10 Social Science (English) PDF Past Paper 2024-2025
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Kendriya Vidyalaya Sangathan
2024
Nidhi Pandey
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This document is a 2024-2025 past paper for class 10 social science, including index page and syllabus, covering various historical topics like nationalism in Europe, and contemporary India. The document contains a table of contents, and notes on the specific subject areas and weighting allocated.
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केन्द्रीय विद्यालय संगठन Kendriya Vidyalaya Sangathan सामवजक विज्ञान SOCIAL SCIENCE कक्षा/Class: X 2024-25 विद्यार्थी सहायक सामग्री Student Support Material अिंग्े़ रजी माध्यम/English Medium ...
केन्द्रीय विद्यालय संगठन Kendriya Vidyalaya Sangathan सामवजक विज्ञान SOCIAL SCIENCE कक्षा/Class: X 2024-25 विद्यार्थी सहायक सामग्री Student Support Material अिंग्े़ रजी माध्यम/English Medium संदेश विद्यालयी विक्षा में िैवक्षक उत्कृष्टता प्राप्त करना केन्द्रीय विद्यालय संगठन की सिोच्च िरीयता है । हमारे विद्यार्थी, विक्षक एिं िै वक्षक नेतृत्व कताा वनरं तर उन्नवत हे तु प्रयासरत रहते हैं । राष्टरीय विक्षा नीवत 2020 के संदर्ा में योग्यता आधाररत अवधगम एिं मूल्ां कन संबन्धित उद्दे श्ों को प्राप्त करना तर्था सीबीएसई के वदिा वनदे िों का पालन, ितामान में इस प्रयास को और र्ी चुनौतीपूर्ा बनाता है । केन्द्रीय विद्यालय संगठन के पां चों आं चलिक लशक्षा एवं प्रलशक्षण संस्थान द्वारा संकवलत यह ‘विद्यार्थी सहायक सामग्री’ इसी वदिा में एक आिश्क कदम है । यह सहायक सामग्री कक्षा 9 से 12 के विद्यावर्थायों के वलए सर्ी महत्वपूर्ा विषयों पर तैयार की गयी है । केन्द्रीय विद्यालय सं गठन की ‘विद्यार्थी सहायक सामग्री’ अपनी गुर्ित्ता एिं परीक्षा संबंधी सामग्री-संकलन की वििेषज्ञता के वलए जानी जाती है और अन्य विक्षर् संस्र्थान र्ी इसका उपयोग परीक्षा संबंधी पठन सामग्री की तरह करते रहे हैं । िुर्-आिा एिं विश्वास है वक यह सहायक सामग्री विद्यावर्थायों की सहयोगी बनकर सतत मागादिान करते हुए उन्हें सफलता के लक्ष्य तक पहुं चाएगी । िुर्ाकां क्षा सवहत । वनवध पां डे आयुक्त, केन्द्रीय विद्यालय संगठन INDEX S. No. NAME OF TOPIC Page No. 1. Index 1 2. Social Science Syllabus 2 Unit -1. India and the Contemporary World – II - Weightage 18 + 2 = 20 Marks 3. Ch- 1. The Rise of Nationalism in Europe 3-11 4. Ch- 2. Nationalism in India + MAP 11-22 5. Ch- 3. The Making of a Global World (Subtopics: 1 to 1.3 -Pre-Modern World 22-24 to Conquest, Disease and trade) 6. Ch- 5. Print Culture and the Modern World 25-30 Unit-2. Contemporary India – II- Weightage 17 + 3 = 20 Marks 7. Ch- 1. Resources and Development 30-38 8. Ch- 2. Forest and Wildlife 38-43 9. Ch- 3. Water Resources + MAP 44-47 10. Ch- 4. Agriculture 48-51 11. Ch- 5. Minerals and Energy Resources + MAP 52-58 12. Ch- 6. Manufacturing Industries + MAP 59-63 13. Ch.-7. Lifelines of National Economy 63-65 Only MAP pointing to be evaluated in the Board Examination Unit-3. Democratic Politics – II Weightage - 20 Marks 14. Ch- 1. Power Sharing 66-72 15. Ch- 2. Federalism 72-77 16. Ch- 3. Gender, Religion and Caste 77-82 17. Ch- 4. Political Parties 82-87 18. Ch- 5. Outcomes of Democracy 87-92 Unit-4. Understanding Economic Development Weightage - 20 Marks 19. Ch- 1. Development 92-96 20. Ch- 2. Sectors of the Indian Economy 96-102 21. Ch- 3. Money and Credit 103-110 22. Ch- 4. Globalization and the Indian Economy 110-112 To be evaluated in the Board Examination What is Globalization? Factors that have enabled Globalization 23 Previous Year Question Paper, Solved & Unsolved Sample Question Papers 113-170 This study material is made for Class X Board Examination Only. 1|Page CBSE SOCIAL SCIENCE SYLLABUS CLASS – X (2024-25) (Code No. 087) HISTORY (INDIA AND THE CONTEMPORARY WORLD-II) Chapter CHAPTER NAME Marks No. allocated 1. Rise of Nationalism in Europe 18 + 2 map 2. Nationalism in India pointing 3. The Making of the Global World (Subtopics: 1 to 1.3 From Pre-Modern World to Conquest, Disease and Trade) 4. The Age of Industrialisation (To be assessed as part of Periodic Assessment only) 5. Print Culture and the Modern World GEOGRAPHY (CONTEMPORARY INDIA-II) 1. Resources and Development 2. Forests and Wildlife 3. Water Resources 17 + 3 map 4. Agriculture pointing 5. Mineral and Energy Resources 6. Manufacturing Industries 7. Lifelines of National Economy (Only Map will be assessed in Board Exams) POLITICAL SCIENCE (DEMOCRATIC POLITICS-II) 1. Power Sharing 2. Federalism 3. Gender, Religion and Caste 20 4. Political Parties 5. Outcomes of Democracy ECONOMICS (UNDERSTANDING ECONOMIC DEVELOPMENT) 1. Development 2. Sectors of Indian Econom 20 3. Money and Credit 4. Globalisation and Indian Economy To be assessed in Board Exams What is Globalisation? Factors enabling globalisation 5. Consumer Rights (Project Work) 2|Page Chapter -1 The Rise of Nationalism in Europe Topic suggested by CBSE under the chapter The French Revolution and the Idea of the Nation The Making of Nationalism in Europe The Age of Revolutions: 1830-1848 The Making of Germany and Italy Visualizing the Nation Nationalism and Imperialism. 3|Page IMPORTANT TERMS 1. Republic: It's a state where the supreme power is held by the people and their head of the state is elected. Example: - Indian president is Indirectly elected and our Nation is known as Republic. 2. Democratic Republic: It is a form of government where in rulers are elected by the people. 3. Socialism: It is an economic theory, system or movement, where the production and distribution of goods is done, owned and shared by the citizens of a society. 4. Absolute monarchy: It is a form of monarchy in which all governmental power and responsibilities arise from a monarch. Louis XVI of France is the most famous example of absolute monarchy. 5. Aristocracy: A class or group of people believed to be superior (as in rank, wealth, or intellect). 6. Utopian: A vision of a society that is so ideal that it is unlikely to actually exist. 7. Nation-state: A large number of people of mainly common descent, language, history, inhabiting a territory bounded by defined limits and forming a society under one government is called a nation. 8. Nationalism: Loyalty and devotion towards a nation and having feelings of collective identity. 9. Universal Suffrage: The right of all adult citizens to vote in an election. 10. Conservatism: Commitment to traditional values and ideas with opposition to change or innovation. 11. Ottoman Empire: Turkish empire ruled by the Khalipha (Caliph) - the spiritual and temporal head of the Muslims. 12. Ideology: System of ideas reflecting a particular social and political vision. 13. Ethnic: It relates to a common racial, tribal or cultural origin or background that a community identifies with or claims. 14. Allegory: When an abstract idea is expressed through a person or a thing. An allegorical story has two meanings, one literal and one symbolic. 15. Romanticism: A cultural movement, which aimed at developing a particular form of national sentiment and promoted a feeling of collective heritage as the basis of a nation. IMPORTANT EVENTS 1707 Act of Union - Between England and Scotland that resulted in the formation of the United Kingdom of Great Britain. 4|Page 1789 The French Revolution occurred. 1797 Napoleon invades Italy: Napoleonic wars begin. 1801 Ireland was forcibly incorporated into the United Kingdom. 1804 Napoleonic Code or the Civil Code was introduced, abolishing privileges based on birth. Upheld equality before law and secured the right to property. 1814-1815 Defeat of Napoleon by European powers-Britain, Prussia, Russia and Austria. 1815 The European powers met at Vienna to draw up a settlement for Europe. The treaty of Vienna 1821- Greek struggle for independence begins. 1848- Revolutions in Europe; artisans, industrial workers and peasants revolt against economic hardships; middle classes demand constitutions and representative governments; Italians, Germans, Magyars, Poles, Czechs, etc. demand nation-states. 1859-1870- Unification of Italy. 1866-1871- Unification of Germany. GIST OF THE LESSON Nation (State): A large number of people of mainly common descent, language, history, inhabiting a territory bounded by defined limits and forming a society under one government is called a nation. Frederic Sorrieu and his visualization: In 1848, Frederic Sorrieu, a French artist, prepared a series of four prints, visualizing his dream of a world made up of “democratic and social republics”, as he called them. In Sorrieu’s Utopian vision, the people of the world are grouped as distinct nations, identified through their flags and national costumes. The Making of Nationalism in Europe: 1. Germany, Italy and Switzerland were divided into Kingdom, duchies and cantons these divisions were having their autonomous rulers. 2. Uses of different languages. 3. Rise of middle class. 4. Industrialization in England, emergence of a working class and liberalism. 5. New conservatism after 1815 and preservation of traditional institution. 6. After the defeat of Napoleon, the European government follows the spirit of conservatism. 7. Conservative regimes were autocratic. Revolutionaries at that time fought for liberty and freedom. Example- Mazzini founded two underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne. Unification of Italy: Giuseppe Mazzini had played an important role in the unification of Italy. He formed a secret society called “Young Italy” in Marseilles, to spread his goals. He believed Italy could not continue to be a patchwork of small states and had to be forged into a single unified republic. During 1830’s, Mazzini sought to put together a coherent programme for a unitary Italian Republic. As uprisings in 1831 and 1848 had failed, the responsibility to unify Italy was led by Sardinia-Piedmont under its ruler Emmanuel II. Under Chief Minister Cavour, Sardinia-Piedmont succeeded in destroying the Austrian forces in 1859. Even Garibaldi joined the fray. In 1860, they marched into South Italy and the kingdom of the two Sicilies and with the help of the local peasants, drove out the Spanish rulers. In 1861, Victor Emmanuel II was proclaimed as King of United Italy. 5|Page Unification of Germany: In the 18th century, Germany was divided into a number of states. Some of these states ceased to exist during the Napoleonic wars. At the end of the war, there were still 39 independent states in Germany. Prussia was most powerful, dominated by big landlords known as Junkers. 1. Nationalist feelings were widespread among middle class Germans who had tried to unite the different regions of the German federation into a nation-state governed by an elected Parliament. 2. In May 1848, a large number of political associations came together to vote for an all-German National Assembly. Their representatives met at Frankfurt and the Frankfurt Assembly proposed the unification of Germany as a constitutional monarchy under the King of Prussia as emperor. 3. Firstly, the King of Prussia rejected the offer and the liberal initiative of nation building was repressed by the combined forces of the monarchy, the military and the “Junkers”. 4. After that Prussia under its Chief Minister Otto von Bismarck led the movement for unification of Germany. He followed the principle of “Blood and Iron”. Bismarck carried out this process with the help of the Prussian army and the bureaucracy. He fought three wars over seven years with Denmark, Austria and France. Prussia was victorious in all these wars and the process of unification was completed as a result of Prussia’s victory over France. 5. Consequently, on 18th January 1871, an assembly comprising of princes of German States, representatives of the army, important Prussian ministers and Bismarck gathered in the Palace of Versailles and proclaimed the Prussian King, Kaiser William, the new German Emperor. Visualizing the Nation: Marianne and Germania were both female allegories used by artists in the 19th century to represent the nation. 1. In France she was named Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of liberty and republic. Marianne images were marked on coins and stamps. 2. Instead of just having the idea of father land, they wanted to implant a suitable image in the minds of the people. They invariably chose the mother figure symbolizing nations—Britannia- the symbol of the British nation, Germania and Marianne reminding us of our concept of Matri Bhumi. 3. Germania became the allegory of the German nation. Germania wears a crown of oak leaves as German oak stands for heroism. It was hung from the ceiling of St. Paul’s Church, where Frankfurt Parliament was convened, to symbolize the liberal revolution. Napoleonic Code of 1804 (Civil Code of 1804) : 1. The first major change was doing away with all privileges based on birth, establishing equality before law and securing the right to property. 2. Administrative divisions were simplified. 3. Feudal system was abolished and peasants were freed from serfdom and manorial dues (abuse of manorial lords). 4. In towns, guild restrictions were removed. 5. Transport and communication systems were improved. 6. Peasants, artisans, workers and new businessmen enjoyed a new found freedom. 7. Businessmen and small-scale producers of goods in particular began to realize that uniform laws, standardized weights and measures and a common national currency would facilitate the movement and exchange of goods and capital from one region to another. Nationalism and Imperialism: Last quarter of the 19th century nationalism became a narrow creed with limited ends, Intolerance Balkan became the sense of big power rivalry Nationalism, aligned with imperialism cause of World 6|Page War I. Idea of a Nationalism was now same everywhere. But concept of National State was accepted universe. LINK OF THIS CHAPTER:- click here 2ND LINK (ANIMATED):- CLICK HERE Multiple Choice Questions: 1. A ‘Utopian Society’ is (i) a society under a benevolent monarchy (ii) a society that is unlikely to ever exist (iii) a society under the control of a chosen few wise men (iv) a society under Parliamentary Democracy (a) (i) and (ii) (b) (ii) and (iii) (c) (ii) only (d) (iii) only 2. Which of the following countries did not attend the Congress of Vienna? (a) Britain (b) Russia (c) Prussia (d) Switzerland 3. Nationality of the artist Frederic Sorrieu who visualised in his painting a society made up of Democratic and Social Republic. (a) German (b) Swiss (c) French (d) American 4. Who made the famous remark, ‘When France sneezes, the rest of Europe catches a cold’? (a) Metternich (b) Mazzini (c) Garibaldi (d) Louis Philippe 5. The Treaty of Constantinople was signed in _______. (a) 1835 (b) 1735 (c) 1834 (d) 1832 6. Giuseppe Mazzini founded the secret underground society named ‘Young Europe’ in __________. (a) Marseilles (b) Berne (c) Vienna (d) Brussels 7. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power after signing the Treaty of _______. (a) Vienna (b) Constantinople (c) Marseilles (d) Prussia 8. Which of the following is true about Liberalism? (a) Abolition of state-imposed restrictions (b) Freedom of markets on the movement of goods and capital (c) Options (a) and (b) (d) None of the above 9. The first great revolution which gave the clear idea of nationalism with its core words: ‘Liberty, Equality and Fraternity’ was: (a) The Russian Revolution (b) The French Revolution (c) The American Revolution 7|Page (d) India’s First War of Independence 10. Read the statements and choose the correct option. Assertion(A): Civil code of 1805 is also known as Napoleonic Code. Reason(R): Napoleonic Code did away with all privileges based on birth, established equality before the law and secured the right to property. (a) Both A and R are true and R is the correct explanation of A. (b) Both A and R are true but R is not the correct explanation of A. (c) A is true but R is false. (d) A is false but R is true 11. The painting “The Dream of worldwide Democratic and Social Republics” was prepared by -------- (a) Giuseppe Mazzini (b) Frederic Sorrieu (c) Henry Patullo (d) Duke Metternich Answers of MCQ 1-C 2-D 3-C 4-A 5-D 6-B 7-A 8-C 9-B 10-D 11-B Very Short Type Question: 1. What was the strong demand of the emerging middle classes in Europe during nineteenth century? Answer: The strong demand of emerging middle class in Europe was freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital. 2. What was Zollverein? Answer: In 1834, a customs union or Zollverein was formed at the initiative of Prussia and was joined by most of the German states. 3. What was the objective of Treaty of Vienna? Answer: The aim was to reverse most of the changes that had come about in Europe during the 8|Page Napoleonic war. The Bourbon dynasty, which had been deposed during the French Revolution was restored to power. 4. Why did weavers in Silesia revolt in 1845? Answer: Weavers in Silesia had led a revolt against contractors who supplied them raw material and gave them orders for finished textiles but drastically reduced their payments. 5. What is an Allegory? State any one example to clarify the same. Answer: Allegory: When an abstract idea for instance; greed, envy, freedom, liberty is expressed through a person or a thing. It is symbolic. Examples: Statue of Liberty, Marianne, Germania, etc. Short Type Question: 1. Write a short note on “The role of women in nationalist struggles”. Answer: The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. Women had formed their own political associations, founded newspapers, and taken part in political meetings and demonstrations. Despite this, they were denied voting rights during the election of the Assemble. When the Frankfurt parliament convened in the Church of St. Paul, women were admitted only as observers to stand in the visitors’ gallery. Long Type Question: 1. Highlight the reasons for the growth of nationalist tensions in the Balkan region before the First World War. Answer: The reasons for the growth of the Nationalist tension in the Balkan region before the first World war are highlighted below: The Balkan was the region of geographical and ethnic variation comprising modern-day Romania, Albania, Bulgaria, Greece, Serbia, Croatia, etc. A large part of the Balkan was under the control of the Ottoman Empire. It was an explosive area due to the spread of the ideas of romantic Nationalism in Balkan and the disintegration of the Ottoman Empire. The Empire was not even able to strengthen itself through modernization and internal reforms. The people of the Balkan claimed for independence and political rights using their nationality and history to prove that they were an independent nation but were subjugated by a foreign power. The people struggled to define their identity and their Balkan area became an area of intense conflict. At the same time the great European powers of Russia, England, Germany and Austro Hungary were keen on capturing this area as it was important from the viewpoint of trade. This led to a series of War and finally became the cause of the first world war. 2. What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him? Answer: The following changes were introduced by Napoleon to make the administrative system more efficient in the territories ruled by him: 1. Civil Code of 1804 or the Napoleonic Code was issued. It abolished all privileges based on birth. It established equality before the law and secured the right to property. 2. Napoleon simplified administrative divisions in the Dutch Republic, in Switzerland, in Italy and Germany. 3. The feudal system was abolished and peasants were freed from serfdom and manorial dues. 4. Guild restrictions were removed in towns. 5. Improvements were made in the transport and communication systems. 6. Uniform laws, standardized weights, and measures, and a common national currency was 9|Page introduced. It facilitated the movement and exchange of goods and capital from one region to another. In view of the above reforms, it is stated that through a return to monarchy, Napoleon had, no doubt, 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. 3. Describe any five measures which were introduced by the French Revolutionaries to create a sense of collective identity amongst the French people. Answer: French revolutionaries introduced various measures such as: 1. The Estate General was elected by the body of active citizens and renamed the National Assembly. 2. New hymns were composed, oaths taken and martyrs commemorated all in the name of the nation. 3. A centralized administrative system was put in place and it formulated uniform laws for all citizens within its territory. 4. Internal customs, duties and dues were abolished and a uniform system of weights and measures was adopted. 5. Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation. 6. They further declared that it was the mission and the destiny of the French nation to liberate the people of Europe from despotism and help them to become nations. 4. Write a short note on the Greek War of Independence. Answer: Greek War of Independence: a. An event that mobilized nationalist feelings among the educated elite across Europe was the Greek War of Independence. b. Greece had been part of the Ottoman Empire since the 15th century. c. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture. d. Poets and artists lauded Greece as the cradle of European civilization. e. The English poet Lord Byron organized funds and later went to fight in the war. f. Finally, the Treaty of Constantinople of 1832 recognized Greece as an independent nation. 5. Explain the different stages of unification of Germany. Ans. i. Germany was group of small states before its unification. ii. The liberal initiative to Nation building failed and was taken over by Prussian empire. iii. Otto von Bismarck was the chief architect in German Unification. iv. He led three wars against Austria, Denmark and France which ended in Prussian victory. v. In 1871 Prussian King William I, was declared German Emperor. 6. Briefly explain the unification of Italy. Ans. Like Germany, Italy was also politically fragmented. th * During the middle of 19 century, Italy was divided into seven states of which only one, Sardinia- Piedmont was ruled by an Italian Prince. North was ruled by Austrian Habsburgs. Centre was under Pope. South was under the Bourbon kings of Spain. Role of Mazzini: Giuseppe Mazzini made efforts to unite Italian Republic. He had formed the secret society called Young Italy for achieving his goal Role of Count Cavour: He was the chief minister who led the movement to unite Italy. He formed a tactful diplomatic alliance with France and defeated the Austrian Forces. 10 | P a g e Role of Giuseppe Garibaldi: Garibaldi also formed armed volunteers. In 1860, they marched into south Italy and the kingdoms of two Sicilies and succeeded in driving out the Spanish rulers. In 1861 ,Victor Emmanuel II was proclaimed King of united Italy SOURCE BASED QUESTIONS: 1. Read the source given below and answer the following questions:- 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. A large part of the Balkans was under the control of the Ottoman Empire. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive. 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. The Balkan peoples 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. Hence the rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long lost independence. 1.1 Who were the Slavs? 1 1.2 How had the Ottoman Empire sought to strengthen its power? 1 1.3 What made the region of the Balkans to be described as explosive? 2 Answer of Source Based Questions 1.1 Inhabitants of Balkans 1.2 Through modernization and internal reforms 1.3 a. Disintegration of the Ottoman Empire b. Spread of the ideas of romantic nationalism Chapter -2 Nationalism in India Topic suggested by CBSE under the chapter First World War, Khilafat and Non-Cooperation Differing strands within the non-co-operation movement Towards Civil Disobedience The Sense of Collective Belonging 11 | P a g e IMPORTANT TERMS Satyagraha: It means holding on to truth or truth force. It was a non-violent struggle introduced by Gandhiji in the Indian National Movement. It persuades the opponent to understand the truth. Champaran Movement: It was a movement of workers in the indigo plantations of the Champaran district of Bihar. It was against the oppressive plantation system. Kheda Movement: Crop failure and plague epidemic made the life of the farmers miserable in the Kheda district of Gujarat. So, they started a movement under Gandhiji’s leadership with the demand for a reduction in land revenue. Mill workers Movement: Low wages and poor working conditions forced the mill workers of Ahmedabad to start a movement under Gandhiji’s leadership in 1918. Rowlatt Act: This Act gave the government the power to imprison any person without any trial for a period of two years. Khilafat Movement: It was a movement organized by Muhammad Ali and Shaukat Ali [Ali brothers] in order to protest against the injustice done to Turkey by Britain after the First World War. The Turkish Sultan had the title of Caliph. The Muslims considered him as their spiritual leader. So, many Muslims joined this movement. Swaraj: It is a system in which the real political powers are in the hands of the elected representatives of the people. At the same time, India will continue to be a part of the British Empire. It is similar to the Dominion status. Poorna Swaraj: It means complete freedom. India will cut all relations with the British and become a sovereign democratic republic. Hind Swaraj: It is a famous book written by Gandhiji. Gandhiji put forward the idea of non-co- operation in this book. Nagpur Congress: The Congress session was held at Nagpur in 1920. The Congress adopted the non- co-operation programme in this session. Justice Party: It was a party of non-Brahmins of Madras. It decided not to boycott council elections during the period of the Non-Co-operation Movement. Nai-dhobi bandh: The villagers of Awadh decided to boycott the landlords. So, they started Nai-dhobi 12 | P a g e bandh. The landlords were denied the services of barbers and washermen. Swatantra Bharat: It was a slogan raised by the tribal’s during the Non-Co-operation Movement. Gandhi-Irwin Pact: It was signed between Gandhiji and Lord Irwin on 5 March 1931. Gandhiji agreed to call off the Civil Disobedience Movement. He also agreed to attend the Second Round Table Conference. Irwin promised to release the political prisoners. Separate Electorates: It is a system in which the members of a particular social group will elect its own separate representative to the legislature. The other people of the area will elect another representative. Poona Pact: It was signed between Gandhiji and Ambedkar in September 1932. Gandhiji brought an end to his fast. He accepted the demand for reservation of seats for Dalits in the legislatures. Ambedkar agreed to give up the demand for separate electorates. Hindu Maha Sabha: It was a Hindu communal organization. It demanded special rights for the Hindus. IMPORTANT EVENTS 1885 : The first meeting of the Indian National Congress in Bombay. 1917 : Mahatma Gandhi organized Satyagraha Movement in Kheda District (Gujarat). 1918 : Mahatma Gandhi organized Satyagraha Movement in Ahmedabad. 1919 : Rowlatt Act was Passed (It gave the government enormous power to repress political activities, and allowed detention of political prisoners without trial for two years). 10th April, 1919 : The police in Amritsar fired upon a peaceful procession. Martial law was imposed. March, 1919 : Khilafat Committee founded in Bombay. 13th April, 1919 : Jallianwala Bagh Massacre took place. September, 1920 : Congress Session in Calcutta- Decided to start a Non-Cooperation Movement in support of Khilafat as well as for Swaraj. December, 1920 : Congress Session at Nagpur—A compromise was worked out and the Non- cooperation programme was adopted. February, 1922 : Mahatma Gandhi decided to Withdraw Non-Cooperation Movement. January, 1923- Establishment of Swaraj Party by Motilal Nehru and C.R.Das. 1928 : Simon Commission arrived in India. December, 1929 : Lahore Session of the Congress- Demand for Purna Swaraj. January 26,1930 : Celebrated as the Independence day. January 31,1930 : Gandhiji sent a letter to Viceroy Irwin stating 11 demands. April 6, 1930 : The salt march reached Dandi, Gandhiji violated the Salt Law. 1930 : Civil Disobedience Movement continues; Salt Satyagraha: Gandhi’s Dandi March; First Round Table Conference. 1930 : Dr. B. R. Ambedkar established Depressed Classes Association. March 5, 1931 : Gandhi Irwin Pact was signed. December, 1931 : Gandhiji went for Second Round Table Conference. September, 1932 : Poona Pact between Gandhiji and Dr. B. R. Ambedkar. 1934 : Civil Disobedience Movement called off. 1937 : Election held for Provincial Assemblies. 1939 : Outbreak of the Second World War. GIST OF THE LESSON Nationalism in India: The growth of modern nationalism is intimately connected to anti- colonial movement. The congress under the leadership of Mahatma Gandhi tried to forge groups together within one movement. First World War, Khilafat and Non-Cooperation: 1. National Movement was spreading in new areas in 1919 and incorporating new social groups and developing new modes of struggle and since national feelings among the people of India. 2. Mahatma Gandhi came to India and The Idea of Satyagraha emphasized the power of truth and the 13 | P a g e need to search for truth. The satyagrah movement was started with his two principle Truth and Non violence. 3. He advocated that physical force was not necessary to fight the oppressor. 4. In 1917, He travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system. The Idea of Satyagraha: 1. Mahatma Gandhi returned to India in January, 1915. His heroic fight for the Indians in South Africa was well-known. His method of mass agitation known as Satyagraha had yielded good results. 2. The idea of Satyagraha emphasized the power of truth and the need to search for truth. 3. In 1917, Gandhi travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system. 4. In 1917, crops field in Kheda district of Gujrat, but the government refused to remit land revenue and insisted on its full collection. 5. In 1918, Mahatma Gandhi intervened in a dispute between workers and mill owners of Ahmedabad. He advised to workers to go on strike and to demand increase in wages. 6. Satyagraha brought Gandhiji into close touch with the workers in the urban areas. The Rowlatt act: 1. When the Rowlatt act 1919, was passed hurriedly through the Imperial Legislative Council inspire of unanimous opposition of the Indian members, Gandhiji’s patience comes to an end. 2. According to this act any person could be arrested and sent to jail for two years. 3. Local leaders were picked up from Amritsar and Mahatma Gandhi was barred from entering Delhi. Jallianwala Bagh Massacre: 1. On 13 April 1919 a large crowd gathered in the enclosed ground of Jalliawalla Bagh. 2. People came to protest against government’s repressive measure while some came to attend the annual Baisakhi fair. 3. General Dyer entered the area. Blocked the exit points and opened fire on the crowd, killing hundreds. 4. The government responded with brutal repression seeking to humiliate and terrorise people. 5. Satyagrahis were forced to rub their noses on the ground, crawl on the streets and do Salaam (salute) to all Sahibs. Khilafat movement: 1. Rowlatt Satyagraha had been a widespread movement, it was still limited mostly to cities and towns. 2. Mahatma Gandhi now felt the need to launch a more broad-based movement in India. 3. But he was certain that no such movement could be organized without bringing the Hindus and Muslims closer together. 4. The First World War had ended with the defeat of Ottoman Turkey. There were rumors that a harsh peace treaty was going to be imposed on the Ottoman Emperor, who was the spiritual head (Khalifa) of the Islamic world. 5. The Muslims of India decided to force Britain to change her Turkish policy. 6. A young generation of Muslim leaders like the brothers Muhammad Ali and Shaukat Ali began discussing with Mahatma Gandhi about the possibility of a united mass action on the issue. Gandhi ji agreed to give his support for Khilafat movement because he wanted to unite both Hindu and Muslims against British rule. Why non-cooperation? In his famous book Hind Swaraj (1909) Mahatma Gandhi declared that British rule was established in 14 | P a g e India with the cooperation of Indians, and had survived only because of this cooperation. Differing strands within the movement: In January 1921, the Non-Cooperation-Khilafat Movement began. In this movement, various social groups participated, but the term meant different things to different people. The Movement in The Towns: Thousands of students left the government schools and colleges. 1.Headmasters and teachers resigned and lawyers gave up the legal practices. 2. The council elections were boycotted in most provinces except Madras. Foreign goods were boycotted, liquor shops were picketed and foreign goods and clothes were burnt. The import of foreign cloths was reduced. 3. The production of Indian textile mills and handlooms went up. Reason for slowdown of movement: 1. Khadi cloth was more expensive than mill cloth and poor people could not buy it. 2. It was difficult for them to boycott mill made cloth. 3. It was felt difficult to boycott the English school and colleges for long in the Absence of alternate Indian institutions. Rebellion in the Countryside: 1. From the cities the Non-Cooperation movement spread to the countryside and took up the struggles of the peasants and tribals. 2. In Awadh Sanyasi Baba Ram Ramchandra was leading the peasants against talukadar and landlords. 3. This Peasants movement demanded reduction of revenue, abolition of Begar and social boycotts of oppressive landlords. 4. This Peasants movement demanded reduction of revenue, abolition of Begar and social boycotts of oppressive landlords. 5. Awadh kisan Sabha was setup headed by Jawaharlal Nehru, Baba Ramchandra. Tribal peasants interpreted the message of Mahatma Gandhi and the idea of Swaraj in Gudem hills of Andhra Pradesh. Role of Alluri Sitaram Raju In the Gudem hills of Andhra Pradesh, a militant Guerrilla movement spread under the leadership of Alluri Sitaram Raju. The spoke of Gandhiji’s greatness and his Non-Cooperation movement. He persuaded people to wear Khadi and give up drinking. At the same time, he asserted that the Swaraj could be attained with use of forces and not with the non-violence. Swaraj in the Plantation: 1. For plantation workers freedom meant the right to move freely in and out of the enclosures where they were kept. 2. They were not allowed to leave tea garden without permission. When they heard of Non-Cooperation Movement. They left the plantation and proceeded to their homes. But unfortunately, they never reached their destination and were caught by the police. Towards Civil Disobedience: 1.In February 1922 Mahatma Gandhi decided to withdraw the Non-co-operation Movement because he felt that the movement was taking a violent turn in Chouri Choura. Gandhiji wanted to train the Satyagrahis for the mass movement. 2. Within the congress C R Das and Motilal Nehru found the Swaraj Party for return to council politics. 15 | P a g e 3. Due to the worldwide economic depression the life of the people was badly affected in India. Agricultural prices started falling, export declined. Simon Commission Constituted under John Simon to look into the functioning of the constitutional system in India and Suggest changes Simon Commission arrived in India in 1928 and it was greeted with the slogan ''Go back Simon'' and showed Black flags. All parties including the Congress and the Muslim League participated. It was all white member commission without any Indian members. How Participants Saw the Movement: 1. The Patidars of Gujarat and the Jats of Uttar Pradesh were active in the movement. They became enthusiastic supporters of the Civil Disobedience Movement. But they were deeply disappointed when the movement was called off in 1931. So, when the movement was restarted in 1932, many of them refused to participate. The poorer peasants joined a variety of radical movements, often led by Socialists and Communists. 2. To organize business interests, the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927 were formed. The industrialists attacked colonial control over the Indian economy and supported the Civil Disobedience Movement when it was first launched. Some of the industrial workers did participate in the Civil Disobedience Movement. In 1930 and 1932, railway workers and dock workers were on strike. The Limits of Civil Disobedience: 1. Many women went to jail. 2. All social groups were not attracted by the concept of Swaraj e.g. So, called DalitCongress had ignored them for fear of offending high caste Hindus. 3. Gandhi ji called them Harijan. He believed that swaraj would not come for hundred years if untouchability was not eliminated. He organized satyagraha to secure them entry into temples and access to public well tanks, roads and schools. The Sense of Collective Belonging: 1. Nationalist Movement Spreads when people belonging to different regions and communities begin to develop a sense of collective belongingness. The identity of a nation is most often symbolized in a figure or image. 2. The image of Bharat Mata was first created by Bankim Chandra Chattopadhyay in 1870 when he wrote ‘Vande Mataram ‘for our motherland. Indian folk songs and folk sung by bards played an important role in making the idea of nationalism. In Bengal, Rabindranath Tagore and in Madras, Natesa, Sastri collection of folk tales and songs, which led the movement for folk revival. During the Swadeshi Movement, a tri-color (red, green and yellow) flag was designed in Bengal. It had eight lotuses representing eight provinces and a crescent moon representing Hindus and Muslims. Means of creating a feeling of nationalism was through reinterpretation of history. The nationalist writers urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule. VIDEO LINK OF THIS CHAPTER:- CLICK HERE 2ND LINK(ANIMATED):- CLICKHERE MULTIPLE CHOICE QUESTIONS ( 1 Marks) 1. In which movement did Gandhi see an opportunity to bring Muslims under the umbrella of a unified national movement : (a) the oppressive plantation system in Champaran movement (b) A satyagraha movement to support the peasants of the Kheda district of Gujarat 16 | P a g e (c) A nationwide satyagraha against the proposed Rowlatt Act of 1919 (d) A non-cooperation movement in support of Khilafat as well as Swaraj. Ans: (d) A non-cooperation movement in support of Khilafat as well as Swaraj. 2. Which pact resolved the issue of separate electorates for dalits between Gandhi and Ambedkar in 1932? (a) Lucknow pact (b) Nagpur pact (c) Poona pact (d) Surat pact Ans: (c) Poona pact 3. Which one of the following is not true regarding the impact of the First World War on India ? (a) Defence expenditure resulted in increased taxes. (b) Forced recruitment of soldiers was introduced in the villages (c) Income tax was introduced and customs duties increased (d) The hardships ended with the war as the British introduced the Rowlatt Act Ans: (d) The hardships ended with the war as the British introduced the Rowlatt Act 4. Match the columns. Find out the correct option Column A Column B i. Bankim Chandra Chattopadhyay (a) Depressed Classes Association ii. B R Ambedkar (b) Famous image of Bharat Mata iii. Abanindranath Tagore (c) The Folklore of South India iv. NatesaSastri (d) Vande Mataram (A) 1(d), 2(a), 3(b), 4(c) (B) 1(c), 2(b), 3(d), 4(a) (C) 1(a), 2(d), 3(c), 4(b) (D) 1(c), 2(d), 3(a), 4(b) Ans:: (A) 1(d), 2(a), 3(b), 4(c) 5. The resolution of Poorna Swaraj was adopted at which session of the Congress ? (a) Karachi (b) Haripur (c) Lahore (d) Lucknow. Ans: (a) Karachi 6. Which of the following was a cause for the withdrawal of the Non-Cooperation Movement? (a) Lack of coordination among the satyagrahi (b) Outbreak of violence at Chauri Chaura. (c) Gandhiji wanted to start Civil Disobedience (d) Other nationalists persuaded Gandhiji Ans: (b) Outbreak of violence at Chauri Chaura. 7. Who among the following were associated with ‘Swaraj Party’ formed during India’s freedom struggle? (a) C.R. Das and Jawaharlal Nehru (b) Motilal Nehru and C.R. Das (c) Motilal Nehru and Subhash Chandra Bose (d) Muhammad Ali and Shaukat Ali Ans: (b) Motilal Nehru and C.R. Das 8. Indians boycotted the Simon Commission because : (a) It was an all-British Commission (b) It was formed in Britain (c) It was set up to oppose the nationalist movement (d) None of these. Ans: (a) It was an all-British Commission 17 | P a g e 9. Who among the following organised the dalits in the Depressed Classes Association in 1930? (a) Gandhiji (b) Alluri Sitarm Raju (c) Kansi Ram (d) Dr. B.R. Ambedkar Ans: (d) Dr. B.R. Ambedkar 10. Assertion (A) :Gandhiji's idea of 'Satyagraha' emphasised the power of truth and the need to search for truth. Reason (R) :Gandhiji believed that a Satyagrahi could win the battle by appealing to the conscience of the oppressor. (A) Both A and R are true and R is the correct explanation of A. (B) Both A and R are true but R is NOT the correct explanation of A. (C) A is true but R is false. (D) A is false and R is true. Ans:. (A) Both A and R are true and R is the correct explanation of A. VERY SHORT ANSWER TYPE QUESTIONS (2 MARKS) 1. Why did Indian leaders oppose Simon Commission? Ans: Simon Commission arrived in India in 1928.Its purpose was to look into the functioning of constitutional system in India and suggest changes. But it did not have any Indian member. 2. What was Poona Pact? Ans:It was a pact between B R Ambedkar and Mahatma Gandhi. It gave depressed classes reserved seats in central provincial councils. 3. Why was Khilafat agitation started? Ans: There were rumors that a harsh peace treaty was being imposed on Khalifa( Islamic spiritual head ). So to defend the Khalifa’s temporal powers khilafat committee was formed 4. What was the Inland Emigration Act of 1859? Ans: Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, and in fact they were rarely given such permission. SHORT ANSWER TYPE QUESTIONS (3 MARK) 1. What were the reasons to withdraw the Non-cooperation Movement? Ans: (i) At ChauriChaura in Gorakhpur, a peaceful demonstration in a bazaar turned into a violent clash with the police. (ii) He felt that Satyagrahis needed to be properly trained before they would be ready for mass struggles as the movement was turning violent at many places. (iii) Some congress leaders were by now tired of mass struggles and wanted to participate in elections to the provincial councils. 2. Why did non-cooperation movement slowdown in cities? Ans: This movement in the cities gradually slowed down due to some reasons. (i) Khadi cloth was more expensive than mill cloth and poor people could not afford to buy it. (ii) There were no Indian alternatives to British institutes that could be used in place of those. (iii) Students, teachers, lawyers started joining back government school, college, courts etc. 3. Explain the Salt March. 18 | P a g e Ans: (i) Mahatma Gandhi found in salt a powerful symbol that could unite the Nation. (ii) He sent a letter to Viceroy Irwin in which the most stirring was demand to abolish salt tax but Irwin refused to accept these demands, (iii) Gandhi started the salt march accompanied by 78 of his trusted volunteers. (iv) the march was over 240 miles, from Gandhiji’s ashram in Sabarmati to a coastal town of Dandi. (v) On 6th April he reached Dandi and violated the law by manufacturing salt from sea water. (vi) It marked the beginning of civil disobedience movement. 4. Explain the role of women in Civil Disobedience Movement. Ans: (i) During Gandhiji’s salt march, thousands of women came out and listen to him. (ii) They participated in protest march, manufactured salt. (iii) They picketed liquir shops and many went to jail. (iv) They considered serving nation as their sacred duty. LONG ANSWER TYPE QUESTIONS (5 MARKS) 1. How did First World War created a new economic & political situation in India? Ans:. The First World War (1914-1918) created a new political and economic situation. India faced various problems during war period: (i) Huge increase in defence expenditure which was financed by war loans. (ii) Increase in taxes, Custom duties raised and income tax introduced. (iii) Prices increased through the war years, doubled between 1913 to 1918.This created hardship for common people. (iv) Forced recruitment in rural areas. This caused wide spread anger. (v) During 1918-19 and 1920-21, crops failure in many parts of India. It created shortage of food. (vi) 12 to 13 million people perished as result of famines and epidemic (vii) Hardships did not end after the war was over. 2. How did different social groups join the Non-cooperation movement? Ans:.(i)The Movement in the Towns It started with middle class participation in cities. Students, teachers, lawyers gave up studies, jobs, legal practices and joined movements. Council elections were boycotted. Foreign goods were boycotted. Liquor shops were picketed. (ii) Movement in the countryside Peasants and tribals took over the struggle which turned violent gradually. The peasants were led by Baba Ramchandra in Awadh against landlords and talukdars. Talukadars demanded high rents from peasants. Nai- Dhobi bandhs were organised. In 1920, the Oudh KisanSabha was set up headed by Jawaharlal Nehru, Baba Ramchandra and others AlluriSitaramRaju led the guerrilla warfare in the Gudem Hills of Andhra Pradesh. The rebels attacked police stations. (iii) Swaraj in the Plantations For the plantation workers, Swaraj means moving freely. 19 | P a g e They protested against the Inland Emigration Act (1859) which prevented them from leaving the plantation without permission. Each group interpreted the term swaraj in their own ways. 3. How did business class participate in Civil disobedience movement? Ans: (i) Indian merchants and industrialists had made huge profits during first world war and become powerful. (ii) So they now reacted against colonial policies that restricted business activities. (iii) They wanted protection against imports of foreign goods. (iv)They demanded a rupee-sterling foreign exchange ratio that would discourage imports. (v) They formed the Indian Industrial and Commercial Congress in 1920 and the FICCI in 1927 to organise their business interests. (vi) They gave financial assistance to the movement and refused to buy or sell imported goods. 4. “History and fiction, folklore and songs, popular prints and symbols, all played a part in the making of nationalism”. Examine the statement Ans: The sense of collective belonging came partly through the experience of united struggles. (i) History and fiction, folklore and songs, popular prints and symbols, all played role in making of nationalism. (ii) Image of Bharat Mata - The first image was created by Bankim Chandra Chattopadhyay& painted by Abanindranath Tagore. (iii) Indian folklore - Ideas of nationalism also developed through a movement to revive Indian folklore. Nationalists began recording folk tales sung by bards and they toured villages to gather folk songs and legends. They believed that these tales gave a true picture of traditional culture that had been corrupted and damaged by outside forces. Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths, and led the movement for folk revival. NatesaSastri published a massive four-volume collection of Tamil folk tales, The Folklore of Southern India. (iv) Reinterpretation of history - Another means of creating a feeling of nationalism was through reinterpretation of history. Indians began looking into the past to discover India’s great achievements. They wrote about the glorious developments in ancient times CASE BASED QUESTIONS 1.Read the passage given below and answer the questions : The sense of collective belonging came partly through the experience of united struggles. But there were also a variety of cultural processes through which nationalism captured people’s imagination. History and fiction, folklore and songs, popular prints and symbols, all played a part in the making of nationalism. The identity of the nation is most often symbolised in a figure or image. This helps create an image with which people can identify the nation. 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 ‘VandeMataram’ as a hymn to the motherland. Later it was included in his novel Anandamath and widely sung during the Swadeshi 20 | P a g e movement in Bengal. Moved by the Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata. In this painting Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual. Answer the followings questions. 1+1+2 1. Which hymn to the mother land was widely sung during swadesh movements in Bengal? 2. How did the identity of India symbolise in a figure or image? 3. How did people of different communities, regions or language develop a sense of collective belonging? Answer Ans: 1. ‘VandeMataram’ was widely sung during the Swadeshi movement in Bengal. Ans: 2. With the growth of nationalism in twentieth century, the identity of India came to be visually associated with the image of Bharat Mata. The image was first created byBankim Chandra Chattopadhyay Later Abanindranath Tagore painted his famous image of Bharat Mata. Ans:3. (i) The sense of collective belonging came partly through the experience of united struggles. (ii) But there were also a variety of cultural processes through which nationalism captured people’s imagination. (iii) History and fiction, folklore and songs, popular prints and symbols, all played a part in the making of nationalism. Map based questions :- 1. On the out line map of india show the following:- I. Congress sessions: 1920 Calcutta 1920 Nagpur 1927 Madras session II. Satyagraha movements: Kheda Champaran Ahmedabad mill workers Jallianwala Bagh (Amritsar) Dandi March (Dandi) 21 | P a g e Chapter -3 THE MAKING OF A GLOBAL WORLD Topic suggested by CBSE under the chapter The Pre-Modern World Silk Routes Link the World Food Travels: Spaghetti and Potato. GIST OF THE LESSON The Pre-Modern World 22 | P a g e The Pre-Modern World Globalisation refers to an economic system that has emerged in the last 50 years or so. But the making of the global world has a long history – of trade, of migration, of people in search of work, the movement of capital, and much else. From ancient times, travellers, traders, priests and pilgrims travelled vast distances for knowledge, opportunity and spiritual fulfilment or to escape persecution. As early as 3000 BCE, an active coastal trade linked the Indus Valley civilisations with present-day West Asia. Silk Routes Link the World Silk routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world. Several silk routes have been identified by historians, overland and sea, connecting vast regions of Asia and linking Asia with Europe and northern Africa. In exchange for textiles and species from India, precious metals – gold and silver – flowed from Europe to Asia. Food Travels: Spaghetti and Potato Food offers many examples of long-distance cultural exchange. New crops were introduced by traders and travellers. Ready foodstuff such as noodles travelled west from China to become spaghetti. Our ancestors were not familiar with common foods such as potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet potatoes, and so on about five centuries ago. Many of our common foods came from America’s original inhabitants – the American Indians. Multiple Choice Questions: 1. The triangular trade route involved the exchange of goods between Europe, Africa, and: (a) Asia (b) Australia (c) North America (d) South America Answer: (c) North America 2. The Silk Route connected which two regions during ancient times? (a) Europe and Asia (b) Africa and Asia (c) North America and South America (d) Australia and Antarctica Answer: (a) Europe and Asia 3. Thousands of people fled Europe for America in the 19th century due to (a) poverty and widespread deadly diseases (b) natural calamity (c) outbreak of a war among nations (d) outbreak of plague Ans: (a) poverty and widespread deadly diseases Read the statements and choose the correct option. 4. Assertion(A): Indus valley had no active foreign trade. Reason(R): For more than a millenium cowries, the currency has been found in China and East Africa. (a) Both A and R are true and R is the correct explanation of A. (b) Both A and R are true but R is not the correct explanation of A. (c) A is true but R is false. (d) A is false but R is true Ans: (d) A is false but R is true 5. Assertion(A): Pre-modern trade and cultural exchange existed between distant regions Reason(R): Chinese silk was transported through silk routes to western world. (a) Both A and R are true and R is the correct explanation of A. (b) Both A and R are true but R is not the correct explanation of A. (c) A is true but R is false. 23 | P a g e (d) A is false but R is true Ans. (a) Both A and R are true and R is the correct explanation of A. 6. Assertion(A): In ancient times there was a flow of precious metals from Europe to Asia. Reason(R): Chinese pottery, Indian textiles and spices were sold to Africa and Europe. (a) Both A and R are true and R is the correct explanation of A. (b) Both A and R are true but R is not the correct explanation of A. (c) A is true but R is false. (d) A is false but R is true Ans. (a) Both A and R are true and R is the correct explanation of A. Very Short Type Question: 1. Why did the travellers, traders, priests and pilgrims travel vast distances from ancient times? OR How were human societies interlinked in ancient times? Answer: For knowledge, opportunity and spiritual fulfilment, or to escape persecution. 2. What were cowries? Answer: Cowries were seashells, used as a currency in olden days. 3. Mention any four of our common foods that were not known to our ancestors until about five centuries ago. Answer: Potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet potatoes. 4. When did the great Irish potato famine take place and what were its results? Answer: The Great Irish Potato Famine took place during 1845 to 1849. As a result, around 1,000,000 people died of starvation in Ireland, and double the number emigrated in search of work. 5. Why did Europeans flee to America in the 19th Century? Give two reasons. Answer: Poverty and hunger were common in Europe. Cities were crowded and deadly diseases were widespread. Religious conflicts were common, and religious dissenters were persecuted. 6. What do you mean by "El Dorado"? Answer: "El Dorado" refers to a mythical city or empire believed to be located in the Americas, particularly in the region of South America. The term "El Dorado" originated during the European Age of Exploration in the 16th and 17th centuries when Spanish and other European explorers sought legendary cities of immense wealth and gold. Long Type Question: 1. How did silk route link the world? OR The silk routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world. Explain. Answer: (a) The name ‘silk routes’ points to the importance of West-bound Chinese silk cargoes along this route. (b) Historians have identified several silk routes, over land and by sea. (c) These routes have helped knitting together vast regions of Asia, and linking Asia with Europe and northern Africa. (d) They are known to have existed since before the Christian Era and thrived almost till the fifteenth century. (e) Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes. LINK OF THIS CHAPTER: - CLICKHERE 24 | P a g e Chapter -5 PRINT CULTURE AND THE MODERN WORLD Topic suggested by CBSE under the chapter The First Printed Books Print Comes to Europe The Print Revolution and its Impact The Reading Mania The Nineteenth Century India and the World of Print Religious Reform and Public Debates New Forms of Publication Print and Censorship IMPORTANT TERMS Vellum :- A parchment made from the skin of animals. Ulema :- Legal scholar of Islam and the sharia. Ballad :- A historical account or folk tales usually sung or recited. Taverns :- places where people gather to drink alcohol to be served food and to meet friends. Chapbook :- A term used to describe pocket size books that are sold by traveling pedlars called Chapman. Novel :- Modern form of literature. IMPORTANT EVENTS 768-770AD - Introduction Of hand printing technology Into Japan. 868AD - The oldest Japanese book. The diamond Sutra was printed. 1295- Marco Polo brought the knowledge of producing books with woodblocks to Europe. 1430- 25 | P a g e Johann Gutenberg developed first well-known printing press. 1448- Gutenberg printed his first book The Bible. 1517- Martin Luther wrote 95 theses. 1713- Catholic priests printed the first Malayalam book. Mid-16th century - Print comes to India, first printing press set up in Kolkata. 1812- Grimm brother in Germany published collection of traditional folk tales. 1871- Jyotiba Phule wrote gulamgiri about the injustices of the caste system. 1876 - Rash Sundari Devi wrote her autobiography Amar jiban. 1878- Vernacular press act was passed. 1907- Bal Gangadhar Tilak published kesar. 1938- Kashibaba published " Chote or bade ka seawall ". GIST OF THE LESSON THE PRINT REVOLUTION AND ITS IMPACT: A new reading public Books flooded the market Content to include the common people into reading group. Popular ballads were included Folk tales Books were illustrated with pictures. RELIGIOUS DEBATE AND THE FEAR OF PRINTS: Print introduced a new world of debate and discussion. Printed books are not welcomed by everyone and many were apprehensive of the effects that the wider circulation of books could have on people’s minds. There was a fear of spreading rebellious and irreligious thoughts. In 1517, the religious reformer Martin Luther wrote Ninety-Five Theses, criticising many of the practices and rituals of the Roman Catholic Church. His textbook printed copy led to a division within the Church and to the beginning of the Protestant Reformation. THE READING MANIA: In most parts of Europe, literacy rates went up through the seventeenth and eighteenth centuries. Schools and literacy spread in European countries, due to which people wanted the production of more books. Other forms of reading, mainly based on entertainment, began to reach ordinary readers. Books were of various sizes, serving many different purposes and interests. From the early 18th century, periodical press developed, which combined information related to current affairs with entertainment. Journals and newspapers carried information related to wars, trade and developments in other places. Issac Newton’s discoveries were published, which influenced scientifically-minded readers. PRINT CULTURE AND THE FRENCH REVOLUTION print culture created the conditions within which French revolution occured 1. Print popularised the ideas of enlightened thinkers. 2. Print created a new culture of dialogues and debates. 3. Outpouring of literature mocked the royalty and criticised their morality Print did not directly shape their minds, but it did open up the possibility of thinking differently. THE NINETEENTH CENTURY 1. Women became an important reader as well as writers. 2. Power-driven cylindrical press by Richard M. Hoe Offset press was developed which could print up to six colours at a time Manuscripts Before the Age of Print India is a country rich in old traditions of handwritten manuscripts – in Sanskrit, Arabic, and Persian, 26 | P a g e as well as in various vernacular languages. These handwritten manuscripts were copied on palm leaves or on handmade paper. The production of the manuscript continued well after the introduction of print. It is considered highly expensive and fragile. Print Comes to India In the mid-sixteenth century, the first printing press came to Goa with Portuguese missionaries. Catholic priests printed the first Tamil book in 1579 at Cochin, and in 1713 the first Malayalam book was printed by them. The English press grew quite late in India, even though the English East India Company began to import presses in the late seventeenth century. A weekly magazine named the Bengal Gazette was edited by James Augustus Hickey. Advertisements were published by Hickey and he also published a lot of gossip about the Company’s senior officials in India. By the close of the eighteenth century, a number of newspapers and journals appeared in print. RELIGIOUS REFORMS AND PUBLIC DEBATES: In this course print not only spread the new ideas, but they shaped the nature of debate. Sambad Kaumudi - Rammohan Roy, Samachar Chandrika - Hindu orthodox from 1821, Persian newspaper Jam-I-Jahan Nama and Shamsul Akhbar Impact of print among Hindu and Muslims Religious texts, therefore reached a very wide circle of people, encouraging discussions, debates and controversies within and among different religions. NEW FORM OF PUBLICATIONS: The novel, a literary firm which had developed in Europe soon acquired distinctively Indian forms and styles. Other new literary forms such as lyrics, short stories, essays about social and political matters also entered the world of reading. Painters like Raja Ravi Varma produced visual images for mass circulation. WOMEN AND PRINTS Muslims feared that educated women would be corrupted Hindu conservatives believes that a literate girl would be widowed. Tarabai Shinde and Pandita Rama Bai wrote with passionate about the miserable lives of upper caste Hindu women. Vernacular press was devoted for education of women. PRINT AND THE POOR PEOPLE Very cheap small books were sold at crossroads Issues of caste discrimination began to be written increased Involvement of people from working class in writing. PRINT AND CENSORSHIP BY 1820 - Calcutta supreme court Passed certain regulation to control press freedom 1835, governor general Bentinck revised press law on request of editors of English and vernacular newspaper but after the revolt of 1857, censorship Became strict vernacular press act, 1878 was passed. LINK OF THIS CHAPTER:- CLICKHERE Multiple Choice Questions: 1. Which invention played a crucial role in the spread of print culture in Europe during the 15th century? (a) Steam engine (b) Printing press (c) Telegraph (d) Radio Answer: (b) Printing press 2. Who invented the printing press with movable type in Europe? 27 | P a g e (a) Leonardo da Vinci (b) Johannes Gutenberg (c) Isaac Newton (d) Galileo Galilei Answer: (b) Johannes Gutenberg 3. Which language was the first major European language to adopt printing? (a) Latin (b) Greek (c) German (d) French Answer: (c) German 4. Print culture had a profound impact on religious reformations in Europe, such as the Protestant Reformation led by: (a) Martin Luther (b) Henry VIII (c) John Calvin (d) Pope Leo X Answer: (a) Martin Luther 5. The earliest kind of print technology was developed in _______, Japan and Korea, which was a system of hand printing. (a) India (b) Britain (c) China (d) Germany Answer: (c) China 6. As Western powers established their outposts in China, _______ became the hub of the new print culture. (a) Shanghai (b) Beijing (c) Guangzhou (d) Hong Kong Answer: (a) Shanghai Very Short Type Question: 1.Give reason for the following: (a)Martin Luther was in favour of print and spoke out in praise of it. (b)Wood block print only came to Europe after 1295. (c)Gandhi said the fight for Swaraj is a fight for the liberty of speech, liberty of the press, and freedom of association. Answer:(a) Martin Luther was in favor of print and spoke out in praise of it primarily because printing technology facilitated the rapid dissemination of his ideas and contributed significantly to the success of the Protestant Reformation. By using the printing press, Luther could widely distribute his theological writings, such as the Ninety-five Theses, challenging the authority of the Catholic Church. This accessibility allowed Luther's ideas to reach a broader audience, empowering individuals to interpret religious texts for themselves and ultimately fostering the growth of Protestantism across Europe. Thus, Luther saw print as a powerful tool to reform the Church and empower believers through direct access to religious teachings. Answer:(b) Marco Polo, the Italian explorer, visited China and learnt the technology of woodblock printing. When he returned to Italy in 1295, he brought this knowledge back with him. Gradually this knowledge spread from Italy to other parts of Europe. Answer:(c) Gandhi considered that the liberty of speech, liberty of press and freedom of association were three most powerful vehicles of expressing and cultivating public opinion. Therefore, he said the fight for Swaraj was a fight for liberty of speech, press, and freedom for association. 2. Write short notes to show what you know about: (a)The Vernacular Press Act (b)The Gutenberg Press Answer:(a) The Gutenberg Press, invented by Johannes Gutenberg around 1440, revolutionized printing by introducing movable metal type. This innovation allowed for faster, cheaper, and more accurate printing of books and pamphlets. The Gutenberg Press played a pivotal role in spreading knowledge, accelerating the Renaissance, and democratizing access to information across Europe. 28 | P a g e Answer:(b) The Gutenberg Press, invented around 1440 by Johannes Gutenberg in Germany, revolutionized printing with its movable type technology. This innovation allowed for faster and more efficient production of books and pamphlets, democratizing access to knowledge and significantly impacting the spread of ideas during the Renaissance and beyond. Long Type Question: 1. Explain how print culture assisted the growth of nationalism in India. Answer: Print culture played a crucial role in fostering the growth of nationalism in India by facilitating the dissemination of ideas, promoting cultural unity, and mobilizing public opinion against British colonial rule. Here’s how print culture assisted in the growth of nationalism: 1. Dissemination of Ideas: Print media, including newspapers, journals, and pamphlets, became powerful tools for spreading nationalist ideologies and political awareness among Indians. Nationalist leaders like Bal Gangadhar Tilak, Dadabhai Naoroji, and Mahatma Gandhi used print to articulate their visions of self-rule, critique colonial policies, and advocate for Indian interests. 2. Cultural Unity: Print culture helped forge a sense of shared identity and cultural unity among diverse communities across India. Vernacular newspapers and publications played a crucial role in promoting regional languages, literature, and traditions, while also connecting local movements to the broader nationalist cause. 3. Mobilization and Organization: Newspapers such as "Bengal Gazette," "The Indian Mirror," and "The Hindu" provided platforms for political debates, mobilization of public opinion, and coordination of nationalist activities. They served as forums for discussing grievances, rallying support for protests and boycotts, and coordinating resistance against oppressive colonial policies. 4. Education and Awareness: Print media contributed to the spread of education and literacy among Indians. Vernacular newspapers and publications made political and social issues accessible to a broader audience, empowering ordinary Indians to participate actively in the nationalist movement and understand their rights and responsibilities. 5. Counteracting Colonial Narratives: British colonial authorities controlled the narrative through their own publications and propaganda. Indian print media provided a counter-narrative, exposing injustices, highlighting economic exploitation, and challenging colonial assumptions about Indian culture and capabilities. 6. Impact on Political Thought: Print culture facilitated the exchange of ideas not only within India but also with nationalist movements in other parts of the world. Indian intellectuals and leaders were influenced by global movements for freedom and democracy, adapting and integrating these ideas into the Indian nationalist discourse. 2. Why did some people fear the effect of easily available printed books? Choose one example from Europe and one from India. Answer: The fear of easily available printed books stemmed from concerns about their potential to spread controversial ideas, challenge established authorities, and disrupt social order. Here are examples from both Europe and India: Europe Example: In Europe, one significant example of fear regarding printed books was during the Protestant Reformation in the 16th century. Martin Luther's translation of the Bible into German and its subsequent printing and distribution challenged the monopoly of the Roman Catholic Church over religious interpretation. This led to fears among Catholic authorities that Luther's ideas, propagated 29 | P a g e through printed materials, would undermine the Church's authority, lead to religious dissent, and cause social unrest. India Example: In India, during the British colonial period, the introduction of printing presses and the rise of vernacular newspapers and publications also sparked fears among British authorities and conservative Indian elites. These publications facilitated the dissemination of nationalist ideas, critiques of colonial rule, and calls for self-governance. For example, newspapers like "The Hindu" and "Bengal Gazette" became platforms for Indian nationalists to articulate their demands and mobilize public opinion against British policies. This dissemination of nationalist sentiments through print media was viewed as a threat to British colonial authority and raised fears of potential unrest and challenges to British rule in India. In both cases, the fear of easily available printed books was rooted in concerns about the power of ideas to influence public opinion, challenge existing authority structures, and potentially destabilize social and political order. These examples illustrate how the advent of print culture brought about significant societal changes and provoked reactions from those who sought to maintain control over information and discourse. CHAPTER 1 RESOURCES AND DEVELOPMENT Gist of the topics Resources:- Everything in our environment which can be used to satisfy our needs - is technologically accessible, economically feasible and culturally acceptable. Problems associated with the resources:- Following major problems have been seen while using resources- 1. Depletion of resources for satisfying the greed of a few individuals. 2. Accumulation of resources in a few hands, which, in turn, divided the society into two segments i.e. rich and poor. 3. It has led to global Ecological Crises Such As Global warming, Ozone Layer depletion, environmental pollution and land degradation. Sustainable Economic Development means: - Development without damaging environment and compromising need of the future generation. Resource Planning- Resource planning is widely accepted strategy for judicious use of resources is known as Resource Planning. Stages of Resource Planning in India- It involves- (i)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. (ii)Evolving a Planning Structure endowed with appropriate technology, skill and institutional set up for implementing resource development plans. (iii)Matching the resource development plans with overall national development plans. Resources can contribute to development only when they are accompanied by appropriate 30 | P a g e technological development and institutional changes. Land Resources In India has land under a variety of relief features, namely; mountains, plateaus, plains Land Utilisation Land resources are used for the following purposes: Forests Land not available for cultivation (a) Barren and wasteland (b) Land put to non-agricultural uses (c) Fallow lands (d) Other uncultivated lands (excluding fallow land) (e) Net sown area Land Use Pattern in India 1. The use of land is determined 2. Physical factors: such as topography, climate, soil types 3. Human factors: such as population density, technological capability and culture and tradition sectors Land Degradation and Conservation Measures Human activities such as deforestation, overgrazing, mining and quarrying have contributed significantly to land degradation. Mining sites leave deep scars and traces of over-burdening the land. In recent years, industrial effluents as waste have become a major source of land and water pollution in many parts of the country. Some of the ways through which we can solve the problems of land degradation are: 1. Afforestation and proper management of grazing. 2. Planting of shelter belts of plants. 3. Stabilisation of sand dunes by growing thorny bushes. 4. Proper management of waste lands. 5. Control of mining activities. 6. Proper discharge and disposal of industrial effluent sand wastes after treatment. 31 | P a g e Soil as a Resource 1.Soil is the most important renewable natural resource.It is the medium of plant growth and supports different types of living organisms on the earth. 2.It takes millions of years to form soil up to a few cms in depth. Various forces of nature such as change in temperature, actions of running water, wind and glaciers, activities of decomposers etc. contribute to the formation of soil. 3.Parent rock or bed rock, climate, vegetation and other forms of life and time are important factors in the formation of soil. 4.Chemical and organic changes which take place in the soil play an important role. 5.Soil also consists of organic(humus)and inorganic materials. Classification of Soils- Alluvial Soils 1. The entire northern plains are made of alluvial soil. 2. The Alluvial Soil is deposited by important Himalayan River systems –the Indus, the Ganga and the Brahmaputra. 3. It is also found in Rajasthan, Gujarat and eastern coastal plains particularly in the deltas of the Mahanadi, the Godavari, the Krishna and the Kaveri rivers. 4. The alluvial soil consists of various proportions of sand, silt and clay. As we move inlands towards the river valleys, soil particles appear to be bigger in size whereas in the upper side of the river valley, the soils are coarse. 5. Based on age, Alluvial soils can be classified as: Old Alluvial (Bangar)The Bangar soil has a higher concentration of kanker nodules than the Khadar. New Alluvial (Khadar): It has more fine particles and is more fertile than the Bangar. Alluvial soils are very fertile. These soils contain an adequate proportion of potash, phosphoric acid and lime, which are ideal for the growth of sugarcane, paddy, wheat and other cereal and pulse crops. Black Soil 1. This soil is black in colour and is also known as regur soil. Climatic conditions along with the parent rock material are the important factors for the formation of black soil. 2. The soil is ideal for growing cotton and is also known as black cotton soil. 3. This type of soil is typical of the Deccan trap (Basalt)region spread over northwest Deccan plateau and is made up of lava flows. 4. The soil covers the plateaus of Maharashtra, Saurashtra, Malwa, Madhya Pradesh and Chhattisgarh and extend in the south-east direction along the Godavari and the Krishna valleys. 5. The black soils are made up of extremely fine i.e. Clayey material and well- known for their capacity to hold moisture. 6. Black soil is nutrients rich and contains calcium carbonate, magnesium, potash and lime. Red and Yellow Soils: 1. This type of soil develops on crystalline igneous rocks in areas of low rainfall in the eastern and southern parts of the Deccan plateau. 2. These soils develop a reddish colour due to diffusion of iron in crystalline and metamorphic rocks. It looks yellow when it occurs in a hydrated form. 3. Found in parts of Odisha, Chhattisgarh, Southern parts of the Middle Ganga plain and along the piedmont zone of the Western Ghats. Laterite Soil: 1. Develops under tropical and subtropical climate with the alternate wet and dry season. 2. It the result of intense leaching due to heavy rain. 3. Lateritic soils are acidic (pH