Struggle for Freedom (I)

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The “Struggle for Freedom (I)” chapter (ICSE Class 8) outlines the early nationalist movement in India. It begins with the Uprising of 1857, detailing its multi-faceted causes, key leaders, and pivotal consequences, including the transfer of power to the British Crown.

Post-1857, it explores the Rise of Indian Nationalism, driven by Western education, the press, economic exploitation, and discriminatory British policies. It differentiates between the Moderates (1885-1905), who used constitutional petitions for reforms, and the Extremists (post-1905) like ‘Lal-Bal-Pal’, who advocated assertive methods like Swadeshi and Boycott for ‘Swaraj’.

Key events discussed include the Partition of Bengal (1905), which intensified the Swadeshi movement, the Formation of the All-India Muslim League (1906) to protect Muslim rights, and the Minto-Morley Reforms (1909) introducing separate electorates, alongside the Surat Split (1907) within the Congress. This chapter thus lays the groundwork for understanding India’s evolving fight for independence.

I. Fill in the blanks:

  1. The British shattered the________ village economy.

Answer: self-sufficient

  1. The controversial Ilbert Bill incident took place in ______.

Answer:1883

  1. The Arms Act forbade the Indians from____________.

Answer: possessing arms

  1. The President of the first session of the Congress was __________.

Answer:W.C. Bannerji

  1. Bal Gangadhar Tilak raised the slogan___________.

Answer: “Swaraj is my birthright”.

  1. The three prominent leaders of the Radical Nationalists group were________.

Answer: Lala Lajpat Rai, Bal Gangadhar Tilak, and Bipin Chandra Pal

  1. Mahatma Gandhi was born on 2nd October 1869 at ___________.

Answer:Porbandar

  1. Gandhiji’s methods of agitation were ____________.

Answer:Satyagraha, boycott and strikes

  1. The incident at Chauri Chaura took place on ______________.

Answer:5th February 1922

II. Match the contents of Column A with those of Column B:

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 1

Answer:

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 2

III. State whether the following statements are true or false:

  1. The Congress was started in 1885.
    Answer: True.
  2. Unification of India as one political unit was achieved by the Indians themselves.
    Answer: False.
  3. The British treated the Indians at par with themselves.
    Answer: False
  4. A prominent leader of the Early Nationalist groups was S.N. Banerjee.
    Answer: True.
  5. The religious and social reform movement divided the Indians.
    Answer: False.
  6. The Home Rule League was formed under the leadership of Tilak.
    Answer: True.
  7. Chauri Chaura is a village in Madhya Pradesh.
    Answer: False.
  8. The Rowlatt Act was passed in 1923.
    Answer: False.

IV. Answer the following questions:

1)How did unification of India help to bring about a feeling of nationalism among the Indians?
Answer:The unification of India, primarily under British rule, inadvertently fostered a sense of nationalism by creating a shared experience of colonial administration and a common enemy. Before unification, India was a patchwork of diverse kingdoms and cultures. The British introduced a uniform administrative system, legal framework, and infrastructure (like railways and postal services) across the subcontinent. While designed for their own control and economic exploitation, these developments inadvertently connected disparate regions and peoples.

This shared experience of foreign rule, coupled with the introduction of Western education, led to the emergence of an educated Indian elite who began to articulate a collective identity and common grievances against the British. The economic exploitation, racial discrimination, and suppression of local industries fueled widespread resentment. This shared suffering and the realization of a common destiny against a powerful external force catalyzed the idea of “India” as a single political entity, transcending regional loyalties and fostering a nascent sense of collective Indian nationalism.

2)How did modern education bring about unity among Indians?
Answer:Modern education was key to uniting Indians. It provided a common language, English, enabling communication and the spread of nationalistic ideas across diverse regions. Exposure to Western thought like democracy and self-rule through this education fostered a shared vision for an independent India among educated individuals, regardless of their background. Importantly, the education system also highlighted shared grievances under colonial rule, creating a collective understanding of their struggle and uniting Indians against a common oppressor.

3)Name two early all-India associations.
Answer:In the lead-up to the Indian National Congress’s formation in 1885, two significant early all-India associations stood out:

  1. Indian Association of Calcutta (1876): Founded by Surendranath Banerjee, this organization aimed for broad appeal across all communities in India. It actively campaigned on issues like civil service reforms and the repeal of restrictive British laws (Arms Act, Vernacular Press Act), effectively mobilizing pan-Indian public opinion.
  2. East India Association (1866): Established in London by Dadabhai Naoroji, its goal was to influence British public opinion and policymakers regarding Indian grievances and aspirations. It served as a crucial platform to highlight issues like the economic drain, bringing Indian concerns directly to the heart of the British Empire.

These associations, among others, were vital in cultivating national consciousness and setting the organizational stage for a unified Indian political movement.

4)Why was the need for establishing an all-India organisation, representing Indian opinion, an urgent necessity?
Answer:The establishment of an all-India organization representing Indian opinion was an urgent necessity due to several converging factors:

  • Lack of a unified voice: Prior to such an organization, Indian grievances and aspirations were fragmented, expressed through various regional associations. There was no single, cohesive platform to articulate common concerns to the British government effectively.
  • Growing political consciousness: Educated Indians, influenced by Western ideas, were becoming increasingly aware of their political rights and the injustices of colonial rule. They felt the need for a national body to channel this awakening.
  • Response to British policies: Discriminatory policies like the Ilbert Bill controversy, racial discrimination in administration, economic exploitation, and neglect of Indian interests fueled widespread discontent. A unified organization was needed to protest these issues.
  • Promoting national unity: Such an organization was vital to foster a sense of shared identity and common political interests among diverse Indian communities, transcending regional, religious, and caste divides.
  • Advocating for reforms: The goal was to demand greater Indian representation in administration and legislative councils, advocate for civil service reforms, and address the economic drain caused by British policies.

5)Differentiate between the methods of Early Nationalists and Radical Nationalists.
Answer:The Early Nationalists and Radical Nationalists, while both striving for India’s freedom, differed fundamentally in their approaches and ultimate objectives.

The Early Nationalists, often called Moderates, believed in a patient, constitutional path. Their methods involved petitions, appeals, and reasoned arguments within the existing British framework, hoping to achieve self-governance and greater Indian representation through gradual reforms. Key figures like Dadabhai Naoroji, Gopal Krishna Gokhale, and Surendranath Banerjee championed this strategy, trusting in British justice and the power of persuasion.

In contrast, the Radical Nationalists, or Extremists, grew disillusioned with the Moderates’ slow progress. They advocated for more assertive, direct action, employing boycotts, passive resistance, and mass mobilization. Their primary goal was immediate and complete “Swaraj” (self-rule), which they considered an inherent right. Prominent leaders such as Bal Gangadhar Tilak, Lala Lajpat Rai, and Bipin Chandra Pal (the ‘Lal-Bal-Pal’ trio) spearheaded this more forceful movement, convinced that significant pressure was essential to break free from British control


6)Which factors contributed to the building up of the feeling of nationalism in India?
Answer:The rise of Indian nationalism under British rule was a multifaceted process. Economic exploitation, through heavy taxation and the destruction of local industries, fostered widespread discontent. Paradoxically, British administrative and infrastructural developments, like railways and a unified legal system, inadvertently brought disparate regions closer, fostering a shared sense of identity.

Western education exposed a segment of the Indian population to liberal ideals of self-governance, shaping an intellectual leadership for the nationalist movement. Concurrently, the burgeoning press, in both English and regional languages, became a powerful tool for disseminating nationalist thought and critiquing colonial policies.

Socio-religious reform movements, aimed at revitalizing Indian society and instilling cultural pride, further solidified a collective identity. Finally, the inspiration drawn from international independence movements also fueled India’s own struggle for self-determination.

7)List down the aims of the Muslim League.
Answer:The Muslim League began as a voice for Muslim political rights in British India, aiming for fair representation and reduced communal tensions while staying loyal to the British for concessions. Over time, their position shifted dramatically, leading to their 1940 demand for Pakistan—a separate Muslim state—due to fears of Hindu majority rule in a unified India.

8)Describe the provisions of the Government of India Act (1919).
Answer:The Government of India Act of 1919 introduced Dyarchy in the provinces, a system that divided provincial administration into two distinct spheres.

  • Reserved subjects, such as finance and law and order, remained under the direct control of the Governor and his executive council.
  • Transferred subjects, including areas like education and public health, were entrusted to ministers who were accountable to the expanded provincial legislative councils, now featuring a greater proportion of elected Indian members.

This system aimed to introduce a degree of responsible government at the provincial level while retaining British control over crucial areas.

9)Describe the constructive programme introduced by Gandiji.
Answer:Gandhiji’s Constructive Programme was a fundamental part of his vision for India’s complete independence (Poorna Swaraj), which he believed could only be achieved through truth and non-violence. It wasn’t merely about political struggle, but about rebuilding Indian society from the grassroots up, fostering self-reliance, equality, and unity.

Key aspects of this programme included:

  • Khadi and Village Industries: Promoting hand-spun and hand-woven cloth (Khadi) and other village industries to encourage self-sufficiency, create rural employment, and reduce dependence on foreign goods.
  • Removal of Untouchability: Actively working to eradicate the practice of untouchability and promote social equality for all, particularly Dalits (whom he called Harijans).
  • Communal Unity: Fostering harmony and understanding between different religious communities, especially Hindus and Muslims, to counter divisive forces.
  • Basic Education (Nai Talim): Advocating for a holistic education system rooted in practical work, moral development, and local culture, aiming to create self-reliant individuals.
  • Women’s Empowerment: Encouraging women’s participation in all spheres of life, including education, economic activities, and political activism.
  • Village Sanitation and Health: Emphasizing cleanliness, hygiene, and public health in rural areas to improve living conditions.

Essentially, the Constructive Programme aimed to address deep-seated social and economic issues within Indian society, believing that true political freedom would be meaningless without these foundational reforms. It sought to build a new India based on justice, self-reliance, and harmony

V. Picture Study:

(A) This picture shows three Radical Nationalist leaders.

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 3

1)Identify and name them.
Answer: The picture shows the famous trio of Lal-Bal-Pal, who were prominent Radical Nationalist leaders during the Indian Independence Movement:

  1. Lala Lajpat Rai (left)
  2. Bal Gangadhar Tilak (center)
  3. Bipin Chandra Pal (right)

They advocated for a more assertive approach to achieve Swaraj (self-rule), including the Swadeshi movement and boycotts of British goods.

2)Write about the methods which they suggested.
Answer :  The “Lal-Bal-Pal” trio, comprising Lala Lajpat Rai, Bal Gangadhar Tilak, and Bipin Chandra Pal, were prominent leaders within the Indian National Congress’s Extremist faction. They advocated for immediate self-rule, or Swaraj, employing more assertive strategies than the Moderates. Their methods included promoting the Swadeshi movement, practicing passive resistance, and championing national education, all aimed at galvanizing mass support for the independence struggle.

3)What was the famous slogan raised by Bal Gangadhar Tilak?
Answer: This potent slogan:

  • Transformed the Demand: It shifted the call for self-governance from a mere appeal to a non-negotiable assertion of an inherent right.
  • Galvanized Masses: Its directness resonated with ordinary Indians, inspiring direct action and widespread participation beyond the elite.
  • Affirmed Self-Governance: It established self-rule as an intrinsic moral and political imperative, rooting the struggle in national sovereignty.
  • Unified and Challenged: It provided a unifying goal across diverse communities and directly contested British colonial legitimacy, accelerating the movement towards a more assertive, mass-based struggle for self-rule.

(B) Look at the given picture.

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 4

1)Identify and name him
Answer:  The image displays Lord Curzon, Viceroy of India (1899-1905). While known for administrative, educational, and archaeological reforms, his most contentious act was the 1905 Partition of Bengal. Indians widely condemned this move as a “divide and rule” tactic, igniting the Swadeshi and Boycott movements and significantly escalating anti-British nationalism due to his autocratic approach.

2)When did the partition of Bengal take place
Answer: The 1905 Partition of Bengal, orchestrated by Lord Curzon, was presented as an administrative measure but was largely seen as a British “divide and rule” tactic. It carved the Bengal Presidency into two provinces, one predominantly Hindu and the other Muslim. This move ignited powerful nationalist movements, notably the Swadeshi and Boycott campaigns. While the partition was reversed in 1911 and the capital moved to Delhi, it significantly fueled Indian nationalism and underscored the communal divisions fostered by British policy.

3)What was the real reason behind the partition?
Answer :The Partition of Bengal in 1905, while officially for administrative efficiency, was primarily a “divide and rule” tactic by Lord Curzon. Its true aims were to:

  • Weaken Bengali Nationalism: By dividing the politically active region, it aimed to undermine the burgeoning nationalist movement.
  • Create Communal Divide: It intentionally separated Hindu and Muslim majority areas to foster discord and prevent a united front against British rule.
  • Undermine Political Opposition: It sought to disrupt the organizational networks of the Indian National Congress and revolutionary groups.

However, the partition backfired, sparking widespread protests and the Swadeshi and Boycott Movements, leading to its annulment in 1911.

4)What excuse did the British give?
Answer:The British typically justified their actions, like the Partition of Bengal, by citing administrative efficiency and the need for better governance due to large provinces. However, critics often saw these as pretexts for their “divide and rule” policy to weaken nationalist movements.

Additional Questions

Rise of Indian Nationalism
EXERCISES

A. Fill in the blanks:

  1. Modem Indian nationalism arose to meet the challenge of____________.

Answer: Foreign domination.

  1. Exploitation of India by the British was direct and harsh before 1857; after 1857 it became __________.

Answer:subtle and systematic

  1. The _________Rebellion was an armed rebellion of the Sikhs against the British policy of divide and rule.

Answer:Kukas 

  1. The English language acted as a ________ language among the educated Indians.

Answer:link

  1. A.O. Hume laid the foundation of the ____________ in December 1885.

Answer:Indian National Congress

B. Match the following:

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 5

Answer:

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 6

C. Choose the correct answer:

1. ‘Vande Mataram’ was written by Swami Vivekananda/Raja Ram Mohan Roy/Bankim Chander Chattopadhyaya.
Answer:  ‘Vande Mataram’ was written by Bankim Chander Chattopadhyaya.

2. Lord Ripon/Lord Lytton/Lord Dalhousie approved the Herbert Bill.
Answer:  Lord Ripon approved the Ilbert Bill.

3.The Indian National Congress was established in 1883/1885/ 1890.
Answer:  The Indian National Congress was established in 1885.

4.The first session of the Indian National Congress was attended by 62/72/82
Answer:  The first session of the Indian National Congress was attended by 72 delegates.

5. The first session of the Indian National Congress was presided over by C. Bannerjee/Surendranath Banerjea/A.O. Hume.
Answer:  The first session of the Indian National Congress was presided over by W.C. Banerjee|

D. State whether the following are true or false:

  1. The Revolt of 1857 had failed to rid India of foreign rule.
    Answer: True.
  2. Western education and modern ideas could not bring the Indians togethe
    Answer: False.
    Correct : Western education and modem ideas bring the Indians together.
  3. Racial arrogance and racial discrimination by the British caused great resentment among Indian intellectuals.
    Answer: True.
  4. The Ilbert Bill had to be amended as the European reacted violently to it.
    Answer: True.
  5. O. Hume was not supported by nationalist Indian leaders.
    Answer: False.
    Correct: A. O. Hume was supported by nationalist Indian leaders.

E. Answer the following questions in one or two words/ sentences:

1)Define nationalism.
Answer:Nationalism is a deep attachment and loyalty to one’s country, much like patriotism. It also functions as a political ideology, where a nation’s interests are paramount, potentially diverging from or opposing those of other nations or global concerns.

2)Name any two Western scholars who researched the Indian past and rediscovered its rich heritage.
Answer:Two influential Western scholars significantly contributed to unearthing India’s rich historical legacy:

Sir William Jones, a British philologist and Orientalist, established the Asiatic Society of Bengal in 1784. His pioneering research into Sanskrit, which he compared with European languages, led to the groundbreaking discovery of the Indo-European language family. He also translated pivotal ancient Indian texts such as the Manusmriti and Kalidasa’s plays, effectively introducing India’s literary and legal heritage to a global audience.

Max Müller, a German-born scholar, profoundly impacted the study of Indian philosophy, religion, and literature. He undertook the monumental task of editing the Sacred Books of the East series, which included essential translations of the Vedas, Upanishads, and other ancient scriptures. His comprehensive work was instrumental in shaping Western understanding of India’s spiritual and intellectual traditions.

Collectively, these scholars were vital in connecting Eastern and Western intellectual traditions, rekindling worldwide interest in India’s ancient past.

3)How did the British economic policies in India transform India into an agricultural colony?
Answer:British economic policies transformed India into an agricultural colony to benefit British industry and commerce. This was achieved through several key mechanisms:

First, Indian handicrafts and industries were deliberately destroyed. Heavy tariffs on Indian goods made them uncompetitive globally, while British machine-made products flooded Indian markets with low or no duties. This forced millions of artisans into agriculture.

Second, exploitative land revenue systems like the Permanent, Ryotwari, and Mahalwari settlements were implemented to maximize British income. These systems imposed high and often rigid revenue demands, pushing peasants into poverty and debt, and turning agriculture into a tool for revenue extraction.

Third, the commercialization of agriculture compelled farmers to grow cash crops (like indigo, cotton, opium) for British industrial needs instead of food grains. This led to severe famines and trapped peasants in cycles of debt to moneylenders.

Fourth, a substantial drain of wealth occurred, as high revenue extraction funded British administration and wars, and an unbalanced trade system ensured India exported cheap raw materials while importing expensive British goods.

Finally, the neglect of irrigation and agricultural infrastructure further worsened rural poverty, as British investments focused primarily on railways and ports for transporting raw materials, rather than improving agricultural productivity.

4)Why was the Ilbert Bill introduced and by whom?
Answer:Lord Ripon, unlike his predecessor Lord Lytton, sought to introduce more equitable policies in British India. A significant example of this was his approval of the Ilbert Bill in 1883. This controversial bill aimed to remove racial discrimination in the judicial system by allowing Indian judges to preside over cases involving European (white) defendants, a power previously denied to them.

While well-intentioned to promote legal equality, the bill sparked furious protests from the European community in India, who were against the idea of being tried by Indian magistrates. Due to immense opposition, the bill was ultimately passed in a much-compromised form, requiring that European defendants could still demand a jury with at least half European members. Despite its diluted outcome, the Ilbert Bill controversy vividly exposed the racial prejudices prevalent in British India and further fueled the nascent Indian nationalist sentiment.

5)When and where was the first session of the Indian National Congress held?
Answer:The first Indian National Congress session took place in Bombay (now Mumbai) at Gokuldas Tejpal Sanskrit Pathshala from December 28 to 31, 1885. Originally slated for Pune, a cholera outbreak necessitated the change of venue. This inaugural gathering brought together 72 delegates from across India, marking the genesis of a unified political movement for independence.

F. Answer the following questions briefly:

1)There were many factors that led to the rise of nationalism in India. In the light of this statement, answer the following questions:
(a) In what way did the Revolt of 1857 impact the rise of nationalism in India?
(b) What changes did Western education bring about in the traditional Indian outlook?
(c)The English language acted as a link language among the Indians. Explain.
Answer:
(a)The Revolt of 1857, though it didn’t immediately end British rule, was a pivotal moment in the emergence of Indian nationalism. 

Exposing British Weakness: The initial success of the rebels dispelled the myth of British invincibility, showing that their power could be challenged.

  • Fostering (Limited) Unity: Hindus and Muslims, soldiers and civilians, united in various regions against a common oppressor, laying groundwork for future pan-Indian movements.
  • Creating Symbols of Resistance: Figures like Rani Lakshmibai became enduring icons of courage, inspiring later generations of nationalists.
  • Shifting British Approach: The intensity of the revolt led the British Crown to take direct control, resulting in administrative changes and a more cautious, yet still resented, rule.
  • Catalyzing Political Awareness: The aftermath spurred greater political consciousness and the eventual formation of nationalist organizations like the Indian National Congress.

In essence, the 1857 Revolt ignited a sense of collective grievance and a yearning for self-rule, proving to be a critical precursor to India’s eventual independence movement

(b)Western education significantly altered the traditional Indian outlook by:

  • Introducing New Ideas: It exposed Indians to Western political thoughts like nationalism, democracy, liberty, equality, and human rights.
  • Promoting Rationalism: It fostered a scientific and rational approach, encouraging critical thinking and questioning of traditional customs.
  • Creating a Unified Class: It created a new class of educated Indians who shared a common language (English) and modern outlook, facilitating communication and unified action across regions.
  • Highlighting British Exploitation: It enabled Indians to understand and critique the exploitative nature of British rule by comparing it with Western democratic ideals.

(c)India’s immense linguistic diversity posed a communication challenge, but English, introduced by the British, unexpectedly became a unifying force for educated Indians. This common language allowed intellectuals and nationalist leaders from various regions to connect, exchange ideas, and formulate strategies. Through English newspapers, pamphlets, and discussions, nationalist sentiments spread nationwide, fostering a shared identity and purpose against colonial rule, effectively bridging existing regional divides.

2)In the context of the causes of the rise of Indian nationalism,answer the following questions:
(a) How did the British administrative system indirectly create conditions favourable for the growth of Indian nationalism.
(b) Examine the role of modern transport and communication in fostering unity and nationalism among the people.
(c)How did the rediscovery of India’s glorious past prepare the ground for the growth of the national spirit among the Indians.
Answer:(a)The British administrative system, while designed to serve colonial interests, inadvertently fostered the growth of Indian nationalism in several ways:

  • Political and Administrative Unification: By conquering diverse kingdoms and bringing them under a single, centralized administration, the British inadvertently created a sense of geographical and political unity. This uniform system of laws, justice, and governance, though imposed, made Indians from different regions feel they were part of a larger entity, a “nation.”
  • Modern Communications and Transport: The development of railways, roads, telegraphs, and a postal system, primarily for British administrative and economic convenience, had the unintended consequence of connecting disparate parts of India. This facilitated the movement of people and ideas, enabling nationalist leaders to communicate, organize, and spread their message more effectively across the subcontinent.
  • Western Education: The introduction of English education, initially to create a class of loyal Indian clerks, exposed educated Indians to Western ideas of liberty, equality, democracy, and nationalism. These concepts, once internalized, provided a powerful intellectual framework for questioning British rule and demanding self-governance. English also became a common language among the educated elite from different linguistic regions, fostering communication and a shared platform for nationalistic discourse.
  • Economic Exploitation (Common Grievance): The uniform economic policies of the British, which prioritized British interests and led to the exploitation of Indian resources and industries, resulted in widespread economic distress across various sections of society. This shared experience of economic hardship under a common oppressor created a sense of collective grievance and solidarity, uniting people against foreign rule.
  • Racial Discrimination: The British policy of racial discrimination, which excluded Indians from higher administrative posts and treated them as inferiors, ignited a sense of humiliation and resentment. This common experience of being treated as second-class citizens, regardless of their social standing, fueled a collective desire for self-respect and national dignity.

(b)Modern transport (railways, roads) and communication (postal service, telegraphs) significantly bolstered unity and nationalism in India by:

  • Connecting People: Facilitating travel for leaders and ordinary citizens, enabling meetings and fostering shared identity across regions.
  • Spreading Ideas: Rapidly disseminating nationalist news, literature, and anti-colonial messages via post and telegraph, awakening political consciousness.
  • Unifying Public Opinion: Helping create a common understanding of national goals and a united front against British rule by enabling faster information exchange and interaction.

(c)The rediscovery of India’s glorious past played a crucial role in nurturing the national spirit among Indians by countering the British narrative of Indian inferiority and backwardness.

Here’s how it prepared the ground:

  • Instilling Pride and Self-Respect: Scholars, both Indian and European, unearthed ancient texts, architectural marvels, and scientific advancements, revealing India’s rich cultural, intellectual, and artistic heritage. This provided a much-needed psychological boost, replacing a sense of humiliation with pride in their ancestors’ achievements.
  • Creating a Shared Identity: By highlighting common historical threads, cultural practices, and intellectual traditions across various regions, the rediscovery of the past helped forge a sense of shared identity among diverse Indian communities. This collective consciousness was vital for the formation of a unified national movement.
  • Inspiring Future Action: The knowledge of past glories served as an inspiration, motivating Indians to strive for a future where their nation could once again achieve greatness. It provided a powerful moral and intellectual foundation for demanding self-governance and reclaiming their dignity.

3)With reference to the rise of Indian nationalism, answer the following questions:
(a) What was the role of vernacular press and literature in the rise of Indian nationalism?
(b) How did the British economic policies lead to the growth of Indian nationalism?
(c) Mention the discriminatory British policies that were greatly resented by the Indian intellectuals.
Answer:(a)The vernacular press and literature were pivotal in igniting and spreading Indian nationalism. By using local languages, they made nationalist ideas like Swaraj (self-rule) and self-reliance accessible to a broad population, far beyond the English-speaking elite.

These publications courageously critiqued British policies, exposing exploitation and injustice, which in turn fueled public discontent. They also played a crucial role in fostering a sense of shared Indian identity by connecting people across diverse linguistic and geographical regions. Beyond politics, they championed social reforms, contributing to a widespread societal awakening and promoting a pride in India’s rich heritage. Even when faced with oppressive laws like the Vernacular Press Act of 1878, their resilience proved their indispensable role in mobilizing public opinion and shaping the narrative of the independence movement.

(b)The British economic policies significantly fueled Indian nationalism by generating widespread discontent and a collective feeling of exploitation. This occurred through several key mechanisms:

De-industrialization: British policies intentionally stifled India’s flourishing industries, especially textiles, to create a market for British machine-made goods. This devastated millions of Indian artisans, leading to mass unemployment and deep resentment.

Drain of Wealth: Early nationalist figures, like Dadabhai Naoroji, exposed the “drain of wealth,” demonstrating how substantial Indian resources and revenue were systematically transferred to Britain without fair compensation. This continuous economic outflow impoverished India and contributed to recurrent famines.

Impoverishment of Peasantry: Land revenue policies, including the Permanent Settlement, Ryotwari, and Mahalwari systems, levied burdensome taxes on Indian peasants, frequently resulting in debt and loss of land. This caused immense agricultural distress and became a widespread grievance against British rule.

Commercialization of Agriculture: The compulsory cultivation of cash crops (such as indigo, cotton, and opium) to meet British industrial demands, often at the expense of essential food crops, led to food scarcity and increased susceptibility to famines.

Lack of Industrial Development: While Britain experienced an industrial revolution, India’s industrial growth was deliberately suppressed. Any limited industrialization that did occur was largely controlled by British capital and served British interests, providing minimal advantages to the Indian populace.

These combined policies fostered a shared understanding among Indians that their economic prosperity was being sacrificed for British gain, thereby uniting diverse segments of society under the common cause of nationalism against foreign exploitation.

(c)The British Raj enforced a system of segregation that barred Indians from public spaces like parks, clubs, and even certain railway compartments. In administration, high-ranking positions were reserved for the British, with Indians, like Surendranath Banerjee, being unfairly dismissed or given only symbolic roles in legislative bodies. Economically, policies prioritized British interests, undermining Indian industries. Lord Lytton’s discriminatory measures further intensified resentment among educated Indians, fueling anti-British sentiment.

4)In the context of the Indian National Congress, answer the following questions:
(a) Briefly discuss the Ilbert Bill controversy and show how it hastened the establishment of the Indian National Congress.
(b) What role did A. O. Hume play in the establishment of the Indian National Congress?
(c) Mention the main aims of the Congress.
Answer:(a)Ilbert Bill Controversy and its impact on the Indian National Congress:The Ilbert Bill Controversy in 1883 aimed to allow Indian judges to try European offenders, removing a racial discrimination. This sparked furious protests from Europeans in India, forcing the British government to withdraw the bill. This incident starkly exposed the racial bias of the British and highlighted the need for a unified Indian political front to protect their rights. It demonstrated that constitutional appeals alone were insufficient, thereby accelerating the push for a national organization like the Indian National Congress to articulate and defend Indian interests effectively.

(b)A. O. Hume’s role in the establishment of the Indian National Congress:

Allan Octavian Hume, a retired British civil servant, played a crucial role in the establishment of the Indian National Congress in 1885. He initiated the idea of forming an organization to provide a platform for educated Indians to discuss their grievances and articulate their political aspirations. Hume acted as a key facilitator, bringing together prominent Indian leaders and providing the initial organizational framework. His intention was partly to create a “safety valve” for growing discontent, but his efforts ultimately led to the formation of India’s premier nationalist body.

(c)The Indian National Congress was founded with several core objectives:

  • Fostering Unity: To build camaraderie and consolidate national unity among diverse groups of nationalist workers across India, transcending regional and social differences.
  • Articulating Grievances: To provide a platform for Indians to voice their demands and concerns, and formally present these to the British government.
  • Political Education & Mobilization: To educate and organize public opinion, thereby training people for greater political participation and collective action.

G Picture study:

This is a picture of a person who was dismissed from the Indian Civil Service by the British on flimsy grounds
ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 7

1)Identify the person in the picture
Answer: Surendranath Banerjee

2)Name the conference that he held in 1883.
Answer: Surendranath Banerjee was indeed the individual who was unjustly dismissed from the Indian Civil Service. Following this, he organized a significant event in 1883 known as the Indian National Conference. This conference played a crucial role as a precursor to the formation of the Indian National Congress, aiming to unite Indian nationalist aspirations on a common platform.

3)What was the outcome of the conference?
Answer:The person in the image, dismissed from the Indian Civil Service on flimsy grounds, is Surendranath Banerjee.

The “conference” referred to is likely the First National Conference held in Calcutta (Kolkata) from December 28-30, 1883, which he organized.

The outcome of this conference was significant:

  • It brought together delegates from various parts of India, creating a sense of all-India political unity for the first time on a public platform.
  • It discussed crucial issues such as representative councils, education (general and technical), separation of judicial and executive functions, and greater employment of Indians in public services.
  • It laid the groundwork and served as a precursor for the formation of the Indian National Congress in 1885, with many of its issues influencing the early agenda of the Congress.

4)What were the main aims of the Indian National Congress?
Answer: The Indian National Congress (INC), founded in 1885, had several key aims in its early years:

  • Promoting National Unity: A primary objective was to foster a sense of shared national identity among diverse Indian communities, transcending differences of religion, caste, and region.
  • Advocating for Reforms: The INC sought to voice popular demands and present them to the British government. This included advocating for greater Indian representation in legislative councils and public services, and demanding reforms in administration, education, and the economy.
  • Creating a Platform for Dialogue: It served as an all-India platform for educated Indians to discuss political, economic, and social issues, fostering a common approach to address grievances against British rule.
  • Political Education and Mobilization: The Congress aimed to educate the populace about their political rights and mobilize them for a shared national movement.

In essence, the early INC sought to achieve self-governance and greater Indian participation in administration through constitutional means, laying the foundation for India’s eventual independence movement.

Additional Questions

The Indian National Movement (1885-1916)
EXERCISES
A. Fill in the blanks:

  1. The early nationalists spread ____________ among the people.

Answer: political awareness

  1. The assertive nationalists believed that British rule in India was not a_______.

Answer:  blessing but a curse.

  1. After the partition of Bengal, the assertive nationalists adopted the methods of ___________.

Answer: boycott, swadeshi and national education to achieve the goal of swaraj

  1. Separate electorates meant that the _____voters could elect _________representatives.

Answer: Muslim ,Muslim 

  1. Gandhi spent about 22 years in _______ as a practising lawyer.

Answer: South Africa

B. Match the following:

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 8

Answer:

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 10


C. Choose the correct answer:

  1. The history of the Indian national movement is broadly categorized into three/four/five
    Answer: The history of the Indian national movement is broadly categorized into three phases.
  2. Bal Gangadhar Tilak/Dadabhai Naoroji/Surendranath Banerjea was an important assertive nationalist leader.
    Answer: Bal Gangadhar Tilak was an important assertive nationalist leader.
  3. The British followed the policy of divide and rule by dividing Bengal/Punjab/Gujarat on communal lines.
    Answer:The British followed the policy of divide and rule by dividing Bengal on communal lines.
  4. The Muslim League was established in 1905/1906/1913.
    Answer:  The Muslim League was established in 1906.
  5. Gandhiji studied law’ in England/South Africa/France.
    Answer:  Gandhiji studied law in England.

D. State whether the following are true or false:

  1. The early nationalists believed in the sense of justice and fair play of the British.
    Answer: True.
  2. The early nationalists presented their grievances to the British in the form of protests and strikes.
    Answer: False.
    Correct: The early nationalists presented their grievances to the British in the form of meetings, lectures and the press.
  3. The political beliefs, aims and methods of the assertive nationalists were the same as those of the early nationalists.
    Answer: False.
    Correct: The political beliefs, aims and methods of the assertive nationalists were different as those of the early nationalists.
  4. The assertive nationalists had no faith in the constitutional methods followed by the early nationalists.
    Answer: True.
  5. Tilak knew that the British would concede to the demand of swaraj easily without any struggle.
    Answer: False.
    Correct : Tilak knew that the British would never concede to the demand of Swaraj easily without any struggle.

E. Answer the following questions in one or two words/ sentences:

1)Mention two leaders of the early nationalist phase.
Answer:Dadabhai Naoroji and Surendranath Banerjee were pivotal figures in India’s early nationalist movement. Naoroji, dubbed the “Grand Old Man of India,” exposed British economic exploitation through his “Drain Theory.” Banerjee, a powerful orator, co-founded the Indian National Association and became a key leader in the Indian National Congress, advocating for administrative reforms and greater Indian representation. Both were instrumental in cultivating political consciousness and setting the course for India’s independence struggle.

2)Mention two leaders of the assertive nationalist phase.
Answer:The assertive nationalist movement, prominent in early 20th-century India, pushed for direct action to achieve self-rule, moving beyond the moderates’ appeals. Key figures included Bal Gangadhar Tilak, who championed “Swaraj is my birthright,” advocating for Swadeshi and boycotts, and using festivals and his newspapers Kesari and Mahratta to galvanize the masses. Lala Lajpat Rai, “Punjab Kesari,” was another leading voice, active in the Swadeshi Movement, promoting national education, and inspiring youth through his magazine Young India.

3)Why were the assertive nationalists disillusioned with the leadership of the early nationalists?
Answer:The Assertive Nationalists became disillusioned with the early nationalists primarily due to their “three P’s” approach: Prayers, Petitions, and Protests.

They felt that this strategy of appealing to British benevolence and constitutional methods was ineffective and had yielded little tangible progress towards self-rule. The Assertives believed that the early nationalists were too moderate, overly reliant on British justice, and lacked a mass-based, active struggle. They advocated for more aggressive methods like non-cooperation, boycott of foreign goods, and mass agitation to achieve Swaraj, which they defined as complete independence rather than just administrative reforms.

4)When and why was Bengal partitioned?
Answer:Bengal was partitioned on October 16, 1905, by Lord Curzon, then Viceroy of India. While the stated reason was administrative ease due to Bengal’s large size, the true motive was to undermine the burgeoning nationalist movement in the region. The partition aimed to divide Bengal along communal lines, separating Muslim-majority eastern areas from Hindu-majority western areas, thereby hoping to weaken unified resistance against British rule.

5)Where and under whose leadership was the Muslim League established?
Answer:The Muslim League was founded in Dacca (present-day Dhaka, Bangladesh) in 1906. Key figures like Nawab Waqar-ul-Mulk and Nawab Salimullah of Dacca were instrumental in its formation. Agha Khan III, though not the initial leader, emerged as a prominent figure and subsequently became the League’s first permanent president.

6)Mention two objectives of the Muslim League?
Answer:
1.Protecting Muslim Political Rights: A central aim was to safeguard and advance the political rights and interests of Muslims in British India. This included advocating for separate electorates for Muslims and ensuring their adequate representation in legislative bodies and public services.

2.Promoting Loyalty to the British Government: In its early years, the League also aimed to promote a sense of loyalty among Indian Muslims towards the British government, believing that cooperation with the British was the best way to secure their community’s interests.

7)Why was the introduction of separate electorates a death blow to national unity?
Answer:The introduction of separate electorates was considered a “death blow” to national unity because it:

  • Formalized Division: It legally segregated voters along religious lines, treating religious groups as distinct political entities rather than integrated parts of a single nation.
  • Encouraged Communalism: It incentivized political leaders to appeal to the narrow interests of their religious communities rather than fostering broader national interests, leading to increased communal tensions and distrust.
  • Hindered National Identity: By creating separate voting blocs, it undermined the development of a shared Indian identity and instead reinforced communal identities, making a united front against colonial rule more difficult to achieve.

8)Why did the Indian nationalists support the war effort of the British when the First World War broke out ?
Answer:When World War I broke out, many Indian nationalists, including prominent figures like Mahatma Gandhi, supported the British war effort for several key reasons:

  • Expectation of Self-Rule: There was a widespread belief and hope that if India demonstrated loyalty and contributed significantly to the war, the British would, in return, grant greater political reforms, leading towards self-governance or Dominion status after the war.
  • Political Bargaining Chip: Supporting the war was seen as a way to strengthen India’s moral claim for political concessions and increased autonomy from the British.
  • Demonstrating Loyalty and Capability: Some believed that proving India’s capability and loyalty on the global stage would validate their demand for equal status within the British Empire.
  • Influence of Moderates: Early nationalist leaders, particularly the moderates, generally held faith in British justice and believed in constitutional methods to achieve their goals, seeing cooperation during the war as a legitimate strategy.

9)What was the main aim of the Home Rule Leagues ?
Answer:The main aim of the Home Rule Leagues, established by Annie Besant and Bal Gangadhar Tilak, was to achieve self-government (Home Rule) for India within the British Empire, similar to the status of self-governing dominions like Canada or Australia. They sought to achieve this through constitutional means, advocating for greater Indian control over legislative, administrative, and financial matters, while remaining under British suzerainty.

F. Answer the following questions briefly:
1)With reference to the early nationalists, discuss the following:
(a) Beliefs of the early nationalists
(b) Methods of the early nationalists
(c) Important contributions made by the early nationalists to the national movement?
Answer:(a)The early Indian nationalists, often termed “moderates,” held a nuanced view of British rule. They largely believed in the inherent fairness of British justice, trusting that persistent appeals and petitions would lead to desired reforms. Their approach was characterized by a commitment to constitutional methods, favoring peaceful protests, public meetings, and reasoned arguments to achieve their aims. They envisioned a gradual evolution towards self-governance within the British Empire, rather than an immediate break, believing India needed time to prepare for full independence. Education and the cultivation of public opinion were central to their strategy, as they sought to inform and mobilize the masses through various media. A significant demand was for greater Indian inclusion in legislative bodies and civil services, aiming for a stronger voice in governance. While acknowledging certain positive aspects of British administration, they were critical of its economic impact, particularly the drain of wealth from India, advocating for industrial growth to combat poverty.

(b)The early nationalists, or Moderates, used a largely constitutional and peaceful approach. Their key methods included:

  • Petitions and Appeals: Submitting formal requests to the British government and Parliament, trusting in British justice.
  • Public Awareness: Holding meetings and using the press (newspapers, journals) to discuss issues, pass resolutions, and educate the public.
  • Lobbying in Britain: Sending delegations to directly influence British politicians and public opinion.
  • Focus on Reforms: Primarily demanding administrative changes, increased Indian representation, and economic relief, aiming for self-governance within the British Empire rather than full independence.

(c)The early nationalists made several crucial contributions to the Indian national movement:

  • Laying the Foundation: They laid the intellectual and organizational groundwork for the future, more assertive phases of the movement.
  • Political Awakening: They awakened political consciousness among Indians, educating them about their rights and the exploitative nature of British rule.
  • Economic Critique: They developed a strong economic critique of British imperialism, highlighting how colonial policies led to India’s poverty and de-industrialization (the “drain of wealth” theory).
  • Constitutional Agitation: They used constitutional methods like petitions, prayers, and protests to press for reforms, thereby introducing Indians to modern political processes.
  • Building Unity: They fostered a sense of national unity, bringing together people from different regions and communities under a common political platform like the Indian National Congress.
  • Training for Self-Governance: They trained a generation of leaders in political discourse and parliamentary procedures, preparing them for future self-governance.

2)With reference to the rise of the assertive nationalists within the congress, discuss:
(a) The beliefs of the assertive nationalists
(b) The objectives of the assertive nationalists
(c) How the methods of the assertive nationalists differed from those of the early nationalists?
Answer:(a)The Assertive Nationalists, often referred to as Extremists, emerged within the Indian National Congress with distinct beliefs that differed significantly from the earlier Moderate faction. Their core tenets included:

  • Swaraj as the Goal: Unlike the Moderates who sought reforms within the British framework, Assertive Nationalists believed in complete Swaraj (self-rule) as India’s ultimate goal, even if it meant breaking away from British control. They saw colonial rule as inherently exploitative and not amenable to gradual reform.
  • Self-Reliance (Swadeshi & Boycott): They strongly advocated for Swadeshi (promotion of indigenous goods) and Boycott (of foreign goods, educational institutions, and government services). They believed this would not only weaken the British economically but also foster national pride and self-sufficiency.
  • Mass Participation and Direct Action: They had little faith in petitions, prayers, and protests (the methods of the Moderates). Instead, they emphasized mass political action, direct agitation, and popular resistance. They sought to involve the common people in the freedom struggle, believing that freedom would not be granted but had to be taken.
  • Revivalism and Pride in Indian Culture: Many assertive nationalists drew inspiration from India’s rich past, promoting a sense of pride in Indian culture, history, and traditions. This revivalist sentiment was used to instill self-confidence and counter the British narrative of Indian inferiority.
  • Sacrifice and Courage: They believed that achieving Swaraj would require significant sacrifice, courage, and a willingness to confront the British government directly. They prepared the masses for a long and arduous struggle.

Key figures like Bal Gangadhar Tilak, Lala Lajpat Rai, and Bipin Chandra Pal (the “Lal-Bal-Pal” trio) epitomized these beliefs, advocating for a more aggressive and self-reliant approach to achieve India’s independence.

(b)The Assertive Nationalists, or Extremists, within the Indian National Congress held distinct aims compared to the Moderates:

  • Attaining Swaraj (Self-Rule): Their primary goal was unequivocally complete self-rule for India, moving beyond mere reforms within the British system.
  • Direct Action and Mass Participation: They championed more radical methods like boycotts, Swadeshi (promoting indigenous goods), and passive resistance, actively engaging broader public participation to pressure the British.
  • Self-Reliance and National Dignity: They stressed the importance of India developing its own strength in all aspects—economic, social, and political—and fostering national pride, independent of British support.
  • Revival of Indian Culture: They aimed to revitalize and celebrate India’s rich ancient culture and heritage, using it to inspire national pride and challenge colonial narratives.

(c)Assertive nationalists diverged from early nationalists primarily in their approach to British rule. While early nationalists favored constitutional methods like petitions and dialogue for gradual reforms, assertive nationalists adopted more radical measures such as protests, boycotts, and mass mobilization, openly demanding complete self-rule (Swaraj). They actively involved the public through movements like Swadeshi and Boycott, and unlike the early leaders who maintained loyalty to the British Crown, assertive nationalists openly criticized British policies, promoting self-reliance and even utilizing religious symbols to foster nationalistic sentiment. This made their struggle more aggressive and inclusive.

3)With reference to the Lucknow Session of the Congress of 1916, answer the following questions:
(a) What was the Lucknow Pact ?
Answer: The Lucknow Pact was an agreement signed in 1916 during the Lucknow Session of the Indian National Congress. It marked the reunion of the Moderates and Extremists in the Congress and also established Hindu-Muslim unity by bringing the Congress and the Muslim League together.Under this pact, the Congress accepted separate electorates for Muslims, while the Muslim League agreed to joint political demands with the Congress for self-government (Swaraj). This pact strengthened the national movement by presenting a united front against British rule.

(b) What was the objective of the Lucknow Pact
Answer: The Lucknow Pact of 1916 was a key agreement between the Indian National Congress and the Muslim League, forging a rare united front. It aimed to collectively pressure the British for substantial constitutional reforms and increased self-rule, marking a significant moment of Hindu-Muslim political unity.

(C) What were the results of the Lucknow Pact ?
Answer: The Lucknow Pact of 1916 had the following key results:

Hindu-Muslim Unity – The Congress and the Muslim League agreed on joint constitutional demands, strengthening political cooperation.

Separate Electorates Accepted – The Congress accepted separate electorates for Muslims, a major demand of the Muslim League.

Increased Nationalist Pressure – The united front put greater pressure on the British for self-government (Swaraj).

G Picture study:

This is a picture of a national leader.

ICSE Solutions for Class 8 History and Civics - Struggle for Freedom (I) 11

1.Identify the person in the picture.
Answer :  The image features Muhammad Ali Jinnah, a central figure in 20th-century Indian politics and the founder of Pakistan. While initially a proponent of Hindu-Muslim unity within the Indian National Congress, his views evolved amidst rising communal discord. He ultimately became a staunch advocate for the “Two-Nation Theory,” arguing that Hindus and Muslims constituted distinct nations requiring separate states. As the leader of the All-India Muslim League, his strategic political efforts were critical to the establishment of Pakistan in 1947, where he served as its inaugural Governor-General and earned the title “Quaid-e-Azam” (Great Leader).

2.Which political organization did he join and when ?
Answer:The image provided is a stamp featuring Surendranath Banerjee.

Surendranath Banerjee joined the Indian National Congress shortly after its formation. He was one of its founding members and a prominent leader in its early years, contributing significantly to its growth and direction from 1885 onwards. He also played a crucial role in establishing the Indian Association in 1876, which predated the Congress and merged with it later.

3.When and by whom was this organization founded ?
Answer: The Indian National Congress, founded in 1885 by A.O. Hume, aimed to serve as a “safety valve” for British concerns about rising Indian discontent. However, Indian leaders quickly shaped it into a nationalist platform with broader goals:

  • Foster National Unity: To unite diverse Indians under a common political identity, bridging regional and social divides.
  • Articulate Grievances: To provide a unified voice for Indian concerns, demanding greater representation and addressing issues like poverty and exploitation.
  • Promote Political Education: To awaken political consciousness and mobilize public opinion through discussions and resolutions.
  • Train Political Workers: To serve as a training ground for future leaders, organizing individuals for active political participation.
  • Demand Constitutional Reforms: Initially, to seek reforms within the British system, advocating for increased Indian participation in governance and administrative changes.

Ultimately, the Congress evolved beyond Hume’s initial vision, becoming the central force in India’s struggle for independence.

4.What were the objectives of this organization ?
Answer:The image  shows Muhammad Ali Jinnah. Given his significant role, “this organization” likely refers to the All-India Muslim League, which he later led.

Its main objectives were:

  • Protecting Muslim Rights: To safeguard and advance the political rights and interests of Muslims in British India.
  • Promoting Loyalty (initially): To initially foster loyalty among Muslims towards the British government to secure their interests.
  • Preventing Hostility: To prevent hostility among Muslims towards other communities while pursuing their distinct political identity.
  • Advocating Separate Identity: Under Jinnah’s leadership, this evolved into advocating for a separate political identity and eventually a separate homeland (Pakistan) for Muslims.