Revised Social Science Textbook - Karnataka 2021

The process of actively creating and understanding knowledge through activities, projects, and real-world experiences.

A key framework for education in India, outlining the principles and guidelines for curriculum design.

The practice of reducing the emphasis on rote memorization of dates and facts, focusing instead on understanding concepts and critical thinking.

The integration of ethical values and principles into the content of a subject, promoting responsible and thoughtful learning.

The inclusion of diverse perspectives and experiences from both rural and urban settings in the curriculum.

The use of activities, projects, and creative tasks to engage learners and foster their abilities.

A curriculum that incorporates principles of activity-based learning, where students actively construct knowledge through experiences.

The use of projects and assignments to deepen students' understanding and application of concepts.

This refers to the process of evaluating and updating textbooks to reflect changes in curriculum, research, and pedagogy.

A group of specialists in a subject tasked with reviewing and improving textbooks for a specific curriculum.

The act of adapting a text from one language to another.

A person who coordinates and oversees the various aspects of a project, ensuring everything runs smoothly.

An individual responsible for providing guidance and expert advice on a particular subject.

The state government's annual financial plan, outlining revenue and expenditure.

Public opinions and viewpoints expressed by people within a community about something.

A formal speech delivered to a large audience, often outlining important policies or announcements.

A committee formed to review and recommend changes to textbooks based on concerns about ideological bias and inappropriate content.

The idea that textbooks should foster a sense of patriotism and national unity without promoting prejudice or hatred towards different groups.

The principle that textbook content should accurately reflect historical events and diverse perspectives from different communities within a society.

The belief that education plays a crucial role in shaping the future of a nation by influencing the values and perspectives of future generations.

The process of making sure that a textbook doesn't contain biased content and promotes inclusivity by avoiding disrespect towards any caste, religion, philosophy, community, or individual.

Presenting learning materials in a structured and logical order, according to time periods, to help understand the sequence of events.

Transforming a textbook from simply providing information to becoming a resource with in-depth knowledge, avoiding unnecessary details.

Ensuring that a textbook is free from any ideology that benefits a specific group or agenda.

Making sure the information is accurate and trustworthy, avoiding misleading information like half-truths, falsehoods, exaggerations, and judgments.

Ensuring that all topics are represented according to their importance and deserve a fair place in the textbook.

Including important historical facts that have been overlooked or neglected in previous presentations.

Correcting any errors or inaccuracies found in a textbook to ensure accuracy.

The First Anglo-Maratha War (1775-1782) marked the initial conflict between the British East India Company and the Maratha Confederacy, a powerful Indian empire. The Marathas had previously installed Shah Alam II as the Mughal Emperor, but he was under British control after their victory in the Battle of Buxar. The war was triggered by disputes over control of territories and trade routes, and ultimately led to the British gaining control of significant areas.

The Second Anglo-Maratha War (1803-1805) arose due to the British's desire to expand their territory and influence in India. The Marathas, under their Peshwa, opposed the expansion, leading to a conflict where the British gained control of large parts of Western India and the Deccan.

The Third Anglo-Maratha War (1817-1818) was the final major conflict between the British and the Marathas. This war witnessed the rise of the British as the dominant power in India. The Maratha Confederacy fragmented, and the British eventually annexed its territories. This marked a turning point in British dominance over India.

The 'Subsidiary Alliance' was a cunning British policy used to expand their influence and annex independent Indian states. Under this policy, the British would offer military protection to rulers in exchange for control of their foreign relations, financial payments, and often territory. This effectively turned these states into British puppets.

The 'Doctrine of Lapse' was another policy used by the British to annex Indian states. This policy stated that if an Indian ruler died without a natural heir, the British would annex his territory, disregarding the right of adoption. It was a legal loophole that allowed the British to expand their rule without full-scale wars.

The Anglo-Sikh Wars (1845-1849) were two major conflicts between the British East India Company and the Sikh Empire, a powerful and formidable force in the Punjab region. These wars were triggered by territorial disputes and the British desire to control the strategically important Punjab area. The British ultimately emerged victorious, annexing the Sikh territories and solidifying their control over North Western India.

The consolidation of British power in India refers to the gradual process of the British East India Company gaining political supremacy and control over vast territories. This process involved a combination of military victories, strategic alliances, cunning policies like the Subsidiary Alliance and the Doctrine of Lapse, and the subjugation of various Indian kingdoms and princely states. By the mid-19th century, the British had established their dominance over most of India.

The British sought to establish their dominance in India through a series of wars and political maneuvers. These conquests established them as the paramount power by the mid-19th century, leading to the eventual rise of the British Raj—a period of direct British rule in India.

The British Raj's military system was a crucial pillar of control. While Indians could serve, they were limited in rank, with most being 'Coolie Soldiers' and the highest position attainable being Subedar.

Under the Permanent Zamindari System, Zamindars were granted land ownership in exchange for regular land tax payments. This system benefited both the Zamindars and the British Company, but it harmed farmers who faced high taxes and were vulnerable to land loss.

The discrimination against Indians persisted despite some efforts to integrate them into the police force. It highlighted the continued power imbalance during British rule.

The British East India Company needed a stable source of revenue to pay the British government. To ensure this, they implemented various land tax systems, like the Permanent Zamindari System, which aimed to generate consistent income.

In 1902, the Police Commission allowed suitable Indians to become police officers, marking a small step towards greater inclusion. However, this change did not fully address the ingrained discrimination against Indians.

The British government in India relied on the military as the backbone of its administration. They used it to maintain control both within India and against external threats, further strengthening their dominance.

The British East India Company's land policies, especially the Permanent Zamindari System, aimed to secure their financial interests. This system significantly benefited the Zamindars but had detrimental consequences for farmers.

Despite some improvements, the discrimination against Indians remained a persistent feature during British rule. This limited their advancement in various sectors, including the police force.