Hey I am arjun ,my new powerpoint that you see ‘RULING THE COUNTRY SIDE’ is the detailed notes of the chapter 3 8 history . It consists of the notes of chapter , pictures related to the chapter .l hope you all will like my presentation.
The lesson is based on CBSE HISTORY CLASS - 8, Ln - 2 - Trade to territory.It clearly explains the details of how gradually India went into the hands of British.
This is an in depth description of the chapter 2 class 8 history and all the important points are covered in the ppt for the students for the reference purpose
The lesson is based on CBSE HISTORY CLASS - 8, Ln - 2 - Trade to territory.It clearly explains the details of how gradually India went into the hands of British.
This is an in depth description of the chapter 2 class 8 history and all the important points are covered in the ppt for the students for the reference purpose
The making of national movement 1870s-1947s ARJUNPRATHEEP
Within about a hundred years, the British took control of almost every aspect of life in India. Many Indians began to feel that the British control had to end to make India the country for Indians.After 1850, many political associations were formed. Most of them were formed in the 1870s and 1880s. Most of these associations were led by English-educated professionals. Some of the important ones were; the Poona Sarvajanik Sabha, the Indian Association, the Madras Mahajan Sabha, the Bombay Presidency Association.
Prepared By
IT CLUB, Sainik School Amaravathinagar
Post: Amaravathinagar
Dist: Tiruppur, Tamilnadu
Club I/c
Praveen M Jigajinni
DCSc & Engg,PGDCA,ADCA,MCA,MSc(IT),MTech(IT), M.Phil (Comp Sci)
For Any Queries Please feel free to contact:
Email Id : praveenkumarjigajinni@gmail.com
Cell No: 9431453730
this ppt will help you to understand the concept of marginalization . The pictures, comic strip, questions etc. will help you to learn more efficiently.
Prepared By
IT CLUB, Sainik School Amaravathinagar
Post: Amaravathinagar
Dist: Tiruppur, Tamilnadu
Club I/c
Praveen M Jigajinni
DCSc & Engg,PGDCA,ADCA,MCA,MSc(IT),MTech(IT), M.Phil (Comp Sci)
For Any Queries Please feel free to contact:
Email Id : praveenkumarjigajinni@gmail.com
Cell No: 9431453730
Civilising the Native and Educating the Nation for class VIII of NCERT/CBSEDevesh Saini
See, here is something for the students of CBSE/NCERT of class VIII. Hope you will like the History of "Civilising the Native and Educating the Nation".
The making of national movement 1870s-1947s ARJUNPRATHEEP
Within about a hundred years, the British took control of almost every aspect of life in India. Many Indians began to feel that the British control had to end to make India the country for Indians.After 1850, many political associations were formed. Most of them were formed in the 1870s and 1880s. Most of these associations were led by English-educated professionals. Some of the important ones were; the Poona Sarvajanik Sabha, the Indian Association, the Madras Mahajan Sabha, the Bombay Presidency Association.
Prepared By
IT CLUB, Sainik School Amaravathinagar
Post: Amaravathinagar
Dist: Tiruppur, Tamilnadu
Club I/c
Praveen M Jigajinni
DCSc & Engg,PGDCA,ADCA,MCA,MSc(IT),MTech(IT), M.Phil (Comp Sci)
For Any Queries Please feel free to contact:
Email Id : praveenkumarjigajinni@gmail.com
Cell No: 9431453730
this ppt will help you to understand the concept of marginalization . The pictures, comic strip, questions etc. will help you to learn more efficiently.
Prepared By
IT CLUB, Sainik School Amaravathinagar
Post: Amaravathinagar
Dist: Tiruppur, Tamilnadu
Club I/c
Praveen M Jigajinni
DCSc & Engg,PGDCA,ADCA,MCA,MSc(IT),MTech(IT), M.Phil (Comp Sci)
For Any Queries Please feel free to contact:
Email Id : praveenkumarjigajinni@gmail.com
Cell No: 9431453730
Civilising the Native and Educating the Nation for class VIII of NCERT/CBSEDevesh Saini
See, here is something for the students of CBSE/NCERT of class VIII. Hope you will like the History of "Civilising the Native and Educating the Nation".
Understanding indian criminal justice system for class 8 kendriya vidyalya, n...chiranjith prabhu
understanding our criminal justice system for class 8 for kendriya vidyalaya gives an overview about the lesson. definition of judge, FIR, cognizable offence, defence lawyer, public prosecutor etc. Article 22 and article 21 are clearly explained. Duties of police are also mentioned.
The British Raj was the rule by the British Crown in the Indian subcontinent between 1858 and 1947.The rule is also called Crown rule in India,or direct rule in India.The region under British control was commonly called India in contemporaneous usage, and included areas directly administered by the United Kingdom, which were collectively called British India, and those ruled by indigenous rulers, but under British tutelage or paramountcy, and called the princely states. The resulting political union was also called the Indian Empire and after 1876 issued passports under that name.As India, it was a founding member of the League of Nations, a participating nation in the Summer Olympics in 1900, 1920, 1928, 1932, and 1936, and a founding member of the United Nations in San Francisco in 1945.
This system of governance was instituted on 28 June 1858, when, after the Indian Rebellion of 1857, the rule of the British East India Company was transferred to the Crown in the person of Queen Victoria(who, in 1876, was proclaimed Empress of India). As a state, the British Empire in India functioned as if it saw itself as the guardian of a system of connected markets maintained by means of military power, business legislation and monetary management.It lasted until 1947, when the British Indian Empire was partitioned into two sovereign dominion states: the Dominion of India (later the Republic of India) and the Dominion of Pakistan (later the Islamic Republic of Pakistan, the eastern part of which, still later, became the People's Republic of Bangladesh). At the inception of the Raj in 1858, Lower Burma was already a part of British India; Upper Burma was added in 1886, and the resulting union, Burma, was administered as an autonomous province until 1937, when it became a separate British colony, gaining its own independence in 1948.
8th std Social Science History Chapter 3- Ruling the CountrysideNavya Rai
8th std Social Science History Chapter 3- Ruling the Countryside
The East India Company became the Diwan of Bengal, on 12 August 1765.
As Diwan, the Company became the chief financial administrator of the territory under its control.
The Company needed to administer the land and organise its revenue resources. It needed to be done in a way that could yield enough revenue to meet the growing expenses of the company.
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 8 CHAPTER permanent settlement ryotwari and mahalwari system holt mackenzi charles cornwalis indigo and blue rebellion
Hai viewers, please benefit from these SS-Indian history resources made as part of ICT learning in World class functioning JNVs -the centres of excellence of its kind.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Grant of Diwani and Financial
Powers
The East India Company was made the
Diwan of Bengal on 12 August 1765; by then
Mughal Emperor Shah Alam II. Thus, the
Company became of the chief financial
administrator of the territory of Bengal.
The Company officials understood one
important aspect of expanding their base in
India. They understood the importance of
those who had ruled the countryside in the
past, and had enjoyed authority and prestige.
The Company wanted to be careful not to
annoy those people.
4. Growth of Revenue: Initially, the Company
was just interested in collecting revenue so
that its trade and other expenses could be
financed. But the Company was not
interested in setting up any regular system of
assessment and collection. The revenue was
enough to double the purchase by Company
within five years.
Growth of Problems for Common People: But
the Bengal economy was facing a deep
crisis. Artisans were being forced to sell their
goods to the Company at low prices and
hence most of them were deserting their
villages. Peasants were not able to pay the
dues. Production by artisans declined and
farm production also declined. In 1770, a
terrible famine hit Bengal. It killed 10 million
people.
6. Robert clive
Robert Clive, 1st Baron
Clive also known as Clive of
India, Commander-in-Chief of
British India, was
a British officer and soldier of
fortune who established the
military and political
supremacy of the East India
Company in
Together with Warren
Hastings he was one of the
key early figures in the creation
of British India. He also sat for
two boroughs as
a Tory Member of
Parliament in Great Britain.
Modern historians have
criticised him for atrocities and
pillaging of treasures which
occurred
in Bengal and India due to high
taxation he instituted and for
7. Permanent Settlement
The Company had to take some steps to
improve agriculture by improving investment
in land. The Permanent Settlement was
introduced in 1793. According to this, the
rajas and taluqdars were recognized as
zamindars and were given the responsibility
of revenue collection from the peasants. The
amount to be paid was fixed permanently and
hence the name Permanent Settlement. The
Company officials felt that it would ensure a
regular flow of revenue. They also felt that
this would motivate the zamindars to invest in
improving the land. The zamindars would
benefit from increased production because
the revenue demand would not be increased.
8. The Problem of Permanent
Settlement
The revenue was fixed at such a high
level that the zamindars found it difficult
to pay. A zamindar who failed to pay the
revenue lost his zamindari. Hence,
zamindars were not investing in the
improvement of land.
But the situation changed by the first
decade of the nineteenth century. There
was price rise and expansion in
cultivation. The income of the zamindars
increased but it did not result in any gain
for the Company because of fixed
9. The zamindars preferred to earn as
much profit as they could and seldom
bothered about investing in land. They
were just happy to lease out the land to
tenants.
The system was extremely oppressive
for the cultivator. He had to pay a high
rent to the zamindar but there was no
security of his right on the land. Cultivator
often had to take loan from the
moneylender, to pay rent. Failure of
payment of the rental meant eviction for
the cultivator from the land.
10.
11. Mahalwari Settlement
◦ By the early nineteenth century, the Company officials
were planning to change the revenue system. A new
system was devised Holt Mackenzie. Mackenzie was
convinced about the importance of village in the north
Indian society. He wanted to preserve this important
social institution. He sent collectors to different
villages to take a survey. Data regarding land size
and type and customs and rights of different groups
were collected. The revenue estimation was done for
each village.
The village was known as mahal and hence
this system was known as Mahalwari System. It
was also decided to revise the revenue demand
periodically. The village headman was given the
responsibility of revenue collection.
12. The Munro System
This system was also known as the ryotwari
system. It was first tried on a small scale by
Captain Alexander Read. He tried it in some
of those areas which were taken over after
the defeat of Tipu Sultan. This system was
subsequently developed by Thomas Munro.
This system was gradually implemented all
over south India.
There were no traditional zamindars in the
south. Hence, the settlement had to be
directly made with the cultivators (ryot). The
ryots had been tilling the land for generations.
Their fields were carefully surveyed to make
the revenue assessment.
13. Thomas Munro, Governor of
Madras (1819 -26)
Sir Thomas Munro, 1st
Baronet KCB (27 May
1761 – 6 July 1827) was a
Scottish soldier and
colonial administrator. He
was an East India
Company Army officer and
statesman.
He served with his
regiment during the hard-
fought war against Haidar
Ali (1780–1783), serving
under his older and distant
relation Major Sir Hector
Munro, 8th of Novar.
14. Problems of Excessive Revenue
Demand
The revenue officials wanted to
increase the income from land. Hence,
they fixed very high revenue demand.
Peasants were not able to pay the
revenue. The ryots fled the
countryside and villages became
deserted in many regions.
15. Crops for Europe
By the late eighteenth century, the
Company was also trying to expand
the cultivation of opium and indigo.
In the subsequent 150 years, the
British also persuaded or forced the
cultivators to produce other crops; like
jute, tea, sugarcane, cotton, wheat
and rice; to be supplied to Europe.
17. High Demand of Indigo
The tropical climate is good for indigo plantation.
By the thirteenth century, Indian indigo was being
used in Italy, France and Britain. But the price of
indigo was very high and hence a small amount
of Indian indigo could reach the European
market.
Woad is another plant which is used for making
violet and blue dyes. Wood is a plant of
temperate zones and hence was easily available
in Europe. Woad was grown in northern Italy,
southern France and in parts of Germany and
Britain. The woad producers in Europe were
worried by the competition from indigo and hence
pressurized their governments to ban the import
of indigo.
18. But indigo was preferred by the cloth dyers. While
indigo produced a rich blue colour, woad produced
pale and dull blue. By the seventeenth century,
European cloth producers pressurized their
governments to relax the ban on indigo import.
Indigo cultivation was started by the French in St
Dominique in the Caribbean islands. Similarly, the
Portuguese began indigo cultivation in Brazil, the
British in Jamaica and the Spanish in Venezuela.
Indigo plantations were also started in many parts of
North America.
By the end of the eighteenth century,
industrialization began in Britain and cotton
production expanded manifold. This created an
enormous demand for cloth dyes. The existing
supplies of indigo from the West Indies and America
collapsed due to various reasons. The indigo
production in the world fell by half between 1783 and
1789. This meant that there was increasing demand
for Indian indigo.
20. India: A Major Source of Indigo
The Company looked for ways to expand the area
under indigo cultivation in India. From the last
decades of the eighteenth century, indigo
cultivation in Bengal rapidly expanded. Only about
30% of indigo imported to Britain in 1788 was from
India. This figure went up to 95% by 1810.
Commercial agents and officials of the Company
began investing in indigo production to increase
their profit. Many Company officials even left their
jobs to look after their indigo business. Many
people from Scotland and England came to India
and became planters; to grab the opportunity. The
Company and banks were giving loans for indigo
cultivation at that time.
22. SYSTEMS OF INDIGO
CULTIVATION
Nij Cultivation
In this system, the planter produced
indigo on those lands which were
under his direct control. The planter
either bought the land or rented it from
other zamindars. He directly employed
labourers to produce indigo.
23. The problem with nij
cultivation
Indigo could only be cultivated on fertile lands.
But these areas were densely populated and
hence, only small plots could be acquired. This
made it difficult to expand the area under nij
cultivation.
They attempted to lease in the land around the
indigo factory. While doing so, they evicted the
peasants from the area. Peasants’ eviction
always created conflict and tension.
A large plantation required a large number of
workers. Work at indigo plantation coincided with
the time when peasants were busy with rice
cultivation. Hence, mobilizing the labour for
indigo cultivation was a difficult task.
24. Ryoti System
Under the ryoti system, indigo cultivation was
done by the ryots. The planters made the
ryots to sign a contract or an agreement
(satta). Sometimes, they pressurized the
village headmen to sign the contract on
behalf of the ryots. After signing the contract,
the ryots got cash advances from the
planters. But after taking the loan, the ryot
was committed to grow indigo on at least
25% of his land holding. Seeds and drills
were provided by the planter. The cultivators
prepared the soil, sowed the seed and looked
after the crop.
But the planters bought indigo at low prices
and hence the ryots were always in debt trap.
26. Blue Rebellion
Thousands of ryots in Bengal refused to grow indigo in
March 1859. The ryots refused to pay rents to the
planters. They attacked indigo factories. They used to
be armed with swords and spears, bows and arrows.
Women also fought with pots, panda and kitchen
implements. Those who worked for the planters were
socially boycotted. The gomasthas were beaten up
when they came to collect rent. The gomasthas were
the agents of indigo planters.
In many villages, headmen mobilized the indigo
peasants against the lathiyals. The headmen were
angry because they had been forced to sign indigo
contract. Some zamindars were angry with the
increasing power of the planters and at being forced to
give them land on long leases. So, some zamindars
also supported the villagers in their revolt against the
indigo planters.
27. After the Revolt of 1857, the British government
was worried about the possibility of another popular
rebellion. When the news of indigo revolt spread,
the Lieutenant Governor toured the region in the
winter of 1859. This was seen as a sign of
sympathy by the ryots. They began to believe that
the British government would support them in their
struggle.
When the rebellion spread, intellectuals from
Calcutta rushed to the indigo districts. They began
writing about the misery of the ryots and the horrors
of the indigo system.
The government called in the military to protect the
planters. The Indigo Commission was set up to
enquire into the system of indigo production. The
Commission held the planters guilty. It asked the
ryots to fulfill their existing obligations and then they
were free to cultivate whatever they wished.
29. After the Revolt
The indigo production collapsed in Bengal,
after the revolt. The planters now shifted their
operation to Bihar. Discovery of synthetic
dyes in the late nineteenth century severely
affected the business. But the planters
managed to expand production.
When Mahatma Gandhi returned from South
Africa, the plight of indigo farmers in
Champaran was brought to his notice.
Mahatma Gandhi visted Champaran in 1917
and began the movement against the indigo
planters.