Indian History and Freedom Struggle PDF

1. Onake Obavva died fighting the troops of Hyder Ali, a ruler of the Mysore Kingdom and father of Tipu Sultan, when he invaded the Chitradurga Fort, which was ruled by Madakari Nayaka in the 18th century. Chitradurga Fort, locally known as Elusuttina Kote, (the fort of seven circles in Kannada), i...

1. Onake Obavva died fighting the troops of Hyder Ali, a ruler of the Mysore Kingdom and father of Tipu Sultan, when he invaded the Chitradurga Fort, which was ruled by Madakari Nayaka in the 18th century. Chitradurga Fort, locally known as Elusuttina Kote, (the fort of seven circles in Kannada), is situated in Chitradurga, 200 km northwest of Bengaluru. a. Obavva is considered to be the epitome of Kannada pride and celebrated along with other women warriors of Karnataka state like Abbakka Rani (first Tuluva Queen of Ullal in coastal Karnataka who fought the Portuguese), Keladi Chennamma (the queen of the Keladi Kingdom who is known for fighting against Mughal emperor Aurangzeb), and Kittur Chennamma (Queen of Kittur known for the 1824 revolt against the British East India Company). b. Chitradurga fort, the site of Obavva’s heroism. 2. Women Freedom fighters: a. b.  c. White Mutiny: 1. 3. Tribal Revolts in India: a. b. c. 4. Mangarh Massacre: a.  b. c. 5. Koya Revolt:  a. 6. Rampa Rebillion or Manyam rebellion(1922-24): a. Led by Alluri Sitaram Raju. Sitarama Raju did not belong to the tribal community, but understood the restrictions that the British colonial administration placed on the tribal way of life. b. c. d.  e. Vaikom Satyagraha: 1. 2. 7. Santhal Rebillion: a. b. c.  d. 8. Khond Uprising: i. 9. Tribal Leaders in Pre-Independence Era: a. Birsa Munda and Munda Rebillion: i. ii. iii. Colonization:  1. 2. Decolonization: 1. Militant Nationalism: 1. Nationalists vs Extremists: 1. 2. 3. 4. Reasons why Indian Muslims, in general, were not attracted to the Extremists: 1. Personalities: 1. MMM: a. 2. Pandurang Mahadev Bapat: a. 3. Aatma Ram Pandurang: a. 4. Salim Ali: a. 5. Dr. Varghese Kurien: a. 6. Krishnammal Jagannathan: a. 7. Dr. Narinder Singh Kapany: a. 8. Tulasi Gowada; a. 9. Dara Shikoh: a. 10. S Ramanujan; a. 11. P N Panicker: a. 12. Syed Ahmed Khan: a. 13. Archbishop Desmond Tutu:  a. 14. SC Bose: a. b. c. d. 10. Rash Behari Bose: a. 10. Jinnah: a. b. 11. Sri Aurobindo Ghosh:  i. ii. iii. iv. v. vi. 12. R C Dutt: a. 13. Udham Singh: a. 14. Sri Ramanucharya: a. b. 15. Veer Savarkar:  a. 16. Swami Vivekanand: a. 17. Ishwar Chandra Vidyasagar:  a. b. He also wrote the book “Bahubuvah”. 18. Dayanand Saraswati: a.  b. c. 19. Ram Mohan Roy: a. b.  c. 20. Keshav Chandra Sen: a. b. Native Marriage Act of 1872 was imposed only on Indian-Christian Marriage. 21. Surendranath Banerjee:  a. 22. Ramabai Saraswati: a. 23. Rabindranath Tagore: a. b. c. d.  e. f. 24. Annie Besant:  a. b. 25. Rajni Palme Dutt:  a. 26. Bhimrao Ambedkar: a. b. c. d. e. f.  g. 27. V.O. Chidambaram Pillai: a. 28. Bhagat Singh: a. b. 29. Gopal Krishan Gokhale: a. 30. Dadabhai Naoroji: a. b.  31. Lala Lajpat Rai: a. b. 32. Hakim Ajmal Khan:  a. 33. Maulana Hasrat Mohani: a. 34. Bal Gangadhar Tilak:  a. b. *B. G. Tilak was imprisoned for 4 months for anti-British journalism. He was the first Indian to be punished for the performance of his duty in this field. 35. M.N. Roy: a. 36. Sarojini Naidu: a. 37. Usha Mehta:  a. 38. Aruna Asaf Ali; a. 39. Pherozshah Mehta:  a. 40. Bhikaji Cama: a.  b. 41. Sardar Patel: a. b. c. 42. Sir Tej bahadur Sapru: a. b. 43. Shivaji:  a. 44. Maharaja Ranjit Singh: 1. 45. M Visvesvaraya:  1. ********************************************************************************************************************************************************************** Science as a tool for liberation: 1. The opening of new educational institutions in Calcutta, Madras and Bombay by the British was in line with their intention to prepare a more skilled and learned workforce. The young brigade of scientists coming out of these institutions wanted to break the shackles of the myth that Indians could not think scientifically, did not have logical thinking, and could not do original research in the prevailing fields during those days. This led to birth of many scientific institution by Indians: a. Indian Association for Cultivation of Science (IACS): It was established by Dr Mahendralal Sircar with an objective to enable natives of India to cultivate science in all of its departments with a view to its advancement by original research. The IACS started with seven frontline areas of work viz. Physics, Chemistry, Astronomy, Systematic botany, Systematic zoology, Physiology, and Geology. b. The Bengal Chemical and Pharmaceutical Workshop: It was established by Acharya P. C. Ray in 1901. It was the foundation stone of indigenous industry in our country. c. Indian Institute of Science (IISC): It was established by Sir Jamsetji Nusserwanji Tata in 1908 on the suggestions of Swami Vivekanada made during their voyage from Japan to Chicago in 1893. d. Calcutta Mathematical Society: It was established in 1908, to generate opportunities and contribute to mathematics by Indian students. e. Bose Research Institute: It was established by Sir Jagadish Chandra Bose in 1917 who also dedicate this institute – not merely a laboratory but a temple which was later known as Basu Vigyan Mandir. i. Bose was an extraordinary physicist, botanist and biologist of the time, demonstrated wireless transmission of electromagnetic radiations. Bose lived his life with the Indian philosophical thoughts of ‘Vasudhaiva Kutumbakam’ by not patenting his research in the interest of humanity. A man of high calibre, his experiments discovered and proved the existence of life and sensitivity in plants through his innovative techniques and instruments. ii. Maharashtra Association for Cultivation of Science (MACS): Inspired by Sircar’s IACS, MACS was established by Prof Shankar Purushottam Agharkar in Pune in 1946. The institute was named after him in 1992 as the Agharkar Research Institute. 2. He was an Indian morphologist and an expert on the biodiversity of Western Ghats, where he discovered the freshwater jellyfish, generally found in Africa. 3. Science as a tool of subjugation:  a. Komagata Maru Incident: 1. Bardoli Satyagraha: 1. Champaran Satyagraha, 1917: First Civil Disobedience Movement 1. Ahmedabad Mill Strike, March 1918 (First Hunger Strike): 1. 2. Ahmendabad Textile Labour Association:  a. Kheda Satyagraha (June, 1918): (First Non Cooperation Movement) 1.  2. Jallianwalla Bagh Incident: a. Rowlatt Satyagrah: (1919) 1. 2. Non Cooperation Movement: 1. 2.  3. Chauri Chaura Incident: 1. Formation of Swaraj Party: 1923  1. Simon Commission: 1928 1. Civil Disobedience Movement: Dandi March: 1. 2. Bombay Manifesto: 1936 1. Quit India Movement aka August Movement of 1942: 1. 2. 3. Individual Satyagraha: 1. 2. s INA Trials: 1945  1. RIN Mutiny: 1946 Naval uprisings 1. Forts and Foreign Monuments: 1. Danish Fort:  a. Columbian Exchange: 1. Partition of Bengal: 1. 2. Delhi Durbar, 1911: 1. Swadeshi Movement: 1.  2. 3. Surat Split of 1907: 1. Congress League Pact, 1916: 2. Ghadr/ Ghadar Movement: 1. Taxation System: 1. Permanent Settlememnt: (aka Zamindari system)- Planned by John Shore and Introduced by Lord Cornwallis.  a. b. The regulation remained in place until the Charter act of 1833. c. Introduced first in Bengal and Bihar and later in the South district of Madras and Varanasi. d. An agreement between EIC and Bengali landlords. 2. Mahalwari System: a. b. Covered the states of PJ, Awadh, and Agra and parts of Orissa, and MP. c. Revenue was collected by Village headmen or village leaders. d. Introduced the concept of average rents for different soil classes. 3. Ryotwari System: a. b. The peasants were assessed for only the lands which he cultivated. c. Practiced in Madras and Bombay areas, as well as Assam and Coorg Province. d. The registered agreement called “Pattas” were given to the ryots to recognize their ownership rights. Zamindari System: 1. Jagirdar System: 1. Battles/Wars: 1. Battle of Sarai Ghat(1671): a.  b. c. 2. Buxar, 1764:  a. 3. Battle of Haifa: a. b.  c. 4. Anglo Mysore Wars: treaties: MMS Madras Mangalore Seringpatnam a.  b. 5. Battle of Nalapani: a. 6. Carnatic Wars: treaties: APP a. b.  c. Incidents during Freedom Struggle: 1. Kakori(1925): a. Organisations: 1. East India Association: a. 2. Kanpur Communist conference: a. 3. Poona Sarvajanik Sabha: a. b. 4. Dharma Sabha:  a. 5. Brahmo Samaj: a. 6. Samachar Chandrika: by Bhavani Chandra Bandhopadhya  a. 7. Servants of India Society: a. 8. British Indian Association: a. 9. Madras Mahajan Sabha:  a. 10. Indian Association: a. 11. Madras Native association: a. 12. The Deccan Association: a. 13. INC: 14. Indian National Social Conference: a. b. 15. AIML: a. 16. Mitra Mela/ Abhinav Bharat: a. 14. Hindu Mahasabha: a. 15. South Indian Liberal Federation: a. 16. Home Rule League/Movement: Prominent from 1916 to 1918 a. 17. Social Service League (1911): NM Joshi also founded All India Union Congress in 1920.  b. 18. Hindustan Socialist Republican (HRA/HSRA): c. 19. Harijan Sevak Sangh(All India Anti Touchability League): d. 20. All India Forward bloc: (1939)  e. Revolutionary Movements: 1. Impact of British Economic Policies: 1. Committees/Commissions: 1. Indian Parliamentary Committee, 1893: a. 2. Welby Commission:  a. 3. Lee Commission: 1923 a. Lee Commission, body appointed by the British government in 1923 to consider the ethnic composition of the superior Indian public services of the government of India. b. The Lee Commission recommended that 20% of Indians be promoted from the provincial forces, 40% of future entrants should be British, and 40% of Indians should be directly recruited. Due to this, the first Public Service Commission was established on October 1, 1926, with Sir Ross Barker as its head. 4. Peel Commission: 1857 a. Peel Commission was set up in 1857. After the First freedom struggle of 1857, the British government sought to bring changes in the military system. Peel Commission was headed by Jonathan Peel. Peel Commission suggested reforms, and the British government accepted these recommendations and redesigned the military. b. Peel Commission is associated with the army reorganization after the suppression of the Revolt of 1857 which divided the regiments of the army on the basis of caste, community, and religion. The commission recommended a 1:2 ratio of British to Indian soldiers in Bengal, 1:3 ratio in Madras and Bombay. 5. Whittlay Commission: 1929, on labour reforms. a. 6. Disorders Inquiry Committee (aka HUNTER COMMMISSION but is DIFFERENT From Hunter COMMISSION on Educational Reforms): a. In October 1919, the Disorders Inquiry Committee, also known as the Hunter Commission, was formed to inquire about the massacre. In 1920, the Commission censured Dyer for his actions, directed him to resign from his appointment as Brigade Commander and informed him that he would receive no further employment in India. Later in 1940, at Caxton Hall in London, Udham Singh, an Indian freedom fighter, killed Michael O'Dwyer, the Lieutenant Governor of Punjab during the massacre, who had approved of Dyer’s action and imposed martial law in Punjab after the firing, thereby ensuring that the news did not get out.  The shock and outrage led to the non-cooperation movement of 1920-22, which proved a step in the direction of ending the British rule of India 25 years later. 7. Saddler Commission: a. For education in 1917. b. Sadler Commission suggested bifurcation of higher education at the intermediate examination rather than at the matriculation examination, and suggested creation of Intermediate colleges which would provide instruction in Arts, Science, Medicine, Engineering, Teaching, etc; to be run as independent institution or to be attached to selected high schools. It also recommended that a Board of Secondary and Intermediate Education, be established and entrusted with the administration and control of Secondary Education. Perhaps the seed of the concept of +2 stage or Junior Colleges today, are laid by the Sadler Commission. c. The Sadler Commission Report was a comprehensive one and many of the universities in India implemented its suggestions. It was also for the first time that a Commission had recommended the attachment of intermediate classes to the high schools and the setting up of a Board of Education to control high school and intermediate education. 8. Hunter Commission: 1882; appointed by Ripon. a. For further improvement of the system, Ripon appointed a Commission in 1882 under the chairmanship of Sir William Hunter. The Commission came to be known as the Hunter Commission. The Commission recommended for the expansion and improvement of the elementary education of the masses. b. Suggested two channels for the secondary education-one was literary education leading up to the Entrance Examination of the university and the other preparing the students for a vocational career. The Commission noted the poor status of women education. It encouraged the local bodies in the villages and towns to manage the elementary education. c. 9. Macaulay’s minutes of 1835:  a. 10. Wood’s Despatch: 1854 a. 11. Lothian Committee: 1932 a. Communal awards of 1932 were based on this committee report. 12. Floud Commission: a. Recommended the demand to the government as well as encouraged the share croppers (TEBHAGA Movement) to protest for reduction in the share of the landlords from half to one-third of the crop. 13. Butler Committee: 1927  a. Sir Harcourt Butler chaired a three-member committee appointed by his Majesty’s Government in Britain in 1927 to inquire into the relationship between the Indian Princely States and the British Government of India. The British group, consisting of Sir Harcourt Butler, Prof. W.S. Holdsworth and S.C. Peel, was called the Indian States Committee. They visited sixteen Princely States 14. Famine Commissions: a. Recurrent famine and huge loss of life due to hunger led the British Government to come under pressure in England. The devastating effects of 1876-78 famine compelled the British Government to do something substantial to check the recurrence of famines in India. Hence, they formed three commissions to evaluate the causes of the famines which are discussed below: i. First Famine Commission 1. It was set up in 1878 under the Chairmanship of Sir Richard Strachey. The commission recommended state interference in food trade in the event of famine. India witnessed another major famine in 1896-97. ii. Second Famine Commission 1. It was constituted in 1897 under the Chairmanship of Sir James Lyall. This commission recommended the development of irrigation facilities. iii. Third Famine Commission 1. It was set up in 1900 under the Chairmanship of Sir Anthony (Later Lord) McDonnel to re-evaluate and recommend changes in report of the previous commission, based on the findings of the recent famine. This Commission recommended that the official machinery dealing with a famine must work around the year so that the scarcity of food grains could be controlled well in time. b. Though, three Famine Commissions were constituted, but the British Government was never serious in dealing with the welfare plans for the masses. Famines continued to occur and the Famine of Bengal (1943) was the most horrifying. This was one of the worst gifts of the British Rule to India. 15. Police commission: By Curzon in 1902. a. Headed by Andrew Frazer. b. 16. Universities Commission of 1902:  a. 17. Royal Commission on Indian Expenditure: 18. Cornwallis Code: a. 19. Hartog Commission, 1929: a. In 1929, the Hartog Committee, appointed to review the position of education in the country, maintained that the Matriculation of the University still dominated the whole of the secondary course. b. To remove this defect, the Committee recommended that a large number of students intending to follow certain vocation should stop at the middle school stage and there should be “more diversified curricula in the schools”.  c. The Committee also recommended diversion of more boys to industrial and commercial careers at the end of the middle stage, where they should be prepared for specialized education in technical and industrial schools. d. The Committee also reviewed the problems relating to the training of teachers and the service conditions of the secondary teachers”. 20. Wardha Scheme,1937: a. In 1937, when the provincial governments were formed in seven provinces with the native representation, they concentrated their attention on educational reforms. In October 1937, an all-India National Educational Conference was held at Wardha and the conference resolved to accept the proposal made by Mahatma Gandhi that free and compulsory education be provided for seven years through mother tongue on a nation-wide scale and the process of education throughout this period should centre around some form of manual and productive work. All other abilities to be developed or training to be given should, as far as possible, be integrally related to the central handicraft chosen with due regard to the environment of the child. The conference expected that this system of education will be self-sufficient and gradually, will be able to cover the remuneration of teachers. b. Accordingly, a committee under the chairmanship of Dr. Zakir Hussain was appointed. The Committee prepared and submitted the first comprehensive national education scheme in its report on December 2, 1937, which was popularly known as the Wardha Scheme or Basic Education. c. The main features of the scheme are as follows: i. The entire education is to be imparted through some industry or vocation with a basic craft as the center of instruction. The idea is not to teach some handicraft along with liberal education, but education integrated with a handicraft is to be imparted through samavaaya (Samavay) integration method. It’s a work-centric education. ii. Education is to be self-supporting to the extent of covering teachers’ salaries and aims at making pupils self -supporting after the completion of their course; iii. Every individual should learn to earn his living through manual work in life. Hence, education through manual labour is insisted. It is also considered non-violent, since an individual does not snatch away the living of others. iv. Learning is closely coordinated with home, community and the child’s life activities, as well as, village crafts and occupati ons. This philosophy had a strong impact on formulation of the educational policies, particularly at the elementary stage and for free primary education to find place in the constitution of free India. Nehru report: 1. Round Table Conferences (RTCs): 1. Baba Ambedkar and Tej Bahadur Sapru attended all the RTCs. a. Congress attended only 2nd RTC. 2. Gandhi Irwin Pact: a. b. 3. 2nd RTC:  a. 4. Poona Pact: a.  5. 3rd RTC: a. Acts: 1. 2. Illbert Bill Controversy: a. 3. Doctrine of Lapse: a. 4. Regulating Act: 5. Council Act: 6. GoI Act 1909: 7. GoI Act 1919: a. 8. GoI Act 1935: 9. India Independence Act: a. b. c. d.  10. Factory Act, 1881: by Ripon a. b. It made compulsory for all dangerous machines in the factories to be properly fenced to ensure security to the workers. Governor Generals: 1. Lord Curzon: a. Partition: 1. 2. 3. 4. Socio Religious Reform Movements: 1. Facts: 2. Theosophical Society: a.  b. Social Evils: 1.  2. Kohinoor: 1. 2. 3.  4. Questions: 1.  2. Andaman and Nicobar Islands: 1. ********************************************************************************************************************************************************************* Parties formed in Pre Independence India:  Formation of Justice Party: 1. 2. 3.  Congress Socialist Party: 1934 1.  Formation of Congress Ministries: o  o 1940-47: 1. Individual Satyagraha: a. 2. Cripps Mission: 1942 a. b. 3. QIM(1942-44): a. 4. CR Formula, 1944: a.  b. 5. Wavell Plan: June, 1945 aka Simla Conference a.  b. c. 6. Cabinet Mission, 1946: a.  b. c. 7. Dickie Bird Plan, 1947:  a. 8. 3rd June plan/Mountbatten Plan:  a. b. Gandhi: 1. 2. 3. 4. 5. 6. 7. 8. Random: 1. 2. 3. 4. 5. 6. ***************************