NCERT Solutions Class 10th Social Science History Chapter – 3 Nationalism in India
Textbook | NCERT |
Class | Class – 10th |
Subject | Social Science (History) |
Chapter | Chapter – 3 |
Chapter Name | Nationalism in India |
Category | Class 10th Social Science History |
Medium | English |
Source | Last Doubt |
NCERT Solutions Class 10th Social Science History Chapter – 3 Nationalism in India
?Chapter – 3?
✍Nationalism in India✍
?Question Answer?
NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 1 Q.1. Explain – Or Explain any four facts to show how did the First World War help in the growth of the National Movement in India.
(b) The First World War helped in the growth of the National Movement in India as it created a new economic and political situation as mentioned below –
(c) Indians were outraged by the Rowlatt Act (1919) due to the following reasons –
(d) Gandhiji decided to withdraw the Non-Cooperation Movement due to the reasons as mentioned below –
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NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 2 Q.2. What is meant by the idea of Satyagraha? Or Explain the idea of Satyagraha according to Gandhiji.
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NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 3 Q.3. Write a newspaper report on –
(b) (i) The Indian members of the Central Legislative Assembly exposed the drawbacks in the Government of India Act of 1919 A.D. As a result of it, the Simon Commission was appointed in 1927 A.D. to suggest any further constitutional reforms. This commission consisted of seven members and its Chairman was Sir John Simon. (ii) Why was it boycotted by the Indians? – But Indians boycotted the Simon Commission because there was no Indian member in this commission.
(iii) Methods – Indian people organised hartals all over the country. They also held a black flag demonstration with the slogan, “Simon go back”, when the Commission reached Bombay (Mumbai). Such demonstrations were held everywhere it went. |
NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 4 Q.4. List all the different social groups which joined the Non-Cooperation Movement of 1921. Choose any three, and write about their hopes and struggles to show why they joined the movement. (I) Middle-class people in the towns. The movement in the cities – The Movement started with middle-class participation in the cities. Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. Boycott of council elections – The Council elections were boycotted in most provinces except Madras (Chennai), where the Justice Party, the party of the nonBrahmans, felt that entering the council was one way of gaining some power, something that usually only Brahmans had an access to. Swadeshi – The Non-Cooperation Movement had a great impact on the Indian textile industry. Swadeshi goods, especially cloth got a great impetus.
Impact on industry – In many places, merchants and traders refused to trade in foreign goods or finance foreign trade.
Movement in the countryside – Though people in the countryside interpreted the idea of ‘Swaraj’ in their own way but they participated in the movement on large scale.
(II) Peasants in rural areas. (i) Participants – In the countryside, the movement was led by the peasants, tribals and the local leaders. For example, in Awadh, it was Baba Ramchandra sanyasi, who had earlier been to Fiji as an indentured labourer. (ii) Why rural people participated? –
(iii) Ways of protests – The Movement in the countryside had a different angle. In many places, Nai-dhobi bandhs were organised by the Panchayats to deprive the landlords of the services of barbers, cobblers, washermen, etc. Even national leaders like Jawaharlal Nehru went to villages in Awadh to know the grievances of the people.
(III) Tribal people –
(IV) Plantation workers – (i) For plantation workers in Assam, freedom meant the right to move freely in and out of the confined space in which they were enclosed, and it meant retaining a link with the village from which they had come.
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NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 5 Q.5. Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism. • It was the first time that Indian leaders decided to violate law. People were now asked not only to refuse cooperation with the British, but also to break colonial laws. • Thousands of Indians in different parts of the country broke the salt law, manufactured salt and demonstrated in front of the government salt factories. • As the movement spread, foreign cloth was boycotted and liquor shops were picketed. Peasants refused to pay revenue and ‘chaukidari taxes’, village officials resigned, and in many places forest people violated forest laws – going into Reserved Forests to collect wood and graze cattle. • Worried by the development, the colonial government began arresting the Congress leaders, one by one. This led to violent clashes in many places. Angry crowd demonstrated in the streets, facing armoured cars and police firing. Many were killed. • When Mahatma Gandhi himself was arrested, industrial workers in Sholapur attacked police posts, municipal buildings, law courts and railway stations – all structures that symbolised the British rule. • The outcome of the movement was the Gandhi-Irwin Pact which was signed by Gandhiji with Irwin on 5th March, 1931. • By this Gandhi-Irwin Pact, Gandhiji consented to participate in a Round Table Conference in London and the government agreed to release the political prisoners. |
NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 6 Q.6. Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life. Or ‘Women played a very important role in the Civil Disobedience Movement.’ Explain. • Women participated in large numbers in the Civil Disobedience Movement. • During the movement, thousands of women came out of their homes to listen to Gandhiji. • They participated in protest marches, manufactured salt, and picked foreign cloth and liquor shops. • Many were put to jail by the police. • Moved by Gandhiji’s call, they began to see service to the nation as a sacred duty of women. |
NCERT Solution Class 10th Social Science History (Chapter – 3) Q. 7 Q.7. Why did the political leaders differ sharply over the question of separate electorates ? • Using such a system, was a mischief of the British Government who wanted to divide the people to weaken the national movement. By doing so, the British wanted to prolong their stay in India. • The different political leaders differed over the question of separate electorates because of the following reasons – (1) The Congress leaders opposed the policy of the British Government in instigating different peoples in demanding separate electorate. • They knew well that it was all the mischief of the British Government who encouraged different people to ask for separate electorates because such a policy would weaken the national movement, and prolong Britishers stay in India. The Congress leaders were one and all in favour of joint electorates. (2) The Muslim leaders, like Muhammed Iqbal and Mr Jinnah asked for separate electorates to safeguard the political interests of the Muslims. • In their opinion, the majority of the people were Hindus, and so in case of joint electorates, the Muslims would have little chance of winning the seats. As such, they would always be at the mercy of the Hindus. (3) The leaders of the Depressed Classes, Dr. B.R. Ambedkar, also asked for separate electorates because in the joint electorates, he feared the dominance of the upper electorates or the upper caste Hindus in the elections. • By the Poona Pact he, however, agreed to have joint electorates with the Hindus, provided the seats for the Depressed Classes were fixed or reserved in the Provincial and Central Legislative Councils. |
NCERT Solution Class 10th History All Chapters Question & Answer
- Chapter – 1 The Rise of Nationalism in Europe
- Chapter – 2 The Nationalist Movement in Indo-China
- Chapter – 3 Nationalism in India
- Chapter – 4 The Making of Global World
- Chapter – 5 The Age of Industrialisation
- Chapter – 6 Work, Life and Leisure
- Chapter – 7 Print Culture and the Modern World
- Chapter – 8 Novels, Society and History