Class 10 History

WBBSE Madhyamika Model Question Paper History Group A

Choose The Correct Option

Question 1 The game of football was introduced in India by-
1. English
2. French
3. Dutch
4. Portuguese

Answer: 1. English

Question 2 Bipin Chandra Pal wrote-
1. Sattar Baths
2. Jeebon Smriti
3. Nation in Making
4. Ananda Math

Answer: 1. Sattar Baths

Question 3 The editor of Bamabodhini Patrika was-
1. Umesh Chandra Datta
2. Sisir Kumar Ghosh
3. Krisnachandra Mazumdar
4. Dwarkanath Vidyabhusan

Answer: 1. Umesh Chandra Datta

Question 4 The General Committee of Public Instruction was formed in-
1. 1713 AD
2. 1813 AD
3. 1913 AD
4. 1823 AD

Answer: 4. 1823 AD

Question 5 ‘Naba Bidhan’ was established by-
1. Dayanand Saraswati
2. Keshab Chandra Sen
3. Swami Vivekananda
4. Maharshi Debendranath Tagore

Answer: 2. Keshab Chandra Sen

Question 6 Sui Munda was the leader of-
1. Chuar Rebellion
2. Santhal Hool
3. Kol Rebellion
4. Munda Rebellion

Answer: 3. Kol Rebellion

Question 7 By the Forest Law of 1878 AD, forests were divided into-
1. Two categories
2. Four categories
3. Three categories
4. Five categories

Answer: 3. Three categories

Question 8 The Great Revolt of 1857 was described as India’s First War of Independence by-
1. Subhas Chandra Bose
2. Jawaharlal Nehru
3. V D Savarkar
4. Rashbehari Bose

Answer: 3. V D Savarkar

Question 9 The first political association of India was-
1. Indian Association
2. Indian National Congress
3. Bangabhasha Prakashika Sabha
4. Landholders’ Society

Answer: 3. Bangabhasha Prakashika Sabha

Question 10 ‘Bharat Mata’ was painted by-
1. Abanindranath Tagore
2. Rabindranath Tagore
3. Nandalal Bose
4. Gaganendranath Tagore

Answer: 1. Abanindranath Tagore

Question 11 The process of Half-tone printing was introduced in India by-
1. Upendrakishore Roychowdhury
2. Sukumar Roy
3. Panchanan Karmakar
4. Charles Wilkins

Answer: 1. Upendrakishore Roychowdhury

Question 12 Vishva-Bharati was founded by-
1. Ishwarchandra Vidyasagar
2. Rabindranath Tagore
3. Swami Vivekananda
4. Debendranath Tagore

Answer: 2. Rabindranath Tagore

Question 13 The leader of the ‘Eka’ movement was-
1. Madari Pasi
2. Dr. Ambedkar
3. Mahatma Gandhi
4. Baba Ramachandra

Answer: 1. Madari Pasi

Question 14 All India Trade Union Congress was founded in-
1. 1917 AD
2. 1927 AD
3. 1920 AD
4. 1929 AD

Answer: 3. 1920 AD

Question 15 The Bardoli Satyagraha was held in-
1. Bombay
2. Punjab
3. Madras
4. Gujarat

Answer: 4. Gujarat

Question 16 The Anti-Partition movement in Bengal had taken place in-
1. 1904 AD
2. 1906 AD
3. 1905 AD
4. 1911 AD

Answer: 3. 1905 AD

Question 17 Matangini Hazra was associated with the Quit India Movement in-
1. Tamluk
2. Sutahata
3. Barishal
4. Purulia

Answer: 1. Tamluk

Question 18 Dipali Sangha was founded by-
1. Kalpana Datta
2. Lila Nag (Roy)
3. Basanti Devi
4. Bina Das

Answer: 2. Lila Nag (Roy)

Question 19 ‘Iron Man of India’ refers to-
1. Mahatma Gandhi
2. Sardar Vallabhbhai Patel
3. Muhammad Ali Jinnah
4. Rajendra Prasad

Answer: 2. Sardar Vallabhbhai Patel

Question 20 ‘A Train to Pakistan’ was written by-
1. Jawaharlal Nehru
2. V P Menon
3. Khushwant Singh
4. Salman Rushdie

Answer: 3. Khushwant Singh

WBBSE Madhyamika Model Question Paper History Group B

Answer Any Sixteen Questions Taking At Least One From Each Segment

Question 1 Who was the editor of ‘Somprakash’?
Answer:

The editor of ‘Somprakash’ was Dwarkanath Bidyabhusan.

Question 2 Where are government documents preserved?
Answer:

The government documents are preserved in Mahafiz Khana.

Question 3 Which century is called the ‘century of Renaissance in Bengal’?
Answer:

The 19th century is called the century of Renaissance in Bengal.

Question 4 What is meant by ‘Ulgulan’?
Answer:

‘Ulgulan’ means Great Tumult.

WBBSE Madhyamika Model Question Paper History State whether True or False

Question 1 The Ramakrishna Mission was set up by Sri Ramakrishna.
Answer: False

Question 2 Lord Dalhousie was the Governor-General of India during the Great Revolt.
Answer: False

Question 3 Rabindranath Tagore supported the cause of the European community through the novel ‘Gora’.
Answer: False

Question 4 Gandhiji and Dr. Ambedkar jointly fought for the rights of the Dalits.
Answer: False

WBBSE Madhyamika Model Question Paper History Match column ‘A’ with ‘B’.

Column 1	Column 2
(1) Aurobindo Ghosh	(A) Indian national Army
(2) Taraknath Palit	(B) Bengal national School and College
(3) Nabagopal Mitra	(C) Bengal Technical Institute
(4) Rashid ALi	(D) Hindu Mela

Answer: 1-B,2-C,3-D,4-A

 

Question 1 On the given outline map of India, locate and label the following places.
1. Regions of the Santhal Rebellion
Answer:

2. A center of the Indigo Revolt
Answer:

3. The princely state of Hyderabad
Answer:

4. The reorganized state of Gujarat

Answer:

Match The Statements Below With Their Appropriate Explanation:

Question 1 Statement: The ‘Eka’ Movement was organized in Uttar Pradesh.

Explanation 1: This was an individual movement.

Explanation 2: This was a peasant movement.

Explanation 3: This was a workers’ movement.

Answer:
Explanation 2: This was a peasant movement.

Question 2 Statement: The Government of India framed the Meerut Conspiracy Case in 1929

Explanation 1: To suppress the revolutionaries.

Explanation 2: To suppress the Civil Disobedience Movement.

Explanation 3: To suppress countrywide communist activities.

Answer:
Explanation 3: To suppress countrywide communist activities.

Question 3 Statement: The leftists played an important role in the anti-colonial movements of 20th Century India.

Explanation 1: The leftists were the supporters of zamindars and industrialists.

Explanation 2: They were supporters of British imperialism.

Explanation 3: They were the supporters of the united struggle of peasants and workers against British rule.

Answer:
Explanation 3: They were the supporters of the united struggle of peasants and workers against British rule.

Question 4 Statement: Indian Women participated in the national movement for the first time during the anti-partition movement
Explanation 1: Because they were inspired by Gandhiji.

Explanation 2: Because they were the inspired by revolutionary theories of Aurobindo Ghosh.

Explanation 3: Because they wanted to boycott foreign goods.

Answer:
Explanation 3: Because they wanted to boycott foreign goods.

WBBSE Madhyamika Model Question Paper History Group C

Answer The Following Questions In Two Or Three Sentences

Question 1 What is Social History?
Answer:

Social History:

Social history is a branch of history that studies the experiences of the daily life of people and their social and economic relationship. It also includes religious and cultural affairs such as literature, education, music, etc., and fine arts. It was written between 200 BC and 200 A4. It contains 6000 hymns. It is attributed to Bhasa Muni.

Question 2 What is the importance of newspapers as a source of History?
Answer:

The importance of newspapers as a source of History is as follows-

[1] We get an idea about the political history of a nation from the contemporary political news published in newspapers.

[2] We also come to know about the contemporary culture and society of a state or a country from related news published in newspapers.

[3] News relating to the contemporary government and its mode of functioning provides us with knowledge of the history of the evolution of that state.

[4] A fair idea can be gathered about the contemporary rebellions and uprisings from newspapers.

[5] Public opinion about any contemporary event can be perceived through news published in newspapers.

Question 3 Analyse the role of Raja Radhakanta Deb in promoting women’s education in Bengal.

Answer:

The role of Raja Radhakanta Deb in promoting women’s education in Bengal:

Raja Radhakanta Deb, the zamindar of Sobhabazar, played a pivotal role in promoting women’s education in Bengal during the 19th century. Although he was a follower of orthodox Hinduism, he strongly supported the cause of women’s education and set up many educational institutes for them.

Being a member of the Calcutta School Book Society (established in 1817), he helped in setting up a number of co-ed institutions. Radhakanta Deb also published Vidyalankar’s ‘Strisikshabidhayak’, which influenced the development of women’s education.

Question 4 Why was there a rift in the Brahmo Samaj of India?

Answer:

There a rift in the Brahmo Samaj of India:

Several factors were responsible for the rift in the Brahmo Samaj, among which the most prominent ones involved Keshab Chandra Sen himself, who was the then leader of the Brahmo Samaj. His affinity towards the British, belief in the reincarnation of God, his doubts about the concept of women’s liberation, and getting his 14 year old daughter (who was a minor) married to the Maharaja of Cooch Behar led to dissatisfaction among his followers.

Thus, his followers gave up the Bharatvarshiya Brahmo Samaj (led by Keshab Chandra Sen) and founded the Sadharan Brahmo Samaj. The latter was established in 1878 by Shibnath Shastri, Bijoy Krishna Goswami, Anandmohan Basu, Dwarkanath Gangopadhyay, and Durgamohan Das.

Question 5 Was the Farazi movement a movement of religious revival?
Answer:

The planters tortured the indigo cultivators in many ways.

For instance-

[1] The planters oppressed the cultivators and forced them to grow indigo instead of other crops.
[2] If the peasants declined to cultivate indigo, they were subjected to inhuman torture.
[3] The planters even evicted the peasants from their own villages in order to augment the plantation areas.
[4] The planters also went to the extent of burning down the peasants’ huts, abducting peasant women as well as forcibly taking away their livestock.

Question 6 Briefly describe how the planters tortured the indigo cultivators.
Answer:

The planters tortured the indigo cultivators:

In the second half of the 19th century, India witnessed the spread of Western education as well as the awakening of nationalism among the masses. These events resulted in the formation of several political organizations in the 19th century by people of different levels of society. So, this period has been aptly termed as the ‘age of associations’ by Dr. Anil Seal.

Question 7 Why is the second half of the nineteenth century called the ‘age of associations’?
Answer:

The second half of the nineteenth century called the ‘age of associations’:

In the second half of the 19th century, India witnessed the spread of Western education as well as the awakening of nationalism among the masses. These events resulted in the formation of several political organizations in the 19th century by people of different levels of society. So, this period has been aptly termed as the ‘age of associations’ by Dr. Anil Seal.

Question 8 How did the novel ‘Ananda Math’ inspire the spirit of nationalism?
Answer:

The novel ‘Ananda Math’ inspire the spirit of nationalism:

‘Anandamath’, by Bankim Chandra Chattopadhyay, published in 1882, is a fitting example of a literary work that aroused feelings of national consciousness among the Indian people. The message conveyed by this book to the Indians is to sacrifice their lives for the freedom of their motherland from British rule.

It states patriotism is the highest possible virtue. The song ‘Bande Mataram’, which features in this novel, became the national hymn. ‘Anandamath’ was translated in different Indian languages, due to which a number of people were inspired by its content.

Question 9 What was the role of the Indian Association for the Cultivation of Science in the development of Scientific Education in Bengal?
Answer:

the role of the Indian Association for the Cultivation of Science in the development of Scientific Education in Benga:

The Indian Association for the Cultivation of Science played an important role in the development of scientific education in Bengal during the 19th century because of the following reasons

[1] Scientific research was regularly conducted in different fields of physics and chemistry.
[2] Many renowned scientists and researchers from different countries came here to conduct their experiments and deliver lectures for popularising science.
[3] ‘Indian Journal of Physics’ was started with a view to publishing different scientific research works carried out in this institute.

Question 10 What was the objective of founding Vishva-Bharati?
Answer:

The objectives of founding Visva-Bharati were

[1] Proper integration of the educational philosophies of the West with that of the East.
[2] Harmonization of the educational ideals of the past and the present.
[3] Encouraging creative learning within a natural environment. With these objectives in mind, Rabindranath Tagore founded the Visva Bharati.

Question 11 With what objectives was the All India Trade Union Congress founded?
Answer:

The objectives for the establishment of the All India Trade Union Congress were-

[1] Including India as a member of the International Labour Organization,
[2] Launching a well-organized labor movement besides the anti-imperialist movements against the British,
[3] Meeting the rightful demands of the laborers.

Question 12 Why was the Workers’ and Peasants’ Party formed?
Answer:

The Workers’ and Peasants’ Party was formed due to the following reasons-

[1] Organizing workers’ and peasants’ movements against the oppression of the British on the working class.
2] For protecting the interests of the workers, laborers, and peasants.
[3] propagating the ideals of communism among people through periodicals and journals.
[4] For unifying the leftist groups.

Question 13 Why was Rashid Ali Day observed?
Answer:

Various student movements started in Calcutta in protest against the judgment given to Abdul Rashid, the captain of the Azad Hind Fauj. Rashid Ali was given 7 years of rigorous imprisonment in the trial which was held in the Red Fort at Delhi.

In protest against this, the Muslim Students’ League and the All India Students’ Federation called a Students’ Strike for the release of Captain Rashid Ali from prison. This day was later celebrated as Rashid Ali Day.

Question 14 Who are known as Dalits?
Answer:

Dalits:

From 1930, non-Brahmins, low caste Hindus and the untouchables came to be known as ‘Dalits’. Gandhiji termed them as Harijans. They represented the most exploited and poorest section of society.

Question 15 What is meant by the Instrument of Accession?
Answer:

Instrument of Accession:

After the independence of India the British government left the princely states free to join either India or Pakistan. The Instrument of Accession was as a legal document to enable each of the rulers of the princely states to join one of the new dominions of India or Pakistan created by the Partition of British India. The princely states were to be given freedom in their intellectual.

Question 16 Why was the Nehru-Liaquat Pact (1950) signed?
Answer:

The Nehru-Liaquat Pact (1950) was signed mainly to guarantee the rights of the minorities of India and Pakistan. The pact ensured peaceful cooperation between the two countries, safe transport of the refugees to their respective motherlands and proper return of their ancestral property, safe return of abducted refugee women as well as other related issues.

WBBSE Madhyamika Model Question Paper  History Group D

Answer Any Six Questions In Seven Or Eight Sentences, Taking At Least One From Each Segment

Question 1 Write a brief note on Women’s History.
Answer:

Women’s History:

The subject matter of History involves the whole of mankind, about half of which is comprised by women. However, it can be noted that even in the previous century, women were not given as much importance as men in the pages of history. The study of the role of women in history over time, which is known as women’s history, has begun only recently.

[1] Role of women in history: Women have contributed much to the history of every era. Nefertiti, Cleopatra, Razia, Nur Jahan, Durgavati and several other female figures have been known to have gained immense political power in the Ancient and Middle Ages. Since then, till date, there have been a number of instances where women have occupied leading social, economic and political positions in different countries all over the world.

[2] Neglect of women in history: Though the revolts, battles, and political and diplomatic activities of men have been recorded in history, the same has not been done in the case of women. Female leaders, struggles by women for their rights, their demands, their movements, and their progress in art and culture-all have not been given enough importance in history.

[3] The inception of women’s history: In recent times, researchers have started giving importance to the role of women in shaping history. It was only in the 1970s that women’s history began to come into the limelight. As a result, women’s history is gradually gaining prominence at present.

[4] Women’s history in the West: In the past few years, women’s history has gained importance in the West as well. Thus, a number of books dealing with this topic have been written by scholars like Joan Kelly, Gerda Lerner, Betty Friedan, and Judith Butler.

[5] Women’s history in India: In India, women’s history has developed at the hands of prominent scholars like Neera Desai, Geraldine Forbes, B R Nanda and Kamla Bhasin. In West Bengal, women’s history gained importance in the works of scholars like Dinesh Chandra Sen, Ramendra Choudhury, Chitra Deb, Johra Parul, Maleka Begum and Mahmood Shamsul Haque.

Question 2 Explain Swami Vivekananda’s ideals of religious reform.
Answer:

Swami Vivekananda’s ideals of religious reform:

Swami Vivekananda (1863-1902 AD) was a representative of spiritualism, patriotism and nationalism in India in the 19th century. The ideal of religion that he propagated came to be known as ‘Neo- Vedanta’. Let us now look into his ideas of religious reform.

[1] Aim: Vivekananda experienced poverty and grief in his personal life. He also witnessed the poor living conditions of the people of India. These, combined with the teachings of Sri Ramakrishna, influenced him to think deeply about the concept of religion in India.

He wanted to free people from the clutches of meaningless rituals that were closely related to religion in his times. His aim was to instill in people the idea that selfless service to man was actual service to God.

[2] A new interpretation of religion: The propounder of the ancient philosophy of Advaita Vedanta in India was Sri Adi Shankaracharya (788-820 AD). Swami Vivekananda gave a new interpretation to the Advaita philosophy, which came to be known as ‘Neo-Vedanta’. He explained that Lord Brahma was present everywhere and to serve other human beings was to serve Him.

[3] Chicago Summit: Swami Vivekananda attended the Parliament of Religions in Chicago, USA in 1893 (September 11- 27). There, he talked about the ideals of universal tolerance, love, and brotherhood as mentioned in Advaita Vedanta.

[4] ‘Samadhi’ or trance: ‘Samadhi’, a state of trance, was not given much importance in the Advaita philosophy. But, in his concept of Neo-Vedanta, Swami Vivekananda emphasised ‘samadhi’ as a process for human beings to attain salvation.

Question 3 Why did the Santhals rebel in 1855?
Answer:

The nature of the Santhal Rebellion, which broke out in 1855, was as follows-
[1] It was a rebellion of the tribal people against the colonial rulers.
[2] It was a protest of the poor peasants and workers against British imperialism.
[3] By nature, it was a resistance movement of the peasants and laborers against the British rule-supported by the potters, weavers, chamars, and domes.

Question 4 What was the attitude of the educated Bengali society towards the Great Revolt (1857)?
Answer:

The attitude of the educated Bengali society towards the Great Revolt (1857):

The educated Indians did not take an active part in the Revolt of 1857, rather, they went against it. Almost all the revolutions which succeeded in the world had the support and cooperation of the educated classes, who became the leaders of the revolution. However, it did not go along similar lines in the Revolt of 1857.

The educated Bengalis were afraid because their newly acquired services landed property, title, honour, prestige-everything dependent on British supremacy. If the revolt became successful, they would lose everything. This was why educated Bengalis, with one or two honourable exceptions, competed with each other to prove their loyalty to the British and failed to respond even emotionally to the call of rebels.

Question 5 Explain the relationship between printed books and the spread of education.
Answer:

The relationship between printed books and the spread of education:

During the 18th and 19th centuries people of India were largely illiterate. With the introduction of printed books dissemination of knowledge became easy.

[1] Printed books were cheaper than handwritten books and the public could afford to buy printed books which helped in the dissemination of knowledge.

[2] The Bible, the Ramayana, the Mahabharata and other Indian literary works, as well as various textbooks, were printed and translated in several languages such as Bengali, Hindi, Marathi, and so on. These translated books were made available to the people even in rural areas.

[3] Newspapers were printed and published, which helped in the dissemination of education among students and even among women.

[4] Cheaply printed books were made available to the students which helped in the spread of education among them.

[5] Literacy spread as more people were able to read in their mother tongue.

Question 6 What was the role of Bengal Technical Institute in the development of technical education in Bengal?
Answer:

The role of Bengal Technical Institute in the development of technical education in Bengal:

Bengal Technical Institute was established by Taraknath Palit in Calcutta in 1905 when the Swadeshi Movement started against the partition of Bengal.

Its contributions towards the spread of technical education are as follows-

[1] Initiative for national education: During the Swadeshi Movement, an attempt was made to establish a national system of education as an alternative to the education system of the British government. One of the objectives of national education was the spread of indigenous technical education. So Taraknath Palit, an Indian lawyer, founded the Bengal Technical Institute in Calcutta on July 25, 1906.

[2] Association with other institutes: In order to spread the indigenous system of education, Bengal Technical Institute merged with Bengal National College in 1910 and formed the Bengal National College and Technical School. This joint institution was renamed the College of Engineering and Technology (CET) in 1928.

[3] Activities: After the merging of the institutions, arrangements were made for the cultivation of various subjects like Physics, Chemical Technology, Industrial Technology etc., besides the disciplines of Humanities. As a result, several educated Bengalee youths could receive technical education and become self-dependent.

[4] Journals: The students of the College of Engineering and Technology, published a journal named ‘Tech’. They dedicated the first edition of this journal to those who had dreamt of national education during the age of the Swadeshi Movement.

Question 7 Write a note on the debate between Gandhi and Ambedkar on Dalit rights.
Answer:

The debate between Gandhi and Ambedkar on Dalit rights:

‘Dalits’ or the ‘untouchables’ were excluded from the four-fold varna system and formed the unmentioned fifth varna, and so they were also called ‘Panchama’. Both Mahatma Gandhi and B R Ambedkar were aware of the problem of very much untouchability of the Dalits but they held two opposite views regarding the Dalit issue.

To Gandhiji, the untouchables, who came to be known as ‘Dalits’, were an integral part of the Hindu fold. However, to Ambedkar, the ‘Dalits’ were not a part of the Hindus. Gandhiji was against separating Dalits from Caste Hindus by creating a separate electorate for them.

To Ambedkar, Dalits were ‘a part apart’ a group of uniquely oppressed people and stood for the annihilation of caste. In the First and Second Round Table Conferences, Ambedkar supported separate electorates for the Dalits, but to Gandhiji, the untouchables (Dalits) were a part of Hinduism and a separate electorate for them would create a division in Hinduism.

When Ramsay MacDonald’s Communal Award was announced, giving separate electorates to Dalits, Gandhiji protested with a fast unto death, and this brought him into direct confrontation with Ambedkar. For Ambedkar, the problem was simple. He argued that after Gandhiji’s death, in villages throughout India, there would be programs directed against Dalits and massacres.

Ambedkar surrendered and the Poona Pact formalized this with reserved seats for Dalits. According to the Poona Pact (24th September 1932), the system of a separate electorate for the Dalits was canceled. In exchange, the reserved seats for the Dalits were increased from 71 to 147.

In the Central Legislature 18% of the seats which were allotted to the general electorate for British India, were reserved for the Dalits. After their release from Poona Jail, Gandhiji engaged himself with the movement of the Dalits whom he called ‘Harijan’. On the other hand, Ambedkar could not accept the Poona Pact from the core of his heart.

So he continued to keep away from the Congress, dominated by the leaders belonging to the upper caste. On the other hand, he took initiative to safeguard the interests of the Dalits separately. With this end in view, he established a political association named the ‘Independent Labour Party’.

In order to unite all the Dalit groups of different regions of India, he formed All India Scheduled Caste Federation in July 1942. At last, he challenged Gandhi in 1956 and gave up all relations with Hinduism.

Question 8 How was India reorganized on the basis of language after independence?
Answer:

India has been a multilingual country since ancient times. After independence, the question of determining the official language for united India became a vital issue.

[1] Controversy: A controversy arose as to which language should be used to maintain communication between the central and state governments as well as for the transaction of central government issues.

The controversy mainly revolved around English and Hindi languages. Finally, in 1950, the Hindi language was recognized as the official language by the Constitution.

[2] Official Languages Commission (1955): The Official Languages Commission was formed in 1955.

The recommendations in the report of the commission are as follows-

[1] The Hindi language will be the official language of India.
[2] The use of English in official work will continue till January 26, 1965.
[3] After January 26, 1965, Hindi will be the sole official language.

[3] Official Languages Act (1953): The Official Languages Act was passed by the Indian Parliament in 1963.

This act stipulated that-

[1] English will continue to be used in official work along with Hindi, even after 1965.
[2] The state legislatures will get the right to determine the official language for their respective states.

[4] Official languages in 1964: According to the Official Languages Act 1963, the different state legislatures determined their respective state languages. As a result 14 Indian languages were included as official languages in the 8th Schedule of the Indian Constitution.

These languages were-

[1] Assamese,
[2] Bengali,
[3] Gujarati,
[4] Hindi,
[5] Kannada,
[6] Kashmiri,
[7] Malayalam,
[8] Marathi,
[9] Oriya,
[10] Punjabi,
[11] Sanskrit,
[12] Tamil,
[13] Telugu and
[14] Urdu.

WBBSE Madhyamika Model Question Paper History Group E

Answer Any One Question In Fifteen Or Sixteen Sentences

Question 1 What was the Anglicist-Orientalist Controversy in the field of education? Discuss the role of Calcutta University in the spread of higher education.
Answer:

The Anglicist-Orientalist Controversy in the field of education

1st part: Earlier the discussion of history included only the tales of royal families, the rise and fall of dynasties, the exploits of heroes and generals, the lifestyle of the upper classes, and so on. However, in recent times the study of history has become more interesting and diversified due to the inclusion of several new topics.

These are as follows—

(1)Activities of kings: History still continues. to discuss wars, conquests, the establishment of peace, treaties, the rise and fall of dynasties, etc.

(2)Discussion about the elite class: The discussion about the aristocrats, landlords, feudal lords, etc., still constitutes an important part of historical discussion.

(3)Discussion about the common people: Though the lifestyle, food habits, dress, art and culture, sports, environment, etc-., of the common people were neglected in earlier times, nowadays these aspects of common life have found much importance.

(4)Local History: Nowadays much importance is being given to the study of local and regional history. So the people of all continents, countries, cities, and villages have now been included in the purview of history.

(5)History of science: The study of history also includes the continuous development of science, technology, and medical science since ancient times.

2nd part: The British wanted to promote higher education prevalent in India, modeled on the system of education in the West. With this view, the University of Calcutta was established at the time of Lord Canning in 1857 (January 24). The role of this university in spreading higher education in India is immense.

[1] Western system of education: The University of Calcutta is the oldest of the modern universities in India. It was also the first Western-style university in the whole of Asia. Initially, higher education in the region extending from Lahore to Rangoon as well as Sri Lanka was supervised by this university.

[2] Excellence in education: The level of education in this university reached its peak of excellence during the Vice- Chancellorship of Sir Asutosh Mukhopadhyay (1906-14 and 1921- 23). It was during his time that research works in the fields of arts and science gained worldwide recognition. Many scholars from around the world came and taught here on his request. Rabindranath Tagore himself was a chief examiner at this university.

[3] First graduates: Jadunath Bose and Bankim Chandra Chatterjee became the first graduates from the University of Calcutta in 1858. The first D.Litt. in Asia, Benimadhab Barua, was also a student of this university.

[4] Noteworthy students: Some of the noteworthy students of this university were Jagadish Chandra Bose, Prafulla Chandra Ray, Satyendra Nath Bose, Meghnad Saha, C.V. Raman, Sarvepalli Radhakrishnan, R.C. Majumdar, Suniti Kumar Chatterji, Niharranjan Roy and Subhas Chandra Bose. All of them are known for their exceptional contributions in different fields.

Question 2 Briefly discuss the nature of the Great Revolt of 1857.
Answer:

The nature of the Great Revolt of 1857:

Debates exist on the nature or character of the Revolt of 1857.

These can be discussed as follows-

[1] Sepoy Mutiny: Akshay Kumar Dutta, Harish Chandra Mukhopadhyay, Dadabhai Naoroji, Charles Rex, and several others termed the Revolt of 1857 to be merely a mutiny of the sepoys. According to Charles Rex, “It was only an uprising of the sepoys.”

[2] Revolt of landlords: Rajani Palme Dutt, Ramesh Chandra Majumdar, Surendranath Sen, and others have opined that the Revolt of 1857 was mainly an uprising of the orthodox and feudal powers. According to them, feudal lords such as Nana Saheb, Rani Laxmi Bai, Kunwar Singh, etc., participated in this revolt in order to achieve their own objectives.

[3] Revolt of the masses: Historians such as Norton, Malleson, Ball, John Kay, etc., noticed the participation of the common people in this revolt and termed it as a revolt of the masses. According to them, this revolt spread fast from Delhi, Lucknow, Awadh, Kanpur, Bareilly, Jhansi, and Bihar into other parts of the country.

[4] National revolt: Historians Outram, Duff, Robertson, the Tory leader Disraeli, the socialist Karl Marx, and several others have termed this revolt to be a national revolt. According to them, apart from the sepoys of Muzaffarnagar, Bihar, and Uttar Pradesh, civilians and people from the zamindar class also launched anti-British movements during this stage.

[5] The first war of independence: Revolutionary leader V D Savarkar and some others call the Revolt of 1857 the first war of Indian independence. Professor Harinath Mukhopadhyay, Professor Susobhan Sarkar, etc., also give this revolt the name of a national struggle for Indian freedom.

[6] Great Revolt: Several nationalist historians have pointed out the popularity of the revolt in different levels of society, and thus term it the Great Revolt.

WBBSE Solutions For Class 10 History Map Pointing 

Question 1 On the given outline map of India, locate and label the following places:
Answer:
[1] A centre of Portuguese trade-Diu,
[2] A centre of the Wahabi movement in Bengal-Barasat,
[3] A centre of Santhal uprising-Giridih,
[4] Region of Munda Rebellion,
[5] A centre of the revolt of 1857-Jhansi,
[6] Madras Presidency,
[7] A centre of Indigo Rebellion-Jessore,
[8] A centre of Congress activities-Lucknow,
[9] The first session of the Indian National Congress was held- in Bombay,
[10] The capital of Eastern Bengal and Assam-Dacca,
[11] Capital of Nagaland- Kohima,
[12] Armoury raid by Surya Sen-Chittagong,
[13] The princely state of Junagadh

Question 2 On the given outline map of India, locate and label the following places.
Answer:
[1] A trading centre of the English East India Company-Madras,
[2] The area of Sannyasi-Fakir Revolt,
[3] Area of Chuar Rebellion,
[4] A centre of the Revolt of 1857-Meerut,
[5] An important centre of Indian National Congress activities-Calcutta,
[6] A centre of Gandhiji’s Satyagraha movement-Ahmedabad,
[7] A violent incident occurred during Non-Cooperation movement-Chauri Chaura,
[8] Session of the Indian National Congress in 1929-Lahore,
[9] The princely state of Hyderabad

Question 3 On the given outline map of India, locate and label the following places.
Answer:
[1] French-occupied territory in India-Pondicherry,
[2] Colony of the Portuguese-Goa,
[3] Regions of Santhal Rebellion,
[4] An important centre of the Revolt of 1857-Kanpur,
[5] An important session of the Indian National Congress held-Surat,
[6] Mahatma Gandhi was born- in Porbandar,
[7] The place where the Jalianwalla Bag incident occurred-Amritsar,
[8] A centre of the Satyagraha movement led by Vallabhbhai Patel-Bardoli,
[9] An important centre of the Quit India Movement in Bengal-Tamluk,
[10] Capital of Manipur-Imphal,
[11] Maharashtra

Question 4 On the given outline map of India, locate and label the following places,
Answer:
[1] The centre of Kol Rebellion-Chotanagpur,
[2] A centre of peasant rebellion-Pratapgarh,
[3] Location of Poona Sarvajanik Sabha-Poona,
[4] Mitra Mela established by Vinayak Savarkar-Nasik,
[5] The Imperialist Forest Research Institute was established in 1906-Dehradun,
[6] An important centre of the peasant movement during the Quit India Movement-Muzaffarpur,
[7] The communal riot took place before independence-Noakhali,
[8] The princely state of Kashmir,
[9] Chattisgarh,
[10] Telangana,
[11] Gujarat

WBBSE Madhyamika Model Question Paper History Group A

Question 1 World Environment Day is observed on-
1. 18th January
2. 24th February
3. 8th March
4. 5th June

Answer: 4. 5th June

Question 2 Indians learned about the use of the potato from-
1. The Portuguese
2. The English
3. The Mughals
4. The Dutch

Answer: 1. The Portuguese

Question 3 The first official Education Commission (Hunter Commission) was formed in-
1. 1872 AD
2. 1882 AD
3. 1878 AD
4. 1890 AD

Answer: 2. 1882 AD

Question 4 Debendranath Tagore joined the Brahmo Samaj in-
1. 1830 AD
2. 1833 AD
3. 1843 AD
4. 1850 AD

Answer: 2. 1833 AD

Question 5 The Renaissance in Bengal was-
1. Individual centered
2. Institution centered
3. Calcutta based
4. Village-based

Answer: 3. Calcutta based

Question 6 The beneficiaries of the Second Forest Law (1878) were-
1. Tribal communities
2. The British Government
3. The merchant class
4. Both the British Government and the tribal communities

Answer: 2. The British Government

Question 7 The word ‘hool’ denoted-
1. God
2. Freedom
3. Weapons
4. Revolt

Answer: 4. Revolt

Question 8 The main objective of the Queen’s Proclamation (1858) was-
1. To gain the obedience of the Indian people
2. To give the British the right of the monopoly of trade in India
3. To grant the right of self-determination to the Indian subjects
4. To release the Indian prisoners of the Great Revolt of 1857

Answer: 1. To gain the obedience of the Indian people

Question 9 The President of the Landholders’ Society was-
1. Raja Radhakanta Deb
2. Prasanna Kumar
3. Tagore Raja Rammohan Roy
4. Dwarka Nath Tagore

Answer: 1. Raja Radhakanta Deb

Question 10 The secretary of the Hindu Mela was-
1. Nabagopal Mitra
2. Gaganendranath Tagore
3. Rajnarain Bose
4. Gaganendranath Tagore

Answer: 2. Gaganendranath Tagore

Question 11 The year in which the first Bengali book was printed was-
1. 1556 AD
2. 1785 AD
3. 1778 AD
4. 1800 AD

Answer: 3. 1778 AD

Question 12 The first Principal of Bengal Technical Institute was-
1. Aurobindo Ghosh
2. Satish Chandra Bose
3. Jogesh Chandra Ghosh
4. Pramatha Nath Bose

Answer: 4. Pramatha Nath Bose

Question 13 The person known as ‘Deshapran’ was-
1. Satish Chandra Samanta
2. Aswini Kumar Dutta
3. Birendra Nath Sasmal
4. Jatindra Mohan Sengupta

Answer: 3. Birendra Nath Sasmal

Question 14 The Moplah Revolt (1921) took place in-
1. The Malabar coast
2. The Konkan coast
3. The Godavari basin
4. The Telengana region

Answer: 1. The Malabar coast

Question 15 The Meerut Conspiracy Case (1929) was instituted against-
1. The Indian National Congress
2. The revolutionaries
3. Trade union leaders
4. Peasant leaders

Answer: 3. Trade union leaders

Question 16 Nari Satyagraha Samiti was founded during-
1. The Anti-Partition Movement in Bengal
2. The Non-Cooperation Movement
3. The Civil Disobedience Movement
4. The Quit India Movement

Answer: 3. The Civil Disobedience Movement

Question 17 The person known as ‘Master-da’ was-
1. Sachindra Prasad Bose
2. Surya Sen
3. Krishna Kumar Mitra
4. Hem Chandra Ghosh

Answer: 1. Sachindra Prasad Bose

Question 18 The Self-Respect Movement in Madras was started by-
1. Ramaswami Naicker
2. Narayan Guru’
3. Bhim Rao Ambedkar
4. Gandhiji

Answer: 1. Ramaswami Naicker

Question 19 The largest Princely State in India on the eve of Independence was-
1. Kashmir
2. Hyderabad
3. Junagadh
4. Jaipur

Answer: 2. Hyderabad

Question 20 The reorganized state of Kerala was situated in-
1. The Godavari basin
2. Southern Orissa
3. The Kathiawad peninsula
4. The Malabar coast

Answer: 4. The Malabar coast

WBBSE Madhyamika Model Question Paper History Group B

Answer any sixteen questions, taking at least one from each sentence:

Answer each of the following questions in one

Question 1 What is the name of the autobiography of Bipin Chandra Pal?
Answer:

The name of the autobiography of Bipin Chandra Pal is Known as ‘Sattar Batsar’.

Question 2 Who was the first Indian Vice-Chancellor of Calcutta University?
Answer:

The first India Vice-Chancellor of Calcutta University was Gurudas Banerjee.

Question 3 In which year was the ‘Indigo Commission’ formed?
Answer:

The Indigo Commission was formed in the year 1860.

Question 4 Who wrote ‘Barna Parichay’?
Answer:

Barna Parichay:

‘Barna Parichay’ was written by Pandit Iswar Chandra Vidyasagar.

WBBSE Madhyamika Model Question Paper History Identify Which Of The Following Is ‘True’ or ‘False’

Question 1 The book ‘Nadiya Kahini’ belongs to Urban History.
Answer: False

Question 2 Baba Ram Chandra was a leader of Brahmo Samaj.
Answer: False

Question 3 Subhas Chandra Bose founded the Forward Bloc.
Answer: True

Question 4 ‘Lakshmi Bhandar’ was founded by Basanti Devi.
Answer: False

WBBSE Madhyamika Model Question Paper History Match Column A with Column B

Column 1	Column 2
(1) Thomas Babington Macaulay	(A) Landholders society
(2) Keshab chandra sen	(B) Bartaman Bharat
(3) Raja radhakanta Deb	(C) Western education
(4) Swami Vivekananda	(D) Nababidhan

Answer: 1-C,2-D,3-A,4-B

Question 1 On the given outline map of India, locate and label the following places:

1 A center of the Wahabi Movement in Bengal-Barasat

Answer:

2 A center of the Indigo Revolt-Jessore- Nadia

Answer:

3 One of the centers of the Great Revolt (1857)-Meerut

Answer:

4 The reorganized state (1960) of Maharashtra

Answer:

Select the correct interpretation of the following statements:

Question 1 Statement: Halhead wrote his Bengali Grammar to teach the Bengali language to British officials.

Interpretation 1: As British officials in India liked the Bengali language and literature.

Interpretation 2: As knowledge of the Bengali language was essential for their promotion.

Interpretation 3: As it was essential for the. British officials to know the Bengali language in order to carry out commerce and administration in this country.

Answer:
Interpretation 3: As it was essential for the. British officials to know the Bengali language in order to carry out commerce and administration in this country.

Question 2 Statement: The Bardoli Satyagraha was instituted in 1928 AD

Interpretation 1: It was a movement of the poor landless agricultural laborers against the exploitation of the rich landed peasantry.

Interpretation 2: It was a movement against the increased revenue demand of the Government by the rich landed peasantry.

Interpretation 3: It was a joint movement of both the rich landed peasantry and the landless agricultural laborers against the revenue hike by the Government.

Answer:
Interpretation 2: It was a movement against the increased revenue demand of the Government by the rich landed peasantry.

Question 3 Statement: Bhogeshwari Phukonani was killed in police firing during the Quit India Movement (1942).

Interpretation 1: Bhogeshwari Phukonani was killed in an armed encounter with the police.

Interpretation 2: The fugitive Bhogeshwari Phukonani was shot dead by the police when she refused to surrender.

Interpretation 3: Bhogeshwari Phukonani was shot dead by the police while trying to hoist the national flag at the police station in the Nowgong District of Assam.

Answer: Interpretation 3: Bhogeshwari Phukonani was shot dead by the police while trying to hoist the national flag at the police station in the Nowgong District of Assam.

Question 4 Statement: Gandhiji began a fast unto death in protest against the provision of a separate electorate for the Depressed Classes granted in the Communal Award (1932).

Interpretation 1: Gandhiji was opposed to the electoral rights of the Depressed Classes.

Interpretation 2: Gandhiji began his fast to oppose the attempt to create a division within the Hindu Community.

Interpretation 3: Gandhiji began his fast of protest at the direction of the Indian National Congress.

Answer: Interpretation 2: Gandhiji began his fast to oppose the attempt to create a division within the Hindu Community.

WBBSE Madhyamika Model Question Paper History Group C

Answer the following questions in two or three sentences only (any eleven):

Question 1 What are the limitations of government documents as sources of modern Indian history?
Answer:

The limitations of government documents as sources of modern Indian history:

It will perhaps not be correct for scholars to assume that the documents and reports contain all relevant information on the subject. Nor will it be proper to accept the facts mentioned in the reports as accurate in all respects. These sources should be checked. There might be biased or exaggerated views.

This becomes particularly true when dealing with modern Indian history where the British account is very often vastly different from how Indians of the time have written about it. Thus, all the facts narrated in these documents are not to be accepted at face value but are to be corroborated by other independent sources.

Question 2 What is meant by autobiography and memoir?
Answer:

Autobiography and memoir:

The life history of an individual, written by himself, is called an autobiography. Memory is an account of an individual’s life and experience. It is a piece of writing based on the writer’s personal knowledge and experiences.

Question 3 What was the principal objective of the Christian missionaries in introducing western education in India?
Answer:

The principal objective of the Christian missionaries in introducing western education in India:

The role of the Christian missionaries was very significant in the spread of western education in India. The principal objective of the Christian missionaries in introducing western education was to spread Christianity among the people of India.

The missionaries thought that western education would destroy the faith of the Indians in their own religion and lead them to embrace Christianity.

Question 4 What is meant by ‘Nababidhan’?
Answer:

Nababidhan:

Keshab Chandra Sen was a great social reformer of 19th-century Bengal. He came under the influence of Ramakrishna Paramhansa. He established a syncretic school of spiritualism called the ‘Nababidhan’ or New Dispensation which attempted to incorporate the best principles of Christianity within the framework of Hindu thought.

This syncretic religious philosophy promoted fraternity and love and also chastised the evils that persisted in society. It enunciated the ideology that ‘God is conscience’.

Question 5 What was the significance of the Chuar Revolt (1798-1799)?
Answer:

The significance of the Chuar Revolt (1798-1799):

At the initial phases of British rule in India, a tribe named ‘Chuar’ inhabited the northwestern part of the present Midnapore district and the southwestern part of the Bankura district. They rose against British rule during the second phase of the eighteenth century.

The importance of the results of this revolt can be discussed as follows-

[1] Acts of cruelty and torture: To subjugate the Chuar Revolt, the British government initiated acts of cruelty and torture against the Chuar tribe. They killed Rani Shiromoni and arrested Durjan Singh.

[2] One of the early revolts and rebellions: The Chuar Revolt was one of the early movements against British rule. The revolt initiated by the illiterate and so-called backward Chuars paved way for the revolts that took place in the next century.

[3] Unity among the peasants and zamindars: The Chuar Revolt was not a revolt against the Indian zamindars. It was a revolt that witnessed the unity between the zamindars and the peasants.

[4] Formation of ‘Jungalmahal’: To impose strict restrictions against the Chuar tribe, the British government changed the law and order. A separate district named Jungalmahal’ was established surrounding the city of Bishnupur, to control the Chukars.

Question 6 Was the Farazi Rebellion simply a religious movement?
Answer:

Farazi Rebellion simply a religious movement:

The Faeazi Rebellion started as an Islamic revivalist movement but ultimately it turned into an anti-imperialist as well as anti-British struggle aiming at the restoration of Mohammedan power in India. It was a part of the freedom movement of India and the rebels aimed at ousting the British from India.

Question 7 With what objective was the Landholders’ Society founded?
Answer:

The Landholders Society was established on November 12, 1938. It was actually a political association

[1] Its principal aim was to protect the interests of the Landlords and Zamindars.
[2] Rajendra Lal Mitra, one of the leaders of the society, spoke for the protection of the rights of the riots as well. Such Associations came to be established in later years.

Question 8 What was the contribution of the novel ‘Anandamath’ to the rise of national awakening in the 19th century?
Answer:

The contribution of the novel ‘Anandamath’ to the rise of national awakening in the 19th century:

Bankim Chandra in his novel ‘Anandamath’ upheld patriotism as the highest political virtue. The famous song ‘Bande Mataram’ which features in his novel ‘Anandamath’, became the national hymn. The concept of Bharatmata emerged from the ‘Anandamath’. It inspired the Indians to sacrifice their lives for the emancipation of their motherland.

Question 9 What was the impact of the development of the printing press on the cultural life of Bengal?
Answer:

The impact of the development of the printing press on the cultural life of Bengal:

Before the invention of the printing press, education was confined to the upper class of society. But after the development of the printing press, printed books were available to the common people at low prices. This helped in the spread of mass education in Bengal. Various works of translation were published by the Serampore Press and thus Bengali literature could reach the common people.

Question 10 Why was the colonial system of education defective?
Answer:

The colonial system of education was defective in the following ways:

[1] The colonial system of education was confined to a limited section of Indian society. People who lived in the villages were deprived of the benefit of western education.
[2] The colonial system of education neglected women’s education and could not attract the Muslim community.
[3] The greatest defect was that it was neglected. the education of the people at the elementary stage.

Question 11 What were the causes of the Moplah? Revolt (1921)?
Answer:

The exploited Muslim peasants of the Malabar coast of south India were known as Moplahs.

The causes of the Moplah Rebellion were as follows-

[1] In 1921 the rebellion began as a reaction against a heavy-handed crackdown on the Khilafat movement by the British authorities.
[2] The root cause of the rebellion was the oppression and exploitation of the ‘Nambudiri’ and Nair Hindu Brahmin landlords.
[3] The land tenure system in Malabar was quite unfavorable to the Moplah tenants, there was complete insecurity of tenure. The Moplah could be ejected from their lands without any appropriate notice.
[4] Another cause of the rebellion was the ever-increasing land rent of the British and the question of tenancy rights.

Question 12 With what objective was the Congress Socialist Party founded?
Answer:

In 1934 the Congress Socialist Party was formed under the chairmanship of Narendra Dev in Patna. Sampurnanand, the UP Congress leader, drew up a manifesto of the Congress Socialist Party which wanted a reconstruction of the Indian society and economy on the basis of socialism.

The objective of the party was:

[1] Development of the economic life of the country to be planned by the state,
[2] Redistribution of land among the peasants,
[3] The organization of Cooperative societies for production and distribution,
[4] The organization of workers and peasants for their economic development,
[5] The socialization of key industries and
[6] Carrying on the movement for the achievement of independence and socialism.

Question 13 Why did the women of Bengal, observe Arandhan (non-cooking) on 16th October 1905?
Answer:

Bengal was partitioned in 1905 by Lord Curzon. Women of Bengal resisted the plan of partition to pressurize the British Government to repeal the partition. On the day of partition (16 October 1905) they observed ‘Arandhan’ day (non-cooking) as a mark of protest against the partition.

Question 14 Why is Nanibala Devi remembered?
Answer:

Nanibala Devi was a female revolutionary. She was a member of the Jugantar Party. She gave shelter to the underground revolutionaries in Chandannagore. She posed as the wife of Ramchandra Majumdar, a freedom fighter, and leaked information to imprisoned revolutionaries.

To escape from the eyes of the police she escaped to Peshwar. Her acts inspired the women of Midnapore to take up arms against the British and fire at them.

Question 15 Why is Sardar Patel called ‘The Iron Man of India’?
Answer:

Sardar Patel called ‘The Iron Man of India’:

When the British left India there were hundreds of princely states in India. Sardar Vallabhbhai Patel, who took the responsibility of integrating these princely states, persuaded almost every princely state to accede to India. All the states of free India except Kashmir, Hyderabad, and Junagadh immediately joined the Indian Union.

In the case of Kashmir, Hyderabad, and Junagadh where Patel’s appeal went unheard he did not hesitate to annex those states by force. His commitment to national integration was total and uncompromising, earning him the sobriquet of the ‘Iron Man of India’.

Question 16 Under what circumstances was the State Commission (1953) Reorganisation constituted?
Answer:

The State Reorganisation Commission (1953) was formed by Jawaharlal Nehru to formulate the policy of state reorganization in the determination of interstate borders. The commission consisted of Hon’ble Justice Fazal Ali (President) and two other members KM Panikkar and Hridaynath Kunzru.

WBBSE Madhyamika Model Question Paper History Group D

Answer the following questions in seven or eight sentences each.

Attempt one question from each Subgroup. Answer six questions in all:

Question 1 Why is Wood’s Despatch (1854) called the Magna Carta of the spread of education in India?
Answer:

Wood’s Despatch (1854) called the Magna Carta of the spread of education in India:

Several educational institutions were built in the period of Lord Bentinck. However, there was no parity among both educational and administrative patterns in these institutions. Under these circumstances, the President of the Board of Control, Sir Charles Wood, devised a plan to bring about parity among all institutions governed by the British. This plan is known as Wood’s Despatch (1854).

[1] Suggestions:

The suggestions offered by the Woods Despatch were:

[1] Division of each and every educational institution into 5 sets.
[2] Opening more primary and secondary schools in India. More colleges were also to be opened so as to give the students a chance to complete their studies in their homeland.
[3] Establishment of a university in each of the three Presidencies.
[4] Establishment of a separate education department.
[5] Appointment of an officer to govern the Higher Education departments.
[6] Begin the process of teacher training.
[7] Allow the use of one’s mother tongue in educational institutions.
[8] Increase teaching of English in higher education.
[9] Growth in female education.

[2] Bible of western education: Indian education system came to be built on the basis of western education institutions due to Wood’s Despatch.

Question 2 Explain Sri Ramakrishna’s ideas of Sarva Dharma Samanwaya (religious harmony).
Answer:

The concept of ‘Sarva Dharma Sama Bhava’ can be discussed as follows-

[1] Sarva Dharma Sama Bhava is an Indian concept embodying the equality of all religions. The concept was embraced by Ramkrishna Paramhansa.

[2] He recognized the difference among religions but realized that in spite of these differences, all religions lead to the same ultimate goal and hence they are all valid and true. By studying different religions, he came to the conclusion that all religions are essentially the same.

He believed that all paths led to the same goal. He saw God in everything and in everyone. It is like the Hindus, the Muslims, and the Christians calling the same substance by different names, for example, jaw, water, and pain, His famous doctrine was ‘Yato mata data path (i.e., as many opinions, as many ways).

Question 3 What was the attitude of the educated Bengali society towards the Great Revolt (1857)?
Answer:

The attitude of the educated Bengali society towards the Great Revolt (1857):

The educated Indians did not take an active part in the Revolt of 1857, rather, they went against it. Almost all the revolutions which succeeded in the world had the support and cooperation of the educated classes, who became the leaders of the revolution. However, it did not go along similar lines in the Revolt of 1857.

The educated Bengalis were afraid because their newly acquired services landed property, titles, honor, prestige-everything dependent on British supremacy. If the revolt became successful, they would lose everything. This was why educated Bengalis, with one or two honorable exceptions, competed with each other to prove their loyalty to the British and failed to respond even emotionally to the call of rebels.

Respect for the culture and civilization ushered in by British rule made the educated Bengalees side with the British in 1857. During the heydays of the sepoy revolt, the patriots according to Ram Gopal Ghosh, contemporary authority, sympathized with the British administration in India. The educated people and leaders of Bengal stood enamored.

It was natural for them to desire that the Revolt should end early so that there might be rapid undisturbed progress of British culture in the country. If the educated class did not respond to the Revolt, it was not because they were lacking in initiative.

The reason was that they were always progressive in outlook, looking forward and not reactionary, looking backward. The educated middle class was financially weak they were dependent on the foreign rule for their income.

The possibility of a return to the Early Stages of Collective Action: Characteristics and Analyses of anarchy and disorder prevailing immediately before the British rule induced them to render help to the British Government to ensure victory over the rebels.

Question 4 Analyse the role of Surendranath Banerjee in the foundation and development of the Indian Association.
Answer:

The role of Surendranath Banerjee in the foundation and development of the Indian Association:

Under the initiative of Surendranath Bandopadhyay, Anandamohan Bose, Sivanath Sastri, Dwarkanath Ganguly, etc., the Indian Association, or Bharat Sabha was established in 1876. Through several activities, Surendranath Bandopadhyay soon became the most prominent person in the Bharat Sabha.

[1] Nationwide campaign: In order to establish the Bharat Sabha as a national body, Surendranath Bandopadhyay traveled to various places across the country and participated in several activities to create a favorable public opinion.

[2] Establishment of branches of the Bharat Sabha: Surendranath Bandopadhyay took the initiative of setting up several branches of Bharat Sabha across India and was successful in setting up branches at Lucknow, Meerut, Lahore, etc.

[3] Leadership in protest movements: Surendranath led several anti-British movements and popularised the Bharat Sabha among the Indian masses.

[1] He appealed for raising the minimum age limit for appearing in the ICS examination from 18 to 22 years.
[2] He led several movements against the Vernacular Press Act and the Arms Act (1878) by Lord Lytton.
[3] He also organized movements in support of the Ilbert Bill.
[4] He organized movements in order the protect the interests of the peasants.

[4] All India National Conference: Under the initiative of Surendranath Bandopadhyay, the All India National Conference was held in Calcutta in 1883.

[5] Inspiration for the establishment of the Congress: Dr. Amalesh Tripathi termed the All India National Conference as the forerunner of the Indian National Congress. This is because Allan Octavian Hume set up the Indian National Congress in 1885 after being inspired by the All India National Conference.

[6] Incorporation into the Congress: In 1885, when the Congress met for the second session in Calcutta, Surendranath and his followers joined it. Due to this, the power of Congress increased to a large extent.

Question 5 What was the attitude of the Indian National Congress towards the Bardoli Satyagraha?
Answer:

The attitude of the Indian National Congress towards the Bardoli Satyagraha:

In 1928, the peasants of Bardoli in the district of Surat in Gujarat started a no-tax campaign movement. The farmers were instructed by Vallabbhai Patel to remain completely non-violent. Many Indian members of the Legislative Councils of Bombay and across India resigned from their offices and expressed open support to the farmers.

Question 6 What was the role of the working class during the Anti-Partition Movement of Bengal?
Answer:

The role of the working class during the Anti-Partition Movement of Bengal:

The working class played an important role during the Anti-Partition Movement. The discontent of the workers was no doubt caused primarily by material grievances, like rising prices, conditions of work, low wages, long working hours, and ill-treatment by the white officials.

[1] Leaders: Labour discontent was given some political direction for the first time by a group of nationalist leaders among whom were eminent personalities such as Aswini Kumar Banerjee, Prabhat Kusum Roychowdhury, Apurba Kumar Ghose and Premtosh Bose, and several others.

[2] Role of the working class:

The Anti-Partition Movement produced a large number of industrial strikes-

[1] The earliest strike of the period was the one by the employees of Messrs Burn and Company which coincided with the adoption of the boycott resolution in August 1905.

[2] Around 1905, there cropped up a few labor organizations in Calcutta. One of them was the Printers Union and it was under the auspices of this union that the strike of the Government of India Press employees took place in September 1905.

In October 1905, under the leadership of Bipin Pal and Apurba Ghose, a socialist, the printers and compositors of the Bengal secretarial press went on strike.

[3] The mill hands of Ralli Brothers Jute Works went on strike on October 16, the day on which the partition of Bengal came into effect. Boycott in Indian Mill Hands Union at Budge Budge was organized in 1906 by A C Banerjee.

[4] In October 1905, the tram drivers and conductors of the Calcutta Tramway Company observed a token strike in support of ‘Swadeshi’.

[5] On the day of the partition, 11,000 carters remained off the streets. Twelve Jute factories, one Sugar Factory, one shell factory, one gun factory, and about 70 local Calcutta mills were closed.

[6] The Calcutta Telegraph employees were on strike in April 1908. These strikes reflected the growing political consciousness among the working class.

Question 7 How was the state of Junagadh integrated into the Indian Union?
Answer:

The state of Junagadh integrated into the Indian Union:

At the time of the transfer of power, the British government left the Indian princely states free to join either India or Pakistan. The Nawab of Junagadh was Muhammad Mahabat Khanji III. He communicated to Pakistan his wish to accede, much to the displeasure of the majority of the people, who were Hindus.

When Pakistan accepted Nawab’s Instrument of Accession, the government of India was outraged. Sardar Patel believed that if Junagadh was permitted to go to Pakistan, it would further increase communal tension. He offered Pakistan time to reverse its acceptance of the accession and to hold a plebiscite in Junagadh.

Eventually, Sardar Patel ordered the forcible annexation of Junagadh. Unable to resist the attack, Nawab fled to Pakistan. A plebiscite was conducted in which 99.95% of people chose India over Pakistan.

Question 8 What steps did the Indian Government take to solve the refugee problem?
Answer:

Steps That Indian Government take to solve the refugee problem:

The teeming millions that came to India after the partition posed a threat to the newly formed Indian government. To cope with this problem, the Indian government took various steps. But these steps initiated debates from many corners.

The debates that took place are as follows-

[1] India’s grievances against Pakistan: India argued that Pakistan has forced a large number of Hindus and Sikhs to abandon their motherland (Pakistan) and come to India.

[2] Nehru-Liaquat Pact: To tackle the increasing refugee problem, Jawaharlal Nehru the Prime Minister of India, and Liaquat Ali Khan, the Prime Minister of Pakistan, signed a treaty in 1950 known as the ‘Nehru-Liaquat Pact’ or the ‘Delhi Pact’. But even this treaty could not deter the refugees from entering India.

[3] Exchange of property: The central government facilitated the exchange of property and people between the refugees of Punjab and West Pakistan, and there was an exchange of refugees between these two regions. However, no such facilities were given to the refugees of West Bengal, and thus they had to undergo various hardships for a long time.

[4] Aid and rehabilitation: Many historians are of the opinion that the central government was biased even while granting aid to the refugees of West Bengal and Punjab. While the refugees of Punjab received adequate aid, the refugees of West Bengal got insufficient funds and aid for rehabilitation.

[5] Rehabilitation in far-off places: Many Dalit refugees from West Bengal were sent off to distant places for rehabilitation like the Andamans and Dandakaranya, which cut them off from the Bengali language, culture, etc. The leftist parties of Bengal protested vehemently against this policy of rehabilitation by the central government.

WBBSE Madhyamika Model Question Paper History Group E

Answer any one question in fifteen or sixteen sentences:

Question 1 Give an idea of the various protests again t the practice of Sati in the first half of the 19th century. How did Rammohan Roy achieve success in the movement against Sati?
Answer:

The various protests again t the practice of Sati in the first half of the 19th century:

Meaning of Sati: Sati was one of the evil practices prevalent in Indian society. The ritual of dying on the funeral pyre of the deceased husband is known as Sati.

[1] Protests against the practice of Sati: There were various protests against the practice of Sati in the first half of the 19th century. Mrityunjay Vidyalankar protested against the Sati system. According to him, no sanction of Sati is mentioned in Hindu religious literature. The Christian missionaries also protested against the Sati system.

They published books and pamphlets against the cruel practice which helped to create anti-Sati public opinion. Two newspapers the ‘Friends of India’ and the ‘Samachar Darpan’ condemned and opposed Sati and wrote to the Governor-General against the practice of Sati.

[2] Campaign against Sati by Rammohan Roy: The great social reformer Raja Rammohan Roy spearheaded the campaign against Sati. From 1818 Rammohan attempted to form a public opinion against the evil practice of Sati. He published many booklets both in English and Bengali against Sati. He wrote articles in the journal ‘Sambad Kaumudi’ and helped to create anti-Sati public opinion.

He put forward his arguments for why Sati should be banned and appealed to the people to stop widow burning. He tried to prove that Hindu scriptures did not approve of this evil custom. He brought the evil custom of Sati into the open and exposed them for scrutiny.

Referring to ‘Satidaha Hindu Samriti Sastra’ he pointed out that a Hindu widow would live a life of abstinence. An anti-social vigilance party was organized by him whose duty was to keep watch on different burning ghats to prevent Sati. He visited different burning ghats of Calcutta and persuaded the widows not to commit Sati.

[3] Regulation XVII of 1829: The movement against Sati became popular. A petition signed by eminent people was sent to Lord William Bentinck for the prohibition of Sati. Lord William Bentinck passed Regulation XVII of 1829 and abolished Sati.

Question 2 Give a brief description of Rabindranath Tagore’s ideas on education and Santiniketan.
Answer:

Rabindranath Tagore’s ideas on education and Santiniketan:

According to Rabindranath Tagore, there must be three basic elements in any ideal method of teaching.

These are-

[1] Freedom,
[2] Creative self-expression, and
[3] Active communication with man and nature. His ideals of education materialized through his ashram school at Santiniketan. Rabindranath said, “At first started a school at Santiniketan and brought children here to let them move freely in the wide fields of this universe.

But gradually it came to my mind that existing differences between one man and another would have to be removed and man will have to be emancipated amidst all other men.” He wanted to harmonize and integrate Eastern and Western cultures at Visva-Bharati.

So he said, “the foundation of that relationship, which awaits discrimination all over the world, will be established here.” The Visva-Bharati University is pursuing its aim successfully to date. If we analyze Rabindranath’s ideals in education, it will be understood that his childhood experiences are the sources of his inspiration.

He had some bitter experiences in his childhood regarding studying at school and college. This made him sympathetic toward children. He brought together the educational ideals of the past and the present and educational philosophies of the East and the West in developing his system of education.

While explaining the aim and function of the Visva-Bharati University, he said that being strongly impressed by need and responsibility, he had formed the nucleus of an international university for the promotion of mutual understanding between the East and the West.

Rabindranath Tagore’s educational philosophy is, at the same time, a combination of scientific, psychological, and sociological trends. According to him, a student confined within the four walls of a classroom was nothing more than a bird in a cage.

Question 3 Give a brief description of the Namasudra Movement in Bengal.
Answer:

Namasudra Movement in Bengal:

‘Namasudra’ is an Indian ‘varna’ community which was earlier known as ‘chandala’.

They lived outside the four-tier system and thus were outcastes:

[1] Causes of the Namasudra Movement: In Bengali Hindu society, the Namasudras were regarded as untouchables. They had no religious rights. They were forbidden by caste Hindus to enter places of worship to draw water from public wells or to wear shoes in presence of caste Hindus.

They were made to dispose of dead animals, dig village graves, and were relegated to the most menial tasks of manual scavengers, leather workers, street sweepers, and cobblers. They suffered from severe economic crises as well.

[2] The objective of the Namasudra Movement: The objective of the Namasudra Movement was to acquire special rights to strengthen the social and political position of the Namsaudra and attain perfect peace of mind.

[3] Beginning of the movement: The Namasudra Movement started in the 1870s when the chandalas of Bakarganj and Faridpur started a boycott of caste Hindus when their high caste neighbors refused to dine from a chandala headman. The Namasudras severed all sorts of social and economic relationships with the higher-caste Hindus.

[4] Matua Movement: Harichand Thakur, the leader of the Namasudras, started the Matua Movement, the aim of which was the upliftment of the downtrodden, attainment of peace of mind, and eradication of inequalities in society. After the death of Harichand the leadership of the Matua passed on to his son Guruchand who came to be known as the ‘Father of Namasudra Renaissance’.

He was successful in removing the disgraceful term ‘chandala’ which was then attributed to the Namasudras. Harisabhas were organized for the social upliftment of the Namasudras. He appealed for the employment of the Namasudras in government services.

[5] Namasudra Welfare Organisations: Various social welfare organizations like Bengal Namasudra Organisation, Namasudra Welfare Association, and Bengal Depressed Classes Organisation carried out active movements demanding proper rights for the Namasudras. The Namasudras were successful in wresting some social and political rights. After the partition of India, their movement slowed down.

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Salient Points At A Glance

1. The cause of Indian nationalism was largely promoted by the Indian press. The first newspaper in India was started by James Augustus Hicky. To the Serampore Missionary goes the credit for publishing the first Bengali monthly, ‘Digdarshan’.

2. In 1818, there appeared ‘Samachar Darpan’ with J C Marshman as its editor. Several other newspapers were published during this period. Among them, mention may be made of ‘Sambad Kaumudi’, ‘Samachar Chandrika’, ‘Sambad Prabhakar’, ‘Jnananweshan’, ‘Sambad Bhaskar’, ‘Saptahik Bartabaha’ etc. These newspapers helped in spreading knowledge and awareness among the people.

3. During the 18th and 19th centuries, the people of India were largely illiterate. With the introduction of the printing of textbooks, the dissemination of knowledge became easy. The Baptist Mission Press started to print books in Bengali and other provincial languages. In 1800, Lord Wellesley founded Fort William College to give training to the newly recruited young civilians in India.

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4. Upendrakishore Raychowdhury was a pioneer of the printing industry. He is remembered in India and abroad for the new method he developed for printing both books and photographs in black and white as well as in color. In 1913, he started one of the best publishing houses at Garpar in North Calcutta. He invented several techniques related to halftone block making.

5. During this phase, research was also carried on in different fields of science. Mahendralal Sircar established the ‘Indian Association for the Cultivation of Science’. In this context, the name ‘Basu Bigyan Mandir’, which is a research institute in the fields of Physics, Chemistry, Plant Biology, and Bioinformatics, might be mentioned. The ‘University College of Science and Technology’ also deserves to be mentioned here.

6. Towards the end of the 19th century, the nationalists felt that since the existing system of education was inadequate, the ‘National Educational Institution’ could not meet the educational needs of the society. So the ‘National Council of Education’ was founded with the objective of organizing an elaborate system of education on national lines and under national control.

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Chapter 2 Reform Characteristics And Observations Salient Points At A Glance

1. Bengal was the hub of literary activities in the 19th century. Different periodicals, journals, and newspapers published from Bengal did a yeoman’s service to the cause of the Indian press.

2. The first newspaper of India, ‘Hicky’s Bengal Gazette, was published in Calcutta in 1780. The year 1818 marks the beginning of journalism in Bengal. ‘Samachar Darpan’ and ‘Digdarshan’ were published by the Serampore Baptist Missionary. In 1821, ‘Sambad Kaumudi’ was published under the patronage of Raja Rammohan Roy. This was followed by other newspapers and periodicals like ‘Sambad Prabhakar’, ‘Tattwabodhini Patrika’, etc., ‘Hutom Pyanchar Naksha’, ‘Nil Darpan’, ‘Hindoo Patriot’, ‘Grambarta Prakashika’, ‘Somprakash’ and others exposed the social and political vices of the contemporary period. The ‘Bamabodhini Patrika’ raised its voice against all the forces bent on oppressing women.

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3. The English East India Company did not take interest in the education of the Indians. The need for cheap but efficient clerks forced the British to lay the foundation of several schools. In 1800, Lord Wellesly established the Fort William College in Calcutta, the primary aim of which was to provide training to young civilians.

4. The Christian missionaries played an important role in spreading western education. Efforts of Rammohan Roy, David Hare, and Radhakanta Deb created an environment conducive to the development of western education. A humble beginning was made in the Charter Act of 1813, which provided that the Company should spend one lakh in rupees for the educational development of India.

5. Anglicist-Orientalist controversy developed as to how this amount of money was to be spent. Ultimately, the controversy was settled in 1835 under Bentinck who advocated the policy of English education.

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Chapter 3 Resistance And Rebellion Characteristics And Analyses Salient Points At A Glance

The century after 1857 witnessed a number of tribal revolts against British rule, due to various reasons. In 1865, the British government passed the Indian Forest Act, which gave the British the right to declare any forest land to be government property. The traditional life of the tribal people was highly affected due to the imperialist attitude. The excessive demand of land revenue from the tribal people and eventually their eviction from land caused immense suffering to the tribal peasants. The tribal people from different regions revolted more violently than any other community of India.

1. The Chuar tribesmen of the Midnapore district, took up arms (1798-99). When the East India Company increased the rate of land revenue in the regions of Dhalbhum and Manbhum oppression. In 1768, the Rajas of Dhalbhum, Kaliapur, Dholka and Barabhum organized a_ revolt. This disturbed condition continued till the end of the 19th century.

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2. In 1820, the Raja of Singbhum acknowledged the supremacy of the British Government. The restless Kol tribe of Chotanagpur resented the agreement and broke into a rebellion in 1831-32. They killed or burnt the houses of about a thousand landlords. The rebellion spread to Singhbhum, Ranchi, Hazaribagh and Western parts of Manbhum. The Kols were unsuccessful and order was restored after a large-scale military operation.

3. The Santhal Revolt of 1855 had its origin in the revenue experiments of the East India Company. The zamindars denied the santhal peasants the right of ownership over land. The Santhals rebelled under the leadership of Sidhu and Kanfiu. They declared the end of the East India Company’s rule and proclaimed themselves independent. The situation was brought under control in 1856, after extensive military operations. Consequently, a separate district of Santhal Pargana was created by the government.

4. The Munda Revolt, which swept over Ranchi in 1899-1900, was led by Birsa Munda. The Mundas rose in revolt against the restrictions imposed by the British on their traditional rights on the produce of the forest. and their land. Their revolt rocked the foundation of the British empire and Birsa Munda was arrested. “Consequently the British adopted some conciliatory measures for the Mundas which included the abolition of ‘Beth began.

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Chapter 1 Ideas Of History Salient Points-At A Glance

1. History is the study of past events and transformations. It is a depiction of what happened in the years since the inception of the human race. History is a deep-rooted knowledge and study of the past. It takes us closer to the happenings and events of; the past. We can know about and learn how things have changed ever since, and who were the personalities who had ‘helped to change’ the scenario. From ‘history, we can learn the types of culture “and traditions people followed as well as their way of living. All cultures that we know of today have their roofs in the cultures of the past.

2. Historiography is the study of the methodology of historians in developing history. The historiography of a specific theme covers how historians have studied „that topic using particular approaches, sources, and techniques.

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3. Social history is a broad branch of history that studies the daily life and experiences of ordinary people along with their social and economic relationships. It also includes religious and cultural affairs such as literature, education, music, etc.

4. The history of sports can teach us a great deal about social changes as well as the nature of sports itself. Most of the sports played today developed to their present form in the 19th and 20th centuries, though many take their origins from more primitive games and pastimes of ancient people. Historiography of sports reveals that there are close links between sports and pastimes and in particular, between sports and national consciousness.

5. Food refers to anything that is eaten to provide energy and keep the body healthy. Economic status affects the food habits of the people. All ethnic groups have their own food customs. As cultural groups, develop over the ages, they form their own living pattern, which includes food habits. Food patterns are also influenced by religious beliefs. Even the food people eat is dictated by their religious beliefs as well.

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Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Salient Points At A Glance

1. The Indian Independence Act was passed in July 1947. One of the provisions of the Act was that the native rulers would have the choice to accede to either India or Pakistan.

However, there were some states who thought that they were entitled to declare their independence. Vallabhbhai Patel convinced the leaders of the advantages of joining the Indian Union.

Consequently all the princely states of free India, except Kashmir, Hyderabad, and Junagadh, immediately joined the Indian Union.

2. The Indian troops invaded and occupied Junagadh. The Nizam of Hyderabad tried to act like an independent ruler but Indian police took action against him and Hyderabad was also merged with India.

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The state of Jammu and Kashmir acceded to India. However, Pakistan refused to accept this merger. This led to several wars with Pakistan.

3. Refugee problems and communal riots became very big issues after Indian independence. To put an end to the communal riots, the Delhi Pact was signed between Jawaharlal Nehru and Liaquat Ali Khan, by which both agreed that each shall ensure the minorities, complete equality of citizenship, and a full sense of security.

4. The history of the partition of India and the condition of the refugees have been reconstructed with the help of autobiographies and reminiscences. Among these, mention may be made of ‘Chere Asa Gram’ ‘Udvastu’ ‘Atmakatha’ ‘Udbritter Itibritta’ by Ajoy Gupta, ‘Kichu Smriti Kichu Katha’ by Saibal Gupta, etc.

5. Immediately after the independence of India, there was a demand for the reorganization of states on the basis of language. The Dar Commission advised that the reorganization of states on the basis of language might threaten national unity. However, the public was not satisfied.

So a committee was appointed in December 1948, which advised against the creation of linguistic states for the time being. The popular movement for reorganization continued.

While on fast, Potti Sreeramulu died. Finally, the separate state of Andhra Pradesh was. created in 1952. Simultaneously, Tamil Nadu emerged as a separate Tamil-speaking state.

6. The agitation for the reorganization of boundaries continued, a commission, known as the States Reorganisation Commission, was constituted to recommend the reorganization of state boundaries.

This commission recommended that India’s state boundaries should be reorganized to form 16 states and 3 union territories. All the states were reorganized accordingly, and they became integral parts of the Indian Union by 1956.

7. India is rich in languages. The constitution of India does not give any language the status of the national language. The official languages recognized by the government of India are Hindi and English.

The framers of the Constitution decided to incorporate 14 languages in the Constitution. The Eighth Schedule of the Constitution of India as of December 1, 2007, lists 22 languages.

These are:

[1] Assamese,
[2] Bengali,
[3] Gujarati,
[4] Hindi,
[5] Kannada,
[6] Kashmiri,
[7] Malayalam,
[8] Marathi,
[9] Odia,
[10] Punjabi,
[11] Sanskrit,
[12] Tamil,
[13] Telugu,
[14] Urdu,
[15] Sindhi,
[16] Konkani,
[17] Manipuri,
[18] Nepali,
[19] Bodo,
[20] Dogri,
[21] Maithili and
[22] Santhali.

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic A Accession Of Princely States Into The Indian Union Mark True Or False

Question 1. By August 15, 1947, all the princely states had joined the Indian Union.
Answer: False

Question 2. The people of Junagadh launched a movement in protest against the decision of Muhammad Mahabat Khanji III to accede Junagadh to India.
Answer: False

Question 3. Maharaja Hari Singh was the Nawab of the princely state of Junagadh.
Answer: False

Question 4. The Nizam of Hyderabad, Mir Osman Ali Khan Asaf Jah III, voluntarily acceded to the Indian Union.
Answer: False

Wbbse History And Environment Class 10 Solutions

Question 5. With the end of British rule, the transfer of population from Western Punjab to India and from eastern Punjab to Pakistan was peaceful.
Answer: False

Question 6. Gandhiji started fasting in protest against Communal riots after independence.
Answer: True

Question 7. With the end of British rule, the national leaders stated that the princely states were to accede either to India or Pakistan.
Answer: True

Question 8. Junagadh is situated on the coast of Saurashtra.
Answer: True

Question 9. Zulfikar Ali Bhutto was the ruler of Junagadh.
Answer: True

Question 10. Goa was a Portuguese colony.
Answer: True

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic A Accession Of Princely States Into The Indian Union Fill In The Blanks

1. Indian Independence Act was passed on May 14 (May 14/June 14/July 14) 1947.
2. With the end of British rule in India, the princes of the native states got encouragement to become independent from the statement of Muhammad Ali Jinnah (Louis Mountbatten/Muhammad Ali Jinnah/Vallabhbhai Patel).
3. Indian army captured Hyderabad on September 18, 1948, under the leadership of Jayantanath Choudhury (Jayantanath Choudhury/HariSingh/Potti Sreeramulu).
4. Hyderabad (Hyderabad/Cooch Behar/Manipur) was the largest of the princely states in India.
5. Depredations were carried on by the Razakars (Razakars/Nizam’s army/militants) on the borders of Indian provinces bordering Hyderabad.
6. Maharaja Hari Singh (Kartar Singh/ Hari Singh/ Dara Singh) formally acceded Kashmir to India on October 26, 1947.
7. Akali leader Master Tara Singh (Tara Singh/Hari Singh/Dara Singh) demanded a separate homeland for the Sikhs.
8. The ‘Carrot and Stick policy’ was followed by Vallabhbhai Patel (Jawaharlal Nehru/Vallabhbhai Patel/Mahatma Gandhi).
9. Hari Singh was the Maharaja of Kashmir (Daman/Chandernagore/Kashmir).
10. The State Reorganisation Act was passed in the year 1956 (1954/1950/1956).

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964

Topic A Accession Of Princely States Into The Indian Union Choose The Best Explanation

Question 1 With the end of British rule, the nationalist leaders stated that the only option left with the princely states was
1. To accede to India or Pakistan.
2. To retain their independence.
3. To accede to the Indian Union.

Answer: 1. To accede to India or Pakistan.

Question 2 Pakistan demanded the inclusion of Kashmir in its dominion as
1. It was a Muslim-majority state.
2. The ruler of Kashmir was in favor of joining Pakistan..
3. The people of Kashmir wanted to join Pakistan.

Answer: 1. It was a Muslim-majority state.

Question 3 Sardar Patel ordered the forcible annexation of Junagadh because
1. The Nawab of Junagadh communicated his wish to accede to Pakistan.
2. If Junagadh was permitted to go to Pakistan, it would increase communal tension.
3. The princely states were free to join India or Pakistan.

Answer: 2. If Junagadh was permitted to go to Pakistan, it would increase communal tension.

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic B Refugee Problem After 1947 Mark True Or False

Question 1. The Nehru-Liaquat Pact failed to solve the refugee problem.
Answer: True

Question 2. Francis Tucker’s book ‘While Memory Serves’ is a book on the partition of India.
Answer: True

Question 3. ‘The Princely India I knew’ was written by Conrad Cornfield.
Answer: True

Class 10 History Wbbse

Question 4. Dr. Shyama Prasad Mukherjee was a member of Central Ministry in India.
Answer: True

Question 5. Dr. Shyama Prasad Mukherjee and Dr. Khitish Chandra Neogi resigned from Central Ministry in protest against the Delhi Pact.
Answer: True

Question 6. Policy of refugee rehabilitation followed by the Government of India was discriminatory in nature.
Answer: True

Question 7. After the partition of Bengal in 1947 East Bengal became a part of India.
Answer: False

Question 8. After the partition of Bengal in 1947 West Bengal became a part of India.
Answer: True

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic B Refugee Problem After 1947 Fill In The Blanks

1. ‘Facts are Facts-The untold story of India’s Partition’ was written by Wali Khan (Francis Tucker/Nirod Chandra Chowdhury/Wali Khan).
2. The capital of Punjab and Haryana is Chandigarh (Chandigarh/Chattisgarh/Ludhiana).
3. The capital of Kashmir is Srinagar (Jammu/Srinagar/Junagadh).
4. The author of ‘Jukto Ebong Mukto Bonger Smriti’ was Annadashankar Ray (Saibal Gupta/Ajoy Gupta/ Annadashankar Ray).
5. The Delhi Pact was signed in the year 1950 (1946/1948/1950).

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic B Refugee Problem After 1947 Choose The Best Explanation

Question 1 Jawaharlal Nehru, the Prime Minister of India, and Liaquat Ali Khan, the Prime Minister of Pakistan signed in 1950 a treaty known as the ‘Nehru-Liaquat Pact’.
1. To tackle the problem of the integration of princely states with India.
2. To tackle the increasing refugee problem.
3. To tackle the problem of riots and communal tension after Partition.

Answer: 2. To tackle the increasing refugee problem.

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic C Reorganisation Of States In Independent India Mark True Or False

Question 1. Potti Sreeramulu died after fasting for fifty-eight days in 1952.
Answer: True

Question 2. The separate state of Andhra Pradesh was formed on 29th December 1954.
Answer: False

Question 3. KM Panikkar was the chairman of the States Reorganisation Commission (1953).
Answer: False

Question 4. Gujarat and Maharashtra were born in 1960.
Answer: True

Question 5. Nagaland was separated from Assam in 1963.
Answer: True

Question 6. Maithili and Santhali are referred to as official languages in the Eighth Schedule.
Answer: True

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic C Reorganisation Of States In Independent India Fill In The Blanks

1. The Indira Gandhi Government divided Punjab into three regions on the basis of language in 1966 (1967/1962/1966/1964).
2. The Linguistic Provinces Commission (1948) was formed under the leadership of S K Dar (S K Dar/V P Menon/Jayantanath Choudhury).
3. The first linguistically recognized state was Andhra (Orissa/Punjab/Andhra).
4. Tamil Nadu emerged as a state of the Tamil-speaking people in 1957. (1957/1955/1907).
5. Akali leader Master Tara Singh (Tara Singh/Hari Singh/Dara Singh) demanded a separate homeland for the Sikhs.
6. At present, the Eighth Schedule to the Constitution of India lists 22 (22/14/20) official languages.
7. Suniti Kumar Chattopadhyay was a member of the Official Languages Commission (Official Languages Commission/State Reorganisation Commission/Cabinet Mission).
8. The separate states of Maharashtra and Gujarat were formed by dividing Bombay in 1960 (1950/1960/1962).

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic C Reorganisation Of States In Independent India Choose The Best Explanation

Question 1 Jawaharlal Nehru formed the States Reorganisation Commission (1953)
1. To determine the interstate border.
2. To resolve the conflict that broke out between the two communities-the Marathas and the Gujaratis in Bombay.
3. To determine the official languages of India.

Answer: 1. To determine the interstate border.

Question 2 The Official Language Commission (1955) recommended
1. Use of any language as the medium of communication between the center and the states and among the states.
2. Hindi language written in Devanagari script will be the official language of India.
3. Formation of the states and 6 union territories on a linguistic basis.

Answer: 2. Hindi language written in Devanagari script will be the official language of India.

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Topic D Miscellaneous Match The Columns

Column 1	Column 2
(1) Cabinet Mission	(A) 1947
(2) Indian Independence Act	(B) 1950
(3) Indian Army Captured	(C) 1946
(4) Delhi Pact	(D) 1948

Answer: 1-C,2-A,3-D,4-B

Column 1	Column 2
(1) Hartley Shawcross	(A) Two-Nation Theory
(2) Clement Attlee	(B) Iron Man of India
(3) Vallabhbhai Patel	(C) Prime Minister of England
(4) Muhammad Ali Jinnah	(D) Attorney-General of England

Answer: 1-D,2-C,3-B,4-A

Column 1	Column 2
(1) Chere Asa Gram	(A) Hiranmoy Banerjee
(2) Udbastu	(B) Dakshinaranjan Basu
(3) N K Bose	(C) Autobiography of an Unknown
(4) Nirod Chandra Chaudhuri	(D) My Days With Gandhi

Answer: 1-B,2-A,3-D,4-C

Column 1	Column 2
(1) G D Khosla	(A) Pathway to Pakistan
(2) Chowdhury Khaliquzzaman	(B) From Memories
(3) Firoj Khan Nun	(C) The Emergency of Pakistan
(4) Chowdhury Muhammad	(D) Memory’s Gay Chariot

Answer: 1-D,2-A,3-B,4-C

Column 1	Column 2
(1) Secretary Of Home Department	(A) Qasim Rizvi
(2) Rule Of Kashmir	(B) Jayantanath Choudhury
(3) Leader of The Razakar	(C) Hari Singh
(4) General of the Indian Army	(D) V P Menon

Answer: 1-D,2-C,3-A,4-B

Column 1	Column 2
(1) Sheikh Abdullah	(A) Member of Central Cabinet
(2) Liyaquat Ali Khan	(B) Follow Gandhi
(3) Shyama Prasad Mukhopayay	(C) Prime Minister of Pakistan
(4) Potti Sreeramulu	(D) President of National Conference

Answer: 1-D,2-C,3-A,4-B

Column 1	Column 2
(1) Muhammad Mahabat Khanji III	(A) Ruler of Kashmir
(2) Maharaja Hari singh	(B) Prime Minister of Britain
(3) Clement Attlee	(C) Nizam of Hyderabad
(4) Mir Osman Ali	(D) Nawab of the princely state of Junagadh

Answer: 1-D,2-A,3-B,4-C

Column 1	Column 2
(1) Separate Andhra Pradesh State	(A) 1947
(2) Invasion of Kashmir by the Pathan Tribesmen	(B) 1949
(3) Nizam of Hyderabad joined the Indian Union	(C) 1966
(4) Division of Punjab into three regions	(D) 1952

Answer: 1-D,2-A,3-B,4-C

Column 1	Column 2
(1) Formation of United Central Refugee Council	(A) 1948
(2) States Reorganisation Act	(B) 1950
(3) All Bengal Refugee Council for Action	(C) 1953
(4) State Reorganisation Commission	(D) 1956

Answer: 1-B,2-D,3-A,4-C

Column 1	Column 2
(1) Mayurbhanj	(A) Uttar Pradesh
(2) Kolhapur	(B) Saurashtra
(3) Benaras	(C) Bombay
(4) Junagadh	(D) Orissa

Answer: 1-D,2-C,3-A,4-B

Chapter 8 Post Colonial India Second Half Of The 20th Century 1947-1964 Advanced Questions And Answers

Question 1 Write a note on the transfer of assets after the partition of India.
Answer:

The transfer of assets after the partition of India:

The partition of India (1947) does not refer only to the division of the Bengal province of British India into East Pakistan and West Bengal and the partition of Punjab into West Punjab and East Punjab.

It also refers to the division of other assets and resources including the Indian civil service, the Indian army, other administrative services, the railway, and the central treasury.

Method of the division of assets: The division of national assets proportionately was the single biggest challenge to the Indian and Pakistani governments.

It was decided to use a simple formula of 4:1 ratio (i.e., 80% for India and 20% for Pakistan) for the purpose of divisible assets 90% of Indian industries and the largest cities of Delhi, Bombay, and Calcutta remained in India Jute growing areas went to Pakistan while jute mills and factories remained in India.

Sharing monetary assets: There was a sharing of all the monetary and liquid assets. Liquid assets included printed currency, coins, stocks, postal and revenue stamps, gold reserves, and assets of the Reserve Bank of India.

In terms of currency notes since there was only one mint, Pakistan agreed to reuse Indian currencies by making those notes with the ‘Government of Pakistan’ stamp till it could establish its own printing press.

Pakistan got a meager share of the financial reserves of the British colonial government with 23% of the undisputed assets. In the case of cash and financial reserves like gold bars, the implementation was simple.

Out of every 5 gold bars 4 was given to India and one to Pakistan. Public transport Railway stocks, government vehicles, and horse-drawn carriages were divided in proportion. The army was also divided.

WBBSE Solutions for Class 10 History

• Chapter 1 Ideas of History
• Chapter 2 Reform: Characteristics and Observations
• Chapter 3 Resistance and Rebellion: Characteristics and Analyses
• Chapter 4 Early Stages of Collective Actions: Characteristics and Analyses
• Chapter 5 Alternative Ideas & Initiatives ( From Mid -19th Century to the Early 20th Century): Characteristics and Observations
• Chapter 6 Peasant, Working Class and Leftist Movements in 20th Century India: Characteristics and Observations
• Chapter 7 Movements Organised by Women, Students & Marginal People in 20th Century India: Characteristics and Analyses
• Chapter 8 Post- Colonial India: Second Half of the 20th Century (1947-1964)

Chapter 7 Movements Organised By Women Students And Marginal People In 20th Century India Characteristics And Analyses Salient Points

1. Women’s movements, students’ movements, and Dalit movements occupy important places in the history of India. While the men were fastening their belts to join the struggle for freedom, the Indian women were not sitting idle either. They plunged themselves into the movements against the British for the attainment of independence.

2. During the Anti-Partition agitation which started in 1905, women boycotted British goods and began to use indigenous goods. Leaders like Sarala Devi, Kumudini Mitra, and Nirmala Sarkar gave a call to the women’s community to join the movement against the British.

3. During the Non-Cooperation Movement, women responded enthusiastically to the call of Gandhiji. They joined meetings and processions and boycotted foreign goods. They voluntarily courted arrest.

Read and Learn Also WBBSE Solutions for Class 10 History

Women like Basanti Devi, Urmila Devi, and Leela Roy, who were from respectable families, defied British authority as well. Along with Hindu women, Muslim women joined the movement.

4. When Mahatma Gandhi started the Civil Disobedience Movement, women got themselves involved in the movement. Picketing and open-air protest marked the uprising against the British.

The boycott of foreign goods and purchase of indigenous goods continued along with the presence of women supporters. Even middle and upper-class Muslim women participated in the Civil Disobedience Movement.

5. The participation of women in the Quit India Movement took different forms. They fought with true spirit and faced various tortures. The names of Aruna Asaf Ali, Sucheta Kripalani, and Usha Mehta deserve special mention here. In this context, mention might be made of Matangini Hazra, who with six thousand supporters, mostly women, attacked the Tamluk Police Station.

Read more

• Chapter 1 Ideas of History
• Chapter 2 Reform: Characteristics and Observations
• Chapter 3 Resistance and Rebellion: Characteristics and Analyses
• Chapter 4 Early Stages of Collective Actions: Characteristics and Analyses

 

• Chapter 5 Alternative Ideas & Initiatives ( From Mid -19th Century to the Early 20th Century): Characteristics and Observations
• Chapter 6 Peasant, Working Class and Leftist Movements in 20th Century India: Characteristics and Observations
• Chapter 7 Movements Organised by Women, Students & Marginal People in 20th Century India: Characteristics and Analyses
• Chapter 8 Post- Colonial India: Second Half of the 20th Century (1947-1964)