Class 10 History

WBBSE Madhyamika Model Question Paper History Group A

Choose the correct answer:

Question 1 Jibaner Jharapata’ is-
1. A novel
2. A book of poems
3. A biography
4. An autobiography

Answer: 4. An autobiography

Question 2 ‘Somprakash’ was-
1. A Daily paper
2. A Weekly paper
3. A Fortnightly paper
4. A Monthly paper

Answer: 2. A Weekly paper

Question 3 The publisher of the English translation of ‘Neeldarpan’ was-
1. Kaliprasanna Singha
2. Michael Madhusudan Dutta
3. Harischandra Mukhopadhyaya
4. Rev. James Long

Answer: 4. Rev. James Long

Question 4 The practice of Sati was prohibited in-
1. 1828 AD
2. 1830 AD
3. 1829 AD
4. 1856 AD

Answer: 3. 1829 AD

Question 5 The ideal of Sarva Dharma Samannwaya was propagated by-
1. Bijoy Krishna Goswami
2. Swami Vivekananda
3. Sri Ramakrishna
4. Keshab Chandra Sen

Answer: 3. Sri Ramakrishna

Question 6 ‘Kol’ rebellion (1831-32) took place in-
1. Medinipore
2. Jhargram
3. Chhotonagpur
4. Ranchi

Answer: 3. Chhotonagpur

Question 7 The First Forest Act was passed in India in-
1. 1859 AD
2. 1865 AD
3. 1860 AD
4. 1878 AD

Answer: 2. 1865 AD

Question 8 The Revolt of 1857 was described as India’s First War of Independence by-
1. Ramesh Chandra Mazumdar
2. Surendranath Sen
3. Binayak Damodar Savarkar
4. Dababhai Naoroji

Answer: 3. Binayak Damodar Savarkar

Question 9 The rule of East India Company in India came to an end in-
1. 1857 AD
2. 1858 AD
3. 1919 AD
4. 1947 AD

Answer: 2. 1858 AD

Question 10 First President of the Indian Association was-
1. Surendranath Bandyopadhyay
2. Anandamohan Bose
3. Rev. Krishnamohan Bandyopadhyay
4. Sibnath Sastri

Answer: 3. Rev. Krishnamohan Bandyopadhyay

Madhyamik History Model Questions 2023

Question 11 The first printed book in the Bengali language was-
1. Barnaparichay
2. Grammar of the Bengal Language
3. Mangal Samachar Matier
4. Annadamangal

Answer: 2. Grammar of the Bengal Language

Question 12 The scientist of the Indian Association for the Cultivation of Science who was awarded the Nobel prize was-
1. Jagadish Chandra Bose
2. CV Raman
3. Prafulla Chandra Roy
4. Satyendranath Bose

Answer: 2. CV Raman

Question 13 The Boycott movement economically affected-
1. Peasants of Bengal
2. Middle Class
3. Zamindars
4. Students

Answer: 2. Middle Class

Question 14 Baba Ramchandra led the Peasants’ movement in-
1. Bihar
2. United Province
3. Rajasthan
4. Maharashtra

Answer: 2. United Province

Question 15 Rampa tribal rebellion was organized in-
1. Malabar region
2. Konkan Coastal area
3. Orissa
4. Godavari Valley

Answer: 4. Godavari Valley

Sample Questions for WBBSE History

Question 16 ‘Nari Karma Mandir’ was established by-
1. Urmila Devi
2. Basanti Devi
3. Kalpana Dutta
4. Leela Roy (Nag)

Answer: 1. Urmila Devi

Question 17 The revolutionary group founded by Surya Sen was known as-
1. Anushilan Samity
2. Gadar Dal
3. Indian Republican Army
4. Bengal Volunteers

Answer: 3. Indian Republican Army

Question 18 Dalits were called ‘Harijan’ by-
1. Jyotiba Phule
2. Gandhiji
3. Narayan Guru
4. Dr. Ambedkar

Answer: 2. Gandhiji

Question 19 Separate linguistic state of Andhra Pradesh was formed in the year-
1. 1947 AD
2. 1950 AD
3. 1955 AD
4. 1953 AD

Answer: 4. 1953 AD

Question 20 Goa became a part of India in-
1. 1947 AD
2. 1961 AD
3. 1956 AD
4. 1971 AD

Answer: 2. 1961 AD

WBBSE Madhyamika Model Question Paper History Group B

Answer the following questions: (Attempt one question from each sub-group; in all answer 16 questions):

Answer each of the following questions in one sentence:

Question 1 In which historical context the ‘Bharatmata’ was painted?
Answer: The ‘Bharatmata’ was painted in the historical context of the Swadeshi Movement in Bengal.

Question 2 Where was founded the All India Trade Union Congress (1920)?
Answer: The All India Trade Union Congress (1920 AD) was founded in Bombay.

Question 3 In which year was the Forward Bloc founded?
Answer: The Leftist Forward Bloc party was founded in 1939 AD.

Question 4 Who is the founder of the Matua Community?
Answer: Harichand Thakur was the founder of the Matua Community.

WBBSE Madhyamika Model Question Paper History Identify which of the following is ‘True’ or ‘False’:

Question 1 Uday Shankar encouraged educated middle-class Bengalis in dance.
Answer: True

Question 2 Indian Association protested against the Ilbert Bill.
Answer: False

Question 3 Faraji is the name of an ancient tribe.
Answer: False

Question 4 Vidyasagar introduced Linotype in Bengali.
Answer: False

WBBSE Madhyamika Model Question Paper History  Match Column ‘A’ with Column ‘B’:

 

Column 1	Column 2
(1) Jawaharlal Nehru	(A) Non-Cooperation Movement
(2) Birendranath Sashmal	(B) Poona Pact(1932)
(3) Kaliprasanna Singha	(C) Letters From A Father to his Daughter
(4) Dr. Ambedkar	(D) Hutom Pyanchar Naksha

 

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

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

Answer:

2 Region of Munda Rebellion

Answer:

Important Dates in Indian History for Madhyamik

3 Centre of 1857 Revolt-Jhansi

Answer:


4 Princely State-Junagadh

Answer:

Select the correct interpretation of the following statements:

Question 1 Statement: Nineteenth century Bengal Renaissance was limited in scope.

Interpretation 1: Because only rural Bengal experienced it.

Interpretation 2: Because this renaissance was limited to the field of literature. this renaissance was limited

Interpretation 3: Because of western educated progressive society.

Answer:
Interpretation 3: Because of western educated progressive society.

Question 2 Statement: The British Government passed Act-III in 1872.

Interpretation 1: Its object was to unite the Hindu, Muslim, and Christian Communities.

Interpretation 2: Its object was to develop the economic, social, and cultural development of the people.

Interpretation 3: Its object was to ban child marriage and polygamy and also to legalize widow re-marriage.

Answer:
Interpretation 3: Its object was to ban child marriage and polygamy and also to legalize widow re-marriage.

Question 3 Statement: Rabindranath didn’t like the colonial system of education.

Interpretation 1: Because this system was expensive.

Interpretation 2: Because the medium of instruction Was vernacular.

Interpretation 3: Because this system did not help the mental development of the student.

Answer:
Interpretation 3: Because this system did not help the mental development of the student.

WBBSE History MCQs for Practice

Question 4 Statement: Sarala Devi Choudhurani established Lakshmir Bhandar.

Interpretation 1: To sell foreign goods.

Interpretation 2: To help women who were engaged in movements.

Interpretation 3: To sell indigenous goods.

Answer:
Interpretation 3: To sell indigenous goods.

WBBSE Madhyamika Model Question Paper History Group C

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

Question 1 What is the importance of the history of the environment?
Answer:

The importance of the history of the environment is as follows-

[1] It helps to point out how the environment is in direct relation to the development of human civilization and thereby underlining the importance for the need of its conservation.

[2] It acquaints people with the notions of environmental hazards, the implications of environmental disasters, the severity of such calamities, and most importantly highlights the impact of the environment on habitat.
However, the important environmental history, as a discourse is further understood when it is connected to history in its conventional form.

Question 2 How are memoirs or autobiographies used as sources of modern Indian history?
Answer:

Autobiographies used as sources of modern Indian history:

The life history of an individual, written by himself, is called an autobiography. A memoir 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. and Autobiographies and memoirs are important sources of information in writing history. These are essential elements in the study of history as well.

History is a record of human progress, achievements, and endeavors. Hence, without the contribution of personal accounts, the study and analysis of history would be a one-dimensional representation of facts. History without personal facts would be tedious and unbalanced But autobiographies and memoirs as sources of history have some limitations.

Memory and the passage of time can distort or omit details. Sometimes the narrative can be too elaborate or might be an exaggerated form of an individual’s contribution. Autobiographies can also add personal insight into an event or modify or distort the truth. Due to this, autobiographies are not totally reliable.

Thus, the wisest way to study history through autobiographies and memoirs is to corroborate the accounts of autobiographies and memoirs with other sources of information. Historians have to juxtapose with other sources to arrive at a better understanding of the facts.

Question 3 What is Macaulay’s Minute?
Answer:

Macaulay’s Minute:

In 1835, a law member of the Governor General’s Council, Thomas Babington Macauley published his famous ‘Minute’ to decide upon the course of western education in India. The significance of the ‘Minute’ was that it brought an end to the ensuing ‘Anglicist-Orientalist’ controversy.

Question 4 What was the role of Young Bengal in social reform?
Answer:

The role of Young Bengal in social reform:

[1]In the 20s of the 19th century, some students of the Hindu College started a strong rationalist reform movement under the inspiration of their teacher, Henry Louis Vivian Derozio. The most favorite students of Derozio-Krishna Mohan Banerjee, Rasik Krishna Mallick, Radhanath Sikdar, Ramtanu Lahiri, etc. were collectively known as Young Bengal.

[2]They attacked the evil practices of the society like Sati, untouchability, image worship, casteism, etc. They wanted to apply Western ideas in India to pave her path to progress. Their objective was to emancipate the Indians from ignorance, illiteracy, superstitions, and all social evils and to remake India after the images of the West.

Key Topics in WBBSE Class 10 History

Question 5 Why is Dudu Mian remembered?
Answer:

Dudu Mian

The Farazi Movement holds an important place in the history of peasant rebellion in India. The leader of the Farazi Movement was Haji Shariatullah. After his death, his son Muhammad Muhsin, better known as Dudu Miyan, took up the leadership of the movement.

After he returned from Mecca, he preached that all men were equal and that God was the ultimate owner of the land; so it would be contrary to Divine law to pay rent to anyone.

He united the peasants against the tyranny of the zamindars and the indigo planters and instructed his followers. not to pay taxes to the zamindars. He created a parallel government but was arrested and put in prison.

Question 6 What was the role of Harishchandra Mukhopadhyay in the Indigo Revolt?
Answer:

The role of Harishchandra Mukhopadhyay in the Indigo Revolt:

Harish Chandra Mukhopadhyay was the editor of ‘Hindoo Patriot’. He published the day-to-day news of the tyranny and brutality of the planters and the progress of the rebellion.

He questioned the indigo peasants and vehemently expressed his view against the European indigo planters. Besides his fiery editorials criticizing the administration. he considerably influenced public opinion against the government.

Question 7 What was the main objective of the Queen’s Proclamation (1858)?
Answer:

The main objective of the Queen’s Proclamation (1858)?:

The Great Rebellion of 1857 shook British rule in India to its very foundation. The immediate consequence of this revolt was the end of the East India Company’s rule in India and the Indian administration was taken over by the British Crown. Earl Canning announced this at a ‘Durbar’ held at Allahabad in a proclamation on November 1, 1858, in the name of Queen Victoria. The Queen’s Proclamation announced the policy and principles that the Government of England intended to follow upon the assumption of power.

[1] It confirmed the treatise and engagements of the East India Company and the native states and assured that their territories would not be annexed to the British Empire.
[2] Full religious freedom was granted to the Indians by the proclamation.
[3] It promised to pay due regard to the ancient rights, customs, and usages of India and to respect the rights and honor of the native princes.

[4] It declared that all Indians, according to their qualifications, will be freely admitted to “offices in our service.”
[5] It also granted a general amnesty to all offenders, of the Revolt of 1857 except those who had been convicted of taking part in the murder of British subjects.
[6] It was also promised that the British Indian Government would try to advance the moral and material progress of the Indians.

Question 8 With what purposes are Cartoons drawn?
Answer:

Purposes Of Drawing Cartoons

In colonial India, like novels, cartoons also became an important instrument to express dissent against British rule. On one hand, it made people aware of the exploitative tools of oppression employed by the British dispensation in India, just to attain their own selfish goals.

On the other hand, these cartoons and caricatures, often satirical in character, depicted the contemporary socio-economic lives of Indians, bringing to the fore, the impact of colonial rule in India.

Question 9 What was the role of Panchanan Karmakar in the development of the printing press in Bengal?
Answer:

Panchanan Karmakar played a very vital role in the development of the printing press in Bengal-

[1] He was one of the pioneers in the field of printing block manufacturing in Bengal. He was devoted to the printing of books in the Bengali language.
[2] He was the first to introduce a movable metallic printing block in Bengal.

Question 10 What is the importance of the Battala publications in the history of the Bengali printing press?
Answer:

The importance of the Battala publications in the history of the Bengali printing press:

Charles Wilkins, a British East India Company Official, set up a printing press at Chinsurah in Hooghly in 1778. He designed a Bengali script, a style of letters, for the first time with the purpose of printing. However, those letters were quite simple and of inferior quality.

Question 11 Why was the ‘Eka’ movement initiated?
Answer:

‘Eka’ Movement:

The Eka (Unity) movement broke out in the districts of Hardoi, Bahraich, and Sitapur (UP) towards the end of 1921.

[1] Causes: The main cause of the Eka movement was higher rent, which was about 50% higher than the recorded rents in some areas, oppression of thikadars in charge of revenue collection, and the practice of share rents.

[2] Objective: The objective of the movement was to resist the attempt of the landlords and their men to take more than the recorded rent from the tenants. The peasants vowed that they would pay only the recorded rent and would pay it on time. They would not leave when evicted and refused to do forced labor.

[3] Leaders: The movement was led by Madari Pasi and other low-caste leaders and many small zamindars who were unhappy with the British demands for high revenue, though the initial thrust was provided by the Congress and the Khilafat leaders.

[4] Repression: Madari Pasi, the leader of the movement, was arrested, in 1922. Severe repression by the British government brought the movement to an end.

Question 12 Why was the Bardoli Satyagraha movement organized?
Answer:

Bardoli Satyagraha movement:

In 1928, Bardoli faced famine causing crop production to suffer and leaving farmers in great financial trouble. The government of the Bombay Presidency raised the tax rate by 30% that year. The government refused to show any leniency in the face of the calamities. In 1928, the peasants of Bardoli in Gujarat started a no-tax campaign under the leadership of Sardar Vallabbhai Patel.

Question 13 With what objective was the Anti-Circular Society founded?
Answer:

The Anti-Partition Movement in 1905 became quite powerful due to the participation of students in large numbers. In order to suppress the movement, the Chief Secretary of Bengal, R W Carlyle, issued a repressive circular which is known as the Carlyle circular.

[1] Background: The Carlyle circular prohibited the students from participating in meetings, processions, and demonstrations, and even chanting the slogan ‘Bande Mataram’ was banned. So the students form the Anti-Circular Society (November 1905) as a protest against such repressive measures.

[2] Foundation: Sachindra Prasad Bose, a student leader of Ripon College (present Surendra Nath College) and a follower of Surendranath Bandyopadhyay, founded the Anti-Circular Society in November 1905 as a protest against Carlyle’s circular. Its president and secretary were Krishna Kumar Mitra and Sachindra Prasad Bose.

[3] Objectives:

The main objectives of the society were-

[1] Unite the students and keep them involved in the movement,
[2] Encourage the students,
[3] Arrange for alternative education for the students who have been expelled from government schools and colleges.

[4] Activeness: The anti-British student movement gained momentum due to the initiative of the Anti-Circular Society. Sachindra Prasad also designed a flag in 1906. He continuously tried to keep the students united and so the enraged government arrested him in 1906 and sent him to Rawalpindi prison.

Question 14 Why was the Dipali Sangha established?
Answer:

In 1923, Lila Nag, a freedom fighter and a crusader for women’s education established the Deepali Sangha, an association for women.

Its main objectives were to-

[1] Enhance women’s education,
[2] Liberate women from the clutches of evil social customs,
[3] Create a feminist consciousness,
[4] Arouse women’s political and social awareness,
[5] Develop women in all fields of life. It became a center for initiating various activities by women and its branches were established in different parts of Dacca. Within a short time, Lila Nag started a high school for girls in Dacca under the auspices of Deepali Sangha.

Its units were opened at almost every place and members were taught drill, parade, sword fighting, and lathi wielding. It instilled revolutionary political ideas in the minds of the members of the Deepali Sangha.

Question 15 Under what circumstances Hari Singh, the ruler of Kashmir signed the Instrument of Accession?
Answer:

After India attained independence both India and Pakistan asked Hari Singh, the Maharaja of the princely state of Kashmir, to accede to their respective nations.

Pakistan Kashmir and proceeded towards its capital Maharaja might want to join India at some government anticipated that the Hindu point of time.In October 1947 mercenaries supported by the Pakistan army infiltrated Kashmir. The Maharaja became helpless. This left Maharaja no choice but to sign the Instrument Accession.

Chapter Summaries for WBBSE Class 10 History

Question 16 Why was the States Reorganisation Commission (1953) formed?
Answer:

Formation Of  States Reorganisation Commission (1953)

The matter of reorganization of states and demarcation of interstate borders became quite important after India got independence in 1947.

[1] Demand for linguistic reorganization: There was no division of state on a linguistic basis, prior to independence. The movement for the reorganization of states on a linguistic basis started in India after independence.

[2] Objection by the government: The Linguistic State Reorganisation Commission opposed the idea of reorganization on a linguistic basis.

[3] Movements: In protest against the government’s stand, movements began in different parts of the country. Potti Sreeramulu went on a fast for 58 days on the demand of a separate state for the Telugu population.

Consequently, in 1953, Andhra Pradesh was formed for the Telugu population, and Madras renamed Tamil Nadu (1963), went to the Tamil population.

[4] State Reorganisation Commission: Jawaharlal Nehru formed the State Reorganisation Commission (1953) to formulate the policy of state reorganization.

[5] State Reorganisation Act: By this Act, 14 states and 6 Union territories were formed on a linguistic basis on November 1, 1956. Since no separate states were formed for the Marathas and Gujaratis by the State Reorganisation Act, a conflict broke out between the two communities in Bombay and a movement began demanding separate states. The separate states of Maharashtra and Gujarat were formed by dividing Bombay in 1960.

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 What picture of 19th-century Bengali society is revealed in the book ‘Hutom Pyanchar Naksha’?
Answer:

‘Hutom Pyanchar Naksha’, first published in 1861, was written by Kaliprasanna Singha. It reflects a vivid picture of contemporary society in its pages in a satirical light. The picture of the society that was reflected through it is as follows

[1] It is a compilation of about 140 pages of satirical prose. Here Kaliprasanna criticized the activities of the then-urban society in a humorous manner under the pseudonym ‘Hutom Pyancha’.

[2] It portrays the picture of the 19th-century ‘babu’ culture in Calcutta.

[3] It consists of descriptions of religious festivals, false saints, babus, sahibs, etc. The traditional Hindu festivals, like Charak, Rathayatra, Snanyatra, and Durgapuja were celebrated along with Christmas. This comical mixture of the Eastern and Western modes of life is the object of ridicule in the book.

The ‘custom plancha, or barn owl, is supposed to have shrewd eyes and a sharp beak. Nobody escapes his shrewd eyes and he harshly criticizes all the social evils. The book is full of character sketches like those of the station master, booking clerk, drunkards, the newly rich zamindars, etc.

Question 2 What role did the Calcutta Medical College play in the field of medical science in this country?
Answer:

Role of the Calcutta Medical College play in the field of medical science in this country

At the beginning of the nineteenth century, age-old medical practices were prevalent in India. It was only after the establishment of the Calcutta Medical College in 1835 during the governor generalship of Lord William Bentinck that modern medical methodologies and procedures were introduced in India.

Role of Medical College in the field of medical science: The Calcutta Medical College played an important role in familiarising and popularising modern medical methods and practices.

[1] Modern Methods of Teaching & Curriculum: In the Calcutta Medical College, for the first time Indian indigenous diagnosis methods were rejected, instead European principles of modern medical science were imparted among students.

At first, an entrance test of 100 students aged between 14 and 20 years was conducted. Out of that 100, only 49 were admitted in the college’s first batch. Theoretical and practical knowledge of anatomy, chemistry, medicine, and pharmaceutics was given to students at the college.

[2] First Batch: The first batch of the medical college produced a number of stalwarts like Umacharan Seth, Ramkrishna De, and Dwarakanath Gupta, who later went on to serve the medical colleges at Dhaka, Chittagong, Murshidabad, and Patna to name a few. Under the initiative of Dr. Bramley students of the medical college were also sent abroad. Bholanath Bose, Surya Kumar Chakraborty, and Gopal Chandra Sil were some of the notable doctors with foreign degrees.

[3] Renowned Doctors: Rahim Khan in 1856 became the first Muslim doctor to pass out from this college. Another alumnus of the college, Madhusudan Gupta went on to become the first person to successfully carry out a post-mortem. This was a revolutionary achievement.

Students passing out from Calcutta Medical College went on to serve as doctors in different parts of the country. This led to the spread of western notions of medical practices which in turn, ushered in a new era in the history of Indian medicine.

Question 3 With what objectives the Colonial Government enacted the Forest Laws?
Answer:

Objectives the Colonial Government enacted the Forest Laws:

In 1864, during colonial rule, the Imperial Forest Department was established in India. In the year 1865, the first Forest Act was and subsequently, in 1878 the second Forest Act was passed. These acts enabled the British Government in India to ensure total control over Indian forestry.

Need for Forest Act: The colonial British government had various reasons for the promulgation of the Forest Act-

[1] The Company, after 1806 needed lots of Oak wood for shipbuilding. Naturally, the British government directed its attention to Indian forestry.

[2] During the second half of the nineteenth century, with the advent of railways in India, there was felt, a growing need for timber for the construction of railway sleepers and many other things. Thus, the colonial dispensation at that time felt the need for forest conservation.

[3] In India, the aboriginals traditionally utilized forest resources for their living and sustenance. The colonial government wanted to put an end to this practice and wished to tap in, on the vast forest resources that India had. The forest acts passed by the British government had widespread ramifications.

Not only was the sanctity of Indian forest life meddled with, the government, by interfering with the tribal ways of life stirred up dissent of the native forest tribes of India, which finally found its way out through a number of tribal revolts that dotted Indian history during the second half of nineteenth century.

Question 4 Can the Great Revolt of 1857 be termed a feudal revolt?
Answer:

The Great Revolt of 1857 be termed a feudal revolt

The Revolt of 1857 dealt a severe blow to the British government, so much so that it shook the basis of colonial rule in India. Historians are divided on their opinions regarding the nature of the Revolt of 1857.

Feudal Uprising: Historians like Rajanipam Dutta, R C Majumdar, Surendranath Sen, and Manabendranath Roy regard the 1857 rebellion as the uprising of the conservative feudal lords.

Furthering their argument, they pointed out, how the plenipotentiaries of the revolt like Nana Saheb, Laxmi Bai, Kunwar Singh, and others were actually of feudal origin. Some also regard this as the last expression of the disaffection of discontented feudal India. Dr. R C Majumdar is also at one with this opinion.

The 1857 revolt has been variously regarded as ‘the first war of independence’, ‘sepoy mutiny’, ‘mass rebellion’, ‘national uprising’, ‘great rebellion’, and so on. Whatever the nature of the rebellion, that it shook the very foundation of British rule in India is a fact accepted by one and all.

Question 5 What was the contribution of Ganga Kishore Bhattacharya to the growth of the Bengali printing press?
Answer:

The contribution of Ganga Kishore Bhattacharya to the growth of the Bengali printing press:

During the later part of the eighteenth century, Bengal saw the advent of the modern printing press under the initiatives of European Christian missionaries. Innumerable printing presses were established over the next one hundred years in various parts of Bengal. In a way, there was a boom in the printing press industry in Bengal during the eighteenth and nineteenth centuries.

Contribution of Gangakishore Bhattacharya: In 1816, Gangakishore Bhattacharya became the first Bengali to own a printing press. He pioneered the field of the Bengali printing press and inspired many Bengalis to venture into this printing business. This led to increased production of books, newspapers, periodicals, etc. during this period.

Gangakishore Bhattacharya was the first Bengali entrepreneur in the ambit of the printing and publication industry. He founded the Bengal Gazette Press as a commercial venture, which in turn resulted in the growth and development of the publishing industry in contemporary India.

Question 6 How did the Serampore Mission Press develop into a front-ranking printing press?
Answer:

The Serampore Mission Press develop into a front-ranking printing press:

Christian missionaries from Denmark, established several printing presses in Serampore, due to various reasons. It added to the pride of the East.

[1] Establishment of the printing press: A Christian missionary, William Carey, established a printing press in Serampore, which was Asia’s largest and one of the best printing presses in the world.

[2] Release of the translation: Different ancient texts like the Bible, the Ramayana, the Mahabharata, etc., were translated and published in several languages such as Bengali, Hindi, Marathi, and so on.

[3] Other works related to printing: Other than translation, academic books for Fort William College, Ramram Bose’s ‘Pratapaditya Charitra’ and several other newspapers were also published from these printing press.

[4] Imparting education: Under the initiative of William Carey, Joshua Marshman, and William Ward, from the Serampore mission, mass education flourished. More than 2 lakh books were published in about 40 languages, in this printing press, between 1801-1832. They played a very important role in spreading education about culture and science.

[5] Privileges to the poor students: Since a large number of books were printed from these printing presses, they were available to the poor students, at a cheaper price or even free of cost. Thus, they were no longer deprived of gaining knowledge and wisdom.

Question 7 Write a short note on the Refugee Problem in India after Partition (1947).
Answer:

Refugee Problem in India after Partition (1947):

According to the Indian Independence Act, the Indian subcontinent was divided into India and Pakistan on August 15, 1947. India, as a newly formed nation faced certain problems,

which are as follows-

[1] Massive exodus: Due to the Partition of India, millions of Hindus and Sikhs from the newly created Pakistan migrated to India in search of safety and shelter.

[2] Refugee problem: Millions of Hindus from East Pakistan, and millions of Hindus and Sikhs from West Pakistan, took shelter in India as refugees. It became very hard for the Indian Government to arrange the basic amenities for these people as well as secure a future for them. States like West Bengal, Assam, Tripura, and Punjab witnessed the refugee problem at its highest level.

[3] Transfer of wealth: As a result of the partition, a large part of the Indian subcontinent went to Pakistan, which resulted in the transfer of wealth and resources to Pakistan. This made India economically weak.

[4] Lack of cultivable land: A large portion of cultivable land went to Pakistan as a result of the partition. This led to a shortage of cultivable land, which, in turn, led to an acute shortage of food.

[5] Lack of raw materials for industries: Jute and cotton-producing areas went to Pakistan as a result of Partition. This led to a shortage of raw materials for industrial purposes in India.

Question 8 How was the princely state of Hyderabad incorporated into India?
Answer:

The princely state of Hyderabad incorporated into India:

Hyderabad was the largest princely state when India attained independence in 1947. The ruler of Hyderabad was known as the Nizam.

[1] Distribution of population: When India gained freedom, the Nizam of Hyderabad was Osman Ali Khan. But though the ruler was a Muslim, about 87 percent of the population of Hyderabad were Hindus.

[2] Anti-India feelings: After the British left India, the Nizam of Hyderabad did not accede either to India or to Pakistan, and tried to maintain his independence. The leader of the Muslims, Qasim Rizvi, led a group known as ‘Razakar’, which carried out acts of terrorism on the Hindus living in the Indian subcontinent at the borders of Hyderabad. These people fled from their homes and took shelter in relief camps in India.

[3] Increasing complexities: The Nizam of Hyderabad instructed the Muslims to declare jihad on the people living in India. He brought in arms and ammunition from Pakistan and further complicated the issue by appealing against India to the United Nations and the International Court of Justice.

[4] Operation ‘Polo’: In this ‘backdrop, India sent an ultimatum to Hyderabad, but even that was ignored by the Nizam. Consequently, General J N Choudhury led the Indian army into Hyderabad in a military operation known as Operation Polo on September 13, 1948.

[5] The surrender: The Hyderabad army was easily defeated by the Indian army and they surrendered on September 18. Consequently, Hyderabad acceded to the Indian Union.

[6] Signing the Instrument of Accession: A few days later, the Nizam of Hyderabad signed the Instrument of Accession to the Indian Union and Hyderabad officially became a part of the Indian Union on January 26, 1950.

WBBSE Madhyamika Model Question Paper History Group E

Answer any one question in fifteen or sixteen sentences:

Question 1 What was the role of the various Brahma Samajas in the movement for social reform in nineteenth-century Bengal?
Answer:

The role of the various Brahma Samajas in the movement for social reform in nineteenth-century Bengal:

In nineteenth-century colonial India, Brahmo Samaj and its subsequent factions played an important role in the sphere of contemporary socio-religious reform movements. Various streams of Brahmo Samaj included the Adi Brahmo Samaj, the Brahmo Samaj of India, the Sadharan Brahmo Samaj, the Naba Vidhan Brahma Samaj, and the like.

In 1828, Raja Rammohan Roy in Calcutta established the Brahmo Sabha. In 1830, it was renamed the Brahmo Samaj. After the death of Raja Rammohan Roy, the leadership baton of the Brahmo Samaj was taken over by Debendranath Tagore, Keshab Chandra Sen, and others.

[1] Rejection of Superstitions & Imbueding a Rationalistic Fibre: The various activities of the Brahmo Samaj were not only directed against the prevalent superstitions and social malpractices but also aimed at encouraging and inculcating a spirit of rationalism among the common mass.

[2] Protest against Caste System & Religious Orthodoxy: The Brahmo Samaj committed itself to the abolition of the caste system and other religious chauvinism that was prevalent in contemporary Hindu society. Through their activities, they tried to inspire people to follow the lines of rationale.

[3] Concept of National Integration: Through its liberal religious ideology and by way of spreading the ideals of nationalism, the Brahmo movement played an important role in spreading the concept of national integration.

[4] Role in Women’s Emancipation: Brahmo Samaj worked ardently towards women’s emancipation. They protested against the purdah system and polygamy. Besides, they focused on the legitimization of widow remarriage. They also dedicated themselves to the spread of female education.

[5] Social Welfare Activities: The foremost initiatives of the Brahmo Samaj included various social welfare activities and philanthropic works through which they succeeded in spreading the ideas of nationalism. Keshab Chandra along with a group of Bengali youths showed exemplary character during a famine relief program during the famine.

All the streams of the Brahmo Samaj together played a very important role in the socio-religious reform movements of nineteenth-century India. Not only did they work towards a just and egalitarian society, discarding the prevalent religious malpractices but they also put their efforts behind female emancipation.

Their activities had a far-reaching impact, as they inspired socio-religious activities outside Bengal as well. They inspired the mass to tread along the paths of rationalism, rejecting superstitions. In a way, the Brahmo movement successfully instilled the spirit of national consciousness, especially among the youth.

Question 2 Briefly discuss the ideas of Rabindranath Tagore on the synthesis between Nature, Man, and Education.
Answer:

The ideas of Rabindranath Tagore on the synthesis between Nature, Man, and Education:

According to Rabindranath a child is born in a natural environment and he is also born in a social environment. A method that can integrate these two in education should be selected.

He believed that society and nature around would help in educating children better. He believed that in an ideal method of teaching, there must be active communication between man and nature. The pupils of the school should be allowed to enjoy enough freedom. They should be allowed to move about freely on the school campus according to their own will and play as they like.

The teaching-learning should be conducted under the open sky and he himself disliked keeping students confined within the classroom. He believed that the relationship between a teacher and a pupil should be as close as that of the ancient ashram period and based on mutual respect.

Question 3 Discuss the role of the Leftists in the Anti-Colonial Movements of 20th-century India.
Answer:

The role of the Leftists in the Anti-Colonial Movements of 20th-century India:

Leftists played an important role in the anti-colonial movement in 20th-century India.

[1] All India Workers’ and Peasants’ Party: In 1928 formed All India Workers’ and Peasants’ Party was. Under the initiative of the party, several workers and peasant movements were organized against the oppression of the British on the working class.

[2] Meerut Conspiracy Case: The Communist Party leaders like M N Roy, and SA Dange organized industrial workers and peasants. The activities of the Workers’ and Peasants’ Party alarmed the government. In order to suppress communist influence, the British government started the Meerut Conspiracy Case (1929). This was a clear case of an attack on the communists who were arrested and put to jail.

[3] Communist Party banned: However, the remaining members of the Communist Party continued the struggle against the British. There were successful strikes under the communist leaders. Consequently, in 1934, the Communist Party of India was banned. But these repressions failed to weaken the communist movement. However, the leftist movements could not make any progressive development as the basic themes of ‘class antagonism’ and ‘violence’ were alien to the Indian tradition.

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

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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

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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

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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:

Editor of ‘Somprakash’

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:

Meaning Of ‘Ulgulan’

‘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.

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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.

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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.

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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:

Observation Of Rashid Ali Day

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.

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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.

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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

Important Historical Locations for WBBSE Maps

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

Locating and labeling the above places in map as follows

WBBSE History Map Questions and Answers

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

Locating and labeling the above places in map as follows

Historical Map Identification Techniques

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

Locating and labeling the above places in map as follows

Map Pointing Practice for Class 10 History

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

Locating and labeling the above places in map as follows

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

Madhyamik History Model Question Paper Set 4

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

WBBSE Class 10 History Sample Questions

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

WBBSE History Practice Papers 2023

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.

Model Questions for WBBSE History Exam

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:

Objective of the Landholders’ Society founded

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

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.

Important Dates and Figures in Indian History

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.

Key Historical Events for WBBSE Class 10

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

Characteristics of Alternative Ideas in History

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.

Read and Learn Also WBBSE Solutions for Class 10 History

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.

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.

7. Another group of educationists set up the ‘Society for Promotion of Technical Education in Bengal’, whose objective was to promote technical education among the masses.

8. Rabindranath’s ideas of education materialized through his ashram school at Santiniketan. Teaching-learning in Santiniketan was conducted under the open sky because Rabindranath himself disliked keeping students confined within four walls of a classroom. Pupils participated in various forms of creative activities and social development schemes for spiritual and social development.

9. Rabindranath wanted to harmonize and integrate Eastern and Western cultures at ‘Visva Bharati’. According to him, “the foundation of the relationship in which awaits dissemination all over the world will be established here.” While explaining the aims and functions of the institution, he said that being strongly impressed by need and responsibility, he had formed a nucleus of an International University for the promotion of mutual understanding between the East and the West.

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic A Development Of Printing Press In Bengal Analytical Answer Type Questions

Question 1 Who was James Augustus Hicky? Why were several prosecutions instituted against him?
Answer:

James Augustus Hicky:

James Augustus Hicky is called the ‘Father of Indian Journalism’. He was a printer in the East India Company. Hicky started the first newspaper in India. It was started in 1780 and was published in Calcutta.

This paper called the ‘Bengal Gazette’ or the ‘Original Calcutta General Advertiser’, was popularly known as ‘Hicky’s Gazette’. Its motto was “Weekly political and commercial paper, open to all parties, but influenced by none.”

‘Hicky’s Gazette’ was a medium of exposing scandals among the company’s employees. It exposed the exploitative methods of accumulation of vast wealth by British traders.

The life of the European community in Calcutta, their scandals, and their duels, were fully exposed in this newspaper. It incurred the displeasure of Warren Hastings and several prosecutions were instituted against Hicky thus the paper failed to survive.

Class 10 History Solution Wbbse

Question 2 Write a short note on Fort William College.
Answer:

Fort William College:

Fort William College was founded in 1800 by Lord Wellesley to give training to the newly recruited young civilians in India. These young civilians were generally ignorant of Indian affairs. The East India Company’s government felt the need to train administrators in Indian languages and law as well as European literature and philosophy to work efficiently.

A number of eminent scholars like Carey, Matthew Lumsden, Mrityunjay Vidyalankar, Tarini Charan Mitra, and others contributed to the development of the Indian language and literature. Thousands of books were translated from Sanskrit, Arabic, Persian, Bengali, Hindi, and Urdu in English at this institution. The college employed more than one hundred local linguists to meet its purposes.

Question 3 How did Serampore Mission Press become a pioneer in the printing press?
Answer:

Serampore Mission Press become a pioneer in the printing press:

Christian missionaries from Denmark, established several printing presses in Serampore, due to various reasons. It added to the pride of the East.

[1] Establishment of the printing press: A Christian missionary, William Carey, established a printing press in Serampore, which was Asia’s largest and one of the best printing presses in the world.

[2] Release of the translation: Different ancient texts like the Bible, the Ramayana, the Mahabharata etc., were translated and published in several languages such as Bengali, Hindi, Marathi and so on.

[3] Other works related to printing: Other than translation, academic books for Fort William College, Ramram Bose’s ‘Pratapaditya Charitra’ and several other newspapers were also published from these printing press.

[4] Imparting education: Under the initiative of William Carey, Joshua Marshman, and William Ward, from the Serampore mission, mass education flourished. More than 2 lakh books were published in about 40 languages, in this printing press, between 1801-1832. They played a very important role in spreading education about culture and science.

[5] Privileges to the poor students: Since a large number of books were printed from these printing presses, they were available to the poor students, at a cheaper price or even free of cost. Thus, they were no longer deprived of gaining knowledge and wisdom.

WBBSE Class 10 History Chapter 5 Summary

Question 4 What was the role of Serampore Mission Press in the spread of mass education in Bengal?
Answer:

The role of Serampore Mission Press in the spread of mass education in Bengal:

William Carey, an eminent Baptist missionary and linguist, established a printing press in Serampore in 1800. The books printed by this press were available to the common people at low prices and this helped in the spread of mass education in Bengal.

[1] Translations in Bengali: Various works of translation were published by the Serampore printing press. The most important works were the Bible translated under the supervision of Carey, the Ramayana, and the Mahabharata under the initiative of Ramram Basu and Mrityunjay Vidyalankar, and Bengali translations of ancient Indian literature.

[2] Bengali prose: The Serampore Missionary Press played an important role in the development of Bengali prose. The most significant part was played by William Carey, Joshua Marshman, and William Ward. Thus Bengali literature could reach the masses smoothly.

[3] Publication of textbooks: The Serampore Missionary Press published a number of textbooks for the benefit of the students. The Calcutta School Book Society was established in Calcutta in 1817 to make these books cheaply available to the students. In 1818 the Calcutta School Book Society distributed thousands of textbooks published by the Serampore press among the students.

[4] Spread of mass education: The various translation works, Bengali literary works, and textbooks were made cheaply available to the readers and students by the Serampore press. As a result mass education spread all over Bengal.

Question 5 Discuss the foundation and development of the modern printing press in Bengal.
Answer:

The foundation and development of the modern printing press in Bengal:

The European Christian missionaries set up a modern printing press in Bengal towards the end of the 18th century. By the next century, a number of printing presses were established in different parts of Bengal.

[1] Primary initiative: The first printing press was established in Calcutta in 1777 by James Augustus Hicky. In the following year, the East India Company official, Charles Wilkins, established another one at Chinsurah in Hooghly. The East India Company also founded its own press in Calcutta in 1779.

[2] Subsequent initiatives: The Christian missionaries founded a printing press at Serampore in 1800 which soon turned out to be the largest press in Asia. After that, some press was established in Calcutta under the foreign initiative.

[3] An initiative of Bengalis: The first press was established in Calcutta in 1816 under the initiative of Bengalis. The founder was Ganga Kishore Bhattacharya. After that, some other Bengalis also came forward to get books and journals published through their own press.

[4] Press in East Bengal: The first printing press in East Bengal was ‘Barttabaha Jantra’ which was set up in Rangpur in 1847. After that Dacca Press was founded in Dacca in 1856 under the initiative of Alexander Forbes. Another press was established in Dacca in 1860. It was followed by one in Faridpur which was published in the journal ‘Amrita Bazar Patrika’

Class 10 History Solution Wbbse

Question 6 What was the role of the printing press in imparting education in Bengal during British rule?
Answer:

The role of the printing press in imparting education in Bengal during British rule:

The printing press established in the late 18th century, played a major role in imparting education throughout Bengal.

[1] Academic books: Several academic books of different schools and colleges were printed in these presses. The subjects dealt with in these books included literature, mathematics, science, history, geography, etc. The low prices of these books also ensured that they reached the students in rural areas of Bengal and thus these books gained much popularity.

[2] Other books: After the establishment of the press in Bengal, translations of the Bible, the Ramayana, the Mahabharata and other ancient texts in Bengali were published. Besides, several research papers were also published. These easily reached the common masses of Bengal.

[3] Newspapers and journals: Several newspapers and journals in Bengali and English were published from these printing press. Apart from daily news, several informative articles were also published in these papers.

[4] New educational institutions: In order to write textbooks for the students, and hand it over to them at low prices or free of cost, the Calcutta School Book Society was set up in 1817. In 1818, after the Calcutta School Society was set up, several schools were established under it. Thus, the education system in Bengal improved.

Impact of 19th Century Reforms on Society

Question 7 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 8 Discuss the development of modern Bengali script in printing work.
Answer:

The development of modern Bengali script in printing work:

Towards the end of the 18th century the establishment and development of the printing press as well as the publication of different books in Bengali began under the initiative of Christian missionaries. For this reason, the modern Bengali script emerged and also underwent several modifications.

[1] An initiative of Charles Wilkins: Charles Wilkins, a British East India Company official, set up a printing press at Chinsurah in Hooghly in 1778. He designed a Bengali script, a style of letters, for the first time with the purpose of printing. However, those letters were quite simple and of inferior quality.

[2] An initiative of Panchanan Karmakar: Panchanan Karmakar, a skillful goldsmith, designed a more developed set of letters for typing in Bengali. He is called the ‘Father of Bengali Typewriting’. Serampore Mission Press used his designs to publish their Bengali books.

[3] An initiative of Suresh Chandra Majumdar: After Panchanan Karmakar, the letters of Bengali typewriting were further developed by Suresh Chandra Majumdar. He devised a set of letters known as ‘linotype’ which was a highly developed design of letters.

[4] An initiative of Manohar Karmakar: Panchanan Karmakar had taught his son-in-law Manohar Karmakar the art of making Bengali type. Manohar showed great skill in this field and developed it further.

Key Movements from Mid 19th to Early 20th Century

Question 9 Why was the Vernacular Press Act introduced? What were its provisions?
Answer:

The Vernacular Press Act:

The Vernacular Press Act was passed in 1878 during the viceroyalty of Lord Lytton. The British rulers in India held the vernacular press responsible for spreading critical nationalist spirit among the readers. Vernacular papers like ‘Yugantar’, ‘Bangabasi’, ‘Kaal’, and the ‘Kesari’ made criticisms of the moderate program of prayer, petition, and protest.

Vernacular press preached the need for active movement in order to obtain freedom from the British. The constant attacks of the native press on the government’s policies and actions led Lord Lytton to pass the Vernacular Press Act. The Act was introduced to suppress the growing criticism of the British government.

The Vernacular Press Act laid down that the publishers and printers of papers in Indian languages must not publish any matter which may induce the reader to form an anti-British opinion. They were required to give an undertaking that they would not publish any matter that is likely to cause hatred against the British and the law also provided for imposition of heavy fines.

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic A Development Of Printing Press In Bengal Mark True Or False

Question 1. ‘Doutrina Christa’ was printed in Tamil Malayalam.
Answer: True

Question 2. East India Company established a printing press in Hooghly in 1779.
Answer: True

Question 3. ‘Bengal Gazette’ was published in Bengali.
Answer: False

Question 4. ‘A Grammar of the Bengali Language’ was first printed in Hooghly from the printing press of John Andrews.
Answer: True

Question 5. Hicky’s ‘Bengal Gazette’ is regarded as the first newspaper in India.
Answer: True

Question 6. James Augustus Hicky set up his printing press in Bengal in 1870.
Answer: False

Question 7. Rigid press censorship was imposed by Cornwallis in 1799.
Answer: False

Wbbse History And Environment Class 10 Solutions

Question 8. ‘Sambad Prabhakar’ is the first weekly newspaper published in 1818 in Bengali.
Answer: False

Question 9. Adam’s Press Regulations were repealed in 1827.
Answer: True

Question 10. ‘Sambad Prabhakar’ is the first vernacular weekly paper run by Indians.
Answer: False

Question 11. ‘Samachar Sudhabarsan’ was charged before the Supreme Court for publishing seditious articles.
Answer: True

Question 12. Upendrakishore Raychowdhury was the first to attempt color printing and the art of modern block-making in India.
Answer: True

Question 13. In Bengal linotype was introduced by Vidyasagar.
Answer: False

WBBSE History Chapter 5 Important Questions

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic A Development Of Printing Press In Bengal Fill In The Blanks

1. ‘Compendio Espiritual Da Vida Christa’ was printed in 1561 (1561/1516/1651).
2. A Baptist Mission in Serampore was established in 1800 (1784/1807/1800).
3. Bengal Gazette of Ganga Kishore Bhattacharya was a weekly (weekly/ monthly/bimonthly) newspaper published in 1818.
4. Adam’s Press Regulations (1823) were repealed by Charles Metcalfe (Charles Metcalfe/ Cornwallis/Wellesley).
5. The ‘Sambad Prabhakar’ edited by Iswar Chandra Gupta, became a daily on June 14, 1839 (June 14, 1839/January 14, 1839/June 14, 1893).
6. ‘Sambad Prabhakar’, the first vernacular paper run by Indians, was a daily (daily/ weekly/bimonthly) paper.
7. Fort William College was founded in Calcutta (Calcutta/Serampore/Burdwan).
8. In Calcutta, the first Bengali who established a press was Baboo Ram (Baboo Ram/ Ganga Kishore Bhattacharya/Iswar Chandra Gupta).
9. The Vernacular Press Act (1878) was repealed by Lord Ripon (Lord Ripon/Lord Lytton/ Lord Hastings).
10. Upendrakishore Raychowdhury was a famous writer (doctor/writer/teacher).
11. The Serampore Press became famous as the largest printing press in Asia (Asia/Bengal/ Goa).
12. Johannes Gutenburg (James Augustus Hicky/Johannes Gutenburg/William Carey) is known as the ‘Father of Printing Press’.
13. The Calcutta School Book Society was established in Calcutta in 1817 (1818/1816/1817).

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic A Development Of Printing Press In Bengal Choose The Best Explanation

Question 1 The missionaries of Serampore had limited success in publishing English and Bengali books because
1. They faced financial problems.
2. They failed to establish enough presses for publishing books.
3. Their only desire was to Christianise the people of the country.

Answer: 3. Their only desire was to Christianise the people of the country.

Question 2 Many Indian papers were charged before the Supreme Court
1. For criticizing the British Government.
2. For publishing seditious articles.
3. For spreading nationalism among the Indians.

Answer: 2. For publishing seditious articles.

Wbbse History And Environment Class 10 Solutions

Question 3 Halhead wrote his Bengali Grammar to teach the Bengali Language to British officials.
1. As the British Officials in India liked the Bengali language and literature.
2. As knowledge of Bengali was essential for their promotion.
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: 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.

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic B Development Of Science And Technical Education In Bengali Analytical Answer Type Questions

Question 1 Write what you know about the development of scientific and technical education in colonial Bengal.
Answer:

The development of scientific and technical education in colonial Bengal:

Prior to the establishment of Brtish rule in Bengal, there was no provision for western education which included modern science and technology. Modern scientific and technical education began to develop in Bengal in the 19th century.

[1] The spread of Western education: Modern Western education spread all over Bengal during colonial rule. This helped to acquaint the students with the modern science and technology of the west. In this way, a backdrop for the development of modern scientific and technical education was created in Bengal.

[2] Primary initiative: One of the first and foremost institutions for the cultivation of modern science in Bengal was the ‘Asiatic Society’ founded by Sir William Jones in 1784. This society published different research papers on science in its magazine. Moreover, the famous chemist John Mackay began to teach chemistry at Serampore College in 1821.

[3] Science institutes: Science institutes grew up during the colonial period under the initiative of the British government and some eminent Bengalis to impart modern scientific education. In this context, some institutes that deserve special mention are the Indian Association for the Cultivation of Science, Calcutta Science College, Bose Institute, National Education Council, etc.

[4] Technical institutes: Along with the progress of science in Bengal, some educational institutions also grew up to impart technical education. Such institutes include Roorkee Engineering College (1847), Calcutta Engineering College (1856), Association for the Advancement of Scientific and Industrial Education, Calcutta (1903), Jadavpur Engineering College (1906), Bengal Technical Institute, etc,.

Wbbse History And Environment Class 10 Solutions

Question 2 Discuss the contribution of Bengal Technical Institute in the spread of technical education.
Answer:

The contribution of Bengal Technical Institute in the spread of technical education:

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.

Role of Education in Social Reform Movements

Question 3 What led to the foundation of the Bengal Technical Institute?
Answer:

The foundation of the Bengal Technical Institute:

The National Council of Education was established in 1906. There was a difference of opinion among its members regarding the nature of education to be imparted. The majority group wanted to impart literary, scientific, and technical education on nationalist lines and under national control.

However, the minority group within the National Council of Education wanted to emphasize technical education. They decided to set up a rival institution known as the Society for the Promotion of Technical Education in Bengal. Taraknath Palit set it up in his own house (92, Upper Circular Road) and donated 4 lakh rupees for this purpose.

The first Principal of this institute was Pramatha Nath Basu and the first President was Rashbehari Ghosh. The objective of the institute was to promote technical education among the masses and to make the younger generation more interested in technical education.

Question 4 Write a note on the Indian Association for the Cultivation of Science.
Answer:

The Indian Association for the Cultivation of Science:

The Indian Association for the Cultivation of Science was established in 1867 by Mahendralal Sircar. It is one of India’s leading scientific institutions. It was the first national science association in India. Mahendralal realized that to achieve economic prosperity and hasten social change, it is necessary that Indians must cultivate science.

Thus he planned for an association that would be funded, run, and managed by native Indians. Many citizens of Calcutta contributed enthusiastically and Mahendralal, along with Father Eugene Lafont, inaugurated the association at 210, Bowbazar Street, Calcutta. Later on, its location was changed to Jadavpur. Dr. Sircar was the secretary and eminent persons like K C Sen and Ishwar Chandra Vidyasagar were its trustees.

Basic departments such as Chemistry, Physics, Mathematics, Biology, and Spectroscopy were established. The teachers included Eugene Lafort, Jagadish Chandra Bose, Ashutosh Mukherjee, Nilratan Sirker, and others. Many scientists like K S Krishnan (Magnetism) and Meghnad Saha (Astrophysics) worked here.

This institute is engaged in fundamental research in various branches of science. Lectures and demonstrations are arranged regularly for the public to popularise science. Nobel laureate CV Raman did his groundbreaking work on the Raman Effect in this institution.

Question 5 What was the contribution of Mahendralal Sircar in the cultivation of science in Bengal?
Answer:

The contribution of Mahendralal Sircar in the cultivation of science in Bengal:

The Indian Association for the Cultivation of Science was established in 1867 by Mahendralal Sircar. It is one of the leading scientific institutions of India. It was the first national science association in India.

Mahendralal realized that to achieve economic prosperity and hasten social change, it is necessary that Indians must cultivate science. Basic departments such as Chemistry, Physics, Mathematics, Biology, and Spectroscopy were established. This institute is engaged in fundamental research in various branches of science. Lectures and demonstrations are arranged regularly for the public to popularise science.

Wbbse History And Environment Class 10 Solutions

Question 6 What part did Jagadish Chandra Bose play in the development of scientific study in Bengal?
Answer:

Part Of Jagadish Chandra Bose play in the development of scientific study in Bengal

Bose Institute is a research institute in the fields of Physics, Chemistry, Plant Biology, Microbiology, Biophysics, Animal Physiology, Immunotechnology, Bioinformatics, and Environmental Science. It was established in 1917 by Jagadish Chandra Bose at Acharya Prafulla Chandra Road, Rajabazar, West Bengal.

After its foundation, a managing committee was formed, consisting of members like Rabindranath, Satyendra Prasanna Sinha, Nilratan Sircar, Bhupendranath Basu, Sudhangshumohan Basu, Satishranjan Das, Abala Basu and Jagadish Chandra himself. The aim of the institute is the development of science and the spread of scientific education.

While inaugurating the institute, Jagadish Chandra said, “I dedicate today this institute, not merely a laboratory but a temple. The advance of science is the principal object of this institution and also diffusion of knowledge.”

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic B Development Of Science And Technical Education In Bengali Mark True Or False

Question 1. An association for the spread of technical education was formed in Calcutta in 1804.
Answer: False

Question 2. The Bengal Technical Institute was founded on July 25, 1906.
Answer: True

Question 3. Prasanna Kumar Ghosh first made a cycle and rickshaw in Calcutta.
Answer: True

Question 4. Bipin Behari Das first made a complete motor car in India.
Answer: True

Question 5. Shibchandra Nandi is known as the first Indian engineer.
Answer: False

Question 6. Acharya Jagadish Chandra Bose was a teacher at the Indian Association for the Cultivation of Science.
Answer: True

Question 7. CV Raman was a teacher at Ballygunge Science College.
Answer: False

Question 8. The Bose Institute has three campuses at present.
Answer: True

Question 9. Basu Bigyan Mandir has been officially named Rashbehari Siksha Prangan.
Answer: False

Question 10. In 1910 Bengal National College was amalgamated to Bengal Technical Institute. 11. The full form of CET is the Centre of Engineering and Technology.
Answer: True

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic B Development Of Science And Technical Education In Bengali Fill In The Blanks

1. School of Industrial Art was set up in 1854 (1854/1855/1845).
2. The Indian Chemical Society was established in 1924 (1824/1842/1924).
3. A technical college was established in Jadavpur in 1907 (1901/1907/1917) for the spread of technical education.
4. The first Principal of the Bengal Technical Institute was Pramatha Nath Basu (Rashbehari Ghosh/ Pramatha Nath Basu/Subodh Mallik).
5. Urea stibine, a medicine of kala-azar was invented by Upendranath Brahmachari (Upendranath Brahmachari/Debendra Mohan Basu/Jagadish Chandra Bose).
6. The Rajabazar Science College was founded by Ashutosh Mukherjee (Ashutosh Mukherjee/Rashbehari Ghosh/Taraknath Palit/C V Raman).
7. Indian Institute of Science was founded in 1909 (1908/1909/1911).
8. Indian Association for the Cultivation of Science was patronized by Surendranath Banerjee (Vidyasagar/Upendra Kishore Raychowdhury/Surendranath Banerjee).
9. Meghnad Saha (Prafulla Chandra Roy/Meghnad Saha/ Satyendranath Bose) was an active member of the National Planning Committee constituted by the Indian National Congress in 1938.

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic B Development Of Science And Technical Education In Bengali Choose The Best Explanation

Question 1 The aim of Bose Institute is
1. The development of science.
2. The development of science and the spread of scientific education.
3. To encourage scientific research.

Answer: 2. The development of science and the spread of scientific education.

Wbbse History And Environment Class 10 Solutions

Question 2 Bengal Technical Institute was established in Calcutta in 1905.
1. It grew up during the colonial rule in Bengal for the cultivation of science and development of science education.
2. Its objective was to spread indigenous technical education as an alternative to the education system of the British government.
3. It grew up under the initiative of the British government to publish research. papers on science.

Answer: 2. Its objective was to spread indigenous technical education as an alternative to the education system of the British government.

Chapter 5 Alternative Ideas And Initiatives From Mid-19th Centur Characteristics And Observations Topic C Criticism Of The Colonial System Of Education And Visca-Bharati Analytical Answer Type Questions

Question 1 What was the role of Dawn society in national education?
Answer:

The role of Dawn society in national education:

The Dawn Society was established in 1902 by Satish Chandra Mukherjee. It derived inspiration from the Swadeshi spirit. Satish Chandra’s work of establishing the society was supported by eminent persons of Bengal.

The members of the society included noted intellectuals of Bengal including Rabindranath Tagore, Rajendra Prasad, Raja Subodh Chandra Mallick, Aurobindo Ghosh, Brajendra Kishore Roychoudhury, Radha Kumud Mukherjee, and others.

The society sought to promote national education for man-making and nation-building. Its curriculum included economics, political science, history, geography, science, and technology. The work of the society saw the founding of the National Council of Education in 1905.

Question 2 Explain Rabindranath’s view on the synthesis of nature, man, and education.
Answer:

Rabindranath’s view on the synthesis of nature, man, and education:

According to Rabindranath a child is born in a natural environment and he is also born in a social environment. A method that can integrate these two in education should be selected.

He believed that society and nature around would help in educating children better. He believed that in an ideal method of teaching, there must be active communication between man and nature. The pupils of the school should be allowed to enjoy enough freedom. They should be allowed to move about freely on the school campus according to their own will and play as they like.

The teaching-learning should be conducted under the open sky and he himself disliked keeping students confined within the classroom. He believed that the relationship between a teacher and a pupil should be as close as that of the ancient ashram period and based on mutual respect.

Question 3 With what aim was Sriniketan established?
Answer:

Rabindranath Tagore’s dream project was Sriniketan, near Santiniketan. It was established by Tagore in 1922. Its aim was to develop a better life for the people of the village by educating them to be self-reliant. It focussed on agriculture and rural development with the cooperative efforts of the villagers themselves.

Its objective was to help the villagers to solve their own problems instead of accepting a solution being imposed on them from outside. The Institute of Rural Reconstruction was Tagore’s attempt to put to work his ideas about village reform. It is now a big hub of rural development projects.

Class 10 History Wbbse

Question 4 What were the objectives of the National Council of Education? How far was it successful?
Answer:

Rabindranath’s view on the synthesis of nature, man, and education:

The National Council of Education was founded in 1906. The Swadeshi Movement started against the Partition of Bengal (1905) and this swadeshi spirit helped the growth of national education. The nationalists felt that the existing system of education was inadequate since the national educational institutions could meet the educational needs of society.

The nationalists favored the establishment of educational institutions where literary, technical, and scientific education could be imparted to the students. Thus, the National Council of Education was successfully founded with the objective of organizing an elaborate system of education on national lines and under national control.

The National Council of Education, in the course of the next two years, set up 25 secondary and 300 primary schools affiliated with it. However, the lack of funds and measures of repression adopted by the government proved to be serious obstacles in the way of the smooth running of these institutions. As a result, the indigenous system of education did not work well and many students returned to British- run schools and colleges.

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic C Criticism Of The Colonial System Of Education And Visca-Bharati  Mark True Or False

Question 1. Rabindranath Tagore founded his own. school at Santiniketan in 1901.
Answer: True

Question 2. The students of Brahmacharyasram did not have any fixed curriculum.
Answer: True

Question 3. The object of Visva-Bharati was to synthesize the cultures of the East and the West.
Answer: True

Question 4. Visva-Bharati University was given the status of a central university in 1956.
Answer: False

Question 5. Visva-Bharati is a non-residential university.
Answer: False

Question 6. According to Rabindranath a student confined within the four walls of a classroom was nothing more than a bird in a cage.
Answer: True

Question 7. Calcutta University was ironically called ‘Goldighir Golam Khana’.
Answer: True

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic C Criticism Of The Colonial System Of Education And Visca-Bharati Fill In The Blanks

1. The Jadavpur University Act was enacted in 1955 (1955/1956/1965).
2. The first national school was established in Rangpur (Dacca/Rangpur/Khulna).
3. Sriniketan was established by Rabindranath Tagore (Aurobindo Ghosh/Rabindranath Tagore/ Satish Chandra Mukherjee).
4. Indira Gandhi (Subodh Mallick/Nagendranath Ganguly/Indira Gandhi) was a student of Visva-Bharati University.
5. Vishva-Bharati University is located in Birbhum (Burdwan/Birbhum/Berhampore).

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Topic C Criticism Of The Colonial System Of Education And Visca-Bharati  Choose The Best Explanation

Question 1 The objective of setting up the National Council of Education was
1. To challenge the British rule over education and to educate the people on national lines and under national control.
2. To make rules and regulations.
3. To provide teacher’s training to freshers.

Answer: 1. To challenge the British rule over education and to educate the people on national lines and under national control.

Question 2 The National Council of Education was founded with the objective of
1. Organizing an elaborate system of education.
2. Promoting technical education.
3. Promotion of education on national lines and under national control.

Answer: 3. Promotion of education on national lines and under national control.

Question 3 The Dawn society established by Satish Chandra Mukherjee was supported by the eminent leaders of Bengal.
1. It focused on agriculture and rural development.
2. It sought to promote national education for man-making and nation-building.
3. It supported the colonial system of education.

Answer: 2. It sought to promote national education for man-making and nation-building.

Question 4 Rabindranath did not like the colonial system of education.
1. Because this system was expensive.
2. Because the medium of instruction in this system of education was the mother tongue.
3. Because it did not lead to the mental development of the learner.

Answer: 3. Because it did not lead to the mental development of the learner.

Chapter 5 Alternative Ideas And Initiatives From Mid-19th Century To The Early 20th Century Characteristics And Observations Topic D Miscellaneous

Column 1	Column 2
(1) Press of Sir Lebentar Saheb	(A) Mirzapur
(2) Press of Mushi Hedafullah	(B) Shakhari Tota
(3) Press of Srimanta Ray	(C) Bowbazar
(4) Press of Badan Palit	(D) Arpuli painting

 

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

Column 1	Column 2
(1) Johm Gilchrist and William Hunter	(A) Press at Pataldanga
(2) Matthew Lumsden	(B) Hindusthani Press
(3) Baboo Ram	(C) Persian Press
(4) Lallu Lal	(D) Sanskrit Press

 

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

Column 1	Column 2
(1) Hemchandra Kosh	(A) 1808
(2) Amar Kosh	(B) 1848
(3) Banglar Itihash	(C) 1780
(4) Bengal Gezette	(D) 1807

 

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

Column 1	Column 2
(1) KrishnaGopal Ghakta	(A) Bengali Gazette Press
(2) Ganga Kishore Bhattacharya	(B) New Bengal Press
(3) Rajkrishna Ray	(C) U Ray & Sons
(4) Upendrakishore Raychowdhury	(D) Bina Jantra Press

 

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

Column 1	Column 2
(1) Indian Association for the Cultivation of Science	(A) 1780
(2) Hicky’s Press	(B) 1799
(3) Wellesley’s Press	(C) 1818
(4) Bengal Gazette	(D) 1876

 

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

Column 1	Column 2
(1) Samachar Darpan	(A) Iswar Chandra Gupta
(2) Sambad Prabhakar	(B) Debendranath Tagore
(3) Tattwabodhini Patrika	(C) Girish Chandra Ghosh
(4) Hindoo Patriot	(D) J C Marshman

 

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

Column 1	Column 2
(1) Adam’s Press Regulations	(A) 1827
(2) Vernacular Press Act	(B) 1904
(3) Adam’s Press Regulations Annulled by Charles Metcalfe	(C) 1878
(4) University Act of Lord Curzon	(D) 1823

 

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

Column 1	Column 2
(1) New Bengal Press	(A) Serampore
(2) Bina Jantra Press	(B) Calcutta
(3) Baptist Mission	(C) Maniktala Street
(4) Fort William College	(D) Mechua Bazar Street

 

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

Column 1	Column 2
(1) Prafulla Chandra Ray	(A) Basu Bigtan Mandir
(2) Jagadish Chandra Bose	(B) Rabindranath Tagore
(3) Brahmachary asram	(C) Fort William College
(4) Wellesley	(D) Indian Chemical Society

 

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

Column 1	Column 2
(1) Foundation of Calcutta Science College	(A) 1915
(2) Chemistry Department of Science College Started	(B) 1916
(3) Physics department of the science college started	(C) 1917
(4) Basu Bigyan Mandir	(D) 1914

 

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

Column 1	Column 2
(1) Basu Bigyan Mandir	(A) Taraknath Siksha Prangan
(2) Rajabazar science college	(B) Brahmachary asram
(3) Ballygunge science college	(C) Rashbehari siksha prangan
(4) Santiniketan school	(D) Bose Institute

 

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

Column 1	Column 2
(1) Ashutosh Mukherjee	(A) Teacher of the IACS
(2) Mahendralal sircar	(B) Vice-Chancellor of Calcutta university
(3) C V Raman	(C) Lawyer
(4) Rashbehari Ghosh	(D) Doctor

 

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

Column 1	Column 2
(1) Rajabazar Science College	(A) Rabinsranath Tagore
(2) Bose Institute	(B) Ashutosh Mukherjee
(3) Visva-Bharati	(C) Lord Wellesley
(4) Fort William College	(D) Jagadish Chandra  Bose

 

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

Column 1	Column 2
(1) Ashutosh Mukherjee	(A) Lawyer
(2) Taranath Palit	(B) An employee of the Serampore Mission Press
(3) Ganga Kishore Bhattacharya	(C) Painter
(4) Upendrakishore Raychowdhury	(D) Vice-Chancellor of Calcutta University

 

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

Column 1	Column 2
(1) Santiniketan Ashram Vidyalaya	(A) 1800
(2) Bengal Technical Institute	(B) 1901
(3) Fort William College	(C) 1914
(4) Rajabazar Science College	(D) 1906

 

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

Chapter 5 Alternative Ideas And Initiatives Characteristics And Observations Advanced Questions And Answers

Question 1 What was the contribution of Meghnad Saha in the field of Science?
Answer:

The contribution of Meghnad Saha in the field of Science:

Meghnad Saha’s place in the history of astrophysics and modern science in India is unique. He made important contributions in different branches of physics.

[1] Institution builder: Saha was a great institution builder. The institutions which he built were the Saha Institute of Nuclear Physics, the National Academy of Sciences, the National Institute of Sciences, the Indian Physical Society, and the Indian Sciences News Association.

Analysis of Early 20th Century Social Movements

[2] Works on diverse topics: Saha worked on diverse topics. Some of his research papers are ‘On the Limit of Interference in the Fabry-Perot Interferometer’, ‘On a New Theorem in Elasticity’, ‘On the Dynamics of the Electron’, ‘On the pressure of Light’, etc. His theory of ‘High-temperature colonization and its application. to Stellar Atmosphere made him renowned all over the world.

[3] Source of inspiration: Megnad Saha’s works and achievements have been a story of scientific progress in India. He would always remain as a rich source of inspiration to Indian scientists. In the field of science, his works are a great example of research.

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 2 Reform Characteristics And Observations Salient Points At A Glance

WBBSE History Chapter 2 Summary

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.

Read and Learn Also WBBSE Solutions for Class 10 History

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.

6. In 1835, the Calcutta Medical College was established and in 1854 appeared the famous Education Despatch of Charles Wood laid down the principle of a graded educational system from ‘the primary to the university’. In 1857, Calcutta University was established. As per Wood’s Despatch, a commission was constituted in 1882, under the chairmanship of Hunter which marked an important stage in the growth of western education in India.

Class 10 History Solution Wbbse

7. Efforts were also made for the promotion of female education. In 1849, JD Bethune, along with Vidyasagar, founded an institution for women’s education in Calcutta, which later became famous as Bethune College. The Brahmo Balika Shikshalaya was established later in 1890.

8. During the 19th century, Bengal was suffering from various religious and social evils like idol worship, casteism, untouchability, child marriage, polygamy, female infanticide, etc.

9. Social and religious reform movements started in the second half of the 19th century, the aim of which was to wipe off the evils of society. Rammohan Roy, Derozio, Keshab Chandra Sen, Vidyasagar, and several others played important roles in the social and religious reform movements. They openly criticized the evil customs and practices of society.

10. Due to the constant opposition of the Brahmo Samaj against these evil customs that prevailed in society, different Acts were passed to put an end to these evils. The Young Bengal, under the leadership of Derozio, created the awareness that social and religious reforms were necessary.

11. 19th-century Bengal witnessed an intellectual awakening that is in some way similar to the renaissance in Europe which took place during the 16th century. The major expressions of the renaissance in Bengal were the appearance of a large number of newspapers, periodicals, and literary works, the spread of western education and ideas.

12. The annals of Bengali literature were crowded with bright names such as those of Rammohan Roy, Akshay Kumar Dutta, Iswar Chandra Vidyasagar, Madhusudan Dutta, Hem Chandra Banerjee, Bankim Chandra Chattopadhyay, Dinabandhu Mitra, etc. Science also advanced under the initiative of several Bengali scientists such as Satyendranath Bose, Prasanta Chandra Mahalanobis, and Jagadish Chandra Bose.

13. The role played by Bengal in the modern awakening is comparable to the position occupied by Italy in the stage of the European Renaissance.

Wbbse History And Environment Class 10 Solutions

Chapter 2 Reform Characteristics And Observations Mark True or False

Question 1: The first newspaper in India was ‘Samachar Darpan’.

Answer: False

Question 2. ‘Bamabodhini Patrika’ was first published in 1873.

Answer: False

Question 3: ‘Grambarta Prakashika’ was first published in 1873.

Answer: True

Question 4: ‘Hutom Pyanchar Naksha’ is a compilation of satirical prose by Kaliprasanna Singha.

Answer: True

Question 5: The chief editor of ‘Hindoo Patriot’ was Keshab Chandra Sen.

Answer: False

Question 6: The editor of Somprakash was Dwarkanath Vidyabhusan.

Answer: True

Question 7: ‘Grambarta Prakashika’ was published by Harinath Majumdar.

Answer: True

Wbbse History And Environment Class 10 Solutions

Question 8: Every issue of Bamabodhini Patrika began with the caption ‘nurture the girl and educate her with care’.

Answer: True

Chapter 2 Reform Characteristics And Observations Fill in the blanks

1. A vivid picture of contemporary society in its pages in a satirical light was reflected in Hutom Pyanchar Naksha (Hutom Pyanchar Naksha/Hindoo Patriot/Nil Darpan).

2. ‘Hutom Pyanchar Naksha’ portrays the picture of the 19th Century (16th/18th/19th) ‘Babu’ culture in Calcutta.

3. The editor of ‘Samachar Chandrika’, was Bhabani Charan Bandopadhyay (Rammohan Roy / Harish Chandra Mukhopadhyay / Bhabani Charan Bandopadhyay).

4. ‘Bamabodhini Patrika’ played a vital role in bringing about the upliftment of women (men/women/children).

5. ‘Sambad Kaumudi’ was published under the patronage of Rammohan Roy (Iswar Chandra Vidyasagar/Rammohan Roy/J D Bethune).

6. James Long translated into English the Bengali drama Nil Darpan (Nil Darpan/Pather Dabi/Srikanta).

7. ‘Digdarshan’ was published by Serampore Baptist Missionary (Serampore Baptist Missionary/Calcutta University/Asiatic Society).

Chapter 2 Reform Characteristics And Observations Choose the best explanation

Question 1: ‘Bamabodhini Patrika’ recorded on its pages

1. The responsibilities of women in society.
2. The role of women in a changing society and family.
3. The position of widows in society.

Answer:  2. The role of women in a changing society and family.

Question 2: ‘Grambarta Prakashika’ was a famous newspaper.

1. It supported the indigo rebellion
2. The condition of rural Bengal was not brought out in front of the people before the publication of ‘Grambarta Prakashika’.
3. Editor Harinath was popular among the people.

Answer: 2. The condition of rural Bengal was not brought out in front of the people before the publication of ‘Grambarta Prakashika’.

Question 3: The ‘Hindoo Patriot’, edited by Harish Chandra Mukherjee, was a cause of alarm to the British because

1. It encouraged women to fight against the British.
2. It criticized the suppression of the Santhal revolt and the exploitation of the indigo planters.
3. It encouraged extremism.

Answer: 2. It criticized the suppression of the Santhal revolt and the exploitation of the indigo planters.

Important Questions from Reform Movements

Question 4: James Long was sentenced to one month in jail and fined Rs. 1000.

1. James Long committed theft in a government office.
2. He translated the drama Nil Darpan into English.
3. He hurt a British person.

Answer: 2. He translated the drama Nil Darpan into English.

Wbbse History And Environment Class 10 Solutions

Question 5: Raja Rammohan Roy was the first modern man of India.

1. Rammohan Roy supported British rule.
2. Rammohan Roy played an important part in the spread of Brahminism.
3. Rammohan Roy was a progressive social reformer.

Answer: 3. Rammohan Roy was a progressive social reformer.

Chapter 2 Reform Characteristics And Observations Mark True Or False

Question 1: Madhusudan Gupta was the author of ‘Anandamath’.

Answer: False

Question 2: Rammohan Roy was a pioneer of English education.

Answer: True

Question 3: The Mughal emperor Akbar II conferred upon Rammohan Roy the title of ‘Raja’.

Answer: True

Question 4:Rammohan Roy died in 1853.

Answer: False

Class 10 History Wbbse

Question 5:’Sambad Kaumudi’ was published under the patronage of Raja Rammohan Roy.

Answer: True

Question 6: Rasik Krishna Mallick was the first to dissect a human corpse in India.

Answer: False

Question 7: The present name of the General Assembly’s Institution is Bethune College.

Answer: False

Question 8: The universities of Calcutta, Bombay, and Madras were established in 1857.

Answer: True

Question 9: The first graduate of Calcutta University was Chandramukhi Basu.

Answer: False

Question 10: The first Indian Vice-Chancellor of Calcutta University was Ashutosh Mukhopadhyay.

Answer: False

Question 11: Fort William College was established by Warren Hastings.

Answer: False

Question 12: In 1835 Calcutta Medical College was established under the name of ‘Medical College, Bengal’.

Answer: True

Chapter 2 Reform Characteristics And Observations Fill In The Blanks

1. Rammohan Roy (Rabindranath Tagore/Swami Vivekananda/ Rammohan Roy) was called ‘Bharat Pathik’.

2. Rammohan Roy (Louis Vivian Derozio/Rammohan Roy/Iswar Chandra Vidyasagar) was called the ‘First Modern Man’ of India.

3. The School Book Society was founded in 1817 (1817/1818/1819).

4. David Hare (Ashutosh Mukherjee/David Hare/ Iswar Chandra Vidyasagar) founded the School Book Society.

5. The Calcutta Medical College was established in 1835 (1835/1836/1837).

6. The Calcutta Medical College was established during the governor-generalship of William Bentinck (William Bentinck/Lord Cornwallis/Lord Dalhousie).

7. Calcutta University was founded in 1857 (1852/1854/1857).

8. Jagadish Chandra Bose was a scientist (teacher/philanthropist/scientist).

9. The present name of Hindu Balika Vidyalaya is Bethune School (Sanskrit Collegiate School/ Bethune School/Scottish Church Collegiate School).

10. Macaulay (Macaulay/ Derozio/Rammohan) was the first Law Member of the Governor-General’s Council.

Chapter 2 Reform Characteristics And Observations Choose The Best Explanation

Question 1: Iswar Chandra is best remembered for_

1. His role as an educationist and social reformer.
2. Spreading western education.
3. Rousing national consciousness among the people of India.

Answer: 1. His role as an educationist and social reformer.

Question 2: Fort William College was established to train young civilians in_

1. Indian languages and laws.
2. European literature.
3. European philosophy.

Answer: 1. Indian languages and laws.

Question 3: The Medical College was established_

1. To train native youths in medical science.
2. To educate native youths in accordance with the mode adopted in Europe.
3. To train native youths in the principles of medical science in accordance with the mode accepted in Europe.

Answer: 3. To train native youths in the principles of medical science in accordance with the mode accepted in Europe.

Social Issues Addressed by Reformers

Question 4: Raja Rammohan Roy wrote a letter to Lord Amherst_

1. To ban the practice of Sati.
2. To spread western education in India.
3. To spread Sanskrit education in India.

Answer: 2. To spread western education in India.

Question 5: The Anglicist-Orientalist controversy regarding education started in India.

1. Whether English education or oriental education will be introduced in India.
2. Oriental education will be introduced in India.
3. Neither English education nor oriental education will be introduced in

Answer: 1. Whether English education or oriental education will be introduced in India.

Chapter 2 Reform Characteristics And Observations Topic A Social Ans Religious Reforms

Explanatory Answer (EA) Type Questions

Answer in 15 to 16 sentences

Question 1: Give an account of the Brahmo movement in the second half of the 19th Century.

Answer:

The development of the Brahmo movement in the later half of the 19th century can be discussed as follows-

[1] After the death of Rammohan Roy, the Brahmo Samaj was led by Maharshi Debendranath Tagore. He gave a new dimension to the Brahmo movement through the Tattwabodhini Sabha, which he had founded, and the ‘Tattwabodhini Patrika’, which was published by him. The program of the Brahmo Movement was the introduction of social reforms, expansion of education, and the control of the activities of the missionaries.

[2] In 1857, Keshab Chandra Sen joined the Brahmo Samaj and brought a new vitality to the Samaj. Under his leadership, 54 branches of the Brahmo Samaj were set up all over India.

[3] There was a clash between Keshab Chandra and his progressive followers with Debendranath on the question of the sacred thread.

[4] The old organization, known as Adi Brahmo Samaj, remained under the leadership of Debendranath Tagore. A new organization was founded by Keshab Chandra Sen, known as Bharatvarshiya Brahmo Samaj which supported widow remarriage, advocated female education, and renounced polygamy.

[5] However, Keshab Chandra himself was responsible for the further split in the Brahmo Samaj. He got his daughter married to the Maharaja of Cooch Behar (who was a minor), in violation of the Child Marriage Act (1872). His followers gave up the Bharatvarshiya Brahmo Samaj and founded the Sadharan Brahmo Samaj. By the end of the 19th century, the movement led by the Brahmo Samaj eventually lost force.

Characteristics of Social Reform Movements

Question 2: Give a brief account of the Widow Remarriage movement led by Vidyasagar. What was the extent of the success of Vidyasagar in this field?

Answer:

Widow Remarriage movement led by Vidyasagar

Iswar Chandra Vidyasagar was a great social reformer. He gave a new dimension to the social progress of Bengal. He is remembered for his contribution toward the upliftment of women. He waged a long struggle for widow remarriage and tried to improve the condition of the suffering Hindu widows.

[1] Campaign in favor of widow remarriage: In order to save the widows from their miserable condition Vidyasagar launched campaigns advocating widow remarriage. In order to form public opinion in favor of the widow’s remarriage he wrote different essays in the Tattwabodhini Patrika. He urged the British to pass legislation in favor of widow remarriage and he collected almost 1000 signatures and sent his petition to the government.

[2] Widow Remarriage Act Passed: In 1856 the Hindu Widow Remarriage Act was passed which legalized the remarriage of Hindu widows. Vidyasagar played a pivotal role in passing the act.

[3] Widow remarriage performed: On December 7, 1856, under the supervision of Vidyasagar, the first lawful Hindu widow remarriage was held. In the years between 1856 and 1860, twenty-five widow remarriages were performed under his inspiration.

[4] The extent of success of Vidyasagar: The enactment of the Hindu Widow Remarriage Act, 1856 was one of the major social changes in 19th century India. Widow remarriage brought new life to the lives of the widows. Though the Widow Remarriage Act was opposed by the conservative section of society it was supported by DK Karve of Maharastra, Veersalingam Pantulu of Madras, and the Prarthana Samaj of Bombay.

But the Widow Remarriage Act could not drastically change the situation because many widows themselves in addition to men were opposed to this reform. Ban on widow remarriage was rooted in Hindu beliefs, family system, and social structure.

Question 3: Give an idea of the various protests against the practice of Sati in the first half of the 19th century. How did Rammohan achieve success in the movement against Sati?

Answer:

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.

WBBSE Class 10 Reform Observations

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 17 of 1829 and abolished Sati.

Chapter 2 Reform Characteristics And Observations Mark True Or False

Question 1: Rammohan Roy organized petitions signed by both Hindus and Muslims against the Jury Act of 1827.

Answer: True

Question 2: The Act legalizing widow remarriage was finally passed in 1865.

Answer: False

Question 3: The title ‘Brahmananda’ was bestowed upon Keshab Chandra by Rabindranath Tagore.

Answer: False

Question 4: Keshab Chandra’s activities remained confined to Bengal only.

Answer: False

Question 5: Ramkrishna Paramhansa was born in the village of Kamarpukur.

Answer: True

Question 6: The concept of ‘Sarva Dharma Sama Bhava’ was embraced by Ramkrishna.

Answer: True

Question 7: Iswar Chandra Vidyasagar is remembered for his role in the movement for the emancipation of women.

Answer: True

Question 8: ‘Tattwabodhini Patrika’ was founded by Debendranath Tagore.

Answer: True

Question 9: The Brahmo Samaj of Debendranath Tagore was known as ‘Adi Brahmo Samaj’.

Answer: True

Question 10: In Bombay, the Prarthana Samaj took initiative in the widow remarriage movement.

Answer: True

Question 11: Regulation XV was passed to ban the practice of Sati.

Answer: False

Question 12: Ramkrishna Mission was established by Ramkrishna Paramhansa.

Answer: False

Question 13: Bijoy Krishna Goswami was popularly known as ‘Gosaiji’.

Answer: True

Chapter 2 Reform Characteristics And Observations Fill In The Blanks

1 Rammohan Roy (Debendranath Tagore/Radhakanta Deb/Rammohan Roy) was the founder of Atmiya Sabha.

2. The founder of Brahmo Samaj was Rammohan Roy (Iswar Chandra Vidyasagar/Rammohan Roy/Ashutosh Mukherjee).

3. Atmiya Sabha was founded in 1815 (1815/ 1816/1817).

4. The Brahmo Sabha was founded in 1828 (1815/1828/1830).

5. The sati system was abolished in 1829 (1820/1829/1832).

6. Iswar Chandra Vidyasagar (Harish Chandra Mukherjee/Iswar Chandra Vidyasagar/Lalon Fakir) started the movement in favor of widow remarriage.

7. Ram Gopal Ghose (Ram Gopal Ghose/Debendranath Tagore/Hem Chandra Banerjee) was a leader of the Young Bengal Movement.

8. Ramkrishna Mission was founded by Swami Vivekananda (Ramkrishna Paramhansa/Swami Vivekananda/Atmaram Pandurang).

9. Lalon Fakir (Madhusudan Gupta/Lalon Fakir/Haji Muhammad Mohsin) was a famous baul saint.

10. The writer of the book ‘Bartaman Bharat’ is Swami Vivekananda (Rammohan Roy/Swami Vivekananda / Rabindranath).

11. The authority of Hindu College dismissed Louis Derozio (Rashik Krishna Mallick/ Dakshinaranjan Mukherjee/Louis Derozio).

Chapter 2 Reform Characteristics And Observations Choose The Best Explanation

Question 1:The Young Bengal group wanted to

1. Apply Western ideas in India to help her progress.
2. Develop a strong opinion against casteism and advocated widow remarriage.
3. Promote among the people of different religions, a faith in the unity of the divine.

Answer: 1. Apply Western ideas in India to help her progress.

Question 2: The ‘Sarva Dharma Sama Bhava’

1. Recognized the equality of all religions.
2. Stated that all religions lead to the same ultimate goal and hence they are all true and valid.
3. Recognized that all religions are essentially the same.

Answer: 2. Stated that all religions lead to the same ultimate goal and hence they are all true and valid.

Question 3: Rammohan Roy was known as the first modern man of India.

1. He was the first to introduce theories new to economics.
2. He was the first to realize that western education is necessary to modernize society.
3. He was the propounder of the theory of ‘General Will’.

Answer: 2. He was the first to realize that western education is necessary to modernize society.

Question 4: Vidyasagar is called a ‘traditional modernizer’

1. He had full faith in the tradition of the country.
2. He welcomed modernism.
3. He dreamt of a modern India while maintaining the tradition of India.

Answer: 3. He dreamt of a modern India while maintaining the tradition of India.

Chapter 2 Reform Characteristics And Observations Topic D Bengal Renaissance

Explanatory Answer Type Questions Answer in 15 to 16 sentences

Question 1: What do you mean by the Bengal Renaissance?

Answer:

The concept of the renaissance in 19th-century Bengal can be sketched as follows-

[1] 19th century Bengal witnessed an intellectual awakening that is in some ways similar to the renaissance in Europe during the 16th century. This phenomenon was largely due to the contact with the West. Social, religious, political, and literary activities flourished in Bengal during this phase.

[2] Bengal witnessed the emergence of social and religious reformers, litterateurs scholars, journalists, scientists, and patriots, all merging to form the image of a renaissance and marking the transition from medieval to modern.

[3] The major expressions of the renaissance in Bengal were the appearance of a large number of periodicals, journals and newspapers, literary works, and the growth of numerous associations and societies, the spread of western education, ideas, and beliefs.

[4] In the annals of Bengali literature, there appeared stalwarts like Rammohan Roy, Iswar Chandra Vidyasagar, Akshay Kumar Dutta, Michael Madhusudan Dutta, Hem Chandra Banerjee, Bankim Chandra Chatterjee, Dinabandhu Mitra, etc. They introduced fiction, dramas, and verses for the first time in Bengali literature.

[5] There were also social and religious reform movements, movements for women’s emancipation, and movements against religious superstitions.

[6] Science also advanced under the initiative of several Bengali scientists such as Anil Kumar Gayen, Satyendranath Bose, Jagadish Chandra Bose, and Prasanta Chandra Mahalanobis.

[7] The role played by Bengal in the awakening of India in comparison to the position occupied by Italy in the history of the European Renaissance.

Impact of Reforms on Indian Society

Question 2: Was there a renaissance in 19th Century Bengal?

Answer:

The intellectual awakening of Bengal in the nineteenth century is known as Bengal Renaissance.

[1] 19th century Bengal witnessed an intellectual awakening that is in some way similar to the renaissance in Europe during the 16th century. Bengal Renaissance has been a widely debated subject among intellectuals and historians.

[2] Critics point out that unlike the European Renaissance, the range of the 19th-century intellectual awakening was rather limited. The break with the past was severely limited in nature and remained mainly at the intellectual level. Most of the intellectuals did not have the courage to implement, even at their own individual levels, the principles that they preached. Those like Iswar Chandra, who publicly campaigned for their ideals, failed in their attempts. This intellectual movement remained confined to upper-class Hindus and thus did not include the problems of lower-class Hindus and Muslims.

[3] The British government, for fear of alienating the traditionalists who formed the greater majority, was not ready to take any radical measures. This caused disappointment among the reformers and the movement in general declined gradually.

Chapter 2 Reform Characteristics And Observations Analytical Answer Type Questions

Answer in 7 to 8 sentences

Question 1: Why did the renaissance originate in Bengal and not in any other part of India?

Answer:

19th century Bengal witnessed intellectual awakening that is in some way similar to the renaissance in Europe during the 16th century. The question is why did the renaissance originate in Bengal and not in any other part of India?

[1] This was due to the early advent of literature and education as compared to other regions of India.

[2] Bengal and its neighborhood were the first to witness the direct impact of British rule and modernization.

[3] The nineteenth century was the high point of British-Indian mutual reciprocation, especially within Bengal. The Bengali elite group which emerged mingled with the British and they started to reside in Calcutta. The Bengal Renaissance commenced from the very group starting with Raja Rammohan Roy, the most prominent personality of the renaissance period.

Question 2: What was the impact of the renaissance on the educational system of Bengal?

Answer: The intellectual awakening of Bengal in the 19th century is known as Bengal Renaissance. Renaissance had a great impact on the educational system of Bengal. From conventional learning of Bengali, Sanskrit and Arabic languages, the Vedas, the Bengali folklore and ballads, the late 18th century and early 19th century saw the establishment of different -institutions like the Fort William College, the Asiatic Society, the Serampore College, the Hindu College and others which were meant to educate the elite Bengalis according to European values and ideals of education. This change in the educational scenario gave birth to a new intellectual class that perceived the idea of European education as the ideal form of learning.

Chapter 2 Reform Characteristics And Observations Mark True Or False

Question 1: Western education played the most important part in bringing about the renaissance in Bengal.

Answer: True

Question 2: In the annals of Bengali literature there appeared stalwarts like Rammohan Roy, Vidyasagar, Madhusudan Dutta, etc. in the renaissance period.

Answer: True

Question 3: The role of Bengal in the awakening of India is comparable to the role of Germany in the history of the renaissance in Europe.

Answer: False

Question 4: Prasanta Chandra Mahalanobis was a novelist.

Answer: False

Chapter 2 Reform Characteristics And Observations Fill In The Blanks

1. The book ‘Notes on Bengal Renaissance’ is composed by Sushobhan Sarkar (Jadunath Sarkar/ Sushobhan Sarkar/Ramesh Chandra Majumdar).

2. Scientist Jagadish Chandra Bose (Jagadish Chandra Bose/ Homi Jehangir Bhaba/A PJ Abdul Kalam) belonged to the Renaissance period.

3. 19th (18th/17th/19th) century Bengal witnessed an intellectual awakening.

4. Prasanta Chandra Mahalanobis was a Statistician (Dramatist/Statistician/Poet).

Chapter 2 Reform Characteristics And Observations Choose The Best Explanation

Question 1: The Bengal Renaissance gathered momentum in the 19th century because

1. The British had colonized India.
2. There was an abundance of intellectual and creative activities in Bengal then.
3. The Brahmo Samaj was formed.

Answer: 2. There was an abundance of intellectual and creative activities in Bengal then.

Question 2: Rammohan Roy is regarded as one of the most important figures in the Bengal Renaissance because

1. Of his efforts to protect Indian rights.
2. He was the founder of Brahmo Samaj.
3. Of his diverse contributions to the society

Answer: 3. Of his diverse contributions to the society

Chapter 2 Reform Characteristics And Observations Advanced Questions And Answers

Question 1: Write about the different social evils that plagued the women of society in the 19th century.?

Answer:

The different social evils that plagued the women of society in the 19th century

The condition of women in 19th-century India was pitiable. Their social position in the male-dominated society was very low. They were denied the rights in matters of inheritance, property, ownership, and the guardianship of children. Many social evils plagued the women of society. Some of these social evils were as follows:

[1] Sati: The ritual of dying on the funeral pyre of the deceased husband is known as sati. In most cases, the widow was burnt alive against her wish by the relatives of her husband for acquiring the property of the dead man.

[2] Child marriage: In the 19th-century child marriage was a norm to get girls married at an early age. It was a social evil that degraded the status of a girl in society who was not allowed access to education and was trained in household work instead.

[3] Polygamy: Polygamy was another social evil prevalent in Indian society among some communities. When a man is married to more than one wife at a time it is called polygamy. It was a regular practice among Kulin Brahmins of Bengal.

[4] Purdah: Another evil practice was the purdah system. It is the use of a veil or purdah to cover the body. Women were secluded which deprived them of any opportunity to go to educational institutions.

[5] Female infanticide: The deliberate will of a newborn girl child is called female infanticide. Poverty, ignorance, cost of dowry, etc. were different reasons for female infanticide.

[6] Lack of education: Girls in the 19th century were rarely educated. It was believed that formal education is of no importance to them and that education would lead a girl to become a widow after her marriage.

[7] Social reform movements: Social reform movements started in the second half of the 19th century, the aim of which was to put an end to the social evils prevalent in society and to establish a new social order.

Question 2: What was the impact of the modern ideas of Europe on British Indian administrators?

Answer:

The impact of the modern ideas of Europe on British Indian administrators

In the 19th century, Indian society was suffering from various social and religious evils like casteism, untouchability, polygamy, child marriage, sati, female infanticide, etc. The British administrators in India who were influenced by the modern thoughts and ideas prevailing in Britain were opposed to these various social evils, superstitions, and dogmatic traditions and customs. They believed that India should be civilized under British rule. Two political thoughts emerged with respect to the East India Company’s policy towards India in the early part of the 19th century. These two were

[1] Liberalism and
[2] Utilitarianism.

It was these two political thoughts that shaped British policy in India.

[1] Liberalism: Liberalism is a social and political philosophy advocating freedom of the individual, founded on the basis of individual rights and equality. It gives importance to the relaxation of the tight hold of custom, law, and authority.

[2] Utilitarianism: Utilitarianism is an ethical theory. It states that the best action is the one that maximizes utility which is defined in various ways including pleasure, lack of suffering, and economic well-being.

[3] Impact of liberalism utilitarianism: Liberalism utilitarianism came to have its most powerful sway in the administration of India. The liberalists and the humanitarians held a conviction that India needed progress and enlightenment and they began to preach their rational thoughts. The Indian administrators insisted on introducing reforms in India so that the Indians could benefit from the advanced ideas of the age.

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

Characteristics of Resistance Movements in India

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.

Read and Learn Also WBBSE Solutions for Class 10 History

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.

5. A sect of Sannyasis and a large number of Fakirs (Muslim mendicants) rose in rebellion against the oppressive tax collection by the British. The immediate cause of the uprising was the restriction imposed by the British upon visiting holy places and shrines. The Sannyasi Rebellion was led by Bhabani Pathak and Devi Chaudhurani. The Fakirs led by Majnu Shah and Chirag Ali also proved troublesome for the East India Company. But the leaders were. inexperienced and were overpowered by the company’s army.

6. The Wahabi movement in India was led by Syed Ahmed Barelvi. In Bengal, the Wahabi Movement was led by Titu Mir. He organized the poor peasants from the communities against the oppressive zamindars, moneylenders and indigo planters. This was the first armed rebellion of the peasants of Bengal. Titu and his comrades were killed in a valiant fight with the British.

Historical Context of Rebellions in India

7. The Farazi Movement, under the leadership of Haji Shariatullah, started as an Islamic revivalist movement but ultimately it turned into a struggle aiming at the expulsion of the British and the restoration of Muhammedan power in India. After Shariatullah’s death, his son Dudu Miyan took up the leadership. He united the peasants against the tyranny of the zamindars and the indigo planters. He created a parallel government and was consequently arrested and imprisoned.

8. The Indigo Revolt started in 1859 in Nadia district under the leadership of Bishnu Charan Biswas and Digambar Biswas. From the beginning, the ryots were forced to cultivate indigo by the British planters without legitimate wages. The peasants took the vow not to cultivate indigo anymore. The Indigo Rebellion is memorable for the support it received from the educated Bengali middle class. As a result, the indigo plantation received a permanent setback in Bengal.

9. The poor peasants of the Pabna district of East Bengal started a revolt against the exploitation of the Zamindars in 1870. Two leaders of the revolt were Ishan Chandra. Ray and Khoodi Mollah. In 1874 an agrarian league was formed which protested against the urgent demand of the Zamindars. In 1885 the Bengal Tenancy Act was passed which to a great extent protected the interest of the ryots.

Chapter 3 Resistance And Rebellion Characteristics And Analyses Mark True Or False

Question 1: Debi Singh was a revenue contractor or ijaradar of the East India Company.
Answer: True

Question 2: Nuruluddin was the leader of the Rangpur Rebellion.
Answer: True

Question 3: Jhindrai Manki and Sui Munda were Kol leaders.
Answer: True

Question 4: The Santhals themselves called the movement Santhal Hool.
Answer: True

Wbbse History And Environment Class 10 Solutions

Question 5: The Munda Revolt was led by Birsa Munda.
Answer: True

Question 6: On January 9, 1900, the Munda Rebels were defeated at Sail Rakab Hill.
Answer: True

Question 7: Mir Nisar Ali was popularly known as Birsa.
Answer: False

Question 8: The leader of the Rangpur Rebellion was Tipu Shah.
Answer: False

Question 9: The Bhil Rebellion was known as ‘Hool’.
Answer: False

Question 10: The English army under the leadership of captain Wilkinson was appointed to suppress the Kol Rebellion.
Answer: True

Question 11: Chand and Bhairav were two leaders of the Santhal Rebellion.
Answer: True

Question 12: The symbol of the Santhal Rebellion was the sal tree.
Answer: True

Resistance Strategies Used by Indian Rebels

Question 13: In the background of the Munda Rebellion, Mahasweta Devi composed ‘Aranyer Adhikar’ (Rights of the Forest).
Answer: True

Question 14: Damin-i-Koh was the land of the Santhals.
Answer: True

Question 15: ‘Damin-i-koh’ means skirts of the hills.
Answer: True

Question 16: Dietrich Brandis was an American botanist.
Answer: False

Question 17: The indigo planters forced the indigo cultivators to grow indigo against their wishes.
Answer: True

Question 18: The Santhal Rebellion was known as ‘Ulghulan’.
Answer: False

Question 19: Peshwa Baji Rao II and his lieutenant Trimbakji Danglia encouraged the Bhil rebels.
Answer: True

Question 20: The Bhil uprising took place in the Khandesh region of Maharashtra.
Answer: True

Chapter 3 Resistance And Rebellion Characteristics And Analyses Fill In The Blanks

1. An important leader of the Rangpur uprising (1783) was Nuruluddin (Bishnu Charan/ Nuruluddin/Titu Mir).

2. The leader of the Santhal Revolt was Sidhu (Sidhu / Titu Mir/Buddhu Bhagat).

3. The Santhal Rebellion broke out in 1855 (1845/1855/1865).

4. Sidhu and Kanhu formed an independent state in 1855 (1835/1845/1855).

5. Buddhu Bhagat (Nuruluddin/Buddhu Bhagat/Syed Ahmed) was one of the leaders of the Kol Rebellion.

6. The 1878 Forest Act divided forests into 3 (2/3/4) categories.

7. The Indian Forest Service was set up in 1864 (1862/1861/1864).

Wbbse History And Environment Class 10 Solutions

8. A leader of Rangpur Uprising was Dirji Narayan (Jagannath Singh/Dirji Narayan/Dudu Mian).

9. Mahajan was the term used to refer to moneylenders (sharecroppers/zamindars/moneylenders).

10. The Peshwa who encouraged the Bhil rebels was Baji Rao II (Baji Rao II/Baji Rao I/Balaji Baji Rao).

11. The land system of the Mundas was called ‘Khunt Kati’ which was a system of collective ownership (single ownership/government ownership/ collective ownership).

12. Birsa Munda (Birsa Munda/Digambar Biswas/ Jagannath Singh) proclaimed himself as a ‘prophet of God’ possessing miraculous healing power.

13. Birsa Munda (Bir Singh/Birsa Munda/Sidhu) regarded him as a ‘Messiah’ or Saviour.

14. Dirji Narayan (Bhabani Pathak/Dirji Narayan/Debi Singh) was declared the hawed by the rebellious peasants of Rangpur.

15. A new administrative zone for the Santhals named ‘Santhal Pargana’ was created by the government (Santhals/ zamindars/government).

16. Birsa (Birsa/Mathura/ Kali) Munda was the first to declare the establishment of an independent Munda Raj.

WBBSE Class 10 Rebellion Analyses

Chapter 3 Resistance And Rebellion Characteristics And Analyses Choose The Best Explanation

Question 1: The leaders of the Kol Rebellion were
1. Buddhu Bhagat, Joa Bhagat, Jhindrai Manki, and Birsa Munda.
2. Buddhu Bhagat, Joa Bhagat, Jhindrai Manki, and Sui Munde.
3. Buddhu Bhagat, Joa Bhagat, Jhindrai Manki, and Sidhu.

Answer: 2. Buddhu Bhagat, Joa Bhagat, Jhindrai Manki, and Sui Munde.

Question 2: With the coming of the British
1. The largely peaceful life of the tribal people was disrupted.
2. The concept that land could be owned by individuals was introduced.
3. Most of the tribal areas in the North East and in central India were taken over by the British.

Answer: 3. Most of the tribal areas in the North East and in central India were taken over by the British.

Question 3: Colonial rulers considered forests as wilderness and unproductive because
1. The forests were not fit for habitation.
2. Forests only have trees that grow in the wild.
3. Forests did not yield revenue to enhance the income of the true state.

Answer: 3. Forests did not yield revenue to enhance the income of the true state.

Wbbse History And Environment Class 10 Solutions

Question 4: During colonial rule, the British government passed the Indian Forest Act.
1. During colonial rule the British government wanted to destroy the forests and establish cities.
2. By clearing forests the British traders wanted to establish trade centers.
3. During the colonial rule the English administrators wanted to establish control over the forest products of India.

Answer: 3. During the colonial rule the English administrators wanted to establish control over the forest products of India.

Impact of the Indigo Revolt

Question 5: The Kol tribals were aggrieved with the ‘Dikus’.
1. The Kols were mercilessly exploited by the ‘Dikus’.
2. The Dikus forced the Kols to cultivate indigo.
3. The Mahajans and Zamindars who were outsiders were called Dikus.

Answer: 1. The Kols were mercilessly exploited by the ‘Dikus’.

Question 6: Santhal Rebellion was a mass rebellion.
1. Besides the Santhals, the Karmakars, Telis, Domes, and Muslims of the Momin community participated in this rebellion
2. The Christian missionaries wanted to Christianise the Santhals.
3. The Santhals were employed for the construction of railways.

Answer: 1. Besides the Santhals, the Karmakars, Telis, Domes, and Muslims of the Momin community participated in this rebellion.

Chapter 3 Resistance And Rebellion Characteristics And Analyses Mark True Or False

Question 1: The Farazi Movement in Bengal was led by Muhammad ibn Abdal Wahab.
Answer: False

Question 2: The Farazis looked upon British rule as Dar al Harb.
Answer: True

Question 3: The Muslim peasantry of Eastern Bengal was organized under Dudu Miyan.
Answer: True

Question 4: The Wahabi Movement was launched by Haji Shariatullah in 1818.
Answer: False

Question 5: Mir Nisar Ali was popularly known as Titu Mir.
Answer: True

Question 6: Biharilal Sarkar was the biographer of Titu Mir.
Answer: True

Question 7: Titu Mir proclaimed British rule in Bengal and assumed the title of Badshah.
Answer: True

Question 8: Titu Mir died on November 19, 1881.
Answer: False

Question 9: The Wahabi Movement exposed the true nature of the colonial exploitation of peasants.
Answer: True

Question 10: Farazi is the name of an ancient tribe.
Answer: False

Wahabi Movement Overview

Question 11: The character of the Farazi Movement was only religious in nature.
Answer: False

Question 12: Tariqa-i-Muhammadiya basically means, ‘the way of Prophet Muhammad’.
Answer: True

Question 13: Mir Nisar Ali constructed the bamboo fortress.
Answer: True

Question 14: The Pagal Panthi revolt was crushed by the British army in 1833.
Answer: True

Question 15: Tipu, the leader of the Pagal Panthi revolt captured Sherpur and assumed royal power.
Answer: True

Chapter 3 Resistance And Rebellion Characteristics And Analyses Fill In The Blanks

1. A center of the Wahabi Movement in Bengal was Nadia (Nadia/Lalbagh/Bastar).

2. The founder of the Wahabi Movement in India was Syed Ahmed (Dirji Narayan/Devi Singh/ Syed Ahmed) of Raibareli.

3. The ‘Banser Kella’ was constructed by Titu Mir (Haji Shariatullah/Titu Mir/Abdul Wahab).

4. Titu Mir was a disciple of Syed Ahmed (Digambar Biswas/Dayaram Seal/Syed Ahmed).

5.  Titu Mir (Titu Mir/Syed Ahmed/Abdul Wahab) was the leader of the Wahabi sect in Bengal.

6. Titu Mir (Sidhu/Kanhu/Titu Mir) proclaimed the end of British rule in Bengal and assumed the title of Badshah.

7. Titu Mir died in 1831 (1831/1836/1841).

8. was the leader of the Farazi Movement in Bengal Haji Shariatullah (Nisar Ali / Haji Shariatullah /Kanhu).

9. A leader of Sannyasi-Fakir Rebellion was Bhabani Pathak (Titu Mir/Bhabani Pathak/Tipu).

10. The word ‘Wahabi’ means Renaissance (Renaissance/Revolution/ Fakir).

11. The rebels during the Pagal Panthi Revolt declared Tipu (Karam Shah/ Titu Mir/Tipu) as the independent sultan.

Chapter 3 Resistance And Rebellion Characteristics And Analyses Choose The  Best Explanation

Question 1: The Arabic word ‘Farazi’ denotes
1. One who acts upon the commandments of God.
2. The path is shown by Muhammad.
3. Unholy land or Dar-ul-Harb.

Answer: 1. One who acts upon the commandments of God.

Question 2: The rebellion of Titu Mir was unsuccessful because
1. The rebels had no military training and no idea about strategic movements.
2. Of the lack of leadership.
3. The rebels had no common end in view.

Answer: 1. The rebels had no military training and had no idea about strategic movements.

Role of Peasants in Resistance Movements

Question 3: The Wahabi Movement
1. Started as an Islamic reform movement.
2. Was an anti-imperialist struggle.
3. Initially stated as a religious reform movement but gradually turned into an anti-imperialist struggle.

Answer: 3. Initially started as a religious reform movement but gradually turned into an anti-imperialist struggle.

Chapter 3 Resistance And Rebellion Characteristics And Analyses Mark True Or False

Question 1: The Indigo Revolt started in a village in Nadia.
Answer: True

Question 2: ‘Nil Darpan’ was written by Madhusudan Dutta.
Answer: False

Question 3: ‘Nil Darpan’ was translated into English by Madhusudan Dutta.
Answer: True

Question 4: The Indigo Commission was set up to enquire into the grievances of the indigo cultivators in 1860. its
Answer: True

Question 5: During the Indigo Revolt, the educated community of Bengal offered wholehearted support to the peasants.
Answer: True

Chapter 3 Resistance And Rebellion Characteristics And Analyses Fill In The Blanks

1. The Indigo Revolt started under the leadership of Digambar Biswas (Digambar Biswas/ Abdul Wahab/ Dudu Miyan).

2. The newspaper Hindoo Patriot (Hindoo Patriot/ Amrita Bazar Patrika/ Digdarshan) supported the cause of the Indigo Rebellion.

3. Peter Grant (James Long/ Peter Grant/ Lord Dalhousie) set up the Indigo Commission in 1860.

4. Ishan Chandra Roy was the leader of the Pabna (Pabna/ Chuar/Indigo) Rebellion.

5. The peasants of Yusufshahi Pargana in the Pabna (Burdwan/Birbhum/ Pabna) district formed Pabna Agrarian League.

Chapter 3 Resistance And Rebellion Characteristics And Analyses Choose The Best Explanation

Question 1: In 1874 an Agrarian League was formed in Pabna.
1. The Agrarian League was formed to raise funds to meet litigation expenses.
2. The Agrarian League was formed to organize armed resistance against the zamindars.
3. The Agrarian league was formed to organize armed resistance against the British.

Answer: 1. The Agrarian League was formed to raise funds to meet litigation expenses.

Question 2: The Indigo Commission was appointed in 1860.
1. To shift the operation of indigo planters from Bengal.
2. To increase the production of indigo.
3. To enquire into the system of indigo production.

Answer: 3. To enquire into the system of indigo production.

Chapter 3 Resistance And Rebellion Characteristics And Analyses Topic D Very Short Answer Type Questions

Match The Columns

Column 1	Column 2
(1) 1783	(A) Kol Rebellion
(2) 1831	(B) Santhal Rebellion
(3) 1855-56	(C) Munda Rebellion
(4) 1899-1900	(D) Rangpur Rebellion

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

Column 1	Column 2
(1) Dinabandhu Mitra	(A) Madhusudan Dutta
(2) Reverend Long	(B) Hindoo Patriot
(3) Harish Chandra	(C) Lieutenant Governor of Bengal
(4) Grant	(D) Nil Darpan

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

Column 1	Column 2
(1) Nasia and Jessore	(A) Titu Mir was born
(2) Khandesh	(B) Under the administrative jurisdiction of Barasat
(3) Baduria, a village in 24 Parganas	(C) Centre of Indigo Rebellion
(4) Narkelberia	(D) Leader of Chuar Rebellion

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

Column 1	Column 2
(1) Durjan Singh	(A) Jaradar of Purnea district
(2) Manju Shah and Chirag Ali	(B) Leader of the Wahabi sect in Bengal
(3) Debi Singh	(C) Leader of Fakir Rebellion
(4) Titu Mir	(D) Leader of Chur Rebellion

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

Column 1	Column 2
(1) The Santhals were supported by	(A) Hardly spread among the Hindus
(2) The goal of Syed Ahmed was	(B) The educated Bengali middle class
(3) The Indigo Revolt received support form	(C) The Chamas,domes, etc.
(4) The Farazi Movement	(D) To establish Dar-Ali-Isla

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

Column 1	Column 2
(1) The Imperial Forest Research Institute	(A) 1927
(2) Indian Forest Act Amend	(B) 1865
(3) Indian Forest Service Set up	(C) 1906
(4) The Indian Forest Act passed	(D) 1864

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

Column 1	Column 2
(1) Dar-al-Hard	(A) The world of Islam
(2) Dar-al-Islam	(B) Waliullah Movement
(3) Wahabi Movement	(C) Santhal Pargana
(4) Damin-i-Koh	(D) The World of Kafirs

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

Column 1	Column 2
(1) Rampa	(A) Paharia
(2) Orissa	(B) Baiga tribe
(3) Madhya Pradesh	(C) Konda tribe
(4) Jharkhand	(D) Saora tribe

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

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 1 Ideas Of History Salient Points-At A Glance

WBBSE History Chapter 1 Summary

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.

Read and Learn Also WBBSE Solutions for Class 10 History

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.

6. Historiography of clothing constitutes a  large and sophisticated field of research. One should not forget that there is also a history behind the clothes we wear. All societies observe certain rules, and some of these are quite strict about the way in which men, women, and children should dress. These norms came to define the identity of the people. As times change and societies transform, these notions also alter. Modifications in clothing came to reflect these changes. The emergence of the modern world is marked by dramatic changes in clothing among most communities around the world.

7. The transport and communication system helped in the growth of civilization. As India is a country of rivers, many civilizations grew up on the banks of the rivers. The natural means of transport here were boats. The best means of land transport was bullock carts. Even today, bullock carts are used in transporting goods, especially in rural areas. Elephants and horses were used as a means of transportation too. In the mid-twentieth century, there has been a development in the history of the transport system.’Nowadays, trains, buses, airplanes, and metro rails have replaced the earlier slow-moving means of transport. Before the establishment of railways and telegraphs, the most important means of communication was Dak Chowki. Nowadays, with scientific innovations like the internet, one can be acquainted with the world within a few minutes.

8. Visual arts (painting and photography) assist in our understanding of historical events. It is one of the important sources of cultural data, stimuli in the recording oral history, and catalyst for promoting awareness of cultural history. Paintings and photographs give us a well-rounded view of historical events, situations, and people.

9. Military history is the historical record of armed conflicts in the history of the human race, and its effect on society, economy, culture, and international relations. The essential subjects of military history are the causes of the war, the military doctrines of the two opposite sides, the policies of the governments for waging a war, the technology, strategy, leadership, and tactics used, and how these have gradually changed over time. Military history records the details of the battles and equipment, arms and ammunition, and the aftermath of wars. Women’s history is another important subject for researchers. Women play an important role in society and in history. Women’s history is not only concerned with the role played by women, but it also includes the technology, strategy, leadership, and tactics used, and how these have gradually changed over time. Military history records the details of the battles and equipment, arms and ammunition, and the aftermath of wars.

10. Women’s history is another important subject for researchers. Women play an important role in society and in history. Women’s history is not only concerned with the role played by women, but it also includes the history of the growth of women’s rights, the study of individuals and groups of women of historical importance, and the effects of various historical events on them’.

Concepts of History for Class 10

11. Government documents are the primary sources of information for reconstructing the history of India. Government documents include—
(1) records of the British officials,
(2) police and intelligence reports,
(3) official letters and correspondence, and
(4) history recorded by English officers in the light of their own experiences.

12. Autobiography is an account of a person’s life written by the same person. A memoir is an account written by a public figure on his/her life and experiences. The autobiography of Bipin Chandra Pal— ‘Sattar Batsar’—is a unique composition and evidence of many untraceable occurrences in the country. Saraia Devi Chaudhurani was an educationist and a feminist. We come to know a great deal about her life and contemporary events .from her autobiography—’ Jibaner Jharapata’. Rabindranath’s autobiography, ‘Jiban Smriti’, reflects the society in which he was brought up. It painted an accurate portrait of the society of the 1860s and 1870s.

13. Periodicals and newspapers are important sources of information for reconstructing modern Indian history. In this connection, mention may be made Of ‘Bangadarshan’and ‘Somprakash’, which published the wrongs done by the British administration in India and thereby made the people politically conscious.

Class 10 History Solution Wbbse

Chapter 1 Ideas Of History Mark True Or False

Mark True or False

1.’Natyasastra’ of Bharata Muni was written in Sanskrit.

Answer: True

2. Sama-gan are the earliest examples of Indian musical hymns.

Answer: True

3. Cricket is the national game of the USA.

Answer: False

4. Gaudiya Nritya is a special dance form of Bengal.

Answer: True

5.’Meghadoota’ was composed by Bhasa.

Answer: False

6. Kalidas belonged to the Mughal periodd.

Answer: False

7. The Pala rulers of Bengal illuminated Buddhist manuscripts.

Answer: True

8. Abanindranath Tagore was the Vice-Principal of Calcutta School of Art.

Answer: True

9. Jagadish Chandra Bose was a pioneer in X-ray photography.

Answer: True

10.Ramkinkar Beij was a disciple of Nandalal Bose.

Answer: True

11. Dakshineswar temple of the goddess Kali is an example of the Bhanja style of architecture.

Answer: True

12. Jamini Roy was an eminent scientist.

Answer: False

13. Kanailal Dey was an excellent photographer.

Answer: True

14.’Ganit’, a mathematical treatise, was published by the School Book Society.

Answer: True

15. Madhusudan Gupta translated a book of anatomy into Sanskrit.

Answer: True

16. In the Middle Ages; the citizens of France used to dress according to their social status.

Answer: True

17. As a result of the Industrial Revolution, European influence on dress increased.

Answer: True

18. From foodstyle and dress it is possible to understand the socio-economic condition of the people.

Answer: True

19. The producer of the film ‘Ashani Sanket’ is Ritwik Ghatak.

Answer: False

20. Uday Shankar made middle-class Bengalis interested in dancing.

Answer: True

21. The theme of the research work of Kaushik Chattopadhyay is cricket.

Answer: False

Chapter 1 Ideas Of History Fill In The Blanks

Fill in the blanks

1. The word ‘historic’ is a Greek (Greek/Latin/ Persian) word.

2. The Social Science Research Council in England was founded in 1965 (1965/1960/1961).

3.’Abhijnanam Sakuntalam’ was written by Kalidasa (Kalidasa / Bhasa / Girishchandra Ghosh).

4. The first feature film of India ‘Pundalik’, was released in 1912 (1912/1921/1923).

5. The poet who wrote the epic ‘Iliad’ was Homer (Homer / Mani Madhava / Herodotus).

6. Ganesh Pyne, the famous artist was a contemporary of Rabindranath Tagore (Rabindranath Tagore/Nandalal Bose/Sashi Kumar).

7. Messrs. Bourne & Shepherd, the earliest institution of photography, opened its studio in Kolkata in 1864 (1864/1846/1866).

8. The first X-ray unit of diagnosing diseases was set up by Nilratan Sarkar (Seth Sukhlal Karnani/Nilratan Sarkar/Bidhan Chandra Ray).

9. The School Book Society was founded in 1817 (1817/1818/1718).

10. National Archives of India is situated in Delhi (Delhi/Bombay/Madras).

11.History is a study of the past(past/present/ future).

Important Questions from Ideas of History

12. Annales of Economic and Social History was published by the Annales group (Subaltern Studies group/Addelam group/Annales group).

13. Subaltern Studies emerged around the 1980s (1980’s/1950’s/1960s).

14. The director of the film Raja Harishchandra was Dadasaheb Phalke(Satyajit Ray/Dadasaheb Phalke/Ritwik Ghatak).

15. The author of the book Indian Architecture is Percy Brown(Kalinath Chowdhury/Percy Brown/John Weldon).

16. Calcutta Medical College was founded in 1835 (1830/1835/1845).

17. Calcutta School of Industrial Art was established in 1854 (1854/1864/1874).

18. The first paper in Bengali was Digdarshan (Digdarshan/Parthenon/Anwesan).

19. Jagadish Chandra Bose was an eminent scientist (scientist/novelist/singer).

Chapter 1 Ideas Of History Choose The Best Explanation

Choose the best explanation

1 Food habits of people are largely determined by

1. Climatic and geographical factors.
2. The living place of the people.
3. Availability of food materials.

Answer: 1. Climatic and geographical factors.

2 The winning of the IFA Shield by Mohun Bagan Club is an important event.

1. The club got a huge amount of money.
2. It made the people of Bengal interested in football playing.
3. It was the success of Indian nationalism against British imperialism.

Answer: 3. It was the success of Indian nationalism against British imperialism.

3 in 1991 the Association for dress historians was established4.

1. This association was established to make dresses.
2. From dress different aspects of a man’s life can be ascertained.
3. This association supports and promotes the study of the history of dress.

Answer: 3. This association supports and promotes the study of the history of dress.

Wbbse History And Environment Class 10 Solutions

Chapter 1 Ideas Of History Mark True Or False

1.Ramnarayan Tarkalankar wrote ‘Griha Laxmi’ in 1909.

Answer: False

2. The novel ‘Yogayog’ was written by Bankim Chandra Chattopadhyay.

Answer: False

3. Sarala Devi Chaudhurani had close contact with the Bengal revolutionaries.

Answer: True

4. Birashtami Utsab was introduced by Basanti Devi.

Answer: False

5. ‘Letters from a Father to His Daughter’ is a collection of 50 letters.

Answer: False

6. Priyadarshini was later known as Indira Gandhi.

Answer: True

7. The ‘Bangadarshan’, edited by Bankim Chandra Chattopadhyay, was published in Delhi.

Answer: False

8. ‘Somprakash’ was a weekly paper.

Answer: True

9. The editor of Somprakash was Dwarakanath Vidyabhusan.

Answer: True

10. Government documents about British rule have been preserved in the National Archives of
India.

Answer: True

Chapter 1 Ideas Of History Fill In The Blanks

1. Ramananda Chattopadhyay was the editor of ‘Prabasi’ (‘Prabasi’/’Somprakash’/’Digdarshan’).

2. The autobiography of Bipin Chandra Pal was published in 1954 (1953/1945/1954).

3. ‘Bangadarshan’ was a monthly (monthly/bi-monthly/weekly) paper.

4. The ‘Bangadarshan’ was published by Bankim Chandra Chattopadhyay (Bankim Chandra Chattopadhyay/ Rammohan Roy/Akshay Kumar Dutta).

5. ‘Desh’ is a weekly (weekly/monthly/daily) magazine.

6. ‘Jiban Smriti’ of Rabindranath Tagore was published in the year 1912 (1912/1902/1901).

7. The Vernacular Press Act was passed in 1878 (1878/1787/1887).

8. ‘Naba Bibhakar’ was a weekly (weekly/daily/monthly) paper.

9. The song Bande Mataram was first published in ‘Bangadarshan’ (‘Bangadarshan’/’Somprakash’/’Jiban Smriti’).

10. We come to know about Hindu Mela from Jiban Smriti’ (‘Bangadarshan’/’Jiban’/’Digdarshan’).

Historical Perspectives in WBBSE History

Chapter 1 Ideas Of History Choose The Best Explanation

Question 1: The paper ‘Somprakash’ was closed

1. Because the British banned the paper for publishing seditious articles.
2. For want of financial aid.
3. Due to a lack of suitable articles to be published.

Answer: 1. Because the British banned the paper for publishing seditious articles.

Question 2: Periodicals are important sources of information for reconstructing modern Indian history because

1. The news published is authentic.
2. We get local news from the newspaper.
3. We get information quicker as compared to books, and the latest developments in various fields are also published.

Answer: 3. We get information quicker as compared to books, and the latest developments in various fields are also published.

Question 3: ‘Sattar Batsar’ written by Bipin Chandra Pal is not his autobiography, it also depicts the history of modern Bengal.

1. From ‘Sattar Batsar’ only the history of Brahmo Samaj can be known.
2. Besides being an autobiography ‘Sattar Batsar’ also describes the country.
3. ‘Sattar Batsar describes the secular culture of the country.

Answer: 2. Besides being an autobiography ‘Sattar Batsar’ also describes the country.

Question 4: Archives are a reliable place for the preservation of information.

1. Here different documents are preserved.
2. Here different information is recorded.
3. From the preserved documents much information is available.

Answer: 3. From the preserved documents much information is available.

Chapter 1 Ideas Of History Miscellaneous

Match The Columns

Column 1	Column 2
(1) Football jnd cricket	(A) USA
(2) Kabaddi	(B) England
(3) Rugby	(C) Bhutan
(4) Archery	(D) Northern India

 

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

Column 1	Column 2
(1) Kuihipudf	(A) Bengal
(2) Chhau ttritya	(B) Assam
(3) Bihu	(C) Punjab
(4) BNangra	(D) Afldbra

 

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

Column 1	Column 2
(1) Aruntfc Ratio	(A) 1909
(2) Griha Laxmi	(B) 1913
(3) Raja Harishchandea	(C) 1912
(4) Pundalik	(4) 1882

 

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

Column 1	Column 2
(1) Bharata Muni	(A) Kerala
(2) Kutiyattam	(B) Greece
(3) Herodotus	(C) Bengal
(4) Jaydeva	(4) Tamil Nadu

 

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

Colunm 1	Column 2
(1) Gitagovinda	(A) Sharangadeva
(2) Natyasastra	(B) Bhasa
(3) Sangitaratnakara	(C) Bharata Muni
(4) Madhyama Vyayoga	(4) Jayadeva

 

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

Column 1	Column 2
(1) Bhasa	(A) Sakuntala
(2) Kalidasa	(B) Ananda Raho
(3) Girish Chandra Ghosh	(C) Dadasaheb Phalke
(4) Raja Harishchandra	(4) Madhyama Vyayoga

 

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

Column 1	Column 2
(1) Bhasa	(A) Photographer
(2) Kalidasa	(B) Art historian
(3) Annapurna Datta	(C) Author Of Raghuvamsa
(4) Thomas Metcalfe	(D) Famous Indian playwright in Sanskrit

 

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

Column 1	Column 2
(1) Tolkappiyam	(A) Sanskrit
(2) Natyasastra	(B) Bengali
(3) Panchali gaan	(C) Buddist
(4) Dharani	(4) Tamil

 

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

Column 1	Column 2
(1) Silpapushpanjali	(A) Bankim Chandra Chattopadyay
(2) Chokher Bali	(B) Prafulla Chandra Roy
(3) Bangadarshan	(C) Saratchandra Deb
(4) History of Hindu Chemistry	(4) Rabindranath Tagore

 

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

Colunm 1	Column 2
(1) Bijan Rahasya	(A) 1872
(2) Treatment of Kala-zar	(B) 1875
(3) Somprakash	(C) 1927
(4) Banadarshan	(4) 1858

 

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

Colunm 1	Column 2
(1) Bankim Chandra Chattopadyay	(A) Tretmenr of kala-azar
(2) U N Brahmachari	(B) Jiban smriti
(3) Bipin Chandra Pal	(C) Bijnan Rahasya
(4) Rabindranath tagore	(4) Sattar Batsar

 

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

Column 1	Column 2
(1) Sarala devi chaudhurani	(A) David hare
(2) Hindu College	(B) Suhrid sanity
(3) Calcutta medical college	(C) Sir hyde east
(4) School book society	(4) Lord william bentinck

 

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

Column 1	Column 2
(1) Hindoo patriot	(A) Bal Gangadhar tilak
(2) Keshari	(B) Banabhatta
(3) Bengal gazette	(C) Harish Chandra Mukherjee
(4) Harsha charita	(4) James Augustus hicky

 

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

Column 1	Column 2
(1) Bend Behari Mukhopadhyay	(A) Contemporary Indian painters
(2) Gita Kapoor	(B) Ninteenth-century Indian photography
(3) Sofi Gordon	(C) Afterimage of empire: photography in nineteenth-century India
(4) Jahid Chowdhury	(4) Chirakatha

 

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

Column 1	Column 2
(1) Oldham	(A) Law Member of the Governor General’s Council
(2) Thomas Babington	(B) British PM
(3) Churchill	(C) Editor of ‘Prabasi’
(4) Ramananda Chattopadhyay	(D) Police Commissioner of Chittagong division

 

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

Chapter 1 Ideas Of History Advanced Questions And Answers

Question 1: What do you mean by ‘Subaltern history- graph? What are its main features?

Answer:

Meaning Of Subaltern history- graph: The Subaltern studies are a new addition to Indian historiography. It was not before the end of the twentieth century that Subaltern studies starte4. Ranajit Guha, the doyen of Subaltern studies, has used the term ‘Subaltern’ to mean the mass of people who are outside the elitist group. By elite, he means the group which is economically and politically important. Thus Subaltern people mean the total population minus the elitist people.

Features Of Subaltern history- graph: (1) Subaltern historiography gives emphasis on the lower section of the people hitherto neglected by the traditional approach.
(2) The subaltern people desire to follow the legal route in all activities. But if the situation so demands, the Subalterns would not hesitate to take recourse to violence.

Analysis of Historical Sources WBBSE

Question 2: Why were the Indians interested in the study of the country’s past?

Answer:

It was not before the nineteenth century that attempts were made to study India’s past.

What made the Indians interested in the study of the past may be found in the following: The Europeans who wrote about India presented a poor picture of India’s past. They described India’s past as a rule of the autocrats. They stated that the Indians were so engrossed in spiritual affairs that they did not feel any concern for the problems of this world.

The Indians sharply reacted to the distorted version of the history of India came as a great challenge to Indian scholars. The way the Europeans distorted the achievements of the Indians came as a shock. The modern scholars through their writings reinterpreted the past history of India and proved the falsity of the picture presented by the Europeans.

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

WBBSE Class 10 History Chapter 8 Summary

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.

Read and Learn Also WBBSE Solutions for Class 10 History

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.

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.

Social Changes in India from 1947 to 1964

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

Post-Colonial India Overview 1947-1964

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

Key Events in India Post-Independence

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

WBBSE Solutions For Class 10 History Chapter 8

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

Impact of Nehru’s Policies on India

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

WBBSE Solutions For Class 10 History Chapter 8

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

Challenges Faced by India in the 1950s

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

WBBSE History Chapter 8 Important Questions

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

WBBSE Solutions For Class 10 History Chapter 8

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.

Economic Developments in Post-Colonial 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 8

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 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)