PSEB Notes

This PSEB 8th Class Social Science Notes Chapter 16 The Education and British Rule will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 16 The Education and British Rule

→ Spread of Education in India: After 1853 A.D., the British government started giving more stress on the spread of education. They also tried to increase government control on educational centres.

→ Wood’s Report of 1854 A.D: Following suggestions were given in Charles Wood’s report in 1854 A.D.

• Universities like London be open in India.
• Colleges are opened under Universities.
• One educational department is opened in each province.
• Special emphasis is given to women’s education.

→ Hunter Commission: The Hunter Commission was appointed in 1882 A.D. under the tenure of Lord Rippen. These were the suggestions of this commission

• Government should not interfere in higher education.
• Administration of aided schools should be given to local organizations.
• Fees in schools should be reduced.

→ Efforts of Lord Curzon: In 1904 A.D., Lord Curzon passed an Act on Universities. Government control over Universities was increased by this Act.

→ Sadler Commission: Sadler Commission was appointed in 1917 A.D. for bringing reforms to Calcutta (Kolkata) University. Many changes were brought in the organization of Allahabad and Lucknow Universities after the suggestions of this commission.

→ Sargent Scheme: Sargent plan was made in 1943 A.D. According to this plan, Education has to be spread completely over the next 50 years.

→ Aligarh Movement: This movement was started by Sir Sayyed Ahmad Khan for bringing reforms in Muslim Society and for reform religion.

→ Contribution in the field of Education: Main Indian leaders who gave contributions to the Educational field were Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Swami Dayanand Saraswati, Swami Vivekanand, etc.

This PSEB 8th Class Social Science Notes Chapter 15 The Revolt of 1857 will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 15 The Revolt of 1857

→ Revolt of 1857: In 1857 A.D, Indian rulers, soldiers, and the public rose in an armed revolt to oust the British from India. This revolt is known as the ‘First War of Indian Independence.

→ Political Causes: Indian rulers (of Jhansi, Nagpur, Sitara, Jaitpur, Bilaspur, etc.) and landlords were annoyed with the British on account of their annexationist policies. They collectively planned to struggle against the foreign rule.

→ Social and Economic Causes: The British ended the Sati practice, permitted widow marriage, and ruined Indian industries.

→ Military Causes: Indian soldiers were paid low salaries and were not treated well. The order to use greased cartridges enraged the Indian sepoys. It was the immediate cause of the revolt.

→ Centres of Revolt: The main centres of revolt were Delhi, Kanpur, Jhansi, Gwalior, Varanasi, and Lucknow.

→ Leaders of the Uprising: The chief leaders of the revolt were Mughal Emperor Bahadur Shah Jafar, Rani Laxmi Bai, Nana Sahib, Tantaya Tope, etc.

→ Failure of the Revolt: There was no co-ordination among the Indian rulers. The rebels were not trained soldiers and had no means of communication. They had no sound financial resources and modern weapons of war like the British had.

→ Effects of Revolt: The rule of the Company came to an end. The number of Indians in the army was reduced. Differences between the Hindus and the Muslims increased.

This PSEB 8th Class Social Science Notes Chapter 14 Handicraft and Industry will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 14 Handicraft and Industry

→ Cottage of Industries of India: India was known for its cottage industries from ancient times. But these industries declined during the British rule.

→ Reasons for the decline of cottage industries:

• End of local rule
• Machine-made goods were of good quality and cheap as well
• People of new classes liked the machine-made goods, goods of cottage industries were expensive, sending of Indian raw material to Britain.

→ Establishment of modern industries: New (modern) industries were established during British rule such as-Cotton textile, jute, coal, Tea, Iron, matchstick, etc.

→ Factory Acts: Laborers started to be exploited in new industries. The government passed Factory Acts to improve their condition.

This PSEB 8th Class Social Science Notes Chapter 13 Colonialism and Tribal Society will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 13 Colonialism and Tribal Society

→ Tribal society: Tribal society is related to the tribal people of the country who live in ancient conditions in forests, valleys, and in far-off mountains. They basically live in Rajasthan, Gujarat, Bihar, Orissa, and the mountainous region of Madhya Pradesh.

→ Important Tribes: Gond, Bhil, Santhal, Mizos, Mundas, etc. are the important tribes of the country.

→ Revolts of Tribal people: Many tribal people revolted against the policies of the British government in the 19th century. Bhils in Madhya Pradesh, Mundas in Bihar, Gonds in Orissa, and Santhals in Bihar-Bengal revolted in a great deal.

→ Birsa Munda: Birsa Munda was the leader of the Munda tribe. He was a very powerful person.

→ Revolt of Santhals: Tribal people, living in the mountains of Rajmahal, of the Santhal tribe, revolted in 1855 A.D. under the leadership of Sidhu and Kanhu. They declared themselves independent by defying the company’s rule.

→ The British got control of the situation in 1856 A.D. after using military force. The government made a separate district of the Santhal Pargana so that the Santhal people should remain happy.

→ Result of Revolts of Tribal people: Tribal people became conscious from a social and religious point of view due to these revolts.

This PSEB 8th Class Social Science Notes Chapter 12 Rural Life and Society will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 12 Rural Life and Society

→ Land Revenue System of the British:

• The English East India Company got ‘Diwani’ rights of Bengal, Bihar, and Orissa from the Mughal Emperor Shah Alam in 1765 A.D, As a result, the Company started collecting land revenue from these provinces.
• The Company wanted to collect more and more revenue.
• That’s why they adopted many new systems of land.
• First of all, the company started to give land on contract.
• The higher bidder was getting the right to collect tax from a particular area.

→ New Land Settlements:

• After this, the British made land settlements in new different ways in India.
• Out of these, Permanent Settlement, Ryotwari system, Mahalwari system were important.

→ Permanent Settlement of Land:

• Lord Cornwallis introduced the Permanent Settlement of land in Bengal in 1793.
• According to it, the landlords or zamindars became the permanent owners of the land and the peasants were crushed.

→ Ryotwari System:

• This system of land settlement was introduced in Madras and Bombay.
• According to this system, the government officers directly collected land revenue from the farmers.

→ Mahalwari System: This system of land settlement was introduced in Western U.P, Punjab, and Delhi.

→ Impact of Land Revenue System: Farmers became poor with the land revenue systems of the British and came into the clutches of debt.

This PSEB 8th Class Social Science Notes Chapter 11 Administrative Structure, Growth of Colonial Army and Civilian Administration will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 11 Administrative Structure, Growth of Colonial Army and Civilian Administration

→ Regulating Act: This Act was passed in 1773 A.D., now the British government controlled the activities of the English Company.

→ Pitt’s India Act: This Act was passed in 1784 A.D. According to this Act, the position of Governor-General was strengthened.

→ Civil Services: Lord Cornwallis started civil services in India to fill higher government jobs. Indians were kept away from these.

→ Police: The British organised the police system in a new way. They started the system of Police-Thanas.

→ Law and Justice: Same laws were introduced in the country. Courts were established in the country and the job was done in the local language.

→ The Charter Act of 1833: According to the Charter Act, all the military and civil rights were grafted to the Governor-General and his council.

→ The Charter Act of 1853: Executive and Legislative were separated from each other through this Act. There were 12 members of the newly established legislature.

This PSEB 8th Class Social Science Notes Chapter 10 The Establishment of East India Company will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 10 The Establishment of East India Company

→ Discovery of a New Sea Route: A Portuguese sailor Vasco-de-Gama discovered the new sea route to India in 1498 A.D.

→ European Communities in India: The Portuguese, the English, the French, and the Dutch came to India for trade.

→ Factories: Trading centers of European Companies in India were called ‘Factories’.

→ The British East India Company: The British established the East India Company in 1600 A.D. It opened trade centres in India and checked the expansion of other European trading companies.

→ The French East India Company: Although the French East India Company was established in 1664 A.D., much later than the British company, yet it made great progress in India.

→ Carnatic Wars: The Carnatic Wars were fought between the British and the French. The British won these three wars.

→ Dupleix: Dupleix was the most capable governor of the French possessions in India.

→ Robert Clive: Robert Clive was an able English military commander. He was the founder of the British Empire in India.

→ The victory of Bengal: The British won the battle of Plassey in 1757 A.D. and the battle of Buxar in 1764 A.D. and thus became the real masters of Bengal.

→ Diwani Rights: The Battle of Buxar ended with the Treaty of Allahabad in 1765 A.D. As a result of this treaty, the British got the ‘Diwani Rights’ of Bengal, Bihar, and Orissa. Now the British were in a position to collect land revenue from these territories.

→ Means of Expansion of Empire: The British Empire was expanded through a number of means such as subsidiary alliance, Doctrine of Lapse, war, Discontinuing pension, etc.

→ Maratha Power: The British defeated powerful Maratha rulers one by one and forced them to accept a subsidiary alliance.

→ The victory of Mysore: The British fought four wars with Hyder Ali and Tipu Sultan to conquer Mysore. The British emerged victoriously.

→ Subsidiary Alliances: Lord Wellesley introduced this system for the expansion of the British Empire. Indian rulers who entered into Subsidiary Alliances with the British came completely under British control.

→ The doctrine of Lapse: This policy was started by Lord Dalhousie. If the ruler of a dependent state had no male child, he could not adopt a son. It meant, if a native ruler died without leaving a son behind, the dependent state would pass automatically into the hands of the British.

This PSEB 8th Class Social Science Notes Chapter 9 When, Where and How will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 9 When, Where and How

→ Division of History:

• World history has been divided into the ancient period, the medieval period, and the modern period.
• In the same way, Indian history has also been divided into three periods i.e. ancient period, the medieval period, and the modern period.

→ Modern Period: Modern period in Europe started in the 16th century but in India, it started in the 18th century.

→ Modern Period in India:

• New powers emerged in the modern period.
• European powers came to India and British rule was established in India.
• Consciousness came among Indians with the spread of western education and national movement started in India.
• It led to the freedom of India in 1947 A.D.

→ Sources of History of Modern India: Main sources of the History of Modern India are:

• Books
• Government Documents
• Newspapers, Magazines, and Pamphlets
• Historical monuments
• Paintings and Sculptures
• Letters of political leaders, etc.

This PSEB 8th Class Social Science Notes Chapter 8 Disaster Management will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 8 Disaster Management

→ Natural Hazard: Any natural event that does not occur frequently but is fast enough to threaten life is called a ‘natural hazard’.

→ Natural disasters: The location of the natural hazards and the intensity with which it occurs lead to what are known as natural disasters. Tsunami, earthquakes, cyclones, floods, etc.

→ Earthquake: The sudden mild or violent shaking of a part of the earth is called an earthquake.

→ Seismograph: An instrument is used to record and measure the vibrations of the earthquake.

→ Man-Made disasters: Bomb explosions, terrorism pollution, Dam-burst, industrial accidents, and epidemics.

→ Disaster Management in India: Many institutions have started courses in disaster management. These include:

• Central Disaster Management Authority, New Delhi.
• Disaster Management National Centre, New Delhi.
• Earthquake Information Centre, I.I.T. Kanpur.
• Disaster Management Institute, Bhopal.
• Indira Gandhi Open University, New Delhi.
• Central Board of Secondary Education, New Delhi.

This PSEB 8th Class Social Science Notes Chapter 4 Our Agriculture will help you in revision during exams.

PSEB 8th Class Social Science Notes Chapter 4 Our Agriculture

→ Agriculture: It refers to the cultivation of the soil for growing crops and rearing livestock.

→ Crops: The plant species cultivated by human beings for their use.

→ Livestock: Animals and birds which are reared for human use.

→ Crop Specialization: One particular crop suitable for the region is selected by the farmer to be cultivated by him. This is mainly followed for selling the produce in the market.

→ Organic Farming: In this type of farming, organic manure and natural pesticides are used instead of chemicals.

→ Subsistence Agriculture: Farming in which the product is consumed by the farmer’s household.

→ Commercial Agriculture: Farming in which the produce is grown by the farmer for selling in the market.

→ Intensive Agriculture: The farmer produces more by working hard and using the same field over and over again making use of better agricultural means.

→ Extensive Agriculture: The agriculturist tries to get good output by bringing more and more areas under plough.

→ Mixed Farming: Farming in which animals are also used on the farm while growing crops.

→ Multiple Cropping: When two or more crops are grown at the same time on one and the same field.

→ Sericulture: Commercial rearing of silkworms.

→ Horticulture: Growing vegetables, flowers, and fruits for commercial use.

→ Pisciculture: Breeding of fish in specially constructed tanks and ponds.

→ Viticulture: Cultivation of grapes.

→ More than half of the world’s population is directly or indirectly engaged in agriculture.

→ Favourable topography of soil and climate is vital for agricultural activity.

→ Agriculture depends largely on the relief of land, climate conditions, fertility of the soil, and economic factors.

→ Soils not only support the plant but also act as a medium to supply moisture and nutrients.

→ In intensive agriculture, the aim is to get higher yields per unit area.

→ Extensive agriculture is done with machines in sparsely populated areas.

→ In commercial agriculture, most of the crops are produced for the market.

→ The production of fruit and flowers is called horticulture.

→ In a co-operative farm, all the members work and earn proportionately.

→ Crops and livestock are raised together on the same farm in mixed farming.

→ Shifting cultivation is known by different names in different parts of the world, i.e., Juming, Milpa, Ladang, etc.