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NCERT Class 8 English Honeydew Chapter 3 ‘Glimpses of the Past’ is adapted from ‘Our Freedom Movement’ by SD Sawant. Through his comic work, Sawant has depicted the arrival of the East India Company, the exploitation of the Britishers, and key events leading up to the 1857 Revolt. The creator has classified the events in chronological order, which are mentioned in the subsequent section of the blog. Thereafter, you get NCERT solutions for the lesson. Now, explore and learn!!
Download NCERT Solutions Class 8 English Honeydew Chapter 3: Glimpses of the Past
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Table of Contents
Explore Notes for all chapters of Honeydew:
| Unit 1 Chapter | Unit 2 Chapter | Unit 3 Chapter | Unit 4 Chapter |
| Unit 5 Chapter | Unit 6 Chapter | Unit 7 Chapter | Unit 8 Chapter |
NCERT Class 8 English Honeydew Chapter 3: Glimpses of the Past
NCERT Class 8 English Honeydew Chapter 3 is a comic representation of the history of India under British rule. The timeline of the comic is from 1757 to 1857. This representation by SD Sawant is classified into 9 sections, each reflecting the key events of Our Freedom Movement. These sections are
1. The Martyrs
2. The Company’s Conquests (1757 to 1849)
3. British Rule (1765 to 1836)
4. Ram Mohan Roy (1772 to 1833)
5. Oppression (1765 to 1835)
6. Dissatisfaction (1835 to 1856)
7. The Sparks (1855 to 1857)
8. Revolt (1857)
9. The Fight for Freedom (1857)
Also Read:
| 20+ Greatest Indian Freedom Fighters and their Sacrifices |
| Essay on Freedom Fighters: 100, 200 & 300 Words |
Explore NCERT Solutions for all chapters of Honeydew:
| Unit 1 Chapter | Unit 2 Chapter | Unit 3 Chapter | Unit 4 Chapter |
| Unit 5 Chapter | Unit 6 Chapter | Unit 7 Chapter | Unit 8 Chapter |
Download NCERT Solutions Class 8 English Honeydew Chapter 3: Glimpses of the Past
NCERT Solutions Class 8 English Honeydew Chapter 3: Glimpses of the Past
In this section, we have included questions and answers following the NCERT Class 8 English Honeydew Chapter 3 “Glimpses of the Past”. Our subject experts have accurately answered all written questions under the ‘Working with the Text’, ‘Working with the Language’, and ‘Writing’ sections of the lesson.
Working with the Text
Ques 1. Do you think the Indian princes were short-sighted in their approach to the events of 1757?
Ans: Yes. the Indian princes were short-sighted in their approach to the events of 1757 because they were blind to the imperialism ideas of the East India Company (EIC). After entering India as a trading company in the 1700s, the Britishers gradually started capturing the territories of the princess by helping them fight battles with other Indian princes.
Ques 2. How did the East India Company subdue the Indian princes?
Ans: The East India Company expanded its business in India by bringing in machine-made goods from England and selling them widely. Indian princes often fought among themselves, seeking support from English merchants in these conflicts. The ongoing disputes disrupted the lives of ordinary people. The Britishers took advantage of these rivalries to gradually conquer and control the Indian princes. This is how they gained full authority over the population.
Ques 3. Quote the words used by Ram Mohan Roy to say that every religion teaches the same principles.
Ans: Ram Mohan Roy’s views on religion are expressed in the line: “Cows are of different colours, but the colour of their milk is the same. Different teachers have different opinions, but the essence of every religion is the same.”
Ques 4. In what ways did the British officers exploit Indians?
Ans: The British aimed for quick profits by imposing high taxes, which led Indian farmers to abandon their fields. They removed import duties on goods from England, hurting Indian industries. In 1818, Regulation III allowed Indians to be jailed without a trial. British officers in India earned large salaries and made fortunes in private businesses. By 1829, Britain exported goods worth seven crore rupees to India, benefiting from the Company’s exploitation, while Indian industries suffered and declined.
Ques 5. Name these people.
(i) The ruler who fought pitched battles against the British and died fighting.
(ii) The person who wanted to reform the society.
(iii) The person who recommended the introduction of English education in India.
(iv) Two popular leaders who led the revolt (Choices may vary.)
Ans:
(i) Kunwar Singh
(ii) Raja Ram Mohan Roy
(iii) Macaulay
(iv) Tantia Tope and Bahadur Shah Zafar
Ques 6. Mention the following.
(i) Two examples of social practices prevailing then.
(ii) Two oppressive policies of the British.
(iii) Two ways in which common people suffered.
(iv) Four reasons for the discontent that led to the 1857 War of Independence.
Ans:
(i) Here are two evil social practices prevailing in the 1700s and 1800s:
(a) Superstition
(b) Untouchability
(ii) Here are the two oppressive policies of the British:
(a) The East India Company removed import duty on goods manufactured in Britain.
(b) Regulation III of 1818 empowered Britishers to jail any Indian without trial in court.
(iii) Here are the two ways in which common Indians suffered under the British rule:
(a) Britishers took away the jobs of artisans by introducing import tax-free manufactured goods from England.
(b) They exploited farmers by imposing hefty taxes on their crops and other farm produce.
(iv) Here are the four reasons that laid the foundation of the 1857 War of Independence:
(a) Artisans lost their jobs.
(b) Farmers lost their lands
(c ) Discontent among the Indian soldiers in the EIC army due to no promotion and low salaries
(d) Introduction of Enfiled rifles, which had greased bullets made of cow and pig skin. The usage of these animal’s skin hurt the religious sentiments of Indians.
Working with Language
In comics what the characters speak is put in bubbles. This is direct narration. When we report what the characters speak, we use the method of indirect narration.
Study these examples.
First farmer: Why are your men taking away the entire crop?
Second farmer: Your men have taken away everything.
Officer: You are still in arrears. If you don’t pay tax next week, I’ll send you to jail.
- The first farmer asked the officer why his men were taking away the entire crop.
- The second farmer said that their men had taken away everything.
- The officer replied that they were still in arrears and warned them that if they did not pay tax the following week, he (the officer) would send them (the farmers) to jail.
1. Change the following sentences into indirect speech.
(i) First man: We must educate our brothers.
Second man: And try to improve their material conditions.
Third man: For that we must convey our grievances to the British Parliament.
The first man said that ______________________________________________
The second man added that _______________________________________
The third man suggested that ________________________________________
(ii) First soldier: The white soldier gets huge pay, mansions and servants.
Second soldier: We get a pittance and slow promotions.
Third soldier: Who are the British to abolish our customs?
The first soldier said that _________________________________________
The second soldier remarked that __________________________________
The third soldier asked __________________________________________
Ans:
(i) The first man said that they must educate their brothers.
The second man added that they must try to improve their material conditions.
The third man suggested that _they must convey their grievances to the British Parliament.
(ii) The first soldier said that _the white soldier got huge pay, mansions and servants.
The second soldier remarked that they got a pittance and slow promotions.
The third soldier asked _who the British were to abolish their customs.
Writing
Ques 3. Read the following news item.
| History becomes fun at this school Mumbai: Students in the sixth grade of a certain school in Navi Mumbai love their history lessons thanks to a novel teaching aid. It is not surprising given the fact that their study material includes comic books and they use their textbooks for reference to put things into perspective. Besides, students are encouraged to tap other sources of information as well. During history classes, students pore over comic strips of historical periods, enact characters of emperors and tyrants, and have animated discussions on the subject. History has become fun. In the class students are asked to read the comic strip aloud, after which they break up into groups of four, discuss what they have heard and write a summary. Each group leader reads his group’s summary aloud and the whole class jumps into discussion and debate, adding points, disagreeing and qualifying points of view. A sixth-grade student says, “It’s a lot of fun because everyone gets a chance to express themselves and the summary takes everyone’s ideas into account.” According to the school principal, the comic strip format and visuals appeal to students. A historian feels that using comics in schools is a great idea. Comics and acting help students understand what characters in the story are actually thinking. (adapted from The Times of India, New Delhi, October 2007) |
Based on this news item, write a paragraph on what you think about this new method of teaching history.
Ans: You can answer this question in this manner
| I think the new method of teaching history with comic books sounds really exciting. It seems like a fun way to learn about the past. Using comic strips in class makes history interesting, and acting out characters from different periods sounds like a lot of fun. I like that students can discuss and share their ideas, making it more interactive. Reading the comic strip aloud and writing summaries in groups seems like a great way to understand the lessons better. It’s awesome that everyone gets a chance to express themselves, and the whole class can join in discussions and debates. Overall, it sounds like a creative and enjoyable way to make history lessons more engaging for students. |
Ques 4. Find the chapters in your history book that correspond to the episodes and events described in this comic. Note how the information contained in a few chapters of history has been condensed to a few pages with the help of pictures and ‘speech bubbles’.
Ans: Here are Class 8 History book chapters that correspond to the episodes and events described in the comic:
| Chapter 1: Introduction: How, When, and Where |
| Chapter 2: From Trade to Territory |
| Chapter 3: Ruling the Countryside |
| Chapter 5: When People Rebel |
| Chapter 7: Women, Caste and Reform |
Also Read:
You can download NCERT Solutions PDF of all poems in Honeydew here:
| Unit 1 Poem | Unit 2 Poem | Unit 3 Poem | Unit 4 Poem |
| Unit 5 Poem | Unit 6 Poem | Unit 7 Poem | Unit 8 Poem |
You can access the summary of all poems in Honeydew here:
| Unit 1 Poem | Unit 2 Poem | Unit 3 Poem | Unit 4 Poem |
| Unit 5 Poem | Unit 6 Poem | Unit 7 Poem | Unit 8 Poem |
FAQs
Q1. Who created the comic “Glimpses of the Past” which is Class 8 English Honeydew Chapter 3?
Ans: The comic is adapted from the source ‘Our Freedom Movement’ by SD Sawant.
Q2. Which Indian leaders are mentioned in the “Glimpses of the Past”?
Ans: The following leaders find mention in “Glimpses of the Past”, either in pictures or in text:
4. Bhagat Singh
6. Bahadur Shah Zafar
7. Subhash Chandra Bose
8. Begum Hazrat Mahal
9. Tantia Tope
10. Kunwar Singh
Q3. Which uprising in Indian history is known as the First War of Independence?
Ans: The Sepoy Mutiny of 1857 is also known as the First War of Independence. It was led by Bahadur Shah Zafar, the last Mughal Ruler of undivided India.
Also, you can access Notes and NCERT Solutions of all chapters in the Class 8 English ‘It So Happened’ textbook
| Chapter 1: How the Camel Got His Hump |
| Chapter 2: Children at Work |
| Chapter 3: The Selfish Giant |
| Chapter 4: The Treasure Within |
| Chapter 5: Princess September |
| Chapter 6: The Fight |
| Chapter 7: Jalebis |
| Chapter 8: Ancient Education System of India |
For NCERT study material, follow CBSE Notes Class 8 English by Leverage Edu now.