History & Civics (TM) Class 8supportMaterialTM H&C-8

8
As per the latest CISCE Curriculum
My Book Of
History & Civics
Teacher’s Manual
(An imprint of New Saraswati House (India) Pvt. Ltd.)

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First published 2018
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Preface
My Book Of History & Civics, comprising three books for classes 6, 7 and 8, is based
on the latest syllabus developed by the Council for the Indian School Certificate
Examinations (CISCE). The series hopes to enhance the various skills of the learner, right
from observation, critical thinking and communication to reasoning, understanding,
collaboration and citizenship.
A contemporary and thoroughly researched series, the books help learners explore natural
and human environment and understand their continuous interaction.
Key features
 Let’s Explore: A detailed lesson on the topics as per the syllabus
 Did You Know?: A crisp fact file to grab the attention of the learner
 HOTS: Short questions that enable the student to think beyond the classroom
 Words To Know: End-of-the-lesson glossary to simplify difficult words
 Quick Recap: A quick recapitulation of the lesson for easy understanding
 Activity: Additional activities at the end of every lesson to ensure application of

the concepts learnt
 Model Test Papers: Sample test paper at the end of the book to check understanding
Contents
HISTORY
1. The Modern World: A Period of Transition 5

2. Growth of Nationalism 9
3. The American Civil War 14
4. India in the Eighteenth Century 17
5. Traders to Rulers 21
6. British Policies and their Impact 25
7. The Great Uprising of 1857 29
8. Socio-Religious Reforms 34
9. India’s Struggle for Freedom (Phase-I) 37
10. India’s Struggle for Freedom (Phase-II) 41
CIVICS
1. The Union Legislature, Executive and Judiciary 45

2. United Nations 49
4
1 The Modern World:
A Period in Transition
Learning Objectives
The student will
22 gain a basic understanding of transition in history
22 learn about the different movements which enabled Europe’s transition from the
medieval to the modern age

22 understand the meaning and impact of the Industrial Revolution and Imperialism
Methodology
The teaching methodology has been designed to enhance various skills in the learner, from critical
thinking and observation to understanding and reasoning. Features like class discussions, audio-
visual slides, animations and additional activities will help the students grasp the topics under
study and ensure application of the topics learnt. These will feature alongside a crisp fact file to
grab the learner’s attention, followed by questions based on instructional inputs and the student’s
understanding. The aim of this lesson is to introduce the students with some major developments
of the eighteenth century, which facilitated the transition from medieval to modern times.
Lesson Development
Resources: Abida Shakoor’s Origins of Modern Europe, Arvind Sinha’s Europe in Transition:
From Feudalism to Industrialization, Bard Thompson’s Humanists and Reformers: A History of the
Renaissance and Reformation, etc.
1. a. fourteenth
b. eighteenth
c. England
d. Small
e. India
2. a. Original manuscripts
b. Reformation
c. Sailors and travellers
d. John Kay
e. Steam engine
5
3.
J A M E S H A R G R E A V E S
A R C A W N S R T C L G A A A
M K G N O H O M A S I D H Q U
E W I M E L I N E G W B A I U
S R J O H N K A Y M H N I N E
W I S U S C H R I S I Q G B L
A G T O A I E V X N T O O O C
T H M M R N E R A E N R R R R
T T A L G D Y W S D E M V T O
R U O H R D N X N D Y H R X U
4. a. Michelangelo
b. Italy
c. Sistine chapel ceiling and the statue of David
5. a. The word Renaissance means rebirth. This period in European history, which began
from the fourteenth century onwards, is characterised by the growth of new ideas and
achievements as a result of an increased interest in classical learning. These new ideas
helped people to enquire, reason and think rationally.
b. The development of logic and reasoning during Renaissance gave birth to a new movement
in sixteenth century Europe known as the Reformation. Reformation was started by Martin
Luther and carried forward by others, against the superstitious beliefs and practices of the
Roman Catholic Church.
c. Sources enable us to study and understand our past. The sources of history are divided into
two categories, primary (manuscripts, sculptures, paintings, etc) and secondary (books,
articles, journals, etc).
d. Colonisation is a policy of geographical expansion followed by the British government.
The colonies provided an abundant supply of raw materials and labour for production.
e. The eighteenth century is referred to as the Age of Inventions. The textile industry
experienced a major mechanisation with the invention of the Flying Shuttle Loom,
Spinning Jenny, Spinning Mule, Power Loom, etc.
6. a. i. From the fifteenth century onwards, inventions in the field of transport facilitated
voyages across continents. Sailors and travellers began exploring new sea and land
routes. The invention of steam engine/locomotives and the introduction of railways
opened up the possibility of faster and affordable travel for all sections of people.
6
ii. Inventions in the communication facilities gave a major boost to the voyages and sailors
across the world.
iii. Fast and affordable transportation and communication facilities led to an increase in
trade and the coming up of new markets for finished goods.
b. England was the first nation to experience industrialisation due to the following
favourable factors:
22 A politically stable government at the centre since the seventeenth century encouraged
traders and merchants.

22 Essential natural resources for mechanisation, like coal and iron, were available here in
abundant supply.
22 The British government followed a policy of geographical expansion. This led to the
colonisation of far-away lands. These colonies provided an abundant supply of raw

materials and labour for production. As a result new markets also developed for the
consumption of finished goods.
22 Meanwhile, with the abolition of serfdom in England, there was no shortage of cheap
labour to work in the newly established factories.

22 New machinery and technologies and an atmosphere for scientific developments helped
England to become the first nation to experience industrialisation.

c. The conquest of weaker countries by stronger countries through the extension of power
and economic exploitation is known as Imperialism.
Within 100 years of Industrial Revolution, European countries gained political supremacy
over Asia, Africa, America and Australia. On the other hand, this had an adverse impact on
the indigenous market, like Indian handicraft industries, as they could not compete with
machine-made goods. They also exploited the rich raw materials of these lands by buying
them at cheap rates and in turn selling inferior quality goods.
d. The Industrial Revolution had a deep and far-reaching impact on Britain and around
the world.
22 With the development of new technologies like sailing ships and the compass, European
navigators became the Masters of Sea.

22 The voyages undertaken brought about the discovery of new lands like America,
Africa, etc.
22 Trade witnessed a significant growth and trade wars amongst European countries
became a common phenomenon.

22 Small scale industries paved way for large scale industries.
22 Feudalism in Europe gave way to a new system called Capitalism, which was
characterised by private ownership of the Means of Production and profit-making.

22 New sea routes opened and expanded business activities between European countries
and faraway lands like America, Africa and India. They also provided cheap labour and
raw material and profitable market for the finished goods.
7
e. The growth of new ideas and achievements during Renaissance helped people to enquire,
reason and think rationally. They tried to acquire a greater knowledge in different spheres,
hence a huge advancement was witnessed in the fields of science, literature, painting,
medicine and technology.
The development of logic and reasoning gave birth to Reformation (against the
superstitious beliefs and practices of the Roman Catholic Church).
New machinery and technologies and an atmosphere for scientific developments helped
England to become the first nation to experience industrialisation.
Activity
Bring out the changes that took place in your school or classroom from the time when you joined
it. Give your suggestions.
Weblinks:
http://study.com/academy/lesson/renaissance-art-artists-paintings-sculptures-architecture.html
https://www.youtube.com/watch?v=nl_-6WPQ4Sg
https://www.youtube.com/watch?v=OF7-vN-aLOM
8
2 Growth of Nationalism
Learning Objectives
The student will
22 learn about the causes and outbreak of the American and French revolutions
22 understand the impact of these revolutions in the rise of nationalism all over the
world
22 understand the role played by Napoleon in the post-war period
Methodology
understanding. The aim of this lesson is to introduce the students with the ideas of democracy
and nationalism, which were used as a basis by revolutionaries who fought in the American and
French Revolutions.
Lesson Development
Resources: Robert J Allison’s The American Revolution: A Very Short Introduction, Edward G
Gray and Jane Kamensky’s The Oxford Handbook of the American Revolution, David Andress’ The
Oxford Handbook of the French Revolution, Martyn Lyons’ Napoleon Bonaparte and the Legacy of
the French Revolution, etc.
1. a. Voltaire b. The American Revolution
c. George Washington d. Clergy
e. Lord Nelson, Trafalgar
2. a. The American Revolution
b. Columbus
c. The American Constitution
d. Napoleon Bonaparte
e. Liberty, equality and fraternity
3. a. August 1789
9
b. The French citizens were granted the right to life, liberty and property.
c. The ideas of liberty, equality and fraternity became the hallmark of the Republic of France.
4.
A X D E E E B W G N F U D Y E
T H O M A S J E F F E R S O N
G N A P O L E O N S U O T K H
K J O H N L O C K E A U G X B
B P V O L T A I R E J S V M T
M I C S J F K H T C J S L L J
Q T H O M A S P A I N E W D R
E M U L W R X C Y V R A Z N Y
V P A I M O N T E S Q U I E U
5. a. British Prime Minister George Greenville passed this revenue raising act, where a duty
of six pence per gallon was to be paid for Molasses brought from France, Spain and West
Indies. The British ships patrolled the coast to prevent smuggling of sugar and molasses.
The main purpose was to make American merchants to buy molasses only from British
planters which resulted in a great loss for them.
b. In 1770, Lord North Brook, the new Prime Minister of Britain wanted to repeal all the
Townshend duties except on tea. The government’s decision to retain tea tax was severely
criticised by the colonists. In 1773, they refused to unload the tea that came from England.
In Boston, a group of people boarded a ship and dumped 342 chests of tea belonging
to the British East India Company into the Boston harbour. This incident is known as
Boston Tea Party.
c. On 14 July 1789, people of Paris stormed the Bastille and set the prisoners free. The King
lost control over Paris and this event marked the fall of autocracy in France and the
beginning of the French Revolution. King Louis XVI and Marie Antoinette were arrested
and executed.
d. An assembly called the Estates General representing all the three Estates was summoned
in France after 1614. France was in severe crisis due to its involvement in the War of
American Independence.
King Louis XVI wanted the three Estates to meet separately, but the Third Estate demanded
a combined meeting, with the introduction of one man, one vote. However, the king turned
down this proposal. And when no agreement was reached, the Third Estate proclaimed
itself as the National Assembly on 17 June, 1789.
e. Napoleon gave France an able military leadership. Under Napoleon, French armies won
many wars. Napoleon’s first major victory came in 1793, when he drove the British forces
out of the Port of Toulon. France established direct or indirect control over Europe in
Belgium, Italy, Switzerland, Netherlands, Spain, and part of Germany and Poland.
10
6. a. The main causes of the American Revolution are:
22 The Molasses Act of 1764 (Sugar Act): British Prime Minister George Greenville
passed this revenue raising act, where a duty of six pence per gallon was to be paid
for Molasses brought from France, Spain and West Indies. The British ships patrolled
the coast to prevent smuggling of sugar and molasses. The main purpose was to make
American merchants to buy molasses only from British planters which resulted in a
great loss for them.
22 Navigation Act of 1763: In 1763, a new Navigation Act was passed by the British
Parliament where all colonial trade had to be carried out in British ships. This Act
caused strong resentment amongst American traders.
22 Stamp Act of 1765: In 1765, Greenville proposed that stamps were required for certain
legal documents. Under this act, stamp duties had to be paid by Americans on all their
newspapers, legal and commercial documents.
22 The Declaratory Act of 1766: British Prime Minister Rockingham passed the
Declaratory Act in the year 1766, which stated that the British Parliament is the supreme
authority over the colonists. This Act levied both internal and external taxes. First the
colonists were happy as the declaratory act accompanied the withdrawal of the Stamp
Act and reduction in molasses duty but later resented it.
22 Townshend’s Duties of 1767: After Rockingham, the Earl of Chatham came to power
but soon fell ill. During his tenure, Charles Townshend, Chancellor of the Exchequer,
imposed new duties on colonial imports like glass, lead, paints, paper and tin in 1767.
These duties had uncontrollable widespread protest from the colonists.
22 Boston Tea Party: In 1770, Lord North Brook, the new Prime Minister of Britain
wanted to repeal all the Townshend duties except on tea. The government’s decision to
retain tea tax was severely criticised by the colonists. In 1773, they refused to unload the
tea that came from England.
In Boston, a group of people boarded a ship and dumped 342 chests of tea belonging
to the British East India Company into the Boston harbour. This incident is known as
Boston Tea Party.
b. The American Revolution resulted in the emergence of a new notion and a new era
of independence.
22 13 colonies became independent and combined together to form the United States
of America.
22 The Constitution of the United States of America affirmed the principles of freedom,
democracy and liberty to its people and stated that all men are born equal and cannot be
denied the right to life, liberty and happiness.
22 The 13 colonies had federal system with separation of powers between the Central and
the State government.

22 The federal written constitution was framed with a principle of separation of power
and checks.
11
22 The new constitution gave the Americans the right to freedom of speech, press, religion
and justice according to law.
22 It brought imperialism to an end and set up a nationalist human society.
22 It infused in people all over the world a new spirit of self-confidence to rise against
autocracy and aristocracy.
Estates General: An assembly called the Estates General representing all the three Estates
c.
was summoned in France after 1614. King Louis XVI wanted the three Estates to meet
separately, but the Third Estate demanded a combined meeting, with the introduction of
one man, one vote. However, the king turned down this proposal. And when no agreement
was reached, the Third Estate proclaimed itself as the National Assembly on 17 June, 1789.
National Assembly: On 20 June, 1789, the King prevented the National Assembly from

entering the meeting hall. So they went to the nearby tennis court and took an oath to
provide France with a democratic constitution. This event is known as Tennis Court Oath.
Louis XVI got apprehensive after this event and decided to suppress the Constituent
Assembly. As a result people rose in revolt and fighting broke out in Paris and in other parts
of France.
The Storming of Bastille: On 14 July 1789, people of Paris stormed the Bastille and set the

prisoners free. The King lost control over Paris and this event marked the fall of autocracy
in France and the beginning of the French Revolution. King Louis XVI and Marie
Antoinette were arrested and executed.
Declaration of Rights: In August 1789, the National Assembly of France stated that

all men are born free and are born equal before law and their right to life, liberty and
property cannot be denied in the Declaration of the Rights of Man and of the Citizen. It
also guaranteed freedom of speech and expression and protection from arrest without
reason. The ideas of Liberty, Equality and Fraternity became the hallmark of the Republic
of France.
d. The causes of the French Revolution were as follows:
22 The First and the Second Estates enjoyed many privileges, and were exempted from
taxes. On the other hand, despite paying regular taxes, the Third Estate had no social
standing. This inequality resulted in resentment from the Third Estate.
22 King Louis XVI, the ruler of France believed that being a representative of God on earth
he was not answerable to the people. Both the King and his wife, Marie Antoinette
became very unpopular among the people because they ignored their sufferings and
ruled like autocrats.
22 The administrative set-up was looked down upon as it became extremely corrupt. The
state prison of Bastille became a symbol of state oppression.

22 The intellectual environment of the times, influenced by the works of philosophers
like Rousseau, Voltaire and others encouraged the masses to raise their voice against
corruption, injustice and all kinds of inequalities.
22 The French soldiers who fought in the American War of Independence brought home
with them the ideas of nationalism, democracy and revolution.
12
Impact of the French Revolution

The most important impact of the French Revolution was the formation of the Republican
form of government in France that gave the citizens basic human rights and the power
to vote and elect their representatives. It infused the feeling of nationalism, freedom,
equality and justice in people all over Europe and had a deep and long-lasting impact on
the entire continent.
e. After conquering the whole of Europe, Napoleon wanted to conquer England that he called
‘the nation of shopkeepers’. In 1805 at the famous Battle of Trafalgar, the French Navy was
routed by English Navy headed by Lord Nelson. His defeat began after he tried to invade
Russia in 1812 but his armies could not bear the severe winter and shortage of food in
Moscow and retreated back. This proved to be a fatal blow to Napoleon’s army as he lost
half a million of his trained soldiers.
Napoleon’s enemies united and defeated France in the Battle of Leibzig in 1813. Napoleon
was forced to step down from the throne and was sent to exile in the Mediterranean island
of Elba. However, he soon returned to France, raised an army and recovered the throne and
marched to Belgium. In 1815, he was again defeated by the Britishers and their allies at the
Battle of Waterloo in Belgium. Later he was exiled to the islands of St Helena in the Atlantic
Ocean. He died there in 1821.
Activity
1. Mark the 13 colonies of America on an outline of world map.
2. Collect the pictures of the leaders of American and French Revolution who worked for the
liberation of these two nations.
3. Gather information about Napoleon Bonaparte’s life.
Weblinks:
https://www.youtube.com/watch?v=u2xwoFhkVTo
http://www.history.com/topics/french-revolution/videos/the-french-revolution
http://www.history.com/topics/french-revolution/videos/origins-of-the-french-revolution
13
3 The American Civil War
Learning Objectives
The student will
22 learn about the causes behind the outbreak of the American Civil War
22 understand Abraham Lincoln’s role in the abolition of slavery
Methodology
The teaching methodology has been designed to enhance various skills in the learner,
from critical thinking and observation to understanding and reasoning. Features like class
discussions, audio-visual slides, animations and additional activities will help the students grasp
the topics under study and ensure application of the topics learnt. These will feature alongside
a crisp fact file to grab the learner’s attention, followed by questions based on instructional
inputs and the student’s understanding. This lesson intends to familiarise the students with the
major reasons behind the American Civil War and the role played by Lincoln and others in the
abolition of slavery in the Southern colonies.
Lesson Development
Resources: John Keegan’s The American Civil War, Linda Jacobs Altman’s Slavery and Abolition: in
American History, etc.
1. a. 1776
b. William Lloyd Garrison
c. protective
d. Abraham Lincoln
e. January 1863
2. a. Northern States
b. Harriet Beecher
c. Eleven
d. Emancipation Proclamation
e. American Civil War
14
3.
L A Z T D C B M G F S D B K
M I S S I S S I P P I E K D
O K E F S A M M V K H L E N
C A R O L I N A L B N A N E
A O I H W N F I D V P W T W
C A L I F O R N I A F A U Y
G D X O M S C E R X T R C O
R Y Q V H B Q J O X H E K R
T L R Z Q U G T E I P V Y K
G E T T Y S B U R G N T H Y
F L O R I D A W T X C Z U J
4. a. Abraham Lincoln
b. The Emancipation Proclamation was issued in January 1863.
c. It granted citizenship and voting rights to the slaves.
5. a. The slaves working on the Southern plantations were forced to live in inhuman and pitiable
conditions. They were regarded as the moveable property of the planters, as they could be
auctioned, bought and sold at their owner’s will.
b. Lincoln’s speech at Gettysburg during the American Civil War is considered to be one of
the most important speeches in history. It went a long way in establishing a true democracy
not only in the United States of America, but also in different parts of the world.
6. a. The causes of the American Civil War are as follows:
22 In 1860, America comprised two types of states—first, the 18 Free States consisting of
areas North of Pennsylvania; and the other were the 15 Slave States, made up of the area
South of Maryland. Sectionalism between these regions grew stronger over the years.
22 Popular opinion also developed against the institution of slavery by the literary works of
the time.
22 When Abraham Lincoln, famous for his anti-slavery views, got elected as the President
of the United States in 1861, eleven Southern States decided to secede from the union.
They formed the Confederate States of America and chose Jefferson Davis as the Pres-
ident. They framed their own constitution, adopted a flag and organised an army. Thus
eleven states fought for the confederacy against the 23 Union States.
b. In 1860, America comprised two types of states—first, the 18 Free States consisting of areas
North of Pennsylvania; and the other were the 15 Slave States, made up of the area South
of Maryland. Sectionalism between these regions grew stronger over the years. The south
remained agricultural because the climate here was suitable for large-scale cotton and
tobacco production.
15
The slaves working on these plantations were forced to live in inhuman and pitiable
conditions. They were regarded as the moveable property of the planters, as they could be
auctioned, bought and sold at their owner’s will. The Northern States, on the other hand,
relied on free labour to work in their factories, and therefore saw slavery as a great social
injustice which should be abolished.
c. The North and South developed differences over the issue of tariffs. The Northern States
favoured protective tariffs, under which the foreign goods became more expensive than the
locally manufactured ones. The South saw it as an attempt to disrupt their economy as they
relied on a variety of goods imported from the foreign market.
Westward expansion started as the nation grew in size, and many new territories were
added to the United States. Southern States were in the favour of spreading slavery to the
new territories while the Northern States were against it.
Another significant cause was the question of the amount of freedom and rights to be given
to the individual states. North and South developed differences on this ground as well, as
the Northern States wanted America to remain one united nation while the Southern States
wanted individual states to be given the right to decide whether they wanted to remain in
the Union or secede.
d. Abraham Lincoln, famous for his anti-slavery views, got elected as the President of the
United States in 1861. In January 1863, Lincoln issued the Emancipation Proclamation,
abolishing slavery in Southern States. The slaves were granted citizenship and voting rights.
Lincoln’s speech at Gettysburg during the American Civil War is considered to be one of
the most important speeches in history.
e. Lincoln’s Gettysburg speech went a long way in establishing a true democracy not only in
the United States of America, but also in different parts of the world. The American Civil
War upheld the importance of the central government. It established a Federal form of
government in USA, consisting of several states who look after their own affairs, united
as one single nation, under central government. After the Civil War, the citizens of every
state were granted citizenship enjoying the same rights, ensuring life, liberty, property and
equality of all citizens.
Activity
Imagine that you are Abraham Lincoln and have a chance to deliver a speech against slavery. Draft
a short speech and take turns with your partner to deliver your speech.
Weblinks:
https://www.youtube.com/watch?v=ByFgRP-aWuU
https://www.youtube.com/watch?v=s7m4ld6Bgxc
16
4 India in the Eighteenth
Century
Learning Objectives
The student will
22 understand the reasons behind the decline of the Mughal Empire
22 learn about the regional powers of eighteenth century India
Methodology
The teaching methodology has been designed to enhance various skills in the learner, from
critical thinking and observation to understanding and reasoning. Features like class discussions,
audio-visual slides, animations and additional activities will help the students grasp the topics
under study and ensure application of the topics learnt. These will feature alongside a crisp fact
file to grab the learner’s attention, followed by questions based on instructional inputs and the
student’s understanding. In this lesson, students will learn about the socio-economic and political
conditions in India after the decline of the Mughal Empire, and the major regional kingdoms
which gained prominence during this time.
Lesson Development
Resources: Sir Jadunath Sarkar’s Later Mughals, Stewart Gordon’s The Marathas 1600-1818, R S
Chaurasia’s History of the Marathas, etc.
Answers
1. a. Jahandar Shah
b. Aurangzeb’s
c. Nadir Shah
d. The Marathas
e. puppets
2. a. Nadir Shah
b. Aurangzeb
c. Murshid Quli Khan
d. Sawai Raja Jai Singh
e. Misls
17
3.
A W A R R E N B A S P I N G S
D E X V W T F A M O B P R O E
C L A W S I B J K Q L S Q D G
F L D Y N P N I G I K A Z F I
N E E Z A U T R D E S A L H K
A H M A D S H A H A B D A L I
W L T X I U R O Y A L A I S P
Y E A M R L R S D T T T W Y Z
X Y V C S T Y D E L U K T B E
R P N L H A J D R I N H M O Q
K T F N A N O A A C B A L Q S
P S J T H L T Q L E K N J N R
A O U P R T L Q I E R K S P Q
4. a. Sawai Raja Jai Singh

b. He was the ruler of the Rajput state of Amber.
c. Delhi, Ujjain, Varanasi and Mathura.
5. a. The successors of Aurangzeb were weak. Being incapable of administering such a huge
territory, they left the affairs of the empire in the hands of their nobles and governors.
There was also a constant struggle for power between the nobility (the Turanis, Iranis and
the Hindustanis). This proved to be dangerous as many of these nobles went on to establish
independent regional kingdoms, which emerged as rival centres of power.
b. A Persian ruler, Nadir Shah invaded India by defeating the Mughal Emperor Muhammad
Shah at Karnal in 1739. Muhammad Shah was restored to his throne only after he ceded
(gave up) all the territories west of the river Indus. Nadir Shah carried away enormous
wealth, including the Koh-i-Noor diamond and Shahjahan’s jewel studded Peacock Throne.
His invasion exposed the weakness of the Mughals.
c. The Jagirdari system introduced by the Mughals was at the verge of collapse by the
seventeenth century. By the end of the century only a few jagirs were left, as a result, crown
land was converted into jagir land.
d. The Mansabdari system also proved fatal as the Mansabdars failed to maintain the required
number of troops, due to increase in the number of mansabdars and a decline in the
number of jagirs that was the source of revenue. As a result the military strength declined.
18
e. After the death of Guru Gobind Singh, the Sikh leadership passed into the hands of Banda
Bahadur. He rebelled against the Mughals, but was captured and killed in 1716. However,
Mughal control over the Sikhs weakened after the invasions of Nadir Shah and Ahmad
Shah Abdali.
The Sikhs extended their influence over Punjab, Kangra, and Jammu towards the end of
eighteenth century. They organised themselves into 12 political groups called misls. It was
Maharaja Ranjit Singh who united all the misls and established a kingdom in Punjab.
6. a. The causes for the decline of the Mughal Empire are a highly debatable issue amongst
historians. Stated below are a few probable reasons behind the decline of this mighty Empire.
Aurangzeb’s policies: Aurangzeb’s Deccan Policy proved disastrous for the Mughal
1.
Empire. Also, due to his religious fanaticism Aurangzeb alienated the Rajputs, Jats,
Sikhs and the Marathas.
Weak Successors: The successors of Aurangzeb were weak. Being incapable of
2.
administering such a huge territory, they left the affairs of the empire in the hands of
their nobles and governors.
Jagirdari and Mansabdari crisis: The Jagirdari system introduced by the Mughals was
3.
at the verge of collapse by the seventeenth century. By the end of the century only a few
jagirs were left, as a result, crown land was converted into jagir land. Such a situation
led to a decline in the king’s total revenue collection. The Mansabdari system also
proved fatal as the Mansabdars failed to maintain the required number of troops.
Empty Treasury: Even the socio economic conditions had started to deteriorate by
4.
the time of the Later Mughals. Ever increasing land revenue left the peasants in an
impoverished state. This further worsened the law and order situation, affecting the
efficiency of the Mughal administration
Demoralisation of the Mughal Army: The army had by now become so weak that it could
5.
not curb the growing power of the ambitious chiefs and revolt from within or the foreign
aggression from outside.
Rise of regional powers: After Aurangzeb’s death in 1707, various regional powers raised
6.
their heads under his successors.
b. The Kingdom of Mysore became powerful under Hyder Ali, who assumed the throne of
Mysore in 1761. He worked towards the modernisation of the army, and established a
modern arsenal at Dindigul with the help of the French. He defeated the British forces and
emerged victorious in the First Anglo-Mysore War of 1769.
After his demise in 1782, his son Tipu Sultan, known as the Tiger of Mysore, continued to
fight against the British. He died in 1799 while defending his capital Seringapatnam from
the British.
c. Shahu, the son of Shambhaji, made Balaji Vishwanath his Peshwa or Chief Minister.
Gradually the ruler became the titular head and Peshwa the actual decision maker. Balaji
Vishwanath took major steps to capture more territories and eventually got the rights to
collect chauth and sardeshmukhi from the six provinces of Deccan. He divided the Maratha
19
territories among chiefs who were given the task of collecting revenue. The chiefs were
allowed to keep a part of the collection to meet their expenses. This made them powerful
and ambitious.
Baji Rao I succeeded his father, Balaji Vishwanath in 1720. Through a treaty he made
peace between the Marathas of Satara and those of Kolhapur. By 1737, Maratha influence
extended over Malwa, Gujarat, Bundelkhand and the outskirts of Delhi.
Balaji Baji Rao (Nana Saheb) succeeded his father Baji Rao I in 1740. After Shahu’s death in
1749, the Peshwa shifted the Marathas capital to Pune, while Shahu’s successors remained
at Satara. Under him Maratha power was at its glory. Maratha army reached up to Punjab,
Rajasthan in the north and Bengal, Orissa in the east.
d. The Marathas did not receive any local support. They had made enemies of the local powers
by raiding their territories and had made no effort to win over their loyalty. As a result, the
Maratha army was desperately short of supplies on the eve of the war. The Marathas made
the mistake of not adopting modern military techniques and weapons. Besides, they were
weakened by infighting amongst their chiefs.
e. i. A Persian ruler, Nadir Shah invaded India by defeating the Mughal Emperor
Muhammad Shah at Karnal in 1739. Muhammad Shah was restored to his throne only
after he ceded (gave up) all the territories west of the river Indus. Nadir Shah carried
away enormous wealth, including the Koh-i-Noor diamond and Shahjahan’s jewel
studded Peacock Throne. His invasion exposed the weakness of the Mughals.
ii. Between 1748 and 1767, the Afghan ruler Ahmad Shah Abdali invaded India several
times. In 1761, he inflicted a crushing defeat on the Marathas in the Third Battle of
Panipat. This destroyed the possibility of the Marathas replacing the Mughals as the
supreme power and also cleared the way for the British to emerge as a political force
in India.
iii. Balaji Baji Rao (Nana Saheb) succeeded his father Baji Rao I in 1740. After Shahu’s
death in 1749, the Peshwa shifted the Marathas capital to Pune, while Shahu’s successors
remained at Satara. Under him Maratha power was at its glory. Maratha army reached
up to Punjab, Rajasthan in the north and Bengal, Orissa in the east.
Activity
1. On an outline map of India, mark the kingdoms which declared themselves independent
from the Mughal Empire.
2. Name the palaces of the Nizams of Hyderabad.
3. Collect the pictures of all the Mughal rulers and write about any one of them.
Weblinks:
https://www.youtube.com/watch?v=yoZfi-lpqRk
https://www.youtube.com/watch?v=eBamMS1BrJ4
20
5 Traders to Rulers
Learning Objectives
The student will
22 understand the factors which favoured the expansion of the British during the
eighteenth century
22 learn about the different measures adopted by the British to gain supremacy over India
22 understand the reasons behind their success
Methodology
understanding. The aim of this lesson is to introduce the students with the major tactics employed
by the British to gain political supremacy in India and the factors which aided their transition
from traders to rulers.
Lesson Development
Resources: Philip Lawson’s The East India Company: A History, Robert Travers’ Ideology and
Empire in Eighteenth Century India: The British in Bengal, etc.
Answers
1. a. Pondicherry
b. Muzaffar Jung
c. Siraj-ud-Daulah
d. Mir Qasim
e. Hyder Ali
2. a. Surat
b. Mir Jafar
c. Shah Alam II
d. Awadh
e. Lord Dalhousie
21
3.
A B C P V Q X R D U P L E I X S W T Y Z U
C W A R R E N H A S T I N G S F E H J G I
D F L H M J Y O L X V M I R Q U A S I M L
E H N I O K M Q H L H Y D E R A L I D M K
A G J L H R P R O B E R T C L I V E R O T
S B U A N W A R U D D I N Z U S B Q C P N
D T C I V K N W S X Z Y K M O Q S U Y W Z
A E D F B G I M I R J A F A A R R D C F H
E H F L N C P E E P T I P U S U L T A N N
S I R A J U D D A U L A H R G T V X B E I
4. a. He became the Governor-General in 1848.

b. Doctrine of Lapse
c. Satara, Jaitpur, Sambhalpur, Baghat, Udaipur, Jhansi and Nagpur.
5. a. The French trading Company was formed in 1664, and had its headquarters at Pondicherry.
The company had factories at Mahe, Yanam, Karaikal and at other places. In contrast to the
English East India Company, the French Company largely depended on their government
for financial and military help.
b. Under a dual system of government the Nawab looked after the subjects but the revenue,
military and judicial powers were under the British. Hence the British managed to gain
enormous resources for further expansion.
However, the people of Bengal suffered immensely at their hands. They received no help
from either the Company or the Nawab of Bengal during the famine of 1770. This dual
system of government came to an end in 1772, with the appointment of Warren Hastings
(1772-1785) as the first Governor-General of Bengal.
c. The Battle of Buxar was fought on 22 October 1764, between the British and the combined
armies of the Nawab of Awadh, Mir Qasim and Mughal Emperor Shah Alam II. The
British managed to defeat them, and as a result, Awadh was restored to Shuja-ud-Daulah in
return for a sum of 50 lakh rupees as war damages. Shah Alam II issued a Farman in 1765,
granting the company the diwani of Bengal, Bihar and Orissa.
d. Lord Dalhousie introduced the policy of Doctrine of Lapse, according to which, if a ruler of
a dependent state should die without any natural heir, his adopted son would not succeed
him but the state would lapse or pass the territory to the British Company and the adopted
son would inherit only the personal property of the deceased ruler.
e. Under the Subsidiary Alliance, the ruler would be protected by the British against his rivals
or enemies. In turn, he was supposed to keep the British force in his territory, give a part of
his territory to the British to maintain their army and a British officer would from now on
reside permanently in the ruler’s court.
22
6. a. The East India Company of England was started by a small group of British merchants. In
1600, Queen Elizabeth I of England gave the Company the exclusive right to carry on trade
with the East. The Company set up its first factory at Surat in 1612. Gradually they took
control of Chennai (then Madras), Mumbai (then Bombay) and Kolkata (then Calcutta).
The Company became very rich and soon began to interfere even in India’s internal affairs.
The rulers of Bengal kept strict control over the European traders and resisted the
fortification of European settlements. However, Bengal neglected their army, navy and
could not check corrupt officials, which in turn helped the Britishers.
First Carnatic War (1744-1748): As a result of the Austrian war of succession, the English
b.
threatened their French rivals headquarter at Pondicherry. The French led by Dupleix
attacked the British territory at Madras in 1746. The British appealed to Anwar-ud-din. The
Nawab sent his army, but it was defeated. Finally in 1748, the war in Europe ended and as
peace settlement Madras was given back to the British.
Second Carnatic War (1748-1754): The British-French involvement in the local politics

of Hyderabad and Carnatic caused the Second Carnatic War. The French and the British
took opposite sides over the issue of succession to the thrones of Hyderabad and Carnatic.
However, the British succeeded in installing Muhammad Ali on the throne of Carnatic, in
place of French candidate Chanda Sahib, while the French succeeded in installing Muzaffar
Jung as the Nawab of Hyderabad in place of British candidate Nasir Jung. Thus, a peace
treaty was signed and Dupleix was called back to France.
Third Carnatic War (1756-1763): Another war broke in 1756 between the British and

French forces. French forces were led by Comte de Lally who was defeated and therefore a
peace treaty was signed in 1763. French factories were given back to France but they could
no longer be fortified to rule. Hence they only served as trade centres. Thus, the French
were no longer a strong opposition against the British and the British were on the path to
becoming the masters of India.
c. The British appointed Robert Clive to lead their forces. Clive won over Mir Jafar, the
Commander-in-Chief of Siraj and some of his court members and waged the Battle of
Plassey on 23 June, 1757. Siraj was defeated and killed.
Mir Jafar became the ruler of Bengal after the death of Siraj-ud-Daula. Mir Jafar rewarded
the British East India Company with a large sum of money and the Zamindari (right
to collect revenue) of 24 Parganas and rights to free trade. Thus the victory of Plassey
transformed the Britishers from mere traders to a major political force in Bengal. This
showed the weakness of the Indian political system.
Mir Jafar failed to meet the Company’s constant heavy monetary demands. So in 1760, the
Company deposed Mir Jafar and made his son-in-law Mir Qasim, the Nawab of Bengal. He
in turn gave the company, the Zamindari of Burdwan, Midnapore and Chittagong.
d. Bengal came under a dual system of government, where the Nawab looked after the
subjects but the revenue, military and judicial powers were under the British. Hence the
23
British managed to gain enormous resources for further expansion. However, the people of
Bengal suffered immensely at their hands. They received no help from either the Company
or the Nawab of Bengal during the famine of 1770. This dual system of government came
to an end in 1772, with the appointment of Warren Hastings (1772-1785) as the first
Governor-General of Bengal.
e. The British managed to succeed because of the following reasons: the Indians lacked unity
and easily became victims of the British policy of Divide and Rule. Most of the rulers did
nothing to win the loyalty of the people. And so, when British attacked, none came forward
to help. Indian rulers had a poorly trained army and therefore could not stand the strong
and well-disciplined British forces. New warfare techniques and a developed naval force
gave the British an upper hand. Thus, the British secured their position in India.
Activity
1. Paste the pictures of all the leaders who were involved in introducing and expanding British
Power in India.
2. Colour the territories annexed by Lord Dalhousie under Doctrine of Lapse.
3. Collect more information and pictures of Tipu Sultan.
Weblinks:
https://www.youtube.com/watch?v=NHGT5ivAk4c
https://www.youtube.com/watch?v=XYNGZHatOHI
24
6 British Policies and
their Impact
Learning Objectives
The student will
22 learn about the major areas where the British tried to gain stronghold
22 learn about the land revenue policies and educational and trade reforms introduced
by them
Methodology
understanding. This lesson will make the students aware of the reasons behind the introduction
of new land revenue and educational policies by the British, and what they actually tried to
accomplish through these strategic measures.
Lesson Development
Resources: J Albert Rorabacher’s Property, Land, Revenue, and Policy: The East India Company,
C.1757–1825, A R Desai’s Social Background of Indian Nationalism, etc.
Answers
1. a. farming system
b. Lord Cornwallis
c. mahals
d. pathshalas, madrassas
e. English
2. a. Land Revenue
b. Farming system
c. Permanent settlement
d. Alexander Reed
e. Charter Act of 1830
25
3.
T Y U I O P L K J H G F
D S A S D F G H J K L L
Y X N M O R T T A B C D
F R O Q Q Y S O Q T T U
I C E C V O W Y M J U I
V B H K I T O P J K L M
M A H A L W A R I J K L
L K U O F A R M I N G H
S F G P E R M A N E N T
Q W E R G I H J K L L P
Z Y X T O Q R I J G S O
P Q T A C E F I Q R S P
A R L I F G A R O Y B J
K L K Y K F M L C P T O
O U P V M N K H E J K L
Q W T Y U I O O I U A B
T U I U B N F E R P L A
V C D F E R U I O P J M
4. a. Lord Cornwallis was the Governor-General from 1786-1793.

b. Permanent Settlement
c. Ryotwari and Mahalwari Settlements
5. a. In 1772, Warren Hastings introduced a new system known as the Farming System. His
main purpose was to get rid of the Indians from the administrative set up. Under this
system European District collectors were appointed for the collection of revenue and the
farming rights were given to the highest bidder. This system also failed as the farmers
tried to extract as much as possible and the bids exceeded the amount that the land could
actually produce.
b. The British passed the Charter Act of 1830, which was supposed to sanction a sum of 1
lakh rupees for educational purpose every year. On this, there was a deadlock between two
groups, the Orientalists and the Anglicists over the promotion of classical and regional
languages and western education. This came to an end in 1835 when English came to be
used as medium to promote Western Education.
c. The Permanent Settlement had its own merits and demerits—while the Company was at
benefit, the peasants suffered the most. The burden of the high revenue was borne by the
peasants and they were sometimes even forced to pay illegal cesses. This system was revised
26
over the years but it hardly made any difference. Peasants continued to suffer at the hands
of the zamindars.
d. Before the coming of the British, India was the largest producer of cotton textile in the
world. This attracted the European trading Companies towards the textile industry in
India. This trade was encouraged by the Mughal emperors as the British sold Indian goods
in foreign markets at a higher price.
The indigenous industries however suffered badly after the establishment of British rule,
because of their growing monopoly over trade.
e. Under the Wood’s Despatch named after Sir Charles Wood, President of the Board of
Control, education department and educational institutions from the primary upto
university level, was made compulsory in each district. As a result of this, universities
were set-up in Chennai (then Madras), Mumbai (then Bombay) and Kolkata (then
Calcutta) in 1857.
6. a. After the grant of diwani of Bengal, Bihar and Orissa in 1765, collection of revenue was
the major aim of the East India Company. Agriculture was the mainstay of the economy
and hence in the haste to maximise extraction several land revenue experiments were
undertaken by the Company. Native officials were in charge for the collection of the
revenue, but the European officers of the Company were given the charge of supervision.
These officials had no idea about the local situations and were highly corrupt which led
to the complete disorganisation of the agrarian economy within a few years, so much so
that the Famine of 1769-80 wiped off one-third of the total population. This indicated the
prevalence of chaos and confusion.
The collection of land revenue was very important as it was the main source of income.
b. The Permanent Settlement was introduced by Lord Cornwallis in 1793. In lieu of regular
income, the Company under this system decided to fix the land revenue on a permanent
basis in Bengal and Bihar. Since the land revenue was fixed, it was made sure that the
revenue collected was the absolute maximum.
This system had its own merits and demerits—while the Company was at benefit, the
peasants suffered the most. This new system ensured regular supply of revenue to the
Company and a new social class of landlords was created who were extremely loyal to the
British. However, peasants suffered terribly under this new revenue system. The burden of
the high revenue was borne by the peasants and they were sometimes even forced to pay
illegal cesses.
c. The Ryotwari Settlement was introduced in the ceded districts of Madras and Bombay
presidency. In this system instead of zamindars revenue was directly collected from the
ryot or peasant. A revenue settlement was made directly with the farmers who came to be
recognised as the owner of the land. The revenue to be collected was fixed according to the
fertility of the land.
The Mahalwari system of revenue collection was introduced in parts of Madhya Pradesh,
western Uttar Pradesh and Punjab. Under this system, land was owned by a group of
villages, known as mahals and the revenue was collected by the headman of each mahal.
Also, the revenue was not fixed and could be changed periodically.
27
d. Before the coming of the British, India was the largest producer of cotton textile in the
world. This attracted the European trading Companies towards the textile industry in
India. This trade was encouraged by the Mughal emperors as the British sold Indian goods
in foreign markets at a higher price.
The indigenous industries however suffered badly after the establishment of British rule,
because of their growing monopoly over trade. After the Industrial Revolution, the export
of Indian textile almost vanished. On the other hand, Indian markets were opened for
British manufactured goods and this led to the destruction of handicraft industry. High
duties were imposed on Indian goods, as a result of which their demand in the European
market decreased.
e. The new changes in the education system were meant to produce English speaking clerks
to work for much lower wages than the British officials. It benefitted only the urban middle
class, who were appointed at lower administrative posts. However, villages remained aloof
from this education system. Hence, the majority of Indian population remained illiterate.
Nevertheless, this also had some positive impact, such as, Indians became aware of the
modern western political ideas of nationalism, democracy, liberty and equality. These same
ideas played a major role in the struggle for India’s freedom.
Activity
Do a project on the educational policy by the East India Company and compare it with the present
educational system.
28
7 The Great Uprising
of 1857
Learning Objectives
The student will
22 learn the long-term and immediate causes which led to the revolt of 1857
22 understand the role played by some able leaders, who successfully led the revolt in dif-
ferent parts of India

22 understand the consequences and nature of the uprising
Methodology
understanding. This chapter intends to introduce the students with all the aspects of a major event
in Indian history—the Revolt of 1857—which is seen as the first combined effort by the people of
India against the unjust British rule.
Lesson Development
Resources: Eric Stokes and C A Bayly’s The Peasant Armed: The Indian Revolt of 1857, Rudrangshu
Mukherjee’s The Year of Blood: Essays on the Revolt of 1857, R C Majumdar’s The Sepoy Mutiny and
the Revolt of 1857, etc.
Answers
1. a. India b. Peshwa Baji Rao II
c. Indian d. Hazrat Mahal
e. British
2. a. 1856
b. General Service Enlistment Act
c. Enfield Rifle
d. Maulvi Ahmadullah Shah
e. India Council
29
3.
F E L O R D C A N N I N G Z C C U
I A F H N U W Y M O Q K R P E G B
C B A Z T E N J L D T E A A J H A
N S I L A X M I B A I N J A Q O H
A L I J N K M L N L S V B K S P A
S O M B T I Z W Z H D I D C U R D
A Z Q H I D Z F H O C C F E W T U
H Y P V Y V Y X C U E T R G S V R
I X N T A X B J M S D O L J D H S
B W S U T L N Q K I G R P B N O H
M F K I O X P T O E I I A S C Q A
E T R G P Z Y R V F A U W Y B H H
V Z H E E A U C F N E I D Z F H O
4. a. Emperor Bahadur Shah Zafar

b. On 11 May, when the sepoys declared Mughal Emperor Bahadur Shah Zafar as the
Emperor of India and their leader.
c. Bahadur Shah was deported to Rangoon (now Yangon) in Myanmar.
5. a. Some of the political causes of the 1857 uprising were:
Policy of Annexation: Lord Dalhousie’s policy of annexation called the Doctrine of
1.
Lapse was seen as an act of betrayal by the Nawabs of the princely states as most of
them had shown loyalty towards the British. A number of states lost their territory
and independence to the British by accepting the terms of the Subsidiary Alliance. The
rulers of these territories led the revolt against the British.
Disrespect shown to Bahadur Shah Zafar: Britishers after the death of Bahadur Shah
2.
II announced that the Mughals would lose the title of King and his successors will
have to leave the Red Fort. This hurt the sentiments of the subjects and increased their
aversion towards them.
Annexation of Awadh: Britishers created dissatisfaction among the people of Awadh
b.
by annexing it to the British Empire on the pretext of misgovernance. This deeply hurt
their sentiments because the Nawabs of Awadh had been loyal to the British. It especially
affected the morale of the sepoys as most of them came from this region.
30
c. Lord Dalhousie’s policy of annexation called the Doctrine of Lapse was seen as an act of
betrayal by the Nawabs of the princely states as most of them had shown loyalty towards
the British. A number of states lost their territory and independence to the British by
accepting the terms of the Subsidiary Alliance. The rulers of these territories led the revolt
against the British.
d. According to Lord Canning’s General Service Enlistment Act, passed in 1856, the new
recruits in the army were required to travel overseas, if needed. The Hindu soldiers
resented this as according to the traditional belief of the people, travel across the land led
to a loss of caste. Even the Foreign Service allowance or bhatta (paid when the sepoys were
sent to fight outside the country) was discontinued.
e. On November 1, 1858 Queen Victoria declared in her proclamation that henceforth, the
British Crown would not interfere in the socio-religious beliefs and customs of the Indians
and will treat all subjects as equal. But in the name of non-interference, the government
even stopped supporting social reforms.
6. a. i. Political Causes: Policy of annexation; disrespect shown to Bahadur Shah Zafar; ill-
treatment shown to Nana Sahib and Rani of Jhansi; annexation of Awadh; disbanding
the armies of the annexed states.
ii. Socio-Religious Causes: Various methods to spread Christianity; interference in the
socio-religious customs; policy of racial discrimination.
iii. Economic Causes: Exploitation of Economic resources: The Britishers enriched
themselves at the cost of Indians by exploiting their economic resources. Indians were
forced to export raw materials like cotton, silk, food grains, etc., at cheaper rates, and
to buy ready-made British goods imported into India either duty free or at nominal
tax. Thus Indian hand-made goods could not compete with the cheaper machine-made
goods of Britain. The misery of the artisans was compounded by the disappearance of
their traditional patrons and buyers — the Princes, Chieftains and Zamindars.
Poverty and Famine: The new land revenue policies introduced by the British had an

adverse impact on the peasantry as they were now required to pay fixed and higher
revenue. The policy of collection got stricter and even during crop failure, the peasants
were forced to pay the revenue.
iv. Military Causes: Ill-treatment of Indian Sepoys: Indian soldiers or sepoys formed
a major portion of the Company’s army in India. They helped the Britishers in
establishing their empire in India and elsewhere, but the British always considered
them inferior to their soldiers. As a majority of them came from the Awadh region, its
annexation further angered them. They also developed the fear that their religion was
under threat. Apart from this, they had other grievances too. They were not paid at par
with their British counterparts. Moreover, they were ill-treated and were forced to live
under poor conditions.
General Service Enlistment Act: According to Lord Canning’s General Service Enlistment

Act, passed in 1856, the new recruits in the army were required to travel overseas, if
31
needed. The Hindu soldiers resented this as according to the traditional belief of the people,
travel across the land led to a loss of caste. Even the Foreign Service allowance or Bhatta
(paid when the sepoys were sent to fight outside the country) was discontinued.
b. Several able leaders came up to lead the revolt in various places:
Lucknow: Begum Hazrat Mahal, the wife of the Nawab of Awadh, in assistance with

Maulvi Ahmadullah Shah, organised an all-out attack on the British and besieged Sir
Henry Lawrence and other Englishmen in their residencies. General Havelock came to
their rescue but couldn’t save them and lost a number of soldiers including general Neil
who had killed many in Delhi. In 1858 Begum Hazrat Mahal fled to Nepal and her city
was recaptured.
Kanpur: In Kanpur, Nana Sahib, the adopted son of Peshwa Baji Rao II, proclaimed himself

the Peshwa. With the help of Tatya Tope and Azimullah he put up a tough fight against the
Britishers. But the Britishers managed to recapture the city of Kanpur with a large army and
better equipments. Nana Sahib fled to Nepal, while Tatya Tope escaped to Kalpi.
Central India: The rebels in Central India were led by Rani Laxmi Bai of Jhansi. With

the help of Tatya Tope, she fought like a true heroine, inspiring all with her courage and
fighting skills. On June 18, 1858 Rani Laxmi Bai died fighting the British at Gwalior. Tatya
Tope was betrayed by the Gwalior chief Man Singh and was hanged on April 18, 1859.
Other Centres: In Bareilly, Khan Bahadur Khan, the ruler of Rohilkhand, took command

of the movement. In Bihar, Kunwar Singh, the Zamindar of Jagdishpur had been deprived
of his estates by the British. He organised and led the revolt in Arrah and other places in
Bihar and Jharkhand.
c. Though the uprising of 1857 was suppressed, it nevertheless brought far reaching effects on
many fronts, like:
22 In 1858, the British Parliament passed an act under which the hundred year rule of the
East India Company came to an end.

22 The Board of Control was abolished and the power exercised by the Board of Directors
was taken away.

22 The right to administer India was transferred from the hands of the Company to the
Crown. The British government assumed direct responsibility to rule India.

22 The Act of 1858 led to the appointment of a Secretary of State to look after the affairs in
India. A 15 member advisory body, called the India Council was formed to assist him.
22 The Governor-General was appointed as the head of the Government of India and was
given the title of Viceroy. The Viceroy was assisted by a Legislative Council and an Exec-
utive Council.
The revolt of 1857 failed due to several reasons:
d.
22 The revolt lacked planning, organisation and leadership. People in different parts of the
country failed to fight in a coordinated manner. Most of the leaders fought to protect
their own territories only.
32
22 The revolt could not assume a national dimension as all sections of society did not come
forward in support.
22 The rebels did not have enough weapons and resources at their disposal. On the other
hand, the Company’s troops had modern weaponry and limitless funds.
e. The British historians labelled the uprising as a Sepoy Mutiny, in which only a few sepoys
of the East India Company revolted. But such a widespread and long-lasting revolt cannot
be just called a mutiny, as large sections of society joined the dissatisfied sepoys. Nationalist
Indian historians refer to it as the First War of Independence as it was the first time when
people belonging to different communities and religions rose together against the British.
It in fact gave way to the national movement in India as the sacrifice of Indian leaders
like Rani Laxmi Bai, Nana Sahib, Mangal Pandey, etc., acted as a source of inspiration for
generations to come.
Activity
Collect the pictures of the leaders who participated in the great uprising and stick their pictures in
a scrap book and discuss them briefly.
Weblinks:
https://www.youtube.com/watch?v=AGJfOF4Zd9g
https://www.youtube.com/watch?v=SzBj4LN6hMg
33
8 Socio-Religious Reforms
Learning Objectives
The student will
22 learn about the evils which prevailed in Indian society during the eighteenth-
nineteenth centuries
22 understand the role played by some major reformers
Methodology
understanding. The aim of this lesson is the familiarise the students with the socio-cultural and
religious conditions of India during the eighteenth-nineteenth centuries and the role played by
those who tried to reform the society by eradicating evil and unjust practices.
Lesson Development
Resources: Kenneth W Jones’ Socio-Religious Reform Movements in British India, Sumit Sarkar
and Tanika Sarkar’s Women and Social Reform in Modern India- A Reader, etc.
Answers
1. a. Rammohan Roy
b. Rammohan Roy
c. Vidyasagar
d. Arya Samaj
e. Madam Blavatsky and Col Olcott
2. a. Rammohan Roy
b. Atmiya Sabha
c. Lala Hansraj
d. Tehzeeb-ul-Akhlaq
e. Akali Movement
34
3.
O E R A P X F B C H X G O I X
R R A M M O H A N R O Y D I J
I S H W A R C H A N D R A K T
C V I V E K A N A N D A L S B
N V E E R A S E L I N G A M V
Q K I X C M N B I L Q M T O C
T A D T S X T D S P W S R F V
X E G Y U Z V L U H S K O Q W
S Y E D A H M E D K H A N E Y
4. a. Sati practice
b. Rammohan Roy, Ishwar Chandra Vidyasagar, Swami Dayanand Saraswati, etc.
c. The practice of sati came to be abolished by Governor General William Bentinck in 1829.
5. a. The Arya Samajis started the Shuddhi movement to check the conversion of Hindus to
other religions and to bring back converts within the Hindu fold.
b. The Theosophical Society was founded by Madam Blavatsky and Col Olcott in 1886 in
Madras. The aim of the Theosophical Society was to revive Hinduism and encourage the
study of Indian religions and philosophy of Upanishads in depth. It played a significant role
in fostering a sense of pride and interest in Indian culture.
c. Jyotirao Govindrao Phule, also called Jyotiba, along with his wife Savitribai Phule fought
against caste discrimination. They founded the Satyashodhak Samaj (society for seeking
truth) in 1873 to win equal rights for all. People from all religions and castes could become
a part of this association which worked for the uplift of the oppressed classes.
d. Swami Vivekananda was a disciple of Ramakrishna Paramhansa, and like his guru, he also
wanted to work for the betterment of human beings. He graduated in Philosophy from
Calcutta University in 1881 and went on to master Western and Indian philosophies. He
always tried to revive the Indians pride in their culture and civilisation.
e. Due to his efforts for the uplift of women, Kandukuri Veeresalingam of Andhra Pradesh
came to be known as the Vidyasagar of South India. He also encouraged women’s education
and started a Telugu journal to spread the message of caste equality and social reform.
Himself a victim of caste discrimination, Sri Narayana Guru worked towards the uplift of
the untouchables. Other reformers of South India such as K Kelappan, E V Ramaswamy
Naicker and J K Madhavan fought for the right of the untouchables to enter temples.
6. a. Some of the major evils prevalent in Indian society against which the reformers
fought were, practices such as Sati, child marriage, polygamy, female infanticide, caste
discrimination, women’s right to inherit property, etc.
35
Religious Reforms: Rammohan Roy favoured monotheism or the existence of one god,
b.
and opposed idol worship and meaningless rituals. He published Bengali translation of
the Vedas and the Upanishads and organised a philosophical discussion circle, called
the Atmiya Sabha in 1815. Rammohan Roy established the Brahmo Sabha or Brahmo
Samaj in 1828.
Social Reforms: Through the Brahmo Samaj he worked for social and religious reforms

and organised campaigns against social evils such as Sati, child marriage, polygamy, female
infanticide, caste discrimination, women’s right to inherit property, etc. He was against
the caste system, untouchability and superstitious beliefs. It was due to his efforts that the
practice of sati came to be abolished by Governor General William Bentinck in 1829.
c. Great social reformers like M G Ranade, Vidyasagar and Keshab Chandra Sen helped
Dayanand to establish the Arya Samaj in Bombay in 1875. The Arya Samaj was open to
people of all castes and religions. Dayanand outlined the philosophy of the Arya Samaj
in the book, Satyarth Prakash. All of its members had to practice the Ten Principles, the
most important being the study of the Vedas. It produced leaders like Lala Lajpat Rai
and Lala Hansraj.
The Arya Samajis started the Shuddhi movement to check the conversion of Hindus to
other religions and to bring back converts within the Hindu fold.
d. Sir Syed Ahmad Khan was the greatest reformer amongst the Muslims who strove to
remove backwardness from the Muslim community. He spread his ideas through a journal
called Tehzeeb-ul-Akhlaq and started a reform movement, named Aligarh Movement. He
attacked the system of purdah and polygamy and stressed the need for English education
and scientific knowledge. He founded a Translation Society in 1864 which translated
books on science and literature into Urdu. In 1875, Sir Ahmad Khan established the
Mohammedan Anglo-Oriental College at Aligarh, which later became the Aligarh Muslim
University. It is one of the leading universities in India, imparting education in science,
humanities and technical subjects.
e. The Singh Sabhas were set up in Amritsar and Lahore for religious and social reforms
amongst the Sikhs. These sabhas helped in the spread of education by opening schools and
colleges. It set up Khalsa College in Amritsar in 1892 to promote higher education. These
schools and colleges were encouraged to improve Gurmukhi Script and Punjabi literature.
In 1920, the Sikh reformers launched the Akali Movement against the management of
the Gurudwaras. Henceforth, all Gurudwaras came to be managed by the Shiromani
Gurudwara Prabandhak Committee.
Activity
1. Name any two socio-religious reformers of today’s world and write a few lines about their
work for the betterment of the society.
2. Paste the pictures of the modern socio-religious reformers in your scrap book.
36
9 India’s Struggle for
Freedom (Phase I)
Learning Objectives
The student will
22 learn about the factors which resulted in the development of national consciousness
in India
22 understand the aim and ideology behind the formation of the first all-Indian political
association, the Indian National Congress
Methodology
understanding. This lesson intends to introduce the students with the factors behind the rise
of nationalist sentiments among the Indians, and the formation and initial years of the Indian
National Congress, the flag-bearer of the Indian national Movement.
Lesson Development
Resources: Daniel Argov’s Moderates and Extremists in the Indian National Movement, Amales
Tripathi’s Indian National Congress and the Struggle for Freedom, S R Mehrotra’s A History of the
Indian National Congress: 1885-1918, etc.
Answers
1. a. England b. Gagging Act
c. Dadabhai Naoroji d. three
e. Moderates
2. a. The Vernacular Press Act of 1878
b. Allan Octavian Hume
c. W C Bonnerjee
d. Lord Curzon
e. The Arms Act of 1878
37
3.
L R A S B E H A R I G H O S H A P F
L R H E B A D F B T K H G N E Y H V
D A D A B H A I N A O R O J I P E I
L J S G I E T F P D K H P N E Y R B
L G U A P L A L I C H X A O I X O K
A U R T I B A L C N R O L D I J Z M
J R E S N P A L H A N D K A K T S K
P U N I C F E T A A N D R L S B H H
A B D N H A F C D L I N I A M V A R
T D R G A D D A R I L Q S T O C H N
R R A H N A F G A S P W H R F V N N
A U N H D G H A P U H S N O Q W L N
I D A F R A F G A D K H A N E Y S B
W D T J A H J D L A N D A L S B V D
Z T H L B L L G O D N D E L C N V D
4. a. Rabindranath Tagore
b. Jana Gana Mana
c. The printing press played a very integral role in the rise and development of national
consciousness. The newspapers of the time informed the Indians about the policies
introduced by the British and what were the likely benefits or drawbacks of these policies.
The press, both English and the vernacular, acted as a medium to mobilise public opinion.
Many nationalist newspapers which published ideas of patriotism, liberty, justice and
freedom, came up during this time.
Writings of scholars like Bankim Chandra Chatterjee, Rabindranath Tagore, Bhartendu
Harishchandra, Din Bandhu Mitra, Sir Syed Ahmad Khan and Subramania Bharti, etc.,
stirred the hearts of Indians and prepared them to make sacrifices for the motherland.
Their nationalist literature also developed self-confidence in the people.
5. a. The Arms Act of 1878 forbade the Indians to keep arms without a license whereas
Europeans were an exception to this rule.
b. India’s wealth was being drained to England, and the handicraft workers and artisans
suffered a major blow to their income due to free trade. But the introduction of modern
industries linked the economic life of people from different parts of the country. Indians
thought that economic salvation lay in uprooting the British rule.
38
c. Ilbert Bill was introduced by Lord Ripon’s law member, Sir Ilbert, in 1883. This bill created
a huge discontent in the European community as it granted Indian judges the power to try
cases involving the Europeans. After great opposition, the government withdrew the bill,
leaving the Indians sure that the British will never treat them as equals.
d. In contrast to the moderates, the radicals followed aggressive and bolder policies against
the British. The leaders of this group were Lala Lajpat Rai, Bal Gangadhar Tilak, Bipin
Chandra Pal (or Lal-Bal-Pal), etc. The radicals had no faith in the British sense of justice
and fair play and therefore favoured aggressive mass political agitations, like strikes, mass
demonstrations and boycotts.
e. The demonstrations against the partition of Bengal took the form of two new methods
of protest—swadeshi and boycott. Under the Swadeshi movement, people were asked to
use Indian made goods in order to provide encouragement to Indian cotton and textile
industries. The radicals also asked people to boycott the use of foreign goods. From Bengal,
the swadeshi and boycott movements spread to other parts of the country. Women and
students increasingly participated in these movements, and picketed shops selling foreign
goods. Huge bonfires of foreign clothes were also organised in some places.
The Revolt of 1857: As a result of the revolt, the British and the Indians began to
6. a.
suspect each other’s loyalty and integrity. This gave rise to political consciousness and
strengthened the national sentiments of Indians, which resulted in the widespread
organisation of movements.
Spread of Western Education: The introduction of modern education helped in the

development of nationalist sentiments. Through modern education, the British aimed
to prepare some Indians to work at low posts in the administration. The British also
hoped that an introduction to western thoughts and ideas would generate feelings of
loyalty towards them. But, things didn’t turn out the way they had expected. Exposure to
Western thought and ideas instilled the feelings of equality, freedom and nationalism in
Indians. Indians started demanding basic human rights for themselves. The knowledge
and use of English language for communication acted as a unifying factor. A study of
Indian history and culture aroused the feelings of self-respect, self-confidence, patriotism
and nationalism in Indians.
b. Many repressive policies were enforced from 1876 to 1880 by the Viceroy of India, Lord
Lytton. He organised a grand Imperial Durbar in 1877 in Delhi to welcome the Queen.
A huge amount of money was spent on it while people in many parts of India were dying
due to famine. He further ruined the prospects of the Indian textile industry by abolishing
import duties on British goods.
The Vernacular Press Act of 1878 imposed restrictions on the Indian press to publish
anything against the British. This Act was also termed as Gagging Act. The Arms Act
of 1878 forbade the Indians to keep arms without a license whereas Europeans were an
exception to this rule. The age limit to appear for the Indian Civil Service Examination was
39
reduced from 21 years to 19 years. These discriminatory measures created a wave of anger
and as a result the Indians got determined to overthrow the British Rule.
c. The major aims of the Congress were:
22 To develop friendly relations between political workers from different parts of the country.
22 To develop and consolidate the feelings of national unity, irrespective of caste, creed,
religion, belief or colour.

22 To formulate popular demands and place them before the British government.
d. The moderates believed in constitutional methods of demand and persuasion and sent
regular petitions to the government. They spread their messages through pamphlets,
articles and lectures and organised processions, meetings and discussions.
Their main demands included:

22 Wider powers for the Legislative Councils as well as training in self-government from
the British.
22 Removal of poverty by developing agriculture and modern industries.
22 Promotion of education.
22 Employment of Indians in higher administrative services.
22 Freedom of speech and press.
e. The province of Bengal was partitioned in 1905 by the Viceroy Lord Curzon. The
province of East Bengal was dominated by Muslims, while the rest of Bengal had a higher
percentage of Hindus. The reason given by the British was that it was difficult to manage
a very large province with the help of a single provincial government. But the real reason
was to weaken the rising tide of nationalism in Bengal. The partition took effect on 16
October, which was observed as a day of mourning by the people. Different sections of
society came together to oppose the partition, rendering the national movement more
organised and radical.
Activity
1. Find out any problem of your school and form a party called as School Party and try to
solve it like INC.
2. List out the names of the school students or your party members who have Radical or
Moderate views.
40
10 India’s Struggle for
Freedom (Phase II)
Learning Objectives
The student will
22 understand Gandhi’s early campaigns and the new methods of protest and dissent
introduced by him
22 learn about the three major movements led by Gandhi which paved the way for
India’s freedom
Methodology
understanding. The aim of this lesson is to introduce the students with the very important role
which Gandhi played in India’s struggle for freedom. His methods were unique and he therefore
managed to attract people from all quarters of life. This combined effort ultimately resulted in
the passage of the Indian Independence Act of 1947. But the people had to pay a heavy price, as
independence came along with the partition of the Indian subcontinent into India and Pakistan.
Lesson Development
Resources: Mazhar Kibriya’s Gandhi and Indian Freedom Struggle, Bipin Chandra’s India’s Struggle
for Independence, Bipin Chandra’s History of Modern India, etc.
Answers
1. a. charkha, khadi
b. textile mill workers
c. Dyer
d. Khilafat
e. 5 February 1922
2. a. Satyagraha b. Mahatma Gandhi
c. Rowlatt Act d. Subhas Chandra Bose
e. Boundary Commission
41
3.
K H I L A F A T A E N V A S N A U
I T H P I B Q U I T I N D I A B V
G T B A R T E A Y P U F G H C M N
B A G N V A S N A J I Q W E R T Y
N O N C O O P E R A T I O N A B C
J S D S L A N I S L I C B N M J K
C I V I L D I S O B E D I E N C E
S V T A Y A A A X U D N V A S N A
S H U D R A S R S R I V F E D C V
B D H K M A A C J U A T H Y J M M
H J K U I U I H O P Y T H B N M G
4. a. Indian National Army

b. Captain Lakshmi Swaminathan
c. This all women’s regiment was named Rani Jhansi Regiment as Rani Laxmibai of Jhansi was
one of the first freedom fighters, who fought bravely with the British during the Revolt of
1857.
5. a. The peasants in Kheda district of Gujarat were in great distress due to crop failure. Gandhi
launched a Satyagraha here to curb the government’s oppressive tax collections. Sardar
Vallabhbhai Patel got inspired by him and became one of his followers during this struggle.
b. The Rowlatt Act of 1919 granted the government the power to arrest anyone without a
warrant and imprison him without a trial. It was passed to curtail the freedom of Indians. A
countrywide demonstration was organised on 6 April and was given the name of National
Humiliation Day.
c. The government appointed an all-white commission called the Simon Commission,
after its Chairman, Sir John Simon. This commission was appointed to inquire about the
working of the reforms introduced by the Government of India Act of 1919 and suggest any
further administrative changes. The absence of a single Indian member in the commission
infuriated the people here, who boycotted it on 4 February 1928 by observing strikes,
greeting the delegates with black flag and by shouting slogans like Simon Go Back.
d. The Civil Disobedience Movement was launched by the Congress under Gandhi’s
leadership in 1930. It began on 12 March 1930, with the historic Dandi March. Gandhi
and his followers (78 in number) started the march from the Sabarmati Ashrama at
Ahmadabad to Dandi, a small village at sea-coast in Gujarat. The marchers covered a
distance of 385 km and took 25 days to reach Dandi. The march was taken to break the Salt
Law, under which the government monopolised the sale and manufacture of salt. At Dandi,
Gandhi collected salt from the seashore to defy the British law. Salt soon became a symbol
to oppose the unjust British laws all over the country.
42
e. In 1939, Subhas Chandra Bose, popularly known as Netaji formed the Forward Bloc within
the Congress, and the Indian National Army (Azad Hind Fauj) in 1942.
The Indian National Army aimed:
22 to liberate India with the help of radical organisations.
22 to establish a socialist society post-Independence.
22 to reorganise agriculture and industry.
22 to enhance India’s monetary and economic independence.
6. a. The methods adopted by Gandhi in his early campaigns against the British were very
simple, yet different from anything practiced before.
22 Champaran in Bihar (1917): Gandhi stood up in support of the peasants working on
the indigo plantations in Champaran. These peasants were being forced by the European
planters to grow indigo in a significant portion of their land and then sell it at lower
prices fixed by the planters. Gandhi launched a Satyagraha movement here to force the
government to increase the price of indigo.
22 Ahmadabad in Gujarat (1918): In Ahmadabad, Gandhi provided leadership to the
textile mill workers who went on strike against the low wages being paid to them by the
mill owners. Gandhi himself went on a fast unto death and was successful in achieving a
significant rise in wages for the mill workers.
22 Kheda in Gujarat (1918): The peasants in Kheda district of Gujarat were in great distress
due to crop failure. Gandhi launched a Satyagraha here to curb the government’s
oppressive tax collections.
By supporting and fighting for the rights of the oppressed sections of society, Gandhi
became a leader of the masses. He mobilised the common people and involved them in the
national movement.
b. The year 1919 saw the passage of the Government of India Act, which is popularly known
as the Montagu- Chelmsford Reforms. Its main provisions were as follows:
22 The Central Legislative Council would consist of two houses (i.e., it was made
bicameral)—the Imperial Legislative Assembly and the Council of State. It was given the
rights to enact power for the whole of India.
22 Three out of eight members in the Viceroy’s Executive Council were to be Indians.
22 A system of dual government or dyarchy was introduced in the provinces. The rights
and duties of the provincial and central governments were divided in clear-cut terms.
The state subjects were further divided into two—reserved and transferred. Reserved
subjects like police and finance were considered more important by the British and
were therefore placed in the hands of the Governor and his council, in an attempt to
retain real powers in their own hands. The legislative ministers were made in charge of
transferred subjects like public health and education.
c. After the withdrawal of the Non-Cooperation movement, the Congress came to be divided
into two groups of pro-changers and no-changers. The pro-changer group had leaders like
Motilal Nehru, C R Das and Vithalbhai Patel, who wanted to end the boycott of elections to
the Legislative Councils. They felt that the reformation of the system was only possible by
contesting elections and entering the legislature. The group of no-changers, led by Rajendra
Prasad, C Rajagopalachari and Vallabhbhai Patel formed a new party with the name Swaraj
43
Party, to function as a group within the Congress. They entered the legislature through
elections and made it difficult for the British to get their policies passed.
Simon Commission (1927)

The government appointed an all-white commission called the Simon Commission,
after its Chairman, Sir John Simon. This commission was appointed to inquire about the
working of the reforms introduced by the Government of India Act of 1919 and suggest any
further administrative changes. The absence of a single Indian member in the commission
infuriated the people here, who boycotted it on 4 February 1928 by observing strikes,
greeting the delegates with black flag and by shouting slogans like Simon Go Back.
Lahore Session (1929)

After being denied the Dominion Status (which was a little less than complete
independence), the members of the Congress decided that they will now settle for nothing
less than complete independence. In its annual session held at Lahore in 1929, the Congress
passed a resolution of Purna Swaraj or complete independence. The decision to boycott the
Round Table Conference in London was also taken during this session.
These events led to the launch of the Civil Disobedience Movement.
d. The Civil Disobedience Movement was launched by the Congress under Gandhi’s
leadership in 1930. It began on 12 March 1930, with the historic Dandi March. Gandhi
and his followers (78 in number) started the march from the Sabarmati Ashrama at
Ahmadabad to Dandi, a small village at sea-coast in Gujarat. The marchers covered a
distance of 385 km and took 25 days to reach Dandi. The march was taken to break the Salt
Law, under which the government monopolised the sale and manufacture of salt. At Dandi,
Gandhi collected salt from the seashore to defy the British law. Salt soon became a symbol
to oppose the unjust British laws all over the country.
e. On the basis of the Mountbatten Plan, the British parliament passed Indian Independence
Act on 18 July 1947. According to this act,
22 Two independent dominions of India and Pakistan would be set up on 15 August 1947.
22 Constituent Assemblies of the two dominions will serve as Central Legislatures till the
framing of the Constitution.

22 Princely states were free to join either of the two dominions or to remain independent.
22 The Office of the Secretary of State for India was to be abolished.
22 Pandit Jawaharlal Nehru was appointed as the Prime Minister of India and the Indian
National Flag was unfurled at the Red Fort on 15 August 1947.
Activity
Work in groups and draft a national anthem for your town or city. Think of the times that you
live in when drafting the anthem. Take turns in groups to sing it aloud. Once done, choose the
best one.
Weblinks:
https://www.youtube.com/watch?v=cPjRaw8CVr8
https://www.youtube.com/watch?v=9sRS3tIhCKM
44
1 The Union Legislature,
Executive and Judiciary
Learning Objectives
The student will
22 understand the working of the three organs of government in India
22 understand the role played by the Indian legislature, executive and judiciary and the
powers exercised by their members
Methodology
understanding. The aim of this lesson is to make the students aware of the three organs which
govern the smooth functioning of the Indian democracy.
Lesson Development
Resources: C K Jain’s The Union and State Legislatures in India, H M Jain’s The Union Executive, L
M Singhvi’s Evolution of Indian Judiciary, etc.
Answers
1. a. lower house b. Vice President of India
c. the deputy ministers d. Raj Bhavan
e. Supreme Court
2. a. Legislature, executive and judiciary
b. Governor c. Rashtrapati Bhavan
d. Habeas Corpus e. Revenue Court
3. a. Lower House of the Parliament is called the Lok Sabha or Peoples Representatives. The
maximum number of members of this House can be 552, where not more than 530
members are directly elected by the people of the states and not more than twenty members
represent the Union Territories. The present strength of Lok Sabha is 545 (543 are elected
and 2 are nominated by the President from the Anglo-Indian Community).
45
The upper house or the Rajya Sabha is never dissolved. One-third of its members retire
every two years and new members are elected in their place. Thus each member completes
his/her term of 6 years or can be re-elected. The maximum strength of the Rajya Sabha is
250. Out of which 12 members are nominated by the President, who are eminent persons
in the field of art, science and technology, literature and social service, etc.
b. The functions of a Speaker are as follows:
1. The speaker presides over the meeting of the house.
2. Resolutions or bills can be moved with his/her permission.
3. Allots time to the members to speak.
4. Can adjourn the meetings.
5. Calls for vote on the bills or motions.
6. Presides over joint session of both the houses of Parliament/State Legislature.
7. Decides whether a bill is a money bill or not.
8. Has a casting vote on deadlock.
9. Can suspend a member for any misconduct.
10. She/He admits various motions.
c. Legislative powers of the President:
22 The President addresses the first session of the Parliament after elections.
22 The President summons and closes the sessions of the parliament.
22 The President can dissolve the Lok Sabha on the advice of the Council of Ministers.
22 A bill becomes a law only when the President signs it.
Executive powers of the President:

22 The President appoints the Prime Minister, Governors of the States, Chief Justice and
Judges of the Supreme Court and High Court, Chairman and other Members of the
Union Public Service Commission.
22 The President is the Supreme Commander of Armed forces. She/He appoints the Chiefs
of the three wings of the army.

22 Sends and receives ambassadors to and from other countries.
22 All treatises are signed in his/her name.
22 Makes rules and issues orders for smooth functioning of the government.
d. The Prime Minister is the head of the nation.

22 Constitutes the Council of Ministers with the help of President.
22 Allocates work to the members.
22 Advises and supervises the working of all the ministers.
22 Acts as the coordinator among various ministers.
22 Act as a link between the President and the Council of Ministers.
22 The Prime spokesman of the Government.
22 Is the leader of the Lok Sabha.
22 Presides over the meetings of the cabinet.
22 Can ask erring ministers to quit.
46
22 Advises the President in the appointment of Governor, the Attorney General, the Advocate
General, the Chairman and Members of Union Public Service Commission (UPSC), etc.
e. Courts are necessary for the following reasons:
22 They keep a check on the powers of the Legislature and Executive.
22 They protect the citizen’s Fundamental Rights.
22 They settle Centre-State disputes.
22 They are the custodians of the Constitution.
22 They advise the President or the Governor on matters relating to law.
4. a. Question Hour is the first hour of a session where Members of Parliament can raise
questions about any aspect of the administration.
b. There are 47 subjects in the concurrent list on which both the Centre and the State can
legislate but if there is a clash, the law made by the Centre will prevail like marriages,
medicine, newspapers, labour welfare, civil and criminal procedures, factories and
electricity, etc.
c. The President has powers to grant pardon, to remit or suspend a sentence of punishment
on any appeal for mercy.
22 Can commute even death sentence to imprisonment for life or otherwise.
d. To stop the lengthy and expensive legal processes, Lok Adalats have been established. It was
first held in Delhi in 1985 where nearly 150 cases were settled in a day. They are presided by
retired judges and the matter is settled without a pleader or an advocate.
e. A writ is a formal written order issued by a Court or by a body with administrative or judicial
jurisdiction. The Supreme Court and the High Courts are empowered by the Constitution of
India to issue writs in order to safeguard the Fundamental Rights of the citizens.
5.
P R E S I D E N T G
R T J U D G E D R O
I T B C R T C R Y V
M A G H V A H G A E
E A M I T I A O N R
M S D E L A I V S N
I A E F A L R E K O
N V T J Y A M R X R
I H U U R A A N S R
S D H S M A N O J U
T T J T D G E R R O
E T B I R T C R Y V
R A G C V A H G A E
T H J E K L U I K L
47
6. a. Rashtrapati Bhavan
b. Edwin Lutyens and Herbert Baker
c. Ram Nath Kovind
Activity
1. Conduct a mock Parliament session in your class.
2. Find out the names of the present Chief Justice of the Supreme Court and the State
High Courts.
Weblinks:
https://www.youtube.com/watch?v=J46wcn3nVe0
48
2 United Nations
Learning Objectives
The student will
22 understand the socio-political scenario which resulted in the formation of the United
Nations, an international organisation to maintain peace in the world

22 learn about the objectives and principles of the United Nations
22 learn about the functions performed by its various organs and specialised agencies
Methodology
The teaching methodology has been designed to enhance various skills in the learner,
from critical thinking and observation to understanding and reasoning. Features like class
discussions, audio-visual slides, animations and additional activities will help the students grasp
the topics under study and ensure application of the topics learnt. These will feature alongside a
crisp fact file to grab the learner’s attention, followed by questions based on instructional inputs
and the student’s understanding. The aim of this lesson is the introduce the students with the
objectives behind the formation of the United Nations and role this organisation has played in
the maintenance of world peace.
Lesson Development
Resources: Jussi Hanhimaki’s The United Nations: A Very Short Introduction, Ramesh Thakur’s The
United Nations, Peace and Security, Jean Krasno’s The United Nations: Confronting the Challenges of
a Global Society, etc.
Answers
1. a. 193
b. The General Assembly
c. UNESCO, WHO
d. World Health Organisation
e. UNICEF
2. a. United Nations
b. Kofi Annan
c. Shashi Tharoor
d. 7 April
e. The United Nations International Children’s Emergency Fund
49
3.
X U N E S C O H P T X
U V A I Q X A Z A P S
G Y Z D K R W H O N R
E W C B C J S C K Q T
H F Z D B D L U Z L M
I U N I C E F E N B O
O J K L D F A G F M N
N L M O H E O I J G O
S E C R E T A R I A T
5. a. The UN flag depicts two bent olive branches which are open at the top and in between
there is a world map (UN Emblem). The olive branches and the world are white on light
blue background. The branches of the wreath symbolise peace.
b. The objectives of the UN are as follows:
22 To maintain international peace and security.
22 To develop friendly relations among nations on the basis of equality.
22 To achieve international cooperation in solving economic, social, cultural and humani-
tarian problems.
22 To promote human rights and fundamental freedom for the people of the world.
22 To act as a common platform for harmonising activities of the various nations for the
attainment of the objectives of the UN.

22 To save succeeding generations from the scourge of war, which has twice brought suffer-
ing to humans.
c. The United Nations Educational and Cultural Organisation (UNESCO), the World
Health Organisation (WHO), the International Labour Organisation (ILO), the Food
and Agriculture Organisation (FAO) and the United Nations International Children’s
Emergency Fund (UNICEF).
d. UNESCO wants a modern world without the loss of cultural heritage.
22 It gives technical advice, assistance, equipment and funds for preservation of monu-
ments as World Heritage Sites.

22 It also protects rare manuscripts and works of art.
22 It encourages artistic creation in literature and fine arts.
22 To promote peace and prosperity, it sends cultural missions to different countries.
e. The WHO seeks to improve healthcare facilities throughout the world. It encourages
medical research and campaigns against serious diseases.
6. a. Security Council is the most important and powerful organ of the UN. It is often referred
to as the enforcement wing of the UN. It consists of 15 members, 5 of them are permanent
50
members. They are UK, USA, Russia, France and China. The 10 non-permanent members
are elected by the General Assembly for a term of two years and cannot be re-elected
immediately. Decisions are taken by majority votes of at least nine members, including
all the five permanent members. A negative vote by any one of the Security Council
permanent members leads to the cancellation of the resolution. This is called Veto Power.
Important Functions

22 To investigate international disputes and recommend ways to settle them.
22 To call on member states to apply for economic sanctions against countries that do not
follow its directions.

22 To take military action against the aggressor, which is posing a threat to world peace.
b. India was one of the 50 countries to sign the UN Charter in 1945.

22 India has supported the freedom movement of countries like Indonesia, Angola, Bangla-
desh, Libya, Malaysia, Tunisia, Ghana, Morocco and Algeria.

22 India helped in the expansion of the membership of the Security Council. It helped in
China’s entry in 1971.

22 India opposed racial discrimination or Apartheid in South Africa.
22 India has been part of UN peace keeping force and sent military force to Korea, Egypt,
Congo, Iran, Iraq, Somalia, Cambodia and Bosnia (Europe).

22 India supports the UN to work towards nuclear disarmament. It is against war and the
accumulation of weapons of mass destruction.

22 Many African and Asian students are getting higher education in Indian Universities
through UNESCO Scholarship.

22 Many Indians have served in important positions in the UN, for example, Shashi Tharo-
or worked as the Under Secretary-General for Communications and Public Information

at the UN.
Thus, India has always actively supported the various programmes and policies of the UN.
c. The entire administrative work of the UN is carried out by the Secretariat, which has
its headquarters in New York. The official work of UN is conducted in six languages
simultaneously. It has a staff of 16,000 workers from over 170 countries. These include
interpreters, security guards and photographers. This staff carries out the day-to-day
activities of the organisation headed by the Secretary General elected for a term of 5 years
by the General Assembly. He holds the key position in administrative affairs of the UN. He
organises conferences, drafts reports, and makes correspondences, registers treaties and
prepares budget estimates. The staff of the UN Secretariat is appointed by the Secretary
General. As International servants/workers, they take an oath, not to seek or receive
instruction from any government or outside agency.
d. The International Labour Organisation (ILO) became the first specialised agency associated
with the UN in 1946 and has its headquarters in Geneva. It works to promote social justice
for workers and ensure decent working and living conditions for them. It also promotes
good relations between employers and workers. It was awarded Nobel Peace Prize in 1969
for its activities.
51
The Food and Agriculture Organisation (FAO) was set up in 1945 and has its headquarters
in Rome, Italy. Its primary function is to fight hunger and malnutrition by improving
agricultural output everywhere in the world.
e. The functions of the World Health Organisation are as follows:
22 To develop health services for all.
22 To prevent the spread of diseases.
22 To help in the manufacture of new and improved medicines.
22 It coordinates and encourages research in the field of medicine.
22 It has set-up an international network of laboratories to find out disease causing organ-
isms, develop new vaccine to eradicate it and train research workers.

The functions of the UNICEF are:

22 It provides low cost community services like maternal healthcare, childcare, nutrition,
immunisation, etc.
22 To create awareness on issues like child labour, child trafficking, discrimination against
the girl child, and so on.

22 It works for the survival, health and well-being of children.
22 Provides help to children and women during epidemics and natural disasters.
22 It provides training to Health and Sanitation personnel, teachers, nutritionists, etc.
Activity
1. Paste the pictures of the Headquarters of the Organs of the United Nations and write the
work they do.
2. Conduct a mock session of the United Nations Assembly in your school and discuss any
current problem of the world.
Weblinks:
https://www.youtube.com/watch?v=tlmYtJiUK00
52

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As per the latest CISCE Curriculum

History & Civics

(An imprint of New Saraswati House (India) Pvt. Ltd.)

(An imprint of New Saraswati House (India) Pvt. Ltd.)

First published 2018

Published by: New Saraswati House (India) Pvt. Ltd.

The moral rights of the author has been asserted.

© Reserved with the Publishers

 Let’s Explore: A detailed lesson on the topics as per the syllabus

 Words To Know: End-of-the-lesson glossary to simplify difficult words

 Quick Recap: A quick recapitulation of the lesson for easy understanding

 Activity: Additional activities at the end of every lesson to ensure application of

1. The Modern World: A Period of Transition 5

1. The Union Legislature, Executive and Judiciary 45

medieval to the modern age

traders and merchants.

colonisation of far-away lands. These colonies provided an abundant supply of raw

labour to work in the newly established factories.

England to become the first nation to experience industrialisation.

navigators became the Masters of Sea.

became a common phenomenon.

characterised by private ownership of the Means of Production and profit-making.

the State government.

state prison of Bastille became a symbol of state oppression.

with them the ideas of nationalism, democracy and revolution.

22 understand Abraham Lincoln’s role in the abolition of slavery

22 learn about the regional powers of eighteenth century India

4. a. Sawai Raja Jai Singh

22 understand the reasons behind their success

4. a. He became the Governor-General in 1848.

4. a. Lord Cornwallis was the Governor-General from 1786-1793.

ferent parts of India

4. a. Emperor Bahadur Shah Zafar

East India Company came to an end.

was taken away.

Crown. The British government assumed direct responsibility to rule India.

association, the Indian National Congress

religion, belief or colour.

22 Employment of Indians in higher administrative services.

22 Freedom of speech and press.

4. a. Indian National Army

22 to establish a socialist society post-Independence.

22 to reorganise agriculture and industry.

22 to enhance India’s monetary and economic independence.

framing of the Constitution.

22 The Office of the Secretary of State for India was to be abolished.

National Flag was unfurled at the Red Fort on 15 August 1947.

powers exercised by their members

22 The President summons and closes the sessions of the parliament.

22 A bill becomes a law only when the President signs it.

Executive powers of the President:

of the three wings of the army.

22 All treatises are signed in his/her name.

d. The Prime Minister is the head of the nation.

22 Allocates work to the members.

22 Advises and supervises the working of all the ministers.

22 Acts as the coordinator among various ministers.

22 Act as a link between the President and the Council of Ministers.

22 The Prime spokesman of the Government.

22 Is the leader of the Lok Sabha.

22 Presides over the meetings of the cabinet.

22 Can ask erring ministers to quit.

22 They protect the citizen’s Fundamental Rights.

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