Attempt 8th English Glimpses of the Past Chapter MCQ Exam Quiz. This is based on NCERT 8th grade English chapter for your CBSE and State board exam.
Attempt 8th English Glimpses of the Past MCQ
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NCERT Question from 8th English Chapter Glimpses of the Past
1. Do you think the Indian princes were short-sighted in their approach to the events of 1757?
2. How did the East India Company subdue the Indian princes?
3. Quote the words used by Ram Mohan Roy to say that every religion teaches the same principles.
4. In what ways did the British officers exploit Indians?
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.)
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.
Speaking and Writing:
1. Playact the role of farmers who have grievances against the policies of the government. Rewrite their ‘speech bubbles’ in dialogue form first.
2. Look at the pictures
(i) Ask one another questions about the pictures.
l Where is the fox? l How did it happen?
l What is the fox thinking? l Who is the visitor?
l What does she want to know? l What is the fox’s reply?
l What happens next? l Where is the goat?
l Where is the fox now? l What is the goat thinking?
(ii) Write the story in your own words. Give it a title.
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.
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’.
5. Create a comic of your own using this story.
Once the Sun and the Wind began to quarrel, each one saying that he
was stronger than the other. At last they decided to test each other’s
strength. A man with a cloak around his shoulders was passing by.
The Wind boasted, “Using my strength I can make that man take off
the cloak.” The Sun agreed. The Wind blew hard. The man felt so cold
that he clasped his cloak round his body as tightly as possible.
Now it was the turn of the Sun which shone very hot indeed. The
man felt so hot that he at once removed the cloak from his body.
Seeing the man taking off the cloak, the Wind conceded defeat.
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