{"id":6864,"date":"2024-03-05T11:00:40","date_gmt":"2024-03-05T05:30:40","guid":{"rendered":"https:\/\/theexampillar.com\/ncert\/?p=6864"},"modified":"2024-03-03T11:22:35","modified_gmt":"2024-03-03T05:52:35","slug":"ncert-solutions-class-10-social-science-history-chapter-2-nationalism-in-india","status":"publish","type":"post","link":"https:\/\/theexampillar.com\/ncert\/ncert-solutions-class-10-social-science-history-chapter-2-nationalism-in-india\/","title":{"rendered":"NCERT Solutions Class 10 Social Science (History) Chapter 2 (Nationalism in India)"},"content":{"rendered":"

NCERT Solutions Class 10 Social Science History
\n(India and the Contemporary World – II)
\n<\/strong><\/span><\/h2>\n

The NCERT Solutions in English Language for\u00a0Class 10 Social Science – History (India and the Contemporary World – II) Chapter – 2 (Nationalism in India) <\/strong>has been provided here to help the students in solving the questions from this exercise.\u00a0<\/span><\/p>\n

Chapter – 2 (Nationalism in India)<\/strong><\/span>\u00a0<\/strong><\/span><\/span><\/h2>\n

Exercises<\/u><\/b><\/span><\/p>\n\n\n\n
Write in brief\u00a0<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

1. Explain<\/strong><\/span><\/p>\n

a) Why the growth of nationalism in the colonies is linked to an anti-colonial movement?
\n<\/strong>Answer –\u00a0<\/strong>Colonisation affected people\u2019s freedom, and nationalist sentiments surged during the process of struggle against imperial domination. The sense of oppression and exploitation became a common bond for people from different walks of life, and this resulted in the growth of nationalist ideals. Thus, growth of nationalism in the colonies is linked to anti-colonial movements.<\/span><\/p>\n

b) How the First World War helped in the growth of the National Movement in India?
\n<\/strong>Answer –\u00a0<\/strong>During the First World War, the British army conducted forced recruitment from rural areas in India. To finance the defence expenditure, high custom duties and income taxes were imposed. Also, during 1918-19 and 1920-21, crops failed in many parts of India, thereby resulting in acute food shortages. All this caused extensive anger and opposition against the British colonial rule, and the national movement of India headed towards a stronger, more definitive direction.<\/span><\/p>\n

c) Why were Indians outraged by the Rowlatt Act?
\n<\/strong>Answer –\u00a0<\/strong>The Rowlatt Act was passed hurriedly through the Imperial Legislative Council despite opposition from Indian members. It gave the government autocratic powers to repress political activities besides allowing it to detain political prisoners without a trial, for two years. The Indian were outraged by this act as it was clearly undemocratic and oppressive, and hurt national and individual freedom and dignity.<\/span><\/p>\n

d) Why Gandhiji decided to withdraw the Non-Cooperation Movement?
\n<\/strong>Answer –\u00a0<\/strong>In February 1922, Mahatma Gandhi decided to withdraw 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.<\/span><\/p>\n

2. What is meant by the idea of Satyagraha?
\n<\/strong>Answer –\u00a0<\/strong>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 nonviolence. This could be done by appealing to the conscience of the oppressor. People \u2013 including the oppressors \u2013 had to be persuaded to see the truth instead of being forced to accept the truth through the use of violence. Through this struggle, the truth was bound to triumph ultimately. Mahatma Gandhi believed that this dharma of non-violence could unite all Indians.<\/span><\/p>\n

3. Write a newspaper report on<\/strong><\/span><\/p>\n

a) The Jallianwala Bagh massacre
\n<\/strong>Answer –\u00a0<\/strong>The Jallianwala Bagh massacre<\/strong>\u2014facts\u2014on 13 April,1919, General Dyer blocked the exit points from the enclosed ground of Jallianwala Bagh where a large crowd had gathered\u2014some to protest against the British government\u2019s repressive measures, others to attend the annual Baisakhi fair. Dyer\u2019s objective was to \u201cproduce a moral effect\u201d and terrorise satyagrahis. Hundreds of innocent people including women and children were killed on this day in the indiscriminate firing by British soldiers. This led to large scale strikes, clashes with police and attacks on government buildings by the enraged Indian people.<\/span><\/p>\n

b) The Simon Commission
\n<\/strong>Answer – <\/strong>The Simon Commission<\/strong>\u2014facts\u2014it arrived in India in 1928 and faced protest slogans of \u201cGo Back Simon\u201d. It was because this body was to suggest constitutional changes in Indian governance, but it did not have any Indian members. The Congress and the Muslim League jointly demonstrated against it. Lord Irwin announced a vague \u201cdominion status\u201d for India to quell the movement, leading to a Round Table Conference in October, 1929.<\/span><\/p>\n

4. Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter 1.
\n<\/strong>Answer –\u00a0<\/strong>The image of Bharat Mata as painted by Abanindranath Tagore shows her as bestowing learning, food and clothing. She bears aesthetic quality as denoted by the mala held by her. This is similar to the image of Germania as painted by Philip Veit, where she holds a sword, but looks more feminine. The other painting of Bharat Mata is more manly in its representation. In it, she is shown as bearing power and authority as denoted by the lion and elephant beside her. The latter image is more akin to the image of Germania by Lorenz Clasen, where she wields a sword and shield, and looks ready to fight.<\/span><\/p>\n

 <\/p>\n\n\n\n
Discuss\u00a0<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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.
\n<\/strong>Answer –\u00a0<\/strong>The different social groups that joined the Non-Cooperation Movement of 1921 were the urban middle class comprising lawyers, teachers and headmasters, students, peasants, tribals and workers. Peasants, tribals and workers joined the movement from the countryside. They did so with hopes of self-emancipation. Peasants rebelled against talukdars and landlords who demanded high rents and also forced them to do\u00a0begar<\/i>\u00a0or free labour. Tribal peasants revolted against the enclosure of large forest tracts by the British government, which left them devoid of a livelihood as well as traditional rights. Plantation workers, on the other hand, desired freedom to move about and retain links with the villages they came from. All three believed that Gandhi Raj would come with the Non-Cooperation Movement, and this would mark an end to their sorrows. Hence, they joined the anti-colonial struggle.<\/span><\/p>\n

2. Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.
\n<\/strong>Answer –\u00a0<\/strong>Salt March was an effective symbol of resistance against colonialism because\u00a0 \u00a0:
\n(i)<\/strong> All classes could identify with salt as it was a cheap and essential food item.
\n(ii)<\/strong> Tax on salt and the monopoly over its manufacturing was a sign of the oppression of British Rule.
\n(iii)<\/strong> It would affect the British Economy.
\nGandhiji reached Dandi on 12th March, 1930 and violated salt law by manufacturing salt from sea water. Breaking the salt law was an apparent defiance of British authority and was a direct challenge to British Rule in India. It had a far reaching repercussion on the whole structure of colonialism.\u00a0\u00a0<\/span><\/p>\n

3. Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life.
\n<\/strong>Answer –\u00a0<\/strong>I was very happy to participate in the Civil Disobedience Movement because I understood that I have to serve the nation in whatever capacity I could. I had heard Gandhiji speaking and asking us to participate in this movement. Inspired by him, I also offered Satyagraha. Picketed liquor shops and shops selling foreign cloth and also courted arrest. I felt empowered by these activities and felt that women also can help the men actively in the ultimate goal of achieving independence from the British.\u00a0\u00a0\u00a0This experience has made me realize that women also have an important role to play in realizing our freedom.<\/span><\/p>\n

4. Why did political leaders differ sharply over the question of separate electorates?
\n<\/strong>Answer –\u00a0<\/strong>Political leader differed sharply over the question of separate electorates because.
\n(i)<\/strong> The Nationalist Congress Leaders saw in the Movement the seeds of ‘Divide and Rule’, which weaken the National Movement. This policy of the British would benefit them to maintain their rule over India as long as they wished.
\n(ii)<\/strong> The Muslim leaders pretended that their interest could only be protected in a Muslim State, and in a Hindu majority state they would be at the mercy of the Hindus.
\n(iii)<\/strong> BR Ambedkar, the leader of the depressed classes, was in favour of separate electorates, because he feared that in a combined electorate, the lower castes would be under the dominance of the upper castes. Gandhiji brought him round to his views by a tactful move by signing a ‘Poona Pact’ with him which provided fixed and reserved seats for the depressed classes.<\/span><\/p>\n

Go Back To Chapters<\/i><\/b><\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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