KSEEB Class 10 Social Science Part 1 Textbook PDF

Government of Karnataka SOCIAL SCIENCE (Revised - 2022) ed ish 10 re S bl be KTB pu © Standard o tt No Part - 1 Karnataka Textbook Society(R.) N...

Government of Karnataka SOCIAL SCIENCE (Revised - 2022) ed ish 10 re S bl be KTB pu © Standard o tt No Part - 1 Karnataka Textbook Society(R.) No.4,100 Feet Ring Road, Banashankari 3rd Stage, Bangalore - 85  PREFACE The Textbook Society, Karnataka has been engaged in producing new textbooks according to the new syllabi which in turn are designed on NCF – 2005 since June 2010. Textbooks are prepared in 12 languages; seven of them serve as the media of instruction. From standard 1 to 4 there is the EVS, mathematics and 5th to 10th there are three core subjects namely mathematics, science and social science. NCF – 2005 has a number of special features and they are: connecting knowledge to life activities learning to shift from rote methods enriching the curriculum beyond textbooks learning experiences for the construction of knowledge making examinations flexible and integrating them with classroom experiences caring concerns within the democratic policy of the country making education relevant to the present and future needs. softening the subject boundaries- integrated knowledge and the joy of ed learning. the child is the constructor of knowledge ish The new books are produced based on three fundamental approaches namely. re S bl be KTB Constructive approach, Spiral Approach and Integrated approach pu The learner is encouraged to think, engage in activities, master skills and © competencies. The materials presented in these books are integrated with values. The new books are not examination oriented in their nature. On the other hand they help the learner in the all round development of his/her personality, thus help him/ her become a healthy member of a healthy society and a productive citizen of this o great country, India. tt No In Social science especially in standard 5 the first chapter deals with the historical, geographical, cultural and local study of the division in which learners live. Chapters on sociology, business studies and commerce are introduced in standard VIII as per the guidelines of NCF-2005. A lot of additional information is given through box items. Learners are encouraged to work towards construction of knowledge through assignments and projects. Learning load of memorizing dates has been reduced to the minimum. Life values have been integrated with content of each chapter. The Textbook Society expresses grateful thanks to the chairpersons, writers, scrutinisers, artists, staff of DIETs and CTEs and the members of the Editorial Board and printers in helping the Text Book Society in producing these textbooks. Prof. G. S. Mudambadithaya Nagendra Kumar Coordinator, Curriculum Revision Managing Director and Textbook Preparation Karnataka Textbook SocietyÀ Karnataka Textbook Society Bengaluru, Karnataka Bengaluru, Karnataka ii  Chairpersons’ Note A demand for the change of curriculum, syllabi and textbooks has been heard from parents at an internal of five years. The Government of Karnataka has accepted the demand favourably and revised its Curriculum (KCF 2007) and syllabi in all subjects. As a result of it textbooks are being prepared in various subjects and the result is this Social Science book for standard X. It has been designed and prepared according to the changed situations in various curricular areas to enable the students to construct knowledge through activities. There are six subject areas namely, History, Political Science, Geography, Economics, Sociology and Business Studies. The textbook has been prepared keeping in mind the changing situations in rural and urban scenario and at the same time providing opportunities for creativity among learners. A large number of activities ed and project works have been designed for the purpose. These are ish designed based on the fact that we live in a world of competition where re S bl acquiring knowledge has become the need of the day. The matter has be KTB pu been presented in a simple style and all technical words used have been glossed. That does not mean that we have succeeded fully in our © endeavour, though we have followed the basic principles enunciated in NCF 2005. o We express our grateful thanks to all those who gave us concrete tt suggestions at every stage of preparation of the book. We are grateful No to the writers, the scrutiny committee members and translators. We are especially grateful to the chief coordinator Prof. G S Mudambadithaya who has been striving hard in planning and bringing out textbooks of very high standard in all subjects. We express our sincere thanks to the Managing Director, Deputy Director and the coordinator of Social Science book. I also place on record my indebtedness to the Vice Chancellor, Registrar and other colleagues of the University of Tumakuru for their encouragement and guidance. Dr. M. Shashidhar Dr. P. Ananthkrishna Bhat Chairpersons iii  Text Book Committee Chair Persons : Dr. M. Shashidhar, Associate Professor, Department of History, Bangalore University, Bangalore-56. Dr.Ananthakrishna Bhat , Retd. Professor, Department of Political science, Canara college, Mangalore. Members : Sri Ramprasad, Retd. Principal, Sri ARS PU College, Hariharapura, Chikkamagalore District. Sri N. Sathyaprakash, Retd. Head Master, Vidyavardhaka Sangha High School, Ist Block, Rajajinagar, Bangalore-10. Smt. Saraswathi Hegde, Asst. Teacher, Government High School, Peenya, Bangalore-10 Sri B. H. Hanumathaiah, Assistant Professor, Department of Sociology, Govt. First Grade college, Udayapura, channarayapatna Tq. Dr. Mallikarjuna. S. Bagewadi, Professor & Head, Department of Geography, A.G.College of Arts and commerece, Munavalli, Soudatti Tq. Sri G.N. Kempaiah, Lecturer, Govt. Pre-University College, Maskal, Tumkur Tq., Tumkur Dist. Sri A.S. Dikshit, Retd. Principal, Vani Education Centre, Basaveswaranagar, Bangalore-79. Prof. Dorai Raj. S.N Principal, Sheshadripuram Institute of Commerce and Management, Bangalore. Sri. P.Prasad. Drawing Teacher, Sri Byraveshwara High School, Sadshivanagar, Tumkur. ed Scrutinizers : ish Dr. Vijay Poonacha Thambanda, Professor, Department of History, Kannada University, Hampi, Vidy- aranya, Bellery. re S bl be KTB Prof. T.D. Devegowda, Professor, Deparment of Political Science , Dean (study centers) K S O U, Mysore. pu C.N.Shankar Rao, Retd. Lecturer, Canara P.U college, Mangalore. Dr. Ranganatha, Professor and Head, PG center of Geography , Maharani’s woman Arts & Commerce © College, Mysore. Dr.S.R. Keshav, Associate Professor, Department of Economics, Bangalore University, Bangalore-56. Dr.Noora Afza , Professor, Department of Commerce and Business studies, Tumkur University, Tumkur. o Editorial Board : tt Dr. M. V. Srinivas, Retd. Professor, Department of History, Mysore University, Mysore. No Dr. R. L. M. Patil, Retd. Professor, Department of Political Science, Bangalore University, Bangalore-56. Dr. Eshwarappa, Professor, Department of Geography, Bangalore University, Bangalore-56. Translators : Smt Geetha Srinivasan, ELT Expert, 329/1, I Cross, 23rd Main Sarakkikere village, 5th Phase. J.P. Nagar, Bengaluru - 78 Dr.Ananthakrishna Bhat , Retd. Professor, Department of Political science, Canara college, Mangalore. Sri A.S. Dikshit, Retd. Principal, Vani Education Centre, Basaveswaranagar, Bangalore-79. Chief Co ordinator : Dr.G.S.Mudambadithaya, Coordinator, Syllabus Revision and Text Book preparation committee, Karnataka Text Book Society, Bangalore. Chief Advisor : Sri Y. T Gurumurthy, Managing Director, Karnataka Text Book Society, Bangalore- 85. Sri Bella shetty, Joint Director, Karnataka Text Book Society, Bangalore-85. Programme Co ordinator : Sri A. T. Rangadasappa, Senior Asst. Director, Karnataka Text Book Society, Bangalore -85. iv  About the Revision of Textbooks Honourable Chief Minister Sri Siddaramaiah who is also the Finance Minister of Karnataka, in his response to the public opinion about the new textbooks from standard I to X, announced, in his 2014-15 budget speech of constituting an expert-committee, to look into the matter. He also spoke of the basic expectations therein, which the textbook experts should follow: “ The textbooks should aim at inculcating social equality, moral values, development of personality, scientific temper, critical acumen, secularism and the sense of national commitment”, he said. Later, for the revision of the textbooks from class I to X, the Department of Education constituted twenty seven committees and passed an order on 24-11-2014. The committees so constituted were subject and class-wise and were in accordance with the standards prescribed. Teachers who are experts in matters of subjects and ed syllabi were in the committees. ish re S There were already many complaints, and analyses about the bl be KTB textbooks. So, a freehand was given in the order dated 24-11-2014 pu to the responsible committees to examine and review to text and © even to prepare new text and revise if necessary. Eventually, a new order was passed on 19-9-2015 which also gave freedom even to re- write the textbooks if necessary. In the same order, it was said that o the completely revised textbooks could be put to force from 2017-18 tt instead of 2016-17. No Many self inspired individuals and institutions, listing out the wrong information and mistakes that were in the texts, had sent them to the Education Minister and to the Textbook Society. They were rectified. Before rectification we had exchanged ideas by arranging debates. Discussions had taken place with Primary and Secondary Education Teachers’ Associations. Questionnaires were administered among teachers to pool up opinions. Separate meetings were held with teachers, subject inspectors and DIET Principals. Analytical opinions had been collected. To the subject experts of science, social science, mathematics and languages, textbooks were sent in advance and later meetings were held for discussions. Women associations and science-related organistations were also invited for discussions. v Thus, on the basis of all the inputs received from various sources, the textbooks have been revised whereever necessary. Another very important aspect has to be shared here. We constituted three expert committees. They were constituted to make suggestions after making a comparative study of the texts of science, mathematics and social science subjects of central schools (NCERT), along with the state textbooks. Thus, the state textbooks have been enriched based on the comparative analysis and suggestions made by the experts. The state textbooks have been guarded not to go lower in standards than the textbooks of central schools. Besides, these textbooks have been examined along side with the textbooks of Andhra Pradesh, Kerala, Tamil Nadu and Maharashtra states. Another clarification has to be given here. Whatever we have done in the committees is only revision, it is not the total preparation of the textbooks. Therefore, the structures of the already prepared textbooks have in no way been affected or distorted. They have only been revised ed in the background of gender equality, regional representation, national ish integrity, equality and social harmony. While doing so, the curriculum re S bl frames of both central and state have not been transgressed. Besides, be KTB pu the aspirations of the constitution are incorporated carefully. Further, the reviews of the committees were once given to higher expert © committees for examination and their opinions have been inculcated into the textbooks. o Finally, we express our grateful thanks to those who strived in all tt those 27 committees with complete dedication and also to those who No served in higher committees and experts of revised textbooks also. At the same time, we thank all the supervising officers of the Textbook Society who sincerely worked hard in forming the committees and managed to see the task reach its logical completion. We thank all the members of the staff who co-operated in this venture. Our thanks are also due to the subject experts and to the associations who gave valuable suggestions. M.P. Madegowda Prof. Baraguru Ramachandrappa Managing Director Chairman-in-Chief Karnataka Textbook Society (R) State Textbook Revision Committees Bengaluru. Karnataka Textbook Society (R) Bengaluru. vi  Text Book Revision Committee CHAIRMAN IN CHIEF Prof. Baraguru Ramachandrappa, Chairman, State Textbook Revision Committee, K.T.B.S. Bengaluru. CHAIRPERSON Dr. Aswathanarayana, Professor, Department of History, University of Mysore, Mysuru. MEMBERS Dr. Aswathanarayana, Professor, Department of History, Bangalore University, Bengaluru-56. Dr. J. Somashekar, Professor, Department of Political Science, Vijayanagar Sri Krishnadevaraya University, Ballari. Dr. H.D. Prashant, Professor, Department of Developmental Studies, Kannada University, Hampi, Vidyaranya. Dr. S.T. Bagalkoti, Professor, Department of Studies in Economics, Karnatak University, Dharwad. Prof. P. Mallappa, Professor (Retd.), Department of Geography, J.S.S. College, Mysuru. ed Dr. B. Shekhar, Professor, Department of Studies and Research in Commerce, Tumkur University, Tumakuru. ish re S Sri A.S. Dikshit, Principal (Retd.), Vani Education Centre, Basaveswaranagar, bl be KTB Bengaluru-79. pu Sri Iaranna M. Ambi, Asst. Teacher, G.H.S. Tadakodu, Dharwad Taluk and District. Sri D.N. Venkatesh, Drawing Teacher, G.H.S. Uramarkasalagere, Mandya Taluk and © District. SCRUTINIZERS Sri Ashok V.Shettar, Associate Professor, Deparment of History and Archaeology, o tt Karnatak Univesity, Dharwad. No Dr. M.S. Talawar, Professor (Retd.), Deparment of Studies in Education, Bangalore University, Bengaluru. Dr. Dhasharath Naik, Professor, Department of Economics, Gulbarga University, Kalaburagi. Dr. Haseen Taj, Professor, Deparment of Studies in Education, Bangalore University, Bengaluru. TRANSLATORS Sri Sadanand.R, Lecturer, G.P.U.C for Girls, Hunsuru Tq. Mysuru District. CHIEF ADVISOR Sri M.P. Madegowda, Managing Director, Karnataka Text Book Society, Bengaluru- 85. Sri K.G. Rangaiah, Deputy Director, Karnataka Text Book Society, Bengaluru -85. PROGRAMME COORDINATOR Dr. M.V. Krishnamurthy, Senior Asst. Director, Karnataka Text Book Society, Bengaluru -85. vii  Foreword On review of text books The textbooks published in the year 2014 went under revision the same year for political reasons. The revised textbooks reached the students only in 2017-18 school year. The changes made in revised textbooks came under wide scrutiny and criticism. Since there was an all-round objection that such a textbook revision was done with an objective of propagation of a certain ideology that benefitted self-interests, side-lining education’s core intention, the honourable Karnataka Government in 2021 formed a committee mandat- ing to re-review such textbooks. The committee has reviewed in depth, such textbooks which had attracted objections, and has recommended certain changes. Today’s children are tomorrow’s nation, they say. The future of our society depends on what we teach the children of today in schools. The text- ed books that students study must have healthy thoughts and concepts. It must ish not be spreading mutual distrust, hatred, neglect amongst the different class and communities of the society; should incite nationalism and patriotism. The re S bl be KTB textbooks should provide objective information about the past events of state pu and nation. They must introduce local culture, language and traditions to the © students. Overall, the textbooks must make the students fine, responsible, conscious, open minded and honourable citizens. The textbook revision had to be made by bearing this responsibility in mind. We had to build a framework o for ourselves for reviewing and revising the textbooks. Primarily, our intention tt was to ensure that the social science textbook No (1) contained no content that was disrespectful towards any caste, reli- gion, philosophy, community or individual (2) subjects to be presented in a systematic, chronological order (3) had to be made knowledge-bank instead of an information dump of unnecessary matters (4) had to be made bereft of any self-interest ideology (5) had to be devoid of half-truths, falsehoods, exaggerations, judgemental information and instead must present facts which have authoritative basis (6) had to contain all subjects with deserving representation viii  (7) had to include historically neglected facts, based on their importance (8) had to be corrected for the errors, as far as possible. At every stage of revision, we were cautious that social science textbooks have to make our students conscientious citizens who will have love, pride about our nation, not create a community that has negligence and repulsion for a few castes, communities, languages and religions of this nation. The ‘best textbook’ is an ideal state. Our intention is to walk towards such an ideal state. However, to create such a thing in exact sense is not possible. With this humbleness, we have completed re-reviewing the textbooks and present you the revised version. This is only a review, not a comprehensive recreation. The intent and form of the already created textbooks (2014) remain intact. The entire revision has happened following the state syllabus framework which itself is based on the national curriculum framework. In addition, the intent of the Constitution has been upheld. I am grateful to all my colleagues of the review committee who have finished this job in the best possible way. ed Also, thankful to all the officers and staff of the textbook association who co- ish operated in the smooth conducting of the committee’s functions. This revision, re S we believe, will reflect the intent of the new National Education Policy and also bl be KTB become the starting point for the comprehensive revision of textbooks to come. pu © o M.P. Madegowda Rohith Chakrathirtha tt Managing Director Chairman No Karnataka Textbook Society (R) Karnataka textbooks review committee Bengaluru. ix  Text Book Revision Committee CHAIRPERSON Sri Rohith Chakrathirtha, Member, Kannada Development Authority, Vidhana Soudha, Bengaluru. MEMBERS Dr. Rajaram Hegde, Chairman (Retd.), Department of History & Archaeology, Kuvempu University, Shivamogga. Dr. N. Sathya Prakash, Retd. Head Master, VVS High school, Bengaluru. Sri Ranganath, Principal, Rastrothana Vidyakendra, Hagari Bommanahalli, Ballary Dist. Sri B.K. Vasuki, Teacher, Bharatiya Vidya Bhavan’s BBMP Public School, Bengaluru. ed Dr. Anantha Krishna Bhat, Kodiyalaguttu, Dwaraka, Kodiyal Bail, 2nd Cross, Mangaluru. ish re S Dr. Vithal Potdar, Senior Research Associate, The Mythic Society, Bengaluru. bl be KTB pu Sri K.R. Manjunath, Asst. Teacher, National High School, Bengaluru. Smt P. Radha, Senior Asst. Director, DSERT, Banashankari 3rd stage, © Bengaluru. Sri Sandeep Kumara P.L., GPT, GMPS Siddanahosahalli, Bengaluru North-1. o tt ADVISORS No Sri M.P. Madegowda, Managing Director, Karnataka Text Book Society, Bengaluru. Sri K.G. Rangaiah, Deputy Director, Karnataka Text Book Society, Bengaluru. PROGRAMME COORDINATOR Dr. M.V. Krishnamurthy, Senior Asst. Director, Karnataka Text Book Society, Bengaluru. x  Content Chapter Chapters Page.No No. HISTORY 1 THE ADVENT OF EUROPEANS TO INDIA 1 2 THE EXTENSION OF THE BRITISH RULE 13 3 THE IMPACT OF THE BRITISH RULE IN INDIA 19 4 OPPOSITION TO BRITISH RULE IN KARNATAKA AND 33 WODIYARS OF MYSORE 5 SOCIAL AND RELIGIOUS REFORM MOVEMENTS 49 ed POLITICAL SCIENCE 6 ish CHALLENGES OF INDIA AND THEIR REMEDIES 56 re S bl 7 INDIA’S RELATIONSHIP WITH OTHER COUNTRIES 66 be KTB pu SOCIOLOGY © 8 SOCIAL STRATIFICATION 69 9 WORK AND ECONOMIC LIFE 73 o GEOGRAPHY tt No 10 INDIA - GEOGRAPHICAL POSITION AND PHYSICAL FEATURES 79 11 INDIA - SEASONS 88 12 INDIA - SOILS 92 13 INDIA - FOREST RESOURCES 97 14 INDIA - WATER RESOURCES 102 ECONOMICS 15 ECONOMY AND GOVERNMENT 110 BUSINESS STUDIES 16 BANK TRANSACTIONS 120 xi  History Chapter - 1 THE ADVENT OF EUROPEANS TO INDIA We learn about the following in this chapter: The trade and commerce relationship India had with Europeans The arrival of Europeans to India for trade The Carnatic wars in the backdrop of European political developments. Battle of Plassey, Battle of Buxar and Dual-Government system The British policy of aggression There were trade and commerce relations between India and Europe ed since ancient times. There was great demand for Indian pepper, cumin, ish cinnamen, cardamom, ginger and many other spices in Europe. The trade re S bl be KTB relations between India, Europe and other Asian countries continued even pu during the Middle Ages. The Arab merchants carried Asian merchandise to Constantinople of Eastern Roman (Byzantium) Empire. The Italian © merchants would buy these goods and then sell them in European countries. Constantinople was thus the center of international trade o and was considered as the ‘Gateway of European Trade’. While Arab tt merchants had gained monopoly over the trade in Asian countries, Italian No traders had gained monopoly over trade in Europe. The merchandise from Asia brought good profits to Italian merchants. The fall of Constantinople: The trade and commerce between Asia and Europe was carried on place through the city of Constantinople. In 1453, the Ottoman Turks captured the city of Constantinople. As a result, all the trade routes connecting the city of Constantinople came under the control of Turks. The Turks started levying too many taxes on the goods passing through these routes. As a result, trade became unprofitable. Meanwhile, Spain, Portugal and other European rulers were attempting to break the monopoly of Italian traders. They started encouraging enterprising sailors to find a new sea route to India. The invention of compass, astrolabes, and gunpowder provided further impetus to this venture. 1  A new sea route to India: Vasco da Gama, a Portuguese sailor left Lisbon and reached Kappadu near Calicut on the West coast of India in 1498. Thus he was successful in discovering a new sea route to India. This route continued to be the route of trade between India and Europe for many years. the Portuguese were thus the first to re-establish trade between India and Europe. Do you know this? In 1869, a huge canal called Suez Canal. was built in Egypt to connect the Red Sea and the Mediterranean Sea. Until the building of Suez Canal, the sea route discovered by Vasco da Gama was the route used for trade between India and Europe. The ships had to pass the Cape of Good Hope, the southernmost tip of Africa, to reach India. European Trade Companies: With the success of the Portuguese, the Dutch, French and the ed English arrived in India for trade. This development not only changed the ish history of India, it also changed the history of European countries. re S bl The Portuguese: The Portuguese were the first to arrive in India for be KTB pu trade and were also the last to leave India by the sea route. After Vasco da Gama, Francisco de Almeida arrived in India as the Viceroy of the © Portuguese. He implemented ‘Blue Water Policy’ in order to establish the supremacy over the sea instead of supremacy over land. Alfonso de Albuquerque, who came after Almeida, is considered as the real founder o tt of Portuguese Empire in India. He waged a battle against the Sultan of No Bijapur in 1510 and won Goa. Goa became the administrative centre of the Portuguese administration in India. The Portuguese had absolute monopoly over trade with India for a century but their power declined with the arrival of English and French in India. The rise and decline of the Dutch in India : In 1602 the Dutch East India Company came to India and established trading centers at Surat, Broach, Kambe, Kochin, Nagapatnam, Masulipatnam and Chinsore. In the politics of Kerala the one who lived in the most important phase and rescued an important principality from the foreigners was Raja Marthanda Varma of Wynad. He ruled from 1729 to 1758 and saved from the surrounding rulers as well as foreigners. He made this as a great Kingdom among all. He stood against the foreigners 2 who were greedy of pepper and brought many reforms in administration. He shifted his capital from Padmanabhapura to Thiruvananthapura and made his Kingdom as 'world Travancore province'. There were confusions and chaos in this kingdom before Marthanda Varma came to throne. Earlier ruler Rama Varma was very weak. The Dutch East India company possessed strong military power and had greater ambition in the politics. The surrounding rulers were also strong. The poleygars of Wynad made ruler Rama Varma weak. Even at a tender age of 10, Marthanda Varma suggested strategies to his maternal uncle Rama Varma for the raise of his province. As per that Rama Varma Contacted Pandyas of Madurai. This made the Poleygars to keep quite. This is how Marthanda Varma came to prominence at a young age only. After Rama varma at the age of 24 years Marthanda Varma came to the throne. He Compiled an army of 50,000 Soldiers to extend the border of wynad. He occupied the pepper growing areas. By this time the Dutch who were trying to monopolise was defeated by Marthanda Varma. He ed controlled the surrounding areas and made them to oppose the Dutch. The ish Dutch with help of the provinces like Kayamkulam, Kochi, Purakkad and re S Vadakunkur attacked on travancore, Raja Marthanda defeated them and bl be KTB captured Nedumangala and Kottarakara trading centres. He also wrote a pu strong letter to the Dutch that he would never give up the trade rights of © pepper to any foreigners. In 1741 the Dutch declared war on Travancore with Kottarakara province in the forefront. Some of the local provinces also joined the Dutch. o tt But Marthanda Varma's army strongly sent it back. The Dutch came No back to kochin but with the help of Simhalese forces the Dutch attacked Marthanda Varma. Four days serious battle took place from 10th August 1741 at Kolachchal. Finally Travancore army had an upperhand in the battle and 24 important officers of the Dutch were taken as prisoners. The Dutch suffered huge losses. After the battle he did not keep quite. He decided to route out the Dutch from India and established the trade rights of pepper in Kerala and Tamilnadu. He also got back the ports which were in the control of the Dutch. Kochin was recognised as a centre of spice trade during the period of Marthanda Varma Travancore became the richest province. Finally on 15th August 1753 a treaty was signed and the Dutch forces surrendered its power to the Travancore province. This is how the period of Marthanda Varma has been recognised as an important phase in the history of India. 3  The rise of the english in India and the acquisition of the Islands of South-East Asia by the Dutch were the factors for the decline of the Dutch power in India. Know this: The Warehouses were places for storing merchandise. Huge walls were built around these warehouses to provide protection. The English: On 31st December 1600, Queen Elizabeth issued a royal charter authorizing the East India Company to trade with Eastern countries for fifteen years. The company started the trade formally in 1613. The Mughal Emperor Jahangir issued a royal permission to English to establish their first warehouse or factory at Surat. In 1617, Sir Thomas Roe arrived at the court of Jahangir as the royal ambassador from the court of James I. He sought permission from Jahangir to establish factories in other places of Mughal Empire. The English established factories at Agra, Ahmedabad and Broach. In 1639, the English took Madras from the King ed of Chandragiri and established a strong fort named St. George Fort. Later, ish Charles II, the Prince of England, gave Bombay on an annual rent of ten re S bl be KTB pounds to East India Company in 1668. In 1690, the English purchased pu three villages namely Sutanauti, Calcutta and Govindapura on the banks © of Hooghly River and built Fort William. The city of Calcutta grew around this fort. By the end of 17th century, the English had established Bombay, Madras and Calcutta as the centers of their Presidencies. By the later o part of 18th century, the English made Calcutta their capital city. They tt implemented their own civil and criminal procedure codes in the areas No that were under their control. The French: The French East India Company started as a government owned company in 1664. It started its first factory at Surat in the year 1668. Later they established its factories in Machalipatinam, Chandernagore, Mahe, Karaikal, Cassimbazar, Balasore. In 1674, the French took Valikandapuram from a local Muslim official and developed it as a major trade center. Later it came to be known as Puducheri or Pondichery. This became the Capital of the French till they left India. Dupleix, who arrived (1746) in Pondicherry as the Governor General of the French had the high ambitions of establishing the French as a major power in South India. This ambition led to the Carnatic wars with the English. 4 The Competition between the English and the French The Portuguese and the Dutch had withdrawn from India unable to withstand the competition from French and English by the middle of 18th century. Finally, the French and the English resorted to show of strength in order to establish their political supremacy over India. Meanwhile, political in Instability arose in the regions of Hyderabad and Carnatic (Eastern part of Tamil Nadu) and both the English and French tried to exploit the situation in their favour. This led to three Carnatic Wars. ed ish re S bl be KTB pu tt © o No KEY B - British F - French D - Dutch P - Portuguese 5  Know this Hyderabad Kingdom was established in 1724 by Asaf Jha. His feudatory Dost Ali who was ruling Carnatic region was not loyal to him. The Marathas killed Dost Ali in 1740 and looted Carnatic and imprisoned his son-in-law Chandasheb in Satara. Asaf Jha named Anwaruddin as the Nawab of Carnatic in the place of Dost Ali. First Carnatic War (1746-48): On the request of Dupleix, La Bourdonnais, a French military leader from Mauritius invaded Madras and captured it from the English. This forced the helpless British to request the help of Anwaruddin, the Nawab of Carnatic. The army sent by Anwaruddin failed to defeat the French at Madras. Finally, La Bourdonnais took money from the English and returned Madras and went back to Mauritius. This enraged Dupleix and he attempted to take Madras but failed. Finally, the war ended with a ed treaty in Europe between France and England called‘Treaty of Aix-la- Chapelle’. ish re S Know this: bl be KTB pu The Nizam of Hyderabad, Asaf Jha died in 1748. A tussle started between his son Nasir Jung and his daughter’s son Muzaffar Jung for the throne. © On the other hand, a fight had broken out between Chandasaheb(who was released from the Maratha prison) and Anwaruddin in Carnatic. The French extended their support to Muzaffar Jung in Hyderbad and o tt Chandasaheb in Carnatic. The English extended their support to Nasir No Jung and Anwaruddin. In 1749, the combined forces of French, Chandasaheb and Muzaffar Jung defeated Anwaruddin and killed him in the battle of Ambur. As a result Chandsaheb became the ruler of Carnatic. Mahammad Ali, son of Anwaruddin, stayed at Tiruchanapalli with the help of the English. In Hyderabad, Muzaffar Jung became the Nizam by killing Nasir Jung with the help of French and Chandasaheb. He was killed after a few days. The French made Salabath Jung, another son of Asaf Jha as the Nizam of Hyderabad. Second Carnatic War (1749-1754): In the changed circumstances, French made Salabath Jung, another son of Asaf Jha as the Nizam of Hyderabad. An officer named 6 Bussy was appointed in Hyderabad for his protection by the French. In the Carnatic Chandasaheb had become the Nawab with the help of French. Robert Clive of East India Company attacked Arcot, the capital city of Carnatic and defeated Chandsaheb. Chandsaheb was imprisoned and later killed in the war. In the place of Chandsaheb, the English named Mohammad Ali, the son of Anwaruddin, as the Nawab of Carnatic. The second Carnatic war ended with the Treaty of Pondicherry. the French recalled Dupleix. This war brought laurels to the English, while the French suffered a political setback. Third Carnatic War (1756-1763): Count de Lally of the French attempted to besiege the fort Wandiwash in 1760. In this decisive battle, Sir Eyre Coote of the English army defeated the French and imprisoned Bussy. Lally escaped and hid in Pondicherry. Finally, Eyre Coote attacked Pondicherry and Lally had to surrender unconditionally in 1761. The French lost all their bases in India due to the Carnatic wars. ed In spite of this, as per the ‘Treaty of Paris’ signed in 1763, Pondicherry ish was returned to French. With these developments, the French lost their re S bl be KTB importance in India. In this way, the English by defeating all their rivals, pu started consolidating their power in Southern India. © Know this: Robert Clive: Robert Clive, who laid the firm foundation of the British o power in India, had joined the East India Company as clerk. He played tt a decisive role in the Carnatic wars, particularly in the siege of Arcot No and played a prominent role in the British victory. He was successful in establishing the British rule over South India and was instrumental in Bengal victory also. After the Battle of Plassey in 1757, he gained control over the Nawab of Bengal also. Clive amassed immense wealth in all these ventures and helped the East India Company to earn more profit. Clive returned to England with immense wealth and became a Member of Parliament. With the return of Clive to England, the East India Company started facing losses in its business. Even though there were many allegations against Clive, the British government had to resend Clive to India to save the company and also save the face of the country. 7 The British won the battle of Buxar and earned back its respect. Clive was successful in securing the Diwani rights for the British over Bengal, Bihar and Odisha regions. This brought more wealth to Robert Clive and to East India Company as well. In 1767 Robert Clive returned to England. Dupleix: Dupleix was named the Governor General of French regions in India in 1742. He dreamt of achieving French hegemony over India and entered into treaties with the local kings. Hyder Ali was also trained in the army of locals raised by Dupleix. The British considered Dupleix as a formidable challenge to them. Hence, we notice clashes between the French and the British to gain supremacy over the Carnatic and Deccan Plateau. Dupleix played an important role in the First Carnatic War in 1746. The rivalry between the French and the British continued till 1754. Later, the French government recalled Dupleix as it wanted peace. The British Rule in India ed After gaining political control over South India, the British tried ish to gain control over the rich Bengal province in the later part of 18th re S bl be KTB century. The Bengal province had achieved tremendous growth in the pu areas of agriculture, commerce and industry. The East India Company was making considerable profits from this province. The Dastaks (licence) © issued by the Mughal ruler Faruk Siar were the main reasons for this. But, these Dastaks that were limited to the company transactions were o misused by the individual officers of the company too. This resulted in tt huge loss to the Bengal government. Hence, all Nawabs from Murshid Ali No Khan to Ali Wardhikhan opposed such misuse. This led to confrontation between the Nawabs and the Company. This resulted in two crucial wars which charted a decisive course to Indian history. Plassey and Buxar were those two wars. Know this: Dastak - a license that could ensure anyone to import and export without paying any tax and transport goods anywhere. Battle of Plassey (1757): Ali Wardi Khan, the Nawab of Bengal died in 1756. His grandson Siraj-ud-Daula came to the throne. The Battle of Plassey took place between the young Nawab Siraj ud-Daulah and the British in 1757. 8 Reasons: 1. Misuse of Dastaks: Siraj ud-Daulah was furious that the Dastaks were misused by the officials of the company causing losses to the government treasury. 2. Mending of the fort without permission: The British repaired the fort of Calcutta and placed canons in them. This further angered Siraj-ud-Daula and he ordered the removal of the canons from the fort. The British refused to do so, angering the Nawab further. 3. Black Room Tragedy: Siraj ud-Daulah conquered Fort William easily and imprisoned some the of British. He imprisoned 146 Englishmen in a small room in the fort, of which 123 died. This is called the Black hole Tragedy. This enraged Robert Clive and arrived in Bengal with a huge army. Robert Clive attracted rich locals like Manikchand, Nemichand, Jagath Seth and others towards him. He was successful in convincing Mir Jaffar, ed the military head of Siraj-ud-Daula to stay neutral in the battle by offering ish him the post of Nawab of Bengal. Encouraged by these developments, re S bl be KTB Robert Clive declared a war against Siraj-ud-Daula on June 23rd, 1757. pu Everything went according to the plan of Clive. Siraj-ud-Daula who tried © to escape from the battlefield, was captured and killed. Outcomes: o 1. This war brought out the immorality, lack of unity among the tt Indians and the greed of Indian businessmen. No 2. Mir Jaffar became the Nawab of Bengal. 3. The company gained exclusive rights to trade in Bengal. 4. Mir Jaffar had to pay Rupees seventeen crores and seventy lakhs to Sirja-ud-Daulah as war indemnity for the attack of Fort William. In a nutshell, Mir Jaffar became a victim of the company and its employees. Eventhough the treasury went bankrupt due to this greedy nature, the greediness of the company and its officials was never satisfied. The British projected Mir Jaffar as an inefficient Nawab and brought in his nephew Mir Qasim as the new Nawab. 9  Battle of Buxar (1764): Mir Qasim was an efficient administrator. In the beginning he remained loyal to the company. He paid two lakh pounds to the company and gave away a few places to it. Shortly afterwards, he declared himself an independent King. After verifying the misuse of Dastaks, he declared all business was dutyfree in Bengal. Indians competed against the British in all spheres of business. As a result, the British trade suffered considerably. This was enough for the British to oppose the Nawab. They brought in Mir Jaffar again and dethroned Mir Qasim. As Mir Qasim knew the cunningness of the British, he went for an organized war against them. He was supported by Indian merchants and artisans. Mir Qasim entered into agreements with the Mughal ruler Shah Alam-II and Nawab of Awadh Shuj-ud-daula. The combined forces of Mir Qasim faced the British army led by Hector Munro at Buxar in 1764. Mir Qasim was defeated and ran away from the battlefield. Shah Alam-II surrendered. The efforts of the combined forces to stop the British ed failed miserably. Outcomes: ish re S bl be KTB 1. Shah Alam-II accorded the Diwani rights over Bengal to the pu British. © 2. Shah Alam-II gave away all the rights over Bengal to the British for an annual fee of Rupees 26 lakhs. o 3. Shuj-ud-daula the Nawab of Awadh had to pay war indemnity tt of Rupees 50 lakhs for waging a war against the company. No 4. With the death of Mir Jaffar, the company paid pension to his son and took over the entire administration of Bengal. The battle of Buxar made the British the real holders of power over Bihar, Bengal and Know this: Odisha provinces. Even Awadh remained Diwani Right: The right to under their control. In 1765, Robert Clive collect land taxes brought in ‘Dual-government in Bengal’. As per this, the British had the right to collect land taxes, whereas the Nawab had power over administrative issues like justice and others. In this way, the British gained political control over India to protect their business interests. 10  Know this: 1600 – The East India Company was established in England. 1602 – Dutch East India Company was established. 1617 – The Mughal emperor Jahangir issued a royal charter allowing the British to conduct trade in Surat, on the west coast and in Hooghly on the east coast. 1639 – The English established their first warehouse in Surat. 1664 – The French East India Company was established. EXERCISES I. Complete the following blanks with suitable answers: ed 1. In 1453, the Ottoman Turks occupied ……………………...…. ish re S 2. The sea route between India and Europe was discovered by bl be KTB ………………….. pu 3. In 1741 Dutch declared war on.......................... © 4. The capital of the French in India was ……………………. o 5. In 1757, Robert Clive declared …………………… battle over tt Siraja -ud-Daulah. No 6. The Diwani rights over Bengal were handed over to the British by ……………. 7. The Dual government policy was implemented by ……………… in Bengal. II. Discuss in groups and answer the following questions: 1. How did trade take place between India and Europe during Middle Ages? 2. State the causes that resulted in the discovery of a new sea route to India. 11  3. List the Europeans who came to India for trade. 4. Explain how Marthanda varma checked the Dutch? 5. Explain the Second Carnatic War. 6. State the causes and results of the battle of Plassey. 7. What were the results of the Battle of Buxar? III. Activity: Collect information on the Presidency cities built by the British.  ed ish re S bl be KTB pu tt © o No 12  Chapter - 2 THE EXTENSION OF THE BRITISH RULE In this unit you learn Anglo-Maratha wars The consolidation of British power No succession rights for adopted children Subsidiary alliance Anglo-Sikh wars Through the Carnatic wars, the English made the other Europeans countries not to challenge them in India. They gained complete political ed control over Bengal through Plassey and Buxar battles. By 1765, they had ish gained control over most of the eastern parts of India. Since the Marathas re S bl be KTB and Mysore states were dominant in southern and western part of India, pu the hold of the British was restricted to Bengal and Bombay regions only. © Hyder Ali and Tippu Sultan of Mysore along with Peshwas of Marathas were the only impediments in the path of expansion for the British. The o others were Sikhs in the North western region. Ranjit Singh who emerged tt No in the early part of nineteenth century was a formidable opponent to the British. He was successful in organizing the Sikhs. The British also waged repeated wars from mid eighteenth century to mid nineteenth century to extend their empire in India. Apart from this, they also annexed various kingdoms with cunning policies like ‘Subsidiary Alliance’ and ‘Doctrine of Lapse’. During this period, the British waged three Anglo-Maratha wars, four Anglo-Mysore wars and two Anglo-Sikh wars. The Anglo-Mysore wars are discussed in unit4, here we shall understand the wars of the British against the Marathas and Sikhs. 13 Anglo-Maratha Wars First Anglo-Maratha War (1775-1782) The Marathas installed Shah Alam-II back on the throne of Mughal Empire in Delhi. Shah Alam-II was under the control of the British after the defeat in Buxar war. Now, the Emperor gave Kora and Allahabad to Marathas, which he had earlier given to the British. This resulted in the enemity between the Marathas and the British. During this period, the death of the Maratha strong man Madhav Rao Peshwa was a major setback to Marathas. Though his brother Narayanrao came to power, he was murdered by his uncle Raghobha (Ragunatha Rao). This resulted in an infighting for the Peshwa post. The Maratha federation brought Madhav Rao II the minor son of Narayana Rao to the post of Peshwa. Upset with this development, Raghobha approached the British for support. The British thought of exploiting this situation in their favour. A long war was waged from 1775 to 1782 between the Marathas and the British. Initially, though the Marathas gained upper hand, later they had to lose ed Ahmedabad to the British. The Maratha federation was unable to sustain ish the war with the British and finally entered into ‘Salbai Agreement’ and re S bl ended the war. Madhav Rao II was named as the Peshwa. be KTB pu Lord Wellesley (1798-1805) and the Subsidiary Alliance: © The expansion of the British Empire took place at a faster pace after the arrival of Lord Wellesley as the Governor General of India. By this time, the powerful states of Marathas and Mysore had become weak and o tt expansion was easier. Lord Wellesley followed three policies to expand No the British Empire in India. They were: Subsidiary Alliance, Waging war against new states and administering the states directly that were under the control of the British. Subsidiary Alliance: Lord Wellesley brought this policy into effect in 1798 in order to bring the local kings under control. This was basically a military protection agreement between the East India Company and the Indian State. The Conditions of Subsidiary Alliance: 1. The Indian Kings had to keep the British Army in their kingdom. 2. The state concerned had to bear the expenses of the army and the wages of soldiers, and also had to give certain revenue lands as well. 14  3. The King had to have a British Resident in his Court. 4. The King could not appoint any other European without the permission of the British. 5. In order to enter into any agreement or pact with any Indian state, the permission of the Governor General was mandatory. 6. In return for all these services, the Company would offer protection to the state from any internal or external aggression. The British could place the Indian states under their control through this policy and the maintenance of the army became easy. The Indian states were subjected to severe economic exploitation. Hyderabad was the first state to enter into this agreement. Later, Mysore, Awadh, Tanjavur, Maratha, Berar, Arcot, Poone, Gwalior and other states entered this agreement. Second Anglo-Maratha War (1803-1805): ed The differences among the Maratha Chieftains was the reason for ish this war. There was enemity between Yeshwanth Rao of Holkar family re S bl be KTB and Daulath Rao of Sindhia family. Both wanted to establish control pu over the Peshwa Balaji Rao II. In 1802, the army of Holkar defeated © the armies of Scindia and the Peshwa. The Peshwa appealed to the British for help.Lord Wellesley finally got an opportunity to meddle in the affairs of the Marathas. The Peshwa entered the Subsidiary Alliance o tt system by accepting the Treaty of Bassein. Other Maratha families like No Holkar, Gwalior and Bhonsle formed an alliance opposing this treaty. Lord Wellesley defeated the armies of various Maratha families from 1803 to 1805. But, his battle-thirstiness increased the financial burden on the Company. On being criticised for this policy, Lord Wellesley resigned from his post and returned to England. This resulted in temporary peace in the region. Third Anglo-Maratha War (1817-1818) The Maratha families tried their best to protect their independence and honour. Even the Peshwa attempted to free himself from the clutches of the English. In 1817 the Peshwa attacked the British Residency in Poona and burnt it down. Appa Saheb of Nagpur and Malhar Rao Holkar 15 rebelled against the British and were suppressed ruthlessly. Finally in 1818, Peshwa Baji Rao II fought against the British at Koregaon and Ashti and later surrendered to the British. The British abolished the Peshwa post and granted a pension to Baji Rao II. They installed Pratapa Simha, the descendant of Shivaji as the ruler of Satara, a mini state, and named him as the traditional leader of Marathas and suppressed the Maratha resistance. The Consolidation of the British Power (1818-1857): The British completed their agenda of ruling the entire India from 1818 to 1857. They occupied major states like Punjab, Sindh, Awadh and many other smaller states. Anglo-Sikh Wars: A political anarchy broke out in the Punjab after the death of King Ranjith Singh in 1839. The British attempted to invade Punjab violating the Treaty of friendship of 1809, they had with the ed erstwhile King. In December 1845, a war broke out between the British ish and the Punjab. Sensing the danger from an outside force; the Hindus, re S bl Sikhs and Muslims got together to defeat the British. Finally, they had be KTB pu to accept defeat due to few traitor leaders. They signed a humiliating Lahore Agreement in 1846. With this the British Resident became the de © facto ruler of the Punjab. Thus Punjab became the dependent state of the British. o tt In 1848, the Sikh opposed the attempts by the British to rule Punjab No directly. The opposition was led by ‘Chattar Singh Attariwala’ in Lahore and ‘Moolraj’ in Multan. Again the people of Punjab were defeated. Finally, Lord Dalhousie merged the state of Punjab with the British Empire. Dalhousie and the Doctrine of Lapse: Dalhousie who arrived in India as the Governor General in 1848 made a final attempt to integrate Indian princely states with the British Empire. He adopted the Doctrine of Lapse policy whereby the adopted children of Indian Kings were refused of their right to throne. According to this policy, “If any Indian ruler died childless, his adopted children had no legal right over the throne”. Such a state was merged with the British Empire. Princely states like, Satara, Nagpur, Sambalpur, Udaipur, Jhansi, Jaitpur came under this policy. As 16 the Governor General knew the conditions of these states, he used this policy as a political weapon. With the severe implementation of this policy not only the princely families, even ordinary people who were sympathetic to these kings rebelled against the Company. Their love for their Kings and the sense of loyalty fuelled this rebellion further. This finally resulted in the First war of Indian Independence of 1857. Know this: Ranjit Singh: Ranjit Singh was born in 1780 as the son of Sardar Maha Singh who headed Sukerchakia misl, one of the twelve Misls of Punjab. He lost his father at the age of ten. When Shah Zaman of Kabul invaded India, Ranjith Singh offered his services to him. Shah Zaman made him the governor of Lahore along with the title ‘Raja’. He was ed nineteen years old then. Thereafterwords, he grew up in an amazing way. ish He aimed at achieving absolute power over all the Sikhs. He took control re S over all the Sikh Misls to the West of Sutlej and established his own Sikh bl be KTB pu Kingdom. He entered into a Treaty of Friendship with the British in 1809 at Amritsar. He organised his army on the lines of European armies. His © army included Gorkhas, Biharis, Pathans and even Muslims apart from Sikhs. He established a Foundry (Workshop) at Lahore to manufacture o Canons. The army of Ranjith Singh was the best among all the Indian tt No rulers of that time. He was secular in temperament and supported both Hindu and Muslim spiritual leaders. People from all religions held high offices in his regime. He was successful in protecting his state from the British by not having any enmity with them. Meanwhile, even the British wanted a strong Buffer State to protect them from invasions from the North West of India. In a nutshell, Ranjit Singh founded an independent Sikh state and ruled it as an independent king till his death in 1839. 17  EXERCISES I. Fill in the blanks with suitable answers: 1. At the end of First Anglo-Maratha war, …………………… agreement was signed between the Marathas and the British. 2. The Subsidiary Alliance system was implemented by ……………………………… 3. The Doctrine of Lapse policy was implemented in the year …………………………… 4. The Doctrine of Lapse policy was implemented by ……………… II. Discuss in group and then answer the following: 1. Explain the reasons for First Anglo-Maratha War. 2. What were the conditions under Subsidiary Alliance? Explain. ed ish 3. Explain the Third Anglo-Maratha War. re S bl 4. How did the Doctrine of Lapse support the expansion of British be KTB pu Empire in India? © 5. Which were the states that came under the Doctrine of Lapse policy? o tt III. Activity : No 1. Analyze the strategies adopted by the British to expand their empire in India and write an essay on the same.  18  Chapter - 3 THE IMPACT OF THE BRITISH RULE IN INDIA In this unit you learn Administrative and Judicial System – Civil Services, Judicial System, Police System, Military System Land Tax Policies – Permanent Zamindari System, Mahalwari System, Ryotwari System Modern Education – Lord Macaulay, Wood’s Commission (1854) Acts during British Rule – Regulating Act, Pitts India Act, Charter Acts. ed The British East India Company fulfilled its commercial needs in ish the beginning as a Trade Company. On observing the fractured political re S bl landscape of India wherein hundreds of ruling dynasties were competing be KTB pu with each other, the British thought of exploiting the situation to further their political consolidation. They implemented ‘Divide and Rule’ © policy among the Indian rulers and slowly dominated all the rulers and subjugated them. In order to achieve complete domination on India, they o employed ‘War’ and ‘Negotiation’ methods cleverly. tt No After getting India under control by employing various clever means, the British thought of strengthening their hold over India permanently. At that time, India was devoid of ‘One Nation Concept’ and was scattered into various kingdoms. The British integrated the whole of India under one administrative and political structure. Education, Judiciary, Land taxes, Trade and Agriculture and various other areas of activities were regulated under various laws and administrative system. This brought in a new structure to India. While implementing all these measures, they never forgot to protect their financial interests. The British East India Company implemented various administrative experiments in order to achieve a new order in India. 19 Administrative and Judicial System Civil services: Lord Cornwallis introduced the administration of civil services. The system of appointing employees for the purpose of trade was done by the East India company from the beginning. The company also provided permission for private workers to trade. By using these opportunities employers made money became corrupt through illegal means. So to control this, in 1773 the government of England implemented Regulating Act in India. The aim of regulating act was as the name suggests to enforce control. In 1800, Lord Cornwallis opened Fort William College in Calcutta to provide education for the benefit of people aspiring to join Civil Services. But, this initiation did not find support from the directors of the East India Company. As a result, all the appointments till 1853 were done by the directors. From 1853 onwards, the appointments for Civil Services were done through Competitive Examinations. This did not benefit Indians ed much. The British continued to suspect the efficiency of the Indians. Lord ish Cornwallis argued “All the natives of Hindustan are completely corrupt”. re S As a result, only lower grade jobs were given to Indians. bl be KTB pu The Judicial System: © A new Judicial System started finding roots when the British rule began taking over from the Mughal rule. After the Battle of Buxar in 1764, the Mughal Emperor Shah Alam handed over the ‘Diwani Rights’, o the authority to collect land taxes to the British. With this, Dual- tt Administration came into effect in Bengal region. This is also called as No ‘Dual-Governance’. Under this, the authority to collect land taxes, civil and judiciary were given to the Indian officials, whereas the British retained the authority of managing the revenue collected. Later on the British thought of bringing more centralized judicial system in India. With the implementation of this system, the British overtook the authority of the Mughal and established their supremacy in India. This was attained by implementing new Judicial System in India. According the administrative plan devised by Warren Hastings who took over the administration as Governor in 1772, two types of courts were needed to be established in each district: ‘A Diwani Adalat’ as a civil court and ‘A Fouzadaari Adalat’ as a criminal court. In these civil courts Hindus were dispensed justice as per the Hindu scriptures and 20 the Muslims as per the Shariyat. Slowly, the British legal procedures were introduced in the criminal courts. Civil courts came under the administration of European officers. Though the criminal courts were under the control of ‘Qajis’, they were functioning under the supervision of European officers. Police System: The Police are in charge of maintaining the internal law and order situation. Lord Cornwallis implemented the efficient Police System in India for the first time. He created the new post of Superintendent of Police (SP). He divided a district into many ‘Stations’ in 1793 and put every station under a ‘Kotwal’. Similarly he put every village under the care of ‘Chowkidhar’. ‘Kotwal’ was made accountable for thefts, crimes and other law violations at village level. The severe drought of 1770 led to a weak law and order situation. ed Hence, the entire police system was brought under the control of the ish British Officers. The system of appointing British Magistrates started in re S bl 1781. The Police Officers were under the power of the Magistrates. The be KTB pu Police system underwent continuous changes. In 1861, the Indian Police © Act was implemented. This law became the base of good law and order as well as administration. But, Indians were not appointed for the post of officers. In 1902, the Police Commission allowed the appointment of o tt suitable Indians qualified for the post of the police officers. In spite of all No these measures, the discrimination against the Indians did not end. Military System: The Military was the base of administration during the British Rule. The British appointed the Indians for the military and took the entire India under their control with the help of the military. They protected their supremacy by addressing the challenges posed by outside as well as inside forces with the help of the military. The officers were again the British. The Indians could reach the rank of Subedar, the highest post available to them. Most of the Indians were Coolie Soldiers. The British Government accepted the recommendations of Peel Commission in 1857. Based on these recommendations, the Military System was redesigned. 21 Land Taxes Policies: The East India Company had to pay four lakh Pounds to the British government for its control over Bengal Province. In order to fulfill this commitment, the Company had to stabilize its financial interests in a secured manner. Hence, it implemented many new land tax policies. Permanent Zamindar System: Lord Cornwallis implemented a new land tax policy in Bengal during 1793 in order to generate steady revenue annually. This was called Permanent Zamindari System. Under this system, Zamindar became the land owner. The Zamindar was expected to pay the agreed land taxes to the company on a set date every year. He was free to collect any amount of land taxes from the farmers and could retain the excess money collected. This benefited the Zamindar more. If the Zamindar was unable to collect land taxes due to floods and famine and pay the Company, the ownership of the lands was taken away by the ed Company. Both the Zamindar and the Company were benefitted by this ish re S system, but the farmers were the grave sufferers. This system created a bl be KTB new social group that aided the British. The farmers, the farming labourers pu suffered due to irregular working opportunities in the farming lands. © They were exploited and had to lead a life of insecurity. This system was extended to Bihar, Odissa, Andhra and Varanasi regions later. According o to Charles Metcalf, “the Indian farmers were born in debt, lived in debt tt and died in debt due to the land tax policies of the British”. No Mahalwari System: The Company government entered into an agreement at the level of ‘Mahals’ with regard to payment of land tax in Uttar Pradesh, in many parts of Madhya Pradesh, Punjab and Delhi. ‘Mahal’ means taluk. R.M. Bird and James Thompson implemented this system. There were differences in the implementation of this system from region to region. The big and small zamindars were part of this system. Since the company officials fixed more land tax than the expected production from the fields; many zamindars had to lose their ownership of the lands. The marginal farmers and agricultural labourers who were dependent on these zamindars also suffered due to this. 22  Ryotwari System: The Ryotwari System was first implemented in Baramahal region by Alexander Reed in 1792. This system was later implemented in Madras and Mysore region by Thomas Munroe in 1801. Most of these regions had become part of British Empire by that time. Under this system, both the farmer and the company were directly linked. The tiller of the land was recognized as the owner of the land. The owner had to pay fifty percent of produce as land tax to the company government. The land tax had thirty years tenure. The tax could be reviewed after this tenure. Though the small farmers were given land ownership, they were subjected to more suffering due to heavy land taxes. The officials took punitive actions to collect land taxes. The farmers had to borrow from the money lenders whenever the crops failed. They had to sell their lands whenever they failed to repay the loans. Though the company government ed claimed that the new system benefit the farmers, the irony was that more ish farmers had to lose their lands due to its implementation. re S bl be KTB The Impact of British Land Tax system: pu 1. A new class of Zamindars who exploited the farmers was created. © 2. The farmers who were subjected to the exploitation of the Zamindars, became landless slowly. o tt 3. Land became a commodity. Loans could be raised by mortgaging No the lands. 4. Many Zamindars also had to mortgage their lands in order to pay the land taxes. 5. The Agriculture sector became commercialized and had to grow raw materials needed by industries back in England. 6. The money lenders became strong. The Modern Education System The traditional education of Indians was in practice continuously. Certain changes occurred in the traditional education system during the rule of Muslim kings during the middle ages. Later, new changes occurred 23 during the British rule during 18th century. New schools were started for the children of British and Europeans living in India. Since these facilities were never extended to the locals, it was of no use for them. Warren Hastings facilitated the expansion of the modern education in India. In 1781, he started ‘Calcutta Madrasa’. Jonathan Duncan, a British citizen started Sanskrit College in Banaras in 1792. But, it was Charles Grant who pressed for the extension of British education in India. The expansion of the British Education India received special support after the appointment of Lord William Bentinck in 1828 as the Governor General of India. Bentinck appointed Macaulay as the member of Governor General’s Executive Committee. Macaulay was also appointed as the Chairperson of the Committee on Education. The report on Education submitted by him in 1835 became the base of modern education in India. His policy aimed at the “creation of a new class of Indians who are Indian ed by body but British in intelligence, opinion and taste”. The use of english ish medium in Indian learning system started after 1830s. re S bl Another important development included the establishment of be KTB pu Universities in India. The Governor General Lord Dalhousie established Universities in Calcutta, Bombay and Madras as per the suggestions © of Charles Wood’s Commission (1854). After this, the education was universalized in India. o tt The Impact of British Education in India No 1. Indians could develop modernity, secularism, democratic attitudes and rationality along with Nationalistic ideals. 2. Impetus was received for the local literature and languages. This facilitated unity in thinking process among the educated class. 3. Periodicals started emerging. These scrutinized the policies and working of the government which in turn enabled the Indians to have critical opinions on various issues. 4. New social and religious reformation movements emerged. 5. The thoughts of thinkers like J.S. Mill, Rousseau and Montesquieu brought fresh thinking in the mind of educated youth of India. 24  6. The freedom struggles that were taking place across the globe influenced the Indians also. 7. Indians could understand and appreciate their rich tradition. In this way, the new thinking and cultural perception that emerged due to the British Education System created a new generation of Indians with progressive attitudes. Constitutional Development Along with the British administration, problems also grew in India. In order to alleviate the problems, reformation in administration became important. And these reformations needed to address the demands of Indians. The British attempted to create different rules in the form of law and tried to implement them. These types of laws helped the evolution of Constitution in India. We shall study some of the acts in this regard. Laws Implemented during the rule of East India Company ed (1773-1858) ish Regulating Act - 1773: After the implementation of Diwani Rights in re S bl be KTB 1765, the greedy Company officials misused this provision and became pu rich in a corrupt way. Corruption spiraled out. Edmond Burk, a member of © the British Parliament criticized the corruption in the East India Company. He criticised the tax payment received by the British Government from the East India Company as ‘Criminal Tax’. He was forced to criticize in o tt this manner, as the government remained silent to the fact of corruption No among the Company officials. Many Company officials had become super rich and many in England feared that these people may upset the very political setup of England. The Regulating Act was implemented in this background in 1773. Main features of this Act 1. Before the implementation of the act, there were three presidencies under British rule. They are: Bengal, Madras and Bombay. All these three were independent administrative units. Under Regulating Act, the Bengal Presidency gained control over the other two presidencies. 25  2. The Governor of Bengal became the Governor General of all the three presidencies. 3. The Governor General was authorized to direct, exercise control and to supervise over the other two presidencies. 4. The Bombay and Madras presidencies could not declare war on anyone or enter into peace agreements without prior approval of the Governor General of Bengal Presidency and the Board of Directors of the Company. Only during acute emergencies, they were entitled to act independently. 5. According to this Act, Supreme Court was established in Calcutta. In this central court, one Chief Justice and three ordinary judges were officiating. Like this, as the name of the Regulating Act suggests, the Act aimed at regulating the Company affairs and its administration in India under ed the control of the British Government. Pitts India Act 1784: ish re S bl be KTB There were many inconsistencies in the Regulating Act of 1773. pu In order to rectify them and also to clearly outline the powers of the © East India Company and the British Government, Pitts India Act was implemented. The Government of England restricted the powers of the East India Company. o tt Another important aspect of this Act was the establishment of the No ‘Board of Controllers’ consisting of six Commissioners. The ‘Board of Controllers’ replaced the ‘Board of Directors’.This Board had powers to direct and control the issues related to Land taxes, Military and Civil areas. The Board of Control came into existence in the place of Board of Directors. This act declared that “the Indians have attained their paramount power in the name of the British Empire only, but not on their own” and curtailed the Political Rights of Indians conclusively. It declared that the areas under the possession of the East India Company were the integral part of the British Empire. Hence, the Government of England was the ultimate ruler of India. 26 Charter Acts The main aim of Charter Acts was to extend the license of the East India Company. The Charter Acts of 1793, 1813, 1833 and 1853 were implemented to achieve this aim. As and when the Charters were implemented once in 20 years, the new rules and regulations found fit by the British Government were included in these Acts. Among these, the Charter Acts of 1813 and 1833 are important for many reasons. Charter Act of 1813: 1. This act licensed the East Company to stay for another twenty years in India. Before the implementation of this act, a demand to allow any interested person to carry out trade in India was there. This act allowed this demand and authorized all interested persons to carry out trade in India. With this act, the free trade era started in India. ed 2. A new era of License and permit was started. ish re S 3. The Board of Directors was vested with the powers to appoint the bl be KTB pu Governor General and the Commander-in-Chief. © 4. The Churches were allowed to enter India officially. The Christian Missionaries were directed to enrich the knowledge of Indians and also enhance the moral and spiritual life of Indians. Many Christian o tt Missionaries started arriving in India after this act. The expansion No of Christianity and English Education started taking place. Because of these developments, the Charter of Act of 1813 is a historic act. Charter Act 1833 This act aimed at improving the political situation in India. It also licensed East India Company to remain in India for another 20 years. The main aspects of this act are: 1. The Governor General of Bengal was named as the Governor General of India. 27  2. The Governor General was vested with powers to direct, control and supervising all trades in India. 3. The Central Government of Bengal had the final right to decide on issues like war, peace and diplomatic relationship with the princely states of India. 4. The Governor General was mandated to put his difference of opinion with Executive Committee members in writing whenever he differed with the majority opinion. 5. The Act barred any discrimination based on religion, birth and skin colour. 6. The Governor General was mandated to appoint a law professional as member to his executive committee. 7. All British Companies were allowed to have trade relationship in ed India. ish re S The Charter Act of 1833 throws more light on the internal situation bl be KTB pu of India and also the various political developments present in England during 1830s. © British Government Acts (1858 - 1947) o ‘The Sepoy Mutiny’ took place due to maladministration of the East India tt Company and anti-Indian acts in 1857. As a result, the administration of No India was handed over to the British Queen from the East India Company. During this period India Government Acts of 1858, 1861, 1892, 1909, 1919 and 1935 were implemented. Due to various political developments during different periods makes these acts historically very important. Indian Government Act 1858: This act needs to be understood in the backdrop of civil and military unrest that took place in 1857. India came under the direct rule of British government. The Queen of England, Victoria, announced that all round development of India would be ensured by the British government on November 01, 1858. The following are the important features of this act: 28  1. The license of East India Company was cancelled and India was brought under the direct administration of the Queen. 2. The post of Governor General was changed into ‘Viceroy’. Lord Canning became the first Viceroy of India. 3. A new post called ‘Secretary Of State for India’ was created in the British government. The secretary was part of British cabinet and was responsible for the administration of India. 4. A Council of India was created in order to assist the secretary in the administration. The council had fifteen members. Indian Councils Act of 1861: This is an important act that came into effect after the 1857. With this act, Indians were allowed to participate in the process of creating laws. In order to understand the aspirations of Indians, representation ed was given to Indians. This is called as ‘Policy of Assertion’. The following ish are the important features of this act: re S bl be KTB 1. Indians were nominated to the Council of Viceroy as non-official pu members. © 2. Viceroy was authorized to proclaim ‘Ordinances’ in case of emergency. o Indian Councils Act of 1892: tt No This act is the continuation of Indian Council Act of 1861. This act of 1892 further extended the participation of Indians in the legislative bodies. The critical view expressed by the Congress Organization towards the British administration led to this expansion of Indian representation in the governance. The following are the important features of this act: 1. The number of additional members in the regional and central legislative bodies was increased. 2. The legislative councils’ authority was increased further by allowing discussion on budget related issues. 3. Provision was made to question the government on public issues by serving six days’ notice in advance. 29 Indian Councils Act of 1909: This act is also called as ‘Minto-Morley Reforms Act’. During the formulation and implementation of this act, Lord Minto was the viceroy of India and Lord Marley was the Secretary of State for India. This Acts was used to divide and rule India. The following are the important features of this Act: 1. The total number of central legislature members was increased to 60 from 16. 2. The number of council members was also increased in the provinces. 3. The members for the legislature was allowed through election for the first time. 4. In order to provide separate representation for Muslims, ‘Separate Electorate College’ was created. ed Government of India Act of 1919: ish re S bl Since Indians took active part in the First World War, Lord Montague be KTB pu who was the Secretary of state for India argued in favour of providing more representations to Indians in the matter of administration. He was © in favour of allowing people’s participation in the formation of government gradually. Lord Chelmsford, who the Viceroy then declared various o reformative measures to the British Parliament on 20.08.1917. The Indian tt Councils Act of 1919 was formulated by accepting this report. This act is No also called as ‘Montague-chelmsford Reforms Act’. The following are the important features of this act: 1. Act formulated Bi-Cameral legislative body. Lower House and Upper House were formed. 2. Dyarchy was allowed at provincial governments. 3. An high commissioner was appointed for India. 4. Promised to improve local self government. 5. Provincial budget was separated from central budget. 6. ‘Separate Electoral College’ was extended for Muslims, Sikhs, Anglo-Indians and Europeans. 30 Government of India Act of 1935 This act acted as the base for the formation of Indian Constitution. The report submitted in 1928 under the leadership of Motilal Nehru was instrumental in the formation of the act. Most the provisions in the Indian Constitution are based on this act. This act allowed the formation of fully responsible government by Indians. This act was applicable both to the Indian principalities and also to the British India regions. The following are the important features of this act: 1. A federal system of Indian Principalities, British governed regions and dominion states was formed. 2. Reserve Bank of India was established. 3. Dyarchy was established at the centre. 4. Dyarchy was abolished at the provincial level and autonomy was granted. ed 5. The Federal Court was established. ish re S One should understand the various political developments that bl be KTB resulted in the formation of various acts that aided the formation of Indian pu Constitution. Though these acts serve the purpose of British interest, © they also include the aspirations of Indians for self-governance. These acts should be understood as the result of struggle led by Indians for self-rule. o tt No EXERCISES I. Fill in the following blanks with suitable answers: 1. Diwani Adalat in civil court was introduced by...................... 2. The post of Superintendent ent of Police was created by ……………. 3. The Permanent Zamindari system was introduced in Bengal and Bihar provinces in …………………….. 4. The Land tax system introduced by Alexander Reed is ……….……… 31  5. The British Officer who supported modern education in India is ……………….. 6. The Regulating Act was implemented in the year……………………… II. Discuss and answer the following questions: 1. Illustrate the judicial system formulated through East India Company. 2. What are the measures undertaken at the time of the British in Police system? 3. In permanent Zamindari system the Indian farmers “were born in debt, lived in debt and died in debt”. How? 4. What were the main aspects of Ryotwari system? 5. What were the effects of British Land taxes? ed ish 6. Make a list of the effects of British Education in India. re S bl 7. What were the restrictions imposed in Regulating Act? be KTB pu 8. What are the important features of the Indian government act of 1858? © 9. How does the India Government Act of 1935 become the base of Indian Constitution? o tt 10. What are the important features of 1919 Act? No III. Activities : 1. The British created a friendly environment for themselves by implementing administrative reforms in India. Organize a debate competition on this topic. 2. Collect information on various other laws implemented by the British apart from those discussed in lesson with the help of your teacher.  32  Chapter - 4 OPPOSITION TO BRITISH RULE IN KARNATAKA AND WODIYARS OF MYSORE In this unit you learn Wodiyars of Mysore. Hyder Ali and Tippu Sultan Anglo-Mysore wars Important wodiyars Dondiya wagh Rebellion of Kittur – Rani Chennamma and Sangolli Rayanna Rebellion of Amara Sulya Rebellion of Surapura Rebellion of Halagali Bedas The present Karnataka was scattered among various principalities ed before integration. Apart from establishing political supremacy during the later part of 18th century, the British exploited the people in agriculture ish and trade in order to protect their own interests. These exploitations re S bl be KTB created insecurities across Karnataka. The local kings suffered insecurities. pu As a result, rebellions against the British broke out in most parts of the Karnataka. In the beginning, the Zamindars and Kings battled against the © British individually without attaining unity among them. Wodiyars of Mysore (1399-1947) o tt After the fall of Vijayanagara Empire, its traditions and the lost No glory was revived and continued by the Wodiyars of Mysore. Hadinadu a Paleyapattu near Mysore town was ruled by Chamaraja a fendatory of Srirangapattana Mandalika. He died without any sons and the dalvoy maranayaka of karugalli administered it and demanded the princess in marriage to him. Nobody agreed for it. At this time Yaduraya with his brother Krishnaraya from Dwaraka of Gujarath came to Mysore. Voluntarily he came to help the Maharani and killed maranayaka. This pleased the Maharani who gave her daughter in marriage to him. Thus the Wodiyar dynasty was started. This dynasty was ruled by 25 Wodiyars starting from Yaduraya to Jayachamaraja Wodiyar. Let us understand some of the important Wodiyars. Raja Wodiyar (1578-1617): The credit of expanding the small paleyapattu into a large Mysore goes to him. Srirangapattana was 33 captured from the r