The recently released NCERT Class 8 Social Science textbook, titled Exploring Society: Indian and Beyond (Part 1), has sparked widespread discussion for its omission of key historical figures and events from India’s colonial past. Most notably, the chapter on colonial rule excludes Tipu Sultan, Haidar Ali, and the Anglo-Mysore Wars—elements that were previously central to narratives of resistance against British imperialism.
Overview of the New NCERT Class 8 Social Science Textbook
The first part of the textbook was released for the 2025 academic session, with a second part expected later this year. The chapter on colonial rule covers:
- The arrival of Vasco da Gama in the late 1400s
- The Battle of Plassey (1757) and the East India Company’s transition from traders to rulers
- The Great Indian Rebellion of 1857
- The economic exploitation of India under British rule
A New Lens on Colonial India
The revamped Social Science book begins the colonial narrative from the late 1400s, starting with the arrival of Vasco da Gama, and extends up to the late 1800s, including the Great Indian Rebellion of 1857. The focus of the chapter is the transformation of the British from mere traders to rulers, and the subsequent drain of India’s wealth, a recurring theme in this new interpretation.
The book states that India, once a thriving economic power contributing over one-fourth of the global GDP alongside China, saw a dramatic decline under British rule. By the time of independence, India’s share in world GDP had plummeted to just 5 percent. This economic transformation is described starkly as the conversion of “one of the richest lands of the world into one of the poorest.”
What’s Missing: Tipu Sultan and the Anglo-Mysore Wars
One of the most significant changes in the new NCERT textbook is the complete absence of Tipu Sultan, Haidar Ali, and the four Anglo-Mysore Wars. These events were previously highlighted in the older textbooks as important resistance movements against British imperial expansion. Tipu Sultan, often referred to as the “Tiger of Mysore”, and his father Haidar Ali, were central figures in opposing the British East India Company in southern India.
Their military strategies, modernization efforts, and alliances with foreign powers such as the French were seen as critical chapters in the broader narrative of resistance to British colonialism. Their exclusion has raised questions about historical completeness and the importance of regional resistances in the national freedom movement.
Emphasis on Other Rebellions
Instead of focusing on the Anglo-Mysore resistance, the new chapter highlights lesser-known uprisings such as:
- The Sannyasi-Fakir rebellion of the 1700s
- The Kol uprising
- The Santhal rebellion
- Various peasant uprisings of the 1800s
These movements are important in their own right, as they reflect early discontent with British policies, especially among tribal and agrarian communities. The inclusion of these events reflects an effort to broaden the scope of anti-colonial resistance beyond kings and armies to include people’s struggles and grassroots revolts.
Colonialism and Economic Drain
A notable strength of the new NCERT chapter is its detailed explanation of the economic consequences of colonial rule. The concept of the “drain of India’s wealth” is given significant focus, supported by modern economic estimates. The textbook cites economist Utsa Patnaik, estimating that between 1765 and 1938, British colonial powers extracted wealth equivalent to $45 trillion (in today’s value) from India.
This massive outflow of resources, according to the book, significantly impoverished the Indian economy. It argues that if this wealth had remained invested in India, the country would have looked drastically different at the time of independence.
Reframing Infrastructure: Railways and Telegraph
The new Social Science book also challenges the long-held belief that the British left behind valuable infrastructure as a “gift” to India. It clearly states that the construction of railways and the telegraph system was funded by Indian taxpayers, not benevolent colonial administrators. The infrastructure primarily served British commercial and strategic interests, not the needs of Indian citizens.
This reinterpretation aims to dismantle the myth of benevolent imperialism, which often portrays British contributions as charitable rather than exploitative.
Cultural Plunder Under Colonial Rule
Another addition to the textbook is a detailed section on the cultural theft committed by colonial powers. According to the text, thousands of India’s valuable cultural artefacts — including statues, manuscripts, jewels, and paintings — were stolen and sent to European museums or private collections. This practice is presented as a part of the larger imperial exploitation, not just of material wealth but also of cultural identity.
Why the Omission?
When asked about the omission of Tipu Sultan and the Anglo-Mysore Wars, Michel Danino, who chaired the NCERT book development group, clarified that Part 2 of the textbook series is still under development. However, he added, “Probably not” when asked whether Tipu Sultan would be included later. Danino emphasized that trying to cover every historical detail leads to “cramming textbooks with dates, wars, etc.” The Middle Stage (Classes 6–8) is intended to offer a broad overview, with deeper discussions reserved for secondary classes (9–12).
Mixed Reactions from Academicians
The exclusion of Tipu Sultan has triggered mixed responses. Some historians argue that omitting such crucial figures may distort historical understanding, while others believe that focusing on structural analysis and economic history gives students a more comprehensive picture of colonialism.
The shift clearly aligns with the NEP 2020’s emphasis on conceptual learning over rote memorization, aiming to move beyond chronological storytelling towards analytical insights.
Conclusion: A New Narrative, But at What Cost?
The new NCERT Social Science chapter on colonial rule reflects a bold shift in educational philosophy, focusing on economic realities, grassroots resistances, and cultural exploitation. However, by omitting key figures like Tipu Sultan and the Anglo-Mysore Wars, the book risks presenting an incomplete historical picture.
While it is important to simplify and streamline content for middle school learners, striking a balance between inclusivity and brevity is crucial. The hope remains that Part 2 of the book or later academic stages will address these gaps in representation, ensuring that India’s complex colonial history is taught with both depth and diversity.