NCERT Questions & Answers
Q1. What is colonialism? Give three different definitions based on the chapter or on your knowledge.
Answer (120 words):
Colonialism is the practice of one country establishing political, economic, and cultural control over another region.
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It means direct domination, where the coloniser sets up settlements and rules over the native people.
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It involves exploitation of resources—taking away raw materials, wealth, and labour for the benefit of the coloniser.
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It also means imposing foreign cultural, educational, and legal systems while weakening or destroying indigenous traditions.
In India, colonialism meant that Britain controlled trade, agriculture, industry, and governance, while Indians bore the costs of their own subjugation.
Q2. Colonial rulers often claimed that their mission was to ‘civilise’ the people they ruled. Based on the evidence in this chapter, do you think this was true in the case of India? Why or why not?
Answer (130 words):
The claim of a “civilising mission” was false in India’s case. The British justified their rule by portraying Indians as “backward” or “uncivilised,” but in reality, India had a rich civilisation, flourishing economy, and vibrant culture long before colonisation. Instead of civilising, the British destroyed traditional industries like textiles, dismantled village governance, and imposed a foreign education system to create “brown Englishmen.” They drained wealth through heavy taxation and infrastructure projects funded by Indians themselves. Famines killed millions while grain was exported to Britain. While some modern institutions like railways and courts emerged, they primarily served British interests. Thus, colonialism in India was about exploitation, not civilisation.
Q3. How was the British approach to colonising India different from earlier European powers like the Portuguese or the French?
Answer (120 words):
The Portuguese relied on naval dominance, forced conversions, and brutality, especially in Goa. The Dutch focused mainly on trade and spices, with little political ambition. The French attempted to create an empire through indirect rule, training sepoys and supporting puppet rulers, but were defeated by the British in the Carnatic Wars.
The British, however, began as traders and slowly transformed into rulers using divide and rule. They exploited rivalries among Indian rulers, as seen in the Battle of Plassey (1757). They introduced policies like Subsidiary Alliance and Doctrine of Lapse to annex states. Their gradual and calculated approach gave them complete dominance, unlike other Europeans who remained limited to trading posts.
Q4. “Indians funded their own subjugation.” What does this mean in the context of British infrastructure projects in India like the railway and telegraph networks?
Answer (100–120 words):
The phrase means that the costs of British rule were borne by Indians themselves. Railways and telegraphs were often shown as gifts of modernity, but they were built mainly to serve British interests—transporting raw materials to ports, moving troops quickly, and distributing British goods. These projects were financed by Indian taxes, not by the British government. Even salaries of British officials and costs of wars were charged to Indian revenues. Thus, while the infrastructure gave India some benefits, it was essentially paid for by Indians to strengthen their own colonial rulers.
Q5. What does the phrase ‘divide and rule’ mean? Give examples of how this was used by the British in India.
Answer (120 words):
“Divide and rule” means creating or exploiting divisions among people to weaken their unity and control them easily. The British often used this strategy in India:
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At the Battle of Plassey (1757), Robert Clive conspired with Mir Jafar, who betrayed the Nawab Siraj-ud-daulah, ensuring a British victory.
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They encouraged religious differences between Hindus and Muslims, deepening mistrust.
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Through the Doctrine of Lapse, they annexed kingdoms without heirs, ignoring Indian traditions of adoption.
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Subsidiary Alliances forced rulers to depend on British troops, weakening unity among princely states.
This policy made it difficult for Indians to unite, ensuring British supremacy for nearly two centuries.
Q6. Choose one area of Indian life, such as agriculture, education, trade, or village life. How was it affected by colonial rule?
Answer (Agriculture, 120 words):
Agriculture was deeply affected by colonial rule. The British introduced heavy land revenue systems like Permanent Settlement and Ryotwari, which forced peasants to pay cash taxes regardless of harvest. Farmers lost land to moneylenders and zamindars. They were also forced to grow cash crops like indigo, cotton, and opium instead of food crops, leading to food shortages. The Indigo Revolt (1859–62) was a direct result of this exploitation. Famines became frequent because British policies prioritised exports over local needs. During the Great Famine (1876–78), millions died even as grain was exported to Britain. Thus, colonial agriculture served imperial interests, not Indian welfare.
Q7. Imagine you are a reporter in 1857. Write a brief news report on Rani Lakshmibai’s resistance at Jhansi.
Answer (~150 words):
Jhansi, June 1857 — The flames of rebellion have spread to Jhansi, where Rani Lakshmibai has emerged as a fearless leader against British annexation under the Doctrine of Lapse. When the British besieged Jhansi, the Rani, dressed in armour, fought alongside her soldiers. Despite being heavily outnumbered, her courage inspired both men and women to defend the fort. She formed alliances with Tatia Tope and Nana Saheb, strengthening the rebel forces. After escaping the siege, she regrouped and captured Gwalior fort, seizing its treasury and arsenal. In battle on 18 June 1858, she fought valiantly until she was killed. British officers described her as the “bravest and best” of the rebels. Her martyrdom has turned her into a symbol of resistance, inspiring Indians to fight for freedom.
Q8. Imagine an alternate history where India was never colonised by European powers. Write a short story of about 300 words.
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It is the year 2023, but the India I live in is very different from the one in your history books. Our land was never colonised by the Portuguese, French, or the British. Instead, India remained a powerful confederation of kingdoms that grew together into a strong, united nation.
In the 18th century, instead of fighting each other, the Marathas, Sikhs, and Mysoreans formed a Grand Assembly at Delhi after the decline of the Mughals. They agreed to respect each other’s territories and form a joint army to defend the subcontinent. Ports like Surat, Calicut, and Bengal thrived with global trade. Instead of being controlled by the East India Company, India herself became a major shareholder in world commerce.
Without British rule, India’s industries never collapsed. The Bengal textile mills continued to dominate world markets. Weavers of Dhaka still produce the world’s finest muslin, and Indian silk is worn in Europe and Africa. Farmers grow food crops in abundance, so famines are rare. Science and technology developed through universities founded by Indian rulers, who invited scholars from around the world. Railways and telegraphs came later, but they were built by Indian engineers, not as tools of colonial control.
Social reform also grew organically. Thinkers like Raja Ram Mohan Roy, Swami Vivekananda, and Jyotiba Phule still fought against caste discrimination and for women’s rights, but without the shadow of foreign rule. Education combines Sanskrit, Persian, English, and modern sciences, creating a confident new generation.
Today, India is a leading world power—a nation of prosperity, innovation, and cultural pride. We are not called a “developing country” but a pioneer of global progress. And when we look back, we thank our ancestors for uniting in time, because their vision ensured that India was never chained by colonisation.
Q9. Role-play: (Discussion between Dadabhai Naoroji and a British official)
Scene: A public meeting in Bombay, 1870s.
Naoroji: Good evening, Mr. Thompson. I must speak frankly. India is being drained of her wealth by British policies. Our industries are destroyed, our peasants are starving, and yet the revenues of India go to pay for British officials and wars.
Thompson: Mr. Naoroji, with respect, you are mistaken. Britain has given India the blessings of railways, telegraphs, and modern law. Surely these are signs of progress, not exploitation.
Naoroji: Progress? These projects are funded by Indian taxes, not British generosity. Railways transport raw materials from India to your factories, while our own weavers starve. Your so-called modern education is limited to producing clerks, not leaders.
Thompson: But our presence has brought peace after centuries of wars between Indian princes. We have unified India under one administration. That must count for something.
Naoroji: Peace without justice is no true peace. Villages are ruined by heavy revenue demands. Famines kill millions while grain is exported to England. You take £30 million annually out of India—this is not peace, it is robbery.
Thompson (uneasy): You exaggerate, sir. The Empire believes in a civilising mission. We are uplifting India.
Naoroji (firmly): India does not need civilisation imposed from outside. We have our own heritage and wisdom. What we need is fair opportunity, freedom to trade, and governance by Indians themselves. The so-called “civilising mission” is only a mask for economic exploitation.
Thompson (after a pause): Perhaps… one day Indians may govern themselves. But for now, the Empire holds the reins.
Naoroji (to the audience): Friends, let us not be disheartened. The truth must be spoken, and one day, India shall be free of this drain on her wealth and spirit.
Q10. Explore a local resistance movement (tribal, peasant, or princely).
Example: Santhal Rebellion (1855–56) → Led by Sidhu & Kanhu Murmu against landlords, moneylenders, and British exploitation. Brutally suppressed but remembered as a symbol of tribal resistance.
Extra Short Answer Questions
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Who was the first European to reach India by sea?
→ Vasco da Gama in 1498 at Calicut.
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What was the cartaz system?
→ A pass system introduced by the Portuguese requiring ships to get permits for sailing.
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Who defeated the Dutch at Colachel in 1741?
→ King Marthanda Varma of Travancore.
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What was the Doctrine of Lapse?
→ British policy of annexing states without a male heir, ignoring adoption.
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Who were the leaders of the Santhal Rebellion?
→ Sidhu and Kanhu Murmu.
Q1. Discuss the economic impact of British rule on India.
Answer (150–180 words):
The British rule had a devastating impact on India’s economy. Before colonialism, India was known as the “industrial workshop of the world,” famous for textiles, handicrafts, and agriculture. Under the British, India was reduced to a supplier of raw materials and a consumer of British goods. Traditional industries like Bengal muslin and weaving were destroyed due to high British imports and heavy taxation. Farmers were forced to grow cash crops like indigo, cotton, and opium instead of food crops, leading to food shortages. Heavy land revenue systems like Permanent Settlementruined peasants, forcing many into debt. Famines like the Great Famine (1876–78) killed millions even as grain was exported abroad. Railways and telegraphs, though presented as modernisation, were built mainly to serve British trade and troop movement, funded by Indian taxes. Thus, colonial rule drained India’s wealth, turning a prosperous economy into a dependent and impoverished one.
Q2. Explain how British education policies changed Indian society.
Answer (150–180 words):
The British introduced a new system of education in the 19th century. Earlier, India had its own system of pathshalas, madrasas, and gurukuls, focused on traditional knowledge. With the Macaulay Minute (1835) and Lord Bentinck’s reforms, English education was promoted. The aim was to create “a class of persons, Indian in blood and colour, but English in taste.” Schools began teaching European history, science, and literature while sidelining Indian traditions. This policy created a small educated elite who became clerks and officials in the colonial administration. However, it also had unintended effects: educated Indians began questioning colonial exploitation and demanded reforms. Leaders like Raja Ram Mohan Roy used English education to fight social evils and promote modern ideas. Later, this educated middle class formed the backbone of the freedom movement. Thus, while British education was designed to serve colonial needs, it also awakened nationalism in India.
Q3. Describe the major causes and consequences of the Great Rebellion of 1857.
Answer (180 words):
The Revolt of 1857 was India’s first major struggle against British rule. Its causes were many:
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Political: Policies like the Doctrine of Lapse annexed kingdoms like Jhansi, angering rulers.
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Economic: Heavy land taxes and destruction of industries impoverished peasants and artisans.
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Social/Religious: Attempts to reform Indian society were seen as interference in traditions.
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Military: Indian soldiers (sepoys) faced discrimination and poor pay. The final spark was the introduction of greased cartridges, believed to be coated with cow and pig fat, offending both Hindus and Muslims.
Consequences:
The revolt spread across north India under leaders like Rani Lakshmibai, Nana Saheb, Bahadur Shah II, and Tantia Tope. Though suppressed by 1858, it shook British confidence. The East India Company’s rule ended, and India came under direct control of the British Crown. The revolt inspired future struggles, making it the “First War of Independence.”
Q4. Analyse the role of tribal and peasant uprisings in resisting colonial rule.
Answer (150–180 words):
Tribal and peasant communities were among the first to resist colonial exploitation. Tribals lost forests due to British laws, forcing them into bonded labour. Peasants faced heavy land revenue demands, leading to debt and land loss. As a result, uprisings broke out.
The Santhal Rebellion (1855–56), led by Sidhu and Kanhu Murmu, protested against landlords, moneylenders, and British officials. Similarly, the Indigo Revolt (1859–62) in Bengal arose because farmers were forced to grow indigo under unfair contracts. The Deccan Riots (1875) saw peasants attack moneylenders charging high interest. Though most were brutally suppressed, these movements showed the widespread anger of rural India. They highlighted how colonialism destroyed traditional livelihoods and fuelled exploitation. These struggles also laid the foundation for later nationalist movements, proving that resistance to colonialism came not just from elites, but from ordinary farmers and tribals too.
Q5. Compare the approaches of Portuguese, Dutch, French, and British in India.
Answer (180 words):
European powers came to India mainly for trade, but their methods differed.
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Portuguese (1498): First to arrive, they used naval force, captured Goa, and tried to spread Christianity. Their cartaz pass system and cruelty made them unpopular.
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Dutch (1602): Focused mainly on spices, set up factories on the Coromandel coast, but after defeat at Colachel (1741) by Travancore, their power declined.
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French (1664): Tried to establish an empire through alliances and military support to Indian rulers. Fought the Carnatic Wars with the British but were defeated and limited to trading posts like Pondicherry.
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British (1600 onwards): Began with trade but slowly took political control through battles like Plassey (1757) and Buxar (1764). They used policies like Subsidiary Alliance and Doctrine of Lapse. Eventually, they ruled most of India.
Thus, while all came as traders, the British were the most successful because of their military strength, diplomacy, and divide-and-rule strategy.
