Talent Public School

Sahokhar, Sohsarai (Nalanda)

Sub – History Nationalism in Europe Class- X

1. Interpret the concept of „liberalisation‟ in the field of economic sphere during the nineteenth
century in Europe.
Ans. Liberalism, in the field of economic sphere, stood for the freedom of markets andthe abolition of
state-impose restrictions on the movement of goods and capital.
2. To which country did the artist Frederic Sorrieu belong? Ans. Artist
Frederic Sorrieu belonged to France.
3. Who implemented the „Civil Code‟ of 1804 in France?
Ans. The „Civil Code‟ of 1804 in France was implemented by Napoleon.
4. Name the Treaty of 1832 that recognised Greece as an independent nation?
Ans. The Treaty of Constantinople (1832) recognised Greece as an independent nation.
5. Name the event that mobilised nationalist feelings among the educated elite acrossEurope in 1830-1848?
Ans. The event that mobilised nationalist feelings among the educated elite across Europein 1830-1848
was the Greek War of Independence.
6. Who remarked “When France sneezes, the rest of Europe catches cold”?
Ans. Duke Mettemich, the Austrian Chancellor, remarked “When France sneezes, the rest of Europe catches
cold”.
7. Who was proclaimed the German Emperor in a ceremony held at Versailles inJanuary 1871? Ans. Kaiser
William I of Prussia was proclaimed the German Emperor in a ceremony held at Versailles in January 1871.
8. What was the major change that occurred in the political and constitutional scenariodue to French
Revolution in Europe?
Ans. Major political and constitutional change that occurred after the French Revolution of 1789 was the end
of the rule of absolute monarch and transfer of sovereignty from the monarchy to a body of French citizens.
9. Mention the proclamation of the French Revolution?
Ans. The French Revolution proclaimed that it was the people who would constitute the nation and shape its
destiny.
10. Who founded the secret society, „Young Italy‟ during the 1830s?
Ans. Giuseppe Mazzini, an Italian revolutionary, founded secret society, „Young Italy‟ during the 1830s.
Nationalism in India..
VERY ANSWER TYPE QUESTIONS (1 Mark)
1. Name the two main leaders of„ Khilafat Committee‟ formed in the year 1919? Ans.
Muhammad Ali and Shaukat Ali
2. Name the writer of the book 'Hind Swaraj'?
Ans : Mahatma Gandhi is the writer of the book Hind Swaraj.
3. Who wrote the song Vande Mataram‟?
Ans : The song Wande Mat ram‟ was written by Bankim ChandraChattopadhyay.
4. What is meant by Satyagraha?
Ans. Satyagraha is a policy of passive political resistance that emphasis the power of truth and
the need to search for truth.
5. Who organised the Dalits into the „Depressed Classes Association‟ in
1930?
Ans. Dr. B. R. Ambcdkar organised the Dalits into the „Depressed Classes Association' in 1930.
6. Under which agreement the Indian „Depressed Classes‟ got reserved seats in the Provincial
and Central Legislative Councils in 1932?
Ans. Through Poona Pact the Indian „Depressed Classes‟ got reserved seats in the Provincial and
Central Legislative Councils in 1932.
7. Name the writer of the book „Hind Swaraj‟?
Ans. The book „Hind Swaraj‟ was written by Mahatma Gandhi.
8. What is the meaning of „Begar‟?
Ans. Forced labour without payment in return is termed as Begar.
9. What is meant by Satyagraha?
Ans. Satyagraha is a policy of passive political resistance that emphasis the power of truth and
the need to search for truth.
10. State the slogan with which Simon Commission was greeted in 1928 in
India?
Ans. Simon Commission arrived in India and was greeted with the slogan „Simon go back‟.
THE MAKING OF THE GLOBAL WORLD
VERY ASWER TYPE QUESTIONS (1 Mark)
1. Why did most developing countries organize themselves into the Group of 77 during 1960s?
Ans. Most of the developing countries did not benefit from the fast growth, which the
western economies had in 1950s and 1960s.
2. What kind of silk routes have been identified by historians ?
Ans. Historians have identified several silk routes, over land and by sea. interlacing wider
regions of Asia and connecting Asia with Europe and Northern Africa.
3. What is El Dorado ?
Ans. El Dorado was deemed to be the fabled city of gold.
4. What kind of cultural exchanges were made through „Silk Route‟?
Ans. „Silk Route‟ was a popular network as it was frequented by the Christian
missionaries. Muslim and Buddhist preachers.
5. How did dependency on potatoes kill the poorest peasants of Ireland ?
Ans. The poor peasants of Ireland became so dependent on potatoes that when potato blight
occurred in the mid 1840s, hundreds of thousands of people died of starvation.
6. How did food like „Noodles‟ travel to various parts of the world and got adopted by different
names ?
Ans. The food like „Noodles‟ travelled west from China to become Spaghetti and Pasta in Italy. It
is also believed that Arab traders took pasta to fifth century Sicily, an island in Italy.
7. Who forced the government to abolish Corn Laws ?
Ans. Industrialists and urban dwellers compelled the government to abolish Com Laws.
8. What was Paper Partition ?
Ans. In 1885, the major European powers assembled in Berlin to divide the countries of Africa
between them. This event was called Paper Partition.
9. Why did the Big European Powers meet in Berlin in 1885 ?
Ans. On account of the Partition of Africa, the Big European powers met in Berlin at a
conference in 1884-85.
10. Who was indentured labourer ?
Ans. Indentured labourer signifies a „bonded labourer‟ who obtained contract to work for an
employer for a particular period of time.
PRINT CULTURE AND THE MODERN WORLD
VERY ASWER TYPE QUESTIONS (1 Mark)
1. How had hand printing technology introduced in Japan?
Ans. Buddhist missionaries from China introduced hand printing technology into Japan around
768-770 AD.
2. Why was printing of textbooks sponsored by the Imperial State in China?
Ans. The printing of textbooks sponsored by the Imperial state in China because it hada
bureaucratic system which conducted civil services examinations to recruit itspersonnel and
therefore textbooks for this examination were printed in large number.
3. Why did the Roman Catholic Church impose control over publishers and
booksellers?
Ans. The Roman Church was troubled by the spread of heretical ideas and the effects of
popular readings and questionings of faith. It thus imposed controls over publishers and
booksellers.
4. Why could not manuscripts satisfy' the increasing demand of books in Europe
duringfourteenth century?
Ans. Copying was laborious and time consuming business, very expensive and thus their
circulation remained limited. The manuscripts were too fragile to handle.
5. Which place (city) had the breakthrough of first printing press?
Ans. Strasbourg, Germany had the breakthrough of the first printing press.
6. Mention any one technique of preserving the manuscript in India?
Ans. The manuscripts in India were preserved by pressing them between wooden coversor
being sewn together.
7. Name the Chinese traditional book, which was folded and stitched at the
side?
Ans. The Chinese traditional book, which was folded and stitched at the side, was known was
accordion book.
8. Mention any one characteristic feature of the off-set press?
Ans. One characteristic of the off-set press was that it could print up to six colours at a
time.
9. Name the first edition of the Indian religious text published in vernacular?
Ans. This first edition of the Indian religious text published in vernacular was the
Ramcharitmanas of Tulsidas.
10. Name the oldest Japanese book?
Ans. The oldest Japanese book, printed in 868 AD, is the Buddhist Diamond Sutra.

Nationalism in Europe
SHORT ANSWER TYPE QUESTIONS (3 Marks)
1. How had Napoleonic code exported to the regions under French control? Explain
with examples?
Ans. The Napoleonic code exported to the regions under French control in following
ways:
(a) In the Dutch Republic, in Switzerland, in Italy and Germany, Napolean simplified
administrative divisions, abolished the feudal system and freed peasants from
serfdom and manorial dues.
(b) In the towns too, guild restrictions were removed.
(c) Transport and communication systems were improved.
2. “Ideas of national unity in early nineteenth century Europe were closely allied tothe ideology
of Liberalism.” Analyse the statement?
Ans. Ideas of national unity in early nineteenth century Europe were closely allied to the
ideology of Liberalism because liberalism stood for freedom for the individual and equality of all
before the law. Politically, it emphasized the concept of government
by consent. During the French Revolution, liberalism stood to end autocracy and
privileges based on birth, a constitution and representative government through
parliament.
3. How had the female figures become an allegory of the nation during the 19th centuryin
Europe? Analyse.
Ans. In the 19th century in Europe, the female figures became an allegory of the nation in the
following ways.
(a) The artists, in the 18th and 19th centuries in Europe, wanted to represent a
country, as if it was a person. In other words, they wanted to personify the nation.
Nations were represented as female figures. The female form did not belong to
any particular woman in real life. It was an abstract idea, which gave the nation a
concrete form. The female figure became an allegory of a nation.
(b) In France, the female form was given the name of Marianne, which represented
the nation. Her characteristics were red cap, the tricolour and the cockade,drawn from those of
Liberty and the Republic.
(c) Similarly, Germania became the allegory of the German nation. Germania
wears a crown of oak leaves because oak stands for heroism.
4. Describe the events of French Revolution which had influenced the people belongingto other
parts of Europe?
Ans. Events of French Revolution that influenced the people of other parts of Europewere as
follows.
(a).When the news of the French Revolution reached different cities of Europe,students and
other members of educated middle classes began to set up
Jacobin clubs which influenced the French army.
(b) The French armies began to carry the idea of nationalism abroad.
(c) The Napoleonic Code, introduced in 1804, abolishing privileges and upholding
equality and other reforms, exported these new ideas to the European regions under French
Control.
5. How did the local people in the areas conquered by Napoleon react to French rule?Explain.
Ans. (a) The reactions of the local populations to French rule were mixed. Although the
economic reforms introduced by Napoleon were welcomed by businessmen and small
producers of goods.
(b) Initially the French armies were welcomed in Holland, Switzerland and in citieslike Brussels,
as messenger of liberty, but they soon realised that administrative
reforms did not go hand in hand with political freedom.
(c) The people reacted against increased taxation and censorship.
(d) Local people had to serve in the French army to conquer other parts of Europe,these all
seemed to outweigh the advantages of administrative changes.
(any three)
6. Explain any three beliefs of the conservatism that emerged after 1815?
Ans. Following were the beliefs of conservatism that emerged after 1815:
(a) The conservatives held the belief that established, traditional institutions of
state and society like monarchy, church, social hierarchies, property and family
must be protected and preserved.
(b) They never proposed a pre-revolutionary period to return to but they knew that as Napoleon
had carried out changes, modernisation would in fact contributeto a strong monarchy. They
believed that it would strengthen power of the state and make it much more effective.
(c) For them it was a firm belief that aristocratic monarchies of Europe would gain much from a
modem army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and
serfdom.
7. Explain any three features of Napoleonic Code?
Ans. The following were the features of the Napoleonic Code:
(a) Monarchy was restored after destroying democracy.
(b) The administrative system was made rational and efficient.
(c) Administrative divisions were simplified.
(d) Privileges based on birth were abolished and equality before the law was
established. (any three)

NATIONALISM IN INDIA
Short Answer Type Questions 3 Marks
1. Why did Mahatma Gandhi decide to withdraw the Non-Cooperation Movement inFebruary
1922? Explain.
Ans. Reasons behind calling off the Non-cooperation Movement
• The movement had turned violent.
• The immediate cause was the Chauri Chaura incident in Gorakhpur. OnFebruary
5,1922 police fired at the people who are agitating in favour of Non-cooperation
Movement. The people rebelled against the police and burnt the police station.
As a result, 22 policemen were died
• Gandhiji withdrew the Non-Cooperation Movement on 12 February, 1922.
2. Evaluate the role of business classes in the „Civil Disobedience Movement‟. Ans.
The business classes reacted against colonial policies that restricted business
activities. They wanted protection against imports of foreign goods and a rupee
sterling foreign exchange ratio that would discourage imports. In order to organise
business interest, they formed the Indian Industrial and Commercial Congress in
1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.
They gave financial assistance for the movement. They refused to buy and sell imported goods.
3. Why did Gandhiji relaunch the Civil Disobedience Movement after the Second Round Table
Conference? Explain any three reasons.
Ans. Gandhiji relaunched the Civil Disobedience Movement after the Second Round Table
Conference due to the following reasons:
a. When Mahatma Gandhi went for the Round Table Conference in December
1931, he returned disappointed as the negotiations were broken down.
b. He discovered this new cycle of repression by the British.
c. The important Congress leaders were in jail and meetings, demonstrations and
boycotts were prevented.
4. “The Congress was reluctant to include the demands of the industrial workers in its
programme of struggle.” Analyse the reasons.
Ans. Some of the industrial workers who participated in the Civil Disobedience Movement were
the Nagpur industrial workers who selectively adopted some of the Gandhian ideas such as
boycott of the foreign goods. They participated in the movement as part of their own movement
against the low wages and the poor working conditions in the industries.
In the year 1930 and 1932. the railway workers and the dockworkers went on strike. The
Chhotanagpur tin mines workers also protested in rallies wearing Gandhian caps and boycotted
the campaigns.But the Congress was not willing to include their demands because he thought
that this would alienate the industrialists and divide the anti-imperialist forces.
5. Explain any three reasons for the slow down of Non- Cooperation Movement in
cities.
OR
Why did the Non-Cooperation Movement gradually slowdown in cities? Explain.
Ans. The Non-Cooperation Movement gradually slowed down in towns and cities because
a. The khadi clothes were expensive which the poor people could not afford.
b. There was need for Indian institutions for the teachers, students and the lawyers
but these were very slow to come up.
c. Thus once again people started using the mill made British clothes and the
students, teachers and the lawyers joined back their respective institutions.
6. Describe the spread of Non-Cooperation movement in the country side.
OR
How did the non-cooperation spread to the countryside? Explain.
Ans. Due to the worldwide economic depression the agricultural prices began to fall, demands
for agricultural goods fell and the export declined. This resulted in a
countryside turmoil. Now it was difficult for the peasants to sell their harvest and pay
the high revenue.
Against this situation of countryside turmoil the Tory government in Britain set up a
commission named Simon Commission under Sir John Simon to look into the
constitutional system in India and suggest the changes needed. There were no
Indian members in this commission.
7. Describe any three major problems faced by the peasants of Awadh in the days of
Non-Cooperation movement?
OR
Explain any three problems faced by the peasants of Awadh?
Ans. The three major problems faced by the peasants of Awadh in the days of Non-
Cooperation Movement were:
a. They demanded very high rents and other cesses from the peasants.
b. The peasants were bound to work at landlord‟s farm without any payment.
c. Peasants had to do begar, no security of tenure and also they were evicted
regularly so that they could not acquire right over the leased land.
The Making of Global world

SHORT ANSWER TYPE QUESTIONS (3 Marks)

1. Describe any three problems faced by Indian cotton weavers in the nineteenth
century.
Ans. The three problems faced by Indian cotton weavers in the nineteenth century were:
a. Earlier, India was the main exporter of fine cotton to Britain but when the British
cotton industries began to expand after industrialisation, they put pressure on the
government to restrict the import of cotton to Britain.
b. As a result , tariffs were imposed on the import of cotton cloth from India which
protected the local manufacturers in Britain.
c. Thus the inflow of the fine cotton from India declined.
2. "Trade and cultural exchange always went hand in hand". Explain the statement inthe light of
silk route?
Ans. • There were several silk routes over land and sea which helped in trade and
cultural links between the different countries of the world especially Asia, North Africa and
Europe.
• The silk routes got their name due to the Chinese silk cargoes along these routes
which were actively functional before the Christian era and up to the 15th century.
Chinese pottery, Indian spices The Making of a Global World 83 and precious metals like gold
and silver from Europe travelled through these silk routes.
• These silk routes were also used for cultural exchange by Christian missionaries,Muslim
preachers and the Buddhists.
3. Explain how the First World War was so horrible a war like none other before?
OR
Why is it said that there was no other war earlier like the First World War? State in
three points.
Ans. There was no other war earlier like the First World War because of the following reasons:
a. The First World War which took place mainly in Europe from 1914 to 1918 had a
profound impact on economic and political stability which took over three decades to overcome
b. The leading industrial nations of the world were taking part, they wanted to
harness the vast powers of the modern industries for the greatest possible destructions. Modern
weapons like tanks, aircrafts, machine guns and chemical
weapons were used, large ships and trains were used to move the recruited soldiers.
c. Around 9 million died and 20 million injured, the industries were restructured to
produce war-related goods and also the societies were reorganized for war.
4. How did the withdrawal of US loans during the phase of the Great Depression affect the rest
of the world? Explain in three points?
Ans. During the First World War, the US financed through loans a number of countries.
The withdrawal of US loans affected the rest of the world in the following three ways:
a. It caused the failure of some major banks and collapse of currencies in Europe.
b. The banks in US slashed domestic lending and called back loans but many
households were unable to repay the loan due to decline in sale of agricultural products.
c. Collapse of business and falling income which finally resulted into collapse of the
US banking system.
To protect its economy, the US doubled the import duties which led to another severe
blow to the world trade.
5. Explain any three types of flows within the international economy in exchanges?
Ans. There were three types of movements or flows noticed by the economist in the
international market.
a. Flow of trade in which there was large scale trade of goods such as clothes and
food stuffs.
b. Flow of labour in which the people migrated from one place to another in large numbers in
search of employment.
c. Flow of capital in which capital moved over long distances for short term or long
term investments.
6. Define trade surplus. Why did Britain have a trade surplus with India?
Ans. Trade surplus is a condition in which the value of export exceeds the value of import.
Earlier, India was the main exporter of fine cotton to Britain but when the British
cotton industries began to expand after the industrialisation they put pressure on the
government to restrict the import of cotton to Britain.
As a result, tariffs were imposed on the import of cotton cloth from India which
protected the local manufacturers in Britain and thus the inflow of the fine cotton from
India declined.
Even though Britain had a trade surplus with India which means that the value of
British exports to India was more than the value of British imports from India.
7. Explain three effects of the abolition of Corn Laws?
Ans. The three effects of the abolition of the Corn Laws were:
a. It led to the movement of people to the cities and overseas.
b. The imported corn was much cheaper which the British farmers were unable to
compete.
c. As a result they either left the cultivation or were thrown out of the farm.
Print media and culture
SHORT ANSWER TYPE QUESTIONS (3 Marks)
1. How had the Imperial State in China been the major producer of printed material for a long
time? Explain with examples.
Ans. The imperial State in China, was the major producer of printed material because:
(a) China had a bureaucratic system which conducted civil services examinations to
recruit its personnel.
(b) Textbooks for this examination were printed in large number, under the
sponsorship of the imperial state.
(c) From the sixteenth century, the number of candidates, who were taking examination, went
up. It led to increased volume of printed material.
2. Explain any three features of handwritten manuscripts before the age of print in India?
Ans. The three features of the handwritten manuscripts before the age of print in India are:
a. In India, there is rich and old tradition of handwritten manuscripts in different
languages which were copied on palm leaves or on handmade papers.
b. These manuscripts were highly expensive, fragile and needed careful handling.
c. These were preserved by pressing between the wooden covers or sewn together.
d. Heading the manuscripts was not easy as they were written in different styles
which limits its use.
3. What were the limitations of written manuscripts in India? Explain.
Ans. The following were the limitations of written manuscripts in India.
(a) Manuscripts were very expensive and fragile. They had to be treated carefully
and they were difficult to read as the script was written in different styles,
(b) Manuscripts were not widely used in everyday life of the common populace. Even though
pre-colonial Bengal had developed a vast network of village primary schools, students usually
did not read texts.
(c) Students only learnt to write. Teachers read out part of texts from memory and
students wrote them down on paper. Students thus became literate without
ever actually reading any kinds of texts.
4. Examine the role of missionaries in the growth of press in India?
Ans. The following points sum up the role of missionaries in the growth of press in India
(a) The printing press first came to Goa with Portuguese missionaries in the mid-
sixteenth century. Jesuit priests learnt Konkani and printed several tracts.
(b) By 1674, about 50 books had been printed in the Konkani and in Kanara
languages. Catholic priests printed the first Tamil book in 1579 at Cochin and in
1713 the first Malayalam book was printed by them.
(c) By 1710, Dutch Protestant missionaries had printed 32 Tamil texts; many of them
were translated from older works.
15. How did new form of popular literature appear in print targeting new audience in the 18th
century? Explain with examples.
Ans. New forms of popular literature like almanacs, newspapers and journals, appeared in print
targeting new audiences in the eighteenth century in the following ways.
(a) Books could reach a wider population. Even those who disagreed with existing
customers could express themselves through print.
(b) Journals carrying views of women writes explained why women should be
educated.
(c) Novels carried themes related to women’s life and emotions. Such journals were often
written and edited by women themselves.
(d) With the expansion of compulsory education, children became important readers.A children
s press was devoted for children literature alone. It published old fairy tales and folk tales along
with new works. Grimm Brothers spent years compiling folk tales. All that was considered
unsuitable was not included.
(e) Fictional narratives, poetry. autobioquaplies. anthologies and romantic plays werepreferred
by new readers.
6. How did print introduce debate and discussions? Explain any three
points.
Ans. Print introduced diverse reading material to masses, which they interprated in their own
way and developed their own thoughts. This gave rise to debate and discussion in the following
ways.
(a) Varied opinions: People developed reasoning and hence began to debate on
religious, social and economic issues. They developed different opinions. Social
reformers offered a variety of interpretations of various beliefs and practices.
(b) Shaped opinions: Published matter not only spread new deas and views but
also shaped the nature of debate. A wider section of people could now participate
in public discussion and express their views. New ideas emerged due to clash of
opinions.
(c) Social reforms: This was a time of intense controversies between social and
religious reformers and orthodoxy over social customs and polities. People began
to reason and discuss critically the established social and religious norms.
Samachar Chandrika opposed the opinions of Raja Rammohan Roy, which were published in
Sambad Kaumudi in 1821.
7. Explain the effects of print culture in the religious sphere in early modern Europe?
Ans. The following were the effects of print culture in the religious sphere in early modern
Europe.
(a) It was apprehended that easier access to the printed and wider circulation of
books could pollute people’s mind. People could turn rebellious and irreligious
through would spread.
(b) After reading the literature people developed the attitude towards reasoning,
debate and discussion and began to challenge the existing norms of religion and society.
(c) Because of criticizing practices and rituals of Roman Catholic Church, there was a division in
religion—Catholics and Protestants.
(d) Severe controls were imposed over publishers and booksellers for circulating
heretical ideas.
Nationalism in Europe
LONG ANSWER TYPE QUESTIONS (5 Marks)
1. Describe the explosive conditions prevailed in Balkans after 1871 in
Europe?
Ans. The Balkan region during 1871 comprised modern-day states like Romania,
Bulgaria,Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and
Montenegro. Its inhabitants were known as Slavs.
(a) This region had various ethnic and geographical diversities and was under the
Ottoman Empire for a long period. As the ideas of romantic nationalism spread in this region, it
resulted in breaking up of the Ottoman Empire which made the situation even more serious.
(b) The Ottoman Empire could not do much to integrate these regions. As a result,most of the
European subject nationalities broke away from the Ottoman
Empire's control and declared their independence.
(c) The Balkan people based their claim to be independent on the basis of nationality. They
referred to the examples from history as a proof that they were once independent and were
subjugated by foreign powers. Therefore, they
thought of their struggles as attempts to win back their long-lost independence.
(d) Because of this development, various other Slavic nationalities also struggled to
define their identity and independence which made the Balkan a region of
severe conflicts. At the same time they were jealous of each other and wanted
to gain more territory at the expense of the others.
(e) European powers like Russia, Germany, England, Austro* Hungary too fought with each
other to control more colonies and establish their naval and military might. They were also keen
to grab more of the Balkan region for expanding their trade. This made the situation more
serious which ended up with the waging of the First World War.
2. Describe the process of unification of Italy?
Ans. During the middle of the 19th century, Italy was divided into seven states, of which only
Sardinia-Piedmont was ruled by Italian princely house.
(a) Mazzini, a great revolutionary leader of Italy, inspired the youth with the ideas
of establishing a single unified Italy. He set up secret societies like Young Italy in Marseilles and
Young Europe in Berne with like-minded young men from Poland, France, Italy and German
states.
(b) Mazzini prepared the ground for Cavour to complete the process of unification.
(c) After a series of failures of Mazzini, King Victor Emmanuel II took to unifying
Italy through wars.
(d) Cavour, the Chief Minister, through his tactful diplomatic alliance with France,
defeated Austrian forces in 1859.
(e) Under the leadership of Giuseppe Garibaldi, armed volunteers marched into
South Italy in 1860 along with the Kingdom of two Sicilies and won the support of local peasants
and drove the Spanish away, thus unifying Italy in 1861. Victor Emmanuel II was made the King
of united Italy.
3. . How had revolutionaries spread their ideas in many European states after 1815.
Explain with examples?
Ans. (a) After the Congress of Vienna in 1815 when conservative regimes were restored to
power, many liberal minded people went underground because of the
fear of repression. Secret societies sprang up in European states to train the
revolutionaries and spread their ideas.
(b) Many revolutionaries opposed monarchial rule and fought for liberty and
freedom of their respective states.
(c) One such revolutionary was Giuseppe Mazzini, an Italian patriot, was sent to
exile in 1831 for attempting a revolution in Liguria. He became the member of a
secret society carbonari.
(d) He founded two underground socities, first Young Italy in Marseilles and the
other Young Europe in Berne. The society had members from Poland, France.Italy, Germany,
etc. The members believed in the formation of nation states and they were liberal minded
people.
(e) Following the example of Italy, secret societies were set up in Germany, France
Switzerland, Poland. Mazzini‟s vision of democratic republics frightened the
conservatives.
Nationalism in india
LONG ANSWER TYPE QUESTIONS (5 Marks)
4. . Who had organized the dalits into the „Depressed Classes Association‟ in 1930?
Describe his achievements?
Ans. Dr. B.R. Ambedkar had organized the dalits into the „Depressed Classes Association‟ in
1930. Following were his achievements.
(a) He advocated for the political empowerment of the depressed classes. He believed that it
was only through political empowerment that the situation of thedepressed classes could be
made better.
(b) He tried to improve the condition of dalits and thus formed an organisation.
(c) He demanded separate electorates for dalits at the second Round Table Conference, which
was finally conceded by the British.
(d) He signed the Poona Pact with Gandhiji and gave up the demand for separate electorates
but secured reserved seats for dalits in the provincial and central
legislative councils to be voted in general election.
5. How could non-cooperation become a movement? Explain with examples.
Ans. Most of the movements are issue-specific movements that seek to achieve a
singleobjective within a limited time frame. The main issue was to support Khilafat, as well as
swaraj.
Gandhiji proposed that the movement should start in stages. It should begin with the surrender
of titles, boycott of civil services, army, police courts and legislative, councils, schools and
foreign goods.
The Non-cooperation Khilafat Movement began in January 1921. The movement
started with middle class participation in the cities. Thousands of students left
schools and colleges, lawyers gave up their practice. Council elections were
boycotted in most provinces. Non-Cooperation had all the characteristics of a movement.
(a) It had a specific issue i.e. it was started in support of Khilafat and Swaraj.
(b) It could not achieve its direct objective. However, it was very successful on the
economic front. The import of foreign cloth halved between 1921-1922 and its
value dropped from Rs.102 crore to Rs.57 crore.
(c) It was short lived. Gandhiji called a halt to the Non-Cooperation Movement after
the Chauri-Chaura incident when police station was set on fire in 1922.
(d) Non-Cooperation also had a clear cut leadership. It was organised under the
leadership of Gandhiji.
6. Explain four points about Gandhiji‟s idea of „satyagraha‟?
Ans. Gandhiji had carried out successful satyagraha in South Africa against the racist regime.
(a) According to him satyagraha was not a passive resistance but it called for intensive activity.
(b) It suggested that if the struggle was against injustice, physical force is not
necessary to fight the oppressor. Non-violence could also win the battle.
(c) Only through the power of truth and non-violence, an appeal was made to the
conscience of the oppressor.
(d) Persuasion, not force, would make the oppressor realise the truth. This dharma
of non-violence and truth united people against the oppressor and made them
realise the truth.
The making of Global world
LONG ANSWER TYPE QUESTIONS (5 Marks)
7. “Indian trade had played a crucial role in the late nineteenth century world economy.”Analyze
the statement.
Ans. The following was the importance of Indian trade for the British.
(a) Trade Surplus: Britain had a trade surplus with India. Britain used this surplus to balance its
trade deficit with other countries.
(b) Home Charges: Britain‟s trade surplus in India also helped to pay the so called
home charges that included private remittance home by British officials and
traders, interest payments on India‟s external debt and pensions of British
officials in India.
(c) Major Supplier of Cotton:
India remained a major supplier of raw cotton to Britain. It was required to feed the cotton textile
industry in Britain.
8. The Spanish conquest and colonization of America was decisively underway by the mid
sixteenth century. Explain with examples.
OR
How did the global transfer of disease in pre-modern world helped in colonisation of
the Americas?
Ans. The Portuguese and the Spanish conquered America not just with the conventional military
weapons but also with the germs such as the small pox.
The small pox was carried on their person (Spanish invaders were immune to this
disease) to America for which the American Indians were not immune to and proved a deadly
weapon as it killed the whole community there.
These diseases could not be bought or captured and turned against the European
invaders unlike the guns and other conventional weapons.
9. How did rinderpest become instrumental in subjugating the Africans?
OR
Describe briefly the effects of rinderpest in Africa in the 1890s. OR
Describe the impact of Rinderpest‟ on people‟s livelihoods and local economy in Africa
in the 1890s.
Ans. Rinderpest was a disease of cattle plague spreading fastly in Africa in the 1880s. It had
terrible impact on the livelihood and the local economy in Africa.
This disease was carried by the infected cattle which were imported from the British
Asia in order to feed the Italian soldiers who were deputed for invading Eritrea in the east Africa.
Rinderpest spread from the east Africa to the West Africa and reached the Atlantic
coast of Africa in the year 1892 and the southernmost tip of Africa (the Cape) in
1897.
Along the way from East to West Africa this rinderpest killed 90% of the cattle which destroyed
the livelihoods of the Africans.
Now the leftover or scarce cattle was monopolized by the planters, mine owners and the
colonial governments. This incident helped the European powers to conquer and subdue Africa
and easily forced the Africans into the labour market.
Print Culture and Media
LONG ANSWER TYPE QUESTIONS (5 Marks)
10. The 'print revolution' had transformed the lives of people changing their relationship to
information and knowledge.” Analyse the statement.
Ans. Print revolution was a development in terms of producing the books in a newer and faster
way which transformed the lives of the people, their relationship with
information and knowledge and opened ways for newer perception in the world. The
introduction of printing press brought the following changes a new culture of reading emerged,
cost of the books came down, reduced the time and labour engaged in publishing, produced
multiple copies and the market got flooded with books.
The print culture helped in the circulation of ideas, debates and discussion. It was
used by the rebellions to let the people know the truth and take action against the
established authorities.
In the 17th and 18th centuries number of schools were opened by the churches to
spread literacy in the villages and to the peasants and artisans which caused a virtual reading
mania.
During this period the literacy increased which rose the number of readers among the children,
women and workers
11. What was the attitude of the liberal and conservative Indians towards women’s
reading? How did women like Kailashbhashini Debi respond to this in their writings?
Ans. Women’s reading increased among the middle class because their lives and feeling began
to be written and also the liberal husbands and fathers focused on their education.
The conservative Hindu families believed that the literate girl would be widowed. The
conservative Muslim families thought that by reading Urdu romances their women
would be corrupted. Kailashbhashini Debi from Bengal, wrote about the experiences
of the women such as how they are imprisoned at home, ignorance, forced work, unjust
treatment at home and society etc.
12. How did a new reading public emerge with the printing press? Explain.
Ans. a. The introduction of printing press brought the following changes - a new culture of
reading emerged, cost of the books came down, reduced the time and labour engaged in
publishing, produced multiple copies and the market got flooded with books.
b. Earlier, the society was divided into the oral culture and reading culture. The
common people had the oral culture while only the rich people had the reading
culture.
c. The common people heard the texts collectively which were read out or recited or narrated to
them.
d. The reading culture was only limited upto the elites and they only read the books individually
and silently. The reason behind this culture may be the books were
expensive, produced less in numbers and also the literacy rate was very low in
most of the European countries.
e. To solve the problem of illiteracy as a bander in the wider reach of the printed
books, the popular ballads and folk tales beautifully illustrated with pictures were
published which were sung and recited in the village gatherings and the taverns
in towns. Hence the line separating the oral culture and the reading culture
started becoming blurred.