India’s Long Road to IndependenceClass 8 Social Science NCERT Solutions
11 Solutions
Generated by KedovoAI
Solution 1 of 11
Q1Questions and activities
True or False. Find out whether the following statements are true or false: Right from its inception, the Indian National Congress called for India's independence. Bal Gangadhar Tilak turned a Shivaji festival into a popular event. The Ghadar Movement of 1914-15 aimed to start a mutiny within the British Indian Army while British troops were busy with World War I. Vallabhbhai Patel earned the title 'Sardar' for his leadership during the Satyagraha agitation in Gujarat. The Kakori train robbery of 1925 was carried out to fund the activities of the Hindustan Republican Association. The 'Do or Die' call was given by Mahatma Gandhi during the Non-Cooperation Movement in 1920. B.R. Ambedkar and Gandhi were in total agreement regarding the issue of 'separate electorates' for Dalits. Sir Stafford Cripps was sent to India in 1942 because Winston Churchill supported immediate independence for India. Subhas Chandra Bose raised an army during his stay in Germany. The Radcliffe Line, which divided India and Pakistan, was announced a few weeks before Independence Day.
Solution
Based on the information provided in the chapter, the statements are as follows:
-
False. The chapter states that the Indian National Congress began as a forum that "expressed its full faith in the 'providential character' of British rule in India and its 'unswerving allegiance to the British Crown'". It initially sought dialogue and greater Indian participation in governance, not immediate independence.
-
True. The text mentions that Bal Gangadhar Tilak "turned the traditional Ganesh Chaturthi (festival celebrating the Lord Gaṇeśha) and the Shivaji festival into popular events, using religious and patriotic symbols to send message that people needed to be awaken, stand up and resist the oppression."
-
True. The chapter describes the Ghadar Movement as "a daring attempt by Indian revolutionaries to trigger a pan-Indian mutiny within the British Indian Army during World War I (1914-1918)."
-
True. The text explains that Vallabhbhai Patel led the Bardoli movement in 1928 for peasant rights. It states, "This led Mahatma Gandhi to bestow on him the title of 'Sardar'."
-
True. The chapter explains that the Hindustan Republican Association (HRA) needed funds for their activities. It says, "To fund their revolutionary activities, a group, led by Ram Prasad Bismil, Ashfaqulla Khan and Chandrashekhar Azad, robbed a train that carried government money (the so-called 'Kakori Train Robbery')."
-
False. According to the text, the 'Do or Die' call was given during the Quit India Movement. In August 1942, "Mahatma Gandhi launched the Quit India Movement with a simple call to Indians: 'Do or Die.'"
-
False. The chapter clarifies that they had different views. B.R. Ambedkar believed separate electorates were essential for the political voice of the Depressed Classes, whereas Gandhi "feared this would permanently divide Hindu society and began a 'fast unto death' in protest." Their disagreement led to the compromise of the 'Poona Pact'.
-
False. The text indicates that Winston Churchill was "under pressure to seek India's support" for World War II. The Cripps Mission of 1942 offered dominion status only after the war, not immediate independence, and the proposal was ultimately rejected by Congress leaders.
-
False. While Subhas Chandra Bose did go to Germany to seek support, the chapter states that he travelled to Singapore in 1943, where he "formed the Indian National Army (INA) from Indian prisoners of war and volunteers."
-
True. The chapter notes that Cyril Radcliffe, a British lawyer, "was given just five weeks to draw new borders," which created the Radcliffe Line. This extremely short timeframe indicates it was drawn and announced very close to Independence Day in August 1947.
Q2Questions and activities
Who Am I? Can you identify these figures? Known as the 'Lion of Punjab', I was severely injured during a brutal lathi charge while protesting against the Simon Commission. I famously declared, 'Swaraj is my birthright, and I shall have it!' I used the Kesari newspaper and festivals like Ganesh Chaturthi to unite people against British rule. I was a leader of the Nationalist faction of the Congress. In the daily Bande Mataram, I wrote on the need for India to attain absolute autonomy. I earned my nickname 'Bagha' after wrestling a tiger with my bare hands. I was a revolutionary leader who died in a gunfight at while waiting for a shipment of German arms to start an uprising. I organised the daring attempt to throw a bomb at the Viceroy in 1912. I later escaped to Japan, where I spent years working to organise a movement from there. I was martyred at a young age after an attempt on the life of a British judge. I was martyred at a young age after throwing non-lethal bombs in Delhi's Central Legislative Assembly. I turned the freedom struggle into a mass movement through the principles of ahimsa and satyagraha, leading campaigns such as the Dandi March. I sought help from the Axis powers during World War II to organise the Indian National Army. A British lawyer, I was given just five weeks to draw the boundary line that would partition the Indian subcontinent into two separate nations.
Solution
Based on the information provided in the chapter, the figures are:
-
Lala Lajpat Rai: He was known as the 'Lion of Punjab' and passed away after being severely injured in a police lathi charge during a protest against the Simon Commission in 1928.
-
Bal Gangadhar Tilak: He famously declared, "Swaraj is my birthright and I shall have it." He used his newspaper, Kesari, and popularised festivals like Ganesh Chaturthi and the Shivaji festival to spread the message of resistance.
-
Aurobindo Ghose: As a key leader of the Nationalist faction, he took charge of the daily Bande Mataram, which advocated for 'absolute national autonomy' or complete independence from British rule.
-
Jatin Mukherjee (Bagha Jatin): He earned the nickname 'Bagha' (tiger) and was a revolutionary leader. He was killed in a gunfight with British police in Balasore while organising the reception of a German arms shipment.
-
Rash Behari Bose: He was a key organiser behind the 1912 bomb attack on Viceroy Hardinge in Delhi. He later managed to escape to Japan, where he continued to work for India's freedom.
-
Khudiram Bose: He was an 18-year-old revolutionary who was executed for his role in a bomb attack on a carriage believed to be carrying the British judge, Douglas Kingsford.
-
Bhagat Singh: He, along with an associate, threw low-intensity bombs in the Central Legislative Assembly 'to make the deaf hear'. He was later tried for a different case and executed, becoming a powerful symbol of resistance.
-
Mahatma Gandhi: He introduced the principles of ahimsa (non-violence) and satyagraha (insistence on truth) to the freedom struggle, turning it into a mass movement with campaigns like the Salt March (Dandi March).
-
Subhas Chandra Bose: Convinced that freedom required armed struggle, he sought help from Britain's enemies, the Axis powers (Germany and Japan), during World War II and formed the Indian National Army (INA).
-
Cyril Radcliffe: He was the British lawyer assigned the task of drawing the boundary line (the Radcliffe Line) to partition British India into India and Pakistan, a task he was given only five weeks to complete.
Q3Questions and activities
What kinds of sacrifices are needed to achieve freedom? Think about the lives of Indian soldiers during wars, families suffering during famines, leaders and ordinary people who were arrested, and countless others who lost their homes and safety while participating in protests. If you were living during India's freedom struggle, would you have chosen to participate in it? What comforts, opportunities, or personal goals might you have been willing to give up for a cause you strongly believed in?
Solution
The chapter shows that achieving freedom requires immense and varied sacrifices. These include:
- Sacrifice of Life: Many freedom fighters, like Bhagat Singh, Khudiram Bose, and Bagha Jatin, were executed or died in action. Thousands of ordinary people were killed in events like the Jallianwala Bagh massacre and during the suppression of the Quit India Movement. Indian soldiers also lost their lives fighting in wars for the British Empire.
- Sacrifice of Personal Liberty: Tens of thousands of people, including leaders like Mahatma Gandhi, Jawaharlal Nehru, and Bal Gangadhar Tilak, were imprisoned, often for long periods and in harsh conditions, such as in the Cellular Jail.
- Sacrifice of Well-being and Safety: People faced brutal police actions like lathi charges, economic hardships from famines caused by colonial policies, and high taxes. During Partition, millions lost their homes, lands, and sense of security, and faced horrific violence.
- Sacrifice of Comforts and Careers: Many people boycotted foreign goods, gave up government jobs, and students left colonial schools and colleges to join the movement. They chose a life of uncertainty and hardship over personal comfort and career advancement.
Thinking about whether one would participate is a personal reflection. It would mean being willing to give up personal safety, a stable career, family time, and perhaps even one's life. It would require immense courage and a deep belief that the freedom of the nation was more important than individual goals and comforts. One might have to sacrifice the dream of a quiet, stable life for a cause greater than oneself.
Q4Questions and activities
What values does Tilak's statement, "Swaraj is my birthright and I shall have it," reflect? Can these values be meaningful for young people today?
Solution
Bal Gangadhar Tilak's statement, "Swaraj is my birthright and I shall have it," reflects several powerful values:
- Self-Respect and Dignity: It asserts that freedom is not a gift to be requested from the colonial rulers but an inherent, natural right of every Indian. It rejects the idea of being a subordinate subject.
- Conviction and Determination: The phrase "I shall have it" shows an unwavering resolve and a refusal to compromise on the ultimate goal of self-rule. It is a declaration of intent, not a hopeful wish.
- Courage: To make such a bold declaration against the most powerful empire in the world required immense courage and a willingness to face the consequences, which for Tilak included imprisonment.
- Ownership and Responsibility: By calling Swaraj a 'birthright', Tilak frames the struggle for independence as a duty and a responsibility for every Indian to reclaim what is rightfully theirs.
These values are highly meaningful for young people today. In a different context, this statement can inspire them to believe in their own rights and potential. It teaches the importance of standing up for what is right, whether it is against social injustice, for environmental protection, or in pursuit of personal goals. It encourages a mindset of determination, self-belief, and the courage to take ownership of one's future and the future of society, rather than passively waiting for change to happen.
Q5Questions and activities
How did peasants, workers, tribals, and students contribute to the national movement in ways different from political leaders?
Solution
While political leaders like Gandhi, Nehru, and Tilak strategised, negotiated, and led the national movement from the front, the contributions of peasants, workers, tribals, and students were crucial in turning the freedom struggle into a mass movement. Their methods were often more direct, grassroots, and involved immense personal risk.
-
Peasants: They formed the backbone of many agitations. As seen with the indigo farmers in Bihar and peasants in Kheda and Bardoli, they directly challenged exploitative economic policies through satyagrahas, tax refusal, and protests. Their participation gave the movement a widespread rural base and highlighted the economic injustices of colonial rule.
-
Workers: Mill workers in Ahmedabad and others participated in strikes, disrupting the colonial economy and administration. During movements like the Quit India Movement, their strikes paralysed cities and demonstrated the power of organised labour against the state.
-
Tribals: Groups like the Mundas under Birsa Munda and the Khasis under Tirot Sing fought to protect their land, culture, and autonomy from both the British and oppressive landlords. Their uprisings, like the 'Ulgulaan', were powerful assertions of resistance, even if they were brutally suppressed. They fought for their immediate survival and rights, which became part of the larger struggle for freedom.
-
Students: Often at the forefront of radical action, students participated in processions, boycotted colonial institutions, and were active in underground revolutionary activities. Figures like Khudiram Bose, Bhagat Singh, Suniti Chowdhury, and Bina Das show that students were willing to take extreme risks, including sacrificing their lives, driven by a passionate desire for freedom.
In essence, these groups translated the political call for freedom into direct action on the ground, bore the brunt of police brutality, and made the movement truly national and popular.
Q6Questions and activities
Discuss in class this extract from Nehru's speech on 15 August 1947: "Long years ago we made a tryst with destiny, and now the time comes when we shall redeem our pledge, not wholly or in full measure, but very substantially. At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom. A moment comes, which comes but rarely in history, when we step out from the old to the new, when an age ends, and when the soul of a nation, long suppressed, finds utterance..." What is meant by "redeem our pledge"? How would you define the 'soul of a nation'?
Solution
This extract from Jawaharlal Nehru's 'Tryst with Destiny' speech is filled with deep meaning about India's journey to independence.
"Redeem our pledge" refers to the fulfillment of a long-standing promise or commitment. The 'pledge' was the goal of achieving freedom from British colonial rule, a goal for which generations of Indians had struggled, suffered, and sacrificed. From the first uprisings to the organised political and revolutionary movements, the dream of an independent India was the promise they made to themselves and to future generations. By attaining independence on August 15, 1947, India was finally 'redeeming' or honouring that pledge. Nehru adds "not wholly or in full measure" acknowledging the tragedy of Partition that accompanied this freedom, which meant the joy was incomplete.
The 'soul of a nation' can be defined as the collective consciousness, identity, and spirit of its people. It is composed of a nation's shared history, culture, values, traditions, and aspirations. Under colonial rule, India's 'soul' was 'long suppressed'. This means its ability to express its own culture, govern itself according to its own ideals, and shape its own destiny was controlled and stifled by a foreign power. With freedom, the 'soul of the nation' could finally find 'utterance'—it could speak, create, govern, and exist freely on its own terms, expressing its unique identity to the world.
Q7Questions and activities
Imagine you are a freedom fighter. a) Explain the method you support to achieve freedom. b) Discuss with your classmates any other method they would support. Be respectful in your debate. c) What does this debate teach us about unity and disagreement?
Solution
This is a role-playing activity. Here is a guide on how to approach it based on the chapter.
a) Explain the method you support to achieve freedom.
You can choose one of the following approaches mentioned in the chapter:
- The Moderate Method: You could argue that gradual reform and dialogue are the safest paths. You believe in appealing to the British sense of justice, asking for more Indian participation in government, and achieving self-rule within the empire without widespread bloodshed.
- The Nationalist Method (of Tilak and Aurobindo): You could support the path of Swadeshi, Boycott, and National Education. You believe in mass awakening, building self-reliance, and preparing the nation for complete autonomy, using methods that put direct economic and social pressure on the British.
- The Revolutionary Method: You could argue that the British will only understand the language of force. You believe that targeted attacks on colonial officials and symbols of power are necessary to shake the foundations of the empire and inspire a larger armed uprising. You see sacrifice as a way to awaken the masses.
- The Gandhian Method (Satyagraha): You could support the path of non-violent non-cooperation. You believe in the moral power of ahimsa and satyagraha. By peacefully disobeying unjust laws, boycotting institutions, and willingly accepting suffering (like imprisonment or police brutality), you believe you can win the moral high ground and make it impossible for the British to rule.
b) Discuss with your classmates any other method they would support.
In a classroom discussion, listen to why your friends chose their methods. A friend supporting the revolutionary path might find the Gandhian method too slow, while a supporter of Satyagraha might find the revolutionary path too violent and destructive.
c) What does this debate teach us about unity and disagreement?
This debate teaches a crucial lesson from the freedom struggle: people can have a common, unified goal (India's independence) but disagree strongly on the best way to achieve it. The freedom movement was not a single, monolithic entity. It was a collection of different streams of thought and action. This diversity was a strength, as it challenged the British on multiple fronts. The lesson is that unity does not require everyone to think or act in the same way. It requires respecting different perspectives while remaining committed to the shared objective.
Q8Questions and activities
Write a news report based on an important event in the Freedom Movement (Swadeshi, boycott, satyagraha, Non-Cooperation, Quit India, or Partition). a) Write a headline. b) Include one interview or public reaction. c) Explain why this event was important.
Solution
Here is a sample news report based on the Salt March (Dandi March).
a) Headline:
MAHATMA BREAKS SALT LAW AT DANDI; A NATION STIRS AGAINST EMPIRE'S MONOPOLY
b) News Report with Interview:
Dandi, Gujarat, April 6, 1930 — In a historic act of civil disobedience, Mahatma Gandhi and his followers reached the coastal village of Dandi this morning after a 24-day, 380-km march. As the sun rose, Gandhi stooped down and picked up a lump of salt-rich mud, symbolically breaking the British government's unjust Salt Law, which imposes a heavy tax and gives the state a monopoly on salt production.
Thousands have gathered here to witness this moment. The air is thick with cries of "Vande Mataram" and "Inquilab Zindabad." This simple act has sent a powerful message across the subcontinent that Indians will no longer bow to oppressive laws.
A local woman who joined the final leg of the march, her voice filled with emotion, said, "For years, we have paid a tax on the very salt we need to live. Today, by picking up this salt, Gandhiji has shown us that we are not powerless. He has given us the courage to fight for our rights. I will now make my own salt and tell everyone I know to do the same."
c) Why this event was important:
This event is critically important because it has transformed the struggle for Purna Swaraj (complete independence) into a mass movement. Salt is something every Indian, rich or poor, uses daily. By choosing to defy the salt tax, Gandhi has created a powerful symbol of British oppression that everyone can understand and relate to. This single act has inspired millions across India to join the Civil Disobedience Movement, with reports of similar salt marches and defiance of laws pouring in from all corners of the country. It has demonstrated the power of non-violent resistance and has shaken the moral foundation of British rule in India.
Q9Questions and activities
Imagine you are part of a team creating a small museum exhibition on India's freedom struggle for students of your age. a) Choose a title for your exhibit. b) Select three objects (for example: a letter, a photograph, a newspaper, a prison diary - you can add to these examples) and explain what each object represents. c) Write a short note on what visitors should learn or feel after seeing this exhibit.
Solution
Here is a plan for a museum exhibition.
a) Title for the Exhibit:
INDIA'S AWAKENING: MANY PATHS TO FREEDOM
b) Three Selected Objects and Their Representation:
-
Object: A piece of coarse, hand-spun Khadi cloth. What it Represents: This piece of Khadi cloth symbolises the Swadeshi movement and Mahatma Gandhi's call for self-reliance. It represents economic independence and a boycott of foreign goods. Wearing Khadi was not just a choice of clothing; it was a political statement, a symbol of national pride, and a way for every Indian, from the village to the city, to participate in the freedom struggle. It shows how a simple thread could weave a nation together.
-
Object: A replica of the front page of the Bande Mataram newspaper (from 1906). What it Represents: This newspaper represents the power of the press and the role of ideas in the freedom struggle. Publications like Bande Mataram, edited by leaders like Aurobindo Ghose, were crucial in spreading the message of nationalism, Swaraj, and boycott. They educated the public, challenged colonial narratives, and inspired people to action. This object shows that the fight was not just in the streets but also in the hearts and minds of the people, shaped by courageous journalism.
-
Object: A grainy photograph of women protestors during the Quit India Movement (like Fig. 2.1 in the chapter). What it Represents: This photograph represents the mass participation in the freedom struggle, especially the crucial role of women. It shatters the idea that the movement was led only by a few male leaders. It shows ordinary women stepping out of their homes, defying social norms and facing police brutality to demand freedom. This object highlights the courage and sacrifice of millions of unnamed heroes and heroines who were the true strength of the movement.
c) Note for Visitors:
"As you leave this exhibit, we hope you feel a deep sense of respect for the immense sacrifice that secured India's freedom. Remember that our independence was not won by a single person or a single idea, but by millions of people from all walks of life who chose different paths to reach the same goal. From the quiet spinning of a wheel to the loud cry of a protest, every act mattered. May their story inspire you to value your freedom and to contribute to building the nation they dreamed of."
Q10Questions and activities
As a class activity, write and stage a small play or skit based on the Freedom Movement.
Solution
This is a creative activity. Here is a concept for a short play based on the 1907 Surat Split, as described in the chapter.
Title: The Parting of Paths
Characters:
- Bal Gangadhar Tilak: Leader of the Nationalists, passionate and firm.
- Gopal Krishna Gokhale: A prominent Moderate leader, calm and cautious.
- Aurobindo Ghose: A young Nationalist, intellectual and intense.
- Pherozeshah Mehta: A senior Moderate, authoritative.
- Narrator
(Scene: The Congress session at Surat, December 1907. The stage is chaotic with delegates shouting.)
Narrator: The year is 1907. The Indian National Congress is meeting in Surat. A year ago, in Calcutta, they had passed bold resolutions for Swaraj, Swadeshi, and Boycott. But now, the winds have changed. The British are pressuring the Moderate leaders to step back.
Pherozeshah Mehta: (Banging a gavel) Order! Order! We must proceed with caution. We cannot risk alienating the government. Our goal should be gradual self-government within the Empire.
Gopal Krishna Gokhale: (Addressing the crowd) Friends, brothers! Let us be reasonable. The Calcutta resolutions were perhaps too ambitious for now. We must continue our dialogue with the colonial powers and seek reforms, not revolution.
Aurobindo Ghose: (Standing up, voice sharp) Reforms? What reforms have they given us? Minor concessions to keep us quiet! The partition of Bengal showed their true intentions. They want to divide and rule, not grant us our rights!
Bal Gangadhar Tilak: (Moves to the stage, trying to speak, but is blocked by some Moderates) Let me speak! The people of India are awake! They demand Swaraj, their birthright! To step back from the Calcutta resolutions now would be a betrayal of their trust!
(Chaos erupts. Moderates shout "Sit down!" Nationalists shout "Let him speak!". There is pushing and shoving. A shoe is thrown, and the session descends into pandemonium.)
Narrator: As chaos descended, the two factions could no longer work together. The Nationalists, led by Tilak and Aurobindo, had to move out and hold their own session. The Indian National Congress had split. While both groups wanted India's good, their paths had parted for now.
(The Nationalist leaders gather on one side of the stage, looking determined. The Moderate leaders remain on the other side, looking worried. The lights fade.)
Q11Questions and activities
India achieved freedom after great sacrifice. What responsibilities do citizens have today to protect and strengthen this freedom? Write 5 to 10 lines.
Solution
The great sacrifices made to achieve India's freedom place important responsibilities on citizens today. Our primary duty is to actively participate in our democracy by voting thoughtfully and holding our leaders accountable. We must uphold the values of the Constitution, such as justice, liberty, equality, and fraternity. It is our responsibility to respect India's diversity and promote harmony between different communities, religions, and cultures, rejecting the 'divide and rule' tactics that the freedom fighters fought against. We must also work for the nation's social and economic progress, fight against corruption and injustice, and ensure that the fruits of freedom reach every single Indian. By doing so, we honour the legacy of those who sacrificed everything for the nation.