Class 8 History Chapter 7 Women, Caste and Reform Questions and Answers

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Class 8 History Chapter 7 Women, Caste and Reform

 

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

 

Women, Caste and Reform – Given in this post is NCERT Solutions Class 8 History Chapter 7 Women, Caste and Reform Important Question Answers. The important questions we have compiled will help the students to brush up on their knowledge about the subject. Students can practice Class 8 History Chapter 7 important questions to understand the subject better and improve their performance in the exam. The NCERT Solutions Class 8 Social Science (History) provided here will also give students an idea about how to write the answers.

 

Source Based Questions 

 

Read the extract and answer the questions that follow-

A. Differences between men and women were not the only ones in society. In most regions, people were divided along lines of caste. Brahmans and Kshatriyas considered themselves as “upper castes”. Others, such as traders and moneylenders (often referred to as Vaishyas) were placed after them. Then came peasants, and artisans such as weavers and potters (referred to as Shudras). At the lowest rung were those who labored to keep cities and villages clean or worked at jobs that upper castes considered “polluting”, that is, it could lead to the loss of caste status. The upper castes also treated many of these groups at the bottom as “untouchable”. They were not allowed to enter temples, draw water from the wells used by the upper castes, or bathe in ponds where upper castes bathed. They were seen as inferior human beings.

1 In most regions, people were divided along lines of caste. True/False?

Ans. True, In most regions, people were divided along lines of caste.

2 Who considered themselves as the “upper castes”?

Ans. Brahmans and Kshatriyas considered themselves as “upper castes”.

3 Who were Shudras?

Ans. Peasants, and artisans such as weavers and potters were referred to as Shudras.

4 State some incidents where the untouchables were discriminated against.

Ans. At the lowest rung were those who labored to keep cities and villages clean or worked at jobs that upper castes considered “polluting”, that is, it could lead to the loss of caste status. The upper castes also treated many of these groups at the bottom as “untouchable”. They were not allowed to enter temples, draw water from the wells used by the upper castes, or bathe in ponds where upper castes bathed. They were seen as inferior human beings.

5 Who were the Vaishyas?

Ans. Traders and moneylenders were called Vaishyas and were placed after the Brahmans and Kshatriyas. 

 

B. Rammohun Roy was particularly moved by the problems widows faced in their lives. He began a campaign against the practice of sati. Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and European languages. He tried to show through his writings that the practice of widow burning had no sanction in ancient texts. By the early nineteenth century, as you have read in Chapter 6, many British officials had also begun to criticise Indian traditions and customs. They were therefore, more than willing to listen to Rammohun who was reputed to be a learned man. In 1829, sati was banned. The strategy adopted by Rammohun was used by later reformers as well. Whenever they wished to challenge a practice that seemed harmful, they tried to find a verse or sentence in the ancient sacred texts that supported their point of view. They then suggested that the practice as it existed at present was against early tradition.

1 What was one incident that moved Rammohan Roy?

Ans. Rammohun Roy was particularly moved by the problems widows faced in their lives.

2 Name some language Rammohan Roy was well-versed in.

Ans. Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and European languages.

3 What did Roy start campaigning against?

Ans. Roy began a campaign against the practice of sati. He tried to show through his writings that the practice of widow burning had no sanction in ancient texts.

4  In _______, sati was banned.

Ans. In 1829, sati was banned.

5 How was Roy’s strategy used by the British?

Ans. The strategy adopted by Rammohun was used by later reformers as well. Whenever they wished to challenge a practice that seemed harmful, they tried to find a verse or sentence in the ancient sacred texts that supported their point of view. They then suggested that the practice as it existed at present was against early tradition.

 

C. Vidyasagar in Calcutta and many other reformers in Bombay set up schools for girls. When the first schools were opened in the mid-nineteenth century, many people were afraid of them. They feared that schools would take girls away from home, prevent them from doing their domestic duties. Moreover, girls had to travel through public places in order to reach school. Many people felt that this would have a corrupting influence on them. They felt that girls should stay away from public spaces. Therefore, throughout the nineteenth century, most educated women were taught at home by liberal fathers or husbands. Sometimes women taught themselves. Do you remember what you read about Rashsundari Debi in your book Social and Political Life last year? She was one of those who secretly learned to read and write in the flickering light of candles at night.

1 Name one prominent figure that set up schools for girls.

Ans. Vidyasagar in Calcutta and many other reformers in Bombay set up schools for girls.

2 What was the public’s response to the schools opened for girls?

Ans. When the first schools were opened in the mid-nineteenth century, many people were afraid of them.

3 What were some fears of the citizens when opening the schools?

Ans. They feared that schools would take girls away from home, prevent them from doing their domestic duties. Moreover, girls had to travel through public places in order to reach school. Many people felt that this would have a corrupting influence on them. They felt that girls should stay away from public spaces.

4 What were educated women taught in the nineteenth century?

Ans. Throughout the nineteenth century, most educated women were taught at home by liberal fathers or husbands.

5 What is mentioned about Rashdundari Debi in the above paragraph?

Ans. She was one of those who secretly learned to read and write in the flickering light of candles at night.

D. By the 1880s, Indian women began to enter universities. Some of them trained to be doctors, some became teachers. Many women began to write and publish their critical views on the place of women in society. Tarabai Shinde, a woman educated at home at Poona, published a book, Stripurushtulna, (A Comparison between Women and Men), criticizing the social differences between men and women. Pandita Ramabai, a great scholar of Sanskrit, felt that Hinduism was oppressive towards women, and wrote a book about the miserable lives of upper-caste Hindu women. She founded a widows’ home at Poona to provide shelter to widows who had been treated badly by their husbands’ relatives. Here women were trained so that they could support themselves economically.

1 When did Indian women began to enter universities?

Ans. By the 1880s, Indian women began to enter universities.

2 What did the Indian women train to become?

Ans. Some of them trained to be doctors, some became teachers. Many women began to write and publish their critical views on the place of women in society.

3 Who was Tarabai Shinde?

Ans. Tarabai Shinde, a woman educated at home at Poona, published a book, Stripurushtulna, (A Comparison between Women and Men), criticizing the social differences between men and women.

4 Name the book published by Tarabai Shinde.

Ans. Stripurushtulna.

5 What was widows’ home at Poona?

Ans. Pandita Ramabai, a great scholar of Sanskrit, felt that Hinduism was oppressive towards women, and wrote a book about the miserable lives of upper-caste Hindu women. She founded a widows’ home at Poona to provide shelter to widows who had been treated badly by their husbands’ relatives. Here women were trained so that they could support themselves economically.

Multiple Choice Questions (MCQs) (1 Mark)

Multiple Choice Questions (MCQs) are a type of objective assessment in which a person is asked to choose one or more correct answers from a list of available options. An MCQ presents a question along with several possible answers.

Q1 _____ were the castes that made shoes in Andhra Pradesh.
A) Julahas
B) Madigas
C) Harijans
D) Kinnars
Ans. B) Madigas

Q2. ____ started schools for Muslim girls in Patna.
A) Begum Rokya Shakhawat Hussain
B) Begum Kausar Bi
C) Begum Zinat Mahal
D) Begum Shanum
Ans. A) Begum Rokya Shakhawat Hussain

Q3 Indian labourers were sent to work in the plantations of ____ by the British.
A) China
B) Mauritius
C) USA
D) Kenya
Ans. B) Mauritius

Q4 ______ were first to set up schools for lower caste and tribal children.
A) Christian missionaries
B) Brahmo Samaj
C)Prerna Samaj
D) Prarthana Sabha
Ans. A) Christian missionaries

Q5 Arya Samaj came into existence in ______.
A) 1870
B) 1875
C) 1880
D) 1876
Ans. B) 1875

Q6 In most of the regions, Brahmins and Kshatriyas consider themselves as ______.
A) Upper Caste
B) Lower Caste
C) educationists
D) government
Ans. A) Upper Caste

Q7 B R Ambedkar belonged to ______ caste.
A) Mahar
B) Brahman
C) Gond
D) Dubla
Ans. A) Mahar

Q8 Dubla caste people are primarily from the state of _____.
A) Arunachal Pradesh
B) Gujarat
C) Odisha
D) Delhi
Ans. B) Gujarat

Q9 The Satnami movement was led by ________.
A) Ghasidas
B) Mahardas
C) Ambedkar
D) P C Roy
Ans. A) Ghasidas

Q10 ___ questioned religious texts that supported the caste system.
A) Haridas Thakur
B) Narayan Swami
C) Ghasidas
D) Patel
Ans. A) Haridas Thakur

Q11 Self Respect movement was led by ______.
A) Periyar
B) Ambedkar
C) Jyotiba Phule
D) Raja Rammohan Roy
Ans. A) Periyar

Q12 _______ was founded by Jyotiba Phule.
A) Satyashodhak Samaj
B) Brahmo Samaj
C) Prarthana Sabha
D) Widow School
Ans. A) Satyashodhak Samaj

Q13______ belonged to the Ezhava caste.
A) Srinath Guru
B) Sri Narayana Guru
C) Haridas Thakur
D) Ambedkar
Ans. B) Sri Narayana Guru

Q14 Jyotiba Phule studied in school set up by _____.
A) Indian reformists
B) Christian Missionaries
C) Religious groups
D) Ghasidas
Ans. B) Christian Missionaries

Q15 Haridas Thakur belonged to ____ sect.
A) Matua
B) Bhil
C) Gond
D) Dubla
Ans. A) Matua

Q16 The slaves of Africa were made to work in _____ plantations of America.
A) rice
B) potato
C) cotton
D) coffee
Ans. C) cotton

Q17 Ramkrishna Mission was founded by ______.
A) Swami Vivekananda
B) Swami Harinanda
C) Bhagini Nivedita
D) Swami Haridas
Ans. A) Swami Vivekananda

Q18 ______ in Amritsar was established by the Singh Sabha Movement.
A) Khalsa College
B) Hindu College
C) Lahore College
D) DAV College
Ans. A) Khalsa College

Q19 _______ was established in Bombay in 1867.
A) Paramhansa mandali
B) Brahmo Samaj
C) Prarthana Samaj
D) Brahmo Mandali
Ans. C) Prarthana Samaj

Q20 _____ was founded by Henry Derozio.
A) Young Bengal Movement
B) Home Rule Movement
C) Aligarh Movement
D) Prerna Sabha
Ans. A) Young Bengal Movement

Q21 Aligarh Muslim University was founded in _____.
A) 1877
B) 1874
C) 1875
D) 1872
Ans. C) 1875

Q22 Paramhansa Mandali was founded in ___.
A) 1842
B) 1840
C) 1843
D) 1845
Ans. B) 1840

Q23 ______ was a book written by Jyotiba Phule.
A) Abhyas
B) Gulamgiri
C) Stripurushtulana
D) Harijans of India
Ans. B) Gulamgiri

Q24 ______ came up in Madras in 1867.
A) Ved Samaj
B) Prarthana Sabha
C) Sikh Samaj
D) Ramkrishna Mission
Ans. A) Ved Samaj

Q25 Aligarh Movement was led by _______.
A) Swami Vivekananda
B) Sir Sayyid Ahmed Khan
C) Akbar Ali Khan
D) Rahmat Pathan
Ans. B) Sir Sayyid Ahmed Khan

 

Very Short Answer Questions (1 Mark)

Q1. Why do people view leather workers with contempt? 

Ans. Leatherworkers have been traditionally held in contempt since they worked with dead animals which are seen as dirty and polluting.

Q2. Why were untouchable students not allowed to enter the classrooms where upper-caste boys were taught? 

Ans. There was a false notion among the upper-caste that untouchable would pollute the classroom where their children are taught.

Q3. Who were Shudras?

Ans. The labouring castes were referred to as Shudras.

Q4. Why were untouchable students not allowed to enter the classrooms where upper-caste boys were taught?

Ans. The higher caste believed that untouchables would taint the classrooms where their children were taught.

Q5. How did reformers bring changes in society? 

Ans. Reformers brought changes in society by persuading people to give up old practices and adopt a new way of life. 

Q6. Who published the book named Stripurushtulna? What is it about?

Ans. Tarabai Shinde published Stripurushtulna. It is about the social differences between men and women.

Q7. Who were known as Vaishyas?

Ans. Traders and moneylenders often were known as Vaishyas.

Q8. What was the hook swinging festival?

Ans. As part of the ritual worship at this occasion, followers endured an unusual sort of torture. They swung themselves on a wheel, their faces pierced through their skin.

Q9. Who was Mumtaz Ali?

Ans. Mumtaz Ali was a social reformer who reinterpreted verses from the Koran to argue for the education of women.

Q10. What was the Satyashodhak Samaj? Who had founded it?

Ans. The Satyashodhak Samaj, an association Phule founded, propagated caste equality.

 

Short Answer Questions (3 Marks)

Q1. Write a short note on Ambedkar?

Ans. Ambedkar grew up in a Mahar family. In 1927, Ambedkar launched a temple admission effort in which his Mahar caste supporters took part. When the Dalits drank from the temple tank, the Brahman priests were enraged. Between 1927 and 1935, Ambedkar spearheaded three such temple entrance initiatives. His goal was to show everyone the power of caste prejudices in society.

Q2. What were the different reasons people had for not sending girls to school? 

Ans. The following are the reasons given by people for not sending girls to school.

  • They were concerned that schools would pull females away from home and prohibit them from performing domestic tasks.
  • Furthermore, girls had to travel through public places to get to school.
  • Many people were concerned that this might corrupt them.
  • They believed that girls should avoid public places.

Q3. How did the knowledge of ancient texts help the reformers promote new laws? 

Ans. Whenever reformers wanted to question a detrimental practise, they looked for a poem or sentence in ancient religious scriptures that supported their point of view. They then stated that the current practise was contrary to early precedent. Thus, understanding of ancient writings aided reformers in promoting new legislation.

Q4 What did Ambedkar want to achieve through the temple entry movement?. 

Ans. In 1927, Ambedkar launched a temple admission effort in which his Mahar caste supporters took part. When the Dalits drank from the temple tank, the Brahman priests were enraged. Between 1927 and 1935, Ambedkar spearheaded three such temple entrance initiatives. His goal was to show everyone the power of caste prejudices in society.

Q5. What do you mean by ‘sati’? 

Ans. In some sections of the country, widows were honoured for choosing death by burning themselves on their husbands’ funeral pyres. Women who died in this fashion, whether willingly or not, were referred to as “sati,” which translates as “virtuous women.”

Q6. What was the contribution of the Christian missionaries in spreading education among the tribal group and the lower caste?

Ans. Christian missionaries established schools for indigenous children and “lower” caste children. As a result, these children were given certain tools to help them navigate a changing world.

Q7. ​How did widow’s home at Poona help the widows?

Ans. Pandita Ramabai established a widows’ home in Poona to help widows who had been mistreated by their husbands’ families. Women were trained here so that they could support themselves financially.

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

Ans. In 1873, Phule published Gulamgiri, which means “slavery.” The American Civil War had been fought ten years prior, resulting in the abolition of slavery in America. Phule dedicated his book to all those Americans who battled to free slaves, creating a link between the situations of India’s “lower” castes and black slaves in America. This connection also expressed hope that, like the abolition of slavery in America, all forms of caste prejudice in Indian society would be abolished one day.

Q9. Why did E.V. Ramaswamy Naicker leave the congress?

Ans. E.V. Ramaswamy Naicker left the congress in disgust after discovering that seating arrangements at a nationalist-organized feast reflected caste distinctions – that is, the lower castes were made to sit apart from the upper castes.

Q10. Give an account of the movement that spread in different parts of the country in favour of widow remarriage. Did the movement get success?

Ans. By the second half of the nineteenth century, the pro-widow remarriage movement had expanded to other sections of the country. Veerasalingam Pantulu founded a widow remarriage society in the Madras Presidency’s Telugu-speaking territories. At around the same period, young intellectuals and reformers in Bombay vowed to strive for the same cause. Swami Dayanand Saraswati, the founder of the reform organisation Arya Samaj in the north, also encouraged widow remarriage.

 

Long Answer Questions (5 Marks)

Q1. Why was Ramaswamy Naicker critical of the national movement and Hindu scriptures?

Ans. Ramaswamy Naicker was proud to be a member of Congress. But he departed in dismay when he discovered that seating arrangements at a nationalist-organized feast reflected caste distinctions. Lower caste people were required to sit apart from upper caste people. He was deeply saddened that the national movement was not free of caste prejudices. Naicker was harshly critical of Hindu scriptures such as Manu’s code, the Bhagavad Gita, and the Ramayana. He said that these books were utilised to maintain Brahman control over lower castes and men’s dominance over women.

 

Q2.Give a brief description of movements that were organised by people from within the lower castes against caste discrimination.

Ans. People from the lower castes began to speak out against caste prejudice around the second part of the nineteenth century. They organised anti-practice movements and advocated social equality and justice. The Satnami movement rose to prominence in Central India. Ghasidas, who came from a low caste and worked among leather workers, established a movement to enhance their social position. Haridas Thakur’s Matua sect works with low caste Chandala cultivators in Eastern Bengal. Haridas called into question Brahmanical writings that promoted caste oppression. Shri Narayana Guru belonged to the Ezhavas caste in modern-day Kerala. He preached the ideas of oneness among all people within a same religion, caste, and god. By organising these movements the leaders coming from low-caste tried to create awareness amongst the lower castes. 

Q3. Give an account of the movement that spread in different parts of the country in favour of widow remarriage. Did the movement get success?

Ans. By the second half of the nineteenth century, the movement in favour of widow remarriage had expanded throughout the country. Veerasalingam Pantulu founded a widow remarriage society in the Madras Presidency’s Telugu-speaking territories. At about the same time, young intellectuals and reformers in Bombay vowed to strive for the same cause. Swami Dayanand Saraswati, the founder of the Arya Samaj in the north, also promoted widow remarriage.

However, the movement was not very successful. The proportion of widows who remarried remained low. Those who remarried were not well received in society. The new law was never accepted by the conservatives.

Q4. Explain Sati in detail. 

Ans. Sati was one of Indian society’s terrible practises. Sati, which means “virtuous women,” chose death by burning themselves on their husbands’ funeral pyres. Raja Rammohan Roy, a prominent social reformer, was opposed to sati. He launched an anti-abuse campaign. He was fluent in Sanskrit, Persian, and a number of other Indian and European languages. Through his publications, he attempted to demonstrate that the practise of widow burning was not sanctioned in ancient literature. Many British authorities began to criticise Indian traditions and customs from the early nineteenth century. They listened to Rammohan Roy, and sati was ultimately outlawed in 1929. 

Q5. What do you know about Tarabai Shinde and Pandita Ramabai? What did they do for improving the condition of women.

Ans. Tarabai Shinde was a Poona-born woman who received her education at home. She is best known for her novel Stripurushtulna, which means “a comparison of women and men.” She criticises the social disparities between men and women in her work. Pandita Ramabai was a brilliant Sanskrit scholar. She felt Hinduism to be particularly repressive to women and authored a book about the plight of higher caste Hindu women. She founded a widow’s house in Poona to help widows who had been abused by their husband’s relatives. Women were trained to be self-sufficient in this facility.

Q6. Give an account of various reform associations and movements founded by Indian reformers at different places in the country. 

Ans. Many reformers stepped up to end the wrong practises that were crippling Indian society. They established reform organisations throughout the country in order to see their ideas realised.

  • The Brahmo Samaj: Founded in 1830, it forbade all forms of idolatry and sacrifice. It adhered to the Upanishads and prohibited its adherents from disparaging other religious practises.
  • The Ramakrishna Mission: Named after Swami Vivekananda’s mentor, Ramakrishna Paramhansa, the Ramakrishna Mission emphasised the notion of salvation by social service and unselfish action.
  • The Prarthana Samaj was founded in 1867 in Bombay. It aimed to lift caste barriers, halt child marriage, promote women’s education, and lift the ban on widow remarriage.
  • The Veda Samaj was founded in Madras in 1864. It tried to eliminate caste distinctions, promote widow remarriage, and educate women. Its members condemned conventional Hinduism’s superstitions and rituals.
  • The Aligarh Movement: Sayyid Ahmed Khan, the founder of Aligarh Muslim University, started this movement. The movement had a significant impact on educational reform.

Q7. What did Raja Rammohun Roy do to end the practice of sati? 

Ans. Raja Rammohun Roy was an outstanding social reformer. He was inspired to witness the tyranny of archaic practises that were strongly ingrained in Indian society. The burning of widows on their husbands’ funeral pyres was one such old practise that Rammohun Roy felt needed to be eradicated quickly. He started a crusade against it. Because he was fluent in Sanskrit, Persian, and several other Indian and European languages, he attempted to demonstrate through his works that the practise of sati was not sanctioned in ancient books. He received backing from British officials, who had begun to critique Indian traditions and customs by the early nineteenth century. Finally, the practice of sati was outlawed in 1829.

Q8. How did women involve themselves in their upliftment?

Ans. By the end of the nineteenth century, Indian women began to work for their own advancement. They started attending universities to further their studies. Some of them went on to become doctors, while others became teachers. Many women began to write and share their critical thoughts about women’s social status. 

Tarabai Shinde’s name is worth highlighting here. She received her education at home in Poona.She attacked males and women’s social differences. 

Pandita Ramabai, another woman, was a famous Sanskrit scholar. She condemned Hinduism for being repressive to women. She founded a widow home in Poona to provide shelter for widows who had been abused by their families.

All of this frightened the traditional Hindus and Muslims. Several Hindu nationalists were concerned that Hindu women were embracing Western practises that would contaminate Hindu culture and undermine family values. The impact of these changes affected Orthodox Muslims as well. Unaware of all of this, women began to organise political clubs and pressure groups in the early twentieth century to push through laws for female suffrage and improved health care and education for them.

Q9. How did Jyotirao the reformers justify their criticism of caste inequality in society?

Ans. Jyotirao established his own opinions concerning caste society’s inequalities. He rejected the Brahmans’ claim to be superior to others because they were Aryans. Phule contended that the Aryans were aliens who came from outside the subcontinent and defeated and oppressed the country’s actual children – those who had lived here before the Aryans arrived. As the Aryans gained control, they began to regard the defeated populace as inferior, as lowcaste people. The “upper” castes, according to Phule, had no title to their land and power: in truth, the land belonged to indigenous people, the so-called low castes.

Q10. Why were changes necessary in Indian society?

Ans. For a long time, Indian society had been a victim of various harmful practises.

  • Men and women received separate treatment. Women had numerous restrictions. They were not permitted to attend school. They were not permitted to select their husbands. Child marriage was a well-established social custom. Both Hindu and Muslim men might have multiple wives. Sati was practised in several sections of the country. Women’s property rights were likewise restricted.
  • Another terrible practise that has damaged Indian civilization was that not everyone had equal status. All advantages were granted to the upper caste, which included Brahmans and Kshatriyas. Other than these folks, however, they were exploited. The untouchables, who performed menial tasks, were regarded as contaminating. They were not permitted to enter temples or get water from the upper classes’ well. 
  • These wicked customs and practises had overshadowed societal development. As a result, debates and discussions began to take place beginning in the early nineteenth century, with the advent of new channels of communication. Books, periodicals, magazines, flyers, and pamphlets were printed for the first time. They raised awareness among the general public.
  • Social reformers like Raja Rammohun Roy, Ishwarchander Vidyasagar, came forward and took initiatives to bring changes in society by abolishing the evil practices one after another.

 
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