History (Social Science 087) · Class X · Chapter-wise Board Questions

(C) II, III, I, IV

(A) Marianne

(B) Austria

(C) Willingness to make peace

(A) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A)

(C) Germania

Note: The visually impaired alternative (country granted autonomy by the Habsburg rulers in 1867) has the answer (C) Hungary.

(A) Berne.

(D) Germania

(B) Venetia

Due to lack of correct option, 1 mark should be awarded to all the students who attempted this question.

(C) Willingness to make peace

(C) II, I, IV and III

(A) Only I, II and III are correct.

(B) II, III and I

(D) IV, II, I, III

(b) Italy

(a) Both (A) and (R) are true and (R) is correct explanation of (A).

Marks to be given if the question has been attempted by the candidate.

(C) Romanticist

(A) Both (A) and (R) are true and (R) is the correct explanation of (A)

(C) IV, I, II & III

(A) Both (A) and (R) are correct and (R) is the correct explanation of (A).

(A) I, II, IV, III

(A) Chancellor Duke Metternich

(B) a-IV, b-III, c-I, d-II

(B) Conservatism

(B) I, II, III and IV

(B) She took part in the French revolution

(C) a-IV, b-II, c-III, d-I

(c) As a protector of German Rhine

1. A-4, B-1, C-2, D-3

B- Only a and c

(i) Conservatives wanted to restore traditional institutions of state and society.

(ii) Conservative regimes did not tolerate criticism and dissent.

(iii) They sought to curb activities that questioned the legitimacy of these governments.

(iv) Most of them imposed censorship laws to control what was said in newspaper, books etc.

(v) Any other relevant point.

Any two arguments to be mentioned. [2 x 1 = 2]

(a)

(i) Romantic artists and poets generally criticized the glorification of reason and science and focused instead on emotions, intuition and mystical feelings.

(ii) Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

(iii) Other Romantics such as the German philosopher Johann Gottfried Herder claimed that true German culture was to be discovered among the common people – das volk.

(iv) It was through folk songs, folk poetry and folk dances that the true spirit of the nation (volksgeist) was popularised.

(v) Collecting and recording these forms of folk culture was essential to the project of nation-building.

(vi) Any other relevant point

Any two points to be explained. [2×1=2]

OR

(b)

(i) In 1848, Frédéric Sorrieu, a French artist, prepared a series of four prints visualising his dream of a world made up of ‘democratic and social republics’.

(ii) The first print of the series, shows the peoples of Europe and America – men and women of all ages and social classes – marching in a long train, and offering homage to the Statue of Liberty as they pass by it.

(iii) Personified Liberty as a female figure – with the Torch of Enlightenment in one hand and the Declaration of the Rights of Man in the other.

(iv) It was against the symbols of absolutist institutions.

(v) In Sorrieu’s utopian vision, the people of the world are categorised as distinct nations.

(vi) The groups of categories are identified through their flags and national costume.

(vii) He believed that from the heavens above, Christ, saints and angels gaze upon the scene.

(viii) Leading the procession, way past the Statue of Liberty, are the United States and Switzerland, which by this time were already Nation-States.

(viii) These symbols have been used by the artist to symbolise fraternity among the nations of the world.

(ix) Any other relevant point

Any two points to be explained. [2×1=2]

(A)

(i) Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat.

(ii) Like many other wealthy and educated members of the Italian elite, he spoke French much better that he did Italian.

(iii) Through a tactful diplomatic alliance with France engineered by Cavour, Sardania – Piedmont succeeded in defeating the Austrian forces in 1859.

(iv) Any other point.

(v) To be assessed as a whole. [2]

OR

(B)

(i) For the new middle classes liberalism stood for the freedom for the individual and equality of all before law.

(ii) Politically it emphasised the government by consent.

(iii) Liberals also stressed the inviolability of private property.

(iv) In the economic sphere, liberalism stood for the freedom of market and abolition of state imposed restrictions on the movement of goods and capital.

(v) Any other relevant point

Any two points to be explained. [2]

(i) An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence.

(ii) Greece had been part of the Ottoman Empire since the fifteenth century.

(iii) The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821

(iv) Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathy for ancient Greek culture.

(v) Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire.

(vi) Finally, the Treaty of Constantinople of 1832 recognized Greece as an independent nation

(vii) Any other relevant point.

(Any two points to be explained) [2 x 1 = 2]

(a)

1. After Russian occupation, the polish language was forced out of schools and the Russian language was imposed everywhere.
2. Many members of the clergy in Poland began to use language as a weapon of national resistance.
3. Polish was used for church gatherings and all religious instructions.
4. As a result, a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as punishment for their refusal to preach Russian.
5. The use of polish came to be seen as symbol of the struggle against dominance.
6. Any other relevant point.

Any three points to be explained. [3 × 1 = 3]

OR

(b)

1. In Britain the formation of the nation state was not the result of a sudden upheaval or revolutions. It was result of a long drawn – out process.
2. The primary identities of the people who inhabited the British Isles were ethnic ones. All these ethnic group had their own culture.
3. The British parliament, which had seized power from the monarchy in 1688 at the end of a protracted conflict, was the instrument through which nation – state with England at its centre came to be forged.
4. The Act of Union (1707) between England and Scotland that resulted in the formation of the United Kingdom of Great Britain.
5. After a failed revolt led by Wolfe Tone and his United Irishmen (1798), Ireland was forcibly incorporated into the United Kingdom in 1801.
6. A new ‘British nation’ was forged through the propagation of a dominant English culture.
7. The symbols of the new Britain – the British flag (Union Jack), the national anthem (God Save Our Noble king). And the English language – were actively promoted and the older nations survived only as subordinate partners in this union.
8. Any other relevant point.

Any three points to be explained. [3 × 1 = 3]

(a)

1. Culture played an important role in creating the idea of the nation. Art, poetry, stories and music helped to express and shape nationalist feelings
2. Romanticism, a cultural movement sought to develop a particular form of nationalist sentiment. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.
3. Romantics such as the German philosopher Johann Gottfried Herder claimed that true German culture was to be discovered among the common people – das volk.
4. Through folk songs, poetry and dances the true spirit of the nation (volksgeist) was popularised.
5. Collecting and recording various forms of folk culture was essential to the project of nation-building.
6. The emphasis on vernacular language and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modern nationalist message to large audiences who were mostly illiterate.
7. Karol Kurpinski celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.
8. Language also played an important role in developing nationalist sentiments. The use of Polish came to be seen as a symbol of the struggle against Russian dominance in Poland.
9. Any other relevant point.

Any three points to be explained [3 × 1 = 3]

OR

(b)

1. Many countries in the world which had been colonised by the European powers in the nineteenth century began to oppose imperial domination
2. The major European powers manipulated the nationalist aspirations of the subject peoples in Europe to further their own imperialist aims.
3. The Balkans was a region of geographical and ethnic variation, which was under the control of Ottoman empire
4. The Balkan peoples based their claims for independence or political rights on nationality.
5. During this period, there was intense rivalry among the European powers over trade and colonies as well as naval and military might.
6. Big European powers like Russia, Germany, England, Austro-Hungary were keen on countering the hold of other powers over the Balkan region of Europe and extending their own control over the area.
7. This led to a series of wars in the region and finally the First World War. Nationalism, aligned with imperialism, led Europe to disaster in 1914.
8. Any other relevant point.

Any three points to be explained [3 × 1 = 3]

(a) (i) After Russian occupation, the Polish language was forced out of schools, and the Russian language was imposed everywhere.

(ii) The members of the clergy in Poland began to use language as a weapon of national resistance.

(iii) Polish was used for church gatherings and all religious instruction.

(iv) The use of Polish language came to be seen as a symbol of the struggle against Russian dominance.

(v) Any other relevant point

Any three points to be analysed. [3x1=3]

OR

(b) (i) Monarchies were restored.

(ii) Bourbon dynasty was reinstated in France.

(iii) France lost the territories it had annexed under Napoleon.

(iv) A series of states were set up on the boundaries of France to prevent French expansion in future.

(v) The kingdom of the Netherlands, including Belgium, was set up in the north.

(vi) Genoa was added to Piedmont in the south.

(vii) Prussia was given important new territories on its western frontiers.

(viii) Prussia was given a portion of Saxony.

(ix) Austria was given control of northern Italy.

(x) Russia was given part of Poland.

(xi) Any other relevant point.

Any three points to be analysed. [3x1=3]

(A)

(i) Ideas of “la patrie” (the fatherland) and “le citoyen” (the citizen)

(ii) A new tricolour replaced the former royal standard.

(iii) The Estate General body was renamed as the National Assembly.

(iv) New hymns were composed, oaths were taken and martyrs commemorated in the name of the nation.

(v) A centralized administrative system was introduced.

(vi) Uniform laws for all citizens.

(vii) Internal custom duties and dues abolished.

(viii) Introduction of uniform system of weights and measures adopted.

(ix) Regional dialects replaced by French spoken in Paris.

(x) Any other relevant point.

Any three points to be described. (3 × 1 = 3)

OR

(B)

(i) Balkans was a region of geographical and ethnic variation.

(ii) Large part of the Balkans was under the control of the Ottoman Empire.

(iii) Ideas of romantic nationalism and the disintegration of the Ottoman Empire made the region explosive.

(iv) The Ottomans failed in their attempts to modernize through internal reforms.

(v) The European nationalists broke away from Ottoman control and declared their independence.

(vi) The Balkan people claimed their independence and political rights on nationality proving that they had once been independent.

(vii) The Balkan area became one of intense conflict when every Balkan nation sought to expand its territory at the cost of the other.

(viii) Matters became worse due to Big Power rivalry in this region.

(ix) Any other relevant point.

Any three points to be described. (3 × 1 = 3)

1. The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property.
2. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions.
3. Napoleon abolished the feudal system and freed peasants from serfdom and manorial dues.
4. In the towns too, guild restrictions were removed.
5. Transport and communication systems were improved.
6. Peasants, artisans, workers and new businessmen enjoyed a new-found freedom.
7. They began to realize that uniform laws, standardized weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.
8. Any other relevant point.

Any three points to be explained [3 × 1 = 3]

(a)

1. During the middle of the nineteenth century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian princely house
2. During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic.
3. The failure of revolutionary uprisings both in 1831 and 1848 meant that the mantle now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify the Italian states through war.
4. In the eyes of the ruling elites of this region, a unified Italy offered them the possibility of economic development and political dominance.
5. Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat.
6. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.
7. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the war.
8. In 1860, they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers.
9. In 1861 Victor Emmanuel II was proclaimed king of united Italy.
10. Any other relevant point.

(To be assessed as whole) [3]

OR

(b)

1. Greek war of independence mobilised nationalist feelings among the educated elite across Europe.
2. Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821.
3. Nationalists in Greece got support from other Greeks living in exile.
4. Many West Europeans who had sympathies for ancient Greek culture also supported Greek nationalists.
5. Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire.
6. The English poet Lord Byron organised funds and later went to fight in the war.
7. Any other relevant point.

(Any three points to be described) [3 × 1 = 3]

(a)

1. Nationalist feelings were widespread among middle- class German, who in 1848 tried to unite the different regions of German confederation into a nation – state governed by elected parliament.
2. This liberal initiative to nation – building was, however, repressed by the combined forces of the monarchy and the military, supported by the large landowners (called Junkers) of Prussia.
3. Three –wars over seven years – with Austria, Demark and France – ended in Prussian victory and completed process of Unification.
4. On 18 January 1871, the Prussia king, Kaiser William I was proclaimed German emperor is a ceremony held at Versailles.
5. The nation – building process in Germany had demonstrated the dominance of Prussian state power.
6. Any other relevant point.

To be assessed as a whole. [3×1=3]

OR

(b)

1. During the middle of the nineteenth century, Italy was divided into seven states, of which one Sardinia-Piedmont, was ruled by an Italian princely house.
2. During the 1830s, Giuseppe Mazzini had sought to put together a coherent Programme for a unitary Italian Republic.
3. Chief Minister Cavour who led the movement to unify the region of Italy was neither a revolutionary nor a democrat.
4. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia – Piedmont succeeded in defeating Austrian forces in 1859.
5. In 1861 Victor Emmanuel II was proclaimed king of United Italy.
6. Any other relevant point.

To be assessed as a whole. [3×1=3]

i. The term ‘liberalism’ is derived from the Latin word liber, meaning free.

ii. For the new middle classes, liberalism stood for freedom for the individual and equality of all before the law.

iii. Politically, it emphasized the concept of government by consent.

iv. Equality before the law did not necessarily stand for universal suffrage.

v. The right to vote and to get elected was granted exclusively to property-owning men.

vi. Liberals also stressed on the inviolability of private property.

vii. In the economic sphere, liberalism stood for the freedom of markets and the abolition of State-imposed restrictions on the movement of goods and capital.

viii. Any other relevant point

Any three points to be examined. [3×1=3]

(i) Idea of Nationalism was based on the revival of Indian folk lore.
(ii) Folk tales, folk songs and legends were sung by bards.
(iii) Rabindranath Tagore collected ballads, rhymes and myths.
(iv) In Madras, Natesa Shastri published massive four volume collection of Tamil folk tales (The Folklore of Southern India).
(v) Folklore was considered as manifestation of people’s real thought and characteristics.
(vi) Many Indians tried to instil a sense of pride in the Indian folk history.
(vii) Any other relevant point.

Any three points to be explained [1×3=3]

6A. In the 19th century in Europe, the female figures became an allegory of the nation in the following ways.

1. Artists 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.
2. The female figure became an allegory of 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.
3. Similarly, Germania became the allegory of the German nation. Germania wears a crown of oak leaves because oak stands for heroism.

OR

6B.

1. Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821.
2. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture. Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire.
3. The English poet Lord Byron organised funds and later went to fight in the war, where he died of fever in 1824. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

34.1 (1)

(i) Creation of nation states.

(ii) Any other relevant point.

34.2 (1)

(i) To train revolutionaries and spread their ideas of nation state.

(ii) Any other relevant point.

34.3 (2)

(i) Opposed by monarchies.

(ii) Fear of Repression.

(iii) Any other relevant point.

(A) (i) In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process. There was no British nation prior to the eighteenth century.

(ii) The primary identities of the people who inhabited the British Isles were ethnic ones- such as English, Welsh, Scot or Irish.

(iii) The English parliament, which had seized power from the monarchy at the end of a protracted conflict, was the instrument through which a nation-state, with England at its centre, came to be forged.

(iv) The Act of Union between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland.

(v) Ireland suffered a similar fate. It was a country deeply divided between Catholics and Protestants.

(vi) The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country.

(vii) After a failed revolt led by Wolfe Tone and his United Irishmen, Ireland was forcibly incorporated into the United Kingdom in 1801.

(viii) The symbol of the new Britain-the British flag (Union Jack), the national anthem (God Save Our Noble King), the English language were actively promoted and the older nations survived only as subordinate partners in this union.

(ix) Any other relevant point.

Any five points to be justified. [5x1=5]

OR

(B) (i) Liberalism derived from the Latin word Liber, means free.

(ii) For the new middle classes liberalism stood for freedom for the individual and equality of all before the law.

(iii) Politically, it emphasised the concept of government by consent.

(iv) Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament.

(v) In revolutionary France, the right to vote and to get elected was granted exclusively to property-owning men.

(vi) Men without property and all women were excluded from political rights. Only for a brief period under the Jacobins did all adult males enjoy suffrage.

(vii) In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.

(viii) These ideas resulted in the formation of institution called Zollverin or a custom union. It was a symbol of economic liberalism.

(ix) Any other relevant point.

Any five points to be justified. [5x1=5]

(a) (i) France was a full-fledged territorial state in 1789 under the rule of an absolute monarch.

(ii) The French Revolution brought political and constitutional changes.

(iii) The French Revolution led to the transfer of sovereignty from monarchy to a body of French citizens.

(iv) The revolution proclaimed that it was the people who would henceforth constitute the nation, and shape the destiny of France.

(v) The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a Constitution.

(vi) A new French flag, the tricolour, was chosen to replace the former royal standard.

(vii) The Estates General was elected by the body of active citizens and renamed the National Assembly.

(viii) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.

(ix) A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory.

(x) Internal customs duties and dues were abolished.

(xi) A uniform system of weights and measures was adopted.

(xii) Regional dialects were discouraged and French became the common language of the nation.

(xiii) Any other relevant point.

Any five points to be explained. [5x1=5]

OR

(b) (i) Many countries in the world which had been colonised by the European powers in the 19th Century began to oppose imperial domination.

(ii) The anti-imperial movements that developed everywhere were nationalist.

(iii) They all struggled to form independent nation states.

(iv) They were inspired by a sense of collective national unity.

(v) European ideas of nationalism were nowhere replicated, for people everywhere developed their own specific variety of nationalism.

(vi) The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.

(vii) The inhabitants of Balkans were known as the Slavs.

(viii) A large part of the Balkans was under the control of the Ottoman Empire.

(ix) The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive.

(x) One by one, its European subject nationalities broke away from its control and declared independence.

(xi) The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others.

(xii) During this period, there was intense rivalry among the European powers over trade and colonies as well as naval and military might.

(xiii) Each power – Russia, Germany, England, Austro-Hungary – was keen on countering the hold of other powers over the Balkans, and extending its own control over the area.

(xiv) This led to a series of wars in the region and finally the First World War broke out in 1914.

(xv) Any other relevant point.

Any five points to be explained. [5x1=5]

(a) (i) Nationalist feelings were widespread among middle-class Germans, who in 1848 tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament.

(ii) This liberal initiative to nation-building was repressed by the combined forces of the monarchy and the military, supported by the large landowners (called Junkers) of Prussia.

(iii) Prussia took on the leadership of the movement for national unification.

(iv) Its chief minister, Otto von Bismarck, was the architect of this process carried out with the help of the Prussian army and bureaucracy.

(v) Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification.

(vi) In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles.

(vii) Any other relevant point.

(Any five points to be described.) [5x1=5]

OR

(b) (i) During the middle of the nineteenth century, Italy was divided into seven states, of which only one, Sardinia-Piedmont, was ruled by an Italian princely house.

(ii) The north was under Austrian Habsburgs, the centre was ruled by the Pope and the southern regions were under the domination of the Bourbon kings of Spain.

(iii) During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic.

(iv) He had also formed a secret society called Young Italy for the dissemination of his goals.

(v) The failure of revolutionary uprisings both in 1831 and 1848 meant that the mantle now fell on Sardinia-Piedmont under its ruler King Victor Emmanuel II to unify the Italian states through war.

(vi) In the eyes of the ruling elites of this region, a unified Italy offered them the possibility of economic development and political dominance.

(vii) Through a tactful diplomatic alliance with France engineered by Chief Minister Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(viii) Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray.

(ix) In 1860, they marched into South Italy and the Kingdom of the two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers.

(x) In 1861 Victor Emmanuel II was proclaimed king of united Italy.

(xi) Any other relevant point.

(Any five points to be described.) [5x1=5]

(a) [5x1=5]

1. The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece etc whose inhabitants were broadly known as the Slavs.
2. A large part of the Balkans was under the control of the Ottoman Empire.
3. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive.
4. One by one, its European subject nationalities broke away from its control and declared independence.
5. The Balkan people based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers.
6. As the different Slavic nationalities struggled to define their identity and independence, the Balkan area became an area of intense conflict.
7. The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others.
8. Matters were further complicated because the Balkans also became the scene of big power rivalry.
9. During this period, there was intense rivalry among the European powers over trade and colonies as well as naval and military might.
10. These rivalries were very evident in the way the Balkan problem unfolded. Each power – Russia, Germany, England, Austro-Hungary was keen on countering the hold of other powers over the Balkans, and extending its own control over the area. This led to many wars and finally led to the First World War.
11. Any other relevant point.

Any five points to be examined.

OR

(b) [5x1=5]

1. Giuseppe Mazzini was born in Genoa in 1805. He became a member of the secret society of the Carbonari. He was sent into exile for attempting a revolution in Liguria.
2. During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian republic.
3. Mazzini believed that God had intended nations to be the natural units of mankind. So, Italy could not continue to be a patchwork of small states and kingdoms.
4. It had to be forged into a single unified republic within a wider alliance of nations.
5. He argued that the unification of Italy alone could be the basis of Italian liberty.
6. He formed secret societies, like Young Italy in Marseilles and Young Europe in Berne for the dissemination of his ideas and goals.
7. He saw the creation of nation states as a necessary step to attain liberty and freedom.
8. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives, who were opposed to the unification of Italy.
9. His ideas and tactics inspired other revolutionaries of Italy and the Italian unification became a reality.
10. Any other relevant point.

Any five points to be examined.

(a)

The Civil Code of 1804 – usually known as the Napoleonic Code –

1. It did away with all privileges based on birth,
2. It established equality before the law.
3. It secured the right to property.
4. Napoleonic Code simplified administrative divisions,
5. It abolished the feudal system and freed peasants from serfdom and manorial dues.
6. In the towns too, guild restrictions were removed.
7. Transport and communication systems were improved.
8. Peasants, artisans, workers and new businessmen enjoyed a newfound freedom.
9. Businessmen and small-scale producers began to realize that uniform laws, standardized weights and measures and a common national currency facilitated the movement and exchange of goods and capital from one region to another.
10. Any other relevant point.

Any five points to be analyzed. [5×1=5]

OR

(b)

1. For the new middle classes in the 19th century Europe, liberalism stood for freedom for the individual.
2. It also stood for equality of all before the law.
3. Politically, it emphasized the concept of government by consent.
4. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament.
5. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.
6. Formation of Zollverein to promote economic growth
7. Any other relevant point.

Any five points to be analyzed. [5×1=5]

(a)

(i) The first clear expression of nationalism came with the French Revolution in 1789.

(ii) The French Revolution led to the transfer of sovereignty from the monarchy to a body of French citizens.

(iii) The French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people.

(iv) The revolutionaries declared that it was the mission and the destiny of the French nation to liberate the peoples of Europe from despotism, in other words to help other peoples of Europe to become nations.

(v) When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs.

(vi) Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s.

(vii) With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

(viii) Any other relevant point.

(Any five points to be explained.) 5 × 1 = 5

OR

(b)

(i) An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence.

(ii) Greece had been part of the Ottoman Empire since the fifteenth century.

(iii) The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821.

(iv) Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture.

(v) Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire.

(vi) The English poet Lord Byron organised funds and later went to fight in the war, where he died of fever in 1824.

(vii) Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

(viii) Any other relevant point.

(Any five points to be explained.) 5 × 1 = 5

(a)

(i) The French revolution proclaimed that it was the people who would henceforth constitute the nation and shape its destiny.

(ii) From the very beginning, the French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people.

(iii) The ideas of ‘la patrie’ (the fatherland) and ‘le citoyen’ (the citizen) emphasized the notion of a united community enjoying equal rights under a constitution.

(iv) A new French flag, the tricolour, was chosen to replace the former royal standard.

(v) The Estates General was elected by the body of active citizens and renamed the National Assembly.

(vi) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.

(vii) A centralized administrative system was put in place and it formulated uniform laws for all citizens within its territory.

(viii) Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted.

(ix) Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation.

(x) The revolutionaries further declared that it was the mission and the destiny of the French nation to liberate the people of Europe from despotism.

(xi) In other words, to help other people of Europe to become nations.

(xii) Any other relevant point.

Any five points to be explained.

OR

(b)

(i) Napoleon’s administrative measures had created out of countless small principalities a confederation of 39 states.

(ii) Each of these possessed its own currency, and weights and measures.

(iii) Duties were often levied according to the weight or measurement of the goods.

(iv) As each region had its own system of weights and measures, this involved time-consuming calculation.

(v) Such conditions were viewed as obstacles to economic exchange and growth by the new commercial classes, who argued for the creation of a unified economic territory allowing the unhindered movement of goods, people and capital.

(vi) In 1834, a ‘customs union’ or ‘zollverein’ was formed at the initiative of Prussia and joined by most of the German states.

(vii) The union abolished tariff barriers and reduced the number of currencies from over thirty to two.

(viii) The creation of a network of railways further stimulated mobility, harnessing economic interests to national unification.

(ix) A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.

(x) Any other relevant point.

Any five points to be explained. 5 × 1 = 5

(A)

i. Ideas of national unity in early-nineteenth – century Europe were closely allied to the ideology of liberalism.

ii. Since the French Revolution, liberalism had stood for the end of autocracy and clergical privileges.

iii. Politically, it emphasized the concept of government by consent.

iv. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state – imposed restrictions on the movement of goods and capital.

v. It also stood for constitution and representative government through Parliament.

vi. It also stressed the inviolability of private property.

vii. Yet, equality before the law did not necessarily stand for universal suffrage.

viii. Any other relevant point.

Any Five points to be Explained. [5 x 1 = 5]

OR

(B)

i. Britain was not a nation-state prior to the 18th century. England had people of many ethnic groups such as English, Welsh, Scot and Irish with their own cultural and political traditions.

ii. The English nation steadily grew in wealth, importance, and power and extended its influence over other nations of the islands.

iii. In 1688, nation – state with England at its center came to be forged English parliament seized power from the monarchy.

iv. In 1707 the Act of Union between England and Scotland led to the formation of the ‘United Kingdom of Great Britain.’

v. England dominated Scotland and Ireland in all spheres.

vi. British Parliament was dominated by English members.

vii. Thus formation of United Kingdom of Great Britain was not the result of a sudden upheaval or revolution. It was a long drawn process.

viii. Any other relevant point.

Any Five points to be Explained. [5 x 1 = 5]

(a)

1. France was a full-fledged territorial state in 1789 under the rule of an absolute monarch.
2. The political and constitutional changes came in the wake of the French Revolution.
3. It led to the transfer of sovereignty from the monarchy to a body of french citizens.
4. The revolution proclaimed that it was the people who would henceforth constitute the nation and shape its destiny.
5. The French introduced various measures and practises which emphasized the notion of united community, enjoying equal rights under the constitution.
6. The idea of la patrie (the Fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a constitution.
7. New hymns were composed, oaths taken and martyrs commemorated.
8. French became the common language of the nation.
9. Any other relevant point.

(Any five points to be explained.) [5×1=5]

OR

(b)

1. Greece had been part of the Ottoman Empire since the fifteenth century.
2. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks, which begin in 1821.
3. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture.
4. Poets and artists lauded Greece as the cradle of European civilization.
5. Public opinion was mobilised to support its struggle against a Muslim empire.
6. The English poet Lord Byron organised funds and later went to fight in the war.
7. Any other relevant point.

(Any five points to be explained.) [5×1=5]

(a)

1. Italy was divided into seven states. Only Sardinia and Piedmont were ruled by an Italian princely house. The north was under the Austrian-Habsburgs, the centre was ruled by the Pope and the south by the Spanish Bourbons.
2. During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for a unitary Italian Republic.
3. He also formed a secret society called Young Italy for the dissemination of his goals.
4. The failure of the revolutionary uprisings both in 1831 and 1848 meant that the mantle now fell on Sardinia- Piedmont under its ruler Victor Emmanuel II.
5. In the eyes of the ruling elites of this region, a unified Italy offered them the possibility of economic development and political dominance.
6. Any other relevant point.

Any five points to be evaluated. [5×1=5]

OR

(b)

1. After 1848, nationalism in Europe moved away from its association with democracy and revolution.
2. Otto von Bismarck was the architect of the process of unifying Germany which he carried out with the support of the King, Kaiser William I, Prussian army and the landed aristocracy or the Junkers.
3. Prussia took on the leadership of the movement for national unification.
4. Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification.
5. On 18 January 1871, an assembly comprising the princes of the German states, representatives of the army, important Prussian minsters including the chief minister, Otto von Bismarck gathered in the unheated Hall of Mirrors in the Palace of Versailles to proclaim the Prussian king, William I the Emperor of Germany.
6. The new state placed a strong emphasis on modernizing the currency, banking, legal and judicial systems in Germany.
7. Prussian measures and practices often became the model for the rest of Germany.
8. Any other relevant point.

Any five points to be evaluated. [5×1=5]

(a)

1. The first half of the nineteenth century saw an enormous increase in population all over Europe.
2. In most countries there were more seekers of jobs than employment.
3. Population from rural areas migrated to the cities to live in overcrowded slums.
4. Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England, where industrialisation was more advanced than on the continent.
5. In those regions of Europe where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations.
6. The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.
7. Any other relevant point.

(Any five points to be explained) [5×1=5]

OR

(b)

1. Culture played an important role in creating the idea of the nation: art and poetry, stories and music helped express and shape nationalist feelings.
2. Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment.
3. Romantic artists and poets generally criticised the glorification of reason and science and focused instead on emotions, intuition and mystical feelings.
4. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.
5. Other Romantics such as the German philosopher Johann Gottfried Herder (1744-1803) claimed that true German culture was to be discovered among the common people – das volk.
6. It was through folk songs, folk poetry and folk dances that the true spirit of the nation (volksgeist) was popularised. Collecting and recording these forms of folk culture was essential to the project of nation-building
7. The emphasis on vernacular language and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modern nationalist message to large audiences who were mostly illiterate.
8. In Poland which had been partitioned at the end of the eighteenth century by the Great Powers – Russia, Prussia and Austria, national feelings were kept alive through music and language.
9. Karol Kurpinski, for example, celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.
10. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.
11. Any other relevant point.

(Any five points to be explained) [5×1=5]

(a)

(i) During middle of 19th century Italy was divided into 7 States, of which only Sardinia – Piedmont, was ruled by an Italian Prince.

(ii) Giuseppe Mazzini made efforts to unite the Italian Republic. He had formed a secret society called ‘Young Italy’ for achieving his goal.

(iii) Count Cavour was the Chief Minister who led the movement to unify Italy. He formed a tactful diplomatic alliance with France and defeated the Austrian forces.

(iv) Giuseppe Garibaldi formed armed volunteers. In 1860, they marched into South Italy and the kingdoms of two Sicilies and succeeded in driving out the Spanish ruler.

(v) In 1861, Victor Emmanuel II was proclaimed the King of United Italy.

(To be assessed as whole) [5×1=5]

OR

(b)

(i) The ideas of la patrie (the father land), le cition (the motherland) emphasised the notion of a united community enjoying equal rights under our constitution.

(ii) A new french flag, the tricolor, was chosen to replace the former royal standard.

(iii) The estates general was elected by the body of active citizens and renamed the national assembly.

(iv) New hymns were composed, oaths taken and martyrs commemorated all in the name of the nation.

(v) A centralized administrative system was put in place.

(vi) It formulated uniform laws for all citizens within its territory.

(vii) Internal custom duties and dues were abolished.

(viii) A uniform system of weights and measures were adopted.

(ix) Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation.

(x) Any other relevant point.

(Any Five points to be explained) [5×1=5]

(a)

i. Culture played an important role in creating the idea of the nation.

ii. Art & poetry, stories and music helped in expressing and shaping nationalist feelings.

iii. Romanticism, a cultural movement which sought to develop a particular form of nationalist sentiment.

iv. Romantic artists and poets generally criticized the glorification of reason and science and focused instead on emotions, intuition and mystical feelings.

v. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

vi. The emphasis on vernacular language and the local folklore to carry the modern nationalist message to large audiences who were mostly illiterate.

vii. German philosopher Johann Gottfried Herder popularized the true spirit of the nation (volksgeist) through folk songs, folk poetry and folk dances.

viii. To oppose French domination, Grimm brothers collected folktales as an effort to develop the German language and create a German national identity.

ix. Celebration of national struggle through operas and music, turned folk dances and nationalist symbols. Ex. Poland.

x. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.

xi. Any other relevant point.

Any Five points to be described. [5 x 1 = 5]

OR

(b)

The Liberal Nationalism

i. The term ‘liberalism’ derives from the Latin root liber, meaning free.

ii. For the new middle classes’ liberalism stood for freedom for the individual and equality of all before the law.

iii. Any other relevant point

Any one point to mentioned (1)

Ideas of liberal nationalism during the end of the nineteenth century.

i. Ideas of national unity in early-nineteenth-century Europe were closely allied to the ideology of liberalism.

ii. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges

iii. Politically, it emphasized the concept of government by consent.

iv. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.

v. It also stood for a constitution and representative government through parliament.

vi. It also stressed the inviolability of private property.

vii. Yet, equality before the law did not necessarily stand for universal suffrage.

viii. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.

ix. Any other relevant point.

Any four points to be explained (4x1=4)

7A.

1. In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution. The primary identities of the people who inhabited the British Isles were ethnic ones - such as English, Welsh, Scot or Irish.
2. The Act of Union (1707) between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’ meant that England was able to impose its influence on Scotland. Scotland’s distinctive culture and political institutions were systematically suppressed.
3. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress and large numbers were forcibly driven out of their homeland.
4. The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country. Catholic revolts against British dominance were suppressed. Ireland was forcibly incorporated into the United Kingdom in 1801.
5. The symbols of the new Britain - the British flag, the national anthem, the English language were actively promoted and the older nations survived only as subordinate partners in this union.

OR

7B.

1. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon.
2. A series of states were set up on the boundaries of France to prevent French expansion in future. Thus the kingdom of the Netherlands, which included Belgium, was set up in the north and Genoa was added to Piedmont in the south.
3. Prussia was given important new territories on its western frontiers, while Austria was given control of northern Italy.
4. The German confederation of 39 states that had been set up by Napoleon was left untouched. In the east, Russia was given part of Poland while Prussia was given a portion of Saxony.
5. The main intention was to restore the monarchies that had been overthrown by Napoleon, and create a new conservative order in Europe.

(C) Lahore Session 1929

(D) IV, III, I, II

(C) II, IV, I and III

(A) Bhimrao Ambedkar and Mahatma Gandhi

(B) a-iv, b-iii, c-i, d-ii

(C) IV, III, II, I

(B) II, IV, III, I

(D) III, IV, II, I

(B) Abanindranath Tagore

(B) IV, II, III and I

(C) Power and authority

(d) Jawahar Lal Nehru – Oudh Kisan Sabha

(B) I, II, IV and III

(C) C. R. Das and Motilal Nehru

(C) I, II, IV, III

(C) III, I, II, IV

(D) Vallabhbhai Patel

(c) B R Ambedkar

A. Chauri Chaura (see the attached map in the marking scheme) [1]

(A) Calcutta/Kolkata [1]

A. Amritsar (as shown on the attached map in the marking scheme) [1]

(A) Kolkata/Calcutta (as shown on the attached map in the marking scheme) [1]

A. Madras/Chennai (marking scheme: see attached map; Visually Impaired version: Madras/Chennai) [1]

B- Bal Gangadhar Tilak

D. Quit India Movement

(Marking scheme: “Please see the attached map”; answers as given for the alternative question for visually impaired candidates, which names the 1927 session.)

A. Madras / Chennai

B. Dandi

[2 × 1 = 2]

(Marking scheme: “Please see the attached map”; answers as given for the alternative question for visually impaired candidates.)

A. Nagpur

B. Ahmadabad

[2 × 1 = 2]

(A) Jallianwala Bagh (Amritsar) [1]

(B) Madras (Chennai) [1]

(As shown on the answer map attached to the marking scheme; the visually impaired alternative has the same answers: Jallianwala Bagh / Amritsar; Madras / Chennai.)

A. Calcutta / Kolkata [1]

B. Champaran [1]

(As shown on the answer map attached to the marking scheme; the visually impaired alternative has the same answers: 10.1 Calcutta/Kolkata; 10.2 Champaran.)

A. Madras / Chennai [1]

B. Dandi [1]

Note (marking scheme): If the examinee has identified the two locations on the map correctly but labelled them interchangeably (Madras/Chennai) and Dandi or vice-versa, marks must be awarded. (The attached answer map shows A at Dandi and B at Madras/Chennai; the visually impaired alternative has the answers 10.1 Madras/Chennai; 10.2 Dandi.)

A. Dandi [1]

B. Calcutta (Kolkata) [1]

(As shown on the attached answer map in the marking scheme: A = Dandi, B = Kolkata.)

(a) A – Champaran [1]

(b) B – Nagpur [1]

(Marking scheme answers on the map; the session of the Indian National Congress in 1920 in Maharashtra was at Nagpur.)

(a)

1. People began discovering their unity in the process of their struggle with colonialism.
2. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together.
3. Each class and group felt the effects of colonialism differently, their experiences were varied and their notions of freedom were not always the same.
4. Anti-colonial movements like Non-Cooperation Movement, Civil Disobedience Movement, Quit India Movement etc. played a big role in the rise of the modern nationalism in India.
5. Any other relevant point.

Any two points to be explained. [2×1=2]

OR

(b)

1. Satyagraha is pure soul force because truth is the very substance of the soul. That is why this force is called Satyagraha.
2. The soul is informed with knowledge. In it burns the flame of love. Non-violence is the supreme dharma.
3. According to Mahatma Gandhi, Satyagraha is not a physical force.
4. A satyagrahi does not inflict pain on the adversity; he does not seek his destruction. In the use of satyagraha, there is no ill-will whatever.
5. Any other relevant point.

Any two points to be explained. [2×1=2]

A – Nagpur [1]

B – Sabarmati [1]

(a)

(i) By the end of the nineteenth century many Indians began feeling that to instill a sense of pride in the nation, Indian history had to be thought about differently.

(ii) The British saw Indians as backward and primitive, incapable of governing themselves. In response, Indians began looking into the past to discover India’s great achievements.

(iii) They wrote about the glorious developments in ancient times when art and architecture, science and mathematics, religion and culture, law and philosophy, crafts and trade had flourished.

(iv) This glorious time, in their view, was followed by a history of decline, when India was colonised.

(v) These nationalist histories urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule.

(vi) Any other relevant point.

(Any two points to be explained.) 2 × 1 = 2

OR

(b)

(i) The identity of the nation is most often symbolised in a figure or image. This helps create an image with which people can identify the nation.

(ii) In the twentieth century, with the growth of nationalism the identity of India came to be visually associated with the image of Bharat Mata. This image was first created by Bankim Chandra Chattopadhyay through his song Vandematram.

(iii) Moved by the Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata.

(iv) During the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was designed. It had eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims.

(v) By 1921, Gandhiji had designed the Swaraj flag. It was again a tricolour (red, green and white) and had a spinning wheel in the centre,

(vi) Carrying the flag, holding it aloft, during marches became a symbol of defiance.

(vii) Any other relevant point.

(Any two points to be explained.) 2 × 1 = 2

A. Madras (Chennai)

B. Amritsar

2 × 1 = 2

(i) Huge increase in defence expenditure.

(ii) Taxes were increased.

(iii) Customs duties were raised and income tax introduced.

(iv) Forced recruitment.

(v) Any other relevant point.

(Any two points to be explained.) 2 × 1 = 2

A. Madras (Chennai)

B. Dandi

2 × 1 = 2

(a) A. Madras (Chennai) (1)

(b) B. Dandi (1)

(a)

(i) The Civil Disobedience Movement began with the breaking of the salt law.

(ii) Salt was something consumed by the rich and the poor alike.

(iii) It was one of the most essential items of food.

(iv) The tax on salt and the government monopoly over its production revealed the most oppressive face of British rule.

(v) Any other relevant point.

Any two points to be explained.

OR

(b)

(i) The colonial government began arresting the Congress leaders one by one.

(ii) This led to violent clashes in many places.

(iii) Abdul Ghaffar Khan, a devout disciple of Mahatma Gandhi, was arrested in April 1930.

(iv) Angry crowds demonstrated in the streets of Peshawar, facing armoured cars and police firing.

(v) Many people were killed.

(vi) A month later, Mahatma Gandhi himself was arrested.

(vii) Industrial workers in Sholapur attacked police posts, municipal buildings, lawcourts and railway stations – all structures that symbolised British rule.

(viii) A frightened government responded with a policy of brutal repression.

(ix) Peaceful satyagrahis were attacked, women and children were beaten, and many were arrested.

(x) Any other relevant point.

Any two points to be explained. 2 × 1 = 2

A. Calcutta/Kolkata

B. Champaran (Bihar)

2 × 1 = 2

1. On 13 April the infamous Jallianwalla Bagh incident took place.
2. On that day a large crowd gathered in the enclosed ground of Jallianwalla Bagh to attend the annual Baisakhi fair.
3. Being from outside the city, many villagers were unaware of the martial law that had been imposed.
4. Dyer entered the area, blocked the exit points, and opened fire on the crowd, killing hundreds.
5. His object, as he declared later, was to ‘produce a moral effect’, to create in the minds of satyagrahis a feeling of terror and awe.
6. The crowd took to the streets in many North Indian towns.
7. There were strikes, clashes with police and attack on government buildings.
8. Any other relevant point.

Any two points to be explained. [2 × 1 = 2]

A. Madras (Chennai)

B. Ahmedabad

[1 + 1 = 2]

A. Kheda

B. Madras / Chennai

[2 × 1 = 2]

A – Dandi [1]

B – Madras / Chennai [1]

A – Dandi [1]

B – Calcutta (Kolkata) [1]

(MS note for the Visually Impaired version of (ii): September-1920-Nagpur; December-1920-Kolkata (Calcutta))

(i) A – Amritsar (Punjab) [1]

(ii) B – Madras/Chennai [1]

A – Champaran [1]

B – Dandi [1]

A – Nagpur [1]

B – Dandi [1]

A – Kheda (Gujarat) [1]

B – Madras (Chennai) [1]

37(a) (A) Calcutta (Kolkata)

(B) Dandi [1+1=2]

37(a) (i) A – Nagpur

(ii) B – Amritsar [2]

37(i) (a) A – Champaran

(b) B – Nagpur [1+1=2]

37(a) (i) A – Dandi

(ii) B – Calcutta (Kolkata) [1+1=2]

(A) Madras

(B) Dandi

[1+1=2]

A – Madras [1]

B – Champaran [1]

(i) They wanted protection against imports of foreign goods.
(ii) They wanted protection against rupee-sterling foreign exchange ratio to discourage imports.
(iii) They formed FICCI to organize their business interests.
(iv) They criticised colonial control over the Indian economy.
(v) They saw Swaraj to end colonial restrictions on business.
(vi) Any other relevant point

Any two points to be explained [1×2=2]

(i) This movement was against the Salt Law introduced by British.
(ii) Mahatma Gandhi found in salt a powerful symbol that could unite the nation.
(iii) Lord Irwin neglected eleven demands of Gandhi ji.
(iv) Demand to abolish the Salt Tax.
(v) Lahore Session of Congress, 1929.
(vi) Anti-Simon Commission protest and the death of Lala Lajpat Rai.
(vii) Demand of Purna Swaraj or complete independence.
(viii) Any other relevant point.

(Any two points to be mentioned.) [1×2=2]

The idea of Satyagraha :
(i) Emphasised the power of truth.
(ii) Struggle against injustice.
(iii) Physical force was not necessary to fight the oppressor.
(iv) Satyagrahi could win the battle through non-violence.
(v) Dharma of non-violence could unite all Indians.
(vi) Any other relevant point.

(Any two points to be mentioned.) [1×2=2]

(i) Mahatma Gandhiji travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system.
(ii) This was for the indigo planters.
(iii) Any other relevant point.

To be assessed as a whole. [2]

i. Statutory Commission was set up in response to the nationalist movement.
ii. It was to manage the effect of the worldwide economic depression and agricultural depression in India.
iii. The commission was to look into the functioning of the constitutional system in India and suggest changes.
iv. Any other relevant point.

Any one point to be explained. [2]

Marked on the map. [1+1=2]

A – Dandi; B – Calcutta (as marked on the marking scheme’s map).

(Answers to the questions for the V.I candidates are also the same – though only naming of the locations is required.)

A- Amritsar

B- Champaran

1+1 = 2

1. The Non-Cooperation Movement was initially started in cities, spread to the villages and tribal areas rapidly. All of them responded to the call of swaraj, but the term meant different to different people.
2. Tribal peasants interpreted the message of Mahatma Gandhi and the idea of swaraj in yet another way.
3. In the Gudem Hills of Andhra Pradesh, for instance, a militant guerrilla movement spread in the early 1920s – not a form of struggle that the Congress could approve.
4. In other forest regions, the colonial government had closed large forest areas, preventing people from entering the forests to graze their cattle, or to collect fuelwood and fruits. This enraged the hill people.
5. Not only were their livelihoods affected but they felt that their traditional rights were being denied.
6. When the government began forcing them to contribute begar for road building, the hill people revolted.
7. Their leader, Alluri Sitaram Raju, claimed that he had a variety of special powers:
8. He was inspired by the Non-Cooperation Movement, and persuaded people to wear khadi and give up drinking.
9. He asserted that India could be liberated only by the use of force, not non-violence.
10. The Gudem rebels attacked police stations, attempted to kill British officials and carried on guerrilla warfare for achieving swaraj. Raju was captured and executed in 1924, and over time became a folk hero
11. Any other relevant point.

Any three points to be explained. [3×1=3]

(i) In February 1922, Mahatma Gandhi decided to withdraw the Non-Cooperation Movement.

(ii) He felt the movement was turning violent in many places (like Chauri-Chaura) and satyagrahis needed to be properly trained before they would be ready for mass struggles.

(iii) Within the Congress, some leaders were by now tired of mass struggles.

(iv) They wanted to participate in elections to the provincial councils that had been set up by the Government of India Act of 1919.

(v) They felt that it was important to oppose British policies within the councils, argue for reform and also demonstrate that these councils were not truly democratic.

(vi) C. R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for a return to council politics.

(vii) But younger leaders like Jawaharlal Nehru and Subhas Chandra Bose pressed for more radical mass agitation and for full independence.

(viii) Any other relevant point.

(Any three points to be analysed) 3 × 1 = 3

(a)

(i) Civil disobedience movement was called off.

(ii) Gandhi ji participated in second round table conference in London.

(iii) Government agreed to release political prisoners.

(iv) Any other relevant point.

(Any three points to be explained.)

OR

(b)

(i) He led the militant guerrilla movement at Gudem Hills of Andhra Pradesh.

(ii) He claimed that he has variety of special powers.

(iii) Captivated by Raju, the rebels proclaimed that he was an incarnation of God.

(iv) He supported Gandhiji in persuading the people to wear khadi and give up drinking.

(v) At the same time, he believed that India could be liberated only by the use of force, not non-violence.

(vi) Any other relevant point.

(Any three points to be explained.) 3 × 1 = 3

(a)

(i) Foreign goods were boycotted.

(ii) Liquor shops were picketed.

(iii) Foreign cloth was burnt in huge bonfires.

(iv) The import of foreign cloth halved.

(v) In many places merchants and traders refused to trade in foreign goods or finance foreign trade.

(vi) Production of Indian textile mills and handlooms went up.

(vii) Any other relevant point.

Any three points to be analyzed.

OR

(b)

(i) Khadi cloth was often more expensive than mass produced mill cloth and poor people could not afford to buy it.

(ii) The boycott of British institutions posed a problem.

(iii) For the movement to be successful, alternative Indian institutions had to be set up so that they could be used in place of the British ones.

(iv) These were slow to come up.

(v) Students and teachers began trickling back to government schools and lawyers joined back work in government courts.

(vi) Any other relevant point.

Any three points to be analyzed. 3 × 1 = 3

(A)

i. Rowlatt Act

ii. Government of India Act 1919.

iii. Jallianwala Bagh incident.

iv. Khilafat Movement.

v. Demand of Swaraj

vi. Congress Session of 1920s

vii. Any other relevant point.

Any three points to be described. [3 x 1 = 3]

OR

(B)

i. The constituent of the Simon Commission with no Indian members.

ii. The death of Lala Lajpat Rai while protesting against the Commission enraged the entire nation.

iii. Oppression by the British government in response to anti Simon protest.

iv. Imposition of Salt law.

v. Vague offers of Lord Irwin for dominion status

vi. Lahore Session of Congress (1929).

vii. Demand of “Poorna Swaraj.”

viii. Neglecting seven demands of Gandhi.

ix. Any other relevant point.

Any three points to be described. [3 x 1 = 3]

(a)

1. Language that promoted nationalism.
2. Use of allegories (images).
3. Creation of hymns in the praise of nation.
4. Preparation of national flag.
5. Exploration and preservation of common folklore.
6. Reinterpretation of history.
7. Connecting the idea of nation with motherland and fatherland.
8. Emphasising the notion of united community.
9. Glorification of nation.
10. Any other relevant point.

(Any three points to be explained.) [3×1=3]

Note: Nationalist movement of any country may be considered for explanation. Example- Indian folklore, Anandmath etc….

OR

(b)

1. For plantation workers in Assam freedom meant the right to move freely in and out of the confined space in which they were enclosed.
2. It meant retaining a link with the village from which they had come.
3. When they heard of the Non-Cooperation Movement, thousands of workers defied the authorities.
4. They believed that Gandhi Raj was coming and everyone would be given land in their own village.
5. Workers defied ‘Inland Immigration Act’.
6. Any other relevant point.

(Any three points to be explained.) [3×1=3]

(a)

1. During Gandhiji’s Civil Disobedience Movement, inspired by the Salt March, thousands of women came out of their homes to listen to him.
2. They participated in protest marches and manufactured salt.
3. Women picketed foreign cloth and liquor shops.
4. Many went to jail.
5. In urban areas these women were from high caste families; in rural areas they came from rich peasant households.
6. Moved by Gandhi’s call, they began to see service to the nation as a sacred duty of women.
7. Any other relevant point.

Any three points to be explained. [3×1=3]

OR

(b)

1. The idea of nationalism developed through a movement to revive Indian folklore.
2. In the late nineteenth century India, nationalists began recording folk tales sung by bards and they toured villages to gather folk songs and legends.
3. These tales they believed gave a true picture of traditional culture that had not been corrupted by outside forces.
4. It was essential to preserve this folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past.
5. Rabindranath Tagore collected ballads, nursery rhymes and myths and image of Bharat Mata.
6. In Madras, Natesa Sastri published a four-volume collection of Tamil tales called “The Folklore of Southern India”.
7. As the national movement developed leaders became aware of icons and symbols to unify the people.
8. During the swadeshi movement in Bengal, a tri colour flag (red, green and yellow) was designed.
9. It had eight lotuses representing the eight provinces of British India and a crescent moon, representing the Hindus and Muslims.
10. By 1921 Gandhiji had designed the swaraj flag which was a tri colour with a charkha in the middle.
11. Carrying the flag during the marches became a symbol of defiance
12. Any other relevant point.

Any three points to be explained. [3×1=3]

(a)

1. Boycott of Foreign Goods
2. Development of Indigenous Industries
3. Decline in Revenue for British Companies
4. Adverse impact on Government Revenue
5. Economic Self-Reliance
6. Any other relevant point

(Any three points to be analysed) [3×1=3]

OR

(b)

1. People began discovering their unity in the process of their struggle with colonialism.
2. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together.
3. The Congress under Mahatma Gandhi tried of forge these groups together within one movement.
4. Symbols of nationalism like Bharatmata and Vandemataram
5. Anti-colonial movements like Non-Cooperation, Civil Disobedience etc were directed against the British rule
6. Any other relevant point

(Any three points to be analysed.) [3×1=3]

(a)

(i) Foreign goods were boycotted.

(ii) Liquor shops were picketed.

(iii) Foreign clothes burnt in huge bonfires.

(iv) Merchants and traders refused to trade in foreign goods.

(v) People began discarding imported clothes and wearing only Indian ones.

(vi) Production of Indian textile mills and handlooms went up.

(vii) Use of swadeshi goods

(viii) Import of foreign cloth halved.

Any other relevant point.

(Any three points to be explained) [3×1=3]

OR

(b)

(i) Rallies were organized in various cities.

(ii) Workers strike in railway workshops.

(iii) Shops were closed down.

(iv) Lines of communication such as railways and telegraph were disrupted

(v) Any other relevant point.

(Any three points to be explained) [3×1=3]

(a)

i. Khadi was more expensive than mill made cloth. So, poor could not afford khadi.

ii. People again took to cheap machine-made cloth.

iii. Boycott of British institutions posed a problem of lack of Indian institutions- alternate Indian institutions to be set up in place of the British ones were slow to come up.

iv. Students and teacher began joining back government schools.

v. Lawyers also resumed going to courts.

vi. Any other relevant point.

Any three points to be explained. [3 x 1 = 3]

OR

(b)

i. Indian industrialists’ class was keen on expanding their business, they now reacted against colonial policies that restricted business activities.

ii. They wanted protection against imports of foreign goods.

iii. They wanted protection in rupee-sterling foreign exchange ratio that would discourage imports.

iv. To organise business interests, they formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.

v. Led by prominent industrialists like Purushottam das, Thakur das and G. D. Birla, the industrialists attacked colonial control over the Indian economy

vi. They supported the Civil Disobedience Movement.

vii. They gave financial assistance and refused to buy or sell imported goods.

viii. Most businessmen came to see swaraj as a time when colonial restrictions on business would no longer exist and trade and industry would flourish without constraints.

ix. Any other relevant point.

Any three points to be explained. [3 x 1 = 3]

(i) Foreign goods were boycotted, liquor shops picketed.
(ii) Foreign cloth burnt in huge bonfires.
(iii) The import of foreign cloth halved and its value dropped.
(iv) Merchants and traders refused to trade in foreign goods or finance foreign trade.
(v) People began discarding imported clothes.
(vi) Production of Indian textile mills and handlooms went up.
(vii) Any other relevant point.

(Any three points to be explained) [1×3=3]

(i) The most stirring of all was the demand to abolish the salt tax.
(ii) Salt was something consumed by the rich and the poor alike.
(iii) It was one of the most essential items of food.
(iv) The tax on salt gave government monopoly over its production.
(v) Mahatma Gandhi declared Salt Law as the most oppressive face of British rule.
(vi) Gandhiji started Salt March with 78 volunteers from Sabarmati to Dandi.
(vii) He urged Indians to peacefully defy the British.
(viii) Students, teachers, lawyers, traders, farmers, workers, and women joined together in the movement.
(ix) Any other relevant point.

(Any three points to be explained.) [1×3=3]

(a) (i) In February 1922 a peaceful demonstration at Chauri-Chaura in Gorakhpur turned into a violent clash with the police.
(ii) Hearing of the incident Mahatma Gandhi called a halt to the Non-Cooperation Movement.
(iii) Mahatma Gandhi felt that the Non-Cooperation Movement was running violent in many places and Satyagrahis needed to be properly trained.
(iv) So, after Chauri Chaura event he withdrew that movement.
(v) Any other relevant point.

To be assessed as a whole. [3]

OR

(b) (i) The First World War led to huge increase in defence expenditure.
(ii) Taxes and custom duties were raised.
(iii) Income tax was introduced.
(iv) Prices increased through the war years leading to extreme hardship for the common people.
(v) Acute shortage of food.
(vi) Any other relevant point.

Any three points to be explained. [1×3=3]

(a) i. Non-cooperation became a Movement as it unfolded in stages.
ii. People surrendered titles that the government awarded to them.
iii. People boycotted civil services, army, police, courts and legislative councils.
iv. Schools and foreign goods were also boycotted.
v. When government used repression, a full civil disobedience campaign was launched.
vi. Leaders mobilized popular support for the movement.
vii. Finally, at the Congress session at Nagpur in December 1920, a compromise was worked out and the Non-Cooperation programme was adopted.
viii. Any other relevant point.

Any three points to be explained. [3×1=3]

OR

(b) i. It drew into the struggles of peasants and tribals which developed in different parts of India.
ii. In Awadh, peasants were led by Baba Ramchandra.
iii. The movement was against talukdars and landlords who demanded high rents and cesses.
iv. The peasant movement demanded reduction of revenue, abolition of begar, and social boycott of oppressive landlords.
v. In many places nai-dhobi bandhs were organized by panchayats to deprive landlords of the services of even barbers and washer men.
vi. The Oudh Kisan Sabha was set up headed by Jawaharlal Nehru, Baba Ramchandra and a few others.
vii. Within a month, over 300 branches had been set up in the villages around the region.
viii. Any other relevant point.

Any three points to be explained. [3×1=3]

6A.

1. Figure or Image – The identity of India came to be visually associated with the image of Bharat Mata. This image was created by Bankim Chandra Chattopadhyay. Rabindranath Tagore painted his famous image of Bharat Mata. In this painting, Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual.
2. Songs – Bankim Chandra Chattopadhyay wrote ‘VandeMataram’ as a hymn to the motherland. It was included in his novel Anandmath and widely sung during the Swadeshi Movement in Bengal.
3. Folklore – Indian folklore was revived. In late-nineteenth-century India, nationalists began recording folk tales sung by bards and they toured villages to gather folk songs and legends. These tales gave a true picture of traditional culture. It helped to restore a sense of pride in our past. In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths, and led the movement for folk revival. In Madras, Natesa Sastri published a massive four-volume collection of Tamil folk tales, The Folklore of Southern India.
4. Flag – (A). During the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was designed. It had eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims. (B). By 1921, Gandhiji had designed the Swaraj flag. It was again a tricolour (red, green and white) and had a spinning wheel in the centre, representing the Gandhian ideal of self-help. Carrying the flag, holding it aloft, during marches became a symbol of defiance.
5. Re-interpretation of History – Indians began looking into the past to discover India’s great achievements. They wrote about art and architecture, Science and Maths, religion and culture, law, philosophy etc. Indians were asked to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule.

(Any three points to be considered)

OR

6B.

1. Salt became an effective tool of resistance against colonialism because of the following reasons: Gandhiji found in salt a powerful bond that would unite the nations as it was consumed by all rich and poor alike.
2. Gandhiji’s letter to Viceroy Irwin stated eleven demands. Most of them were of general interest but the most stirring was to abolish the salt tax imposed by the colonial government.
3. Irwin’s unwillingness to negotiate forced Gandhiji to start his salt March which was joined by thousands. It developed the feeling of nationalism.
4. People in different parts of the country broke salt law and manufactured salt and demonstrated in front of government salt factories.
5. People unitedly followed Gandhiji’s words. They refused to pay taxes, revenues, picketed liquor shops, boycotted foreign clothes, resigned from government jobs and violated forest laws.

(Any three points to be considered)

8.1

(i) Many nationalists thought that the struggle against the British could not be won through non-violence.

(ii) It led to the rise of new leadership of young revolutionaries.

(iii) It helped to spread of nationalist spirit.

(iv) It fuelled national sentiments and gave rise to patriotic fervour.

(v) Any other relevant point.

Any one point to be explained. [1]

8.2

(i) Bhagat Singh stated that he did not wish to glorify ‘the cult of the bomb and pistol’ but wanted a revolution.

(ii) Bhagat Singh’s broader vision of team formation (Socio-Pol-Cultural) brought revolution in the society.

(iii) He wanted radical changes in society.

(iv) He glorified nationalism against colonial power.

(v) His speeches discussed the ideas of freedom, justice and social equality, expressing philosophical ideas linked to freedom.

(vi) Any other relevant point.

Any one point to be explained. [1]

8.3

(i) He considered revolution as the inalienable right of humans.

(ii) He considered freedom as the imprescriptible birth right of all.

(iii) He wanted youth to sacrifice for the cause of nation’s freedom.

(iv) He wanted the advent of revolution.

(v) Inquilab Zindabad!’ slogan was used for raising the spirit of Indians for freedom.

(vi) Any other relevant point.

Any two points to be explained. [2x1=2]

9.1

Independence of India. [1]

9.2

Bombay / Mumbai. [1]

9.3

(i) People voluntarily threw themselves into the thick of the movement.

(ii) People observed hartals and demonstrations.

(iii) Processions were accompanied by national songs and slogans.

(iv) Any other relevant point.

Any two points to be explained. [2x1=2]

8.1

(i) The failure of the Cripps Mission created widespread discontentment in India. This led Gandhiji to launch Quit India movement calling for complete withdrawal of the British from India.

(ii) Any other relevant point.

(Any one point to be explained.) [1]

8.2

(i) The Congress Working Committee, in its meeting in Wardha on 14 July 1942, passed the historic ‘Quit India’ resolution demanding the immediate transfer of power to Indians and quit India.

(ii) On 8th August 1942 in Bombay, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech.

(iii) The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the thick of the movement.

(iv) Any other relevant point.

(Any one point to be explained.) [1]

8.3

(i) The Quit India movement saw the active participation of many women leaders like Aruna Asaf Ali and Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Orissa.

(ii) They participated in large numbers in hartals, and demonstrations and processions accompanied by national songs and slogans.

(iii) Any other relevant point.

(Any two points to be explained.) [2x1=2]

(8.1) [1]

1. Devotion to an icon like Bharat Mata came to be seen as evidence of one’s nationalism in India.
2. Folk tradition in the form of songs, music and rhymes were encouraged in order to discover one’s national identity and restore a sense of pride in one’s past.
3. In carrying the national flag, holding it aloft, during marches became a symbol of defiance.
4. Any other relevant point.

Any one point to be explained.

(8.2) [1]

1. The British through their writings saw Indians as backward and primitive, incapable of governing themselves. In response, Indians began looking into the past to discover India’s great achievements.
2. These nationalist histories urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule.
3. Any other relevant point.

Any one point to be explained.

(8.3) [2]

1. Nationalist historians wrote about the glorious developments in ancient times when art and architecture, science and mathematics, religion and culture, law and philosophy, crafts and trade had flourished.
2. This glorious time, in their view, was followed by a history of decline, when India was colonised.
3. These nationalist histories urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule.
4. Any other relevant point.

Any two points to be explained.

(35.1)

1. Swaraj was considered a necessary condition for the freedom and development of every Indian.
2. Any other relevant point

Any one point to be explained [1]

(35.2)

1. Democratic and independent government.
2. Any other relevant point

Any one point to be explained. [1]

(35.3)

1. The British rule in India ruined it economically, politically, culturally and spiritually.
2. The British Government in India deprived the Indian people of their freedom.
3. They exploited the people.
4. Any other relevant point

Any two points to be mentioned. [2]

1+1+2=4

11.1 (i) Freedom was considered as an inalienable right as it provides full opportunities of growth.
(ii) Any other relevant point. [1]

11.2 (i) The colonial power had ruined India economically, politically, culturally and spiritually.
(ii) Indians wanted sovereignty and self-government or complete independence.
(iii) Any other relevant point. [1]

11.3 (i) The Congress approved a motion for Complete Independence.
(ii) Congress decided to observe 26th January, 1930 as the total Independence or Purna Swaraj Day.
(iii) Hoisting of flag.
(iv) Any other relevant point.
Any two points to be explained [1×2=2]

1+1+2=4

11.1 (i) People identified nation on the basis of a combination of shared features such as language, history, ethnicity, culture and territory.
(ii) Any other relevant point.
(Any one point) [1]

11.2 (i) People began discovering their unity in the process of their struggle with colonialism.
(ii) The sense of being oppressed under colonialism provided a shared bond that tied many different groups together.
(iii) Any other relevant point.
(Any one point) [1]

11.3 (i) Associated with symbols and icons such as image of ‘Bharat Mata’.
(ii) Associated with new songs like ‘Vande Mataram’ as a hymn to the motherland.
(iii) Forging new links to discover and restore a sense of pride in one’s past.
(iv) Swadeshi movement.
(v) Through a movement to retrieve Indian folklore.
(vi) Any other relevant point.
(Any two points to be explained) [2]

11.1 a) There were various cultural processes symbolized in a figure or image. It created an image with which people identified with nation.
b) Any other relevant point. [1]

11.2 a) Through history and fiction.
b) Through folklore and songs.
c) Through popular prints and symbols.
d) Through the image of Bharat Mata.
e) Any other relevant point.
(Any one point to be mentioned.) [1]

11.3 (i) Bankim Chandra Chattopadhyay created the image of Bharat Mata and wrote ‘Vande Mataram’ and novel ‘Anandamath’.
(ii) Abanindranath Tagore painted image of Bharat Mata as ascetic figure.
(iii) Devotion to Bharat Mata came to be seen as evidence of one’s nationalism.
(iv) Any other relevant point.
(Any two points to be explained.) [1×2=2]

1+1+2=4

11.1 (i) Gandhiji organised Satyagraha against racial discrimination by the Whites. The movement of South Africa was not passive but active. [1]

11.2 (i) Satyagraha is pure soul-force because truth is the very substance of the soul. That is why this force is called Satyagraha.
(ii) Any other relevant point. [1]

11.3 (i) According to him, “Passive resistance” is not the weapon of the weak but it can be used by the strong.
(ii) Passive resistance was considered as an intense activity.
(iii) Passive resistance is not passive rather active in nature.
(iv) He further related it with satyagraha which was not based on any ill-will.
(v) Any other relevant point.
Any two points to be described. [1×2=2]

11.1 i. Freedom and liberty was considered the inalienable right of the Indian people / It was considered as the necessities of life, so that they may have full opportunities of growth.
ii. Any other relevant point.
Any one point to be explained. [1]

11.2 i. The British Government in India not only deprived the Indian people of their freedom but had based itself on the exploitation of the masses, and has ruined India economically, politically, culturally, and spiritually.
ii. Any other relevant point.
Any one point to be explained. [1]

11.3 i. Indians wanted freedom as their inalienable right.
ii. Indians wanted freedom and wanted to enjoy it.
iii. Indians considered it as the necessity of life.
iv. They wanted full opportunities of growth.
v. They wanted to end and abolish the oppressors.
vi. Indians considered British who ruined India economically, politically, culturally, and spiritually.
vii. Indians wanted to attain the Purna Swaraj or Complete Swaraj.
viii. Any other relevant point.
Any two points to be explained. [2]

(a)

1. Civil Disobedience Movement witnessed large scale participation of women.
2. During Gandhiji’s salt march thousands of women came out their homes.
3. They participated in protest marches.
4. They manufactured salt.
5. They picketed foreign cloth.
6. They picketed against the liquor shop.
7. Many women went to jail.
8. In rural areas they came from rich peasant households.
9. Moved by Gandhiji’s call they began to see service to the nation as sacred duty of women.
10. Any other relevant point.

Any five points to be analysed. [5 × 1 = 5]

OR

(b)

1. During the First World War Indian Merchants and industrialists had made huge profits and became powerful, they reacted against colonial policies that restricted business activities.
2. They wanted protection against imports of foreign goods and a rupee – sterling foreign exchange ratio.
3. They formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.
4. They gave financial assistance to Civil Disobedience Movement and refused to buy and sell foreign goods.
5. Most businessmen came to see swaraj as a time when colonial restrictions on business would no longer exist and trade and industry would flourish without constrains.
6. After the failure of the Round Table Conference, business groups were no longer uniformly enthusiastic.
7. They were apprehensive of the spread of militants’ activities, and worried about prolonged disruption of business as well as of the growing influence of socialism amongst the younger members of the congress.
8. Any other relevant points.

Any five points to be analysed. [5 × 1 = 5]

(a)

1. Tribal peasants interpreted the message of Mahatma Gandhi and the idea of swaraj in their own way.
2. In the Gudem Hills of Andhra Pradesh, a militant guerilla movement spread in the early 1920s.
3. In many forest regions, the colonial government had closed large forest areas preventing people from entering the forests to graze their cattle or to collect fuelwood and fruits.
4. This enraged the hill people as their livelihood and traditional rights were being denied.
5. The person who came to lead them was Alluri Sitaram Raju.
6. Raju was inspired by Mahatma Gandhi and the Non-Cooperation Movement however did not believe in non-violence.
7. The Gudem rebels attacked police stations, attempted to kill British officials and carried on guerrilla warfare for achieving swaraj.
8. When the tribals chanted Gandhiji’s name and raised slogans demanding ‘Swatantra Bharat’, they were also emotionally relating to an all-India agitation.
9. When they acted in the name of Mahatma Gandhi, or linked their movement to that of the Congress, they were identifying with a movement which went beyond the limits of their immediate locality
10. Any other relevant point

Any five points to be explained [5 × 1 = 5]

OR

(b)

1. The plantation workers in Assam had their own understanding of Mahatma Gandhi and the notion of swaraj
2. 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.
3. Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, and in fact they were rarely given such permission.
4. When they heard of the non-cooperation movement, thousands of workers defied the authorities and left the plantations.
5. They believed that Gandhi Raj was coming and every one would be given land in their own villages.
6. They interpreted the term swaraj in their own ways, imagining it to be a time when all suffering and all troubles would be over.
7. Any other relevant point

Any five points to be explained [5 × 1 = 5]

(a) (i) During Gandhiji’s Salt March, thousands of women came out of their homes.

(ii) They participated in protest marches.

(iii) They manufactured salt.

(iv) They boycotted foreign cloth.

(v) They picketed liquor shops.

(vi) Many women went to jail.

(vii) They began to see service to the nation as a sacred duty of women.

(viii) Any other relevant point.

Any five points to be explained. [5x1=5]

OR

(b) (i) The revival of Indian folklore was important to resist British cultural domination and assert the uniqueness of Indian tradition.

(ii) Folklore played an important part in the making of nationalism.

(iii) Nationalists began recording folk tales sung by bards.

(iv) They toured villages to gather folk song and legends.

(v) They believed these tales gave a true picture of traditional culture.

(vi) It was essential to preserve this folk tradition in order to discover one’s national identity.

(vii) It helped to restore a sense of pride in one’s past.

(viii) Rabindranath Tagore led the movement of folk revival in Bengal.

(ix) He collected ballads, nursery rhymes and myths emphasising the importance of local culture in building national identity.

(x) In Madras, Natesa Sastri published a four - volume collection of Tamil folk tales, “The Folklore of Southern India.”

(xi) The folklore is considered national literature.

(xii) It is the most trustworthy manifestation of people’s real thoughts and characteristics.

(xiii) Any other relevant point

Any five points to be explained. [5x1=5]

(A)

(i) Encouragement given to swadeshi industries encouraged self-reliance.

(ii) Increase in the production of Indian textiles (KHADI).

(iii) Boycott of foreign goods affected the economy of Britain.

(iv) Reduction in the import of foreign cloth.

(v) Educational institutions set up by Indians.

(vi) Industries established by Indians.

(vii) Idea of swaraj began to spread throughout the country.

(viii) National movement expanded into mass participation.

(ix) Nationalistic feeling spread among the Indians.

(x) Hindu Muslim unity.

(xi) Participation of peasants.

(xii) Participation of tribals.

(xiii) Participation of plantation workers.

(xiv) Any other relevant point.

Any five points to be explained. (5 × 1 = 5)

OR

(B)

(i) Dandi March was initiated to break the Salt law.

(ii) It started with 78 volunteers and was later joined by thousands.

(iii) Breaking of salt laws by thousands of people.

(iv) Manufacturing of salt by defying government laws.

(v) Demonstration in front of government salt factories.

(vi) Colonial laws broken, peasants’ refusal to pay revenue.

(vii) Refusal to pay chowkidari tax.

(viii) Forest people entered the reserve forest to collect wood and graze cattle.

(ix) Boycott of foreign cloth.

(x) Picketing of liquor shops.

(xi) Participation of rich peasants (patidars and jats).

(xii) Participation of poor peasants.

(xiii) Participation by Indian industrialists.

(xiv) Participation by workers.

(xv) Large scale participation of women.

(xvi) Any other relevant point.

Any five points to be explained. (5 × 1 = 5)

(a)

1. The Non-Cooperation Movement drew into its fold the struggles of peasants and tribals.
2. In Awadh, peasants were led by Baba Ramchandra. The movement here was against talukdars and landlords who demanded exorbitantly high revenue from peasants.
3. In many places nai – dhobi bandhs were organised by panchayats to deprive landlords of the services of barbers and washermen.
4. In June 1920, Jawaharlal Nehru began going around the villages in Awadh.
5. By October, the Oudh Kisan Sabha was set up headed by Jawaharlal Nehru, Baba Ramchandra and a few others. Within a month, over 300 branches had been set up in the villages around the region.
6. The peasant movement, however, developed in forms that the Congress leadership was unhappy with. As the movement spread in 1921, the houses of talukdars and merchants were attacked, bazaars were looted, and grain hoards were taken over.
7. In the Gudem Hills of Andhra Pradesh, a militant guerrilla movement spread in the early 1920s.
8. Here the colonial government had closed large forest areas, preventing people from entering the forests to graze their cattle, or to collect fuelwood and fruits. This enraged the hill people.
9. Alluri Sita Ram Raju led their struggle and persuaded people to wear khadi but he believed in use of force. He was captured and executed.
10. For plantation workers of Assam, meaning of Swaraj was the freedom to move out of the confined spaces.
11. When they heard about Non-Cooperation Movement they left the plantation and headed home, stranded by railway or streamer strike they were caught and punished.
12. Any other relevant point.

(Any five points to be explained) [5 × 1 = 5]

OR

(b)

1. The identity of the nation was symbolised in a figure or image. This helps create an image with which people can identify the nation.
2. In twentieth century, with the growth of nationalism, the identity of India came to be visually associated with the image of Bharat Mata. The image was first created by Bankim Chandra Chattopadhyay.
3. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandamath and widely sung during the Swadeshi movement in Bengal.
4. Moved by the Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata. Devotion to this mother figure came to be seen as evidence of one’s nationalism.
5. In late-nineteenth-century India, nationalists began recording folk tales sung by bards and they toured villages to gather folk songs and legends. These tales, they believed, gave a true picture of traditional culture that had been corrupted and damaged by outside forces.
6. In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths, and led the movement for folk revival.
7. In Madras, Natesa Sastri published a massive four-volume collection of Tamil folk tales, The Folklore of Southern India.
8. During the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was designed.
9. By 1921, Gandhiji had designed the Swaraj flag. It was again a tricolour (red, green and white) and had a spinning wheel in the centre, representing the Gandhian ideal of self-help. Carrying the flag, holding it aloft, during marches became a symbol of defiance.
10. Another means of creating a feeling of nationalism was through the reinterpretation of history. The British saw Indians as backward and primitive, incapable of governing themselves. In response, Indians began looking into the past to discover India’s great achievements.
11. Any other relevant point.

(Any five points to be explained) [5 × 1 = 5]

(a)

(i) The idea of satyagraha highlighted the power of truth and the need to search for the truth.

(ii) Satyagraha was a novel method of mass agitation,

(iii) It stressed the principle of truth, tolerance, non-violence and peaceful protests.

(iv) Satyagraha according to Gandhiji is not physical force but requires intense activity.

(v) The idea was to resist injustice without use of force.

(vi) Gandhiji made people aware of their rights and encouraged them to fight for them without using violence.

(vii) He organized Satyagrahas against oppressive plantation system in Champaran.

(viii) Organised satyagraha to help people in Kheda adversely affected by crop failure who were demanding relaxation of revenue collection.

(ix) Organised satyagraha movement to help cotton mill workers in Ahmedabad.

(x) Later, he extended the practice of satyagraha in all major movements like Rowlatt Satyagraha, Non-Cooperation Movement, Civil Disobedience Movement and Quit India Movement.

(xi) Any other relevant point.

Any five points to be explained. [5 x 1 = 5]

OR

(b)

(i) With the growth of nationalism the identity of India was associated with the image of Bharat Mata.

(ii) The image was first created by Bankim Chandra Chattopadhyay. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandmath and widely sung during the Swadeshi movement in Bengal.

(iii) During Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata. In this painting Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual.

(iv) Ideas of nationalism also developed through a movement to revive Indian folklore.

(v) In late-nineteenth-century India, nationalists like Rabindra Nath Tagore and Natesa Sastri began recording folk tales sung by bards and they toured villages to gather folk songs and legends.

(vi) It was essential to preserve this folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past.

(vii) During the Swadeshi movement in Bengal, a tricolour flag was designed. It had eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims.

(viii) Gandhiji designed a Swaraj flag. It was a tricolour flag with a spinning wheel in the centre.

(ix) Another means of creating a feeling of nationalism was through reinterpretation of History. By the end of the nineteenth century, many Indians began feeling, that to instil a sense of pride in the nation; Indian history had to be thought about differently and began looking into the past to discover India’s great achievement.

(x) Any other relevant point.

Any five points to be explained. [5 x 1 = 5]

(a)

1. With the growth of nationalism the identity of India associated with the image of Bharat Mata.
2. The image was first created by Bankim Chandra Chattopadhyay. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandmath and widely sung during the Swadeshi movement in Bengal.
3. During Swadeshi movement, Abanindranath Tagore painted his famous image of Bhart Mata. In this painting Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual.
4. Ideas of nationalism also developed through a movement to revive Indian folklore.
5. In late-nineteenth-century India, nationalists like Rabindra Nath Tagore and Natesa Sastri began recording folk tales sung by bards and they toured villages to gather folk songs and legends.
6. It was essential to preserve this folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past.
7. During the Swadeshi movement in Bengal, a tricolour flag was designed. It had eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims.
8. Gandhiji designed a Swaraj flag. It was a tricolour flag with a spinning wheel in the centre.
9. Another means of creating a feeling of nationalism was through reinterpretation of History. By the end of the nineteenth century, many Indians began feeling, that to instil a sense of pride in the nation; Indian history had to be thought about differently and began looking into the past to discover India’s great achievement.
10. Any other relevant point.

Any five points to be explained. [5×1=5]

OR

(b)

1. In the countryside: Rich peasant communities like the patidars of Gujarat and Jats of UP were active in the movement. They were hard hit by the trade depression and found it impossible to pay the government’s revenue demand.
2. Poor Peasants: Many poor peasants were tenants cultivating the rented land from landlords. Depression made it difficult for them to pay the rents. They wanted the unpaid rents to the landlords to remit.
3. Merchants and Industralists: They opposed the 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.
4. Industrial workers: Industrial working class did not participate enthusiastically except in Nagpur. They organized movements against low wagers and poor working condition. There were strikes by railway workers and dock workers.
5. Women: women participated in protest marches, manufactured salt and picketed foreign clothes and liquor shops. Many went to Jail.
6. Any other relevant point.

Any five points to be explained. [5×1=5]

(a)

(i) The war created a new economic and political situation. It led to a huge increase in defence expenditure which was financed by war loans and increasing taxes:

(ii) Customs duties were raised and income tax introduced.

(iii) Through the war years prices increased and doubled leading to extreme hardship for the common people.

(iv) Villages were called upon to supply soldiers, and the forced recruitment in rural areas caused widespread anger.

(v) Crops failed in many parts of India, resulting in acute shortages of food.

(vi) This was accompanied by an influenza epidemic. Millions of people perished as a result of famines and the epidemic.

(vii) Any other relevant point

Any five points to be analysed. [5×1=5]

OR

(b)

(i) Ideas of nationalism were developed through Indian folklore and symbols.

(ii) Nationalists began recording folk tales sung by bards and they toured villages to gather folk songs and legends.

(iii) It felt that there was a need to preserve folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past.

(iv) In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths, and led the movement for folk revival.

(v) In Madras, Natesa Sastri published a massive four-volume collection of Tamil folk tales, The Folklore of Southern India.

(vi) Nationalist leaders emphasised on icons and symbols for unifying people and for inspiring them for nationalism.

(vii) During the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was designed. It had eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims.

(viii) By 1921, Gandhiji had designed the Swaraj flag. It was again a tricolor (red, green and white) and had a spinning wheel in the centre, representing the Gandhian ideal of self-help.

(ix) Any other relevant point

Any five points to be analysed. [5×1=5]

(A)

(i) Indian merchants and industrialists wanted to expand their business so they reacted against colonial policies in the Civil Disobedience Movement.

(ii) They wanted protection against imports of foreign goods, and a rupee-sterling foreign exchange.

(iii) To organise business interests, they formed the Indian Industrial and Commercial Congress in 1920 and FICCI in 1927.

(iv) FICCI was formed by prominent industrialists like Purshottamdas Thakurdas and G.D. Birla

(v) The industrialists attacked colonial control over the Indian economy.

(vi) They gave financial assistance and refused to buy and sell imported goods.

(vii) Any other relevant point

Any five points to be explained. [5×1=5]

OR

(B)

(i) Large-scale participation of women in Civil Disobedience Movement.

(ii) During Gandhiji Salt March thousands of women came out of their homes to listen to Gandhiji.

(iii) They participated in protest marches.

(iv) They manufactured salt

(v) They picked foreign cloth and liquor shops.

(vi) Many were also arrested and sent to jail for participating in these activities.

(vii) Their presence was merely symbolic in the INC.

(viii) Any other relevant point

Any five points to be explained [5×1=5]

(A)

i. In the Countryside, rich peasant communities – like the Patidars of Gujarat and the Jats of Uttar Pradesh – were active in the movement.

ii. Being producers of commercial crops, they were hard hit by the trade depression and falling prices.

iii. As their cash income disappeared, they found it impossible to pay the government’s revenue demand.

iv. The refusal of the government to reduce the revenue demand led to widespread resentment.

v. These rich peasants became enthusiastic supporters of the Civil Disobedience Movement, organising their communities, and at times forcing reluctant members, to participate in the boycott programmes.

vi. For them the fight for Swaraj was a struggle against high revenues.

vii. But they were deeply disappointed when the movement was called off in 1931 without the revenue rates being revised.

viii. Any other relevant point

To be examined as a whole. [5×1=5]

OR

(B)

i. With the growth of nationalism the identity of India associated with the image of Bharat Mata.

ii. The image was first created by Bankim Chandra Chattopadhyay. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandmath and widely sung during the Swadeshi movement in Bengal.

iii. During Swadeshi movement, Abanindranath Tagore painted his famous image of Bhart Mata. In this painting Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual.

iv. Ideas of nationalism also developed through a movement to revive Indian folklore.

v. In late-nineteenth-century India, nationalists like Rabindra Nath Tagore and Natesa Sastri began recording folk tales sung by bards and they toured villages to gather folk songs and legends.

vi. It was essential to preserve this folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past.

vii. During the Swadeshi movement in Bengal, a tricolour flag was designed. It had eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims.

viii. Gandhiji designed a Swaraj flag. It was a tricolour flag with a spinning wheel in the centre.

ix. Another means of creating a feeling of nationalism was through reinterpretation of History. By the end of the nineteenth century, many Indians began feeling, that to instil a sense of pride in the nation; Indian history had to be thought about differently and began looking into the past to discover India’s great achievement.

x. Any other relevant point

Any five points to be analyzed. [5×1=5]

(a)

(i) During the First World War, Indian merchants and industrialists had made huge profits and become powerful. Keen on expanding their business, they now reacted against colonial policies that restricted business activities.

(ii) They wanted protection against imports of foreign goods, and a rupee-sterling foreign exchange ratio that would discourage imports.

(iii) To organise business interests, they formed the Indian Industrial and Commercial Congress and the Federation of the Indian Chamber of Commerce and Industries (FICCI).

(iv) Led by prominent industrialists like Purshottamdas Thakurdas and G.D. Birla, the industrialists attacked colonial control over the Indian economy, and supported the Civil Disobedience Movement when it was first launched.

(v) They gave financial assistance and refused to buy or sell imported goods.

(vi) Most businessmen came to see Swaraj as a time when colonial restriction on business would no longer exist and trade and industry would flourish without constraints.

(vii) But after the failure of the Round Table Conference, business groups were no longer uniformly enthusiastic. They were apprehensive of the spread of militant activities, and worried about prolonged disruption of business.

(viii) Any other relevant point .

(Any five points to be explained) [5 x 1 = 5]

OR

(b)

(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.

(ii) Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, and in fact they were rarely given such permission.

(iii) When they heard of the Non-Cooperation Movement they defied the authorities, left plantation and headed home.

(iv) They, however, never reached their destination. Stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up.

(v) The visions of these movements were not defined by the Congress Programme. They interpreted the term Swaraj in their own ways, imagining it to be a time when all suffering and all troubles would be over.

(vi) Yet, when the tribals chanted Gandhiji’s name and raised slogans demanding ‘Swatantra Bharat’, they were also emotionally relating to an all-India agitation.

(vii) When they acted in the name of Mahatma Gandhi, or linked their movement to that of the Congress, they were identifying with a movement which went beyond the limits of their immediate locality.

(viii) Any other relevant point .

(Any five points to be explained) [5 x 1 = 5]

7A.

1. The effects of non-cooperation on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires.
2. The import of foreign cloth halved between 1921 and 1922, its value dropping from Rs 102 crore to Rs 57 crore.
3. In many places merchants and traders refused to trade in foreign goods or finance foreign trade.
4. As the boycott movement spread, people began discarding imported clothes and wearing only Indian ones.
5. Production of Indian textile mills and handlooms went up and making and wearing of Khadi became very popular.

OR

7B.

1. During the First World War, Indian merchants and industrialists had made huge profits and become powerful. Keen on expanding their business, they now reacted against colonial policies that restricted business activities.
2. They wanted protection against imports of foreign goods, and a rupee-sterling foreign exchange ratio that would discourage imports.
3. To organise business interests, they formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927. Led by prominent industrialists like Purshottamdas Thakurdas and G. D. Birla, the industrialists attacked colonial control over the Indian economy, and supported the Civil Disobedience Movement when it was first launched.
4. They gave financial assistance and refused to buy or sell imported goods. Most businessmen came to see swaraj as a time when colonial restrictions on business would no longer exist and trade and industry would flourish without constraints.
5. But after the failure of the Round Table Conference, business groups were no longer uniformly enthusiastic. They were apprehensive of the spread of militant activities, and worried about prolonged disruption of business, as well as of the growing influence of socialism amongst the younger members of the Congress.

(A) Both (A) and (R) are true and (R) is correct explanation of (A).

(C) Ireland

(B) Smallpox

(C) Assertion (A) is true but Reason (R) is false.

(C) West Asia

(A) Both (A) and (R) are true and (R) is the correct explanation of (A).

(A) Both (A) and (R) are true and (R) is correct explanation of (A)

(C) Only I, III and IV are correct

(A) Marco Polo

Note- Due to lack of correct option, 1 mark should be awarded to all students who attempted this question.

(B) Ireland

(A) Spanish Soldiers

(B) Smallpox

(D) Due to trade and cultural exchange

(B) For European Market

(B) Potato

(B) City of Gold

(C) Potatoes

(C) Only I, II and III are correct

(B) Clothes and spices

(C) Buddhism

(B) The abolition of state- imposed restrictions on the movement of goods and capital.

(D) Germany, Japan and Italy

(A) III, II, I, & IV

(A) Germany, Austria-Hungry and Ottoman Turkey

(A) United States of America

(D) Flow of Technology

(C) Economic System

(A) Poverty and diseases

(c) El Dorado

A - Widespread poverty and deadly diseases

C. Both (I) and (II) are correct

1. Result of the superior fire power.
2. Spread of communicable disease like small pox.
3. Any other relevant point.

Any two points to be explained. [2 × 1 = 2]

1. The Silk routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world.
2. Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes.
3. Any other relevant point.

Any two points to be explained [2 × 1 = 2]

(A) (i) Globalization primarily began through the Silk route.

(ii) Globalization spread through Trade and Cultural exchange.

(iii) The silk routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world.

(iv) Historians have identified several silk routes, over land and by sea, knitting together vast regions of Asia, and linking Asia with Europe and Northern Africa.

(v) Early Christian missionaries travelled this route to Asia, as did early Muslim preachers a few centuries later.

(vi) Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes.

(vii) Any other relevant point.

Any two points to be explained. [2x1=2]

OR

(B) (i) The most powerful weapon of the Spanish conquerors was not a conventional military weapon at all. It was the germs such as those of smallpox that they carried on their person.

(ii) Because of their long isolation America’s original inhabitants had no immunity against these diseases that came from Europe.

(iii) Smallpox in particular proved a deadly killer. Once introduced, it spread deep into the continent.

(iv) Ahead of even any Europeans reaching there, it killed and decimated whole communities, paving the way for conquest.

(v) Any other relevant point.

Any two points to be explained. [2x1=2]

(a) (i) Common food such as potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet potatoes etc. are believed to be introduced in Europe and Asia from America.

(ii) Spaghetti and noodles travelled west from China.

(iii) Any other relevant point.

(Any two points to be explained.) [2x1=2]

OR

(b) (i) The silk routes are example of pre-modern trade and cultural links between distant parts of the world.

(ii) Chinese silk, pottery and textiles from India and Southeast Asia travelled to Europe and precious metals flowed from Europe to Asia.

(iii) Early Christian missionaries and Muslim preachers travelled this route to Asia.

(iv) Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes.

(v) Any other relevant point.

(Any two points to be explained.) [2x1=2]

(a) Why did many Europeans migrate to America after sixteenth century? Explain. [2x1=2]

1. Poverty and hunger were common in Europe until the nineteenth century.
2. Cities were crowded and deadly diseases were widespread. Religious conflicts were common, and religious dissenters were persecuted.
3. Thousands therefore fled Europe for America. Here, by the eighteenth century, plantations worked by slaves captured in Africa were growing cotton and sugar for European markets.
4. From the sixteenth century, America’s vast lands, abundant crops and minerals began to transform trade and lives everywhere. This led to further migration to America by Europeans.
5. Precious metals, particularly silver, from mines located in present day Peru and Mexico also enhanced Europe’s wealth and financed its trade with Asia.
6. Any other relevant point.

Any two points to be explained.

OR

(b) How did trade and long-distance travel contribute to the spread of diseases during ancient period? [2x1=2]

1. From ancient times, travelers, traders, priests and pilgrims travelled vast distances for knowledge, opportunity and spiritual fulfilment, or to escape persecution.
2. They carried goods, money, values, skills, ideas, inventions, and even germs and diseases.
3. The long-distance spread of disease-carrying germs may be traced as far back as the seventh century.
4. Later, trade and long-distance travel also contributed to the spread of diseases especially when Europeans attempted to conquer America.
5. Spanish and Portuguese conquerors carried with them germs like small pox to the Americas. The local inhabitants had no immunity against these diseases from Europe. It killed and decimated whole communities.
6. Any other relevant point.

Any two points to be explained.

(i) The Indian subcontinent was located along major trade routes like the Silk Route connecting east and west.

(ii) It was central to trade networks.

(iii) It connected the trade routes through land and sea.

(iv) Pottery from China, spices and textiles from India and Southeast Asia were transported along these routes.

(v) It helped in exchange of goods, people, knowledge, customs etc.

(vi) Thus, India lay at the centre of the trade network between these continents and participated in this trade.

(vii) Any other relevant point.

Any two points to be explained. (2 × 1 = 2)

1. From the sixteenth century, vast lands and abundant crops and minerals of America began to transform trade and lives everywhere.
2. Europe’s poor began to eat better and live longer with the introduction of the humble potato.
3. Precious metals, particularly silver, from mines located in present day Peru and Mexico enhanced Europe’s wealth and financed its trade with Asia.
4. The Portuguese and Spanish conquered and colonised America.
5. Smallpox spread through Spanish decimated whole communities in America.
6. Any other relevant point

(Any two points to be explained) [2 × 1 = 2]

i. The Silk routes are the good example of vibrant pre-modern trade and cultural links between distant parts of the world.

ii. The name silk route points to be the importance of West –bound Chinese silk cargoes along this route.

iii. Historians have identified several silk routes, over land and by sea, knitting together vast regions of Asia, and linking Asia with Europe and northern Africa.

iv. They are known to have existed since before the Christian Era and thrived almost till the fifteenth century.

v. Chinese pottery also travelled the same route, as did textiles and spices from India and Southeast Asia. In return precious metals- gold and silver- flowed from Europe.

vi. Any other relevant point.

Any two examples to be explained [2 x 1 = 2]

1. European sailors found a sea route to Asia and successfully crossed the western oceans to America.
2. The Indian sub-continent was central to these flows and crucial point in their network.
3. The entry of the European helped expand or redirect some of these flows towards Europe.
4. Any other relevant point.

Any two points to be explained. [2×1=2]

1. Cities were crowded due to overpopulation.
2. Shortage of food grains.
3. Deadly diseases were widespread.
4. Religious issues were common.
5. Any other relevant point.

(Any two points to be analysed.) [2×1=2]

1. The silk routes are a good example of vibrant pre-modern trade and cultural links.
2. It connected Europe and Africa in the west and China in the east.
3. These routes were known to have existed before the Christian era and thrived almost till the 15th century.
4. Chinese pottery from the east, spices and textiles from India and Southeast Asia were transported along these routes.
5. Thus, India lay at the centre of the trade network between these continents and participated in this trade.
6. Any other relevant point.

Any two points to be explained. [2×1=2]

(a)

1. The silk routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world.
2. Historians have identified several silk routes, over land and by sea, knitting together vast regions of Asia, and linking Asia with Europe and northern Africa.
3. Chinese pottery also travelled the same route, as did textiles and spices from India and Southeast Asia. In return, precious metals – gold and silver – flowed from Europe to Asia.
4. Trade and cultural exchange always went hand in hand. Early Christian missionaries almost certainly travelled this route to Asia, as did early Muslim preachers a few centuries later.
5. Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes.
6. Any other relevant point.

(Any two points to be explained) [2×1=2]

OR

(b)

1. Traders and travelers introduced new crops to the lands they travelled. Even ‘ready’ foodstuff in distant parts of the world might share common origins.
2. It is believed that noodles travelled west from China to become spaghetti.
3. Arab traders took pasta to fifth-century Sicily, an island now in Italy.
4. Similar foods were also known in India and Japan, so the truth about their origins may never be known.
5. Many of our common foods such as potatoes, soya, groundnuts, maize, tomatoes, chilies, sweet potatoes, and so on were not known to our ancestors until about five centuries ago.
6. These foods were only introduced in Europe and Asia after Christopher Columbus accidentally discovered the vast continent that would later become known as the Americas.
7. Sometimes the new crops could make the difference between life and death. Europe’s poor began to eat better and live longer with the introduction of the humble potato.
8. Any other relevant point.

(Any two points to be explained) [2×1=2]

(A)

i. Recruitment was done by agents engaged by employers and paid a small commission.

ii. Many migrants agreed to take up work hoping to escape poverty or oppression in their home villages.

iii. Agents also tempted the prospective migrants by providing false information about final destinations, modes of travel, the nature of the work, living and working conditions.

iv. Often migrants were not even told that they were to embark on a long sea voyage.

v. Sometimes agents forcefully abducted less willing migrants.

vi. Any other relevant point

Any two points to be explained. [2×1=2]

OR

(B)

i. Spanish carried germs of smallpox on their person and Americans were affected due to their no immunity.

ii. Smallpox proved to be a deadly killer.

iii. Once introduced it spread deep into the continent, ahead even of any Europeans reaching there.

iv. Smallpox killed and decimated whole communities and paved the way for conquest of European .

v. Guns could be bought or captured and turned against the invaders, but not disease such as smallpox, to which the conquerors were mostly immune.

vi. Any other relevant point

Any two points to be explained. [2×1=2]

(i) Poverty and hunger were common in Europe.

(ii) Cities were crowded and deadly diseases were widespread.

(iii) Religious conflicts were common.

(iv) Religious dissenters were persecuted.

(v) Any other relevant point.

(Any two points to be explained) [2×1=2]

5A.

1. Chinese pottery, textiles and spices from India and Southeast Asia also travelled the same route. In return, precious metals - gold and silver - flowed from Europe to Asia.
2. Trade and cultural exchange went hand in hand. Buddhism from India spread in several directions through intersecting points on the silk routes.
3. Early Christian missionaries travelled this route to reach Asia and Muslim preachers took the same route a few centuries later.

(Any 2 points)

OR

5B.

1. Sometimes new crops like potatoes could make the difference between life and death. It was with the introduction of the humble potato that Europe’s poor began to eat well, eat better and live longer.
2. Ireland’s poor peasants became so dependent on potatoes that when the potato crop was destroyed by disease in the mid-1840s, hundreds of thousands of peasants died of starvation.

The Spanish conqueror’s most powerful weapon was not a conventional military weapon because: -

1. They used germs like smallpox which spread deep into the continent before any European could reach there.
2. America’s original inhabitants had no immunity against these diseases that came from Europe. This disease erased the whole community, leading to conquest. This biological warfare in the mid sixteenth century made it easy for the Spanish to overpower the Americans.

(a)

(i) There were several silk routes over land and sea, knitting together vast regions of Asia with Europe and Northern Africa.

(ii) West bound Chinese silk cargoes passed through these routes.

(iii) Chinese pottery, textiles and spices from India and Southeast Asia travelled the silk routes.

(iv) In return, Precious metals-gold and silver-flowed from Europe to Asia.

(v) Any other relevant point.

Any three points to be explained. [3 x 1 = 3]

OR

(b)

(i) Traders and travelers introduced new foods/crops to the lands they travelled.

(ii) Noodles travelled from China to western countries to become spaghetti.

(iii) Arab traders took pasta to Sicily (now parts of Italy)

(iv) Potatoes, tomatoes, soya, groundnuts, maize, chillies, sweet potatoes etc. were introduced in Europe and Asia after discovery of the Americas.

(v) Many of our common foods came from America’s original inhabitants-the American Indians.

(vi) Any other relevant point.

Any three points to be explained. [3 x 1 = 3]

(A) J.R.D. Tata

(A) James Watt

(A) Iron and Steel

34.1

(i) Through labels

(ii) Images of Indian Gods and Goddesses

(iii) Calendars

(iv) Any other relevant point

Any one point to be explained. [1]

34.2

(i) Advertisements made products appear desirable and necessary. They tried to shape the minds of people and create new needs.

(ii) They appeared in newspapers, magazines, hoardings, street walls etc.

(iii) Advertisements have played a part in expanding the markets for products, and in shaping a new consumer culture.

(iv) Any other relevant point

Any one point to be explained. [1]

34.3

(i) For the expansion of market of their product.

(ii) Place of manufacturing

(iii) Familiarity

(iv) Mark of quality

(vi) To purchase swadeshi

Any other relevant point.

Any two points [2]

34.1 (i) Because British mills were busy with war production to meet the needs of army.

(ii) Any other relevant points. [1]

34.2 (i) Lack of modernisation and inability to compete with United State of America, Germany, and Japan.

(ii) Any other relevant points. [1]

34.3

(i) Crumbling of the environment of Britain.

(ii) Decline of import of British goods.

(iii) Indian Companies were in good condition to produce things.

(iv) Any other relevant points.

Any two points to be explained. [2×1=2]

34.1 1854 [1]

34.2 Dwarkanath Tagore, Dinshaw Petit, G.D. Birla (Any two) [½+½=1]

34.3

(i) Many Indians had the sufficient capital to trade with other countries.

(ii) Many indians worked through trade network

(iii) They financed funds across cities.

(iv) They procured supplies and shipping consignment.

(v) Any other relevant point

Any two points to be explained. [2]

(34.1) What was the Swadeshi Movement? (1)

(i) In the Swadeshi Movement, leaders appealed to people to use indigenous and national goods and to boycott foreign goods

(ii) Any other relevant point

(Any one point)

(34.2) Why did the cotton piece goods production in India double between 1900 and 1912? (1)

(i) Indian yarn export to China declined since produce from Chinese and Japanese mills flooded the Chinese market.

(ii) Industrialists in India began shifting from yarn to cloth production. Hence cotton piece goods production in India doubled between 1900 and 1912.

(iii) Any other relevant point

(Any one point)

(34.3) Explain any two events that helped India to regain its market. (1+1=2)

(i) As the Swadeshi Movement gathered momentum, nationalists mobilised people to boycott foreign cloth.

(ii) Industrial groups organised themselves to protect their collective interests, pressurising the government to increase tariff protection and grant other concessions.

(iii) From 1906, moreover, the export of Indian yarn to China declined

(iv) Outbreak of the First World War due to which Manchester imports into India declined.

(v) New factories were set up and old ones ran multiple shifts.

(vi) Any other relevant point

(Any two points to be explained)

(34.1) When did the earliest factories come up? (1)

The earliest factories come up In England by 1730’s

(34.2) Why were all the processes brought together under one roof and management in the mill?

i. This allowed a more careful supervision over the production process.

ii. Watch over quality.

iii. Regulation of labour.

iv. Any other relevant point.

Any one point to be mentioned. (1)

(34.3) How did the series of inventions in the eighteenth century increase the efficacy of the production process?

i. They enhanced the output per worker.

ii. They enabled each worker to produce more.

iii. They made possible the production of stronger threads and yarn.

iv. Any other relevant point.

Any two points to be mentioned. (2X1=2)

(C) Burhi Aair Sadhu – Laxminath Bezbaruah

(A) Louise Sebastien Mercier

(D) Raja Ravi Verma

Note: The visually impaired alternative (regions from which the ‘Khalsa Tract Society’ primarily operated) has the answer (D) Punjab.

(C) Bal Gangadhar Tilak – Kesari

(D) II, IV, III, I

(D) II, IV, I, III.

(B) The Diamond Sutra

Note: The visually impaired alternative (the oldest printed book in Japan) has the answer (A) The Diamond Sutra.

(D) Book making

Note: The visually impaired alternative (areas in Calcutta devoted to printing of popular books in the 19th century) has the answer (D) Batala.

(C) Jyotiba Phule – Gulamgiri

(C) Raja Ram Mohan Roy – Sambad Kaumudi

(D) Increased speed and accuracy of print

(C) Only I, III and IV are correct

(D) Kesari

(A) By censoring the Indian newspapers

(C) Increase in the demand for the regional press in the market.

(C) a-ii, b-iv, c-i, d-iii

(C) By providing a platform for shared feelings of oppression

(B) Sudarshan Chakra Sachhi Kavitayen

(D) Kashi Baba-Chhote Bade Sawal

(Both options to be considered.)

(C) Raja Ram Mohan Roy

(A) Martin Luther

(B) Rashasundari Devi

(A) 1878

(A) Wrote on caste system in India

(C) Lakshminath Bezbaruah

For Visually Impaired Students (Who among the following is the writer of ‘Gulamgiri’ ?): (C) Jyotiba Phule

(B) Highlighted the experiences of women.

(C) Bible

(C) Gangadhar Bhattacharya

(a) Church

B - Absolutist institutions like monarchy and church

D-IV II III I

i. Lives and feelings of women began to be written in particularly vivid and intense ways.

ii. Women wrote books highlighting their experiences – (Eg Rash Sundari, Tarabai Shinde and Pandita Ramabai).

iii. Many journals explained why women should be educated.

iv. Syllabus and suitable reading matter were added in journals which could be used for home-based schooling.

v. They wrote their autobiographies.

vi. Journals edited by women discussed issues like women’s education, widowhood, widow remarriage and the national movement.

vii. Any other relevant point.

Any two points to be explained [2 x 1 = 2]

(A) (i) Gutenberg learnt the art of polishing stones, became a master goldsmith and also acquired the knowledge to create the moulds for making trinkets.

(ii) Drawing on this knowledge he adopted the existing technology to design his innovation.

(iii) The first book he printed was the Bible and 180 copies were printed.

(iv) Printing press grew and book production boomed in Europe

(v) His innovation led to the Print Revolution.

(vi) Protestant Revolution and reading mania are significant outcomes of Print Revolution.

(vii) Any other relevant point.

Any three points to be explained. [3x1=3]

OR

(B) (i) The religious reformer Martin Luther wrote ‘Ninety-Five Theses’ criticising many of the practices and rituals of the Roman Catholic Church.

(ii) A printed copy of this was posted on a church door in Wittenberg. It challenged the Church to debate his ideas.

(iii) Luther’s writings were immediately reproduced in large number and read widely.

(iv) This led to a division within the Church and to the beginning of the Protestant Reformation.

(v) Luther’s translation of the New Testament sold many copies within a few weeks and a second edition appeared within three months.

(vi) Print brought about a new intellectual atmosphere and helped spread the new ideas that led to the Reformation.

(vii) Deeply grateful to print Luther said, ‘Printing is the ultimate gift of god and the greatest one.’

(viii) Any other relevant point.

Any three points to be explained. [3x1=3]

(a) (i) Gutenberg learnt the art of polishing stones, became a master goldsmith and also acquired the expertise to create lead moulds used for making trinkets.

(ii) Drawing on this knowledge, Gutenberg adopted existing technology to design his innovation.

(iii) The Olive press provided the model for printing-press and mould were used for casting the metal types for the letters of the alphabet.

(iv) Gutenberg perfected the system of printing.

(v) The first book printed by him was the Bible.

(vi) About 180 copies were printed in three years.

(vii) By the standards of the time this was fast production.

(viii) Any other relevant point.

Any three points to be analysed. [3x1=3]

OR

(b) (i) Print created the possibility of wide circulation of ideas.

(ii) It introduced a new world of debate and discussion.

(iii) Print helped people to think differently.

(iv) Print brought about a new intellectual atmosphere and helped spread the new ideas that led to the reformation.

(v) The reformation led to a division within the church and to the beginning of the protestant reformation.

(vi) Any other relevant point

Any three points to be analysed. [3x1=3]

(a) (i) Print popularised the ideas of the Enlightenment thinkers.

(ii) Their writings provided a critical commentary on tradition, superstition and despotism.

(iii) They argued for the rule of reason rather than custom, and demanded that everything be judged through the application of reason and rationality.

(iv) They attacked the sacred authority of the Church and the despotic power of the state, thus eroding the legitimacy of a social order based on tradition.

(v) The writings of Voltaire and Rousseau were read widely; and those who read these books saw the world through new eyes, that were questioning, critical and rational.

(vi) Print created a new culture of dialogue and debate.

(vii) All values, norms and institutions were re-evaluated and discussed by a public that had become aware of the power of reason, and recognised the need to question existing ideas and beliefs.

(viii) By the 1780s there was an outpouring of literature that mocked the royalty and criticised their morality and raised questions about the existing social order.

(ix) Cartoons and caricatures suggested that the monarchy remained absorbed only in sensual pleasures and common people kept on suffering immense hardships.

(x) Any other relevant point.

(Any three points to be evaluated.) [3x1=3]

OR

(b) (i) Buddhist missionaries from China introduced hand-printing technology into Japan around AD 768-770.

(ii) The oldest Japanese book, printed in AD 868, is the Buddhist Diamond Sutra, containing six sheets of text and woodcut illustrations.

(iii) Pictures were printed on textiles, playing cards and paper money.

(iv) In the late eighteenth century, in the flourishing urban circles at Edo (later to be known as Tokyo), illustrated collections of paintings depicted an elegant urban culture.

(v) Libraries and bookstores were packed with hand-printed material of various types – books on women, musical instruments, calculations, tea ceremony, flower arrangements, proper etiquette, cooking and famous places.

(vi) Any other relevant point.

(Any three points to be evaluated.) [3x1=3]

(a) [3x1=3]

1. Print popularised the ideas of the Enlightenment thinkers. They argued for the rule of reason rather than custom, and demanded that everything be judged through the application of reason and rationality.
2. They attacked the sacred authority of the Church and the despotic power of the state. The writings of Voltaire and Rousseau were read widely.
3. Print created a new culture of dialogue and debate. All values, norms and institutions were re-evaluated and discussed by a public that had become aware of the power of reason, and recognised the need to question existing ideas and beliefs. Within this public culture, new ideas of social revolution came into being.
4. By the 1780s there was literature that mocked the royalty and criticised their morality. They raised questions about the existing social order.
5. Cartoons and caricatures mocked the king and showed how the common people suffered immense hardships. This literature circulated underground and led to the growth of hostile sentiments against the monarchy.
6. Any other relevant point.

Any three points to be explained.

OR

(b) [3x1=3]

1. Through the nineteenth century, there were a series of innovations in printing technology that increased the quality and quantity of printing.
2. By the mid-nineteenth century, Richard M. Hoe of New York had perfected the power-driven cylindrical press. This was capable of printing 8,000 sheets per hour.
3. In the late nineteenth century, the offset press was developed which could print up to six colours at a time.
4. From the turn of the twentieth century, electrically operated presses accelerated printing operations.
5. Methods of feeding paper improved, the quality of plates became better, automatic paper reels and photoelectric controls of the colour register were introduced. The accumulation of several individual mechanical improvements transformed the appearance of printed texts.
6. Any other relevant point.

Any three points to be explained.

(i) Printing led to intense debate around religious issues of that time.

(ii) Different groups confronted the changes happening within colonial society in different ways, and offered a variety of new interpretations of the beliefs of different religions.

(iii) Some criticised existing practices and campaigned for reform, while others countered the arguments of reformers. These debates were carried out in public and in print.

(iv) Printed tracts and newspapers not only spread the new ideas, but they shaped the nature of the debate.

(v) Intense controversies between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatry.

(vi) In Bengal, as the debate developed, tracts and newspapers proliferated, circulating a variety of arguments.

(vii) To reach a wider audience, the ideas were printed. Ram Mohan Roy published the Sambad Kaumudi from 1821 and the Hindu orthodoxy commissioned the Samachar Chandrika.

(viii) 1822, two Persian newspapers were published, Jam-i-Jahan Numa and Shamsul Akhbar.

(ix) Any other relevant point.

Any three points to be explained. [3×1=3]

(a)

(i) In the eleventh century, Chinese paper reached Europe via the same route.

(ii) Paper made possible the production of manuscripts, carefully written by scribes.

(iii) Marco polo took away and spread the technology to Europe.

(iv) Italians began producing books with woodblocks, and soon the technology spread to other parts of Europe.

(v) Merchants and students in the university town bought the cheaper printed copies.

(vi) Book fairs were held in different places.

(vii) The break through occurred when Johann Gutenberg developed the first printing press.

(viii) Any other relevant point

Any three points to be examined. [3×1=3]

OR

(b)

(i) Earlier reading was restricted to the elites. Common people lived in a world of oral culture. They heard sacred texts read out, ballads recited, and folk tales narrated.

(ii) With the printing press, a new reading public emerged.

(iii) Printing reduced the cost of books. Multiple copies produced with greater ease.

(iv) Books flooded the market, reaching out to an ever-growing readership.

(v) Now books could reach out to wider sections of people.

(vi) People started writing and publishing popular ballads and folk tales and were illustrated with pictures.

(vii) Any other relevant point

Any three points to be examine. [3×1=3]

(i) Print popularized the ideas of the enlightened thinkers.

(ii) Their writings provided a critical commentary on tradition, superstition, and despotism.

(iii) They argued for the rule of reason rather than custom, and demanded that everything be judged though the application of reason and rationality.

(iv) Third Estate attacked the sacred authority of the Church and the despotic power of the State.

(v) Eroded the legitimacy of a social order based on tradition.

(vi) The writings of Voltaire and Rousseau were read widely and saw the world through a critical and rational way.

(vii) All values, norms and institutions were re-evaluated and discussed.

(viii) New ideas of social revolution came into existence.

(ix) By the 1780s there was an outpouring of literature that mocked the royalty and criticized their morality.

(x) Cartoons and caricatures typically suggested that the monarchy remained absorbed only in sensual pleasures while the common people suffered immense hardships.

(xi) This literature circulated underground and led to the growth of hostile sentiments against the monarchy

(xii) Any other relevant point.

(Any three points to be examined) [3 x 1 = 3]

(8.1)

1. They worried that criticism might be used by its critics in England to attack its trade monopoly in India.
2. Any other relevant point.

Any one point to be explained. [1]

(8.2)

1. Vernacular Press Act was passed.
2. Any other relevant point.

Any one point to be explained. [1]

(8.3)

1. Many newspaper magazine books were written during that time criticising company’s misrule.
2. People educated against company rule.
3. Promoted nationalist feeling through images/songs/newspaper/ article/ pamphlet etc.
4. Any other relevant point.

Any two points to be explained. [2 × 1 = 2]

1+1+2=4

(8.1) Hand written manuscript

(8.2) They wanted to spread Christianity

(8.3)

1. Print connected people in different parts of India.
2. Newspapers conveyed news from one place to another, creating pan-Indian identities.
3. Many newspapers spread nationalistic sentiment among the people.
4. Social reformers like Raja Ram Mohan Roy published books to reform society and spread awareness.
5. Any other relevant point.

Any two points to be explained [2 × 1 = 2]

1+1+2=4

9.1

Irish Press Laws [1]

9.2

(i) The Indian newspapers were becoming assertively nationalist.

(ii) The colonial government debated measures of stringent control on Indian newspapers.

(iii) After the revolt of 1857, the enraged Englishmen demanded a clamp down on the ‘native press’.

(iv) The colonial government was afraid of spread of revolutionary ideas.

(v) Any other relevant point.

Any one point to be explained. [1]

9.3

(i) It provided the government with extensive rights to censor reports and editorials in the vernacular press.

(ii) The government began to keep a regular track of the newspapers.

(iii) The press was liable to be seized upon printing of a seditious report.

(iv) The machinery could be confiscated.

(v) Any other relevant point.

Any two points to be mentioned. [2x1=2]

34.1 [1]

1. Censor means tracking of all books and newspaper published.
2. It means controlling the publication of books and newspapers that are critical of government policies.
3. Any other relevant point.

Any one point to be explained.

34.2 [1]

1. Several books and newspapers were critical of the Britishers misrule and encouraged nationalist activities.
2. Vernacular press was assertively nationalist.
3. The colonial government kept an eye on books and newspapers because the government wanted to supress print and passed numerous laws to control the press.
4. These books and newspapers created a sense of unity amongst Indians.
5. Any other relevant point.

Any one point to be explained.

34.3 [2]

1. The Rowlatt Act gave the government enormous powers to repress political activities.
2. The act allowed the detention of political prisoners without trial for two years.
3. Any other relevant point.

Any two point to be explained.

34.1 (1)

(i) The writings of enlightened thinkers provided a critical commentary on tradition, superstition and despotism.

(ii) They argued for the rule of reason rather than custom.

(iii) The writings of enlightened thinkers encouraged people to judge everything through the application of reason and rationality.

(iv) Any other relevant point.

(Any one point to be mentioned.)

34.2 (1)

(i) The enlightened writers attacked the sacred authority of the Church.

(ii) They inspired the people to see the world through new eyes, eyes that were questioning, critical and rational.

(iii) Any other relevant point.

(Any one point to be mentioned.)

34.3 (2)

(i) Print created a new culture of dialogue and debate.

(ii) All values, norms and institutions were re-evaluated and discussed by a public that had become aware of the power of reason.

(iii) People recognised the need to question existing ideas and beliefs and new ideas of social revolution came into being.

(iv) Any other relevant point.

(Any two points to be explained.)

34.1 (1)

(i) Painters like Raja Ravi Varma produced images for mass circulation.

(ii) With the setting up of an increasing number of printing presses, visual images could be easily reproduced in multiple copies.

(iii) Any other relevant point.

Any one point to be explained.

34.2 (1)

(i) Cheap prints and calendars, easily available in the bazaar, could be bought even by the poor to decorate the walls of their homes or places of work.

(ii) The Raja Ravi Varma Press produced innumerable mythological paintings that were now accessible to the masses.

(iii) Any other relevant point.

Any one point to be explained.

34.3 (2)

(i) Caricatures and cartoons were being published in journals and newspapers, commenting on social and political issues.

(ii) Some ridiculed the educated Indians’ fascination with Western tastes and clothes.

(iii) Others expressed the fear of social change.

(iv) Nationalist cartoons criticised imperial rule.

(v) Any other relevant point.

Any two points to be explained.

34.1 (1)

(i) Johann Gutenberg created the first mechanical printing press in 1430s.

(ii) This brought about the print revolution – shift from hand printing to mechanical printing in the world.

(iii) Any other relevant point

Any one point to be mentioned.

34.2 (1)

(i) The borders were carefully designed, painted and illuminated by hand by artists.

(ii) Any other relevant point

Any one point to be mentioned.

34.3 (2)

(i) It added colour to the page, and highlighted all the holy words to emphasise their significance.

(ii) The colour on every page of the text was added by hand.

(iii) Gutenberg printed the text in black, leaving spaces where the colour could be filled in later.

(iv) Any other relevant point

Any two points to be described.

(34.1)

1. To censor reports of war-related topics and control the expansion of Quit India Movement.
2. Any other relevant point.

(Any one point to be explained.) [1]

(34.2)

1. Rules and policies like suppress print strengthened control that led to the imposition of penalties under Rowlett Act.
2. The sense of being suppressed under colonialism provided a shared bond that tied many different groups together.
3. Any other relevant point.

(Any one point to be explained.) [1]

(34.3)

1. Press exposed the British repressive policies.
2. It promoted social reforms.
3. It played an important role in the exchange of ideas.
4. It had spread the idea of Nationalism.
5. Any other relevant point.

(Any two points to be explained.) [2 × 1 = 2]

1+1+2=4

34.1

i. Reading was like, thrust of fresh pure water.

ii. External distractions did not bother him.

iii. Pale light even did not affects his attention.

iv. Mercier’s description of being carried effortlessly from one page to the next by the eloquence of the text highlights the engrossing nature of his reading experience.

v. Any other relevant points

Any one point to be explained. [1]

34.2

i. Mercier became deeply engaged with the text.

ii. He was immersed to the creation point.

iii. He was connected to the process of writing so intimately that he reading it and was absorbing new ideas.

iv. Any other relevant points

Any one point to be explained. [1]

34.3

i. Mercier is so deeply immersed in reading that he loses track of time and running out of oil for his lamp.

ii. He mentions new ideas rushing into his brain and his intelligence adopting them.

iii. New concepts fuelled his ideas and sparked his intellectual ability.

iv. Receptiveness towards knowledge was reflected.

v. He was ready to embrace new ideas.

vi. He showed willingness to integrate his ideas into the understanding of world.

vii. Any other relevant points

Any two points to be mentioned. [2 x 1 = 2]

34.1

(i) Colonial Government passed Vernacular Press Act and other rules to control the press.

(ii) Imposition of penalties.

(iii) Government kept regular track of the vernacular newspapers.

(iv) Censoring of reports of war related topics.

(v) Any other relevant point.

Any one point to be mentioned. [1]

34.2

(i) During the First World War, under the Defence of India Rules 22 newspapers had to furnish securities and 18 of these shut down.

(ii) There were strong protest by Indians.

(iii) Liberty of Press was lost.

(iv) Many people were imprisoned when they broke these laws.

(v) Any other relevant point.

Any one point to be mentioned. [1]

34.3

(i) When a report was judged as seditious, the newspaper was warned.

(ii) If the warning was ignored, the press was liable to be seized and the printing machinery to be confiscated.

(iii) Any other relevant point. [2]

34.1 [1]

1. Providing useful information on topics of local interest.
2. Allowing free discussion on subjects of general utilities.
3. Scientific investigation.
4. Speculations related to antiquities and etc.
5. Any other relevant point

Any one point to be analyzed

34.2 [1]

1. Providing valuable information on a wide range of subjects.
2. Encouraging open discussion on important topics.
3. Seeking patronage and support from individual’s interest in spreading knowledge and promoting the welfare of the people.
4. Any other relevant point

Any one point to be mentioned

34.3 [2×1=2]

1. Studying specific issues in depth.
2. Gathering diverse and relevant information about the nation and potential improvements.
3. Utilizing their influence to advocate for positive changes in government policies.
4. Any other relevant point

Any two points to be explained

34.1 [1]

Irish Press Law

34.2 [1]

Because vernacular newspapers became assertively nationalists.

34.3 [2×1=2]

1. It provided the government with extensive rights to censor reports.
2. The government kept regular track of the vernacular newspapers published in different provinces.
3. Any other relevant point.

(Any two points to be explained.)

34.1 [1]

English

34.2 [1]

He published a lot of gossip about the Company’s senior officials.

34.3 [1+1=2]

1. They encouraged the publication of officially sanctioned papers.
2. to counter the flow of information that damaged the image of the colonial government.

Any two points to be mentioned.

34.1 [1]

1. The Jikji of Korea is among the world’s oldest existing book printed with movable metal type.
2. Any other relevant point.

(Any one point to be explained.)

34.2 [1]

1. This work marked an important technical change in the print culture. That is why it was inscribed on the UNESCO Memory of the World Register in 2001.
2. Any other relevant point.

(Any one point to be explained.)

34.3 [2×1=2]

1. Jikji contains the essential features of Zen Buddhism.
2. About 150 monks of India, China and Korea are mentioned in the book.
3. Any other relevant point.

(Any two point to be explained.)

34.1

(i) For useful information on every topic of local interest.

(ii) Subjects of general utility, scientific investigation and the speculations connected with the antiquities, statistics, curiosities, history, and geography of the country were to be discussed.

(iii) Any other relevant point

Any one point to be explained. [1]

34.2

i. The role of newspapers was to critically examine the govt. policies to suggest improvement.

ii. The newspapers were to ensure speedy implementation of the suggested policies.

iii. The political association to seek to study the particular issue and to gather diverse relevant information on the nation as well.

iv. They also assessed the possible and desirable improvement which will surely earn it considerable influence.

v. Any other relevant points.

Any one point to be explained. [1]

34.3

i. Newspaper shaped and spread new idea.

ii. It also shaped the nature of the debate.

iii. New ideas of reforming the society spread out in public.

iv. Different interpretation of faith was also discussed in the paper.

v. Government policies were critically examined through newspaper.

vi. It became the medium of gathering diverse knowledge and suggest improvements.

vii. Any other relevant points.

Any two point to be explained. [2]

8.1 Krishnaji wanted to publish significant information about societal developments in the areas of politics, science, and other fields in order to inform the public. [1]

8.2 The media used to criticise and analyse government policies were local newspapers and political organisations. As a result, both of these served as the government’s opposition. [1]

8.3 Reasons for popularity of newspapers during 19th century are: [2]

1. The political developments in the country began to interest a sizable portion of society, and this information was skillfully presented in the newspapers.
2. Newspapers started to serve as a source for societal advancements in social, cultural, and scientific

8.1. The Bengal Gazette was the first newspaper that marked the beginning of English newspaper printing in India.

8.2. James Augustus Hickey demonstrated independence by publishing a private weekly newspaper that claimed to be open to all and not influenced by colonial authorities.

8.3. Early printing activities helped spread knowledge by printing books and religious texts in regional languages such as Konkani, Tamil, and Malayalam. This made written material accessible to local people and encouraged the circulation of ideas much before the rise of English newspapers.

1+1+2 = 4

(a)

(i) Not everyone welcomed the printed book, and those who did also had fears about it.

(ii) Many were apprehensive of the effects that easy access to the printed word and wider circulation of books may pollute the minds of the people.

(iii) It was feared that if there was no control over what was printed and read then rebellious and irreligious thoughts might spread.

(iv) If that happened the authority of ‘valuable’ literature would be destroyed.

(v) Expressed by religious authorities and monarchs, as well as many writers and artists, this anxiety was the basis of widespread criticism of the new printed literature that had begun to circulate.

(vi) Any other relevant point.

(Any five points to be explained.)

OR

(b)

(i) By the seventeenth century, as urban culture bloomed in China, the uses of print diversified.

(ii) Print was no longer used just by scholar-officials. Merchants used print in their everyday life, as they collected trade information.

(iii) Reading increasingly became a leisure activity.

(iv) The new readership preferred fictional narratives, poetry, autobiographies, anthologies of literary masterpieces, and romantic plays.

(v) Rich women began to read.

(vi) Many women began publishing their poetry and plays.

(vii) Wives of scholar-officials published their works and courtesans wrote about their lives.

(viii) This new reading culture was accompanied by a new technology.

(ix) Any other relevant point.

(Any five points to be explained.) 5 × 1 = 5

(a)

1. With the setting up of an increasing number of printing presses, visual images could be easily reproduced in multiple copies.
2. Painters like Raja Ravi Verma produced images for mass circulation.
3. Cheap prints and calendars were easily available in the bazaar.
4. Now poor people could buy these to decorate the walls of their homes or places of work.
5. These prints begin shaping popular ideas about modernity and traditions, religion and politics, society and culture.
6. By 1870s caricatures and cartoons in journals and newspapers, commenting on political and social issues.
7. Some caricatures ridiculed the educated Indians fascinated with western taste and cloths, while others expressed the fear of social change.
8. Any other relevant point.

Any five points to be analyzed. [5 × 1 = 5]

OR

(b)

1. Richard M. Hoe of New York had perfected the power-driven cylindrical press.
2. The offset press was developed which could print up to six colours at a time.
3. Electric operated press accelerated printing operations.
4. Method of feeding paper improved.
5. Quality of plates became better.
6. Automatic paper reels and photoelectric controls of the colour registers were introduced.
7. The accumulation of several individual mechanical improvements transformed the appearance of printed texts.
8. Any other relevant point.

Any five points to be explained. [5 × 1 = 5]