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The Nationalist Movement in Indo-China 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 2 The Nationalist Movement in Indo-China 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 Nationalist Movement in Indo-China Class 10 Questions and Answers History Chapter 2

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 2 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 2 Questions and Answers helps students to attempt the exam with confidence.

The Nationalist Movement in Indo-China NCERT Intext Questions and Answers

Question 1.
What does the 1903 plague and the measures to control it tell us about the French colonial attitude towards questions of health and hygiene?
Answer:
Plague is a disease caused by rats. Sometimes the disease takes the form of an epidemic. In 1903, the modem part of Hanoi was struck by bubonic plague. The chief cause for this was the increasing number of rats in sewers which were laid out in the French part of Hanoi to keep the city beautiful and clean. The French, in order to put a check on this menace hired Vietnamese workers and paid them for each rat they caught. This rat hunt was started in 1902 and on 30 May 20,000 rats were caught but the problem of rats did not end. However, the Vietnamese workers were in benefit. They were paid for each tail of the rat.

They did not actually kill the rats but just clipped their tails and released them, so that the process could be repeated over and over again. Some people, in fact, began raising rats to earn a bounty. Defeated by the resistance of the weak, the French scrapped the bounty programme. Thus, the Vietnamese workers collectively deceived the French.

This incident clearly reveals the ruthless attitude of the French towards the Vietnamese in general. They exploited the Vietnamese by deputing them inside the sewers to catch the rats. It was the most inhuman act. This shows that the French were least bothered about the health and hygiene of the Vietnamese. They were so careful for their own health and careless for the health of the native people.

Question 2.
What ideas did Phan Boi Chau and Phan Chu Trinh share in common? What did they differ on?
Answer:
The goal of both the leaders was the same. Both wanted freedom of Vietnam from the French colonial rule but their ways to gain it differed from each other:
(i) Phan Chu Trinh wanted to overthrow the monarchy in order to create a basis for the promotion of popular rights by establishing a democratic republic. On the other hand, Phan Boi Chau, believed that firstly the foreign enemy should be driven out, and after their nation’s independence was established they could talk about other things.

(ii) The plan of Phan Boi Chau was to make use of the monarchy which Phan Chu Trinh opposed ab-solutely. His plan was to raise people to abolish monarchy, with which Phan Boi Chau absolutely disagreed.

(iii) Phan Chu Trinh did not want to boycott Western civilisation. He also liked democratic ideals of the West. He was much influenced by the French revolutionary’s ideal of liberty and so he accepted it. But Phan Boi Chau was profoundly influenced by the Confucian tradition and was in favour of driving out the French, using the monarchy. Thus, both the leaders were pursuing one and the same goal, but their means were considerably different.

History Class 10 Chapter 2 NCERT Textbook Questions and Answers

Question 1.
Write a note on:
(a) What was meant by the ‘civilising mission’ of the colonisers?
(b) Huynh Phu So
Answer:
(a) The colonisers thought that it was the mission of the ‘advanced’ European nations to civilise the backward people. They thought their culture to be superior than the culture of the natives in the colonies. The French claimed that they were bringing modern civilisation to Vietnamese. They took for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colonies even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development.

(b) Huynh Phu So: Huynh Phu So was the founder of a nationalist movement called the Hoa Hao movement. The movement began in 1939 and gained popularity in the fertile Mekong delta area. It drew on religious ideas popular in anti-French uprisings of the nineteenth century.Huynh Phu So performed miracle and helped the poor. His criticism against useless expenditure had a wide appeal. He also opposed the sale of child brides, gambling and the use of alcohol and opium. The French tried to suppress the Hoa Hao movement inspired by Huynh Phu So. They declared him mad and put him in a mental asylum. Later on, he was exiled to Laos and many of his followers were sent to concentration camps.

Question 2.
Explain the following:
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
(b) The French began building canals and draining lands in the Mekong delta.
(c) The government made the Saigon Native Girls School take back the students it had expelled.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Answer:
(a) The French authorities deliberately failed the Vietnamese students in the final year of the examination. They did not want the Vietnamese to qualify for the better-paid jobs. Usually, as many as two-thirds of the students failed. In 1925, in a population of 17 million, there were less than 400 who passed the school-leaving examinations.

(b) The French wanted to increase cultivation and for this purpose they built canals to irrigate lands in the Mekong delta. This helped in increasing rice production and allowing the export of rice to the international market. The area under rice cultivation went up from 274,000 hectares in 1873 to 1.1 million hectares in 1900 and 2.2 million in 1930. Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.

(c) In 1926, a major protest occurred in the Saigon Native Girls School when a Vietnamese girl sitting in one of the front seats refused to move to the back of the class for a local French student. The principal got angered and expelled the girl. When angry students protested, they too were expelled, leading to a further spread of open protests. Seeing the situation getting out of control, the government made the school to take the students back.

(d) The large sewers in the modern newly built areas of Hanoi were an ideal and protected breeding ground for rats. The sewers also served as a great transport system, allowing the rats to move around the city without any problem. The rats could also easily enter the well-cared-for homes of the French through the sewer pipes. Hence, rats were most common in the modern part of the city.

Question 3.
Describe the ideas behind the Tonkin Free School. To what extent was it a typical example of colonial ideas in Vietnam?
Answer:
The Tonkin Free School was set up in 1907 to impart a Western-style education to the Vietnamese. Students were taught science, hygiene and French were encouraged to adopt Western styles of dressing along with a short haircut.

This school was a typical example of colonial ideas in Vietnam. It rejected traditional Vietnamese education and lifestyle and promoted western ideals of living. Like typical colonists, the French tried to control the Vietnamese identity, culture and tradition besides controlling their territory. They also tried to change the values, norms and perceptions of the people of Vietnam, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese.

Question 4.
What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Answer:
(i) The textbooks are biased. They are glorifying the French people and justifying colonial rule. In these books, the Vietnamese are represented as primitive and backward, capable of manual labour but not of intellectual reflection. The textbooks propagate the myth that the Vietnamese are not able to rule their nation. The only work they can do is farming. They are skilled copyists but not creative. School-children are told that only French rule can ensure peace in Vietnam. Being a Vietnamese student in the Tonkin Free School, I don’t agree to what the textbooks say and condemn them.

(ii) The school encourages us to adopt Western styles such as having a short haircut so as to look modern. This is against our culture. For us, this means a major break with my own identity since we traditionally keep long hair. Keeping a particular hairstyle is a highly personal matter and the school has nothing to do with it.

Discuss

Question 1.
With reference to what you have read in this chapter, discuss the influence of China on Vietnam’s culture and life.
Answer:

• China influenced Vietnam’s culture and life in many ways before the French established its rule in Vietnam. The early history of this region shows many different groups of people living in this area under the shadow of the powerful empire of China.
• Even when Vietnam emerged as an independent country, its rulers continued to maintain the Chinese system of government as well as Chinese culture.
• The elites in Vietnam were greatly influenced by Chinese culture and life, as has been highlighted in Phan Boi Chau’s book The History of the Loss of Vietnam.
• Chinese language and Confucianism were followed by the upper classes in Vietnam.
• In 1911, when the Chinese Republic came into being, Vietnamese students organised the Association for the restoration of Vietnam.
• People in Vietnam also kept long hair which was an old Chinese tradition.

Question 2.
What was the role of religious groups in the development of anti-colonial feeling in Vietnam?
Answer:
Religious groups played a major role in the development of anti-colonial feeling in Vietnam:
(i) Vietnam’s religious beliefs were a mixture of Buddhism, Confucianism and local practices. When French introduced Christianity here, the Vietnamese reacted sharply.

(ii) From the eighteenth century, many religious movements were started. These movements were hostile to the Western presence. The Scholars Revolt was one such movement which started in 1868 against French control and the spread of Christianity.

(iii) This revolt was led by officials at the imperial court angered by the spread of Catholicism and the French power. Although the movement was suppressed, it served to inspire other Vietnamese patriots to rise up against the foreign rule.

(iv) The role of the Hoa Hao movement, started by Huynh Phu So in 1939 in the fertile Mekong delta area is also significant in the development of anti-colonial movement in Vietnam. Unfortunately this movement was also suppressed by the French.

Question 3.
Explain the causes of the US involvement in the war in Vietnam. What effect did this involvement have on life within the US itself?
OR
“The US entry into the war in Vietnam marked a new phase that proved costly to Vietnamese as well as to the Americans.” Analyse the statement.
OR
Examine the reasons that forced America to withdraw from the Vietnam war.
Answer:
There were three important causes of the US involvement in the war in Vietnam

• The US was worried about Communists gaining power in Vietnam.
• It wanted to save the prestige of French which was an ally of the US during the Second World War.
• The National Liberation Front or NLF tried to unite North and South Vietnam with the help of the Ho Chi Minh government. The US watched this alliance with fear. Finally, it decided to intervene decisively.

Effects on the US: The US entry into the war marked a new phase that proved costly to the Vietnamese as well as to the Americans-
(i) Even though the US had advanced technology and medical supplies, casualties were high. About 47,244 American soldiers died in battle and 303,704 were wounded.

(ii) The widespread attacks and use of chemical weapons like Napalm, Agent Orange and phosphorous bombs destroyed many villages. As a result, civilians in the US died in large numbers.

(iii) The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they saw as indefensible.

(iv) When the youth were summoned for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates. This meant that many of those sent to fight were minorities and children of working-class families.

(v) The war grew out of fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect i.e. communist governments would be established in other countries in the area. They underestimated the power of a small country to fight the most technologically advanced country in the world. This caused great humiliation for the people of the US.

Question 4.
Write an evaluation of the Vietnamese war against the US from the point of
(a) a porter on the Ho Chi Minh trail
(b) a woman soldier
Answer:
(i) The Ho Chi Minh trail proved a major factor in the war between Vietnam and the US. The trail was an immense network of footpaths and roads that used to transport men and materials from the north to the south. As a porter, I felt proud to be deputed on this important lifeline of the army. I, used to carry material for our revolutionary troops to far distances through mountains and valleys on this trail. I usually carried about 25 kilos on my back, or about 70 kilos on my bicycle. The trail was bombed regularly by the US forces in order to disrupt supplies but this did not discourage me and other porters. We rebuilt the damage quickly.

(b) I joined the army as a soldier as there were a large number of casualties among our men. I helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy. I was trained in using rifles and was involved in one battle against the troops of the USA, in which I shot dead one soldier of the enemy. I showed immense courage and did whatever required with full devotion and commitment. I am very proud that I did something good for my country.

Question 5.
What was the role of women in the anti-imperial struggle in Vietnam? Compare this with the role of women in the nationalist struggle in India.
Answer:
(i) Women played an equally important role as the men in the anti-imperial struggle in Vietnam. Women who rebelled against social norms were idealised. Rebel women of the past were similarly celebrated.

(ii) In 1913, the nationalist Phan Boi Chau wrote a play based on the lives of the Trung sisters who had fought against Chinese domination in 39-43 CE. In this play, he depicted these sisters as patriots fighting to save the Vietnamese nation from the Chinese. They were depicted in paintings, plays and novels as representing the indomitable will and the intense patriotism of the Vietnamese.

(iii) Trieu Au was another woman rebel of the past who lived in the third century CE. She went into the jungles, organised a large army and resisted Chinese rule. Finally, when her army was crushed, she drowned herself. She became a martyr who fought for the honour of the country.

(iv) In the 1960s, women were represented as brave fighters and workers. They were shown with a rifle in one hand and a hammer in the other.

(v) As casualties in the war increased in the 1960s, women in large number joined the resistance movement. They helped in nursing the wounded, constructing underground rooms, and tunnels and fighting the enemy. Between 1965 and 1975, of the 17,000 youths who worked on the Ho Chi Minh trail, 70 to 80 percent were women.

Compared to the direct and active participation of Vietnamese women in the anti-imperial struggle, Indian women played a small role in the nationalist struggle of India against the British. They participated in the Civil Disobedience Movement as well as in Gandhi’s Salt March in large number. They also boycotted foreign goods and picketed liquor shops but they were far from the mainstream politics, which was controlled by the men only. The main duty of Indian women was still restricted to home and hearth.

Project 
Find out about the anti-imperialist movement in any one country in South America. Imagine that a freedom fighter from this country meets a Vietminh soldier, they become friends and talk about their experiences of the freedom struggles in their countries. Write about the conversation they might have.
Answer:
Do it yourself.

Class 10 History Chapter 2 NCERT Intext Activity Questions and Answers

Question 1.
Imagine a conversation between a French coloniser and a Vietnamese labourer in the canal project. The Frenchman believes he is bringing civilisation to backward people and the Vietnamese labourer argues against it. In pairs act out the conversation they may have had, using evidence from the text.
Answer:
Do yourself.

Question 2.
Imagine you are a student in the Tonkin Free School in 1910. How would you react to:
(i) What the textbooks say about the Vietnamese?
(ii) What the school tells you about hairstyles?
Answer:
(i) The textbooks are biased. They are glorifying the French people and justifying colonial rule. In these books, the Vietnamese are represented as primitive and backward, capable of manual labour but not of intellectual reflection. The textbooks propagate the myth that the Vietnamese are not able to rule their nation. The only work they can do is farming. They are skilled copyists but not creative. School-children are told that only French rule can ensure peace in Vietnam. Being a Vietnamese student in the Tonkin Free School, I don’t agree to what the textbooks say and condemn them.

(ii) The school encourages us to adopt Western styles such as having a short haircut so as to look modern. This is against our culture. For us, this means a major break witis mr own identity since we traditionally keep long hair. Keeping a particular hairstyle is a highly personal matter and the school has nothing to do with it.

Hope the data shared above regarding the NCERT Class 10 Social Science History Chapter 2 The Nationalist Movement in Indo-China 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 Rise of Nationalism in Europe 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 1 The Rise Of Nationalism in Europe 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 Rise of Nationalism in Europe Class 10 Questions and Answers History Chapter 1

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 10 SST History Chapter 1 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 1 Questions and Answers helps students to attempt the exam with confidence.

The Rise of Nationalism in Europe NCERT Intext Questions and Answers

Question 1.
Summarise the attributes of a nation, as Renan understands them. Why, in his view, are nations important?
Answer:
Ernst Renan was a French philosopher. According to him, the attributes of a nation are:

• A nation is not formed by a common language, race, religion or territory.
• Instead a nation is formed by common capital, common glories, endeavours, sacrifice and devotion of a long past and common will.
• A nation is a large scale solidarity. Its existence is a daily plebiscite. Its inhabitants have the right to be consulted in reference of large scale solidarity.
• A nation never has any real interest in annexing or holding on to a country against its will.
• The existence of nations is not only a good thing but also a necessity.

Nations, according to Renan are important because

• Their existence is a guarantee of liberty.
• This liberty would be lost if the world had only one law and only one master.

Question 2.
Describe the political ends that list hopes to achieve through economic measures.
Answer:
In 1834, a customs union known as Zollverein was formed at the initiative of Prussia and joined by most of the German states. This union abolished tariff barriers and reduced the number of currencies from over thirty to two. Besides this, the aim of this union was to bind the Germans economically into a nation by strengthening the nation materially through its protection of interests externally and stimulating its internal productivity. It must awake and raise national sentiment through a fusion of individual and provincial interests.

Question 3.
What is the caricaturist trying to depict?
Answer:
(See figure 6 on Textbook Page 11).
The caricature dates back to C. 1820. It represents liberal nationalists. It attacks on the autocratic regimes which were set up in Europe in 1815. They did not tolerate criticism and dissent, and sought to curb activities that questioned the legitimacy of autocratic governments. Most of them imposed censorship laws to control what was said in newspapers, books, plays and songs and reflected the ideas of liberty and freedom. The raised hand and muzzled mouths in the caricature signify freedom of thought, but not speech.

Question 4.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
Language plays a major role in the creation of national identity. Language groups often become synonymous with regional geographical identities i.e. the adjacent area where speakers of a particular language are found.
Popular traditions also reflect a shared cultural heritage and history. They help express and shape national feelings by creating a sense of shared heritage and common cultural past as the basis of a nation.

Question 5.
Describe the cause of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist.
Answer:
In 1845, the Silesian weavers revolted against contractors who supplied them raw material and gave them orders for finished textiles but drastically reduced their payments. These weavers marched in pairs up to the mansion of their contractor demanding higher wages. But they were treated with scorn and threats alternately.

The angry weavers then forced their way into the contractor’s house, smashed its window panes, furniture etc. They also broke into the storehouse and plundered it of supplies of cloth which they tore to shreds. The contractor fled with his family to a neighbouring village. He returned 24 hours later having requisitioned the army. The journalist shows deep sympathy for the poor weavers. He wants justice for them.

Question 6.
Compare the positions on the question of women’s rights voiced by the three writers cited above. What do they reveal about liberal ideology?
Answer:
(Read Source C on Textbook Page 17)
(i) The liberal politician Carl Welcker, an elected member of the Frankfurt Parliament, says that woman is weaker than man and her activities are restricted to home and hearth. She is expected to look after the family and children. Equality between man and woman would only endanger harmony and destroy the dignity of the family.

Louise Otto-Peters was a political activist who founded a woman’s journal and subsequently a feminist political association. According to her, men who try to gain freedom and liberty for all do not obey this but their untiring efforts are intended for the welfare of only men. Thus, she was in favour of women’s liberty.

An anonymous reader says that it is a grave mistake if we discriminate against women on the basis of gender. Women should not be deprived of the right to vote particularly in a society in which an illiterate man like a cattle herder enjoys this right. Thus, we can infer that Louise Otto-Peters and the anonymous writer are in the favour of women’s rights of liberty and equality but Carl Welcker is against this idea.

History Class 10 Chapter 1 NCERT Textbook Questions and Answers

Question 1.
Write a note on:
(a) Giuseppe Mazzini.
(b) Count Camillo de Cavour
(c) The Greek War of Independence
(d) Frankfurt Parliament
(e) The role of women in nationalist struggles
Answer:
(a) Giuseppe Mazzini: Giuseppe Mazzini was an Italian revolutionary born in Geneva in 1807. He became a member of the secret society of the Carbonari. At the age of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies – Young Italy in Marseilles and Young Europe in Berne. The members of Young Europe were like-minded young men from Poland, France, Italy and the German states.

He opposed monarchy and favoured democratic republics. He believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. He wanted to see Italy as a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Mazzini’s vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’.

(b) Count Camillo de Cavour: Count Camillo de Cavour was born at Turin in 1810. Like many other wealthy and educated members of the Italian elite, he spoke French better than Italian. He became the Chief Minister of King Victor Emannuel II, the ruling king of Sardinia Piedmont and played a major role in the unification of Italy. He was neither a revolutionary nor a democrat.

He was rather a diplomat who tactfully entered into an alliance with France and helped Sardinia- Piedmont in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Guiseppe Garibaldi marched into South Italy and the Kingdom of the Two Sicilies and drove out the Spanish rulers. In 1861, Italy was finally unified and Victor Emannuel II was proclaimed king of United Italy.

(c) The Greek War of Independence: Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalist in Greece got support from other Greeks living in exile and also from many West Europeans who were sympathetic towards ancient Greek culture. Poets and artists projected Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against the Ottoman Empire. Finally, the Treaty of Constantinople took place in 1832 which recognised Greece as an independent nation.

(d) Frankfurt Parliament: In the German regions, there were a large number of political associations whose members were middle-class professionals, businessmen, prosperous artisans. They came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt Parliament convened in the Church of St. Paul. They drafted a constitution for a German nation. It was to be headed by a monarchy subject to a parliament. The King of Prussia, Friedrich Wilhelm IV was offered the crown but he rejected it to join other monarchs to oppose the elected assembly.

(e) The role of women in nationalist struggles: Women participated in large numbers in the liberal movement. They formed their own political associations, founded newspapers and took part in political meetings and demonstrations. In spite of that they were denied the voting rights during the election of the Assembly. When the Frankfurt parliament was converted in the Church of St. Paul, women were admitted only as observers to stand in the visitors’ gallery.

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people?
OR
Analyse the measures and practices introduced by the French revolutionaries to create a sense of collective identity amongst the French people.
Answer:
The French revolutionaries took many steps to create a sense of collective identity among the French
people-

• The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a constitution.
• A new French flag, the tricolour, was chosen to replace the former royal standard.
• The Estates General was elected by the body of active citizens and renamed the National Assembly.
• New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.
• A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory.
• Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted.
• Regional dialects were discouraged and French became the common language of the nation.

Question 3.
Who were Marianne and Germania? What was the importance of the way in which they were portrayed?
OR
How had the female figures become an allegory of the nation during the nineteenth century in Europe. Analyse.
Answer:
Marianne and Germania were female allegories used by artists in the nineteenth century in France and Germany respectively to represent the abstract idea of the nation in concrete form. This was a way to personify a nation.

In France, she has christened Marianne. It was a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. The images of Marianne were marked on coins and stamps. Germania became the allegory of the German nation. In visual representations, she wears a crown of oak leaves, as the German oak stands for heroism.

Question 4.
Briefly trace the process of German unification.
Answer:
German unification was a long and complicated process. It took a long time to unite Germany into one country and the credit goes to Bismarck. Its process includes-
(i) In the early nineteenth century, Germany was a loose confederation of 39 states. This confederation was earlier set by Napoleon. In May 1848, various political associations convened the Frankfurt parliament. It tried its best to unify Germany under the leadership of Friedrich Wilhem IV, King of Prussia. But all its efforts failed when the king rejected the offer.

(ii) Prussia then took the charge of German unification. It was most powerful among 39 states and also got support from the large landowners called Junkers. Its Chief Minister, Otto von Bismarck, the architect of this process carried out with the help of the Prussian army and bureaucracy.

(iii) Bismarck fought three wars over seven years with Denmark (Danish-Prussian War 1864), Austria (Austro-Prussian War 1866) and France (France-Prussian War 1870-71). Prussia emerged as victorious and with it the process of unification completed.

(iv) The Prussian King, William I was proclaimed the German Emperor in a ceremony held at Versailles in January 1871.

Question 5.
What changes did Napoleon introduce to make the system more efficient in the territories ruled by him?
Answer:
Napoleon was a great administrator. He brought many changes to make an efficient administrative system-

• The Civil Code of 1804, usually known as the Napoleonic Code, abolished all privileges based on birth.
• It established equality before the law and secured the right to property.
• Napoleon also introduced many reforms even in those territories which came under his control. He simplified administrative divisions in the Dutch Republic, in Switzerland, Italy and Germany.
• He abolished the feudal system and freed peasants from serfdom and manorial dues.
• In towns too, guild restrictions were removed. Transport and communication systems were also improved.

These reforms proved to be a boon for peasants, artisans, workers and new businessmen who could now enjoy freedom to a great extent.

Discuss

Question 1.
Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?
Answer:
Ideas of national unity in early-nineteenth-century Europe were closely allied to the ideology of liberalism. For the new middle classes, freedom for the individual and equality of all before the law were the bases of idea of liberalism.

Political Perspective: From the political perspective, the idea of liberalism gave emphasis on the concept of government by consent. It was against autocracy and clerical privileges and favoured a constitution and a representative government.

Social Perspective: Liberals emphasised equality of all before the law and individual freedom. They also emphasised inviolability of private property. The issue of extending the voting rights to women was given due importance by the liberals. It was, therefore, when liberal movements were started, thousands of women came out of their homes and participated actively in these movements.

Economic Perspective: The emerging middle class in France was in favour of economic liberalisation. Multiple currencies, units of weights and measurement and tariff barriers worked as obstacles for economic activities. The new commercial class demanded a unified economic territory so that there could be free movement of goods, capital and people.

Question 2.
Choose three examples to show the contribution of culture to the growth of nationalism in Europe.
Answer:
The contribution of culture to the growth of nationalism in Europe can be assessed through the following three examples:

• In France, a single language was promoted. It helped greatly in creating a sense of common identity among the people of France.
• In Poland, use of Polish language came to be seen as a symbol of the struggle against Russian dominance.
• In Germany, the revolutionaries promoted the folk culture (folk songs, folk poetry and folk dances) to create a sense of common identity among the people.

Question 3.
Through a focus on any two countries, explain how nations developed over the nineteenth century.
Answer:
Several nations developed in Europe over the nineteenth century; for example, Italy, Germany, Greece, Poland, Belgium, etc.
(i) Italy: Italy had a long history of political fragmentation. Italians were scattered over several dynastic states as well as the multi national Habsburg Empire. It became a nation because of the efforts of Cavour. He made strategic alliances with France to defeat the Austrian forces. After several wars, Italy came to be unified. It emerged as a nation-state.

(ii) Greece: Greece proclaimed independence from Ottoman Empire by claiming its ancient culture which was entirely different from a Muslim empire. Many Greeks living in exile also supported this movement. The above examples show that various factors helped in the development of nation-states over the nineteenth century. In most of the cases, a history of shared culture, exploitation of the poor by the powerful and the origin of liberalism worked as catalyst in developing the sense of nationalism among the people of Europe.

Question 4.
How was the history of nationalism in Britain unlike the rest of Europe?
Answer:
The evolution of nationalism in Britain was a different case compared to the rest of Europe.
(i) In Britain, the formation of the nation-states was not the result of a sudden revolution. It was the result of a long-drawn-out process. There was no British nation prior to the eighteenth century. The primary identities of the people who inhabited the British Isles were ethnic ones, such as English, Welsh, Scot and Irish.

(ii) All these ethnic groups had their own cultural and political traditions. But as the English nation steadily grew in power, it was able to dominate the other nationalities of the British Isles.

(iii) This resulted in the formation of the United Kingdom of Great Britain in which England was the dominant partner. It began to subdue other ethnic groups in a very systematic way.

(iv) The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. Ireland suffered a similar fate. It was forcibly incorporated into the United Kingdom in 1801.

(v) A new ‘British nation’ was forged through the propagation of a dominant English culture. The symbols of the new Britain such as the British flag, the national anthem and the English language were actively promoted and the older nations survived only as subordinate partners in this union.

Question 5.
Why did nationalist tensions emerge in the Balkans?
Answer:
The area called the Balkans was the most serious source of nationalist tension in Europe after 1871.
There were many reasons behind it-

(i) The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the Slavs. A large part of the Balkans was under the control of the Ottoman Empire.

(ii) The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive.

(iii) All through the nineteenth century the Ottoman Empire tried to strengthen itself through modernisation and internal reforms but achieved little success. One by one, its European subject nationalities broke away from its control and declared independence.

(iv) The Balkan peoples used history and national identity to prove that they had once been independent but had subsequently been subjugated by foreign powers. Hence, the rebellious nationalities in the Balkans thought of their struggles as attempts to win back their independence.

(v) The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others. Matters were further complicated because the Balkans also became the scene of big power rivalry. During this period, there was intense rivalry among the European powers over trade and colonies. These rivalries were very evident in the way the Balkan problem unfolded. Each power was keen on countering the hold of other powers over the Balkans, and extending its own control over the area.

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 1 NCERT Intext Activity Questions and Answers

Question 1.
In what way do you think this print (see Fig. 1 on Textbook, Page 3) depicts a utopian vision?
Answer:
‘Utopian vision’ means that it is depicting something idealistic. The French artist Frederic Sorrieu visualises a dream of world made up of ‘democratic and social Republics’. Interestingly, at the time when Sorrieu created this image, the German peoples did not yet exist as a united nation – the flag they carry is an expression of liberal hopes in 1848 to unify the numerous German speaking principalities in a nation-state under a democratic constitution. So, what has Sorrieu showed in the print is an idealistic or utopian vision.

Question 2.
Describe the caricature given on Textbook Page 20. How does it represent the relationship between Bismarck and the elected deputies of Parliament? What interpretation of democratic processes is the artist trying to convey?
Answer:

• The caricature depicts Bismarck, Chancellor of Germany as holding a whip while leading the Parliament. The whip signifies that he is an unkind man who believes in the rule with an iron hand. The deputies who were elected are afraid of him and so are hiding under their tables.
• The caricature depicts the dominance of Bismarck over the deputies.
• The artist is trying to convey that the democratic process in Germany was very weak and the roots of constitutionalism were poor.

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NCERT Solutions for Class 11 English

The Tale of Melon City NCERT Solutions for Class 11 English Snapshots Chapter 8

The Tale of Melon City NCERT Text Book Questions and Answers

The Tale of Melon City About the Author

Vikram Seth (born 20 June 1952) is an Indian novelist and poet. He has written several novels and poetry books. He has received several awards such as Padma Shri, Sahitya Academy Award, Pravasi Bharatiya Samman, WH Smith Literary Award and Crossword Book Award. Seth’s collections of poetry such as ‘Mappings’ and ‘Beastly Tales’ are notable contributions to the Indian English language poetry canon.

The Tale of Melon City Main Theme

‘The Tale of Melon City’ is a satirical story told in a humorous way. It is based on a story by Idries Shah.There was once a city. The king of this city was ‘just and placid’. He ordered that an arch be made in the city so that his people might improve morally. When ‘the arch’ was complete, the king rode under it. But the arch was low and so the king lost his crown. The king was angry and ordered that the chief builder . be hanged. The chief builder said that it was the workmen’s fault. The king ordered all the workmen to be killed, but they blamed the masons. This went on and finally it was the king who had to be hanged.

After the king’s death, a new king had to be chosen. The ministers decided that the next man to pass the city gate would be their king. The man who passed next was an idiot. He said, “A melon should be the king.” because he was very fond of melons. So the ministers crowned a melon and put it on the throne. The people were happy because the melon did not interfere and let everyone live in peace.

The Tale of Melon City Reading with Insight

Question 1.
Narrate ‘The Tale of Melon City’ in your own words.
Answer:
The Melon City
A king ordered an arch to be constructed to ‘edify’ the people. The arch was low and the king lost his crown when he passed under it. The king ordered the execution’ of the chief of the builders, but the latter said it was the fault of the workers. The workers laid the blame on the bricks because they were of the wrong size. So the masons were called. They blamed the architect, but the architect said that the king himself had made some alterations.

At this the king sought the counsel of the wisest man in the country. The oldest man alive was brought and he advised that the arch should be hanged. The arch was not hanged because it had touched His Majesty’s head. The king said that because the nation wanted a hanging they will hang whoever fitted the gallows. By chance, the king himself fitted best and was hanged. The king’s ministers decided that the next man who passed the City Gate would be their king. As it happened, an idiot was the next man to pass the City Gate. He said a ‘melon’ should be the king. So the ministers crowned a melon and the people were happy.

Question 2.
What impression would you form of a state where the king was ‘just and placid’?
Answer:
The place where the king was just and placid would have never required governance, enforcement of rules. The King must have left the citizens to live in peace and liberty. The citizens would have enjoyed laissez faire.

Question 3.
How, according to you, can peace and liberty be maintained in a state?
Ans.
Peace and liberty of citizens can be maintained only through proper governance by the rulers. The principles of governance should be justice, equality, freedom, dignity and prosperity of the people. The rulers should be honest and dedicated to the welfare of the people.

Question 4.
Suggest a few instances in the poem which highlight humour and irony.
Answer:
Some illustrations that highlight humour and irony are:

• An arch will lift the morals of the people.
• Someone should be hanged because the people expect it.
• The man whose neck fits the gallows will be hanged.
• A melon should be the king — People got happy in the Melon King’s rule.

Question 5.
‘The Tale of Melon City’ has been narrated in verse form. This is a unique style which lends extra charm to an ancient tale. Find similar examples in your language. Share them in the class.
Answer:

• Bhartendu Harishchandra’s play in Hindi Andher Nagri Chopat Raja.
• Shastra Dekho Shastra, a verse play in Hindi about four highly educated but foolish Brahmins. Students to find some more such Hindi plays.

NCERT Solutions for Class 11 English

Birth NCERT Solutions for Class 11 English Snapshots Chapter 7

Birth NCERT Text Book Questions and Answers

 Birth About the Author

Archibald Joseph Cronin (19 July 1896 – 6 January 1981) was a Scottish novelist and physician. During the First World War, Cronin served as a surgeon sub-lieutenant in the Royal Navy Volunteer Reserve before graduating from medical school. After the war, he trained at various hospitals, including Bellahouston and Lightburn Hospitals in Glasgow, and the Rotunda Hospital in Dublin. He undertook general practice in a small village on the Clyde, Garelochhead, as well as in Tredegar, a mining town in South Wales.

In 1930, his Haters Cast was an immediate and sensational success, launched Cronin’s career as a prolific author, and he never returned to practising medicine. Many of Cronin’s books were bestsellers in their day and have been translated into many languages. Some of his stories draw on his medical career, dramatically mixing realism, romance and social criticism. Cronin’s works examine moral conflicts between the individual and society, as his idealistic heroes pursue justice for the common man.

Birth Main Theme

This is a moving story of a young doctor’s battle with death. With supreme effort he brought back a newborn baby and its mother from the jaws of death to warm glowing life. Dr Andrew Manson had to assist a woman in childbirth. She had been married for twenty years. Andrew found her husband and mother tense. Mrs Morgan had to be given anaesthesia. The child was born apparently lifeless and the mother was sinking. Andrew gave the child to the nurse and turned to revive the mother. When she was stable, he asked for the child. He was horrified to see that the midwife had placed it under the bed, believing it to be dead.

Andrew fished out the child from amongst sodden newspapers. It was a boy, limp and apparently lifeless. Looking at his white face, Andrew realised that asphyxia was responsible for this condition. He immersed the child in steaming hot and icy water alternately, but there was no response. He felt almost defeated but did not give up. He rubbed the child with a rough towel and pumped his little chest with both hands.

Miraculously, the little chest gave a tiny heave. Andrew had succeeded in reviving the child. Andrew walked out and told Joe Morgan that all was well with the mother and child. He was filled with a great sense of achievement.

Birth Reading with Insight

Question 1.
“I have done something, Oh God ! I’ve done something real at last.” Why did Andrew make this statement?
Answer:
Andrew was grateful to God. He felt satisfied and happy that he had done something. His heart was filled with the feeling of having achieved something great. He was able to save both, the mother and the child.

Question 2.
There lies a great difference between textbook medicine and the world of a practising physician. Discuss.
Answer:
Textbook medicine is theoretical. It is something that has not been tested or applied. A practising physician uses textbook medicine as well as unconventional methods, e.g., Andrew immersed the newborn infant into basins of warm and iced water in order to revive him. In real life, a practicing doctor Jparns from experience.

Question 3.
Do you know of any incident when someone has been brought back to life from the brink of death through medical help? Discuss medical procedures such as organ transplant and organ regeneration that are used to save human life.
Answer:
Organ transplants of lung, heart, kidney and the eye are possible. Liver transplant is being tried with limited success. Joint replacement is fairly common. Knee and hip joints have been replaced. Any replacement is painful, expensive, difficult and has uncertain results. Many a time the body rejects the transplanted organ. (Students may write about the miraculous recovery of a patient, if they know of any such case.)

NCERT Solutions for Class 11 English

The Ghat of the Only World NCERT Solutions for Class 11 English Snapshots Chapter 6

The Ghat of the Only World NCERT Text Book Questions and Answers

The Ghat of the Only World About the Author

Amitav Ghosh (born 11 July 1956) is an Indian writer, best known for his work in English fiction. He was educated at the all-boys Doon School, where he edited ‘The Doon School Weekly’. His contemporaries at Doon included author Vikram Seth and Ram Guha. After Doon, he received degrees from St. Stephen’s College, Delhi University, and Delhi School of Economics. He then won the Inlaks Foundation scholarship to complete a DPhil in social anthropology at St Edmund Hall, Oxford. His first job was at the Indian Express newspaper in New Delhi.He was awarded the Padma Shri by the Indian government in 2007. In 2009, he was elected a Fellow of the Royal Society of Literature. In 2015, Ghosh was named a Ford Foundation Art of Change Fellow. Ghosh received the lifetime achievement award at Tata Literature Live, the Mumbai LitFest in November 2016.

The Ghat of the Only World Main Theme

This account is set in New York where the narrator struck friendship with an expatriate Agha Shahid Ali. Shahid was a poet, gregarious and a man of fine sensibilities. He hankered to return to Kashmir some day. He was battling with cancer and asked the narrator to write something about him after he was dead.

In spite of cancer, Shahid was full of life, had a clear mind and loved to spend time with friends. His collection of poetry The Country Without a Post Office came out in 1997. The narrator and Shahid met in 1998 and became friends through a series of conversations and meetings and sharing of tastes in music and poetry. Shahid loved to have parties at his home. He personally supervised cooking and offered delicious Kashmiri dishes to his guests. He loved the music of Begum Akthar and Kishore Kumar.

Shahid used to teach at Baruch College in Manhattan and was brilliant. His students adored him. He had taught at Penn State University earlier and considered it the best time of his life. He had taught in various universities and colleges across the United States.

He used to visit his parents in Kashmir every year. The growing violence in Kashmir in the 1990s profoundly affected him and gave birth to his finest work. He never projected himself as a victim. He had an open mind on religious matters and as a child had made a small temple in his room. His parents had supported him in this. He could be called the national poet of Kashmir, but did not wish to be considered ‘a nationalist poet’.

He wanted to go back to Kashmir to die, but gave up the idea towards the end. He had reconciled himself to death. He died in his sleep at 2 a.m. on 8 December.

The Ghat of the Only World Reading with Insight

Question 1.
What impressions of Shahid do you gather from the piece?
Answer:
Shahid was an Indian Kashmiri expatriate living in New York. He was a poet as well as a man of refined sensibilities. He loved to host gatherings of friends, poets and intellectuals. He was fond of good food and cooking. He was a courageous, suffered from cancer and struggled through it with dignity and courage. He requested the writer to write about him after his death because he wanted to be remembered through the written word.

Question 2.
How do Shahid and the writer react to the knowledge that Shahid is going to die?
Answer:
Shahid was a cancer patient but never spoke of death. When he first said, “I hope this doesn’t mean I am dying,” it was in a lighter vein. The narrator tried to say the usual things meant to comfort a dying person. Shahid wanted the author to write something about him.

Question 3.
Look up the dictionary for the meaning of the word ‘diaspora’. What do you understand of the Indian diaspora from this piece?
Answer:
Indian diaspora are the non-resident Indians. They are the people of Indian origin living in other countries. Thousands of Indians have migrated to the USA for education, research and jobs. It gives a brief glimpse of the Indian diaspora in America.