DAV CLASS 8 Social Science Chapter 12 Solutions

DAV CLASS 8 Social Science Solutions: Students who are looking for DAV Social Science Books Solutions then you are in right place, we have discussed the solution of Social Science class 8 book chapter 12 Impact of British Rule on India in all DAV Schools. Solutions are given below with proper Explanation please bookmark our website for further updates!!

DAV CLASS 8 Social Science Chapter 12 Solutions

DAV CLASS 8 | Impact of British Rule on India Science Question and Answers

Something to Know A.

Tick (✓) the correct option.

1. The main objective of the East India Company was-

Ans. (c) to earn profit

2. Who initiated the Wardha Education Scheme in 1937?

Ans. (a) Mahatma Gandhi

3. The reformer who fought against the Brahmin dominance and discrimination against the lower castes was-

Ans. (b) Shri Narayana Guru

4. Arya Samaj was established by—

Ans. (a) Dayanand Saraswati

5. Who is known as the Architect of Indian Constituion?

Ans. (d) Dr. B.R. Ambedkar.

Ans. 1. (c), 2. (a), 3. (b), 4. (a), 5. (d)

B. Fill in the blanks.

1. A number of pathshalas and maktabs provided elementary education.

2. Charter Act of 1813 sanctioned one lakh of rupees for education in India.

3. Wood’s Despatch of 1854 gave a plan for a separate department of education.

4. Swami Dayanand wanted to eradicate the evils from Indian society.

5. The Printing Press played a vital role in mobilising public opinion.

C. State whether the following statements are true or false.

QuestionsAnswer (True/False)
1. Orientalists favoured English as a medium of instruction.False
2. Child-marriage was banned in 1891.True
3. Sati was an inhuman practice.True
4. Kochi and Travancore denied governmental positions to lower castes.True
5. Gandhi considered untouchable as Harijans—people of God.True

D. Answer the following questions in brief.

1. What were the proposals of Wood’s Despatch of 1854?

Ans. Charles Wood made many important changes in the educational policy of the British.

(i) Wood’s Despatch gave a detailed plan for separate department of education.

(ii) Universities were set-up at the presidency towns of Bombay, Calcutta, and Madras.

(iii) Institutes for training the teachers were also opened up.

(iv) The vernacular schools were given assistance by the British.

2. Highlight any three social evils of Indian society related to women.

Ans. Three social evils of Indian Society related to women:

• Sati: It was an inhuman practice where a window was forced to burn herself on the funeral pyre of her husband. It was abolished in 1829 by the Governor-General, William Bentinck, at the insistence of Raja Ram Mohan Roy, a social reformer.

• Female Infanticide: It means killing of infant girls which was banned by law in 1870.

• Child-Marriage : Children were married as early as one or three years of age which was banned by law in 1891 and again in 1929. The Sharda Act of 1929, after amendment, fixed the age of marriage at 18 years for girls and 21 years for boys. It applied to all people living in British India and not only Hindus.

3. Describe any three main contribution of Swami Dayanand Saraswati as a social reformer.

Ans. Swami Dayanand was a great sage, philospher, scholar and a social reformer. His main contributions were:

(i) He established Arya Samaj Society of Nobles at Bombay and later at Lahore.

(ii) He believed in one God and propagated the message of ‘Back to Vedas’, which are a source of great knowledge.

(iii) He started Shuddhi Movement to reconvert Hindus who had been converted to other religions.

(iv) He opposed idol worship, child marriage and caste system.

(v) He supported for widow remarriage and women’s education.

4. Differentiate between the Anglicist and the Orientalist.

Ans. The Orientlists favoured the traditional’ system with Sanskrit and Persian as the medium of instruction while the Anglicists favoured English as medium of instruction.

5. Evaluate the efforts made by Indian leaders to improve Indian education.

Ans. (i) Jyotiba Phule started a special school for the under privileged class.

(ii) Veeresalingam, the prophet of modern Andhra Pradesh was a reformer and the first person to write a novel, drama. Veeresalingam started a magazine, titled Vivekavardhini, in which he propagated women’s education, widow remarriage and the rights of women.

(iii) Gandhiji initiated the Wardha Education scheme in 1937 in which he purposed a National Education System that would inculate moral like truth, goodness, justice, self respect among Indians.

E. Answer the following questions.

1. Do you think that the British system of Education had a negative impact? Write support your answer with suitable arguments.

Ans. The British system of Education, no doubt, broadened the outlook of many Indians and created awareness among them. But at the same time the system showed several negative points:

(i) The British never glorified Indian past in their textbook which was so rich and varied. Instead, it glorified only the British administration and philosophy.

(ii) The British System of Education was limited to a small number of Indians. This created a division between English educated Indians and the rest of Indians.

(iii) Indigenous literature and thoughts were also ignored.

(iv) Only rich Indians got the benefit of the British system of Education. Those who were poor could never think of getting any benefit from this system.

2. State the major landmarks in the field of education in the nineteenth and the twentieth centuries.

Ans. (i) The Charter Act of 1813 was passed by the British in which a sum of one lakh rupees was sanctioned for education in India. The Hindu and the Elphinstone colleges were established in Calcutta and Bombay respectively. These institutions produced English educated Indian elite class.

(ii) In the year 1854, Wood’s Despatch came which made major changes in the educations policy of the British. It gave a detailed plan for a separate department of education. Universities were set up at the Presidency towns of Bombay, Calcutta and Madras.

(iii) In 1882, Hunter Education Commission was made to report the position of primary and secondary education in India.

(iv) Indian Universities Act of 1904 was passed to check the growth of higher education in India.

(v) In 1937, Gandhiji started Wardha Education scheme for the welfare of Indians.

(vi) British appointed, in 1943, John Sargent to prepare a National System of Education. It purposed universal compulsory and free education for children between 6-14 years of age. This proposal was also implemented after independence.

3. Describe the main contributions of any three social reformers to improve the Indian society.

Ans. (i) Raja Ram Mohan Roy. He was a great reformer. He wanted to eradicate the evils from Indian society. Burning of widows on the funeral pyre of their husbands was one of them which, Ram Mohan Roy felt, needed to be routed out immediately. He began to campaign against this inhuman practice. As he had deep knowledge of Sanskrit, Persian and several other Indian and European languages, he tried to show through his writings that the practice of Sati had no sanction in ancient texts. He got support from the contemporary Governor-General, William Bentinck and finally, this evil practice was abolished in 1829.

(ii) Jyotiba Phule: He was a social reformer of Maharashtra. He founded the Satya Shodhak Samaj – an organisation that worked for the upliftment of the low and oppressed classes. Phule started a special school for the underpriviliged class. He started the campaign for the removal of untouchability and upliftment of lower castes took the form of an anti-Brahmin movement.

(iii) Periyar E.V. Ramasamy: He was a great nationalist and revolutionist. He questioned the subjugation of Dravidian Race by the Brahmins, who enjoyed the donations and gifts of Dravidians but discriminated against them in social and religious matters. He was strong supporter of Dravidian culture and launched a Self-Respect Movement in 1925. He propogated the principles of nationalism, self-respect, women’s right and eradication of caste system.

4. State the impact of the reform movements in India.

Ans. The impact of the reform movements could be seen all over India. These movements influenced all sections of society:

(i) Many social evils were eradicated. The educated Indians revived the past glory and helped in the formation of modern India.

(ii) The reform movements also brought a cultural awakening. India saw a rapid development in the field of literature, science and art.

(iii) There was a remarkable improvement in the status and education of woman. Laws were enforced to curb social evils.

(iv) The reform movements created a middle class of teachers, doctors, lawyers, scientists and journalists. This enlightened and educated class played a very crucial and constructive role in the progress of India.

(v) It was during the reform movements that the opposition to the caste system spread thoughout India and among all sections of the society.

(vi) Many English educated Indians learnt Sanskrit and translated books into English. The spirit of national pride instilled patriotism and prepared the ground for the rise of nationalism in India.

5. ‘Although the British and the Indian Parliament brought many laws to end social evils, yet they continue to exist in the Indian society.’ Justify the statement.

Ans. (i) The evil practice of Dowry System has been banned by law but unfortunately it continues even today in some parts of India.

(ii) Widow remarriage is still a big problem in our society.

(iii) Untouchability has been legally banned, no doubt, but the practice still continues in different parts of the country. The people belonging to low caste lead a very hard life. They are discriminated and are still marginalised.

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