Class 8

By reviewing Class 8 Social Science Notes Kerala Syllabus Chapter 8 National Movement and Kerala Important Questions, students can improve their conceptual understanding.

National Movement and Kerala Extra Questions and Answers Class 8 Social Science Chapter 8 Kerala Syllabus

National Movement and Kerala Class 8 Important Questions

Question 1.
Arrange the following in chronological order:
i) Kurichyar Rebellion
ii) End of Pazhassi
iii) Srirangapatnam Treaty
iv) Kundara Proclamation
A) ii – i – iii – iv
B) iii – i – ii – iv
C) iii – ii – iv – i
D) iv – iii – i – ii
Answer:
C) iii – ii – iv – i

Question 2.
Arrange the columns ‘B’ according to the given columns ’A’.
A) a-ii, b-iv, c-i, d-ii
B) a – iii, b – iv, c-i, d-ii
C) a-iii, b – ii, c. iv, d – i
D) a -ii, b – i, c -iii, d – iv
Answer:
B) a – iii, b – iv, c-i, d-ii

Question 3.
Complete section ‘B’ by understanding the relationships in section ‘A’.
I. a. Samatva Samaj: Vaikunta Swamikal
b. Sadhujana Paripalana sangham: __________

II. a. Araya samajam: Pandit K.P. Karuppan
b. Atmavidya Sangham:
Answer:
I. Ayyankali
II. Vagbhatananda

Question 4.
Who led the Kurichyar rebellion?
Answer:
Rama Nambi or Rama Moopan

Question 5.
Match the following.

A	B
a. Vaikunta Swamikal	i. Pratyaksha Raksha Daiva Sabha
b. Sree Narayana Guru	ii. Yogakshema Sabha
c. Poikayil Yohannan	iii. Sree Narayana Dharma Paripalana Yogam
d. V.T Bhattathiripad	iv. Samatva Samaj

A) a-ii, b-iii, c-iv, d-i
B) a – iv, b – ii, c-i, d -iii
C) a-iii, b-ii, c-iv, d-i
D) a -iv, b – iii, c -i, d – ii
Answer:
D) a -iv, b – iii, c -i, d – ii

Question 6.
Complete section ‘B’ by understanding the relationships in section ‘A’
I.
a. Travancore Muslim Mahajana Sabha: Vakkom Abdul Khader Moulavi
b. Sadhujana Paripala Sangham: __________

II.
a. Nair Service Society: Mannath Padmanabhan
b. Araya Samajam: __________

III.
a. Yogakshema sabha: V.T. Bhattathiripad
b. Atmavidya Sangham: __________
Answer:
I. Ayyankali
II. Pandit K. P Karuppan
III. Vagbhatanandha

Question 7.
Who wrote the play “ Adukkalayil Ninnu Arangathekku”? #
Answer:
V. T. Bhattathiripad

Question 8.
Who performed ‘Shiva prathishta’ at Aruvippuram?
Answer:
Sree Narayana Guru

Question 9.
Who performed the first ‘Kannadi Prathishta’ in South India?
Answer:
Vaikunta Swamikal

Question 10.
Choose the correct answer from the following.
(i) Who conducted the Villuvandi strike?
a. Ayyankali
b. Pandit. K.P Karuppan
c. Vagbhatananda
d. V.T Bhattathiripad
Answer:
a. Ayyankali

(ii) Who is the volunteer captain of Guruvayur Sathyagraha?
a. K.Kelappan ,
b. A. K. Gopalan
c. Ayyankali
d. V.T. Bhattathiripad
Answer:
b. A. K. Gopalan

(iii) Who led Kallumala Strike?
a. Mannath Padmanabhan
b. Poikayil Yohannan
c. Ayyankali
d. Pandit K.P. Karuppan
Answer:
c. Ayyankali

Question 11.
Arrange the following in chronological order.
i. Guruvayur Satyagraha
ii. Paliyam Satyagraha
iii. Vaikom Satyagraha
iv. Upper cloth Agitation
a. i, iii, iv, ii
b. iv, iii, i, ii
c. i, iv, ii, iii
d. iii, ii, i, iv
Answer:
b. iv, iii, i, ii

a. Upper cloth agitation: 1859
b. Vaikom Satyagraha: 1924-25
c. Guruvayur Satyagraha: 1931
d. Paliyam Satyagraha: 1947-48

Question 12.
Who led the Salt Satyagraha in Payyanur?
Answer:
K. Kelappan

Question 13.
Who proposed the Salt Satyagraha at Kozhikode?
Answer:
Muhammad Abdur Rahman Sahib

Question 14.
Who were the main leaders of the Malabar Rebellion?
Answer:
Ali Musliyar, Variyankunnath Kunjahammed Haji and M. P. Narayana Menon.

Question 15.
Who is the Prime Minister of the first Congress ministry that came to power in Kochi?
Answer:
Ikkanda Warrier

Question 16.
Write the following in chronological Order.
i. Elecricity strike
ii. Nivarthanam
iii. Malabar Rebellion
iv. Kochi Rajya Praja Mandal
a. i, iii, iv, ii ,
b. ii, iii, i, iv
c. i, iv, ii, iii
d. iii, ii, i, iv
Answer:
d. iii, ii, i, iv

a. Malabar Rebellion: 1921
b. Nivarthanam: 1932
c. Electricity strike: 1936
d. Kochi Rajya Praja Mandal: 1941

Question 17.
Who is the first Chief minister of Kerala?
Answer:
E.M.S. Nambhoodiripad

Question 18.
Who is the first president of the Travancore State Congress?
Answer:
Pattom Thanu Pillai

Question 1.
__________ become enlightened through knowledge. .
Answer:
Sree Narayana Guru

Question 20.
Choose the correction option from the following.
Statement 1: In 1921, the All Kerala Provincial Conference was held at Ottapalam.
Statement 2: The conference included representatives from Malabar, Kochi, and Travancore.
Options:
A. Both Statement 1 and Statement 2 are true, and Statement 2 is the correct explanation of Statement 1.
B. Both Statement 1 and Statement 2 are true, but Statement 2 is not the correct explanation of Statement 1.
C. Statement 1 is true, but Statement 2 is false.
D. Statement 1 is false, but Statement 2 is true.
Answer:
A. Both Statement 1 and Statement 2 are true, and Statement 2 is the correct explanation of Statement 1.

• The base was shifted to Wayanad
• The local people were added
• Guerrilla warfare was waged

Question 22.
What were the factors recorded in William Logan’s inquiry report as the causes of the peasant revolts in Malabar?
Answer:

• Tax policies of the British government
• Exploitation and eviction of landlords

Question 23.
Write the causes of the Electricity Strike in Thrissur?
Answer:
The Diwan of Kochi, R. K. Shanmukham Chetty, decided to hand over the electricity supply of Thrissur to a private company. In 1936, there was a popular uprising against the decision. Although the government suppressed the protest, this strike helped mobilise people to the forefront of the protest.

Question 24.
Write the name of w omen activists w ho actively participated in Indian National Movement?
Answer:

• A.V. Kuttimalu Amma
• Ammu Swaminathan
• Akkamma Cheriyan
• Annie Mascarene

Question 25.
What is the objective of Paliyam Satyagraha?
Answer:
The Paliyam Satyagraha of 1947-48 was another protest in Kerala for the abolition of untouchability. The marginalised sections of the people were prohibited from walking on the road in front of Paliath Achan’s residence in Chennamangalam, Kochi.

Question 26.
Why Malabar peasants rebellion is known as Mappila riots?
Answer:
There were protests and violence by farmers against exploitative landlords and the British government. Since most of the participants were Mappila farmers of South Malabar, the British authorities and imperial historians referred to these uprisings as the “Mappila riots”

Question 27.
Complete the table by examining the important events that led to the formation of Aikya Kerala.

Answer:
A. Payyannur Congress Conference: 1928
B. Reorganise the states of India based on Language

Question 28.
Write a note on the Abstention Movement.
Answer:
The 1932 ‘Nivarthanam’ or Abstention Movement was a powerful political agitation in Travancore. The Christian, Muslim, and Ezhava communities formed a political committee and led the movement jointly. They demanded proportional representation in government jobs and in the Legislative Assembly. C. Kesavan, N. V. Joseph and P. K. Kunju led the movement. The activities for responsible government in Travancore were carried out under the auspices of the Travancore State Congress. Pattom Thanu Pillai was the first president of the Travancore State Congress. They organised the agitation through petitions and direct-action protests.

Question 29.
What are the measures the British took against the Kurichyar and Kurumbrar?
Answer:

• The tribal people’s tracts of land were seized
• They were not allowed to continue their traditional methods of farming
• The British demanded money instead of goods as tax

Question 30.
a. Name the organisation formed under the leadership of Ikkanda Warrier.
b. What was its main objective?
Answer:
a. Kochi Rajya Praja Mandal
b. It was decided to hold a nationwide protest to achieve responsible government and 29 July 1946 was observed as “Responsible Government Day.” Later, the Praja Mandal merged with the Indian National Congress. Ikkanda Warrier became the Prime Minister, and the first Congress ministry came to power in Kochi.

Question 31.
Explain the formation of the Congress Socialist Party in Kerala and its role in peasant struggles.
Answer:
In 1934, Congress workers who supported socialist ideas met at Kozhikode under the leadership of K. Kelappan. They decided to form a socialist group within the Indian National Congress, called the Congress Socialist Party (CSP). The faction was led by P. Krishna Pillai, E. M. S. Namboothiripad, and A. K. Gopalan. The CSP played an important role in Kerala by organising several peasant struggles, fighting against landlord oppression and promoting the rights of farmers, which strengthened the broader national movement.

Question 32.
Write a note on Punnapra-Vayalar Struggle.
Answer:

• This struggle was against the tyranny of C. P. Ramaswamy Iyer, the Diwan of Travancore, and for the establishment of responsible government.
• Since the struggle took place in Punnapra and Vayalar in Alappuzha, it became known as the Punnapra- Vayalar Struggle.
• It was carried out in 1946 by farmers and workers under the leadership of the Communist Party.

Question 33.
What does British take the various measures against the Pazhassi.
Answer:

• Military camps were set up at strategic places
• New roads were built
• Rice supply to Wayanad was cut off
• A reward was announced for those who nab the participants in the rebellion

Question 34.
Describe the major activities of the national movement in Malabar and the role of important leaders.
Answer:
The national movement was more active in Malabar than in other parts of Kerala. The formation of the Malabar District Congress Committee and the activities of the Home Rule League propelled the national movement forward. The Khilafat and Non-Cooperation Movements received strong support throughout Malabar.

• As part of the struggle, people boycotted foreign-made goods, courts, schools and other government institutions. The strike witnessed active participation of women and students.
• The prominent leaders during the time were C. Kunhirama Menon, K. Kelappan, U. Gopala Menon, K. P. Kesava Menon, Muhammed Abdur Rahiman Sahib, E. Moidu Moulavi and Moyarath Sankaran.
• When the Salt Satyagraha gathered momentum all over India under the leadership of (iandhiji as part of the Civil Disobedience Movement, its impact was also felt in Kerala.
• The centre of the Salt Satyagraha in Kerala was Payyannur in Malabar.
• The satyagraha was led by K. Kelappan.

Satyagrahis from various parts of Kerala reached the Payyannur beach and participated. Also, under the leadership of Muhammad Abdur Rahman, the Satyagrahis violated the law and made salt on the beach at Kozhikode. The people who gathered there had to suffer the brutal thrashings of the police. The boycott of foreign clothes, picketing of liquor shops and the Khadi campaign were all part of the struggle.

Question 35.
Explain the Paliyam Satyagraha and its significance in the struggle against untouchability in Kerala.
Answer:
The Paliyam Satyagraha (1947-48) was an important protest in Kerala against untouchability. At that time, marginalised communities were not allowed to walk along the road in front of Paliath Achan’s residence in Chennamangalam, Kochi. To oppose this injustice, political parties and community organisations jointly organised the satyagraha. C. Kesavan and other leaders led the protest. The government tried to stop the satyagraha by arresting and torturing the protestors. However, the struggle continued strongly. In 1948, when all the temples in Kochi were opened to people of all castes, the ban on walking along Paliyam Road was finally removed. The satyagraha became a major step towards ending untouchability and ensuring equal rights for everyone in Kerala.

Question 36.
Write a note on Kurichyar Rebellion.
Answer:

• The Kurichyar and Kurumbrar are tribal groups in Wayanad.
• The British considered them enemies after they supported Pazhassi in this rebellion.

Measures the British took against the Kiirichyar and Kurumbrar:

• The tribal people’s tracts of land were seized
• They were not allowed to continue their traditional methods of farming
• The British demanded money instead of goods as tax

The Kurichyar rebellion began in 1812. The tribal people fought against the British by taking control of the routes to Wayanad and by gaining local support. Rama Nambi or Rama Mooppan was their leader. They directly attacked the British army stationed at Sultan Bathery and Mananthavadv. But the British suppressed the Kurichyar rebellion by bringing in more soldiers from other places.

Peasant Discontent – Leads to Rebellion
A series of rebellions broke out in various parts of Malabar in the nineteenth century. William Logan, the Malabar District Collector, recorded in his investigation report that the British government’s tax policies, exploitation and eviction of landlords were the causes of these riots. There was protest and violence by farmers against the exploitative landlords and the British government. Since most of the participants were Mappila farmers of South Malabar, the British authorities and imperial historians referred to these uprisings as the ‘Mappila riots.’

Question 37.
Write a note on the Protest Led by Velu Thampi Dalawa and Paliath Achan against the British.
Answer:

• Velu Thampi was the Dalawa, or Prime Minister of Balarama Varma Maharaja, who ruled
  Trava ncore.
• In 1805, through an agreement signed between the English East India Company and the King of Travancore marked the end of the political freedom of Travancore.
• The British Resident Macaulay took control of the administration of Travancore.
• He cancelled the orders issued by Velu Thampi, the Dalawa (Prime Minister) of Travancore.
• Macaulay demanded immediate payment of tax arrears to the British company.
• This led to a conflict between Velu Thampi and the British.
• The Prime Minister of Kochi, Paliath Achan, also faced problems with Macaulay.
• Velu Thampi and Paliath Achan made a secret agreement to fight against the British.
• The joint forces of Travancore and Kochi attacked Macaulay’s camp in Kochi, but Macaulay escaped.
• On 11 January 1809, Velu Thampi issued the “Kundara Proclamation” at Kundara in Travancore.
• In this proclamation, he called on the people to fight against British rule.
• The Kundara Proclamation became a symbol of the people’s resistance against the British.

Kochi And Paliath Achan
Paliath Achan had opposed the interference of the British Resident Macaulay in the internal affairs of Kochi. Besides, Macaulay gave shelter to an enemy of Paliath Achan which worsened the situation. Then Paliath Achan joined hands with Velu Thampi and launched a struggle against the British. Although he strongly resisted the British, he was eventually exiled to Madras by them.

Paliath Achan: The heads of the Nair family called Paliyam in the Kochi kingdom were called Paliath Achan. The Paliath Achans held the position of being the Chief of Ministers or the Prime Minister of the Kochi kingdom.

Question 38.
“Social Reformers are those who fought against the irrational customs”. Justify the statement with examples of social reformers with their activities.
Answer:

Question 39.
Describe the Malayali Memorial and the Ezhava Memorial.
Answer:

Malayali Memorial	Ezhava Memorial
Demand for adequate representation of people of Travancore in government jobs in Travancore.	Demand for adequate representation of Ezhava community in government service.
On 1 January 1891, a petition signed by the people was submitted to the Maharaja, stating this demand	On 3 September 1986, a petition signed by members of the ezahava community was submitted to the Maharaja
Leadership- G.P. Pillai	Leadership-Dr. P. Palpu

Question 40.
Write a note on struggles for Civil Liberty.
Answer:
Upper Cloth Agitation

• The women of the Channar community of South Travancore did not have the right to wear upper cloth like the women who were considered to be the upper caste.
• The Channar women, who appeared in public places wearing upper cloth with the support of Christian missionaries, were attacked by those who were considered to be the upper caste and their upper cloth was tom off.
• Subsequently, riots broke out in many places in Southern Travancore.
• On July 26, 1859, the Maharaja of Travancore issued a decree removing restrictions on Channar women to wear upper cloth.

Vaikom Satyagraha

• The Vaikom Satyagraha was a major struggle for the freedom of travelling that took place in Kerala when the national movement was gaining strength.
• The people who were considered inferior were not allowed to walk on the approach roads of Vaikom temple. The satyagraha began on March 30, 1924, in protest against this discrimination. This satyagraha was led by T. K. Madhavan, K. Kelappan, K. P. Kesava Menon and others.
• The Vaikom Satyagraha, which attracted national attention, ended with the mediation of Mahatma Gandhi. On November 23, 1925, all the roads on all three sides of the temple (except two lanes leading to the Eastern Gate) were opened to all Hindus.

Guruvayursatyagraha

• The Guruvayur Satyagraha was a movement that demanded all sections of Hindus be allowed to enter the Guruvayur temple.
• The Satyagraha began on 1 November 1931 with the formation of a committee under the leadership of K. Kelappan and Mannath Padmanabhan.
• When the protest intensified, the authorities were forced to close the temple for approximately a month. The volunteer captains of the movement, A. K. Gopalan and P. Krishna Pillai, were brutally beaten by opponents of the Satyagraha.
• When K. Kelappan began a ‘fast unto death’ in front of the temple, many people came from different places to support it. Finally, the fast was ended on the instructions of Gandhiji.
• When the Congress held a plebiscite in Ponnani taluk to ascertain public opinion about the temple entry, the majority of the people supported it.
• In this way, the Guruvayur Satyagraha helped to create a favourable atmosphere for the entry of all sections of Hindus to the temple.

Savarna Jatha
To express solidarity with the Vaikom Satyagraha, a procession was organised from Vaikom to Thiruvananthapuram under the leadership of Mannath Padmanabhan. This is known as the ‘Savama Jatha.’

Pali Yam Satyagraha

• The Paliyam Satyagraha of 1947-48 was another protest in Kerala for the abolition of untouchability.
• The marginalised sections of the people were prohibited from walking on the road in front of the residence of Paliath Achan at Chennamangalam in Kochi.
• The Palyiam Satyagraha was organised by political parties and community organisations in protest against this injustice.
• The government responded with arrests and torture to suppress the satyagraha led by C. Kesavan and others.
• In 1948, when all the temples in Kochi were opened to everyone regardless of caste, restrictions on walking along Paliyam Road were lifted.

By reviewing Kerala Syllabus 8th Standard Social Science Notes Pdf and Class 8 Social Science Chapter 13 Building New Nations Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 8 Social Science Chapter 13 Building New Nations Notes Questions and Answers

Class 8 Social Science Building New Nations Notes Questions and Answers

Class 8 Social Science Chapter 13 Question Answer Kerala Syllabus

Question 1.

Answer:

• The right to life
• The right to liberty
• The right to well-being

Question 2.
Find and list out the colonies established by the Pilgrim Fathers from the figure.

Answer:
Massachusetts, New Hampshire, Rhode Island, Connecticut, New Jersey, Delaware, Maryland, North Carolina
South Carolina, Georgia, New York, Pennsylvania, Virginia

Question 3.
Discuss and prepare a note on how the trade laws helped to exploit the colonies.
Answer:
The trade laws introduced by Britain greatly exploited the colonies by controlling all their economic
activities. Colonies were allowed to transport goods only in British or colonial ships, which increased Britain’s profits. Important goods like wool and tobacco could be exported to Europe only through England, and even goods from Europe had to pass through England before reaching the colonies. This prevented the colonies from trading freely and forced them to sell their products at low prices and buy goods at higher rates. The Stamp Act further burdened them with additional taxes on legal documents and newspapers. Through these laws, Britain gained wealth while the colonies remained economically dependent and powerless.

Question 4.
Prepare a flowchart including the main events related to the Continental Congress.
Answer: Opposition to British Laws → Growing Unity Among Colonies → Representatives Meet at Philadelphia → Continental Congress Formed.

First Philadelphia Congress – 1774

• 12 colonies except Georgia participated
• It was decided to suspend trade with Britain until the grievances were resolved

Second Philadelphia Congress – 1775

• Olive Branch Petition was submitted before the King of Britain
• George Washington was appointed Commander-in-Chief of the American army
• War with Britain commenced

Third Philadelphia Congress – 1776

• The famous Declaration of Independence was issued
• It was drafted by Thomas Jefferson.

Question 5.
Complete the diagram.

Answer:

Question 6.
Prepare a wall magazine including the events that led to the formation of the United States of America.
Answer:
(Hints: Prepare a wall magazine by using the given steps)
Step 1: Select a Title

Step 2: Collect Key Events

• Thirteen Colonies
• British Taxes and Acts
• Boston Tea Party
• First Continental Congress
• Second Continental Congress
• Declaration of Independence
• American Revolutionary War
• Treaty of Paris
• Formation of the Constitution

Step 3: Write Short Captions

Step 4: Include Pictures/Drawings

Question 7.
Prepare a note discussing how the inequality that existed in the North American states and the South American states caused conflict between them.
Answer:
The Northern and Southern states of America grew very differently, which created inequality and conflict between them. The North developed industries and used paid labour, while the South depended on large plantations that relied on enslaved African workers. Because of this, the North opposed slavery, but the South strongly supported it to protect its economy. As new states were added to the nation, both sides argued over whether slavery should be allowed there. These disagreements increased tension and mistrust, and the inequality between the two regions eventually became a major cause of conflict, leading to open clashes and later the Civil War.

Question 8.
Organise an open forum on ‘Slavery and Civil War in America.’
Answer:
(Hints)
The Europeans brought slaves from Africa to America for agricultural purposes until the early 19th century. The people of the northern states discouraged the system of slavery. With a view to abolishing the system of slavery, activities had been started long before under the leadership of John Woolman. As. a result of his Work, the importation of slaves into the United States was banned in 1808. The southern states, which were in favour of slavery, argued that slavery was necessary for the existence of plantation agriculture, and setting them free was u danger to the country. However, the northern states argued that one man keeping another man as his own property Was contrary to the ideals of the Constitution of the United States. Abraham Lincoln was a leader of the Republican Party that was committed to ending * slavery. He was elected President in 1860. Thirteen states, led by South Carolina, left the Union. They formed a new alliance called ‘The Confederate States of America’ to protect their rights. However, the northern states questioned the right to leave the Union. This led to Civil War.

Question 9.
Discuss and prepare a note on the role of Abraham Lincoln in maintaining the unity of America.
Answer:
In 1861, war broke out between the Confederate States and the Union States. The Union States finally won in the Battle of Gettysburg in 1863. On January 1, 1863, Abraham Lincoln issued a proclamation so as to free the slaves in the United States. This is known as the famous Emancipation Proclamation. Lincoln expressed his sympathy for the defeated southern states. He was able to achieve his goal of abolishing slavery while maintaining the unity of the United States.

Question 10.
In our day, the peasants have been robbed-by means of all the tricks and achievements, all the progress of civilisation-robbed to such an extent that they are starving, eating goosefoot, eating lumps of dirt in lieu of bread, suffering from scurvy, and dying in agony. At the same time, the Russian landlords, with Nicholas II as their head, and the Russian capitalists are raking in money wholesale…

Lenin, Collected Works, Volume 17, page 527.
(Trans, by DoraCox)

From the above statements, what can we learn about the lives of the peasants and the common people in Russia? How did these circumstances lead the Russian people to revolution?
Answer:
Lenin’s statement shows that the peasants and common people in Russia lived in miserable and inhuman conditions. They were heavily exploited by landlords, capitalists, and the government under Tsar Nicholas II. Peasants were so poor that they often starved, survived on wild plants, or even ate mud, while the ruling classes grew richer. This extreme inequality, hunger, and suffering created deep anger and frustration among the people. As their hardships increased and the government ignored their misery, the peasants and workers began to demand change. These harsh circumstances leading to the Russian Revolution.

Question 11.
Prepare a note evaluating the circumstances that led to the growth of political parties in Russia.
Answer:
The domination and exploitation of foreign capitalists led to the formation of trade unions among the peasants and workers. This led to the growth of political awareness among them. It is in this context that political parties were formed.

Question 12.
Prepare a flip album including various events that led to the February Revolution and the October Revolution.
Answer:
(Hints: Prepare a flip album by using the given key events)
February Revolution – Key Events

• Women workers struck work on March 8, 1917, shouting “Down with the autocracy.”
• Workers and soldiers joined together in protest.
• Tsar Nicholas II was forced to step down on March 15. 1917.
• A Provisional Government under Kerensky was formed.

October Revolution – Key Events

• Lenin said the Provisional Government served capitalists and must be replaced by the Soviets.
• The Red Guard was formed to lead the uprising.
• Bolsheviks captured key offices: postal, railway stations, and banks.
• They seized the Winter Palace and overthrew Kerensky’s government.

Question 13.
Prepare model slides necessary to create a presentation on the circumstances that led to the formation of the Union of Soviet Socialist Republics.
Answer:

• Slide 1: Title Slide (Formation of the Union of Soviet Socialist Republics (USSR)
• Slide 2: Background of Russia Before Revolution (Low wages, long working hours)
• Slide 3: February Revolution (1917)
• Slide 4: Rise of Lenin & Bolsheviks
• Slide 5: October Revolution (1917)
• Slide 6: Economic Challenges After Revolution
• Slide 7: New Economic Policy (NEP), 1921
• Slide 8: Formation of USSR
• Slide 9: Conclusion

Question 14.
Discuss and prepare a note on how the Opium War led to the strengthening of European dominance in China.
Answer:
The foreign powers came to China with commercial interest. European traders made huge profits from China through the opium trade. The use of opium, a narcotic substance, quickly spread in China, which harmed the health of the people and drained the wealth of the nation. This resulted in a war between China and Britain, known as the ‘Opium War.’ China was defeated in this war. After that, according to the Treaty of Nanking, the major ports of China, Canton, Amoy, Ningbo, and Shanghai, were opened to foreign trade.

Question 15.
Prepare a pamphlet discussing the role of Sun Yat-sen and his ideas in ending the monarchy in China.
Answer:
After the boxer rebellion, the emperor implemented some reforms in China. However, the reforms of the emperor did not satisfy the people of China. The people believed that China could be liberated from Western powers only if the Manchu dynasty which ruled China was overthrown from power. They were led by Dr. Sun Yat-sen. He put forward the ideas of nationalism, democracy, and socialism. The Kuomintang Party was formed to achieve this goal. Following the revolution of 1911, the Manchu dynasty was overthrown from power and a republican government was formed.

Question 16.
Prepare a profile album by discussing the role of Mao Zedong in the formation of the People’s Republic.
Answer:
The Chinese Communist Party, formed in 1921 under the leadership of Mao Zedong, was able to influence the peasants and workers. Russia helped the Kuomintang Republic for the progress in various areas of China. Sun Yat-sen, who maintained close ties with the communists, died in 1925. Chiang Kai-shek who came to power after the death of Sun Yat-sen opened up coal and iron production, banking, insurance, and foreign trade to foreign powers. As a result, foreign powers controlled over all sectors. Through this, they took a huge amount of money from China. The Communist Party under the leadership of Mao Zedong opposed these policies. The Red Army led this resistance. In 1934, Mao Zedong organised his famous ‘Long March’ by rallying peasants gnd workers. On April 21, 1949, the Red Army captured Nanjing, the capital of the Kuomintang government. Then, on October first, under the leadership of Mao Zedong, China was declared the People’s Republic of China.

Class 8 Building New Nations Questions and Answers Extended Activities

Question 1.
Prepare a digital presentation including the events that led to the American War of Independence.
Answer:
(Hints: Prepare a digital presentation by including the given major events)

• British Exploitation of the Colonies
• Imposition of Heavy Taxes
• Boston Tea Party (1773)
• The First Continental Congress (1774)
• Outbreak of the War (1775)
• Declaration of Independence (1776)

Question 2.
Prepare a list of the regions that were annexed to the USSR after the Russian Revolution.
Answer:

• Russia
• Ukraine
• Belarus
• Transcaucasian Region, which included:
• Armenia
• Azerbaijan
• Georgia

Question 3.
Collect information on major revolutions in the world and prepare a digital album.
Answer:
(Hints: Collect information about the given revolutions using the Internet and prepare a digital album.) Major Revolutions:

• American Revolution
• French Revolution
• Haitian Revolution
• Industrial Revolution
• Russian Revolution
• Chinese Revolution

Question 4.
Present the major events related to the Russian Revolution and the Chinese Revolution through mind mapping.
Answer:

Aspect	Russian Revolution	Chinese Revolution
Main Causes	Autocratic rule of Tsar Nicholas II Poverty, food shortage Harsh working conditions	Foreign domination in China Poverty & inequality
Leaders	Vladimir Lenin Leon Trotsky Tsar Nicholas II	Sun Yat-sen Mao Zedong Chiang Kai-shek
Outcomes	End of Tsarist monarchy Establishment of USSR	Formation of Republic of China Establishment of People’s Republic of China

Building New Nations Class 8 Notes Pdf

Std 8 Social Science Building New Nations Notes

• The Puritans were a Christian group in England. They were conservative in matters of worship.
• Seven Year War is the war between Britain and France to ensure trade monopoly. It began in 1756 and ended with the Treaty of Paris in 1763.
• In 1781, the American army under the leadership of George Washington defeated the English army led by Cornwallis at Yorktown with the help of France and Spain.
• Slavery is one of the basic reasons for the conflict between the American states.
• The Civil War was the most complicated event that the United States of America faced after the Revolution. –
• The League of Nations defined slavery as the condition in which a person is subject to the absolute power of another.
• The anti-slavery newspaper The Liberator and Mrs. Harriet Beecher Stowe’s book Uncle Tom’s Cabin strengthened public sentiment against slavery.
• Abraham Lincoln was a leader of the Republican Party that was committed to ending slavery.
• On January 1,1863, Abraham Lincoln issued a proclamation so as to free the slaves in the United States. This is known as the famous Emancipation Proclamation.
• The autocratic rulers who ruled Russia were known as Tsars.
• The massacre in St. Petersburg on January 22,1905, is known as ‘Bloody Sunday.’
• There were two classes of people in Russian society. The common people consisted of workers and peasants, and the wealthy class consisted of nobles and capitalists.
• Writers also played a major role in creating a favourable environment for the revolution.
• On March 8,1917, women workers led a strike and march in Petrograd, shouting the slogan “Down with the autocracy.”
• Lenin, the leader of the Bolshevik Party, brought the Russian Revolution’to its completion.
• Lenin took several revolutionary measures in the economic sphere. The New Economic Policy was a
  reform implemented by Lenin in 1921. i EXAMPOiNT
• The use of opium, a narcotic substance, quickly spread in China, which harmed the health of the people and drained the wealth of the nation. This resulted in a war between China and Britain, known as the ‘Opium War.’
• Many secret agencies were formed in China. One such secret agency was the Boxers.
• The Chinese Communist Party, formed in 1921 under the leadership of Mao Zedong, was able to influence the peasants and workers.
• In 1934, Mao Zedong organised his famous ‘Long March’ by rallying peasants and workers.
• On April 21, 1949, the Red Army captured Nanjing, the capital of the Kuomintang government. Then, on October first, under the leadership of Mao Zedong, China was declared the People’s Republic of China.
• Under the leadership of Mao Zedong several economic reforms were implemented in China. These are known as The Great Leap Forward.

Introduction
In this chapter, we discussed the resistance of the people who were denied freedom due to the intervention of the imperialist capitalist powers in various countries. Revolutions are major events that bring big changes in a country’s political and social life. The American Revolution happened because the people wanted freedom from British rule and unfair taxes, and it resulted in the creation of the United States as an independent democratic nation. The Russian Revolution began due to people’s suffering under the Tsar, poverty, and the effects of World War I, and it ended with the fall of the monarchy and the rise of a communist government. The Chinese Revolution occurred after a long civil war between the Communists and Nationalists, leading to the formation of the People’s Republic of China. All these revolutions changed their countries in important ways and shaped their future.

DECLARATION OF INDEPENDENCE IN AMERICA

Factors That Motivated The People Of America To Issue Declaration Of Independence.
Colonial Control
The Puritans were a Christian group in England. They were conservative in matters of worship.
They were in conflict with other Christian groups in the country. Hence A group of Puritans known as the Pilgrim Fathers, who arrived in America on a ship named the Mayflower, established a colony called Plymouth (Massachusetts) in North America. Later, twelve more colonies were also formed. Most of the people lived in these colonies were the English. The King of England appointed governors in the colonies to control these people who had arrived in America without the support of their motherland. This let to the discontentment among the colonists.

Trade Control
The British government tried to establish trade control in the colonies through legislation. They turned the colonies into a trade monopoly for storing raw materials and selling manufactured goods. Trade laws implemented by Britain are:

• Goods from colonies to colonies could only be transported on the British ships or on the ships of the colonies.
• Goods such as wool, tobacco, and ship’s sails could be sent to Europe via England only. Goods from Europe could only be transported via England only.
• The Stamp Act of 1765 insisted that Deeds of will, legal documents, and pamphlets be marked with a fixed value stamp. An additional tax was imposed to recoup the cost of protecting the colonies from French attacks.

Although this law was repealed in 1766 due to increasing public outrage, the British Parliament was vested with the right to impose taxes on the colony. The colonists started a rebellion on realising that such measures by Britain would seriously affect the American people. There were some other factors that urged the colonists to fight against Britain.

• The colonists’ fear of the French disappeared as a result of the Seven Year War
• The military experience gained as a result of participating in the war
• Awareness of one’s own strength

Boston Tea Party
Lord North, the Prime Minister of Britain, enacted the Tea Act in 1773. This law forced the colonists to buy tea from the East India Company. Protesters who were dressed as Red Indians boarded ships that had arrived in port and threw away chests of tea into the sea. This incident is known as the Boston Tea Party.

Unification of the Colonies
The opposition to the laws imposed on the American colonies by the British government led to a growing sense of unity among the colonies. As a result of this sense of unity, representatives of the colonists assembled in Philadelphia. This is also known as the Continental Congress.

First Philadelphia Congress – 1774	12 colonies except Georgia participated It was decided to suspend trade with Britain until the grievances were resolved
Second Philadelphia Congress – 1775	Olive Branch Petition was submitted before the King of Britain George Washington was appointed Commander-in-Chief of the American army War with Britain commenced
Third Philadelphia Congress – 1776	The famous Declaration of Independence was issued It was drafted by Thomas Jefferson

Olive Branch Petition
This was a petition submitted by the colonists declaring their loyalty to the king, with the aim of avoiding war with Britain. They also demanded the repeal of laws passed after 1765.

Philosophy and Revolution
Philosophers and their ideas that influenced the Americans:

• ‘No taxation without representation’ – James Otis
• ‘It is prudent for the Americans to separate from England’ – Thomas Paine
• ‘Man has certain fundamental rights. No government has the right to violate them’ – John Locke

Seven Year War
It is the war between Britain and France to ensure trade monopoly. It began in 1756 and ended with the Treaty of Paris in 1763.

Towards Independence

• In 1781, the American army under the leadership of George Washington defeated the English army led by Cornwallis at Yorktown with the help of France and Spain.
• Further, in accordance with the Treaty of Paris in 1783, Britain accepted the independence of the 13 American colonies.

Drafting New Constitution
After the war, the colonies drafted the framework of the constitution called the Articles of Confederation. In this regard, a convention was held in Philadelphia under the leadership of George Washington to complete the constitution. According to the constitution prepared by this convention, George Washington was elected the first President of the United States of America.

Features of the Constitution of the United States of America:

• The Constitution of the United States is a written one in the federal system. Accordingly, each state joining the union had certain powers of its own.
• The smallest constitution in the world
• The central government has authority over foreign affairs, war, interstate trade, and currency
• The state governments had representation in the central government
• The powers of the three branches of government such as the Congress, the President, and the Judiciary are clearly specified.

The growth achieved by the United States in the economic, industrial, educational, scientific and technological fields after the Revolution helped the nation that had fought for its independence, grow into a major world power. The American War of Independence made significant contributions to the world.

George Washington
He was bom in 1732. His father was Augustine Washington and his mother was Mary Ball. He served as the Commander-in-Chief of the Continental Army, the head of the Constitutional Convention and the first President of the United States of America.

CIVIL WAR AND UNITY
Slavery is one of the basic reasons for the conflict between the American states. The Civil War was the most complicated event that the United States of America faced after the Revolution.

Diverse States
There existed diversities in the agricultural, educational and economic sectors among the provinces of the United States of America.

North American States	South American States
Industry and commerce were the main sectors	Agriculture was the main sector Presence of organised plantations
Did not depend on others for industrial products	There were very few factories Had to depend on the northern states or England for industrial products
Gave importance to education Primary education was free and compulsory	Education was not given importance Far behind in literacy

Slavery
The Europeans brought slaves from Africa to America for agricultural purposes until the early 19th century.The League of Nations defined slavery as the condition in which a person is subject to the absolute power of another. The people of the northern states discouraged the system of slavery. With a view to abolishing the system of slavery, activities had been started long before under the leadership of John Woolman. As a result of his work, the importation of slaves into the United States was banned in 1808. The southern states’, which were in favour of slavery, argued that slavery was necessary for the existence of plantation agriculture, and setting them free was a danger to the country. However, the northern states argued that one man keeping another man as his own property was contrary to the ideals of the Constitution of the United States.

The anti-slavery newspaper The Liberator and Mrs. Harriet Beecher Stowe’s book Uncle Tom’s. Cabin strengthened public sentiment against slavery. This increased the conflict between the northern and the southern states.

From Ballot To Battlefield
Abraham Lincoln was a leader of the Republicah Party that was committed to ending slavery. He was elected President in 1860. Thirteen states, led by South Carolina, left the Union. They formed a new alliance called ‘The Confederate States of America’ to protect their rights. However, the northern states questioned the light to leave the Union. This led to Civil War.

The Union Towards Victory
In 1861, war broke out between the Confederate States and the Union States. The Union States finally won in the Battle of Gettysburg in 1863. On January 1,1863, Abraham Lincoln issued a proclamation so as to free the slaves in the United States. This is known as the famous Emancipation Proclamation. Lincoln expressed his sympathy for the defeated southern states. He was assassinated by a separatist named John Wilkes Booth on April 15,1865.

Abraham Lincoln
He was bom on February 12, 1809 in Kentucky. He was elected the 16th President of the United States in 1859. He was able to achieve his goal of abolishing slavery while maintaining the unity of the United States. In his Gettysburg Address, he defined democracy as “government, of the people, by the people, and for the neonle.”

RUSSIAN REVOLUTION

Tsar (Also ‘Czar’) And The People’S Assembly

• The autocratic rulers who ruled Russia were known as Tsars.
• The emperor had the power to appoint and dismiss officials, as well as to deport and imprison anyone.

Agitated with the miserable working conditions, the economic depression, and the ongoing war with Japan, the people, led by Father Gapon, marched to St. Petersburg to present a petition to Tsar Nicholas II requesting economic and political reforms. The army opened fire on the protesters, killing over a hundred workers. This massacre in St. Petersburg on January 22, 1905, is known as ‘Bloody Sunday.’ In response to the popular outrage, the Tsar agreed to form a parliament called the Duma. But he rejected all the reforms proposed by the Duma and attempted to suppress political freedom.

Workers And Revolution
There were two classes of people in Russian society. The common people consisted of workers and peasants, and the wealthy class consisted of nobles and capitalists. The peasants and workers, who were considered as the common people, were looked down upon by the rulers and nobles.

The main problems faced by the workers:

• Low wages
• Poor living conditions
• Long working hours
• The dominance of foreign capitalists in industries

The condition of the peasants was as miserable as that of the workers.

The domination and exploitation of foreign capitalists led to the formation of trade unions among the peasants and workers. This led to the growth of political awareness among them. It is in this context that political parties were formed.

Influence Of Ideas
Writers also played a major role in creating a favourable environment for the revolution. The writings of Leo Tolstoy, Turgenev and Maxim Gorky vividly portrayed the plight of the common people in a touching way.

But it was the Communist Manifesto, which contained the communist theories of Karl Marx and Friedrich Engels, that sparked the revolution and provided the necessary guidelines for it.

When World War I began, Russia also took part. Thousands of soldiers died due to the shortage of weapons and inadequate training. This led to criticism from the common people against the Tsarist regime. The shortage of food that occurred in Russia at this time aggravated the problems. This paved way for the awakening of revolutionary thoughts among the people.

Marxist Ideology
According to Marxist ideology, all political, social, and intellectual activities in human life are determined by the mode of production in society. Karl Marx and Friedrich Engels, who formulated Marxist ideology, argued that workers are the basis of production and therefore the ideology should stand for their supremacy

End Of Monarchy
On March 8, 1917, women workers led a strike and march in Petrograd, shouting the slogan “Down with the autocracy.” The soldiers sent to suppress this strike joined the workers. Tsar Nicholas II was deposed on March 15, 1917, and a provisional government was formed under the Mensheviks’ leader, Aleksandr Kerensky. This revolution is known as the ‘February Revolution.’

Working Class Towards Dictatorship (Absolute Rule)
Lenin, the leader of the Bolshevik Party, brought the Russian Revolution to its completion. He argued that the Provisional Government served the interests of the capitalists and could not provide peace, food and freedom to the people, and therefore it should be replaced by a government of the Soviets. He put forward new ideas.

• Red Guard was the military unit formed to achieve this goal.
• The Bolsheviks seized all the important establishments in Petrograd, such as postal and telephone exchanges, railway stations, and banks.
• They then took over the Winter Palace, the headquarters of the Provisional Government. With this, the Provisional Government led by Alexander Kerensky was overthrown. This revolution is known as the
  ‘October Revolution.’
• Subsequently, Lenin declared Russia a Workers’ Republic and formed a government under his leadership. After the revolution, Lenin implemented some administrative reforms.

Lenin was born in 1870. He was convinced that fundamental changes in the social system could not be brought about by sccret organisations but could only be achieved by organising the workers, This view made the revolution of workers and peasants in Russia inevitable. Lenin led the October Revolution and the revolutionary government that followed.

Changing Economic Policy

• Lenin took several revolutionary measures in the economic sphere. The New Economic Policy was a reform implemented by Lenin in 1921.
• The New Economic Policy was a partial return to private trade, agriculture, and private investment.
  Large industries were combined with trusts. At the same time, the government encouraged the cooperative sector. But there was a strict government control to prevent the revival of capitalism. By implementing the Four Economic Policy, he developed the Union of Soviet Socialist Republics (USSR) into a world superpower.

April Theses
The April Theses were presented by Lenin at a joint meeting of the Bolshevik Party and the Soviets. The plans for the transition from bourgeois democracy to socialist revolution are outlined here. Here, he makes it clear that the current situation is to transfer the power into the hands of the workers and peasants.

CHINA ON THE PATH OF REVOLUTION

To Power Through Trade
The foreign powers came to China with commercial interest. European traders made huge profits from China through the opium trade. The use of opium, a narcotic substance, quickly spread in China, which harmed the health of the people and drained the wealth of the nation. This resulted in -a war between China and Britain, known as the ‘Opium War.’ China was defeated in this war. After that, according to the Treaty of Nanking, the major ports of China, Canton, Amoy, Ningbo, and Shanghai, were opened to foreign trade.

End Of Monarchy
The growing interference of foreign powers increased the resentment of the people against them in China. As a result, many secret agencies were formed in China. One such secret agency was the Boxers. Their symbol was the Boxers Fist. Their resistance against the European invasion is known as the ‘Boxer Rebellion.’ After the boxer rebellion, the emperor implemented some reforms in China.

• Western education was implemented in China
• A commission was appointed to study the political systems of European countries

However, these reforms of the emperor did not satisfy the people of China. The people believed that China could be liberated from Western powers only if the Manchu dynasty which ruled China was overthrown from power. They were led by Dr. Sun Yat-sen. He put forward the ideas of nationalism, democracy, and socialism. The Kuomintang Party was formed to achieve this goal.

• Following the revolution of 1911, the Manchu dynasty was overthrown from power and a republican government was formed.
• However, later, Sun Yat-sen, the President resigned and Yuan Shikai came to power. After his death in 1916, Sun Yat-sen came to power again.

People’s Republic Of China

• Russian communist ideas also began to spread in China.
• The Chinese Communist Party, formed in 1921 under the leadership of Mao Zedong, was able to influence the peasants and workers.

Russia helped the Kuomintang Republic for the progress in various areas of China. Sun Yat-sen, who maintained close ties with the communists, died in 1925. Chiang Kai-shek who came to power after the death of Sun Yat-sen opened up coal and iron production, banking, insurance, and foreign trade to foreign powers. As a result, foreign powers controlled over all sectors. Through this, they took a huge amount of money from China. The Communist Party under the leadership of Mao Zedong opposed these policies. The Red Army led this resistance. In 1934, Mao Zedong organised his famous ‘Long March’ by rallying peasants and workers.

Routes Of The Long March (8000 Miles)

The Long March started in Kiangsi, ended in Shenzi, and passed through 11 provinces on its long and difficult journey.
On April 21, 1949, the Red Army captured Nanjing, the capital of the Kuomintang government. Then, on October first, under the leadership of Mao Zedong, China was declared the People’s Republic of China.

Under the leadership of Mao Zedong several economic reforms were implemented in China. These are known as The Great Leap Forward.

Mao Zedong was bom as the son of Mao Yichang and Wen Qimei in Shaoshan on December 26, 1893. He was one of the founding members of the Chinese Communist Party. He led the Long March and is the founder of the People’s Republic of China also. He was able to improve literacy, women’s rights, and healthcare and thereby putting China at the forefront of the world.

By reviewing Kerala Syllabus 8th Standard Social Science Notes Pdf and Class 8 Social Science Chapter 12 Agricultural Sector and Innovative Trends Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 8 Social Science Chapter 12 Agricultural Sector and Innovative Trends Notes Questions and Answers

Class 8 Social Science Agricultural Sector and Innovative Trends Notes Questions and Answers

Class 8 Social Science Chapter 12 Question Answer Kerala Syllabus

Question 1.
Complete the list of agricultural resources you use every day, categorising them into those that are cultivated in your home or locality and those that are not.
Answer:

CULTIVATED AT HOME OR LOCALLY	NOT CULTIVATED LOCALLY
Coconut Banana Curry leaves Vegetables (tomato, brinjal, okra) Chilli Tapioca Spinach / leafy vegetable	Wheat Apple Almonds and cashews Saffron, nutmeg Pulses like rajma, chana Tea leaves Coffee beans

Question 2.
Complete the diagram by selecting the appropriate ones from the given options.

Answer:

Question 3.
Find and list out more examples of Monocropping from your locality.
Answer:
Com, Soybeans, Wheat, Rice, Sugarcane

Question 4.
We have now become familiar with different cropping systems and their characteristics. Based on that, identify the cropping system that is suitable for your locality . Write down individually why you have chosen that cropping system.
Answer:
(Hints to Identify the Suitable Cropping System)
1. Look at what farmers in your area mostly grow

• Do they grow only one crop? → Monocropping
• Do they grow two crops together? → Mixed cropping
• Do they grow one crop after another? → Crop rotation
• Do they grow two crops on the same land but at different times? → Intercropping

2. Choose one cropping system that fits your locality and identify reasons for choosing that crop.
(Example: If you choose Monocropping)
“Farmers in my locality mostly grow only one main crop, like paddy/coconut/rubber.
This makes farming easy and less costly.
That is why monocropping is suitable here.”

Question 5.
List out the changes that have occurred in the agricultural sector in your locality.
Answer:

• Farmers have started using modem machines like tractors, power tillers, and sprayers.
• Chemical fertilizers and pesticides are used more than before.
• Many farmers are now growing high-yielding varieties of seeds.
• Irrigation facilities such as wells, pumps, and drip irrigation have improved.
• Farmers have shifted from traditional crops to cash crops like banana, mbber, and vegetables.
• Mixed farming (crops + livestock) is becoming more common.

Question 6.
Prepare a note comparing Polyhouse farming with Rain Shelter farming.
Answer:

Features	Rain Shelter farming	Polyhouse farming
Structure	Only the roof is covered with polythene sheets; sides are open.	Entire structure (roof and sides) fully covered with polythene sheets.
Protection	Protects mainly from heavy rain.	Protects from heat, rain, cold, wind, and strong sunlight.
Environmental control	Partial control (mainly rain).	Full control of temperature, humidity, and light.
Cost	Less expensive to set up.	More expensive due to complete structure.
Crop Production	Good yield mainly during rainy seasons.	High production throughout the year.
Suitable Crops	Tomato, chilli, cucumber, leafy vegetables.	Capsicum, cucumber, flowers, strawberries, exotic vegetables.

Question 7.
Organise a seminar on ‘Modern Trends in Agriculture.’
Answer:
(Hints)
Seminar: Modem Trends in Agriculture A student welcomes everyone and introduces the topic.
Explain why modern farming is needed today.

Present main points:

• Modem irrigation (drip, sprinkler)
• New technologies (tractors, drones, apps)
• Advanced methods (polyhouse, rain shelter, hydroponics)
• High-yield seeds and organic fertilizers
• Government support to farmers
• Show charts or pictures of modern farming methods.

Conclude: Modem agriculture increases production, saves water and labour. End with a vote of thanks.

Question 8.
Prepare a questionnaire to collect the necessary information from farmers to prepare a project on ‘Challenges faced by the agricultural sector.’
Answer:

• What crops do you usually grow?
• What problems do you face during farming?
• Do you face difficulty in getting good-quality seeds?
• Is water available for irrigation throughout the year?
• Do pests or plant diseases affect your crops often?
• Are fertilizers and pesticides costly or easy to get?

Question 9.
Observe the pictures and identify the small-scale industries and their raw materials.

Answer:
1. Papad / Bakery or Food Processing Industry
Raw Materials: Wheat flour/rice flour, Spices, Salt, Oil

2. Spice Grinding Industry
Raw Materials: Chilli, Turmeric, Coriander seeds, Pepper, Cumin, Other whole spices

3. Pickle-Making Industry
Raw Materials: Vegetables or fruits (mango, lemon, chilli, etc.), Salt, Vinegar/oil, Spices

4. Fruit Juice / Beverage Industry
Raw Materials: Fresh fruits (orange, mango, pineapple, etc.),Sugar, Water, Preservatives (optional)

Question 10.
Find an idea to begin a startup using the agricultural resources of our area and prepare an outline for it.
Answer:
Idea: Making and selling homemade pickles and fruit jams using local fruits and vegetables. Why?

• Raw materials are easily available.
• Low cost and high demand.
• Can be started at home.

Steps:

• Collect fruits/vegetables from local farmers.
• Prepare pickles and jams.
• Pack them in jars.
• Sell in local shops and markets.

Benefits:

• Supports farmers
• Earns small income
• Uses local agricultural resources effectively

Question 11.
Discuss and prepare a note on the importance of agricultural markets in the agricultural sector.
Answer:
Agricultural markets are very important because they help farmers sell their crops easily and at a fair price. These markets provide a proper place where farmers can bring their vegetables, fruits, grains, and other products. They also make sure the weighing is correct and the farmers are not cheated. Good storage and transport facilities in markets help reduce crop damage. Because of all this, farmers can earn better income, and consumers also get fresh products. Thus, agricultural markets play a big role in improving the agricultural sector.

Class 8 Agricultural Sector and Innovative Trends Questions and Answers Extended Activities

Question 1.
Visit nearby farmlands and prepare a report on various crops and cropping systems.
Answer:
Report on Crops and Cropping Systems in Nearby Farmlands
I visited the farmlands in my locality and observed various crops and the farming methods used by the farmers. The main crops grown in the area are paddy, banana, coconut, vegetables, and tapioca. Some farmers also grow pepper and arecanut.

Different cropping systems were also seen in these fields. In some places, farmers were practising monocropping, growing only one crop, such as paddy or banana, across the whole field. In many coconut farms, I saw intercropping, where vegetables and bananas were grown under the coconut trees. A few farmers also practiced mixed cropping, such as growing tapioca and vegetables together. In some fields, crop rotation was practised, in which farmers rotated crops each season to keep the soil fertile.

From the visit, 1 understood that farmers use different cropping systems based on soil, climate, and their needs. These systems help them get better yield and use the land more effectively.

Question 2.
Visit the Agricultural office near the school premises and discuss with the officials to understand the activities there.
Answer:
Report on Visit to the Agricultural Office
Our class visited the Agricultural Office near our school to understand the activities carried out there. The officials welcomed us and explained the different services they provide to farmers. They help farmers by giving information about seeds, fertilizers, and modem farming methods. They also guide farmers on how to control pests and plant diseases. The officers told us about government schemes and subsidies that support farmers.

The Agricultural Office also conducts training programmes to teach farmers about new technologies like drip irrigation, polyhouse farming, and organic farming. They help farmers test the soil to know which crops are best suited for their land. The officials also visit farmlands to advise on different stages of cultivation.

From the visit, we understood that the Agricultural Office plays a very important role in improving farming and helping farmers solve their problems.

Question 3.
Organise an agricultural fair in the school.
Answer:
(Hints to Organise an Agricultural Fair)

• Form a committee of teachers and students to plan the fair.
• Decide the date, venue, and theme of the fair.
• Invite local farmers, agricultural officers, and parents to participate.
• Set up stalls displaying seeds, fertilizers, tools, vegetables, fruits, and handmade products.
• Prepare charts and models showing modem farming methods like drip irrigation, polyhouse, and rain shelter farming.
• Arrange a demo corner for compost making, seed germination, or vermicomposting.
• Conduct competitions like poster-making, quiz on agriculture, and vegetable carving.
• Display farm produce grown in the school garden or by students.
• Provide a stage for experts to speak on modem farming and farmer issues.
• Make arrangements for refreshments made from local farm products.
• Ensure cleanliness, safety, and proper management throughout the event.

Question 4.
Based on a questionnaire you have already prepared, discuss with farmers, and prepare a project on the problems faced by the agricultural sector.
Answer:
(Hints: Problems Faced by Farmers (Points)

• Farmers mainly grow paddy, banana, vegetables, coconut, and tapioca.
• Difficulty in getting good-quality seeds on time.
• Water shortage during summer affects irrigation.
• Pests and plant diseases often damage crops.
• Fertilizers and pesticides are costly and sometimes unavailable.
• Weather changes, like heavy rain or drought, cause crop loss.
• High labour costs and a lack of workers make farming harder.

Question 5.
Set up a farm in the school using the farming methods and technology we have discussed in the lesson.
Answer:
(Hints to Set Up a School Farm)

• Select a small open space in the school for farming.
• Test the soil quality or ask a teacher/agriculture officer for guidance.
• Choose easy-to-grow crops like spinach, tomato, brinjal, lady’s finger, and banana.
• Use seed beds for germinating seeds before planting.
• Try modem irrigation methods like drip irrigation or sprinkler if possible.
• Practice intercropping, like growing vegetables under coconut or banana plants.
• Use organic manure or compost made from school waste.
• Set up small structures like a rain shelter or mini polyhouse if space allows.
• Maintain a watering schedule and observe plant growth regularly.
• Keep a record of crops, farming methods, and observations.
• Display charts in the school explaining the farming methods used.

Agricultural Sector and Innovative Trends Class 8 Notes Pdf

Std 8 Social Science Agricultural Sector and Innovative Trends Notes

• Agricultural sector is one of the oldest and most important sectors of the economy.
• The agricultural sector plays a major role in providing employment and ensuring food security in the country.
• The reasons for choosing different crops and cropping systems depending on time and place.
• Cropping system can be classified as Monocropping, Poly Cropping, Ratoon Cropping.
• Monocropping is the method of cultivating one crop at a time on a farm. This cropping system is mainly aimed at export.
• Multiple Cropping is a cropping system in which two or more crops are cultivated on a single plot of land without affecting the natural fertility of the soil.
• Mixed cropping is the method of cultivating two or more crops simultaneously on agricultural land without maintaining spacing between them.
• Inter Cropping Inter Cropping is a cropping system where another crop is cultivated between the main crop in a specific pattern.
• Sequence Cropping is the method of cultivating another short-term crop in the same field immediately after harvesting the main crop.
• Relay cropping is the method of growing a second crop on the field before harvesting the first crop.
• Crop rotation is the method of cultivating crops of different plant families on the same field after harvesting each crop.
• Multi-tier cropping is the method of cultivating crops of different heights, with different root depths and varying sunlight requirements on the same field simultaneously.
• During harvesting, the roots or lower part of the crop is left uncut. After harvesting, the crop that was cultivated grows again and produces yield.
• The shift from traditional agricultural methods to modem agricultural methods using new technology is remarkable.
• The main objective of technology in the agricultural sector is to help farmers increase agricultural production.
• A rain shelter is a roof covered with polythene sheets.
• Polyhouse farming or Greenhouse farming is a method of artificially creating a suitable environment for plant growth by protecting the plant from heat, rain, cold and sunlight.
• Precision farming is a technique that enables maximum production by providing each crop with the required water, nutrients and crop protection materials at the right time and in the right quantity.
• Digital farming is a farming method that incorporates diverse technologies.
• Agro-based small-scale and cottage industries are a solution to some extent to the problems faced by the agricultural sector.
• Small-scale and cottage industries that operate locally around us by utilising agricultural resources are of great importance.
• An agricultural market is a system for buying and selling agricultural products.
• An efficient agricultural market is essential for the progress of agriculture.

Introduction
This chapter, “Agricultural sector and Innovative Trends”, explains how important farming is in Kerala and how new methods are improving the agricultural sector. Kerala has different types of climates and small farmlands that help in growing many crops like vegetables, spices, plantation crops, and food crops. Many organisations, such as the Department of Agriculture, Kerala Agricultural University, and Farmer-Producer Organisations, work to support and guide farmers. New technologies have brought big changes in farming, helping farmers increase production and protect the environment. At the same time, farmers face challenges like climate change, pests, and high costs. Agro-based small-scale industries and agricultural markets also play an important role in strengthening the agricultural sector. As students, we must learn about these topics to ensure food security and support future generations.

Agricultural Sector

• Agricultural sector is one of the oldest and most important sectors of the economy.
• It is also the largest unorganised sector in India. Agriculture provides food for the people and fodder for livestock.
• The agricultural sector plays a major role in providing employment and ensuring food security in the country.
• It helps in the growth of industries by providing raw materials. Agricultural products are also of great importance in our daily lives.
• Not all the crops or cropping systems are used for agriculture in all parts of India.
• The reasons for choosing different crops and cropping systems depending on time and place.

Factors Influencing Cropping System

Factors Influencing Cropping system	Sub-factors
Natural factors	Nature of soil Topography Climate Availability of water
Economic factors	Price of agricultural products Farmers’ income Area of agricultural land held
Infrastructure	Irrigation Electricity Transportation Marketing facilities Availability of seeds, fertilizers and pesticides
Social factors	Diet Education Generational differences in agricultural practices Social environment
Government policies	Export and import of crops Taxation Availability of loans Subsidies
Technological factors	High-yielding seed varieties Scientific irrigation Use of Modem technology

CROPPING SYSTEM

• The order in which crops are cultivated on a farm during a specific period is called cropping system.
• Cropping system can be classified as Monocropping, Poly Cropping, Ratoon Cropping.

Monocropping

• Monocropping is the method of cultivating one crop at a time on a farm. This cropping system is mainly aimed at export.
• Since there is only one crop, planting, maintenance and harvesting can be done smoothly. Its main advantage is that it can increase the profit from the fannland.
• Monocropping increases the risk of pest attack.
• Example: rubber, tea, tapioca.

Multiple Cropping Or Poly Cropping

• Multiple Cropping is a cropping system in which two or more crops are cultivated on a single plot of land without affecting the natural fertility of the soil.
• The advantage of this is to increase the total production from the farm land and thereby the income.

Mixed Cropping

• This is the method of cultivating two or more crops simultaneously on agricultural land without maintaining spacing between them. This cropping system is more common in dry areas.
• The advantage is that even if the yield of one crop is poor due to adverse weather conditions, the yield from other crops can be obtained.
• Example: maize-groundnut, coconut-pigeon pea

Inter Cropping

• Inter Cropping Inter Cropping is a cropping system where another crop is cultivated between the main crop in a specific pattern.
• This is a suitable method for controlling weeds and pests.
• Example: Groundnut cultivated as an intercrop in cotton, which grows slowly in the initial stage. Plantain cultivated as an intercrop in coconut plantations.

Sequence Cropping

• Sequence Cropping is the method of cultivating another short-term crop in the same field immediately after harvesting the main crop. This method utilises the moisture and nutrients remaining on the field.
• The main advantage is that the fields do not lie fallow.
• Example: On paddy fields, pulses or sesame are grown after the main crop, paddy.

Relay Cropping

• Relay cropping is the method of growing a second crop on the field before harvesting the first crop.
• Example: Cultivating vegetables before harvesting plantain.

Crop Rotation

• Crop rotation is the method of cultivating crops of different plant families on the same field after harvesting each crop. The main benefit of crop rotation is that it increases soil fertility.
• It is a suitable method for increasing soil productivity and for controlling weeds and pests.
• Example: Cultivating peas after paddy

Multi-Tier Cropping

• Multi-tier cropping is the method of cultivating crops of different heights, with different root depths and varying sunlight requirements on the same field simultaneously.
• Its advantage is that soil, water and sunlight can be used more effectively.
• Example: coconut, pepper, ginger/turmeric are cultivated simultaneously on the same farm.

Ratoon Cropping

• During harvesting, the roots or lower part of the crop is left uncut. After harvesting, the crop that was cultivated grows again and produces yield.
• The advantage of this system is that the crop is harvested again from the same crop. The disadvantage of this system is that there is a possibility of reduced yield, increased disease and pest attack.
• Example: spinach, sugarcane.

INNOVATIVE TRENDS IN AGRICULTURE

• Due to constant change in increasing world population, climate change, and growth of technology, the agricultural activities also change.
• The agricultural sector in India has undergone a radical transformation in the last few decades.
• The shift from traditional agricultural methods to modern agricultural methods using new technology is remarkable.
• Technology has taken on the challenges of agriculture and adopted innovative methods to increase productivity.
• The main objective of technology in the agricultural sector is to help farmers increase agricultural production.

Rain Shelter Farming

• A rain shelter is a roof covered with polythene sheets. By using transparent polythene sheets as a canopy, the crops are protected from excessive rain while receiving the necessary sunlight for farming.
• Rain shelter farming is suitable for achieving high production throughout the year even in adverse weather conditions.

Polyhouse Farming

• Polyhouse farming or Greenhouse farming is a method df artificially creating a suitable environment for plant growth by protecting the plant from heat, rain, cold and sunlight.
• This method of cultivation is done in polyhouses that are completely covered with polythene sheets.

Precision Farming

• Precision farming is a technique that enables maximum production by providing each crop with the required water, nutrients and crop protection materials at the right time and in the right quantity.
• This method can be implemented in rain shelter and open areas.
• The advantages of this farming method are the precise use of water and nutrients, efficient use of machinery, and better management of agricultural land.
• Micro-irrigation (the method of providing water required for plant growth in droplets or fine streams), fertigation, and integrated pest and disease management are the main components of precision farming.

Digital Farming: Digital farming is a farming method that incorporates diverse technologies. Technologies such as big data analysis tools, artificial intelligence, machine learning, digital communication technologies such as mobile phones, digital platforms, robotics, and agricultural advisory apps are used in digital farming.

Vertical Farming: Vertical farming is being used as a viable way to produce food in cities due to urbanisation and scarcity of agricultural land. This technology involves growing crops in vertically stacked, layered, or built-up areas. It uses hydroponic, aeroponic, and aquaponic systems to produce food year-round with minimal water use.

Organic Farming: Organic farming is a farming method that relies on organic pesticides, compost, green manures, crop rotation, machinery, and the like. It completely avoids chemical fertilizers and synthetic chemical pesticides. Plant growth regulators and organically modified seeds are not used in this method.

FERTIGATION
Fertigation is the method ofproviding water-soluble fertilizers through irrigation.

CLIMATE-SMART AGRICULTURE (CSA)
Climate-Smart Agriculture (CSA) is an approach to help fanners cope with climate change. The main goals are to increase productivity and income, adapt to climate change, and reduce greenhouse gas emissions.

CHALLENGES FACED BY THE AGRICULTURAL SECTOR

• Most of the small-scale farmers who use chemical fertilizers and pesticides cannot afford the high price of chemical fertilizers.
• The gradual decline in soil fertility and the high cost of seeds and irrigation, leave farmers in crisis.
• To meet these challenges, the central and state governments are implementing several schemes.(Eg: Njangalum Krishiyilekk”.

Other challenges the agricultural sector faces are follows:

• Neglect of crop rotation
• Loan availability and repayment
• Crop failure/crop loss
• Low prices of agricultural products
• Agricultural debt
• Inadequate mechanisation
• Lack of basic infrastructure
• Climate change
• Inadequate agricultural research

AGRO-BASED SMALL-SCALE AND COTTAGE INDUSTRIES

• Agro-based small-scale and cottage industries are a solution to some extent to the problems faced by the agricultural sector.
• Small-scale and cottage industries that operate locally around us by utilising agricultural resources are of great importance.

Small-scale industries
Small scale industries are industries with an investment not exceeding ten crores and an annual turnover of less than fifty crores.

Cottage industries

• Cottage industries are industries where an individual or a family converts locally available resources into products using traditional techniques.
• The initial investment is low in this industry. Cottage industries rely mainly on the labour force of family members.
• Examples of cottage industries include weaving, carpet making, leather industry, handicraft manufacturing, and small-scale food processing units.
• Cottage industries are the backbone of many rural economies around the world.

The Changing Face Of Agro-Based Small-Scale And Cottage Industries
Agro-based startups are gaining popularity today. The government is giving a lot of encouragement to such startups. Small-scale and cottage industries, which convert fruits and vegetables into various value-added products using simple technologies like grinding, milling, and packaging, have gained importance today. Industries producing Arecanut spathe products, food products, and fruit-based products are mainly based on agricultural products.

Handloom Industry

AGRO PARK: Agro Parks are agricultural product processing centres in Kerala, They ensure farmers income by converting agricultural products into value-added products. Agro parks operate under the Department of Agriculture.

KATHIR APP: (Kerala Agriculture Technology Hub and Information Repository) App is designed to harness the potential of information technology to make farming and its practices smarter. Weather information, crop advisories, market intelligence information, agricultural project information, and agricultural land information will be available through this app. Farmers who register through this app will receive an identity card.

AGRICULTURAL MARKET

• An agricultural market is a system for buying and selling agricultural products.
• An efficient agricultural market is essential for the progress of agriculture.
• The main objectives of an agricultural market are to enable primary producers to earn the best possible income and to provide fair prices while maintaining the quality of agricultural products.

Farmers And Market
It is the right of the farmer to get a fair price for his products. Therefore, farmers are trying to find markets that offer the maximum price. By using online markets, marketing without intermediaries between farmers and consumers, has become possible.

Agricultural Produce Market Committee: The APMC is a board set up by the state governments of the country to protect farmers from exploitation by large-scale and retail traders. The states regulate APMC through the Agricultural Produce Marketing Regulation Act (APMR Act).

Different Types Of Agricultural Markets

• Structured and functional markets are essential for the progress of the agricultural sector.
• Agricultural markets are classified into two categories-Organised Agricultural Market and Unorganised Agricultural Market.
• Organised agricultural markets are those that operate according to the rules and regulations of the government. They operate mainly according to the APMC rules.
• Unorganised agricultural markets are those that operate without a specific structure.

Rural Primary Markets: Rural primary markets are markets where farmers directly sell their produce without intermediaries. They are centred in small villages and are a mechanism of exchange between individuals in the village as main sellers and consumers. Markets meet once or twice a week in open areas. For example: Village markets, Haats.

• Village Haats: Haats are markets where producers, intermediaries and consumers of a village gather to buy and sell agricultural products.
• Mandis: These are permanent wholesale markets in district headquarters and other towns for daily transactions.
• Fairs/Festivals: Fairs are markets held at pilgrimage sites and major centres only during religious festivals or local festivals.

Wholesale Markets or Secondary Wholesale Markets:
Agricultural marketing is done in the state with the support of state self-governing bodies and farmer producer organisation. This is possible through a marketing network established in urban and rural areas. Of the wholesale markets in Kerala, three function in urban areas and three in rural areas. In addition to these, five District Procurement cum Marketing Centres are also functioning. These centres, which are under the Department of Agriculture, operate as per the market rules of the Government of Kerala. Six wholesale markets have also been registered under E-Nam. Apart from these, local market outlets at various levels facilitate the marketing of agricultural produce by mobilising it directly and through farmers’ associations. Marketing is done through the marketing system of Self-help Farmers’ Committees established by VFPCK at the production centres, eliminating intermediaries.

The National Agricultural Cooperative Marketing Federation of India Limited (NAFED) is an organisation that promotes the marketing of agricultural produce and forest resources in India. Primary Agricultural Cooperative Credit Societies (PACS) strengthen rural agricultural activities by undertaking services such as integration, marketing, value addition, grading, branding and packing of agricultural products.

• Keralagro: The Department of Agriculture has started marketing of agricultural products under a unified brand ‘Keralagro’ to energise the marketing of agricultural products, thereby increasing the income of farmers and making the products available to consumers at fair prices.
• E-Nam: The National Agriculture Market is a scheme launched by the government to enable farmers to sell their products at their will. It is an online platform for agricultural products.

CHALLENGES FACED BY AGRICULTURAL MARKETING

• Inadequate transport facilities
• Lack of access to loans
• Insufficient market information
• Inadequate storage facilities
• Import policies
• Exploitation of intermediaries

VEGETABLE FRUIT PROMOTION COUNCIL KERALA(VFPCK)
The mission of VFPCK is to provide support to the farmers of Kerala in various agricultural activities from seed to marketing to implement fruit and vegetable cultivation on a commercial basis.

KRISHI VIGYAN KENDRA(KVK)
Krishi Vigyan Kendra are institutions established across the country by the Indian Council of Agricultural Research (ICAR) to identify and solve the problems of farmers and to transfer them new agricultural technologies and skills.

By reviewing Kerala Syllabus 8th Standard Social Science Notes Pdf and Class 8 Social Science Chapter 11 Feudalism and the Medieval World Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 8 Social Science Chapter 11 Feudalism and the Medieval World Notes Questions and Answers

Class 8 Social Science Feudalism and the Medieval World Notes Questions and Answers

Class 8 Social Science Chapter 11 Question Answer Kerala Syllabus

Question 1.
Discuss the characteristics of feudal society and prepare a poster.
Answer:
(Hints: Based on the following characteristics, prepare posters)

• Hierarchical Structure
• Land as the Basis of Power
• Decentralised Power
• Limited Social Mobility

Question 2.
Prepare a profile album of the caliphs who came to power in Arabia after the Prophet Muhammad.
Answer:
Profile Album: Caliphs After Prophet Muhammad

1. Abu Bakr (632-634 CE)
   • First Caliph
   • United Arabia and protected the Muslim community
2. Umar (634-644 CE)
   • Second Caliph
   • Expanded the empire to Persia, Egypt, and Syria
   • Strong administrator
3. Uthman (644-656 CE)
   • Third Caliph
   • Compiled the Qur’an into one official text
   • Encouraged trade
4. All (656-661 CE)
   • Fourth Caliph
   • Known for wisdom and justice
   • Strengthened Islamic values

Question 3.
Prepare a flip album discussing the characteristics of the dynasties that established dominance in Arabia after the Caliphate.
Answer:
(Hints: Flip Album: Dynasties After the Caliphate)
1. Umayyad Dynasty (661-750 CE)

• Capital: Damascus
• First hereditary rulers
• Expanded the empire widely
• Made Arabic the official language

2. Abbasid Dynasty

• Capital: Baghdad
• Golden Age of learning and culture
• Progress in science, maths, and medicine
• Baghdad became a major trade centre

3. Fatimid Dynasty

• Capital: Cairo
• Strong in trade and naval power
• Founded Al-Azhar University
• Encouraged art and architecture

4. Ottoman Empire

• Capital: Constantinople
• Controlled Mecca and Medina later
• Strong military and administration
• Built roads, mosques, and schools

Question 4.
List out the contributions of the Arabs to the world.
Answer:

• Introduced Arabic numerals and spread zero concept.
• Great progress in science, mathematics, and astronomy.
• Advanced medicine (hospitals, medical books, surgeries).
• Developed geography and navigation (maps, compass use).
• Preserved and translated Greek, Persian, and Indian knowledge.
• Introduced new crops like coffee, sugarcane, cotton, and citrus fruits.
• Beautiful architecture (mosques, domes, arches).
• Growth of literature, especially poetry and storytelling (Arabian Nights)

Question 5.
Discuss the characteristics of the Mongol Empire and the Mali Empire and prepare a note.
Answer:
The Mongol Empire was founded by Genghis Khan, who united the nomadic Mongol tribes of Central Asia. The Mongols were expert horse riders who lived in tents and travelled in search of pastures. Their capital was Karakoram. Genghis Khan introduced the postal system called Yam and a law code called Yasa, which helped maintain discipline and communication across their vast empire. The Mali Empire, located in West Africa, became rich and powerful under its famous ruler Mansa Kangan Musa. The empire was known for its gold in the south and salt in the north. Important cities like Gao, Jenne, and Timbuktu grew into centres of trade and Islamic learning. Timbuktu’s Great Mosque and educational institutions attracted scholars from many parts of the world.

Question 6.
Organise a seminar to discuss the common features of the various cultures that existed in America.
Answer:
The Aztecs, Mayans, and Incas civilisations shared several common cultural features that highlight the richness of ancient American societies. All three cultures depended heavily on agriculture and cultivated crops like maize, potatoes, and beans. They were excellent builders known for stone temples, palaces, and other architectural wonders such as chinampas, Mayan pyramids, and Machu Picchu. These civilisations developed their own writing or record-keeping systems, including Aztec pictographs, Mayan script, and the Inca quipu. They also made remarkable progress in arts and crafts, creating jewellery, pottery, and textiles. Religion played a central role, influencing their rituals and temple constructions. Though each culture was unique, their shared achievements in farming, construction, knowledge, and art reflect the common cultural strengths of ancient American civilisations.

Class 8 Feudalism and the Medieval World Questions and Answers Extended Activities

Question 1.
Prepare an essay on ‘The changes that feudalism brought about in European society.’
Answer:
‘The changes that feudalism brought about in European society.’
Feudalism was a system that organised European society during the Middle Ages. It divided people into different classes like kings, nobles, knights, and peasants. Each group had specific duties-lords gave land and protection, while peasants worked on the land. Land became the main source of wealth, and peasants had to stay on the lord’s land, which shaped rural life. Feudalism also led to the rise of knights who followed the code of chivalry, influencing European culture. Local lords controlled their own regions, which changed the political system. Even though feudalism limited freedom for peasants, it brought order and stability at a time of chaos. Overall, feudalism strongly influenced Europe’s social structure, culture, and land system.

Question 2.
Prepare a mind-map on the emergence of the Arab Empire and the unification of the Arab people.
Answer:

Question 3.
Imagine that you were a member of the group that studied the civilisations in America. Draft a letter to your friend describing your findings.
Answer:
(Hints)
Dear Friend,
Hope you are doing well. I am writing this letter to share my exciting experience as a member of the group that studied the ancient civilisations of America. It was truly fascinating!
We learned about three great civilisations – the Maya, the Aztec, and the Inca. The Maya were famous for their advanced calendar, writing system, and beautiful pyramids. They were skilled astronomers and planned their cities very carefully.

The Aztecs lived in Mexico and built their capital, Tenochtitlan, on a lake. They created floating gardens called chinampas and had a powerful ruler. Their temples and religious ceremonies were very important in their society. The Inca civilisation impressed us the most with their engineering skills. They built long roads across mountains, used terraces for farming, and constructed the famous city of Machu Picchu. They also had a unique system called quipu to keep records.

Overall, our study showed how advanced these civilisations were in science, architecture, farming, and administration. It was a wonderful learning experience, and I can’t wait to share more when we meet.

Your loving friend,
[Your Name]

Question 4.
Prepare a digital album of the rulers who were responsible for the formation of various empires.
Answer:
(Hints: Based on the following hints, prepare a digital album)

Ruler	Empire
Alexander the Great	Macedonian Empire
Chandragupta Maurya	Maurya Empire (India)
Qin Shi Huang	Qin Empire (China)
Julius Caesar & Augustus Caesar	Roman Empire
Charlemagne (Charles the Great)	Holy Roman Empire
Genghis Khan	Mongol Empire
Constantine the Great	Eastern Roman Empire / Byzantine Empire

Feudalism and the Medieval World Class 8 Notes Pdf

Std 8 Social Science Feudalism and the Medieval World Notes

• Feudalism was an economic, social, and political system that emerged in medieval Europe following the collapse of the Western Roman Empire.
• The word ‘feudalism’ is derived from the German word ‘feud,’ which means ‘a piece of land.’ Feudalism, which originated in France, later spread to England and Italy.
• Roman Empire was divided into two: the Western Roman Empire and the Eastern Roman Empire.
• The Western Roman Empire was later conquered by the Franks, a tribe in Europe. They founded the Frankish Empire. The most famous ruler of this empire was Charlemagne.
• The Eastern Roman Empire emerged in the east after the collapse of the Western Roman Empire, which was based in Rome. Its capital was Constantinople.
• The Arabian Peninsula is a vast land between the Red Sea and the Persian Gulf inhabited by the Arabs.
• The successors of Prophet Muhammad who came to power after his death were known as caliphs.
• The Abbasid dynasty came into power under the leadership of Abul Abbas by overthrowing the Umayyad dynasty.
• The Mongols were a nomadic tribe that lived in the eastern part of Central Asia.
• The Mali Empire was a famous empire that flourished in the western part of Africa. The most powerful ruler of this empire was Mansa Kangan Musa.
• The Aztecs, the Mayans, and the Incas were the civilisations that existed in America.

Introduction
This chapter, “Feudalism and the medieval world” was shaped by many important systems, empires, and civilizations that developed across different regions. In Europe, feudalism organised society through relationships between kings, nobles, knights, and peasants. The Roman Empire, though earlier, influenced medieval Europe with its laws, culture, and administration. In West Asia, the Central Islamic regions grew into a strong empire that spread new ideas in science, art, and trade. At the same time, the Mongol Empire became one of the largest empires in history through powerful military expansion. In Africa, the Mali Empire grew rich through gold and trade, becoming a centre of learning. Across the Atlantic, the civilisations in America, like the Maya, Aztec, and Inca, created advanced cities, farming methods, and cultural traditions. Together, these societies shaped the medieval world and advanced human history.

FEUDALISM

• Feudalism was an economic, social, and political system that emerged in medieval Europe following the collapse of the Western Roman Empire.
• The word ‘feudalism’ is derived from the German word ‘feud,’ which means ‘a piece of land.’ Feudalism, which originated in France, later spread to England and Italy.
• There are three orders in the feudal system.

In feudalism, the king owned all the land. The king gave the land he owned to the nobles. In return, the nobles pledged to be loyal to the king and to provide military assistance in times of need. The nobles had the power to form an army, administer justice, and mint their own currency. In the feudal system, the third order, the peasants, that supported the first and second orders. This third order had two divisions: Independent peasants and slaves.

Let’s examine their condition:

• They did not have their own land
• They had to work on the farms and in the houses of the nobles
• They did not receive wages
• They could not leave the land without the permission of the noble

By the 14th century, feudalism began to collapse. The main circumstances for this was:

• Climate change
• Strengthening of monarchy
• Spread of the pandemic, known as the plague or Black Death
• Invention of gunpowder
• Crusades
• Scarcity of metal coins

ROMAN EMPIRE
Roman Empire was divided into two: the Western Roman Empire and the Eastern Roman Empire.

Holy Roman Empire

• The Western Roman Empire was later conquered by the Franks, a tribe in Europe. They founded the Frankish Empire. The most famous ruler of this empire was Charlemagne.
• When Pope Leo III was expelled from Rome by his enemies, Charlemagne defeated them and restored him as Pope.
• In return, the Pope crowned Charlemagne as the first Holy Roman Emperor. Therefore, this empire is also known as the Holy Roman Empire. The architectural style of this period is known as the Carolingian style. The cognitive progress during the reign of Charlemagne is known as the Carolingian Renaissance.
• Carolingian Style of Architecture: The Carolingian style was a combination of Byzantine and ancient Roman styles. Its characteristics include arched doorways, domes, and mosaic floors.

Eastern Roman Empire

• The Eastern Roman Empire emerged in the east after the collapse of the Western Roman Empire, which was based in Rome. Its capital was Constantinople. The old name of Constantinople was Byzantium. This empire is also known as the Byzantine Empire.
• Justinian was a famous ruler of the Eastern Roman Empire. Justinian’s greatest contribution to the
  world was the Code of Justinian.
• A committee of jurists was formed to codify the laws, jurisprudence, and legal edicts that existed in the empire and to create a distinct law. The law thus compiled was the Corpus Juris Civilis. It had three parts: Digest, Code, Institute.

Central Islamic Regions

• The Arabian Peninsula is a vast land between the Red Sea and the Persian Gulf inhabited by the
  Arabs. The Arabs were divided into many tribes. Most of the tribes led a nomadic life.
• Some groups that lived in cities were engaged in trade and agriculture. They travelled to various regions for trade. The Kaba in Mecca was the centre of pilgrimage for the Arabs. The season of pilgrimage was that of peace. Prophet Muhammad united the warring Arab tribes. However, his ideas were opposed by the wealthy merchants of Mecca.
• In 622 CE, Prophet Muhammad and his followers fled from Mecca to Medina. This is known as the Hijra. He soon became the ruler of Medina.
• After gaining control of Mecca, Medina became the administrative capital of the Islamic state. Mecca also became the religious centre. Thus, Prophet Muhammad was able to unify a large part of Arabia and build Arab culture.

Caliphate Rule
The successors of Prophet Muhammad who came to power after his death were known as caliphs. Their rule is called the Caliphate. A caliph was both the religious leader of Islam and the head of the Arab state. During the period of the first four calijfhs, the capital of the Arab Empire was Medina.

Umayyad Dynasty
Muawiya, the governor of Syria seized power following the insecurity that arose after the death of the fourth caliph, Ali. The dynasty he founded was the Umayyad Dynasty. They moved the capital to Damascus in Syria. Abd al-Malik, the caliph of the Umayyad dynasty, emphasised Arabhood.

Abbasids
The Abbasid dynasty came into pow er under the leadership of Abul Abbas by overthrowing the Umayyad dynasty. They moved the capital from Damascus to Baghdad. The most important poet and scholar among them was Harun al- Rashid.

Arab Contributions To The World

• The Arab people were the ones who had built a unique culture. They had an efficient government, a postal system and a tax collection system. They were able to achieve a lot of progress in the field of education. The universities in Baghdad, Damascus, Cairo, and Cordoba are examples of this.
• It was the Arabs who contributed algebra and Arabic numerals to the world. Zero, which was the contribution of India was spread to the whole world by the Arabs.
• The Arabs were also the inventors of many chemical processes in chemistry. They were also the inventors of optics.
• They had knowledge about tuberculosis, smallpox, stomach cancer, and plague. The Thousand and One Nights is a famous book in Arabic literature.

MONGOL EMPIRE

• The Mongols were a nomadic tribe that lived in the eastern part of Central Asia.
• The capital of the Mongols was Karakoram.

This tribe travelled on horseback in search of pastures during the day and lived in tents at night. Genghis Khan united the various Mongol tribes which had been fighting each other for a long time, and laid the foundation of the Mongol Empire. His real name was Temujin. The name Genghis Khan was given to him by the Mongol tribal council. Genghis Khan started a postal system to connect different parts of the country. This was known as ‘Yam.’ Horses were used for the efficient functioning of this system. He also introduced a code of law called ‘Yasa.’

MALI EMPIRE

• The Mali Empire was a famous empire that flourished in the western part of Africa.
• The most powerful ruler of this empire was Mansa Kangan Musa.

Knowledge about Mali, the richest country in Africa, is obtained from Ibn Battuta. Mansa Kangan Musa encouraged education, arts and crafts. The southern part of the country was famous for its gold deposits and the northern part for its salt deposits. Gao, Jenne, and Timbuktu were famous cities in the empire. Timbuktu was a centre of trade as well as education. The Great Mosque in Timbuktu was a centre of Islamic learning. Many scholars from different parts of the world came to Timbuktu.

CIVILIZATIONS IN AMERICA

• The Aztecs, the Mayans, and the Incas were the civilisations that existed in America.
• The outside world came to know about them through the European explorations of America in the 15th century.

Aztecs

• In the 12th century, the Aztecs migrated to the Valley of Mexico.
• Aztec society was hierarchical. Their capital was Tenochtitlan.

They built artificial islands called Chinampas in the lakes of Mexico. This is an example of their construction skills. They gave importance to agriculture and cultivated corn, beans, squash, pumpkins, cassava, and potatoes. In addition to this, they were also engaged in trade and handicrafts. They used coins made of metals such as gold, copper, and tin. They gave importance to education. Educational institutions called Calmecac were built for the children of the nobles and Tepochcalli for the children of other classes.

Mayans
The Mayan civilisation developed in Mexico between the 11th and 14th centuries.
The Mayans cleared the jungle and cultivated maize. They built palaces and temples with stones. They made gold and silver jewellery and beautiful pottery. They used pictographic alphabet. They used bark of trees and paper made from a special plant for writing. They made significant progress in mathematics and astronomy and had an almanac.

Incas

• The Inca civilisation of Peru was the largest indigenous civilisation in South America.
• A centralised imperial rule prevailed there. The king was the supreme ruler.
• The capital was Cuzco.

The city had temples, palaces, and beautiful houses made of stone. The capital was connected to different parts of the country by means of roads. Machu Picchu, located at an altitude of 3,500 metres in central Peru, is an example of their construction skills. They made jewellery using gold, silver, and copper. They used the skins of animals such as llamas and alpaca to weave woollen clothes. The government provided farmers with enough land to cultivate. The main crops were com and potatoes. They used a system of recording numbers called quipu. The Spanish colonisation of America destroyed these cultures.

CHINAMPAS
Chinampas are artificial islands built in the lakes of Mexico. The islands were built by covering reeds with mud and planting crops on them. Palaces and pyramids were built on these islands.

By reviewing Kerala Syllabus 8th Standard Social Science Notes Pdf and Class 8 Social Science Chapter 10 Europe on the World Map Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 8 Social Science Chapter 10 Europe on the World Map Notes Questions and Answers

Class 8 Social Science Europe on the World Map Notes Questions and Answers

Class 8 Social Science Chapter 10 Question Answer Kerala Syllabus

Question 1.
Look at the world map and answer the following questions.

(a) Which continent is located to the east of Europe?
Answer:
Asia

(b) Which ocean is located to the west of Europe?
Answer:
Atlantic Ocean

(c) Which ocean is located to the north of Europe?
Answer:
Arctic Ocean

(d) Which sea is located to the south of Europe?
Answer:
Mediterranean Sea

Question 2.
Find the latitudinal and longitudinal extension of Europe w ith the help of an atlas.
Answer:
Latitude: Generally, it is taken to be 36°O’ north to 71° 11’ north latitude.
Longitude: 25° W to 65° E

Question 3.
Find the location of the Black Sea with the help of an atlas. Observe the political map of Europe and identify the major countries.
Answer:
The Black Sea is located:

• To the southeast of Europe
• Between Eastern Europe and Western Asia

It is bordered by:

• Ukraine (north)
• Russia (northeast)
• Georgia (east)
• Turkey (south)
• Bulgaria (west)
• Romania (west/northwest)

Question 4.
With the help of an atlas, identify and list the countries that belong to the Scandinavian region.
Answer:
The countries that belong to the Scandinavian region are Denmark, Norway, and Sweden. While Finland and Iceland are often associated with them, they are technically part of the broader Nordic countries group due to historical, cultural, and linguistic differences.

Question 5.
With the help of an atlas find out the country through which the Volga River flows.
Answer:

• The Volga flows from Valdai Hills in western Russia
• Passes through cities like Volgograd, Kazan, and Nizhny Novgorod
• Finally empties into the Caspian Sea

Question 6.
Find out which countries have plateaus that are part of the Central Uplands and write down them.
Answer:
France, Germany, Belgium, Luxembourg

Question 7.
Identify the Caucasus Mountains from the topographic map of Europe given below. The highest peak in Europe is indicated by a triangle (A). Find and write the name of this peak.

Answer:
The highest peak in Europe is indicated by a triangle (A) within the Caucasus Mountain Ranges on the map. The highest peak in Europe, indicated by the triangle (A) in the Caucasus Mountains, is Mount Elbrus.

Question 8.
Complete the chart below regarding the topography of Europe.
Answer:

Question 9.
Discuss and present in the class what changes will occur in your daily life if you have to live in conditions similar to the Arctic climate.
Hints: Diet, clothing, agriculture
Answer:
(Hints)
If I have to live in conditions similar to the Arctic climate, many changes will occur in my daily life. Since the Arctic is extremely cold and covered with snow for most of the year, I will have to eat more high-energy and fatty foods such as fish, meat, and soups to keep my body warm. Fresh vegetables and Suits will be limited because farming is difficult in such cold regions.

My clothing will also change completely. I will need to wear thick woollen jackets, fur-lined coats, gloves, boots, caps, and layers of thermal clothes to protect myself from freezing temperatures and icy winds. Regular cotton clothes will not be useful there.

There will be big changes in agriculture too. Because the land remains frozen and there is very little sunlight in winter, crops cannot be grown easily. People mostly depend on hunting, fishing, and food brought from other places.
Overall, living in the Arctic climate would require changes in my food, clothes, daily activities, and the way I adjust to the harsh cold environment.

Question 10.
Complete the given list based on the subarctic climate.
Answer:

Countries	Plants	Animals
Norway, Sweden, Finland, Russia	Pine, Cedar	Lynx, Ermine, Silver fox

Question 11.
Identify the countries that experience the Eastern European Climate, such as Russia, Ukraine, Romania, Hungary, Bulgaria using Marble software.
Answer:
Countries with Eastern European Climate

• Russia (Western part)
• Ukraine
• Romania
• Hungary
• Bulgaria
• Belarus
• Poland (Eastern region)
• Moldova
• Slovakia
• Czech Republic (parts)

Question 12.
Complete the given table by examining the climatic features of Europe

Answer:

Climatic Region	Features
Arctic climate	Very short, cold summers (around 10°C) and long, harsh winters. No sunlight for 5-6 months in winter.
Subarctic/Taiga Climate	Mild, short summers; very cold winters. Temperature stays below 0°C for 5-7 months.
Eastern European Climate	Winter temperature falls below 0°C. Light rainfall in summer.
Western European Climate	Severe winters, moderate heat. Rainfall throughout the year.
Mediterranean Climate	Hot, dry summers and cold, rainy winters. Found around the Mediterranean Sea – Portugal, Spain, Italy, Greece, Croatia, etc.

Question 13.
With the help of an atlas, mark the areas of Europe that experience a Mediterranean climate on the given map.

Answer:

Question 14.
Prepare a note on how the topography and climate of countries like Norway, Sweden, and Finland influence population density.
Answer:
How Topography and Climate Affect Population in Norway, Sweden & Finland

• These countries are in Northern Europe, where the land is mostly mountains, forests, and lakes.
• Because of this rough land, it is hard to build houses, roads, or farms in many places.
• The climate is very cold, especially in the northern parts, with long winters and very little sunlight.
• Cold climate and difficult land make people avoid living in the northern and interior areas.
• Most people live in the southern parts of these countries, where the land is flatter, the weather is milder, and it is easier to grow food and find jobs.
• So, the population density is low in the north and higher in the south.

Question 15.
Complete the table of crops based on the farming methods in Europe.
Answer:

REGION	CROPS
Central and western Europe	Cereals and vegetables; livestock is also raised (Mixed farming)
Mediterranean region	Oranges, olives, grapes (Intensive farming in Mediterranean climate)
Steppes grasslands	Wheat, barley, com, oats (Extensive farming)

Question 16.
Look at the industrial map of Europe and find out which countries have the major industries given below and complete the table.


Answer:

INDUSTRIES	COUNTRIES
Iron	Germany Austria
Ship Building	Belgium, Netherlands and Croatia
Textiles	United Kingdom, Switzerland, Italy
Automobiles	England, Germany, France, and Sweden

Question 17.
Some of the major rivers in Europe are given below. Find out which cities are located on their banks and complete the table.

Answer:

RIVER	CITY
Thames	London
Tiber	Rome
Moskva	Moscow
Seine	Paris
Spree	Berlin ‘

Question 18.
Look at the atlas and find out which countries are neighbouring to Finland and complete the table.

Answer:

East	Russia
South	Estonia
North East	Norway
North	Sweden

Class 8 Europe on the World Map Questions and Answers Extended Activities

Question 1.
Mark the main topographical features on the outline map of Europe and display them in different colours in the class.
Answer:
(Hints)
When marking a physical (topographical) map of Europe, you should show the major mountain ranges, plains, rivers, plateaus, and seas. Use different colours for each feature to make the map neat and easy to understand.
1. Mountain Ranges (Use BROWN)

• Alps – Central Europe (France-Switzerland-Italy-Austria region)
• Pyrenees – Between Spain and France
• Carpathian Mountains – Central & Eastern Europe (Romania area)
• Ural Mountains – Boundary between Europe and Asia (Russia)

2. Plains (Use GREEN)
Great European Plain – Stretches from France through Germany, Poland to Russia

3. Plateaus (Use YELLOW)

• Central Uplands – Germany and surrounding areas
• Iberian Plateau – In Spain

4. Rivers (Use BLUE)

• Danube River – Flows through Central & Eastern Europe
• Rhine River – Flows through Switzerland, Germany, Netherlands
• Volga River In Russia (longest river in Europe)

5. Seas and Important Water Bodies (Use LIGHT BLUE)

• Mediterranean Sea – South of Europe
• North Sea – Between UK and Norway
• Black Sea – Southeast Europe ‘
• Baltic Sea – Near Sweden, Finland, and Poland

Question 2.
Collect pictures of the main flora and fauna of Europe and prepare a digital album.
Answer:
(Hints)

Question 3.
Prepare a project on ‘The influence of the topography and climate of Europe on the natural flora and fauna.’
Answer:
Project: Influence of Topography and Climate on the Flora and Fauna of Europe.
Europe has many different physical features like mountains, plains, plateaus and rivers. It also has different climates such as Mediterranean, temperate, continental and tundra.

These differences affect the plants and animals found in each region.
1. Influence of Topography Mountains: Very cold, steep slopes

• Plants: pine, fir
• Animals: snow fox, mountain goat
• Plains: Flat land, fertile soil
• Plants: oak, beech, grasslands
• Animals: deer, bison, wolves Plateaus: Moderate climate
• Plants: shrubs, mixed forests
• Animals: wild boar, fox

2. Influence of Climate Mediterranean Climate (South Europe)

• Hot, dry summers
• Plants: olive, lavender
• Animals: goats, rabbits Temperate Climate (West & Central Europe)
• Mild climate
• Plants: deciduous forests
• Animals: deer, bear, fox Tundra Climate (North Europe)
• Very cold
• Plants: moss, lichen
• Animals: reindeer, Arctic fox

Conclusion: Topography and climate together decide which plants and animals can live in Europe.

Question 4.
Prepare a brochure of the main tourist attractions of Europe.
Answer:

Europe on the World Map Class 8 Notes Pdf

Std 8 Social Science Europe on the World Map Notes

• Europe is the sixth largest continent. While the other six continents are separate landmasses, Europe is seen as a western extension of Asia.
• The vast landmass that includes Asia and Europe is called Eurasia.
• The Ural Mountains, the Black Sea, and the Caspian Sea to the east separate Europe from Asia.
• The high hills found in the North Western regions of Europe and the Scandinavian Plateau spread across Norway, Sweden, and Finland are the speciality of the North Western Highlands.
• The North European Plains are located south of the North Western Highlands. It is also known as the Great European Plain.
• The Volga is the longest river in Europe.
• The Central Uplands are located to the south of the North European Plain.
• The Alpine Mountain System is a series of fold mountains with parallel ranges located south of the Central Uplands.
• Europe is the only continent in the world without desert.
• Antarctica is considered a cold desert.
• Arctic parts of Europe experience a tundra climate.
• The Taiga climate is experienced in the subarctic regions that lie south of the tundra region.
• The Western European Climate is characterised by severe winter, moderate heat, and rainfall throughout the year.
• A major reason for the population growth in Europe is immigration.
• Regional diversity exists in agriculture, intensive farming, extensive farming, and mixed farming are mostly
• practised depending on the availability of land and population density.
• Europe is a hub of diverse cultures, beliefs, and celebrations.
• Arctic and subarctic climates are generally experienced in Finland.
• Two-thirds of Finland is forested. Low quality coal (peat) is mainly found in Finland, which has relatively a few natural resources.

Introduction
This chapter, “Europe on the world map”, introduces Europe as a small but important continent located in the Northern Hemisphere. It has a variety of geographical features, such as high mountain ranges like the Alps, wide plains, green plateaus, and major rivers, including the Rhine and Danube. These landforms influence Europe’s climate, which includes Mediterranean, temperate, continental, and tundra types. Because of these climates, Europe has a variety of natural vegetation such as coniferous forests, deciduous forests, and grasslands along with wildlife such as deer, bears, bison, and reindeer. The society and people of Europe enjoy a high standard of living and follow different languages, customs, and traditions. The continent is also famous for its festivals and cultural centres, as well as museums, theatres, and historical monuments. The climate affects the social life of Europeans by influencing their food, clothing, houses, and occupations. Through these features, the chapter helps us understand Europe’s geography, culture, and way of life.

EUROPE

• Europe is the sixth largest continent. While the other six continents are separate landmasses, Europe is seen as a western extension of Asia.
• The vast landmass that includes Asia and Europe is called Eurasia. Europe was considered as the centre of the world by the Greek and the Roman scholars.
• Europe was recorded as a continent on world maps made by the Greeks and the Romans 2000 years ago. That is why Europe has been considered as a continent since ancient times.
• The area of Europe is approximately 1,03,55,000 square kilometres. This is only 7% of the world’s area.

Location Of Europe

• Europe is bordered by the Arctic Ocean to the north, the Atlantic Ocean to the west, and the Mediterranean Sea to the south.
• The Ural Mountains, the Black Sea, and the Caspian Sea to the east separate Europe from Asia

The largest country in Europe is Russia. Only 25% of Russia’s land area is in Europe. The rest is in Asia. Europe includes the Russian region west of the Ural Mountains. This region’is known as European Russia. Nearly 75% of the Russian population lives in European Russia. The largest cities of Russia, Moscow and St. Petersburg, are also located in European Russia. Other large European countries include Ukraine, France, Spain, and Sweden.

GEOGRAPHICAL FEATURES
Europe has a diverse topography. The topography of Europe can be classified as follows:

• North Western Highlands
• Central Uplands
• North European Plains
• Alpine Mountain system

North Western Highlands

• The high hills found in the North Western regions of Europe and the Scandinavian Plateau spread across Norway, Sweden, and Finland are the speciality of the North Western Highlands.
• Scandinavia is a popular destination for travellers with its snow-capped mountains, glaciers, fast-flowing rivers, beautiful forests, and lakes. Round-topped and gently sloping hills, formed as a result of long¬term glaciation and weathering, are found in many places.
• Fjords, which are found on the Scandinavian coast, are another feature of this region.

Fjords
‘IT-shaped valleys are valleys formed in a ‘U’ shape by the process of glacial erosion. Fjords are glacial valleys formed in this way on the coasts of high latitudes. Planktons grow abundantly in fjords where warm and cold-water currents meet. These areas are rich in fish as they come to feed on the planktons. Therefore, the Scandinavian region is famous for fishing.

North European Plains

• The North European Plains are located south of the North Western Highlands. It is also known as the Great European Plain.
• This plain extends from the Ural Mountains in the east to the Atlantic Ocean in the west. The plain has a fairly flat topography with small hills here and there.
• The North European Plain, which is very suitable for agriculture, was formed as a result of glacial deposits and by the alluvium deposits of the major rivers of Europe, the Volga, the Don, and the Dnieper.
• The Volga is the longest river in Europe. The steppes are the most widespread grassland in the North European Plain.

Glaciation And Weathering
Glaciers are moving mass of ice. As a result of their movement, different landforms are created and the
surface is changed. This process is called glaciation. Weathering is the physical, chemical, or biological
decomposition or disintegration of rocks on the Earth’s surface.

Central Uplands

• The Central Uplands are located to the south of the North European Plain.
• This area of land, filled with small hills, valleys, and plateaus, stretches from Ireland in the west to Russia in the east. The Rhine and Rhone rivers enrich this area with water.
• The different landforms that make up the Central Uplands are listed below:

Major Landforms Of The Cenj Rral Uplands

MAJOR LANDFORMS OF THE CENJ	RURAL UPLANDS
Landforms	Country
Rhine Valley, Vosges Mountains, Jura Mountains, Central Massif Plateau	France
Ardennes Mountains	Belgium
Black Forest Mountains, Harz Mountains	Germany
Maseta Plateau	Spain
Bohemian Plateau	Czech Republic

Alpine Mountain System

• The Alpine Mountain System is a series of fold mountains with parallel ranges located south of the Central Uplands.
• These mountain ranges extend from the Atlantic Ocean in the west to the Caspian Sea in the east. The main Alpine Mountain ranges are the Alps, the Caucasus, and the Carpathians.
• Mount Elbrus in the Caucasus Mountains is the highest peak in Europe.

FOLD MOUNTAINS:
The lithosphere, the outermost layer of the Earth composed of the crust, and the upper part of the mantle, is generally solid. The lithosphere is made up of irregularly shaped plates. These plates are several thousand kilometers wide and have an average thickness of 100 kilometres. Fold Mountains are mountains formed by the folding of rock layers at plate boundaries where plates collide with each other. Example: The Himalayas.

CLIMATE, NATURAL VEGETATION AND WILDLIFE

• The general climate of Europe is characterised by mild summers and relatively severe winters. However, there is regional variation in climate.
• Latitude, topography, and the closeness of the ocean influence the climate. High latitude and the influence of mountains cause dry winter climate in the north and east.
• The influence of the ocean in the south and west leads to a moderate climate.
• Europe is the only continent in the world without desert. Most of Europe receives different forms of precipitation, such as rain and snow.
• Any area that does not receive more than 25 centimetres of annual rainfall is considered a desert. Antarctica, which is covered in snow all year round, is also a desert. Antarctica is considered a cold desert.

PRECIPITATION
Precipitation is the process by which water particles are released from clouds through continuous condensation and fall to the ground in solid, liquid form. The various forms of precipitation are rain, snow, sleet, and hailstones.

Arctic/Tundra Climate

• Arctic parts of Europe experience a tundra climate. The Arctic/Tundra climate is characterised by short, cold summers and long, harsh winters.
• While summer temperature rises to 10°C, winter temperatures drop from -25°C to -40°C.
• There is no sunlight here for 5 to 6 months in winter.

Long nights, harsh winters, and precipitation in the form of ice prevent the growth of plants. Due to this, only shrubs, lichens, and mosses that can withstand the cold generally grow in this climate. The lack of vegetation in the tundra climate also affects the animal life here. Only a few animals such as wolf, reindeer, polar bear, and Arctic hare with thick fur that can survive the cold, can be seen here.

Subarctic/Taiga Climate

• The Taiga climate is experienced in the subarctic regions that lie south of the tundra region.
  Although the short summers are mild and warm, winters are as harsh as those in the Arctic climate.
• Temperature is below 0°C for five to seven months of the year.
• Precipitation in the taiga climate is generally in the form of snow. The main vegetation of the taiga climate, is evergreen forests with coniferous trees. The main trees are pine and cedar. Lynx, ermine, and silver fox are the prominent animals in the region.

Eastern European Climate

• The eastern parts of Europe experience severe summers and extreme winters. This climate is known as the Eastern European Climate.
• Winter temperature often drops below 0°C. Light rain fall is common in summer.
• Due to the scanty rainfall and intense heat, large trees do not grow in areas experiencing this climate.
• The steppes experience the Eastern European Climate. The animals that are mainly found are antelope, wolf, and horse.

Western European Climate

• The Western European Climate is characterised by severe winter, moderate heat, and rainfall throughout the year.
• The Western European Climate is experienced in the northwestern European countries of Britain, the Netherlands, Belgium, southern Norway, Denmark, western France, and northern Spain.
• The presence of the Atlantic Ocean influences the climate here.
• The Western European Climate is suitable for plant growth. Deciduous trees with strong wood and broad leaves are found here. Examples of these are beech, elm, oak, birch, and ash. Animals like squirrel, fox, hare, deer, and wolf are also found here.

Mediterranean Climate

• Mediterranean climate is the climate experienced in the regions around the Mediterranean Sea.
  Portugal, Spain, Italy, Greece, Bosnia and Herzegovina, Croatia, and southern France experience Mediterranean climate.
• Mediterranean climate is characterised by hot, dry summers and cold, rainy winters.
  This is a climate where trees and shrubs grow well. Rosemary, lavender, olive, pine, orange, grape, and fig are the main plants. Rare species of animals such, as the Iberian lynx, Barbary macaque, Mouflon goat, Spanish imperial eagle, nuthatch are found in the Mediterranean region.

VITICULTURE
Grape cultivation in the Mediterranean region is very famous. Grape cultivation which is scientifically practiced, is called viticulture. Along with this, winemaking is also an important economic activity here.

SOCIETY AND PEOPLE
It is believed that humans migrated to many parts of the world from Africa. The human race, which arrived in Europe between 40000 and 50000 years ago, later spoke a variety of languages and followed different cultures. Overseas voyages and explorations paved way for the social, economic, political and linguistic developments of Europe.

Population:

• It is the sixth largest in size, Europe is the third most populous continent, behind Asia and Africa. . Russia is the most populous European country.
• Germany, the United Kingdom, France, and Italy are the countries behind Russia in terms of population

The population is not the same in all parts of Europe. The population is higher in the countries in the west, south, and east of the continent. Due to the geographical characteristics, the population and population density in the Scandinavian countries such as Norway, Sweden, and Finland are very low. The majority of the population in these countries lives in the coastal cities in the South.

• Due to the influence of different topography, culture, and immigration, different languages are spoken in Europe.
• Russian language is spoken by most of the people in Europe. In addition to this, German, French, Italian, English, and Spanish are also widely spoken.
• A major reason for the population growth in Europe is immigration. A large number of people from Africa, Central Asia, and South Asia migrate to the European Union countries.

Europe is one of the most developed regions in the world. The excellent climate, abundant natural resources, and technology make Europe industrially and agriculturally rich. This is one of the main reasons for immigration to Europe.

European Union: Initiated in 1957 by six countries – Belgium, Germany, France, Italy, Luxembourg, and the Netherlands – the European Union was formed in 1993. The union, which began with the aim of economic unity and an internal market between countries, later focused on social, cultural, and political areas. The European Union was awarded the Nobel Peace Prize in 2012 for its contribution to peace, reconciliation, democracy, and human rights.

Agriculture
Regional diversity exists in agriculture, intensive farming, extensive farming, and mixed farming

INTENSIVE FARMING	EXTENSIVE FARMING	MIXED FARMING
A farming method that increases production using advanced technology in densely populated areas.	A mechanised grain farming method that is carried out on a commercial basis over very large areas of land.	A method of raising livestock along with crops.
Cultivated in countries with a Mediterranean climate.	This type of fanning is practised in the steppes of northern Europe.	This type of farming is mainly found in central and western Eu­rope.
Oranges, olives, and grapes are mainly cultivated.	The main crop is wheat. Cereals such as barley, com, and oats are also grown	In addition to the production of cereals and vegetables, livestock are also raised.

Fishing
Fishing is a major occupation in the countries of Norway, Denmark, and Poland, which are bordered by the North Sea, the North Atlantic Ocean, and the Arctic Ocean. Cod, herring, salmon, halibut, and sea trout are abundant in these areas.

Great Fisher Bank
The Great Fisher Bank and Dogger Bank, on the coast of Denmark and Norway, are the most abundant fishing areas in Europe. In addition to these, the Mediterranean Sea, the Black Sea, and the inland lakes support a thriving fishing industry.

Industry
The Industrial Revolution led Europe to development. Europe’s iron and steel industry, textile industry, and manufacturing sector gained world attention.
Automobile Manufacturing Industry in Europe: European countries are at the forefront of vehicle manufacturing. Many companies that built fighter planes, trucks, and tankers for their country’s military during the world wars later turned to the automotive sector. Audi, Ferrari, Bugatti, Volkswagen, Mercedes-Benz, BMW, Rolls-Royce, Scania, Volvo, and Porsche are all European automobile companies that have admirers all over the world.

FESTIVALS AND CULTURAL CENTRES

• Europe is a hub of diverse cultures, beliefs, and celebrations. Europe’s diverse Christmas and New ‘ Year celebrations, Germany’s Oktoberfest, Spain’s La Tomatina, Bullfighting, the Netherlands’ King’s Day Carnival, and the Venice Carnival are some of the notable festivals.
• Famous landmarks such as the Eiffel Tower, the Leaning Tower of Pisa, and London Bridge, as well as cities that are famous for art, culture, and history, are major tourist attractions in Europe. Important Cities
• Paris: Paris is the most visited tourist place in Europe every year. Located on the banks of the Seine River, Paris is the capital of France. The Eiffel Tower and the Louvre Museum attract tourists to this city.
• London: Located on the banks of the Thames River, London is the capital and largest city of England and the United Kingdom.
• Berlin: Berlin is the capital and largest city of Germany. This city is located on the banks of the Spree River.
• Moscow: Moscow is the capital of Russia. It is the largest city in Europe, located on the banks of the Moskva River.
• Rome: Rome, the capital of Italy, is located on the banks of the Tiber River. Many monuments of the Roman Empire and Christianity are located here. The Colosseum in Rome is one of the ancient wonders of the world. In addition to these, Madrid, Athens, Amsterdam, Vienna, Barcelona, Lisbon, and Dublin are other major cities in Europe.

Land of a Thousand lakes

• The northern European country of Finland is often referred to as the Land of a Thousand Lakes.
  Although it is often referred to as the Land of a Thousand Lakes, Finland is actually home to more than 100,000 lakes, numerous rivers, and vast wetlands.
• The Baltic Sea and the Gulf of Finland lie to the south of Finland, and the Gulf of Bothnia lies to the southwest. The landscape, climate, and culture here attract many tourists.

CLIMATE AND SOCIAL LIFE

• Arctic and subarctic climates are generally experienced in Finland. Extreme cold and snowfall make life difficult for people in the northern parts of Finland. For this reason, the major populated areas are adjacent to the sea.
• One fifth of the Finnish population, called Finns, live in the capital, Helsinki. Many of the world’s major population areas are located in coastal areas. The reason for this includes: Easy Transportation and trade, Availability of food, Economic opportunities and favourable climate.
• Two-thirds of Finland is forested. Low quality coal (peat) is mainly found In Finland, which has relatively a few natural resources.

Due to the harsh winters, energy consumption is very high. The country’s main source of energy is hydroelectricity. However, winter hinders electricity generation. Severe winters and constant snowfall hinder construction work and transportation, and increase construction costs.

Land Of Happiness

• Finland topped the United Nations World Happiness Index in 2024. This is the seventh consecutive time that Finland has achieved this feat.
• Countries such as Norway, Sweden, Denmark and Iceland which experience Scandinavian topography and Arctic climate, are all in the top ten of the World Happiness Index, behind Finland.
• In addition, these countries also ranked highly on the Human Development Index prepared by the United Nations to assess the development of countries in the world. Many countries with favourable climate, topography, and natural resources are behind Finland in the happiness index. The will and hard work of the Finnish people to overcome adverse climate and topography and leap towards development can be set as an example to the world.

How Is The Happiness Index Prepared?
The happiness index is prepared based on six factors: Per Capita Income, social support, healthy life. expectancy, freedom, generosity, and corruption.

By reviewing Kerala Syllabus 8th Standard Social Science Notes Pdf and Class 8 Social Science Chapter 9 Democracy: Meaning and Scope Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 8 Social Science Chapter 9 Democracy: Meaning and Scope Notes Questions and Answers

Class 8 Social Science Democracy: Meaning and Scope Notes Questions and Answers

Class 8 Social Science Chapter 9 Question Answer Kerala Syllabus

Question 1.
The below is a dialogue that highlights the importance of elections in a democratic system. What are the points that emerge from the dialogue?

Answer:

• Every citizen who is 18 years of age has the right to vote.
• Those who registered their names in the voters’ list can vote.
• People choose the government by voting.

Question 2.
Organise a panel discussion on the factors that hinder the Direct Democratic System in the modern world.
Answer:
(Hints: Conduct a panel discussion by using the given factors)

• Select the Topic (Factors that hinder the Direct Democratic System in the modem world)
• Choose the Panel Members
• Appoint a Moderator
• Start the Discussion with an introduction
• Key Factors (Large Population, Lack of Political Awareness, Slow Decision-Making, Influence of Wealthy Groups, etc)

Question 3.
Complete the table by comparing Direct Democracy with Indirect Democracy.

Answer:

Direct Democracy	Indirect Democracy
• The people rule directly	• The people rule through representatives
• All decisions concerning the state were made directly by the citizens.	• Council of ministers are responsible to the Parliament

Question 4.
Discuss and prepare a note on the merits and demerits of the Parliamentary System and the Presidential System.
Answer:

	Parliamentary System	Presidential System
Merits	Close relationship between the Executive and the Legislature Quick decision-making and easy law-making Flexible and adaptable	Stable executive Clear separation of powers Effective leadership
Demerits	Unstable government Possibility of executive domination Less separation of powers	Less accountability High cost of elections Possibility of domination

Question 5.
What are the different ways that individuals use to express their ideas?
Answer:

• Conversation
• Pictures
• Cinema
• Books / Writing

Question 6.
Organise a discussion and prepare a note on “Absolute Equality and Special Recognition of Talents.”
Answer:
Absolute equality means giving every person equal rights, respect, and opportunities without any discrimination. At the same time, individuals have different abilities, and society must give special recognition to talents in fields like studies, sports, art, and leadership. When everyone is treated equally and talented individuals are encouraged, both fairness and progress are ensured. Thus, equality and recognition of talents should go together for the overall development of society.

Question 7.
Find out from the surroundings what special considerations have been adopted to ensure equal justice and write them down.
Answer:

• Separate seats are reserved for the differently-abled on the bus.
• Reservation in education and jobs is provided for backward communities.
• Special coaches are arranged in trains for differently-abled passenger.

Question 8.
Prepare slogans, placards, posters and pamphlets to raise awareness in the society of various rights.
Answer:
(Hints)
Slogans:

• “Rights for all, justice for all!”
• “Equal rights make a strong society.”

Placard Ideas:

• “Right to Freedom: Speak, think, and express.”
• “Right to Life: Safety and protection for all citizens.”

Poster Message:
Right to Education “Open the doors of knowledge -Education is every child s right. ”

Pamphlets Content:
Every citizen has the right to Freedom: to speak, express, travel, and practice any religion.

Question 9.
Organise a debate on ‘The importance of the rule of law in a democratic system of governance.’
Answer:
(Hints: Conduct a debate by including the given points)

Points FOR the Topic:

• Ensures equality- no one is above the law.
• Protects citizens’ rights and freedoms.
• Prevents abuse of power by leaders.
• Helps maintain peace, order, and justice in society.

Points AGAINST the Topic:

• Sometimes laws may be misused by authorities.
• Strict laws without flexibility can cause delays injustice.
• Bureaucratic procedures may slow down government action.

Question 10.
Organise a seminar on “The Role of Political Parties in Strengthening Democracy.”
Answer:
Political Parties play an important role in creating political awareness and shaping public opinion in a democracy. Political parties facilitate the functioning of a democracy. The conferences, marches and speeches they hold are the most powerful political education programmes in a democracy. The aim of political parties is to win elections and gain political power by turning public opinion in their favour.

Question 11.
What are the factors that make the opposition essential in a democratic system?
Answer:

• Criticising and evaluating the government
• Gathering public opinion and suggesting alternative policies
• Examining and checking all activities of the administration
• Making democracy active through marches, conferences, and demonstrations.

Question 12.
Find and list out the reasons why India adopted a democratic system.
Answer:

• Democratic values influenced India’s freedom struggle and its leadership.
• All the movements in the freedom struggle adopted democratic methods.
• The leaders believed that only a democratic system could politically unify a region with such cultural and geographical diversify.
• Democracy provides a platform for different ideas to interact. j
• A democratic system can ensure a peaceful transfer of power between governments.
• It gives an opportunity for people to register their grievances and protests.

Question 13.
Organise a discussion on “The Importance of Universal Adult Franchise in Representative Democracy.”
Answer:
According to Article 326 of the Indian Constitution, all citizens of India have the right to vote, regardless of caste, religion, gender, or class. When the Constitution came into existence, the voting age was 21 years. However, according to the 61st Constitutional Amendment, the voting age was reduced to 18 years from the 1989 election onwards. Many people opposed the implementation of universal adult franchise in India, where illiteracy was high. However, Jawaharlal Nehru took the stance that all citizens of India should have the right to vote. Even in European countries, where the rise of modem democracy occurred, workers and women did not have the right to vote in its early days. It is in this context that the universal adult franchise adopted by the framers of the Indian Constitution becomes increasingly relevant.

Question 14.
Organise a seminar on the features of the Indian democratic system.
Answer:
(Hints: Conduct a seminar by using the given keypoints)
Key Points to be Discussed (Features of Indian democracy)

• Sovereign, Socialist, Secular, Democratic, Republic
• Universal Adult Franchise
• Parliamentary System
• Free and Fair Elections
• Independent Judiciary
• Multi-party System
• Federal System

Class 8 National Movement and Kerala Questions and Answers Extended Activities

Question 1.
Conduct an interview with a representative of the people about the features of the parliamentary system.
Answer:
(Questions for an Interview)

• What is your understanding of the parliamentary system?
• How does the parliamentary system ensure people’s participation in government?
• What is the role of the Legislature in this system?
• How is the Executive formed in a parliamentary system?
• Why is the Prime Minister considered the real head of the government?
• How does the parliamentary system help in protecting the rights of citizens?

Question 2.
Find examples of non-democratic governments from the governance systems of different countries around the world and prepare a digital presentation.
Answer:

• Country Type of Government
• North Korea Authoritarian / Single-party rule
• China One-party Communist state
• Saudi Arabia Absolute Monarchy
• Qatar Monarchy
• Monarchy Single-party Communist state

Question 3.
Find and write the names of the major political parties in different countries around the world.
Answer:
India – Indian National Congress (INC), Bharatiya Janata Party (BJP), Communist Party of India (CPI)
United States – Democratic Party, Republican Party )
China – Communist Party of China (CPC)
Russia – United Russia, Communist Party of the Russian Federation

Question 4.
Organise an awareness programme on various Rights Day using placards and pamphlets prepared in the class.
Answer:
(Hints)
Step 1: Select the Rights Days

• Human Rights Day (Dec 10)
• Child Rights Day (Nov 20)
• Consumer Rights Day (Mar 15)

Step 2: Form a Student Committee

Step 3: Collect Information

• What does the right mean?
• Why is the day observed?
• How can people protect these rights?

Step 4: Prepare Placards and Pamphlets

Step 5: Arrange the Venue and Conduct the Programme

National Movement and Kerala Class 8 Notes Pdf

Std 8 Social Science National Movement and Kerala Notes

• Direct Democracy. Switzerland is a country where direct democratic devices exist.
• Representative Democracy or Indirect Democracy is a system in which the people elect their representatives to govern.
• In democratic governance, there are two models in practice Parliamentary System and Presidential System.
• Freedom is defined as the absence of restrictions.
• The important freedoms are freedom to move, freedom to organise, freedom to assemble and freedom to express.
• Equality is the view that all people in the world are unique and valuable, regardless of discrimination based on religion, colour, gender, race, language, or nationality.
• In the modem view, justice means giving equal and due consideration to all individuals as human beings.
• Rights are the conditions necessary to lead a dignified and meaningful life as human beings.
• The right to freedom, the right to property, and the right to life are important Natural Rights. »
• The essence of the rule of law is that everyone is equal before the law and everyone will receive equal legal protection.
• The separation of powers among the branches of government, namely the legislature, the executive, and the judiciary, is very important in a democratic system.
• An election is the system adopted to elect the representatives of the people.
• The basis of the concept of secularism is a clear separation between the state and religion.
• India is the largest democratic country in the world. India has adopted a parliamentary system.
• The Parliament of India has two houses. The upper house is the Rajva Sabha. and the lower house is the LokSabha.
• No-confidence motion is a motion presented in the Lok Sabha expressing the lack of confidence in the current council of ministers.
• According to Article 326 of the Indian Constitution, all citizens of India have the right to vote, regardless of caste, religion, gender, or class.
• In India, the government is formed by representatives elected by the people at the national and state levels.
• The judicial system of India consists of the Supreme Court at the top, the High Court next, and the lower courts below it.
• A political system in which many political parties exist and compete in elections is called a multi-party system.
• After the elections, when no party gets a majority in the Parliament, more than one party join together to form a coalition and form the government. Such governments are called coalition governments.
• Federalism is a system in which there is a constitutional division of powers between the central and state governments.

Introduction
The chapter “Democracy: Meaning and Scope” helps us understand what democracy means and why it is considered the most people-friendly form of government. It explains the basic factors of a democratic system, such as equality, freedom, justice, and active participation of citizens in decision-making. The chapter also describes how governments that do not follow democratic principles often restrict freedoms and deny people their rights. By comparing these systems, students can understand the value of democratic practices. Finally, the chapter highlights the major features of Indian democracy and explains how our Constitution protects the rights of every citizen, ensuring fairness, representation, and overall development of the nation.

DEMOCRACY
Democracy is built on the foundation of ideas such as Liberty, Equality, Justice, and Rights.
Democracy consists of governments that respect these values and do not intrude upon them. This means that there are limits to the activities of the government. These limits are set by the Constitution. Therefore, we can also call modem democracy a Constitutionalism; The democracy we see today has been formed through a prolonged process.

Development And Evolution Of Democracy
Greece: The Birthplace of Democracy
The origin of the democratic system can be traced to the city-states of ancient Greece. Among these city-states, Athens was the most prominent. The word ‘democracy,’ meaning the power of the people, is derived from the Greek words ‘Demos’ meaning people, and ‘Kratos’ meaning power. Athens had a culture that valued individual freedom and individual ability. All decisions concerning the state were made directly by the citizens. Similarly, the military leaders and judges were directly elected by the people. In this way, the democratic system in which the people directly participate in governance and law-making is called Direct Democracy. However, its greatest limitation was that slaves and women did not participate in the democratic system that existed in Athens.

Direct Democracy: In the Contemporary World
Direct democracy in its complete form cannot be seen anywhere in the world today. However, some of its devices still exist in many democratic systems.

• Switzerland is a country where direct democratic devices exist.
• As the size of the states and population increased, direct democracy in the Greek model became impractical. That is how, indirect democracy, or representative democracy, in which the people elect their representatives to govern, came into being.

Indirect Democracy or Representative Democracy
Representative Democracy or Indirect Democracy is a system in which the people elect their representatives to govern.

The representative democracy began in Europe in the eighteenth and nineteenth centuries. The growth of the British parliament led to the rise of the representative democracy. British parliamentary democracy gained strength through constant confrontation with the monarchy. In a parliamentary democratic system, the government is governed by a council of ministers that is collectively responsible to the parliament. Adult franchise and civil rights are milestones in the history of British parliamentary democracy. The French Revolutionary ideals of Liberty, Equality and Fraternity have also made great contributions to the values of representative democracy.

Parliamentary System and Presidential System
In democratic governance, there are two models in practice Parliamentary System and Presidential System. Democratic systems are classified in this way based on the relationship between the executive branch and the legislature.

Features of the Parliamentary System	Features of the Presidential System
The executive branch is controlled by the legislature The powers of the head of the state are nominal The head of state is the King/Queen/President The head of government is the Prime Minister The Prime Minister is the leader of the party that has the majority in the legislature The council of ministers, headed by the Prime Minister, is collectively responsible to the legislature	The executive branch and the legislature are separate The President serves both as the head of state and the head of government All executive powers are vested in the President The President is directly elected by the people The President is not accountable to the legislature

Collective Responsibility of the Council of Ministers
In the Parliamentary System, the council of ministers, led by the Prime Minister, is collectively responsible to the legislature. The Council of ministers is collectively responsible for the decisions taken by each minister concerning their respective departments.

BASIC FACTORS OF A DEMOCRATIC SYSTEM
Several factors need to come together for the existence of a democratic system.

Freedom (Liberty)
Freedom is defined as the absence of restrictions.
That is, a state devoid of any external restrictions on individuals. Freedom also has a creative dimension. In this sense, an opportunity to develop the capabilities of individuals can also be defined as freedom. The important freedoms are freedom to move, freedom to organise, freedom to assemble and freedom to express. Of these, freedom to express serves as the foundation of democracy.

Freedom of Expression
“I disagree with what you say. But I will defend to the death for your right to say it. ” – Voltaire The above words indicate the importance of freedom of opinion and freedom of expression. Humans express their ideas in various ways. As you know, conversation is the primary means used by individuals to express ideas. For a Film Director, cinema is the medium to express ideas. A writer presents his views through books. If they are banned, the people’s right to know is denied. Sharing and evaluation of ideas and opinions is the most important thing in democracy.
According to J.S. Mill, no idea is completely wrong. There may be elements of truth in what we think is wrong. When we prohibit an idea that we think is wrong, we lose even the truth contained in it.

Freedom is not complete in the absence of restrictions. Therefore, some instructions and rules that individuals should and should not do are necessary for social life. It restricts the intrusion upon another person’s freedom. The value of freedom becomes meaningful only in a system where each individual respects the freedom of others. The thought that one’s own opinions and beliefs are more powerful than those of others leads to conflicts. In such cases, legal and political restrictions are needed.

Equality

• Equality is the view that all people in the world are unique and valuable, regardless of discrimination based on religion, colour, gender, race, language, or nationality.
• Equality is also the essence behind the concept of universal human rights.

However, equality does not mean that everyone should be treated the same way in all situations. It cannot be said that giving different considerations to different persons according to their ability is a violation of the concept of equality. For example, an award given for literature or a medal given for excellent performance in sports cannot be seen as inequality.

Political Equality	Social Equality	Economic Equality
Right to vote Right to contest elections Right to hold public office	Non-discrimination Equal status Equal opportunities	Right to work Equal pay for equal work Right to leisure

Justice
The concept of justice changes over time. In the modem view, justice means giving equal and due consideration to all individuals as human beings.

Equal Treatment for Equals	Proportionate Justice	Recognition of Special Needs
As human beings, all individuals deserve equal rights and equal consideration No discrimination on the basis of class, caste, religion, gender, or race	Justice  should  be proportionate to the ability and contribution of each person There    is no injustice in treating each person separately according to their ability	In a society where inequality exists, the weaker section and the backward can enjoy equality only if special rights are granted Methods such as reservation can be adopted to ensure equality

Rights
Rights are essential for the existence and growth of democracy. Rights are the conditions necessary to lead a dignified and meaningful life as human beings. What we desire or wish for is not necessarily a right. It is merely a claim. Only legally recognised claims are considered rights. Many prominent political thinkers are of the opinion that rights originated before the formation of the state and are natural in character.

• The right to freedom, the right to property, and the right to life are important Natural Rights.
• A bill of rights is included in the constitution of most countries as part of giving legal recognition to rights.
• The fundamental rights given in Part III of the Indian Constitution is an example of this.

Different Types of Rights

Political Rights	Civil Rights
Right to vote Right to contest elections Right to hold public office Right to criticise the government	Equality before the law Right to a free and fair trial Right to assemble and organise Freedom of expression
Economic Rights	Cultural Rights
Right to work Right to receive minimum wages Equal rights over the resources and property of the states	Right to preserve language and script Right to educate in the mother tongue Right of indigenous people to preserve their cultural heritage

Rule Of Law
The essence of the rule of law is that everyone is equal before the law and everyone will receive equal legal protection. The general laws of the country will apply equally to everyone. There will be no special laws for any group. Similarly, the government can fulfil its duties only through the process and principles prescribed by the legal system.

Separation Of Powers
The separation of powers among the branches of government, namely the legislature, the executive, and the judiciary, is very important in a democratic system. These three branches, while remaining independent in their respective areas, also check the activities of the other branches. If all these powers are concentrated in a single branch, it will lead to tyranny and endanger the freedom and rights of the people.

Election And Representation
Modem democratic countries generally follow an indirect democratic system. In indirect democracy, the rule of the people means that the representatives of the people rule for the people. Election is the system adopted to elect the representatives of the people. Elections should be free, fair, and held at regular intervals. For this, basic provisions regarding the right to vote and the conduct of elections should be included in the constitution of the country.

Secularism
The basis of the concept of secularism is a clear separation between the state and religion. The state will not have an official religion. At the same time, citizens will have the freedom to believe in any religion they wish. The state will treat all religions equally. In a democratic system, secularism is relevant in two ways. First, it treats all religions equally, regardless of minority or majority. Since the state does not have an official religion, it does not discriminate against any community on the basis of religion. Further, it provides citizens with equal justice and rights along with freedom of belief.

Political Parties
They play an important role in creating political awareness and shaping public opinion in a democracy. Political parties facilitate the functioning of a democracy. The conferences, marches and Speeches they hold are the most powerful political education programmes in a democracy. The aim of political parties is to win elections and gain political power by turning public opinion in their favour.

Opposition

• The opposition should have the freedom to criticise and evaluate the government.
• The freedom of the opposition to act is a sign of a healthy democracy.

A constructive opposition carefully examines and evaluates all the activities of the government. Along with criticising the wrong policies of the administration, it gathers public opinion and suggests alternative policies to correct them. The opposition is what makes democracy more dynamic. The marches, conferences, and demonstrations they organise make the political system more active. A political system that bans or restricts the opposition or imprisons opposition leaders is not good for democracy.

Constitutionalism
All modem democratic systems work according to the constitution. The constitution is the fundamental document that sets out the laws on which the authority of the state is based and the rights of its citizens. Along with the powers of the state, the fundamental rights of its citizens are also enshrined in the constitution. However, the government has certain limits to interfere with the fundamental rights of its citizens.

GOVERNMENTS THAT DO NOT ADHERE TO DEMOCRACY

Monarchy	The oldest form of government Power is transferred by inheritance All the power of the state is vested in the king/queen
Dictatorship	All the powers of the state will be concentrated in one person No one has the right to question or criticise the person who becomes the supreme leader of the state All forms of democracy, including elections, will be banned
Military Dictatorship	The military will rule directly There will be no democratic rights or other forms of democracy Protests and criticism will be suppressed by military force
Party Dictatorship	Only one political party governs All the powers of the state are concentrated in the party Democratic values, including freedom of expression, are completely prohibited
Theocratic State	Clergy will directly rule the state according to religious laws The official religion of the state shall be the basis of the legal system Everyone shall be obliged to believe in and follow the official religion

INDIAN DEMOCRACY
India is the largest democratic country in the world. There is perhaps, no other democratic process in the world where so many people participate. Elections are an essential factor in a democratic system.

Reasons Why India Adopted A Democratic System

• Democratic values influenced India’s freedom struggle and its leadership. .
• All the movements in the freedom struggle adopted democratic methods.
• The leaders believed that only a democratic system could politically unify a region with such cultural and geographical diversity.
• Democracy provides a platform for different ideas to interact.
• A democratic system can ensure a peaceful transfer of power between governments.
• It gives an opportunity for people to register their grievances and protests.

Features Of Indian Democracy
(a) Parliamentary System In India

• India has adopted a parliamentary system.
• The Parliament of India has two houses. The upper house is the Rajya Sabha, and the lower house is the Lok Sabha.

The party or coalition that wins the majority in the Lok Sabha forms the council of ministers. Although the head of state is the President, his powers are nominal. The real powers will be exercised by the council of ministers headed by the Prime Minister. The council of ministers has collective responsibility to Parliament. The council of ministers can be removed from power by passing a no-confidence motion in the Lok Sabha. No-confidence motion is a motion presented in the Lok Sabha expressing the lack of confidence in the current council of ministers. In a parliamentary system, the council of ministers headed by the Prime Minister can continue in power only if it retains the confidence Of the legislature.

The Parliament can control the Council of Ministers through:

• Adjournment Motion
• Question Hour
• Calling-Attention Motion
• Zero Hour

(b) Universal Adult Franchise in India
According to Article 326 of the Indian Constitution, all citizens of India have the right to vote, regardless of caste, religion, gender, or class.

When the Constitution came into existence, the voting age was 21 years. However, according to the 61st Constitutional Amendment, the voting age was reduced to 18 years from the 1989 election onwards. Many people opposed the implementation of universal adult franchise in India, where illiteracy was high. However, Jawaharlal Nehru took the stance that all citizens of India should have the right to vote. Even in European countries, where the rise of modem democracy occurred, workers and women did not have the right to vote in its early days. It is in this context that the universal adult franchise adopted by the framers of the Indian Constitution becomes increasingly relevant. Developed countries like Britain and the United States granted women the right to vote long after the implementation of democracy. In many states in the United States, the right to vote was granted to the Afro-American people only in the 1960s.

(c) Elected Government
In India, the government is formed by representatives elected by the people at the national and state levels.

The term of the government is five years. After the expiration of five years, new elections are held and a new government comes to power. Governing bodies in local self-government institutions are also formed through elections. All Indian citizens have the right to contest elections and hold public office, regardless of caste, religion, gender, and economic status. An Election Commission exists to conduct free and fair elections in India.

National Election Commission
The Election Commission is a constitutional institution in India for conducting free and fair elections. The Election Commission conducts elections to the office of President and Vice President, as well as to Parliament and state legislatures. The Election Commission is composed of a Chief Election Commissioner and two other Commissioners.

(d) Independent Judiciary and Judicial Review
The judicial system of India consists of the Supreme Court at the top, the High Court next, and the lower courts below it.

The judiciary is independent of the executive branch and the legislature. To ensure the independence of the judiciary, judges have a fixed tenure of service. The Constitution has set limits on the executive and legislative branches from interfering in the service and salary conditions of judges. The court is the guardian of the Constitution. In this sense, the court has the power to declare the unconstitutional acts of the executive and the legislature invalid through judicial review.

(e) Party System in India
Political parties play a vital role in the democratic system. Since independence, a multi-party system has existed in India. A political system in which many political parties exist and compete in elections is called a multi¬party system. From the first elections until 1967, the Indian National Congress dominated the general elections. After that, although the Congress retained power at the national level, it lost power in many states. Since the 1989 elections, the coalition system, in which more than one party joins to form the government, has been introduced in India.

Coalition Government
After the elections, when no party gets a majority in the Parliament, more than one party join together to form a coalition and form the government. Such governments are called coalition governments.

(f) Pluralism
As a nation, India is different from the nation-states of Europe. Nation-states in Europe were formed on the basis of the idea ‘one culture, one nation’. However, unlike Europe, the nation of India came into existence by giving equal rights and importance to diverse religious, ethnic groups and cultural streams. We have adopted a federal system to politically accommodate these differences. The rights of religious and linguistic minorities are included in the fundamental rights and are given special protection. 22 languages have been included in the 8th Schedule of the Indian Constitution. Similarly, special provisions for the protection of tribal groups have been included in the 5th and 6th schedules. Some states have been given special status considering their cultural and social characteristics.

• India is a secular state. This is clearly stated in the Preamble of the Indian Constitution itself.
• The nation does not have an official religion. All religions are treated equally. Citizens have the freedom to believe in any religion they want.
• The Indian Parliament is the forum that represents all these diversities of India.

Federal System
A system in which there is a constitutional division of powers between the central and state governments. In this system, there will be an independent judiciary to resolve disputes between the centre and the states.

By reviewing Kerala Syllabus 8th Standard Social Science Notes Pdf and Class 8 Social Science Chapter 8 National Movement and Kerala Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 8 Social Science Chapter 8 National Movement and Kerala Notes Questions and Answers

Class 8 Social Science National Movement and Kerala Notes Questions and Answers

Class 8 Social Science Chapter 8 Question Answer Kerala Syllabus

Question 1.
Discuss in class and prepare a note on the defensive measures adopted by Pazhassi against the British by ensuring the support of the locals, and the steps taken by the British against him.
Answer:
Kerala Varma Pazhassi Raja organised strong resistance against the British with the help of the local people in Wayanad. He used the forest and hilly terrain to adopt guerrilla warfare tactics, making it difficult for the British to attack. The people of Wayanad supported him by providing shelter, food, and information. To crush his resistance, the British took several steps – they set up military camps at important places, built new roads to reach the interior areas, stopped the rice supply to Wayanad, and announced rewards for those who captured the rebels. Thomas Harvey Baber, the Sub-Collector of Thalassery, killed Pazhassi’s commanders and discovered his hideouts. Finally, Pazhassi Raja was killed bravely in an encounter at Mavilamthode in 1805.

Question 2.
What was the situation that prompted Paliath Achan and Velu Thampi Dalawa to fight together against the British? Discuss and present it in the class.
Answer:
Velu Thampi Dalawa, the Prime Minister of Travancore, and Paliath Achan, the Prime Minister of Kochi, were both angered by the growing interference of the British Resident, Macaulay, in their kingdoms’ internal affairs. Macaulay took control of Travancore’s administration, cancelled Velu Thainpi’s orders, and demanded immediate payment of tax arrears, which led to a conflict between him and Velu Thampi. In Kochi, Macaulay supported the enemies of Paliath Achan and interfered in state matters, which worsened relations there too. As both leaders realised that British control was destroying the independence of their kingdoms, they secretly joined hands and decided to fight together against British domination. Their united struggle became a symbol of courage and resistance against colonial rule.

Question 3.
‘ Examine the circumstances that led the tribal people of Wayanad to revolt and prepare a note.
Answer:
The tribal people of Wayanad, mainly the Kurichyar and Kurumbrar, revolted against the British due to their harsh and unjust policies. After these tribes supported Pazhassi Raja in his fight against the British, they were treated as enemies. The British seized their lands, stopped them from following their traditional farming methods, and forced them to pay taxes in money instead of goods, which created great hardship. Losing their land and freedom pushed them to rise in revolt. In 1812, under the leadership of Rama Nambi (Rama Mooppan), the Kurichyar started an armed rebellion. They captured important routes in Wayanad and attacked British troops at Sultan Bathery and Mananthavady with local support. Though the British later suppressed the rebellion, it showed the courage and determination of the tribal people to protect their land and rights.

Question 4.
Why did the farmers protest against the landlords and the British government? Prepare a note and present it to the class.
Answer:
The farmers of Malabar protested against the landlords and the British government because of their unjust and exploitative policies. After the British established control, they introduced high taxes and supported landlords who forced the farmers to pay large rents. Many fanners lost their land and were evicted when they could not pay these heavy taxes. The British also ignored the struggles of poor peasants and protected the interests of the rich landlords. This caused widespread poverty, suffering, and anger among the farmers. As a result, the peasants rose in protest against both the landlords and the British authorities. Most of these uprisings took place in South Malabar and were led mainly by Mappila farmers, and the British called them the ‘Mappila Riots.’ These revolts showed the farmers’ determination to resist exploitation and fight for justice.

Question 5.
Complete the table given below.
Answer:

Resistance	Area Where It Took Place	Situation
Pazhassi Revolt	Kottayam, Wayanad	British denial of tax collection rights and people’s support to Pazhassi.
Velu Thampi Revolt	Travancore	British intervention in internal affairs.
Paliath Achan’s Revolt	Kochi	British interference and support to his enemies.
Kurichyar Riot	Wayanad	Tax hike, eviction, and suppression of tribal rights.
Mappila Riots	South Malabar	Tax hike and eviction.

Question 6.
What are the social evils have you heard of?
Answer:

• Ban on ‘Panthibhojanam
• Child marriage
• Denial of education – Lower-caste people and women were not allowed to get education.
• Slavery – People from lower castes were treated as property and forced to work for landlords.
• Oppression of women – Women had very few rights and were often not treated equally in society.

Question 7.
Organise a seminar on ‘The role of the ideas of social reformers in the Kerala Renaissance.’
Answer:
(Hints)
The Role of the Ideas of Social Reformers in the Kerala Renaissance
1. Introduction: Begin the seminar by explaining the social conditions in Kerala before the Renaissance – caste discrimination, untouchability, denial of education, and inequality. Explain that Kerala Renaissance was a period of great social awakening that changed these unjust practices.

2. Objective of the Seminar:

• To understand the contributions of social reformers.
• To discuss how their ideas helped build an equal and modem Kerala.
• To learn the importance of social reform in bringing justice and equality.

3. Main Speakers

• Student 1: Sri Narayana Gum – Fought against caste system and promoted “One Caste, One Religion, One God for Man.”
• Student 2: Ayyankali -Worked for the rights and education of Dalits.
• Student 3: Chattampi Swamikal – Spoke against caste discrimination and promoted the idea of social equality.
• Student 4: Vakkom Moulavi – Led reforms among Muslims and promoted modem education.
• Student 5: Dr. Palpu – Worked with Narayana Gum for social justice and equality.

4. Discussion Points:

• How their ideas challenged social evils.
• The role of education in social reform.
• The impact of these movements on modem Kerala society.
• How their teachings remain relevant today.

5. Conclusion: Summarise that the Kerala Renaissance was a result of the tireless efforts of reformers who stood for human dignity, equality, and education. Their vision laid the foundation for the socially advanced Kerala we see today.

Question 8.
Prepare a note discussing the social situation that led to the struggle for the right to wear upper cloth.
Answer:
During the 19th century, Kerala society was strictly divided by caste, and people of lower castes faced severe discrimination in daily life. One example of this injustice was that Channar (Nadar) women of South Travancore were not allowed to wear upper cloth like the women of higher castes. This rule was meant to show their lower social status. When Channar women, with the support of Christian missionaries, began to wear upper cloth to protect their dignity, they were attacked and humiliated by upper-caste groups who tore off their clothes. This led to violent riots and protests in many parts of South Travancore. The situation reflected the deep inequality and lack of respect for human rights that existed at that time. Finally, after continuous struggle, on July 26, 1859, the Maharaja of Travancore issued a royal decree granting Channar women the right to wear upper cloth, marking a major victory against caste-based discrimination.

Question 9.
Prepare a newspaper report related to the Vaikom Satyagraha.
Answer:
(Hints)
The Vaikom Satyagraha: A Historic Struggle for Social Equality Vaikom, Travancore -1924
A powerful movement for social justice is taking place at Vaikom in Travancore. The Vaikom Satyagraha, which began in March 1924, is a peaceful protest against the ban that prevented people of lower castes from using the roads around the Vaikom Mahadeva Temple. Leaders like T.K. Madhavan, K. Kelappan, and K. P. Kesava Menon are guiding the struggle, while Mahatma Gandhi has also expressed his support for the movement. Protesters are courageously facing arrests and harassment by the police but continue their fight with great discipline and non-violence. The movement has gained widespread public attention and support from people across Kerala and India. After a long and determined struggle, the Travancore government has agreed to open three of the four temple roads to all castes. The Vaikom Satyagraha has become a symbol of equality and human dignity, inspiring future movements against caste discrimination in Kerala.

Question 10.
Organise a panel discussion on ‘Struggles for Civil Rights and their Achievements.’
Answer:
Panel Discussion: Struggles for Civil Rights and Their Achievements
Moderator: Today, we are discussing the important struggles that helped people in Kerala get equal rights and freedom.

Speaker 1 – Upper Cloth Agitation:
In old Travancore, Channar women were not allowed to wear upper cloth. When they started wearing it with the help of missionaries, upper-caste people attacked them. After many protests, in 1859, the Maharaja allowed them to wear upper cloth.

Speaker 2 – Vaikom Satyagraha:
In 1924, people of lower castes were not allowed to walk on the roads near the Vaikom temple. Leaders like T.K. Madhavan and K. Kelappan started a peaceful protest. With Gandhiji’s support, by 1925, three temple roads were opened to everyone.

Speaker 3 – Guruvayur Satyagraha:
In 1931, K. Kelappan and Mannath Padmanabhan led a protest asking that all Hindus be allowed into the Guruvayur temple. Many were beaten and arrested, but the movement helped people support temple entry for all castes.

Speaker 4 – Paliyam Satyagraha:
In 1947-48, people protested because lower castes were not allowed to walk,on the road near Paliath Achan’s house in Kochi. The movement, led by C. Kesavan, succeeded, and in 1948 all temples and roads were opened to everyone.
Moderator (Conclusion):

These struggles taught us the importance of equality, courage, and unity. They helped make Kerala a place where everyone enjoys civil rights and respect.

Question 11.
Complete the table given below.
Answer:

Struggles for Civil Rights	Situation
Upper Cloth Agitation	Ban on wearing clothes.
Vaikom Satyagraha	Ban on lower- caste people walking on temple roads.
Guruvayur Satyagraha	Ban on temple entry for lower- caste Hindus.
Paliyam Satyagraha	Ban on lower- caste people walking on Paliyam Road near Paliath Achan’s house.

Question 12.
What were the action programmes of the Civil Disobedience Movement in Malabar? Discuss and prepare a note.
Answer:
In Malabar, the Civil Disobedience Movement included various programmes to oppose British rule. People refused to pay taxes and boycotted foreign clothes and goods. Many public meetings and processions were organised to spread the message of independence. Students, farmers, and workers participated actively. Volunteers made salt in defiance of the salt law, showing their unity with Gandhiji’s call for freedom. Many leaders and participants were arrested, but the people of Malabar continued their struggle with courage and determination. These actions made the movement strong and helped to spread national awakening in the region.

Question 13.
Prepare a note discussing how the Malabar Rebellion became an important event in the Indian freedom struggle.
Answer:
The Malabar Rebellion of 1921 was an important event in the Indian freedom struggle. It began as part of the Khilafat and Non-Cooperation Movements started by Mahatma Gandhi. In Malabar, these movements joined with the local tenant farmers’ struggles against the British and the landlords: The rebellion soon spread to areas like Eranad, Valluvanad, and Ponnani. Many poor farmers and tribal people took part, showing their anger against injustice and foreign mle. Although the British suppressed the rebellion with force, it revealed the deep discontent of the people and their willingness to fight for freedom. The Malabar Rebellion inspired later struggles and became a symbol of resistance against both colonial rule and social oppression.

Question 14.
Create a flip album including the popular protests and important events that took place in Malabar, Kochi and Travancore as part of the national movement.
Answer:
(Hints)
Malabar
Malabar Rebellion (1921)

• Anti-British and anti-landlord uprising.
• Led by Mappila peasants in Eranad, Valluvanad. and Ponnani.
• Showed people’s courage against British oppression.
  Add: Photo of freedom fighters or Malabar map.

Kochi
Paliyam Satyagraha (1947-48)

• Protest against untouchability and road restrictions near Paliath Achan’s residence.
• Led by C. Kesavan and other leaders.
• Resulted in temples being opened to all castes in 1948.
  Add: Image of protesters or Kochi temple.

Travancore
Upper Cloth Agitation (1859)

• Channar women fought for the right to wear upper cloth.
• Faced attacks from upper-caste people.
• Maharaja of Travancore granted them the right on 26 July 1859.
  Add: Drawing of Channar women.

Question 15.
Organise a seminar on ‘National Movement and Participation of Women in Kerala.’
Answer:
National Movement and Participation of Women in Kerala
Introduction: The freedom struggle in Kerala saw active participation from women who fought bravely against British rule. Their courage and contributions inspired many to join the national movement.

Main Points to Discuss:
Women Freedom Fighters:

• V. Kuttimalu Amma – Led processions and faced imprisonment during the Civil Disobedience Movement.
• Accamma Cherian – Known as the “Jhansi Rani of Travancore,” she led protests against the British government.
• Parvathi Nenmenimangalam – Participated in the Vaikom and Guruvayur Satyagrahas.
• Annie Mascarene – Played a key role in the Travancore State Congress and later became a Member of Parliament.

Role in Protests and Movements:

• Women joined picketing, boycotts, and public demonstrations.
• They spread awareness and motivated others to join the struggle.
• Many women were jailed but remained determined.

Conclusion: Women in Kerala played a heroic role in India’s freedom struggle. Their bravery, leadership, and sacrifice remain an inspiration for generations.

Question 16.
Prepare a script for a digital presentation, including the activities of the Aikya Kerala Movement, with the aim of a state for the Malayalam speakers and the formation of the state of Kerala.
Answer:
(Hints)
Title: Aikya Kerala Movement and the Formation of Kerala

Slide 1 – Introduction:
Before 1956, Malayalam-speaking people lived in Travancore, Cochin, and Malabar. They wanted one state for all Malayalis.

Slide 2 -Aikya Kerala Movement:
The Aikya Kerala Movement started to unite all Malayalam-speaking regions. Leaders, writers, and> reformers supported this idea.

Slide 3 – Main Activities:
Meetings, articles, and cultural programmes were organised to spread the message of “One Kerala.”

Slide 4 – Important Leaders:
K. Kelappan, K. P. Kesava Menon, Pattom A. Thanu Pillai, and T. K. Madhavan worked actively for this cause.

Slide 5 – Formation of Kerala:
On November 1, 1956, Travancore, Cochin, and Malabar were merged to form Kerala, with Thiruvananthapuram as the capital.

Slide 6 – Conclusion:
The Aikya Kerala Movement united Malayalis and created a strong identity for Kerala — truly “God’s Own Country.”

Class 8 National Movement and Kerala Questions and Answers Extended Activities

Question 1.
Prepare a project on the topic ‘Role of local resistance in fostering national consciousness.’
Answer:
Project: Role of Local Resistance in Fostering National Consciousness
Introduction: Before India became independent, many local struggles took place across the country. These local revolts, though small in scale, played a major role in awakening people’s awareness about foreign domination and the need for unity.

Local Resistance Movements

• Paika Rebellion (1817) – In Odisha, the Paikas revolted against the British due to unfair land policies and loss of traditional rights.
• Vellore Mutiny (1806) – One of the earliest soldier revolts in Tamil Nadu, it showed the growing resentment among Indian soldiers against British control.
• Santhal Rebellion (1855-56) – The Santhal tribes of Jharkhand rose against British exploitation and oppressive landlords.
• Malabar Rebellion (1921) – Peasants in Malabar (Kerala) revolted against the British and local landlords, combining religious and nationalist sentiments.
• Velu Thampi’s Revolt (1809) – The Diwan of Travancore fought against British interference in local administration.

Impact on National Consciousness

• These uprisings inspired later freedom movements.
• They revealed the cruelty of colonial rule and united people from different regions.
• They created heroes who became symbols of resistance.
• Local struggles helped develop the idea of a shared national identity and the dream of independence.

Conclusion: The local resistance movements laid the foundation for India’s national movement. Though they began as regional protests, their spirit of courage and defiance inspired the entire nation to fight for freedom.

Question 2.
Prepare a short biographical book based on the lives of the reformers who worked for social renaissance in Kerala in the nineteenth and twentieth centuries. Make it attractive by including pictures and messages.
Answer:
(Hints)
1. Sree Narayana Guru (1856-1928)

• Preached equality: “One caste, one religion, one God for mankind.”
• Built temples open to all and promoted education.

2. Chattampi Swamikal (1853-1924)

• Opposed caste system and superstitions.
• Promoted women’s education and social freedom.

3. Ayyankali (1863-1941)

• Worked for Dalit rights and education.
• Fought for the right to walk on public roads and attend schools.

4. Vakkom Abdul Khader Moulavi (1873-1932)

• Spread modem education among Muslims.
• Published Swadeshabhimani newspaper for social awareness.

5. Pandit Karuppan (1885-1938)

• Known as Lincoln of Kerala.
• Worked for the upliftment of backward communities.

Question 3.
Find out more struggles for civil rights in Kerala and prepare inquiry note.
Answer:
Inquiry Note: Struggles for Civil Rights in Kerala
Topic: Struggles for Civil Rights in Kerala Period: 19th – 20th Century
Objective: To understand the major movements in Kerala that aimed to secure equality, justice, and basic rights for all sections of society.

Main Civil Rights Struggles
Vaikom Satyagraha (1924-25)

• Aim: To secure the right for all castes to use the roads around the Vaikom temple.
• Leaders: T.K. Madhavan, K. Kelappan, and supported by Mahatma Gandhi.
• Result: Marked a major victory against untouchability.

Temple Entry Proclamation (1936)

• Issued by: Maharaja Chithira Thirunal Balarama Varma of Travancore.
• Impact: Allowed all castes to enter Hindu temples – a big step toward social equality.

Guruvayur Satyagraha (1931-32)

• Aim: To allow entry of all Hindus into the Guruvayur temple.
• Leaders: K. Kelappan, A.K. Gopalan.
• Outcome: Strengthened the temple entry movement and equality reforms.

Ayyankali’s Movements

• Aim: To gain educational and public rights for Dalits.
• Action: Started schools for lower castes; organised protests for road and school entry.

Conclusion: These struggles helped Kerala move towards a just and equal society, ensuring civil rights and human dignity for all people, regardless of caste or community.

Question 4.
Prepare a digital magazine including the Aikya Kerala Movement and the formation of the Kerala state.
Answer:
(Hints)
“The Birth of Kerala – From Unity to Statehood”
1. Introduction: Before 1956, Kerala was divided into Travancore, Cochin, and Malabar regions. The idea of uniting all Malayalam-speaking people led to the Aikya Kerala Movement, which finally resulted in the formation of the state of Kerala.

2. The Aikya Kerala Movement

• Meaning: “Aikya” means unity — it was a movement to unite all Malayalis under one state.
• Started: In the early 20th century.
• Leaders: K. Kelappan, EMS Namboodiripad, K.P. Kesava Menon, and others.

Objectives:

• To unite Malayalam-speaking regions.
• To promote cultural and linguistic identity.
• To demand administrative efficiency and social development.
  (Add picture: map showing Travancore, Cochin, Malabar)

3. Formation of Kerala State

• Date: November 1, 1956
• Event: The State Reorganisation Act merged Travancore-Cochin with Malabar.
• First Chief Minister: E. M. S. Namboodiripad.
• Significance: Marked the realization of the Aikya Kerala dream.
  (Add picture: First Kerala Assembly or EMS Namboodiripad)

4. Achievements After Formation

• Development in education and health.
• Growth of Malayalam literature and media.
• Strong sense of unity and cultural pride among Malayalis.

5. Conclusion: The Aikya Kerala Movement was not just about redrawing boundaries – it was about unity, identity, and progress. The formation of Kerala on 1 November 1956 remains a proud milestone in our history.

National Movement and Kerala Class 8 Notes Pdf

Std 8 Social Science National Movement and Kerala Notes

• Kerala Varma Pazhassi Raja was a member of the Kottayam royal family in Northern Malabar.
• Thomas Harvey Baber, who came as the Sub-Collector of Thalassery, killed the commanders who were the strength of Pazhassi, and found out his military bases, forcing Pazhassi into a more defensive position.
• Velu Thampi was the Dalawa, or Prime Minister of Balarama Varma Maharaja, who ruled Travancore.
• The Prime Minister of Kochi, Paliath Achan, also faced problems with Macaulay.
• On 11 January 1809, Velu Thampi issued the “Kundara Proclamation” at Kundara in Travancore.
• Paliath Achan had opposed the interference of the British Resident Macaulay in the internal affairs of Kochi.
• The Kurichyar and Kurumbrar are tribal groups in Wayanad.
• The Kurichyar rebellion began in 1812.
• The equality and equity that we see today were not seen in the social life of that time. It was a society where superstitions and customs were widespread.
• A person’s social status was determined by the caste in which he was bom.
• Social reformers are those who fought against irrational customs.
• The women of the Channar community of South Travancore did not have the right to wear upper cloth like the women who were considered to be the upper caste.
• On July 26, 1859, the Maharaja of Travancore issued a decree removing restrictions on Channar women to wear upper cloth.
• The Guruvayur Satyagraha began on 1 November 1931 with the formation of a committee under the leadership of K. Kelappan and Mannath Padmanabhan.
• The Paliyam Satyagraha of 1947-48 was another protest in Kerala for the abolition of untouchability.
• The Malabar Rebellion was an anti-British and anti-landlord movement in Malabar.
• The Quit India Movement, which began across India on August 9, 1942.
• The 1932 ‘Nivarthanam’ or Abstention Movement was a powerful political agitation that took place in Travancore.
• In 1934, Congress workers who were interested in socialist ideas, met at Kozhikode under the presidency of K. Kelappan.
• On 1 July 1949, Travancore and Kochi merged to form Thiru-Kochi, an important step towards creating the Kerala state.

Introduction
This chapter “National Movement and Kerala” explains how Kerala took part in India’s national movement and how people fought for freedom and equality. It begins with “The Trumpet Sounds for the Preparation of War,” which describes the early signs of resistance against British rule. We learn about “The Dalawa Who Raised the Proclamation” and his brave actions, and the “Kurichyar Rebellion,” a heroic fight for justice. The chapter also discusses social reform movements that worked to end caste discrimination and the struggles for civil rights that brought equality to all. The flame of protest and national consciousness spread across Kerala, leading to the growth of political groups like the Congress Socialist Party. Finally, the chapter ends with the formation of the state of Kerala, marking the success of unity and progress.

THE TRUMPET SOUNDS FOR THE PREPARATION OF WAR

• Kerala Varma Pazhassi Raja was a member of the Kottayam royal family in Northern Malabar.
• In the early days, he helped the British in Malabar against the Mysore rulers. In return, an agreement was made that Pazhassi would be given the power to collect taxes in the Kottayam area.
• However, the situation changed when Malabar came under the control of the English East India Company through the Treaty of Srirangapatnam.
• The British handed over the power to collect taxes in Kottayam to Pazhassi’s uncle, the Kurumbranadu king Veera Varma, who was loyal to them. Protesting against this neglect, Pazhassi Raja appealed to the people not to pay taxes to the new rulers. This led to the conflict between Pazhassi and the British.

Defensive strategies Pazhassi adopted against the English East India Company:

The British realised that it would not be easy to defeat Pazhassi, who had put up a strong defence with the support of the people in Wayanad, which was full of forests and ravines. They took various measures against him.

• Military camps set up at strategic places
• New roads were built
• Rice supply to Wayanad was cut off
• A reward was announced for those who nab the participants in the rebellion

Thomas Harvey Baber, who came as the Sub-Collector of Thalassery, killed the commanders who were the strength of Pazhassi, and found out his military bases, forcing Pazhassi into a more defensive position. He attained a valiant death in an encounter with the Company’s army at Mavilamthode in Wayanad on November 30, 1805.

SRIRANGAPATNAM TREATY
This is a treaty signed on 18 March 1792 between Tipu Sultan, the ruler of Mysore, and the English East India Company, following the defeat of Mysore in the Third Anglo-Mysore War. According to the treaty, the British received the regions of Malabar and Coorg, which were under Tipu’s control.

THE DALAWA WHO RAISED THE PROCLAMATION

• Velu Thampi was the Dalawa, or Prime Minister of Balarama Varma Maharaja, who ruled Travancore.
• In 1805, through an agreement signed between the English East India Company and the King of Travancore marked the end of the political freedom of Travancore.
• The British Resident Macaulay took control of the administration of Travancore.
• He cancelled the orders issued by Velu Thampi, the Dalawa (Prime Minister) of Travancore.
• Macaulay demanded immediate payment of tax arrears to the British company.
• This led to a conflict between Velu Thampi and the British.
• The Prime Minister of Kochi, Paliath Achan, also faced problems with Macaulay’
• Velu Thampi and Paliath Achan made a secret agreement to fight against the British.
• The joint forces of Travancore and Kochi attacked Macaulay’s camp in Kochi, but Macaulay escaped.
• On 11 January 1809, Velu Thampi issued the “Kundara Proclamation” at Kundara in Travancore.
• In this proclamation, he called on the people to fight against British rule.
• The Kundara Proclamation became a symbol of the people’s resistance against the British.

KUNDARA PROCLAMATION
Through this proclamation, Velu Thampi, the Dalawa of Travancore called upon the royalists and patriots to take up arms and prepare for a fight against the British who claimed to be protecting Travancore, but in reality, they were plundering our land and if they continued, the kingdom would be destroved.

Kochi And Paliath Achan
Paliath Achan had opposed the interference of the British Resident Macaulay in the internal affairs of Kochi. Besides, Macaulay gave shelter to an enemy of Paliath Achan which worsened the situation. Then Paliath Achan joined hands with Velu Thampi and launched a struggle against the British. Although he strongly resisted the British, he was eventually exiled to Madras by them.

Paliath Achan: The heads of the Nair family called Paliyam in the Kochi kingdom were called Paliath Achan. The Paliath Achans held the position of being the Chief of Ministers or the Prime Minister of the Kochi kingdom.

KURICHYAR REBELLION: A HEROIC STORY OF RESISTANCE

• The Kurichyar and Kurumbrar are tribal groups in Wayanad.
• The British considered them enemies after they supported Pazhassi in this rebellion.

Measures the British took against the Kurichyar and Kurumbrar:

• The tribal people’s tracts of land were seized
• They were not allowed to continue their traditional methods of farming
• The British demanded money instead of goods as tax

The Kurichyar rebellion began in 1812. The tribal people fought against the British by taking control of the routes to Wayanad and by gaining local support. Rama Nambi or Rama Mooppan was their leader. They directly attacked the British army stationed at Sultan Bathery and Mananthavady. But the British suppressed the Kurichyar rebellion by bringing in more soldiers from other places.

Peasant Discontent – Leads to Rebellion
A series of rebellions broke out in various parts of Malabar in the nineteenth century. William Logan, the Malabar District Collector, recorded in his investigation report that the British government’s tax policies, exploitation and eviction of landlords were the causes of these riots. There was protest and violence by farmers against the exploitative landlords and the British government. Since most of the participants were Mappila farmers of South Malabar, the British authorities and imperial historians referred to these uprisings as the ‘Mappila riots.’,

SOCIAL REFORM MOVEMENTS

• The equality and equity that we see today were not seen in the social life of that time. It was a society where superstitions and customs were widespread.
• A person’s social status was determined by the caste in which he was born.
• As part of caste discrimination, many social evils such as untouchabilitv, unapproachability and travel bans existed in Kerala.
• Social reformers are those who fought against such irrational customs. The spread of modem education and the Renaissance thought supported their activities. Our land has given birth to many social reformers.

Social Reformers And Their Main Activities

STRUGGLES FOR CIVIL LIBERTY

Upper Cloth Agitation

• The women of the Channar community of South Travancore did not have the right to wear upper cloth like the women who were considered to be the upper caste.
• The Channar women, who appeared in public places wearing upper cloth with the support of Christian missionaries, were attacked by those who were considered to be the upper caste and their upper cloth was tom off.
• Subsequently, riots broke out in many places in Southern Travancore.
• On July 26, 1859, the Maharaja of Travancore issued a decree removing restrictions on Channar women to wear upper cloth.

Vaikom Satyagraha

• The Vaikom Satyagraha was a major struggle for the freedom of travelling that took place in Kerala when the national movement was gaining strength.
• The people who were considered inferior were not allowed to walk on the approach roads of Vaikom temple. The satyagraha began on March 30, 1924, in protest against this discrimination. This satyagraha was led by T. K. Madhavan, K. Kelappan, K. P. Kesava Menon and others.
• The Vaikom Satyagraha, which attracted national attention, ended with the mediation of Mahatma Gandhi. On November 23, 1925, all the roads on all three sides of the temple (except two lanes leading to the Eastern Gate) were opened to all Hindus.

Guruvayursatyagraha

• The Guruvayur Satyagraha was a movement that demanded all sections of Hindus be allowed to enter the Guruvayur temple.
• The Satyagraha began on 1 November 1931 with the formation of a committee under the leadership of K. Kelappan and Mannath Padmanabhan.
• When the protest intensified, the authorities were forced to close the temple for approximately a month. The volunteer captains of the movement, A. K. Gopalan and P. Krishna Pillai, were brutally beaten by opponents of the Satyagraha.
• When K. Kelappan began a ‘fast unto death’ in front of the temple, many people came from different places to support it. Finally, the fast was ended on the instructions of Gandhiji.
• When the Congress held a plebiscite in Ponnani taluk to ascertain public opinion about the temple entry,
  the majority of the people supported it. ‘
• In this way, the Guruvayur Satyagraha helped to create a favourable atmosphere for the entry of all sections of Hindus to the temple.

SAVARNA JATHA
To express solidarity with the Vaikom Satyagraha, a procession was organised from Vaikom to Thiruvananthapuram under the leadership of Mannath Padmanabhan. This is known as the ‘Savama Jatha.’

Pali Yam Satyagraha

• The Paliyam Satyagraha of 1947-48 was another protest in Kerala for the abolition of untouchability.
• The marginalised sections of the people were prohibited from walking on the road in front of the residence of Paliath Achan at Chennamangalam in Kochi.
• The Palyiam Satyagraha was organised by political parties and community organisations in protest against this injustice.
• The government responded with arrests and torture to suppress the satyagraha led by C. Kesavan and others.
• In 1948, when all the temples in Kochi were opened to everyone regardless of caste, restrictions on walking along Paliyam Road were lifted.

MIRACLE OF MODERN TIMES
On November 12, 1936, Chithira Thirunal Balarama Varma, the ruler of Travancore, issued the Temple Entry Proclamation. Through this, the temples of Travancore were opened to all sections of Hindus. Gandhiji described this proclamation as a ‘miracle of modem times.’

THE FLAME OF PROTEST OF NATIONAL CONSCIOUSNESS
Malabar
The national movement was more active in Malabar than in other parts of Kerala. The formation of the Malabar District Congress Committee and the activities of the Home Rule League propelled the national movement forward. The Khilafat and Non-Cooperation Movements received strong support throughout Malabar.

• As part of the struggle, people boycotted foreign-made goods, courts, schools and other government institutions. The strike witnessed active participation of women and students.
• The prominent leaders during the time were C. Kunhirama Menon, K. Kelappan, U. Gopala Menon, K. P. Kesava Menon, Muhammed Abdur Rahiman Sahib, E. Moidu Moulavi and Moyarath Sankaran.
• When the Salt Satyagraha gathered momentum all over India under the leadership of Gandhiji as part of the Civil Disobedience Movement, its impact was also felt in Kerala.
• The centre of the Salt Satyagraha in Kerala was Payyannur in Malabar.
• The satyagraha was led by K. Kelappan.

Satyagrahis from various parts of Kerala reached the Payyannur beach and participated. Also, under the leadership of Muhammad Abdur Rahman, the Satyagrahis violated the law and made salt on the beach at Kozhikode. The people who gathered there had to suffer the brutal thrashings of the police. The boycott of foreign clothes, picketing of liquor shops and the Khadi campaign were all part of the struggle.

Malabar Rebellion

• The Malabar Rebellion was an anti-British and anti-landlord movement in Malabar.
• It began when the tenant movement joined with the Non-Cooperation and Khilafat movements.
• The rebellion took place in 1921 and spread to Eranad, Valluvanad, and Ponnani taluks.
• Many people, including landlords, officials, and peasants, lost their lives during the rebellion.
• The British used the Malabar Special Police and the army to stop the revolt.
• Leaders: Ali Musliyar, Variyankunnath Kunjahammed Haji, and M. P. Narayana Menon.

THIRURANGADI, POOKOTTOOR PANDIKKAD CLASHES
The British police attempted to arrest Vadakke Veetil Muhammad, the secretary of the Khilafat Committee in Pookottoor, on charges of theft. This led to clashes between the British police and the people, first in Tirurangadi and later in Pookottoor and Pandikkad. These were the major incidents that took place during the Malabar Rebellion.

Quit India Movement
The Quit India Movement, which began across India on August 9,1942, resulted in the arrest of prominent leaders, including Gandhiji. As a result, it became a violent movement unlike other Gandhian movements. The people of Kerala-including women and students-actively participated in the movement in Malabar, Kochi and Travancore regions. The Keezhariyur bomb case is a-major incident that took place as part of this.

Kochi
Since the establishment of the British sovereignty in Kochi, which was a princely state, there had been popular protests against it. The initial protests were aimed at establishing good governance. Later, protests began to gain political rights.

Electricity Strike: The Diwan of Kochi, R. K. Shanmukham Chetty, decided to hand over the electricity supply of Thrissur to a private company. In 1936, there was a popular uprising against the decision. Although the government suppressed the protest, this strike helped mobilise people to the forefront of protest.

Kochi Rajya Praja Mandal: An organisation named Kochi Rajya Praja Mandal was formed in 1941 with the aim of achieving responsible government. Ikkanda Warrier, Panampilly Govinda Menon and V. R. Krishnan Ezhuthachan led the activities of the Praja Mandal. It was decided to hold a nationwide protest to achieve responsible government and 29 July 1946 was observed as “Responsible Government Day.” Later, the Praja Mandal merged with the Indian National Congress. Ikkanda Warrier became the Prime Minister, and the first Congress ministry came to power in Kochi.

Travancore
The Malayali Memorial and the Ezhava Memorial were the early movements that awakened the political consciousness of the people in Travancore.

Malayali Memorial	Ezhaoa Memorial
Demand for adequate representation of people of Travancore in government jobs in Travancore On 1 January 1891, a petition signed by the people was submitted to the Maharaja, stating this demand Leadership – G. P. Pillai	Demand for adequate representation of Ezhava community in government service On 3 September 1896, a petition signed by members of the Ezhava community was submitted to the Maharaja. Leadership – Dr. P. Palpu

Abstention Movement

• The 1932 ‘Nivarthanam’ or Abstention Movement was a powerful political agitation that took place in Travancore.
• The Christian, Muslim, and Ezhava communities formed a political committee and led the movement jointly. They demanded proportional representation in government jobs and in the Legislative Assembly.
• C. Kesavan, N. V. Joseph and P. K. Kunju led the movement. The activities for responsible government in Travancore were carried out under the auspices of the Travancore State Congress. Pattom Thanu Pillai was the first president of the Travancore State Congress.
• They organised the agitation through petitions and direct-action protests.

THE CONGRESS SOCIALIST PARTY

• In 1934, Congress workers who were interested in socialist ideas, met at Kozhikode under the presidency of K. Kelappan. They decided to form a ‘Congress Socialist Party’ within the Indian National Congress.
• P. Krishna Pillai, E. M. Sankaran Namboothiripad and A. K. Gopalan led this faction.
• Several peasant struggles took place in Kerala under the leadership of the Congress Socialist Party. When the national movement gained strength in India through protests such as Non-Cooperation and Civil Disobedience, women in Kerala actively participated in the struggles. Embracing Gandhiji’s message, women were active in salt production, boycotting foreign clothes, and weaving and wearing khadi clothes. During the struggle period, there was also notable participation of women in the activities of eradicating untouchability and uplifting Harijans. Many women were imprisoned as part of the struggles. During this period A. V. Kuttimalu Amma and Ammu Swaminathan in Malabar and Akkamma Cheriyan and Annie Mascarene in Travancore led the national movement.

FORMATION OF THE STATE

• In 1921, the All Kerala Provincial Conference was held at Ottapalam with representatives from Malabar, Kochi, and Travancore.
• In 1928, the Payyannur Congress Conference led by Jawaharlal Nehru demanded a separate Kerala state in the future.
• After this, a committee was formed to work for Aikya Kerala (United Kerala).
• Aikya Kerala conventions were held in various places.
• On 1 July 1949, Travancore and Kochi merged to form Thiru-Kochi, an important step towards creating Kerala state.
• After the independence of India, the Fazal Ali Commission was formed to reorganise the states of India based on language. As per the recommendations of the commission, the state of Kerala came into existence on 1 November 1956 by merging Malabar and Thiru-Kochi. The taluks of Thovala, Agastheeswaram, Kalkulam and Vilavancode, which were part of Travancore, were added to the Madras State (present-day Tamil Nadu). The taluk of Kasaragod, which was part of south Karnataka, was added to Kerala.
• The general election in Kerala was held in February and March 1957, and on 5 April, the first ministry under the leadership of E. M. S. Namboodiripad assumed power in Kerala.

Students often refer to Kerala State Syllabus SCERT Class 8 Maths Solutions and Class 8 Maths Chapter 13 Statistics Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 8 Maths Chapter 13 Solutions Statistics

Class 8 Kerala Syllabus Maths Solutions Chapter 13 Statistics Questions and Answers

Statistics Class 8 Questions and Answers Kerala Syllabus

Tabulation (Pages 203-204)

Question 1.
The number of members in 50 households of a village is listed below.

Make a frequency table and answer these questions:
(i) How many households have just two members?
(ii) How many households have four or fewer?
(iii) How many households have ten or more?
(iv) What size household occurs the most?
Answer:

(i) 5
(ii) 5 + 11 + 9 = 25
(iii) 1 + 1 = 2
(iv) 3

Question 2.
There are 44 children in class 8B. The list shows how far they come from, in kilometres.

Make a frequency table and answer these questions:
(i) How many children are from exactly 1 kilometre away?
(ii) How many are from more than 5 kilometres?
(iii) How many are between 5 and 10 kilometres?
(v) How many are from more than 10 kilometres?
Answer:

(i) 3
(ii) 21
(iii) 23
(iv) 4

Question 3.
The scores of 35 children in a test are given below:

Make a frequency table and answer these questions:
(i) How many children scored 20?
(ii) How many children got scores between 10 and 20?
(iii) How many scored less than 10?
(iv) What is the score most children got?
Answer:

(i) 1
(ii) 32
(iii) 0
(iv) 15

Another Form (Page 208)

Question 1.
Given below are the highest temperatures (in degrees Celsius) for one day in 40 towns. Make a frequency table.

Answer:

Question 2.
The heights (in centimeters) of 45 people who participated in a physical fitness test are given below. Make a frequency table.

Answer:

A New Picture (Pages 210-212)

Question 1.
The table shows the times 30 children took to complete a long-distance race. Draw a histogram of this.

Answer:

Question 2.
The table shows the daily incomes of 60 households in a locality.

Draw a histogram.
Answer:

Question 3.
Details of rainfall in June and July are given in the table below. Draw a histogram.

Answer:

Question 4.
The time taken by 25 women and 23 men to complete a race is given in the table below. Draw separate histograms for men and women.

Answer:

Question 5.
The weights of 45 children in a class are listed below.

Make a frequency table and draw a histogram.
Answer:

Class 8 Maths Chapter 13 Kerala Syllabus Statistics Questions and Answers

Class 8 Maths Statistics Questions and Answers

Question 1.
In a frequency table, the number of times a particular score occurs is called its:
(A) Tally
(B) Frequency
(C) Class
(D) Range
Answer:
(B) Frequency

Question 2.
Which of the following is used to represent grouped data pictorially?
(A) Bar chart
(B) Pie diagram
(C) Histogram
(D) Tally mark
Answer:
(C) Histogram

Question 3.
In a histogram, the width of each rectangle represents:
(A) Frequency
(B) Total number of items
(C) Class interval length
(D) Average score
Answer:
(C) Class interval length

Question 4.
If the classes in a frequency table are 0-10, 10-20, 20-30, etc., into which class would the number 20 usually be put?
(A) 10-20
(B) 20-30
(C) Both
(D) Neither
Answer:
(B) 20-30

Question 5.
Read the given statements.
Statement I: Tabulating data leads to some loss of specific information.
Statement II: A frequency table provides a concise presentation to draw general conclusions.
Choose the correct answer:
(A) Statement I is true, and Statement II is false.
(B) Statement I is false, and Statement II is true.
(C) Both statements are true.
(D) Both statements are false.
Answer:
(C) Both statements are true

Question 6.
Read the given statements.
Statement I: The height of a rectangle in a histogram shows the frequency of that class.
Statement II: Tally marks are used to count the number of occurrences of a score.
Choose the correct answer:
(A) Statement I is true, and Statement II is false.
(B) Statement I is false, and Statement II is true.
(C) Both statements are true.
(D) Both statements are false.
Answer:
(C) Both statements are true

Question 7.
Consider the following data set:
2, 3, 3, 4, 2, 5, 3, 2, 2
What is the frequency of the score 2?
(A) 3
(B) 4
(C) 5
(D) 2
Answer:
(B) 4
The number 2 appears 4 times in the list.

Question 8.
In a frequency table for weights, a class is given as 30-35. Which of the following weights would likely be included in this class?
(A) 35
(B) 29.5
(C) 32.5
(D) 36
Answer:
(C) 32.5

Question 9.
If a class interval is 10-20, what is the length (width) of this class?
(A) 5
(B) 10
(C) 20
(D) 30
Answer:
(B) 10

Question 10.
Why do we group data into classes (like 0-10, 10-20) instead of listing every single value?
(A) To make the calculation harder.
(B) To increase the number of rows in the table.
(C) To handle a large range of data concisely.
(D) To find the exact value of every individual score.
Answer:
(C) To handle a large range of data concisely.

Question 11.
Complete the table below based on the histogram.

Answer:

Question 12.
The teacher conducted a test in her class of 45 students. Their scores out of a total of 10 are given below.

(a) Construct a frequency table representing these details.
(b) Construct a bar graph?
Answer:

Question 13.
The list below gives the daily wages earned by 30 labourers. Prepare a frequency table of these.

(a) What are the daily wages of most labourers?
(b) How many get 250 rupees a day?
(c) How many get the least amount of wages?
Answer:

(a) 225
(b) 6
(c) 5

Question 14.
The table shows the daily expenditure of 60 households in a locality. Draw histrogram.

Answer:

Question 15.
Given below are the amounts of rainfall (in mm) for one day in 61 towns. Make a frequency table.
71, 74, 81, 73, 72, 71, 84, 92, 87, 11,
31, 21, 25, 37, 32, 41, 43, 42, 51, 43,
53, 26, 18, 15, 28, 36, 44, 33, 44, 50,
57, 58, 35, 13, 22, 51, 27, 52, 39, 61,
31, 34, 42, 53, 44, 45, 43, 47, 53, 62,
42, 67, 63, 41, 55, 62, 43, 63, 43, 64, 65
Answer:

Question 16.
The runs that a batsman got in 40 One-Day cricket matches are given below. Make a frequency table and answer these questions.

(a) How many centuries did he get?
(b) How many half-centuries?
(c) In how many games did he score less than 50?
Answer:


(a) 4
(b) 13
(c) 27

Question 17.
The heights of 30 children in a class are listed below. Mark a frequency table and draw a histogram.
42, 31, 48, 34, 75, 39, 69,
57, 57, 53, 52, 47, 41, 59,
46, 67, 45, 64, 53, 64, 59,
43, 50, 62, 52, 40, 57, 43, 61, 56
Answer:

Class 8 Maths Chapter 13 Notes Kerala Syllabus Statistics

Statistics
Statistics is a broad mathematical discipline that studies ways to collect, summerize and draw conclusions from data.
It applies to a wide variety of academic fields from physical and social sciences to the humanities, as well as to business, governmental, and industry.
Data collected in its original form is called raw data.
Frequency: The number of times a certain value or class of value occurs.
Class: Several numbers are grouped in the frequency distribution.
Frequency distributions are portrayed as frequency tables, histograms, or polygons.
A frequency table can be used for both categorical and numeric variables.
Continuous variables should only be used with class intervals.

A frequency table can be represented in various ways.
1. If a small data set is given, we divide the table into three, they are number or name of the item, the tally mark, and frequency.
e.g., The scores children in a class got in a test are listed below:

The frequency table is given by,

2. If a variable take large number of values, the frequency table can be represented by using class intervals.
The table is divided into class intervals, tally mark and frequency.
e.g., The runs that a batsman got in 50 one-day cricket matches are given below.

The frequency table is given by,


For classes 35-40 and 40-45, we usually put 40 in the class 40-45.

Histogram
A histogram represents a frequency distribution by means of rectangles, whose width represents class intervals and whose height shows corresponding frequencies.
e.g., The graph below shows the amount of water 50 households use.

Students often refer to Kerala State Syllabus SCERT Class 8 Maths Solutions and Class 8 Maths Chapter 12 Trapeziums Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 8 Maths Chapter 12 Solutions Trapeziums

Class 8 Kerala Syllabus Maths Solutions Chapter 12 Trapeziums Questions and Answers

Trapeziums Class 8 Questions and Answers Kerala Syllabus

Sides and Angles (Page 194)

Question 1.
Draw the trapeziums below:

Answer:
(i) Construction Steps:
Draw AB = 6 cm
Mark E on AB, (EB = 2 cm)
Find D by drawing arcs of radius 3 cm with centre A and E.
Find C by drawing an arc of radius 3 cm with centre B and another arc of radius 2 cm with centre D.

(ii) Construction steps
Draw AB = 5 cm
Mark E on AB, (EB = 3 cm)
Locate point D by drawing a line of 60° from A and a perpendicular from E.
The point where they meet is D.
Locate point C by drawing a perpendicular from B and an arc of radius 3 cm from D.
The point where they meet is C.
Draw the line segments AD, DC, and CB to complete the trapezium ABCD.

(iii) Construction Steps:
Draw AB = 6 cm
Mark E on AB, (EB = 4 cm)
Locate point D by drawing a line of 3cm arc from A and a perpendicular line from E.
The point where they meet is D.
Locate point C by drawing a perpendicular from B and an arc of radius 4 cm from D.
The point where they meet is C.
Draw the line segments AD, DC, and CB to complete the trapezium ABCD.

Question 2.
The picture below shows four equal trapeziums joined together:

Draw this picture.
Answer:
Draw a rectangle with a length of 8 cm and a breadth of 4 cm.
Divide this rectangle into two squares with a side of 4 cm.
Consider one square and half a second.
Mark the midpoint of the sides.
Join as in the figure.

Isosceles trapeziums (Page 197)

Question 1.
The picture shows an isosceles trapezium with the midpoint of one base joined to the endpoints of the other base:

Prove that these lines are of the same length.
Answer:
An isosceles trapezium ABCD where AB || CD and the non-parallel sides are equal (AD = BC).
Let M be the midpoint of the base AB.
Consider the two triangles, ∆AMD and ∆BMC.

AD = BC (This is given because it is an isosceles trapezium.)
∠A = ∠B (The base angles of an isosceles trapezium are equal)
AM = BM
Since M is the midpoint of AB.
By the SAS (Side-Angle-Side) congruence rule,
∆AMD ≅ ∆BMC
Therefore, corresponding sides are equal:
DM = CM

Question 2.
Prove that the line joining the midpoints of the bases of an isosceles trapezium is perpendicular to both bases.
Answer:
An isosceles trapezium ABCD with AB || CD.
Let M be the midpoint of AB and N be the midpoint of CD.
Join M and N.

Join DM and CM to form a ∆MDC.
From the proof in Question 1, we know that DM = CM
This makes ∆MDC an isosceles triangle with CD as the base.
N is the midpoint of the base CD.
In an isosceles triangle, the line joining the vertex (M) to the midpoint of the base (N) is perpendicular to the base.
Therefore, MN ⊥ CD.
Since the bases of a trapezium are parallel (AB || CD), a line perpendicular to one base is automatically perpendicular to the other.
Therefore, MN ⊥ AB.

Question 3.
Draw the pictures below:
(i) Three equal isosceles trapeziums:

(ii) Three ether equal isosceles trapeziums:

(iii) Six equal isosceles trapeziums:

Answer:
(i) Three equal isosceles trapeziums:
Usually, this pattern forms a larger equilateral triangle (with a triangular hole in the center) or a linear strip.
Construct one trapezium, then construct the second one sharing a non-parallel side, and the third one sharing the next non-parallel side.

(ii) Three other equal isosceles trapeziums:
Draw an equilateral triangle, ABC. Find its centroid O.
From the centroid, draw a line to side AC parallel to side AB and mark the point as R.
Then, from the center, measure angles of 120° from OR, to mark point P on side AB and point Q on side BC.

(iii) Six equal isosceles trapeziums:
Draw two circles of radius 1 cm and 3 cm with the same centre.
Divide the circumference of both circles into 6 equal parts.
And join them to obtain six equal isosceles trapeziums.

Area (Page 200)

Question 1.
Calculate the area of the trapeziums shown below:

Answer:
(i) Parallel sides (a and b) = 5 cm and 3 cm
Distance between them (h) = 2 cm
Area of the trapezium = \(\frac {1}{2}\)(a + b)h
= \(\frac {1}{2}\) × (3 + 5) × 2
= 8 cm²

(ii) Parallel sides (a and b) = 5 cm and 3 cm
Distance between them (h) = 2 cm
Area of the trapezium = \(\frac {1}{2}\)(a + b)h
= \(\frac {1}{2}\) × (3 + 5) × 2
= 8 cm²

Question 2.
The picture shows four equal trapeziums joined to form a large trapezium:

Calculate the area of the large trapezium.
Answer:

Area of the trapezium = \(\frac {1}{2}\)(a + b)h
= \(\frac {1}{2}\) × (8 + 4) × 4
= 24 cm²

Question 3.
The picture shows a line drawn through the point of intersection of the diagonals of a parallelogram:

Prove that this line splits the parallelogram into two trapeziums of the same area.
Answer:
Let the parallelogram be ABCD.
Let the diagonals intersect at O.
Draw a line passing through O, cutting the side AB at P and the side CD at Q.

We need to prove that the area of trapezium APQD is equal to the area of trapezium PBCQ.
Consider ΔOAP and ΔOCQ:
∠AOP = ∠COQ (Vertically opposite angles).
OA = OC (Diagonals of a parallelogram bisect each other).
∠PAO = ∠QCO (Alternate interior angles, since AB || CD).
By the ASA Congruence Rule,
ΔOAP ≅ ΔOCQ
Therefore, Area(ΔOAP) = Area(ΔOCQ)
Area of Trapezium APQD:
Area(APQD) = Area(ΔADO) + Area(ΔOAP) + Area(ΔODQ)
Area(APQD) = Area(ΔAOD) + Area(ΔPOQ)
Actually, let’s use the half-area property.
The diagonal AC divides the parallelogram into two equal triangles,
so Area(ΔADC) = Area(ΔABC) = \(\frac {1}{2}\) Area(ABCD)
Compare Areas:
Area (APQD) = Area(ADQO) + Area(ΔOAP)
Substitute Area(ΔOCQ) for Area(ΔOAP)
Area(APQD) = Area(ADQO) + Area(ΔOCQ) = Area(ΔADC)
Since Area(ΔADC) is exactly half the area of the parallelogram, the trapezium APQD occupies exactly half the area.
Consequently, the remaining part (Trapezium PBCQ) must also occupy the other half.
The line splits the parallelogram into two trapeziums of equal area.

Class 8 Maths Chapter 12 Kerala Syllabus Trapeziums Questions and Answers

Class 8 Maths Trapeziums Questions and Answers

Question 1.
A trapezium has parallel sides of length 8 cm and 12 cm. The distance between them is 5 cm. What is its area?
(A) 100 sq. cm
(B) 50 sq. cm
(C) 25 sq. cm
(D) 40 sq. cm
Answer:
(B) 50 sq. cm
Area = \(\frac {1}{2}\) × (8 + 12) × 5 = 50

Question 2.
Which of the following statements is true for an Isosceles Trapezium?
(A) All sides are equal.
(B) Diagonals are perpendicular.
(C) Non-parallel sides are equal.
(D) Opposite angles are equal.
Answer:
(C) Non-parallel sides are equal.
This is the definition of an isosceles trapezium.

Question 3.
In a trapezium, the sum of parallel sides is 10 cm and the area is 30 sq. cm. What is the height?
(A) 3 cm
(B) 6 cm
(C) 5 cm
(D) 10 cm
Answer:
(B) 6 cm
30 = \(\frac {1}{2}\) × 10h
⇒ 30 = 5h
⇒ h = 6

Question 4.
If a non-parallel side of a trapezium is perpendicular to the parallel sides, the figure is called a:
(A) Isosceles Trapezium
(B) Right Trapezium
(C) Rhombus
(D) Parallelogram
Answer:
(B) Right Trapezium

Question 5.
The area of a trapezium is calculated as half the product of the distance between parallel sides and the
(A) Product of parallel sides
(B) Difference of parallel sides
(C) Sum of parallel sides
(D) Sum of non-parallel sides
Answer:
(C) Sum of parallel sides

Question 6.
Read the given statements.
Statement I: The base angles of an isosceles trapezium are equal.
Statement II: The diagonals of an isosceles trapezium are of equal length.
Choose the correct answer:
(A) Statement I is true, and Statement II is false.
(B) Statement I is false, and Statement II is true.
(C) Both statements are true.
(D) Both statements are false.
Answer:
(C) Both statements are true.

Question 7.
Read the given statements.
Statement I: Any trapezium can be split into a parallelogram and a triangle.
Statement II: A trapezium is a quadrilateral with two pairs of parallel sides.
Choose the correct answer:
(A) Statement I is true, and Statement II is false.
(B) Statement I is false, and Statement II is true.
(C) Both statements are true.
(D) Both statements are false.
Answer:
(A) Statement I is true and Statement II is false.
Reason:
Statement I is a standard construction method.
Statement II is false because a trapezium has only one pair of parallel sides.

Question 8.
Read the given statements.
Statement I: If the non-parallel sides of a trapezium are equal, it is a cyclic quadrilateral.
Statement II: The opposite angles of an isosceles trapezium sum to 180°.
Choose the correct answer:
(A) Both statements are true and II explains I.
(B) Both statements are true, but II does not explain I.
(C) Statement I is true, Statement II is false.
(D) Both statements are false.
Answer:
(A) Both statements are true, and II explains I.
Isosceles trapezoids are always cyclic because their opposite angles are supplementary.

Question 9.
Read the given statements.
Statement I: To calculate the area of a trapezium, we need the lengths of all four sides.
Statement II: The area formula requires the lengths of parallel sides and the height.
Choose the correct answer:
(A) Statement I is true.
(B) Statement II is true.
(C) Both are true.
(D) Both are false.
Answer:
(B) Statement II is true.
We don’t need all four sides, just the parallel ones and the height.

Question 10.
A line drawn through the intersection of the diagonals of a parallelogram divides it into two shapes. These shapes are:
(A) Triangles of equal area
(B) Trapeziums of equal area
(C) Rectangles of equal area
(D) Rhombuses of equal area
Answer:
(B) Trapeziums of equal area

Question 11.
If you cut an isosceles triangle parallel to its base, the bottom part formed is a:
(A) Parallelogram
(B) Isosceles Trapezium
(C) Rhombus
(D) Square
Answer:
(B) Isosceles Trapezium

Question 12.
Which property distinguishes a parallelogram from a general trapezium?
(A) It has four sides.
(B) It has parallel sides.
(C) Both pairs of opposite sides are parallel.
(D) Sum of angles is 360°.
Answer:
(C) Both pairs of opposite sides are parallel.

Question 13.
In an isosceles trapezium, if one base angle is 60°, what is the other base angle on the same parallel side?
(A) 120°
(B) 90°
(C) 60°
(D) 30°
Answer:
(C) 60°
Base angles of an isosceles trapezium are equal.

Question 14.
In an isosceles trapezium, if one base angle is 70°, what is the angle adjacent to the other parallel side (the angle on the same leg)?
(A) 70°
(B) 110°
(C) 90°
(D) 20°
Answer:
(B) 110°
Angles between parallel lines on the same side of a transversal sum to 180°.

Question 15.
To construct a trapezium when four sides are given, we usually first construct a:
(A) Square
(B) Circle
(C) Triangle
(D) Rectangle
Answer:
(C) Triangle
We split the trapezium into a parallelogram and a triangle to find the third vertex.

Question 16.
A line joining the midpoints of the non-parallel sides of a trapezium is:
(A) Perpendicular to the bases
(B) Equal to the sum of the bases
(C) Parallel to the bases
(D) Equal to the difference of the bases
Answer:
(C) Parallel to the bases

Question 17.
Can a trapezium have three right angles?
(A) Yes
(B) No
(C) Only if it’s a square
(D) Only if it’s a rectangle
Answer:
(D) Only if it’s a rectangle
If three are 90°, the fourth must be 90° (360° – 270°), making it a rectangle, which is a special parallelogram, not a general trapezium.
So technically “No” for a strict trapezium definition, but usually considered a rectangle.

Question 18.
If the parallel sides are 4 cm and 8 cm, and the height is 4 cm, the area is:
(A) 24
(B) 48
(C) 16
(D) 32
Answer:
(A) 24
Area = \(\frac {1}{2}\) × (4 + 8) × 4
= \(\frac {1}{2}\) × 12 × 4
= 24

Question 19.
Draw the figure below.
Four equal isosceles trapeziums.

Answer:
Draw two parallel sides AB = 8 cm, CD = 4 cm.
AE = FB = 2 cm
EF = 4 cm
Also, GD = HC = 2 cm.
∠B + ∠BCD = 180°.
The angles at C are equal.
They are equal to B.
So ∠B = 60°, ∠A = 60°.
Now draw the pattern.

Question 20.
Area of a trapezium is 128 sq. cm, and the distance between its parallel sides is 8 cm. Length of one parallel side is 28 cm. Find the length of the other parallel side.
Answer:
Area of trapezium = \(\frac {1}{2}\)h(a + b)
This is given as 128 sq.cm
⇒ 128 = \(\frac {1}{2}\) × 8 × (28 + b)
⇒ 128 = 4(28 + b)
⇒ 28 + b = 32
⇒ b = 32 – 28
⇒ b = 4
Length of the other Parallel side = 4 cm

Question 21.
Compute the area of the trapezium shown below.

Answer:
Area = \(\frac {1}{2}\) × DE × (AB + CD)
= \(\frac {1}{2}\) × 4 × (8 + 10)
= \(\frac {1}{2}\) × 4 × 18
= 4 × 9
= 36 cm²

Question 22.
Compute the area of the quadrilateral ABCD.

Answer:
Area of the quadrilateral ABCD = \(\frac {1}{2}\) × AC × (PD + BQ)
= \(\frac {1}{2}\) × 5.5 × (2.5 + 1.5)
= \(\frac {1}{2}\) × 5.5 × 4
= 11 cm²

Question 23.
In the figure AB || CD. AD = BC = 13 cm. The distance between the parallel sides is 12 cm. If CD = 20 cm. Find the area of ABCD.

Answer:
To compute AB

APD is a right-angled triangle
13² = AP² + 12²
169 = AP² + 144
AP² = 169 – 144 = 25
AP = 5 cm
Similarly QB = 5 cm
PQ = CD = 20 cm
AB = 20 + 5 + 5 = 30 cm
Area = \(\frac {1}{2}\) × 12 × (30 + 20)
= 6 × 50
= 300 cm²

Question 24.
In the figure ABCD, AB is parallel to CD, and the distance between them is 8 cm.

AB = 12 cm, CD = 10 cm. Compute the area of the quadrilateral (trapezium) ABCD?
Answer:
Area = \(\frac {1}{2}\) × DE × (AB + CD)
= \(\frac {1}{2}\) × 8 × (10 + 12)
= 4 × 22
= 88 cm²

Question 25.
Compute the area of the quadrilateral ABCD in the figure.

Answer:
Area of the quadrilateral ABCD = \(\frac {1}{2}\) × AC × (BX + DY)
= \(\frac {1}{2}\) × 8 × (4.5 + 3.5)
= 4 × 8
= 32 cm²

Question 26.
Calculate the area of the isosceles trapezium drawn below:

Answer:
Area of isoceless trapezium = \(\frac {1}{2}\) × h × (a + b)
= \(\frac {1}{2}\) × 4 × (7 + 3)
= 2 × 10
= 20 cm²

Question 27.
The parallel sides of an isosceles trapezium are 8 centimetres and 4 centimetres long; and non-parallel sides are 5 centimetre long. What is its area?
Answer:
Divide the isosceles trapezium into a rectangle and two triangles.

In ΔAPD,
PD² = AD² – AP² (by Pythagoras’ theorem)
= 5² – 3²
= 16
PD = 4 cm
Area of an isosceles trapezium = \(\frac {1}{2}\) × distance between parallel sides × Sum of parallel sides.
= \(\frac {1}{2}\) × 4 × (14 + 8)
= 2 × 22
= 44 cm²

Question 28.
The lengths of the parallel sides of a trapezoid are 30 centimeters and 10 centimeters, and the distance between them is 20 centimeters. What is its area?
Answer:
Area of the trapezium = \(\frac {1}{2}\)(a + b)d
= \(\frac {1}{2}\) × (30 + 10) × 20
= 400 sq.cm

Question 29.
Compute the area of the trapezium shown below:

Answer:
Consider the ∆PQS, which is a right-angled triangle

PS² = QS² – PQ²
= 13² – 12²
= 169 – 144
= 25
PS = 5 cm
Area of a trapezium = \(\frac {1}{2}\) × (a + b)d
= \(\frac {1}{2}\) × (12 + 4) × 5
= 40 sq.cm

Class 8 Maths Chapter 12 Notes Kerala Syllabus Trapeziums

Trapezium
A trapezium is a quadrilateral with only one pair of opposite sides parallel.
The parallel sides are called bases.
The non-parallel sides are called the other two sides.

Isosceles Trapeziums
A trapezium where the non-parallel sides are equal in length is called an isosceles trapezium.
Base Angles: The base angles (angles on the same parallel side) are equal.
Diagonals: The diagonals of an isosceles trapezium are equal in length.

Consider the isosceles trapezium ABCD.
Only one pair of sides is parallel.
AB || CD
Non-parallel sides (legs) are equal in measure.
AD = BC
The diagonals are equal in measure.
AC = BD
The base angles are equal in measure.
∠D = ∠C
The opposite angles are supplementary.
∠D + ∠B = 180° and ∠C + ∠A = 180°

Drawing a Trapezium
1. Lengths of four sides are given.

Draw AB = 6 cm.
Mark E on AB such that EB = 4.5 cm
Mark D by drawing arcs of radius 4 cm with centre A and 3 cm with centre E
Find C by drawing an arc of radius 3 cm with B and another arc of 4.5 cm with D.
Complete the figure.

2. Three sides and an angle between any two of these sides are given.

Draw a right-angled triangle PST as shown in the figure.
Also, draw a rectangle of TQRS, TQ = 5 cm, and one side is equal to the attitude of the PST.
Complete the trapezium.

3. Two adjacent sides and two angles at the end of any one of these sides are given.

AB and CD are parallel then D = 180° – A = 120°
Draw AB = 5 cm.
Draw an angle of 60° at A and mark D on it, 3 cm away from A.
Mark C by drawing D = 120° & B = 50°

4. Two parallel sides and two angles at the end of any of these sides.

Divide the trapezium into a triangle and a parallelogram.
In PTS, P = 40°, PTS = 60°. You draw it.

Isosceles trapezium
An isosceles trapezium can be drawn if the following measures are given.
1. Two parallel sides and another side
Draw AB = 7 cm
Mark E on AB, (EB = 4 cm)
Find D by drawing arcs of radius 3 cm with centre A and E.
Find C by drawing an arc of radius 3 cm with centre B and another arc of radius 4 cm with centre D.

2. Two adjacent sides and the angle between them are given.
Draw PQ = 6 cm long.
On both ends draw angles ot 55°.
Mark S and R on these lines after taking a distance of 5 cm from P & Q respectively.
Draw SR.

Area of a Trapezium
The area of a trapezium is half the product of the sum of the lengths of the parallel sides and the distance between them.
A = \(\frac {1}{2}\)(a + b)h

The comprehensive approach in SCERT Class 8 Basic Science Textbook Solutions Chapter 18 Cells that Become Daughter Cells Important Questions ensure conceptual clarity.

Cells that Become Daughter Cells Extra Questions and Answers Class 8 Basic Science Chapter 18 Kerala Syllabus

Cells that Become Daughter Cells Class 8 Important Questions

Question 1.
Regarding Mitosis, choose the correct statements.
i. It helps in the formation of gametes.
ii. The chromosome number in daughter cells is the same as in the parent cell.
iii. It involves two main stages: Karyokinesis and Cytokinesis.
iv. Four daughter cells are produced from one parent Cell.
(a) i, iv correct
(b) ii, iii correct
(c) i, iii correct
(d) ii, iv correct
Answer:
(b) ii, iii correct

Question 2.
Characteristics of human gametes are given. Choose the correct option.
i. Sperm has three parts: head, body, and tail.
ii. Ovum is larger in size than sperm.
iii. Sperm has no ability to move.
iv. Ovum is motile.
a) i, ii correct
b) iii, iv correct
c) i, iii correct
d) ii, iv correct
Answer:
(a) i, ii correct

Question 3.
Select the correct statements about twins.
i. Identical twins are formed from two eggs fertilized by two different sperm.
ii. Fraternal twins will always be of the same sex.
iii. Identical twins have the same genetic material and hereditary traits.
iv. Conjoined twins result from the incomplete division of a single zygote.
a) i, ii correct
b) iii, iv correct
c) i, iv correct
d) ii, iii correct
Answer:
(b) iii, iv correct

Question 4.
Complete the flowchart related to events after ovulation if fertilization does not occur.
Ovulation → Ovum released → Fertilization does not occur (a) __________ disintegrates → Endometrium breaks down → (b) ___________
Answer:
(a) Ovum
(b) Menstruation

Question 5.
Complete the sequence of development from a zygote to a child.
Zygote → (a) ________ → Embryo → (b) ______ → Baby → Child
Answer:
(a) Cell division / Cell growth
(b) Foetus

Question 6.
Fill in the blanks in the summary of Mitosis stages.
(a) ________ → Chromosomes align at the center (Metaphase) → (b) ________ → Daughter nuclei are formed (Telophase).
Answer:
(a) Prophase (Chromosomes form)
(b) Anaphase (Chromatids separate)

Question 7.
Define the following terms:
(a) Pollination
(b) Fertilization (in humans)
Answer:
(a) Pollination: The process of pollen grains settling on the stigma of the pistil.
(b) Fertilization: The process of the sperm uniting with the egg (ovum), typically in the fallopian tube.

Question 8.
Give one example for each of the following modes of asexual reproduction:
(a) Budding
(b) Regeneration
Answer:
(a) Budding: Yeast
(b) Regeneration: Planaria or Hydra

Question 9.
What are the male and female gametes called in humans? Where are they produced?
Answer:
Male gamete: Sperm, produced in the Testis.
Female gamete: Ovum (egg), produced in the Ovary.

Question 10.
Illustration 18.2 shows the Stamen.

(a) Identify the part labelled as producing pollen grains.
(b) What is the function of pollen grains?
Answer:
(a) Anther.
(b) Pollen grains contain the male gam¬etes required for fertilization in plants.

Question 11.
Observe Figure.

(a) Which part contains the nucleus?
(b) Which part helps the sperm to move?
Answer:
(a) The Head.
(b) The Tail.

Question 12.
List any two physical changes of adolescence.
Answer:
Two physical changes are:
Sudden increase in height and body weight.
The growth of reproductive organs accelerates.
(Other acceptable answer: The activity of the glands in the skin increases).

Question 13.
Explain the significance of Meiosis in sexual reproduction.
Answer:
Meiosis is significant because it produces gametes (sperm and egg) with half the number of chromosomes (haploid, 23 in humans) compared to the parent germ cell (diploid, 46). When these gametes fuse during fertilization, the resulting zygote gets the correct diploid number of chromosomes (46). This process ensures the chromosome number remains constant across generations.

Question 14.
Why is the temperature in the scrotal sac maintained slightly lower than the normal body temperature?
Answer:
A temperature 2 to 2.5 degrees Celsius lower than normal body temperature is required for the proper production and development of sperm in the testes, which are located in the scrotal sac.

Question 15.
What happens during menstruation, and why does it occur?
Answer:
Menstruation occurs if fertilization does not happen after ovulation. The thickened inner lining of the uterus (endometrium), which had prepared to receive a fertilized egg with extra tissues and blood capillaries, is no longer needed. This lining breaks down and is discharged through the vagina along with blood and mucus.

Question 16.
Evaluate the statement: “Mitosis and Meiosis are essentially the same process.” Is this correct? Explain the key difference in outcome.
Answer:
No, the statement is incorrect. While both are types of cell division, they have different outcomes.

Mitosis produces two daughter cells that are genetically identical to the parent cell and have the same number of chromosomes. It’s primarily for growth and repair.

Meiosis produces four daughter cells (gametes) that are genetically different from the parent cell and have half the number of chromosomes. It’s essential for sexual reproduction.

Question 17.
Explain the importance of providing proper nutrition during adolescence.
Answer:
Adolescence is a period of rapid growth and development, including a sudden increase in height and weight, maturation of reproductive organs, and brain development. A balanced diet providing the right nutrients (proteins, vitamins, minerals, energy) is crucial to support this rapid physical growth and the significant hormonal and metabolic changes occurring. Both lack of essential nutrients and over-nutrition can negatively affect the body and overall health during this critical stage.

Question 18.
“Identical twins share the same hereditary factors, while fraternal twins do not.” Explain the biological reason for this difference based on their formation.
Answer:
Identical twins develop from a single zygote (one egg fertilized by one sperm) that splits into two early in development. Since they originate from the exact same genetic material, they share the same hereditary factors.

Fraternal twins develop from two separate eggs, each fertilized by a different sperm. They are essentially siblings conceived at the same time and share only about 50% of their genes on average, hence their hereditary factors are different.

Question 19.
Observe the following figure and answer the questions

(a) Identify the cell.
(b) In which human reproductive part, does it form?
(c) Temperature is a factor that influences the formation of these cells. How is it maintained?
Answer:
a) Sperm
b) Testis
c) Temperature less than body temperature (35 – 360C) is favourable for the formation of sperms. The scrotal sac helps to maintain this temperature.

Question 20.
Observe the following figure and answer the questions.

(a) Identify the part labelled as A.
(b) To which part does it grow?
Answer:
a) Pollen tube
b) It grows towards the ovary

Question 21.
Complete the illustration of physical changes during adolescence using indicators given in the box.
u Menstruation starts
u Shoulder bones expand
u Hair grows in various parts of body
u Ejaculation starts
u Hip bones widen
u Fast growth of sex organs Girls Boys

Answer:
B. Hip bones widen
C. Hair grows in various parts of the body
D. Fast growth of sex organs
E. Shoulder bones expand.
F. Ejaculation starts.

Question 22.
Correct the mistake if any in the underlined part of the given statements.
a) The ovum is produced by the oviduct.
b) Amniotic fluid protects the foetus from dehydration.
c) Fertilization takes place in the uterus.
Answer:
a) Ovary
c) Fallopian tube (oviduct)

Question 23.
Observe the figure of Pollen grain given below and answer the questions.
a) Identify the part indicated as ‘X’
b) Write the change that takes place in ‘X’ after pollination

Answer:
a) X: Generative nucleus
b) Generative nucleus divides to form two male gametes.

Question 24.
Analyse the following statement and give reason.
‘Changes related to adolescence are more rapid in girls than in boys’
Answer:
The parts of brain that control physical and mental changesdevelop rapidly in girls.

Question 25.
Adolescence is the period of rapid physical growth. Write any four food habits that ensures the availability of nutrients during that period.
Answer:

• Eat the right type of food at regular intervals.
• Never avoid breakfast.
• Take the right quantity of food during the right time.
• Include fruits and vegetables lentils etc. in the diet.

Question 26.
Fill in the blank:
The male reproductive organ in a flower is called the __________ .
Answer:
Stamen

Question 27.
Statement Analysis:
Read the following statements regarding cell division and choose the correct option:
Statement I: Mitosis helps in the growth of the body and repair of tissues.
Statement II: Meiosis helps to maintain a constant number of chromosomes across generations.
a) Statement I is correct and II is incorrect.
b) Statement I is incorrect and It is correct.
c) Both statements are correct.
d) Both statements are incorrect.
Answer:
c) Both statements are correct.

Question 28.
Find the odd one out:
Planaria, Hydra, Amoeba, Rose.
Answer:
Rose (Rose reproduces vegetatively/sexually, while the others are simple organisms/microorganisms listed under asexual modes like fission/regeneration in the text context).

Question 29.
Identify the relation:
Male Gamete : Sperm:: Female Gamete: _____________
Answer:
Ovum

Question 30.
The scrotal sac in males is capable of contracting and relaxing. How does this help in sperm production?
Answer:
Sperm production requires a temperature 2 to 2.5°C lower than body temperature. The contraction and relaxation of the scrotal sac help regulate and maintain this temperature.

Question 31.
Write two differences between pperm and Ovum based on their motility (ability to move) and size.
Answer:
Sperm: Motile (can move), Smaller size.
Ovum:Non-motile (cannot move), Larger size.

Question 32.
“In the first phase of Meiosis, the germ cell divides into two daughter cells.”
How many chromosomes will each daughter cell have if the parent cell has 46 chromosomes? What happens in the second phase of Meiosis?
Answer:
Each daughter cell will have 23 chromosomes (half of 46). In the second phase, these cells divide again like mitosis (chromosome number remains unchanged).

Question 33.
Explain the formation of the Endosperm in plants and state its function.
Answer:
Endosperm: Formed by the fusion of the second male gamete with the polar nuclei. Its function is to **store food** needed for the growth of the embryo.

Question 34.
Match the following:

A (Part)	B (Function)
1. Prostate gland	a) Production of Ovum
2. Fallopian tube	b) Site of Fertilization
3. Ovary	c) Produces fluid for sperm nourishment
	d) Carries sperm to urethra

Answer:
1 – c (Produces fluid for nourishment)
2 – b (Site of Fertilization)
3 – a (Production of Ovum)

Question 35.
Adolescence is a period of rapid growth.
a) Why do pimples (acne) commonly occur during this period?
b) Why is it important to include essential nutrients in the diet during this stage?
Answer:
a) Increased production of sex hormones
stimulates sebaceous glands to produce more sebum, which accumulates with dead cells to cause acne.
b) Rapid growth occurs during adolescence, so essential nutrients are required to support this development; lack of nutrients can negatively affect the body.

Question 36.
Observe the process of fertilization in plants:
a) Which part of the flower develops into the seed after fertilization?
b) What is the function of the Pollen tube?
c) How is the Zygote formed?
Answer:
a) Ovule
b) To transport male gametes (nuclei) into the ovary/ovule.
c) The fusion of one male gamete with the egg cell forms the Zygote.