Grade-X-Exam-Oriented History PYQs with Solutions | PAP Sir
Grade-X-Exam-Oriented History PYQs with
Solutions | PAP Sir
Nationalism
in India
1. Explain the
role of anti-colonial movement in the rise of ‘modern nationalism’ in India.
a)
People
began discovering their unity in the process of their struggle with
colonialism.
b)
The
sense of being oppressed under colonialism provided a shared bond that tied
many different groups together.
c)
Each
class and group felt the effects of colonialism differently, their experiences
were varied and their notions of freedom were not always the same.
d)
Anti-colonial
movements like Non-Cooperation Movement, Civil Disobedience Movement, Quit
India Movement etc.
e)
played
a big role in the rise of the modern nationalism in India.
f)
Any
other relevant point.
2. Why did
Gandhiji say ‘Satyagraha is pure soul force’? Explain by giving two arguments.
a)
Satyagraha
is pure soul force because truth is the very substance of the soul. That is why
this force is called Satyagraha.
b)
The
soul is informed with knowledge. In it burns the flame of love. Non-violence is
the supreme dharma.
c)
According
to Mahatma Gandhi, Satyagraha is not a physical force.
d)
A
satyagrahi does not inflict pain on the adversity; he does not seek his
destruction. In the use of satyagraha, there is no ill-will whatever.
e)
Any
other relevant point.
3. “Tribal
peasants interpreted the message of Mahatma Gandhi and the idea of ‘Swaraj’ in
yet another way.” Explain the statement in the context of Non-Cooperation Movement.
a)
The
Non-Cooperation Movement was initially started in cities, spread to the
villages and tribal areas rapidly. All of them responded to the call of swaraj,
but the term meant different to different people.
b)
Tribal
peasants interpreted the message of Mahatma Gandhi and the idea of swaraj in
yet another way.
c)
In the
Gudem Hills of Andhra Pradesh, for instance, a militant guerrilla movement
spread in the early 1920s – not a form of
struggle that the Congress could approve.
d)
In
other forest regions, the colonial government had closed large forest areas,
preventing people from entering the forests to graze their cattle, or to
collect fuelwood and fruits. This enraged the hill people.
e)
Not
only were their livelihoods affected but they felt that their traditional
rights were being denied.
f)
When
the government began forcing them to contribute begar for road building, the
hill people revolted.
g)
Their
leader, Alluri Sitaram Raju, claimed that he had a variety of special
powers:
h)
He was
inspired by the Non-Cooperation Movement, and persuaded people to wear khadi
and give up drinking.
i)
He
asserted that India could be liberated only by the use of force, not
non-violence.
j)
The
Gudem rebels attacked police stations, attempted to kill British officials and
carried on guerrilla warfare for achieving swaraj. Rajuwas captured and
executed in 1924, and over time became a folk hero
k)
Any
other relevant point.
4. Workers too
had their own understanding of Mahatma Gandhi and the notion of Swaraj.”
Support the statement in context of plantation workers of Assam.
a)
Workers
too had their own understanding of Mahatma Gandhi’s ideas and the notion of
swaraj.
b)
For
plantation workers in Assam, freedom meant the right to move freely in and out
of the confined space in which they were enclosed.
c)
It
meant retaining a link with the village from which they had come.
d)
Under
the Inland Emigration Act of 1859, plantation workers were not permitted to
leave the tea gardens without permission, and in fact they were rarely given
such permission.
e)
When
they heard of the Non-Cooperation Movement, thousands of workers defied the
authorities, left the plantations and headed home.
f)
They
believed that Gandhi Raj was coming, and everyone would be given land in their
own villages.
g)
They,
however, never reached their destination. Stranded on the way by a railway and
steamer strike, they were caught by the police and brutally beaten up.
h)
Any
other relevant point.
5. Why did
Gandhiji start a nationwide Satyagraha against the Rowlatt Act? Explain any two
reasons.
(i) The Rowlatt
Act gave the government enormous powers to repress political activities.
(ii) The act
allowed the detention of political prisoners without trial for two years.
(iii) Any other
relevant point.
6. “The idea of
nationalism developed through a movement to revive Indian folklore.” Explain
the statement in the context of the national movement.
a.
In
late-nineteenth-century India, nationalists began recording folk tales sung by
bards.
b.
They
toured villages to gather folk songs and legends.
c.
These
tales gave a true picture of traditional culture that had been corrupted and
damaged by outside forces.
d.
It was
essential to preserve this folk tradition in order to discover one’s national
identity and restore a sense of pride in one’s past.
e.
In
Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes
and myths, and led the movement for folk revival.
f.
In
Madras, Natesa Sastri published a massive four-volume collection of Tamil folk
tales, The Folklore of Southern India.
g.
He
believed that folklore was national literature; it was ‘the most trustworthy
manifestation of people’s real thoughts and characteristics’
h.
Any
other relevant point
7.
Why did the colonial administration keep an eye on books and newspapers?
a)
Several
books and newspapers were critical of the Britishers misrule and encouraged
nationalist activities.
b)
Vernacular press was assertively
nationalist.
c)
The
colonial government kept an eye on books and newspapers because the government
wanted to supress print and passed numerous laws to control the press.
d)
These
books and newspapers created a sense of unity amongst Indians.
e)
Any
other relevant point.
8.
How did reinterpretation of history become a means of creating a sense of nationalism
by the end of the nineteenth century in India? Explain.
a)
By the
end of the nineteenth century many Indians began feeling that to instill a
sense of pride in the nation, Indian history had to be thought about
differently.
b)
The
British saw Indians as backward and primitive, incapable of governing
themselves. In response, Indians began looking into the past to discover
India’s great achievements.
c)
They
wrote about the glorious developments in ancient times when art and
architecture, science and mathematics, religion and culture, law and
philosophy, crafts and trade had flourished.
d)
This
glorious time, in their view, was followed by a history of decline, when India
was colonised.
e)
These
nationalist histories urged the readers to take pride in India’s great
achievements in the past and struggle to change the miserable conditions of
life under British rule.
f)
Any other relevant point.
9.
How did symbols and icons contribute to create a feeling of nationalism among
the people in the national movement of India? Explain
a)
The
identity of the nation is most often symbolised in a figure or image. This
helps create an image with which people can identify the nation.
b)
In the
twentieth century, with the growth of nationalism the identity of India came to be visually associated with the
image of Bharat Mata. This image was first created by Bankim Chandra
Chattopadhyay through his song Vandematram.
c)
Moved
by the Swadeshi movement, Abanindranath Tagore painted his famous image of
Bharat Mata.
d)
During
the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was
designed. It had eight lotuses representing eight provinces of British India,
and a crescent moon, representing Hindus and Muslims.
e)
By
1921, Gandhiji had designed the Swaraj flag. It was again a tricolour (red,
green and white) and had a spinning wheel in the centre,
f)
Carrying
the flag, holding it aloft, during marches became a symbol of defiance.
g)
Any
other relevant point.
10. Why did
Mahatma Gandhi decide to withdraw the Non-Cooperation Movement? Analyse any
three reasons.
a.
In
February 1922, Mahatma Gandhi decided to withdraw the Non Cooperation
Movement.
b.
He
felt the movement was turning violent in many places (like Chauri Chaura) and
satyagrahis needed to be properly trained before they would be ready for mass
struggles.
c.
Within
the Congress, some leaders were by now tired of mass struggles.
d.
They
wanted to participate in elections to the provincial councils that had been set
up by the Government of India Act of 1919.
e.
They
felt that it was important to oppose British policies within the councils,
argue for reform and also demonstrate that these councils were not truly
democratic.
f.
C. R.
Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for
a return to council politics.
g.
But
younger leaders like Jawaharlal Nehru and Subhas Chandra Bose pressed for more
radical mass agitation and for full independence.
h.
Any
other relevant point.
11. Analyse the
role of women in the Civil Disobedience Movement.
a)
An
important feature of the Civil Disobedience Movement was the large scale
participation of women.
b)
During
Gandhiji’s salt march, thousands of women came out of their homes to listen to
him.
c)
They
participated in protest marches, manufactured salt, and picketed foreign cloth
and liquor shops.
d)
Many
went to jail. In urban areas these women were from high-caste families; in
rural areas they came from rich peasant households.
e)
Moved
by Gandhiji’s call, they began to see service to the nation as a sacred duty of
women.
f)
Any
other relevant point.
12. Analyse the
role of peasant communities in the ‘Civil Disobedience Movement’.
a)
In the
countryside, rich peasant communities – like the Patidars of Gujarat and the
Jats of Uttar Pradesh – were active in the movement.
b)
Being
producers of commercial crops, their cash income disappeared due to trade
depression and falling price.
c)
They
found it impossible to pay the government’s revenue demand and the refusal of
the government to reduce the revenue demand led to widespread resentment.
d)
These
rich peasants became enthusiastic supporters of the Civil Disobedience
Movement, organising their communities, and at times forcing reluctant members,
to participate in the boycott programmes.
e)
For
them the fight for swaraj was a struggle against high revenues. But they were
deeply disappointed when the movement was called off in 1931 without the
revenue rates being revised.
f)
The
poorer peasantry was not just interested in the lowering of the revenue demand
but many of them were small tenants cultivating land they had rented from
landlords.
g)
As the
Depression continued and cash incomes dwindled, the small tenants found it
difficult to pay their rent.
h)
They
wanted the unpaid rent to the landlord to be remitted.
i)
They
joined a variety of radical movements, often led by Socialists and
Communists.
j)
Apprehensive
of raising issues that might upset the rich peasants and landlords, the
Congress was unwilling to support ‘no rent’ campaigns in most places.
k)
The
relationship between the poor peasants and the Congress remained uncertain.
l)
Any
other relevant point.
13. Mention any
two economic impacts of the First World War on India.
a.
Huge
increase in defence expenditure.
b.
Taxes
were increased.
c.
Customs
duties were raised and income tax introduced.
d.
Forced
recruitment.
e.
Any
other relevant point.
14. Analyse the
impacts of Gandhi-Irwin pact on the Indian freedom struggle.
a.
Civil
disobedience movement was called off.
b.
Gandhi
ji participated in second round table conference in London.
c.
Government
agreed to release political prisoners.
d.
Any
other relevant point.
15. Analyse the
role of Alluri Sitaram Raju in the Indian National Movement.
a)
He led
the militant guerrilla movement at Gudem Hills of Andhra Pradesh.
b)
He
claimed that he has variety of special powers.
c)
Captivated
by Raju, the rebels proclaimed that he was an incarnation of God.
d)
He
supported Gandhiji in persuading the people to wear khadi and give up drinking.
e)
At the
same time, he believed that India could be liberated only by the use of force,
not non-violence.
f)
Any
other relevant point.
16. Explain the
measures taken by the colonial government to censor the press in India and analyse their effects
on the nationalist movement.
Measures taken
by the colonial government:
a)
In
1878 Vernacular Press Act was passed.
b)
It
provided the government with extensive rights to censor reports and editorials
in the vernacular press.
c)
Government
kept regular track of the vernacular newspapers published in different
provinces.
d)
When a
report was judged as seditious, the newspaper was warned, and if the warning
was ignored, the press was liable to be seized and the printing machinery
confiscated.
e)
Any
other relevant point.
Impacts on
National Movement :
a)
Despite
repressive measures nationalist newspapers grew in numbers in all parts of
India.
b)
They
reported on colonial misrule and encouraged nationalist activities.
c)
Attempt
to throttle nationalist criticism provoked militant protest.
d)
Any
other relevant point.
17. Explain
with examples the significance of the Non-Cooperation Movement in the Indian
national movement.
a)
Encouragement
given to swadeshi industries encouraged self- reliance.
b)
Increase
in the production of Indian textiles (KHADI).
c)
Boycott
of foreign goods affected the economy of Britain.
d)
Reduction
in the import of foreign cloth.
e)
Educational
institutions set up by Indians.
f)
Industries
established by Indians.
g)
Idea
of swaraj began to spread throughout the country.
h)
National
movement expanded into mass participation.
i)
Nationalistic
feeling spread among the Indians.
j)
Hindu
Muslim unity.
k)
Participation
of peasants.
l)
Participation
of tribals.
m)
Participation
of plantation workers.
n)
Any
other relevant point.
18. How did the
Civil Disobedience Movement become a mass movement? Explain with examples.
a)
Dandi
March was initiated to break the Salt law.
b)
It
started with 78 volunteers and was later joined by thousands.
c)
Breaking
of salt laws by thousands of people.
d)
Manufacturing
of salt by defying government laws.
e)
Demonstration
in front of government salt factories.
f)
Colonial
laws broken, peasants’ refusal to pay revenue.
g)
Refusal
to pay chowkidari tax.
h)
Forest
people entered the reserve forest to collect wood and graze cattle.
i)
Boycott
of foreign cloth.
j)
Picketing
of liquor shops.
k)
Participation
of rich peasants (patidars and jats).
l)
Participation
of poor peasants.
m)
Participation
by Indian industrialists.
n)
Participation
by workers.
o)
Large
scale participation of women.
p)
Any
other relevant point.
19. Explain the
role of Gandhiji in the Non-Cooperation Movement with examples.
a)
Gandhiji’s
idea of non-cooperation stems from his idea of not cooperating with the British
as mentioned in Hind Swaraj.
b)
Gandhiji
wanted the movement to unfold in stages.
c)
Surrender
of titles awarded by the British government.
d)
Boycott
of British services like boycott of civil services, army, police, courts,
schools and legislative councils
e)
Boycott
of British goods and promotion of Indian goods like khadi.
f)
Launching
of a full civil disobedience campaign in the face of repression.
g)
Gandhiji’s
support to the Khilafat agitation united Hindus and Muslims.
h)
Gandhiji
played a role in the adoption of the non-cooperation programme at the Congress
session held at Nagpur.
i)
Participation
of the middleclass in towns and cities following Gandhiji’s call.
j)
Participation
of peasants, tribals and plantation workers in the name of Gandhiji.
k)
Gandhiji’s
call for non-cooperation united Indians from different communities to rise up
against colonial rule.
l)
Any
other relevant point.
20. How did the
Civil Disobedience Movement able to bring all communities together in India?
Explain with examples.
a)
Rejection
of 11 demands in the letter written by Gandhiji to Viceroy, Lord Irwin brought
people together.
b)
Taking
up the cause of the salt tax united communities across India as salt was a
commodity consumed by the rich and poor alike.
c)
Dandi
March initiated to break the Salt law.
d)
Started
with 78 volunteers and was joined by thousands.
e)
Breaking
of salt laws by thousands of people.
f)
Participation
of forest people who violated forest laws.
g)
Peasants
refused to pay chowkidari taxes.
h)
Participation
of rich peasants (patidars and jats).
i)
Participation
of poor peasants.
j)
Participation
by Indian industrialists.
k)
Participation
by workers.
l)
Large
scale participation of women.
m)
Any
other relevant point.
21. “History,
fiction, folklore, songs, popular prints and symbols developed the sense of
collective belonging in Indians during the 19 th century.” Explain the
statement with examples.
a.
Reinterpretation
of History by nationalist historians glorifying the past. Revived interest in
ancient Indian art, architecture, science, law and philosophy aimed to instill
a sense of pride amongst Indians.
b.
Anandamath
by Bankim Chandra Chattopadhyaya popularized Vande Mataram which united the
people as it was widely sung as a hymn to the motherland during the swadeshi
movement.
c.
The
idea of nationalism developed through a movement to revive Indian folklore.
d.
In the
late nineteenth century India, nationalists began recording folk tales sung by
bards and they toured villages to gather folk songs and legends.
e.
These
tales they believed gave a true picture of traditional culture.
f.
Rabindranath
Tagore collected ballads, nursery rhymes and myths. In Madras, Natesa Sastri
published a four-volume collection of Tamil tales called “The Folklore of
Southern India”
g.
Abanindranath
Tagore painted the image of Bharat Mata. Devotion to the mother figure was seen
as evidence of one’s nationalism.
h.
As the
national movement developed leaders became aware of icons and symbols to unify
the people.
i.
During
the swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was
designed. It had eight lotuses representing the eight provinces of British
India and a crescent moon, representing the Hindus and Muslims.
j.
By
1921 Gandhiji had designed the swaraj flag which was a tricolour with a charkha
in the middle.
k.
Carrying
the flag during the marches became a symbol of defiance.
l.
Any
other relevant point.
22. How did
‘salt’ become a powerful weapon to unite the country in the ‘Civil Disobedience
Movement’? Explain any two causes.
a)
The
Civil Disobedience Movement began with the breaking of the salt law.
b)
Salt
was something consumed by the rich and the poor alike.
c)
It was
one of the most essential items of food.
d)
The
tax on salt and the government monopoly over its production revealed the most
oppressive face of British rule.
e)
Any
other relevant point.
23. How did the
colonial government suppress the ‘Civil Disobedience Movement’? Explain.
a)
The
colonial government began arresting the Congress leaders one by one.
b)
This
led to violent clashes in many places.
c)
Abdul
Ghaffar Khan, a devout disciple of Mahatma Gandhi, was arrested in April 1930.
d)
Angry
crowds demonstrated in the streets of Peshawar, facing armoured cars and police
firing.
e)
Many
people were killed.
f)
A
month later, Mahatma Gandhi himself was arrested.
g)
Industrial
workers in Sholapur attacked police posts, municipal buildings, lawcourts and
railway stations – all structures that symbolised British rule.
h)
A
frightened government responded with a policy of brutal repression.
i)
Peaceful
satyagrahis were attacked, women and children were beaten, and many were
arrested.
j)
Any
other relevant point.
24. Analyze
three main impacts of Non-Cooperation Movement on the economic front.
(i)
Foreign goods were boycotted.
(ii)
Liquor shops were picketed.
(iii)
Foreign cloth was burnt in huge bonfires.
(iv)
The import of foreign cloth halved.
(v)
In many places merchants and traders refused to trade in foreign goods or
finance foreign trade.
(vi)
Production of Indian textile mills and handlooms went up.
(vii)
Any other relevant point.
24.
Why did the Non-Cooperation Movement start slowing down in the cities? Analyze
three causes.
a)
Khadi
cloth was often more expensive than mass produced mill cloth and poor people
could not afford to buy it.
b)
The
boycott of British institutions posed a problem.
c)
For
the movement to be successful, alternative Indian institutions had to be set up
so that they could be used in place of the British ones.
d)
These
were slow to come up.
e)
Students
and teachers began trickling back to government schools and lawyers joined back
work in government courts.
f)
Any
other relevant point.
25. How did
Indians react to the Jallianwala Bagh massacre? Explain.
a)
On 13
April the infamous Jallianwalla Bagh incident took place.
b)
On
that day a large crowd gathered in the enclosed ground of Jallianwalla Bagh to
attend the annual Baisakhi fair.
c)
Being
from outside the city, many villagers were unaware of the martial law that had
been imposed.
d)
Dyer
entered the area, blocked the exit points, and opened fire on the crowd,
killing hundreds.
e)
His
object, as he declared later, was to ‘produce a moral effect’, to create in the
minds of satyagrahis a feeling of terror and awe.
f)
The
crowd took to the streets in many North Indian towns.
g)
There
were strikes, clashes with police and attack on government buildings.
h)
Any
other relevant point.
26. Why was the
Rowlatt Act opposed in India? Explain.
a)
Gandhiji
in 1919 decided to launch a nationwide satyagraha against the proposed Rowlatt
Act (1919).
b)
This
Act had been hurriedly passed through the Imperial Legislative Council despite
the united opposition of the Indian members.
c)
It
gave the government enormous powers to repress political activities.
d)
It
allowed detention of political prisoners without trial for two years.
e)
Mahatma
Gandhi wanted non-violent civil disobedience against such unjust laws, which
would start with a hartal on 6 April.
f)
Any
other relevant point.
27. Explain the
notion of swaraj for plantation workers of Assam in public life.
a)
Workers
in Assam had their own understanding of Mahatma Gandhi and the notion of
swaraj.
b)
For
plantation workers in Assam, freedom meant the right to move freely in and out
of the confined space in which they were enclosed.
c)
It
meant retaining a link with the village from which they had come.
d)
Under
the Inland Emigration Act of 1859, plantation workers were not permitted to
leave the tea gardens without permission, and in fact they were rarely given
such permission.
e)
When
they heard of the Non-Cooperation Movement, thousands of workers defied the
authorities, left the plantations and headed home.
f)
They
believed that Gandhi Raj was coming, and everyone would be given land in their
own villages.
g)
They,
however, never reached their destination.
h)
Stranded
on the way by a railway and steamer strike, they were caught by the police and
brutally beaten up.
i)
Any
other relevant point
28. Describe any
three causes that led to the Non-Cooperation movement.
i.
Rowlatt Act
ii.
Government of India Act 1919.
iii.
Jallianwala Bagh incident.
iv.
Khilafat Movement.
v.
Demand of Swaraj
vi.
Congress Session of 1920s
29. Describe
any three causes of ‘Civil Disobedience Movement.’
i.
The constituent of the Simon Commission with no Indian members.
ii.
The death of Lala Lajpat Rai while protesting against the Commission enraged
the entire nation.
iii.
Oppression by the British government in response to anti Simon protest.
iv.
Imposition of Salt law.
v.
Vague offers of Lord Irwin for dominion status
vi.
Lahore Session of Congress (1929).
vii.
Demand of “Poorna Swaraj.”
viii.
Neglecting seven demands of Gandhi.
ix.
Any other relevant point.
30. How were the various social groups involved
in the Civil Disobedience movement? Explain with examples.
a)
In
the countryside: Rich peasant communities like the patidars
of Gujarat and Jats of UP were active in the movement. They were hard hit by
the trade depression and found it impossible to pay the government’s revenue
demand.
b)
Poor
Peasants: Many poor
peasants were tenants cultivating the rented land from landlords. Depression
made it difficult for them to pay the rents. They wanted the unpaid rents to
the landlords to remit.
c)
Merchants
and Industralists:
They opposed the colonial policies that restricted business activities. They
wanted protection against imports of foreign goods and a rupee – sterling
foreign exchange ratio that would discourage imports.
d)
Industrial
workers: Industrial
working class did not participate enthusiastically except in Nagpur. They
organized movements against low wagers and poor working condition. There were
strikes by railway workers and dock workers.
e)
Women: women participated in protest marches,
manufactured salt and picketed foreign clothes and liquor shops. Many went to jail.
f)
Any
other relevant point.
31. How did
people belonging to different communities, regions or language groups develop a
sense of collective belonging in the National Movement? Explain with examples.
(i) Use of
language as a means to promote nationalism.
(ii) Use of
allegories (images).
(iii) Creation of
hymns in the praise of nation.
(iv) Preparation
of national flag.
(v) Exploration
and preservation of common folklore.
(vi)
Reinterpretation of history.
(vii) Connecting
the idea of nation with motherland and fatherland.
(viii) Emphasizing
the notion of united community.
(ix) Glorification
of nation.
(x) Any other
relevant point.
32. How was the
Rowlatt Act opposed by the people of India?
Explain with three examples.
(i) Rallies were organized in various cities.
(ii) Workers strike in railway workshops.
(iii) Shops were closed down.
(iv) Lines of communication such as railways and
telegraph were disrupted
(v) Any
other relevant point.
33. Explain any
three effects of Non Cooperation Movement
on the Indian economy.
i. Foreign goods were boycotted.
ii. Liquor shops were picketed.
iii. Foreign clothes burnt in huge bonfires.
iv. Merchants and traders refused to trade in
foreign goods.
v. People began discarding imported clothes
and wearing only Indian ones.
vi. Production of Indian textile mills and
handlooms went up.
vii. Use of swadeshi goods
viii. Import of foreign cloth halved.
ix. Any other relevant point .
34. “Mahatma
Gandhi found salt as powerful symbol that could unite the nation.” Support the
statement.
(i) Salt was
something consumed by the rich and the poor alike.
(ii) It was one of
the most essential items of food.
(iii) The tax on
salt and the government monopoly over its production revealed the most
oppressive face of British rule. (iv) Irwin was unwilling to negotiate.
(v) So Mahatma
Gandhi started his famous Salt March accompanied by his trusted volunteers from
Sabarmati to Dandi.
(vi) Thousands
came to hear Mahatma Gandhi views on Satyagraha and Swaraj.
(vii) Mahatma Gandhi urged people to
peacefully defy the British.
(viii) At Dandi,
he along-with followers defied the law, manufactured salt by boiling sea water.
(ix) This marked the beginning of the Civil
Disobedience Movement.
(x) Any other
relevant points.
35. Gandhiji
felt the Khilafat issue as an opportunity to bring Muslims under the umbrella
of a unified national movement. Explain the statement.
(i)
The
First World War had ended with the defeat of Ottoman Turkey. And there were
rumours that a harsh peace treaty was going to be imposed on the Ottoman
emperor – the spiritual head of the Islamic world (the Khalifa).
(ii)
To
defend the Khailfa’s temporal powers, a Khilafat Committee was formed in Bombay
in March 1919.
(iii)
A
young generation of Muslim leaders like the brothers Muhammad Ali and Shaukat
Ali, began discussing with Mahatma Gandhi about the possibility of a united
mass action on the issue.
(iv)
Gandhiji
saw this as an opportunity to bring Muslims under the umbrella of a unified
national movement.
(v)
While
the Rowlatt Satyagraha had been a widespread movement, it was still limited
mostly to cities and towns.
(vi)
Mahatma
Gandhi now felt the need to launch a more broad-based movement in India.
(vii)
But he
was certain that no such movement could be organised without bringing the
Hindus and Muslims closer together.
(viii)
One
way of doing this, he felt, was to take up the Khilafat issue.
(ix)
At the
Calcutta session of the Congress in September 1920, he convinced other leaders
of the need to start a Non-Cooperation Movement in support of Khilafat as well
as for Swaraj.
(x)
Any
other relevant point
36. Why did
Indian merchants and industrialists support the Civil Disobedience Movement?
Explain.
(i) They wanted
protection against imports of foreign goods.
(ii) They wanted
protection against rupee-sterling foreign exchange ratio to discourage imports.
(iii)They formed
FICCI to organize their business interests.
(iv) They
criticised colonial control over the Indian economy
(v) They saw
Swaraj to end colonial restrictions on business.
(vi) Any other
relevant point Any two points to be explained
37. Mention two
Satyagrahas of Mahatma Gandhi for the peasantry class before 1920.
(i)
1916
Champaran Satyagraha in Bihar- struggle against the oppressive plantation
system.
(ii)
In
1917, Gandhiji organised a Satyagraha to support the peasants of the Kheda.
38. Why did
Mahatma Gandhi travel to Champaran in Bihar in1917? Explain.
(i)
Mahatma
Gandhiji travelled to Champaran in Bihar to inspire the peasants to struggle
against the oppressive plantation system.
(ii)
This
was for the indigo planters
38. How was the
Simon Commission greeted in India in 1928? Explain.
(i)
When
the Simon Commission arrived in India in 1928, it was greeted with slogan Go
back Simon‘.
(ii)
All
parties including the Congress and the Muslim League participated in the
demonstrations.
(iii)
Any
Other relevant Points
39. Why was a
militant guerrilla movement spread in the Gudem hills of Andhra Pradesh in the
early 1920s?
(i) British
restricted Indian people from entering the forests to graze the cattle.
(ii) Indians were
restricted to collect fuel wood and fruits.
(iii) Traditional
rights of Indians were being denied.
(iv) Livelihoods
of the Indians were affected.
(v) Tribals were
forced for begar.
(vi) Any other
relevant points
40. Mention any
two causes that led to the Civil Disobedience Movement.
(i) This movement
was against the Salt Law introduced by British.
(ii) Mahatma
Gandhi found in salt a powerful symbol that could unite the nation.
(iii) Lord Irwin neglected eleven demands of
Gandhi ji.
(iv) Demand to
abolish the Salt Tax.
(v) Lahore Session
of Congress, 1929.
(vi) Anti-Simon
Commission protest and the death of Lala Lajpat Rai.
(vii) Demand of
Purna Swaraj or complete independence
(viii) Any other
relevant point.
41. Mention the
views of the federation of the Indian Chamber of Commerce and industries
towards Civil Disobedience Movement.
A.
Indian
merchants and industrialists keen on expanding their business, they now reacted
against colonial policies that restricted business activities.
B.
They
wanted protection against imports of foreign goods.
C.
They
wanted protection in rupee-sterling foreign exchange ratio that would
discourage imports.
D.
They
formed the Indian Industrial and Commercial Congress in 1920 and the Federation
of the Indian Chamber of Commerce and Industries (FICCI) in 1927.
E.
Prominent
industrialists like Purushottam Das, Thakur Das and G. D. Birla participated
through this organisation.
F.
They
criticized colonial control over the Indian economy.
G.
They
supported the Civil Disobedience Movement
H.
They
gave financial assistance
I.
They
refused to buy or sell imported goods.
J.
Any
other relevant point
Nationalism In Europe:
1. Analyze the
significance of the ‘Napoleonic Code’ in making the administrative system
rational and efficient.
The Civil Code of 1804 – usually known as
the Napoleonic Code –
a)
It did
away with all privileges based on birth,
b)
It
established equality before the law.
c)
It
secured the right to property.
d)
Napoleonic
Code simplified administrative divisions,
e)
It
abolished the feudal system and freed peasants from serfdom and manorial
dues.
f)
In the
towns too, guild restrictions were removed.
g)
Transport
and communication systems were improved.
h)
Peasants,
artisans, workers and new businessmen enjoyed a newfound freedom.
i)
Businessmen
and small-scale producers began to realize that uniform laws, standardized
weights and measures and a common national currency facilitated the movement
and exchange of goods and capital from
one region to another.
j)
Any
other relevant point.
2. How was
liberalism allied to national unity in Europe in the early decades of the 19th
century? Analyze
a)
For
the new middle classes in the 19th century Europe, liberalism stood for freedom
for the individual.
b)
It
also stood for equality of all before the law.
c)
Politically,
it emphasized the concept of government by consent.
d)
Since
the French Revolution, liberalism had stood for the end of autocracy and
clerical privileges, a constitution and representative government through
parliament.
e)
In the
economic sphere, liberalism stood for the freedom of markets and the abolition
of state-imposed restrictions on the movement of goods and capital.
f)
Formation
of Zollverein to promote economic growth .
g)
Any
other relevant point.
3. Analyse the
role of Giuseppe Mazzini in the unification of Italy.
a)
Giuseppe
Mazzini was an Italian revolutionary, born in Genoa in 1807.
b)
He
became a member of the secret society of the Carbonari.
c)
As a
young man of 24, he was sent into exile in 1831 for attempting a revolution in
Liguria.
d)
He
founded two more underground societies, first, ‘Young Italy’ in Marseilles, and
then, ‘Young Europe’ in Berne.
e)
Mazzini
believed that God had intended nations to be the natural units of mankind. So,
Italy could not continue to be a patchwork of small states and kingdoms.
f)
It had
to be forged into a single unified republic within a wider alliance of
nations.
g)
This
unification alone could be the basis of Italian liberty.
h)
Giuseppe
Mazzini had sought to put together a coherent programme for a unitary Italian
Republic.
i)
Any
other relevant point
4. “The 1830s
were considered as beginning of great difficulties in Europe.” Analyze the
statement.
a)
The
first half of the nineteenth century saw an enormous increase in population all
over Europe.
b)
In
most countries there were more seekers of jobs than employment.
c)
Population
from rural areas migrated to the cities to live in overcrowded slums.
d)
Small
producers in towns were often faced with stiff competition from imports of
cheap machine-made goods from England, where industrialization was more
advanced than on the continent.
e)
In
those regions of Europe where the aristocracy still enjoyed power, peasants
struggled under the burden of feudal dues and obligations.
f)
The
rise in food prices or a year of bad harvest led to widespread pauperism in
town and country.
g)
Any
other relevant point
5. “Culture
played an important role in creating the idea of the nation in 19th century
Europe.” Evaluate the statement in the context of romanticism.
a)
Art
and poetry, stories and music helped express and shape nationalist
feelings.
b)
Romanticism,
a cultural movement which sought to develop a particular form of nationalist
sentiment.
c)
Romantic
artists and poets generally criticised the glorification of reason and science
and focused instead on emotions, intuition and mystical feelings.
d)
Their
effort was to create a sense of a shared collective heritage, a common cultural
past, as the basis of a nation.
e)
Romantics
such as the German philosopher Johann Gottfried Herder (1744-1803) claimed that
true German culture was to be discovered among the common people – das volk.
f)
It was
through folk songs, folk poetry and folk dances that the true spirit of the
nation was popularized.
g)
So
collecting and recording these forms of folk culture was essential to the
project of nation-building. The Grimm brothers saw French domination as a threat to German
culture and believed that the folktales they had collected were expressions of
a pure and authentic German spirit.
h)
Language
played an important role in developing nationalist sentiments. Polish was used
for Church gatherings and all religious instruction as weapon of resistance
against Russian domination.
i)
Karol
Kurpinski celebrated the national struggle through his operas and music,
turning folk dances like the polonaise and mazurka into nationalist symbols.
j)
Any
other relevant point.
6. “The most
serious source of nationalist tension in Europe after 1871 was the area called
the Balkans.” Evaluate the statement in the context of Slavic Movement.
a)
The
Balkans was a region of geographical and ethnic variation comprising modern-day
Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina,
Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the
Slavs.
b)
A
large part of the Balkans was under the control of the Ottoman Empire.
c)
The
spread of the ideas of romantic nationalism in the Balkans together with the
disintegration of the Ottoman Empire made this region very explosive.
d)
One by
one Ottoman Empire’s European subject nationalities broke away from its control
and declared independence.
e)
The
Balkan peoples based their claims for independence or political rights on
nationality and used history to prove that they had once been independent but
had subsequently been subjugated by foreign powers.
f)
The rebellious nationalities in the Balkans
thought of their struggles as attempts to win back their long-lost independence
g)
As the
different Slavic nationalities struggled to define their identity and
independence, the Balkan area became an area of intense conflict.
h)
The Balkan states were fiercely jealous of
each other and each hoped to gain more territory at the expense of the others.
i)
Any
other relevant point.
7. How did
French Revolution spread the spirit of nationalism in Europe? Explain with
suitable arguments.
a)
The
first clear expression of nationalism came with the French Revolution in 1789.
b)
The
French Revolution led to the transfer of sovereignty from the monarchy to a
body of French citizens.
c)
The
French revolutionaries introduced various measures and practices that could
create a sense of collective identity amongst the French people.
d)
The
revolutionaries declared that it was the mission and the destiny of the French
nation to liberate the peoples of Europe from despotism, in other words to help
other peoples of Europe to become nations.
e)
When
the news of the events in France reached the different cities of Europe,
students and other members of educated middle classes began setting up Jacobin
clubs.
f)
Their
activities and campaigns prepared the way for the French armies which moved
into Holland, Belgium, Switzerland and much of Italy in the 1790s.
g)
With
the outbreak of the revolutionary wars, the French armies began to carry the
idea of nationalism abroad.
h)
Any
other relevant point.
8. How did the
Greek freedom struggle arouse nationalist sentiments in Europe? Explain with
suitable arguments.
a)
An
event that mobilised nationalist feelings among the educated elite across
Europe was the Greek war of independence.
b)
Greece
had been part of the Ottoman Empire since the fifteenth century.
c)
The
growth of revolutionary nationalism in Europe sparked off a struggle for
independence amongst the Greeks which began in 1821.
d)
Nationalists
in Greece got support from other Greeks living in exile and also from many West Europeans who had
sympathies for ancient Greek culture.
e)
Poets
and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its
struggle against a Muslim empire.
f)
The
English poet Lord Byron organised funds and later went to fight in the war,
where he died of fever in 1824.
g)
Finally,
the Treaty of Constantinople of 1832 recognised Greece as an independent
nation.
h)
Any
other relevant point.
9. How did
tension in the Balkan region lead to the First World War? Explain.
a)
The
Balkans was a region of geographical and ethnic variation comprising modern-day
Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and
Montenegro whose inhabitants were broadly known as the Slavs.
b)
A
large part of the Balkans was under the control of the Ottoman Empire.
c)
The
spread of the ideas of romantic nationalism in the Balkans together with the
disintegration of the Ottoman Empire made this region very explosive.
d)
All
through the nineteenth century the Ottoman Empire had sought to strengthen
itself through modernisation and internal reforms but with very little success.
e)
One by
one, its European subject nationalities broke away from its control and
declared independence.
f)
The
Balkan peoples based their claims for independence or political rights on
nationality and used history to prove that they had once been independent but
had subsequently been subjugated by foreign powers.
g)
The
Balkan states were fiercely jealous of each other and each hoped to gain more
territory at the expense of the others.
h)
Balkans
also became the scene of big power rivalry among the European powers over trade
and colonies as well as naval and military might.
i)
Each
power – Russia, Germany, England, Austro-Hungary – was keen on countering the
hold of other powers over the Balkans, and extending its own control over the
area. This led to a series of wars in the region and finally the First World
War
j)
Any
other relevant point.
10. How was the
British nation created? Explain.
a)
Prior
to the eighteenth century there was no British nation.
b)
The
primary identities of the people who inhabited the British Isles were ethnic
ones – such as English, Welsh, Scot or Irish.
c)
All of
these ethnic groups had their own cultural and political traditions.
d)
But as
the English nation steadily grew in wealth, importance and power, it was able
to extend its influence over the other nations of the islands.
e)
The
English parliament, which had seized power from the monarchy in 1688 at the end
of a protracted conflict, was the instrument through which a nation-state, with
England at its centre, came to be forged.
f)
The
Act of Union (1707) between England and Scotland that resulted in the formation
of the ‘United Kingdom of Great Britain’ meant, in effect, that England was
able to impose its influence on Scotland.
g)
The
British parliament was dominated by its English members.
h)
The
growth of a British identity meant that Scotland’s distinctive culture and political institutions were
systematically suppressed.
i)
The
Catholic clans that inhabited the Scottish Highlands suffered terrible
repression whenever they attempted to assert their independence.
j)
The
Scottish Highlanders were forbidden to speak their Gaelic language or wear
their national dress, and large numbers were forcibly driven out of their
homeland.
k)
Ireland
suffered a similar fate. It was a country deeply divided between Catholics and
Protestants.
l)
The
English helped the Protestants of Ireland to establish their dominance over a
largely Catholic country.
m)
Catholic
revolts against British dominance were suppressed.
n)
After
a failed revolt led by Wolfe Tone and his United Irishmen (1798), Ireland was
forcibly incorporated into the United Kingdom in 1801.
o)
A new
‘British nation’ was forged through the propagation of a dominant English
culture.
p)
The
symbols of the new Britain – the British flag (Union Jack), the national anthem
(God Save Our Noble King), the English language – were actively promoted and
the older nations survived only as subordinate partners in this union.
q)
Any
other relevant point
11. How did the
decade of the 1830s bring great difficulties to Europe? Explain.
a)
The
1830s were years of great economic hardship in Europe.
b)
The
first half of the nineteenth century saw an enormous increase in population all
over Europe.
c)
In
most countries there were more seekers of jobs than employment.
d)
Population
from rural areas migrated to the cities to live in overcrowded slums.
e)
Small
producers in towns were often faced with stiff competition from imports of
cheap machine-made goods from England, where industrialisation was more
advanced than on the continent.
f)
In
those regions of Europe where the aristocracy still enjoyed power, peasants
struggled under the burden of feudal dues and obligations.
g)
The
rise of food prices or a year of bad harvest led to widespread pauperism in
town and country
h)
Any
other relevant point.
12. How did Romanticism contribute to the
development of nationalism in Europe in the early 19th century? Explain.
a)
Romanticism
was a cultural movement which sought to develop a particular form of
nationalist sentiment.
b)
Romantic
artists and poets generally criticised the glorification of reason and science
and focused instead on emotions, intuition and mystical feelings.
c)
Their
effort was to create a sense of a shared collective heritage, a common cultural
past, as the basis of a nation.
d)
German
philosopher Johann Gottfried Herder (1744-1803) claimed that true German
culture was to be discovered among the common people – das volk.
e)
It was
through folk songs, folk poetry and folk dances that the true spirit of the
nation (volksgeist) was popularised.
f)
Karol
Kurpinski, for example, celebrated the national struggle through his operas and
music, turning folk dances like the polonaise and mazurka into nationalist
symbols.
g)
The
Grimm brothers considered their projects of collecting folktales and developing
the German language as part of the wider effort to oppose French domination and
create a German national identity.
h)
Any
other relevant point.
13. Describe
the steps taken by French revolutionaries to create a sense of national unity
and belonging.
a)
Ideas
of “la patrie” (the fatherland) and “le citoyen” (the citizen)
b)
A new
tricolour replaced the former royal standard.
c)
The Estate General body was renamed as the
National Assembly. (iv) New hymns were composed, oaths were taken and martyrs
commemorated in the name of the nation.
d)
A
centralized administrative system was introduced.
e)
Uniform
laws for all citizens.
f)
Internal
custom duties and dues abolished.
g)
Introduction
of uniform system of weights and measures adopted.
h)
Regional
dialects replaced by French spoken in Paris.
i)
Any
other relevant point.
14. Describe
the historical factors that contributed to the emergence of nationalist
tensions in the Balkans.
a)
Balkans
was a region of geographical and ethnic variation.
b)
Large
part of the Balkans was under the control of the Ottoman Empire.
c)
Ideas
of romantic nationalism and the disintegration of the Ottoman Empire made the
region explosive.
d)
The
Ottomans failed in their attempts to modernize through internal reforms.
e)
The
European nationalists broke away from Ottoman control and declared their
independence.
f)
The
Balkan people claimed their independence and political rights on nationality
proving that they had once been independent.
g)
The
Balkan area became one of intense conflict when every Balkan nation sought to
expand its territory at the cost of the other.
h)
Matters
became worse due to Big Power rivalry in this region.
i)
Any
other relevant point.
15. Explain the
programme for a unified Italian republic put forward by the Giuseppe Mazzini in
the decade of 1830.
a)
An
Italian revolutionary Giuseppe Mazzini, born in Genoa in 1805, became a member
of the secret society of the Carbonari.
b)
During
the 1830s, he had sought to put together a coherent programme for a unitary
Italian Republic.
c)
He was
sent into exile in 1831 for attempting a revolution in Liguria.
d)
He
subsequently founded two more underground societies, first, Young Italy in
Marseilles, and then, Young Europe in Berne.
e)
Mazzini
believed that God had intended nations to be the natural units of mankind. So,
Italy could not continue to be a patchwork of small states and kingdoms.
f)
It had
to be forged into a single unified republic within a wider alliance of
nations.
g)
This
unification alone could be the basis of Italian liberty.
h)
Mazzini’s
relentless opposition to monarchy and his vision of democratic republics
frightened the conservatives.
i)
Metternich
described him as ‘the most dangerous enemy of our social order’.
j)
The
failure of revolutionary uprisings both in 1831 and 1848 meant that the mantle
now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify
the Italian states through war.
k)
Any
other relevant point.
16. “Ideas of
national unity in early nineteenth-century Europe were closely allied to the
ideology of liberalism.” Explain the statement.
a)
For
the new middle classes’ liberalism stood for freedom for the individual and
equality of all before the law.
b)
Politically,
it emphasised the concept of government by consent.
c)
Since
the French Revolution, liberalism had stood for the end of autocracy and
clerical privileges, a constitution and representative government through
parliament.
d)
Nineteenth-century
liberals also stressed the inviolability of private property.
e)
Economically
liberalism also stood for the freedom of markets.
f)
Any
other relevant point.
17. Explain the
process of formation of United Kingdom of Great Britain?
i. Britain was not a nation-state prior to the
18th century. England had people of many ethnic groups such as English, Welsh,
Scot and Irish with their own cultural and political traditions.
ii. The English nation steadily grew in wealth,
importance, and power and extended its influence over other nations of the
islands.
iii. In 1688, nation – state with England at its
center came to be forged English parliament seized power from the monarchy.
iv. In 1707 the Act of Union between England
and Scotland led to the formation of the ‘United Kingdom of Great Britain.’
v. England dominated Scotland and Ireland in
all spheres.
vi. British Parliament was dominated by English
members.
vii. Thus formation of United Kingdom of Great
Britain was not the result
viii. of a sudden upheaval or revolution. It was a long drawn process.
ix. Any other relevant point.
18.
Conservative regimes setup in Europe in 1815 were autocratic. Support the
statement by giving any two arguments.
(i)
Conservatives wanted to restore traditional institutions of state and society.
(ii)
Conservative regimes did not tolerate criticism and dissent.
(iii)
They sought to curb activities that questioned the legitimacy of these
governments.
(iv)
Most of them imposed censorship laws to control what was said in newspaper,
books etc.
(v)
Any other relevant point.
19. Analyse the
process of German unification.
i.
Nationalist
feelings were widespread among middle- class German, who in 1848 tried to unite
the different regions of German confederation into a nation – state governed by
elected parliament.
ii.
This
liberal initiative to nation – building was, however, repressed by the combined
forces of the monarchy and the military, supported by the large landowners
(called Junkers) of Prussia.
iii.
Three
–wars over seven years – with Austria, Demark and France – ended in Prussian
victory and completed process of Unification.
iv.
On 18
January 1871, the Prussia king, Kaiser William I was proclaimed German emperor
is a ceremony held at Versailles.
v.
The
nation – building process in Germany had demonstrated the dominance of Prussian
state power.
vi.
Any
other relevant point.
20. Analyse the
process of Italian unification.
i.
During
the middle of the nineteenth century, Italy was divided into seven states, of
which one Sardinia-Piedmont, was ruled by an Italian princely house.
ii.
During
the 1830s, Giuseppe Mazzini had sought to put together a coherent Programme for
a unitary Italian Republic.
iii.
Chief
Minister Cavour who led the movement to unify the region of Italy was neither a
revolutionary nor a democrat.
iv.
Through
a tactful diplomatic alliance with France engineered by Cavour, Sardinia –
Piedmont succeeded in defeating Austrian forces in 1859.
v.
In
1861 Victor Emmanuel II was proclaimed king of United Italy.
vi.
Any
other relevant point.
21. Evaluate
the role of Otto von Bismarck in the unification of Germany.
i. After 1848, nationalism in Europe moved
away from its association with democracy and revolution.
ii. Otto von Bismarck was the architect of the
process of unifying Germany which he carried out with the support of the King, Kaiser
William I, Prussian army and the landed aristocracy or the Junkers.
iii. Prussia took on the leadership of the
movement for national unification.
iv. Three wars over seven years with Austria,
Denmark and France ended in Prussian victory and completed the process of
unification.
v. On 18 January 1871, an assembly comprising
the princes of the German states, representatives of the army, important
Prussian minsters including the chief minister, Otto von Bismarck gathered in
the unheated Hall of Mirrors in the Palace of Versailles to proclaim the
Prussian king, William I the Emperor of Germany.
vi. The new state placed a strong emphasis on
modernizing the currency, banking, legal and judicial systems in Germany.
vii. Prussian measures and practices often
became the model for the rest of Germany.
viii. Any other relevant point.
22. Describe
three provisions through which Belgium solved its problem.
The provisions
through which Belgium solved its problem are-
a)
Constitution
prescribes that the number of Dutch and French- speaking ministers shall be
equal in the central government. Some special laws require the support of the
majority of members from each linguistic group.
b)
Many
powers of the Central Government have been given to State Governments of the
two regions of the country. State governments are not subordinate to the
centre.
c)
Brussels
has a separate government in which both the communities have equal
representation.
d)
Another
government called the community government was formed. It was elected by the
people belonging to one language community-Dutch, French, German speaking. The
government has the power regarding cultural, educational and language related
issues.
e)
Any
other relevant point.
23.
How did nationalism align with imperialism lead Europe to disaster in 1914?
Explain.
Nationalism
aligned with imperialism lead Europe to disaster in 1914 in the following way-
a)
Many
countries in the world had been colonized by European powers in the 19th
Century.
b)
The
anti-imperial movements that developed everywhere were nationalist.
c)
They
were inspired by a sense of collective national unity, forged in confrontation
with imperialism.
d)
By the
last quarter of the 19th Century nationalism no longer retained its idealistic
liberal democratic sentiment of the first half of the century but became a
narrow creed with limited ends.
e)
During
this period nationalist groups became intolerant of each other and were ready
to go to war.
f)
The main European power manipulated the
nationalist aspiration of the subjects in Europe to further their gains.
g)
The
most serious source of nationalist tension in Europe after 1871 was the area
called the Balkans.
h)
This
region was under the Ottoman Empire and by the latter half of the nineteenth
century these states had successfully declared their independence from it.
i)
As different Slavic nations struggled to
identify their identity and independence, the Balkan area became an area of
intense conflict.
j)
Matters
were further complicated because the Balkans became an area of big power
rivalry among the European powers over trade, colonies as well as naval and
military might.
k)
This
led to a series of wars in the region and finally the First World War.
l)
Any
other relevant point.
24.
“Following the defeat of Napoleon in 1815, European governments were driven by
a spirit of conservatism.” Evaluate the statement.
a)
Conservatives
believed that established, traditional institutions of state and society should
be preserved.
b)
Most
conservatives, however, did not propose a return to the society of
pre-revolutionary days.
c)
However,
they realized from the changes initiated by Napoleon, that modernization could
in fact strengthen traditional institutions like monarchy.
d)
It
could make the state power more effective and stronger
e)
A
modern army, an efficient bureaucracy, a dynamic economy could strengthen the
autocratic monarchies of Europe.
f)
The
conservatives did not tolerate dissent and criticism and sought to curb the
activities that questioned the legitimacy of an autocratic government.
g)
Censorship
laws were introduced, curtailing freedom of speechand expression
h)
Any
other relevant point.
25.
How did a new ‘British nation’ formed through the propagation of a dominant
English culture.’ Explain.
(i)
The
English nation steadily grew in wealth, importance and power, it was able to
extend its influence over the other nations of the islands.
(ii)
The
English parliament, which had seized power from the monarchy in 1688 at the end
of a protracted conflict, was the instrument through which a NationState, with
England at its centre, came to be forged.
(iii)
The
Act of Union (1707) between England and Scotland that resulted in the formation
of the ‘United Kingdom of Great Britain’ meant, in effect, that England was
able to impose its influence on Scotland. The British parliament was henceforth
dominated by its English members.
(iv)
Any
other relevant point.
26.
Mention any two objectives of the ‘Treaty of Vienna’ of 1815.
1)
The
Treaty of Vienna of 1815 was framed with the objective of undoing most of the changes
that had come about in Europe during the Napoleonic wars.
2)
The
Bourbon Dynasty, which had been deposed during the French Revolution, was restored
to power, and France lost the territories it had annexed under Napoleon.
3)
A
series of States were set on the boundaries of France to prevent French
expansion in future.
4)
The
kingdom of the Netherlands, which included Belgium, was set up in the north and
Genoa was added to Piedmont in the south.
5)
Prussia
was given important new territories on its western frontiers, while Austria was
given control of northern Italy. But the German confederation of 39 States that
had been set up by Napoleon was left untouched. In the east, Russia was given
part of Poland while Prussia was given a portion of Saxony.
6)
The
main intention was to restore the monarchies that had been overthrown by Napoleon,
and create a new conservative order in Europe.
7)
Any
other relevant point.
27.
Explain Romanticism as a cultural movement in Europe.
a)
Romantic
artists and poets generally criticized the glorification of reason and science
and focused instead on emotions, intuition and mystical feelings.
b)
Their
effort was to create a sense of a shared collective heritage, a common cultural
past, as the basis of a nation.
c)
Other
Romantics such as the German philosopher Johann Gottfried Herder claimed that
true German culture was to be discovered among the common people – das volk.
d)
It was
through folk songs, folk poetry and folk dances that the true spirit of the
nation (volksgeist) was popularised.
e)
Collecting
and recording these forms of folk culture was essential to the project of
nation-building.
28. Explain
Frédéric Sorrieu’s dream in the context of democratic and social republics in
France during 1848.
i.
In
1848, Frédéric Sorrieu, a French artist, prepared a series of four prints
visualising his dream of a world made up of ‘democratic and social
republics’.
ii.
The
first print of the series, shows the peoples of Europe and America – men and
women of all ages and social classes –marching in a long train, and offering
homage to the Statue of Liberty as they pass by it.
iii.
Personified
Liberty as a female figure – with the Torch of Enlightenment in one hand and
the Declaration of the Rights of Man in the other.
iv.
It was
against the symbols of absolutist institutions.
v.
In
Sorrieu’s utopian vision, the people of the world are categorised as distinct
nations.
vi.
The
groups of categories are identified through their flags and national costume.
vii.
He
believed that from the heavens above, Christ, saints and angels gaze upon the
scene.
viii.
Leading
the procession, way past the Statue of Liberty, are the United States and
Switzerland, which by this time were already Nation-States.
ix.
These
symbols have been used by the artist to symbolize fraternity among the nations
of the world.
x.
Any
other relevant point
29. Analyse the
role of Chief Minister Cavour who led the movement to unite the regions of
Italy.
(i)
Chief
Minister Cavour who led the movement to unify the regions of Italy was neither
a revolutionary nor a democrat.
(ii)
Like
many other wealthy and educated members of the Italian elite, he spoke French
much better that he did Italian.
(iii)
Through
a tactful diplomatic alliance with France engineered by Cavour, Sardania –
Piedmont succeeded in defeating the Austrian forces in 1859.
(iv)
Any
other point.
30. Examine the
ideas of liberal nationalism in Europe during nineteenth century.
(i)
For
the new middle classes liberalism stood for the freedom for the individual and
equality of all before law.
(ii)
Politically
it emphasised the government by consent.
(iii)
Liberals
also stressed the inviolability of private property. (iv) In the economic
sphere, liberalism stood for the freedom of market and abolition of state
imposed restrictions on the movement of goods and capital. (v) Any other
relevant point Any two points to be explained.
31. Examine the
ideas of liberal nationalism in Europe during nineteenth century.
(i)
For
the new middle classes liberalism stood for the freedom for the individual and
equality of all before law.
(ii)
Politically
it emphasised the government by consent.
(iii)
Liberals
also stressed the inviolability of private property.
(iv)
In the
economic sphere, liberalism stood for the freedom of market and abolition of
state imposed restrictions on the movement of goods and capital.
(v)
Any
other relevant point Any two points to be explained.
Print and Culture:
1. Explain the
meaning of 'censor'.
a)
Censor
means tracking of all books and newspaper published.
b)
It
means controlling the publication of books and newspapers that are critical of
government policies.
c)
Any
other relevant point.
2. “Not
everyone welcomed the printed book.” Explain the statement with examples from
sixteenth century Europe.
a)
Not
everyone welcomed the printed book, and those who did also had fears about it.
b)
Many
were apprehensive of the effects that easy access to the printed word and wider
circulation of books may pollute the minds of the people.
c)
It was
feared that if there was no control over what was printed and read then
rebellious and irreligious thoughts might spread.
d)
If
that happened the authority of ‘valuable’ literature would be destroyed.
e)
Expressed
by religious authorities and monarchs, as well as many writers and artists,
this anxiety was the basis of widespread criticism of the new printed
literature that had begun to circulate.
f)
Any
other relevant point.
3. “By the
seventeenth century, the flourishing of urban culture in China also led to
diversity in the use of printing.” Explain the statement with examples.
a)
By the
seventeenth century, as urban culture bloomed in China, the uses of print
diversified.
b)
Print
was no longer used just by scholar-officials. Merchants used print in their everyday life,
as they collected trade information.
c)
Reading
increasingly became a leisure activity.
d)
The
new readership preferred fictional narratives, poetry, autobiographies,
anthologies of literary masterpieces, and romantic plays.
e)
Rich
women began to read.
f)
Many
women began publishing their poetry and plays.
g)
Wives
of scholar-officials published their works and courtesans wrote about their
lives.
h)
This
new reading culture was accompanied by a new technology.
i)
Any
other relevant point.
4. How did the
printing press contribute to the emergence of new genres of writing in the 18th
century? Explain
a)
Print
created an appetite for new kinds of writing.
b)
New
forms of popular literature appeared in print targeting new audiences.
c)
Penny,
chapbooks, Biliotheque Bleue, almanacs are the examples.
d)
Booksellers
employed peddlers who roamed around villages carrying little books for sale.
There were almanacs or ritual calendars along with ballads and folktales. Other
form of reading matter largely for entertainment began to reach ordinary
readers as well.
e)
The
periodical press developed from the early eighteenth century, combining
information about current affairs with entertainment.
f)
Newspapers
and journals carried information about war and trade as well as news of
development in other places.
g)
The
ideas of scientists and philosophers now became more accessible to the common
people.
h)
Any
other relevant point.
5. Analyse the
contribution of Johann Gutenberg in the development the printing press.
a)
Johann
Gutenberg developed the first known printing press in the 1430s.
b)
The
Olive press provided the model for the printing press.
c)
He
used moulds for casting metal type for the letters of alphabets.
d)
The
first book printed was the Bible.
e)
Around
180 copies were produced in three years.
f)
By the
standards of the time this was fast production.
g)
The
new technology did not entirely displace the existing art of producing books by
hand.
h)
Any
other relevant point.
6. Analyse the
development journey of print culture in India.
a)
The
printing press first came to Goa with Portuguese missionary in the
mid-sixteenth century.
b)
Jesuit
priests learnt Konkani and printed several tracts.
c)
By
later seventeenth century 50 books had been printed in the Konkani and Kanara
languages.
d)
A
Catholic priest printed the first Tamil book at Cochin.
e)
The
first Malayalam book was printed by Catholics priests.
f)
Dutch
protestant missionaries had printed 32 Tamil texts.
g)
Many
of them were the translations of the older works.
h)
James
Augustus Hickey began to edit the Bengal Gazette.
i)
Any
other relevant point.
7.
Analyze the changes in Indian printing by the end of the 19th
century.
a)
With
the setting up of an increasing number of printing presses visual images could
be easily reproduced in multiple copies.
b)
Painters
like Raja Ravi Verma produced images for mass circulation.
c)
Cheap
prints and calendars were easily available in the bazaar.
d)
Now
poor people could buy these to decorate the walls of their homes or places of
work.
e)
These
prints begin shaping popular ideas about modernity and traditions, religion and
politics, society and culture.
f)
By
1870s caricatures and cartoons in journals and newspapers, commenting on
political and social issues.
g)
Some
caricatures ridiculed the educated Indians fascinated with western taste and
cloths, while others expressed the fear of social change.
h)
Any
other relevant point.
8.
Analyze the significant changes in printing technology during the 19th century in the world.
a)
Richard
M. Hoe of New York had perfected the power- driven cylindrical press.
b)
The
offset press was developed which could print up to six colours at a time.
c)
Electric
operated press accelerated printing operations.
d)
Method
of feeding paper improved.
e)
Quality
of plates became better.
f)
Automatic
paper reels and photoelectric controls of the
colour registers were introduced.
g)
The
accumulation of several individual mechanical improvements transformed the
appearance of printed texts.
h)
Any
other relevant point.
9.
How did easy access to books develop a new culture of reading during the 18th century? Analyze.
a.
Printing
reduced the cost of books.
b.
The
time and labour required to produce each book came down, and multiple copies
could be produced with greater ease making books available easily.
c.
Books
flooded the market, reaching out to an ever growing readership.
d.
Access
to books created a new culture of reading.
e.
Common
people lived in a world of oral culture.
f.
They
heard sacred texts read out, ballads recited, and folk tales narrated.
g.
Knowledge
was transferred orally.
h.
People
collectively heard a story or saw a performance.
i.
Now
books could reach out to wider sections of people.
j.
If
earlier there was a hearing public, now a reading public came into being.
k.
But
the transition was not so simple. they
had to keep in mind the wider reach of the printed work.
l.
Even
those who did not read could certainly enjoy listening to books being read
out.
m.
So
printers began publishing popular ballads and folk tales, and such books would
be profusely
illustrated
with pictures.
n.
These
were then sung and recited at gatherings in villages and in taverns in
towns.
o.
Oral
culture thus entered print and printed material was orally transmitted.
p.
Any
other relevant point.
10.
How did printing technology affect the lives of Indian women? Analyze.
a)
Lives
and feelings of women began to be written in particularly vivid and intense
ways.
b)
Women’s
reading, therefore, increased enormously in middle class homes.
c)
Liberal
husbands and fathers began educating their womenfolk at home, and sent them to schools
when women’s schools were set up in the cities and towns after the
mid-nineteenth century.
d)
Many
journals began carrying writings by women and explained why women should be
educated.
e)
They
also carried a syllabus and attached suitable reading matter which could be
used for home-based schooling. But not all families were liberal.
f)
Conservative
Hindus believed that a literate girl would be widowed and Muslims feared that
educated women would be corrupted by reading Urdu romances.
g)
Sometimes,
rebel women defied such prohibition. We know the story of a girl in a
conservative Muslim family of north India who secretly learnt to read and write
in Urdu.
h)
Her
family wanted her to read only the Arabic Quran which she did not
understand.
i)
In
East Bengal, in the early nineteenth century, Rashsundari Debi, a young married
girl in a very orthodox household,
learnt to read in the secrecy of her kitchen.
j)
Later,
she wrote her autobiography Amar Jiban which was published in 1876. It was the
first full-length autobiography published in the Bengali language.
k)
Since
social reforms and novels had already created a great interest in women’s lives
and emotions.
l)
From
the 1860s, a few Bengali women like Kailashbashini Debi wrote books
highlighting the experiences of women – about how women were imprisoned at
home, kept in ignorance, forced to do hard domestic labour and treated unjustly
by the very people they served.
m)
In the
1880s, in present-day Maharashtra, Tarabai Shinde and Pandita Ramabai wrote
with passionate anger.
11.
Explain the features of manuscript found in India before the advent of printing
culture.
a)
India
had a very rich and old tradition of handwritten manuscripts in Sanskrit,
Arabic, Persian, as well as in various vernacular languages.
b)
Manuscripts
were copied on palm leaves or on handmade paper.
c)
Pages
were sometimes beautifully illustrated.
d)
They
would be either pressed between wooden covers or sewn together to ensure
preservation.
e)
Manuscripts
continued to be produced till well after the introduction of print, down to the
late nineteenth century.
f)
Manuscripts,
however, were highly expensive and fragile.
g)
They
had to be handled carefully, and they could not be read easily as the script
was written in different styles.
h)
Any
other relevant point.
12.
How did the advent of print culture affect the poor people in India? Explain.
1)
Very
cheap small books were brought to markets in 19th Century in Madras
towns and sold at crossroads, allowing poor people travelling to markets to buy
them.
2)
Public
libraries were set up from the early twentieth century, expanding the access to
books.
3)
These
libraries were located mostly in cities and towns, and at times in prosperous
villages.
4)
For
rich local patrons, setting up a library was a way of acquiring prestige.
5)
From
the late nineteenth century, issues of caste discrimination began to be written
about in many printed tracts and essays.
6)
Jyotiba
Phule wrote about the injustices of the caste system in his Gulamgiri
(1871).
7)
In the
twentieth century, B.R. Ambedkar in Maharashtra and E.V. Ramaswamy in Madras,
better known as Periyar, wrote
powerfully on caste and their writings were read by people all over India.
8)
Local
protest movements and sects also created a lot of popular journals and tracts
criticizing ancient scriptures and
envisioning a new and just future.
9)
Workers
in factories were too overworked and lacked the education to write much about
their experiences.
10)But Kashibaba, a Kanpur millworker, wrote
and published Chhote Aur Bade Ka Sawal in 1938 to show the links between caste
and class exploitation.
11)The poems of another Kanpur millworker, who
wrote under the name of Sudarshan Chakra between 1935 and 1955, were brought
together and published in a collection called Sacchi Kavitayan.
12)Any other relevant point.
13. How did print come in India? Explain with examples.
(i) The printing press first came to Goa with
Portuguese missionaries in the mid-sixteenth century.
(ii)
Jesuit Priests learnt Konkani and printed several tracts.
(iii)
By 1674 about many books had been printed in Konkani and in Kanara
languages.
(iv)
Catholic priests printed the first Tamil book in 1579 at Cochin.
(v) In 1713 the first Malayalam book was
printed.
(vi)
By 1710 Dutch Protestant missionaries had printed 32 Tamil texts many of them translation
of older work.
(vii)
Any other relevant point
14.
“By the end of 19th century a new visual culture took shape in India.” Explain
the
statement
with examples.
I.
With
the setting up of an increasing number of printing presses, the visual images
II.
could
be easily produced in multiple copies.
III.
Painters
like Raja Ravi Varma produced images for mass circulation.
IV.
Poor
wood engravers who made woodblocks setup shop near the letterpresses and
V.
were
employed by print shops.
VI.
Cheap
prints and calendars could be bought to decorate the walls of their homes or
VII.
place
of works.
VIII.
These
prints began shaping popular ideas about modernity and tradition, religion and
IX.
politics
and society and culture.
X.
Any
other relevant point.
15.
How did the printing of visual material lead to publishing practices in Japan?
Explain.
i.
Hand
printing technology was introduced in Japan.
ii.
Buddhist
Diamond Sutra contained six sheets of texts and wooden illustrations.
iii.
Pictures
were printed on textile, playing cards and paper money.
iv.
Poets
and prose writers were regularly published and books were cheap and abundant.
v.
In the
Tokyo (Edo) illustrated collection of paintings depicted urban culture, court
practices and tea house gathering.
vi.
Libraries
and bookstores were packed with hand printed materials.
vii.
Books
were written on women, musical instruments, calculations, flower arrangement,
cooking etc.
viii.
Any
other relevant point. Any three points to be explained.
16.
‘The shift from hand printing to mechanical printing led to the print
revolution in Europe.’ Explain the statement with examples.
(i)
With
the new technology borders were illuminated, new designs and painting schools
illustrated their creativity in the books.
(ii)
In the
hundred years (between 1450 and 1550) printing presses were set up in most
countries of Europe.
(iii)
Printers
from Germany travelled to other countries, seeking work and helping start new
presses.
(iv)
As the
number of printing presses grew, book production boomed.
(v)
The
second half of the fifteenth century saw 20 million copies of printed books
flooding the markets in Europe.
(vi)
The
number went up in the sixteenth century to about 200 million copies.
(vii)
This
shift from hand printing to mechanical printing led to the print revolution.
(viii)
Any
other relevant point Any three points to be explained.
17.
How did print come into existence in Europe? Explain.
(i)
In the
eleventh century, Chinese paper reached Europe via the same route.
(ii)
Paper
made possible the production of manuscripts, carefully written by scribes.
(iii)Marco polo took away and spread the
technology to Europe.
(iv)
Italians
began producing books with woodblocks, and soon the technology spread to other
parts of Europe.
(v)
Merchants
and students in the university town bought the cheaper printed copies.
(vi)
Book
fairs were held in different places.
(vii)
The
break through occurred when Johann Gutenberg developed the first printing
press.
(viii)
Any
other relevant point
18.
How did access to books create a new culture of reading? Explain.
(i)
Earlier
reading was restricted to the elites. Common people lived in a world of oral
culture. They heard sacred texts read out, ballads recited, and folk tales
narrated.
(ii)
With
the printing press, a new reading public emerged.
(iii)
Printing
reduced the cost of books. Multiple copies produced with greater ease.
(iv)
Books
flooded the market, reaching out to an ever-growing readership.
(v)
Now
books could reach out to wider sections of people.
(vi)
People
started writing and publishing popular ballads and folk tales and were
illustrated with pictures.
(vii)
Any
other relevant point Any three points to be examine.
Making
of the Global World
1.
Why was the Indian subcontinent significant to trade networks before European
intervention? Explain.
a)
The
Indian subcontinent was located along major trade routes like the Silk Route
connecting east and west.
b)
It was
central to trade networks.
c)
It
connected the trade routes through land and sea.
d)
Pottery
from China, spices and textiles from India and Southeast Asia were transported
along these routes.
e)
It
helped in exchange of goods, people, knowledge, customs etc.
f)
Thus,
India lay at the centre of the trade network between these continents and
participated in this trade.
g)
Any
other relevant point.
2.
“The Silk Route was a good example of vibrant pre - modern trade and the
cultural link between distant parts of the world”. Explain the statement with
any two examples.
i.
The
Silk routes are the good example of vibrant pre-modern trade and cultural links
between distant parts of the world.
ii.
The
name silk route points to be the importance of West –bound Chinese silk cargoes
along this route.
iii.
Historians
have identified several silk routes, over land and by sea, knitting together
vast regions of Asia, and linking Asia with Europe and northern Africa.
iv.
They
are known to have existed since before the Christian Era and thrived almost
till the fifteenth century.
v.
Chinese
pottery also travelled the same route, as did textiles and spices from India
and Southeast Asia. In return precious metals- gold and silver- flowed from
Europe.
vi.
Any
other relevant point.
3.
How did food promote long distance cultural contacts in the pre- modern world?
Explain.
(i)
Traders and travelers introduced new foods/crops to the lands they travelled.
(ii)
Noodles travelled from China to western countries to become spaghetti.
(iii)
Arab traders took pasta to Sicily (now parts of Italy) (iv) Potatoes, tomatoes,
soya, groundnuts, maize, chillies, sweet potatoes etc. were introduced in
Europe and Asia after discovery of the Americas.
(v)
Many of our common foods came from America’s original inhabitants-the American
Indians.
(vi)
Any other relevant point.
4.
How did food promote long distance cultural contacts in the pre- modern world?
Explain.
(i)
Traders and travelers introduced new foods/crops to the lands they travelled.
(ii)
Noodles travelled from China to western countries to become spaghetti.
(iii)
Arab traders took pasta to Sicily (now parts of Italy)
(iv)
Potatoes, tomatoes, soya, groundnuts, maize, chillies, sweet potatoes etc. were
introduced in Europe and Asia after discovery of the Americas.
(v)
Many of our common foods came from America’s original inhabitants-the American
Indians.
(vi)
Any other relevant point.
5.
Trade and Cultural exchange always went hand in hand.” Explain the statement in
the context of pre-modern world.
i.
In the
pre-modern world trade route such as silk routes facilitated the exchange of
goods, ideas and technologies are vast distances.
ii.
The
silk routes are examples of vibrant pre-modern trade and cultural link between
distant parts of the world.
iii.
Food
offers many examples of long distance cultural exchange.
iv.
Any
other relevant point.
6. How did
Europeans help in the expansion of trade, knowledge and customs across European
countries during mid- sixteenth century? Explain.
i.
The
Pre-modern world shrank greatly in the sixteen century after European sailors
found a sea route to Asia and also successful crossed the western ocean to
America.
ii.
The
entry of Europeans helped to expand or redirect some of these flows towards
Europe.
iii.
The
Portuguese and Spain conquest and colonization of United State of America by
the mid – sixteenth century also played major role in the expansion of trade.
iv.
Any
other relevant point.
7. “Until the
nineteenth century, poverty and hunger were common in Europe”. Analyse the
statement.
(i) Cities were
crowded due to overpopulation.
(ii) Shortage of
food grains.
(iii) Deadly
diseases were widespread.
(iv) Religious
issues were common.
(v) Any other
relevant point.
8. Why was the
Indian subcontinent central to the flow of the trading network before the 16th
Century? Explain.
(i) The silk
routes are a good example of vibrant pre-modern trade and cultural links.
(ii) It connected
Europe and Africa in the west and China in the east.
(iii) These routes
were known to have existed before the Christian era and thrived almost till the
15th century.
(iv) Chinese
pottery from the east, spices and textiles from India and Southeast Asia were
transported along these routes.
(v) Thus, India
lay at the centre of the trade network between these continents and
participated in this trade.
(vi) Any other
relevant point.
9. Why did
people flee Europe for America in the nineteenth century? Explain.
(i) Until the
nineteenth century, poverty and hunger were common in Europe.
(ii) Overcrowded
cities
(iii) Deadly
diseases were widespread
(iv) Religious conflicts were common.
(v) Religious
dissenters were persecuted
(vi) By the
eighteenth century, plantations worked by slaves captured in Africa were
growing cotton and sugar for European markets. Many fled Europe to America.
(vii) Economic
opportunities
(viii) Any other
relevant point.
10. How did
Smallpox prove to be the most powerful weapon of the Spanish conquerors in mid
– sixteenth century? Explain.
(i)
Spanish
carried germs of smallpox on their person and Americans were affected due to
their no immunity.
(ii)
Smallpox
proved to be a deadly killer.
(iii)
Once
introduced it spread deep into the continent, ahead even of any Europeans
reaching there.
(iv)
Smallpox
killed and decimated whole communities and paved the way for conquest of
European
(v)
Guns
could be bought or captured and turned against the invaders, but not disease
such as smallpox, to which the conquerors were mostly immune.
(vi)
Any
other relevant point
Compiled by
P.Anandaperumal.MA..,B.Ed.,MA(Eco).,TEFL
PGT Economics
Kanchi Sankara
Vidyashram,West Tiruchendur
Anandsugan93@gmail.com
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