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History Chapter 1: How, When and Where

NCERT Solutions for Class 8 History Chapter 1 - How, When and Where

Q1
State whether True or False:
(a) James Mill divided Indian history into three periods — Hindu, Muslim, Christian.
(b) Official documents help us understand what the people of the country think.
(c) The British thought surveys were important for effective administration.
1 Mark Each
💡 Complete Answer (CBSE Marking Scheme Aligned):

(a) False: James Mill divided Indian history into three periods — Hindu, Muslim, and British (not Christian).

(b) False: Official documents reflect what government officials thought and interested in, not what common people of the country felt.

(c) True: The British believed that a country had to be properly known before it could be effectively administered, so they conducted extensive revenue and topographic surveys.

📋 CBSE Marking Scheme Breakdown:
Part (a) Evaluation1 Mark
Part (b) Evaluation1 Mark
Part (c) Evaluation1 Mark
Q2
What is the problem with the periodisation of Indian history that James Mill offers?
3 Marks
💡 Complete Answer (CBSE Marking Scheme Aligned):

James Mill, a Scottish economist and political philosopher, published a massive three-volume work, A History of British India (1817), in which he divided Indian history into three distinct periods: Hindu, Muslim, and British. The severe problems with this periodisation include:

  • Religious Bias & Over-simplification: Mill categorized entire historical eras solely on the basis of the religion of the ruling monarchs. This ignores the fact that a variety of faiths existed simultaneously across India in all periods.
  • Eurocentric & Colonial Mindset: Mill believed that all Asian societies were at a lower level of civilization than Europe. He falsely portrayed pre-British India as a dark age dominated by religious intolerance, caste taboos, and superstitious practices.
  • Neglect of Socio-Economic Diversity: Subdividing history by ruler religion completely overlooks the vibrant socio-economic transformations, local trade networks, agricultural developments, and ordinary people's lives during these periods.
📋 CBSE Marking Scheme Breakdown:
Identification of Religious Bias1 Mark
Explanation of Eurocentric Colonial View1 Mark
Analysis of Neglected Socio-Economic Factors1 Mark
Q3
Why did the British preserve official documents?
3 Marks
💡 Complete Answer (CBSE Marking Scheme Aligned):

The British imperial administration placed immense value on written records and documentation. They preserved official records meticulously due to the following reasons:

  • Administrative Continuity & Accountability: The British believed that every policy, instruction, plan, decision, agreement, and investigation had to be clearly written down. This enabled future administrators to study, debate, and track past administrative precedents easily.
  • Creation of Institutional Memory: Preserved documents served as permanent reference materials for administrative queries, legal disputes, land revenue calculations, and border demarcation.
  • Specialized Record Rooms: To safeguard these documents, the British established record rooms attached to all administrative institutions — from Collectorates and Commissionerates to Law Courts and Secretariats. Furthermore, specialized institutions like Archives and Museums were established.
📋 CBSE Marking Scheme Breakdown:
Principle of Written Governance1 Mark
Reference & Legal Precedent Purpose1 Mark
Institutional Infrastructure (Archives/Record Rooms)1 Mark
Q4
How will the information historians get from old newspapers be different from that found in police reports?
5 Marks
💡 Complete Answer (CBSE Marking Scheme Aligned):

Historians analyze multiple primary sources to reconstruct an unbiased picture of the past. Information extracted from old newspapers differs significantly from police reports in perspective, purpose, content, and subjectivity:

  1. Perspective & Viewpoint: Police reports are official state records reflecting the perspective of colonial authorities. They tend to portray public protests, peasant rebellions, or worker strikes as unlawful disruptions, riots, or threats to law and order. In contrast, independent newspapers captured public sentiments, nationalist views, and common grievances.
  2. Target Audience & Purpose: Police reports were written for confidential administrative reviews, criminal prosecutions, and internal government surveillance. Newspaper reports were produced for public readership, aimed at shaping public opinion, critiquing government policies, and highlighting social issues.
  3. Scope of Coverage: Police reports strictly documented crimes, revolutionary activities, tax evasions, and law enforcement operations. Old newspapers provided a broader cultural and socio-economic context, including trade updates, artistic movements, public debates, editorials, and regional news.
  4. Objectivity vs. Bias: While police reports frequently minimized administrative failures and exaggerated police achievements, newspaper reporting could be influenced by editor preferences or political censorship under British Press Acts. Thus, historians must cross-examine both sources to extract accurate historical truth.
📋 CBSE Marking Scheme Breakdown:
Comparative Analysis of Perspectives1.5 Marks
Difference in Purpose & Audience1.5 Marks
Scope & Subjectivity Breakdown2 Marks
Q5
Can you think of examples of surveys in India today? What can a historian derive from such surveys?
5 Marks
💡 Complete Answer (CBSE Marking Scheme Aligned):

Modern Survey Examples in India:

  • Government Census & Educational Surveys: The Indian Government conducts the National Decennial Census and surveys like UDISE (Unified District Information System for Education) and NSSO (National Sample Survey Office) to gather empirical data on literacy rates, school enrollments, drop-out rates, and youth demographics.
  • Commercial Market Surveys: Commercial enterprises, such as toy manufacturers or tech companies, utilize consumer research surveys, online feedback forms, focus groups, and digital analytics to evaluate children's preferences, purchasing power, and trending interests.

What Historians Derive from Modern Surveys:

  1. Demographic Patterns: Future historians can trace population growth rates, gender ratios, urbanization levels, and literacy trends across different Indian states.
  2. Socio-Economic Conditions: Educational surveys reveal regional disparities, government expenditure effectiveness, and educational equity across gender and social classes.
  3. Cultural Trends & Consumer Behavior: Commercial surveys provide insights into popular culture, changing lifestyles, technological adoption, and economic priorities of 21st-century Indian youth.
📋 CBSE Marking Scheme Breakdown:
Examples of Government & Market Surveys2 Marks
Derivations by Historians (Demographics & Socio-Economic)2 Marks
Synthesis of Cultural & Consumer Trends1 Mark
Q6
What is the problem with the periodisation of Indian history that James Mill offers?
3 Marks
💡 Complete Answer (CBSE Marking Scheme Aligned):

In 1817, Scottish economist James Mill divided Indian history into three distinct religious periods: Hindu, Muslim, and British.

Major Problems with Mill's Periodisation:

  1. Religious Narrowness: It characterises an entire historical era purely by the personal religion of rulers, ignoring that rulers and subjects of diverse faiths coexisted peacefully throughout Indian history.
  2. Orientalist Bias: Mill viewed pre-British Indian society as dark, backward, and superstitious, falsely claiming that only British rule could bring enlightenment, progress, and civilization.
  3. Ignoring Socio-Economic Evolution: Denominating periods as "Hindu" or "Muslim" overlooks the continuous evolution of agriculture, trade, architecture, and technology across eras.
📋 CBSE Marking Scheme Breakdown:
Categorization based solely on ruler's religion critiqued1 Mark
Eurocentric/colonial bias of James Mill explained1 Mark
Coexistence of diverse faiths and cultural continuity1 Mark
🧠 Chapter Competency-Based Question (CBQ) CBSE Board Pattern
🎯 Source-Based & Critical Thinking Question
Read the excerpt: 'Official records do not tell us what other people in the country felt, and what lay behind their actions.' Explain why official records are insufficient and list 3 non-official sources.

1. Insufficiency of Official Records: Official records reflect state interests and government decisions, routinely omitting the voices, struggles, and everyday lives of ordinary peasants, workers, and tribals.

2. Three Non-Official Sources:

  • Personal Diaries and Autobiographies: Written by leaders, reformers, and travelers capturing first-hand experiences.
  • Popular Newspapers and Pamphlets: Regional press editorials reflecting grassroots public opinion.
  • Oral Traditions and Folk Songs: Stories passed down generations detailing popular resistance and culture.