Glimpses of the Past NCERT Solutions for Class 8 English Honeydew Chapter 3
Glimpses of the Past NCERT Text Book Questions and Answers
Glimpses of the Past Comprehension check I
Look at picture 1 and recall the opening lines of the original song in Hindi. Who is the singer? Who else do you see in this picture?
Lata Mangeshkar is the singer. We see our political leaders such as Pandit Jawahar Lai Nehru, Lai Bahadur Shastri and Indira Gandhi in the picture on the top right. At the bottom, one can see pictures of Rani Lakshmi Bai, Bahadur Shah Zafar, Bal Gangadhar Tilak, Lala Lajpat Rai, Shaheed Bhagat Singh, Netaji Subhash Chandra Bose and Mahatma Gandhi.
In picture 2 what do you understand by the Company s “superior weapons ’’?
The Company’s “superior weapons” are its clever strategies and tactics and support from the British Empire.
Who is an artisan? Why do you think the artisans suffered? (picture 3)
An artisan is a worker in a skilled trade, especially one that involves making things by hand. Local artisans display handwoven textiles,painted ceramics, and leather goods in street markets. The artisans suffered because they had to pay huge taxes to the British government. At the same time, the British sold machine-made goods.
Which picture, according to you, reveals the first sparks of the fire of revolt?
Picture 7 reveals the first sparks of the fire of revolt.
Glimpses of the Past Working with the text
Answer the following questions.
Do you think the Indian princes were short-sighted in their approach to the events of 175 7?
The Indian princes were short-sighted in their approach to the events of 1757 because they helped British overthrow local rulers. In this way, they gave more power to the British inadvertently. They did not realize that by going against each other, they were paving a way for the British rule. If they were far-sighted, they would have joined hands and overthrown the East India Company together.
How did the East India Company subdue the Indian princes?
The East India Company subdued the Indian princes using its superior weapons. They used the rivalries among local rulers to subdue the Indian princes one by one.
Quote the words used by Ram Mohan Roy to say that every religion teaches the same principles.
The following are the words used by Ram Mohan Roy to say that every religion teaches the same principles:
“Cows are of different colours, but the colour of their milk is the same. Different teachers have different opinions but the essence of every religion is the same.”
In what ways did the British officers exploit Indians?
The British officers exploit Indians in the following ways:
- They treated the Indians like slaves.
- They imposed heavy taxes on farmers, thus forcing them to abandon their fields. They put the defaulters into jail.
- The British policies ruined the expert artisans and their business.
- The East India Company’s laws began to cripple Indian industries.
- The British oppressed Indians by passing Regulation III in 1818. Under it, an Indian could be jailed without trial in a court.
Name these people.
i. The ruler who fought pitched battles against the British and died fighting.
ii. The person who wanted to reform the society.
iii. The person who recommended the introduction of English education in India.
iv. Two popular leaders who led the revolt (Choices may vary.)
i. Tipu of Mysore
ii. Ram Mohan Roy
iv. Sepoy Mangal Pande; Emperor Bahadur Shah; Tatya Tope; Kunwar Singh; Begum Hazrat Mahal; Maulvi Ahmedulla; Peshwa Nana Saheb
Mention the following.
i. Two examples of social practices prevailing then.
Untouchability and child marriage
ii. Two oppressive policies of the British.
Heavy taxes on farmers and sending defaulters to jail; Regulation III.
iii. Two ways in which common people suffered.
They lost their jobs and they were being converted by the British.
iv. Four reasons for the discontent that led to the 1857 War of Independence.
- The following are the four reasons for the discontent that led to the 1857 War of Independence:
- The British had enslaved the Indians in their own land. They had no jobs, paid heavy taxes and could be jailed without a trial.
- The East India Company reaped all profits and destroyed Indian industries and local artisans. At the same time British officers in India drew big salaries and also made fortunes in private business. Taxes continued to ruin the peasants, who had lost their lands to the British.
- There were claims that the grease in the bullets used by the East India Company Army was made of cow and pig fat. These were prohibited for the Hindus and Muslims respectively. Besides, the Indian soldiers received a differential treatment from the British in comparison to their British counterparts.
Glimpses of the Past Working with language
1. Change the following sentences into indirect speech.
i. First man: We must educate our brothers.
Second man: And try to improve their material conditions.
Third man: For that we must convey our grievances to the British Parliament.
i. The first man said that they must educate their brothers.
The second man added that they must try to improve their material conditions.
The third man suggested that for that they must convey their grievances to the British Parliament.
ii. First soldier: The white soldier gets huge pay, mansions and servants.
Second soldier: We get a pittance and slow promotions.
Third soldier: Who are the British to abolish our customs?
The first soldier said that the white soldier got huge pay, mansions and servants.
The second soldier remarked that they got a pittance and slow promotions.
The third soldier asked who the British were to abolish their customs.
Glimpses of the Past Speaking and writing
Playact the role of farmers who have grievances against the policies of the government. Rewrite their ‘speech bubbles’in dialogue form first. (Encourage the students to use their creativity and formulate their own answers.)
Farmer 1:1 do not trust the British at all. They are only thinking about us, and oppressing us. How can they expect us to pay such heavy taxes when there has been no rainfall in the past two years?
Farmer 2: Their men took all my crops on the pretense that I was still in arrears. What do I feed my family? I have so many mouths to feed, and this exploitation. I don’t want to go to jail. Have you observed Sukhiya’s behaviour after he returned from jail last week? He doesn’t speak to anyone; he even tried to kill himself. I don’t know what to do.
Farmer 1: Have patience, brother. The British officers will rot in hell one day.
Farmer 2:1 know, but I am at my wit’s end now. We will all die of starvation one day, and . the British will be throwing food around. I wish all this would end soon.
Farmer 1:1 hope so to, brother. Come on. Let’s go and talk to that officer over there.
Ask one another questions about the pictures.
(a) Where is the fox?
The fox is in a well.
(b) How did it happen?
It fell into the well accidentally.
(c) What is the fox thinking?
The fox is thinking of ways of getting out of the well.
(d) Who is the visitor?
(f) What does she want to know?
She thinks that the fox went into the well to taste its sweet water. She wants to know from the fox if the water tastes sweet.
(g) What is the fox’s reply?
The fox replies in affirmative, claiming that the water is so sweet that he has taken too much, and might faint.
(h) What happens next?
The goat goes into the well to taste the sweet water.
(i) Where is the goat?
She is in the well.
(j) Where is the fox now?
The fox is on top of the goat.
(k) What is the goat thinking?
The goat is thinking that she should have been wary of a stranger’s advice.
ii. Write the story in your own words. Give it a title.
(Encourage students to write in their own words.)
Based on this news item given in the book, write a paragraph on what you think about this new method of teaching history.
Sample answer: In my opinion, this way of teaching history is interesting. I am sure that the teachers are able to catch the attention of the students easily through this method. The use of comic books to teach a subject that is very often considered “overwhelming” is a novel and fun concept. I wish this could be done with math as well. By having the group discussions in class, the teachers are able to teach the students how to present their opinions well. In this way, studies do not seem like a burden. This is a fun approach to learning, and I am all for it.
Find the chapters in your history book that correspond to the episodes and events described in this comic. Note how the information contained in a few chapters of history has been condensed to a few pages with the help ofpictures and ‘speech bubbles ’.
(Encourage the students to find the chapters in their history book that correspond to the episodes and events described in this comic.)
Create a comic of your own using this story.
Once the Sun and the Wind began to quarrel, each one saying that he was stronger than the other. At last they decided to test each other’s strength. A man with a cloak around his shoulders was passing by.
The Wind boasted, “Using my strength I can make that man take off the cloak.” The Sun agreed. The Wind blew hard. The man felt so cold that he clasped his cloak round his body as tightly as possible.
Now it was the turn of the Sun which shone very hot indeed. The man felt so hot that he at once removed the cloak from his body. Seeing the man taking off the cloak, the Wind conceded defeat.
(Encourage the students to create a comic of their own using the given story.)