information on diseases, organizes health
• It tries to solve the problem of exploitation services and spreads health awareness. The
of children and child labour. WHO supports projects related to:
• UNICEF provides assistance to nations • Education concerning health problems
for running childcare centres. • Proper food supply and nutrition
• It provides assistance to young mothers • Safe water and sanitation
and also provides medicines to newborn • Maternal and child health, including
babies and mothers. family planning
UNICEF continues to work for the welfare • Immunization against major infectious
of children (in developing countries) in the diseases
fields of education, health and sanitation, • Prevention and control of local diseases
nutrition, water, environment, women’s • Proper treatment of common diseases
welfare, social justice, etc. and injuries
c. How does WHO help to improve the • Provision of essential drugs
standard of health all over the world Thus, the main purpose of WHO is to
The WHO is guided by the belief that improve the standard of health all over the
good health is one of the fundamental world
rights of every human being. It carries out
Project work 20
worldwide campaigns to combat diseases
like AIDS, cholera, malaria, plague, polio,
148 TEACHER’S RESOURCE

Suggested Transactional Processes and Subject

Integration covered in The Trail, Class 8

Themes Transactional Processes Subject Integration

HISTORY • Organizing discussions on: Geography
Theme 1: A Period  the Renaissance – its meaning features, impact, etc.
of Transition  the voyages and discoveries in the 16th - 18th
centuries.
 studying history through various sources and
evidences.
 the preservation/conservation of historical records.
 life and times before the industrial revolution.
 analyzing the impacts of imperialism and
colonialism with special reference to India.
• Conducting a Debate on the positive and negative
impacts of the Industrial Revolution on societies all over
the world.
• Planning and organizing a visit of children to the
archives, followed by their preparing a report on the trip.
• Enactment of role plays by children to dramatize a skit on
the Industrial revolution, voyages and discoveries.
Theme 2: The • Organising discussions on: Geography
Growth of  the Pros & Cons of War
Nationalism  the French revolution and the ideas of freedom,
equality and fraternity.
 impact of the Civil War.
• Conducting Audio Visual shows on:
 documentaries on “The French revolution’ and “The
American War of Independence”.
 on the Life and times of “Abraham Lincoln”.
• Enactment of role plays/skits by children :
 based on the meeting of the constituent assembly in
the French Revolution.
 on ‘Abraham Lincoln.’
• Conducting activities on:
 preparing a mind mapping of the related topics in a
sequential order.
 organising a one-day seminar on the American Civil
War.
 interactive time line.
 developing and showing a PPT on American Civil
war.
 TEACHER’S RESOURCE 149

Theme 3: India in • Organising discussions on: Geography

the 18th Century  various reasons leading to the decline of the Mughal
Empire.
 the invasion of Nadirshah and Ahmad Shah Abdali.
 factors that led to the rise of independent kingdoms.
 achievements of Hyder Ali and Tipu Sultan.
• Tracing the important independent kingdoms on an
outline map of India.
• Conducting Audio Visual shows on:
 invasions of Nadir Shah and Ahmad Shah Abdali.
 the times of later Mughal Emperors.
 Haider Ali and Tipu Sultan.
 This will be followed by discussions.
• Enactment of a role play by children on ‘Tipu Sultan.’
• Conducting quizzes on various aspects of the theme. For
eg. Tipu Sultan, Ahmad Shah Abdali, Mughal Emperors.
Theme 4: Traders to • Drawing a timeline and understanding date on it. Geography
Rulers Organising discussions on:
 Political, Trade and Commerce conditions of 18th
century India.
 Conspiracies and rivalries for succession in the
kingdoms.
 Strategies and new type of arms of the East India
Company.
 Expansionist policy of the East India company.
• Written assignments may include:
 Research work by children in groups or
individually on the impact of British policies of
expansion. They will write a small report.
 Mind mapping on the annexation of Awadh.
 The reasons for victory of the British over native
rulers.
• Narrating events based on the rivalry among the trading
communities and the monopoly of the East India.
Company.
• Depicting the British policy of expansion in a form of
small skit/play.
• Screening of a documentary/films/audio-videos on
the advent of East India Company in India.
• Organising a role play by children on the East India
Company coming to India and the British taking over the
country.
150 TEACHER’S RESOURCE

Theme 5: British • Organising discussions on: Geography

Policies and  Comparing the economic condition of peasants,
Impacts artisans and trades before and after British rule.
 The Pro and Cons of the Land Revenue System
with special mention of the permanent settlement.
 The objectives of British rulers for the introduction of
modern education and its impacts.
 The long term impact of the economic policy of
British Rulers.
• Written assignments on:
 A Case study on ‘Wood’s Despatch’ and its effects.
 Research undertaken in groups/individually on the
impacts of colonial policies on peasants and artists.
• Conducting a Debate on the impact of modern
education and introduction of English language in India
- pro and cons.
• Screening of a movie on different aspects of the theme.
• Enactment of role plays to highlight the exploitation
of peasants under British rule.
Theme 6: The Great • Organising discussions on: Geography
Uprising of 1857  The social, political and economic conditions 19th
century India.
 Analysing reasons for discontent of sepoys in the
British army.
 Lord Dalhousie’s policy of Lapse.
• Conducting Audio-Visuals showing:
 Events that led to the great uprising of 1857.
 Leaders and Centres of the Uprising and their
contribution in the uprising.
• Enactment of Role plays by children:
 to prepare a script for a role play on Rani Laxmi Bai
and helping its enactment in the class.
 scripting a dialogue between Mangal Pandey and a
British
 officer insisting on using the Enfield rifles.
• On an outline map of India ask children to mark the
important centres of the uprising.
• Organising a visit to important places related to the
revolt and sharing their experiences.
Theme 7: Socio- • Organising discussions on: Geography
Religious Reforms  Discussing the social evils in the Indian society in
18th Century India under British rule.
 Comparing 19th Century society in India with
present day society.
 Discussing the role of all the different social reformers
and their impact on society.
 TEACHER’S RESOURCE 151

• Enactment of Role Plays/Skits by children in

presenting the evils present in the Indian society during
British rule.
• Conducting debates on existing social evils-post
independence. Written assignments on:
 Preparing multiple choice questions for revision.
 Case study on the contribution of different social
reformers.
 Research undertaken about the British rule and
writing project reports on the conditions of women in
19th century.
 Preparing a collage of social reformers.

Theme 8: India’s • Organizing discussions on: Geography

Struggle for  Factors giving rise to nationalism with special
Freedom reference to the role of the press.
 Ideas of Swadeshi and Boycott.
 Emergence to Gandhi as a leader of masses.
 Ahimsa and Satyagraha
 Split and Rule policy of British
 Mind mapping of causes, events and impact
of the mass movement
• Preparing a project on the role of the press in the rise of
nationalism in India.
• Conducting Audio Visuals on:
 Documentaries based on the role of Subhash
Chandra Bose or other freedom fighters in the
freedom struggle.
 The mass movements of Mahatma Gandhi.
• Written Assignments on:
 Preparing a project report on the ‘Role of Mahatma
Gandhi in the freedom struggle’.
 Preparing a flow chart of important dates and
events in the national movement.
 The contribution of local leaders in the National
movement.
 Preparing a Flow chart by children of important
dates.
• Enactment of role plays by children on:
 Life of Mahatma Gandhi, Netaji Subhash Chandra
Bose, Sardar Vallabhai Patel, etc.
 The famous movements of Mahatma Gandhi.
• Depicting the Anti-partition movements i.e. Swadeshi &
Boycott.
152 TEACHER’S RESOURCE

CIVICS • Organizing Discussions with children on:

Theme 1: Three  The composition and working of the Union
main Organs Parliament.
of the Indian  The Composition of the Supreme Court and High
Government: Court on the qualifications of the President, the
Legislature, Prime minister and the Council of ministers.
Executive, Judiciary  Powers and functions of the Union parliament.
• Conducting Visits/Field Trips to:
 The Rashtrapati Bhawan, Supreme Court, Parliament
House etc. to facilitate a better comprehension.
 To the State Assembly House/ High Court/
Local Courts to understand the functioning of the
Judiciary.
• Conducting a Mock Court session to know about the
working of the Judiciary.
• Planning and organizing a “Mock Parliament” to explain
the working of the Parliament.
Theme 2: United • Conducting a role Play based on a Model United Nation
Nations “MUN” for a firsthand experience.
• Writing a report on the working of WHO on
eradication of life threatening diseases in the world.
• Organizing discussions on:
 The aims and principles of the United Nations.
 The composition and functions of Different Organs of
the UN.