NCERT solutions class 8 social science our pasts 3 chapter 8
NCERT Solutions for Class 8 Social Science History – Our Pasts-III Chapter-8
NCERT Class 8 Social Science History Chapter 8 needs a lot of revision as the chapter includes many important events and their details. Therefore, students must read the NCERT book thoroughly and attempt all the questions given at the end of Chapter 8.
To help students answer the questions accurately, Extramarks provides NCERT Solutions for Class 8 Social Science History Chapter 8.
NCERT Solutions are simple, easy to understand study material curated by subject matter experts. It goes through a thorough quality check so that students get accurate and CBSE Board compliant answers to textbook questions. The solutions by Extramarks are a perfect guide for students to steer through Class 8 History Chapter 8 with flying colours.
NCERT Solutions for Class 8 Social Science Chapter 8 – Women, Caste and Reform
(include NCERT Solutions for Class 8 Social Science Chapter 8 Pdf)
NCERT Solutions for Class 8 Social Science History – Our Pasts-III Chapter 8 – Women, Caste and Reform
NCERT Solution Class 8 History Chapter 8 covers answers to every question in the textbook in a detailed & organised manner so that students get a deeper understanding of the chapter. More importantly, in a way that encourages you to study and is also easy to remember.
NCERT Solutions Class 8 Social Science Chapter 8
If you want to learn from NCERT Solutions Class 8 Social Science Chapter 8 without any external assistance, do not worry! Extramarks’ offers NCERT Solutions Class 8 Social Science on its app and website.
Chapter 8 – History – Women, Caste and Reform
Indian society has been a prey to many evil practices for a long time. Men and women were treated differently and women were subjected to many restrictions. They were not allowed to go to school and even couldn’t choose their husbands. Child marriage was an established custom in society. Most children were married off at an early age. Both Hindu and Muslim men could remarry. In some parts of the country, sati was in practice. Those widows were praised who chose death by burning themselves on the funeral pyre of their husbands. Women’s rights to property were also restricted.
Caste discrimination was an evil practice that crippled Indian society. People did not enjoy equal status. The upper caste consisted of Brahmins and Kshatriyas, who had all privileges. But other than these, people were subjected to exploitation. They were not allowed to enter temples or draw water from the well used by people of the upper castes. They were even viewed as inferior human beings.
Reform is a kind of social movement that aims to make gradual changes or changes in certain aspects of society rather than rapid or fundamental changes. The social reformers believed that there was a need to reform many practices and policies prevailing in India for the common good of everyone. Thus, this section of the chapter covers all the reforms that were made in earlier times in India.
Class 8 Social Science Chapter Wise Marks Distribution
Class 8 Social Science History Chapter 9 comes roughly for 20 marks in exams and is one of the most important topics. You must have a good knowledge of this chapter to score better in your exams. The NCERT Solutions for Class 8 History provides all the study materials students need to crack the exam with flying colours. You can use them to strengthen your answer writing skills to score better marks in exams.
Why are NCERT Solutions for Class 8 Social Science Chapter 8 important?
NCERT Solutions for Class 8 Social Science Chapter 8 can help students perform well in their tests and exams. The key reasons that make Extramarks, NCERT solution Class 8 History Chapter 8 a unique resource are:
- NCERT Solutions Class 8 History Chapter 8 answers all the text-end questions and encourages students to learn better with narratives, case studies, and examples to make them confident learners.
- NCERT Solutions for Class 8 Social Science History Chapter 8 are created by subject experts who diligently follow the latest CBSE curriculum. All the Solutions for every subject are reliable and accurate
- It also helps students assess themselves to know their grey areas and shift the focus accordingly.
NCERT Class 8 Social Science History – Our Pasts-III Chapter wise Solutions
When it comes to a hard and theory-centric subject like History, it is essential to have chapter-wise solutions. This way, the student can study in an orderly manner and avoid unnecessary confusion. NCERT Class 8 Social Science History – Our Pasts-3 Chapter-wise Solutions are available on both Extramarks’ website and app. Wherein, every solution has answers written as per the latest CBSE guidelines. Here are the chapters for which Extramarks offers solutions.
Along with this, students can also refer to other solutions for primary and secondary classes:
- NCERT Solutions Class 1
- NCERT Solutions Class 2
- NCERT Solutions Class 3
- NCERT Solutions Class 4
- NCERT Solutions Class 5
- NCERT Solutions Class 6
- NCERT Solutions Class 7
- NCERT Solutions Class 8
- NCERT Solutions Class 9
- NCERT Solutions Class 10
- NCERT Solutions Class 11
- NCERT Solutions Class 12
NCERT Solutions for Class 8 Social Science
Most students believe that scoring high Class 8 Social Science is difficult. Not anymore! With Extramarks’ NCERT Solutions for Class 8 Social Science, it is not only possible and achievable because the subject experts completely understand what is legitimate as per the board’s standards.
Thanks to the experienced faculty who curate structured answers, and with extra emphasis on textbook questions. Every solution is tailor made to the specific study requirement of the student irrespective of their level of understanding. These solutions supplement as a guide to evaluate or correct their answers to textbook questions and maximise their potential.
|NCERT Solutions Class 8 (History – Our Pasts) Chapter-wise List|
|Chapter 1 – How, When and Where|
|Chapter 2 – From Trade to Territory|
|Chapter 3 – Ruling the Countryside|
|Chapter 4 – Tribals, Dikus and the Vision|
|Chapter 5 – When People Rebel|
|Chapter 6 – Colonialism and the City|
|Chapter 7 – Weavers, Iron Smelters and Factory Owners|
|Chapter 8 – Civilising the “Native”, Educating the Nation|
|Chapter 9 – Women, Caste and Reform|
|Chapter 10 – The changing World of Visual Arts|
|Chapter 11 – The Making of the National Movement: 1870s-1947|
|Chapter 12 – India After Independence|
Q.1 Match the following:
William Jones – promotion of English education
Rabindranath Tagore – respect for ancient culture
Thomas Macaulay – gurus
Mahatma Gandhi – learning in a natural environment
Pathshalas – critical of English education
Ans. William Jones – respect for ancient cultures
Rabindranath Tagore – learning in a natural environment
Thomas Macaulay – promotion of English education
Mahatma Gandhi – critical of English education
Pathshalas – gurus
Q.2 State whether true or false:
(a) James Mill was a severe critic of the Orientalists.
(b) The 1854, Despatch on education was in favour of English being introduced as a medium of higher education in India.
(c) Mahatma Gandhi thought that promotion of literacy was the most important aim of education.
(d) Rabindranath Tagore felt that children ought to be subjected to strict discipline.
Q.3 Why did William Jones feel the need to study Indian history, philosophy and law?
(i) In 1783, William Jones arrived in Calcutta; he had an appointment as a junior judge at the Supreme Court, there.
(ii) He was an expert in law as well as a linguist. He had studied Greek, Latin, French and English; he had picked up Arabic and Persian.
(iii) At Calcutta, he learnt Sanskrit language, grammar and poetry from pundits; he studied ancient Indian texts on law, philosophy, religion, politics, morality, arithmetic, medicine and sciences.
(iv) Together with Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed, he set up the Asiatic Society of Bengal and started a journal called Asiatick Researches.
(v) Jones felt Indian civilisation had attained its glory in the ancient past, but had subsequently declined. In order to understand India, it was necessary to discover the ancient sacred and legal texts.
(vi) According to him, only the ancient Indian texts could reveal the real ideas and laws of the Hindus and Muslims, and only a new study of these texts could form the basis of future development in India.
(vii) He discovered many ancient texts, translated them, and published his findings. He also argued that this project would not only help the British learn from Indian culture, but also Indians to rediscover their own heritage and the lost glories of their past.
(viii) In this process the British would become the guardians of Indian culture as well as its masters.
Q.4 Why did James Mill and Thomas Macaulay think that European education was essential in India?
Ans. James Mill:
(i) According to James Mill, the British effort should not be to teach what the natives wanted, or what they respected, in order to please them and “win a place in their heart”.
(ii) He argued that the aim of education ought to be to teach useful and practical knowledge.
(iii) So Indians should be made familiar with the scientific and technical advances that the West had made, rather than with the poetry and sacred literature of the Orient.
Thomas Babington Macaulay:
(i) Macaulay saw India as an uncivilised country that needed to be civilised. According to him, no branch of Eastern knowledge could be compared to what England had produced.
(ii) Macaulay stated that “a single shelf of a good European library was worth the whole native literature of India and Arabia”. He urged that the British government in India stop wasting public money in promoting Oriental learning, for it was of no practical use.
(iii) 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.
(iv) Teaching of English could thus be a way of civilising people, changing their tastes, values and culture.
Q.5 Why did Mahatma Gandhi want to teach children handicrafts?
(i) Mahatma Gandhi argued that education ought to develop a person’s mind and soul.
(ii) He believed that literacy – or simply learning to read and write – by itself did not count as education.
(iii) He suggested that People had to work with their hands, learn a craft, and know how different things operated.
(iv) This would develop their mind and their capacity to understand.
Q.6 Why did Mahatma Gandhi think that English education had enslaved Indians?
(i) According to Mahatma Gandhi, colonial education created a sense of inferiority in the minds of Indians.
(ii) It made them see Western civilisation as superior, and destroyed the pride they had in their own culture.
(iii) He described the colonial education as poisonous and sinful and accused it of having enslaved Indians. He also believed it cast an evil spell on them.
(iv) Ha said that charmed by the West, appreciating everything that came from the West, Indians educated in these English institutions began admiring British rule.
(v) Gandhi wanted an education that could help Indians recover their sense of dignity and self-respect.
(vi) During the national movement he appealed to students to leave educational institutions in order to show to the British that Indians were no longer willing to be enslaved.
FAQs (Frequently Asked Questions)
1. Where can I get NCERT Solutions for Class 8 Social Science Chapter 8?
Students can get NCERT Solutions for Class 8 Social Science Chapter 8 on Extramarks’ official website or app.
2. Can I skip NCERT Class 8 History Chapter 8?
Absolutely not! NCERT Class 8 History Chapter 8 is one of the important chapters. Every year, the Class 8 History examination has multiple questions from this chapter. If you find the chapter boring, not so easy or pressed for time to prepare notes, be smart to register with NCERT solution Class 8 History Chapter 8 and ace it.
3. How can I effectively prepare for my Class 8 Social Science examination using NCERT Solutions?
- First and foremost, leave nothing until the last-minute except revision..
- You don’t have to worry about memorising names & dates (only to forget later) because every answer in the NCERT Solutions for Class 8 Social Science is explained using a useful and practical approach.
Remember that there is no shortcut to success. If you really want to excel, study religiously day in and day out and make a difference. However, be smart to complete your revision from a reliable source, and don’t forget to register with NCERT Solutions for Class 8 Social Science Chapter 8.
4. What is the best and most reliable resource for NCERT Solutions for Class 8 Social Science Chapter 8?
Without a doubt, Extramarks’ NCERT Solutions for Class 8 Social Science Chapter 8 are one of the best resources. Here are some reasons: –
- The solutions are prepared by subject matter experts, which makes them highly useful and accurate.
- The answers are in accordance with CBSE guidelines and chapter wise weightage. .
- The solutions are easy to access online and offline modes.
5. How did Jyotirao, the reformer, justify the grievance of caste inequality in society?
Jyotirao Phule, who stood against caste inequality, believed that the upper castes being ‘Aryans’, are not the original inhabitants of their lands. He put forward his opinions by telling people that the land has always belonged to the lower-caste indigenous people and that the Aryans were outsiders. Phule claimed that the golden age existed before Aryan rule when the warrior-peasants lived together in harmony. He founded the Satyashodhak Samaj to promote caste equality and wrote a book -Gulamgiri in 1873 which beautifully captures the link between ‘lower’ castes in India and America.
6. Throw some light on the work of Rammohan Roy.
Rammohan Roy (1772-1833) was a social reformer. He was the founder of Brahmo Samaj.He wanted to bring changes in society and abolish unjust practices in India. He wanted people to leave old practices and adopt a new way of living to bring changes in society.He abolished Sati system in 1829 by declaring it an offence. He was a great scholar who supported widow remarriage and education of girls. He worked for the equality and freedom of women.