Teachers guide students to use Exploring Society India and Beyond Class 8 Solutions and Class 8 Social Science SST Part 2 Chapter 2 India’s Long Road to Independence Question Answer NCERT Solutions for quick learning.
India’s Long Road to Independence Class 8 Questions and Answers
India’s Long Road to Independence Class 8 Question Answer
The Big Questions (NCERT Page No. 37)
Question 1.
How did a land of diverse geographies, languages and religions come together to challenge and finally end nearly two centuries of British rule?
Answer:
A land of diverse geographies, languages and religions came together to challenge nearly two centuries of British rule because Indians shared a common struggle against foreign domination. The British exploited India economically, politically and culturally, which affected peasants, workers, tribals and urban communities across all regions, creating a unifying grievance.
The Indian National Congress provided a platform where leaders from different regions and communities could unite. Mass movements like the Non-Cooperation Movement, Civil Disobedience Movement and Quit India Movement mobilised millions, cutting across caste, religion and linguistic differences. Regional and religious struggles, such as the Khilafat Movement and tribal revolts, were linked to the national cause, fostering solidarity.
Symbols like khadi, boycott of foreign goods, and non-violent protests strengthened a shared identity. Thus, despite diversity, a common aspiration for freedom and justice enabled Indians to unite and finally end British rule in 1947.
Question 2.
What were the main developments and who were some important figures in India’s struggle for freedom?
Answer:
The main developments in India’s struggle for freedom were as follows
- Rise of social and national awareness through reform movements that promoted equality and education.
- Formation of political organisations like the Indian National Congress in 1885 to demand reforms.
- Swadeshi, boycott, and Revolutionary movements after the Partition of Bengal (1905), strengthening the demand for Swaraj.
- Mass movements under Gandhi, including Non-Cooperation, Civil Disobedience and Quit India, which led to independence in 1947.
- Some important figures were Raja Ram Mohan Roy, Dadabhai Naoroji, Bal Gangadhar Tilak, Bhagat Singh and Mahatma Gandhi.
Question 3.
What issues did the leading freedom fighters agree or disagree upon?
Answer:
The issues on which leading freedom fighters agreed were as follows
- The common goal of ending British rule and achieving Swaraj (self-rule).
- The need to awaken national unity and political awareness among Indians.
- Opposition to British economic exploitation and unjust laws.
- Support for national education and promotion of Swadeshi (Indian-made goods).
The issues on which they disagreed were as follows
- Method of struggle: Moderates wanted gradual reforms, while Nationalists and revolutionaries demanded complete independence.
- Use of violence: Leaders like Mahatma Gandhi supported nonviolence, whereas revolutionaries like Bhagat Singh believed in armed resistance.
- Hindu-Muslim political representation: There were differences between the Indian National Congress and the All-India Muslim League on separate electorates and partition.
Class 8 India’s Long Road to Independence Question Answer
Let’s Explore (NCERT Page No. 42)
Question 1.
Below are the first two stanzas of the song. Can you make out some of their meaning?
Vande mataram! sujalām suphalam malayajashtialām
shasyahysmalam, mataram! Vande mataram!
Subhrajyotsnam pulakitayaminim phullakusumita
drumadalashobhiflim suhasinim sumadhura
bhashinim sukhadam varadam, mataram! Vande mataram!
Answer:
The given lines are from ‘Vande Mataram’, composed by Bankim Chandra Chattopadhyay.
Meaning of the First Two Stanzas
The poet praises Mother India as a beautiful and divine mother.
- ‘Sujalam, suphalam’ means the motherland is rich in water and fruits – fertile and prosperous.
- ‘Malayaja shitalam’ means cool and pleasant like the breeze from the Malaya hills.
- ‘Shasya shyamalam’ describes the land covered with green crops.
In the second stanza
- The land shines in the moonlight and is filled with blooming flowers and trees.
- The mother is smiling, sweet-speaking, and a giver of happiness and blessings.
Let’s Explore (NCERT Page No.43)
Question 2.
How are the values expressed by Swami Vivekananda on page 2 relevant in the 21st century? Can some of them help you achieve your goals? Share your thoughts with your classmates.
Answer:
The values expressed by Swami Vivekananda are highly relevant in the 21st century. He encouraged self-confidence, fearlessness, hard work, and faith in one’s inner strength. His message, ‘Arise, awake and stop not till the goal is reached,’ inspires determination and perseverance even today.
In the modern world, where competition and challenges are increasing, his ideas teach us not to lose hope or
doubt ourselves. His advice to combine spiritual values with scientific progress also remains important, as society needs both moral character and modern knowledge.
Yes, these values can help us achieve our goals. If we believe in ourselves, work sincerely and remain focused, we can overcome difficulties and succeed in our studies and life.
Let’s Explore (NCERT Page No. 50)
Question 3.
Why do you think the Bande Mataram daily avoided using the word independence?
Answer:
The newspaper Bande Mataram likely avoided using the word ‘independence’ because, at that time, openly
demanding complete freedom from British rule was considered sedition and could lead to arrest or suppression by the government.
British authorities strictly controlled newspapers and punished anyone who directly called for independence.
Therefore, nationalist leaders often used words like ‘self-rule’ (Swaraj) instead of ‘independence’ to avoid legal action.
By carefully choosing their language, the editors could spread patriotic ideas, awaken national feelings, and criticise British policies without being immediately banned. Thus, avoiding the word “independence” was a strategic step to continue the freedom movement while escaping strict British censorship.
Question 4.
Comment on the phrase 4absolute national autonomy’ in the above quotation from a Bande Mataram article.
Answer:
The phrase ‘absolute national autonomy’ in the Bande Mataram article clearly means complete self-rule for India without any British control. Although the newspaper avoided directly using the word ‘independence,’ this phrase strongly suggests the same idea. ‘Absolute’ shows that the demand was not for small reforms or partial freedom, but for total political control in the hands of Indians.
‘National autonomy’ means that the nation should govern itself according to its own interests and decisions. Thus, the phrase reflects the growing demand for full freedom and shows the bold and determined spirit of the early nationalists, even under strict British censorship.
Let’s Explore (NCERT Page No. 52)
Question 5.
What details can you discern in the front cover of Subramania Bharati’s Vijaya?
Answer:
The front cover of Vijaya, edited by Subramania Bharati, reflects strong nationalist ideas.
From the cover, we can discern the following details
- The title ‘Vijaya’ (meaning Victory) suggests hope and triumph for the nation.
- Patriotic symbols and bold lettering show a spirit of courage and resistance.
- The use of Indian cultural elements reflects pride in the country’s heritage.
- The overall design conveys a message of unity, strength and the desire for freedom from British rule.
- Thus, the front cover itself acted as a powerful tool to inspire nationalism and awaken patriotic feelings among readers.
Let’s Explore (NCERT Page No. 55)
Question 6.
When the judge asked Tilak if he had anything to say after being sentenced, Tilak replied, ‘There are higher powers that rule the destinies of men and nations; and I think, it may be the will of Providence that the cause I represent may be benefitted more by my suffering than by my pen and tongue.’ What message do you think he was trying to convey? On another occasion, Tilak famously declared, ‘Swaraj is my birthright, and I shall have it.’ What does this reveal about Tilak’s character?
Answer:
The message Tilak was trying to convey was that he was not afraid of punishment. He believed that there is a higher power guiding the destiny of nations. He felt that his suffering for the country would inspire people more
than his speeches or writings. His sacrifice would strengthen the freedom movement and awaken national feelings among Indians.
The declaration ‘Swaraj is my birthright, and I shall have it’ by Bal Gangadhar Tilak reveals his bold and fearless character. It shows that Tilak strongly believed that freedom was a natural right of every Indian and not something to be requested from the British. The phrase reflects his determination, confidence, and firm resolve to achieve
self-rule at any cost. It also highlights his leadership qualities, patriotism, and willingness to fight bravely for the nation’s freedom.
Let’s Explore (NCERT Page No. 63)
Question 7.
Rabindranath Tagore sent a strong letter of protest to the then Viceroy. ‘The accounts of the insults and sufferings by our brothers in Punjab,’ wrote Tagore, ‘have trickled through the gagged silence. reaching every corner of India, and the universal agony of indignation roused in the hearts of our people has been ignored by our rulers-possibly congratulating themselves for what they imagine as salutary lessons.’ In the same letter, Tagore returned the knighthood he had received from the British. What does Tagore mean when he assumes that the colonial rulers ‘congratulated themselves’ after the Jalliahwala Bagh massacre?
Answer:
When Tagore says that the colonial rulers ‘congratulated themselves,’ he means that the British authorities might have felt proud or satisfied with their harsh action. They may have believed that the massacre had taught Indians a ‘lesson’ and crushed rebellion.
Through this statement, Tagore criticises the British for being insensitive and arrogant. He suggests that instead of feeling shame or regret for the innocent lives lost, the rulers justified their violence as necessary discipline. His words show deep sorrow and anger at the inhuman attitude of the colonial government.
Class 8 SST Part 2 Chapter 2 Question Answer
Questions and Activities (NCERT Page No. 81- 84)
Question 1.
True or False. Find out whether the following statements are true or false.
(i) Right from its inception, the Indian National Congress called for India’s independence.
Answer:
False
(ii) Bal Gangadhar Tilak turned a Shivaji festival into a popular event.
Answer:
True
(iii) The Ghadar Movement of 1914-15 aimed to start a mutiny within the British Indian Army while British troops were busy with World War I.
Answer:
True
(iv) Vallabhbhai Patel earned the title ‘Sardar’ for his leadership during the Satyagraha agitation In Gujarat.
Answer:
True
(v) The Kakori train robbery of 1925 was carried out to fund the activities of the Hindustan Republican Association.
Answer:
True
(vi) The ‘Do or Die’ call was given by Mahatma Gandhi during the Non-Cooperation Movement in 1920.
Answer:
False
(vii) BR. Ambedkar and Gandhi were In total agreement regarding the issue of ‘separate electorates’ for Dalits.
Answer:
False
(viii) Sir Stafford Cripps was sent to India in 1942 because Winston Churchill supported Immediate Independence for India.
Answer:
False
(ix) Subhas Chandra Bose raised an army during his stay in Germany.
Answer:
False
(x) The Radcliffe Line, which divided India and Pakistan, was announced a few weeks before Independence Day.
Answer:
False
Question 2.
Who Am I? Can you identify these figures?
(i) Known as the ‘Lion of Punjab’, I was severely injured during a brutal lathi charge while protesting against the Simon Commission.
Answer:
Lala Lajpat Rai
(ii) I famously declared1 ‘Swaraj is my birthright, and I shall have it!’ I used the Kesari newspaper and festivals like Ganesh Chaturthi to unite people against British rule.
Answer:
Bal Gangadhar Tilak
(iii) I was a leader of the Nationalist faction of the Congress. In the daily Bande Mataram, I wrote on the need for India to attain absolute autonomy.
Answer:
Aurobindo Ghosh
(iv) I earned my nickname ‘Bagha’ after wrestling a tiger with my bare hands. I was a revolutionary leader who died in a gunfight at while waiting for a shipment of German arms to start an uprising.
Answer:
Jatindranath Mukherjee
(v) I organised the daring attempt to throw a bomb at the Viceroy in 1912. I later escaped to Japan, where I spent years working to organise a movement from there.
Answer:
Rash Behari Bose
(vi) I was martyred at a young age after an attempt on the life of a British judge.
Answer:
Khudiram Bose
(vii) I was martyred at a young age after throwing non-lethal bombs In Delhi’s Centrai Legislative Assembly.
Answer:
Bhagat Singh
(viii) I turned the freedom struggle into a mass movement through the principles of ahimsa and satyagraha, leading campaigns such as the Dandi March.
Answer:
Mahatma Gandhi
(ix) I sought help from the Axis powers during World War lito organise the Indian National Army.
Answer:
Subhas Chandra Bose
(x) A British lawyer, I was given just five weeks to draw the boundary line that would partition the Indian subcontinent into two separate nations.
Answer:
Cyril Radcliffe
Question 3.
What kinds of sacrifices are needed to achieve freedom?
Think about the lives of Indian soldiers during wars, families suffering during famines, leaders and ordinary people who were arrested, and countless others who lost their homes and safety while participating in protests. If you were living during India’s freedom struggle, would you have chosen to participate in it? What comforts, opportunities, or personal goals might you have been willing to give up for a cause you strongly believed in?
Answer:
Achieving freedom often requires great sacrifices. During India’s freedom struggle, many people gave up their comfort, safety, wealth, and even their lives; soldiers fought bravely in wars. Families suffered during famines and economic hardships. Leaders and ordinary citizens were arrested, beaten, or sent to jail. Many lost their homes and jobs while taking part in protests and movements.
Freedom demands courage, unity, patience, and a willingness to suffer for a larger cause. It may require giving up personal ambitions, stable careers, education or family comforts for the nation’s good. If I had lived during India’s freedom struggle, I would like to believe that I would have participated in some way, perhaps by joining peaceful protests, spreading awareness, or supporting national movements. I might have been willing to give up comfort, security, and certain personal goals for the greater cause of justice and freedom, because true freedom benefits not just one person, but the entire nation.
Question 4.
What values does Tilak’s statement, ‘Swaraj is my birthright, and I shall have it,’ reflect? Can these values be meaningful for young people today?
Answer:
The statement ‘Swaraj is my birthright, and I shall have it’ by Bal Gangadhar Tilak reflects strong values such as
self-confidence, courage, determination, patriotism, and a sense of rights and justice. It shows that Tilak believed
freedom was not a favour to be requested, but a natural right that must be claimed. His words express boldness
and an unshakeable resolve to achieve a just goal.
These values are still meaningful for young people today. They teach us to stand up for what is right, believe in
ourselves, and work hard to achieve our goals. The spirit of determination and self-respect çan inspire students to
overcome challenges and strive for success in their studies and careers.
Question 5.
How did peasants, workers, tribals and students contribute to the national movement in ways different from political leaders?
Answer:
Peasants, workers, tribals and students contributed to the national movement in ways that were different from political leaders. For example, peasants refused to pay heavy taxes and took part in movements like no-rent campaigns and satyagrahas.
Workers went on strikes in mills and factories, protesting against poor wages and supporting nationalist calls.
Tribals revolted against forest laws and exploitation by British officials and moneylenders.
Students boycotted government schools and colleges, joined protests and spread nationalist ideas among the
youth.
Question 6.
Discuss in class this extract from Nehru’s speech on 15th August, 1947.
‘Long years ago we made a tryst with destiny and now the time comes when we shall redeem our pledge, not wholly or in full measure, but very substantially. At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom. A moment comes, which comes but rarely in history, when we step out from the old to the new, when an age ends and when the soul of a nation, long suppressed, finds utterance…’ What is meant by ‘redeem our pledge’? How would you define the ‘soul of a nation’?
Answer:
‘Redeem our pledge’ means fulfilling the promise that had been made long ago-to achieve freedom from British rule. For decades, Indian leaders and people had struggled and sacrificed for independence. On 15th August, 1947, that promise was finally being fulfilled, though Nehru admits it was not wholly or in full measure, because many challenges still remained.
The ‘soul of a nation’ refers to its identity, values, culture and spirit. It includes the shared hopes, dreams, traditions and unity of its people. Nehru suggests that after years of suppression under colonial rule, India’s
true spirit and voice were finally free to express themselves in an independent nation.
Question 7.
Imagine you are a freedom fighter.
(a) Explain the method you support to achieve freedom.
(b) Discuss with your classmates any other method they would support. Be respectful in your debate.
(c) What does this debate teach us about unity and disagreement?
Answer:
(a) If were a freedom fighter, I would support the method of nonviolent resistance (ahimsa and satyagraha) followed by Mahatma Gandhi. Peaceful protests, boycotts of British goods, and non-cooperation would unite people from all sections of society and show moral strength without causing loss of life.
(b) Some classmates might support revolutionary methods like armed resistance, inspired by leaders such as Bhagat Singh, believing that strong action was necessary to challenge British authority. During discussion, everyone should listen respectfully and understand different viewpoints.
(c) The debate shows that people can have different ideas yet work for the same goal. Unity does not mean thinking alike; it means respecting differences and cooperating for a common cause-the freedom of the nation.
Question 8.
Write a news report based on an important event in the Freedom Movement (Swadeshi, boycott, satyagraha, Non-Cooperation, Quit India, or Partition).
(a) Write a headline.
(b) Include one interview or public reaction.
(c) Explain why this event was important.
Answer:
Headline
‘Gandhi Begins Historic Dandi March Against Salt Law’ Sabarmati, 12th March, 1930 Mahatma Gandhi today started the famous Dandi March from Sabarmati Ashram to protest against the unjust Salt Law imposed by the British government. Accompanied by 78 followers, he began the 240-mile journey to the coastal village of Dandi. The movement, launched under the leadership of the Indian National Congress, aims to challenge British authority through peaceful civil disobedience.
As the march progresses, thousands of people are joining along the route, showing strong support for the cause.
Public Reaction: This march gives us courage,’ said a village woman who offered water to the marchers. ‘If Bapu can walk for our freedom, we too can stand against injustice.’
Importance of the Event
The Dandi March was important because it turned the freedom struggle into a mass movement. It united people from all sections of society and showed the power of non-violent resistance against British rule.
Question 9.
Imagine you are part of a team creating a small museum exhibition on India’s freedom struggle for students of your age.
(a) Choose a title for your exhibit.
(b) Select three objects (for example: a letter, a photograph, a newspaper, a prison dIary – you can add to these examples) and explain what each object represents.
(c) Write a short note on what visitors should learn or feel after seeing this exhibit.
Answer:
(a) Title of the Exhibit: ‘Voices of Freedom: India’s Journey to Independence’
(b) Three objects and their representations are as follows
A copy of the newspaper Kesari edited by Bal Gangadhar Tilak represents how newspapers spread nationalist ideas and awakened political awareness among people.
A pinch of salt from the Dandi March, associated with Mahatma Gandhi, symbolises the Civil Disobedience Movement and the power of non-violent protest against unjust laws.
A photograph of the Indian National Army (INA), led by Subhas Chandra Bose) It represents the courage and determination of those who chose armed struggle for freedom.
(c) Visitors should understand that India’s freedom was achieved through unity, sacrifice and determination. They should feel proud of the courage of leaders and ordinary people and realise the value of freedom in their own lives.
Question 10.
As a class activity, write and stage a small play or skit based on the Freedom Movement.
Answer:
Do it yourself.
Question 11.
India achieved freedom after a great sacrifice. What responsibilities do citizens have today to protect and strengthen this freedom? Write 5 to 10 lines.
Answer:
Responsibilities that citizens have today to protect and strengthen this freedom are as follows
- We must respect the Constitution and follow the laws of the country.
- We should vote responsibly and take part in democratic processes.
- Citizens must promote unity and avoid discrimination based on religion, caste, or language.
- We should work honestly and contribute to the nation’s development.
- It is our duty to protect public property and the environment.
- We must stand against injustice and support equality and justice for all.