Last Updated on September 12, 2024 by XAM CONTENT
Hello students, we are providing case study questions for class 8 social science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 8 social science. In this article, you will find case study for CBSE Class 8 Social Science History Chapter 4 Tribals, Dikus and the Vision of a Golden Age. It is a part of Case Study Questions for CBSE Class 8 Social Science Series.
Chapter | Tribals, Dikus and the Vision of a Golden Age |
Type of Questions | Case Study Questions |
Nature of Questions | Competency Based Questions |
Board | CBSE |
Class | 8 |
Subject | Social Science – History |
Useful for | Class 8 Studying Students |
Answers provided | Yes |
Difficulty level | Mentioned |
Important Link | Class 8 Social Science Chapterwise Case Study |
Case Study Questions on Tribals, Dikus and the Vision of a Golden Age Class 8
Questions
Passage 1:
Some of them practised jhum cultivation, that is, shifting cultivation. This was done on small patches of land, mostly in forests. The cultivators cut the tree tops to allow sunlight to reach the ground and burnt the vegetation on the land to clear it for cultivation. They spread the ash from the firing, which contained potash, to fertilise the soil. They used the axe to cut trees and the hoe to scratch the soil in order to prepare it for cultivation. They broadcast the seeds, that is, scattered the seeds on the field instead of ploughing the land and sowing the seeds. Once the crop was ready and harvested, they moved to another field. A field that had been cultivated once was left fallow for several years, Direction for question 1 to 5 are given below: Based on the above passage choose the correct option:
Q.1. What is jhum cultivation?
(a) Shifting cultivation
(b) Land cultivation
(c) Forest cultivation
(d) Beach cultivation
Difficulty Level: Medium
Ans. Option (a) is correct.
Q. 2. The burnt ash is spread on the soil to:
(a) increase its fertility
(b) make it dry
(c) to clear the trees
(d) spread the seeds
Difficulty Level: Medium
Ans. Option (a) is correct.
Q. 3. Name the tools which are used to cut the trees and scratch the soil respectively:
(a) stick and hoe
(b) axe and hoe
(c) hoe and axe
(d) axe and stick
Difficulty Level: Medium
Ans. Option (b) is correct.
Q. 4. Scattering of seeds on the soil was called:
(a) sowing
(b) scratching
(c) broadcast
(d) cultivation
Difficulty Level: Medium
Ans. Option (c) is correct.
Q. 5. A field that had been cultivated once was left fallow for:
(a) six months
(b) one year
(c) Two years
(d) several years
Difficulty Level: Medium
Ans. Option (d) is correct.
Also check
- Agriculture Class 8 Case Study Social Science Geography Chapter 3
- Land, Soil, Water, Natural Vegetation and Wildlife Resources Class 8 Case Study Social Science Geography Chapter 2
- Judiciary Class 8 Case Study Social Science Civics Chapter 5
- Resources Class 8 Case Study Social Science Geography Chapter 1
- Understanding Laws Class 8 Case Study Social Science Civics Chapter 4
- When People Rebel 1857 and After Class 8 Case Study Social Science History Chapter 5
- Tribals, Dikus and the Vision of a Golden Age Class 8 Case Study Social Science History Chapter 4
- Why Do We Need A Parliament Class 8 Case Study Social Science Civics Chapter 3
- Understanding Secularism Class 8 Case Study Social Science Civics Chapter 2
- The Indian Constitution Class 8 Case Study Social Science Civics Chapter 1
- Ruling the Countryside Class 8 Case Study Social Science History Chapter 3
- From Trade to Territory Class 8 Case Study Social Science History Chapter 2
- How, When and Where Class 8 Case Study Social Science History Chapter 1
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Topics from which case study questions may be asked
Here is a list of topics from which case study questions may be asked.
- Understand the life of tribal people during the British period.
- Policies of Colonial administration regarding tribal population in India.
- Different types of tribal societies in the 19th century in India and their beliefs and practices toward nature.
- Tribal Revolts, a movement led by Birsa Munda.
Tribal societies did not have sharp social divisions. All those who belonged to the same tribe believed that they share a common tie of kinship. There were no social or economic differences within the tribes. Trible people in different parts of India were involved in a variety of activities like Jhum cultivation, hunting and gathering forest products, herding and rearing of animals, shifting cultivation, etc. But the British did not like the moving communities as it was difficult to control, so they forced them to settle down. Moreover, they stopped them from living inside the forests which created problems in their lives and led to many tribal revolts in the country.
Frequently Asked Questions (FAQs) on Tribals, Dikus and the Vision of a Golden Age Class 8 Case Study
Q1: What are case study questions?
A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.
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A2: To approach case study questions effectively, follow these steps:
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Q3: What are the benefits of practicing case study questions from your website?
A3: Practicing case study questions from our website offers several benefits:
Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts.
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Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas.
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Q4: What are the important keywords in this chapter Tribals, Dikus and the Vision of a Golden Age?
A4: Important keywords from chapter “Tribals, Dikus and the Vision of a Golden Age” are given below-
Dikus:Â Dikus were the outsiders who visited Munda lands. These people included British officials, Hindu landlords, moneylenders and traders.
Jhum:Â Jhum was a cultivation practice adopted or practised by the tribals. In this type of agriculture, a patch of land was selected for cultivation and scrubs were burned to clear the land to raise crops for 2 to 3 years.
Fallow:Â Land which is left uncultivated for some time so that the soil regains its fertility.
Mahua:Â An edible flower used to make alcohol.
Bewar:Â A term used for shifting cultivation in Madhya Pradesh.
Sleeper:Â Horizontal planks of wood used to lay railway lines.
Akhara:Â Wrestling ground
Vaishnav:Â Those who worship Lord Vishnu.
Satyug:Â The Age of Truth
Sirdars:Â The chiefs/leaders
Sal:Â A type of tree
Q5: What are the important dates in this chapter “Tribals, Dikus and the Vision of a Golden Age”?
A5: Important dates from chapter “Tribals, Dikus and the Vision of a Golden Age” are given below-
1831-32:Â The Kols revolted against the forest laws of the Britishers.
1855:Â Santhals rebelled against colonial rule.
Mid 1870s:Â Birsa Munda was born.
1871:Â The Britishers passed the Criminal Tribes Act.
1895:Â Birsa Munda was arrested.
1897:Â Birsa Munda was released.
1900:Â Birsa Munda died.
1906:Â Songram Sangma rebelled in Assam.
1910:Â The Bastar rebellion broke out in central India.
1940:Â Warli Revolt in Maharashtra.
Q6: Why Birsa had such a large following?
A6: People considered that Birsa could cure all diseases and increase grain output. He himself declared that he had been appointed by God to free people from trouble and slavery. Therefore, thousands began following him.
Q7: What problem did the British face when they stopped the tribals from entering the forests? What was the solution?
A7: Once the British stopped the tribal people from living inside forests, they faced a problem- they would no longer get cheap labour to cut trees for railway sleepers and to transport logs.
Colonial officials came up with a solution and decided that they would give jhum cultivators small patches of land in the forests and allow them to cultivate these on the condition that those who lived in the villages would have to provide labour to the Forest Department and look after the forests. Therefore, the Forest Department established forest villages in many areas to ensure a regular supply of cheap labour.
Q8: What were the features of the land settlement made by the British in the tribal areas?
A8: The features of the land settlement introduced by the British are as follows:
They measured the land, defined the rights of each individual to that land, and fixed the revenue demand for the state.
The British declared some peasants as landowners and others tenants.
The tenants had to pay rent to the landowner who in turn paid revenue to the state.
The British made major efforts to settle down jhum cultivation, but without much success since settled plough cultivation is not easy in areas where water is scarce and the soil is dry.
Q9: What was the political aim of the Birsa Movement?
A9: The forces that the Birsa Movement fought against were – harsh British policies, Hindu landlords, moneylenders and missionaries who were trying to destroy their culture.
Q10: Are there any online resources or tools available for practicing Tribals, Dikus and the Vision of a Golden Age case study questions?
A10: We provide case study questions for CBSE Class 8 Social Science on our website. Students can visit the website and practice sufficient case study questions and prepare for their exams.