Social Science
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Social Science — CBSE Class X Sample Paper 2 (2025-26)
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આ MCQ મોડ્યુલ આના પર આધારિત છે: Exercises — Nationalism in India
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Exercises — Nationalism in India
🎓 Class 10
Social Science
CBSE
Theory
Ch 2 — Nationalism in India
⏱ ~15 min
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આ મૂલ્યાંકન આના પર આધારિત હશે: Exercises — Nationalism in India
મૂલ્યાંકન બનાવવામાં તેમની સામગ્રી સામેલ કરવા ચિત્રો, PDF અથવા Word દસ્તાવેજ અપલોડ કરો.
Chapter Summary — Nationalism in India Key Points for Revision
Key Themes
This chapter traced the development of Indian nationalism from the 1920s through the Non-Cooperation and Civil Disobedience Movements. It examined how Gandhi's philosophy of satyagraha reshaped the freedom struggle, how different social groups -- urban middle class, peasants, tribals, plantation workers, industrialists, women, dalits, and Muslims -- participated with varied aspirations, and how cultural processes like the Bharat Mata imagery, folklore revival, flag symbolism, and historical reinterpretation created a sense of collective belonging. The chapter revealed that Indian nationalism was not a single, unified story but a complex tapestry of many voices seeking freedom from colonial rule.
Key Terms Summary
| Term | Meaning |
|---|---|
| Satyagraha | Method of non-violent mass agitation based on truth and moral persuasion, developed by Gandhi |
| Rowlatt Act | 1919 law allowing detention without trial; triggered nationwide satyagraha |
| Khilafat | Movement to defend the temporal powers of the Ottoman Khalifa; linked with Non-Cooperation |
| Hartal | Suspension of work and business activities as a form of mass protest |
| Boycott | Refusal to deal with, participate in, or use goods; a key method of protest |
| Begar | Forced, unpaid labour that villagers were compelled to perform for landlords |
| Picket | Blocking the entrance to shops or offices as a form of protest |
| Purna Swaraj | Complete independence; formally demanded at the Lahore Congress (December 1929) |
| Civil Disobedience | Active, non-violent breaking of colonial laws; distinguished from mere non-cooperation |
| Inland Emigration Act | 1859 law preventing plantation workers from leaving tea gardens without permission |
| Depressed Classes | Term used for dalit communities; later known as Scheduled Castes |
| Poona Pact | 1932 agreement between Gandhi and Ambedkar providing reserved seats for dalits within joint electorates |
NCERT Textbook Exercises — Questions and Answers for CBSE Board
Write in Brief
1Explain: L4 Analyse
a) Why the growth of nationalism in the colonies is linked to an anti-colonial movement.
b) How the First World War helped in the growth of the National Movement in India.
c) Why Indians were outraged by the Rowlatt Act.
d) Why Gandhiji decided to withdraw the Non-Cooperation Movement.
a) Nationalism and Anti-Colonialism: In colonised nations, people discovered their shared identity through the common experience of being oppressed. The struggle against foreign domination brought together diverse communities, classes, and regions that might otherwise have had little in common. Nationalism emerged as a unifying force precisely because colonial rule affected everyone, though in different ways.
b) WWI and the National Movement: The war created conditions for mass discontent: defence spending soared, prices doubled (1913-1918), income tax was introduced, crops failed (1918-21), and forced military recruitment angered villages. An influenza epidemic killed 12-13 million. Post-war expectations of relief went unmet, making people receptive to nationalist mobilisation.
c) Outrage over the Rowlatt Act: The Act gave the government sweeping powers to suppress political activities, including detention without trial for two years. It was pushed through the Imperial Legislative Council despite unanimous opposition from Indian members. This disregard for Indian opinion, combined with the Act's authoritarian nature, united Indians in outrage.
d) Withdrawal of Non-Cooperation: Gandhi called off the movement in February 1922 after the Chauri Chaura incident, where a peaceful demonstration turned violent and a police station was set on fire. Gandhi believed that (i) the movement was turning violent in many places, (ii) satyagrahis lacked adequate training for non-violent discipline, and (iii) violence would undermine the moral foundation of the struggle.
b) WWI and the National Movement: The war created conditions for mass discontent: defence spending soared, prices doubled (1913-1918), income tax was introduced, crops failed (1918-21), and forced military recruitment angered villages. An influenza epidemic killed 12-13 million. Post-war expectations of relief went unmet, making people receptive to nationalist mobilisation.
c) Outrage over the Rowlatt Act: The Act gave the government sweeping powers to suppress political activities, including detention without trial for two years. It was pushed through the Imperial Legislative Council despite unanimous opposition from Indian members. This disregard for Indian opinion, combined with the Act's authoritarian nature, united Indians in outrage.
d) Withdrawal of Non-Cooperation: Gandhi called off the movement in February 1922 after the Chauri Chaura incident, where a peaceful demonstration turned violent and a police station was set on fire. Gandhi believed that (i) the movement was turning violent in many places, (ii) satyagrahis lacked adequate training for non-violent discipline, and (iii) violence would undermine the moral foundation of the struggle.
2What is meant by the idea of satyagraha? L3 Apply
Satyagraha literally means "insistence on truth." Developed by Mahatma Gandhi, it was a philosophy and method of mass agitation based on the power of truth and non-violence. Key principles:
- If the cause is just, physical force is unnecessary to fight the oppressor
- A satyagrahi wins the battle by appealing to the moral conscience of the oppressor, not through aggression or vengeance
- People must be persuaded to see truth, not forced to accept it through violence
- Truth is bound to ultimately triumph through this process
- Gandhi believed this dharma of non-violence could unite all Indians across religious and social divisions
3Write a newspaper report on: L6 Create
a) The Jallianwala Bagh massacre
b) The Simon Commission
a) Jallianwala Bagh Report -- Key Points to Cover:
- Date: 13 April 1919, Amritsar, Punjab
- Context: Martial law in force; some people gathered for protest, others for the Baisakhi fair
- Many villagers from outside were unaware of the martial law
- General Dyer entered the enclosed ground, blocked all exits, and ordered firing
- Hundreds killed; Dyer stated his aim was to create "a moral effect" of terror
- Aftermath: strikes, clashes, brutal government repression including forced crawling and aerial bombing near Gujranwala
- Statutory Commission set up by British Tory government to review Indian constitutional system
- All members were British -- not a single Indian member included
- Arrived in India in 1928
- Greeted with "Go back Simon" slogan across India
- United all Indian parties (Congress, Muslim League, and others) in opposition
- Lala Lajpat Rai was fatally injured during a peaceful anti-Simon demonstration
4Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter 1. L4 Analyse
Comparison Points:
- Similarity: Both Bharat Mata and Germania are female allegorical figures used to personify the nation, making abstract national identity concrete and emotionally accessible
- Similarity: Both carried symbolic attributes -- Germania with a crown of oak leaves and sword; Bharat Mata with learning, food, clothing, or sometimes a trishul
- Difference: Abanindranath Tagore's Bharat Mata is ascetic, calm, and spiritual -- emphasising wisdom and nurture. Germania is often shown as a powerful, warrior-like figure emphasising strength and sovereignty
- Difference: Bharat Mata imagery evolved from a spiritual, inclusive form to more aggressive, Hindu-specific versions. Germania's imagery was more consistent in representing political unity and power
- Tension: Both figures created problems of exclusion -- later Bharat Mata images alienated non-Hindus, just as German national symbols could exclude minority communities
Discuss
1List all the different social groups which joined the Non-Cooperation Movement of 1921. Then choose any three and write about their hopes and struggles to show why they joined the movement. L5 Evaluate
Social groups in the Non-Cooperation Movement: Urban middle class (students, lawyers, teachers), peasants of Awadh, tribal communities (Gudem Hills), plantation workers (Assam), merchants and traders, women.
Example 1 -- Awadh Peasants: Led by Baba Ramchandra, they struggled against talukdars who extracted exorbitant rents and demanded begar. They wanted revenue reduction, abolition of forced labour, and social boycott of oppressive landlords. They joined because swaraj meant freedom from landlord exploitation, though their radical actions (looting bazaars, attacking estates) went beyond the Congress programme.
Example 2 -- Plantation Workers (Assam): Trapped by the Inland Emigration Act of 1859, they could not leave tea gardens without permission. For them, swaraj meant the basic right to move freely and return to their home villages. When they heard of the movement, thousands defied authorities and left, believing "Gandhi Raj" would give everyone land.
Example 3 -- Urban Middle Class: Students, lawyers, and teachers boycotted government institutions to assert national dignity. They surrendered titles, left government schools, and abandoned legal practices. Their swaraj meant self-governance and freedom from the humiliation of colonial rule. However, their participation wavered as alternative Indian institutions were slow to develop.
Example 1 -- Awadh Peasants: Led by Baba Ramchandra, they struggled against talukdars who extracted exorbitant rents and demanded begar. They wanted revenue reduction, abolition of forced labour, and social boycott of oppressive landlords. They joined because swaraj meant freedom from landlord exploitation, though their radical actions (looting bazaars, attacking estates) went beyond the Congress programme.
Example 2 -- Plantation Workers (Assam): Trapped by the Inland Emigration Act of 1859, they could not leave tea gardens without permission. For them, swaraj meant the basic right to move freely and return to their home villages. When they heard of the movement, thousands defied authorities and left, believing "Gandhi Raj" would give everyone land.
Example 3 -- Urban Middle Class: Students, lawyers, and teachers boycotted government institutions to assert national dignity. They surrendered titles, left government schools, and abandoned legal practices. Their swaraj meant self-governance and freedom from the humiliation of colonial rule. However, their participation wavered as alternative Indian institutions were slow to develop.
2Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism. L5 Evaluate
Why the Salt March was an effective symbol:
- Universal relevance: Salt was consumed by every Indian, rich or poor. The tax on this basic necessity affected the entire population, making it an issue everyone could relate to
- Simple yet powerful: The act of manufacturing salt from sea water was a simple, peaceful violation of an unjust law -- making the oppressive nature of British rule visible to all
- Dramatic spectacle: Gandhi's 240-mile march from Sabarmati to Dandi over 24 days created sustained public attention. Thousands joined along the way, turning it into a moving demonstration
- Cross-class appeal: Unlike issues that affected only specific groups, the salt tax united peasants, workers, industrialists, and the urban middle class in a common cause
- Moral authority: An elderly man walking peacefully to break an unjust law -- this image contrasted sharply with the might of the British Empire, exposing the moral bankruptcy of colonial rule
- Catalyst for wider movement: The march triggered nationwide civil disobedience -- thousands broke salt laws, boycotted foreign goods, and refused to pay taxes across India
3Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life. L6 Create
Points to consider in your response:
- For the first time, many women stepped out of their homes into the public arena, which was a transformative personal experience
- Activities included: attending Gandhi's speeches during the salt march, participating in protest marches, manufacturing salt, picketing foreign cloth and liquor shops, going to jail
- Women saw service to the nation as a sacred duty -- Gandhi's call gave them moral authority to enter public life
- However, this public role did not translate into genuine empowerment. Gandhi believed women's primary duty was at home, and the Congress was reluctant to give women leadership positions
- The experience was both liberating (public participation, sense of national purpose) and limited (symbolic inclusion without real political authority)
- In urban areas, participants were mainly from high-caste families; in rural areas, from wealthy peasant households -- the movement did not equally reach women of all classes
4Why did political leaders differ sharply over the question of separate electorates? L4 Analyse
The debate over separate electorates involved multiple perspectives:
- Muslim League (Jinnah): Sought guaranteed representation for Muslims as a minority. Willing to trade separate electorates for reserved seats in the Central Assembly and proportional representation in Muslim-majority provinces. Feared being dominated by the Hindu majority in a joint electorate
- Hindu Mahasabha (Jayakar): Strongly opposed any special provisions for Muslims, viewing separate or reserved representation as contrary to true nationalism. Their rigid stance at the All Parties Conference (1928) sabotaged compromise efforts
- Dr Ambedkar: Demanded separate electorates for dalits, believing that only independent political representation could empower communities that had suffered centuries of discrimination
- Gandhi: Opposed separate electorates for dalits (and generally), arguing they would permanently divide Indian society and slow the process of social integration
- Sir Muhammad Iqbal: Argued that communalism in its "higher aspect" was essential for India's diverse society, and that Muslim demand for their own political space was perfectly justified given their economic inferiority and minority status
Project
Find out about the anti-colonial movement in Indo-China. Compare and contrast India's national movement with the ways in which Indo-China became independent.
Guidance: Research the Vietnamese independence movement led by Ho Chi Minh and the Viet Minh. Key comparison points include: methods of resistance (non-violent mass movements in India vs. armed guerrilla warfare in Vietnam), the role of ideology (Gandhian non-violence vs. communist ideology), the nature of colonial power (British in India vs. French in Indochina), the role of world wars (both movements accelerated during/after world wars), and the path to independence (negotiated transfer of power in India vs. military victory at Dien Bien Phu in Vietnam). Note both similarities -- anti-colonial nationalism, cultural revival, mass participation -- and differences in approach and outcome.
Competency-Based Questions -- Chapter Revision
A history textbook publisher is creating a visual summary of the Indian national movement from 1919 to 1942. They need to identify the key turning points, understand why certain strategies were adopted, and evaluate the strengths and limitations of the movement under Gandhi's leadership.
Q1. Which of the following correctly describes a key difference between the Non-Cooperation Movement and the Civil Disobedience Movement?
L3 Apply
Q2. Analyse why the Congress found it difficult to maintain unity among the diverse groups that participated in the national movement.
L4 Analyse
Q3. Evaluate whether Gandhi's strategy of repeatedly launching and withdrawing mass movements was effective for India's freedom struggle.
L5 Evaluate
Q4 (HOT). Write a letter from a peasant in 1931 to Mahatma Gandhi, expressing both gratitude for launching the Civil Disobedience Movement and disappointment at its withdrawal through the Gandhi-Irwin Pact.
L6 Create
Assertion-Reason Questions -- Chapter Revision
Assertion (A): The Non-Cooperation Movement (1921-22) succeeded in bringing together diverse social groups across India.
Reason (R): All social groups had an identical understanding of what swaraj meant and agreed completely on methods of protest.
Reason (R): All social groups had an identical understanding of what swaraj meant and agreed completely on methods of protest.
Assertion (A): The Congress under Gandhi tried to forge a sense of national unity during the freedom movement.
Reason (R): Phases of nationalist unity were often followed by periods of disunity and internal conflict between different groups.
Reason (R): Phases of nationalist unity were often followed by periods of disunity and internal conflict between different groups.
Assertion (A): The Bardoli Satyagraha of 1928 was led by Vallabhbhai Patel against the enhancement of land revenue in Gujarat.
Reason (R): The struggle was widely publicised and generated immense sympathy across many parts of India.
Reason (R): The struggle was widely publicised and generated immense sympathy across many parts of India.
Frequently Asked Questions — Exercises - Nationalism in India
What are the NCERT solutions for Class 10 History Chapter 2?
NCERT solutions for Chapter 2 'Nationalism in India' cover the entire Indian national movement from World War I through the Civil Disobedience Movement. Answers address Gandhi's satyagraha, Non-Cooperation and Khilafat movements, the Salt March, different strands including peasant and tribal participation, communal tensions, and how national identity was created through cultural symbols.
Why was the Non-Cooperation Movement withdrawn?
Gandhi withdrew the Non-Cooperation Movement in February 1922 after a violent incident at Chauri Chaura where an angry crowd set fire to a police station killing 22 policemen. Gandhi felt the movement had turned violent and that masses had not been sufficiently trained in non-violence. Despite opposition from many Congress leaders, he insisted violence would undermine the moral authority of the struggle.
What were the limits of the Civil Disobedience Movement?
The Civil Disobedience Movement had several limitations. Muslim organisations largely kept away due to growing communal tensions. Dalits led by Ambedkar demanded separate electorates. Industrial workers seldom participated due to conflicting class interests. Rich peasants joined but withdrew when their demands were not met, while poor peasants' radical demands made Congress uncomfortable.
How did different social groups view swaraj?
Different groups interpreted swaraj differently. For the urban middle class, it meant political independence. For peasants, it meant an end to exploitative revenue and landlordism. For plantation workers, it meant freedom to move. For Dalits, it meant an end to untouchability. For industrial workers, it meant better wages. These varying interpretations both strengthened and complicated the national movement.
What was the significance of the Lahore Congress Session 1929?
The Lahore Congress Session of December 1929, presided over by Jawaharlal Nehru, passed the resolution demanding Purna Swaraj (complete independence) for the first time. It declared 26 January 1930 as Independence Day, celebrated with pledge-taking ceremonies across the country. This set the stage for Gandhi's Civil Disobedience Movement and the Salt March.
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