NCERT History Solutions for Class 8: Chapter 7 – Women, Caste, and Reform

Women, Caste, and Reform – Class 8 NCERT Solution is all about the status of women, Caste discrimination, Women’s education, and the non-Brahman movement. These NCERT Solutions are prepared by our Top Social Science Experts 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 7 Women, Caste, and Reform 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 History Solutions for Class 8

NCERT Solutions Class 8 History Chapter 1: Introduction – How, When, and Where
NCERT Solutions Class 9 History Chapter 2: Socialism in Europe and the Russian Revolution
CBSE Class 8 Revision Notes
How to Score Good Marks in Exams?

NCERT Solutions Class 8 Social Science Chapter 7 – Women, Caste, and Reform

Exercise Pages No 91-92

Q1. What social ideas did the following people support?

a. Rammohun Roy

b. Dayanand Saraswati

c. Veerasalingam Pantulu

d. Jyotirao Phule

e. Pandita Ramabai

f. Periyar

g. Mumtaz Ali

h. Ishwar Chandra Vidyasagar

Answer:

a. Rammohun Roy – Ban of Sati

b. Dayanand Saraswati – Widow Remarriage

c. Veerasalingam Pantulu – Widow Remarriage

d. Jyotirao Phule – Equality amongst castes

e. Pandita Ramabai – Women’s education

f. Periyar – Equality for untouchables

g. Mumtaz Ali – Women’s education

h. Ishwar Chandra Vidyasagar – Widow remarriage

Q2. State whether true or false:

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

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

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

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

Answer:

(a) True

(b) False

(c) False

(d) False

Q3. How did the Knowledge of Ancient Texts help the Reformers Promote New Laws?

Answer:

The knowledge of ancient texts helped reformers promote new laws by providing historical and cultural legitimacy to their proposed reforms. Reformers often cited ancient Indian texts such as the Vedas, Upanishads, and Dharmashastras to highlight principles of justice, equality, and social welfare that could be applied to contemporary society. By grounding their arguments in revered texts, reformers gained the support of traditionalists and religious leaders, thus legitimizing their efforts to introduce new laws and social reforms. Also, citing historical writings enabled reformers to close the divide between tradition and modernity, presenting their recommendations as an evolution rather than a break with traditional Indian ideals.

Q4. What were the Different Reasons People had for not Sending Girls to School?

Answer:

People had various reasons for not sending girls to school, including:

• Traditional Gender Roles: Society often assigned girls domestic responsibilities and viewed education as unnecessary for their future roles as wives and mothers.
• Economic Considerations: Families sometimes prioritized investing in boys’ education, believing that sons would provide economic support in the future, while daughters would marry and join their husband’s household.
• Safety Concerns: Concerns about the safety of girls traveling to and from school, especially in areas with inadequate infrastructure or instances of harassment, deterred families from sending their daughters to school.
• Social Norms and Stigma: Prevailing social norms and stigma surrounding girls’ education, such as fears of tarnishing family honor or facing ridicule from the community, discouraged families from allowing their daughters to attend school.
• Lack of Access and Opportunity: In some regions, limited access to schools for girls, coupled with discriminatory practices within educational institutions, prevented families from considering education as a viable option for their daughters.

Q5. Why were Christian Missionaries attacked by many people in the country? Would some people have supported them too? If so, for what reasons?

Answer:

Christian missionaries were attacked by many due to perceived threats to indigenous culture, disruption of social order, and colonial associations. However, some supported them for providing access to education, healthcare, promoting social reform, and offering humanitarian aid. Attitudes towards missionaries varied based on individual perspectives and experiences with colonialism and Christianity.

However, some people supported Christian missionaries for various reasons:

• Christian missionaries often provided access to education, healthcare, and social welfare services in areas where government services were lacking. This support endeared them to communities in need of assistance.
• Christian missionaries sometimes advocated for social reforms such as the abolition of practices like sati, child marriage, and untouchability. Their efforts to improve social conditions resonated with those seeking change.
• Many missionaries engaged in charitable work and humanitarian aid, providing relief during times of famine, natural disasters, and epidemics. Their efforts earned them the support and gratitude of affected communities.
• Some individuals were attracted to Christian ideals of love, compassion, and equality, finding resonance with their own values and aspirations for a better society.

Q6. In the British period, what new opportunities opened up for people who came from castes that were regarded as “low”?

Answer:

During the British period, individuals from castes regarded as “low” found new opportunities for advancement. The introduction of Western education allowed them to acquire modern knowledge and skills, facilitating social mobility. Government employment opportunities based on merit rather than caste enabled individuals from lower castes to secure positions in the civil services, police, and other bureaucratic roles. Missionary schools and colleges provided education to those previously excluded from formal learning, providing avenues for academic and professional advancement. Legal reforms aimed at abolishing practices like sati and suppressing caste-based discrimination contributed to a more equitable legal framework, affording greater protection and rights to lower-caste individuals. Additionally, the emergence of social reform movements led by figures like Jyotirao Phule and B.R. Ambedkar aimed to challenge caste-based discrimination and promote social equality, further opening up opportunities for those historically marginalized by caste hierarchy.

Q7. How did Jyotirao, the reformer, justify his criticism of caste inequality in society?

Answer:

Jyotirao Phule, the reformer, justified his criticism of caste inequality in society by highlighting the inherent injustice and oppression caused by the caste system. He argued that caste-based discrimination violated fundamental principles of equality and human dignity, condemning it as a social evil that hindered progress and caused exploitation. Phule challenged the traditional hierarchical order by asserting the equal worth and capabilities of all individuals, regardless of caste or social status. He emphasized the need for social reform to eradicate caste-based oppression and supported the upliftment and empowerment of lower castes through education, social and economic reforms, and the promotion of human rights. Phule’s criticism of caste inequality was rooted in his commitment to social justice, equality, and the moral imperative to challenge systems of oppression and discrimination in society.

Q8. Why did Phule dedicate his book Gulamgiri to the American movement to free slaves?

Answer:

Jyotirao Phule dedicated his book “Gulamgiri” to the American movement to free slaves as a gesture of solidarity and to attract parallels between the struggles against caste oppression in India and racial oppression in the United States. Phule recognized the shared experiences of marginalized communities and saw the abolitionist movement in the United States as a powerful example of resistance against oppression and injustice. By dedicating his book to the cause of freeing slaves, Phule aimed to underscore the universal principles of freedom, equality, and human dignity, emphasizing the interconnectedness of struggles for social justice across different contexts and continents.

Q9. What did Ambedkar want to achieve through the temple entry movement?

Answer:

Through the temple entry movement, B.R. Ambedkar aimed to achieve social equality and challenge caste-based discrimination by supporting the right of lower-caste individuals to enter and worship in temples. He aimed to reduce the discriminatory practices that relegated lower castes to the margins of society and denied them access to religious spaces, which were often reserved for upper castes. By advocating for temple entry for all castes, Ambedkar aimed to challenge the caste hierarchy, promote social integration, and assert the equal rights and dignity of all individuals irrespective of caste. Additionally, he aimed to use the temple entry movement as a platform to raise awareness about caste-based discrimination and mobilize support for broader social reforms aimed at achieving social justice and equality for marginalized communities.

Q10. Why were Jyoti Rao Phule and Ramaswamy Naicker critical of the National Movement? Did their Criticism help the National Struggle in any way?

Answer:

Jyotirao Phule and Ramaswamy Naicker were important for the national movement for several reasons:

• They criticized the national movement for being dominated by upper-caste leaders and for not adequately addressing the concerns and interests of lower-caste and marginalized communities.
• Phule and Naicker argued that the national movement did not prioritize the eradication of caste-based discrimination and inequality, which they viewed as a fundamental factor to social justice and equality.
• They criticized particular leaders for being prepared to collaborate with colonial powers in their search of independence, seeing it as a compromise of self-reliance and sovereignty.
• Phule and Naicker believed that the national movement focused mainly on political independence from colonial rule without adequately addressing the social and economic inequalities inherent in Indian society.

While their criticism of the national movement initially led to tensions and disagreements within the broader nationalist movement, it ultimately helped in several ways:

• Their critique expanded the scope of the nationalist movement to include problems of social justice, caste equality, and the rights of oppressed populations, thereby expanding the movement’s agenda and encouraging inclusivity.
• Phule and Naicker’s criticisms raised awareness about caste-based discrimination and social inequality, causing discussions and debates within Indian society about the need for broader social reforms alongside political independence.
• Their ideas and criticisms laid the groundwork for subsequent social reform movements, such as the Dalit movement and the Dravidian movement, which continued to support the rights and dignity of marginalized communities.

FAQs on NCERT History Solutions Class 8 Chapter 7 – Women, Caste, and Reform

What social issues did women reformers address in the 19th century?

Women reformers addressed issues such as sati, child marriage, widow remarriage, and women’s education.

Who were prominent women reformers of the 19th century in India?

Prominent women reformers included Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Pandita Ramabai, and Savitribai Phule, among others.

What was the significance of the Widow Remarriage Act of 1856?

The Widow Remarriage Act of 1856 legalized the remarriage of Hindu widows, challenging social norms and empowering widows.

Why did social reformers advocate for women’s education?

Social reformers advocated for women’s education to empower women, promote gender equality, and address social injustices.

What role did caste play in women’s reform movements?

Caste influenced women’s reform movements, with upper-caste reformers initially focusing on issues affecting upper-caste women, while lower-caste reformers addressed broader social issues affecting all women, regardless of caste.