NCERT Solutions for Class 8 Social Science: Chapter 1 – Introduction: How, When, and Where

Our Top Social Science Experts prepare these NCERT SolutionsIntroduction: How, When, and Where – Class 8 NCERT Solution is all about the introduction of our past. Our Top Social Science Experts prepare these NCERT Solutions to take care of all Important Topics that might be asked in the upcoming examination 2024-2025. So, Students can refer to these solutions for their final Examination preparation.

This Class 8 Social Science Chapter 1 – Introduction: How, When, and Where NCERT Solutions are carefully developed using easy-to-understand language while adhering to the guidelines for solving NCERT Solutions for Class 8. Working through these solutions can be highly beneficial for students in their board exams, as well as in preparing for future competitive Exams.

NCERT Solutions for Class 8 Social Science: Chapter 1 – Introduction: How, When, and Where

NCERT Solutions Class 8 Social Science Chapter 1 – Introduction: How, When, and Where

Exercise Page No. 8

Q1. State whether true or false:

 (a) James Mill divided Indian history into three periods – Hindu, Muslim, and Christian.

 (b) Official documents help us understand what the people of the country think.

 (c) The British thought surveys were important for effective administration.

Answer:

a)  False

Explanation – James Mill divided Indian history into three periods: Hindu, Muslim, and British.

b)  False

Explanation – The opinions, interests, and things the officials wanted to keep for prosperity are all revealed in the official documents.

c)  True

Explanation – The British felt that appropriate knowledge of the country was essential for efficient governance.

Q2. What is the problem with the periodisation of Indian history that James Mill offers?

Answer:

James Mill, a British historian and philosopher, is often criticized for his periodization of Indian history, primarily mentioned in his work “The History of British India.” His periodization is considered problematic for several reasons:

• Mill’s periodization of Indian history represents a Eurocentric perspective, where he divides Indian history into three broad periods – Hindu, Muslim, and British. This division is primarily based on religious and colonial considerations, disregarding the rich cultural, social, and political complexities of Indian history.
• Mill’s periodization oversimplifies the rich and varied nature of Indian civilization, reducing it to religious divisions (Hindu vs. Muslim) and neglecting all of the interactions and advances that occurred across geographies, civilizations, and groups over centuries.
• Mill’s periodization largely neglects the vast expanse of Indian history preceding British colonial rule. It sidelines the contributions and achievements of ancient Indian civilizations such as the Indus Valley Civilization, Mauryan Empire, Gupta Empire, etc., which had significant impacts on global history.
• Mill’s periodization conveniently places British colonial authority as the highest point of Indian history, indicating necessity and development through British intervention. This viewpoint minimizes colonialism’s harmful impact on Indian society, economics, and culture while ignoring the agency and resilience of Indian peoples in defining their own history.

Overall, Mill’s periodization of Indian history has been criticized for its reductionist approach, ideological biases, and failure to accurately represent the complexity and depth of India’s past. It reflects colonial attitudes and intentions rather than a real attempt to understand and appreciate the complexity and diversity of Indian civilization.

Q3. Why did the British preserve official documents?

Answer:

The British preserved official documents in their colonies for administrative, legal, and historical purposes. These records were essential for governance, including laws, policies, land grants, and tax assessments. They also served as evidence in legal matters and disputes, ensuring justice according to colonial law. Additionally, preserving documents contributed to creating a historical record of colonial rule, helping to understand governance, diplomacy, and social conditions. Documenting activities promoted accountability within the colonial administration, monitoring officials’ conduct and preventing corruption. Preserved records also provided valuable insights for research, policy-making, and planning colonial ventures, contributing to the British understanding of colonial societies, economies, and environments.

Q4. How will the information historians get from old newspapers be different from that found in police reports?

Answer:

Information gleaned from old newspapers differs from that found in police reports in several ways:

Perspective: Newspapers offer a broader societal perspective, covering several events, opinions, and issues relevant to the public. In contrast, police reports focus on specific incidents or crimes from a law enforcement viewpoint.

Context: Newspapers provide contextual information, including societal norms, political climate, and cultural trends, which can help historians understand the broader context surrounding events. Police reports may lack this contextual richness, focusing mainly on factual details related to specific incidents.

Bias: Newspapers may show bias based on editorial stance, political affiliations, or societal attitudes of the time. Historians need to critically analyze this bias when using newspapers as historical sources. Police reports, while also subject to bias, focus to prioritize factual accuracy and detail related to law enforcement activities.

Coverage: Newspapers often cover many topics beyond crime, including politics, culture, economics, and entertainment, offering a more comprehensive view of society. Police reports, on the other hand, concentrate solely on law enforcement matters and specific incidents.

Audience: Newspapers offer a diverse readership, representing societal interests and opinions. However, police reports are mainly created for internal law enforcement use, with a concentration on material related to investigations and legal processes.

Q5. Can you think of examples of surveys in your world today? Think about how toy companies get information about what young people enjoy playing with or how the government finds out about the number of young people in school. What can a historian derive from such surveys?

Answer:

Toy companies conduct surveys to gather information about children’s preferences, interests, and trends in toy preferences. This helps them develop products that appeal to their target audience. Governments or educational institutions conduct surveys to gather data on the number of young people in school, dropout rates, educational attainment levels, and factors affecting access to education. This information is used to formulate educational policies and allocate resources effectively. Health organizations conduct surveys to collect data on the health status, behaviors, and needs of young people. This includes surveys on vaccination rates, prevalence of diseases, mental health issues, and access to healthcare services.

From such surveys, historians can take valuable information on the social, economic, and cultural trends of a particular period. They can analyze changes in consumer preferences, educational patterns, health indicators, and social dynamics over time. Surveys provide quantitative data that historians can use to understand the live experiences of young people, the impact of policies on their lives, and the broader socio-economic context in which they operate.

FAQs on NCERT Solutions Class 8 Social Science Chapter 1 – Introduction: How, When, and Where

What is the significance of Chapter 1 in Class 8 Social Science?

Chapter 1 introduces students to the fundamentals of historical study, focusing on understanding how, when, and where events occurred.

When does Chapter 1 cover in terms of historical concepts?

Chapter 1 covers the basic concepts of historical chronology, such as understanding time periods, dating events, and analyzing historical contexts.

How does Chapter 1 help students approach historical events?

Chapter 1 teaches students to critically examine historical events by asking questions about how they happened, when they occurred, and where they took place.

Where does Chapter 1 guide students to locate events within historical contexts?

Chapter 1 encourages students to consider the geographical and cultural contexts in which historical events happened, emphasizing the importance of understanding the “where” aspect.

How do NCERT Solutions help in understanding Chapter 1 concepts?

NCERT Solutions provide comprehensive explanations, examples, and exercises to help students grasp the concepts of historical analysis introduced in Chapter 1 effectively.