Saturday, 11 May 2019

CBSE Class 8 - Social Science - History Chapter 9: Women Caste and Reform NCERT Questions and Answers (#class8History)(#cbsenotes)(#eduvictors)

Chapter 9: Women Caste and Reform

Class 8 - Social Science - History  

NCERT Questions and Answers
CBSE Class 8 - Social Science - History   Chapter 9: Women Caste and Reform  NCERT Questions and Answers (#class8History)(#cbsenotes)(#eduvictors)

Question 1: What social ideas did the following people support? 
Rammohan Roy Dayanand Saraswati Veerasalingam Pantulu Jyotirao Phule Pandita Ramabai Periyar Mumtaz Ali Ishwarchandra Vidyasagar 

Rammohun Roy: Supported the banning of the practice of 'Sati'

Dayanand Saraswati: Supported Widow remarriage

Veerasalingam Pantulu: Supported Widow remarriage

Jyotirao Phule: Supported equality among castes

Pandita Ramabai: Supported Women's Education, Economic Independence for women and set up widow homes

Periyar: Supported equality for untouchables.

Mumtaz Ali: Supported Women's Education

Ishwarchandra Vidyasagar: Supported Widow remarriage

Question 2: State whether the following are true or false

(a) When the British captured Bengal they framed many new laws to regulate the rules regarding marriage, adoption, inheritance of property, etc. 

Answer: True

(b) Social reformers had to discard the ancient texts in order to argue for reform in social practices. 

Answer: False

(c) Reformers got full support from all sections of the people of the country. 

Answer: False

(d) The Child Marriage Restraint Act was passed in 1829. 

Answer: False

Question 3: How did the knowledge of ancient texts help the reformers promote new laws? 

Answer: Whenever the reformers needed to challenge a practice that appeared dangerous, they attempted to find a verse or sentence within the historical sacred texts that supported their viewpoints. They then suggested that the exercise as it existed at present changed into in opposition to early tradition. Thus, the information on historic texts helped the reformers promote new laws.

Question 4: What were the different reasons people had for not sending girls to school? 

When Vidyasagar in Calcutta and other reformers in Bombay set up schools for girls many people had exceptional reasons for no longer sending girls to high school.

(i) They feared that schools might take girls far away from home, thereby preventing them from doing their home responsibilities.

(ii) They felt that travelling public places to reach school might have a corrupting influence on girls.

(iii) They felt that girls ought to stay far from public areas.

Question 5: Why were Christian missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons? 

In the nineteenth century, Christian missionaries had been attacked by many people in the country because they suspected that they had been involved in the compelled conversion of poor and tribal folk from Hinduism to Christianity.

They also started setting up schools for tribals and lower caste children. These youngsters had been skilled to discover a footing inside the changing world. Soon the poor left the villages and began looking for jobs within the towns.

People who looked down at the lower caste did now not like this development of this section of people. Social reformers could have supported the missionaries for their work against social evils.

Question 6: In the British period, what new opportunities opened up for people who came from castes that were regarded as “low”? 

The British period saw the rise of the cities. Many poor people started out leaving their villages and towns to search for jobs that have been starting up in the cities.

As the cities were developing, there has been a great demand for labour like -labour for digging drains, laying roads, building homes, operating in factories and municipalities, etc. This required coolies, diggers, carriers, bricklayers, sewage cleaners. This call for labour was met by the people migrated villagers to towns.

There was also the demand for labour in the tea plantations, both within the country and overseas. The navy too offered opportunities for employment. Many of those migrating people belonged to the low castes. For them, the towns and the plantations represented the opportunity to break out from the oppressive hold that upper- caste landowners exercised over their lives and the humiliation they suffered.

Question 7: How did Jyotirao the reformer justify his criticism of caste inequality in society? 

Jyotirao Phule developed his own ideas about the injustices of caste society. He did not accept the Brahmins’ claim that they were advanced to others, considering they had been Aryans.

Phule argued that the Aryans had been foreigners, who came from outside the subcontinent and defeated and subjugated the native Indians.

As the Aryans installed their supremacy, they started out searching on the natives as inferior and low caste humans. According to Phule, the "top" castes had no right to their land and energy. In truth, the land belonged to local people, the so-called low castes.

Phule opined that there existed a golden age whilst warrior-peasants tilled the land and dominated the Maratha geographical region in a just and truthful manner.

Question 8: Why did Phule dedicate his book Gulamgiri to the American movement to free slaves? 

Jyotirao Phule wrote Gulamgiri in 1873. It was about slavery. While scripting this book, he became worried with all kinds of inequalities and injustices existing in society - whether it was the plight of the higher-caste girls, the miseries of the labourers, or the humiliation of the low castes.

By dedicating his book Gulamgiri to the American movement to free slaves, he related the conditions of the black slaves in America with the ones of the "lower" castes in India.

This assessment additionally contains an expression of hope that one day, just like the cease of slavery in America, there could be an end to all types of caste discriminations in Indian society.

Question 9: What did Ambedkar want to achieve through the temple entry movement? 

Dr B. R. Ambedkar began a temple entry movement in 1927 which was participated by his Mahar caste followers. Brahmin priests had been outraged when the lower castes used water from the temple tank.

Dr Ambedkar led three such movements for temple access among 1927 and 1935. His intention became to make each person aware of the power of caste prejudices in society.

Question 10: Why were Jyotirao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way? 

Both Jyotirao Phule and Ramaswamy Naicker had been critical of the nationwide movement as they barely see any distinction among the preachers of anti-colonialism and the colonial masters.

Both i.e. society elite class and colonial masters, have been outsiders and had used power for subjugating and oppressing the native people.

Phule believed that although the higher-caste leaders were then asking people to unite for fighting the British, once the Britishers had left, they might retain with their oppressive caste rules, thereby causing divisions amongst the very humans they had been trying to unite.

He believed that once the British were ousted, the divisions could creep in again and people would suffer the castist atrocities again. Naicker's experience within the Congress showed him that the countrywide movement was not free from the taint of casteism. At a feast organised by the nationalists, the seating arrangements followed caste distinctions, i.e., the lower castes had been made to take a seat at a distance from the top castes. This convinced him that the lower castes needed to fight their fight themselves.

Their grievance did lead to rethinking and some self-criticism by a number of the higher-caste nationalist leaders. It helped to reinforce the national struggle, as free from prejudices of caste, religion and gender and the leaders should unite to overthrow the colonial administration.

☛See Also:
Our Pasts III - Ch1 - How, When and Where
Out Pasts III - Ch1 - How, When and Where (Assignment)
Our Pasts III - Ch 2 - From Trade to Territory (Q & A)
Our Pasts III - Ch 2 - From Trade to Territory (MCQs)
Ch2 - From Trade To Territory - Colonisation Of India (Timelines)

Our Pasts III - Ch3 - Ruling The Countryside (NCERT Solutions)
Our Pasts - Life in Rural Areas (Q & A)

Our Pasts III - Ch4 - Tribals, Dikus and Vision Of A Golden Age (NCERT Solutions)

Our Pasts III - Ch5 - When People Rebel (1857 and After)
Our Pasts III - Ch5 - When People Rebel (Worksheet)
Our Pasts III - Ch5 - When People Rebel (Assignment Sheet)
Our Pasts III - Ch5 - When People Rebel (1857 and After) - Long Q & A

Our Pasts III - Ch6 - Colonialism and Cities (Q & A)
Our Pasts III - Ch 7 - Weavers, Iron Smelters and Factory Owners (Q & A)

Our Pasts III - Crafts and Industries (Concept Points)

Our Pasts III - Ch 10 - Colonialism and the City (SQA)

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