Author name: Prasanna

Novels, Society and History Class 10 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 10 Social Science History Chapter 8 Novels, Society and History familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Novels, Society and History Class 10 Questions and Answers History Chapter 8

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 8 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 10 History Chapter 8 Questions and Answers helps students to attempt the exam with confidence.

Novels, Society and History NCERT Intext Questions and Answers

Question 1.
Explain what is meant by the following types of novels:
Epistolary novel
Serialised novel
For each type, name one writer who wrote in that style.
Answer:
Epistolary novel: An epistolary novel is a novel written as a series of documents. The usual form is letters, although diary entries, newspaper clippings and other documents are sometimes used. Samuel Richardson wrote in that style. The novel is Pamela.
Serialised novel: A serialised novel is a format in which the story is published in installments, each part in a new issue of a journal. Charles Dickens wrote in that style. The novel is Pickwick Papers.

Question 2.
Write about two important characteristics of the early Hindi novel.
Answer:
Two characteristics of the early Hindi novels are:
(i) They give much importance to traditional values of the middle-class household. They try to teach the reader to remain rooted in the values of their own tradition and culture, and to live with dignity and honour.

(ii) Early novels told interesting stories in simple language. Devaki Nandan Khatri’s Chandrakanta became very popular because it was written purely for the pleasure of reading.

History Class 10 Chapter 8 NCERT Textbook Questions and Answers

Write in Brief
Question 1.
Explain the following:
(a) Social changes in Britain which led to an increase in women readers.
(b) What actions of Robinson Crusoe make us see him as a typical coloniser.
(c) After 1740, the readership of novels began to include poorer people.
(d) Novelists in colonial India wrote for a political cause.
Answer:
(a) The eighteenth century Britain saw the middle classes become more prosperous. As a result, women got more leisure time to read as well as write novels. Besides, novels began exploring the world of women – their emotions and identities, their experiences and problems. Many novels were written about domestic life- a field women had an authority to speak out.

(b) Robinson Crusoe’s actions that make us see him as a typical coloniser are many-

• Shipwrecked on an island inhabited by coloured people. Crusoe treats them not as human beings equal to him, but as inferior creatures.
• In the novel, he rescues a native and makes him his slave. He does not ask for his name but starts calling him by the name Friday.
• Most writers of the time saw colonialism as natural and depicted colonised people as primitive and barbaric, less than human. They considered colonial rule necessary to civilise them and to make them fully human. Crusoe represents his ideology of colonisers.

(c) After 1740, the readership of novels began to include power people because of the following reasons:

• Circulating libraries were introduced in 1740.
• Technological innovations in printing brought down the price of books, allowing poor people to buy them.
• Publishers in France started the system of hiring out novels by the hour to earn profits. This made books easily available to the poor people. They could now afford books which was earlier difficult due to high costs.

(d)

• Novelists in colonial India used the novel as a powerful medium to criticise what they considered defects in their society and to suggest remedies.
• Novels also helped in establishing a relationship with the past. Many of them told thrilling stories of adventures and intrigues set in the past. Through glorified accounts of the past, these novels helped in creating a sense of national pride among their readers.
• People from all walks of life could read novels so long as they shared a common language. This helped in creating a sense of national unity among them. Through novels, it was also easy to arouse nationalist sentiments among the common mass.

Question 2.
Outline the changes in technology and society which led to an increase in readers of the novel in eighteenth-century Europe.
Answer:
(i) As novels began to be printed, they were widely read and became popular very quickly.

(ii) At this time big cities like London were growing rapidly and getting connected to small towns and rural areas through print and improved communications.

(iii) Novels produced a number of common interests among their scattered and varied readers.

(iv) As readers were drawn into the story and identified with the lives of fictitious characters, they could think about issues such as the relationship between love and marriage and the proper conduct for men and women.

(v) As a result of industrialisation, people’s affordability got enhanced. Hence, new groups of lower- middle-class people such as shopkeepers and clerks, along with the traditional aristocratic and gentlemanly classes joined the new readership for novels.

(vi) The increase in readership expanded the market for books. This resulted in the increase in the earnings of authors who now began to experiment with different literary styles. The epistolary novel, Samuel Richardson’s Pamela was first of its kind.

(vii) Books became cheap and could be bought by the poor as well. The introduction of circulating libraries in 1740, made access to books easier.

(viii) Publishers in France began to hire out novels by the hour. This also helped the poor to read novels. Serialisation of novels allowed readers to relish the suspense, discuss the characters of a novel and live for weeks with their stories. All these changes increased the readership in eighteenth century Europe.

Question 3.
Write a note on:
(a) The Oriya novel
(b) Jane Austen’s portrayal of women
(c) The picture of the new middle class which the novel Pariksha Guru portrays.
Answer:
(a) The Oriya Novel: The first Oriya novel was Saudamani which began to be serialised in 1877-78 by Ramashankar Ray, a dramatist. But it remained incomplete. However, the first major novelist of Orissa was Fakir Mohon Senapati (1843 — 1918). He wrote Chaa Mana Atha Guntha in 1902 which translates as six acres and thirty-two decimals of land. It announces a new kind of novel that will deal with the question of land and its possession. This novel shows that rural issues could be an important part of urban preoccupations.

(b) Jane Austen’s portrayal of women: The novels of Jane Austen give us a glimpse of the world of women in genteel rural society in early-nineteenth century Britain. They make us think about a society which encouraged women to look for good marriages and find wealthy husbands. The very first sentence of Jane Austen’s Pride and Prejudice states, “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.” This observation allows us to see the behaviour of the main characters, who are preoccupied with marriage and money.

(c) The picture of the new middle-class which the novel Pariksha-Guru portrays: Pariksha- Guru, of Srinivas Das, reflects the inner and outer world of the newly emerging middle class. The characters in this novel are shown facing the difficulties of adapting to colonised society and at the same time preserving their own cultural identities. The world of colonial modernity seems to be both frightening and irresistible to the characters.

The novel tries to teach the readers to remain rooted in the values of their own traditions and culture, and to live with dignity and honour. The characters are seen attempting to bridge two different worlds through their actions – they take to new agricultural technology, modernise trading practices, change the use of Indian languages, making them capable of transmitting both Western sciences and Indian wisdom. But the novel emphasises that all this must be achieved without sacrificing the traditional values of the middle-class household.

Discuss

Question 1.
Discuss some of the social changes in nineteenth-century Britain which Thomas Hardy and Charles Dickens wrote about.
Answer:
Social changes in nineteenth-century Britain highlighted by Thomas Hardy:

(i) With industrialisation, traditional rural communities of England began to be disappearing. This was actually a time when large farmers fenced off land, bought machines and employed labourers to produce for the market.

(ii) The old rural culture with its independent farmers is shown dying out. We get a sense of this change in Hardy’s Mayor of Casterbridge.

(iii) In this novel, the novelist mourns at the loss of the more personalised world that is disappearing, although he is aware of its problems and the advantages of the new order.

Social changes in nineteenth-century Britain highlighted by Charles Dickens:
(i) Charles Dickens wrote about the terrible effects of industrialisation on people’s lives and characters.

(ii) In the nineteenth century, Europe entered the industrial age. Factories came up, business profits increased and the economy grew. Capitalists got benefited by all these developments, but workers faced problems.

(iii) Cities expanded in an unregulated manner and were flooded with overworked and underpaid workers. The unemployed poor roamed the streets and the homeless were forced to seek shelter in workhouses.

(iv) His novel Hard Times highlights the side effects of industrialisation. People are shown facing pollution of air, water and noise. The workers are facing the problem of identity. They are known as hands, as if they had no identity other than as operators of machines.

(v) In this novel, Dickens criticised not just the greed for profits but also the ideas that reduced human beings into instruments of production.

Question 2.
Summarise the concern in both nineteenth-century Europe and India about women reading novels. What does this suggest about how women were viewed?
Answer:
(i) The concern in both nineteenth-century Europe and India about women reading novels bore more or less similar fears. Conservative people in both the places got worried about the effects of the novel on women who were taken away from their real surroundings into an imaginary world where anything could happen.

(ii) In Europe, when women started reading and writing novels many people feared that they would now neglect their traditional roles as wives and mothers and homes would be in disorder.
Similar fears could be sensed in Indian air too. Women were advised to stay away from the immoral influence of novels. They were seen as easily corruptible.

(iii) It was felt in both Europe and India that if women read novels, they would go astray. They would lose interest in home and hearth and would find ways to go outside.
Now we can easily infer that women were viewed as incapable of being independent. They were not expected to go against the wills of their male partners. The domestic sphere was seen as the proper place for women. Once they got married, they were expected to take care of the household chores.

(iv) Thus, their status in this male-dominated society was not of much importance. They could neither take their own decisions, nor could they do as per their wishes. In short, they were completely helpless.

Question 3.
In what ways was the novel in colonial India useful for both the colonisers as well as the nationalists?
Answer:
Colonial administrators found ‘vernacular’ novels a valuable source of information on native life and customs. Such information was useful for them in governing Indian society, with its large varieties of communities and castes. As outsiders, the British knew little about life inside Indian households. The new novels in Indian languages often had descriptions of domestic life. Indian nationalists used the novel as a powerful medium to criticise what they considered defects in their society and to suggest remedies. They also used the novel to criticise colonial rule and instill a sense of national pride among the people.

Question 4.
Describe how the issue of caste was included in novels in India. By referring to any two novels, discuss the ways in which they tried to make readers think about existing social issues.
Answer:
Many Indians wrote novels to criticise what they considered defects in their society and to suggest remedies. Since the issue of caste was a major defect, so it was included in Indian novels for the same purpose.

Novels like Indirabai and Indulekha were written by the upper-castes, and were primarily about upper- caste characters. But all novels were not of this kind. The two novels that make readers think about existing social issues are:

(i) Unlike Indirabai and Indulekha, Saraswativijayam was written by a lower-caste writer from north Kerala named Potheri Kunjambu. He wrote this novel in 1892 to make an attack on caste oppression. This novel shows a young man from an ‘untouchable’ caste, leaving his village to escape the cruelty of his Brahmin landlord. He converts to Christianity, gets modern education and returns to his village as a judge in the local court. In the meantime, the villagers, thinking that the landlord’s men had killed him, file a case. At the end of the trial, the judge reveals his identity and the Nambuthiri repents and gets ready to reform his ways. The novel Saraswativijayam highlights education as a means to uplift the lower caste people.

(ii) In Bengal too a new kind of novel emerged from the 1920s that depicted the lives of peasants and low castes. Advaita Malla Burman’s Titash Ekti Nadir Naam is an epic about the Mallas, a community of fisher folk who live off fishing in the river Titash. The novel is about three generations of the Mallas and describes the oppression of the upper castes. The lives of the Mallas is tied with the river. Their end comes together. As the river dries up, the community also dies too. The novel is special because the author is himself from a low caste, fisher folk community describing the bitter experiences of the low-caste people.

Question 5.
Describe the ways in which the novel in India attempted to create a sense of pan-Indian belonging.
Answer:
The ways in which the novel in India attempted to create a sense of pan-Indian belonging were-
(i) In Bengal, historical novels were written about Marathas and Rajputs. These novels produced a sense of pan-Indian belonging. They imagined the nation to be full of adventure, heroism, romance and sacrifice-qualities that could not be found in the offices and streets of the nineteenth-century world. The novel allowed the colonised to give shape to their desires.

(ii) Bhudeb Mukhopadhyay’s Anguriya Binimoy was the first historical novel written in Bengal. Its hero Shivaji engages in many battles against a clever and treacherous Aurangzeb. What gives him courage is his belief that he is a nationalist fighting for the freedom of Hindus.

(iii) Bankim’s Anandamath is a novel about a secret Hindu militia that fights Muslims to establish a Hindu Kingdom. It was a novel that inspired many kinds of freedom fighters.

(iv) Imagining a heroic past was one way in which the novel helped in popularising the sense of belonging to a common nation. Another way was to include various classes in the novel so that they could be seen to belong to a shared world. Premchand’s novels, for instance, are filled with all kinds of characters drawn from all stratas of society. In his novels, one can meet aristocrats and landloards, middle-level peasants and landless labourers, middle-class professionals and people from the margins of society.

Project
Imagine that you are a historian in 3035 AD. You have just located two novels which were written in the twentieth century. What do they tell you about society and customs of the time?
Answer:
The novels written in the twentieth century tell us about the ways in which the Indian upper classes used whatever little opportunities they got from colonial authorities to govern themselves. Many novels dealt with the poor condition of women in society. Issues like child marriage, child labour and dowry were also described. Many of the twentieth-century novels describe the partition of India and the tragedy that it brought with it.

Class 10 History Chapter 8 NCERT Intext Activity Questions and Answers

Question 1.
Read Godan Write briefly on:
How Premchand depicts the life of peasants in the novel.
What the novel tells us about the life of peasants during the Great Depression.
Answer:
The novel Godan by Premchand was first published in 1936. It is an epic of the Indian peasantry.
The novel tells us about the moving story of Hori and his wife Dhania, a peasant couple. For them, their cows mean everything. They have a small plot of land and work hard to earn their living. In due course of time, landlords, moneylenders, priests and colonial bureaucrats – all those who hold power in society – form a network of oppression, rob their land and make them into landless labourers. Yet Hori and Dhania retain their dignity to the end.

Peasants and farmers suffered a lot during the Great Depression. Though agricultural prices fell sharply, the colonial government refused to reduce revenue demands. As a result, peasants’ indebtedness increased. They used up their savings and mortgaged their lands to meet their expenses.

Hope the data shared above regarding the NCERT Class 10 Social Science History Chapter 8 Novels, Society and History PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Print Culture and the Modern World Class 10 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 10 Social Science History Chapter 7 Print Culture and the Modern World familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Print Culture and the Modern World Class 10 Questions and Answers History Chapter 7

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 7 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 10 History Chapter 7 Questions and Answers helps students to attempt the exam with confidence.

Print Culture and the Modern World NCERT Intext Questions and Answers

Question 1.
Write briefly why some people feared that the development of print could lead to the growth of dissenting ideas.
Answer:
Print created the possibility of wide circulation of ideas, and introduced a new world of debate and discussion. Even those who disagreed with established authorities could now print and circulate their ideas. The developments made some people wary. They feared that if there was no control over what was printed and read then rebellious and irreligious thoughts might spread. If that happened religious authorities and monarchs would be in danger. Even some writers and artists were worried of the new printed literature that had begun to circulate. The new intellectual atmosphere that print had brought made them restless.

Question 2.
Why do some historians think that print culture created the basis for the French Revolution?
Answer:
Some historians think so because of the following reasons:
(i) Print enabled the common people to be familiar with the ideas of scientists and philosophers. The writings of thinkers such as Voltaire and Rousseau were widely printed and read. People began to raise questions on tradition, superstition and despotism. They demanded that everything be judged through the application of reason and rationality.

(ii) Print made people bold enough to attack the sacred authority of the church and the despotic power of the state.

(iii) Print culture prepared an environment in which all values, norms and institutions were re-evaluated and discussed by an enlightened public.

(iv) The popular literature of the time began mocking the royalty and criticising their morality.

History Class 10 Chapter 7 NCERT Textbook Questions and Answers

Question 1.
Give reasons for the following:
(a) Woodblock print only came to Europe after 1295.
(b) Martin Luther was in favour of print and spoke out in praise of it.
(c) The Roman Catholic Church began keeping an Index of Prohibited books from the mid¬sixteenth century.
(d) Gandhiji said the fight for Swaraj is a fight for liberty of speech, liberty of the press, and freedom of association.
Answer:
(a) Woodblock print was invented around the sixth century in China. It came to Europe along with Marco Polo, in 1295. This was the year when the great explorer returned to Italy after many years of exploration in China. He brought the knowledge of woodblock print with him on his return.

(b) Being a religious reformer of his time Martin Luther was critical of many of the practices and rituals of the Roman Catholic Church. He wanted to make people aware of all these. Print gave him a chance to do it. In 1517, he wrote Ninety Five Theses in which he challenged the Chruch to debate his ideas. Luther’s writings were immediately reproduced in vast numbers and read widely. This led to a division within the Church and to the beginning of the Protestant Reformation. Luther was deeply grateful to print. He said, ‘Printing is the ultimate gift of God and the greatest one’.

(c) The advent of print and its increasing popularity had already made the Roman Catholic Church restless. The Church had to face many dissents from the mid-sixteenth century onwards. People had written several books that interpreted the God and Creation in the way they liked. The Roman Church, troubled by such effects of popular readings and questioning of faith, imposed severe control over publishers and booksellers and began to keep an Index of Prohibited books from 1558.

(d) Gandhiji considered that the liberty of speech, the liberty of press and freedom of association were the three most powerful vehicles of expressing and cultivating public opinion. The British Government in India was bent upon to crush these three powerful vehicles. Gandhiji was very apprehensive of that. So, he said that the fight for Swaraj was a fight for the liberty of speech, the liberty of press and freedom of association.

Question 2.
Write short notes to show what you know about:
(a) The Gutenberg Press
(b) Erasmus’s idea of the printed book
(c) The Vernacular Press Act
Answer:
(a) The Gutenberg Press: Johann Gutenberg of Germany developed the first-known printing press in the 1430s. It was a developed form of wine and olive presses. The above presses, in fact, provided him the model for the printing press, and moulds were used for casting the metal types for the letters of the alphabet. By 1448, Gutenberg perfected the system. The first book he printed was the Bible. About 180 copies were printed and it took three years to produce them which was fast production by the standards of the time.

(b) Erasmus’s idea of the printed book: Erasmus was a Latin scholar and a Catholic reformer. He criticised the excesses of Catholicism but maintained a distance from Martin Luther. He expressed a deep anxiety about printing. He considered that most of the printed books were stupid, ignorant, slanderous, scandalous, raving, irreligious and seditious. The increase in the number of such books was very unfortunate because of their devaluating effect on the valuable books. Such excesses would be dangerous and therefore, should be stopped.

(c) As vernacular newspapers became assertively rationalist, the colonial government passed the Vernacular Press Act, in 1878. It was modelled on the Irish Press Laws. It provided the government with extensive rights to censor reports and editorials in the vernacular press. From now on the government kept regular track of the vernacular newspapers published in different provinces. When a report was judged seditious, the newspaper was warned, and if the warning was ignored, the press was liable to be seized and the printing machinery confiscated.

Question 3.
What did the spread of print culture in nineteenth century India mean to:
(a) Women
(b) The poor
(c) Reformers
Answer:
(a) Women: The spread of print culture in 19th century India proved highly beneficial for the Indian women. They began reading printed material. Their lives and feelings began to be written in particularly vivid and intense ways. Liberal families started educating them. Many journals began carrying writings by women, and explained why women should be educated. But conservative Hindus and Muslims were dead against women education. Conservative Hindus believed that a literate girl would be widowed and Muslims feared that educated women would be corrupted by reading Urdu romances.

Sometimes, rebel women defied such prohibition. They began to read books and learnt writing in secrecy. Rashsundari Debi in East Bengal was such a woman who learnt to read in the secrecy of her kitchen and later wrote her autobiography Amar Jiban, which was published in 1876. In the 1880s, in present- day Maharashtra, women such as Tarabai Shinde and Pandita Ramabai wrote with passionate anger about the miserable lives of the upper caste Hindu women, especially windows.

Thus, the spread of print culture in the 19th century India empowered Indian women to a great extent. They began thinking and writing in their own way without being deterred by conservative Hindus and Muslims.

(b) The poor: The readership among the poor increased considerably due to the publication of low-priced books. Public libraries were set up from the early twentieth century, expanding the access to books. Although factory workers mostly lacked education to write much about their experiences, there were some who wrote to show the links between caste and class discrimination. For instance, Kanpur’s millworker Kashibaba’s Chhote Aur Bade Ka Sawal which was published in 1938. Factory workers also set up libraries to educate themselves.

(c) Reformers: Print culture made the reformers’ task easy. They now began using print to spread their reformist ideas and highlight the unethical issues. Issues of caste discrimination began to be written about in many printed tracts and essays. Jyotiba Phule, the Maratha pioneer of ‘low-caste’ protest movements, wrote about the injustices of the caste system in his book named Gulamgiri in 1871. In the twentieth century, B.R. Ambedkar in Maharashtra and E.V. Ramaswamy Naicker in Madras wrote powerfully on caste and their writings were read by people all over India. Reformers like Raja Rammohun Roy and Dayanand Saraswati attacked on some of the crudest social evils such sati pratha, child marriage, etc. By using print, these reformers changed the mindset of the contemporary people who previously glorified these practices.

Discuss

Question 1.
Why did some people in eighteenth century Europe think that print culture would bring enlightenment and end despotism?
Answer:
By the mid-eighteenth century, there was a common conviction that books were a means of spreading progress and enlightenment. People began to show their belief in books. They were sure that only books could change the world, liberate society from despotism and tyranny, and herald a time when reason and intellect would rule. Louise-Sebastien Mercier, a novelist in the eighteenth century France, viewed the printing press as the most powerful engine of progress and public opinion as the force that would end despotism. In many of Mercier’s novels, the heroes are transformed by acts of reading.

Question 2.
Why did some people fear the effect of easily available printed books? Choose one example from Europe and one from India.
Answer:
The religious authorities and monarchs, as well as many writers and artists were upset to see the easy availability of printed books. They were apprehensive of the effects that the easier access to the printed word and the wider circulation of books, could have on people’s minds. They feared that if there was no control over what was printed and read then rebellious and irreligious thoughts might spread. If that happened, there would be complete chaos.

For example:
(i) In Europe, the Roman Catholic Church tried to check the flow of printed books by imposing severe control over publishers and booksellers. The Church also began to maintain an Index of Prohibited Books from 1558.

(ii) In India, the colonial government introduced the Vernacular Press Act in 1878. This Act imposed stringent control on the local newspapers. The government now kept regular track of the vernacular newspapers published in different provinces. There was also a certain amount of fear among the Hindu orthodoxy and upper class people.

Question 3.
What were the effects of the spread of print culture for poor people in nineteenth century India?
Answer:
The effects of the spread of print culture for poor people in nineteenth century India can be assessed by the following points:
(i) The nineteenth century Indian markets were flooded with low-priced books. This allowed poor people travelling to markets to buy them.

(ii) Public libraries were set up by rich local patrons. These libraries expanded the access to books. Poor people could easily get books of their choice and read them.

(iii) From the late nineteenth century, issues of caste discrimination began to be written about in many printed tracts and essays. These were widely read by people across the country.

(iv) The writings of the social reformers boosted up even the overworked factory workers. For instance, Kashibaba, a Kanpur millworker, wrote and published Chhote Aur Bade Ka Sawal in 1938 to show links between caste and class exploitation.

(v) By the 1930s, Bangalore cotton mill workers set up libraries to educate themselves, following the example of Bombay workers.

Question 4.
Explain how print culture assisted the growth of nationalism in India.
Answer:
The print culture played an important role in spreading nationalist feelings among Indians:
(i) Printed tracts and newspapers spread new ideas and shaped the nature of the debate, which ultimately assisted the growth of nationalism. Common people began questioning why colonial rule should continue in India.

(ii) Print did not only stimulate the publication of conflicting opinions amongst communities, but it also connected communities and people in different parts of India. Newspapers conveyed news from one place to another, creating pan-Indian identities.

(iii) Although the colonial government had introduced the Vernacular Press Act, it could not suppress the growth of nationalist newspapers. These newspapers grew in numbers in all parts of India. They reported on colonial misrule and encouraged nationalist activities.

(iv) Attempts to strangle nationalist criticism provided militant protest. This in turn led to a renewed cycle ofpersecution and protests. When Punjab revolutionaries were deported in 1907, Balgangadhar Tilak wrote with great sympathy about them in his Kesari. People read them and showed their resentment.

(v) Print culture helped in developing a very solid nationalist background which acted strongly against the colonial government in India.

Project
Find out more about the changes in print technology in the last 100 years. Write about the changes, explaining why they have taken place, what their consequences have been.
Answer:

• The earliest kind of print technology involved hand printing.
• From AD 594 onwards, books were printed by rubbing paper.
• Then came woodblock printing in which paper, ink and carved wooden blocks were used.
• In the 1430s, Gutenberg’s printing press came into being.

He developed metal types for each of the 26 characters of the Roman alphabet and devised a way of moving them around so as to compose different words of the text. This came to be known as the moveable type printing machine.

• Then came electrically operated presses, automatic, paper reels, photoelectric controls of colour register.

Class 10 History Chapter 7 NCERT Intext Activity Questions and Answers

Question 1.
Imagine that you are a cartoonist in France before the revolution. Design a cartoon as it would have appeared in a pamphlet.
Answer:
For self-attempt.

Question 2.
Look at Fig. 13 on Textbook Page 166. What impact do such advertisements have on the public mind? Do you think everyone reacts to printed material in the same way?
Answer:
Advertisements always make impact upon public mind. Through it, a clear message is given to the public regarding the product. It makes them familiar about the products. Through it, they can justify between what is right and what is wrong. I don’t think that everyone reacts to printed material in the same way. Advertisement makes impact upon the masses whether they are literate or illiterate. But printed material only makes impact upon literate people.

Hope the data shared above regarding the NCERT Class 10 Social Science History Chapter 7 Print Culture and the Modern World PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Work, Life and Leisure Class 10 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 10 Social Science History Chapter 6 Work, Life and Leisure familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Work, Life and Leisure Class 10 Questions and Answers History Chapter 6

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 6 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 10 History Chapter 6 Questions and Answers helps students to attempt the exam with confidence.

Work, Life and Leisure NCERT Intext Questions and Answers

Question 1.
Read Source B on Textbook Page 140 carefully. What are the common features of city life that the authors note? What are the contradictory experiences they point to?
Answer:
Common features

• Both the cities are overcrowded and people’s life is rather fast.
• Colonial impacts are clearly visible on the people’s clothing, leisure activities and the manner of talking.

Contradictory experiences
(i) In Calcutta, there is distinction between private life and public life. Groups of young men enjoy the night in western style dress but they do not want to be recognised. We don’t find the same thing in Bombay.

(ii) In Calcutta, there is no difference between high and low because everyone wears the same western dress. But this is not visible in Bombay largely due to the work culture.

Question 2.
Read Source D on Textbook Page 146. What does the poem communicate about the opportunities and experience for each new generation?
Answer:
The poem communicates the hard labour that migrants do for their livelihood after coming to the city. They are ready to do even the hardest of the work. They live in very harsh conditions because they have no means. The poem talks about one such worker who worked hard as a labourer throughout his life and now his child is also working as a labourer. His condition is no better than his father. He knows that not only his child but also his grand child will work in the same conditions.

This is an endless process. He had not come to the city to lead such a difficult life. He had fine hopes that the city would give him everything that he wished for. But his experience has been otherwise. He does not know what comfort means. The verses of the poem are thus a stark contrast to the glittering world of films, pointing to the endless tool which poor migrants face in the city.

History Class 10 Chapter 6 NCERT Textbook Questions and Answers

Question 1.
Give two reasons why the population of London expanded from the middle of the eighteenth century.
Answer:
The two reasons for the expansion of the population of London from the middle of the eighteenth century are as follows:
(i) The city of London acted as a powerful magnet for migrant population. A large number of people from regions around London began pouring in the city to find jobs in dockyards and industries. The scope of job opportunities provided solid reason for the increase in the population of London.

(ii) During the First World War, London began manufacturing motor cars and electrical goods. As a result, the number of large factories increased which in turn increased the number of people coming to the city in search of work.

Question 2.
What were the changes in the kind of work available to women in London between the nineteenth and twentieth century? Explain the factors which led to this change.
Answer:
The factors which led to this change were-
(i) The nineteenth century witnessed technological developments. So, women gradually lost their industrial jobs, and were forced to work within households. The 1861 census recorded a quarter of a million domestic servants in London, of whom the vast majority were women.

(ii) A large number of women used their homes to increase family income by taking in lodgers or through such activities as tailoring, washing or matchbox making.

(iii) The situation changed when the First World War broke out. Women once again came out of their homes and got employement in war time industries and office

Question 3.
How does the existence of a targe urban population affect each of the following*! Illustrate with historical examples.
(a) A private landlord
(b) A police superintendent in charge of law and order
(c) A leader of a political party
Answer:
(a) A private landlord: With the increase in urban population, the problem of housing emerged. This opened opportunities for the private landlords to make money. They built cheap, and usually unsafe tenements and rented them to the poor migrants at very high rates. In this way, they accumulated huge wealth in due course.

(b) A Police Superintendent: As London grew, crime flourished. About 20,000 criminals were living in London in the 1870s. The rise in crime upset the police. They were worried about law and order and left no stone unturned in establishing peace in society.

(c) A leader of a political party: A large urban population created many social problems, such as housing problem, problems of food and water, etc. Political parties picked such issues for political gains. The leaders of different parties mobilised the common mass in their own way to support them. In the nineteenth century England, population grew very fast. So, political parties became active.

Question 4.
Give explanations for the following:
(a) Why well-off Londoners supported the need to build housing for the poor in the nineteenth century.
Answer:
The reasons for this increasing concern were:

• The vast mass of one-room houses occupied by the poor were seen as a serious threat to public health. They were overcrowded, badly ventilated, and lacked sanitation.
• There were worries about fire hazards created by poor housing.
• There was a widespread fear of social disorder, especially after the Russian Revolution in 1917. Workers’ mass housing schemes were planned to prevent the London poor from turning rebellions.

(b) Why a number of Bombay films were about the lives of migrants.
Answer:
Most of the people in the Bombay film industry were themselves migrants who came from cities like Lahore, Calcutta, Madras and contributed to the national character of the industry. Those who came from Lahore, then in Punjab, were especially important for the development of the Hindi film industry.

(c) What led to the major expansion of Bombay’s population in the mid-nineteenth century?
Answer:
There were several reasons behind this-
(i) Bombay became the capital of the Bombay presidency in 1819. After this, the city expanded quickly. With the growth of trade in cotton and opium, a large number of people came to settle in Bombay.

(ii) The establishment of textile mills led to a fresh surge in migration. Only about one-fourth of Bombay’s inhabitants between 1881 and 1931 were born in Bombay, the rest came from outside.

(iii) The railways encouraged an even higher scale of migration into the city. For instance, famine in the dry regions of Kutch drove large numbers of people into Bombay in 1888-89.

Discuss

Question 1.
What forms of entertainment came up in nineteenth-century England to provide leisure activities for the people?
Answer:
(i) There had long been an annual ‘London Season’ for wealthy Britishers. In the late eighteenth century, several cultural events, such as the opera, the theatre and classical music performances were organised for an elite group of 300-400 families.

(ii) There were pubs for the working classes. They came here to have a drink, exchange news and sometimes also to organise for political action.

(iii) Many new types of large-scale entertainment for the common people came into being with the establishment of libraries, art galleries and museums in the nineteenth century.

(iv) Music halls were popular among the lower classes, and by the early twentieth century, cinema became the great mass entertainment for mixed audiences.

(v) British industrial workers were interested in spending their holidays by the sea to derive the benefits of the sun and bracing winds.

Question 2.
Explain the social changes in London which led to the need for the Under-ground railway. Why was the development of the Underground criticised?
Answer:
(i) Industrialisation was the major factor responsible for urbanisation in London. The city expanded very fast. It acted as a powerful magnet for migrant population who got employment in the London dockyards and industries.

(ii) The city became increasingly overcrowded. The vast mass of one-room houses occupied by the poor began to be seen as a serious threat to public health.

(iii) The well-of Londoners demanded for decongestion of localities. With passage of time, such demands grew. Finally the responsibility for housing the working class was accepted by the British state, and a million houses were built by local authorities. Thus, the city extended beyond the range where people could walk to work.

(iv) The development of suburbs made new forms of mass transport absolutely necessary. Hence, London Underground railway came into being. It solved the housing crisis by carrying large masses of people to and from the city.

The development of the Underground railway was criticised because it led to the massive destruction in the process of construction. Houses were knocked down, streets broken through and stopped, deep pits and trenches dug in the ground and enormous heaps of earth and clay were thrown up. To make approximately two miles of railway, 900 houses had to be destroyed. The London poor were the worst affected. They were displaced on a large scale.

Question 3.
Explain what is meant by the Haussmanisation of Paris? To what extent would you support or oppose this form of development? Write a letter to the editor of a newspaper, to either support or oppose this, giving reasons for your view.
Answer:
The Editor
The News Letter London
Subject: View in support of Haussmanisation of Paris Sir
Through your esteemed daily, I wish to share my views in support of Haussmanisation of Paris. In 1852, Louis Napoleon III crowned himself emperor. After taking over, he undertook the rebuilding of Paris. He appointed Baron Haussmann as the chief architect of the new Paris. Haussmann designed straight, broad avenues or boulevards and open spaces and transplanted full-grown trees. The poor were evicted from the centre of Paris to reduce the possibility of political rebellion and to beautify the city. Haussmann took 17 years in rebuilding Paris. By 1870, one-fifth of the streets of Paris were Haussmann’s creation. In addition, policemen were employed, night patrols were begun, and bus-shelters and tap water were introduced. This rebuilding of the city is referred to as the Haussmanisation of Paris.

In views of the above explanation I express my views in support of the Haussmanisation of Paris. Public works on this scale employed a large number of people. One in five working persons in Paris was in the building trade in the 1860s. Not only the poor who were displaced due to the reconstruction but the wealthy people too criticised Haussmann’s move. But soon the outcry against this great architect faded away. Paris came to be seen as a symbol of civic pride for the French. It became the hub of many new architectural, social and intellectual developments that were very influential right through the twentieth century, even in other parts of the globe.
Thanking you
Yours sincerely
ABC

Question 4
To what extent does government regulation and new laws solve problems of pollution? Discuss one example each of the success and failure of legislation to change the quality of
(a) public life
(b) private life.
Answer:
Government laws for controlling pollution can be effective only when they are strongly implemented. People often do not give much importance to such laws. They ignore them easily because of their short-sightedness. Hence, apart from government legislations, it is necessary to spread awareness among the common mass so that they understand the importance of pollution-free environment and give value to. it. Examples to show the success of legislation to change the quality of public life and private life:
(a) Public life: The Bengal Smoke Nuisance Commission successfully managed to control industrial smoke.

(b) Private life: The British government passed the Clean Air Act in 1956. This law controlled domestic sources of smoke pollution by introducing the concept of smokeless zone. In these areas, smokeless fuels had to be burnt.

Examples to show the failure of legislation to change the quality of public life and private life:

(a) Public life: By the 1840s, a few towns of Britain such as Derby, Leeds and Manchester had laws to control smoke in the city. However, these laws did not work as smoke was not easy to monitor or measure and owners got away with small adjustments to their machinery that did nothing to stop the smoke.

(b) Private life: Calcutta had a long history of pollution. Here, a huge population depended on dung and wood as fuel in their daily life. The Bengal Smoke Nuisance Commission controlled industrial smoke but did not get success in controlling domestic smoke.

Project
Make sure you watch any one of the Mumbai films discussed in this chapter. Compare and contrast the portrayal of the city in one film discussed in this chapter, with a film set in Mumbai, which you have recently seen.
Answer:
For self-attempt.

Class 10 History Chapter 6 NCERT Intext Activity Questions and Answers

Question 1.
Can you think of appropriate examples from Indian history for each of these categories: a religious centre, a market town, a regional capital, a metropolis? Find out about the history of any one of them.
Answer:

• Religious centre: Mathura
• Market town: Surat
• Regional capital: Vaishali
• Metropolis: Kolkata

History of Mathura: Mathura was a religious centre. There were Buddhist monasteries, Jaina shrines and it was also an important centre for the worship of Lord Krishna. Even today, it is regarded as one of the most important religious centres of India. People from far and wide come to visit this place.

Question 2.
Imagine you are a newspaper reporter writing a piece on the changes you see in London in 1811. What problems are you likely to write about? Who would have gained from the changes?
Answer:
At that time London was facing a variety of problems.

• Its population increased because migrants were flowing in the city in search of jobs. They worked as casual labourers in the London dockyards and led a very tough life.
• Growing crime in the city due to unemployment was another grave problem. The criminals were in fact poor people who lived by stealing.
• Many migrant women were employed as domestic servants at very low wages.
• There was shortage of housing. Factory or workshop owners did not house the migrant workers. Instead, individual landowners put up cheap, and usually unsafe tenements for the new arrivals.

Question 3.
In many cities of India today, there are moves to clear away the slums where poor people live. Discuss whether or not it is the responsibility of the government to make arrangements for houses for these people.
Answer:
It is definitely the responsiblity of the government to make arrangements for houses for these people. The government can do this by curtailing expenses on less important things. It can end the system of providing high facilities to the MLAs, MPs and ministers. It can stop misuse of money during elections and Parliament sessions. There are several other ways in which government can cut cost to spend it on building houses for the slum dwellers.

Question 4.
Imagine you are investigating the conditions in which the London poor lived. Write a note discussing all the dangers to public health which were created by these conditions.
Answer:
There were no proper housing facilities for the London poor. They lived in one-room houses in cluster. This vast mass of one-room houses were seen as a serious threat to public health. They were overcrowded, badly ventilated, and lacked sanitation. There were chances of fire due to poor housing. There were also dangers of breaking out epidemics and other diseases.

Hope the data shared above regarding the NCERT Class 10 Social Science History Chapter 6 Work, Life and Leisure in Europe PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

The Age of Industrialisation Class 10 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 10 Social Science History Chapter 5 The Age of Industrialisation familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

The Age of Industrialisation Class 10 Questions and Answers History Chapter 5

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 5 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 10 History Chapter 5 Questions and Answers helps students to attempt the exam with confidence.

The Age of Industrialisation NCERT Intext Questions and Answers

Question 1.
Look at Figs. 3 (T.B. Page 105), 7 (T.B. Page 108) and 11 (T.B. Page 111), then re-read source B (T.B. Page 111). Explain why many workers were opposed to the use of the Spinning Jenny.
Answer:
The Spinning Jenny speeded up the spinning process. By turning one single wheel a worker could set in motion a number of spindles and spin several threads at the same time. As a result, labour demand reduced as the Spinning Jenny could do the job of multiple workers faster and at low cost. This threw workers under the shadow of fear of unemployment. They became hostile to the new technology. The women-folk was more aggressive because they survived on hand spinning. Hence, they began attacking the new machines.

History Class 10 Chapter 5 NCERT Textbook Questions and Answers

Question 1.
Explain the following:
(a) Women workers in Britain attacked the Spinning Jenny.
(b) In the seventeenth-century merchants from towns in Europe began employing peasants and artisans within the villages.
(c) The port of Surat declined by the end of the eighteenth century.
(d) The East India Company appointed gomasthas to supervise weavers in India.
Answer:
(a) Spinning Jenny was devised by James Hargreaves in 1764. This machine accelerated the process of spinning and reduced the demand for human labour. By using this machine, a single worker could set in motion a number of spindles and spin several threads at the same time. This machine panicked the workers, especially the women workers who survived on hand spinning. The fear of unemployment became so intense that they attacked the new machine, i.e. Spinning Jenny.

(b) In the seventeenth and eighteenth centuries, world trade expanded at fast pace. The acquisition of colonies in different parts of the world also increased the demand for goods. But merchants failed to expand production within towns to meet the growing needs of cloth. This was because urban crafts and trade guilds were very powerful. Rulers granted different guilds the monopoly right to produce and trade in specific products. It posed problems for new merchants to set up business in towns. Therefore, they moved to the countryside where they employed peasants and artisans within the villages to produce required quantity of clothes.

(c) (i) The European companies gradually gained power by securing a variety of concessions from local courts and the monopoly right to trade.

(ii) It was very difficult for the Indian merchants and traders to face the competition as most of the European companies had abundant resources.

(iii) This resulted in a decline of the old ports of Surat and Hoogly through the Indian merchants and traders had operated. Exports from these ports fell dramatically, the credit that had financed the earlier trade began drying up, and the local bankers went bankrupt.

(d) Once the East India Company established political power, it could assert a monopoly right to trade. It proceeded to develop a system of management and control that would eliminate competition, control costs and ensure regular supplies of cotton and silk goods. For this, the company tried to eliminate the existing traders and brokers connected with the cloth trade, and establish a more direct control over the weavers. It appointed a paid servant called the gomastha to supervise weavers, collect supplies, and examine the quality of clothes.

Question 2.
Write True or False against each statement:
(a) At the end of the nineteenth century, 80 percent of the total workforce in Europe was employed in the technologically advanced industrial sector.
(b) The international market for fine textiles was dominated by India till the eighteenth century.
(c) The American Civil War resulted in the reduction of cotton exports from India.
(d) The introduction of the fly shuttle enabled handloom workers to improve their productivity.
Answer:
(a) False
(b) True
(c) False
(d) True

Question 3.
Explain what is meant by proto-industrialisation.
Answer:
We often associate industrialisation with the growth of factories. But it is a fact that even before factories began to appear in England and Europe, there was large-scale industrial production for an international market. This was not based on factories. This phase of industrialisation is now referred to as proto-industrialisation, i.e. early form of industrialisation. During this period, hand made goods were manufactured by trained crafts persons.

Discuss

Question 1.
Why did some industrialists in nineteenth-century Europe prefer hand labour over machines?
Answer:
Some industrialists in nineteenth-century Europe preferred hand labour over machines because of the following reasons:
(i) There was no dearth of human labour during this period. Poor peasants and migrants moved to cities in large numbers in search of jobs. They were ready to work at low wages. So industrialists did not want to introduce machines.

(ii) In many industries such as gas works and breweries, the demand for labour was seasonal. Since, in these industries production fluctuated with the season, so industrialists usually preferred hand labour, employing workers for the season.

(iii) A range of products could be produced only with hand labour. Machines were oriented to producing uniforms, standardised goods for a mass market. But the demand in the market was often for goods with intricate designs and specific shapes. In the mid-nineteenth-century Britain, several varieties of hammers and axes were produced. These required human skill, not machines.

(iv) In nineteenth-century-Britain, the aristocrats and the bourgeoisie preferred things produced by hand. Handmade products were better finished, individually produced and carefully designed. Machine-made goods were for export to the colonies.

(v) New technologies and machines were expensive, so the producers and the industrialists were cautious about using them. Machines often broke down and their repair was expensive.

Question 2.
How did the East India Company procure regular supplies of cotton and silk textiles from Indian weavers?
Answer:
In order to procure regular supplies of cotton and silk textiles from Indian weavers, the East India Company took several measures:

(i) The Company established political power and asserted a monopoly right to trade.

(ii) The Company tried to eliminate the existing traders and brokers connected with the cloth trade, and established a more direct control over the weavers. It appointed a paid servant called the gomastha to supervise weavers, collect supplies, and examine the quality of clothes.

(iii) The Company started the system of advances in order to have a direct control over the weavers. In this system, once the order was placed, the weavers were given loans to purchase the raw material for their production. Those who took loans had to hand over the cloth they produced to the gomastha. They could not sell it to any other trader.

(iv) At times the company gomasthas acted arrogantly, marched into villages with sepoys and peons, and punished those weavers who were not prompt in delivering clothes.

Question 3.
Imagine that you have been asked to write an article for an encyclopaedia on Britain and the history of cotton. Write your piece using information from the entire chapter.
Answer:
Hints

• The history of cotton revolves around the two most important devices, namely the Spinning Jenny and the Fly Shuttle.
• The Spinning Jenny was invented by James Hargreaves in 1764. This machine speeded up the spinning process and reduced the demand for labour.
• The Fly Shuttle was invented by John Key in 1769. This mechanical device speeded up the weaving process. This increased productivity per worker, accelerated the pace of production and reduced human labour.

Question 4.
Why did industrial production in India increase during the First World War?
Answer:
Industrial production in India increased during the First world War because of the following reasons-
(i) During the war, British mills were busy with war production to meet the needs of the army. As a result, Manchester imports into India declined.

(ii) Indian mills now had a vast home market to supply. As the war prolonged, Indian factories were called upon to supply war needs.

(iii) The demand of jute bags, cloth for army uniforms, tents and leather boots, horse and mule saddles and a host of other items increased.

(iv) New factories were set up and old ones ran multiple shifts. Many new workers were employed and everyone was made to work longer hours. Thus, industrial production in India boomed over the war years.

Project
Select any one industry in your region and find out its history. How has the technology changed? Where do the workers come from? How are the products advertised and marketed? Try and talk to the employers and some workers to get their views about the industry’s history.
Answer:
For self-attempt

Class 10 History Chapter 5 NCERT Intext Activity Questions and Answers

Question 1.
Give two examples where modern development that is associated with progress has led to problems. You may like to think of areas related to environmental issues, nuclear weapons or disease.
Answer:
Example 1- Union Carbide; an American company set up a factory in the city of Bhopal in which it produced pesticides. It provided the employment opportunities for many, but deliberately ignored the essential safety measures in order to cut costs. Since it was located in the residential area, the emissions from the factory polluted the surrounding environment. No one, not even the government, pay heed to it. At midnight on 2 December 1984, methyl-130 cyanite, a highly poisonous gas, started leaking from the UC plant. The disaster not only took thousands of lives, but also it polluted the environment.

Example 2- The soil is getting increasingly degraded due to the excessive use of modern chemical fertilisers to increase the yield of the land in agriculture. This leads to removing most of the soil nutrients and large scale consumption of water. As a result, the soil turns to sterile. The water label also gets lowered.

Question 2.
Look at Figs. 4 (T.B. Page 106) and 5 (T.B. Page 107). Can you see any difference in the waythe two images show industrialisation? Explain your view briefly.
Answer:
Figure 4 shows a huge cotton mill beautifully lighted up in the twilight. It is still impressive despite the smoke billowing up from the chimneys on the left side of the picture. This highlights the positive side of industrialisation. Figure 5, on the other hand, highlights the negative role of industrialisation by showing only chimneys emitting smoke and the trees getting blackened by it. Here, industrialisation has been seen as a polluter of environment.

Question 3.
Imagine that you are a merchant writing back to a salesman who has been trying to persuade you to buy a new machine. Explain in your letter what you have heard and why you do not
wish to invest in the new technology.
Answer:
Hint- As there was no dearth of human labour in the Victorian Britain, buying a new machine was not wise. Also, people in those days preferred things produced by hand. Handmade goods were better finished, individually produced, and carefully designed. Machine-made goods were for export to the colonies.

Hope the data shared above regarding the NCERT Class 10 Social Science History Chapter 5 The Age of Industrialisation PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

The Making of Global World Class 10 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 10 Social Science History Chapter 4 The Making of Global World familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

The Making of Global World Class 10 Questions and Answers History Chapter 4

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 4 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 10 History Chapter 4 Questions and Answers helps students to attempt the exam with confidence.

The Making of Global World NCERT Intext Questions and Answers

Question 1.
Explain what we mean when we say that the world ‘shrank’ in the 1500s.
Answer:
The world ‘shrank’ in the 1500s can be understood in the following ways:

• Europeans discovered the sea route to Asia. As a result, trade activities increased between Asia and Europe.
• The American continent was discovered only when the sea route through the Atlantic ocean to America was found.
• The above reasons increased interaction among the people living in various continents of the world and thus caused the world ‘shrink’ in metaphorical terms.

Question 2.
Discuss the importance of language and popular traditions in the creation of national
identity.
Answer:
A person is identified as belonging to a particular nation by his cultural traditions and the language that he speaks. They give an identity to an individual wherever he is. For example, German will normally speak the German language fluently. He will also follow German traditions and customs wherever he is in the world, as he would have imbibed them in his family from his childhood days. Thus, he will be identified as a German national.

Question 3.
Who profits from jute cultivation according to the jute growers’ lament? Explain.
Answer:
The traders, according to the jute growers’ lament, take profit from jute cultivation. The poor peasants of Bengal grow jute by borrowing money from the local traders. They do hard labour in hope that they will get a fair price. But the traders cheat them. They don’t give them a fair price and thus make huge profits.

History Class 10 Chapter 4 NCERT Textbook Questions and Answers

Question 1.
Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.
Answer:
One example from Asia
The silk routes played an important role in establishing trade and cultural links between distant parts of the world. West-bound Chinese silk cargoes travelled through these routes. 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. They are known to have existed till the fifteenth century. Chinese pottery also travelled the same route as did textiles and spices from India and southeast Asia. In return, precious metals like gold and silver flowed from Europe to Asia. Besides, cultural exchanges also took place. Early Christian missionaries travelled this route to Asia, as did early Muslim preachers a few centuries later.

One example from the Americas

Food has an important role in long-distance cultural exchange. Traders and travellers introduced new crops to the lands they travelled. It is believed the noodles travelled west from China. Other common foods such as potatoes, soya, groundnuts, etc. were only introduced in Europe and Asia after Christopher Columbus discovered the Americas. From the sixteenth century, its vast lands, abundant crops and minerals began to transform trade and lives everywhere. Precious metals from mines enhanced Europe’s wealth and financed its trade with Asia.

Question 2.
Explain how the global transfer of disease in the pre-modem world helped in the colonisation of the Americas.
Answer:
(i) America was very rich in natural resources. It had vast lands, abundant crops and minerals. This attracted Europeans (Portuguese and Spanish) who were known for their superior firework.

(ii) But European conquest was not just a result of superior firework. In fact, the most powerful weapon of the Spanish conquerors proved to be the germs of smallpox and other diseases that they carried on their person.

(iii) Because of their long isolation, America’s original inhabitants had no immunity against these diseases that came from Europe. Smallpox in particular proved to be a deadly killer.

(iv) Once introduced, it spread deep into the Americas and killed and decimated whole communities, paving the way for colonisation of this continent.

(v) Guns could be bought or captured and turned against the invaders. But not diseases such as smallpox to which the conquerors were mostly immune.

Question 3.
Write a note to explain the effects of the following:
(a) The British government’s decision to abolish the Corn Laws.
(b) The coming of rinderpest to Africa.
(c) The death of men of working-age in Europe because of the World War.
(d) The Great Depression on the Indian economy.
(e) The decision of MNCs to relocate production to Asian countries.
Answer:
(a) (i) The nineteenth-century Britain lacked self-sufficiency in food because of the fast population growth. The ever-increasing population increased the demand for food grains in Britain.

(ii) As urban centres expanded and industries grew, the demand for agricultural products went up. This pushed up the prices of food grains.

(iii) The British government also restricted the import of corn by introducing the Corn Laws. But these laws were soon abolished as a result of which food could be imported into Britain more cheaply than it could be produced within the country.

(iv) British agriculture could not compete with imports. Vast areas of land were left uncultivated, and thousands of men and women were thrown out of work. They migrated to cities or overseas.

(v) Higher incomes and decline in food prices led to the increase in food consumption and therefore more food imports. Countries like Russia, America and Australia began to export food grains to meet the British demand. This further weakened the local producers.

(b) (i) Rinderpest, a devastating cattle disease, arrived in Africa in the late 1880s. It was carried by infected cattle imported from British Asia to feed the Italian soldiers invading Eritrea in East Africa.

(ii) As soon as rinderpest entered Africa in the east, it moved west fast and reached Africa’s Atlantic coast in 1892. It reached the Cape, Africa’s southern most tip, five years later. Along the way the disease killed 90 per cent of the cattle.

(iii) The loss of cattle on such a large scale destroyed African livelihoods. Planters, mine owners and colonial governments took advantage of this situation.

(iv) They monopolised the remaining cattle resources to strengthen their power and to drag Africans into the labour market to employ them on plantations.

(v) By establishing control over the scarce resources of cattle the European colonisers easily sub-dued Africa which they wanted from the day they came to this continent. Thus, rinderpest played an important role in making Africa a puppet in the hands of colonisers.

(c) (i) The First World War brought great devastation to the world. It saw the use of machine guns,tanks, aircrafts, chemical weapons, etc. on a massive scale.

(ii) To fight the war, millions of soldiers had to be recruited from around the world and moved to the frontlines on large ships and trains. The scale of death and destruction was beyond imagination.

(iii) Most of the killed were men of working age. These deaths and injuries reduced the able-bodied workforce in Europe, with fewer numbers within the family, household incomes declined after the war.

(iv) This forced the women to outside world in search of jobs. They took jobs to run their families. Thus, their activities were no longer limited to home and hearth. The war taught them how to bear double burden.

(d) (i) An integrated global economy had taken place by the early twentieth century. Hence, the impact of the Great Depression could be seen on India too.

(ii) In the nineteenth century, colonial India had become an exporter of agricultural goods and importer of manufactures. The depression immediately affected Indian trade. India’s exports and imports nearly halved between 1928 and 1934.

(iii) As international prices crashed, prices in India, also plugged. Between 1928 and 1934, wheat prices in India fell by 50 per cent. This made the lives of peasants and farmers miserable.

(iv) Though agricultural prices fell sharply, the colonial government refused to reduce revenue demands. Peasants producing for the world market were the worst hit.

(v) Across India, peasants’ indebtedness increased. They used up their savings, mortgaged lands and sold whatever jewellery and precious metals they had to meet their expenses. This made India an exporter of precious metals, notably gold. Indian gold exports promoted global economic recovery but the Indian peasants were bound to lead a miserable life.

(e)

• From the late 1970s, MNCs began to shift production operations to Asian countries because of their low wages.
• The countries like China offered abundant labour force to these MNCs. These workers were ready to work on low wages.
• Hence, the foreign MNCs made these countries their favourite destinations for investment in order to compete to capture world markets.
• The relocation of industry to low-wage countries stimulated world trade and capital flows. And countries like India, China and Brazil have undergone rapid economic transformation.

Question 4.
Give two examples from history to show the impact of technology on food availability.
Answer:
Technology played a major role in making food available. This can be understood by the following examples: .
(i) Faster railways, lighter wagons and larger ships helped move perishable food-stuff more cheaply and quickly from faraway farms to final markets.

(ii) The technique of cold storage and use of refrigerated ships boosted the export of perishable goods. Now animals were slaughtered for food at the starting point in America, Australia or New Zealand and then exported to Europe where meat was scarce. The poor in Europe could now add meat to their diet.

Question 5.
What is meant by the Bretton Woods Agreement?
Answer:
(i) The Bretton Woods conference was held in July 1944 at Bretton Woods in New Hampshire, USA with an aim to preserve economic stability and full employment in the industrial world.

(ii) The Bretton Woods conference established the International Monetary Fund (IMF) to deal with external surpluses and deficits of its member nations.

(iii) The International Bank for Reconstruction and Development popularly known as the World Bank was set up to finance post-war reconstruction.

(iv) The Bretton Woods system was based on fixed exchange rates. In this system, national currencies were pegged to the dollar at a fixed exchange rate. The dollar itself was anchored to gold at a fixed price of $35 per ounce of gold.

Discuss

Question 6.
Imagine that you are an indentured Indian labourer in the Caribbean. Drawing from the details in this chapter, write a letter to your family describing your life and feelings.
Answer:
Respected Maa/Baba
I am one of the ill-fated Indian indentured labourers who have been employed in a cocoa plantation in Trinidad. Actually the agents, who hired me and others, provided false information about final destinations, modes of travel, the nature of the work, and living and working conditions. You’ll be shocked to know that the conditions at the plantations are completely different from what we had imagined. We are forced to live in harsh conditions. What is more we have been given few legal rights. I am very upset and so are my fellow indentured labourers.

In spite ofour best efforts, most of us fail to do the works allotted to us properly and in given time frame.In case of absenteeism from work, one is prosecuted and even sent to jail. Deductions are also made from wages if the work is considered to have been done unsatisfactorily. Many labourers cannot therefore earn their full wages and are punished in various ways. Actually, we are slaves without any rights and freedoms. I am afraid I can lose my family. But I can’t do anything except doing hard labour in harsh conditions. Although I am in great trouble, I have full faith in God. One day He will shower His blessings on me and my fellow labourers. Dear Maa/Baba, you too have faith in God.
Yours
Raman

Question 7.
Explain the three types of movements or flows within international economic exchange. Find one example of each type of flow which involved India and Indians, and write a short account of it.
Answer:
The three types of movements or flows within international economic exchange are:

• The flow of trade which in the nineteenth century is referred largely to trade in goods such as cotton, wheat, etc.
• The flow of labour i.e., the migration of people in search of employment.
• The flow of capital for short-term or long-term investments over long distance.

Examples of each type of flow

(i) Historically, fine cottons produced in India were exported to Europe. With industrialisation, British cotton manufacture began to expand and industrialists pressurised the government to restrict cotton imports and protect local industries. Tariffs were imposed on cloth imports into Britain. As a result, the inflow of fine Indian cotton began to decline.

(ii) Over the nineteenth century, food grain and raw material exports from India to Britain and the rest of the world increased. But the value of British exports to India was much higher than the value of British imports from India. Thus, Britain had a ‘trade surplus’ with India. Britain used this surplus to balance its trade deficits with other countries. By helping Britain balance its deficits, India played a crucial role in the late nineteenth century world economy.

(iii) In the nineteenth century, hundreds of thousands of Indian labourers went to work on plantations, in mines, and in social and railway construction projects around the world. These were indentured labourers who were hired under contracts which promised return travel to India after they had worked five years on their employer’s plantation.

Question 8.
Explain the causes of the Great Depression.
Answer:
The Great Depression began around 1929 and lasted till the mid-1980s. During this period most parts of the world experienced catastrophic decline in production, employment, incomes and trade. The depression was caused by a combination of several factors:

(i) Agricultural overproduction remained a problem. This was made worse by falling agricultural pric¬es. As prices fell and agricultural incomes declined, farmers tried to expand production and bring a larger volume of produce to the market to maintain their overall income. This worsened the glut (an excessive supply) in the market, pushing down prices even further. Farm produce rotted as there were no buyers.

(ii) In the mid-1920s, many countries financed their investments through loans from the US. While it was often extremely easy to raise loans in the US when the going was good, the US overseas lenders panicked at the first sign of trouble. In the first half of 1928, the US overseas loans amounted to over $1 billion. A year later it was one quarter of that amount. Countries that depended crucially on US loans now faced an acute crisis. The withdrawal of the US loans affected much of the rest of the world. In Europe, it led to the failure of some major banks and the collapse of currencies such as the British pound sterling. In Latin America and elsewhere it intensified the fall in agricultural and raw material prices.

(iii) The US attempt to protect its economy in the depression by doubling import duties also proved a severe blow to world trade. With the fall in prices and the prospect of depression, the US banks also slashed domestic lending and called back loans. Faced with falling incomes, many households in the US could not repay what they had borrowed. Ultimately, the US banking system collapsed. Thousands of banks went bankrupt and were forced to close.

Question 9.
Explain what is referred to as the G-77 countries. In what ways can G-77 be seen as a reaction to the activities of the Bretton Woods twins?
Answer:
The group of 77 or G-77 is a loose coalition of developing countries. It was designed to promote the collective economic interests of its members. In fact, the G-77 emerged with a demand of a new international economic order known as NIEO. By the NIEO, the member nations meant a system that would give them real control over their natural resources, more development assistance, fairer prices for raw materials, and better access for their manufactured goods in the markets of the developed countries. They wanted to stop immediately the powerful countries like the US from exploiting their natural resources. There were 77 founding members but the group has since expanded to around 130 member countries.

The G-77 can be seen as a reaction to the activities of the Bretton Woods twins i.e. the International Monetary Fund and the World Bank, because these two institutions were designed to meet the financial needs of industrial and developed countries. These institutions did nothing for the economic growth of former colonies and developing countries. They were still facing grim poverty and wanted to come out of it by strengthening their economic condition. Hence, they grouped together for collective welfare.

Project
Find out more about gold and diamond mining in South Africa in the nineteenth century. Who controlled the gold and diamond companies? Who were the miners and what were their lives like?
Answer:
For self-attempt.

Class 10 History Chapter 4 NCERT Intext Activity Questions and Answers

Question 1.
Prepare a flow chart to show how Britain’s decision to import food led to increased migration to America and Australia.
Answer:

Britain decides to import food items.
⇓
Russia, America and Australia export food items to Britain.
⇓
These countries increase their production to supply Britain.
⇓
America and Australia were newly colonised and did not have enough labour.
⇓
So many people migrated to these countries to fulfil the demand for labour.

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Nationalism in India Class 10 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 10 Social Science History Chapter 3 Nationalism in India familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Nationalism in India Class 10 Questions and Answers History Chapter 3

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 3 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 10 History Chapter 3 Questions and Answers helps students to attempt the exam with confidence.

Nationalism in India NCERT Intext Questions and Answers

Question 1.
Why did various classes and groups of Indians participate in the Civil Disobedience Movement? (Textbook Page 67)
Answer:
Various classes and groups of Indians participated in the Civil Disobedience Movement, each with its own specific aspiration. All of them responded to the call of swaraj, but the term meant different things to different people.

(i) In the countryside, rich peasant communities like the patidars of Gujarat and the Jats of Uttar Pradesh were active participants in the movement. Being producers of commercial crops, they were very hard hit by the trade depression and falling prices. It was difficult for them to pay the government’s revenue demand. For them, the fight for swaraj was a struggle against high revenues.

(ii) The poorer peasantry were under double burden. As the depression continued and cash incomes became less the small tenants found it difficult to pay the rent to their landlords. In such a situation paying the government’s revenue demand was almost impossible for them. For them the struggle was against high revenues as well as claim by landloards for unpaid rent.

(iii) Business classes also joined the movement whole-heartedly. During the First World War, Indian merchants and industrialists had made huge profits and become powerful. Keen on expanding their business, they now reacted against 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. They supported the Civil Disobedience Movement by giving financial assistance and refusing to buy or sell imported goods. They came to see swaraj at a time when colonial restrictions on business would no longer exist and trade and industry would flourish without constraints.

(iv) The industrial working classes did not participate in the Civil Disobedience Movement in large numbers. As the industrialists came closer to the Congress, workers stayed aloof. But in spite of that, some workers did participate in the movement, selectively adopting some of the ideas of the Gandhian programme, like boycott of foreign goods, as part of their own movements against low wages and poor working conditions.

(v) Women, however, participated in the movement in large numbers. During Gandhiji’s salt march, thousands of women came out of their homes to listen to him. They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops. Moved by Gandhiji’s call, they began to see service to the nation as a sacred duty of women.

Question 2.
Read the Source D (Textbook Page 69) carefully. Do you agree with Iqbal’s idea of communalism? Can you define communalism in a different way?
Answer:
No, I do not agree with Iqbal’s idea of communalism. He believed that it is a quest for a community to develop on its own lines. He believed that religion is the basis on which one’s thinking and behaviour are based. He opined that religion gives persons a common culture and literature. He glorified the concept that Hindus and Muslims should exist as separate entities in India. He reiterated the importance of separate electorate for the Muslims as an important safeguard for the political interests of the minorities. So far I think such a line of thinking is not justified. Iqbal’s idea is based on separatism. It was this idea that ultimately led to the partition of the country.

History Class 10 Chapter 3 NCERT Textbook Questions and Answers

Question 1.
Explain:
(a) Why 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.
OR
Why did Gandhiji decide to withdraw the ‘Non-coperation Movement’ in February, 1922? Explain any three reasons. (CRSE 2017 D)
Answer:
(a) The growth of nationalism in the colonies including India is intimately connected to the anti-colonial movement. People in colonies discover their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provides a shared bond that ties many different groups together.

(b)

• The First World War created a new economic and political situation. It led to a huge increase in defence expenditure which was financed by war loans and increasing taxes. Customs duties were raised and income tax introduced.
• Through the war years prices increased leading to extreme hardship for the common people. Villages were called upon to supply soldiers and the forced recruitment in rural areas angered the common mass.
• In 1918-19 and 1920-21, crops failed in many parts of India resulting in acute shortages of food. This was accompanied by an influenza epidemic. Millions of people died as a result of famines and the epidemic.
• People hoped that their hardships would end after the war was over. But that did not happen.
• All this caused widespread anger and opposition against the British colonial rule and the national movement in India took a stronger turn.

(c) The Rowlatt Act was passed hurriedly through the Imperial Legislative Council despite the united opposition of the Indian members. The Act gave the government enormous powers to repress political activities and allowed detention of political prisoners without trial for two years. The Indians were outraged by these laws as they were clearly undemocratic and oppressive and hurt national sentiments and dignity. Mahatma Gandhi called for a nation-wide protest against the proposed Rowlatt Act in 1919. Rallies were organised in various cities. Workers went on strike in railway workshops and shops closed down.

(d) Gandhiji decided to withdraw the Non-cooperation Movement because it was turning violent. Various incidents of violence perpetrated by the masses, especially the Chauri Chaura incident that took place in 1922 in Gorakhpur. Here, a peaceful demonstration in a bazaar turned into a violent clash with the police and the angry mob set police-station on fire in which several police were killed. Hearing of the incident, Mahatma Gandhi called a halt to this movement. He felt that people were not yet ready for a mass struggle, and the satyagrahis needed to be properly trained for non-violent demonstrations.

Question 2.
What is meant by the idea of satyagraha?
Answer:
What Mahatma Gandhi meant about satyagraha being active resistance was that it requires a lot of pure soul-force activity. It involves great sacrifices to be made, which can be done only by persons with strong will power. It requires resistance to oppression without using any physical force. The idea of satyagraha emphasises the power of truth and the need to search for truth. It suggests that if the cause is true, if the struggle is against injustice, then physical force is not necessary to fight the oppressor. Without being aggressive, a satyagrahi can win the battle through non-violence. This can be done by appealing to the conscience of the oppressor. By this struggle, truth is bound to triumph ultimately.

Question 3.
Write a newspaper report on:
(a) The Jallianwala Bagh massacre
(b) The Simon Commission
Answer:
On 13th April 1919, a large crowd gathered in the enclosed ground of Jallianwala Bagh. Some came to protest against the government’s new repressive measures. Others had come to attend the annual Baisakhi fair. Being from outside the city, many villagers were unaware of the martial law that had been imposed. General Dyer entered the area, blocked the exit points, and opened fire on the crowd, killing hundreds of innocent people. Dyer’s main intention was to ‘produce a moral effect’ and terrorise the satyagrahis.

The indiscriminate firing by the British soldiers led to nation-wide outrage. There were strikes, clashes with the police and attacks on government buildings. The Jallianwala Bagh incident was the most brutal incident in the history of India. The government responded with brutal repression seeking to humiliate and terrorise people, satyagrahis were forced to rub their noses on the grounds, crawl on the streets, and do salaam (salute) to all sahibs.

The Simon Commission was constituted by the new Tory government in Britain, under Sir John Simon. Set up in response to the nationalist movement, the commission was to look into the functioning of the constitutional system in India and suggest changes. But nationalists in India opposed the commission because it did not have a single Indian member. They were all British. So, when the Simon Commission arrived in India in 1928, it was greeted with the slogan ‘Go back Simon’. All parties, including the Congress and the Muslim League, participated in the demonstrations.

Question 4.
Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter 1.
Answer:
(i) The image of Bharat Mata was the symbol of Indian nation whereas the image of Germania symbolised the German nation.

(ii) Both images were created to give the abstract idea of the nation a concrete form and create an image with which people could identify and unify. These images inspired nationalists in their respective countries who worked hard to attain a liberal nation.

(iii) The image of Bharat Mata reflects the religious basis of its making but the image of Germania does not reflect religious fervour.

(iv) The image of Bharat Mata painted by Abanindranath Tagore is bestowed with learning, food and clothing and some ascetic quality also. Another painting of Bharat Mata is a contrast to this image as she is shown with a trishul, standing beside a lion and an elephant – both symbols of power and authority. This image appears similar to the image of Germania where she holds a sword and a shield.

Discuss
Question 1.
List 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.
Answer:
The different social groups which joined the Non-cooperation Movement of 1921 were-

• Middle classes in cities comprising students, teachers, lawyers, merchants and traders, etc.
• Peasants and tribals in rural areas
• Plantation workers in Assam
• Nai-dhobi

(i) The Non-cooperation Movement started with middle-class participation in the cities. In many places, merchants and traders refused to trade in foreign goods or finance foreign trade. For them, boycotting foreign goods would make the sale of Indian textiles and handlooms go up.

(ii) The peasants joined the movement because they hoped they would be saved from the ruthless landlords, and high taxes taken by the colonial government. In many places nai-dhobi bandhs were organised by panchayats to deprive landlords of the services of even barbers and washermen. As the movement spread in 1921, the houses of talukdars and merchants were attacked, bazaars were looted, and grain hoards were taken over.

(iii) Plantation workers in Assam had their own understanding of Mahatma Gandhi and the notion of swaraj. They joined the movement hoping they would get the right to move freely in and out of the confined space in which they were enclosed and retain a link with the village from which they had come.

Question 2.
Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.
Answer:
(i) The Salt March conducted by Mahatma Gandhi emerged as an effective symbol of resistance against colonialism because it was done in revolt against salt which was something consumed by the rich and the poor alike, and it was one of the most essential items of food.

(ii) The tax on salt and the government monopoly over its productions revealed the most oppressive move of the British rule.

(iii) The Salt March was effective also because Gandhiji met a large number of common people during his march and he taught them what he meant by swaraj and urged them to peacefully defy the British. On 6 April, he reached Dandi, and ceremonially violated the law, manufacturing salt by boiling sea water.

(iv) This act of Gandhiji set forth an example to the entire nation of how the oppressor could be confronted in a non-violent manner. This marked the beginning of the Civil Disobedience Movement in which various social groups participated and made a collective effort to root out the British government in India.

Question 3.
Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life.
Answer:
Participating in Gandhiji’s Civil Disobedience Movement was a great experience. I felt proud for getting opportunity to work with him and listen to his graceful words. I met a variety of people who contributed greatly in broadening my outlook. I worked selflessly and with full dedication in the interest of my country. Like any other human beings, I too loved freedom and did whatever I could do to achieve it.

Question 4.
Why did political leaders differ sharply over the question of separate electorates?
Answer:
(i) Political leaders differed sharply over the question of separate electorates because all of them did not have the same opinion on this point.

(ii) Some dalit leaders like B.R. Ambedkar who favoured the cause of minorities demanded reserved seats in educational institutions and separate electorates for dalits. They believed that only political empowerment would resolve the problems of their social backwardness.

(iii) But Mahatma Gandhi was dead against this opinion. He believed that separate electorates for dalits would slow down the process of their integration into society.

(iv) Some nationalist leaders feared that the system of separate electorates would gradually divide the country into several segments because every community would then ask for separate representation. They believed that separate electorates were contrary to the spirit of true nationalism.

Project
Find out about the anti-colonial movement in Kenya. Compare and contrast India’s national movement with the ways in which Kenya became independent.
Answer:
Do it yourself.

Class 10 History Chapter 3 NCERT Intext Activity Questions and Answers

Question 1.
Read the text (Source A, Texbook Page 55) carefully. What did Mahatma Gandhi mean when he said satyagraha is active resistance?
Answer:
What Mahatma Gandhi meant about satyagraha being active resistance was that it requires a lot of pure soul-force activity. It involves great sacrifices to be made, which can be done only by persons with strong will power. It requires resistance to oppression without using any physical force. The idea of satyagraha emphasises the power of truth and the need to search for truth. It suggests that if the cause is true, if the struggle is against injustice, then physical force is not necessary to fight the oppressor. Without being aggressive, a satyagrahi can win the battle through non-violence. This can be done by appealing to the conscience of the oppressor. By this struggle, truth is bound to triumph ultimately.

Question 2.
The year is 1921. You are a student in a government-controlled school. Design a poster urging school students to answer Gandhiji’s call to join the Non-cooperation Movement.
Answer:
Do it yourself.

Question 3.
If you were a peasant in Uttar Pradesh in 1920, how would you have responded to Gandhiji’s call for Swaraj? Give reasons for your response.
Answer:
I would have responded positively to Gandhiji’s call for swaraj by refusing to pay the landlords’ exorbitantly high rents and a variety of other cesses. I would have asked for reduction of revenue, abolition of begar, and social boycott of oppressive landlords. For a peasant like me, Swaraj means freedom from the talukdars and landlords and their atrocities.

Question 4.
Look at Figs. 12 and 14 (Textbook Pages 71 and 72). Do you think these images will appeal to all castes and communities? Explain your views briefly.
Answer:
These two images of Bharat Mata have been portrayed as ascetic figures. So, I don’t think it will have an appeal to those who belong to non-Hindu community. Non-Hindus will definitely not be in any way attracted to these images.

Hope the data shared above regarding the NCERT Class 10 Social Science History Chapter 3 Nationalism in India PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.