History class 8 / CBSE / How, when and where

 

History class 8 / CBSE

How when and where

 

1.     How important the dates are in history?

Ans: Dates are crucial in the study of history because they provide a framework for organizing and understanding events. By knowing when a particular event occurred, historians can place it in context and analyse its causes, consequences, and connections to other historical events.

Dates allow historians to create a timeline of events, which helps to establish chronology and identify patterns and trends over time. For example, the timeline of the American Civil War, which lasted from 1861 to 1865, provides a framework for understanding the causes, major battles, and outcomes of the conflict.

Dates are also important for establishing historical accuracy and credibility. Historians must rely on accurate records and documentation to reconstruct past events, and precise dates are often crucial for verifying the authenticity of sources.

Furthermore, dates help us to understand the impact of historical events on the present day. By analysing the historical significance of specific dates, we can better appreciate the role that the past has played in shaping our current social, political, and cultural landscape.

Overall, dates are a fundamental aspect of the study of history, and their importance cannot be overstated.

 

2. Why do we learn history

Ans: We learn history for many reasons, including:

 

To understand the past: History helps us to understand the events and actions that have shaped the world we live in today. By studying history, we can gain insights into the decisions made by people in the past and the consequences of those decisions.

To learn from past mistakes: History provides us with examples of what has worked and what has not worked in the past. By studying history, we can learn from the mistakes and successes of previous generations and apply these lessons to our own lives and decisions.

To develop critical thinking skills: Studying history requires us to analyse and interpret information from a variety of sources, including primary and secondary sources. This process helps us to develop critical thinking skills and to evaluate information objectively.

To appreciate cultural diversity: History teaches us about the diversity of cultures and societies that have existed throughout human history. By learning about different cultures and their histories, we can gain a greater appreciation for diversity and develop empathy for people from different backgrounds.

To understand the present: History helps us to understand the current state of the world and the events and factors that have led to our current situation. By studying history, we can gain a deeper understanding of current events and issues and make more informed decisions about the future.

Overall, learning history is essential for understanding the past, learning from it, and making informed decisions about the present and the future.

 

3. Why do we continue to associate history with a string of dates

Ans: We continue to associate history with a string of dates because chronological order is a fundamental aspect of understanding historical events. Dates provide a framework for organizing historical events and understanding their sequence, duration, and significance.

Without dates, it would be challenging to understand the causes and effects of historical events, as well as their relationships to other events. Dates allow us to construct a timeline of events, which helps us to see patterns, trends, and causal relationships between events.

 

Furthermore, dates help to establish historical accuracy and credibility. By associating historical events with specific dates, we can verify the authenticity of historical sources and establish a common understanding of historical events.

While it is important to understand the context, causes, and effects of historical events, dates remain an essential component of historical study. They provide a framework for organizing and understanding the past, and they help to ensure that our understanding of history is based on accurate and reliable information.

 

4. What is the difference between governor general of India and viceroy of India.

Ans: The terms Governor-General and Viceroy both refer to the highest-ranking British officials who governed India during the colonial period. However, there are some differences between the two positions.

The title of Governor-General was used from 1773 to 1858 to refer to the British official who was appointed by the British monarch to oversee the administration of British India. The Governor-General had a wide range of powers, including the authority to make laws and issue executive orders, and was responsible for maintaining law and order in the territories under British control. The Governor-General was accountable to the British monarch, who had the power to remove him from office.

In 1858, following the Indian Rebellion of 1857, the British government abolished the East India Company and assumed direct control over India. The position of Governor-General was replaced by that of Viceroy, who was appointed by the British monarch to represent the British government in India. The Viceroy had similar powers to the Governor-General, but was also responsible for overseeing British foreign policy in the region.

In summary, while both Governor-General and Viceroy refer to the highest-ranking British officials who governed India during the colonial period, the position of Governor-General was used from 1773 to 1858, and the position of Viceroy was used from 1858 until India gained independence in 1947. The Viceroy had additional responsibilities for British foreign policy in the region.

 

 

5. Name all the governor general of India from first to last and viceroy as well.

Ans: List of all the Governor-Generals of India and Viceroys of India in chronological order:

 

Governor-Generals of India:

1.     Warren Hastings (1773-1785)

2.     Sir John Macpherson (1785-1786, acting)

3.     Lord Cornwallis (1786-1793)

4.     Sir John Shore (1793-1798)

5.     Lord Mornington (1798-1805)

6.     Sir George Barlow (1805-1807)

7.     Lord Minto (1807-1813)

8.     Lord Hastings (1813-1823)

9.     Lord Amherst (1823-1828)

10.Lord William Bentinck (1828-1835)

11.Lord Auckland (1836-1842)

12.Lord Ellenborough (1842-1844)

13.Sir Henry Hardinge (1844-1848)

14.Lord Dalhousie (1848-1856)

15.Viceroys of India:

16.Lord Canning (1858-1862)

17.Lord Elgin (1862-1863)

18.Sir John Lawrence (1864-1869)

19.Lord Mayo (1869-1872)

20.Lord Northbrook (1872-1876)

21.Lord Lytton (1876-1880)

22.Lord Ripon (1880-1884)

23.Lord Dufferin (1884-1888)

24.Lord Lansdowne (1888-1894)

25.Lord Elgin II (1894-1899)

26.Lord Curzon (1899-1905)

27.Lord Minto II (1905-1910)

28.Lord Hardinge (1910-1916)

29.Lord Chelmsford (1916-1921)

30.Lord Reading (1921-1926)

31.Lord Irwin (1926-1931)

32.Lord Willingdon (1931-1936)

33.Lord Linlithgow (1936-1943)

34.Lord Wavell (1943-1947)

35.Lord Mountbatten (1947)

Note: After Lord Mountbatten's tenure, India gained independence and the position of Viceroy of India was abolished.

 Warren Hastings (1773-1785)      Lord Mountbatten (1947)

6. Who was James mill. How did he classify the Indian history? Do you think he classified accurately if not what would be so?

Ans: James Mill (1773-1836) was a British historian, economist, and philosopher who worked for the British East India Company in India. He is best known for his book, "The History of British India," which was published in 1817.

In his book, James Mill classified the Indian history into three periods, which he called the Hindu, Muslim, and British periods. He believed that the Hindu period was characterized by a lack of progress, the Muslim period was marked by tyranny and oppression, and the British period was the time when India was finally introduced to civilization and progress.

Mill's classification of Indian history has been heavily criticized for its oversimplification, bias, and Eurocentric perspective. His view of the Hindu period as stagnant and unprogressively ignored the significant achievements of Indian civilization during that time, such as the development of mathematics, science, philosophy, and art. Similarly, his characterization of the Muslim period as oppressive ignored the many positive contributions that Muslim rulers made to Indian society, such as the promotion of education, art, and architecture.

Furthermore, Mill's classification perpetuated the colonial notion that British rule was a benevolent force that brought civilization and progress to India, while ignoring the many negative aspects of British colonialism, such as economic exploitation, cultural imperialism, and political oppression.

In summary, James Mill's classification of Indian history is widely regarded as inaccurate and biased. It reflected the Eurocentric and colonialist perspective of his time and failed to appreciate the richness and diversity of Indian civilization. A more accurate classification of Indian history would need to take into account the contributions of all the different periods and cultures that have shaped India's past, without privileging one over the other.

JAMES MILL  (1773-1836)

7. How did the modern historian divide Indian history

Ans: Modern historians have divided Indian history into several periods based on political, social, economic, and cultural factors. The following is a general division of Indian history, which varies somewhat depending on the historian:

Prehistoric period: This period includes the earliest human settlements in India, which date back to the Stone Age, and the development of early civilizations such as the Indus Valley Civilization.

Ancient period: This period covers the rise and fall of major empires and dynasties such as the Mauryan Empire, the Gupta Empire, and the Chola Dynasty. This period also saw the development of major religions such as Hinduism, Buddhism, and Jainism.

Medieval period: This period covers the period of Muslim rule in India, which began with the conquests of Mahmud of Ghazni in the 11th century and continued through the Delhi Sultanate and the Mughal Empire until the arrival of the British in the mid-18th century.

Colonial period: This period covers the period of British rule in India, which began with the establishment of the British East India Company in the early 17th century and continued until India gained independence in 1947.

Post-colonial period: This period covers the period since India gained independence and includes the political, economic, and social changes that have occurred since then, including the rise of democracy, the Green Revolution, and the economic liberalization of the 1990s.

It is important to note that these periods are not fixed and rigid, and there is often overlap and intermingling between them. Additionally, different historians may have different ways of dividing Indian history based on their research interests and perspectives.

 

8. What sources do historians use in writing about the last 250 years of history of India.

Ans: Historians use a variety of sources when writing about the last 250 years of Indian history. Here are some of the sources they might use:

 

Official records and government documents: This includes records of the British East India Company and the British colonial government, as well as Indian government records from the period after independence.

Personal diaries, letters, and memoirs: These sources can provide insights into the personal experiences and perspectives of people who lived during this time, including British officials, Indian politicians, and ordinary citizens.

Newspapers and periodicals: Historians use newspapers and magazines from the time to understand the major events and issues of the day, as well as the prevailing attitudes and opinions.

Books and other published works: Historians use books and other published works from the period to understand the intellectual and cultural trends of the time, as well as the major figures and movements.

Oral histories and interviews: Historians conduct interviews with people who lived during the period to gain a more personal and nuanced understanding of the events and issues of the time.

Artifacts and material culture: Historians use objects such as photographs, art, and other artifacts from the period to understand the material culture of the time, including fashion, technology, and architecture.

Overall, historians use a wide range of sources to gain a comprehensive understanding of the last 250 years of Indian history, including official records, personal accounts, newspapers, books, and other published works, oral histories, and material culture.

 

9. What is the problem with the periodization of Indian history that Mill offers?

Ans: James Mill, a Scottish historian and economist who wrote "The History of British India" in 1817, is known for his controversial periodization of Indian history. Mill divided Indian history into three periods: Hindu, Muslim, and British, which were based on religious and cultural factors rather than political or economic developments.

There are several problems with Mill's periodization of Indian history. Firstly, it ignores the diversity and complexity of Indian history and reduces it to simplistic and arbitrary categories. India's history is marked by a rich tapestry of cultures, languages, religions, and political systems, which cannot be accurately captured by such narrow categorization.

Secondly, Mill's periodization is based on a Eurocentric perspective that views India's history primarily in relation to the impact of Western colonialism. This perspective ignores the rich cultural and intellectual traditions that have developed in India over thousands of years and places undue emphasis on the colonial period.

Thirdly, Mill's periodization is divisive and promotes a narrow view of India's history. By emphasizing religious and cultural differences, it obscures the commonalities and interactions that have existed between different communities and regions of India throughout its history.

In short, Mill's periodization of Indian history has been criticized for being simplistic, Eurocentric, divisive, and lacking in nuance. Modern historians have developed more sophisticated and nuanced approaches to the study of Indian history, which take into account its diversity, complexity, and richness.

 

11. Why did the British preserve official documents?

Ans: The British colonial government in India preserved official documents for several reasons.

Firstly, these documents were used to maintain a record of administrative, legal, and financial transactions, which was essential for the smooth functioning of the colonial state. These documents included reports, correspondence, legal judgments, and financial records, among others.

Secondly, these documents were used to exercise control over the colonial population. The colonial government collected and analysed information about the Indian population, including their religion, caste, land ownership, and other details. This information was used to regulate and control the population and to maintain the colonial state's authority.

Thirdly, these documents were used for propaganda purposes. The British colonial government used official documents to present a positive image of itself to the British public and to justify its rule in India. This included reports on the supposed benefits of British rule, such as the introduction of modern education, infrastructure, and legal reforms.

 

Finally, these documents were important for historical research and scholarship. They provide a valuable source of information for historians studying the colonial period in India and help to reconstruct the social, economic, and political history of the time.

Overall, the preservation of official documents by the British colonial government served several purposes, including administrative, regulatory, propaganda, and historical research.

 

12. How will the information historians get from old newspapers be different from that found in police reports.

Ans: Information historians get from old newspapers can be different from that found in police reports in several ways.

Newspapers provide a wealth of information about the social, cultural, and political climate of the time. They report on events, people, and issues that were of interest to the public and often provide a more detailed and nuanced perspective than official documents such as police reports. Newspapers may also provide editorial opinions and commentary on events and issues, which can give insights into prevailing attitudes and opinions.

Police reports, on the other hand, are official documents that provide information on crime, law and order, and other administrative matters. They are generally more focused on the activities of the police and other law enforcement agencies and may not provide as broad a perspective on the wider social and cultural context of the time.

Another difference between newspapers and police reports is that newspapers are often written for a broader audience, while police reports are written for internal use by law enforcement agencies. As a result, newspapers may be more likely to report on events and issues that are of interest to a wider audience, while police reports may be more narrowly focused on specific incidents or individuals.

Overall, historians can gain valuable insights from both newspapers and police reports, but each source provides a different perspective on the history of the time. Newspapers offer a broader view of the social and cultural climate, while police reports provide more detailed information on crime and law enforcement activities.