Nationalism in India
- Class 10 History
Summary of the Chapter
The chapter "Nationalism in India" explores the growth of the nationalist movement in India during the early 20th century, particularly focusing on the period after World War I. It begins with the impact of the First World War on India, which created economic hardships and political unrest. The Rowlatt Act of 1919, which allowed detention without trial, sparked widespread protests.
Mahatma Gandhi emerged as a key leader, introducing novel methods of mass mobilization like Satyagraha and Non-Cooperation. The Jallianwala Bagh massacre in 1919 further intensified nationalist sentiments. The Non-Cooperation Movement (1920-1922) saw participation from various sections of society, including students, lawyers, and peasants.
The chapter also discusses how different social groups interpreted the idea of "Swaraj" according to their own aspirations. The Civil Disobedience Movement, launched with the Salt March in 1930, marked another significant phase. Cultural processes, including the reinterpretation of history and the use of symbols like Bharat Mata, played a crucial role in fostering a sense of collective identity. The chapter concludes by highlighting the limitations and varied participation in these movements, reflecting the diverse nature of Indian society.
NCERT Textbook Questions and Answers
Write in Brief (Page 48)
Question 1: Explain: (a) Why growth of nationalism in the colonies is linked to an anti-colonial movement. (b) How the First World War helped in the growth of the National Movement in India. (c) Why Indians were outraged by the Rowlatt Act. (d) Why Gandhiji decided to withdraw the Non-Cooperation Movement.
Answer-
(a) The growth of nationalism in colonies is linked to anti-colonial movements because the shared struggle against colonial rule fostered a sense of common identity and unity among diverse groups. People realized that their suffering and exploitation were due to foreign domination, which led them to unite and fight for self-rule.
(b) The First World War helped in the growth of the National Movement in India in several ways:
1.Economic hardship: It created a huge economic burden due to increased taxes and rising prices.
2.Forced recruitment: Compulsory enrollment of soldiers in the British Indian army caused widespread anger.
3.Agricultural crisis: Crop failures and famines led to resentment among peasants.
4.Broken promises: The war led to the expectation of self-government, which was betrayed, fueling nationalist sentiments.
(c) Indians were outraged by the Rowlatt Act (1919) because it gave the British government enormous powers to repress political activities. It allowed detention of political prisoners without trial for two years, denying them basic civil rights. This act was seen as a betrayal after India's support in World War I.
(d) Gandhiji decided to withdraw the Non-Cooperation Movement in February 1922 after the violent incident at Chauri Chaura in Gorakhpur, where a police station was set on fire, killing 22 policemen. He believed that the movement was turning violent and Indians needed to be properly trained for non-violent mass struggle.
Question 2: What is meant by the idea of satyagraha?
Answer-
The idea of satyagraha, developed by Mahatma Gandhi, emphasized the power of truth and the need to search for truth. It suggested that if the cause was true and the struggle was against injustice, then physical force was not necessary to fight the oppressor. A satyagrahi could win the battle through non-violence by appealing to the conscience of the oppressor. It was a novel method of mass agitation that emphasized the power of truth and non-violence.
Question 3: Write a newspaper report on: (a) The Jallianwala Bagh massacre (b) The Simon Commission
Answer-
(a) The Jallianwala Bagh Massacre
AMRITSAR, April 13, 1919 - A horrific incident unfolded today at Jallianwala Bagh where British troops under General Dyer opened fire on a peaceful gathering. Thousands of people had assembled for a public meeting, unaware of the imposed martial law. Without any warning, General Dyer ordered his soldiers to fire at the unarmed crowd, resulting in hundreds of deaths and injuries. The narrow exits were blocked, leaving people with no escape. This brutal act has sparked nationwide outrage and condemnation.
(b) The Simon Commission
DELHI, 1928 - The Simon Commission, an all-British team appointed to suggest constitutional reforms for India, arrived today facing massive protests. Indian political parties are boycotting the commission because it does not include any Indian member. Protesters are carrying black flags and shouting "Simon Go Back" slogans. The commission's exclusion of Indians has united various political groups and strengthened the demand for complete independence.
Question 4: Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter 1.
Answer-
The image of Bharat Mata, painted by Abanindranath Tagore, is depicted as an ascetic figure - calm, composed, spiritual, and divine. She is shown as dispensing learning, food, and clothing, representing the motherland as a nurturing figure. The mala (garland) in her hand symbolizes her blessings.
In contrast, Germania, the personification of the German nation, is shown as a heroic figure - strong, powerful, and ready for battle. She carries a sword and wears a crown of oak leaves, symbolizing heroism and strength.
While Bharat Mata represents spiritual and cultural nationalism, Germania symbolizes military strength and political power. Both became powerful symbols in their respective nationalist movements but conveyed different aspects of national identity.
Discuss (Page 48-49)
Question 1: List all the different social groups which joined the Non-Cooperation Movement of 1921. Then choose any three and write about their hopes and struggles to show why they joined the movement.
Answer-
Different social groups that joined the Non-Cooperation Movement included:
1.Middle-class in cities (students, teachers, lawyers)
2.Peasants in rural areas
3.Tribal communities
4.Plantation workers
5.Business classes
6.Women
Three groups and their hopes:
1.Middle-class in cities: Students left government schools, lawyers gave up their practices. They hoped for freedom from foreign education system and better opportunities in free India. They struggled with unemployment and discrimination in government jobs.
2.Peasants in rural areas: They joined hoping for reduction of high taxes and freedom from oppressive landlords. They struggled against the talukdars and landlords who demanded high rents and various taxes.
3.Plantation workers: They joined hoping for freedom to move freely and retain links with their native villages. They struggled against the Inland Emigration Act of 1859 which restricted their movement.
Question 2: Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.
Answer-
The Salt March (1930) was an effective symbol of resistance against colonialism because:
1.Challenged British monopoly: The salt tax affected every Indian, especially the poor. By making salt, Gandhi challenged this unjust tax.
2.Simple yet powerful: The act of making salt was simple but politically significant. It was something everyone could understand and participate in.
3.Non-violent protest: It demonstrated the power of non-violent civil disobedience against oppressive laws.
4.Widespread participation: Thousands joined the march, and millions across India began making salt, showing mass support.
5.International attention: The march drew worldwide attention to the Indian freedom struggle.
6.Unified diverse groups: People from all religions, castes, and regions participated, showing national unity.
Question 3: Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life.
Answer-
As a woman participating in the Civil Disobedience Movement, this experience transformed my life completely. For the first time, I stepped out of the domestic sphere and joined the public struggle for freedom. I participated in protest marches, manufactured salt, picketed foreign cloth and liquor shops. This gave me a new sense of identity and purpose beyond traditional roles. I felt empowered and equal to men in the nationalist cause. However, Gandhiji saw women primarily as the bearers of honor and virtue, and after independence, most women were asked to return to their domestic lives. Still, this participation created a foundation for future women's movements in India.
Question 4: Why did political leaders differ sharply over the question of separate electorates?
Answer-
Political leaders differed sharply over separate electorates because:
1.Dr. B.R. Ambedkar and Dalit leaders: They demanded separate electorates to ensure adequate political representation for Dalits, who faced discrimination and would not get fair representation in joint electorates.
2.Mahatma Gandhi and Congress: They opposed separate electorates, believing it would divide the Hindu community and weaken the nationalist movement. Gandhi saw it as British strategy to divide and rule.
3.Muslim League: They supported separate electorates for Muslims to protect their political interests.
4.The differences reflected deep concerns about representation, community rights, and national unity in independent India.
Project (Page 49)
Question 1: Find out about the anti-colonial movement in Indonesia. Compare it with the Indian national movement. Highlight their similarities and differences.
Answer-
Similarities between Indian and Indonesian anti-colonial movements:
1.Common enemy: Both fought against European colonial powers (Britain in India, Netherlands in Indonesia)
2.Multiple strategies: Both used a combination of violent and non-violent methods
3.Charismatic leadership: Both were led by influential leaders (Gandhi, Nehru in India; Sukarno, Hatta in Indonesia)
4.National unity: Both movements emphasized unity across diverse cultures and regions
5.Post-WWII independence: Both gained independence after World War II
Differences:
1.Duration and organization: India's struggle was longer and more organized with mass participation
2.Independence process: Indonesia's independence was declared in 1945 but recognized only in 1949 after armed conflict
3.Non-violent tradition: India had a stronger tradition of non-violent resistance under Gandhi
4.WWII impact: Indonesia faced Japanese occupation during WWII, which complicated their struggle
5.Territorial outcome: India was partitioned at independence, while Indonesia maintained territorial integrity
Important Keywords from the Chapter
- Nationalism: Sense of collective belonging and identity with the nation
- Satyagraha: Truth force or non-violent resistance
- Rowlatt Act: 1919 law allowing detention without trial
- Jallianwala Bagh Massacre: 1919 shooting of peaceful gathering in Amritsar
- Non-Cooperation Movement: 1920-22 mass movement boycotting British institutions
- Khilafat Movement: Movement to support Ottoman Caliph after WWI
- Civil Disobedience Movement: 1930s movement breaking colonial laws
- Salt March: 1930 march to Dandi to make salt against British law
- Poona Pact: 1932 agreement between Gandhi and Ambedkar on Dalit representation
- Separate Electorates: Reserved constituencies for specific religious communities
- Swaraj: Self-rule or independence
- Boycott: Refusal to use British goods and services
- Picketing: Protesting outside shops selling foreign goods
- Forced Recruitment: Compulsory enrollment in British army during WWI