- Nationalism in India Class 10 Case Study Social Science History Chapter 2
Last Updated on September 2, 2024 by XAM CONTENT
Hello students, we are providing case study questions for class 10 social science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 10 social science. In this article, you will find case study for CBSE Class 10 Social Science History Chapter 2 Nationalism in India. It is a part of Case Study Questions for CBSE Class 10 Social Science Series.
Table of Contents
Case Study Questions on Nationalism in India Class 10
Read the following passage and answer the questions:
Mahatma Gandhi’s thoughts on Satyagraha
‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of the article can be used only by the strong. This power is not passive resistance; indeed, it calls for intense activity. The movement in South Africa was not passive but active….’ Satyagraha is not physical force. A Satyagrahi does not inflict, pain on the adversary; he does not seek his destruction…. In the use of Satyagraha, there is no ill-will whatever.’
‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called Satyagraha. The soul is informed with knowledge. In it burns the flame of love … Nonviolence is the supreme Dharma …’
‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own …’
Difficulty Level: Medium
Q. 1. What type of movement Gandhiji organised in South Africa? Ans. Gandhiji organised his first campaign of Satyagraha or mass civil disobedience movement in South Africa to fight against injustice and class division.
Q. 2. Why is Satyagraha considered as pure soul-force? Ans. In the use of Satyagraha, there is no ill-will. One could win the battle through non-violence and this could be done by appealing to the conscience of the oppressor. Also, the people had to be persuaded to see the truth instead of being forced to accept truth through the soul-force.
Q. 3. How has Gandhiji described passive resistance? Ans. Gandhiji described passive resistance as a weapon of the weak and did not exclude the use of physical force or violence for the purpose of gaining one’s end. He explained passive resistance as the concept to fight against something evil but never hurting the opponent.
Nationalism in India
Modern nationalism in Europe come to be associated with the formation of nation-states. It also meant a change in people’s understanding of who they were and what defined their identity and sense of belonging. New symbols and icons, new songs and ideas forged new links and redefined the boundaries of communities. In most countries the making of this new national identity was a long process. How did this consciousness emerge in India?
In India and as in many other colonies, the growth of modern nationalism is intimately connected to the anti-colonial movement. People began discovering their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. But each class and group felt the effects of colonialism differently, their experiences were varied and their notions of freedom were not always the same. The Congress under Mahatma Gandhi tried to forge these groups together within one movement. But the unity did not emerge without conflict.
Q. 1. What was people’s understanding of nation? Ans. People understood the nation as a community of people formed on the basis of a combination of shared features such as language, history, ethnicity. culture and/or territory. Thus, a nation refers to the collective identity of a group of people understood as defined by those features.
Q. 2. How was the growth of modern nationalism intimately connected to the anti-colonial movement? Ans. The growth of modern nationalism intimately connected to the anti-colonial movement in the following ways: (i) Colonisation affected people’s freedom. (ii) The sense of oppression and exploitation become a common bond for people of different groups that resulted in the growth of nationalist ideals. (iii) People began discovering their unity in the process of their struggle with colonialism.
Q. 3. How did people in India develop a sense of collective belonging? Explain. Ans. People in India developed a sense of collective belonging in the following ways: (i) The creation of the image of Bharat Mata by Bankim Chandra Chattopadhyay created a sense of oneness among the people. (ii) The creation of the India flag by Gandhiji created the nationalism feel among the citizens.
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The Making of a Global World Class 10 Case Study Social Science History Chapter 3
The rise of nationalism in europe class 10 case study social science history chapter 1, topics from which case study questions may be asked.
- Explore various facets of Nationalistic movements that ushered in the sense of Collective Belonging
- Discuss the impact of the first world war on triggering two defining movements (Khilafat & Non-cooperation Movement) in India.
- Assess/ appraise the role of Mahatma Gandhi and other leaders in the two movements (NCM & CDM)
Nationalism spreads when people begin to believe that they are all part of the same nation and bounded together by a sense of belongingness. The First World War, the Khilafat and the Non-cooperation Movement were instrumental in shaping the nationalist movement in India. In 1914, First World War broke out in Europe and Britain was an active participant in it.
In India, the growth of nationalism is closely related to anti-colonial movement like that of Vietnam and many other colonies .
Frequently Asked Questions (FAQs) on Nationalism in India Class 10 Case Study
Q1: what are case study questions.
A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.
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A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.
Q4: What are the important keywords in this chapter “Nationalism in India”?
A4: Important keywords for CBSE Class 10 Nationalism in India are given below: Forced Recruitment: A process by which the colonial state forced people to join the army. Boycott: The refusal to deal and associate with people, or participate in activities, or buy and use things; usually a form of protest. Picket: A form of demonstration on protest by which people block the entrance to a shop, factory or office. Begar: Labour that villagers were forced to contribute without any payment.
Q5: What are the important date line in CBSE Class 10 History “Nationalism in India”?
A5: Important date line given below: 1918–19: Distressed UP peasants organised by Baba Ramchandra. April 1919: Gandhian hartal against Rowlatt Act; Jallianwala Bagh massacre. January 1921: Non-Cooperation and Khilafat movement launched. February 1922: Chauri Chaura: Gandhiji withdraws Non-Cooperation movement. May 1924: Alluri Sitarama Raju arrested ending a two-year armed tribal struggle. December 1929: Lahore Congress; Congress adopts the demand for ‘Purna Swaraj’. 1930: Ambedkar establishes Depressed Classes Association. March 1930: Gandhiji begins Civil Disobedience Movement by breaking salt law at Dandi. March 1931: Gandhiji ends Civil Disobedience Movement. December 1931: Second Round Table Conference. 1932: Civil disobedience re-launched.
Q6: What do you mean by Forced Recruitment?
A6: It is a process by which the colonial state forced people to join the army.
Q7: What was the idea of Satyagraha?
A7: The idea of Satyagraha emphasised the power of truth and the need to search for truth.
Q8: Why did Mahatma Gandhi organise a Satyagraha in Kheda district of Gujarat?
A8: In 1917, Mahatma Gandhi organised a Satyagraha to support the peasants of Kheda. The peasants of Kheda could not pay the revenue because of the crop failure and plague epidemic and were demanding that revenue collection to be relaxed.
Q9: What do you mean by Boycott?
A9: The refusal to deal and associate with people or participate in activities or buy and use things usually a form of protest.
Q10: Who was Alluri Sitaram Raju?
A10: Alluri Sitaram Raju was the leader of revolt in the Guden Hills of Andhra Pradesh. He claimed that he had a variety of special powers. He could make correct astrological predictions and heal people, and he could survive even bullets.
Q11: Are there any online resources or tools available for practicing “ Nationalism in India” case study questions?
A11: We provide case study questions for CBSE Class 10 Social Science on our website . Students can visit the website and practice sufficient case study questions and prepare for their exams.
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Case Study Questions Class 10 Social Science History Chapter 2 Nationalism in India
CBSE Class 10 Case Study Questions Social Science History Nationalism in India. Important Case Study Questions for Class 10 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Nationalism in India.
At Case Study Questions there will given a Paragraph. In where some Important Questions will made on that respective Case Based Study. There will various types of marks will given 1 marks, 2 marks, 3 marks, 4 marks.
Case Study 1
Nationalism in India
1) According to the historical account presented in Shahid Amin’s work, “Event, Metaphor, Memory: Chauri Chaura, 1922-1992,” on February 4, 1922, a significant group of peasants set fire to the police station in Chauri Chaura, resulting in the tragic death of 22 policemen. This event occurred amidst the Non-Cooperation (Asahayog) Movement, which was launched by Gandhi on August 1, 1920, as a means of protesting against the government. The movement involved a boycott of foreign goods, particularly machine-made cloth, as well as legal, educational, and administrative institutions, with the aim of refusing to support a ruler who was deemed to be misruling. As the movement gained momentum over the following year and a half, numerous volunteers became actively involved throughout the country.
Q1) What was the idea of satyagarh? Mark 2
Answer Gandhi’s idea of “Satyagraha” was a nonviolent resistance or civil disobedience strategy aimed at achieving social or political change through passive resistance to injustice. It emphasized the power of truth and moral force, using nonviolent means such as strikes, boycotts, and peaceful protests to confront oppressive systems and promote justice.
Q2) What are the reasons of Non cooperation movement ? Mark 1
Answer The Non-Cooperation Movement in India (1920-1922) was driven by several reasons: Protest against Jallianwala Bagh Massacre, Demanding self-governance , Dissatisfaction with the repressive Rowlatt Act, Disapproval of the British response to Indian demands, A desire for national unity, Inspired by Gandhi’s principle of nonviolent resistance, Encouragement of civil disobedience against British rule.
Q3) What was the rowlatt act? Mark 1
Answer The Rowlatt Act, passed in 1919 by the British colonial government in India, allowed for the arrest and detention of Indians without trial, curbing civil liberties and sparking widespread protests, including the Jallianwala Bagh massacre.
Case Study 2
2) During the Non-Cooperation Movement in Chennai, women played a pivotal and dynamic role, engaging in a diverse range of activities such as attending rallies and protests, organizing meetings, and participating in the boycott of British goods and institutions. Their involvement was integral to the success of the movement. Women turned out in significant numbers during various Gandhian campaigns, encouraging their families and communities to wear Khadi and support Indian-owned businesses as a means of reducing dependence on British goods. Subbamma, a prominent female leader of the Non-Cooperation Movement in Chennai, addressed numerous Khadi-related meetings and was the first woman in the region to be imprisoned. Padmasini also delivered impassioned speeches on the sale of Khadi while touring different locations. Furthermore, women like V.T. Kamalambal actively participated in picketing alcohol shops. The participation of women in the Non-Cooperation Movement in Chennai was a crucial aspect of India’s struggle for independence, laying the foundation for stronger women’s rights movements in later years.
Q1) How non cooperation movement perpetuate in towns ? Mark 2
Answer The Non-Cooperation Movement in towns spread through various means: boycott of British goods, institutions, and titles; mass protests, strikes, and hartals; withdrawal from government services and schools; and the establishment of alternative institutions.
Q2) Write in brief about Jallianwala Bagh massacre? Mark 1
Answer The Jallianwala Bagh massacre occurred on April 13, 1919, in Amritsar, India, when British troops, led by General Dyer, opened fire on a peaceful gathering, killing hundreds of unarmed Indians. It was a brutal response to a protest against the repressive Rowlatt Act and fueled Indian nationalist sentiment against British rule.
Q3) What are the strategies under Non cooperation movement? Mark 1
Answer Under the Non-Cooperation Movement in India, key strategies included boycotting British goods, institutions, and titles, as well as nonviolent protests, strikes, and civil disobedience. People withdrew from government jobs, schools, and legal processes, while establishing indigenous institutions to promote self-reliance and nationalism.
Case Study 3
3) On the occasion of the commemoration of the significant “Dandi March” on Sunday, Prime Minister Narendra Modi expressed his respects to Mahatma Gandhi and all individuals who actively participated in this momentous event. He emphasized that the Dandi March will forever be remembered as a resolute endeavor against various manifestations of injustice. The Salt Satyagraha March, also known as the Dandi March of 1930, holds a pivotal position in the annals of India’s struggle for independence.
As an integral part of the Civil Disobedience Movement against British colonial rule, the “satyagrahis” led by Gandhi embarked on a march from the Sabarmati Ashram in Ahmedabad to the coastal village of Dandi from March 12 to April 5, 1930. During this march, they defied the Salt Law imposed by the British by producing salt from seawater.
In a tweet, Prime Minister Modi paid homage to Bapu (a term of endearment for Gandhi) and all those who actively participated in the Dandi March. He acknowledged the significance of this event in the history of our nation.
Q1) What are the main factors behind civil disobedience movement? Mark 2
Answer The Civil Disobedience Movement in India (1930) was sparked by several factors: British salt monopoly, oppressive taxation, lack of civil rights, and economic hardships. Mahatma Gandhi’s leadership and his call for nonviolent resistance against unjust British colonial rule were pivotal in mobilizing millions of Indians for the movement.
Q2) Why Gandhi choose salt to initiate civil disobedience movement? Mark 1
Answer Gandhi chose salt as the focal point of the Civil Disobedience Movement in 1930 because it was a basic necessity heavily taxed by the British. By making salt, a symbol of self-sufficiency, the centerpiece of the campaign, he aimed to demonstrate the injustice of British colonial rule and to unite Indians in protest.
Q3) Who was the viceroy of India when civil disobedience movement took place? Mark 1
Answer Irwin was the viceroy of India when civil disobedience movement took place.
Case Study 4
4) On the 19th of December in 1929, the Indian National Congress passed a momentous resolution known as ‘Purna Swaraj’ or ‘total independence’ during its Lahore session. This resolution was publicly declared on the 26th of January in 1930, a day that the Congress Party urged Indians to celebrate as ‘Independence Day’. The resolution was passed due to the breakdown of negotiations between leaders of the freedom movement and the British over the question of dominion status for India. In 1929, Lord Irwin, the then Viceroy of India, made a vague announcement, referred to as the Irwin Declaration, that India would be granted dominion status in the future. Indian leaders welcomed this as they had been making the demand for dominion status for a long time. They now wanted all further negotiations with the British to focus on the formalization of dominion status for India.
The Irwin Declaration triggered a backlash in England, with politicians and the general public not in favor of India obtaining dominion status. Under pressure, Lord Irwin, at a meeting with Jinnah, Nehru, Gandhi, and Sapru, informed Indian leaders that he could not promise dominion status anytime soon. The Indian National Congress was irked and changed its stance, giving up demands for dominion status and instead passing the ‘Purna Swaraj’ resolution at its Lahore Session in 1929, calling for complete independence. The resolution marked the beginning of a large-scale political movement against colonial rule.
Q1) Why did various classes and groups of Indians participate in the Civil Disobedience Movement? Mark 2
Answer Various classes and groups participated in the Civil Disobedience Movement due to shared grievances against British colonial policies. They sought political freedom, economic relief, and social justice. Gandhi’s call for nonviolent resistance resonated with diverse Indian populations, uniting them in the struggle for independence and social reform.
Q2) What are the various limitations of civil disobedience movement? Mark 2
Answer The Civil Disobedience Movement faced limitations such as violent incidents, differing interpretations of nonviolence, and arrests of leaders. It didn’t immediately achieve full independence, leading to the eventual compromise of the Gandhi-Irwin Pact. The movement also couldn’t address all social issues and faced regional disparities in participation and impact.
Case Study 5
5) The failure of the Cripps Mission and the consequences of World War II resulted in widespread dissatisfaction among the people of India. As a response, Mahatma Gandhi initiated a movement demanding the complete withdrawal of British rule from India. During a meeting held on July 14, 1942, the Congress Working Committee in Wardha passed the significant ‘Quit India’ resolution, which called for the immediate transfer of power to Indians and the departure of the British from India. This resolution was subsequently endorsed by the All India Congress Committee on August 8, 1942, in Bombay. The resolution emphasized the need for a non-violent mass struggle on a national scale.
During this momentous occasion, Mahatma Gandhi delivered his famous ‘Do or Die’ speech, which further galvanized the movement. The call for ‘Quit India’ had a profound impact, causing disruptions in the functioning of the state machinery in various parts of the country. People willingly immersed themselves in the movement, observing hartals and participating in demonstrations and processions, accompanied by patriotic songs and slogans. This movement truly became a mass movement, attracting the participation of numerous ordinary individuals, including students, workers, and peasants. Notable leaders such as Jayprakash Narayan, Aruna Asaf Ali, and Ram Manohar Lohia actively contributed to the movement, alongside courageous women like Matangini Hazra in Bengal, Kanaklata Barua in Assam, and Rama Devi in Odisha.
Q1) Briefly write about the portrait of Bharat Mata? Mark 2
Answer The portrait of Bharat Mata, or Mother India, is a personification of India as a motherly figure. She often appears as a goddess-like symbol, holding various items representing India’s attributes. This iconic image was popularized during the Indian independence movement, signifying the nation’s strength, diversity, and unity.
Q2) How was the sense of collective belonging inculcated in Indians? Mark 2
Answer The sense of collective belonging was fostered through a shared struggle against British colonialism in India. Leaders like Mahatma Gandhi promoted unity among diverse communities, emphasizing nonviolent resistance and national pride. Mass movements, public gatherings, civil disobedience, and patriotic symbols instilled a common identity and purpose, ultimately leading to the successful campaign for Indian independence in 1947.
Also See: The Making of a Global World
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Case Study on Nationalism in India Class 10 Social Science
Nationalism in India is a lesson in Class 10 Social Science from which case study questions are often asked in the Class 10 Social Science exam. There are several possible questions that can be asked from this alone chapter and therefore, for the practice purpose here we provide Case Study on Nationalism in India Class 10 Social Science.
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