How the State Government Works? Extra Questions Chapter 3 Class 7 Civics

Chapter 3 How the State Government Works? Chapter 3 Class 7 Civics Extra Questions is useful in improving marks in the examinations. Extra Questions for Class 7 is very useful in preparing yourself well before examinations.

Chapter 3 How the State Government Works? Very Short Answer Questions (VSAQs):

1. What is the full form of MLA?

Answer

Members of Legislative Assembly.

2. Who all are called oppositions?

Answer

All the members of other political party who does not belong to ruling party are called opposition.

3. What do you mean the term 'constituency'?

Answer

A constituency is a particular area from which all the voters living there choose their representatives. This could be a panchayat ward or an area that chooses an MLA.

4. What is a press conference?

Answer

A press conference is a gathering of journalists from the media who are invited to hear about and ask questions on a particular issue and are then expected to report on this to the larger public.

5. What is majority?

Answer

A political party who’s MLAs has won more than half the number of constituencies in a state are called in majority.

6. All the MLAs that gather together in the legislative Assembly are called ___________.

Answer

Legislature.

7. Who can dissolve a State Assembly before its term?

Answer

It is the Governor who can dissolve a State Assembly before its term.

9. Who is associated with making laws on certain issues in a state?

Answer

Legislative assembly.

10. Who conducts the proceedings in the Legislative Assembly?

Answer

The speaker conducts the proceeding in the Legislative Assembly. And in his absence it is done by the deputy speaker.

Chapter 3 How the State Government Works? Short Answer Questions (SAQs):

1. How do some MLAs become ministers or chief ministers?

Answer

After the elections the MLAs of the majority party elect their leader who becomes the Chief Minister. The Chief Minister then selects some MLAs from the party to lead different ministries. These MLAs are appointed by the Governor of the state. They are also given different departments or ministries.

2. Why should decisions taken by the Chief ministers and other ministers be debated in the Legislative Assembly?

Answer

The Chief Minister and other ministers have to take decision and run the government. However, whatever decisions are being taken have to be approved by the Members of Legislative Assembly. In a democracy, These MLAs can ask questions, debate an important issue, decide where money should be spent, etc.

3. What problem are the people of Patalputram facing? What do they expect from the MLA of their area?

Answer

The people of Patalpuram are facing acute water crisis. Streams have dried up and so have tanks. In the worst affected areas, villagers have been carrying water across great distances. People at the district

headquarter, Patalpuram receive water supply once in three days. The District Hospital there is full of patients with acute diarrhoea.

The people of Patalpuram demand that the authorities must take immediate action to bring the public health situation under control. Their MLAs must take the responsibility for that.

4. How do various government departments function?

Answer

The Chief Minister and the other ministers have to take some actions to deal with the difficult situations faced by the state. They do so through various departments like the Public Works Department, the Agriculture Department, the Health Department, the Education Department, and so on. They also have to answer questions that are asked in the Legislative Assembly and convince people that proper steps are being taken.

5. What did the government do to control the situation in Patalputram district?

Answer

The Chief Minister and the minister for health visited Patalpuram district. They went to visit the families who had lost their relatives and also visited people in the hospitals from acute diarrhoea. The government announced a compensation for those families. The chief minister also said that there the problem was not only of sanitation but also of a lack of clean drinking water. He said that a high-level inquiry committee will be asked to look into the needs of the district to provide sanitation facilities and would request the minister for public works to take care of the needs of proper water supply in the region.

6. Mention three functions of the Chief Minister of a state.

Answer

The Chief Minister is the head of the state council of ministers. He/she is the actual head of the executive power of the state. He/she performs several functions:

• The Chief Minister selects ministers and hand over the list of these persons to the Governor. It is only on the recommendation of the Chief Minister that portfolios are allocated to the ministers.

• He/she presides over the meetings of the Cabinet. He/she announces the policies of the government in the Assembly.

• He/she functions as a link between the Governor and the council of ministers.

Chapter 3 How the State Government Works? Long Answer Questions (LAQs):

1. Describe how a government functions in a state.

Answer

• The state government is headed by the Chief Minister who runs the government with the help of several ministers. These ministers are assigned to various departments of the government like the Health Department, the Education Department and so on. They are responsible for their departments. They have to answer questions that are asked in the Legislative Assembly and convince people that proper steps are being taken.

• The government can also decide to make new laws for the state regarding sanitation and health facilities. This act of making laws on certain issues is done in the Legislative Assembly of each state. The various government departments then implement these laws.

• If any law does not suit to people, they organise meetings to voice their opinions and protest against the government. In such a situation, the government reviews the law in order to satisfy the larger majority of the public.

Growing up as Boys and Girls Extra Questions Chapter 4 Class 7 Civics

Chapter 4 Growing up as Boys and Girls Class 7 Civics Extra Questions is very useful in knowing how questions can be framed in the examinations and prepare accordingly. Extra Questions for Class 7 will guide students to act in a better way and frame better answers in the examinations.

Chapter 4 Growing up as Boys and Girls Very Short Answer Questions (VSAQs):

1. What does our Constitution say about gender equality?

Answer

Our Constitution says that being male or female should not become a reason for discrimination.

2. Roles assigned to boys and girls in childhood prepare them for future ________ and _________.

Answer

Men and women.

3. Who is domestic helper?

Answer

Domestic helpers do house hold works like sweeping, cleaning, washing clothes, washing dishes, looking after young children or elderly.

4. The provision of crèches helps many women to take up _____________ outside the home.

Answer

Employment.

5. What are the tasks associated with care-giving?

Answer

Tasks like looking after the family, especially children, the elderly and sick members’ are associated with care giving.

6. The government has set up anganwadis _______________ in several villages.

Answer

Child care centres.

7. Define the term “Double burden of women’s work”.

Answer

Many women work both inside and outside the home, this is referred as double burden of women’s work.

8. Why we should value housework?

Answer

House work is equally valuable as other outside works, but this kind of work is often invisible and is not paid. Thus, we should value household work.

Chapter 4 Growing up as Boys and Girls Short Answer Questions (SAQs):

1. What different work do women do for their family?

Answer

Women do a varieties of works at home. In fact housework involves many different tasks such as looking after the family, especially children, the elderly and sick members, etc. In both rural and urban areas women and girls have to fetch water. In rural areas they carry heavy loads of firewood on their heads. Women’s work includes washing clothes, cleaning, sweeping, cooking, etc. All these tasks are strenuous and physically demanding.

2. What has the government done to lessen women's burden of housework?

Answer

The government has taken positive steps to lessen women’s burden of household work. It has set up anganwadis or childcare centres in many villages in the country. The government has passed laws that make it mandatory for organisations that have more than 30 women employees to provide crèche facilities. The provision of crèches helps many women to take up employment outside the home.

3. How do societies make distinctions between boys and girls?

Answer

Societies make clear distinction between boys and girls. This begins from a very young age. Boys and

girls are given different toys to play with. Boys are usually given cars to play with and dolls are given to girls. These toys become a way of telling children that they will have different futures when they become men or women. Boys are taught to be tough while girls are taught to be soft spoken and gentle. All these are ways of telling children that they have specific roles to play when they grow up to be men or women.

4. How was the girls' school designed very differently from the boys' school in Madhya Pradesh in 1960s?

Answer

The girls’ school had a central courtyard where they played in total seclusion and safety from the outside world. The boys’ school had no such courtyard and their playground was just a big space attached to the school. Every evening, once school was over, the boys crowded the narrow streets and watched the school girls.

Chapter 4 Growing up as Boys and Girls Long Answer Questions (LAQs):

1. The research reports on Samoan society in the 1920s reveal a number of facts about Samoan children and teenagers. Enlist them.

Answer

According to research reports on Samoan society, the following facts came into light:

• Samoan children did not go to school. They learnt many things, such as how to take care of children or do household work from older children and adults.

• Fishing was an important activity on the islands. Young people, therefore, learnt to undertake long fishing expeditions.

• As soon as babies could talk, their mothers or other adults no longer looked after them. Older children of about five years took over this responsibility.

• Both boys and girls looked after their younger siblings. But, by the time a boy was about nine years old, he joined the older boys in learning outdoor jobs like fishing and planting coconuts. Girls had to continue looking after small children or do errands for adults till they were teenagers.

• Once they become teenagers, they had much more freedom. After the age of 14 or so, girls also went on fishing trips, worked in the plantation, etc.

• Boys were supposed to do most of the cooking work, while girls helped with the preparations.

Women Change the World Extra Questions Chapter 5 Class 7 Civics

Chapter 5 Women Change the World Class 7 Civics Extra Questions which will help you a lot in scoring high marks in the tests and will improve your learning habits. Extra Questions for Class 7 will let you knowing the important points given inside the chapter.

Chapter 5 Women Change the World Very Short Answer Questions (VSAQs):

1. Why was Ramabai given the title 'Pandita'?

Answer

Because she could read and write Sanskrit, a remarkable achievement as women in those days were not allowed to gain such knowledge.

2. Why women are considered as better nurse?

Answer

Because they are more patient and gentle.

3. In most families, once girls finish school, they are encouraged by their family to see ________as their main aim in life.

Answer

Marriage.

4. Ramabai also work for the betterment of ___________ and poor women.

Answer

Widow.

5. Name the first known autobiography written by an Indian woman

Answer

Amar Jiban.

6. Name the place where Rokeya Sakhawat Hossain started a school for girls.

Answer

Kolkata.

7. What do you mean by sexual harrasement?

Answer

Sexual harassment refers to physical or verbal behaviour that is of a sexual nature and against the wishes of a woman.

8. State some reasons that forces girls to leave school and studies.

Answer

Poverty, inadequate schooling facility and discrimination.

9. Why women were not allowed to read and write English?

Answer

It was believed that English was a language that would expose girls to new ideas, which people thought were not correct for them.

10. Name the book whose one of the page was taken out secretly by Rashsundari Devi.

Answer

Chaitanya Bhagabat.

11. International Women’s day is celebrated on _________.

Answer

8th March.

12. Name the women whose daughter was murdered for dowry and she became an active member of the movement against dowry death.

Answer

Satyarani.

Chapter 5 Women Change the World Short Answer Questions (SAQs):

1. What changes came to be seen in the field of education in the nineteenth century?

Answer

The nineteenth century witnessed the emergence of many new ideas about education and learning. Schools became more common and communities that had never learnt reading and writing started sending their children to school. Although girls’ education was opposed, yet many women and men made efforts to open schools for girls. Women struggled to learn to read and write.

2. How did the Mission in Khelagaon near Pune help widows and poor women?

Answer

Widows and poor women came to the Mission where they were encouraged not only to become literate but to be independent. They were taught a variety of skills from carpentry to running a printing press.

3. What motivated Laxmi Lakra to become an engine driver?

Answer

Laxmi Lakra loved challenges and the moment somebody said it was not for girls, she made sure, went ahead and did it. She became an engine driver to break the age old stereotype that girls and women are not made for this job.

4. How do you think stereotypes, about what women can do and what they cannot do, affect women’s right to equality?

Answer

Stereotypes about what women can or cannot do affects women’s right to equality because they are considered weak and incapable of doing strong works. And thus women are called inferior to men. They are paid less salaries / wages than their man counterparts.

5. Describe few methods of struggle used by women to raise their issues.

Answer

The methods of struggle that women’s movement used to raise their issues are:

• Raising awareness through street plays, songs and public meetings.

• Protesting through public rallies and powerful way of drawing attention to injustice.

6. Why do you think learning alphabets was actually important to women like Rashsundari Devi, Ramabai and Rokeya?

Answer

The learning the alphabet was so important to women like Rashsundari Devi, Ramabai and Rokeya because after learning alphabet they could achieve their goals and fulfill their dreams and contribute the society.

• Rashsundari Devi: Wrote “Amar Jiban”, first autobiography written by an India woman.

• Ramabai: She set up a mission in Khedagaon where widows and poor women are taught variety of skills from carpentry to running a printing press.

• Rokeya: She started a school for girls in Kolkata in 1910 and thus helped other girls to get education.

7. Why did Rashsundari Devi call herself unlucky? How did she learn the alphabet?

Answer

Rashsundari Devi called herself unlucky because she was born in a time when women were not allowed to get education. However, she was bent upon to learn the alphabet. She secretly took out a page of Chaitanya Bhagabat and hid one of them as well. At times, she went over that, trying to match letters from that page with the letters that she remembered. She also tried to match the words with those that she would hear in the course of her days. It took a long time when she finally learnt the alphabet.

8. What are dowry deaths? What role did women's groups play in bringing changes in the dowry laws?

Answer

Dowry deaths refer to cases of young brides being murdered by their greedy in-laws or husbands for more dowry. In the 1980s, women’s groups across the country spoke out against such deaths. They spoke out against the failure to bring these cases to justice. They did so by coming on the streets, approaching the courts for sharing information. Eventually, this became a public issue in the newspapers and society and the dowry laws were changed to punish families that seek dowry.

Chapter 5 Women Change the World Long Answer Questions (LAQs):

1. Why do several children from Dalit, Adivasi and Muslim communities leave school?

Answer

• Many parts of the country, especially rural poor areas lack proper schools and qualified teachers. The teachers do not teach on a regular basis.

• Parents do not show their willingness to send their daughters to school if it is not close to their homes and there is no transport like buses or vans.

• Many families are too poor to bear the cost of educating all their children. Boys may get preference in this situation.

• Many children also leave school because they are discriminated against by their teachers and classmates.

2. In what way is Rokeya Hossain's Sultana's Dream is remarkable story?

Answer

Rokeya Sakhawat Hossain was a Muslim feminist and social reformer who dedicated her life to education and the empowerment of women. She wrote a remarkable story titled Sultana’s Dream in 1905. This story imagined a woman called Sultana who reaches place called Ladyland. Ladyland is a place where women had the freedom to study, work and create inventions like controlling rain from the clouds and flying air cars.

In this Ladyland, the men had been sent into seclusion. Their aggressive guns and other weapons of war are defeated by the brain-power of women. As Sultana travels in Ladyland with sister Sarah, she awakes to realise that she was only dreaming. Rokeya Hossain was dreaming of women flying

planes and cars even before girls were being allowed to go to school. The story is remarkable in the sense that it motivates women of all ages to do something different and meaningful.

Understanding Media Extra Questions Chapter 6 Class 7 Civics

Chapter 6 Understanding Media Extra Questions for Class 7 Civics will be useful in understanding the key concepts of the chapter properly. Class 7 Extra Questions is a best way through which one can prepare for the examinations in an interesting way.

Chapter 6 Understanding Media Very Short Answer Questions (VSAQs):

1. What is media?

Answer

All forms of communication like radio, television, newspaper, and internet are referred as media.

2. Give examples of electronic media.

Answer

TV, radio, world wide web (internet).

3. How modernisation of media serves useful for us?

Answer

It helps media to reach more and more people.

4. What do you mean by term independent media?

Answer

It means no one should tell media what should be included and what should not be included in their news story.

5. How people opposes against government action or plan?

Answer

By organizing a public protest, starting a signature campaign, asking the government to rethink its program etc.

6. What is a public protest?

Answer

When a large number of people come together and openly state their opposition to some issue then it is called public protest.

7. Why advertisements are keep on repeating in cricket matches flashing on television?

Answer

In the hope that we will purchase what is advertised.

8. Give examples of print media.

Answer

Newspapers and magazines.

9. Whose name is associated with the invention of television?

Answer

John L Baird’s name is associated with the invention of television.

10. Name the state where khabar lahriya newspaper is running?

Answer

Uttar Pradesh.

11. Define the term broadcast.

Answer

Broadcast is used to refer to a TV or radio programme that is widely transmitted.

12. Define censorship.

Answer

Censorship means the process by which media is controlled by the government, when any news, dialogues, lyrics or scene is prevented from being shared with the larger public.

Chapter 6 Understanding Media Short Answer Questions (SAQs):

1. In what ways does the media play an important rule in a democracy?

Answer

In a democracy, the media plays a very important role in providing news and discussing events taking place in the country and the world. It is on the basis of this information that citizens can, for example, learn how government works. And often, if they wish to, they can take action on the basis of these news stories. Some of the ways in which they can do this are by writing letters to the concerned minister, organising a public protest, starting a signature campaign, asking the government to rethink its programme, etc.

2. Give example showing setting agendas in media.

Answer

‘Setting of an agenda’ by the media means that the media plays an important role in shaping our thoughts. By ‘setting agendas’, the media influences the way we think and makes us aware of issues which it thinks is important. One instance of this would be the raising of awareness about the levels of pesticides in colas. Another is the Fashion week, which was at the front of headlines while several slums were being demolished in Mumbai.

3. How media and money are interrelated?

Answer

The technologies used by mass media is expensive and they keeps on changing their technologies. These advanced technologies requires lot of money. There are number of employees associated with these works that are paid, like in a news studio, it is not only news reader who needs to be paid, but lot of people are also paid who helps to put in the broadcast together. Thus most television channels and newspapers are part of big business houses.

4. Why media is far from independent?

Answer

An independent media means that no one should control and influence its coverage of news. Media is far from independent, this is because of control of government over them. Government prevents some news items, scenes from a movie, or lyrics of songs from being shared with larger public, this is called as censorship.

5. How have changing technologies made media more accessible to people?

Answer

The technology that mass media uses keeps changing. It is becoming more and more modern and helps media to reach more people. It also improves the quality of sound and the images that we see. Today, television has enabled us to think of ourselves as members of a larger global world. Television images travel huge distances through statellites and cables. This allows us to view news and entertainment channels from other parts of the world. Most of the cartoons that children see on television are from Japan or the USA. We can enjoy natural beauties of hill stations by sitting at home.

6. Why media is not interested in covering small issues that involve ordinary people and their daily lives?

Answer

The media is not interested in covering small issues that involve ordinary people and their daily lives because these issues cannot attract lot of reader or viewer and this may affect their business. Also sometimes because of some political control over media such news are not highlighted.

7. What purpose does Khabar Lahariya, a local newspaper serve?

Answer

Khabar Lahriya is a local newspaper which covers small issues that involve ordinary people and their daily lives. It is a fortnightly that is run by eight Dalit women in Chitrakoot district in Uttar Pradesh. It is written in the local language, Bundeli. This eight-page newspaper reports on Dalit issues and cases of violence against women and political corruption. The newspaper is popular among farmers, shopkeepers, panchayat members, school teachers and women who have recently learnt to read, and write.

8. Why do most newspapers now-a-days not provide a balanced report? Give reasons.

Answer

Most of the newspapers are controlled by big business houses. At times, it is in the interest of these businesses to focus on only one side of the story. Media’s continual need for money and its links to advertising means make difficult for media to report against people who give them advertisements. Owing to these compulsions, most newspapers and news channels do not provide balanced reports.

Chapter 6 Understanding Media Long Answer Questions (LAQs):

1. Why is meant by an independent media? Why should the media be independent?

Answer

An independent media means that no one should control and influence its coverage of news. No one

should tell the media what can be included and what should not be included in a news story. An independent media is important in a democracy. It is on the basis of the information that the media provides that we take any action as citizens, so it is important that the information should be reliable and not biased.

However, the media loses its independence because of its links with big business houses. It is said that these business houses fulfil media’s need for money. In such a situation media cannot be independent. It cannot report against them. Advertising companies also pay the media a big amount of money. Its links to advertising companies means that it becomes difficult for media to report against people who give them advertisements. The media also tends to focus on a particular aspect of a story because they believe this makes the story interesting. This is not a good trend. If the media is independent, there will be emergence of a healthy public opinion which is important in democracy.

Understanding Advertising Extra Questions Class 7 Civics

Understanding Advertising Extra Questions for Class 7 Civics will help you in preparing yourself well before examinations. Class 7 Extra Questions will guide students to act in a better way an frame better answers in the examinations.

Understanding Advertising Very Short Answer Questions (VSAQs):

1. Why advertisements are keep on repeating in cricket matches flashing on television?

Answer

So that they stick in people’s minds.

2. How modernisation of media serves useful for us?

Answer

It helps media to reach more and more people.

3. What do you understand the term 'lifestyle'?

Answer

The term ‘lifestyle’ refers to the people’s lives being identified by the products they own, the clothes they wear, the places they live at, etc.

4. Why do you think the manufacturers gave their products a specific name?

Answer

By giving their products a specific name they try to create another brand.

5. What does branding mean? Why is it done?

Answer

‘Branding’ means stamping a product with a particular name or sign. This is done in order to differentiate it from other products in the market.

6. Why is electronic media considered the most effective means of advertisement?

Answer

It creates an audio-visual impact on the people and sticks to their mind for a long time.

7. What are the four types of advertisement?

Answer

Public advertising, Social advertising, Political advertising and Commercial advertising.

8. Why a manufacturer has to give the consumer a reason to prefer his product?

Answer

The manufacturer is required to do so because it is the only way through which he/she tries to differentiate his/her product from other similar products.

9. How advertising tens to promote a certain lack of respect for the poor?

Answer

The poor are not the faces we most often see in advertisements and so we tend to dismiss their lives as worthless.

10. What is the purpose of advertising various products?

Answer

Advertisements draw our attention on various products and describe them positively so that we become interested in buying them.

Understanding Advertising Short Answer Questions (SAQs):

1. How are small businesses hampered in this age of advertisement?

Answer

Small businesses cannot compete with the large companies that spend huge money on advertising their

products. Small businesses do not have money to show their product on TV or national newspapers and magazines. So the persons who sell items like papad, pickles, sweets and jams are not considered

as fashionable as brand products. They often have to sell their products in weekly markets and neighbourhood shops. Besides, there is a fashion of packaged things which negatively affect the sales of several small businessmen who sell loose items. This shift to packaged products forces these people out of their livelihoods or businesses.

2. Explain two ways in which advertising affects issues of equality in democracy.

Answer

Equality is a key feature of democracy. It promotes people to lead a life of dignity. But advertising tends to promote a certain lack of respect for the poor. They are not the faces we most often see in advertisements and so we tend to discuss their lives as worthless. Advertising, because it appeals to personal emotions, also tends to make people who cannot afford certain brands feel bad. They feel that they are unable to give their dear ones the best care that brand products appear to offer.

3. What does a manufacturer do to convince the consumer?

Answer

Suppose a manufacturer has made a product of soap and has also given a name to his product. As there are so many brands of soap in the market, only naming the product may not make us buy it. The manufacturer still has to convince us that his soap is better than that of others available in the market. For this, he gets his product advertised. He tries to give the consumer a reason to prefer his soap by claiming certain special values for his product.

4. How do we fell when we see some products advertised by our cricket players and favourite film stars?

Answer

We feel tempted to buy those products because the persons whom we consider our heroes tell us that they are worth buying. We sometimes become so excited that we immediately go to the market to buy them. We also discuss those products among our friends and feel elated.

5. How can you say that advertising is all about building brands?

Answer

Advertisement is all about building brands. At a very basic level, branding means stamping a product with a particular name or sign. This is done in order to differentiate it from other products in the market. We can understand it with an example. We usually know pulses by their different types like masoor, moong, urad, etc. These names are not brand names. When a company takes the pulse of masoor and puts it into a packet, it will need to give the pulse a specific name to differentiate it from the pulse that is sold loose. This naming of the product is branding. It is important in advertising.

Understanding Advertising Long Answer Questions (LAQs):

1. What is the place of advertisements in our lives?

Answer

Advertisements play a big role in our lives. We not only buy products based on them, but often, having certain brand products influences the ways in which we think about ourselves, our friends and our family. Often several of our cricket heroes and our favourite film stars also try and sell products to us

through advertisements. We may feel tempted to buy those products because the persons whom we consider our heroes tell us that they are worth buying. Advertisements often show us images of the

lifestyles of rich people and tempt us to follow them.

Sometimes, advertisements target our personal emotions. By linking our personal emotions to products, advertisements tend to influence the ways in which we value ourselves as person. Advertisements do not just sell us products, they also influences every aspect of our life, for example, how we should live our lives, what we should aspire and dream for, how we should express our love, what it means to be smart, successful and beautiful.

2. What are the negative aspects of advertisements?

Answer

• Advertising a product costs a lot of money. Usually crores of rupees are spent on advertising a brand. Producing and showing advertisement in the media is very expensive. This means that only large companies can advertise. It has nothing to do with the small businessmen.

• Advertising makes us believe that packaged things are far better than things that do not come in packets. But the reality is that the quality of a product has little to do with the packaging that it comes in.

• Advertisement tends to promote a certain lack of respect for the poor. They are not the faces

we most often see in advertisements.

• Advertisement appeals to personal emotions and tends to make people who cannot afford for buying certain brands feel bad. They feel that they are unable to give their loved ones the best care that brand products appear to offer.

• By focusing on the lives of the rich and famous, advertising helps us forget about issues of poverty, discrimination and dignity. Needless to say that these are central to the functioning of equality in a democracy.

Markets Around Us Extra Questions Chapter 7 Class 7 Civics

Chapter 7 Markets Around Us Extra Questions for Class 7 Civics is very helpful in the preparation of examinations and scoring good marks. Class 7 Civics Extra Questions is useful in understanding the important points inside the chapter properly.

Chapter 7 Markets Around Us Very Short Answer Questions (VSAQs):

1. The shopping malls mostly sells ______ items.

Answer

branded.

2. People who buy and sell thing in bulk are called ______.

Answer

Wholesale traders.

3. Neighbourhood markets often give goods to their regular customers on ____________.

Answer

Credit.

4. Why is a weekly market called so?

Answer

A weekly market is called so because it is held at a certain place on a specific day of the week.

5. From where do you think shop owners procure their goods?

Answer

They procure their goods from the wholesale trader who buys goods in large quantities.

6. Who is a retailer?

Answer

Traders who sell good to the consumers are called retailers.

7. Why branded goods are expensive as compared to non-branded goods?

Answer

Branded goods are often promoted by advertising, which costs a lot and thus are expensive.

8. What is meant by the final product?

Answer

‘Find product’ refers to a manufactured product, made at the end of a production process.

9. What is the importance of chain of market?

Answer

It is because of chain of market that goods produced at one place reaches people everywhere.

10. What is chain of market?

Answer

A series of markets that are connected like links forms chain of market. Products passes from one market to another.

Chapter 7 Markets Around Us Short Answer Questions (SAQs):

1. Differentiate between shopping complexes and malls.

Answer

Markets mostly in urban areas having many shops are called shopping complexes. In many urban areas there are large multi-storeyed air conditioned building with shops on different floors, knows as malls.

2. Differentiate between permanent and temporary shops.

Answer

Permanent shops contains goods that are expensive in comparison to goods of temporary shops. Permanent shops store the things they sell in their shops but temporary shops owner store goods to be sold at their home.

3. Why Neighbourhood market is preferred by the customers?

Answer

Neighbourhood markets are near our house, one can go there at any day of the week. The buyers and sellers know each other and these shops also provide goods on credits.

4. Why is wholesale trader necessary?

Answer

Goods are produced in factories, on farms and at homes. However, we don’t buy directly from the factory or from the farm. Nor would the producers be entered in selling us small quantities. It is at this juncture the trader comes in to help us. It is he who plays his role in between the producer and the final consumer. He first buys goods in large quantities and then sells them to retailer who finally sells them to the consumer. Thus, with the help of wholesale traders that goods reach faraway places.

5. Why weekly markets are cheaper than permanent shops?

Answer

Permanent shops have to incur a lot of expenditure like shop rent, electricity, fees to the government etc., but a weekly market shop owner don’t have to bear these expenses. Permanent shops holder also have to pay wages to their workers but weekly market shop owner have helpers from their family members, and thus they don’t need to hire workers. And are cheaper than permanent shops.

6. What is a chain of market? Do you think that everyone gains equally in the market?

Answer

A series of markets that are connected like links forms chain of market. Products passes from one market to another. Shop owner in weekly market and in shopping complexes are different people. One is small trader with little money while other can spend lot of money. They also earn unequal amounts. Similarly buyers are also different, there are many who are not able to afford the cheapest goods while buys only branded items from shopping malls. Everyone do not get equally in a market. Individual answer.

7. Why is bargaining possible in weekly markets?

Answer

Weekly markets have a large number of shops selling the same goods which means there is a competition among them. If some traders want to charge a high price, people would move to another shop where the same thing may be available at cheaper rates, or where the buyers can bargain and bring the price down.

8. Establish relationship between the market and the inequality?

Answer

Shop owner in weekly market and in shopping complexes are different people. One is small trader with little money while other can spend lot of money. They also earn unequal amounts. Similarly buyers are also different, there are many who are not able to afford the cheapest goods while buys only branded items from shopping malls. Thus it forms an inequality amongst people.

Chapter 7 Markets Around Us Long Answer Questions (LAQs):

1. Which factories affect people's choice to different types of markets?

Answer

People need different types of markets for different types of goods and services. This choice of theirs depend on several factors which are given below:

• Availability: People usually want to visit those markets where they are sure they will get things of their choice. If a particular good/service is not available in a particular shop they move to another.

• Convenience: People find it convenient to visit those markets which are closer to their homes or on the way of their offices/workplaces. They do not usually visit faraway markets.

• Affordability: It is an important factor. People usually visit those shops which offer goods/services on affordable rates. They don’t go to those shops that sell things too expensive to suit their pockets.

• Credit/Debit cards: Many people have started using credit/debit cards while making purchases. Having a credit/debit card in their pockets they want to enter these shops which offer these facilities.

• Quality: People know which shops are selling quality goods/services. Hence, they visit only those shops where they can get a product of good quality. They avoid to visit those shops which make false claims.

2. Give a brief account of different types of markets with their special features.

Answer

• A weekly market which is held on a specific day of the week. Weekly markets do not have permanent shops. Traders set up shops for the day and then close them up in the evening. They sell a variety of things at cheaper rates.

• There are many shops that sell goods and services in our neighbourhoods. We buy milk from the dairy, groceries from departmental stores, stationery, eatables or medicines from other shops. These neighbourhood shops are very useful. They are near our home and we can go there on any day of the

week.

• There are other markets in the urban area that have many shops, popularly called shopping complexes.

• These days, in many urban areas, we have large multi- storeyed air conditioned buildings with shops on different floors, known as malls.

• In these urban markets, we get both branded and non-branded goods. Theshop owners of shopping complexes and malls make huge profits.

A Shirt in the Market Extra Questions Chapter 8 Class 7 Civics

Chapter 8 A Shirt in the Market Class 7 Civics Extra Questions is very helpful in fetching good Marks in the examinations and encourage students to learn new topics. Extra Questions for Class 7 will inculcate correct learning habits among students.

Chapter 8 A Shirt in the Market Very Short Answer Questions (VSAQs):

1. _______ weaves clothes that have been made on order from the merchant.

Answer

Weaver.

2. How farmers are depended upon traders?

Answer

To take loans for cultivations, and for other expenses like illness, education of their kids etc.

3. When cotton is harvested?

Answer

The bolls carrying cotton takes several days to ripe and after it ripens it is harvested.

4. Where is cloth market of Erode located?

Answer

The cloth market of Erode is located in Tamil Nadu and is one of the largest cloth markets in the world.

5. Which products are produced in powerlooms?

Answer

A variety of sarees, towels, shirting, ladies’ dress material and bedsheets are produced in powerlooms.

6. Give an example of putting out system.

Answer

They use the cloth to make different dress.

7. What is a ginning mill?

Answer

A ginning mill is a factory where seeds are removed from cotton balls.

8. How government helps the weaver’s cooperatives?

Answer

The government helps the weaver’s cooperatives by buying cloth from them at a reasonable price.

9. Why are weavers depend on the merchants for raw materials?

Answer

Weavers are poor people. They cannot manage raw materials on their own. So they depend on the merchants for this. They are also dependent on the merchants for markets.

10. What does market offer?

Answer

Markets offer people different opportunities of buying and selling.

11. In what way weavers dependent upon cloth merchants?

Answer

Weaver weaves clothes that have been made on order from the merchant. Merchant also provide them yarn to weave clothes.

12. How garment exporting factories maximise their own profit?

Answer

They maximise their own profits by getting maximum work from workers at lowest price and supply the foreign buyers at cheap rates.

Chapter 8 A Shirt in the Market Short Answer Questions (SAQs):

1. Differentiate between a large farmer and a small farmer.

Answer

A Large farmers sell their crop to the crop market at higher prices. Their situation is quite different from poor and small farmer because a small poor farmer needs to borrow money for cultivation and at the other time of exigencies. They have to sell their crops to the traders as they took loan from them and had no bargaining power. Large farmers don’t depend on others for money to start cultivation.

2. What will happen if weavers themselves purchase raw materials?

Answer

Weavers would definitely earn more. But they are too poor to buy yarn on their own. They need loan at reasonable rate of interest, the weavers will buy yarn at the lowest possible price and will sell cloth at the highest possible price.

3. Why do foreign businesses buy products from suppliers?

Answer

Foreign buyers do business strictly on their own terms. They demand the lowest prices from the supplier. In addition, they set high standard for quality of production and timely delivery. Any defects or delay in delivery is dealt with strictly. The garment exporters agree on these demands because they need order in bulk. They try their best to meet the conditions set by these powerful buyers by cutting costs.

4. Where do you think the large farmers would sell their cotton? How is their situation different from small and poor farmers?

Answer

Large farmers would sell their cotton to the cotton market at higher prices. Their situation is quite different from poor and small farmer because unlike them, A small poor farmer needs to borrow money for cultivation and at the other time of exigencies. They have to sell cotton to the traders as they took loan from them and had no bargaining power. Large farmers don’t depend on others for money to start cultivation.

5. Why the putting-out-system is advantageous for the weavers?

Answer

The putting-out-system is advantageous for the weavers in the following two ways:

• The weavers do not have to spend their money on purchase of yarn.

• The problem of selling the finished cloth is taken care of. They do not need to bother for the sale of the finished cloth.

Chapter 8 A Shirt in the Market Long Answer Questions (LAQs):

1. Describe in briefly about Erode market?

Answer

The cloth market of Erode in located is Tamil Nadu. It is a bi-weekly market and oneof the largest cloth markets in the world. A large variety of cloths are sold in this market. Cloth that is made by weavers in the villages around is also brought here for sale. Around the market are offices of cloth merchants who buy this cloth. Other traders from many south Indian towns also come to purchase cloth in this market. On market days, weavers bring cloth that has been made on order from then merchant. These merchants supply cloth on order to garment manufacturers and exporters around the country. They purchase the yarn and give instructions to the weavers about the kind of cloth that is to be made. At the cloth market, the merchants sell the cloth to the garment factories.

2. What do you mean Putting-out-system?

Answer

Putting-out-system is a system in which a merchant supplies the raw material to the weavers and receives the finished product. For the weavers, this arrangement seemingly has two advantages. They do not have to spend their money on purchase of yarn. Also, they don’t have to bother for the sale of the

finished cloth. But at the same time this system is harmful too. It increases the dependence of

weavers on the merchants both for raw materials and markets. As a result the merchants become powerful. They give orders for what is to be made and they pay a very low price for making the cloth. The weavers have no way of knowing who they are making the cloth for or at what price it will be sold. At the cloth market the merchants sell the cloth to the garment factories and earn huge profits. On the other hand, the weavers who work so hard earn very little.

भाषा, बोली और लिपि - CBSE Hindi Grammar Class 6

Here you will get CBSE Class 6 Hindi Grammar भाषा, बोली और लिपि which is very much essential for Class 6 students to improve their knowledge of हिंदी व्याकरण. You can freely PDF Download of Class 6 Hindi Grammar from here and do good in the exams.

भाषा की परिभाषा - जिसके द्वारा मनुष्य अपने विचारों को लिखकर या बोलकर दूसरों पर प्रकट करता है उसे भाषा कहते हैं| ये मुख हुईं सार्थक ध्वनियाँ हैं|

• भारतीय संविधान ने कुल 22 भाषाओं को मान्यता दी है|

भाषा के रूप

भाषा के दो रूप होते हैं - (i) मौखिक (ii) लिखित

(i) मौखिक भाषा - जब मनुष्य अपने विचार बोलकर प्रकट करते हैं और दूसरे लोग सुनकर उसे समझते हैं तो वह भाषा मौखिक भाषा कहलाता है|

(ii) लिखित भाषा - जब मनुष्य अपने विचार लिखकर प्रकट करते हैं और दूसरे लोग पढ़कर उसे समझते हैं तो वह भाषा लिखित भाषा कहलाता है|

लिपि

किसी भी भाषा में मनुष्य जब अपने विचारों को लिखना चाहता है तब उसे विशेष चिह्नों द्वारा व्यक्त किया जाता है उसे हम लिपि कहते हैं|

• जैसे अगर हम हिंदी लिखना चाहते हैं तो हम देवनागरी लिपि का प्रयोग करते हैं|

• अगर हम अंग्रेजी लिखना चाहते हैं तो हम रोमन लिपि का प्रयोग करते हैं|

भाषा	लिपि
हिंदी, संस्कृत, मराठी, नेपाली	देवनागरी
पंजाबी	गुरुमुखी
अंग्रेजी, स्पेनिश	रोमन
उर्दू	फ़ारसी

बोली

भाषा के क्षेत्रीय या स्थानीय रूप को बोली कहते हैं| बोली का कोई लिखित रूप नहीं होता है| यह केवल मौखिक रूप में ही प्रचलित होती है| साहित्य की रचना होने पर बोली उपभाषा बन जाती है|

भाषा, बोली और लिपि संबंधित प्रश्न और उनके उत्तर

1. हिंदी के सबसे प्रचलित रूप का नाम क्या है?

उत्तर

खड़ी बोली|

2. हिंदी किस लिपि में लिखी जाती है?

उत्तर

देवनागरी|

3. भाषा की सबसे निम्न इकाई क्या है?

उत्तर

शब्द|

Struggles for Equality Extra Questions Chapter 9 Class 7 Civics

Chapter 9 Struggles for Equality Class 7 Civics Extra Questions will be helpful in knowing the important concepts inside the chapter properly. Extra Questions for Class 7 that includes VSAQs, SAQs, LAQs which can be used to improve your marks in the exams.

Chapter 9 Struggles for Equality Very Short Answer Questions (VSAQs):

1. Why people living in India are so unequal?

Answer

Because of poverty and the lack of resource.

2. Why does a Dalit girl drop out of school in large number?

Answer

Because of poverty, social discrimination and lack of good quality school facilities.

3. Indian constitution recognises all Indians as _________________ before the law.

Answer

Equal.

4. Why some people are well known and respected in some communities?

Answer

Because they treat all persons with dignity.

5. What is Fisherworker’s cooperatives?

Answer

Fisherworker’s cooperatives an organisation that fights for the rights of displaced forest dwellers of the Satpura forest in Madhya Pradesh.

6. What was the demand of Tawa Matsya Sangh?

Answer

To continue fishing for their livelihood.

7. Why old Tehri town and many villages near that river were submerged?

Answer

Because of construction of Tawa dam across the river.

8. How a writer and singer can be active in the fight against democracy?

Answer

A writer through their stories and a singer by their songs can inspire us and make us believe strongly in an issue and can influence our efforts to correct the situation.

9. Why dams are created?

Answer

A dam is built across a river at sites where one can collect a lot of water. This forms a reservoir and as the water collects, it submerges vast areas of land displacing thousands of people living in those areas.

10. What are the purposes for which the TMS gave loans?

Answer

Repair of nets and buying of new nets.

Chapter 9 Struggles for Equality Short Answer Questions (SAQs):

1. Write a short note on the impact of Tawa Matsya Sangh.

Answer

The government, as a response to the protests by the TMS, created a committee to assess the issue. The committee recommended that the villagers should be given the fishing rights for their livelihood. Consequently, in 1996, the Madhya Pradesh government decided to give the displaced people the rights for the reservoir. Two months later a five-year lease agreement was signed and on January 2, 1997, the villagers from 33 villages started their new year with their first catch.

2. What do you mean by “Constitution-the living document’?

Answer

The term ‘Constitution – a living document’ means that it is a document that does not exist merely on paper but in reality also. It has the ability to change the lives of the people in a better way, as it did for the fish workers in TMS. The provisions of the Constitution regarding equality were actually implemented as a result of their united protests.

3. Are the different bases of inequality related or independent? Discuss.

Answer

There is a strong interrelationship between the bases of discrimination and inequality. For example, the issues of poverty, lack of dignity and respect for some communities are not independent issues. They exist together in such a manner that it is very difficult to identify where one aspect of inequality ends and the other starts. For example, the dropping out of the school of the Dalit, Adivasi and Muslim girls is a combined outcome of poverty, social discrimination and lack of good schooling facilities. This is an ‘all-in-one’ example of inequality which shows the inequality on the basis of financial status, caste, religion and gender.

4. What are the limitations of dams?

Answer

When dams are built or forest areas are declared sanctuaries for animals, thousands of people are displaced. Many villages are uprooted and people are forced to go and build new homes, start new lives elsewhere. Most of these people are poor. In urban areas too, bastis in which poor people live are often uprooted. Some of them are relocated to areas outside the city. Their work as well as their children’s schooling is severely disrupted.

5. Why was the Tawa Matsya Sangh formed?

Answer

Building of the Tawa dam resulted in the submerging of large areas of forest and agricultural land. Some of the displaced forest dwellers settled around the reservoir and found a new source of livelihood by fishing. The rights of fishing in the Tawa reservoir were given to private contractors by the government in the year 1994. These contractors drove away from the local people in order to get cheap labour from outside. At this point, the villagers united and decided to set up an organisation for protecting their rights. This led to the formation of the Tawa Matsya Sangh (TMS).

6. What are the factors that make people’s lives in India highly unequal?

Answer

The factors that make people’s lives in India highly unequal are:

• Poverty

• Lack of resources

• Discrimination on the basis of person’s relgion, caste and sex.

• Lack of good quality school facilities for the poor and the underprivileged.

• Lack of dignity and respect for certain communities and groups.

Chapter 9 Struggles for Equality Long Answer Questions (LAQs):

1. Describe inequality on the basis of financial status.

Answer

The following have an adverse impact on the poor people and hence are examples of inequality based on financial status:

• The privatisation of hospitals and neglect of government hospitals: Because of the privatisation and the bad condition of government hospitals, poor people do not have access to good health services.

• High demand for branded goods: The small sellers who sell loose items and non-branded goods are not able to compete with those selling branded goods because they cannot afford the costs involved in branding i.e. packaging, advertising, etc.

• Dependence on powerful people for money: Small farmers due to lack of money, are dependent on local traders for money for the agricultural inputs as well as for family exigencies. They also have to yield to the irrational demands and conditions of the traders. Similarly, the maidservants (due to their poverty), have to bear insults and ill-treatment by their employers.

2. Other than financial status, describe the grounds of inequality that exist in society.

Answer

The following are the other grounds for inequality, apart from financial status:

• Inequality on the basis of religion: Some people are not willing to lease out their apartment to people of a particular religion in spite of their ability to pay rent. Some employers are also against employing people of a particular religion.

• Inequality on the basis of caste: The Dalit community is always victimised and oppressed. Shri Om Prakash Valmiki, a Dalit writer has elaborated this in his autobiography ‘Joothan’. In this, he has mentioned that he was forced by his teachers to sweep his schoolyard just because he was a Dalit boy.

• Inequality on the basis of gender: The work done by women is devalued. It is not given any recognition and they are also paid less than their male counterparts. The discrimination is because of the social and cultural background we are brought up in.

वर्ण विचार - CBSE Hindi Grammar Class 6

Here you will get CBSE Class 6 Hindi Grammar वर्ण विचार through which one can easily improve their knowledge of हिंदी व्याकरण. You can freely PDF Download of Class 6 Hindi Grammar from here and do good in the exams.

वर्ण की परिभाषा - भाषा की सबसे छोटी इकाई है जिसके टुकड़े नहीं किये जा सके, उसे वर्ण कहते हैं| जैसे - अ, क्, ख्, आ आदि|

• दूसरे शब्दों में हम यह भी कह सकते हैं की वर्ण ध्वनि है चूँकि यह भाषा की सबसे छोटी इकाई है|

वर्णमाला

वर्णों के समूह को वर्णमाला कहा जाता है। हर भाषा की अपनी एक वर्णमाला होती है।

हर भाषा की अपनी वर्णमाला होती है| जैसे -

• हिंदी - अ, आ, क, ख...

• अंग्रेजी - A, B, C, D....

हिंदी वर्णमाला के दो प्रकार की होती है:

(i) स्वर

(ii) व्यंजन

वर्णमाला में उच्चारण के आधार पर 45 वर्ण होते हैं जिनमें 10 स्वर और 35 व्यंजन होते हैं। लेखन के आधार पर 52 वर्ण होते हैं इसमें 13 स्वर , 35 व्यंजन तथा 4 संयुक्त व्यंजन होते हैं।

स्वर – अ आ इ ई उ ऊ ऋ ए ऐ ओ औ (11)

व्यंजन- कवर्ग - क् ख् ग् घ् ङ्

चवर्ग - च् छ् ज् झ् ञ

वर्ग - ट् ठ् ड् ढ् ण् (ड, ढ़ - अन्य व्यंजन)

तवर्ग - त् थ् द् ध् न्प

वर्ग - प् फ् ब् भ् म्

तःस्थ- य् र् ल् व्

ऊष्म - श् ष् स् ह् (33)

अनुस्वार- (अं), (अँ ) तथा विसर्ग (अः) अयोगवाह कहलाते हैं।

स्वर वर्ण

स्वर किसे कहते हैं?

जिन वर्णों को स्वतंत्र रूप से बोला जा सके उसे स्वर कहते हैं।

जैसे - अ आ इ ई उ ऊ ऋ ए ऐ ओ औ|

स्वरों के तीन भेद होते हैं-

(i) ह्रस्व स्वर - जिनके उच्चारण में सबसे काम समय लगता है, उसे ह्रस्व स्वर कहते हैं| इनकी संख्या चार है - अ आ इ ई|

(ii) दीर्घ स्वर - जिनके उच्चारण में ह्रस्व स्वरों के उच्चारण से दुगुना समय लगता है। इनकी संख्या सात है - आ, ई, ऊ, ए, ऐ, ओ, औ।।

(iii) प्लुत स्वर - जिनके उच्चारण में ह्रस्व और दीर्घ स्वरों के उच्चारण से तिगुना समय लगता हैं| जैसे-ओऽम्। इनका उच्चारण प्रायः दूर से पुकारने के लिए होता है।

अयोगवाह

जो वर्ण बिना किसी अन्य वर्ण का आधार लिए नहीं बोले जा सकते, उन्हें अयोगवाह कहते हैं। अं और अ: अयोगवाह हैं। अं को अनुस्वार तथा अः को विसर्ग कहा जाता है। जैसे-

• अं (अनुस्वार) इसमें अनुस्वार का बिंदु अ अक्षर का सहारा लिए हुए हैं।

• अः (विसर्ग) दोनों बिंदु (:) अ अक्षर का सहारा लिए हुए हैं।

• अनुस्वार (अं) - इनका उच्चारण करते समय साँस केवल नाक से निकलता है। जैसे - अंक, रंग, संग।

• अनुनासिक (अँ) - इनका उच्चारण मुख और नाक दोनों से मिलकर होता है। जैसे - चाँद, साँप, ऊँचाई।

व्यंजन वर्ण

जिन वर्णों को बोलने में स्वर की सहायता ली जाए, उन्हें 'व्यंजन' कहते हैं| जैसे - क (क् + अ), च (च् + अ), ट (ट् + अ), त (त् + अ), प (प् + अ) आदि।

व्यंजन के तीन भेद होते हैं-

(i) स्पर्श व्यंजन - स्पर्श का अर्थ है - छूना। जिन व्यंजनों का उच्चारण करते समय जीभ मुँह के किसी भाग से जैसे की कण्ठ, तालु, मूर्धा, दाँत, अथवा होंठों को स्पर्श करती है, उन्हें स्पर्श व्यंजन कहते है। इनकी संख्या 25 है - क से लेकर म तक|

(ii) अन्तःस्थ व्यंजन - अन्तः का अर्थ है- भीतर| जिन व्यंजनों के उच्चारण के समय जीभ मुख के किसी भाग को स्पर्श नहीं करे यानी उच्चारण मुँह के भीतर ही रहे उन्हें अन्तःस्थ व्यंजन कहते है। इनकी संख्या चार है - य, र, ल, व।

(iii) ऊष्म व्यंजन – ऊष्म का अर्थ है- गरम। जिन व्यंजनों के उच्चारण के समय वायु मुख से रगड़ खाकर ऊष्मा पैदा करती है यानी उच्चारण के समय मुख से गर्म हवा निकलती है, उन्हें ऊष्म व्यंजन कहते है। इनकी संख्या चार है - श, ष, स, ह।

संयुक्त व्यंजन

जो दो या दो से अधिक व्यंजनों से मिलकर बनते हैं; उन्हें 'संयुक्त व्यंजन' कहते हैं। इनकी संख्या चार है-

(i) क्ष = क् + ष् + अ (क्षण, क्षमा, क्षीण)

(ii) ज्ञ = ज् + अ + अ (ज्ञात, ज्ञानवर्धक, ज्ञात)

(iii) त्र = त् + र् + अ (त्रिकोण, त्रस्त, त्रयोदशी)

(iv) श्र = श + र् + अ (श्रम, श्रद्धा, श्रदांजलि)

द्वित्व व्यंजन

जब किसी व्यंजन का अपने समरूप व्यंजन से मेल होता है, तो उसे द्वित्व व्यंजन कहते हैं। द्वित्व व्यंजन का पहला व्यंजन स्वर रहित तथा दूसरा व्यंजन स्वर सहित होता है। जैसे–

च् + च = च्च (सच्चा)

वर्णों का उच्चारण स्थान तालिका

(i) कंठ्य (गले से) - अ, आ, क, ख, ग, घ, ङ, ह, विसर्ग (:)

(ii) तालव्य (तालु से) - इ, ई, च, छ, ज, झ, ञ, य, श

(iii) मूर्धन्य (मूर्धा से) - ऋ, ट, ठ, ड, ढ, ण, ड़, ढ़, र, ष

(iv) दंत्य (दाँतों से) - त, थ, द, ध, न, ल, स, ज

(vi) ओष्ठय (होंठों से) - उ, ऊ, प, फ, ब, भ, म

(vii) नासिक्य (नाक से) - ङ, ञ, ण, न, म, अनुस्वार (अं)

(viii) कंठ-तालव्य - ए, ऐ

(ix) कंठौष्ठ्य (कंठ-ओष्ठ) - ओ, औ

(x) दंतोष्ठ्य (दंत-ओष्ठ) - व

वर्ण विचार से संबंधित प्रश्न और उनके उत्तर

1. स्पर्श व्यंजन कितने होते हैं?

(क) 22

(ख) 23

(ग) 24

(घ) 25

► (घ) 25

2. स्वर कितने प्रकार के होते हैं?

(क) दो

(ख) तीन

(ग) चार

(घ) छह

► (ख) तीन

3. 'उ' किस प्रकार का स्वर है?

(क) ह्रस्व

(ख) प्लुत

(ग) दीर्घ

(घ) उष्म

► (क) ह्रस्व

4. इनमें से कौन पवर्ग का व्यंजन है?

(क) च

(ख) ख

(ग) म

(घ) र

► (ग) म

शब्द विचार - CBSE Hindi Grammar Class 6

On this page you will find CBSE Class 6 Hindi Grammar शब्द विचार through which one can easily improve their knowledge of हिंदी व्याकरण. You can freely PDF Download of Class 6 Hindi Grammar from here and score more marks in the examinations.

शब्द की परिभाषा - दो या दो से अधिक वर्णों के मेल से बनी सार्थक ध्वनि को शब्द कहते हैं। जैसे - कमल, कुर्सी आदि|

शब्दों के चार भेद होते हैं:

• प्रयोग के आधार पर

• बनावट या रचना के आधार पर

• अर्थ के आधार पर

• उत्पत्ति के आधार पर

प्रयोग के आधार पर शब्द के भेद

प्रयोग के आधार पर शब्दों के दो भेद होते हैं-

(i) विकारी शब्द - जिन शब्दों का रूप पुरुष, लिंग, वचन आदि के कारण बदल जाता है, उन्हें विकारी शब्द कहते हैं|| जैसे: फूल - फूलों, विधुर - विधवा आदि|

विकारी शब्द चार प्रकार के होते हैं-

• संज्ञा (noun)

• सर्वनाम (pronoun)

• विशेषण (adjective)

• क्रिया (verb)

(ii) अविकारी शब्द - जिन शब्दों में किसी प्रकार का रूप परिवर्तन नहीं होता, उन्हें अविकारी शब्द कहते हैं| जैसे-या, और, अथवा|

अविकारी शब्द चार प्रकार के होते हैं-

• क्रियाविशेषण

• संबंधबोधक

• समुच्चयबोधक

• विस्मयादिबोधक

बनावट या रचना के आधार पर शब्द के भेद

बनावट या रचना के आधार पर शब्द के तीन भेद होते हैं-

(i) रूढ़ शब्द - रूढ़ यानी परंपरा| वे शब्द जो सार्थक अर्थ प्रकट करते हैं परन्तु जिनके खंड या टुकड़े कर दिए जाएँ तो वे निरर्थक हो जाते हैं, उन्हें रूढ़ शब्द कहते हैं| ऐसे शब्द परंपरा से किसी व्यक्ति, स्थान, वस्तु या प्राणी आदि के लिए प्रयोग होते चले आ रहे हैंजैसे - कमल (क + म + ल), सड़क (स+ड़+क) आदि|

(ii) यौगिक शब्द - 'यौगिक' यानी योग से बनने वाला। जो दो शब्दों के योग से बनते हैं, उन्हें यौगिक शब्द कहते हैं| जैसे - दूधवाला (दूध+वाला), डाकघर (डाक+घर) आदि|

(iii) योगरूढ़ शब्द - योग + रूढ़ यानी योग से बने रूढ़ शब्द| ऐसे शब्द जो यौगिक तो हैं परन्तु ये किसी विशेष अर्थ को प्रकट करते हैं इसलिए इन्हें योगरूढ़ कहा जाता है| जैसे - पीतांबर (पीत = पीला, अंबर = कपड़ा) - इसका विशेष अर्थ भगवान् कृष्ण हैं। लम्बोदर (लम्बा + उदर यानी पेट) - इसका विशेष अर्थ भगवान् गणेश हैं।

अर्थ के आधार पर शब्द के भेद

अर्थ के आधार पर शब्द के दो भेद होते हैं-

(i) सार्थक शब्द – जिन शब्दों का कोई अर्थ निकलता है, उसे सार्थक शब्द कहते हैं| जैसे - सड़क, कलम, फूल आदि|

(ii) निरर्थक शब्द – जिन शब्दों का कोई अर्थ नहीं निकलता है, उसे निरर्थक शब्द कहते हैं| जैसे - रडक, जगर, बसक आदि।

उत्पत्ति के आधार पर शब्द के भेद

उत्पत्ति के आधार पर शब्द के भेद के चार भेद होते हैं -

(i) तत्सम शब्द - तत् (उसके) + सम (समान) यानी वे शब्द जो संस्कृत भाषा से हिंदी भाषा में बिना किसी बदलाव (मूलरूप में) के ले लिए गए हैं, उन्हें तत्सम शब्द कहते हैं। जैसे - ग्राम, अग्नि, गृह आदि|

(ii) तद्भव शब्द - तद् (उससे) + भव (होना) यानी जो शब्द संस्कृत भाषा से थोड़े बदलाव के साथ हिंदी में आए हैं, उन्हें तद्भव शब्द कहते हैं। जैसे - गाँव, आग, घर आदि|

(iii) देशज शब्द - देश + ज अर्थात देश में जन्मा। जो शब्द स्थानीय भाषाओं में से हिंदी में प्रयुक्त होते हैं , उन्हें देशज शब्द कहते हैं| जैसे - जूता, गाड़ी, लोटा आदि|

(iv) विदेशज शब्द - जो शब्द अंग्रेज़ी, उर्दू, अरबी, फ़ारसी आदि विदेशी भाषाओं से हिंदी में प्रयुक्त होते हैं, उन्हें विदेशज शब्द कहते हैं| जैसे - डॉक्टर, स्टेशन, कंप्यूटर आदि|

How, When and Where Extra Questions Chapter 1 Class 8 History

On this page you will get Chapter 1 How, When and Where Extra Questions for Class 8 History that will be helpful in answering all the important questions appear in the exams and improve your tally. Class 8 Extra Questions is one of the best way through which one can understand the concepts given in the chapter properly.

Chapter 1 How, When and Where Very Short Answer Questions (VSAQs):

1. Who was the last Viceroy of India?

Answer

Lord Mountbatten

2. Who prepared the first map and when?

Answer

James Rennel in 1782.

3. Who was James Mill?

Answer

He was a Scottish economist and a political philosopher who published a massive three volume work- A History of British India.

4. How did Mills divide Indian History?

Answer

Mills divided Indian History into three periods namely, Hindu, Muslim and British.

5. Why did the British establish botanical gardens?

Answer

To collect plant specimens and information about their uses.

6. Who was the first Governor General of India?

Answer

Warren Hastings.

7. Who wrote the book ‘The History of British India’?

Answer

‘The History of British India’ was written by James Mill.

8. Why did the British set up record rooms attached to all administrative institutions?

Answer

They did so to preserve important documents and letters there.

9. Why did the British establish botanical gardens?

Answer

The British established botanical gardens to collect plant specimens and information about their uses.

10. How do dates become important in history?

Answer

Dates become vital in history because we focus on a particular set of events as important.

11. Why do we divide history into different periods?

Answer

In an attempt to capture the characteristics of a time, its central features as they appear to us.

12. Why were revenue surveys conducted in the villages?

Answer

In the villages, revenue surveys were conducted to know the topography, the soil quality, the flora, the fauna, the local histories and the cropping patterns. These facts were necessary to administer the region.

13. What is the Botanical Survey of India?

Answer

The Botanical Survey of India (1351) is an institution set up by the Government of India in 1890 to survey the plant resources of the Indian empire.

14. What was an important aspect of the histories written by the British historians in India?

Answer

The rule of each Governor-General was an important aspect.

Chapter 1 How, When and Where Short Answer Questions (SAQs):

1. Why do we associate history with dates?

Answer

Because there was a time when history was an account of battles and big events.

• Historians wrote about the year a king was crowned, the year he married, the year he had a child, the year he fought a particular war, the year he died, and the year the next ruler succeeded to the throne.

• For these events specific dates can be determined, and dates continue to be important.

2. The periodisation of Indian history into ‘ancient’, ‘medieval’ and ‘modern’ has its own problems. What are these problems?

Answer

• It is a periodisation that is borrowed from the West where the modern period was associated with the growth of all the forces of modernity – science, reason, democracy, liberty and equality.

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

• Under British rule or in modern period people did not have equality, freedom or liberty. Nor was the period one of economic growth and progress. It is therefore many historians refer to modem period as colonial period.

3. What do official records not tell? How do we come to know about them?

Answer

Official records do not always help us understand what other people in the country felt, and what lay behind their actions.

• For that we have diaries of people, accounts of pilgrims and travellers, autobiographies of important personalities, and popular books, etc. that were sold in the local bazaars.

• With the spread of printing press, newspapers came to be published and issues began to be debated in public. Leaders and reformers wrote to spread their ideas, poets and novelists wrote to express their feelings.

4. How did the British conquer India and establish their rule?

Answer

• The British subjugated local nawabs and rajas.

• They established control over the economy and society collected revenue to meet all their expenses, bought goods they wanted at lower prices and produced crops they needed for export.

• They brought changes in rulers and tastes, customs and practices.

5. What did the British do to preserve important official documents and letters?

Answer

The British felt the need to preserve all the important official documents and letters. For this, they set up record rooms attached to all administrative institutions. The village tahsildar’s office, the collectorate, the commissioner’s office, the provincial secretariats, the lawcourts—all had their record rooms. The British also established specialised institutions such as archives and museums to preserve important records.

Long Answer Questions (LAQs):

1. Why were surveys carried out under the British Rule in India?

Answer

The British believed that a country had to be properly known before it could be effectively administered. Therefore, by the early nineteenth century detailed surveys were being carried out to map the entire country.:

• They conducted revenue surveys in villages.

• They made efforts to know the topography, the soil quality, the flora, the fauna, the local histories and the cropping pattern.

• They also introduced census operations, held at the interval of every ten years from the end of the 19th century. They prepared detailed records of the number of people in all the provinces of India, noting information on castes, religions and occupation separately.

• The British also carried on several other surveys such as botanical surveys, zoological surveys, archaeological surveys, forest surveys, etc. In this way, they gathered all the facts that were essential for administering a country.

2. Describe how the official records of the British administration helped historians to write about the last 250 years of Indian history.

Answer

The British believed that the act of writing was important. Hence, they got written up every instruction, plan, policy decision, agreement, investigation, etc. Once this was done, things could be properly studied and debated. This conviction produced an administrative culture of memos, notings and reports.

They were very interested in preserving all important documents and letters. For this, they established record rooms attached to all administrative institutions such as the village tahsildar’s office, the collectorate, law courts etc. They also set up archives and museums to preserve important records.

Letters and memos that moved from one branch of the administration to another in the early years of the nineteenth century can still be read in the archives. Historians can also take help from the notes and reports that district officials prepared or the instructions and directives that were sent by officials at the top to the provincial administrators.

NCERT Solutions of Chapter 1 How, When and Where

How, When and Where Notes Class 8th

From Trade to Territory Extra Questions Chapter 2 Class 8 History

Chapter 2 From Trade to Territory Class 8 History Extra Questions is available here that will help you in understanding the chapter completely and scoring good marks in the examinations. Extra Questions for Class 8 History in increasing concentration among students.

Chapter 2 From Trade to Territory Very Short Answer Questions (VSAQs):

1. Who was the last of the powerful Mughal rulers?

Answer

Aurangzeb

2. With what purpose did the British originally come to India?

Answer

Trading

3. Who was the ruler of England in 1600?

Answer

Queen Elizabeth I

4. Name a thing produced in India which had a big market in Europe.

Answer

Fine qualities of cotton and silk (Any One)

5. How did the royal charter empower the East India company?

Answer

Through royal charter, East India company gained sole trading rights with the East.

6. Why did the Battle of Plassey become famous?

Answer

It was the first major victory the Company won in India.

7. When did the British emerge on the political horizon of India?

Answer

By the second half of the 18th century

8. Who discovered the sea route to India and when?

Answer

Vasco da Gama, a Portuguese explorer, discovered the sea route to India in 1498 C.E.

9. When did Siraj-ud-Daulah become the Nawab of Bengal?

Answer

Siraj-ud-Daulah became the Nawab of Bengal in 1756 C.E., after the death of Alivardi Khan.

10. Why did the Company want a puppet ruler?

Answer

A puppet ruler would willingly give it trade concessions and other privileges.

11. Whom did the Company install in place of Mir Jafar?

Answer

Company installed Mir Qasim in place of Mir Jafar.

12. Who were called ‘nabobs’?

Answer

Several Company officials returned to Britain with wealth and led flashy lives and showed their riches with great pride. They were called “nabobs’.

13. Why did Tipu Sultan develop a close relationship with the French in India?

Answer

He did so in order to modernise his army with their help.

14. What was the objective behind the Company’s new policy of ‘paramountcy ’?

Answer

The Company claimed that its authority was paramount or supreme and therefore its power was greater than that of Indian states.

15. What happened in the Battle of Seringapatam?

Answer

Tipu Sultan was killed defending his capital Seringapatam.

16. What was Lord Dalhousie’s Doctrine of Lapse?

Answer

If an Indian ruler died without a male heir his kingdom would become the part of Company territory.

17. What was the result of Rani Channamma’s anti-British resistance movement?

Answer

She was put in the prison where she died.

18. Why was Warren Hastings, the first Governor-General of India, tried after he returned to England?

Answer

He was tried for the misgovernance of Bengal.

Chapter 2 From Trade to Territory Short Answer Questions (SAQs):

1. What led to a fierce battle between the European trading companies?

Answer

• The competition for Indian silk, cotton, spices among the European companies pushed up the prices at which goods could be purchased which led to reduction of profit.

• They saw a way to increase profit by eliminating rival companies which led to a fierce battle between the trading companies.

• They regularly sank each other's ships, blocked routes and prevented rival ships from moving with supplies of goods. Trading posts were also protected with arms and fortifications.

2. Give an account of different European trading companies besides the British East India Company that entered the Eastern markets.

Answer

Different European trading companies were:

• The Portuguese: By the time the first English ships sailed down the West coast of Africa, round the Cape of Good Hope, and crossed the Indian Ocean, the Portuguese had already established their presence in the western coast of India and had their base in Goa.

• The Dutch: By the early 17th century, the Dutch too were exploring the possibilities of trade in the Indian Ocean.

• The French: The French traders soon arrived on the scene for the same purpose.

3. What were the causes of conflict between Siraj-ud-Daulah and the British?

Answer

• The Company was not paying taxes.

• The Company officials were writing disrespectful letters to the Nawab.

• The British started deploying forces in Calcutta and in spite of the refusal of the Nawab to allow them to keep their forces there, the British did not with draw them.

4. What was the Doctrine of Lapse? Which kingdoms did the Company annex by applying this Doctrine?

Answer

The Doctrine of Lapse was the culmination of the Company’s territorial expansion policy. It was implemented by Lord Dalhousie, the Governor-General of India from 1848 to 1856. According to the

doctrine if an India ruler died without a male heir his kingdom would ‘lapse’, that is, become a part of Company territory. Several kingdoms were annexed by applying this doctrine - Satara, Sambalpur, Udaipur, Nagpur, Jhansi and Awadh.

5. How did the assumption of Diwani prove advantageous for the East India Company?

Answer

The assumption of Diwani was advantageous for the East India Company in many ways. The Diwani allowed the Company to use the vast revenue resources of Bengal. This solved a major problem that the Company had earlier faced. Its trade with India had expanded no doubt but it had to pay most of the

goods in India with gold and silver imported from Britain. The auto flow of these costly metals from Britain stopped after the assumption of Diwani now revenues from India could finance Company

expenses. These revenues could be used to purchase cotton and silk textiles in India, maintain Company books and meet the cost of building the Company fort and offices at Calcutta.

6. Why was the East India Company worried about Russia in the late 1830s? What did the

Answer

In the late 1830s the East India Company became worried about Russia. It got feared that Russia might expand across India and enter India from the north-west. Hence, the British now wanted to secure their

control over the north-west. They fought a prolonged war with Afghanistan between 1838 and 1842 and established indirect Company ruler there. Sind was taken over in 1843. However, it took some time to

take over Punjab because of the resistance put by Maharaja Ranjit Singh. But after his death, it was annexed in 1849.

7. Give a brief description of all the three Anglo-Maratha wars. Also write the main consequences.

Answer

The Company waged a series of wars against the Marathas in order to crush Maratha power:

• In the first war there was no clear victor, hence it ended in 1782 with the Treaty of Salbai.

• The second Anglo-Maratha War began in 1803 and ended in 1805. This war was fought on different fronts resulting in the British gaining Orissa and the territories north of the Yamuna river including Agra and Delhi.

• The third Anglo-Maratha War of 1817-1819 crushed Maratha power. The Peshwa was removed. The Company now had complete control over the territories south of the Vindhyas.

8. Write a brief note on Tipu Sultan.

Answer

Tipu Sultan was the famous ruler of Mysore. He ruled Mysore from 1782 to 1799. Under his leadership Mysore became very powerful. It controlled the profitable trade of the Malabar coast where the Company purchased pepper and cardamom. In 1785 Tipu Sultan stopped the export of these items through the ports of his kingdom, and disallowed local merchants from trading with the Company. He also developed relationship with the French in India to modernise his army with their help. The British got furious. They waged four battles against Tipu Sultan. The last battle proved unfortunate for him. He was killed depending his capital Seringapatam. The way he resisted the British is undoubtedly praiseworthy.

Long answer Questions:

1. How did the East India Company begin trade in Bengal?

Answer

• The East India Company set up first English factory on the banks of the river Hugli in the year 1651 which became the base from which the Company’s traders, known at that time as ‘factors’, operated.

• The factory had a warehouse where goods for export were stored and it had offices where Company officials set. As trade expanded, the Company persuaded merchants and traders to come and settle near the factory.

• By 1696 the Company began to build a fort around the settlement. Two years later it bribed Mughal officials into giving the Company zamindari rights over three villages. One of these was Kalikata which later developed into a city, known as Calcutta.

• The Company also persuaded the Mughal emperor Aurangzeb to issue a farman granting the Company the right to trade duty-free.

• The Company tried continuously to press for more concessions and manipulate existing privileges.

2. Why was the Battle of Plassey fought? What was its result?

Answer

The Battle of Plassey was fought when the conflicts between the Bengal nawabs and the Company got intensified. The Company did not like Sirajuddaulah because he was a strong nawab of Bengal. It wanted a prepped ruler in his place who would willingly give trade concessions and other privileges. For this purpose the Company tried to help one of Sirajuddaulah’s rivals become the nawab. This infuriated Sirajuddaulah. He asked the Company to stop meddling in the political affairs of his dominion, stop fortifications and pay the revenues. When the Company refused to do so the nawab market with 30,000 soldiers to the English factory at kasimbazar, captured the Company officials and

locked the warehouse. Then he marched to Calcutta where he was interrupted by the Company officials.

Finally, in 1757, Robert Clive led the Company’s army against Sirajuddaulah at Plassey, known as the Battle of Plassey. Sirajuddaulah could not manage to win this battle because one of his commanders, named Mir Zafar supported Robert Clive by not fighting the battle. The victory of the Company in the Battle of Plassey strengthened its roots in the Indian soil. It was the first major victory the Company won in the country.

3. How did the Company expand its rule in India after the famous Battle of Buxar?

Answer

The East India Company crossed all limits in the process of annexation of Indian states that began in 1757 and continued till 1857. The Company rarely launched a direct military attack on an unknown territory. Instead it used a variety of political, economic and diplomatic methods to extend its influence before annexing an Indian kingdom:

• The Company appointed Residents in Indian states after the Battle of Buxar in 1764. Through the Residents, the Company officials began interfering in the internal affairs of Indian states. The Company forced the states into a ‘subsidiary alliance’ under which Indian rulers were not allowed to have their independent armed forces. They were to be protected by the Company, but had to pay for the subsidiary forces. It the Indian rulers failed to make to payment, then part of their territory was taken away as penalty. Awadh and Hyderabad were forced to code territories on this ground.

• Under the policy of ‘paramountcy’ the Company claimed that its authority was supreme and therefore its power was greater than that of Indian states. In order to protect its interests it was justified in annexing Indian states.

• Then there was the Doctrine of Lapse which declared that if an Indian ruler died without a male heir his kingdom would lapse that is, become part of Company territory. Satara, Sambalpur, Udaipur, Nagpur, Jhansi and Awadh were annexed under this policy.

NCERT Solutions of Chapter 2 From Trade to Territory

From Trade to Territory Notes Class 8th

Ruling the Countryside Extra Questions Chapter 3 Class 8 History

Chapter 3 Ruling the Countryside Class 8 History Extra Questions which is very useful in grasping important points inside the chapter properly. Extra Questions for Class 8 will be helpful in answering the difficult questions with ease.

Chapter 3 Ruling the Countryside Very Short Answer Questions (VSAQs):

1. When was the East India Company appointed as the Diwan of Bengal?

Answer

On 12th August 1765, the East India Company was appointed as the Diwan of Bengal.

2. When did Bengal face a severe famine and how many people were killed in it?

Answer

A terrible famine occurred in Bengal in 1770 and around 10 million people were killed.

3. Who were made the owners of land in Permanent Settlement?

Answer

The rajas and taluqdars were recognised as zamindars and they were made the owners of land.

4. Name the Governor-General of India when the Permanent Settlement was introduced.

Answer

Charles Cornwallis.

5. What did the Permanent Settlement actually mean?

Answer

The amount of revenue the peasants were expected to pay was fixed permanently, that is, it was not to be increased ever in future.

6. What was the advantage of Permanent Settlement to the Company?

Answer

As a result of the Permanent Settlement, the Company was assured of a fixed and regular income.

7. Who introduced the mahalwari system and where?

Answer

An Englishman named Holt Mackenzie devised the mahalwari system in the north-western provinces of the Bengal Presidency in 1822 CE.

8. What was the unit of measurement in the mahalwari system?

Answer

Mahal or village was the unit in the mahalwari system.

9. Who was to pay revenue in the mahalwari system?

Answer

It was decided that the village would pay the revenue in the mahalwari system.

10. How did the Diwani of Bengal empower the Company?

Answer

As Diwan, the Company became the chief financial administrator of the territory under its control. Now it could administer the land and organise its revenue resources.

11. What did the woad producers in Europe want their government to do? Why?

Answer

The woad producers wanted their government to ban the import of indigo because they were worried by the competition from indigo.

12. Why did cloth dyers prefer indigo as a dye?

Answer

Indigo produced a rich blue colour whereas the dye from woad was pale and dull.

Chapter 3 Ruling the Countryside Short Answer Questions (SAQs):

1. How did the responsibility of the Company change as the Diwan of Bengal?

Answer

• When the Company got Diwani rights of Bengal, it became the chief financial administrator of the areas under its control.

• Now, the Company had to manage and organise revenue resources.

• The Company was also responsible for the administration of its territory. It had to yield enough revenue to meet the increasing expenses.

2. How did the Bengal economy fall into a deep crisis?

Answer

• After the Company became the Diwan of Bengal it began its efforts to increase the revenue as much as it could and buy fine cotton and silk cloth as cheaply as possible.

• Within five years the value of goods bought by the Company in Bengal doubled. Before 1765, the Company had purchased goods in India by importing gold and silver from Britain.

• Now the revenue collected in Bengal could finance the purchase of goods for export. This caused huge loss of revenue for Bengal which paralysed its economy.

3. What did the Company officials learn from their past experiences as administrators?

Answer

• As administrators, the Company officials learnt a lot from their past experiences. The officials had to move with great caution since they represented an alien or foreign power.

• They had to pacify the local people who had ruled the countryside and wielded extensive power in the society.

• The Company officials knew it well that these local rulers could only be controlled, and not entirely eliminated.

4. What were the consequences of the economic crisis that gripped Bengal?

Answer

• Artisans began to leave villages since they were being forced to sell their goods to the Company at low prices.

• Peasants were unable to pay the dues that were being demanded from them.

• Artisanal production was in decline and agricultural cultivation showed signs of collapse.

• The most terrible consequence came to be seen in 1770 when a terrible famine hit Bengal killing ten million people. About one- third of the population was wiped out.

5. How was indigo cultivated under the ryoti system?

Answer

Under the ryoti system, the planters forced the ryots to sign a contract, known as satta. At times they pressurised the village headmen to sign the contract got cash advances from the planters at low rates of interest to produce indigo. But the loan committed the ryot to cultivating indigo on at least 25 per cent of the area under his holding. The planters provided the seed, and the drill, white the cultivators prepared the soil, sowed the seed and looked after the crop. After the harvest the crop was delivered to the planters.

6. Why did the demand for Indian indigo increase in the late-eighteenth century Britain?

Answer

Britain began to industrialise by the end of the eighteenth century. As a result, its cotton production expanded dramatically. This created an enormous new demand for cloth dyes. While the demand for indigo increased, its existing supplies from the West Indies and America collapsed for several reasons. Between 1783 and 1789 the production of indigo in the world fell by half. Cloth dyers in Britain now desperately looked for new sources of indigo supply.

Chapter 3 Ruling the Countryside Long Answer Questions (LAQs):

1. Explain in brief about the Permanent Settlement, the ryotwari system and the mahalwari system.

Answer

(i) Permanent Settlement
• Permanent Settlement is a system of revenue collection which was introduced in the provinces of Bengal and Bihar by Lord Cornwallis in 1793.
• The entire work of revenue collection was assigned to zamindars, who were given hereditary rights over the land on the condition that they would pay a fixed amount of revenue to the government every year.

(ii) Ryotwari system
• This system of land revenue collection was introduced by the British in the Madras and Bombay Presidencies.
• The government made settlements with farmers for a specific period of about 30 years.
• The farmer had to pay 50% of their production to the government every year. The settlement could be revised after the stipulated period.

(iii) Mahalwari system
• Holt Mackenzie, an Englishman, introduced a new system of mahalwari in 1822.
• In this system, the revenue-collectors went from village to village inspecting and measuring the land, and recording the customs and rights of different groups. The estimated revenue was calculated for each village. This demand was not fixed and could be revised.
• The village headman, and not the zamindar, was given the charge of collecting revenue and deposit it to the Company.

2. Describe the processes involved in indigo production.

Answer

Indigo production involved the following processes:

• After harvest, the indigo plant was taken to the vats (a fermenting or storage vessel) in the indigo factory. Three or four vats were needed to manufacture the dye.

• Each vat had a separate function. The leaves stripped off the indigo plant were first soaked in warm water in a vat known as the fermenting vat for several hours.

• When the plant fermented, the liquid began to boal and bubble. Now the rotten leaves were taken out and the liquid drained into another vat that was placed just below the first vat.

• In the second vat, known as the beater vat, the solution was continuously stirred and beaten with paddles. When the liquid gradually turned green and then blue, lime water was added to the vat.

• Gradually the indigo separated out in flakes, a muddy sediment settled at the bottom of the vat and clear liquid rose to the surface. The liquid was drained off and the sediment i.e. the indigo pulp transferred to another vat, known as the settling vat, and then pressed and dried for sale.

NCERT Solutions of Chapter 3 Ruling the Countryside

Tribals, Dikus and the Vision of a Golden Age Extra Questions Chapter 4 Class 8 History

Chapter 4 Tribals, Dikus and the Vision of a Golden Age Extra Questions for Class 8 History is very helpful in knowing the important concepts given inside the chapter. Class 8 Extra Questions will increase concentration among students and prepare yourself well before examinations.

Chapter 4 Tribals, Dikus and the Vision of a Golden Age Very Short Answer Questions (VSAQs):

1. Why did the British introduce land settlements?

Answer

They did so in order to get a regular revenue source for the state.

2. What was Indian silk known for?

Answer

Indian silk was known for its fine quality.

3. Why did the British want tribal groups to settle down and become peasant cultivators?

Answer

Because settled peasants were easier to control and administer than people who were always on the move.

4. What was the political aim of the Birsa movement?

Answer

The political aim of the Birsa movement was to drive out missionaries, money-lenders, Hindu landlords and the government and set up a Munda Raj Birsa at its head.

5. Why were some forests classified as Reserved Forests?

Answer

These forests produced timber which the British wanted.

6. What problem did the British face after they stopped the tribal people from living inside forests?

Answer

They faced the problem of shortage of labour.

7. Why did the Forest Department establish forest villages?

Answer

In order to ensure a regular supply of cheap labour.

8. Who were the outsiders being referred to as dikus?

Answer

Traders, moneylenders, missionaries, Hindu landlords and the British were the outsiders being referred to as dikus.

9. Who was Birsa Munda?

Answer

Birsa Munda belonged to a family of Mundas, a tribal group that lived in Chottanagpur.

10. When did Birsa Munda die and how?

Answer

Birsa Munda died of cholera in 1900.

11. When and where was the forest satyagraha staged?

Answer

The forest satyagraha occurred in 1930s in the Central Provinces.

12. On what charges was Birsa convicted?

Answer

Birsa was convicted on the charges of rioting.

Chapter 4 Tribals, Dikus and the Vision of a Golden Age Short Answer Questions (SAQs):

1. What did the Khond community of Orrisa do to earn living?

Answer

The Khond community of Orissa lived by hunting and gathering forest produce. Forests were essential for them. They regularly went out on collective hunts and then divided the meat amongst themselves. They ate fruits and roots collected from the forest and cooked food with the out they extracted from the seeds of the sal and mahua. They used many forest shrubs and herbs for medicinal purposes, and sold forest produce in the local markets.

2. How did the British officials view settled tribal groups and those who moved about from place to place?

Answer

The British officials saw settled tribal groups such as the Gonds and Santhals as more civilised than hunter-gatherers or shifting cultivators. These tribal groups lived in the forests and kept on moving. They did not have a fixed home. The British considered them wild and savage and therefore they needed to be settled and civilised.

3. Why was the British effort to settle jhum cultivators not very successful?

Answer

• It is usually difficult to carry on settled plough cultivation in areas where water is scarce and the soil is dry.

• Jhum cultivators who took to plough cultivation often suffered since their fields did not prdfcluce good yields. Hence, the jhum cultivators in north-east India insisted on continuing with their traditional practice.

• The British faced widespread protests. Therefore, they allowed them to carry on shifting cultivation in some parts of the forest.

4. How did traders and moneylenders exploit the tribal people?

Answer

Tribal groups often needed to buy and sell in order to be able to get the goods that were not produced within the locality. This led to their dependence on traders and moneylenders. Traders came around with things for sale. They sold the goods at high prices.

Moneylenders used to give loans with which the tribals met their cash needs, adding to what they earned. But the interest charged on the loans was very high. Thus, both traders and moneylenders always exploited the tribal people. It is therefore the tribals- saw them as evil outsiders and the cause of their misery.

5. Describe land settlements introduced by the British.

Answer

The British introduced land settlements to ensure a regular revenue source for the state. Under these settlements:

• The British measured the land, defined the rights of each individual to that land, and fixed the revenue demand for the state.

• Some peasants were declared landowners, others tenants. The tenants were to pay rent to the landowner who in turn paid revenue to the state.

6. How did Birsa resume his movement after his release in 1897?

Answer

Birsa was released in 1897. Now he began touring the villages to gather support. He used traditional symbols and language to rouse people, urging them to destroy dikus and the Europeans and establish a kingdom under his leadership. Birsa’s followers began targetting the symbols of dikus and European power. They attacked police stations and churches and raided the property of moneylenders and zamindars. They raised the white flag as a symbol of Birsa Raj.

7. In what ways was the Birsa movement significant?

Answer

The Birsa movement was significant in two ways:

• It forced the colonial government to introduce laws so that the land of the tribals could not easily be taken over by dikus.

• It showed once again that the tribal people had the capacity to protest against injustice and express their anger against colonial rule. They did this in their own specific way, inventing their own rituals and symbols of struggle.

8. What problem did the British face after they brought changes in forest laws? How did they solve this problem?

Answer

The British stopped the tribal people from living inside forests by introducing some changes in forest laws. This created a problem. They lost labour force because most of the jhum cultivators moved to other areas in search of work.

Colonial officials solved the problem of labour's shortage by giving jhum cultivators small patches of land in the forests and allowing them to cultivate these on the condition that these who lived in villages would have to provide labour to the Forest Department and look after the forests. The Forest Department established forest villages in many regions to ensure a regular supply of cheap labour.

Chapter 4 Tribals, Dikus and the Vision of a Golden Age Long Answer Questions (LAQs):

1. Give a detailed description of Birsa's life and work?

Answer

• Birsa was bom in the mid-1870s in a family of Mundas, a tribal group that lived in Chottanagpur. He grew up around the forests of Bohanda, grazing sheep, playing flute and dancing in the local akharas. • As an adolescent Birsa heard tales of the Munda uprisings of the past and saw sirdars (leaders) of the community urging the people to revolt.

• Birsa took great interest in the sermons of missionaries because they inspired the Mundas to attain their lost rights. He also enjoyed the company of a prominent Vaishnav preacher. He wore the sacred thread and began to value the importance of purity and piety.

• He decided to reform tribal society. He urged the Mundas to give up all their bad practices like drinking liquor, etc. Here, it is worth-mentioning that Birsa also turned against missionaries and Hindu landlords.

• He urged his followers to restore their glorious past. He talked of a golden age in the past—when Mundas lived a very good life. They did not kill their brethren and relatives. Birsa wanted to see these qualities again in the tribal society.

• The British officials got terrified to visualise the political aims of Birsa Munda. As the movement spread, the government arrested him in 1895, convicted him on the charges of rioting. He was also jailed him for two years.

• After Birsa was released in 1897, he began to tour the villages to gather support. He urged his supporters to destroy dikus and the Europeans. In 1900, he died of cholera and the movement faded out. But it proved significant in the long run.

2. How did different tribal groups live? Describe in brief.

Answer

Tribal people were involved in many different types of activities:

• Some tribal people practised jhum cultivation also known as shifting cultivation. This was done on small patches of land, mostly in forests. The cultivators cleared off small patches of land. They then burnt the vegetation and spread the ash from the firing, which contained potash to fertilise the soiir They used equipments like axe and hoe for preparing the soil for cultivation. Then they scattered the seeds on the field. Once the crop was ready, and harvested, they moved to another field. Shifting cultivators were found in the hilly and forested tracts of north-east and central India.

• Some tribal groups were engaged in hunting animals and gathering forest produce, hence known as “hunter-gatherers’. They saw forests as essential for survival. The Khonds were such a community living in the forests of Orissa. They regularly went out on collective hunts and then divided the meat amongst themselves. They ate fruits and roots and cooked food with the oil they extracted from the seeds of the sal and mahua. They got rice and other grains in return for their valuable forest produce. Sometimes they did odd jobs in the villages like carrying loads, etc.

• Some tribal groups lived by herding and rearing animals. They were pastoralists who moved with their herds of cattle or sheep according to the seasons. For examples, the Vicm Gujjars of Punjab hills, and the Labadis of Andhra Pradesh were cattle herders, the Gaddis of Kulu were shepherds and the Bakarwals of Kashmir reared goats.

• Some tribal community took to settled cultivation. They cultivated their fields in one place year after year, instead of moving from place to place. They began to use the plough and gradually got rights over the land they lived on.

When People Rebel Extra Questions Chapter 5 Class 8 History

Chapter 4 When People Rebel Extra Questions for Class 8 History is very helpful in encouraging students to learn new topics and understanding important points. Class 8 Extra Questions will guide student in a better way and improving the learning behaviour of the students.

Chapter 5 When People Rebel Very Short Answer Questions (VSAQs):

1. Under what pretext did Governor-General Dalhousie take over Awadh?

Answer

He took over Awadh under the pretext of misgovernment.

2. What was the first step taken by the Company towards ending the Mughal dynasty?

Answer

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

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

Answer

Nana Saheb pleaded that he be given his father’s pension when the latter died.

4. What did the ageing Mughal emperor Bahadur Shah Zafar do after he was declared the leader of the rebels?

Answer

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

5. Who was Bakht Khan?

Answer

Bakht Khan was a soldier from Bareilly. He took charge of a large force of fighters who came to Delhi.

6. Who was Tantia Tope?

Answer

Tantia Tope was the General of Nana Saheb.

7. Who was Ahmadullah Shah? What was his prophecy?

Answer

Ahmadullah Shah was a maulvi from Faizabad. His prophecy was that the rule of the British would soon come to an end.

8. Why were the powers of the East India Company transferred to the British Crown?

Answer

The powers of the East India Company were transferred to the British Crown in order to ensure a more responsible management of Indian affairs.

9. When did the British recapture Delhi?

Answer

The British recaptured Delhi in September 1857.

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

Answer

The rumour spread that the new cartridges were coated with the fat of cows and pigs.

11. Why did the British treat Muslims with suspicion and hostility?

Answer

The British believed that Muslims were responsible for the rebellion in a big way.

12. What was the first step that the Company took to bring an end the Mughal dynasty?

Answer

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

Chapter 5 When People Rebel Short Answer Questions (SAQs):

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

Answer

The British introduced several reforms:

• They passed laws to stop the practice of sati and to encourage the remarriage of widows.

• They promoted English language education.

• In 1850, the Company passed a new law that made the conversion to Christianity easier.

Many Indians began to feel that the British were destroying their religion, their social customs and their traditional way of life. But at the same time there were other Indians who readily accepted the reforms introduced by the British. In fact, they wanted to change existing social practices.

2. How did the Company plan to bring an end to the Mughal dynasty?

Answer

• First of all the name of the Mughal king was removed from the coins minted by the Company.

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

• In 1856, Governor-General “Canning decided that Bahadur Shah Zafar would be the last Mughal king and after his death his descendants would be known as princes.

3. How did the British try to win back the loyalty of the people after they recaptured Delhi?

Answer

• The British announced rewards for loyal landholders by allowing them to continue to enjoy traditional rights over their lands.

• Those who had rebelled were told that if they submitted to the British and if they had not killed any white people, they would remain safe and their rights and claims to land would not be denied.

4. Why were the Indian sepoys in the employ of the Company discontented? Give sufficient reasons.

Answer

Reasons for discontentment among Indian sepoys:

• The Indian sepoys were given poor salaries and allowances.

• The conditions of service also made them unhappy.

• Some of the new rules even violated their religious sentiments and beliefs.

• Those were the days when many people in the country believed that if they crossed the sea they would lose their religion and caste. So when in 1824 the sepoys were told to go to Burma by the sea route to fight for the Company, they refused to follow this order. As a result they were given severe punishment. In 1856, the Company passed a new law which stated that every new person who took up employment in the Company’s army had to agree to serve overseas if required.

5. What did the Company do to bring the Mughal dynasty to an end?

Answer

The Company did not want tob continue the Mughal dynasty any more. For this it made a cautions plan which it executed by one. First of all the name of the Mughal king was removed from the coins minted by the Company. In 1849, Governor-General Dalhousie announced that after the death of Bahadur Shah Zafar, the family of the king would be shifted out of the Red Fort and given another place in Delhi to reside in. In 1856, Governor- General Canning decided that Bahadur Shah Zafar would be the last Mughal king and after this death none of his descendants would be recognised as kings. Instead they would be called princes.

6. How did the ruling families try to protect their interest?

Answer

Since the mid-eighteenth century, nawabs and rajas had seen their power and influence wear away gradually. They had gradually lost their authority and honour. Hence, many ruling families tried to negotiate with the Company to protect their interests so that they could enjoy their influence to a considerable extent. For example, Rani Lakshmibai of Jhansi wanted the Company to recognise her adopted son as the heir to the kingdom after the death of her husband. Nana Saheb, the adopted son of Peshwa Baji Rao II, pleaded that he be given his father’s pension when the latter died. But the Company turned away these pleas.

7. What did the British do to win back the loyalty of the Indian after the defeat of rebel forces?

Answer

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

8. How did the British deal with the last Mughal emperor Bahadur Shah Zafar during the last years of his life?

Answer

The British recaptured Delhi from the rebel forces in September 1859. Just after that they turned their eyes to Bahadur Shah Zafar. He was tried in court and sentenced to life imprisonment. He and his wife Begum Zinat Mahal were sent to prison in Rangoon in October 1858. Bahadur Shah Zafar died in the Rangoon jail in November 1862. Thus, the last years of his life were very pathetic because the British dealt with him so ruthlessly.

Chapter 5 When People Rebel Long Answer Questions (LAQs):

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

Answer

The British had to face defeat in several battles during their revolt. This caused a number of uprisings against the British in various states of India.

• One such rebellion occurred in the region of Awadh. The villagers took to arms and the landlords led them. But unfortunately, they were defeated by the British forces. The defeat of the rebel forces encouraged the British.

• They applied two major methods to suppress the rebellion. First of all, they tried and hanged a large number of rebel leaders who had dared to challenge their authority. But at the same time they showed a little bit soft altitude to those landholders who were loyal to them during the revolt.

• They announced rewards for them by allowing them to continue to enjoy traditional rights over their lands. Those who had killed any white people, they would remain safe and their rights and claims to land would not be denied.

2. How did the rebellion spread to other regions of the country?

Answer

The position of the British became very weak in Delhi and they were almost defeated by the rebel force. Therefore, there was no uprising for almost a week. Afterwards a spurt of mutinies began in several parts of India.

• Regiment after regiment mutinied and took to join otlter troops at nodal points like Delhi, Kanpur and Lucknow. After them, the people of the towns and villages also” rose up in rebellion. They rallied around local leaders, zamindars and chiefs who were prepared to establish their authority and fight the British.

• Nana Saheb, the adopted son of the late Peshwa Baji Rao who lived near Kanpur, gathered armed forces and expelled the British Garrison from the city. He proclaimed himself Peshwa. He delcared that he was a Governor under emperor Bahadur Shah Zafar. In Lucknow, Birjis Qadr, the son of the deposed Nawab Wajid Ali Shah, was proclaimed the new Nawab. He too acknowledged the suzerainty of Bahadur Shah Zafar.

• In Jhansi, Rani Lakshmibai joined the rebel sepoys and fought the British along with Tantia Tope, the General of Nana Saheb.

• A situation of widespread rebellion also developed in the region of Awadh. Many new leaders also came up and joined the revolt. Ahmadullah Shah, a maulvi from Faizabad, raised a large force of supporters. He came to Lucknow to fight the British.

• In Delhi, a large number of religious warriors came together to wipe out the white people. Bakht Khan, a soldier from Bareilly, took charge of a large force of fighters who came to Delhi. In Bihar, an old zamindar, Kunwar Singh, joined the rebel sepoys and battled with the British for several months.

3. What were the consequences of the Revolt of 1857?

Answer

After the end of the popular rebellion of 1857, the British introduced some important changes in their policies. These changes were:

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

• The Governor-General of India was given the title of viceroy, that is, personal representative of the crown.

• All ruling chiefs of the country were assured that their territory would never be annexed in future. They were allowed to pass on their kingdoms to their heirs, including adopted sons.

• It was decided that the proportion of Indian soldiers in the army would be reduced and the number of European soldiers would be increased.

• The land property of Muslims was confiscated on large scale because the British held them responsible for the rebellion.

• The customary religions and social practices of the people of India were given due respect.

• Policies were made to protect landlords and zamindars and give them security of rights over their lands.

Colonialism and the City Extra Questions Class 8 History

Colonialism and the City Class 8 History Extra Questions is good way through which one can prepare for the examinations and score more marks. Extra Questions for Class 8 will help you in developing knowledge about the topics present in the chapter.

Chapter 6 Colonialism and the City Very Short Answer Questions (VSAQs):

1. Name the cities that were de-urbanised in the 19th century.

Answer

Surat, Machlipatnam and Seringapatam.

2. Why was a durbar held in Delhi in 1911?

Answer

In 1911, when King George V was crowned in England, a durbar was held in Delhi to celebrate the occasion.

3. Where did British live in the 1870s?

Answer

British lived in the sprawling Civil Lines area that came up in the north.

4. What is Kingsway known now?

Answer

It is now known as Rajpath.

5. Why were the main streets of Chandni Chowk and Faiz Bazar made broad?

Answer

They were made broad for royal processions to pass.

6. What was meant by de-urbanisation during the nineteenth century?

Answer

De-urbanisation was the process by which earlier centres of regional power collapsed with the defeat of the local leaders by the British and new centres of administration emerged.

7. What jobs did the new migrants coming to Delhi take up?

Answer

They took up jobs as hawkers, vendors, carpenters and ironsmiths.

8. What did the Census of 1931 reveal?

Answer

The Census of 1931 revealed that the Walled City area was thickly populated with as many as 90 persons per acre, while New Delhi had only about 3 persons per acre.

9. Why was the Viceroy’s Palace higher than Shah Jahan’s Jama Masjid?

Answer

The Viceroy’s Palace was higher than Shah Jahan’s Jama Masjid in order to establish British importance.

10. What were havelis?

Answer

Havelis were grand mansions in which the Mughal aristocracy in the 17th and 18th century lived.

11. Why were the Shahjahani drains closed at the end of the nineteenth century?

Answer

At the end of the 19th century, the Shahjahani drains were closed as because they could not serve the needs of the rapidly increasing population.

12. Why did Machlipatnam lose its importance as a port-town by the late 18th century?

Answer

It was because the British shifted their trade to the new ports of Bombay, Madras and Calcutta.

13. When did the city of Bombay begin to grow?

Answer

The city of Bombay began to grow when the East India Company started using Bombay as its main port in western India.

14. How did the British gain control of Delhi?

Answer

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

Chapter 6 Colonialism and the City Short Answer Questions (SAQs):

1. Mention three difference in the city design of New Delhi and Shahjahanabad?

Answer

Three differences in the city design of New Delhi and Shahjahanabad were:

• Shahjahanabad was honibly-crowded with a number of mohallas and bazaars. There were several narrow streets, but New Delhi was not crowded at. There were broad, straight streets lined with sprawling mansions set in the middle of large compounds.

• Shahjahanabad was built in an unplanned manner the over crowded spaces were unhygienic and unhealthy. There was no proper arrangement for sewage disposal. Drainage facilities were also not good. But the city of New Delhi was well- planned. It was clean and healthy. It had better water supply, sewage disposal and drainage facilities than the city of Shahjahanabad.

• The environment of Shahjahanabad was to chaotic. But New Delhi represented a sense of law and order.

2. Describe the main features of Shahjahanabad, built by Shah Jahan.

Answer

• Shahjahanabad, that was began in 1639, consisted of a fort-palace complex and the city adjoining it. Lai QUa or the Red Fort contained the palace complex. To its west lay the Walled City with 14 gates.

• The main streets of Chandni Chowk and Faiz Bazaar were broad enough for royal processions to pass. A canal ran down the centre of Chandni Chowk.

• The Jama Masjid was among the largest and grandest mosques in India. There was no place higher than this mosque within the city.

3. What happened to Delhi after 1857?

Answer

During the Revolt of 1857, the rebels gathered in the Delhi and captured it under the leadership of the Mughal emperor Bahadur Shah Zafar. Delhi remained under the control of the rebels for four months.

When the British recaptured Delhi, they embarked on a campaign of revenge and plunder. The British forces began wrecking vengeance on the streets of Delhi, massacring the rebels. To prevent another rebellion, the British exiled Bahadur Shah to Burma, dismantled his court, razed several of the places, closed down gardens and built barracks for troops in their place.

4. Why was the Delhi Improvement Trust set up?

Answer

The Delhi Improvement Trust built areas like Daryaganj south for wealthy Indians. Houses were grouped around parks within the houses, space was divided according to new rules of privacy. Instead of spaces being shared by many families or groups, now different members of the same family had their own private spaces within the home.

5. Describe the main features of the colonial bungalow.

Answer

The main features of the colonial bungalow:

• It was meant for one nuclear family.

• It was a large single-storyed structure with a pitched roof and usually set in one or two acres of open ground.

• It had separate living and dinning rooms and bedrooms and a wide verandah running in the fronts and sometimes on three sides.

• Kitchens, stables and servants’ quarters were in a separate space from the main house. The house was run by dozens of servants.

6. 'The British wanted Delhi to forget its Mughal past'. What did they do to fulfill their wish?

Answer

The British exiled Bahadur Shah Zafar to Burma, dismantled his court, raised several of the palaces, closed down gardens and built barracks for troops in their places. They got the area around the fort completely cleared of gardens, pavilions and mosques. Mosques in particular were either destroyed, or part to other uses. No worship was allowed in the Jama Masjid for five years. One-third of the city was demolished and its canals were filled up. In the 1870s, the western walls of Shahjahanabad were broken to establish the railway and to allow the city to expand beyond the walls.

7. How did partition change the lives and occupations of the refugees?

Answer

The partition caused massive transfer of populations on both sides of the new border. Muslims left Delhi for Pakistan while their place was taken by equally large numbers of Sikh and Hindu refugees from Pakistan. Many of the Muslims who went to Pakistan were artisans, petty traders and labourers. The new migrants coming to Delhi were rural landlords, lawyers, teachers, traders and small shopkeepers. Partition changed their lives and their occupation. They had to take up new jobs as hawkers, vendors, carpenters and ironsmiths.

8. Before 1857, developments in Delhi were somewhat different from those in other colonial cities. How?

Answer

In Presidency cities, Bombay, Madras and Calcutta, the living spaces of Indians and the British were sharply separated. Indians lived in the “black’ areas, while the British lived in well laid out “white’ areas. But in Delhi, in the first half of the 19th century, the British lived alongwith the wealthier Indians in the Walled City. The British learned to enjoy Urdu/Persian culture and poetry and took part in local festivals.

Chapter 6 Colonialism and the City Long Answer Questions (LAQs):

1. Describe how New Delhi was planned?

Answer

New Delhi was constructed as a 10-square-mile city on Raisina Hill, south of the existing city.

• Two architects, Edward Lutyens and Herber Baker, were called on to design the city and its buildings. The government complex in New Delhi consisted of a two-mile avenue, Kingsway, (now Rajpath), that led to the Viceroy’s Palace which is now called Rashtrapati Bhawan, with the secretarist buildings on either sides of the avenue.

• The features of these government buildings were borrowed from different periods of India’s imperial history, but the overall look was Classical Greece in fifth century BCE. For instance, the central dome of the Viceroy’s Palace was copied from the Buddhist stupa at Sanchi, and the red sandstone and carved screens of jalis were borrowed from Mughal architecture.

• New Delhi took nearly 20 years to build. The idea was to build a city that was a stark contrast to Shahjahanabad. Hence, in the city, these were to be broad, straight streets lived with sprawling mansions set in the middle of large compounds.

• The architects wanted New Delhi to represent a sense of law and order. They new city had to be a clean and healthy space.

2. What did the Census of 1931 reveal? What attempts were made to decongest the old city?

Answer

The Census of 1931 revealed that the Walled City area was densely populated with as many as 90 persons per acre, while New Delhi had only about 10 persons per acre.

Several attempts were made to decongest the the old city, for example, in 1888 an extension scheme called the Lahore Gate Improvement Scheme was planned by Robert Clarke for the Walled City residents. The idea was to draw residents away from the old city to a new type of market square, around which shops would be built. Streets in this redevelopment strictly followed the grid pattern and were of identical width, size and character. Land was devided into regular areas for the construction of neighbourhoods. But this development remained incomplete and did not help to decongest the old city.

In 1936, the Delhi Improvement Trust was set up. It built areas like Daiyaganj south for wealthy Indians. Houses were grouped around parks. Within the houses, space was divided according to new rules of privacy. Instead of spaces being shared by many families or groups, now different members of the same family had their own private spaces within the home.

Weavers, Iron Smelters and Factory Owners Extra Questions Chapter 6 Class 8 History

Chapter 6 Weavers, Iron Smelters and Factory Owners Chapter Class 8 History Extra Questions that is very helpful in passing exams with flying colours and grasping the concepts properly. Extra Questions for Class 8 will give good experience and provide opportunities to learn new things.

Chapter 6 Weavers, Iron Smelters and Factory Owners Very Short Answer Questions (VSAQs):

1. Name the country where Patola was highly valued?

Answer

Indonesia.

2. What was Dacca famous for in the eighteenth century?

Answer

Mulmul and jamdani weaving.

3. During which period patola weaving was famous?

Answer

It was famous during the mid-19th century.

4. Name two places where chintz were produced during the mid-19th century.

Answer

Masulipatnam and Andhra Pradesh.

5. Name the origin of the word calico.

Answer

Calicut.

6. Give reasons why Indian textiles were renowned all over the world.

Answer

Their fine quality and beautiful craftsmanship made them renowned all over the world.

7. Why were bellows used?

Answer

Bellows were used to keep the charcoal burning.

8. How did Indian cotton factories prove to be helpful during the First World War?

Answer

They began to produce cloth for military supplies.

9. What became a symbol of nationalism?

Answer

Khadi became a symbol of nationalism.

10. How did European trading companies purchase cotton and silk textiles in India?

Answer

European trading companies purchased cotton and silk textiles in India by importing silver.

11. What were piece goods?

Answer

Piece goods were usually woven cloth pieces that were 20 yards long and 1 yard wide.

12. Why did the British government enact the Calico Art?

Answer

The British government enacted the Calico Act to ban the use of printed cotton textiles i.e., chintz.

13. Who were Agarias?

Answer

The Agarias are a community of iron smelters living in villages in Central India.

14. What is spinning jenny?

Answer

Spinning jenny is a machine by which a single worker could operate several spindles on to which thread was spun.

15. What were the furnaces made of?

Answer

The furnaces were made of clay and sun-dried bricks.

16. How did Indian cotton factories prove to be helpful during the First World War?

Answer

They began to produce cloth for military supplies.

Chapter 6 Weavers, Iron Smelters and Factory Owners Short Answer Questions (SAQs):

1. Who were the weavers? Mention the names of the communities famous for weaving.

Answer

Weavers belonged to communities that specialised in weaving. Weaving is a method of textile production in which two distinct sets of yarns or threads are interlaced at right angles to form a fabric or cloth. Their skills were passed on from one generation to the next. Some of the communities famous for weaving are the tanti weavers of Bengal, the julahas or momin weavers of north India, sale and kaikollar and devangs of south India.

2. Give a description of the four regions where textile production was concentrated in the early 19th century.

Answer

Textile production was concentrated in the following four regions in the early 19th century:

• Bengal was one of the most important centres. Located along the numerous rivers in the delta, the production centres in Bengal could easily transport goods to distant places.

• Dacca in Eastern Bengal, present- day Bangladesh, was the foremost textile centre in the 18th century. It was famous for its mulmut and jamdani weaving.

• Textile production was concentrated along the Coromandal coast stretching from Madras to nothem Andhra Pradesh.

• On the western coast there were important weaving centres in Gujarat.

3. How did the inventions of Spinning Jenny and Steam Engine revolutionise cotton textile weaving in England?

Answer

Textile industries had just emerged in England in the early 18th century. So, it was difficult for the English producers to compete with Indian textiles. This competition with Indian textiles led to a search for technological innovation in England. In 1764, the Spinning Jenny was invented by John Kaye which increased the productivity of the traditional spindles. Then came the steam engine. It was invented by Richard Arkwright in 1786. These two inventions revolutionised cotton textile weaving in England. Cloth could now be woven in immense quantities and cheaply too.

4. What was Wootz Steel? How was it produced?

Answer

Wootz was a special type of high carbon steel. It was produced all over south India.

• Wootz steel when made into swords produced a very sharp edge with a flowing water pattern. This pattern came from very small carbon crystal embedded in the iron.

• Wootz steel was produced in many hundreds of smelting furnaces in Mysore. In these furnaces, iron was mixed with charcoal and put inside small clay pots. Through an intricate control of temperatures the smelters produced steel ignots that were used for sword making not just India but in West and Central Asia too.

5. Give a brief description of growth of cotton mills in India.

Answer

The first cotton mill in India was set up as a spinning mill in Bombay in 1854. By 1900, over 84 mills started operating in Bombay.

Mills were set up in other cities too. The first mill in Ahmedabad was started in 1861. A year later a mill was established in Kanpur, in the United Provinces. Growth of cotton mills led to a demand for labour. As a result, thousands of poor peasants, artisans and agricultural labourers moved to cities to work in the mills.

6. Describe the process of cloth making.

Answer

The process of cloth making consists of two stages:

• The first stage of production was spinning, Le. work done mostly by women. The charkha and the takli were household spinning instruments. The thread was spun on the charkha and rolled on the takli

• When the spinning was over the thread was woven into cloth by the weaver.

In most communities weaving was a task done by men. For coloured textiles, the thread was dyed by the dyer, called rangrez. For painted cloth the weavers needed the help of specialist block printers called chhipigars.

7. What problems did the Indian textile industry face in the first few decades of its existence? What happened after that?

Answer

The textile factory industry in Indian faced several problems in the first few decades of its existence. It found it difficult to compete with the cheap textiles imported from Britain. In most countries, governments supported industrialisation by imposing heavy duties on import. This eliminated competition and protected infant industries. The colonial government of India usually refused such protection to local industries. However, cotton factory production in India increased suddenly during the First World War. This was the period when textile imports from Britain declined and Indian factories were called upon to produce cloth for military supplies.

8. In what way did the development of cotton industries in Britain affect textile producers in India?

Answer

Indian textiles were famous all over the world for their fine quality and exquisite craftsmanship. But the development of cotton industries in Britain marred their fame. Textile producers in India got affected due to this in the following ways:

• Indian textiles now had to compete with British textiles in the European and American markets.

• Exporting textiles to England also became increasingly difficult since very high duties were imposed on Indian textiles imported into Britain. By the beginning of the nineteenth century, English made cotton textiles successfully ousted Indian goods from their traditional markets in Africa, America and Europe.

Chapter 6 Weavers, Iron Smelters and Factory Owners Long Answer Questions (LAQs):

1. How did Iron and Steel factories come up in India?

Answer

Jamsetji Tata had decided to spend a large part of his fortune to build a big iron and steel industry in India. But this could not be done without identifying the sources of fine quality iron ore. For this reason his son, Dorabji Tata along with Charles Weld, an American geologist, began travelling in Chhattisgarh in search of iron ore deposits. It was the year 1904.One day, after travelling for many hours in the forests, Weld and Dorabji came upon a small village where they met the Agarias, who were carrying basket loads of iron ore. When asked where they had found the iron ore, the Agarias pointed to hill in the distance, Weld and Dorabji rushed to the hill. On exploring the hill the geologist declared that they had at last found what they had been looking for.

But there was a problem. The region was dry and the Tatas had to search for a more suitable place to set up their factory.

A few years later a large area of forest was cleared on the banks of the river Subarnarekha to set up the factory and an industrial township, i.e. Jamshedpur. Here, there was water near iron ore deposits. The Tata Iron and Steel Company, popularly known as TISCO began producing steel in 1912.

2. Describe how the Indian iton smelting industry declined in the nineteenth century.

Answer

There were several reasons behind this:

• The new forest laws introduced by the colonial government in India prevented people from entering the reserved forests. This created problems for the iron smelters. It became difficult for them to find wood for charcoal and iron ore. As a result, many gave up their craft and looked for other means of livelihood.

• In some areas the government did grant access to the forest. But the iron smelters had to pay a very high tax to the forest department for every furnace they used. This reduced their income.

• By the late nineteenth century iron and steel was being imported from Britain. Ironsmiths in India began using the imported iron to manufacture utensils and implements. This lowered the demand for iron produced by local smelters.

• By the early twentieth century, the artisans producing iron and steel faced a new competition that came up with the emergence of iron and steel industries in India.

CBSE Class 10 and 12 Exams likely to be held in Feb-March 2021

According a top official of CBSE, the CBSE Class 10 and 12 exams will be held in February-March like every year. CBSE’s Controller of Examinations Sanyam Bhardwaj during an interview made a statement that as of now the board has no plans to delay the board exam 2021.

He also added, “While preparing the datasheet in 2019, students got more than enough gap between the two exams. Even if some exams were scheduled back to back, it was made sure that subsequent exam was easy”. “CBSE successfully completed the compartment exams amid the pandemic and based on the learning from that we will manage board exams in 2021 in offline mode”, He said to Times of India.

Giving much relief to the students, he said that this year there is a possibility that students will get more gap days between their exams than the previous year due to the COVID-19 situation and academic loss.

“While preparing the datasheet in 2019, students got more than enough gap between the two exams. Even if some exams were scheduled back to back, it was made sure that subsequent exam was easy”, he added.

Bhardwaj hoped that state governments will soon reopen schools and students will get time to prepare for the exams. “Usually, schools get around 1.5 months. This year, they may get more than two months to conduct practical exams and complete all formalities while keeping COVID-19 guidelines in mind”.

Civilising the Native Educating the Nation Extra Questions Chapter 7 Class 8 History

Chapter 7 Civilising the Native Educating the Nation Class 8 History Extra Questions is very helpful in inculcating correct learning habits among students. Extra Questions for Class 8 will be useful in understanding the key concepts properly.

Chapter 7 Civilising the Native Educating the Nation Very Short Answer Questions (VSAQs):

1. Name two individuals who sharply attacked the Orientalists.

Answer

James Mill and Thomas Babington Macaulay.

2. Why was Calcutta Madrasa set up?

Answer

Calcutta Madrasa was set up to promote the study of Arabic, Persian and Islamic law.

3. Why was the Hindu College established in Benaras?

Answer

The Hindu College was established in Benaras to encourage the study of ancient Sanskrit texts that would be useful for the. administration of the country.

4. Name the different languages that William Jones studied.

Answer

Greek, Latin, English, French, Arabic and Persian.

5. How were Oriental institutions like the Calcutta Madrasa and Benaras Sanskrit College viewed by the British?

Answer

These Oriental institutions were viewed as temples of darkness that were falling of themselves into decay.

6. Where were classes held under the system of pathshalas?

Answer

Classes were held under a banyan tree or in the comer of a village shop or temple or at the guru’s home.

7. What did Jones and Colebrooke think about Indian civilisation?

Answer

They felt that Indian civilisation had attained its glory in the ancient past, but has subsequently declined.

8. Name the places where the British established universities.

Answer

Calcutta, Madras and Bombay.

9. What did Thomas Macaulay urge the British government in India?

Answer

Thomas Macaulay urged the British government in India to stop wasting public money in promoting Oriental learning for it was of no practical use.

10. What type of education was given to the children in pathshalas?

Answer

Children were given oral education in pathshalas.

11. What was Asiatick Researches? Who started it?

Answer

Asiatick Researches was a journal started by William Jones together with Henry Thomas Colebrooke and Nathaniel Halhed.

12. What task was assigned to the pandit by the Company?

Answer

The Company assigned the pandit to visit the pathshalas and try to improve the standard of teaching.

13. Why did the British use the term 'vernacular'?

Answer

The British used the term ‘Vernacular’ to mark the difference between the local languages of everyday use and English, the language of the imperial masters.

14. Why were classes not held during harvest time?

Answer

It was because rural children had to work in the fields during harvest time.

15. What do you mean by Tagore’s abode of peace?

Answer

Tagore’s Shantmiketan was established in a rural setting, 100 kilometres away from Calcutta. As it was far from the din and bustle of the city it was an abode of peace.

16. What was the task of the government pandits?

Answer

Their task was to visit the pathshalas and try and improve the standard of teaching.

Chapter 7 Civilising the Native Educating the Nation Short Answer Questions (SAQs):

1. Why did Thomas Macaulay emphasise the need of European Education in India?

Answer

Thomas Macaulay was a great critic of the orientalist vision of learning. He saw India as an uncivilised country that needed to be civilised. He thought that no branch of Eastern knowledge could be compared to what England had produced. He urged that the British government in India stop wasting public money in promoting oriental learning for it was of no practical use.

He emphasised the need to introduce European education in India. He felt that knowledge of English would allow Indians to read some of the finest literature the world had produced. It would make them aware of the developments in Western science and philosophy. Teaching of English could be a way of civilising people, changing their tastes, values and culture.

2. What were the views of other Company officials?

Answer

Other Company officials did not approve the ideas of the Orientalists. They began to criticise the Orientalist- vision of learning. They saved that the knowledge of the East was full of errors and unscientific thought. They saw Eastern literature as non-serious and light-hearted. So, they argued that it was wrong on the part of the British to spend so much effort in encouraging the study of Arabic and Sanskrit language and literature.

3. What type of education did Tagore want to give to children?

Answer

Tagore hated going to school. He found it suffocative and oppressive. He felt that childhood ought to be a time of self-learning, outside the rigid and restricting discipline of the schooling system set up by the British. Teachers had to be imaginative, understand the child and help the child develop her curiosity. According to Tagore, the existing schools killed the natural desire of the child to be creative, her own thoughts and desires.

4. Why did many Company officials in India want to promote Indian rather than Western learning?

Answer

Many Company officials felt that institutions should be set up to encourage the study of ancient Indian texts and teach Sanskrit and Persian literature and poetry. These officials were of the opinion that Hindus and Muslims ought to be taught what they were already familiar with and what they valued and preserved, not subjects that were alien to them. They believed that only by doing this the British could win the hearts of the Indians, only then they could expect to be respected by their subjects.

5. What measures were taken by the English Education Act of 1835?

Answer

The following measures were taken under the English Education Act 1835:

• English was made the medium of instruction for higher education.

• Promotion of Oriental institutiohs like the Calcutta Madrasa and Benaras Sanskrit College was stopped. These institutions were seen as temples of darkness that were falling of themselves into decay.

• English textbooks began to be produced for schools.

6. What measures were taken by the British after issuing of Wood’s Despatch?

Answer

Following measures were taken:

• Education departments of the government were set up to extend

control over all matters regarding education.

• A system of universities education was introduced. Universities were established in Calcutta, Madras and Bombay.

• Attempts were also made to bring about changes within the system of school education.

7. Define the term ‘vernacular’. Why did the British use this term in colonial countries like India?

Answer

The term Vernacular’ refers to a local language or dialect as distinct from what is known as the standard language.

In colonial countries like India, the British used this term to mark the difference between the local languages of everyday use and English, the language of the imperial masters.

8. How did Tagore and Mahatma Gandhi differ in their thought about western education?

Answer

Mahatma Gandhi was highly critical of western civilisation and the worship of machines and technology. Tagore wanted to combine elements of modern western civilisation with what he saw as the best within Indian tradition. He emphasised the need to teach science and technology at Shantiniketan along with art, music and dance.

Chapter 7 Civilising the Native Educating the Nation Long Answer Questions (LAQs):

1. How can you say that the system of education in pathshalas was flexible?

Answer

In pathshalas there were nofixed fee, no printed books, no separate school building, no benches or chairs, no blackboards, no system of separate classes, no registers, no annual examinations, and no regular timetable. In some places classes were held under a banyan tree, in other places in the corner of a village shop or temple, or at the guru’s home. Fee depended on the income of parents.

Teaching was oral and the guru decided what to teach, in accordance with the needs of the students. Students were not separated out into different classes. They sat together in one place. During harvest time when rural children were busy in the fields, classes were not held. The pathshalas started once again when the crops had been cut and stored.

2. Write a note on Rabindranath Tagore and his school Shantiniketan.

Answer

Rabindranath Tagore, like Mahatma Gandhi, also did not approve Western education wholeheartedly. At the time when several Indians urged the British to open more and more schools, colleges and universities in order to spread English education in India, Rabindranath Tagore reacted strongly against such education.

• He was a great educationist But he hated going to school because he saw it oppressive. In fact he’wanted . to establish a school where the children were happy and were free to explore their thoughts and desires without feeling any suppression. He advocated for giving children natural surroundings where they would be able to cultivate their natural creativity.

• Keeping the above ideals in mind, Rabindranath Tagore established Shantiniketan in the year 1901. He regarded it as an ‘abode of peace’. He set up his school 100 kilometres away from Calcutta, in a rural setting in order to provide children a very peaceful environment. Here, they could develop their imagination and creativity. Tagore was of the opinion that existing schools were killing the natural desires of the children to be creative. Hence, it was necessary to help them develop their curiosity by providing them good teachers who could understand them. By establishing an institution like Shantiniketan he did a great job in the field of education.

3. What measures were undertaken by the Company to improve the system of vernacular education?

Answer

There were no rules and regulations in pathshalas. Hence, the Company decided to improve the entire system. It took several measures:

• It appointed a numbef of government pandits, each in charge of looking after four to five schools. The task of the pandit was to vi§it the pathshalas and try and improve the standard of teaching.

• Each guru was asked to submit periodic reports and take classes according to a regular time table.

• Teaching was now to be based on textbooks and learning was to be tested through a system of annual examination.

• Students were asked to pay a regular fee, attend regular classes, sit on fixed seats, and obey the new rules of discipline.

4. What were the provisions of Wood's Despatch?

Answer

• The Court of Directors of the East India Company in London sent an educational despatch to the Governor- General in India in the year 1854. As the despatch was issued by Charles Wood, the President of the Board of Control of the Company, it came to be known as Wood’s Despatch. ‘ Wood’s Despatch outlined the educational policy that was to be followed in India. It criticised the Oriental knowledge and emphasised the need of European learning.

• The Despatch made it clear that European learning would enable Indians to recognise the benefits that would flow from the expansion of trade and commerce. It would also make them see the importance of developing country’s resources. Indians needed to adopt European ways of life because this would change their tastes and desires and create a demand for British goods.

• Wood’s Despatch further argued that European learning would improve the moral character of the people of India. It would make them honest and raliable and thus supply trusted civil servants to the Company.

• The Despatch strongly criticised the literature of the East because it was full of errors and unable to instill in people a sense of duty and a commitment to work.