NCERT Solution Class 10th Social Science History Chapter – 2 The Nationalist Movement in Indo-China Notes

India became independent on August 15th, 1947

Some Intersting Facts –

1. At the time when India was free, Britain’s Prime minister was Clement Atlee.

2. Subhash Chandra Bose gave the slogan “Give me Blood, I will give you freedom” and “Delhi Chalo”.

3. Bal Gangadhar Tilak gave the slogan “Swaraj is my birth right and I shall have it”.

4. Ram Prasad Bismil gave the slogan “Sarfaroshi ki tamanna ab hamare dil main hai, dekhna hai zor kitna baazu-e-katil main hain”.

5. Bhagat Singh gave the slogan “Inqlaab zindabad”.

Nationalism in India

Meaning: Nationalism refers to the feeling of oneness and common
consciousness that energes when people living in a common territory share the same historical, political and cultural back grounds. People may be speaking different languages (as in case of India) but the love for their na-tion keeps them together.

Factors that led to the rise of Nationalism
1. In Europe
2. In colonies like India, Vietnam

1. In Europe
Associated with the formationa of nation states

2. In colonies like India, Vietnam
Connected to the anticolonial movement

(The first world war, Khilafat and Non-Copperation):

Effect of first world war on India and Post war condition.
1. Creation of a new economic and political situation.
2. Huge increase in defence expenditure financed by war loans and by increaring the taxes.
3. Custom duties raised, income tax introduced.
4. Forced recruitment for British Army.
5. Shortage of food due to crop failure.
6. Influnza epidemic, famine which resulted in the death of million of people.

The Idea of Satyagraha
Meaning: It was a new mode of struggle based on truth and non violence.

Key featurs of Satyagraha
1. If the cause was true and the struggle was against injustice, then physical force is not necessary to fight the oppressor.

2. Satyagrahi can win the battle through non-violence without seeking revenge or being aggresive.

3. By appealing to the conscience (inner voice) of the oppressor, he/she can be persuaded to see the truth and end injustice.

Gandhiji’s early experiments in Satyagraha

(1) 1917, Champaran (Bihar) to lead indigo Peasants against oppressive plantation system.

(2) 1917, Kheda (Gujarat) to support peasant for relaxation in revenue collection.

(3) 1918, Ahmedabad (Gujarat) to support cotton mill workers.

Rowlatt act 1919
(1) Provision
(2) Why Unfair
(3) Aims
(4) Consequences

(1) Provision
• Allowed detention of political prisoners without trial for 2 years

(2) Why Unfair
• An Attack on civil liberties of Indians.
• It was passed despite the opposition of Indian members.

(3) Aims
• To repress political activities in India.

(4) Consequences
• An all India Hartal planned by Mahatma Gandhi on 6 April 1919 against this unjust law.
• Rallies were orgainsed in various cities.
• Workers went on strike in railway workshops
• Shops closed down.
• Local leaders were picked up from Amritsar
• Attacks on banks, post offices and railways.

Jallianwala Bagh Incident

Main Events: Took place on 13 April 1919 in the city of Amritsar.

• A large crowd mainly villegers had gathered in the enclosed ground of Jallianwala bagh to protest against the repressive measures of British govt. like Rawlatt act.

• Being from outside the city, villagers were unaware the meeking was illegal as martial law had been imposed.

• General Dyer entered the area, blocked the exit points, opened fire on the crowd, killing hundreds.

Impact of Jallianwala Bagh
• Crowds took to the streets in many North Indian towns.

• There were strikes, clashes with the police, attacks ongovernment buildings.

• British government became more brutal, people were humiliated and
terrorised.

• Satyagrahis were forced to rub their nose on the ground, crawl on the
streets, do salaam (Salute) to all sahibs (British).

• People were flogged villages in Punjab around Gujranwala were
bombed.

Seeing violence spread, Mahatma Gandhi called off the Rowlatt satyagraha movement.

Khilafat Issue: The word ‘Khilafat’ comes from ‘Khalifa’ who was the
ruler of ottoman Turkey as well as considered as the spiritual head of Is-
lamic world. In the first world war Turkey was a part of defeated central
powers. There were rumour that a harsh place treaty was going to be im-posed on the ottoman emperor. So to defend Khalifa’s position, a khilafat committee was formed in Bombay in March 1919 by Ali brothers.

Why did Mahatma Gandhi took up Khilafat Issue

• Mahatma Gandhi wanted to launch an all India movement more broad based affer the failure of Rowlatt Satyagraha.

• He was certain that no all India movement could be organised with-out bringing Hindus and Muslims closer together so he took up the Khilafat issue.

Non Cooperation Movement
NON-Cooperation Movement (NON) January 1921 – February 1922(1) Why Non cooperation
• British rule established in India with the cooperation of Indians.
• If Indians refuses to coopered it would collapse within a year.

(2) Stages of the Movement
• Surrender of titles
• Boycott of civil services, army, police, courts
• a full civil disobedience campaign.

(3) Sessions of the congress to start NCM
• September 1920 to convince other leaders (calcutta)
• December 1920 (Nagpur) to adopt it.

(4) Various social groups that participated
• In the towns: Middle Class
• In the countryside: Peasants and Tribes
• In plantations: Workers.

(5) Twin aims of the movement
• To attain Swaraj
• To support Khilafat issue to unite Hindus and Muslims.

(6) End of the movement
• In February 1922, the movement was withdrawn by Gandhi Ji due to Chauri Chaura Incident.

• The term ‘Swaraj’ meant different thing to different people.

• Each Social group participating in the movement imagined ‘Swaraj as a time when all their sufferings and troubles would be over.

Towards Civil Disobedience

Events after the end of Non-cooperation Movement (NCM) till the launch of Civildisobedience movement

• February 1922 withdrawl of NCM by Gandhiji.
• Conflict within the congress over the question of participating in council elections.

• Formation of ‘Swaraj Party’ by C-R Das and Motilal Nehru to fight council elections against the congress principle of ‘Boycott’ (Janu-ary 1923).

• Fall in agricultural prices and total collapse due to effect of world wide economic depression.

• Total Turmoil in countryside by 1930.

• Counstitution of Simon commission in 1927 to look into the func- tioning of the coustitutional system in India and suggest changes.

• 1928: Arrival of Simon commission in India protest and demon-strations started.

• 1929: Offering of ‘Dominion status’ by Lord Irwin.

• Rise of Radical leaders within congress like Jawahrlal Nehru and Subhash Chandra Bose who Demanded ‘Purna Swaraj’ in Lahore session of the congress 1929.

Round table Conferences –
These were a series of 3 peace conferences organised by the Brit- ish government to discuss constitutional reforms in India.

Round table conferences –
These were a series of 3 peace conferences organised by the British government to discuss constitutional reforms in India.

First
(Nov. 1930-Jan. 1931)
Second
(Sep.1931-Dec. 1931)
Third
(Nov-Dec. 1932)

• Indian national congress attended the second roule table confer- ence only.

The Salt March and the Civil disobedience Movement (1930). Background:

• January 1930-Mahatma Gandhi presented 11 demands before lord Irwin.
•These demands were related to different classes from Industrial- ists to Peasants.
• Most important Demand-Abolition of Salt tax
• Lord Irwin was not willing to negotiate.
• Beginning of Salt March on 12 March 1930.
• 6 April 1939-breaking of salt law by manufacturing salt by boiling sea water.

Civil Disobedience Movement –
6 April 1930 – March 1931 (Suspended due to Gandhi Irwin Pact Relaunched in 1932, by 1934 Ended)

(1) Main Events:
• Breaking of Salt law in different parts of the country.
• Boycott of foreign goods.
• Picketing of Liquor Shops
• Violation of forest laws

(2) Reaction of the British governments:
• Arresting of congress leaders one by one
• Policy of brutal repression
• Peaceful Satyagrahis were attacked
• Women and children were beaten
• Around 100,000 arrests

(3) Participants of the movement:
• Rich peasants: against high revenue
• Poor peasants: against high rent and high-revenue
• Business classes: against colonial business policies.
• Women: Moved by Gandhi ji call.
• Workers in some places.

(4) How was it different from Non-Cooperation:
• In NCM aim was ‘Swaraj’ this time “Pooma Swaraj”
• In NCM breaking of laws was not involved, this time breaking of laws.

Limits of Civl disobedience movement

• Non participation of Dalits as for long congress had ignored the demands of scheduled castes.

• Lukewarm (Not very enthusiastic) response of the muslim political organisations as they felt from the mid 1920’s the congress was coming closer to Hindu Nationalist groups like Hindu Mahasabhe.

• An atmosphere of suspicion and distrust between two communi- ties.

Factors that developed the reuse of collectivebelonging and united all Indians.

Figure or image: Image of Bharat Mata first created by Bankim Chandra. This image helped people in Identifying the nation.

Folklore: Nationalists began gathering and recording folktale as they Presented our true culture and helped discover ones national Identity and restore a reuse of pride in past.

Icon and Symbols: Forex Flag: Tricolors flag (Red, Yellow, Green) first developed during Swadeshi movement (1921) in Bengal which had 8 lotuses. By 1921 Gandhi ji had designed the Swaraj Flag (Red, Green, White) carrying the flag became a symbol of defiance.

Reinterpretation of History: Many Indians began looking into the past to discover India’s great achievements and urged Indians to take pride in India’s past and struggle against British.

Song like “Vande Mataram: In 1870’s Bankim Chandra wrote “Vande Mataram’ as a hymn to the motherland and was widely sung during Swadeshi movement.

INDO-CHINA –  Comprises of Vietnam, Laos and Cambodia – French colony.

Views of Paul Bernard – Paul Bernard was an influential writer and policy-maker who strongly believed that the purpose of acquiring colonies was to make profits.

• According to him, the development of economy will raise the standard of people and people would buy more goods. The market would consequently expand, leading to better profit for French business.

• According to him, there were several barriers to economic growth in Vietnam, such as large population, low agricultural productivity and extensive indebtedness.

• To reduce the poverty and increase agricultural productivity, it was necessary to carry out land reforms.

• Industrialization was also essential for creating more jobs as agriculture was not likely to ensure sufficient employment opportunities.

Ho Chi Minh Trail –

• The trail symbolizes how the Vietnamese used their limited resources to great advantage.

• The trail, an immense network of footpaths and roads was used to transport men and material from North to South.

• It was improved in late 1950s and from 1967 about 20,000 North Vietnamese troops came south each month. The trail had support bases and hospitals along the way.

• Mostly supplies were carried by women porters on their backs or on their bicycles.

• The US regularly bombed this trail to disrupt supplies but efforts to destroy this important supply line by intensive bombing failed because they were rebuilt very quickly.

Influence of Japan – In 1907-08, around 300 students from Vietnam went to Japan to acquire modem education.

• The primary objective was to drive out the French from Vietnam, overthrow the puppet emperor and reestablish the Nguyen dynasty that had been deposed by the French. For this, they needed foreign help.

• Japan had modernized itself and had resisted colonization by the West. It had defeated Russia in 1907 and proved its military strength. The Vietnamese nationalists looked for foreign arms and help and appealed to the Japanese as fellow Asians.

• Vietnamese students established a branch of Restoration Society in Tokyo but, in 1908, the Japanese Ministry of Interior clamped down on them. Many, including Phan Boi Chau, were deported and forced to seek exile in China and Thailand.

Scholars Revolt, 1868 –

• It was an early movement against French control and spread of Christianity. It was led by officials at the imperial court angered by the spread of Catholicism and French power.

• There was an uprising in Ngu An and Ha Tien provinces where the Catholic missionaries had been active in converting people to Christianity since the early 17th century. By the middle of the 18th century, nearly 3,00,000 people had got converted.

• This had angered the people of these provinces and led to the uprising. Though this uprising was crushed by the French, it had inspired the people of other regions to rise against the French colonialism.

Hoa Hao Movement –

• It began in 1939 and gained popularity in Mekong delta area. The founder of Hoa Hao was Huynh Phu So. He performed miracles and helped the poor. His criticism against useless expenditure, opposition to the sale of child brides, gambling and the use of alcohol and opium had a wide appeal.

• The French tried to suppress the movement led by Huynh Phu So and declared him mad, called him the Mad Bonze and put him in a mental asylum. Interestingly, the doctor, who had to certify him insane, became his follower and finally, in 1941, the French doctors declared that he was sane. The French authorities exiled him to Laos and sent his many followers to concentration camps.

Major problems in the field of education for the French in Vietnam

• The French needed an educated local labor force, but they feared that once the Vietnamese got educated, they may begin to question colonial domination.

• French citizens living in Vietnam (called ‘colons’) feared that they might lose their jobs as teachers, shopkeepers, policemen to the educated Vietnamese. So they opposed the policy of giving the Vietnamese full access to French education.

• Elites in Vietnam were still powerfully influenced by Chinese culture. So the French carefully and systematically dismantled the traditional Vietnamese education system and established French schools for the Vietnamese.

• In the battle against French colonial education, schools became an important place for political and cultural battles. Students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collared jobs.

• There was a protest in Saigon Girls School on the issue of racial discrimination. The protest erupted when a Vietnamese girl sitting in the front row was asked to move back to allow a local French student to occupy the front seat. The girl refused and was expelled along with other students who protested. The government was forced to take the expelled students back in the school to avoid further open protests.

‘Rat Hunt’ –

• The modem city of Hanoi got infested with rats in 1902 and was struck by bubonic plague. The large sewers in the modem part of the city served as breeding grounds for rats.

• To get rid of the rats, a ‘Rat Hunt’ was started. The French hired Vietnamese workers and paid them for each rat they caught. This incident taught the Vietnamese the first lesson of collective bargaining. Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty.

• They also discovered innovative ways to profit from the situation. The bounty was paid when a tail was given as a proof that a rat had been killed. So the rat catchers began clipping the tails and releasing the rats, so that the process could be repeated over and over again.

• Defeated by the resistance of the Vietnamese, the French were forced to scrap the bounty programme. Bubonic plague swept through the area in 1903 and in subsequent years. In a way, the rat menace marks the limits of French power and contradiction in their civilizing mission.

U.S. entry into the war –

• US entry into the war proved costly to the Vietnamese as well as to Americans. The phase of struggle with the US was brutal.

• From 1965-1972, many (over 403100) US personnel served in Vietnam out of which 7484 were women. Many died in battle and a large number of people were wounded.

• Thousands of US troops arrived equipped with heavy weapons and tanks backed by most powerful bombers of the time-B52s. The widespread attacks and use of chemical weapons-Napalm, Agent Orange and Phosphorous bombs destroyed many villages and decimated jungles. Civilians died in large numbers.

Effect of the US involvement on life within the US

• Most of the people were critical of the government’s policy of war. When the youths were drafted (forced recruitment) for the war, the anger grew. Compulsory service in the armed forces could be waived only for university graduates.

• US media played a major role in both supporting and criticizing the war. Hollywood made films in support of the war. (Example: John Wayne’s Green Berets; 1968). Other films were more critical.

(Example: John Ford Coppola’s Apocalypse Now 1979 reflected the moral confusion that the war caused in the US).

Role of women –

• In the 1960s, photographs in magazines and journals showed women as brave fighters. There were pictures of women militia shooting down planes. Women were portrayed as young, brave and dedicated.

• Women were represented not only as warriors but also as workers. They were shown with a rifle in one hand and a hammer in the other.

• Many women joined the resistance movement. They helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy.

• Of the 17,000 youth who worked on the trail, 70 to 80 per cent were women.