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(d) उपर्युक्त सभी  

(ग) मैक्सिको तथा फिलीपीन्स। 

(i) In Tamil Nadu, the proliferation of the printing press acted as a catalyst for the publication and spread of secular ancient Tamil literature.

(ii) In the nineteenth century, Tamil scholars like C.W. Damotharanar, and U.V. Swaminathar spent their lifetime in the rediscovery of the Tamil classics.

(iii) C.W. Damotharanar collected and edited different palm leaf manuscripts of the Tamil grammars and literature. U.V. Swaminathar took efforts to publish the classical texts. These triggered an intellectual revolution and it was popularly known as Tamil Renaissance.

(iv) The transformation not only revived Tamil language and literature but also Tamil culture. It challenged the prevailed caste hierarchy and influenced the rise of Dravidian consciousness and established Tamil as a language of the Dravidian people.

(v) Tamil renaissance questioned the cultural hegemony of Brahminism. These developments were reflected in art, literature, religion, etc.

(a) Rettaimalai Srinivasan

A. (iv) 

B. (iii) 

C. (v) 

D. (i) 

E. (ii)

(c) both (a) and (b)

(a) Maraimalai Adigai wrote commentaries on the sangam texts Pattinappalai and Mullaipattu.

(b) Siddhanta Deepika.

(c) He promoted the use of pure Tamil words, impact on Tamil culture especially in language and literature.

(d) Maraimalai Adaigal’s teachers such as P. Sundaranar and Somasundra Nayagar were key influences in his life.

बंजर भूमि – यह अनुपजाऊ भूमि है, जो कृषि योग्य नहीं है। ऐसी भूमि पहाड़ों, मरुस्थलों, खड्ड आदि में होती है।

कृषि योग्य व्यर्थ भूमि – इस वर्ग में उस भूमि को शामिल किया जाता है, जिस पर पिछले पाँच वर्षों अथवा इससे अधिक समय तक कृषि नहीं की गई है। आधुनिक प्रौद्योगिकी के प्रयोग से इसे कृषि योग्य बनाया जा सकता है।

1. C.W. Domotharanar collected and edited different palm – leaf manuscripts of the Tamil grammar and literature. 

2. His edition included such texts as Tholkappiyam, Viracholiyam, Iraiyanar Akapporul, Illakkana Villakkam, Kaliththokai, and Culamani. 

3. U.V. Swaminathar took efforts to publish the classical texts such as Civakachinthamani, Paththupattu, Chilapathikaram, Purananuru, Purapporul – Venpa – Malai, Manimekalai, Ainkurunuru, and Pathitrupathu.

In the 20th century Tamil language movement such as Tani Tamil Iyakkam and Tamil Isai Iyakkam made a significant cultural impact in creating a pure Tamil free from the influence of Sanskrit.

Periyar held different official positions of Erode that included the chairmanship of Municipal Council, President of the Tamil Nadu Congress and President of the Justice Party

1. The Justice Party came to power when the world was in economic depression. 

2. The Nationalist Movement was popular and heading for freedom. 

3. Caste and wealth played vital role. Hence the party lost its hold. 

4. The rise of congress under the leadership of Ghandhi became a formidable challenge to Justice Party.

1. Women’s India Association was started in 1917 by Annie Besant, Dorothy JinaraJadasa and Margaret cousins at Adyar Madras. 

2. The Association published pamphlets and bulletins in different languages to detail the problems of personal hygiene, marriage laws, voting rights, child care and women’s role in the public.

The Justice Party rule established the Staff Selection Board in 1924 for the selection of government officials and encouraged ail the communities to share the administrative powers. This ensured equitable distribution in appointments among various castes and communities as a part of achieving social justice.

A. (iv)
B. (iii)
C. (i)
D. (ii)

(a) The Dravidian movement emerged as a defence of the Non – Brahmins against the Brahmin dominance.

(b) In 1909.

(c) C. Natesanar, a medical doctor founded the Madras United League.

(d) The organisation focused on educating and supporting Non – Brahmin graduates and conducting regular meetings to share their grievances.

Rettaimalai Srinivasan was honoured with such titles as Rao Sahib (1926), Rao Bahadur (1930) and Divan Bahadur (1936) for his selfless social services.

(a) Iswarchandra Vidyasagar

(a) Arya Samaj

Nana Saheb, the adopted son of Peshwa Baji Rao II (a pensioner of the British), was denied a pension after his father’s death. Nana Saheb became one of the leaders of the Revolt.

Answer is A. Lucknow.

Some products made from raw materials are :

1. Wheat: Bread, biscuits, cake, macaroni, spaghetti, etc.

2. Tobacco : Bidis and cigarettes.

3. Groundnut, mustard and sesame seeds : Edible oil.

4. Castor seed : Castor oil.

5. Potatoes : Potato wafers / chips.

6. Tomatoes : Ketchup, sauce, puree, etc.

7. Sugar cane : Jaggery, sugar, etc.

8. Milk : Butter, ghee, buttermilk, baby food, milk powder, ice cream, cream, cheese, paneer, etc.

9. Cotton : Cloth.

Raw materials supplied by my village are : Wheat, tobacco, groundnut, sesame, mustard, castor, vegetables like potatoes and tomatoes, sugar cane, milk, cotton, etc.

Examples of raw materials :

Cotton, wool, silk yarn, wheat, tobacco, oilseeds of groundnut, sesame, mustard, castor, etc., sugar cane, jute, vegetables like potatoes, tomatoes, etc., coconut, wood, milk, fish, bauxite, iron, copper, lime stone, mineral oil, etc.

Basic substances needed for production of things by man or machine is called ‘raw material’.

For e.g., Cotton which is used to make cloth is raw material.

The British needed people who knew English to do their clerical jobs. To have more people who could understand English in order to do such jobs, Macaulay thought of starting English education in India.

Cottage industries seen at the village level at the present times are :

1. Handicraft industry,

2. Oil mill industry,

3. Leather industry,

4. Poultry rearing,

5. Cattle rearing,

6. Dairy industry,

7. Making incense sticks,

8. Spice industry,

9. Making locks-almaris,

10. Making readymade clothes,

11. Making clay pots, etc.

1. Guru Sahib strongly criticised the principles of Caste system. Guru Sahib declared that the class differences were totally unacceptable to Supreme God. Therefore, no caste or class considerations were observed in Langar System.
2. The practice of Sati was very common in the times of Guru Sahib. Guru Sahib strongly condemned the evil of Sati.
3. Guru Sahib also denounced the prevailing Purdah system in very strong terms. Guru Sahib considered Purdah a great hindrance in the growth of society.
4. Guru Sahib instructed his Sikh followers to keep away from the use of intoxicants.

Leaders who helped in arousing nationalism after acquiring English education are :

1. Surendranath Bannerjee,

2. Vyomeshchandra Bannerjee,

3. Gopalkrishna Gokhale,

4. Bal Gangadhar Tilak,

5. Lala Lajpat Rai,

6. Bipinchandra Pal,

7. Dadabhai Navrojee,

8. Firojshah Mehta,

9. Badaruddin Taiyabajee,

10. Lala Murlidhar, 

11. Madanmohan Malaviya,

12. Arvind Ghosh,

13. Rabindranath Tagore,

14. Subhashchandra Bose,

15. Gandhiji,

16. Rajgopalachari,

17. Rajendra Prasad,

18. Vallabhbhai Patel,

19. Jawaharlal Nehru,

20. Motilal Nehru,

21. Chittaranjandas,

22. Hakim Ajamal Khan,

23. Vitthalbhai Patel,

24. Amrutlal Thakkar (Thakkarbapa),

25. Sarojini Naidu,

26. Gobind Ballabh Pant,

27. Abbas Taiyabajee, etc.

Correct option is  (b) Aramaic

During the hundred years of British rule from 1757 to 1856 India became a source of raw material for British industries and a big market for commodities which were manufactured in those industries.

Macaulay started English education in India

B. In 1857 C.E.

The historians of the world have said that till the 18^th century India was economically prosperous.

(1 – 3), (2 – 1), (3 – 4), (4 – 2).

1. economic

2. Diwani

3. landlords

4. Permanent Settlement

5. collectors

6. village selfrule

7. republic

8. Agra, British

9. William Bentinck

10. Lord Macaulay

11. benefit

12. Indians

1. The British domination of India brought many changes in the cultural, educational and social life of India.

2. The Indian villages were self sufficient village communities before the coming of the British.

3. The British charged revenue in cash instead of kind.

4. The three kinds of land settlements made by the British were Permanent settlement 

(b) Ryotwari settlement and 

(c) Mahalwari settlement

5. A new class of landholders called Zamindars came into existence during this time.

6. Lord Macaulay, is known as the founder of British system of education in India.

Ashoka sent his own son Mahendra and daughter Sanghamitra to Sri Lanka for the spread of Buddhism.

 Answer is A. Bengal

1. The British rule resulted in the destruction of Indian industry, trade and handicrafts. True. 

2. The important centres for Indian goods were Dhaka, Benaras, Lucknow, Multan, Ahmadabad, etc. True. 

3. The British greatly developed Indian agriculture. False. 

4. Lord Cornwallis intoduced the Permanent Land Settlement in India. True.

5. The first railway line was built during Lord Dalhousie’s time. True. 

6. The British took interest in building up transport and communication system to help them in trade and military affairs. True. 

7. The English took great interest in Indian culture and promoted it False. 

8. The English took interest in education of Indians only because they needed low paid, English speaking clerks. True. 

9. The new education policy benefitted only the upper and th middle class. True. 

10. The Company promoted education of girls and technical education. False.

1. False

2. False

3. True

4 True

5. True

6. False

7. True

India traded in wool, silk, textiles, metal craft like vessels and ornaments, objects in gold, silver, copper, steel and iron. British trade policies led to the drain of wealth from India. Indian trade, industries and handicrafts declined. Indian artisans lost support of kings and nobles. The British wanted India to become a supplier of raw materials and an importer of finished goods.

1. Abolition of Sati. 

2. Abolition of female infanticide. 

3. Abolition of sacrificing little children to please gods and goddesses. 

A strong movement in support of widow remarriage. Lord Dalhousie passed a law which allowed widows to remarry

The British exploited India’s resources, bought raw materials from India at nominal rates to be exported to England, and dumped their machine made goods in the Indian markets. Thus, India was a loser both ways as a buyer and also as a seller.

Lord Macaualy is considered the founder of the British system of education in India. He was the law member of the council of Lord William Bentinck, the Governor General of India.

Macaulay recommended 

1. English shoud be the medium of instruction in schools 

2. Indians should be taught sciences and western literature. He had a very poor opinion of traditional Indian learning which he thought was inferior to European learning. 

According to him, “single shelf of a good European library was worth native literature of India and Arabia.”

1. The Bengal famine of 1770 was one of the most terrible famines in human history. 

2. A large share of revenue collected by the Company in India had to be paid to the British government as home charges. 

3. Under the Mahalwari system the revenue settlement was made with the village as a whole. 

4. To eliminate competition from India’s traditional industries the British transfonned India into a supplier of raw material and a market for british products. 

5. Before the advent of the British the Indian craftspeople operated at two levels— the rural and the urbanlevels. 

6. Before the advent of the British the Indian textile industry was the finest and the largest in the world. 

7. After the Battle of Plassey the Company used its political power to destroy the Indian handicraft industry and promote British industries. 

8. With the spread of the Industrial Revolution in England, Indian markets were flooded with cheap, machine made textiles of British mills. 

9. By 1850, India became a major importer of english textiles. 

10. Lord Dalhousie introduced the railway system in India in 1853. 

11. The Grand Trunk Road from Calcutta to Peshawar was reconstructed by the British in the 19th century.