Class 10 – Page 49 – Jharkhand Board Solution

JAC Class 10 Social Science Notes Geography Chapter 1 Resource and Development

June 14, 2022June 5, 2022 by Bhagya

JAC Board Class 10 Social Science Notes Geography Chapter 1 Resource and Development

→ Everything, that is available in our environment and can be used to satisfy our needs, is termed as resources, provided, it is technologically accessible, economically feasible and culturally acceptable.

→ Resources are a function of human activities. Human beings themselves are essential components of resources.

→ Types of Resources: Resources can be classified into different categories:
(a) On the basis of origin: Biotic and abiotic.
(b) On the basis of exhaustibility: Renewable and non-renewable.
(c) On the basis of ownership: Individual, community, national and international.
(d) On the basis of status of development: Potential, developed stock and reserves.

→ Resource Planning: This is a technique or skill of proper utilisation of resources.

→ Resource Planning in India: Resource planning ,is a complex process which involves:
(a) Identification and inventory of resources across the regions of the country. This involves surveying, mapping and qualitative and quantitative estimation and measurement of the resources.
(b) Evolving a planning structure endowed with appropriate technology, skill and institutional set up for implementing resource development plans.
(c) Matching the resource development plans with overall national development plans.

→ Conservation of Resources: Irrational consumption and over-utilisation of resources may lead to socio-economic and environmental problems. To overcome these problems, resource conservation at various levels is important.

→ Land Resources:

India has land under variety of relief features like mountains, plateaus, plains and islands. About 43 per cent of the land area is plain, which is either used for agriculture or industry. 30 per cent of the total surface area of the country are mountains and ensure perennial flow of some rivers, provide facilities for tourism and ecological aspects.
The plateau region accounts for about 27 per cent of the area of the country. It possesses rich reserves of minerals, fossil fuels and forests.
The use of land is determined both by physical factors such as topography, climate, soil types and human factors such as population density, technological capability and culture and tradition, etc.

→ Land Degradation and Conservation Measures: Human activities such as deforestation, overgrazing, mining and quarrying have contributed significantly in land degradation. Measures like afforestation, proper management of grazing, planting of shelter belts of plants, control on overgrazing, etc., can help to reduce land degradation in dry areas.

→ Soil as a Resource: Soil is a living system. It takes millions of years to form soil upto a few cm in depth. The important factors in the formation of soil are relief, parent rock or bed rock, climate, vegetation and other forms of life and time.

→ Types of Soil
(a) Alluvial soil: Alluvial soil as a whole is very fertile. Mostly this soil contains adequate proportion of potash, phosphoric acid and lime which are ideal for the growth of sugarcane, paddy, wheat and other cereal and pulse crops. Due to its high fertility, regions pf alluvial soils are intensively cultivated and densely populated.

(b) Black soil: This soil is black in colour and is also known as regur soil. Black soil is ideal for growing cotton and is also known as black cotton soil. Black soil consists of higher proportion of clay and thus can retain moisture for a long time. The soil is sticky and when wet, it is difficult to work unless tilled immediately after the monsoon.

(c) Red soil: This soil develops a reddish colour due to diffusion of iron in crystalline and metamorphic rocks. Red soil develops on crystalline igneous rocks in the areas of low rainfall.

(d) Laterite soil: Laterite soil develops in the areas with high temperature and heavy rainfall. This is the result of intense leaching due to heavy rain. This soil is very useful for growing tea and coffee.

(e) Arid soil: Arid soil ranges from red to brown in colour. It is generally sandy in texture and saline in nature. In some areas Hie salt content is very high and common salt is obtained by evaporating the water.

(f) Forest soil: This soil is found in the hilly and mountainous areas where sufficient rain forests are available.

→ Soil Erosion and Conservation: Some human activities such as deforestation, overgrazing, mining and quarrying have contributed significantly in land degradation.

→ Some methods of soil conservation are:
(a) Afforestation
(b) Controlled grazing
(c) Contour Ploughing
(d) Terrace Farming
(e) Strip Cropping
(f) Shelter belts
(g) Crop Rotation

→ Biotic: These are obtained from biosphere and have life.

→ Abiotic: Those things which are composed of non-living things.

→ Renewable Resources: The resources which can be renewed or reproduced.

→ Non-Renewable Resources: These resources take millions of years in their formation.

→ Individual Resources: Resources which are owned privately by the individuals.

→ Community Owned Resources: Resources which are accessible to all the members of the community.

→ National Resources: Resources belonging to the nation.

→ International Resources: International institutions which regulate some resources.

→ Potential Resources: Resources which are found in a region, but have not been utilised.

→ Developed Resources: Resources which are surveyed and their quality and quantity have been determined for utilisation.

→ Sustainable Development: Sustainable economic development means ‘development should take place without damaging the environment.

→ Soil Erosion: The removal of top fertile soil cover due to various reasons like wind, glacier and water.

JAC Class 10 Social Science Notes

JAC Class 10 Social Science Important Questions History Chapter 3 The Making of Global World

November 9, 2022June 4, 2022 by Prasanna

JAC Board Class 10th Social Science Important Questions History Chapter 3 The Making of Global World

Multiple Choice Questions

Question 1.
Peoples’ livelihood and local economy of which one of the following was badly affected by the disease named Rinderpest?
(a) Asia
(b) Europe
(c) Africa
(d) South America
Answer:
(c) Africa

Question 2.
Most Indian indentured workers came from
(a) Eastern Uttar Pradesh
(b) North-eastern states
(c) Jammu and Kashmir
(d) None of these
Answer:
(a) Eastern Uttar Pradesh

Question 3.
Who adopted the concept of an assembly line to produce automobiles?
(a) Henry Ford
(b) T. Coppola
(c) y.s. Naipaul
(d) Samuel Morse
Answer:
(a) Henry Ford

Question 4.
Which of the following diseases killed the majority of America’s original inhabitants?
(a) Cholera
(b) Small Pox
(c) Typhoid
(d) Plague
Answer:
(b) Small Pox

Question 5.
At which of the following states in USA was the United Nations Monetary and Financial Conference held in 1944?
(a) New Hampshire
(b) New York
(c) San Francisco
(d) New Jersey
Answer:
(a) New Hampshire

Question 6.
Which two institutions are well-known as Bretton Wood Institution?
(a) UNICEF and IMF
(b) WHO and World Bank
(c) IMF and World Bank
(d) UNESCO and UNICEF
Answer:
(c) IMF and World Bank

Question 7.
The group of powers collectively known as the Axis power during the 2nd World War were
(a) Germany, Italy, Japan
(b) Austria, Germany, Italy
(c) France, Japan, Italy
(d) Japan, Germany, Turkey
Answer:
(a) Germany, Italy, Japan

Question 8.
Which of the following statement correctly identifies the corn laws?
(a) Restricted the import of corn to England.
(b) Allowed the import of com to England.
(c) Imposed tax on com.
(d) Abolished the sale of com.
Answer:
(a) Restricted the import of corn to England.

Question 9.
The World Bank was set up to
(a) finance rehabilitation of refugees
(b) finance post war construction.
(c) finance industrial development
(d) help third world countries.
Answer:
(b) finance post war construction.

Question 10.
Mark the correct response out of the following:
(a) The silk route acted as a link between different countries.
(b) The silk route helped in cultural and commercial exchange.
(c) The silk route acted as a route for west bound silk cargos from China.
(d) All the above.
Answer:
(d) All the above.

Very Short Answer Type Questions

Question 1.
What do you mean by Indentured labour?
Answer:
Indentured labour is a bonded labour in which a labourer works under contract to work for an employer for a specific period of time, to pay off his passage to a new country or home.

Question 2.
What is Tariff?
Answer:
Tax imposed on a country’s imports from the rest of the world is called Tariff. Tariffs are levied at the point of entry, i.e., at the border or the airport.

Question 3.
What are the main elements of globali zation?
Answer:
The main elements of globalization are trade, migration of people in search of job, movement of capital and much else.

Question 4. State a positive aspect of India’s development strategy prior to 1991.
Answer:
The strategy has helped India in creating a large industrial base and increase in industrial production.

Question 5.
What is “bilateral agreements”?
Answer:
Whenever a country involves itself in a trade with some other country, there is an agreement between them. This agreement is called bilateral agreement.

Question 6.
Define sustainable economic develop-ment.
Answer:
The development that takes place without damaging the environment and in the present does not compromise on the needs of future-generations, is called sustainable econoriiic development.

Question 7.
What were ‘Corn Laws’?
Answer:
The laws that allowed the British govern-ment to restrict the import of com were known as ‘Com laws’.

Question 8.
What does IBRD stand for?
Answer:
IBRD stands for International Bank for Reconstruction and Development.

Question 9.
State the strategies under new economic policy.
Answer:
The strategies under new economic policy are:

Liberalization
Privatization
Globalization.

Question 10.
What do you mean by Exchange Rates?
Answer:
In finance, an exchange rate is the rate at which one currency will be exchanged for another. It is also regarded as the value ,
of one country’s currency in relation to another currency. They link national currencies for purposes of international trade. There are broadly two kinds of exchange rates fixed exchange rate and floating exchange rate.

Short Answer Type Questions

Question 1.
Write a brief note on the ‘Irish Potato Famine’.
Answer:
Europe’s poor began to eat better and live longer with the introduction of the humble potato. Ireland’s poorest peasants became so dependent on potatoes that when disease destroyed the potato crop in the mid-1840s, hundreds of thousands died of starvation. These starvation deaths were called the ‘Irish Potato Famine’.

Question 2.
Did the silk routes have religious significance?
Answer:
Yes, the silk routes had a great religious significance. For example

Buddhism, that emerged in eastern India, spread in several directions through intersecting points along the silk routes.
Similarly, later on, Christianity and Islam also got promoted and spread as their missionaries travelled along the silk routes.

Question 3.
What do you know about the Shikaripuri shroffs and Nattukottai Chettiars?
Answer:
They were amongst the many groups of – bankers and traders who financed export agriculture in Central and Southeast Asia, using either their own funds or those borrowed from European banks. They had a sophisticated system to transfer money over large distances, and even developed indigenous forms of corporate organisation.

Question 4.
What led to the collapse of the system of fixed exchange rates?
Answer:
The rising costs of its overseas involve¬ments weakened the US’s finance and competitive strength. The US dollar now no longer commanded confidence as the world’s’ principal currency. It eventually led to the collapse of the system of fixed exchange rates and the introduction of a system of floating exchange rates.

Question 5.
Define Great Depression.
Answer:
Great Depression began around 1929 and lasted till the mid-1930s. During this period most parts of the world experienced catastrophic declines in production, employment, incomes and trade. The exact timing and impact of the depression varied across countries. But in general, agricultural regions and communities were the worst affected. This was because the falj agricultural prices was greater and more prolonged than that in the prices of industrial goods.

Question 6.
Describe the changes that have occurred ‘ in India due to the adoption of the policy of liberalization and globalization.
Answer:
(i) Visible changes:

There are better services in communication ’ sector such as telephone, colour television and other electronic goods at low price.
Many food processing companies have taken over the market, such as Coca-Cola, Pepsi and other food products.

(ii) Invisible changes:

The share of India in trade and services in the world has increased.
Foreign direct investment in India has increased.
Foreign exchange reserves have increased.
Price rise in terms of percentage have declined.
Marginal growth in industry and employment opportunities is shown.

Question 7.
Why did household income decline after the First World War? Give two reasons.
Answer:
The household income declined after the First World War because of the following reasons:

During the war much of the attention was on the production of war related goods and people for fighting. Large tracts of lands were left uncultivated which reduced household income.
The war saw large scale killing, most of them were men of working age. The deaths and injuries in the war reduced the able-bodied workforce. Families left behind found it difficult to survive.

Question 8.
Describe the Canal Colonies. Where and why were they introduced?
Answer:
The areas irrigated by new canals built by the British were called the Canal Colonies. These were introduced in the region of west Punjab. Peasants from the other parts of Punjab settled around these canals. The British wanted to transform semi desert wastelands into fertile agricultural lands. Their aim was to grow wheat and cotton for export.

Question 9:
Explain what is referred to as G-77 countries.
Answer:
Most developing countries did not benefit from the fast growth the Western .economies experienced in the 1950’s and 1960’s. Therefore, they organized themselves into a group, i.e. the Group of 77 or G-77 to demand a New International Economic Order (NIEO). NIEO means a system that would give them real control over their natural resources, fair prices for raw materials and better access for their manufactured goods in developed countries’ markets.

Question 10:
Why was the First World War called the World War?
Answer:
The First World War was called the World War because:

The First World War was the first modem industrial war. In this war machine guns, tanks, aircrafts and chemical weapons were used on a large scale.
Millions of soldiers were recruited from around the world and were brought to the front in ships and trains.
About 9 million civilians died and 20 millions were injured.
Most of the killed and injured were men of working age, reducing the able-bodied workforce in Europe.
During the war, industries were reconstructed to produce war related goods.
Britain borrowed large sums of money from the US banks. Thus, the war transformed the US from being an .international debtor to an international creditor.

Long Answer Type Questions

Question 1. How did silk routes link the world? Explain with example.
Answer:
The silk routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world. The name ‘silk routes’ points to the , importance of West-bound Chinese silk cargoes along this route. 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 since before the Christian Era and thrived almost till the fifteenth century.

But Chinese pottery also travelled the same route, as did textiles and spices from India and Southeast Asia. In return, precious metals – gold and silver – flowed from Europe to Asia. Trade and cultural exchange always went hand in hand. Early Christian missionaries almost certainly travelled this route to Asia, as did early Muslim preachers a few centuries later. Much before all this, Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes.

Question 2.
What were the results of ‘Shrinking’ of the world from 16th century onwards? Answer: The ‘Shrinking’ of the world from 16th century onwards, resulted into many developments. These were as under:

Americas (North, South America and Caribbean Islands) were discovered.
Americas were colonized by the European powers.
Sea trade route through Indian Ocean was also discovered by the European sailors.
This led to the expansion and redirection of Asian trade towards Europe.
China isolated and restricted itself from overseas contacts.
Due to this, the centre for trade got shifted from China towards West, i.e., in Europe.
The gold and silver mines of South American countries like Peru, El Dorado and Mexico got exposed to the European powers.
Smallpox, a deadly disease also spread into American continents through European soldiers.

Question 3.
What was the role of technology in shaping the world? Give an example.
Answer:
The railways, steamships, the telegraph, for example, were important inventions without which we cannot imagine the transformed nineteenth-century world. But technological advances were often the result of larger social, political and economic factors. For example, colonisation stimulated new investments and improvements in transport faster railways, lighter wagons and larger ships helped friove food more cheaply and quickly from far away farms to final markets. The trade in meat offers a good example of this connected process.

Till the 1870s, animals were shipped live from America to Europe and then slaughtered when they arrived there. But live animals took up a lot of ship space. Many also died in voyage, fell ill, lost weight, or became unfit to eat. Meat was hence an expensive luxury beyond the reach of the European poor. High prices in turn kept demand and production went down until the development of a new technology, viz., refrigerated ships, which enabled the transport of perishable foods over long distances. Now animals were slaughtered for food at the starting point – in America, Australia or New Zealand and then transported to Europe as frozen meat. This reduced shipping costs and lowered meat prices in Europe.

Question 4.
Describe the period of First World War and its after effects.
Answer:
The’First World War, as you know, was fought between two power blocs. On the one side were the Allies Britain, France and Russia (later joined by the US); and on the opposite side were the Central Powers Germany, Austria-Hungary and Ottoman Turkey. When the war began in August 1914, many governments thought it would be over by Christmas. It lasted more than four years. The First World War was a war like no other before.

The fighting involved the world’s leading industrial nations which now harnessed the vast powers of modem industry to inflict the greatest possible destruction on their enemies. This war was thus the first modem industrial war. It saw the use of machine guns, tanks, aircraft, chemical weapons, etc., on a massive scale. These were all increasingly products of modem large scale industry. To fight the war, millions of soldiers had to be recmited from around the world and moved to the frontlines on large ships and trains.

The scale of death and destruction – 9 million dead and 20 million injured – was unthinkable before the industrial age, without the use of industrial arms. Most of the killed and maimed 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. During the war, industries were restructured to produce war-related goods.

Entire societies were also reorganised for war – as men went to battle, women stepped in to undertake jobs that earlier only men were expected to do. The war led to the snapping of economic links between some of the world’s largest economic powers which were now fighting each other to pay for them. So Britain borrowed large sums of money from the US banks as well as the US public. Thus the war transformed the US from being an international debtor to an international creditor. In other words, at the war’s end, the US and its citizens owned more overseas assets than foreign governments and citizens owned in the US.

Question 5.
Explain the effects of the Great Depression on the world.
Answer:
The Great Depression began around 1929 and lasted till the mid-1950s. During this period most parts of the world experienced catastrophic decline in production, employment, incomes and trade. The exact timing and impact of the depression varied across countries. But in general, agricultural regions and communities were the worst affected. This was because the fall in agricultural prices was greater and more prolonged than that in the prices of industrial goods.

The depression was caused by a combination of several factors. We have already seen how fragile the post-war world economy was. First: agricultural overproduction remained a problem. This was made worse by falling agricultural prices. As prices slumped and agricultural income 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 in the market, pushing down prices even further. Farm produce rotted for the lack of buyers.

Second:
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 the US loans now faced an acute crisis.

The withdrawal of the US loans affected much of the rest of the world, though in different ways. 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 slump in agricultural and raw material prices. The US attempt to protect its economy in the depression by doubling import duties also brought another severe blow to world trade. The US was also an industrial country which was most severely affected by the depression. With the fall in prices and the prospect of a depression, the US banks had also slashed domestic lending and called back loans.

Farms could not sell their harvests, households were ruined, and businesses collapsed. Faced with falling incomes, many households in the US could not repay what they had borrowed, and were forced to give up their homes, cars and other consumer durables. The consumerist prosperity of the 1920s now disappeared in a puff of dust. As unemployment soared, people trudged long distances looking for any work they could find. Ultimately, the US banking system itself collapsed.

Unable to recover investments, collect loans and repay depositors, thousands of banks went bankrupt and were forced to close. The numbers are phenomenal: by 1933 over 4,000 banks were closed and between 1929 and 1932 about 110,000 companies had collapsed. By 1935, a modest economic recovery was underway in most industrial countries. But the Great Depression’s wider effects on society, politics and international relations, and on peoples’ minds, proved more enduring.

Activity Based Questions

Question 1.
On a map of Africa, locate and mark how Africa was colonized by different colonial powers.
Answer:

Question 2.
Look at the following picture and answer the questions that follow:

(a) What do you observe in the given picture?
(b) What do you mean by the Irish Potato Famine?
Answer:
(a) Hungry children digging for potatoes in a field that has already been harvested, hoping to discover some leftovers.

(b) Ireland’s poorest peasants became so dependent on potatoes that when disease destroyed the potato crop in the mid- 1840s. During the Great Irish Potato Famine (1845 to 1849), around 1,000,000 people died of starvation in Ireland, and double the number emigrated in search of work.

JAC Class 10 Social Science Important Questions

JAC Class 10 Social Science Solutions History Chapter 3 The Making of Global World

June 14, 2022June 4, 2022 by Prasanna

JAC Board Class 10th Social Science Solutions History Chapter 3 The Making of Global World

JAC Class 10th History The Making of Global World InText Questions and Answers

Question 1.
Explain what we mean when we say that the world ‘shrank’ in the 1500s.
Answer:
The word ‘Shrank’ stands for increased interaction among the people of various continents of the world. Before the 1500s there was not much interconnectedness, trade and commerce among the residents of various continents. But after the 1500s the commercial cultural exchange of ideas and people increased in the continents of the world that stretched from America to Asia through Europe and Africa.

Page 59

Question 2.
Prepare a flow chart to show how Britain’s decision to import food led to increased migration to America and Australia.

Question 3.
Imagine that you are an agricultural worker who has arrived in America from Ireland. Write a paragraph on why you chose to come and how you are earning your living.
Answer:
The potato crop had failed in Ireland last year and I had no money. There was no food to eat. The cities were very crowded and many diseases were prevalent. Also, we Catholics were prosecuted by the Englishmen, who were mostly Protestants. The English tried to dominate us by imposing English language on us. That is why I decided to leave Ireland and immigrate to America, where I was sure that I would have a better future. Here, I am earning my living as an agricultural labourer on a very big wheat farm. I get a regular salary and am very happy that I have left Ireland.

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Question 4.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
A person is identified by his language and traditional practices because the language that he speaks belongs to a nation, his motherland. It is the nation which is important than an individual. Also the language and traditional practices of a land or territory develop in a long time, thus get firmly established. People are bom and die but language and traditions stay. They are always alive. They give an identity to an individual, wherever he goes. Therefore, the language and popular traditions are important in creating national identity of an individual.

Page 73

Question 5.
Who profits from jute cultivation according to the jute growers’ lament? Explain.
Answer:
The jute growers’ lament was that only the traders and moneylenders profited from jute cultivation, not the growers. Peasants of Bengal cultivated raw jute which was processed in factories for export in the form of gunny bags. They grew raw jute I hoping that a better time would come and there would be increase in exports.But this did not happen as gunny exports collapsed due to the depression. Due to glut in the local market, the price of raw jute crashed by more than 60% and so they fell into heavy debt. Thus, only the traders and moneylenders profited from jute cultivation, not the farmers.

Page 75

Question 6.
Briefly summarise the two lessons learnt by economists and politicians from the inter-war economic experience.
Answer:
The inter-war economic experience was very bad. Most of the countries were devastated and cities were destroyed.The economists and politicians learned that they had to ensure economic stability of the industrial countries. Also they understood the interdependence of national economies all over the world.Hence, they drew up an internationally accepted framework to recover and consolidate the world economy.

JAC Class 10th History The Making of Global World Textbook Questions and Answers

Write in brief:

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:
(i) Exchange of food: Food offers many examples of long distance cultural exchange. It is believed that ‘noodles’ travelled west from China to become ‘spaghetti’.

(ii) Exchange of germs:
The Portuguese andSpanish conquests and colonisation of America were decisively underway by the mid-sixteenth century. The European conquest was not just a result of superior firepower. In fact, the most powerful I weapon of the Spanish conquerors wasnot a conventional military weapon at all. It was the germs such as those of smallpox I that they carried on their person.

Because of their long isolation, America’s original inhabitants had no immunity against these diseases that came from Europe. Smallpox in particular proved a deadly killer. Once introduced, it spread deep into the continent, ahead even of any European ireaching there. It killed and decimated whole communities, paving the way for conquest.

Question 2.
Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas,
Answer:
The global transfer of disease in the pre modem world helped in the colonisation I of the Americas because the Native l American Indians were not immune to the diseases that the settlers and colonisers brought with them. The Europeans were more or less immune to small pox, but the native Americans, having been cut : off from the rest of the world for millions of years, had no defence against it.These germs killed and wiped out whole’communities, paving the way for foreign domination. Weapons and soldiers could be destroyed or captured, but diseases could not be fought against.

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 . Eqrope 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) Population growth from the late eighteenth century had increased the demand for foodgrains in Britain. As urban centres expanded and industry grew, the demand for agricultural products went up, pushing up foodgrain prices. Under pressure from landed groups, the government also restricted the import of com.

The laws allowing the government to do this were commonly known as the ‘Com Laws’. Unhappy with high food prices, industrialists and urban dwellers forced the abolition of the com laws. After the com laws were scrapped, food could be imported into Britain more cheaply than it could be produced within the country. British agriculture was unable to compete with imports. Vast areas of land were now left uncultivated, and thousands of men and women were thrown out of work.

(b) In Africa, in the 1890s, a fast-spreading disease of cattle plague or rinderpest had a terrifying impact on people’s livelihoods and the local economy. This is a good example of the widespread European imperial impact on colonised societies. It shows how in this era of conquest even a disease affecting cattle reshaped the lives and fortunes of thousands of people and their relations with the rest of the world.

The loss of cattle destroyed African livelihoods. Planters, mine owners and colonial governments now successfully monopolised what scarce cattle resources remained, to strengthen their power and to force Africans into the labour market. Control over the scarce resource of cattle enabled the European colonisers to conquer and subdue Africa.

(c) Most of the victims of the first world war belonged to young generations of working men. As a result, it reduced the workforce in Europe, thereby reducing household income. The role of women increased and led to demand for more equality of status. It made the feminist movement stronger. Women started working alongside men in every field. Women and youngsters became more independent and free with long-term effects.

(d) The impact of the Great Depression in India was felt especially in the agricultural sector. It was evident that Indian economy was closely becoming integrated to global economy. India was a British colony. It exported agricultural goods and imported manufactured goods.

The fall in agricultural price led to reduction of farmers’ income and agricultural export. The government did not decrease their tax and so, many farmers and landlords became more indebted to moneylenders and corrupt officials. It led to a great rural unrest in India.

(e) The industrial world was also hit by unemployment that began rising from the mid-1970s and remained high until the early 1990s. From the late 1970s, the MNCs also began to shift production operations to low-wage Asian countries. The relocation of industry to low-wage countries stimulated world trade and capital flows. In the last two decades the world’s economic geography has been transformed as countries such as India, China and Brazil have undergone rapid economic transformation.

Question 4.
Give tjyo examples from history to show the impact of technology on food availability.
Answer:
(i) Availability of cheap food in different markets:
Improvements in transport, faster railways, lighter wagons and larger ships helped move food more cheaply and quickly from the far away farms to the final markets.

(ii) Impact on meat:
Till the 1870s, meat from America was shipped to Europe in the form of live animals which were then slaughtered in Europe. But live animals took up a lot of ship space. But the invention of refrigerated ships made it possible to transport meat from one region to another. Now animals were slaughtered in America, Australia or New Zealand, and then transported to Europe as frozen meat.

The invention of refrigerated ship had the following advantages This reduced shipping costs and lowered meat prices in Europe.The poor in Europe could now consume a more varied diet. To the earlier monotony of bread and potatoes many, not all, could add meat, butter and eggs.Better living conditions promoted Social peace within the country, and support for imperialism abroad.

Question 5.
What is meant by the Bretton Woods Agreement?
The Bretton Woods system inaugurated an era of unprecedented growth of trade and incomes for the Western industrial nations and Japan. World trade grew annually at over 8 per cent between 1950 and 1970 and incomes at nearly 5 per cent. The growth was also mostly stable, without large fluctuations. For much of this period the unemployment rate, for example, averaged less than 5 per cent in most industrial countries.

NCERT ‘Discuss’ Questions

Question 1.
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:
Shri Swaminathan,
B-30 Anna Nagar,
Madras (Chennai) Date 12/04/1911

Dear Papa,
Hope, all is well at your end. I am trying to get settled in this Caribbean country. Presently, I am working in Trinidad . (Caribbean) as an indentured labourer. Through this letter, I would like to draw a picture to you about my hardship and simultaneous the misbehaviour of the contractor towards me. The contractor at the time of hiring me did not provide the correct information regarding the place of work, mode of travel and living and working conditions.

Very few legal rights are provided to us. The contractor uses harsh and abusive language at the worksite. He treats us like coolies and we are an uneasy minority in the cocoa plantations in Trinidad. Whenever I do not attend my work, I am prosecuted and sent to jail. There is a lot of work at the plantations with heavy workload and sometimes I have to finish all of it one day. In case of unsatisfactory work (in the contractor’s thinking), my wages are cut. I am living a life of a slave and in great trouble.

Yours
Satyamurthy

Question 2.
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 thAe types of movements or flows in international economic exchange are:
(i) Flow of Trade:
This refers to trade in tangible goods like wheat, cotton, etc. Historically fine cotton cloth was produced in India by the weavers and exported to European countries, but when the industrial revolution started in Europe and,the European countries imposed tariff barriers, this export of textiles dropped
drastically. In fact, India started exporting raw cotton and importing mill made cloth from England.

(ii) Flow of Labour:
This refers to migration of people in search of employment: During the nineteenth century, a large number of Indian labourers migrated to Africa, the West Indies and the other countries to work on plantations and in mines as well as in railway and road construction projects set up by the Europeans. These Indians settled in the countries where they had gone after their contracts ended and now their descendants are found in these countries.

(iii) Flow of Capital:
This refers to movement of capital over long distances for short¬term and long-term investments. Groups of Indian financiers and traders like the Sheriffs. Chatters, etc., financed agriculture plantations in various Asian and African countries using their own funds or those borrowed from the European banks.

Question 3.
Explain the causes of the Great Depression.
Answer:
The causes of the Great Depression were:
(i) Conditions Created by War: There was an immense industrial expansion in view of the increased demand of goods supplied to the army during the period of the First World War. After the war, the demand for these goods suddenly dropped and so there was no demand in many industries. There was also a large fall in the agricultural prices due to reduced demand.

(ii) Overproduction in Agriculture:
Agricultural overproduction was another major factor responsible for the depression. This was made worse by falling agricultural prices. As prices slumped and agricultural incomes declined, the farmers tried to increase the production and bring a larger volume of produce to the market to maintain their overall income. This worsened the situation by pushing down the prices of farm produce further. Various goods rotted in the markets because of lack of buyers.

(iii) Shortage of Loans: In the mid-1920’s many countries financed their investments through loans from the USA. While it was often very easy to raise loans in the USA during the boom period, the USA overseas lenders panicked at the first sign of trouble.

(iv) Multiple Effects: With the fall in prices and the prospect of a depression, the USA banks slashed domestic lending and stopped bank loans. Thousands of banks went bankrupt and were forced to close down. Factories were closed, leading to unemployment of hundreds of people who were rendered jobless, which further aggravated the crisis.

Question 4.
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 developing countries did not benefit from the economic growth of the developed countries like the USA, European countries and Japan. To remove this disparity, these 77 countries organized themselves into a group called the G-77 countries. Later on, more developing countries joined the group and now it consists of about 130 countries. They have demanded a New International Economic Order, in which they have a real coptrol over their natural resources; they get more development assistance and fairer prices for raw materials exported by them.

They want better access to the markets in developed countries for their, manufactured goods. The Bretton Woods twins, IMF and World Bank, were mainly set up to favour the developed nations. They did not help the developing nations significantly as both of these institutions controlled their investments in the developing countries. So, the developing countries decided to set up their own group, the G-77, so that they could bargain better with these institutions and the developed countries for economic development and resultant benefits.

NCERT ‘Project’ Work

Question 1.
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:
(i) During the 19th century in South Africa, gold was discovered in Johannesburg and diamond in Kimberly. Soon European migrants began mining of gold and diamond in South Africa, when from 1886 onwards, mining business became highly profitable. This can be attested by the data that South Africa was producing world’s 27% gold from 1886 to 1914 (the year of First World War).

(ii) Cecil Rhodes was the first European to create a gold and diamond mining monopoly buying up land and forming De Beers. Today it is world’s largest diamond producing company.

(iii) Mining companies were controlled by the Europeans and Americans , as many of white settlers migrated to South Africa; with desire of making huge profits in the mining industry. They also introduced technological advances and deep mining techniques so that profits could be increased.

(iv) The workers on the mining fields were African natives, and most of them migrated to South Africa, from other parts and colonial states of African continents.
The mining workers lived a miserable life.

For example:

They were paid ten times lower wages than the white workmen.
Apartheid (Racism): The discovery of gold and diamond in Southern Africa led to apartheid (racism) from as early as 1889.
In 1889 chamber of mines was formed by the European industrial nations mainly to reduce African wages. This was to increase the profitability of mines. This increased racial attacks on African blacks, as they were dissatisfied a lot and lived miserable lives.

JAC Class 10 Social Science Solutions

JAC Class 10 Social Science Important Questions History Chapter 2 Nationalism in India

November 9, 2022June 4, 2022 by Prasanna

JAC Board Class 10th Social Science Important Questions History Chapter 2 Nationalism in India

Multiple Choice Questions

Question 1.
In which year did Mahatma Gandhi decide to launch a nationwide satyagraha against the proposed Rowlatt Act (1919)?
(a) 1919
(b) 1920
(c) 1921
(d) 1930
Answer:
(a) 1919

Question 2.
Where was the Khilafat Committee formed in March 1919?
(a) Aligarh
(b) Poona
(c) Bombay
(d) Nagpur
Answer:
(c) Bombay

Question 3.
When did the Jallianwala Bagh incident take place?
(a) 13 April 1919
(b) 13 April 1920
(c) 26 January 1930
(d) 11 March 1931
Answer:
(a) 13 April 1919

Question 4.
Who was the spiritual head of the Islamic world?
(a) Abdul Ghaffar Khan
(b) The Khalifa
(c) ShaukatAli
(d) Muhammad Ali Jinnah
Answer:
(b) The Khalifa

Question 5.
Where was the demand for ‘Purna Swaraj’ formalised?
(a) Congress Session, Calcutta (September 1920)
(b) Congress Session, Nagpur (December 1920)
(c) Congress Session, Madras (1927)
(d) Congress Session, Lahore (1929)
Answer:
(d) Congress Session, Lahore (1929)

Question 6.
How was the Simon Commission greeted in India?
(a) Question: uit India Movement
(b) ‘Go back Simon’
(c) Dandi March
(d) Gandhi-Irwin Pact
Answer:
(b) ‘Go back Simon’

Question 7.
Who announced a vague offer of ‘dominion status’ for India?
(a) Lord Irwin
(b) General Dyer
(c) Sir John Simon
(d) Henry Mayhew
Answer:
(a) Lord Irwin

Question 8.
Who is one of the industrialists who supported the Civil Disobedience Movement?
(a) Kumar Mangalam Birla
(b) Ananya Birla
(c) GautamAdani
(d) G.D. Birla
Answer:
(d) G.D. Birla

Question 9.
What did Gandhiji call the untouchables?
(a) Sanatanis
(b) Scheduled Castes
(c) Harijan
(d) Depressed Class
Answer:
(d) Depressed Class

Question 10.
Who was the first to create an image of Bharat Mata? ‘
(a) Jawaharlal Nehru
(b) Bankim Chandra Chattopadhyay
(c) Rabindranath Tagore
(d) Abanindranath Tagore
Answer:
(b) Bankim Chandra Chattopadhyay

Question 11.
Who wrote ‘Vande Mataram’?
(a) Bankim Chandra Chattopadhyay
(b) Rabindranath Tagore
(c) Abanindranath Tagore
(d) Natesa Sastri
Answer:
(a) Bankim Chandra Chattopadhyay

Question 12.
In whieh novel was ‘Vande Mataram’ included?
(a) Rangbhoomi
(b) Durgeshnandini
(c) Godan
(d) Anandamath
Answer:
(d) Anandamath

Question 13.
Who painted Bankim Chandra Chattopadhyay’s famous image of Bharat Mata?
(a) Rabindranath Tagore
(b) Mahatma Gandhi
(c) Abanindranath Tagore
(d) Natesa Sastri
Answer:
(c) Abanindranath Tagore

Question 14.
Who designed the Swaraj Flag which was a tricolour and had a spinning wheel in the centre?
(a) Abanindranath Tagore
(b) G.D. Birla
(c) Purshottamdas Thakurdas
(d) Mahatma Gandhi
Answer:
(d) Mahatma Gandhi

Question 15.
Who believed that folklore was national literature?
(a) Natesa Sastri
(b) G.D. Birla
(c) Bal Gangadhar Tilak
(d) Abdul Ghaffar Khan
Answer:
(a) Natesa Sastri

Very Short Answer Type Questions

Question 1.
Explain Bardoli Satyagarha?
Answer:

In 1928, Vallabhbhai Patel led the peasant movement in Bardoli, a taluka in Gujarat, against enhancement of land revenue.
Bardoli Satyagraha movement was a success under the leadership of Vallabhbhai Patel.
The struggle was widely publicised and generated immense sympathy in many parts of India.

Question 2.
What was the idea of satyagraha?
Answer:
The idea of satyagraha emphasised the power of truth and the need to search for truth.

Question 3.
What was the forced recruitment?
Answer:
It was a process through which the colonial state forced the people, especially people from the rural areas, to join the army.

Question 4.
Where did Mahatma Gandhi organise successful satyagraha movements in 1916 and 1917?
Answer:
(i) In 1916, Mahatma Gandhi inspired the peasants of Champaran, Bihar to struggle against the oppressive plantation system.

(ii) In 1917, he organised a satyagraha to support the peasants of the Kheda district of Gujarat, who were affected by crop failure and plague epidemic, and could not pay the revenue and demanded relaxation of revenue collection.

(iii) In 1918 Mahatma Gandhi went to Ahemdabad to organise a satyagraha movement amongst cotton mill workers.

Question 4.
What is the Rowlatt Act, 1919?
Answer:
The Rowlatt Act, 1919 was hurriedly passed through the Imperial Legislative Council despite the united opposition of the Indian members. It gave the government enormous powers to repress political activities and allowed detention of political prisoners without trial for two years.

Question 5.
What did Gandhiji declare ajbout the British rule in India in his book Hind Swaraj (1909)?
Answer:
Mahatma Gandhi in his famous book Hind Swaraj declared that the British rule was established in India with the cooperation of Indians, and had survived only because of this ‘cooperation. If Indians refused to cooperate, British rule in India would collapse within a year, and swaraj would come.

Question 6.
What was the first step that Gandhiji proposed so that non-cooperation could become a movement?
Answer:
Gandhiji proposed that the non¬cooperation movement should begin with the surrender of titles that the government awarded, and a boycott of civil services, army, police, courts and legislative councils, schools and foreign goods.

Question 7.
What was the demand of the peasant movement?
Answer:
The peasant movement demanded reduction of revenue, abolition of begar and social boycott of oppressive landlords. In many places nai-dhobi bandhs were organised by panchayats to deprive landlords of the services of even barbers and washermen.

Question 8.
Who set up the Oudh Kisan Sabha?
Answer:
In June 1920, Jawaharlal Nehru began going around the villages in Awadh to talk with them and understand their problems. By October, the Oudh Kisan Sabha was set up by Jawaharlal Nehru, Baba Ramchandra and a few others.

Question 9.
When was the demand for ‘Purna Swaraj’ made?
Answer:
In December 1929, under the presidency of Jawaharlal Nehru, the Lahore Congress formalised the demand for ‘Puma Swaraj’ or full independence for India.

Question 10.
What, according to Mahatma Gandhi was the most oppressive face of British rule?
Answer:
The tax on salt law and the government monopoly over its production, Mahatma Gandhi declared, revealed the most oppressive face of British rule.

Short Answer Type Questions

Question 1.
Mention three main proposals with reference to Non-Cooperation Movement, as suggested by Mahatma Gandhi.
Answer:
Gandhiji suggested that the Non Cooperation Movement should be carried out in stages:

It should begin with the surrender of titles that the government awarded.
The civil services, army, police, courts, legislative councils, schools and foreign goods should be boycotted.
In case the government used repression, a full civil disobedience campaign would be launched.
Through the summer of 1920, Mahatma Gandhi and Shaukat Ali toured extensively, mobilising popular support for the movement.

Question 2.
How did people react to the Jallianwala Bagh incident?
Answer:
Hundreds of people were killed in the Jallianwala Bagh incident. In many north Indian towns, people gathered on the streets. There were strikes, clashes with the police and attacks on government buildings. The government responded with brutal repression, seeking to humiliate and terrorise people. Satyagrahis were forced to rub their noses on the ground, crawl on the streets and salute to all sahibs. People were flogged, and villages around Gujranwala in Punjab and now Pakistan were bombed.

Question 3.
What were the effects of Non-Cooperation Movement on the economic front?
Answer:
Foreign goods were boycotted; liquor shops picketed and foreign clothes were burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from ? 102 crore to ? 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing-only Indian ones, production of Indian textile mills and handlooms went up.

Question 4.
Give reasons for the slow down of Non-Cooperation Movement in the cities.
Answer:
The Nob Cooperation Movement slowed down in the cities for a variety of reasons. Khadi cloth was often more expensive than mass-produced mill cloth and poor people could not afford to buy it. Similarly, the boycott of British institutions posed a problem. For the movement to be successful, alternative Indian institutions had to be set up so that they could be used in place of British ones. These were slow to come up. Therefore, students and teachers began returning to government schools and lawyers joined back work in government courts.

Question 5.
Who spearheaded the movement of tribal peasants? How was the move¬ment carried out?
Answer:
Alluri Sitaram Raju led the tribal peasants in the Gudem Hills of Andhra Pradesh in the movement. He talked of the greatness of Mahatma Gandhi and was inspired by the Non-Cooperation Movement. He persuaded people to wear khadi and give up drinking. However, he also asserted that India could be liberated only by the use of force, not non-violence. The Gudem rebels attacked police stations, attempted to kill British officials and carried on guerrilla warfare for achieving swaraj.

Question 6.
Why did Gandhiji decide to withdraw the Non-Cooperation Movement in February 1922?
Answer:
At Chauri Chaura in Gorakhpur, a peaceful demonstration in a bazaar turned into a violent clash with the police. Hearing this, Gandhiji decided to call off the Non-Cooperation Movement. He felt that the movement was turning violent in many places and satyagrahis needed to be properly trained before they would be ready for mass struggles. Also within the Congress, some leaders were tired of mass struggles and wanted to participate in elections to the provincial councils that had been set up by the Government of India Act of 1919.

Question 7.
Give the significance of Lahore Congress of December 1929.
Answer:
In December 1929, under the presidency of Jawaharlal Nehru, the Lahore Congress formalised the demand of ‘Puma Swaraj’ or full independence for India. It was declared that 26 January 1930 would be celebrated as the Independence Day when ’ people were to take a pledge to struggle for complete independence. Therefore, Mahatma Gandhi had to device ways to relate this abstract idea of freedom to concrete issues of every day life to strengthen the struggle for freedom.

Question 8.
Why did Gandhiji decide to re-launch the Civil Disobedience Movement?
Answer:
After the Gandhi-Irwin Pact, Gandhiji consented to participate in the Round Table Conference in London and the government agreed to release the political prisoners. However, when Gandhiji went to London for the conference in December 1931, the negotiations broke down and he returned disappointed. The government had begun a new cycle of repression. Ghaffar Khan and Jawaharlal Nehru were in jail, and Congress had been declared illegal. Series of measures were taken to prevent meetings, demonstrations and boycotts. With great apprehension, Gandhiji relaunched the Civil Disobedience Movement.*

Question 10.
Why was the Congress reluctant to include workers’ demands as part of its programme of struggle?
Answer:
The Congress was reluctant to include workers’ demands as part of its programme -of struggle because:

The industrial working classes did not participate in the Civil Disobedience Movement in large numbers, except in the Nagpur region.
As the industrialists came closer to the Congress, the workers stayed aloof.
The Congress felt that including the workers’ demands as part of its programme of struggle would alienate industrialists and divide the anti-imperial forces.

Long Answer Type Questions

Question 1.
What was one of the ways Gandhiji thought could bring the Hindus and Muslims closer together for a broad based movement in India?
Answer:

The First World War ended with the defeat of Ottoman Turkey and rumours that a harsh peace treaty was going to be imposed on the Ottoman emperor.
To defend the Khalifa’s temporal powers, a Khilafat Committee was formed in Bombay in March 1919. Young Muslim leaders, brothers Muhammad Ali and Shaukat Ali discussed a possibility of mass action on the issue.
Gandhiji took this as an opportunity to bring the Muslims under the umbrella of a unified national movement.
At the Congress Session in Calcutta, 1920, Gandhiji convinced other leaders to start a non-cooperation movement in support of Khilafat as well as for swaraj.

Question. 2.
How did the peasants of Awadh participate in the Non-Cooperation Movement?
Answer:

(i) In Awadh, Baba Ramchandra led the peasants against talukdars and landlords who demanded from peasants exorbitantly high rents and a variety of other cesses, and forced them to do begar.

(ii) The peasants demanded reduction of revenue, abolition of begar and social boycott of oppressive landlords.

(iii) Oudh Kisan Sabha, headed by Jawaharlal Nehru, Baba Ramchandra and a few others was set up by October 1920 and within a month 300 branches opened around the region.

(iv) When the Non-Cooperation Movement began the next year, the Congress made efforts to integrate Awadh peasant struggle into the wider struggle.

(iv) The houses of talukdars and merchants were attacked, bazaars were looted, and
grain hoards were taken over. In many places, local leaders told peasants that Gandhiji had declared that no taxes were to be paid and land was to be redistributed among the poor.

(v) The name of the Mahatma was being invoked to sanction all action and aspirations.

Question. 3.
What was the understanding of Mahatma Gandhi and notion of swaraj for the plantation workers?
Answer:

(i) For the plantation workers in Assam, freedom meant the right to move freely in and out of confined space in which they were enclosed, and it meant retaining a link with the village from which they had come.

(ii) The Inland Emigration Act of 1859 did not permit the plantation workers to leave the tea gardens without permission.

(iii) When they heard about the Non Cooperation Movement, they defied the authorities, left the plantations and headed home.

(iv) They believed Gandhi Raj was coming and everyone would be given land in their own villages. They never reached their destination.

(v) Stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up.

Question. 4.
Why was Simon Commission greeted with resistance?
Answer:
The new Tory government in Britain constituted a Statutory Commission under Sif John Simon. It was set up in response to the nationalist movement. The commission was to look into the functioning of the constitutional system in India.aild suggest changes. The concern was that the commission did not have a single Indian member. They were all British. Therefore, when the Simon Commission came to India, they were greeted with the slogan ‘Go back Simon’. All parties, including the Congress and the Muslim League, participated in the
demonstrations.

Question 5.
Discuss how ‘Salt March’ became an effective tool of resistance against colonialism?
Answer:
(i) Gandhiji revealed that the tax on salt and the government monopoly over its production was the most oppressive face of British rule. On 31 January, 1930

(ii) Gandhiji sent a letter to Viceroy Irwin with eleven demands and stating that a Civil Disobedience Movement would be launched if the demands were not met.

(iii) These demands were wide-ranging so that all classes of the Indian society could identify with them and come together for a united campaign.

(iv) When Irwin refused to negotiate, Gandhiji started the Salt March with 78 volunteers. After marching for 240 miles from Sabarmati Ashram, they reached Dandi on 6 April and violated the salt law, manufacturing salt by boiling sea water.

(v) People were asked to refuse cooperation with the British and also break colonial laws.

(vi) Demonstrations were held in front of government salt factories, foreign cloth was boycotted, and liquor shops picketed, i
peasants refused to pay revenue and chaukidari taxes, village officials resigned and forest laws were violated.

Question 6.
Describe the difference in approach of Mahatma Gandhi and Dalit leaders regarding the ‘untouchables’.
Answer:
(i) Gandhiji believed that swaraj would not come if untouchability was not eliminated. He called the ‘untouchables’ harijan, organised satyagraha to secure their entry into temples and access to public wells, tanks, roads and schools.

(ii) He himself cleaned toilets to dignify the

(iii) But the dalit leaders were keen on a different political solution to the problems of the community. They began organising and demanded reserved seats in educational institutions, and a separate electorate that would choose the dalit members for legislative councils.

(iv) They considered political empowerment as a solution to their social disabilities.

(v) Dalit participation in Civil Disobedience Movement was very limited, especially in Maharashtra and Nagpur region where their organisation was very strong.

Question. 7.
Discuss the Poona Pact of 1932.
Answer:
(i) Dr. B.R. Ambedkar, organised the dalits into the Depressed Classes Association in 1930, differed with Mahatma Gandhi at the second Round Table Conference by demanding separate electorates for dalits.

(ii) When the British government agreed to Ambedkar’s demand, Gandhiji began a fast unto death.

(iii) He believed that separate electorates for dalits would slow down the process of their integration into society.

(iv) Ambedkar finally accepted Gandhiji’s position and the result was the Poona Pact of September 1932.

(v) The Depressed Classes, later known as Scheduled Castes, were provided reserved seats in provincial and central legislative councils, but they were to be voted in by the general electorate.

Question 8.
The identity of the nation is most often symbolised in a figure or image. Justify.
Answer:

It was in the twentieth century, with the growth of nationalism, that the identity ‘ of India came to be visually associated with the image of Bharat Mata.
The image was first created by Bankim Chandra Chattopadhyay. In the 1870s, he wrote ‘Vande Mataram’ as a hymn to the motherland.
Later it was included in his novel Anandamath and widely sung during the Swadeshi movement in Bengal. Moved by the Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata.
In his painting, Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual.
In the subsequent years, the image of Bharat Mata acquired many different forms, as it circulated in popular prints and were painted by different artists.
Devotion to this mother figure came to be seen as evidence of one’s nationalism.

Question 9.
Write a short note on Quit India Movement?
OR
‘The failure of the Cripps Mission and the effects of World War II created widespread discontentment in India.’ Justify the statement
Answer:
Gandhiji launched a movement calling for complete withdrawal of the British from India:
(i) The Congress Working committee, at Wardha on 14 July 1942, passed the ‘Question: uit India’ resolution demanding the immediate transfer of power to Indians and quit India.

(ii) On 8 August 1942 in Bombay, the all India Congress Committee passed the resolution launching non-violent mass struggle on the widest possible scale throughout the country.

(iii) Gandhiji delivered the famous ‘Do or Die’ speech. The call for ‘Question: uit India’ almost brought the state machinery to a standstill in large parts of the country.

(iv) People observed hartals, demonstrations and processions singing national songs and slogans.

(v) The movement was truly a mass movement in which thousands of students, workers and peasants, leaders like Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women like Matangini Hazra in Bangal; Kanaklata Barua in Assam and Rama Devi in Odisha actively participated.

(vi) The British responded with much force, yet it took more than a year to suppress the movement.

Activity Based Questions

Question 1.
Four places a, b, c, and d are marked on the outline political map of India. Identify these places with the help of the following information and write their correct names on the lines marked near them:
(a) Locate and name the place where Indian National Congress Session was held in September 1920.
(b) Locate and name the place where Indian National Congress Session was held in December 1920.
(c) Locate and name the place where Indian National Congress Session was held in 1927.
Answer:
(a) Calcutta, September 1920
(b) Nagpur, December 1920
(c) Madras, 1920

Question 2.
Important centres of Indian National Movement are marked on the outline political map of India. Identify these places with the help of following information and write their correct names on the lines marked near them:
(a) The place where there was a movement by Indigo planters.
(b) The place where Peasant Satyagraha was held.
(c) The place where cotton mill workers organised Satyagraha.
(d) The place where Jallianwala Bagh incident took place.
(e) The incident in Uttar Pradesh that led to calling off the Non-Cooperation Movement.
(f) Civil Disobedience Movement began here.
Answer:

(a) Champaran (Bihar) – Movement of Indigo planters
(b) Kheda (Gujarat) – Peasant Satyagraha
(c) Ahmedabad (Gujarat) – Cotton Mill Workers Satyagraha
(d) Amritsar (Punjab) – Jallianwala Bagh incident
(e) Chauri Chaura (Uttar Pradesh) – Calling off Non-Cooperation Movement
(f) Dandi (Gujarat) – Civil Disobedience Movement

JAC Class 10 Social Science Important Questions

JAC Class 10 Social Science Solutions History Chapter 2 Nationalism in India

June 14, 2022June 4, 2022 by Prasanna

JAC Board Class 10th Social Science Solutions History Chapter 2 Nationalism in India

JAC Class 10th History Nationalism in India InText Questions and Answers

Quesrtion 1.
Read the text carefully. What did Mahatma Gandhi mean when he said satyagraha is active resistance?
Mahatma Gandhi on Satyagraha ‘It is said of “passive resistance ” that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed it calls for intense activity. The movement in South Africa was not passive but active … ‘Satyagraha is not physical force. A satyagrahi does not inflict pain on the adversary; he does not seek his destruction …In the use of satyagraha, there is no ill-will whatever. ‘ Satyagraha is pure soul-force.

Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love. … Nonviolence is the supreme dharma … ‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own… ’
Answer:
Gandhiji strongly defended that satyagraha requires an active resistance. It emphasised the power of truth and the need to search for the truth. It suggested that if the cause was true, if the struggle was against injustice, and then would be no need for physical force. People should be persuaded to see the truth and not be forced. This method would appeal to the people and ultimately truth would be the winner. This could unite all Indians.

Page 34

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:
Self-help Hints:

Research on the activities and happenings of that p*eriod.
What did satyagrahis encourage the school students to follow?
How did the school students and teachers react to the Non-Cooperation Movement?
What were the positive and negative outcomes of it on the school students?
Also, share how you would have reacted to the situation or what suggestions would you give as school student during that period.

Page 35

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:
If I were a peasant in Uttar Pradesh in 1920,1 would have responded actively to Gandhiji’s call for swaraj and followed his teachings and methods. I would have peacefully tried to negotiate with the landlords or talukdars to reduce the exorbitant rents and other cesses. I would have requested for a secured tenure and refused to do begar. Swaraj to me would mean to break myself free from the reigns of the landlords.

Page 36

Question 4.
Find out about other participants in the National Movement who were captured and put to death by the British. Can you think of a similar example from the national movement in Indo-China?
Answer:
Self-help Hints:

Find out about the extremists Lai, Bal, Pal; Aurobindo Ghosh.
Who were the moderates? Study about Badruddin Tyabji, S.N. Banerjee, Dadabhai Naoroji, etc.
How were the moderates and extremists different from each other in their ideals and methods of dealing with the British?
Discuss about revolutionaries like Bhagat Singh, Chandrashekhar Azad, Sukhdev, Khudiram Bose, Batukeshwar Dutt, etc.
Find out how the lives of some of these personalities ended. How were they tortured by the British?
Who was Huynh Phu So? Who was Ho Chi Minh? Can they be compared to the revolutionaries and extremsists of India?

Page 43

Question 5.
Why did various classes and groups of Indians participate in the Civil Disobedience Movement?
Answer:
Different social groups participated in the Civil Disobedience Movement, each with purposes of their own.

In the countryside, the rich peasants, like the Patidars of Gujarat and Jats of Uttar Pradesh participated as they were hit hard by trade depression and falling prices.
Poor peasants participated because they wanted the unpaid rent to the landlord to be remitted.
Business classes were involved in Civil Disobedience Movement to gain protection against imports of foreign goods, and oppose foreign policies that restricted business activities.
Women participated in the movement in large scale as they thought it was their sacred duty towards the nation.

Question 6.
Read the Source D carefully. Do you agree with Iqbal’s idea of communalism? Can you define communalism in a different way?
Source D In 1930, Sir Muhammad Iqbal, as president of the Muslim League, reiterated the importance of separate electorates for the Muslims as an important safeguard for their minority political interests. His statement is supposed to have provided the intellectual justification for the Pakistan demand that came up in subsequent years.

This isfvhat he said:
7 have no hesitation in declaring that if the principle that the Indian Muslim is entitled to full andfree development on the lines of his own culture and tradition in his own Indian home-lands is recognised as the basis of a permanent communal settlement, he will be ready to stake his all for thefreedom of India. The principle that each group is entitled to free development on its own lines is not inspired by any feeling of narrow communalism … A community which is inspired by feelings of ill-will towards other communities is low and ignoble.

I entertain the highest respect for the customs, laws, religions and social institutions of other communities. Nay, it is my duty according to the teachings of the Question: uran, even to defend their places of worship, if need be. Yet I love the communal group which is the source of life and behaviour and which has formed me what I am by giving me its religion, its literature, its thought, its culture and thereby its whole past as a living operative factor in my present consciousness …‘Communalism in its higher aspect, then, is indispensable to the formation of a harmonious whole in a country like India.

The units of Indian society are not territorial as in European countries … The principle of European democracy cannot be applied to India without recognising the fact of communal groups. The Muslim demand for the creation of a Muslim India within India is, therefore, perfectly justified…‘The Hindu thinks that separate electorates are contrary to the spirit of true nationalism, because he understands the word “nation ” to mean a kind of universal amalgamation in which no communal entity ought to retain its private individuality.

Such a state of things, however, does not exist. India is a land of racial and religious variety. Add to this the general economic inferiority of the Muslims, their enormous debt, especially in the Punjab, and their insufficient majorities in some of the provinces, as at present constituted and you will begin to see clearly the meaning of our anxiety to retain separate electorates. ’
Answer:
No, I cannot completely agree with Iqbal’s idea of communalism. He believed that communal group is the source of life and behaviour of people. This helps in developing religion, literature, the thoughts and culture. And therefore, there should be Muslim India within India.
Our country is an amalgamation of various religions, culture, tradition, language, customs, etc. India has always welcomed people from different backgrounds.

Having a complete different entity according to religion would break the spirit of nationalism and unity. A nation can flourish if there is unity in diversity. It enriches our culture, tradition, history, art, etc. It teaches us tolerance and widens our views. Spread of communalism is not a very positive approach to growth of society as it leads to hatred, discrimination and ultimately

Page 48

Question 7.
Look at Figs. 12 and 14. Do you think these images will appeal to all castes and communities? Explain your views briefly.

Answer:
The images in question may not appeal to all castes and communities. These images represent Hindu goddesses. However, India is a multi-cultural and multi-religious country, so it will appeal to majority of the population. These images are symbols of strength and power, so people from other religion may also gain strength and will power from these images.

JAC Class 10th History Nationalism in India 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?
(a) The growth of modem nationalism is intimately connected to the anti-colonial movement because of:

People, began discovering their unity in the process of their struggle with colonialism.
The sense of being oppressed under colonialism provided a shared bond that tied many different groups together.
Each class and group felt the effects of colonialism differently, their experiences were varied, and their notions of freedom were not always the same. The Congress under Mahatma Gandhi tried to forge these groups together within one movement.

(b) The 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. Custom duties were raised and income tax introduced. Through the war years prices increased, doubling between 1913 and 1918, leading to extreme hardship for the common people.

Villagers were called upon to supply soldiers and the forced recruitment in rural areas caused widespread anger. Then in 1918-19 and 1920-21, crops failed in many parts of India, resulting in acute food shortage, accompanied by epidemic. According to the census of 1921, 12 to 13 million people died due to famines and epidemics. People thought their hardships would end after the war, but it did not happen. All this helped in the growth of national movement in India.

(c) The Rowlatt Act had been hurriedly passed through the Imperial Legislative Council despite the united opposition of the Indian members. It gave the government enormous powers to repress political activities, and allowed detention of political prisoners without trial for two years. Gandhiji in 1919 decided to launch a nationwide satyagraha against such unjust.laws as proposed in Rowlatt Act (1919)

(d) In 1922, at Chauri Chaura in Gorakhpur, a peaceful demonstration in a bazaar turned into a violent clash with the police. Gandhiji wanted people to follow a non¬violent approach to achieve freedom
from the British. Hearing of this incident, Mahatma Gandhi decided to halt the Non-Cooperation Movement. He felt the movement was turning violent in many places and satyagrahis needed to be properly trained before they would be ready for mass struggles.

Question 2.
What is meant by the idea of satyagraha?
Answer:

The idea of satyagraha emphasised the power of truth and the need to search for truth. It suggested that if the cause was true, if the struggle was against injustice, then physical force was not necessary to fight the oppressor.
Without seeking vengeance or being aggressive, a satyagrahi could win the battle through non-violence. This could be done by appealing to the conscience of the oppressor.
People, including the oppressor had to be persuaded to see the truth and not be forced to accept the truth through use of violence.
By this struggle, truth was bound to ultimately triumph. Mahatma Gandhi thought that this dharma of non-violence could unite all Indians.

Question 3.
Write a newspaper report on:
(a) The Jallianwala Bagh massacre
(b) The Simon Commission
Answer:
(a) 13 April, 1919: On this day, large crowds of people had gathered in the enclosed arena of Jallianwala Bagh. Few had come to make a peaceful non-violent protest against the government’s new repressive policies. Few had come to attend the annual Baisakhi fair. As many were from outside the city, they were not aware of the martial law imposed in the city by General Dyer. Dyer entered the area, closed all the exits and opened fire on the innocent, unaware crowd. Hundreds of people, including women and children were killed. It led to nationwide outrage.

(b) Under the new Tory Government in Britain, a Statutory Commission was constituted under Sir John Simon in November 1927. It was set up in response to nationalist movement and was to look into the functioning of the constitutional system in India and suggest changes. However, all the members were British; there was not a single Indian member in the Commission. Therefore, when the Simon Commission arrived in India in 1928, they were greeted with resistance and 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:
The identity of the nation is most often symbolised in a figure or an image, ft was in the twentieth century, with the growth of nationalism, that the identity of India came to be visually associated with the image of Bharat Mata. There were two images of Bharat Mata one by Abanindranath Tagore and the second by another artist. Abanindranath Tagore, in his painting, portrayed Bharat Mata as an ascetic figure; she is calm, composed, divine and spiritual. In another painting, she is shown with a trishul, standing beside a lion and an elephant both symbols of power and uthority.

Germania became the allegory of the German nation. Germania wore crown of oak leaves, as the oak leaves stand for heroism. The broken chains mean being freed. The breastplate with eagle symbolises the strength of German empire. Sword presents the readiness to fight while the olive branch around the sword represents the willingness to make peace. Black, red and gold tricolour is the flag of the liberal-nationalists in 1848. Rays of the rising sun represents the beginning of a new era.

NCERT ‘Discuss’ Questions

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:
Various social groups participated in the Non-Cooperation Movement, but each had their own aspirations and interpretation of swaraj. The teachers and students, lawyers, peasants, tribal peasants, plantation workers joined the movement.

(i) Peasants:
In Awadh, a sanyasi, named Baba Ramchandra organised the peasants against the oppressive talukdars and landlords for demanding exorbitantly high rents and variety of other cesses. Peasants were forced to do begar and had no secured tenure. Oudh Kisan Sabha was set up by Jawaharlal Nehru, Baba Ramchandra and few others by October, 1920. Over 300 branches opened in the region within a month.

The aim of Congress was to integrate Awadh peasant struggle into the wider struggle. As the movement spread, talukdars and merchants were attacked, bazaars were looted and grain hoards were taken over. In many places, local leaders told that Gandhiji declared that
taxes need not be paid and land was to be redistributed among the poor.

(ii) Tribal peasants:
In the Gudem Hills of Andhra Pradesh, the tribal peasants revolted as they were forbidden by the colonial government from entering the forest areas to graze their cattle, collect fuelwood and fruits. Their livelihoods were affected and traditional rights were being denied. They were forced to contribute begar to build roads.

Alluri Sitaram Raju, who was inspired by Mahatma Gandhi, encouraged people to wear Khadi and give up drinking. However, he also asserted that India could be liberated only through the use of force, and not non-violence.Raju was captured and executed in 1924 and became a folk hero.

(iii) Plantation workers:
For plantation workers in Assam, freedom meant the right to move freely in and out of confined space in which they were enclosed, and it meant retaining a link with the village from which they had come. When they heard about the Non-Cooperation Movement, they defied the authorities, left the plantations and headed home. However, stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up.

Question 2.
Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.
Answer:
(i) Mahatma Gandhi declared that the most oppressive face of British rule was the tax on salt and the government monopoly over its production. On 31 January 1930, Gandhiji sent a letter to Viceroy Irwin stating eleven demands. These demands were wide-ranging so that all classes within the Indian society could identify with them and they could be brought together in a united campaign.

(ii) One of the most stirring demands was the abolition of the salt tax. When their demands were not met, Gandhiji launched the Civil Disobedience Movement with the famous Salt March.

(iii) Along with his volunteers, he walked from Sabarmati Ashram to the coastal town of Dandi. On his way, he explained his followers the meaning of Swaraj and asked them to peacefully defy the British.

(iv) On 6 April 1930, he reached Dandi and ceremoniously violated the law by manufacturing salt.

Question 3.
Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life.
Answer:

It was a moment of great pride for me to be able to be a part of the Civil Disobedience Movement. To serve the nation, is our greatest and foremost duty.
Thousands of women came out of their homes to listen to Gandhiji. I participated in the protest marches, manufactured salt, and picketed foreign cloth and liquor shops with many women like me.
I was confined at home as was the role of all women to be good mothers, wives, daughters and to fulfil the duties at home.
I was inspired by Gandhiji’s swaraj and with Civil Disobedience Movement.
Several women from high-caste families in urban areas and rich peasant households participated in freedom movement.
Spirit of nationalism grew in me and I came out of the walls and got involved in the movement. I was imprisoned for a short while with the other leaders and followers. It was a significant phase of my life.

Question 4.
Why did the political leaders differ sharply over the question of separate electorates?
Answer:
The political leaders differed sharply over the question of separate electorates.
(i) Dr B.R. Ambedkar organised the dalits into the Depressed Classes Association in 1930. At the Second Round Table Conference he demanded separate electorates for dalits. When the British conceded to the demands, Gandhiji began a fast unto death. He believed that separate electorates for dalits would slow down the process of integration of dalits into society. Ambedkar finally accepted Gandhiji’s position and Poona Pact of September 1932 was signed. This gave the Depressed Classes reserved seats in provincial and central legislative councils, but they were to be voted in by general electorate.

(ii) The Congress and Muslim League madeefforts to negotiate an alliance and in 1927 it appeared that such unity could be forged. Muhammad Ali Jinnah, one of the leaders of the Mbslim League was ready to give up the demand for separate electorates, if Muslims were assured reserved seats in the Central Assembly and representation in proportion to population in Muslim- dominated provinces. This issue could not be resolved as M.R. Jayakar of Hindu Mahasabha strongly opposed any efforts at compromise. .

NCERT ‘Project’ Work

Question 1.
Find out about the anti-colonial movement in Indo-China. Compare and contrast India’s national movement with the ways in which Indo-China became independent.
Answer:
Self-help Hints:
Anti-colonial movement in Indo-China:
The Nationalist Movement in Vietnam

(i) Religion had a contradictory relationship with the mainstream nationalism. On the one hand, religion played an important role in strengthening the control of the colopial rule. On the other hand, religion also provided strong ways of resistance.

(ii) Strengthening the Control of the Colonial Rule: Vietnamese religious beliefs were a mixture of Buddhism, Confucianism and local practices. Many of the rituals were based on superstitions which simply worked to retard the growth of the Vietnamese society.

(iii) Moreover, Confucianism that formed the basis of many religious beliefs in Vietnam taught the people that the relationship between the ruler and the people was the same as that between children and parents.

(iv) The colonial power was quick to seize the opportunity. Christianity began to be pushed as an alternative religion. Christianity had a relatively more modem outlook and appealed to large sections of the population. Similarly, there were many popular religions in Vietnam, that were spread by people who claimed to have seen a vision of God. Some of these supported the French. This in turn helped to strengthen the colonial rule.

(v) Resistance to the Colonial Rule: It was religion again that provided strong resistance to the colonial role. The Vietnamese had strong beliefs in Buddhism and Confucianism. Anything different from these was not acceptable to them.

(vi) They began to look down on Christianity as a danger to their religion. Similarly, there were many popular movements that inspired emotions against the colonial rule.

Scholars Revolt:
An early movement against French control and the spread of Christianity was the Scholars Revolt in 1868. The revolt was led by officials at the imperial court who were against the spread Catholicism and French power. They led a general uprising in NGU and Ha Tine provinces where over a thousand Catholics were killed.

The French crushed the movement but this uprising served to inspire other patriots to rise up against them. Hoa Hao Movement: The movement was launched by Huynh Phu in 1939 and gained great popularity in the fertile Mekong delta area. Most of his followers were Vietnamese nationalists.

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 movement played a major role in arousing anti-imperialist sentiments, The French tried to suppress the movement inspired by Huynh Phu So. They declared him mad, called him the mad bonze, and put him in a mental asylum. The French authorities exiled him to Laos and sent many of his followers to concentration camps.

Nationalist movement in India:
(i) India came under the British rule gradually after British East India Company was set up and’trade permissions were taken by the British to trade with India.

(ii) Mahatma Gandhi spearheaded the nationalist movement in India.

(iii) He followed and encouraged a non¬violent method of satyagraha.

(iv) He organised a nationwide Non¬Cooperation Movement against the British, which involved people from many walks of life.

(v) When the British did not adhere to the demands of the Indians, Gandhiji launched the Civil Disobedience Movement where all British authorities, British goods, rules and laws were defied, but in a non-violent manner.

(vi) Whenever, Gandhiji felt matters were becoming violent, he stopped all movements.

(vii) India became independent on 15 August,’ 1947 Difference was that colonisation of Kenya happened much later than India and therefore, it gained independence later. Also, while India was a rich country and British arrived to trade and have trade control over Indian markets, Kenya was a poor, backward and an illiterate nation. Violent methods to gain freedom were the main tactics used in Kenya. In India non-violent methods and talks were held to gain freedom.

JAC Class 10 Social Science Solutions

JAC Class 10 Social Science Important Questions History Chapter 1 The Rise of Nationalism in Europe

November 9, 2022June 4, 2022 by Prasanna

JAC Board Class 10th Social Science Important Questions History Chapter 1 The Rise of Nationalism in Europe

Multiple Choice Questions

Question 1.
The first clear expression of Nationalism in Europe came with:
(a) The American Revolution
(b) The French Revolution
(c) The Russian Revolution
(d) The Industrial Revolution
Answer:
(b) The French Revolution

Question 2.
Nationalism brought about in Europe the emergence of:
(a) The Nation-State
(b) The Modem State
(c) Multinational Dynastic State
(d) Alliances formed among many European states
Answer:
(a) The Nation-State

Question 3.
Frederic Sorrieu, a French artist, in his . series of four prints (1848) visualised his dream of a world as:
(a) A world made up of ‘democratic and social republics’
(b) A world made up of one nation, one world
(c) A world with one absolute ruler
(d) A world following one religion, one language
Answer:
(a) A world made up of ‘democratic and social republics’

Question 4.
The ideas of a United Community enjoying equal rights under a Constitution were expressed by the French as:
(a) La Patrie
(b) Le Citoyen
(c) Both (a) and (b)
(d) None of the above
Answer:
(c) Both (a) and (b)

Question 5.
The Civil Code of 1804, also known as the Napoleonic Code, established:
(a) Equality before the law
(b) Secured the right to property
(c) Did away with all the privileges based on birth
(d) All the above
Answer:
(d) All the above

Question 6.
What kind of political and constitu¬tional change was brought about by the French Revolution?
(a) It ended the absolute monarchy
(b) It transferred power to a body of the ‘ French citizens
(c) It proclaimed that henceforth people would constitute the nation and shape its destiny
(d) ALtthe above
Answer:
(d) ALtthe above

Question 7.
The three leaders who helped unification of Italy were:
(a) Giuseppe Mazzini, Victor Emmanuel II, Cavour
(b) Giuseppe Mazzini, Cavour, Giuseppe Garibaldi
(c) Victor Emmanuel, Bismarck, Cavour
(d) None of the above
Answer:
(b) Giuseppe Mazzini, Cavour, Giuseppe Garibaldi

Question 8.
Socially and politically dominant class in Europe during mid-eighteenth century was
(a) The Nobility
(b) The landed aristocracy
(c) The Church
(d) The absolute monarchs
Answer:
(a) The Nobility

Question 9.
The denial of universal suffrage in Europe, led to
(a) Revolutions
(b) Women and non-propertied men organising opposition movements, demanding equal rights throughout 19th and early 20th centuries
(c) Demand of equal political rights
(d) Return of monarchy
Answer:
(b) Women and non-propertied men organising opposition movements, demanding equal rights throughout 19th and early 20th centuries

Question 10.
In politics, liberalism emphasised
(a) End of autocracy and clerical privileges, a constitution and a representative government through Parliament
(b) The inviolability of private property
(c) The right to vote
(d) Both (a) and (b)
Answer:
(d) Both (a) and (b)

Very Short Answer Type Questions

Question 1.
Name the event that mobilised nationalist feelings among the educated elite across Europe in 1830-1848?
Answer:
The event that mobilised nationalist feelings among the educated elite across Europe in 1830-1848 was the Greek War ofIndependence.

Question 2.
What was the main aim of the revolutionaries of Europe during the years following 1815?
Answer:
The main aim of the revolutionaries of Europe during the years following 1815 was to oppose monarchical forms of government, that had been established after the Congress of Vienna and to fight for liberty and freedom.

Question 3.
Who was proclaimed the German Emperor in a ceremony held at Versailles in January 1871?
Answer:
Kaiser William I of Prussia was proclaimed the German Emperor in a ceremony held at Versailles in January 1871.

Question 4.
What is meant by Liberalism?
Answer:
The word ‘Liberalism’ derived from the Latin word ‘Liber’ meaning ‘free’. It stands for the end of aristocratic and clerical privileges, a constitution and representative government through parliament.

Question 5.
What was the main aim of the Treaty of Vienna of 1815?
Answer:
The Treaty of Vienna of 1815 was signed with the aim of undoing most of the changes that had come about in Europe during the Napoleonic wars. It was signed to re-establish conservative regions in Europe.

Question 6.
What were the disadvantages of the administrative changes introduced by Napoleon?
Answer:
The disadvantages of the administrative changes introduced by Napoleon were outweighed by increased taxation, censorship and forced conscription into the French armies.

Question 7.
What were the immediate results of the Revolution of 1830 in France?
Ans.
As a result of Revolution of 1830, the Bourboh Kings who had been restored to power by the Congress of Vienna.

Question 8.
When was the Act of Union passed and with what results?
Answer:
The Act of Union between England and Scotland took place in 1701. It led to the formation of United Kingdom of Great Britain.

Question 9.
Name the leader and the states which gave leadership in Italian Unification.
Answer:
Victor Emmanuel II the king of Piedmont and Sardinia gave leadership in Italian Unification.

Question 10.
Who were the conservatives?
Answer:
The Conservatives supported the traditional institutions and norms. They believed that the institutions of monarchy, the church, social hierarchies, property and family should be preserved.

Short Answer Type Questions

Question 1.
How did nationalism and the idea of the nation-state emerge?
Answer:
Socially and politically, aristocracy was the dominant class on the continent. The members of this class were united by a common way of life that cut across regional divisions. They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society.

Their families were often connected by ties of marriage. This powerful aristocracy was, however, numerically a small group. The majority of the population was made up of the peasantry. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the pattern of landholding was characterised by vast estates which were cultivated by serfs.

Question 2.
What led to the spread of conservatism in Europe and what were its impacts?
Answer:
Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established, traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family – should be preserved.

Most conservatives, however, did not propose a return to the society of pre-revolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe.

Question 3.
What was the reaction to the Napoleonic code?
Answer:
Initially many people welcomed French armies as harbingers of liberty. But the initial enthusiasm soon turned to hostility, as it became clear that the new administrative arrangements did not go hand in hand with political freedom. Increased taxation, censorship, forced conscription into the French armies as required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.

Question 4.
What were the highlights of the Treaty of Vienna, 1815?
Answer:
In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The main highlights were to how the nation could develop and what economic measures could help forge this nation together.

Question 5.
On what basis the female allegories were given names?
Answer:
Many female allegories were invented by artists in the nineteenth century to represent the nation. In France she was christened Marianne, 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. Marianne images were marked on coins and stamps. Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Question 6.
What was the Romantic Imagination about a nation?
Answer:
Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets generally criticised the glorification of reason and science and focused instead on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation. The emphasis on vernacular language and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modem nationalist message to large audiences who were mostly illiterate.

Question 7.
What led to the rise of the revolutionaries?
Answer:
During the years following 1815, the fear of repression drove many liberal nationalists underground. Secret societies sprang up in many European states to train revolutionaries and spread their ideas. To be revolutionary at this time meant a commitment to oppose monarchical forms that had been established after the Vienna Congress and to fight for liberty and freedom. Most of these revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom.

Question 8.
What views did Giuseppe Mazzini have about Italy?
Answer:
Mazzini believed that God had intended nations to be the natural units of mankind.
So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification from above could be the basis of Italian unity.

Question 9.
What was understood by the term ‘Liberalism’?
Answer.
The term liberalism derives from the Latin root liber meaning free. For the new middle classes liberalism stood for freedom for the individual and equality of all before law. Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges a constitution and representative government through parliament. Nineteenth century liberals also stressed the inviolability of private property.

Question 10.
What has made the Balkan a source of nationalist tension?
Answer:
The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. The region had geographical and ethnical varieties. The Balkans included Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro. The inhabitants of the Balkan regions were called slavs. Most of the Balkan region was under Ottoman Rule. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive.

Long Answer Type Questions

Question 1.
What were the reforms made by Napoleon?
Answer:
Napoleon introduced many reforms that he had already introduced in France to all territories under his control. Through a return to monarchy Napoleon destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

(i) The Civil Code of 1804 – also known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property.

(ii) This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues.

(iii) In the towns, guild restrictions were removed. Transport and communication systems were improved.

(iv) Peasants, artisans, workers and new businessmen enjoyed a new-found freedom. Businessmen and small-scale producers of goods, began to realise that uniform laws, standardised weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

(v) In the areas conquered, the reactions of the local populations to French rule were mixed. Initially, in Holland, Switzerland and cities like Brussels, Mainz, Milan and Warsaw, the French armies were welcomed as harbingers of liberty. But the initial enthusiasm soon turned to hostility, as it became clear that the new administrative arrangements did not go hand in hand with political freedom.

(vi) Increased taxation, censorship, forced recruitment into the French armies required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.

Question 2.
Describe the French Revolution.
Answer:
France was a full-fledged territorial state in 1789 under the rule of an absolute monarch. The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from the monarchy to a body of French citizens. The revolution proclaimed that the people would constitute the nation and shape its destiny. The French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people:

(i) The ideas of la patrie (the fatherland) and le citoyen (the citizen) of a united community enjoying equal rights under a constitution.

(ii) A .new French flag, the tricolour, was chosen to replace the former royal standard.

(iii) The Estates General was elected by the body of active citizens and renamed the National Assembly.

(iv) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.

(v) A centralised administrative system of 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.

(vi) Regional dialects were discouraged and French, became the common language -of the nation.

(vii) The revolutionaries declared that it was the mission and the destiny of the French nation to liberate the peoples of Europe from despotism, i.e.,
to help other peoples of Eqr&pe to become nations.

(viii) When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns
prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s.

(ix) With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

Question 3.
What did Liberal Nationalism stand for?
Answer:
(i) Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of liberalism. The term ‘liberalism’ derives from the Latin word liber, meaning free.

(ii) For the new middle classes liberalism stood for freedom for the individual and equality of all before the law.

(iii) Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament.

(iv) Nineteenth century liberals stressed the inviolability of private property. Yet, equality before the law did not necessarily stand for universal suffrage. Men without property and all women were excluded from political rights. Only for a brief period under the Jacobins did all adult males enjoy suffrage.

(v) The Napoleonic Code went back to limited suffrage and reduced women to the authority of fathers and husbands. Throughout the nineteenth and early twentieth centuries women and non- propertied men organised opposition movements demanding equal political rights.

Question 4.
Why were the Middle class so named?
Answer:
(i) Socially and politically, a aristocracy was the dominant class. The members of this class were united by a common way of life that cut across regional divisions.

(ii) They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society. Their families were often connected by ties of marriage. This powerful aristocracy was, numerically a small group.

(iii) The majority of the population was made up of the peasantry. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the landholdings were vast estates which were cultivated by serfs. In Western and parts of Central Europe the growth of industrial production and trade meant the growth of towns and the emergence of commercial classes whose existence was based on production for the market.

(iv) Industrialisation began in England in the second half of the eighteenth century, but in France and parts of the German states it occurred only during the nineteenth century. In its wake, new social groups came into being: a working-class population, and middle classes made up of industrialists, businessmen, professionals.

(v) In Central and Eastern Europe these groups were smaller in number till late nineteenth century. It was among the educated, liberal middle classes that ideas of national unity following the abolition of aristocratic privileges gained popularity.

Activity Based Questions

Questioin 1.
On a political map of Europe, mark the following states which emerged in Europe after the Congress of Vienna in 1815.
(a) Sardinia
(b) Spain
(c) Portugal
(d) France
(e) Ottoman Empire
(f) Kingdom of the Two Sicilies
(g) Kingdom of the Papal Estate – Rome
(h) Austrian Empire – Austria, Hungary and Galicia
Answer:

JAC Class 10 Social Science Important Questions

JAC Class 10 Social Science Important Questions and Answers in Hindi & English Jharkhand Board

November 9, 2022June 4, 2022 by Veer

JAC Jharkhand Board Class 10th Social Science Important Questions in Hindi & English Medium

JAC Board Class 10th Social Science Important Questions in English Medium

Jharkhand Board Class 10th History Important Questions

Jharkhand Board Class 10th Geography Important Questions

Jharkhand Board Class 10th Civics Important Questions

Jharkhand Board Class 10th Economics Important Questions

JAC Board Class 10th Social Science Solutions in Hindi Medium

JAC Board Class 10th History Important Questions in Hindi

JAC Board Class 10th Geography Important Questions in Hindi

JAC Board Class 10th Civics Important Questions in Hindi

JAC Board Class 10th Economics Important Questions in Hindi

JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe

June 14, 2022June 4, 2022 by Prasanna

JAC Board Class 10th Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe

JAC Class 10th History The Rise of Nationalism in Europe InText Questions and Answers

Page 4

Question 1.
In what way do you think this print (Fig. 1) depicts a Utopian vision?

Answer:
‘Utopian Vision’ means that it is depicting something idealistic. The French artist F Sorrieu was visualizing a dream of a world made up of nations (all of them did not exist as nations at the time that these prints were made). He has showed the German people with a common flag, although actually they were a number of different states at that time. So it is an idealistic or Utopian vision.

Page 4

Question 2.
Summarise the attributes of a nation, as Renan understands them. Why, in his view, are nations important?
Answer:
Ernst Renan was a French philosopher who delivered a speech at the University of Sorbonne in 1882. In that speech, he outlined the idea of what makes a nation. According to Renan nations are formed by a common language, race, religion or territory. It is the culmination of a long past of endeavour, sacrifices and devotion. A nation does not take any interest in annexing or holding onto another Nation against its will. Nations are important because their existence guarantee Liberty. The liberty of individuals would be lost if they are no nations.

Page 8

Question 3.
How7 did nationalism and the idea of the nation-state emerge?
Answer:
Nationalism and the idea of the nation¬state emerged within the culturally and regionally diverse groups of Europe. Due to industrialization and transformation of society there emerged a middle class consisting of businessmen, working professionals, industrialists, labourers and working class people. Out of these, the educated people thought of uniting the culturally compatible sections of people in Europe. This led to nationalism and emergence of the idea of the nation-state.

Page 10

Question 4.
Describe the political ends that List hopes to achieve through economic measures.
Answer:
Professor Friedrich List hopes that economic liberalism and reforms would help in generating national sentiments. These sentiments would be as under:

Freedom for individual
Equality of all before law
Inviolability of private property
Concept of government by consent
End of aristocracy and clerical privileges
A constitution and representative government through parliament.
The economic reform, according to List would beget liberalism.

Page 11

Question 5.
Plot on a map of Europe the changes drawn up by the Vienna Congress.
Answer:
The Vienna Congress in 1815 changed the boundaries of Europe after the Napoleonic era. The boundaries were changed to make a strong France. Many countries opposed this, but it was remapped with Russia taking most parts of the Napoleonic under its control. The new states with new border were created although Europe with Switzerland being neutral territory. Although Napoleon escaped while in exile but was defeated in Waterloo.
Map of Europe after the changes drawn up by the Vienna Congress.

Question 6.
What is the caricaturist trying to depict?

Answer:
The caricaturist is depicting the club of liberal nationalists which dates back 1820.Conservative regimes were set up in 1815. These regimes were autocratic they were not ready to tolerate criticism and dissent. They curbed all the actions which put a question mark on the legitimacy of autocratic governments. Most of the regimes had imposed censorship law to have control over freedom of the press and over songs motivating the ideas of liberty

Page 15

Question 7.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
The importance of language and popular traditions in the creation of national identity are as follows:

The language and popular traditions of a particular region or country give the feeling of shared past, collective and united living to the people.
They bind all the people by the thread of togetherness and pride.
They give them the feeling of being culturally one hence they perceive the sentiment of being nationally one and united. Therefore, language and traditions create national identity.

Page 16

Question 8.
Describe the causes of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist.
Answer:
The causes of the Silesian weavers’ uprising were:

The cause of the Silesian weavers’ uprising was lower payments for finished Textiles.
Contractors gave raw materials and took away finished textiles from the weavers and paid very less money to the weavers.
In 1845, weavers of Silesia revolted and this led to the agitation and uprising by weavers against contractors.
The view point of the journalist that the misery of the workers is extreme and contractors took advantage is totally logical and acceptable.

Question 9.
Imagine you are a weaver who saw1 the events as they unfolded. Write a report on what you saw.
Answer:
I have worked very hard to supply the woven cloth in time, but received very less payment than what was agreed to by the contractor. Since other weavers had also got less payment, on the afternoon of June 4, 1 went along with my partner and other weavers to the contractor’s home for asking for better wages for our weaving. Our demands were scornfully refused and we were even threatened that no more work will be given to us if we did not work at the same rate as what was paid to us.

Some of my fellow weavers got angry at this and broke the window panes of the contractor’s house, barged inside and damaged his furniture and crockery. Some weavers also broke open his store of woven cloth and tore it all up. Seeing this, the contractor ran away from the – house with his family to a nearby village, but there also he did not get shelter. Next day, the contractor returned with soldiers from the army, who fired at our group of weavers, killing eleven of them. I was injured in the leg by a bullet and am now nursing my wounds as 1 write this.

Question 10.
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:
The three writers cited three different views about the women’s rights.

One of these writers is opposed any political right to women.
The second writer is criticizing the men who try to gain freedom and liberty only for men. At the same time, the second writer advocates that women should be given political rights.
The third writer is in favour of women’s rights. He cited a comparative study between position of men and women and is in favour of women rights.
First, second, and third writers wrote about big divisions in the liberal ideology.
The liberal thinkers and writers, were divided on the question of the women’s rights.

Page 20

Question 11.
Describe the caricature. 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 (signifying that he is a ruthless man ruling with an iron hand) while leading the Parliament. 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 and how he despised liberalism and parliamentary assemblies. The artist is trying to convey that the democratic process in Germany was very shallow and the roots of constitutionalism were poor.

Question 12.
Look at Fig. 14(a). Do you think that the people living in any of these regions thought of themselves as Italians? Examine Fig. 14(b). Which was the first region to become a part of unified Italy? Which was the last region to join? In which year did the largest number of states join?

Answer:
In 1858, Italy was divided into seven states, with the North being under the Austrian Habsburgs, the centre being ruled by the Pope and the Southern regions being under Spain’s domination. Only one state, Sardinia-Piedmont was ruled by an Italian princely house. The Italian language also had not acquired a common form and had many regional and local variations. So people living in these regions, except Sardinia -Piedmont, would not have thought of themselves as Italians. The first regions to become a part of unified Italy in 1858 were Savoy Sardinia followed by the Northern states. The last region to join was the Papal State in 1870. The largest number of states joined in 1860.

Page 22

Question 13.
The artist has portrayed Garibaldi as holding on to the base of the boot, so that the King of Sardinia-Piedmont can enter it from the top. Look at the map of Italy once more. What statement is this caricature making?

Answer:
The base of the boot symbolizes the Kingdom of the Two Sicilians, which lay in the southernmost part of the Italian peninsula. Garibaldi had won this kingdom and handed it over to King Victor Emmanuel II. This cartoon signifies the unification of Italy and Garibaldi’s role in it.

Page 24

Question 14.
With the help of the chart in Box 3, identify the attributes of Veit’s Germania and interpret the symbolic meaning of the painting. In an earlier allegorical rendering of 1836, Veit had portrayed the Kaiser’s crown at the place where he has now located the broken chain. Explain the significance of this change. Box 3

Attribute	Significance
Broken chains	Being freed
Breastplate with eagle	Symbol of the German empire – strength
Crown of oak leaves	Heroism
Sword	Readiness to fight
Olive branch around the sword	Willingness to make peace
Black, red and gold tricolour	Flag of the liberal- nationalists in 1848, banned by the Dukes of the German states
Rays of the rising sun	Beginning of a new era

Answer:
The symbolic meaning of the painting is that the German nation has emerged. The female figure of Germania is an allegory of the German nation. All the attributes of the German nation can be “seen in the painting as given in Box 3. The replacement of the Kaiser’s crown with the broken chain signifies that the German nation is now free from autocratic monarchical rule.

Question 15.
Describe what you see in Fig. 18. What historical events could Hiibner be referring to in this allegorical vision of the nation?

Answer:
The painter depicted Germania as a fallen woman with the crown and standard thrown aside because German people’s hopes to be united under one monarch (King Friedrich Willhelm IV) were dashed as he rejected their demand in 1848. The artist, Julius Hubner, depicted Germania in a forlorn state due to this rejection by the king. It symbolized the loss of hope. The crown and standard are symbols of the monarchy, which have been cast aside.

Page 25

Question 16.
Look once more at Fig. 10. Imagine you were a citizen of Frankfurt in March 1848 and were present during the proceedings of the Parliament. How would you (a) as a man seated in the hall of deputies, and (b) as a woman observing from the galleries, relate to the banner of Germania hanging from the ceiling?

Answer:
(a) As a man seated in the hall of deputies, I would relate positively to the banner of Germania, as I would feel all that it symbolized was coming true.

(b) As a woman observing from the galleries, I would consider the banner to depict the truth only partially Women had participated with men equally in the struggle for constitutionalism with national unification, but they were denied suffrage rights during elections to the National Assembly, Women were only admitted to the assembly as passive citizens and observers.

JAC Class 10th History The Rise of Nationalism in Europe Textbook Questions and Answers

Question 1.
Write a note on:
(a) Guiseppe 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 ItaliWan revolutionary born in Genoa in 1807, he became a member of the Secret Society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German ‘ states.

Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty.

(b) Count Camillo de Cavour led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(c) The Greek war of independence: An event that mobilised nationalist feelings among the educated elite across Europe was 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. Nationalists in Greece got support from other Greeks living in exile -and also from many West Europeans who had sympathies for ancient Greek culture. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation. ,

(d) FranKfurt parliament: The German middle class decided to vote for an all German National Assembly in 1848, and hence came to Frankfurt. Around 831 persons were elected. They comprised the’National Assembly. The assembly decided to organize Frankfurt parliament in the church of St. Paul. Thus on 18 May, 1848 the famous Frankfurt parliament was convened. The assembly decided that the German nation would be a monarchy controlled by parliament, and offered this term to the Prussian king, the latter rejected the terms and proposal of the assembly.

Also the middle classes were restored to the suppression of working class and artisans. This led to the division among the liberal-minded persons. The parliament got disrupted and people came to blows. In order to control the situation, military was called in the assembly hall. Thus, the monarchy and military combined together with autocracy won over the liberal nationalist middle class. The Frankfurt parliament is famous in history as failure of liberalism and victory of monarchy.

(e) The role of women in nationalist struggles: Women played a very significant role in the nationalist struggles all over the world. They led the movements, bore the blows of police and military men, stood by their male counterparts; spread the ideas of liberal nationalism in the urban and countryside areas of Europe. But women were dissatisfied a lot. They, inspite of their very active participation in nationalist struggles, did not get their share of cake, i.e., they could not secure the right to vote, or the political rights for themselves till the end of 19th century.

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people?
Answer:
The French revolutionaries took follow¬ing steps to create a sense of collective identify among the French people:

They introduced the ideas of la patrie (the fatherland) and le citoyen (the citizens).
These ideas emphasized the notion of a united community enjoying equal rights under a constitution.
Anew French flag, the tricolour, to replace the former royal standard was chosen.
They elected the Estates-General by active citizens and it was renamed as National Assembly.
They composed new hymns, took oaths and commemorated martyrs, all in the name of nation.
They established a centralized administrative system, which formulated uniform laws for all citizens.
They adopted a uniform system of weights and measures and abolished internal customs duties and dues.
They promoted French over the regional dialects.
They also declared that it was the mission and destiny of the French nation to liberate the people of Europe from despotism, i.e., to help other people of Europe to become nations.

Question 3.
Who were Marianne and Germania? What was the importance of the way in which they were portrayed?
Answer:

Marianne was the allegory or symbol of French nation.
Germania was the allegory or symbol of German nation.
They were portrayed in a way to reflect the idea of nation-state.
They represented their respective country as if it w^ere a person. It sought to give an abstract idea of the nation in a concrete form.

Question 4.
Briefly trace the process of German unification.
Answer:

The liberal minded middle class of German confederacy met in the Frankfurt parliament in 1848, with an objective of establishing Germany as a nation. But they failed miserably.
The parliament ended with monarchical, military and aristocratic triumph.
Later on, the chief minister of Prussia, Otto von Bismark, architect of this process, led the movement of unity of the German confederacy.
He organised this process with the help of Prussian army and bureaucracy.
They fought three wars for over seven years with Austria, Denmark and France, which ended in Prussian victory. This completed the process of German unification.
In January 1871, the Prussian king, William I was proclaimed German emperor in a ceremony held at Versailles.

Question 5.
What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?
Answer:
Napoleon introduced following administrative reforms in the areas ruled by him:

He made administrative system more rational and effective.
The Civil Code of 1804 or Napoleonic code did away with all privileges based on birth, established equality before law and secured the right to property.
He simplified administrative system, ended feudal system, and freed peasants from serfdom and monarchical dues.
In towns too, guild system were removed. Transport and communication systems were improved.
Peasants, artisans, businessmen and workers enjoyed the new found freedom.

NCERT ‘Discuss’ Questions

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?
countries at that time, but leading to the unification of both countries eventually.
Answer:
The 1848 revolution of the liberals refers to the revolution led by the educated middle classes of Europe. Events of February 1848, in France brought about the abdication of the monarchy and a republic based on universal male franchise was formed.

Politically, they demanded constitutionalism with national unification a nation-state with a written constitution and parliamentary administration.
Socially, they wanted to rid society of its class-based partialities and birth rights. Serfdom and bonded labour had to be abolished.
Economically all they wanted freedom of markets and right to property.

Question 2.
Choose three examples to show the contribution of culture to the growth of nationalism in Europe.
Answer:
Three examples to show the contribution of culture to the growth of nationalism in Europe were:
(i) Romanticism was a European cultural movement aimed at developing national unity by creating a sense of shared heritage and common history. The Romantic artists’ emphasised on emotions, intuition and mystical feelings gave shape and expression to nationalist sentiments. The strength of art in promoting nationalism is well exemplified in the role played by European poets and artists in mobilising -public’opinion to support the Greeks in their struggle to establish their national identity.

(ii) Folk songs, dances and poetry popularised the spirit of nationalism and patriotic fervour in Europe. Collecting and recording the different forms of folk culture was important for building a national consciousness. Being a part of the lives of the common people, folk culture enabled nationalists to carry the message of nationalism to a large and diverse audience. The Polish composer Karol Kurpinski celebrated and popularised the Polish nationalist struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.

(iii) Language played a distinctive role in developing nationalist feelings in Europe. An example of this is how during Russian occupation, the use of Polish came to be seen as a symbol of struggle against Russian dominance. During this period, Polish language was forced out of schools and Russian language was imposed everywhere.

Following the defeat of an armed rebellion against Russian rule in 1831, many members of the clergy in Poland began using language as a weapon of national resistance. They did so by refusing to preach in Russian, and by using Polish for Church gatherings and religious instruction. The emphasis on the use of vernacular language, the language of the masses, helped spread the message of national unity.

Question 3.
Through a focus on any two countries, explain how nations developed over the nineteenth century.
Answer:
Italy and Germany were two important European countries that developed during the nineteenth century. Both these countries were previously ruled by several princely states and were divided into many smaller independent segments, till the middle of 19th century.

As there were some mass revolutions in various parts of Europe in 19th century and people became more educated, the common people of all these states unified to form common governments.
In Germany, German National Assembly was formed in 1848 and in Italy, the revolutionists tried to form unified Italian Republic; though they failed in both

Question 4.
How was the history of nationalism in Britain unlike the rest of Europe?
Answer:
(i) In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process.

(ii) There was no British nation prior to the eighteenth century. The primary identities of the people who inhabited the British Isles were ethnic – such as English, Welsh, Scot or Irish. All these ethnic groups had their own cultural and political traditions.

(iii) But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands.

(iv) The English parliament, seized power from the monarchy in 1688 at the end of a conflict, was an instrument through which a nation-state, with England at its centre, came to be forged.

(v) The Act ofUnion (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, that England was able to impose its influence on Scotland. The.British parliament was dominated by its English members.

(vi) The growth of a British identity meant that Scotland’s distinctive culture and political institutions were suppressed. The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland.

Question 5.
Why did nationalist tensions emerge in the Balkans?
Answer:
(i) The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. 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.

(ii) A large part of the Balkans was under the control of the Ottoman Empire. The spread of the ideas of romantic nationalism with disintegration of the Ottoman Empire made this region very explosive.

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

(iv) The Balkan people based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers.

(v) The rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long-lost independence.

JAC Class 10 Social Science Solutions

JAC Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

June 4, 2022June 4, 2022 by Bhagya

JAC Board Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

→ Print has a history. This chapter looks at the development of print, from its beginning in East Asia to its expansion in Europe and in India.

→ This analyses to understand the impact of the spread of technology and consider how social lives and cultures changed with the coming of print.

→ The First Printed Books:

The earliest kind of print technology was developed in China, Japan and Korea.
From AD 594 onwards, books in China were printed by rubbing paper-also invented there-against the inked surface of woodblocks.
The Chinese had the ‘accordion hook’ and knew calligraphy.
The imperial state in China was, for a very long time, the major producer of printed material.
Textbooks for civil services examination were printed in vast numbers under the sponsorship of the imperial state.
By the seventeenth century, as urban culture boomed in China, the uses of print diversified. Print was not only used by the scholar-officials, but also by the merchants regularly’for collecting trade information. It became a leisure activity, and women began to read. There were demands for fictional narratives, poems, autobiographies, anthologies of literary masterpieces, and romantic plays. Wives of scholar-officials published their work and courtesans wrote about their lives.
Shanghai became the hub of the new print culture, catering to Western-style schools. There was a gradual shift from hand printing to mechanical printing.

→ Print in Japan:

Buddhist missionaries from China introduced hand-printing technology into Japan around AD 768-770.
The oldest Japanese book, Diamond Sutra, printed in AD 868, contains six sheets of text and woodcut illustrations.
Libraries and book stores were packed with various hand-printed material of various types—books on women, musical instruments, calculations, tea ceremony, flower arrangements, proper etiquette, cooking and famous places.

→ Print Comes to Europe

In the eleventh century, Chinese paper reached Europe through the silk route.
China already had the technology of woodblock printing. Marco Polo after many years of exploration in China, took back the knowledge with him to Italy.
Woodblock technology was used in Italy. By the early fifteenth century, the technology was widely used in Europe to print textiles, playing cards, and religious pictures with simple, brief texts.
There was need for quicker and cheaper reproduction of texts. The breakthrough occurred at Strasbourg, Germany, where Johannes Gutenberg developed the first- known printing press in the 1430s.

→ Gutenberg and the Printing Press

By 1448, Gutenberg perfected the printing system. The first book he printed was the Bible. It took three years to print 180 copies, which was quite fast as per the standards of the time.
From 1450 to 1550, printing presses were set up in most countries of Europe. The second s half of the fifteenth century saw 20 million copies of printed books flooding the markets in Europe, which went up to 200 million copies in the sixteenth century, The shift from hand printing to mechanical printing led to the print revolution.

→ The Print Revolution and Its Impact
The print revolution transformed the lives of the people, changing their relationship to information and knowledge, and with institutions and authorities. It influenced l popular perceptions and opened up new ways of looking at things.

→ A New Reading Public

With the printing press, a new reading public . emerged. Earlier reading was restricted to the elites, and majority was hearing public. As books reached out to wider sections of people, a reading public emerged,
The literacy rate in Europe was very low till the twentieth century. Therefore, the , publishers had to keep in mind the wider reach of the printed work. Printers began publishing popular ballads and folk tales, arid these books were profusely illustrated with picAires. These were then sung and recited at gatherings in villages and in taverns in towns.
The line that separated the oral and reading cultures blurred. Religious Debates and Fear of Print
Print created the possibility of wide circulation of ideas, and introduced a new world of debate and discussion. Printed message could persuade people to think differently, and move them to action.
It was also feared that if there was no control over what was printed and read, then rebellious and irreligious thoughts – might spread. If that happened, the authority of ‘valuable’ literature would be lost.
In 1517, the religious reformer Martin Luther wrote the Ninety-Five Theses, which criticised the practices and rituals of the Roman Catholic Church. His writings were widely spread and read. It led to a division within the Church and to the beginning of the Protestant Reformation.

→ Print and Dissent:
Print and popular religious literature stimulated many distinctive individual interpretations of faith even among the little-educated working people. In the sixteenth century, Menocchio, a miller in Italy reinterpreted the message of the Bible and formulated a view of God and Creation that enraged the Roman Catholic Church. After being hauled twice, he was executed. Troubled by the effects of reading and questioning of faith, the Roman Catholic Church imposed several controls over publishers and booksellers, and began to maintain an Index of Prohibited Books from 1558.

→ The Reading Mania

Through the seventeenth centuries, literacy rates went up in most parts of Europe. Churches of different denominations spread education among the peasants and artisans by setting up schools in the villages.
New forms of popular literature, such as almanacs, chapbooks, and ‘Bibliotheque bleue’ appeared in print, targeting new audiences. They were cheap books. Romances and the more substantial ‘histories’ were also printed and read.
The periodical press, such as newspapers and journals carried information about wars and trade as well as news of development in other places.
The ideas of scientists and philosophers became more accessible to the common people. Ancient and medieval scientific texts were compiled, and maps and scientific diagrams were widely printed. The writings of thinkers like Voltaire, Rousseau and Thomas Paine were read.

→ ‘Tremble, therefore, tyrants of the world!’

By the mid-eighteenth century, many people believed that books could change the world, liberate society from despotism and tyranny, and herald a time when reason and intellect would rule.
Convinced of the power of print in bringing enlightenment and destroying the basis of despotism, Merrier proclaimed, ‘Tremble, therefore, tyrants of the world! Tremble before the virtual writer! ’

→ Print Culture and the French Revolution

Three types of arguments have been put forward in favour that print culture created the conditions within which French Revolution occurred.
The print collectively highlighted the thoughts and writings of the Enlightenment thinkers. They provided a critical commentary on tradition, superstition and despotism. It questioned the sacred authority of the Church and the despotic power of the state. People who read Voltaire and Rousseau saw the world with new eyes, eyes that were questioning, critical and rational.
All values, norms and institutions were re-evaluated and discussed by a section of public that had become aware of the power of reason, and recognised the need to question ideas and beliefs.
There was an outpouring of literature, especially cartoons and caricatures, which mocked the royalty and criticised their morality. It reflected how the monarchy remained absorbed only in sensual pleasures while the common people suffered immense hardships.
Though print might not have directly shaped the minds of the people, it opened up the possibility of thinking differently.

→ The Nineteenth Century
The nineteenth century made vast leaps in mass literacy in Europe, bringing in large numbers of new readers among children, women and workers.

→ Children, Women and Workers

As primary education became compulsory from the late nineteenth century, production of school textbooks became critical for the publishing industry. A children’s press, devoted to literature for children alone, was set up in France in 1857.
The Grimm Brothers spent years compiling traditional folk tales gathered from the peasants. It was published in 1812.
Women became important readers as well as writers. Some popular women authors were Jane Austen, the Bronte sisters, George Eliot, etc. They projected women in a new form: a person with will, strength of personality and the power to think.
Lending libraries became common and from the mid-nineteenth century, workers wrote political tracts and autobiographies in large numbers.

→ Further Innovations:

Press came to be made out of metal by the late eighteenth century. By the mid-nineteenth century, Richard M. Hoe of New York had perfected the power-driven cylindrical press, which was capable of printing 8,000 sheets per hour.
From the turn of the twentieth century, electrically operated presses accelerated printing operations.
In the late nineteenth century the offset press was developed which could print upto six colours at a time.
Nineteenth-century periodicals serialised important novels, which gave new way of writing novels.

→ India and the World of Print

India had a very rich tradition of handwritten manuscripts in Sanskrit, Persian and Arabic as well as in various vernacular languages. Manuscripts continued to be produced till well after the introduction of print, down to | the late nineteenth century.
Manuscripts were highly fragile and expensive, and had to be handled carefully.

→ Print Conies to India

The printing press was first brought to Goa by the Portuguese missionaries in the mid-sixteenth century. Tamil and Malayalam books were printed by the Catholic (missionaries and Dutch Protestants, respectively.
The first paper to appear was the Bengal Gazette by Gangadhar Bhattacharya.

→ Religious Reform and Public Debates:

This was a time of intense controversies between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatory.
Ram Mohan Roy published Sambad Kaumudiln 1821 and the Hindu orthodoxy commissioned Samachar Chandrika to oppose his opinions. From 1822 two Persian papers published were Jam-i-Jahan Nama and Shamshul Akhbar. Gujarati paper, Bombay Samachar was published.
The Deoband Seminary, founded in 1867, published thousands of fatwas telling Muslim readers how to conduct themselves in everyday lives, and explaining the meanings of Islamic doctrines.
Hindus encouraged the reading of religious texts, especially in vernacular languages. Ramcharitmanas of Tulsidas was published from Calcutta in 1810.
Religious texts reached a very wide circle of people, encouraging discussions, debates and controversies within and among different religions.

→ New Forms of Publication:

New literary forms such as novels, lyrics, short stories, essays about political and social matters began to be read.
By the end of the nineteenth century, a new visual culture was taking shape. Visual images through paintings, cartoons and caricatures began shaping popular ideas about modernity and tradition, religion and politics, and society and culture.
Paintings of Raja Ravi Varma became well- known.

→ Women and Print:

Women began to write and to be written about. Few family members were liberal, and the husbands and fathers arranged for the education of womenfolk at home and later in schools and colleges when those were set up.
However, conservative Hindus and Muslims feared education of women. Hindus thought a literate woman would be widowed while the Muslims feared the women would be corrupted by Urdu romances.
Rashsundari Debi, from orthodox household, learnt to read from the secrecy of her kitchen. She was the first to write a full-length autobiography Amar Jiban in Bengali. There were several other women writers like Kailashbashini Debi, Tarabai Shinde, Pandita Ramabai, etc.
While Urdu, Tamil, Bengali and Marathi print culture developed early, Hindi printing began seriously only from the 1870s.
Some early twentieth century journals discussed issues like women’s education, widowhood, widow remarriage and the national movement.
Ram Chaddha published the fast-selling Istri Dharm Vichar to teach women how to be obedient wives. The Khalsa Tract Society published cheap booklets with a similar message. In Bengal, in central Calcutta, there was an area called the Battala which was devoted to the printing of popular books.

→ Print and the Poor People:

From the late nineteenth century, issues of caste discrimination began to be written about. Jyotiba Phule wrote about the injustices of caste system in his Gulamgiri (1871). In the twentieth century, B.R. Ambedkar of Maharashtra and E.V. Ramaswamy Naicker in Madras wrote powerfully bn caste and their writings were read by people all over India.
The workers also started reading and writing.
Kashibaba, a mill worker from Kanpur wrote and published Chhote Aur Bade Ka Sawal in 1938 to show the links between caste and class exploitation. Sudarshan Chakr brought together and published Sacchi Kavitayan between 1935 and 1955.

→ Print and Censorship

Before 1798, the colonial state under the East India Company was not too concerned with censorship.
By the 1820s, the Calcutta Supreme Court passed certain regulations to control press freedom and the Company encouraged publication of news that would celebrate British rule. With petitions of editors from Engjish and vernacular newspapers, Governor-General Bentinck agreed to revise press laws. Thomas Macaulay, a liberal colonial official, formulated new rules that restored the earlier freedoms.
After the Revolt of 1857, the enraged Englishmen demanded a clamp down on the
vernacular press. In 1878, the Vernacular Press Act was passed, based on Irish Press Laws. It allowed the government the extensive rights to censor reports and editorials in the vernacular press. Regular track was kept of the vernacular press of different regions, and if a report was seditious, it was warned. If not heeded, the press was liable to be seized and printing machinery confiscated.
In spite of regulations, national newspapers increased in number and they reported of nationalist activities and encouraged nationalism. Tilak wrote with great sympathy in his paper Kesari. This led to his imprisonment in 1908, provoking in turn widespread protests all over India.

JAC Class 10 Social Science Notes

JAC Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

June 4, 2022June 4, 2022 by Bhagya

JAC Board Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

→ The first on Britain, the first industrial nation, and then India, where the pattern of industrial change was conditioned by colonial rule.

→ Before the Industrial Revolution:

Even before factories began to dot the landscape in England and Europe, there was large-scale industrial production for an international market. This was not based on factories.
Many historians now refer to this phase of industrialisation as proto-industrialisation.
In the seventeenth and late eighteenth centuries, urban crafts and trade guilds maintained a strong hold over production, regulated competition and prices, trained craftspeople, and restricted the entry of new people into the trade. They were given the monopoly rights to trade and produce by the rulers.
Therefore, merchants from the towns in Europe began moving to the countryside, supplying money to peasants and artisans, persuading them to produce for an international market.
Income from proto-industrial production supplemented their shrinking income from cultivation. It also allowed them a fuller use of their family labour resources.
This system helped to build a close relation-ship between the town and the countryside. Merchants were based in towns but the work was done mostly in the countryside.
London came to be known as a finishing centre before the export merchant sold the cloth in the international market.

→ The Coming Up of the Factory:

The earliest factories in England came up by the 1730s, which multiplied in the late eighteenth century.
The first symbol of the new era was cotton. Its production boomed in the late nineteenth century. In 1760, Britain was importing 2.5 million pounds of raw cotton to feed its cotton industry. By 1787, the import rose to 22 million pounds. This increase was because of series of inventions in the eighteenth century, which increased the efficacy of each step of the production process, such as carding, twisting and spinning, and rolling.
This enhanced the output per worker, enabling each worker to produce more, and they made possible the production of stronger threads and yam.
Richard Arkwright created the cotton mill.
Cloth production was spread all over the countryside and carried out within village households.

→ The Pace of Industrial Change:

This section analyses how rapid was the process of industrialisation and if it meant only the growth of factory industries.
Cotton was the leading sector in the first phase of industrialisation up to the 1840s. With the expansion of railways, in England from the 1840s and in the colonies from the 1860s, the demand for iron and steel increased rapidly.
At the end of the nineteenth century, less than 20 per cent of the total workforce was employed in technologically advanced industrial sectors. Textiles was a dynamic sector, but a large portion of the output was produced within domestic units.
Ordinary and small innovations were the basis of growth in many non-mechanised sectors, such as food processing, building, pottery, glass work, tanning, furniture making, and production of implements.
Technological changes did not spread across the industrial landscape. It was expensive, and merchants and industrialists were cautious of using it, as repair was costly.
James Watt improved the steam engine produced by Newcomen and patented the new engine in 1781. His industrialist friend Mathew Boulton manufactured the new model. Out of 321 steam engines all over England, 80 were in cotton industries, nine in wool industries, and rest in mining, canal works and iron works.
Historians came to increasingly recognise that the typical worker in the mid-nineteenth century was not a machine operator but the traditional craftsperson and labourer.

→ Hand Labour and Steam Power:

In Victorian Britain, there was plenty of labour and the wages were low.
Industrialists did not want to introduce machines that got rid of human labour and required large capital investment.
In many industries the demand for labour was seasonal. Industrialists preferred hand labour, employing workers for the season.
A range of products could be produced by hand only with intricate designs and specific shapes’.
In Victorian Britain, the upper classes like the aristocrats and the bourgeoisie, preferred things produced by hand. It came to symbolise refinement and class.
In countries with labour shortage, industrialists were keen on using mechanical power. This was the case in nineteenth- century America.

→ Life of the Workers:

The abundance of labour and seasonality of work affected the lives of workers. Many workers had to wait for weeks, spend nights under bridges or in night shelters.
Though wages increased in the early nineteenth century, but these average figures did not reflect the variations between trades and fluctuations from year to year. In the periods of economic slump in 1830s, the unemployment went up between 35 and 75 per cent in different regions.
The fear of unemployment made workers hostile to the introduction of new technology. When Spinning Jenny was introduced in the woollen industry, women who survived on hand spinning attacked the new machines. The conflict continued for a long time.
After the 1840s, many building and construction activities intensified in the cities, which improved the employment opportunities. Roads were widened, railway lines were extended, tunnels dug, drainage and sewers laid, and rivers embanked. The number of workers in the transport sector doubled in the 1840s, and again doubled in subsequent 30 years.

→ Industrialisation in the Colonies:
This section studies how a colony industrialises. It researches not only on factory industries but also the non- mechanised sector.

→ The Age of Indian Textiles

Before the age of machine industries, silk and cotton goods from India dominated the international market in textiles. While many countries produced coarser cottons, India produced the finer varieties.
Armenian and Persian merchants took the goods from Punjab to Afghanistan, eastern Persia and Central Asia.
A vibrant sea trade operated through the main pre-colonial ports. Surat on the Gujarat coast connected India to the Gulf and Red Sea Ports. Masulipatam on the Coromandel Coast and Hoogly in Bengal had trade links with Southeast Asian ports.
A variety of Indian merchants and bankers were associated with the network of export trade.
The network however broke down by 1750s. The European countries got the monopoly rights to trade through various strategies, which resulted in the decline of old ports of Surat and Hoogly. Bombay and Calcutta ports grew. Trade through the new ports was controlled by European companies and was carried out in European ships.

→ What Happened to Weavers?

The French, Dutch, Portuguese and the local traders competed in the market to secure woven cloth. The East India Company found it difficult to get regular supply of goods for their export before establishing political power in Bengal and Carnatic in the 1760s and 1770s.
Once the East India Company established political power, it could assert the monopoly right to trade. It used a system of management and control that would dominate competition, control costs, and ensure regular supplies of cotton and silk goods.
The Company appointed a paid servant, called gomastha, to supervise weavers, collect supplies and examine the quality of cloth. They started the system of advances, wherein once an order was made, the weavers were given loans to purchase raw materials for their production. This tied the weaverSrto the Company and they could not trade their cloth with any other buyers but hand over the cloth only to the gomastha.
Earlier the supply merchants had often lived within the weaving villages, and had a close relationship with the weavers. However, the gomasthas were outsiders, with no long-term social link with the village. They did not understand the problems of the weavers, acted arrogantly, marched into the villages with sepoys and beat and flogged the weavers. The weavers lost their rights to bargain for prices and sell to different buyers.
In many places in Carnatic and Bengal, weavers deserted villages and migrated, setting up looms in other villages where they had some family relation. In other places, weavers along with village traders revolted against the Company and its officials.

→ Manchester Comes to India

As cotton industries developed in England, industrial groups began to pressurise the government to impose import duties on cotton textiles and persuaded East India Company to sell British manufactures in Indian markets.
Exports of British cotton goods increased dramatically in the early nineteenth century. Cotton weavers in India faced two problems at the same time: their export market collapsed and the local market shrank, being glutted with Manchester imports. They could not compete with the machine-made imported cotton goods, which were cheaper.
By the 1860s, the weavers faced a new problem. They could not get enough supply of good quality raw cotton. With the American Civil War, cotton supplies from US were cut off and Britain turned to India for supplies. The price of raw cotton shot up when raw cotton exports from India increased. Weavers in India were forced to buy raw cotton at exorbitant prices.
Later, by the end of the nineteenth century, factories in India flooded the market with machine goods, which affected the weavers and other craftspeople.

→ Factories Come Up:
The first cotton mill came up in Bombay in 1854. The first jute mill was set up in Bengal in 1855 and then in 1862. The Elgin Mill was started in Kanpur in the 1860s and a year later the first cotton mill of Ahmedabad was set up. The first spinning and weaving mill of Madras began production by 1874.

→ The Early Enterpreneurs:

In Bengal, Dwarkanath Tagore made his fortune in China trade, before he turned to industrial investment and set up six joint- stock companies in the 1830s and 1840s. They provided finance, procuring supplies, and shipping consignments to the British.
In Bombay, Parsis like Dinshaw Petit and Jamsetjee Nusserwanjee Tata who built huge industrial empires in India, accumulated their wealth partly from exports to China, and partly from raw cotton shipments to England.
Seth Hukumchand, a Marwari businessman set up the first Indian jute mill in Calcutta in 1917.
Father and grandfather of G.D. Birla also had their business.
While some merchants from Madras traded with Burma, others had trade links with Middle East and East Africa.
As colonial control tightened over India, they could trade with Europe in manufactured goods, and piostly had to export raw materials and food grains. They were also gradually etched out of the shipping business.
The European Managing Agencies controlled a large sector of Indian industries till the First World War.’While Indian financers provided the capital, the European Agencies made all investment and business decisions. The European-merchant industrialists had their own chamber of commerce which Indian businessmen were not allowed to join.

→ Where Did the Workers Come From?

In 1901, there were 584,000 workers in India, which increased to 2,436,000 by 1946.
Peasants and artisans went to industrial , centres in search of work when there was no work in the village.
The workers of Bombay cotton industries came from neighbouring district of Ratnagiri, while workers working in the mills of Kanpur came from the villages within the district of Kanpur.
Workers went home during festivals and harvest season.
There were workers from the United Provinces working in textile mills of Bombay and jute mills of Calcutta.
As entry into the mills were restricted, industrialists employed a jobber to get new recruits. The jobber became a person with authority and power.

→ The Peculiarities of Industrial Growth

European Managing Agencies established tea and coffee plantations. They acquired land at cheap rates from the colonial government, and invested in mining, indigo and jute.
As the Swadeshi movement gained momentum, the industrial groups organised themselves to protect collective interests, pressurising the government to increase tariff protection and grant other concessions. Cotton piece-goods production in India doubled between 1900 and 1912.
During the First World War, British mills got busy to meet the needs of the army. Manchester imports into India declined. Indian factories suddenly had a vast market to supply. New factories were set up and old ones ran multiple shifts.
After the war, Manchester could not recapture its hold in the market and not able to face the competition with US, Germany and Japan. Cotton production collapsed and exports of cotton cloth from Britain fell dramatically.
Within the colonies, local industrialists gradually consolidated their position, substituting foreign manufacturers and capturing the home market.

→ Small-scale Industries Predominate

In the twentieth century, handloom cloth production expanded steadily; almost trebling between 1900 and 1940. This was partly because of technological changes.
By the second decade of the twentieth century, weavers used looms with a fly shuttle, which increased productivity per worker, speeded up production and reduced labour demand.
Certain weavers were in a better position than others to survive the competition with mill industries. Coarse cloth was brought by the poor and the demand fluctuated violently. While famines did not affect the sale of Banarasi or Baluchari saris, the rural poor were affected.
Though the weavers and craftspeople did not prosper, had hard lives and long working hours but continued to expand production.

→ Market for Goods:

People had to be convinced about purchasing the finished products. Advertisements played a part in expanding the markets for products and in shaping a new consumer culture.
When Manchester industrialists started selling their cloth in India, they labelled in bold MADE IN MANCHESTER, which was done to make the customers confident about buying the cloth.
Labels Qpt only consisted of words, but many products had images of Indian gods and goddesses, nawabs and emperors, important personalities in advertisements to draw the attention of consumers towards the products.

JAC Class 10 Social Science Notes

JAC Class 10 Social Science Notes History Chapter 3 The Making of Global World

June 4, 2022June 4, 2022 by Bhagya

JAC Board Class 10 Social Science Notes History Chapter 3 The Making of Global World

→ Human societies have become steadily more interlinked.

Travellers, traders, priests and pilgrims travelled vast distances for carrying goods, money, ideas, skills, inventions and even germs and diseases.
Indus Valley Civilisation was linked with present West Asia. Cowries was a form of currency from the Maldives.

→ Silk Routes Link the World:

The Silk routes proved to be a great source of trade and cultural link between distinct parts of the world.
The silk routes were regarded as the most important routes linking the distant parts of the world.
These routes existed even before the Christian Era and flourished till the 15th century.
The Buddhist preachers, Christian missionaries and later on Muslim preachers used to travel by these routes.
Food Travels: Food offers many examples of long distance cultural exchange. Foods like potatoes, soya, maize, etc., were not known to our ancestors.

→ Conquest, Disease and Trade:

The world shrank in the 16th century after the European sailors found a sea route to Asia and America.
The Indian subcontinent had been known for bustling trade with goods, people, customs and knowledge. It was a crucial point in their trade network.
After the discovery of America, its vast lands, abundant crops and minerals began to transform trade and lives everywhere.
Precious metals, particularly silver from mines located in Peru and Mexico enhanced Europe’s wealth and financed its trade with Asia.
The Portuguese and Spanish conquest and colonisation of America was underway.
The most powerful weapon of the Spanish conquerors was not a conventional military weapon but germs of small pox which they carried.
America’s original inhabitants had no immunity against such types of diseases.

→ A World Economy Takes Shape:

Abolition of the com law.
Under pressure from the landowners’ groups, the government restricted the import of foodgrains.
After the com laws were scrapped, food could be imported into Britain more cheaply than it could be produced in the country.
British farmers were unable to compete with imports. Vast areas of land were left uncultivated.
As food prices fell, consumption in Britain rose.
Faster industrial growth in Britain led to higher incomes and more food imports.

→ The Role of Technology:

Technology had a great impact on the transformation of the 19th century world such as railways, steamship and telegraph.
Technological advances were often the results of social, political and economic factors.
The refrigerated ships helped to transport the perishable food items over a long distance.
It facilitated the shipment of frozen meat from America, Australia or New Zealand to different European countries.

→ The Nineteenth Century (1815 to 1914)

In the 19th century, economic, political, social, cultural and technological factors interacted in complex ways to transform societies and reshape external relations by European cqnquests.
Rinderpest or the cattle plague: It was carried by infected cattle imported from British Asia to feed Italian soldiers. Rinderpest killed 90% of the cattle and destroyed African livelihoods.
Meaning of ‘Indentured labour’ – ‘Indentured labour’ means labour by a bonded labourer under contract to Work for an employer for a specific period of time.
It brought higher income for some and poverty for others.
In the 19th century indenture was described as a new system of slavery.
Living conditions were harsh but workers discovered their own ways to survive.
- Indian bankers financed export agriculture in Central and South-East Asia
- Britain had ‘Trade surplus’ with India- Value of British exports were bigger than the value of imports from India.

→ The Inter War Economic:

The First World War was mainly fought in Europe.
During this time, the world experienced economic and political instabilities and another miserable war.
The First World War was fought between ; two power blocs. On the one hand were the allies – Britain, France, Russia and later joined the US, and on the opposite side- Germany, Austria, Hungary, Ottoman and Turkey.
This war lasted for four years.

→ Technological Transformations:

Modem industrial war- First-time modem weapons like machine guns, tanks, aircraft, chemical weapons, etc., were used on a massive scale.
Millions of soldiers had to be recruited from around the world, and most of them were men of working age.
British borrowed large sums from US banks.
The war transformed the US from being an international debtor to an international creditor.
US recovery was quicker after the war.
Important feature of the US economy of 1920’s was mass production.

→ The Great Depression:
Factors responsible for depression

Agricultural overproduction made the price of agriculture products slumping.
Many countries financed their investment through the loan they got from the USA.
American capitalists stopped all loans to European countries.
In Europe, it led to a failure of some major banks and collapse of currencies like Sterling.
Doubling the import duties by the USA, which hit the world trade badly.

→ Bretton Woods Institutions:

To deal with external surpluses and deficits a conference was held in July 1944 at Bretton Woods in New Hampshire, the USA.
International Monetary Fund and World Bank were set up to finance post war restructuring.
The post war international economic system is known as Bretton Woods system.
This system was based on fixed exchange rates.
IMF and World Bank are referred to as Bretton Woods Twins.
The US has an effective right of veto over key IMF and World Bank.

→ Decolonisation and Independence:

Most developing countries did not benefit from the fast growth of Western economies in the 1950s and 60s.
They organised themselves as a group, the group of 77 or G-77 to demand a New International Economic Order (NIEO).
- The relQcation of industry to low wage countries stimulated world trade and capital flow.
- Because of New economic policy, china became a favourite destination for the MNCs to invest.
It was a system that would give them real control over their natural resources, more development assistance, fairer prices for I raw materials and better access for their manufactured goods in developed countries, markets.
In last two decades, the economy of the world has changed a lot as countries like China, India and Brazil have achieved rapid economic development.

→ End of Bretton Woods and the Beginning of ‘Globalisation’

The US dollar could not maintain in relation to gold
It led collapse of the system of fixed exchange rates and introduction of floating exchange rates.
1970’s MNCs also started shifting production to low-wage countries.
The relocation of industries to low wage countries stimulated the world trade and capital flow.