Exercise Question Answers Chapter 2 India’s Long Road to Independence Class 8 Social Science

 NCERT SOLUTIONS FOR CHAPTER-2 - INDIA'S LONG ROAD TO INDEPENDENCE SUBJECT SOCIAL SCIENCE CLASS VIII

Questions and activities:

The following are suggested activities to choose from.

True or False.  Find out whether the following statements are true or false:

1. Right from its inception , the Indian National Congress called for India's independence. 

2. Bal Gangadhar Tilak turned a Shivaji festival into a popular event.

3. 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.

4. Vallabhbhai Patel earned the title ‘Sardar’ through his leadership of the Bardoli Satyagraha in Gujarat.

5. The Kakori action was carried out to obtain government money for revolutionary activities.

6. Gandhi gave the ‘Do or Die’ call during the Quit India Movement in 1942.

7. Gandhi and Ambedkar disagreed over separate electorates for Dalits.

8. Churchill did not support immediate Indian independence. The Cripps Mission proposed dominion status after the war.

9. Bose organised an Indian military force in Germany before later leading the INA in Southeast Asia.

10. The Radcliffe Line was announced after Independence Day, on 17 August 1947.

Answer: 1- False, 2- True, 3- True, 4- True, 5- True, 

               6- False, 7- False, 8- False, 9- True, 10- False

Who Am I? Can you identify these figures? 

1. Known as the ‘Lion of Punjab’, I was severely injured during a brutal lathi charge 

    while protesting against the Simon Commission.     -           Lala Lajpat Rai

 2. I famously declared, ‘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.        -                                                          Bal Gangadhar Tilak

 3. 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. -                             Sri Aurobindo — Aurobindo Ghose

4. 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.

                                                            - Bagha Jatin-Jatindranath Mukherjee

 5. 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.                                                    - Rash Behari Bose

6. I was martyred at a young age after an attempt on the life of a British judge. 

                                                                                              -  Khudiram Bose

7. I was martyred at a young age after throwing non lethal bombs in Delhi’s Central 

    Legislative Assembly.                                                            - Bhagat Singh

 8. I turned the freedom struggle into a mass movement through the principles of ahimsa 

     and satyagraha, leading campaigns such as the Dandi March.

                                                                                           - Mahatma Gandhi

 9. I sought help from the Axis powers during World War II to organise the 

     Indian National Army.                                          - Subhas Chandra Bose

 10. A British lawyer, I was given just five weeks to draw the boundary line 

       that would partition the Indian subcontinent into two separate nations.

                                                                                        - Sir Cyril Radcliffe

3. What kinds of sacrifices are needed to achieve freedom? Would you have participated in the freedom struggle?

1. Freedom fighters sacrificed their comfort, education, careers and family life.
2. Many faced imprisonment, torture, injuries and death.
3. Ordinary families suffered poverty, displacement and the loss of loved ones.
4. Sample personal response: I would have participated in peaceful protests, promoted Swadeshi and helped spread awareness.
5. I would have been willing to give up leisure, personal comforts and some opportunities to work for the country’s freedom.

4. What values does Tilak’s statement, “Swaraj is my birthright and I shall have it,” reflect? Are these meaningful today?

1. It expresses love for the country and a strong desire for freedom.
2. It reflects courage and determination to resist injustice.
3. It shows self-respect and the belief that people have the right to govern themselves.
4. These values encourage young people to defend their rights while respecting others.
5. They inspire students to act responsibly and work for a fairer society.

5. How did peasants, workers, tribals and students contribute differently from political leaders?

1. Peasants resisted unfair taxes, high rents and exploitation through local protests and satyagrahas.
2. Workers organised strikes and protests against poor working conditions and colonial exploitation.
3. Tribal communities resisted interference with their land, forests and traditional ways of life.
4. Students joined demonstrations, boycotts, national education initiatives and revolutionary activities.
5. While political leaders developed programmes and negotiated with the British, these groups made the struggle a widespread popular movement.

6. Explain “redeem our pledge” and the “soul of a nation” in Nehru’s speech.

1. “Redeem our pledge” means fulfilling the promise to free India from foreign rule and work for its people.
2. The “soul of a nation” means its shared hopes, values, culture and collective spirit.
3. Independence allowed Indians to express these aspirations freely and shape their own future.

7. Imagine you are a freedom fighter.

a) Explain the method you would support.

1. I would support nonviolent satyagraha, peaceful protests and the boycott of foreign goods.
2. These methods would allow people from different backgrounds to participate together.

b) Discuss another method respectfully.

1. Some freedom fighters supported armed resistance because they believed British rule could not be ended through peaceful methods alone.
2. Although I would prefer nonviolence, I would recognise their courage, sacrifice and commitment to freedom.

c) What does this debate teach us about unity and disagreement?

1. People can share the same goal while disagreeing about how to achieve it.
2. Respectful discussion helps people cooperate without ignoring their differences.

8. Write a news report on an important event in the Freedom Movement.

Sample report — the public reaction below is imagined for the activity.

Gandhi Breaks Salt Law at Dandi

Dandi, 6 April 1930: Mahatma Gandhi broke the British salt law today after completing a march from Sabarmati Ashram to Dandi. By making salt, he challenged the government’s control over an essential item used by everyone.

The march attracted widespread attention and encouraged people to join the Civil Disobedience Movement.

An imagined participant said, “Salt is needed in every home. This protest gives ordinary people a chance to stand against injustice.”

The event is important because it connected the freedom struggle with everyday needs and encouraged mass resistance to colonial rule.

9. Plan a small museum exhibition on India’s freedom struggle.

a) Exhibition title:
India’s Journey to Freedom

b) Three objects to display:

Object	What it represents
A charkha	Swadeshi, self-reliance and the boycott of foreign cloth.
A photograph of the Salt March	Nonviolent resistance and popular participation in the freedom struggle.
A prison diary or letter of a freedom fighter	The suffering, courage and sacrifices of those imprisoned by the British.

c) Message for visitors:

Visitors should understand that freedom resulted from the efforts of many people using different methods. They should feel respect for these sacrifices and recognise their responsibility to protect freedom and equality.

10. Write and stage a short play based on the Freedom Movement.

Title: A Handful of Salt
An imagined classroom skit inspired by the Salt March.

Characters: Narrator, Gandhi, student, fisherwoman and British officer.

Narrator: It is 1930. Gandhi is marching towards Dandi to challenge the British salt law.

Student: Why have you chosen salt for this protest?

Gandhi: Everyone needs salt. An unjust salt law affects rich and poor alike.

Fisherwoman: We live beside the sea, yet we cannot freely make our own salt!

British officer: Making salt without permission breaks the law.

Gandhi: We will oppose this unjust law peacefully and accept the consequences.

Student: We will spread the message and join the movement without violence.

Narrator: A handful of salt became a powerful symbol of India’s demand for freedom.

11. What responsibilities do citizens have today to protect and strengthen freedom?

1. Respect the Constitution and democratic institutions.
2. Protect the rights and dignity of every person.
3. Treat people equally, regardless of religion, caste, language or gender.
4. Resolve disagreements peacefully and respect different opinions.
5. Stay informed and check information before sharing it.
6. Protect public property and fulfil civic duties.
7. Vote responsibly when eligible.
8. Remember the sacrifices of freedom fighters and work for the country’s well-being.

********************************************************************

To Learn More CLICK below:

Chapter 1- World Geography: Some Glimpses