SlideShare a Scribd company logo
CLASS 8 – HISTORY
CHAPTER 4
TRIBALS, DIKUS AND THE VISION OF A GOLDEN
AGE
CBSE BOARD
Overview
◦ The customs and rituals followed by
most tribes were very different
from those laid down by Brahmans.
◦ These societies were not
characterised by division of caste
societies.
◦ All those who belonged to the same
tribe thought of themselves as
sharing common ties of kinship.
◦ But, they did have social and
economic differences within tribes.
How Did Tribal Groups Live?
The tribal people of
India were involved
in a variety of
activities by the
nineteenth century.
Some were jhum cultivators
◦ Some tribal people practised
jhum cultivation, that is, shifting
cultivation.
◦ This cultivation is done on
small patches of land and the
planters cut down the treetops
to allow sunlight to reach the
ground, and burnt the
vegetation to clear it for
cultivation.
Some were jhum cultivators
◦ After the crop was ready and
harvested they were shifted to
another field.
◦ Shifting cultivators were found
in the hilly and forested tracts of
north-east and central India.
◦ These tribal people moved
freely within the forests and
that’s the reason they practised
shifting cultivation.
Some were hunters and gatherers
◦ Tribal groups in many regions
survived on hunting animals and
gathering forest produce.
◦ The Khonds were a community who
survived on collective hunts and divide
the meat amongst themselves.
◦ This community ate fruits and roots
and used oil extracted from the seeds
of the sal and mahua to cook food.
◦ Shrubs and herbs were used from
forests for medicinal purposes.
Some were hunters and gatherers
◦ These forest people exchanged goods with
the things they needed in return for their
valuable forest produce.
◦ When the forest produced shrank, tribal
people had to wander out in search of work
as labourers.
◦ Tribal groups were dependent on traders and
moneylenders because they often needed
money to buy and sell in order to be able to
get the goods that were not produced within
the locality.
◦ But, the interest charged on the loans was
very high.
Some herded animals
◦Herding and rearing was
also an occupation for
many tribal groups.
◦They were pastoralists who
moved with their herds of
cattle or sheep according to
the seasons.
Some took to settled cultivation
◦ Tribal groups, even
before the nineteenth
century, began settling
down.
◦ The land for the Mundas
of Chottanagpur belonged
to the clan as a whole.
Some took to settled cultivation
◦ All members of the clan were
regarded as descendants of
the original settlers, who had
first cleared the land.
◦ British officials saw settled
tribal groups as more civilised
than hunter-gatherers or
shifting cultivators.
How Did Colonial Rule Affect Tribal Lives?
During British rule, the lives of tribal people changed.
What happened to tribal chiefs?
◦ Before the British arrived,
the tribal chiefs were
important people.
◦ They enjoyed economic
power and had the right
to administer and control
their territories.
What happened to tribal chiefs?
◦But, their functions and
powers changed under
British rule.
◦They lost their administrative
powers and were forced to
follow laws made by British
officials in India.
What happened to the shifting cultivators?
◦ The British wanted tribal
groups to settle down as it
was easier to control and
administer settled peasants.
◦ The British introduced land
settlements to get regular
revenue sources for the state.
What happened to the shifting cultivators?
◦ Land settlement means the British
measured the land, defined the rights
of each individual to that land, and
fixed the revenue demand for the
state.
◦ The British effort to settle jhum
cultivators was not very successful.
◦ Facing widespread protests, the British
had to ultimately allow them the right to
carry on shifting cultivation in some
parts of the forest.
Forest laws and their impact
◦ Tribal lives were directly affected
by the changes in forest laws.
◦ Some forests were classified as
Reserved Forests as they
produced timber which the British
wanted.
◦ The British people stopped the
tribal people entering the forests
but they faced a problem of
getting laborers.
Forest laws and their impact
◦ So, the colonial officials came up with a
solution.
◦ The colonial officials decided to give jhum
cultivators small patches of land in the
forests and allow them to cultivate.
◦ In return, those who lived in the villages
had to provide labour to the Forest
Department.
◦ Many tribal groups disobeyed the new
rules, continued with practices that were
declared illegal, and at times rose in open
rebellion.
The problem with trade
◦ During the nineteenth century, traders and moneylenders
started coming into the forest more often.
◦ They wanted to buy forest products, offered cash loans,
and asked tribal groups to work for ages.
◦ In the eighteenth century, the demand for Indian silk was
high in European markets.
The problem with trade
◦ The silk market expanded so the East India Company
encouraged silk production.
◦ The Santhals of Hazaribagh reared cocoons and the traders
dealing in silk gave loans to the tribal people and collected
the cocoons.
◦ The middlemen made huge profits.
The search for work
◦ From the late nineteenth
century, tea plantations
started coming up and mining
became an important
industry.
◦ Tribals were recruited in large
numbers to work at the tea
plantations of Assam and the
coal mines of Jharkhand.
A Closer Look
Tribal groups from
different parts of the
country rebelled against
the changes in laws, the
restrictions on their
practices, the new taxes
they had to pay, and the
exploitation by traders
and moneylenders.
Birsa Munda
◦ Birsa was born in the mid-1870s and as an
adolescent, he heard tales of the Munda uprisings
of the past and saw the sirdars (leaders) of the
community urging the people to revolt.
◦ In the local missionary school, he heard that it was
possible for the Mundas to attain the Kingdom of
Heaven, and regain their lost rights.
◦ Birsa also spent some time in the company of a
prominent Vaishnav preacher.
◦ Birsa started a movement and it aimed at
reforming tribal society.
◦ He urged the Mundas to give up drinking liquor,
clean their village, and stop believing in witchcraft
and sorcery.
Birsa Munda
◦In 1895 Birsa urged his followers
to recover their glorious past.
◦He talked of a golden age in the
past – a satyug (the age of truth)
– when Mundas lived a good life,
constructed embankments,
tapped natural springs, planted
trees and orchards, practised
cultivation to earn their living.
◦ The political aim of the Birsa movement
was to drive out missionaries,
moneylenders, Hindu landlords, and the
government and set up a Munda Raj with
Birsa at its head.
◦ The movement was widespread so the
British officials decided to act.
◦ Birsa started touring the villages to gain
support using traditional symbols and
language to rouse people, urging them to
destroy “Ravana” (dikus and the
Europeans) and establish a kingdom under
his leadership.
Birsa Munda
Birsa Munda
◦ In 1900 Birsa died of cholera and the
movement faded out.
◦ But, the movement was significant in at
least two ways.
◦ First – it forced the colonial government
to introduce laws so that the land of the
Tribals could not be easily taken over by
dikus.
◦ Second – it showed once again that the
tribal people had the capacity to protest
against injustice and express their anger
against colonial rule.

More Related Content

What's hot

Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden AgeClass 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Pooja M
 
Class 8: Ch-3, Ruling the countryside
Class 8: Ch-3, Ruling the countrysideClass 8: Ch-3, Ruling the countryside
Class 8: Ch-3, Ruling the countryside
SachinS112
 
From Trade to Territory, History class 8 cbse
From Trade to Territory, History class 8 cbseFrom Trade to Territory, History class 8 cbse
From Trade to Territory, History class 8 cbse
A. ABDUL SHUMZ, Kendriya Vidyalaya Kanjikode
 
Tribals and dikus
Tribals and dikusTribals and dikus
Tribals and dikus
vaishnavmandru1
 
Class 8 Chapter 3 minerals and power resources geography slide show
Class 8 Chapter 3 minerals and power resources geography slide showClass 8 Chapter 3 minerals and power resources geography slide show
Class 8 Chapter 3 minerals and power resources geography slide show
alwayshelp
 
When people rebel 1857 and after
When people rebel   1857 and afterWhen people rebel   1857 and after
When people rebel 1857 and after
Deepansha Singh
 
Ppt for grade 8 History ch-3 Ruling the countryside
Ppt for grade 8 History ch-3 Ruling the countrysidePpt for grade 8 History ch-3 Ruling the countryside
Ppt for grade 8 History ch-3 Ruling the countryside
BabitaShrivastava3
 
Confronting Marginalisation
Confronting MarginalisationConfronting Marginalisation
Confronting Marginalisation
PavanKumar3775
 
When people rebel 1857 and
When people rebel 1857 andWhen people rebel 1857 and
When people rebel 1857 and
VaidehaPatle
 
Forest society and colonialism
Forest society and colonialismForest society and colonialism
Forest society and colonialism
Girish Arabbi
 
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
8th std Social Science-  Ch. 3 Why Do We Need A  Parliament?8th std Social Science-  Ch. 3 Why Do We Need A  Parliament?
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
Navya Rai
 
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPT
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPTAgriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPT
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPT
SugeethJayarajSA
 
Understanding Laws (VIII SST)
Understanding Laws (VIII SST)Understanding Laws (VIII SST)
Understanding Laws (VIII SST)
hpgorane
 
4 understanding laws
4 understanding laws4 understanding laws
4 understanding laws
Mahendra SST
 
Forest society and colonialism
Forest society and colonialismForest society and colonialism
Forest society and colonialism
MUTHUKUMAR R
 
When People Rebel [PPT]
When People Rebel [PPT]When People Rebel [PPT]
When People Rebel [PPT]
ArunodayKatiyar
 
CBSE class 9 Forest society and colonialism
CBSE class 9 Forest society and colonialismCBSE class 9 Forest society and colonialism
CBSE class 9 Forest society and colonialism
OverallGeneral
 
Forest society & Colonialism
Forest society & ColonialismForest society & Colonialism
Forest society & Colonialism
Vinod Kumar
 
Crafts and industries under British rule in India
Crafts and industries under British rule in IndiaCrafts and industries under British rule in India
Crafts and industries under British rule in India
Pankaj Saikia
 
When People Rebel PPT.pptx
When People Rebel PPT.pptxWhen People Rebel PPT.pptx
When People Rebel PPT.pptx
ArunodayKatiyarv2
 

What's hot (20)

Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden AgeClass 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
 
Class 8: Ch-3, Ruling the countryside
Class 8: Ch-3, Ruling the countrysideClass 8: Ch-3, Ruling the countryside
Class 8: Ch-3, Ruling the countryside
 
From Trade to Territory, History class 8 cbse
From Trade to Territory, History class 8 cbseFrom Trade to Territory, History class 8 cbse
From Trade to Territory, History class 8 cbse
 
Tribals and dikus
Tribals and dikusTribals and dikus
Tribals and dikus
 
Class 8 Chapter 3 minerals and power resources geography slide show
Class 8 Chapter 3 minerals and power resources geography slide showClass 8 Chapter 3 minerals and power resources geography slide show
Class 8 Chapter 3 minerals and power resources geography slide show
 
When people rebel 1857 and after
When people rebel   1857 and afterWhen people rebel   1857 and after
When people rebel 1857 and after
 
Ppt for grade 8 History ch-3 Ruling the countryside
Ppt for grade 8 History ch-3 Ruling the countrysidePpt for grade 8 History ch-3 Ruling the countryside
Ppt for grade 8 History ch-3 Ruling the countryside
 
Confronting Marginalisation
Confronting MarginalisationConfronting Marginalisation
Confronting Marginalisation
 
When people rebel 1857 and
When people rebel 1857 andWhen people rebel 1857 and
When people rebel 1857 and
 
Forest society and colonialism
Forest society and colonialismForest society and colonialism
Forest society and colonialism
 
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
8th std Social Science-  Ch. 3 Why Do We Need A  Parliament?8th std Social Science-  Ch. 3 Why Do We Need A  Parliament?
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
 
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPT
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPTAgriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPT
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPT
 
Understanding Laws (VIII SST)
Understanding Laws (VIII SST)Understanding Laws (VIII SST)
Understanding Laws (VIII SST)
 
4 understanding laws
4 understanding laws4 understanding laws
4 understanding laws
 
Forest society and colonialism
Forest society and colonialismForest society and colonialism
Forest society and colonialism
 
When People Rebel [PPT]
When People Rebel [PPT]When People Rebel [PPT]
When People Rebel [PPT]
 
CBSE class 9 Forest society and colonialism
CBSE class 9 Forest society and colonialismCBSE class 9 Forest society and colonialism
CBSE class 9 Forest society and colonialism
 
Forest society & Colonialism
Forest society & ColonialismForest society & Colonialism
Forest society & Colonialism
 
Crafts and industries under British rule in India
Crafts and industries under British rule in IndiaCrafts and industries under British rule in India
Crafts and industries under British rule in India
 
When People Rebel PPT.pptx
When People Rebel PPT.pptxWhen People Rebel PPT.pptx
When People Rebel PPT.pptx
 

Similar to ppt-sst.pdf

Tribals, Dikus and the Vision of Golden.pptx
Tribals, Dikus and the Vision of Golden.pptxTribals, Dikus and the Vision of Golden.pptx
Tribals, Dikus and the Vision of Golden.pptx
Hussain469826
 
Tribal life then and now
Tribal life then and nowTribal life then and now
Tribal life then and now
DavidPaul161
 
Tribal Movements.ppt
Tribal Movements.pptTribal Movements.ppt
Tribal Movements.ppt
kaleshiSibbu
 
Class 9
Class 9Class 9
Class 9
sachinbp1024
 
Impact of colonialism in india
Impact of colonialism in indiaImpact of colonialism in india
Impact of colonialism in india
vishnugud
 
Pastoralists in the modern world
Pastoralists in the modern worldPastoralists in the modern world
Pastoralists in the modern world
ramagarara111
 
Pastoralists in the modern world
Pastoralists in the modern worldPastoralists in the modern world
Pastoralists in the modern world
ramagarara111
 
9th..Forest, Society and Colonialism .pptx
9th..Forest, Society and Colonialism .pptx9th..Forest, Society and Colonialism .pptx
9th..Forest, Society and Colonialism .pptx
ssuser6cc48c
 
Tribal revolts in bihar (jharkhand)
Tribal revolts in bihar (jharkhand)Tribal revolts in bihar (jharkhand)
Tribal revolts in bihar (jharkhand)
Chanakya Kene
 
Forest Society And Colonialism.pptx
Forest Society And Colonialism.pptxForest Society And Colonialism.pptx
Forest Society And Colonialism.pptx
anshuman264054
 
Forest Society And Colonialism.pptx
Forest Society And Colonialism.pptxForest Society And Colonialism.pptx
Forest Society And Colonialism.pptx
anshuman264054
 
Economic Conditions During 6th Century BCE
Economic Conditions During 6th Century BCEEconomic Conditions During 6th Century BCE
Economic Conditions During 6th Century BCE
Virag Sontakke
 
colonial rule and pastoriallife
colonial rule and pastoriallife colonial rule and pastoriallife
colonial rule and pastoriallife
sushistyles
 
Ch. 13 notes section1
Ch. 13 notes section1Ch. 13 notes section1
Ch. 13 notes section1
sgiaco01
 
Pastoralism in modern world class 9th
Pastoralism in modern world class 9thPastoralism in modern world class 9th
Pastoralism in modern world class 9th
Raj Kumar Arya
 
Colonialism and the Countryside.pdf
Colonialism and the Countryside.pdfColonialism and the Countryside.pdf
Colonialism and the Countryside.pdf
RajeshRanjan622539
 
History Pastoralists in the Modern World.pptx
History Pastoralists in the Modern World.pptxHistory Pastoralists in the Modern World.pptx
History Pastoralists in the Modern World.pptx
VishakhaSankhala1
 
Colonialism and Tribal societies in India
Colonialism and Tribal societies in IndiaColonialism and Tribal societies in India
Colonialism and Tribal societies in India
Pankaj Saikia
 
92423401-Forest-Society-and-Colonialism.pptx
92423401-Forest-Society-and-Colonialism.pptx92423401-Forest-Society-and-Colonialism.pptx
92423401-Forest-Society-and-Colonialism.pptx
VivekChaudhary301481
 

Similar to ppt-sst.pdf (20)

Tribals, Dikus and the Vision of Golden.pptx
Tribals, Dikus and the Vision of Golden.pptxTribals, Dikus and the Vision of Golden.pptx
Tribals, Dikus and the Vision of Golden.pptx
 
Tribal life then and now
Tribal life then and nowTribal life then and now
Tribal life then and now
 
Tribal Movements.ppt
Tribal Movements.pptTribal Movements.ppt
Tribal Movements.ppt
 
Class 9
Class 9Class 9
Class 9
 
Impact of colonialism in india
Impact of colonialism in indiaImpact of colonialism in india
Impact of colonialism in india
 
Pastoralists in the modern world
Pastoralists in the modern worldPastoralists in the modern world
Pastoralists in the modern world
 
Pastoralists in the modern world
Pastoralists in the modern worldPastoralists in the modern world
Pastoralists in the modern world
 
9th..Forest, Society and Colonialism .pptx
9th..Forest, Society and Colonialism .pptx9th..Forest, Society and Colonialism .pptx
9th..Forest, Society and Colonialism .pptx
 
Tribal revolts in bihar (jharkhand)
Tribal revolts in bihar (jharkhand)Tribal revolts in bihar (jharkhand)
Tribal revolts in bihar (jharkhand)
 
Forest Society And Colonialism.pptx
Forest Society And Colonialism.pptxForest Society And Colonialism.pptx
Forest Society And Colonialism.pptx
 
Forest Society And Colonialism.pptx
Forest Society And Colonialism.pptxForest Society And Colonialism.pptx
Forest Society And Colonialism.pptx
 
Economic Conditions During 6th Century BCE
Economic Conditions During 6th Century BCEEconomic Conditions During 6th Century BCE
Economic Conditions During 6th Century BCE
 
colonial rule and pastoriallife
colonial rule and pastoriallife colonial rule and pastoriallife
colonial rule and pastoriallife
 
Ch. 13 notes section1
Ch. 13 notes section1Ch. 13 notes section1
Ch. 13 notes section1
 
Pastoralism in modern world class 9th
Pastoralism in modern world class 9thPastoralism in modern world class 9th
Pastoralism in modern world class 9th
 
Colonialism and the Countryside.pdf
Colonialism and the Countryside.pdfColonialism and the Countryside.pdf
Colonialism and the Countryside.pdf
 
9th history
9th history9th history
9th history
 
History Pastoralists in the Modern World.pptx
History Pastoralists in the Modern World.pptxHistory Pastoralists in the Modern World.pptx
History Pastoralists in the Modern World.pptx
 
Colonialism and Tribal societies in India
Colonialism and Tribal societies in IndiaColonialism and Tribal societies in India
Colonialism and Tribal societies in India
 
92423401-Forest-Society-and-Colonialism.pptx
92423401-Forest-Society-and-Colonialism.pptx92423401-Forest-Society-and-Colonialism.pptx
92423401-Forest-Society-and-Colonialism.pptx
 

Recently uploaded

Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
Atul Kumar Singh
 
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with MechanismOverview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
DeeptiGupta154
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
DhatriParmar
 
Model Attribute Check Company Auto Property
Model Attribute  Check Company Auto PropertyModel Attribute  Check Company Auto Property
Model Attribute Check Company Auto Property
Celine George
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
heathfieldcps1
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
TechSoup
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
vaibhavrinwa19
 
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
MysoreMuleSoftMeetup
 
The approach at University of Liverpool.pptx
The approach at University of Liverpool.pptxThe approach at University of Liverpool.pptx
The approach at University of Liverpool.pptx
Jisc
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
EduSkills OECD
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BhavyaRajput3
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
Peter Windle
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Vivekanand Anglo Vedic Academy
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Levi Shapiro
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
EverAndrsGuerraGuerr
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
SACHIN R KONDAGURI
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
kaushalkr1407
 
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Sandy Millin
 
Honest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptxHonest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptx
timhan337
 
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Nguyen Thanh Tu Collection
 

Recently uploaded (20)

Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
 
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with MechanismOverview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
 
Model Attribute Check Company Auto Property
Model Attribute  Check Company Auto PropertyModel Attribute  Check Company Auto Property
Model Attribute Check Company Auto Property
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
 
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
 
The approach at University of Liverpool.pptx
The approach at University of Liverpool.pptxThe approach at University of Liverpool.pptx
The approach at University of Liverpool.pptx
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
 
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
 
Honest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptxHonest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
 

ppt-sst.pdf

  • 1. CLASS 8 – HISTORY CHAPTER 4 TRIBALS, DIKUS AND THE VISION OF A GOLDEN AGE CBSE BOARD
  • 2. Overview ◦ The customs and rituals followed by most tribes were very different from those laid down by Brahmans. ◦ These societies were not characterised by division of caste societies. ◦ All those who belonged to the same tribe thought of themselves as sharing common ties of kinship. ◦ But, they did have social and economic differences within tribes.
  • 3. How Did Tribal Groups Live? The tribal people of India were involved in a variety of activities by the nineteenth century.
  • 4. Some were jhum cultivators ◦ Some tribal people practised jhum cultivation, that is, shifting cultivation. ◦ This cultivation is done on small patches of land and the planters cut down the treetops to allow sunlight to reach the ground, and burnt the vegetation to clear it for cultivation.
  • 5. Some were jhum cultivators ◦ After the crop was ready and harvested they were shifted to another field. ◦ Shifting cultivators were found in the hilly and forested tracts of north-east and central India. ◦ These tribal people moved freely within the forests and that’s the reason they practised shifting cultivation.
  • 6. Some were hunters and gatherers ◦ Tribal groups in many regions survived on hunting animals and gathering forest produce. ◦ The Khonds were a community who survived on collective hunts and divide the meat amongst themselves. ◦ This community ate fruits and roots and used oil extracted from the seeds of the sal and mahua to cook food. ◦ Shrubs and herbs were used from forests for medicinal purposes.
  • 7. Some were hunters and gatherers ◦ These forest people exchanged goods with the things they needed in return for their valuable forest produce. ◦ When the forest produced shrank, tribal people had to wander out in search of work as labourers. ◦ Tribal groups were dependent on traders and moneylenders because they often needed money to buy and sell in order to be able to get the goods that were not produced within the locality. ◦ But, the interest charged on the loans was very high.
  • 8. Some herded animals ◦Herding and rearing was also an occupation for many tribal groups. ◦They were pastoralists who moved with their herds of cattle or sheep according to the seasons.
  • 9. Some took to settled cultivation ◦ Tribal groups, even before the nineteenth century, began settling down. ◦ The land for the Mundas of Chottanagpur belonged to the clan as a whole.
  • 10. Some took to settled cultivation ◦ All members of the clan were regarded as descendants of the original settlers, who had first cleared the land. ◦ British officials saw settled tribal groups as more civilised than hunter-gatherers or shifting cultivators.
  • 11. How Did Colonial Rule Affect Tribal Lives? During British rule, the lives of tribal people changed.
  • 12. What happened to tribal chiefs? ◦ Before the British arrived, the tribal chiefs were important people. ◦ They enjoyed economic power and had the right to administer and control their territories.
  • 13. What happened to tribal chiefs? ◦But, their functions and powers changed under British rule. ◦They lost their administrative powers and were forced to follow laws made by British officials in India.
  • 14. What happened to the shifting cultivators? ◦ The British wanted tribal groups to settle down as it was easier to control and administer settled peasants. ◦ The British introduced land settlements to get regular revenue sources for the state.
  • 15. What happened to the shifting cultivators? ◦ Land settlement means the British measured the land, defined the rights of each individual to that land, and fixed the revenue demand for the state. ◦ The British effort to settle jhum cultivators was not very successful. ◦ Facing widespread protests, the British had to ultimately allow them the right to carry on shifting cultivation in some parts of the forest.
  • 16. Forest laws and their impact ◦ Tribal lives were directly affected by the changes in forest laws. ◦ Some forests were classified as Reserved Forests as they produced timber which the British wanted. ◦ The British people stopped the tribal people entering the forests but they faced a problem of getting laborers.
  • 17. Forest laws and their impact ◦ So, the colonial officials came up with a solution. ◦ The colonial officials decided to give jhum cultivators small patches of land in the forests and allow them to cultivate. ◦ In return, those who lived in the villages had to provide labour to the Forest Department. ◦ Many tribal groups disobeyed the new rules, continued with practices that were declared illegal, and at times rose in open rebellion.
  • 18. The problem with trade ◦ During the nineteenth century, traders and moneylenders started coming into the forest more often. ◦ They wanted to buy forest products, offered cash loans, and asked tribal groups to work for ages. ◦ In the eighteenth century, the demand for Indian silk was high in European markets.
  • 19. The problem with trade ◦ The silk market expanded so the East India Company encouraged silk production. ◦ The Santhals of Hazaribagh reared cocoons and the traders dealing in silk gave loans to the tribal people and collected the cocoons. ◦ The middlemen made huge profits.
  • 20. The search for work ◦ From the late nineteenth century, tea plantations started coming up and mining became an important industry. ◦ Tribals were recruited in large numbers to work at the tea plantations of Assam and the coal mines of Jharkhand.
  • 21. A Closer Look Tribal groups from different parts of the country rebelled against the changes in laws, the restrictions on their practices, the new taxes they had to pay, and the exploitation by traders and moneylenders.
  • 22. Birsa Munda ◦ Birsa was born in the mid-1870s and as an adolescent, he heard tales of the Munda uprisings of the past and saw the sirdars (leaders) of the community urging the people to revolt. ◦ In the local missionary school, he heard that it was possible for the Mundas to attain the Kingdom of Heaven, and regain their lost rights. ◦ Birsa also spent some time in the company of a prominent Vaishnav preacher. ◦ Birsa started a movement and it aimed at reforming tribal society. ◦ He urged the Mundas to give up drinking liquor, clean their village, and stop believing in witchcraft and sorcery.
  • 23. Birsa Munda ◦In 1895 Birsa urged his followers to recover their glorious past. ◦He talked of a golden age in the past – a satyug (the age of truth) – when Mundas lived a good life, constructed embankments, tapped natural springs, planted trees and orchards, practised cultivation to earn their living.
  • 24. ◦ The political aim of the Birsa movement was to drive out missionaries, moneylenders, Hindu landlords, and the government and set up a Munda Raj with Birsa at its head. ◦ The movement was widespread so the British officials decided to act. ◦ Birsa started touring the villages to gain support using traditional symbols and language to rouse people, urging them to destroy “Ravana” (dikus and the Europeans) and establish a kingdom under his leadership. Birsa Munda
  • 25. Birsa Munda ◦ In 1900 Birsa died of cholera and the movement faded out. ◦ But, the movement was significant in at least two ways. ◦ First – it forced the colonial government to introduce laws so that the land of the Tribals could not be easily taken over by dikus. ◦ Second – it showed once again that the tribal people had the capacity to protest against injustice and express their anger against colonial rule.