Important Questions Class 8 Social Science Our Pasts 3 Chapter 7
Important Questions Class 8 Social Science (History) Our Pasts 3 Chapter 7
History shows us what it means to be human by highlighting both the great successes and devastating failures of humans. History also teaches us by giving us concrete examples of how to organise societies in a way that benefits everyone. The seventh chapter of Class 8 Social Science Our Pasts 3 is Civilising the “Native”, Educating the Nation. The British believed that they had a cultural mission to “civilise the natives” by educating the Indians through western education and criticised the oriental vision of learning. Other topics include , education for commerce and the agenda for a national education and ideas of Mahatma Gandhi and Rabindranath Tagore are discussed in the Chapter 7 of NCERT Our Pasts-III. The chapter describes the perspectives of the anglicists and the orientalists. Students will learn about William Jones’ and Thomas Macaulay’s perspectives on one end and James Mill’s on the other. Chapter 7 Class 8 Social Science Our Pasts 3 Important Questions will examine how Indians reacted to European education. Leaders who publicly opposed the British school system as a means of enslaving the Indians included Mahatma Gandhi and Rabindra Nath Tagore.Students can easily access and learn more about it on the Extramarks website.
Students can get to know the past while studying history. How this process of education began with the establishment of school, colleges and universities, evolved in the past 200 years.They can relive the events due to this subject. The History experts of Extramarks have developed Social Science Our Pasts 3 Class 8 Chapter 7 Important Questions using NCERT textbook, other reference books, past year question papers, and other sources. To assist students in understanding each chapter, our history subject experts have compiled a list of step-by-step solutions. Students can register with Extramarks and access Class 8 Social Science Our Pasts 3 Chapter 7 Important Questions.
In addition to Important Questions Class 8 Social Science Our Pasts 3 Chapter 7, students can easily access a repository of materials such as NCERT Solutions, CBSE revision notes, past year question papers, NCERT books, and more on the Extramarks website.
Important Questions Class 8 Social Science Our Pasts 3 Chapter 7- with Solutions
The in house History faculty experts at Extramarks have curated a list of Important Questionnaires for Class 8 Social Science Our Pasts 3 Chapter 7 from various sources. The British believed they would become the guardians of Indian culture as well as its masters by educating the Indians covered in Chapter 7 of NCERT Our Pasts-III. The chapter describes the perspectives of the anglicists and the orientalists. Students will learn about William Jones’ and Thomas Macaulay’s perspectives on one end and James Mill’s on the other. Chapter 7 Class 8 Social Science Our Pasts 3 Important Questions will examine how Indians see European education. Leaders who publicly opposed the British school system as a means of enslaving the Indians included Mahatma Gandhi and Rabindra Nath Tagore. These questions and solutions help students understand this chapter Civilising the “Native” and Educating the Nation better.
Here are a few Important Questions Class 8 Social Science Our Pasts 3 Chapter 7 and their solutions:
Q1. Why did Mahatma Gandhi think that English education had enslaved Indians?
Answer 1. According to Mahatma Gandhi, colonial schooling gave Indians a false sense of inferiority. It diminished their pride in their own culture and caused them to view Western civilisation as superior. Gandhi believed that English education was poisonous. It oppressed Indians and put a curse on them, which was wicked. Indians trained in these schools started to admire British rule because they were fascinated by the West and valued anything western.. Mahatma Gandhi wished that Indians may regain their feeling of dignity and self-respect through education. He advised students to quit schools during the national movement to demonstrate to the British that Indians were no longer willing to be enslaved.
Q2. What did Mahatma Gandhi wish Indians would learn?
Answer 2. Mahatma Gandhi believed that English education would westernise Indians, subjugate them, urge them to leave educational institutions, and that would turn them into aliens in their own country. Mahatma Gandhi wanted to teach youngsters to learn through experience and practical knowledge rather than through western education which focused on reading and writing which does not count as education. Gandhi reiterated that one needs to work with their hands and learn the craft. It’s important to understand the dignity of labour and various aspects of manufacturing handicrafts. Their comprehension of how things operate would be expanded, along with the practical knowledge needed to enhance such skills.. Mahatma Gandhi believed that English education would cause Indians to feel inferior about their language and culture. As a result, a system of national education radically different from the British started taking shape which was supported by Rabindranath Tagore.
Q3. Why did William Jones need to study Indian history, philosophy and law?
Answer 3. It was so because:
- Although Willam Joneswas a linguist. He arrived in India as a junior legal clerk, his main goal was to study the local language in order to learn the ancient Indian texts on law and other sciences . He had learned Greek, French and English. He eagerly picked up Sanskrit, Persian, and Arabic.
- He gained insight into Indian traditions and cultural legacy by studying old works from India in their original languages that dealt with history, philosophy, law, and religion. It had a magnificent past, but it declined gradually.
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- He saw the need to encourage both Indians to rediscover their beautiful heritage and their past and the British to learn about Indian culture and traditions. This would help the British to become the guardian of Indian culture as well as its masters.
- Jones, Colebrook and other company officials believed that the British ought to promote Indian rather than Western learning. The officials advocated that the Hindus and the Muslims ought to be taught what they were familiar with and not the subjects that were alien to them. Only then, they could win the hearts of the “natives” and only then the rulers could expect to be respected by their subjects.
Q4. What steps did the British take to promote vernacular education?
Answer 4. The Indian Pathshalas have no rules or restrictions. The British made several adjustments to promote learning because they were primarily concerned with higher education, they permitted the local pathshalas to function without much interference. These are some of them are as follows:
- To monitor four to five schools, the British hired government Pandits. These Pandits’ principal duty was to oversee and improve educational standards.
- The instructors were given the directive to regularly hold classes in tune with the timetable and produce a report as a consequence.
- A yearly test was performed to evaluate the curriculum, and instruction was now primarily from a textbook.
Q5. Why did Mahatma Gandhi want to teach children handicrafts?
Answer 5. Mahatma Gandhi believed education should be comprehensive, bringing out the best in children and adults and embracing body, mind, and spirit. He believed that literacy is neither the start nor the finish of education. He believed that literacy is just one kind of education for both men and women. Therefore, he believed that the child’s education should start with the instruction of practical knowledge of handicrafts and the ability to learn through experience. Literacy or simply learning to read and write did not count as education. . “In my opinion, such an educational system allows for the maximum potential level of mental and spiritual growth. Gandhi once said, “Only every trade must be taught, not only mechanically as it is done today, but scientifically, i.e. the kid should grasp the why and the wherefore of every procedure.
Q6. Discuss the Wood’s despatch and provisions.
Answer 6. To educate the Indians , the Court of Directors of the British East India Company sent an educational despatch to the Governor General in 1854. The telegram was known as “Wood’s Despatch” because Charles Wood, President of the Board of Control of the Company, it was named after him. . The primary goal of this dispatch was to showcase the benefits of European learning in the education system and sideline the oriental learning. Wood’s despatch argued that European education would enhance their moral character and make them honest and truthful. They persuaded Indians that a European education would give them the knowledge to comprehend global trade and modernising trends and the importance of developing resources of the country.
Q7. Why did James Mill and Thomas Macaulay think European education was essential in India?
Answer 7. British officials who held unfavourable opinions of eastern education and literature were James Mill and Thomas Macaulay. Both, therefore, proposed introducing European schooling in India. The exact justifications for this thinking were—
- Instead of studying poetry and holy books, Indians should be educated about scientific and technical achievements of the west , which would be more helpful.
- The aim was to teach what was useful and practical. The Indians could recognise the advantages of trade-related growth and comprehend the value of producing resources for the country.
- British products will find a market as Indians get acquainted with European and British culture.
- Indians will become more morally upright and diligent due to European education. This will provide a respectable number of public officials who will serve the British government with loyalty.
- Indians will be able to read the best literature and be aware of global scientific and technical advances through European education.
Q8. Indians are held captive by the English educational system. Gandhiji said this for what reason?
Answer 8. Mahatma Gandhi believed that English education would cause Indians to feel inferior to their language and culture. He thought the Indians would be severely cursed since Western culture would be seen as superior. He worried that Indians would become too influenced by the British due to the westernisation that would come from English education, making them foreigners in their own country. The Indian way of life piqued Gandhi’s curiosity more. He argued that education ought to develop a person’s mind and soul. He said real education would come from lived experiences and practical knowledge. .
Q9. How were Tagore and Mahatma Gandhi’s perspectives different from the Western civilization?
Answer 9. Both Mahatma Gandhi and Rabindranath Tagore held similar opinions on education. However, their viewpoints diverged when it came to western civilization. Tagore emphasised the significance of acquiring science and technology to compete with other civilisations, but Gandhi was against the western education and culture.and its worship of machines and technology.
Benefits of Solving Important Questions Class 8 Social Science Our Pasts 3 Chapter 7
History covers a wide range of eras and events. Students may find it challenging to memorise all of this. Extramarks understands the Important Question is the ultimate study material for all the students irrespective of their level. . Students are encouraged to read Extramarks to help them Important Questions Class 8 Social Science Our Pasts 3 Chapter 7. Students gather confidence by answering the important questions,and going over their solutions provided by Extramarks. In fact they can even check a repository of resources to their requirement by registering themselves on the Extramarks website.
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Q.1 Read the passage given below and answer the following questions:
By the early nineteenth century, detailed surveys were being carried out to map the entire country. In the villages, revenue surveys were conducted. The effort was to know the topography, the soil quality, the flora, the fauna, the local histories, and the cropping pattern all the facts seen as necessary to know about to administer the region. From the end of the nineteenth century, Census operations were held every ten years.
What do you understand by census
Marks:1
A.Numbering of citizens
B. Numbering of elderly people
C. Numbering of women
D. Numbering of children
Ans
Numbering of citizens
Q.2 In the histories written by British historians in India, the rule of each Governor-General was important. These histories began with the rule of the first Governor-General, Warren Hastings, and ended with the last Viceroy, Lord Mountbatten.
a. Why are dates important in History (2)
b. How do you think administrative records are important in writing about the last 250 years of Indian history (3)
Marks:5
Ans
a.. There was a time when history was mostly comprised of wars and major events. It had something to do with rulers and their policies. Historians recorded the year a king was crowned, married, had children, engaged in a specific war, deceased, and the year the following ruler ascended to the throne. Specific dates can be ascertained for events like these, and disagreements concerning dates continue to be essential in histories like these.
b. The official records of the British administration are an important source. The act of writing was considered significant by the British. Every order, plan, policy decision, agreement, and investigation had to be written down in detail. Things could then be properly studied and discussed once this was completed. This conviction resulted in a memo-based, notation-based, and report-based administrative culture.
Q.3 The village tahsildars office, the collectorate, the commissioners office, the provincial secretariats, the law courts all had their record rooms. Specialized institutions like archives and museums were also established to preserve important records.
a. How do we know that Britishers were highly conscious about administrative records (1)
b. What is a census (2)
c. Why do official records not tell the whole story of India’s history (2)
Marks:5
Ans
a. The official records of the British administration are a significant source. The act of writing was considered significant by the British. Every order, strategy, policy decision, agreement, and investigation had to be written down in detail. Things may then be thoroughly investigated and debated once this was completed. This conviction resulted in a memo-based, notation-based, and report-based administrative culture.
b. Every ten years, a census was carried out. They kept meticulous records of the number of people in all of India’s provinces, including castes, religions, and occupations.
c. All of these sources, on the other hand, were created by literate people. We will not be able to comprehend how the tribals and peasants, mine workers, and the poor on the streets experienced and lived history as a result of these.
Q.4 Did not a variety of faiths exist simultaneously in these periods Why should we characterize an age only through the religion of the rulers of the time To do so is to suggest that the lives and practices of others do not really matter. We should also remember that even rulers in ancient India did not all share the same faith.
a. How did James Mill divide Indian history (2)
b. Explain the British historians classification of Indian history. (3)
Marks:5
Ans
a. James Mill, a Scottish economist and political philosopher, published A History of British India in three volumes in 1817. He split Indian history into three periods: Hindu, Muslim, and British in this work. This technique of periodisation became widely accepted.
b. Traditionally, British historians have split Indian history into three periods: ‘ancient, medieval, and modern.’ This division has its own set of issues. It’s a periodization borrowed from the West, where the modern era was linked with the growth of all of modernity’s forces science, reason, democracy, liberty, and equality. Medieval was a term applied to explain a society that lacked the characteristics of modern society.
FAQs (Frequently Asked Questions)
1. What are the important questions in Chapter 7 of Social Science for Class 8?
From the examination perspective, Chapter 7 of the Social Science textbook for Class 8 is important. By referring to the Important Questions, Class 8 Social Science Our Pasts 3 Chapter 7, students can better comprehend the concepts taught in the chapter. It is important to comprehend the topics and concepts presented in the chapter for a clear understanding. On Extarmark’s website, students may get answers to many important questions online. All important questions are chosen based on question papers gathered from several various sources and from the past year question papers.
2. What does Class 8 Social Science mean by "civilising the natives"?
The Indian educational system was something that the British wished to reform. They tried to alter social and cultural norms because they considered themselves as guardians of Indian culture as well as its masters. They wanted to enhance Indian society by civilising them through western education as they advocated that the Indian institutions were a temple of darkness and they needed to “civilise the natives”, change their customs and values through education . You can access the Important Questions Class 8 Social Science Our Pasts 3 Chapter 7 online at Extramarks website. Reading the Important Questions Class 8 Social Science Our Pasts 3 Chapter 7 would help students get top grades in their The concepts are clearly explained in the NCERT Solutions.
