Important Questions for CBSE Class 8 Social Science Our Past 3 Chapter 4 - Tribals, Dikus and the Vision of a Golden Age

Very Short Answer Questions: (1 Marks)

1. Fill in the Blanks: 

(i) The British used to call the tribal people as ______. 

(ii) _____method is used to show seeds in Jhum cultivation. 

(iii) The chiefs of tribal people got the ____ title under British rule in central India. 

(iv) Tribals used to work in the ______ of Assam. 

Ans:

(i) Wild and savage 

(ii) Scattering 

(iii) Land 

(iv) Tea plantation 

2. State true and false.

(i) The lands were ploughed by the Jhum cultivators and then showed seeds. 

(ii) Jhum cultivation is also called slash and burn agriculture.

(iii) Cocoons were bought from the Santhals then sold to traders. 

(iv) The British termed India tribals as safe and wild people. 

Ans: 

(i) False 

(ii) True 

(iii) True 

(iv) True

3. Match the Following:

Ans:

(i) Jharkhand 

(ii) Vishnu 

(iii) Shepherds 

(iv) Colour clothes and leather

4. Choose the Correct Option:

(i) These tribal people were more civilised than hunter gatherers according to the British. 

(a) Gortd 

(b) Khonds 

(c) Santhals 

(d) Both a and c 

(ii) Vaishnav preachers were the worshippers of 

(a) Shiva 

(b) Durga 

(c) Krishna 

(d) Vishnu 

Ans: 

(i) (d) both a and c 

(ii) (d) Vishnu

5. Define the Following 

(i) Fallow 

(ii) Mahua

Ans: 

(i) A field that has been left uncultivated in order for the soil to restore its fertility.

(ii) A flower that can be consumed and is used to create alcohol.

Short Answer Questions: (2 Marks)

6. How did tribal people medicate? 

Ans: The tribal people used forest bushes for healing and sold forest produce in local markets.

7. Who were the Dikus? 

Ans: Outsiders such as missionaries, moneylenders, the government, and Hindu landlords were referred to as dikus.

8. Who was Rani Gaidinliu? 

Ans: Rani Gaidinliu was a Rongmei Naga independence fighter who, at the age of thirteen, joined the Heraka struggle against British control in India.

9. What was the main activity of Konds and what was their main source of food? 

Ans: The Konds' major source of income was hunting. Meat was their primary source of nutrition. To eat, they used to divide the hunt amongst themselves.

10. How did the powers of tribal chiefs change? 

Ans: The powers of tribal leaders evolved considerably during colonial control. They came to popularity and gained economic and administrative authority in their own areas.

Short Answer Questions: (3 Marks)

11. Why were the tribals angry with Dikus? 

Ans: Outsiders such as missionaries, moneylenders, the government, and Hindu landlords were referred to as dikus. The tribals were enraged by the dikus because they saw them as the source of all their ills. The dikus, according to the tribals, were responsible for the disintegration of their traditional land system and were occupying their territory against their preferences.

12. Short the activities of the Konds who were living in the forests of Orissa. 

Ans: The Konds' major source of income was hunting. Meat was their primary source of nutrition. To eat, they used to divide the hunt amongst themselves. They cooked with the oil derived from the seeds of Mahua and sal. They also ate fruits that they had picked from the jungle. They used to sell forest produce in local markets and used to use forest shrubs as medication.

13. What was the process of exploitation used by the traders on the tribal people? 

Ans: The tribals used to trade in local markets in order to obtain products that could not be found in the forest. When they ran out of money, they had to rely on moneylenders and traders to buy stuff. These dealers used to charge them exorbitant rates for their wares. The interest rate used by moneylenders to make loans to tribals was greater than typical.

14. What opinion did the British give for the settled people in comparison to the people who used to roam? 

Ans: For the British, permanent people were more civilised than individuals who moved from place to place for a living. In the view of the British, Gonds and Santhals were among those sophisticated people. The British, who saw the tribals as wild and savage people, decided that they, too, should be settled.

15. Write down the settlement introduced by the British. 

Ans: The British implemented land settlements to cover the income disputes. They described the following methods to accomplish this.

1. Estimate the land and describe each individual's rights. Then adjust the revenue demand accordingly.

2. There were some landowners as well as tenants. Tenants were required to pay rent to landowners, who in turn remitted the earnings to the state.

Long Answer Questions: (5 Marks)

16. What were the major problems with the shifting cultivation in British rule? 

Ans: The shifting cultivators' way of life was linked to the forest. As a result, the modifications brought about by the British in terms of forest rules had a significant impact on the lives of cultivators. The British maintained authority over all woods and imposed the norm that forests were state property. Some of these forests have been designated as Reserved Forests. The government restricted people's movement in the woodlands. As a result, many Jhum growers were forced to relocate to other locations to earn a living.

17. Write a short story of the 12th century revolutionaries. 

Ans: Rani Gaidinliu was a Rongmei Naga independence fighter who, at the age of thirteen, joined the Heraka struggle against British control in India. She intended to drive the British out of Manipur and Nagaland. Her people adored and respected her because they saw her as an embodiment of the Goddess. At the age of sixteen, she was arrested by the British. She was eventually released after India gained independence and was awarded the Padma Bhushan by the Government of India. She worked tirelessly to bring the Naga tribes back to life and was awarded the Vivekananda Seva Award in 1983. 

18. Why did Birsa's vision appeal to people a lot?

Ans: Birsa saw the golden age, which he termed the age of truth. He believed that it was vital for them to abandon the practice of consuming liquor, clean their villages, and abandon their belief in black magic and witchcraft. He underlined that earlier tribal people who had a decent existence-maintained the environment by building embankments and tapping natural springs. They also developed orchards and practiced agriculture to supplement their income. They did not participate in the murders of their friends and relatives.

19. Discuss the process of replacing tribal chiefs in the colonial era. 

Ans: The powers of tribal leaders evolved considerably during colonial control. They rose to prominence as influential individuals with economic and administrative clout in their own areas.

(i) They were granted the right to hold land titles in multiple villages and to rent out their property.

(ii) They were enslaved in order to pay tribute to the British and discipline the tribes. 

(iii) They had lost their power among their people and were unable to carry out their traditional tasks.

20. Describe the life of Gonds briefly.

Ans: The Gonds of Madhya Pradesh are the tribal group I've chosen. Between the sixteenth and mid-eighteenth century, they governed four kingdoms in central India. They were of Dravidian origin and spoke Tamil and Kannada. They could also communicate in Hindi, Marathi, and Telugu. They are associated with agriculture and hold snake and cattle festivals. They were not well trained, but they have grown over the previous fifty years. They have gotten more regular to school as the number of individuals educated has increased. They also dress in jewelry and have tattoos on their body. They have also emerged as well-educated and with a higher social rank.

Advantages Of Important Questions for CBSE Class 8 Social Science Our Past 3 Chapter 4 - Tribals, Dikus and the Vision of a Golden Age

The benefits of having a set of important questions for CBSE Class 8 Social Science Our Past 3 Chapter 4, "Tribals, Dikus and the Vision of a Golden Age," are multifaceted. Firstly, these questions serve as valuable study aids, offering a structured approach to learning by highlighting key concepts and critical aspects of the chapter. They guide students towards a deeper understanding of the intricate relationship between tribal communities and modernization in India's history. Secondly, important questions enhance critical thinking and analytical skills as students engage with thought-provoking inquiries. Additionally, they play a pivotal role in exam preparation, enabling students to prioritize their study efforts and self-assess their readiness for assessments. In essence, important questions enrich the learning experience, making the subject matter more accessible and encouraging students to appreciate and respect the diversity of India's tribal heritage.

CBSE Class 8 Social Science Our Past 3 Chapter 4 - Tribals, Dikus and the Vision of a Golden Age - Extra Practice Questions 

CBSE Class 8 students can take up these extra questions of Chapter 4 - Tribals, Dikus and the Vision of a Golden Age for self-practice. These questions will help the students to analyse their preparation level for their upcoming CBSE Class 8 exams and accordingly, you can have a self-check on your Social Science Study. 

Solve the Following Questions:

1. Who had a vision of the Golden Age?

2. Why had the tribals revolted against the dikus?

3. What were the problems faced by the shifting cultivators under British Rule?

4. In what name did the British recognise the tribal people?

5. Name the method of sowing seeds in Jhum cultivation.

We have included all the important questions of Chapter 4 Tribals, Dikus, and the Vision of a Golden Age. With the help of this study material, CBSE students of Class 8 can know all the important questions and topic coverage from this chapter. 

Also, download the free PDF and enjoy offline learning as well. 

Conclusion 

The set of important questions for CBSE Class 8 Social Science Our Past 3 Chapter 4, "Tribals, Dikus and the Vision of a Golden Age," is a crucial educational resource. These questions provide students with a structured approach to understanding the complexities of tribal life and their interactions with the modern world in India's history. By engaging with these questions, students delve deeper into the chapter's themes, fostering a more comprehensive understanding. Furthermore, they serve as effective tools for exam preparation, guiding students toward the most critical topics and enabling self-assessment. Ultimately, these important questions enhance the learning experience, encouraging students to appreciate the significance of preserving and respecting India's diverse tribal heritage.

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