LESSON 1 - History - When Where and How

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HISTORY WHEN, WHERE HOW

NOTES
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II. ANSWER THE FOLLOWING IN ONE SENTENCE:
1. Which groups of people came to India as traders in the beginning of the 18th century?
Answer: The groups of people who came to India as traders in the beginning of the 18th
century
were the Europeans, in particular, the British along with the Portuguese, Dutch and French.
2. Who supported James Mill’s periodisation of Indian History?

Answer: James Mill’s periodisation of Indian history was supported by a dominant section of
British administrators and historians called the Anglicists.
3. Give the full form of EEIC.

Answer: The full form of EEIC is English East India Company.
4. Which raw materials did India sell to the British after it became a full-fledged British colony?
Answer: The raw materials that India sold to the British after it became a full-fledged British
colony were jute and cotton.
5. What was the name of the book written by Tarabhai Shinde?
Answer: The name of the book written by Tarabai Shinde was “Stripurush Tulna”.
III. Answer the following questions in brief:-
1. What is the relation between a colony and imperialist country?

Answer: The country which is ruled is known as the colony and the country that rules it is called
the imperialist country. The imperialist country colonizes in order to derive maximum benefit
for itself by exploiting the economy of its colony.
2. Explain how British traders became rulers of India?
Answer: The British traders became the rulers of India very strategically. After the EEIC received
a royal charter from Queen Elizabeth I of England, they went on to get special trading rights
from the Mughal emperor Jahangir and later on, from emperor Farrukhsiyar as well. A number
of political, economic and social changes helped the British establish their direct rule over large
parts of India and indirect control over the princely states.
3. How did India become de-industrialised during this period?

Answer: India became de-industrialised during the British rule in India. De-industrialisation led
to the destruction of traditional industries like weaving, pottery, iron-smelting and brass works.
They had posed a challenge to British trade and manufacturing.
4. Give brief details of the social legislations introduced by the British.

Answer: Social legislations were introduced by the British because of widespread movement by
Indian reformers. They passed significant legislations which:
• banned sati.
• encouraged widow remarriage.
• prevented child marriage.
• regulated education of the girl child.
• integrated tribal people into mainstream society.
• overhauled the traditional system of education and led to the birth of English
educated middle class in India.
5. Write a note on some of the films made in the modern period of Indian history.
Answer: The films made on the modern period of Indian history were the following:
• Gandhi — it includes an actual newsreel of Gandhiji’s visit to Manchester
• Achhut Kannya — a love story of an untouchable girl and a Brahmin boy
• Pather Panchali — a realistic picture of Bengal famine and rural life during the
colonial period
IV. Answer the following questions in detail.
1. How did James Mill divide Indian history? Explain.

Answer: James Mill divided Indian history into three periods: Hindu, Muslim and British.
• The Hindu and Muslim periods were identified with everything that obstructed the growth of
Indian society, while the British period was seen as the dawn of modern civilisation,
characterised by egalitarian-progressive values.
• In the British period, a number of changes such as development of fast means of transport,
communication and new industrial techniques transformed
the life of the people.
• The British were also credited with introducing a uniform and modern administrative
structure throughout the country.
Mill’s view was supported by a dominant section of British administrators and historians called
the Anglicists.
2. Describe the political changes that took place under colonial rule in India.
Answer: Several political changes took place under colonial rule in India.
• From 1757, the British established direct rule over large parts of India, indirectly exercising
control over the princely states.
• Till 1857, the EEIC ruled the conquered territories in the Indian subcontinent.
Thereafter, the British crown exercised direct control.
• The rise of an organised opposition to British rule by Indians, which was led initially by local
zamindars, peasants, tribal people and sepoys, but later became more organised under English-
educated groups known as the nationalists.
• The establishment of a constitutional, administrative, legal, military and political
structure through which the British ruled India was also an important political
development during the colonial period.
3. Did British rule bring about economic changes? How?

Answer: The British rule brought about many economic changes in colonial India.
• The British officials surveyed the countryside and fixed high rates of land revenue leading to
hardships, frequent famines and rebellions.
• Initially the items that were sold to Britain by India were spices, calico and muslin.
• Later, many Indians were forced to cultivate opium to be exported to China in lieu of tea.
• Raw materials were taken from India to Great Britain, and using these raw materials finished
goods were made in factories there, which were again sold back to Indians at prices much
higher than the ones in which the raw materials were bought. This resulted in unfavourable
trade in India.
4. Discuss the impact of Western education and how it led to the rise of Indian
nationalism.
Answer: The Western-based education had a huge impact on the Indians and, most
importantly, it gave rise to Indian nationalism.
• The British had introduced English language learning to produce bureaucrats to serve the
British rulers.
• However, this Western education gave rise to some of the finest leaders of the Indian
national movement.
• Western education brought in ideas of democracy, equality, liberty and nationhood, which
inspired educated Indians to question British rule.
• These educated Indians felt that it was the right of Indians to determine the manner in which
they should be governed.
5. Which of the non-administrative sources of British history are different from earlier
historical sources? How?
Answer: Several non-administrative sources during the British era include printed books,
biographies, autobiographies, newspapers, magazines, letters, pamphlets, films, photographs,
paintings, artefacts and historical buildings. These sources of British history are different from
earlier historical sources. Examples include:
• the collections of speeches delivered by Jawaharlal Nehru and Subhas Chandra Bose and
hundred volumes of Gandhi's collected works.
• Dadabhai Naoroji’s book Poverty and Un-British Rule in India, which attacked the British
government’s economic policies.
• the writings of Sarat Chandra Chatterji and Munshi Premchand about the peasants and
downtrodden.
• newspapers and magazines in different languages, which included editorials, cartoons, news
and letters, which brought forth the various perspectives of society.
• paintings of Bharat Mata, in different styles, which reflected the progressive attitude of the
Indian nationalists.
HOTS AND THINK IT THROUGH BIT TO BE DONE ON YOUR OWN.

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LESSON 1 Commented [1]: please add logo and background logo

HISTORY WHEN, WHERE HOW

Concept Map: Commented [2]: add new words

II. ANSWER THE FOLLOWING IN ONE SENTENCE:

2. Who supported James Mill’s periodisation of Indian History?

3. Give the full form of EEIC.

III. Answer the following questions in brief:-

1. What is the relation between a colony and imperialist country?

2. Explain how British traders became rulers of India?

3. How did India become de-industrialised during this period?

4. Give brief details of the social legislations introduced by the British.

IV. Answer the following questions in detail.

1. How did James Mill divide Indian history? Explain.

3. Did British rule bring about economic changes? How?

HOTS AND THINK IT THROUGH BIT TO BE DONE ON YOUR OWN.

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