Ncert Solutions For Class 8 Social Science History Chapter 9
NCERT Solutions for Class 8 Social Science History – Our Pasts – III Chapter – 9
The Class 8 History Chapter 9 is extremely important for you to prepare while studying for your tests and exams, and it will also build your interest in the subject and potential prospect for history in future for competitive exams.
To understand any subject, it is necessary to know the subject well, including the questions available in the exercises. The students need to have an idea about the concepts in each subject. Our expert mentors and tutors with in-depth knowledge of the subject have rightly designed the NCERT Solutions for Class 8 Social Science History – Our Pasts III Chapter – 9 to help the students in achieving good academic results.
NCERT Solutions for Class 8 Social Science Chapter 9 – The Making of the National Movement: 1870 – 1947 (include NCERT Solutions for Class 8 Social Science Chapter 9)
NCERT Solutions for Class 8 Social Science 9 The Making of the National Movement: 1870 – 1947
NCERT Solutions encourage students to learn better with narratives, case studies, and examples to make them confident learners since they learn to think and reflect upon the answers and better their concepts with the help of solutions. Systematically curated by subject matter experts, NCERT Solutions for Class 8 History Chapter 9 – The Making of the National Movement: 1870s –1947 will help you in answering the long and short questions , using proper methodology and writing skills. In a way Extramarks promotes learning by encouraging the students to be great learners and tries to feed their insatiable curiosity through NCERT solutions.
NCERT Solutions for Class 8 History Chapter-9
NCERT Solutions Class 8 History
Class 8, Social Science Chapter 9, “The Making of National Movement 1870s-1947″ chapter is all about the beginning of the freedom struggle in India and other conditions that led to the rise of Nationalism. The chapter includes topics like – Emergence of Nationalism, The Growth of Mass Nationalism, The March to Dandi, and Quit India Movement.
The solutions included are easy to understand, with every answer in the solution described in detail so it would be easier for the students to revise for the exams. NCERT Solutions for Class 8 Social Science History Chapter 9 are very easily understandable and going through them will help to build a strong foundation for writing answers in exams.
The subject matter experts have prepared these solutions for Class 8 students following the latest CBSE guidelines and syllabus. Students can practise from the textbook questions to test their knowledge after reading the chapter and use these NCERT Solutions to cross-check the answers. You can refer to the NCERT Solutions for Class 8 History Chapter-9 from the link given below.
Chapter 9 – The Making of the National Movement: 1870 – 1947
Dissatisfaction with British Rule intensified in the 1870s and 1880s, and Indian National Congress was formed in 1885. Congress demanded more power to Indians and also raised a number of economic issues. The struggle against British rule led to the Growth of Mass Revolution after 1919, and Mahatma Gandhi emerged as the mass leader. Rowlatt Satyagraha, Khilafat Agitation, Non-cooperation Movement, Execution of Bhagat Singh, Sukhdev and Rajguru, and Dandi March were some key incidents that happened over the period. The chapter discusses all the events that played a critical role in the freedom of India.
Class 8 History Chapter-wise Marks Weightage
NCERT Class 8 History Chapter 8 has a high weightage in the examination. In fact, every year, most questions are repeated from this chapter. Therefore, students must prepare well from this chapter. Referring to Class 8 Solutions for Chapter 8 can help students ace their preparation. Since all the answers are written by subject matter experts, students can rely on them for accuracy. By referring to the solutions, students will also get an idea of how to attempt a question and write a proper answer.
More information about the Contents of Chapter 9 The Making of the National Movement: 1870 – 1947 Class 8 may be found here:
Students will learn about the following topics:
The Emergence of Nationalism
- A nation in the making
- Freedom is our birthright
The Growth of Mass Nationalism
- The advent of Mahatma Gandhi
- The Rowlatt Satyagraha
- Khilafat agitation and the Non-Cooperation Movement
- People’s initiatives
- The people’s Mahatma
- The happenings of 1922-1929
The March to Dandi
Quit India and Later
- Towards Independence and Partition
Why are NCERT Solutions for Class 8 History Chapter 9 Important?
- All the answers to textbook questions are provided in simple language.
- Subject experts have created the solutions carefully according to the latest CBSE syllabus.
- They provide accurate and reliable answers to all the textbook questions of the NCERT textbook.
NCERT Class 8 Social Science History – Our Pasts -III Chapter-wise Solutions
NCERT Class 8 Social Science History – Our Pasts-3 Chapter-wise Solutions are available on both Extramarks’ website and app. Wherein, every solution has been written as per the latest CBSE guidelines. Here are the chapters for which Extramarks offers solutions.
- Chapter 1 – How, When and Where
- Chapter 2 – From Trade to Territory
- Chapter 3 – Ruling the Countryside
- Chapter 4 – Tribals, Dikus and the Vision of a Golden Age
- Chapter 5 – When People Rebel
- Chapter 6 – Weavers, Iron Smelters and Factory Owners
- Chapter 7 – Civilising the “Native”, Educating the Nation
- Chapter 8 – Women, Caste and Reform
- Chapter 9 – The Making of the National Movement: 1870s-1947
- Chapter 10 – India After Independence
NCERT Solutions for Class 8 Social Science History
The NCERT Solutions Class 8 is a useful study material to understand the key topics which students might find challenging while studying, therefore the Solutions are prepared in such a way that they can get to the point answers without wasting much time on a single subject. It also guides you to write proper answers and for this, you need to practise the end-text questions.
Q.1 What social ideas did the following people support?
Ans. Rammohun Roy – Supported law against sati practice
Dayanand Saraswati – Supported widow remarriage
Veerasalingam Pantulu – Supported widow remarriage
Jyotirao Phule – Supported equality against castes society
Pandita Ramabai – Supported women’s education
Periyar – Supported equality for untouchables
Mumtaz Ali – Supported women’s education
Ishwarchandra Vidyasagar – Supported widow remarriage
Q.2 State whether true or false:
(a) When the British captured Bengal, they framed many new laws to regulate the rules regarding marriage, adoption, inheritance of property, etc.
(b) Social reformers had to discard the ancient texts in order to argue for reform in social practices.
(c) Reformers got full support from all sections of the people of the country.
(d) The Child Marriage Restraint Act was passed in 1829.
Q.3 How did the knowledge of ancient texts help the reformers promote new laws?
(i) The reformers used the knowledge of the ancient texts to promote new laws by highlighting the fact that unjust practices had no sanction in the ancient texts.
(ii) Whenever they wished to challenge an irrational practice, the reformers tried to find a verse or sentence in the ancient sacred texts that supported their point of view. They then suggested that the practice as it existed at present was against early tradition.
(iii) For example, Rammohun Roy tried to show through his writings that the practice of widow burning (sati) had no sanction in ancient texts.
(iv) Another social reformer, Ishwarchandra Vidyasagar used the ancient texts to suggest that widows could remarry.
Q.4 What were the different reasons people had for not sending girls to school?
(i) When the first schools were opened in the mid-nineteenth century, many people were afraid of them.
(ii) They feared that schools would take girls away from home, prevent them from doing their domestic duties.
(iii) Moreover, girls had to travel through public places in order to reach school. Many people felt that this would have a corrupting influence on them.
(iv) They felt that girls should stay away from public spaces.
(vi) Therefore, throughout the nineteenth century, most educated women were taught at home by liberal fathers or husbands.
Q.5 Why were Christian missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons?
(i) In the nineteenth century, Christian missionaries started setting up schools for tribal groups and lower-caste children.
(ii) These children were taught in many skills for their survival in the changing world.
(iii) Soon the poor left the villages and started looking for opportunities in the cities.
(iv) People who looked down on the lower caste did not like the Christian missionaries and the economic progress of the lower caste poor people.
(v) Social reformers would have supported the missionaries for their work against the caste practices and other social evils.
Q.6 In the British period, what new opportunities opened up for people who came from castes that were regarded as “low”?
(i) The British period witnessed the emergence of many new cities which created many new opportunities for the so-called people of “low” castes.
(ii) The poor “low” castes began leaving their villages to look for work in the factories, and jobs in municipalities.
(iii) As the cities were expanding, there were new demands of labour,drains had to be dug, roads laid, buildings constructed, and cities cleaned.
(iv) This required coolies, diggers, carriers, bricklayers, sewage cleaners, sweepers, palanquin bearers, and rickshaw pullers.
(v) The poor people also went to work in plantations in Assam, Mauritius, Trinidad and Indonesia.
(vi) Though work in the new locations was often very hard, the poor saw this as an opportunity to get away from the oppression and humiliation of the upper-caste landowners exercised over their lives in the villages.
Q.7 How did Jyotirao and the reformers justify their criticism of caste inequality in society?
(i) Jyotirao Phule developed his own ideas about the injustices of caste society. He set out to attack the Brahmans’ claim that they were superior to others, since they were Aryans.
(ii) Phule argued that the Aryans were foreigners, who came from outside the subcontinent, and defeated and subjugated the true children of the country – those who had lived here from before the coming of the Aryans.
(iii) As the Aryans established their dominance, they began looking at the defeated population as inferior, as low-caste people. According to Phule, the “upper” castes had no right to their land and power: in reality, the land belonged to indigenous people, the so-called low castes.
Q.8 Why did Phule dedicate his book ‘Gulamgiri’ to the American movement to free slaves?
(i) In 1873, Phule wrote a book titled Gulamgiri, meaning slavery. Some ten years before this, the American Civil War had been fought, leading to the end of slavery in America.
(ii) Phule dedicated his book to all those Americans who had fought to free slaves, thus establishing a link between the conditions of the “lower” castes in India and the black slaves in America.
Q.9 What did Ambedkar want to achieve through the temple entry movement?
(i) In 1927, Ambedkar started a temple entry movement, in which his Mahar caste followers participated.
(ii) Brahman priests were outraged when the Dalits used water from the temple tank.
(iii) Ambedkar led three such movements for temple entry between 1927 and 1935.
(iv) His aim was to make everyone see the power of caste prejudices within society.
Q.10 Why were Jyotirao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way?
(i) Jyotirao Phule and Ramaswamy Naicker were critical of the national movement as they did not see any difference between the anti-colonial nationalist and the British colonisers.
(ii) According to them, both were outsiders and had used power for suppressing the indigenous people and exploited their land.
(iii) They argued that once the British colonizers had left, the upper-caste leaders of the national movement would continue with their oppressive caste practices, and perpetuate divisions amongst the common masses they were trying to unite in terms of nationalism.
(iv) He believed that the upper-caste nationalists wanted a free-nation only to serve their purposes, and once their goals had been achieved, the caste injustice would be practiced again.
(v) Ramaswamy Naicker’s experience as a member of the Congress showed him that the national movement was not free from the evil of caste discrimination.
(vi) At a feast organised by the Congress nationalists, seating arrangements followed caste distinctions – that is, the lower castes were made to sit at a distance from the upper castes.
(vii) He was convinced that untouchables had to fight for their dignity, and for this purpose, Periyar launched the Self Respect Movement.
(viii) The critical views of Phule and Ramaswamy on Indian nationalism forced the upper-caste nationalist leaders to rethink their position on the freedom from the British without the destruction of caste discrimination.
(ix) This resulted in the strengthening of the national struggle, when the masses were united regardless of their caste, religion and gender.
FAQs (Frequently Asked Questions)
When the Britishers got the monopoly on the salt trade and imposed salt tax in India, Mahatma Gandhi found this act inhumane because salt was an essential commodity for everyone. Therefore, he started the civil disobedience movement to oppose it and launched the Dandi March on March 12, 1930, from Sabarmati ashram and reached Dandi village in Navsari district. He travelled 240 miles in 24 days and on reaching the village, picked salt from the seashore, thus he broke the salt law.
The East India Company came to India for trading but started controlling the functioning of states after some time. Let’s look at the reasons people were dissatisfied with British Rule:
Arms Act 1878 – It banned Indians from keeping any kind of arms with them.
Vernacular Press Act 1878 – It gave powers to Britishers to control the press. They could take down any newspaper, if something was written against the British Government.
Ilbert Bill Controversy – Ilbert bill demanded equality between Indian and British judges. It was opposed by white people who did not want Indian judges to trial Europeans and Britishers.