Category: CBSE Class 8

On this page, you will find NCERT Class 8 Civics Chapter 9 Notes Pdf free download. CBSE Class 8 Social Science Notes Civics Chapter 9 SST Public Facilities will seemingly, help them to revise the important concepts in less time.

Public Facilities Class 8 Notes Social Science Civics Chapter 9

CBSE Class 8 Civics Chapter 9 Notes Understanding the Lesson

1. Water is essential for life and for good health.

2. India has one of the largest number of cases of diseases such as diarrhoea, dysentery, cholera. Over 1600, Indians, most of them children below the age of five, reportedly die everyday because of water-related diseases.

3. The deaths can be prevented if people have access to safe drinking water.

4. The Constitution of India recognizes the right to water as being a part of the Right to Life under Article 21. In other words, there should be universal access to water.

5. The High Courts and the Supreme Courts have held that the right to safe drinking water is Fundamental Right.

6. Same as water there are other essential facilities that are needed to be provided to everyone, for eg. healthcare, sanitation, electricity, public transport, schools and colleges. These all are known as public facilities.

7. The important characteristic of the public facilities is that once it is provided, its benefits can be shared by many people.

8. One of the most important function of the government is to ensure that the public facilities are made available to everyone.

9. Though private companies provide the public facilities but they provide it with the purpose of profit-making and they provide facilities at a price that only some people can afford. This facility not available to all at an affordable rate.

10. Many people who cannot afford to pay for such facilities will be deprived of the opportunity to live a decent life.

11. The Right to Life that is guranteed in Constitution is for all persons living in this country.

12. There is no doubt that public facilities should be made available to all, in reality we see that there is a great shortage of such facilities.

13. The burden of shortfalls in water supply falls mostly on the poor. The middle class when faced with such shortages are able to cope up through a variety of private means.

14. Apart from the availability of water, access to safe drinking water is also available to some and this depends on what one can afford.

15. The supply of water per person in an urban area in India is about 135 litres per day.

16. A shortage of municipal water is often taken as a sign of failure of the government.

17. The facts say that:

• Throughout the world, water supply is a function of the government.
• There are areas in the world where public water supply has achieved universal access.
• The cases where the responsibility for water supply was handed over to private companies, there was seen a steep rise in the price of water, making if unaffordable for many.
• Within India, there are several cases of success in government water departments, though these are few in number and limited to certain areas of their work.
• Public facilities relate to our basic needs and the Indian Constitutions recognizes the right to water, health, education, etc., a being a part of the Right of Life.
• One of the major roles of the government is to ensure adequate public facilities for everyone.
• But progress on this front has taken far from satisfactory.
• There is a shortage in supply and there are inequalities in distribution.
• The important fact is, that every citizen of the country has a right to these facilities, and this should be provided to all in an equitable manner.

Public Facilities Class 8 CBSE Notes Important Terms

Sanitation: Provision of facilities for the safe disposal of human urine and faeces. This is done by construction of toilets and pipes to carry the sewerage and treatment of wastewater. This is necessary so as to avoid contamination.

Company: A company is a form of business set up by people or by the government. Those that are owned and promoted by individuals or groups are called private companies.

Universal access: It is achieved when everyone has physical access to a good and can also afford it. for instance, a tap connection at home will allow physical access to water, and if the price of water is low or is provided free, everyone will be able to afford it.

Basic needs: Primary requirements of food, water, shelter, sanitation, healthcare and education necessary for survival.

On this page, you will find NCERT Class 8 Geography Chapter 4 Notes Pdf free download. CBSE Class 8 Social Science Notes Geography Chapter 4 SST Agriculture will seemingly, help them to revise the important concepts in less time.

Agriculture Class 8 Notes Social Science Geography Chapter 4

CBSE Class 8 Geography Chapter 4 Notes Understanding the Lesson

1. The transformation from a plant to a finished product involves three types of economic activities.

• Primary
• Secondary
• Tertiary.

2. Primary activities include all those connected with extraction and production of natural resources.

3. Secondary activities are concerned with the processing of these resources.

4. Tertiary activities provide support to the primary and secondary sectors through services. Their examples are:

• Primary activities: Agriculture, fishing and gathering.
• Secondary activities: Manufacturing of steel, baking of bread and weaving of cloth, etc.
• Tertiary activities: Transport, trade, banking, insurance and advertising, etc.

5. Agriculture is a primary activity as it includes growing crops, fruits, vegetables, flowers and rearing of livestock.

6. 50% of persons engaged in agricultural activity in world and in India, two-thirds of population is still dependant on it.

7. Favourable topography of soil and climate are vital for agricultural activity.

8. The land on which the crops are grown is known as arable land.

9. Agriculture or farming can be looked at as a system and the important inputs are seeds, fertilisers, machinery and labour. Some of the operations involved are ploughing, sowing, irrigation, weeding and harvesting. The outputs from the system include crops, wool, dairy and poultry products.

10. Farming can be classified into two main categories. These are subsistence farming and commercial farming.

11. Subsistence Farming

• This type of farming is practised in order to meet the needs of the farmer’s family.
• Traditionally, low levels of technology and household labour are used to produce on small output.

12. There are further two divisions of subsistence farming:

13. Intensive farming

• This includes the farmer who cultivates on a small plot of land using simple tools and more labour.

14. Primitive farming

• This includes shifting cultivation and nomadic herding.

15. Shifting cultivation: It is practised in the thickly forested area. These areas are the areas of heavy rainfall and quick regeneration of vegetation. A plot of land is cleared by felling the trees and burning them. After the soil loses its fertility, the land is abandoned and the cultivator moves to a new plot. Shifting cultivation is also known as ‘slash and burn’ agriculture.

16. Nomadic herding: It is practised in the semi-arid and arid regions. In this type of farming, herdsmen move from place to place with their animals for fodder and water, along defined routes. This type of movement arises in response to climatic constraints and terrain.

17. Commercial farming is the type of farming in which crops are grown and animals are reared for sale in market. In this farming crops are grown for commercial purpose.

18. Mixed farming is in which the land is used for growing food and fodder crops and rearing livestock.

19. Plantations are a type of commercial farming where single crop of tea, coffee, sugarcane, cashew, rubber, banana or cotton are grown with the help of large labour and capital. Development of transportation network is very much essential for this type of farming.

20. A large variety of crops that are grown for fulfilling the requirement of the growing population are termed as major crops. These crops also supply raw material for Agro based industries.

21. Major food crops are

Rice:

• Major food crop of the world.
• Staple diet of the tropical and sub-tropical regions.
• Needs high temperature, humidity and rainfall.
• China leads in the production of rice followed by India.

22. Wheat: requires moderate temperature and rainfall during the growing season and bright sunshine at the time of harvest. It thrives best in well-drained loamy soil.

• In India it is grown in winter.

23. Millets: They are also known as coarse grains.

• They can be grown on less fertile and sandy soils.
• Hardy crop that needs low rainfall and high to moderate temperature and adequate rainfall.
• Jowar, Bajra and Ragi are grown in India.

27. Maize: Requires moderate temperature, rainfall and lot of sunshine.

28. Cotton: It requires high temperature, light rainfall, two hundred and ten frost-free days and bright sunshine for its growth.

• It grows best on black and alluvial soils.
• It is one of the main raw materials for the cotton textile industry.

29. Jute: It is also known as the ‘Golden Fibre’.

• Requires high temperature and heavy rainfall and humid climate.
• The crop is grown in the tropical areas.

30. Coffee: It requires warm and wet climate.

• Hill slopes are more suitable for the growth of this crop.
• Brazil is the leading producer.

31. Tea: This is a beverage crop grown on plantations.

• Requires cool climate and well-distributed high rainfall throughout the year for the growth of its tender leaves.
• Labour in large is required for the purpose of picking the leaves.

32. Agricultural development can be defined as the efforts made in order to increase the farm production for meeting the growing demand of increasing population.

33. The ultimate aim of agricultural development is to increase food security.

34. Developing countries used to practise intensive agriculture where the crops are grown on smallholdings mostly for subsistence.

35. Due to lack of storage facilities farmers are forced to sell the produce even when the market is not favourable to them. Government has taken several steps to develop storage facilities.

36. Compared to that of Indian farming the farmers of the developed countries like the USA works same as a businessman works in order to earn profit on a large scale using a large land.

Agriculture Class 8 CBSE Notes Important Terms

Agriculture: Derived from Latin words in which ager or agri means soil and culture means cultivation. It is the science and art of cultivation of the soil, raisin crops and rearing livestock. It is also called farming.

Sericulture: commercial rearing of silkworms.

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

Viticulture: Cultivation of grapes.

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

Mixed farming: The land is used for growing food and fodder crops and rearing livestock.

Organic farming: It is the type of farming in which organic manure and natural pesticides are used instead of chemicals. No genetic modification is done to increase the yield of the crop.

On this page, you will find NCERT Class 8 History Chapter 8 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 8 SST Civilising the Native, Educating the Nation will seemingly, help them to revise the important concepts in less time.

Civilising the Native, Educating the Nation Class 8 Notes Social Science History Chapter 8

CBSE Class 8 History Chapter 8 Notes Understanding the Lesson

1. English or British in India also aimed at civilising the natives other than the work of equatorial conquest and control over revenues.

2. Ideas of education which is taken for granted by us evolved in the last two hundred years.

3. Orientalist tradition:

4. In 1783, William Jones, junior judge at Supreme Court of the Company, arrived in Calcutta.

5. He was additionally a linguist who had studied Greek and Latin at Oxford, knew French, English, Arabic, and Persian. He even learnt Sanskrit from a pandit at Calcutta.

6. After he studied ancient India texts, laws, philosophy, religion, politics, morality, arithmetic, medicines and other sciences, he discovered that the interests he had were shared by many British officials in Calcutta.

7. With many officials of same interests Jones set up the Asiatic Society of Bengal and started a journal called Asiatick Researchers.

8. Jones and Colebrooke had shared a deep respect for the ancient cultures both of India and the west.

9. According to them Indian society attained glory in the ancient and had declined subsequently.

10. According to him understanding ancient period would enhance the future development of India.

11. In the process of becoming guardians of the Indian culture and its master the British specially Jones and Colebrooke went about discovering ancient texts; understanding their meaning and translating them in their own way.

12. The need to set up institutions that would encourage the study of ancient Indian text and teach Sanskrit and Persian literature and poetry was felt. It was felt because the British wanted to win a place in hearts of the natives.

13. The objective to set up institutions concluded with the establishment of madrasa set up in Calcutta in 1781, and the Hindu College in Benaras in 1791. These would be useful in the administration of the country – this was the belief of the Britishers.

14. The view of mastering and guardianship of Indian culture was not acceptable by all the Britishers it had seen a strong criticism also.

15. Criticism argued that the eastern literature was non-serious and light hearted and according to criticisms against orientalist it was wrong for British to spend so much effort encouraging the Ancient History.

16. James Mill was one among who attacked and criticized orientalists. According to him aim of education ought to be to teach what was actually useful and practical. So that the Indian would get familiar with the advancements of the west.

17. 1830 saw a great attack on the orientalists and one of the influential critics included Thomas Babington Macaulay who saw India as an uncivilised country. He urged British govt, in India to stop wasting public money in oriental learning.

18. Macaulay emphasised on teaching the English language in manner of civilising, changing the tastes value and cultures of the Indians.

19. The English Education Act 1835 was introduced following the Macaulay’s minute. It decided to make English as the medium of instruction for the higher and stop the oriental institutions promotions.

20. In 1854 educational despatch was sent to the Governor-General in India by the court of Directions of the East India Company in London. Issued by the President of the Board of Control of the Company named Charles Wood the despatch came to be known as Wood’s despatch.

21. Wood’s despatch aimed at emphasizing the practical benefit of the system of European learning.

22. The practical usage of Wood’s despatch pointed to Economic European learning. It was basically aimed at changing taste and desires of Indians and creating demand of the British goods in Indian market.

23. Wood’s despatch even argued that European learning would lead to impersonification of the moral character of the Indians.

24. Several measures introduced following the Wood’s Despatch 1854.

25. Education departments were set up with aim of extending control over matters regarding education.

26. Steps to establish in Calcutta, Madras and Bombay.

27. Universities established a system of university education.

28. Attempts were made in bringing the change within the school education also.

29. Adam report in 1830 found that there were over 1 lakh pathshalas in Bengal and Bihar with the enrollment of not more than 20 students each.

30. Adam discovered that the flexible pathshala system was suited best to local needs.

31. After 1854 interference of the British in local pathshalas brought change within the system, imposing routines, establishing rules, ensuring regular inspections.

32. Teaching was not based on textbooks and learning was to be tested through the system of annual examination.

33. Pathshalas accepting the new rules were supported through government grants.

34. The discipline imposed on Pathshalas resulted in inability to attend school by the children of poor families as during the time of harvest the children of poor families had to work in the fields. This inability was considered as the lack of desire of learning by the British.

35. Some Indians felt that western education would help the country in getting modernised so it was not only the British who were thinking about the education in India.

36. Mahatma Gandhi believed that the English education would enslave Indians. So at the time of national movement he urged students to leave educational institutions in order to show the British that Indians were no longer willing to be enslaved.

37. Mahatma Gandhi argued that education ought to develop a person’s mind and soul. Literacy on simply learning to read and write by itself did not court as education. So according to him in manner of creating capacity to understand one had to develop it with practical practices.

38. Rabindranath Tagore’s childhood experience of school days shaped Tagore’s ideas of education.

39. The manner to make school where child would be happy without any suffocations as he felt in his childhood. Rabindranath Tagore started the institution in 1901.

40. He believed in getting out of the restricting discipline of the schooling system set up by the British. Tagore’s school was set up 100 km away from Calcutta in a rural setting in manner to encourage creative learning.

41. Tagore saw his type of school as an adobe of peace (Santiniketan)

42. In many senses the way Tagore and Mahatma Gandhi thought about education in India was similar. Many individuals and thinkers thought differently about the national education system and its betterment. And this led to debate about this “national education” continuing till after independence.

Civilising the Native, Educating the Nation Class 8 CBSE Notes Important Terms

Linguist: Someone who knows and studies several languages.

Madrasa: An Arabic word for a place of learning; any type of school or college.

Orientalists: The one who has scholarly knowledge of the language and culture of Asia.

Munshi: A person who can read, write and teach Persian.

Vernacular: A term generally used to refer to a local language or dialect as distinct from what is seen as the standard language. In colonial countries like India, the Britishers used the term to mark the difference between the local languages of everyday use and English the language of the important masters.

Despatch: A message or report.

Notes of History Class 8 Chapter 8 Time Period

1773: William Jones, a junior judge at the Supreme Court arrived in Calcutta.

1781: A madarasa was set up in Calcutta.

1791: Hindu College was established in Benaras.

1830: William Adam, A Scottish missionary, toured the districts of Bengal and Bihar.

1835: English Education Act was introduced.

1854: The Court of directors of the East India Company in London sent an educational dispatch to the Governor-General of India, known as Wood’s Despatch.

On this page, you will find NCERT Class 8 History Chapter 2 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 2 SST From Trade to Territory will seemingly, help them to revise the important concepts in less time.

From Trade to Territory Class 8 Notes Social Science History Chapter 2

CBSE Class 8 History Chapter 2 Notes Understanding the Lesson

1. Aurangzeb – the last powerful Mughal emperor, established his control on a very large area now known as India. He died in 1707 which resulted in:

• Establishment of regional kingdoms.
• Mughal governors took over the control.
• Several powerful regional kingdoms came into existence.

2. British arrival by the II^nd half of 18^th century resulted in:

• Emergence of new power.
• They came as small trading company.
• They were reluctant to grab the different territories.

3. After Aurangzeb the Mughals were only symbolical representatives.

4. Revolt of 1857 was naturally led by Bahadur Shah Zafar (the last Mughal Emperor)

5. In 1600, East India Company (E.I.C.) acquired the royal charter from Queen Elizabeth – I, the Queen of England.

• The Charter granted the sole right to East India Company for trading with the East.
• It granted absence of fear of competition in market for the East India Company.
• They made a huge profit by their way of buying cheap and selling dear i.e. to buy the available goods at cheaper rate and sell them at a huge cost back in Europe.

6. Before East India Company, Portuguese already had established themselves in India with the base at Goa.

7. Vasco da Gama (Portuguese explorer) was the discoverer of sea route to India in 1498.

8. Dutch were also exploring the way to trade Indian Ocean by 17^th century.

9. The things which India had for the purpose of trade with Europe were: pepper, cloves, cardamom and cinnamon.

10. Rising competition amongst the several traders other than East India Company resulted in battles between the trading companies.

11. Battles were fought not only among the trading companies but also with local rulers that made the company to involve into politics also.

12. I^st English factory – on the Banks of the River Hugli in 1651.

13. Factory, a base from where the ‘factors’ operated, had a warehouse where goods for export were stored.

• By 1696 – Beginning of fort building around the factory.
• Mughal Emperor Aurangzeb issued farman granting ‘right to trade duty free’ to the company.

14. Early 18^th Century saw conflict between the company and Nawabs of Bengal.

15. Nawabs of Bengal: Murshid Quli Khan (I^st Nawab) was followed by Alivardi Khan (II^nd Nawab) and then Sirajuddaulah (III^rd Nawab.)

16. Nawabs refused to grant concession to the East India Company.

17. Conflicts between the Nawabs and the East India Company for several rights and their denial by the Nawabs led to famous battle of Plassey.

18. The Battle of Plassey

• After the death of Alivardi Khan in 1756, Sirajuddaulah become the Nawab.
• The Company was thinking on ways to replace Sirajuddaulah and space a puppet ruler who would willingly give the concessions and other privileges in trade to the company.
• The Company started motivating and helping rivalries of Nawab – Sirajuddaulah.
• Sirajuddaulah finally got involved and infuriated and this led to the Battle of Plassey.
• Resulted in defeat of Sirajuddaulah.

19. Reason, why Nawab Sirajuddaulah got defeated, was because Mir Jafar, one of Siraj’s commanders, never fought the war with the forces he was leading as commander. In short we can say, Mir Jafar cheated Nawab Sirajuddaulah as he was promised by the Company that he would get the post of Nawab after the defeat of Nawab Sirajuddaulah.

20. Battle of Plassey was the I^st major victory of the Company over Indian territory.

21. Finally Mir Jafar got placed as Nawab with the prime objective of expansion of trade.

22. The moment when Mir Jafar protested, he failed proving himself as the puppet ruler, so he was removed from the post of Nawab.

23. After the removal of Nawab Mir Jafar, Mir Qasim was placed on the seat of Nawab by the Company.

24. When Mir Qasim started complaining and interfering in company’s trade, he was defeated in the Battle of Buxar in 1764 and was removed from the post of Nawab.

25. Mir Jafar was again reinstalled as the Nawab of Bengal by the East India Company.

26. Mir Jafar died the very next year in 1765.

27. In 1765, Mughal emperor appointed the Company as the Diwan of Bengal Provinces.

28. Appointment of the Company as the Diwan resulted in the beginning of exploitation of the vast revenue resources of Bengal.

29. By the early 18^th century the Company trade with India had expanded.

30. Outflow of gold from Britain got slowed after the Plassey Battle and was entirely stopped after the Company got Diwani.

31. The Company expenses were now financed by revenues from India.

32. After the Battle of Buxar, a Resident was appointed in the Indian states by the Company.

•  Residents were political and commercial agents of the Company who were serving the interests of the Company only.
• With the help of Residents, the Company started getting involved in the internal matters of the states and provinces.
• This all forced the states into subsidiary alliance.
• This alliance stopped Indian rulers and they were disallowed to have their independent armed forces.
• They were to be protected by the Company and had to pay for the ‘forces’ who protected them.
• The Company was supposed to maintain the purpose of the protection.
• Failure of payment by the rulers led to the capturing of their territory by the company.
• Awadh and Hyderabad were the examples for the ceding of the territory on the ground of this subsidiary alliance.

33. The feeling of threat for the Company at any time during those days in their political and economical interest would result in direct military confrontation by the Company.

34. The best example of Military confrontation is State of Mysore:

• The leadership of Haider Ali, one of the most powerful rulers of that time and his successor son Tipu Sultan, also one of the most powerful ruler of that time, made Mysore a great power under them.
• Mysore was the controller of the profitable trade of the Malabar Coast from where the Company purchased pepper and cardamom.
• In 1785, Tipu Sultan stopped the export of sandalwood, pepper and cardamom through the ports of his kingdom.
• He disallowed local merchants from trading with the company.
• He even established a close relationship with the French in India.
• With the help of the French, he modernised his army.
• Relationship of Tipu Sultan with the French and their help in getting his army modernised made the British furious.
• Haider and Tipu were seen as ambitious, arrogant and dangerous by the Britishers who needed to be crushed.
• This made the Company to fight four wars with Mysore.
• In the last Battle of Srirangapatna, the Company ultimately got victory.
• Tipu Sultan was killed defending his capital Srirangapatna.

35. The Marathas were also subdued in a series of wars.

• 19^th century saw the Company’s aggressive policy of territorial expansion and under the Governor-General Lord Hastings 1813-1823 a new policy of Paramountcy was initiated.
• With the policy of Paramountcy, the Company claimed their authority as paramount and supreme.
• This policy was used in annexation of several states.

36. Late 1830’s made the Company worried about Russia. It was thought that Russia might expand across Asia and enter India from north-west.

• This fear made British willing to secure their control over the north-west.
• A prolonged war was fought with Afghanistan (1838-1842) and establishment of the Company rule was seen there.
• Two prolonged wars were fought with the Sikh kingdom also.

37. Governor-General Lord Dalhousie’s time period experienced the maximum annexation.

38. A policy was devised by Lord Dalhousie which came to be known as Doctrine of Lapse.

• The policy claimed that if a ruler died without a male heir then his kingdom would be annexed by the Company.
• Satara (1848), Sambalpur (1850), Udaipur (1852), Nagpur (1853) and Jhansi (1854) are some fine examples who were annexed by the Company applying the Doctrine policy of Annexation.
• In 1856 Awadh was also annexed by the Company but this time it was annexed with an added argument by the British – they said they were ‘obliged by duty’ to take over Awadh in order to free the people from ‘misgovernment’.
• Misgovernment was cited as reason behind Awadh annexation.
• Later Awadh also joined the great revolt of 1857.

39. When Warren Hastings became the governor-general of India, he introduced several administrative reforms focusing majorly on justice and its spheres.

40. Uniform Military culture was developed in early 19^thcentury.

• Soldiers were trained in European style.
• Cavalry dominated the Army.
• Rural areas had large number of armed peasants.
• Awadh and Benaras started recruiting peasants into their army.
• The East India Company adopted the method of recruitment from Awadh and Benaras.
• Army recruited with this process by the British was known as sepoy army (From Indian word Sipahi (soldier)).

41. This is how the whole process of direct rule over 63% of territory and 78% of the population over India took place and this is how company transformed its motive from trading to territorial expansion.

From Trade to Territory Class 8 CBSE Notes Important Terms

Mercantile: A business enterprise that makes profit primarily through trade, buying goods at cheap rates and selling them at higher prices to the market.

Farman: Royal order.

Puppet: A person who is used like a toy and is controlled by someone who supervises him.

Injunction: Instruction.

Subservience: Willingness to obey others without any question.

Confederacy: a league or alliance.

Qazi: A magistrate or a judge.

Mufti: Muslim legal expert who is empowered to give ruling on religious matters.

Impeachment: Removal/ Impeaching of a govt, official before an appropriate tribunal.

Dharmashastras: It is a genre of Sanskrit text which refer to treatise (Shastras) of Hinduism of Dharma.

Sawar: Men on horses were termed as Sawars.

Musket: An infantry man’s heavy gun with long barrel, fixed from shoulders.

Matchlock: An early type of gun with a lock in which a piece of wick or cord is placed and ignited by a match.

Notes of History Class 8 Chapter 2 Time Period

1498: Vasco da Gama discovered the sea-route to India.

1600: The East India Company acquired a charter from the ruler of England, Queen Elizabeth I, granting it the sole right to trade with the East.

1651: The first English factory was set up on the banks of the river Hugli.

1696: Began building a fort around the factory set up on the banks of the river Hugli.

1756: Alivardi Khan died and Sirajuddaulah became the nawab of Bengal.

1764: Battle of Buxar.

1765: MiorJafar died and Diwan appointed for provinces of Bengal.

1782-99: Tipusultan was the ruler of Mysore

1767-69: The first battle between the company and the Mysore

1780-84: The second battle between the company and the Mysore

1790-92: The third battle between the company and Mysore

1799: The last battle between the company and the Mysore. Tipu sultan was killed in this battle

1782: The first Anglo-Maratha was ended

1801: The nawab of Awadh was forced to give over half of his territory to the company

1803-05: The second Anglo-Maratha war took place

1817-19: The third Anglo-Maratha war took place

1813-23: Lord Hastings was the Governor-General of India

1849: Punjab was annexed

1848-56: Lord Dalhousie was the Governor-General of India

1848: Satara was annexed

1850: Sambalpur was annexed.

1852: Udaipur was annexed.

1853: Nagpur was annexed.

1854: Jhansi was annexed.

1857: Great revolt broke out in India.

On this page, you will find NCERT Class 8 History Chapter 6 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 6 SST Colonialism and the City will seemingly, help them to revise the important concepts in less time.

Colonialism and the City Class 8 Notes Social Science History Chapter 6

CBSE Class 8 History Chapter 6 Notes Understanding the Lesson

1. Most of the western cities of western world emerged with the industrialization.

2. Late 18^th century saw the rise of the Presidency cities named Calcutta, Bombay and Madras.

3. Surat, Machlipatnam and Seringapatam were the cities where de-urbanization took place in the 19^thcentury.

4. Delhi has been the capital from thousands of years but with some gaps.

5. The most splendid capital of all was built by Shah Jahan named Shahjahanabad, begun in 1639.

6. Delhi was an important centre of sufi culture during the time of Shah Jahan as Delhi had several darghas, Khanqahs and idgahs.

7. But facilities were enjoyed by very some people only and there was a sharp divisions between the rich and poor.

8. In 1803, British gained the control over Delhi defeating Marathas but it was developed only after 1911 when Delhi became the capital of the British India.

9. Development of Delhi before 1857 was different from those of other cities of colonial rule.

10. In Delhi, the British lived along with the wealthier Indians in the walled city. The British enjoyed learning Urdu/Persian culture and poetry and participated in local festivals.

11. The period of 1830 – 1857 was regarded as the period of the Delhi Renaissance.

12. The British wanted Delhi to forget the Mughal rule’s past and the areas around the port were completely cleared of garden, pavilions and mosques.

13. In 1870’s, the western walls of Shahjahanabad were broken for the establishment of Railway and to allow the expansion of the city beyond the walls.

14. During the course of planning a new capital after the revolt of 1857, many spectacular events took place. In 1877, A Durbar was organised by Lord Lytton to acknowledge Queen Victoria as the Empress of India. Calcutta was still the capital but Durbar was being held in Delhi.

15. In 1911, when king George V was crowned in England, a Durbar was held in Delhi to celebrate the occasion. The decision was taken to shift capital from Calcutta to Delhi during the celebratory occasion of Durbar.

16. Two architects, Edward Lutyens and Herbert Baker were called for designing New Delhi and its buildings.

17. New Delhi took nearly 20 years to build.

18. Life at the time of partition led to a massive transfer of population from India to Pakistan and from Pakistan to India in 1947.

19. After the partition the riots began when over 2/3rd Muslims migrated and almost 44,000 homes were abandoned. On the other hand, Delhi became a city of refugees with nearly 500,000 people added to the population of Delhi. New colonies such as Lajpat Nagar and Tilak Nagar came up at this time.

20. Partition changed the lives and occupation of new migrants. A large number of migrants from Punjab and changed the social environment of Delhi.

21. Inside the old city in the 19^th century, there can be seen that how the excellent system of water supply and drainage was neglected. The system of wells was broken and channels to remove household waste were damaged.

22. The Delhi Municipal Committee was unwilling to spend money on a good drainage system and the Shahjahani drains were closed with the introduction of a new system of open surface drains.

23. The Mughal aristocracy in the 17^th and 18^th centuries lived in grand mansions called havelis with feature like mansions, courtyards and fountains and many families housed in it.

24. Many of the Mughal amirs (A nobleman) were unable to maintain these havelis under the conditions of the British.

25. This resulted in beginning of subdivision and selling of havelis.

26. The census of 1931 revealed that the walled city had as many as 90 person per acre, while New Delhi had only about 3 persons per acre.

27. The poor conditions in the walled city, did not stop it from expanding and an extension scheme called the Lahore Gate improvement scheme was planned by Robert Clarke for the Walled city residents.

28. The Delhi Improvement Trust was space in 1936 and it built areas like Daryaganj South for wealthy Indians.

29. Houses grouped around parks and new rule of privacy was introduced.

30. Now different members of the same family had their own private spaces within the home.

Colonialism and the City Class 8 CBSE Notes Important Terms

Presidency: For administrative purposes, colonial India was divided into three “Presidencies” (Bombay, Madras and Bengal), which developed from the East India Company’s “Factories” (trading posts) at Surat, Madras and Calcutta.

Urbanisation: The process by which more and more people begin to reside in towns and cities.

Dargah: The tomb of a Sufi saint.

Khanqah: A Sufi lodge, often used as a rest house of travellers and a place where people come to discuss, spiritual matters, get the blessings of saints and hear Sufi music.

Idgah: An open prayer place of Muslims primarily meant for id prayers.

Cul-de-sac: Street with dead end.

Gulfaroshan: A festival of flowers.

Renaissance: Rebirth of art and learning.

Amir: A nobleman.

Notes of History Class 8 Chapter 6 Time Period

1792: Establishment of the Delhi College.

1877: The Delhi College was turned into a school and shut down.

1803: The British gained control of Delhi after defeating the Marathas.

1830-1857: Period called as a period of the Delhi renaissance.

1870: The western walls of Shahjahanabad were broken to establish the railway and to allow the city to expand beyond the walls.

1877: Queen Victoria acknowledge as the Empress of India.

1888: Lahore Gate improvement Scheme was planned by Robert Clarke.

1911: Delhi became the capital of British India.

1947: The Partition of India.

On this page, you will find NCERT Class 8 History Chapter 1 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 1 SST How, When and Where will seemingly, help them to revise the important concepts in less time.

How, When and Where Class 8 Notes Social Science History Chapter 1

CBSE Class 8 History Chapter 1 Notes Understanding the Lesson

1. History is/was always synonymous with dates.

2. Historians were always fascinated with dates.

3. History is about changes that occur over time.

4. History is about finding:

• How things were in the past.
• How things have changed.

5. Robert Clive asked Rennel to produce the maps of Hindustan.

6. Rennel saw maps preparation as essential to the process of domination.

7. A single date, cannot be fixed at which British rule was established, National Movement started or the changes took place within the economy and society gradually. All these happened over a stretch of time or a span of time.

8. Third son of Queen Victoria of Britain, Prince Arthur was given the title ‘Duke of Connaught’.

9. Dates in history are vital because that focuses on a particular set of events changes.

10. Histories written by British historians in India consider rule of each governor-general as important. These histories began with the rule of First Governor-General, Warren Hastings and ended with last Viceroy, Lord Mountbatten.

11. Warren Hastings became the first Governor-General of India in 1773.

12. History book narrates the deeds of governors-general, while biographies glorified them as persons and paintings protected them as powerful figures.

13. In 1817, James Mill (Scottish economist and political philosopher) published massive three volume work, A History of India’.

14. James divided History of India in three periods – Hindu, Muslim and British.

15. History is divided into different periods to capture the characteristics of a time, its central features.

16. Mill thought that Asian societies were at a lower level of civilization than Europe. According to him, before British rule in India, Hindus and Muslims despots ruled the country.

17. Mill felt there were religious intolerance, caste taboos and superstitions in India but after the British rule, Indian society became civilised.

18. Apart from the British classification, historians usually classified Indian History into:

• Ancient
• Medieval
• Modern

19. This periodization has been borrowed from west.

20. Modern in west is associated to growth of all forces of modernity that are – science, reason, democracy, liberty and equality.

21. Medieval describes society where features of Modem Society don’t exist.

22. Under the British rule, there was absence of equality, freedom or liberty. Therefore, some historians classified this period as colonial.

23. The subjugation of one country by another leads to change of political, economical and social condition. This process is referred to as colonisation.

24. Sources used by historians in their writings are:

• Official records of the British administration.
• Preserved letters and documents.
• Record rooms where records were preserved for administrative institutions.

25. Documents were copied carefully and beautifully written by the

26. By the middle of 19th century, there was spread of printing.

27. The National Archives of India came up in the 1920’s.

28. The practice of surveying became important under colonial administration.

29. The sources like diaries of people, accounts of pilgrims and travellers, autobiographies of important personalities, leaders and reformers were written to spread their ideas, these sources were produced by the literates. So this will not help anyone to understand how history was experienced and lived by the tribals, peasants, workers, etc.

How, When and Where Class 8 CBSE Notes Important Terms

Colonization: The subjugation of one country by the another leads to different kinds of changes in political, economical, social and cultural aspects. This process is referred to as colonization.

Calligraphists: These are people who are specialized in the art of beautiful writing.

Notes of History Class 8 Chapter 1 Time Period

1773: Warren Hastings became the First Governor-General of India.

1817: ‘A History of British India’ published by James Mill.

1857: Massive rebel against British rule broke out in 1857.

1920: The National Archives of India came up.

On this page, you will find NCERT Class 8 History Chapter 5 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 5 SST When People Rebel will seemingly, help them to revise the important concepts in less time.

NCERT Class 8 History Chapter 5 Notes When People Rebel

CBSE Class 8 History Chapter 5 Notes Understanding the Lesson

1. Mid 18^th Century saw the erosion of power of Nawabs and Rajas.

• Loss of their authority and honour.

2. Residents and rulers lost freedom and their revenues and territories were taken away.

3. Many ruling families tried negotiation with the Company in the manner to protect their interests.

4. For example Rani Jhansi, Nana Saheb, and many more.

5. The Company rejected their negotiation pleas.

6. Awadh was the last territory that was annexed by the imposition of subsidiary Alliance 1856.

7. The Company even planned to end Mughal rule and Bahadur Shah Zafar was decided as the last Mughal Ruler in 1856 by Canning (Governor-General).

8. His descendants would be just recognized as Princes.

9. Peasants and zamindars in countryside were resented with high taxes and rigid methods of revenue collection and found themselves under a huge financial debt.

10. Discontent of Indian sepoys employed with the Company.

11. They were unhappy about pay, allowances, and conditions of service.

12. Their religious beliefs were hurt.

13. Sepoys reacted in anger to conditions of countryside also.

14. The British believed that Indian society needed reformation and for that various taxes were passed.

15. English language was promoted.

16. Christian missionaries were allowed to function freely.

17. Indians developed a feeling that the British were destroying their religion, social custom and traditional way of life.

18. Indians rebelled against the policies of the British. They believed in common manner — they all had only an enemy and that was British.

19. People started organising themselves, communication and taking initiative and displaying confidence to turn the situation around.

20. In 1857 after 100 years of conquest and administration, the East India Company (English) faced massive rebellion that was developed as situation in the northern parts of India in 1857.

21. Rebellion was at such great extent that it was said that or regarded by some as the biggest armed resistance to colonialism in the 19^th century anywhere in the world.

22. On 29^th March 1857, a young soldier was hanged to death named Mangal Pandey.

23. He was hanged for attacking his officers in Barrackpore.

24. Then the refusal on the usage of new cartridge suspected to be greased with fat of cows and pig to protect sepoys religious beliefs.

25. Response of other Indian soldiers in Meerut was quite extraordinary.

26. The Sepoys destructed the British properties and declared war on the Firangi.

27. It was decided to end British rule and setup Bahadur Shah Zafar as ruler of the land.

28. Early morning of next day after 10th May sepoys reached Delhi and as the news spread sepoys in Delhi also rose rebellion.

29. Bahadur Shah Zafar, the ageing emperor had to accept the demand of soldiers forcefully and appoint himself as their leader.

30. Bahadur Shah’s decision of blessing changed the entire rebellion into the mass revolt throughout India as small ruler and Chieftains wanted to regain their control back and this was not even imagined by the British that the small rebellion against the greased cartridges would turn into such a fire.

31. Regiment after Regiment started revolting.

32. People of towns and villages also rose up in rebellion and rallied around local leaders, zamindars and chiefs. They were prepared to establish their authority and fight the British.

• Nana Saheb from Kanpur proclaimed himself Peshwa and governor under Mughal emperor Bahadur Shah Zafar.
• Birjis Qadr, son of deposed Nawab Wajid Ali Shah proclaimed himself new Nawab.
• Rani Lakshmibai from Jhansi along with Tantia Tope fought British.
• Rani Avantibai Lodhi of Ramgarh raised and led an army of 4000 against the British.

33. British got defeated in a number of battles.

34. Many new leaders came up eg. Ahmadullah Shah (Maulvi) of Faizabad, Bakht Khan (soldier) took charge of large force of Bareilly who came to Delhi From Bihar and led the joining of Kunwar Singh in the rebel.

35. Leaders and fighters across the Nation joined the fight.

36. The Company fought back, the Company decided to suppress the revolt with all the ways it could adopt.

37. Delhi was recaptured from rebel force on September 1857.

38. Bahadur Shah Zafar was sentenced life imprisonment and was sent with his wife to Rangoon, where he died in Jail on November 1862.

39. The British took two years to completely suppress the rebel.

40. June 1858 – Rani Lakshmibai killed. Similarly, happened to Rani Avantibai.

41. The British tried their best to get the loyalty of the Indians.

• Rewards were announced for the loyal landholders.
• Those who rebelled if surrendered then they were not been killed and their rights to claim over land would not be denied.

42. After suppression of the revolt completely and gaining control of the country at the end of 1859.

• They changed their policies totally.

43. Changes that were introduced by British are as follows:

• Power of British East India Company was transferred to British crown and crown rule was established with passing of New Act in 1858 in the British Parliament.
• Member of British cabinet was appointed as Secretary of State for India.
• Advisory council was set up and named India Council.
• Governor-General India was given title of Viceroy (Representative of Crown).

44. Ruling chiefs of the country were assured that their territory would never be annexed in future.

• Indian rulers were allowed to hold their rule but under the subordination of the crown.

45. It was decided to increase the number of European soldiers and reduce the proportion of Indian soldiers in the army. Even the recruitment process was enhanced.

46. The land and property of the Muslims were confiscated on large scale as they were treated with suspicion and hostility because they were believed to be mainly responsible for the rebel in such a big way.

47. It was decided by the British to respect customary religious and social practices of the people of India.

48. Policies were made for the protection of zamindars and landlords and they were given the security of right over their lands.

49. With this, the rebellion concluded and all over India a new history had begun after 1857.

When People Rebel Class 8 CBSE Notes Important Terms

Mutiny: When soldiers as a group disobey their officers in the army.

Firangis: Foreigners, the term reflects an attitude of contempt and is used for Englishmen.

Customary: According to the customs or usual practices associated with particular society, or set of circumstances.

Confiscated: Take or seize (someone’s property) with authority.

Paramount: More important than anything else; supreme.

Notes of History Class 8 Chapter 5 Time Period

1849: Governor-General Dalhousie announced that after the death of Bahadur Shah Zafar, the family of the king would be shifted out of the Red Fort and given another place in Delhi to reside in.

1856:  (i) Governor-General Canning decided that Bahadur Shah Zafar would be the last Mughal king and after his death, his descendants would be recognized as princes.

(ii) A new law passed by the Company that every new person who join employment in the Company’s Army had to agree to serve overseas if required.

1857: (i) MangalPandey was hanged to death (29 March, 1857).

(ii) Sepoys mutinied in several places (May, 1857).

(iii) Sepoys rushed to Delhi from Meerut (10 May, 1857).

(iv) Delhi was recaptured from the rebel forces (September, 1857).

1858: (i) The power of the East India Company transferred to the British Crown.

(ii) Bahadur Shah Zafar and his wife were sent to prison in Rangoon.

1862: Bahadur Shah Zafar died in Rangoon jail (November, 1862).

On this page, you will find NCERT Class 8 History Chapter 4 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 4 SST Tribals, Dikus and the Vision of a Golden Age will seemingly, help them to revise the important concepts in less time.

Tribals, Dikus and the Vision of a Golden Age Class 8 Notes Social Science History Chapter 4

CBSE Class 8 History Chapter 4 Notes Understanding the Lesson

1. In 1895, a man named Birsa, was seen roaming the forests. He proclaimed himself as saver of people from trouble and promised help to free them from the slavery of Dikus (Outsiders).

2. With this thousands of people started following Birsa and believing him as God who had come to solve all their problems.

3. Birsa bom was in a family of Mundas (tribal group).

4. Birsa had followers from all other tribals in the region.

5. The followers were the unhappy people who were forced by the changes imposed by the Britishers, in respect of their livelihoods and ways of living life.

6. Tribals had different cultures from those of laid by the Brahmans.

7. Tribals had social and economical differences within their tribes.

8. 19^th century saw tribals in different parts of India and they were involved in different variety of activities.

9. Jhum Cultivators were tribals who practised Jhum cultivation that is shifting cultivation.

10. Done on small patch of land, mostly in forests.

11. Once the crop was ready with the process under this cultivation they used to leave the land and moved to another field.

12. Field that had been cultivated once was left fallow for several years.

13. Shifting cultivators were found mostly in the hilly and forested tract of north-east and central India.

14. These cultivators spent their lives moving freely within forests practising shifting cultivation.

15. Many tribals lived by hunting and gathering forest produce.

16. Forest were essential for their survival.

17. The Khonds community of Orissa were among them.

18. They cooked food with oil extracted from seeds of Sal and Mahua.

19. Shrubs and herbs were used by them for medicinal purposes.

20. With exchanges of forests goods in local market, they got their supplies of rice and other grains for their fooding purposes.

21. At times when the supplies of forests produce shrank, tribal people had to wander in search of work as labourers.

22. Baigas community of central India were reluctant to do work for others as for them it was below the dignity of a Baiga to become a labourer.

23. Tribals also depended on traders and moneylenders in case of needs that could not be availed from that of forest produce.

24. Moneylenders were seen as evil outsiders and cause of their misery as market and commerce often meant debt and poverty for the tribals.

25. Many tribals also indulged in herding and rearing of animals.

26. Examples of these are:

• The Van Gujjars of the Punjab hills.
• The Labadis of Andhra Pradesh.
• The Gaddis of Kulu.
• The Bakarwals of Kashmir.

27. Some tribals before 19^th century started settling down and cultivated their fields in one place rather moving from place to place. They started ploughing and gradually got rights over the lands they lived on.

28. In the eyes of the Britishers, tribal groups like Gonds and Santhals were more civilised than hunters and gatherers or shifting cultivators.

29. Colonial rule started affecting tribals way of living.

30. Importance of tribal chiefs was lost with forced full following of laws made by the Britishers.

31. Tribal chiefs lost their overall authority and were unable to fulfil their traditional functions.

32. The Britishers wanted the shifting cultivators to settle down at one place so that it would become easier to control and administer them.

33. In wants of regular revenue source for the state, the Britishers introduced land settlements.

34. Some peasants were declared landowners and others tenants.

35. The British failed in settling Jhum cultivators.

36. Jhum cultivators who took to plough cultivation often suffered as their fields did not produce good yields.

37. Protests against the British policy by Jhum cultivators bound Britishers to allow them to carry on shifting cultivation in some parts of forest.

38. Forest laws were made and their impacts were clearly seen.

39. The life of tribals was directly connected to forest.

40. Changes in forest lands had considerably affected their lives.

41. Forests were declared as state property.

42. Jhum cultivators were forced by the boundations imposed by the Britishers. In effect of that many of the cultivators had to go in search of work and livelihood.

43. Later, when there was crisis faced by the Britishers for labours, the tribals from Jhum cultivators were allowed to cultivate but with some conditions that the cultivators have to provide labour to the Forest department and look after the forests.

44. Forests villages in many areas were established to ensure a regular supply of cheap labour.

45. Tribals groups reacted against the Britisher’s forest laws:

• They disobeyed.
• Openly rebelled.
• Revolts started taking place eg. Revolt of Sangma in 1906 in Assam, the forest satyagraha of the 1930’s in the Central Provinces.

46. Tribals took time in understanding why during 19^th Century traders and moneylenders started approaching them.

47. The reason behind the outsiders offering cash loans and work to tribals on wages can be understood with following situations:

48. 18th-century Indian silk was in demand in European market. As the market expanded, the East India Company officials tried to encourage silk production to meet the growing demand.

49. Hazaribagh in present-day Jharkhand was area where Santhals reared cocoons. The traders dealing in silk sent their agents who gave loans to tribals and further process took place.

50. Plight of the tribals who had to go far from home in search of work was worse.

51. From Late 19^th century, tea plantation and mining became important industry. Tribals were recruited in large numbers.

52. Rebellion by the tribal groups started in different parts of the country.

53. Among tribals rebellions, important movement that was led by Birsa Munda was really a great movement.

54. Birsa was influenced by several ideas that came in touch in process of his getting older day by day, with all those he started movements aimed at reforming tribal society.

55. In 1895 Birsa’s followers were urged by Birsa to recover their glorious past. Birsa’s desire was that his people will once again work on their land, settle down and cultivate their fields.

56. Political aim of Birsa Movement worried the Britishers. According to Birsa he wanted to drive out missionaries, moneylenders, Hindu landlords and government.

57. He wanted them all out and set up Munda Raj as land policies of the British were destroying their traditional land system.

58. The more the movement gained momentum, the more the Britishers decided to act against.

59. Arrest of Birsa happened in 1895.

60. After his release in 1897, he adopted traditional way to gather as much support in removing the Britishers and establishing his own leadership.

61. White flag was raised as symbol of Birsa raj.

62. In 1900 Birsa died of Cholera and movement got faded.

63. The movements against colonial rule showed the capacity of tribals to protest against injustice and express their anger against colonial rule.

64. All this shows Tribals, Dikus and vision of golden age.

Tribals, Dikus and the Vision of a Golden Age Class 8 CBSE Notes Important Terms

Dikus: The outsiders.

Fallow: The field that was left uncultivated for some time to make soil fertile again.

Sal: A tree.

Mahua: Flower species that is eaten and used for making alcohol.

Bewar: Term used in Madhya Pradesh for shifting agriculture.

Sleeper: Horizontal planks of wood on which railway lined are laid.

Vaishnav: Worshippers of Lord Vishnu.

Satyug: Age of truth.

Embankments: A wall or bank of stone-built to prevent river flooding the area.

Notes of History Class 8 Chapter 4 Time Period

1821-32: Thekols rebelled against the colonial forest law

1855: Santhals rose in revolt.

Mid-1870s: Birsa was bom.

1895: Birsa was arrested.

1897: Birsa was released.

1900: Birsa died.

1906: Songramsangma revolt in Assam

1910: The Bastar rebellion in central India broke out

1930: the forest satyagraha in the central provinces

1940: the warli revolt in Maharashtra took place.

On this page, you will find NCERT Class 8 History Chapter 3 Notes Pdf free download. CBSE Class 8 Social Science Notes History Chapter 3 SST Ruling the Countryside will seemingly, help them to revise the important concepts in less time.

Ruling the Countryside Class 8 Notes Social Science History Chapter 3

CBSE Class 8 History Chapter 3 Notes Understanding the Lesson

1. The lithosphere is broken into a number of plates known as the Lithospheric plates.

2. Movement of the molten magma inside the earth occurs thereby the Lithospheric plates are moved very slowly just a few millimeters each year.

3. The movement of these plates causes changes on the surface of the earth.

4. The forces that act in the interior of the earth are called endogenic forces, while the forces that work on the surface of the earth are called exogenic forces.

5. Endogenic forces sometimes produce sudden movements and at the other times produce slow movements. Sudden movements like earthquakes and volcanoes cause mass destruction over the surface of the earth.

6. A volcano is a vent (opening) in the earth’s crust through which molten material erupts suddenly.

7. Vibration in the surface of earth is called earthquakes. The place in the crust where the movement starts is called the focus and the place on the surface above the focus is called the epicentre.

8. Greatest damage is usually closest to the epicenter and the strength of the earthquake decreases away from the centre.

9. Although earthquake cannot be predicted but impact can be minimized. Recognizing safe spot, staying away from fireplaces, chimneys, windows etc., are the measures which may be helpful as safeguards.

10. The landscape is being continuously worn away by two processes-weathering and erosion.

11. The running water in the river erodes the landscape. Due to continuous erosion and deposition along the sides of the meander, the ends of the meander loop come closer and closer.

12. As the river approaches the sea, the speed of the flowing water decreases and the river begins to break up into a number of streams called distributaries. Each distributary forms its own mouth. The collection of sediments from all the mouths forms a delta.

13. The erosion and deposition of the sea waves gives rise to coastal landforms. From the striking of sea waves to the rocks, hollow like caves are formed in the rocks which are called sea caves. When these cavities become bigger and bigger only the roof of the caves remains, thus forming sea arches.

14. Glaciers are rivers of ice which erode the landscape by bulldozing soil and stones to expose the solid rocks below.

15. The material carried by the glaciers, such as rocks, sand and silt gets deposited. These deposits form gla­cial moraines.

16. An active agent of erosion and deposition in the deserts is wfind. It makes rocks in shape of a mushroom called mushroom rocks.

17. When the wind stops blowing, the sand falls and gets deposited in low hill like structures. These are called sand dunes.

18. When the grains of sand are very fine and light, the wind can carry it over long distances, when such sand is deposited in large areas, it is called loess.

Ruling the Countryside Class 8 CBSE Notes Important Terms

Focus: A place of movement inside the earth.

Epicenter: A place on surface above the focus.

Meander: In the plains, large bends of rivers.

Distributary: When river streams form new stream.

Erosion: Corrosion of earth due to water, wind and ice etc.

Waterfall: When the river tumbles at steep angle over very hard rocks or down a steep valley side it forms a waterfall.

NCERT Class 8 Maths Notes Pdf free download provided gives you an overview of the respective chapter and prepared in a manner that every concept is covered as per the syllabus guidelines. NCERT Notes for Class 8 Maths Standard are very effective for students to have a last-minute quick revision. Download the required study material from the resources available here and score higher grades in your exams.

CBSE Class 8 Maths Notes

1. Rational Numbers Class 8 Notes
2. Linear Equations in One Variable Class 8 Notes
3. Understanding Quadrilaterals Class 8 Notes
4. Practical Geometry Class 8 Notes
5. Data Handling Class 8 Notes
6. Squares and Square Roots Class 8 Notes
7. Cubes and Cube Roots Class 8 Notes
8. Comparing Quantities Class 8 Notes
9. Algebraic Expressions and Identities Class 8 Notes
10. Visualising Solid Shapes Class 8 Notes
11. Mensuration Class 8 Notes
12. Exponents and Powers Class 8 Notes
13. Direct and Indirect Proportions Class 8 Notes
14. Factorisation Class 8 Notes
15. Introduction to Graphs Class 8 Notes
16. Playing with Numbers Class 8 Notes

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On this page, you will find NCERT Class 8 Civics Chapter 5 Notes Pdf free download. CBSE Class 8 Social Science Notes Civics Chapter 5 SST Judiciary will seemingly, help them to revise the important concepts in less time.

Judiciary Class 8 Notes Social Science Civics Chapter 5

CBSE Class 8 Civics Chapter 5 Notes Understanding the Lesson

1. To enforce a rule of law India has a judicial system that consists of mechanism of courts that a citizens can approach when a law is violated.

2. As an organ of the State, the judiciary plays an important and crucial role in the functioning of India’s democracy.

3. Indian judiciary is independent.

4. Courts take decisions on a very large number of issues.

5. The work of judiciary is divided into the following:

6. Dispute Resolution: The judicial system provides a mechanism for resolving disputes between citizens, between citizens and government, between two state governments and between the centre and state governments.

7. Judicial Review: As the final interpreter of the Constitution, the judiciary also has the power to strike down particular laws passed by the Parliament if it believes that there are a violation of the basic structure of the Constitution. This is called Judicial Review.

8. Upholding the law and Enforcing the Fundamental Rights: Every citizen of India can approach the Supreme court or the High Court if they believe that their Fundamental Rights have been violated.

9. The Indian Constitution protects against influencing of the judicial process by politicians or rich people by providing the independence of the judiciary.

10. One of the aspects of the independent judiciary is the separation of power.

11. The courts are not under the government and do not act on their behalf.

12. Appointment of judges has very little interference from the legislature and executive branches of the government. Once appointed to this office, it very difficult to remove a judge.

13. Independent judiciary allows the courts to play a central role in ensuring that there is no misuse of power by the legislature and the executive.

14. Structure of the courts in India:

• There are 3 different levels of courts in our country.
• Several courts are at the lower level and only one at the apex level.
• The courts that most people interact with are what are called subordinate or district courts.
• Each state is divided into districts that are presided over by a District Judge.
• Each state has a High Court which is the highest court of that state.
• The decisions made by the Supreme Court are binding on all other courts in India.
• In India, there is an integrated judicial system meaning that the decisions made by higher courts are binding on the lower courts.
• A person can appeal to a higher court if they believe that the judgment passed by the lower court is not just.

15. There are 2 types of laws that are civil law and criminal law:

• Criminal Law: It deals with conduct or acts that the law defines as offences. For eg, theft, harassing a woman to bring more dowry, murder.
• Civil Law: Deals with any harm or injury to rights of individuals. For eg. disputes relating to sale of land, purchase of goods, rent matters, divorce cases.

16. In principle, all citizens of India can access the courts in the country implying that every citizen has a right to justice through the courts.

• While the courts are available for all, in reality access to the courts has always been difficult for a vast majority of the poor in India.

17. Supreme court in the early 1980’s devised a mechanism of Public Interest Litigation or PIL to increase access to justice allowing any individual or organisation to file PIL in the High Court or the Supreme Court on behalf of those whose right have been violated.

18. The legal process have been simplified and even a letter or telegram addressed to the Supreme Court or the High Court could be treated as PIL.

19. For the common person, access to courts is access to justice.

20. There are also court judgments that people believe work against the best interests of common person.

21. Another issue that effects the common person’s access to justice is the inordinately long number of years that courts takes to hear a case.

22. The phrase’ justice delayed is justice denied’ is often used to characterise this extended time period that courts take.

23. Judiciary had played a crucial role in democratic India, serving as a check on the powers of the executive and the legislature as well as in protecting the Fundamental Rights of citizens.

24. The members of the Constituent Assembly had quite correctly envisioned a system of courts with an independent judiciary as a key feature our democracy.

Judiciary Class 8 CBSE Notes Important Terms

Acquit: This refers to the court declaring that a person is not guilty of the crime which he/she was tried for by the court.

Compensation: This refers to the money given to make amends for an injury or a loss.

Eviction: This refers both to the removal of persons from land/homes that they are currently living in.

Violation: It refers both to the act of breaking a law as well as to the branch of infringement of Fundamental Rights.