The Next Best Thing After NCERT

Class-X

Covers CBSE Syllabus 2024-25

Rajneesh Mittal
TGT (Social Sc.)

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 PREFACE
This work is the abridged version of the standard textbook, NCERT, of class ten. Many
of my students find it difficult to learn or revise from the textbook because it is verbose
in nature. During the exams, time is short and a precise piece of work like this can help
them to save a lot of their time and energy.

The book is written in easy-to-understand language which can be remembered easily. If

a student finds any topic difficult to understand then it is advised to skip that topic for
the moment and come back to it later. It is advised to read this book at least twice, for
better learning.

I hope this work will prove to be valuable for the students.

Rajneesh Mittal
TGT (Social Sc.)
DOE, GNCT, Delhi.
📧: [email protected]

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'Facts in History' Class-10 CH-1 The Rise of Nationalism in Europe

Syllabus * The Rise of Nationalism in Europe

* Nationalism in India
* The Making of a Global World (Sub topics1 to 1.3)
* Print Culture and the Modern World
* Map pointing

CH-1 The Rise of Nationalism in Europe

Topic Content
In 1848, Frédéric Sorrieu, a French artist, printed a series of his dream world, the
Frédéric ‘Democratic and Social Republics’. The first print of the series, shows the peoples of
Sorrieu Europe and America were marching in a long train, and offering homage to the Statue
&
of Liberty as they pass by it. The Statue of Liberty was personified as a female figure
"Democratic
and Social
– bearing the torch of Enlightenment in one hand and the Charter of the Rights of Man
Republics" in the other. In the foreground lie the shattered remains of the symbols of monarchy.
United States and Switzerland were leading the procession. France, then Germany and
rest of the European nations followed them. From the heavens above, Christ, saints and
angels gaze upon the scene; symbolising fraternity among the nations of the world.
During the nineteenth century, Nationalism emerged as a new political idea and a force
Nation-State in Europe. Also the emergence of the idea of Nation-State in place of the dynastic
empires of Europe.
(for
A Nation-State was one in which the majority of its citizens came to develop a sense
understanding)
of common identity and shared history or descent. This commonness did not exist
from time immemorial but was forged through struggles, through the actions of leaders
and the common people.
* The French Revolution led to the transfer of sovereignty from the monarchy to the
French citizens.
The French * The revolution proclaimed that it was the people who would henceforth constitute the
Revolution
nation and shape its destiny.
and
The Idea of
* The French revolutionaries created a sense of collective identity amongst the French
'The Nation' people.
* The ideas of the fatherland and the citizen emphasised the notion of a united
community enjoying equal rights under a constitution.
* A new French flag, the tricolour, was chosen to replace the former royal standard.
* The Estates General was elected by the body of active citizens and renamed the
National Assembly.
* A centralised administrative system was put in place and it formulated uniform laws
for all citizens within its territory.
* Regional dialects were discouraged and French, as it was spoken and written in
Paris, became the common language of the nation.
* The revolutionaries further declared that it was the mission and the destiny of the
French nation to liberate the peoples of Europe to become nations.
* With the outbreak of the revolutionary wars, the French armies began to carry the idea
of nationalism abroad.
1797 Napoleon invades Italy; Napoleonic wars begin.
Some 1814-1815 Fall of Napoleon; the Vienna Peace Settlement.
important 1821 Greek struggle for independence begins.
dates
1848 Revolutions in Europe; people demanded nation-states.
(for reference)
1859-1870 Unification of Italy.
1866-1871 Unification of Germany.
1905 Slav nationalism gathers force in the Habsburg and Ottoman Empires.

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'Facts in History' Class-10 CH-1 The Rise of Nationalism in Europe

Napoleon had incorporated revolutionary principles in the field of Administration:

* This code did away with all privileges based on birth, established equality before the
The Civil Code law and secured the right to property.
of 1804
* In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified
-aka-
The
administrative divisions, abolished the feudal system and freed peasants from serfdom
Napoleonic and manorial dues.
Code * In the towns too, guild restrictions were removed. Transport and communication
systems were improved.
* Businesses began to realise that uniform laws, standardised weights and measures,
and a common national currency would facilitate the movement and exchange of goods
and capital from one region to another.
* Initially, the French armies were welcomed as harbingers of liberty.
* But the initial enthusiasm soon turned to hostility, as increased taxation, censorship,
forced conscription into the French armies required to conquer the rest of Europe,
all seemed to outweigh the advantages of the administrative changes
* Industrialisation began in England in the 18th century, but in France and parts of the
The New German states it occurred only during the 19th century.
Middle Class * In its wake, new social groups came into being: a working-class population, and
middle classes made up of industrialists, businessmen, professionals.
(for
understanding)
* It was among the educated, liberal middle classes that ideas of national unity
following the abolition of aristocratic privileges gained popularity.
Ideas of national unity in Europe were closely allied to the ideology of liberalism.
What is The term ‘liberalism’ derives from the Latin root liber, meaning free.
Liberal For the new middle classes liberalism stood for freedom for the individual and equality
Nationalism
of all before the law.
(for
Politically, it emphasised the concept of government by consent, a constitution and
understanding) representative government through parliament.
In the economic sphere, liberalism stood for the freedom of markets and the abolition
of state-imposed restrictions on the movement of goods and capital.
In 1834, Zollverein - (a customs union) was formed for the German states. The union
Zollverein abolished tariff barriers and reduced the number of currencies from over thirty to two.
(a customs The creation of a network of railways further stimulated economic interests to national
union)
unification. A wave of economic nationalism strengthened the wider nationalist
sentiments growing at the time.
Background:
Zollverein A merchant travelling in the German-speaking regions in 1833 from Hamburg to
Nuremberg to sell his goods would have had to pass through 11 customs barriers and
(for reference)
pay a customs duty of about 5 per cent at each one of them. Such conditions were
viewed as obstacles to economic growth. A unified economic territory allowing the
unhindered movement of goods, people and capital was demanded by the new
commencial classes.
Foreground:
Economists began to think in terms of the national economy.
The aim of the zollverein is to bind the Germans economically into a nation. The
German people have realised that a free economic system is the only means to
engender national feeling. - Friedrich List, a Professor of Economics.
After 1815, the fear of repression drove many liberal-nationalists underground. To be
The revolutionary at this time meant a commitment to oppose monarchical forms that had
Revolutionarie been established after the Vienna Congress, and to fight for liberty and freedom. Most
s
of these revolutionaries also saw the creation of nation-states as a necessary
(for reference)
part of this struggle for freedom.

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'Facts in History' Class-10 CH-1 The Rise of Nationalism in Europe

Giuseppe Mazzini, born in Genoa in 1805, was the Italian revolutionary.

Giuseppe He became a member of the secret society of the Carbonari.
Mazzini- He was sent into exile in 1831 for attempting a revolution in Liguria.
the
He founded two revolutionist societies: first, Young Italy in Marseilles, and then,
Revolutionist
Young Europe in Berne.
Mazzini’s opposed monarchy and advocated democratic republics, frightening the
conservatives.
Mazzini believed that God had intended nations to be the natural units of mankind. So
Italy had to be forged into a single unified republic. This unification alone could be the
basis of Italian liberty.
--- Metternich described him as ‘the most dangerous enemy of our social order’.
In 1830, France, the Bourbon kings were overthrown and a Constitutional Monarchy
was established with Louis Philippe at its head.
--- Metternich remarked - 'When France sneezes the rest of Europe catches cold.'
the Treaty of Constantinople (1832) recognised Greece as an independent nation
from the Ottoman Empire.
Culture played an important role in creating the idea of the nation: art and poetry,
Culture and stories and music helped express and shape nationalist feelings.
the idea of Romanticism, a cultural movement which sought to develop a particular form of
Nation
nationalist sentiment. Romantic artists and poets generally criticised the glorification of
or
The
reason and science and instead focused on emotions, intuition and mystical
Romanticism feelings. Their effort was to create a sense of a shared collective heritage, a
common cultural past, as the basis of a nation. It was through folk songs, folk poetry
and folk dances that the true spirit of the nation was popularised. So collecting and
recording these forms of folk culture was essential to the project of nation-building.
Poland, was partitioned by the Great Powers – Russia, Prussia and Austria, in 18th
century.
Polish * Even though the national feelings were kept alive through music and language.
Language
They celebrated the national struggle through operas and music, thus turning folk
and
Romantic
dances into nationalist symbols.
Nationalism * Language too played an important role in developing nationalist sentiments. After
Russian occupation, the Polish language was forced out of schools and the Russian
language was imposed everywhere. Many members of the Clergy in Poland began to
use Polish language as a weapon of national resistance. Polish was used for
Church gatherings and all religious instruction. As a result, a large number of priests
and bishops were put in jail or sent to Siberia as punishment by the Russian authorities.
The use of Polish became a symbol of the struggle against Russian dominance."
Feminism Feminism is a range of socio-political movements to support the political, economic,
personal and social equality of women. They support equal rights for women.
In the German regions a large number of nationalists came together in the city of
German Frankfurt and decided to vote for an all-German National Assembly.
Revolution- On 18 May 1848, the elected representatives marched in the Frankfurt parliament
1848
convened in the Church of St Paul. They drafted a constitution for a German nation
The Frankfurt
to be headed by a monarchy subject to a parliament.
Parliaent When the crown was offered on these terms to Friedrich Wilhelm IV, King of Prussia,
he rejected it and joined other monarchs to oppose the elected assembly. As the
opposition of the aristocracy and military became stronger, the social basis of
parliament eroded and consequently lost their support. In the end troops were called in
and the assembly was forced to disband.

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'Facts in History' Class-10 CH-1 The Rise of Nationalism in Europe

Nationalist feelings were widespread among middle-class Germans. Their liberal efforts
to nation-building in 1848 were repressed by the combined forces of the monarchy and
German the military.
Unification
After that, Prussia took over the leadership of the movement for national unification. Its
Chief Minister, Otto von Bismarck, was the architect of this process. Bismark carried
out the task with the help of the Prussian army and bureaucracy. Three wars over seven
years – with Austria, Denmark and France – ended in Prussian victory and completed
the process of unification.
In January 1871, the Prussian king, William I, was proclaimed as the new German
Emperor, Kaiser William I of Prussia, at Versailles.
Italians were scattered over several dynastic states and the Habsburg Empire.
During the 1830s, Giuseppe Mazzini, formed a society, Young Italy, to establish an
Unification of unified Italian nation, but he failed.
Italy
The ruler of Sardinia-Piedmont, King Victor Emmanuel II, wanted a unified Italy, as it
offered the possibility of economic development and political dominance. His Chief
Minister Cavour, through a tactful diplomatic alliance with France succeeded in
defeating the Austrian forces. Giuseppe Garibaldi, with a large number of armed
volunteers under his leadership, helped Cavour. They successfully drove out the
Spanish rulers out of the Kingdom of the Two Sicilies.
In 1861 Victor Emmanuel II was proclaimed king of united Italy.
The British Isles was inhabited by the ethnic groups - English, Welsh, Scot or Irish, each
having their own cultural and political traditions.
The British But as the English nation steadily grew in wealth, importance and power, it was able to
Nation
extend its influence over the other nations of the islands.
(for reference)
* The Act of Union (1707) between England and Scotland had resulted in the
formation of the ‘United Kingdom of Great Britain’. England was able to impose its
influence on Scotland and the Scottish culture and political institutions were
systematically suppressed.
* To spread their dominance over Ireland, the English helped the Protestants of Ireland.
Catholic revolts against British dominance were suppressed. In 1801, Ireland was
forcibly incorporated into the United Kingdom.
A new ‘British nation’ was forged by actively promoting English culture and identities,
and the older nations survived only as subordinate partners in this union.
* Broken chains -- Being freed * Rays of the rising -- sun Beginning of a new era
Meanings of * Crown of oak leaves -- Heroism * Sword -- Readiness to fight
the symbols * Breastplate with eagle -- Symbol of the German empire – strength
* Olive branch around the sword -- Willingness to make peace
* Black, red and gold tricolour -- Flag of the liberal-nationalists in 1848
* By the 18th and 19th century Artists, Nations were portrayed as female figures,
giving the abstract idea of a nation a concrete form. That is, the female figure became
Visualising the an allegory of the nation.
Nation
* During the French Revolution, artists used the female allegory to portray ideas such
as Liberty, Justice and the Republic.The attributes of Liberty are the red cap, or the
broken chain, while Justice is generally a blindfolded woman carrying a pair of
weighing scales.
* In France she was christened Marianne, which underlined the idea of a people’s
nation. Statues of Marianne were erected in public squares to remind the public of the
national symbol of unity. Marianne images were marked on coins and stamps.
* Similarly, Germania became the allegory of the German nation and stands for
heroism.

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'Facts in History' Class-10 CH-1 The Rise of Nationalism in Europe

Nationalism By the end of the 19th century Nationalism had lost its idealistic liberal-democratic
and meanings. On the name of Nationalism, the major European powers, manipulated their
Imperialism subject peoples to further their own imperialist aims. The nationalist groups became
increasingly intolerant of each other and ever ready to go to war.
* The Balkans was a region of various ethnic communities broadly known as the Slavs,
living in various East European nationalities. A large part of the Balkans was under the
The Balkans control of the Ottoman Empire. The disintegration of the Ottoman Empire made this
Problem
region very explosive. The Balkan peoples based their claims for independence or
political rights on nationality. They used history to prove that they had once been
independent but had subsequently been subjugated by foreign powers. Hence the
rebellious nationalities in the Balkans attempted to win back their long-lost
independence.
* The Balkan states were fiercely jealous of each other and each wanted to gain more
territory at the expense of the others. The Balkan problem further complicated because
of the rivalry of the big European powers. Each power – Russia, Germany, England,
Austro-Hungary – was keen on countering the hold of other powers over the Balkans,
and extending its own control over the area. This led to a series of wars in the region
and finally the First World War.
Nationalism, aligned with imperialism, led Europe to disaster in 1914. European
ideas of nationalism were nowhere replicated, for people everywhere developed their
own specific variety of nationalism. But the idea that societies should be organised into
‘nation-states’ came to be accepted as natural and universal
‘A nation has a long past of endeavours, sacrifice and devotion. A heroic past, great
Ernest Renan, men, glory, that is upon which one bases a national idea. To have common glories in the
‘What is a past, to have a common will in the present, to have performed great deeds together, to
Nation?’
wish to perform still more, these are the essential conditions of being a people. A nation
(for
never has any real interest in annexing or holding on to a country against its will. The
understanding) existence of nations is a good thing, a necessity even. Their existence is a guarantee of
liberty, which would be lost if the world had only one law and only one master.’

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'Facts in History' Class-10 CH-2 Nationalism in India

CH-2 Nationalism in India

Topic Content
Modern Nationalism in Europe came to be associated with the formation of
(for Nation-States. It also meant a change in people’s understanding of who they were,
understanding) and what defined their identity and sense of belonging. New symbols and icons, new
songs and ideas forged new links and redefined the boundaries of communities.
In India the growth of modern nationalism is connected to the anti-colonial
(for movement. People got united in the process of their struggle with colonialism. The
understanding) sense of being oppressed under colonialism provided a shared bond between them. But
each class and group had their notions of freedom not always the same.
Foreground In the years after 1919, we see the national movement spreading to new areas,
incorporating new social groups, and developing new modes of struggle.
(for * The First World War created a new economic and political situation. It led to a huge
understanding)
increase in defence expenditure which was financed by war loans and increasing taxes:
customs duties were raised and income tax introduced. The war years leads to
extreme hardship for the common people. Villages were called upon to supply
soldiers, and the forced recruitment in rural areas caused widespread anger.
* Then in 1918-19 and 1920-21, crops failed in many parts of India, resulting in
acute shortages of food. People hoped that their hardships would end after the war
was over. But that did not happen. At this stage a new leader appeared and suggested
a new mode of struggle.
1918-19 Distressed UP peasants organised by Baba Ramchandra.
Some April 1919 Gandhian hartal against Rowlatt Act; Jallianwala Bagh massacre.
important January 1921 Non-Cooperation and Khilafat movement launched.
dates
February 1922 Chauri Chaura; Gandhiji withdraws Non Cooperation movement.
(for reference)
May 1924 Alluri Sitarama Raju arrested ending armed tribal struggle.
December 1929 Lahore Congress; Congress adopts the demand for ‘Purna Swaraj’.
1930 Ambedkar establishes Depressed Classes Association.
March 1930 Gandhi begins Civil Disobedience Movement by breaking salt law..
March 1931 Gandhiji ends Civil Disobedience Movement.
December 1931 Second Round Table Conference.
1932 Civil Disobedience relaunched.
Mahatma Gandhi returned to India in January 1915 from South Africa; where he had
successfully fought the racist regime with satyagraha.
- It emphasised - the power of truth and the need to search for truth.
The Idea of - It suggested - if the cause was true, and if the struggle was against injustice,
Satyagraha then physical force was not necessary to fight the oppressor.
by
- Without seeking vengeance or being aggressive, a satyagrahi could win the
Gandhiji
battle through nonviolence. People – including the oppressors – had to be persuaded
to see the truth, instead of being forced to accept truth through the use of violence.
- By this struggle, truth was bound to ultimately triumph.
- Gandhi ji believed that this dharma of non-violence could unite all Indians.
Mahatma Gandhi successfully organised satyagraha movements in various places:
The Early In 1917 he travelled to Champaran in Bihar to inspire the peasants to struggle against
Movements the oppressive indigo plantation system.
Again in 1917, he organised a Kheda Satyagraha, Gujrat to support the peasant.
Experiments
with
Affected by crop failure and a plague epidemic, the peasants of Kheda could not pay
Satyagraha the revenue, and were demanding that revenue collection be relaxed.
In 1918, Mahatma Gandhi went to Ahmedabad to organise a satyagraha movement
amongst cotton mill workers (Ahmedabad Mill Case).

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'Facts in History' Class-10 CH-2 Nationalism in India

The Rowlatt Passed by the Imperial Legislative Council.

Act (1919) This Act gave the British government enormous powers to repress political
activities, and allowed detention of political prisoners without trial for two years.
Mahatma Gandhi decided to oppose the Rowlatt Act. On his call rallies were
Jallianwalla organised and workers strikes were observed through out India. Alarmed by the
Bagh upsurge, the British administration decided to strike down the nationalists. Local leaders
Massacre
were picked up from Amritsar. On 10 April 1919, Martial law was imposed and
General Dyer took command.
On 13 April 1919, a large crowd gathered in the enclosed ground of Jallianwala
Bagh. Some came to attend the annual Baisakhi fair, while others came to protest
against the government’s repressive measures.Being from outside the city, many
villagers were unaware of the martial law that had been imposed. General Dyer
entered the area, blocked the exit points, and opened fire on the crowd, killing
hundreds.
His object, as he declared later, was to ‘produce a moral effect’, to create in the minds
of satyagrahis a feeling of terror and awe.
Though the Rowlatt satyagraha had been a widespread movement, it was still limited
mostly to cities and towns and the lack of Hindu-Muslim unity could be seen.
Mahatma Gandhi in his famous book Hind Swaraj (1909) declared that British rule
Why Non- was established in India with the cooperation of Indians, and had survived only because
cooperation? of this cooperation. If Indians refused to cooperate, British rule in India would collapse
within a year, and swaraj would come.
The First World War had ended with the defeat of Ottoman Turkey. The Ottoman
The Khilafat emperor was the spiritual head of the Islamic world (the Khalifa). To defend the
Issue Khalifa’s temporal powers, a Khilafat Committee was formed in Bombay in March
1919 by the two brothers Muhammad Ali and Shaukat Ali.
* Gandhiji saw this as an opportunity to bring Muslims under the umbrella of national
movement.
At the Congress session at Nagpur in December 1920, the Non-Cooperation
NCKM programme was adopted.
The Non-Cooperation-Khilafat Movement began in January 1921.
Gandhiji proposed that the movement should unfold in stages.
How could 1) It should begin with the surrender of titles that the government awarded, and a
Non-Cooperati boycott of civil services, army, police, courts and legislative councils, schools, and
on become a
foreign goods.
movement?
2) Then, in case the government used repression, a full civil disobedience campaign
would be launched.
1) The movement started with middle-class participation in the cities.
2) Thousands of students left government-controlled schools and colleges,
Non-Cooperati headmasters and teachers resigned, and lawyers gave up their legal practices.
on Movement
3) The council elections were boycotted in most provinces except Madras.
In Towns
4) Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge
bonfires.
5) In many places merchants and traders refused to trade in foreign goods or finance
foreign trade.
6) As the boycott movement spread the production of Indian textile mills and handlooms
went up.

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'Facts in History' Class-10 CH-2 Nationalism in India

But this movement in the cities gradually slowed down for a variety of reasons -
1) Khadi cloth was more expensive than mass produced mill cloth and poor people
NCM in Towns could not afford to buy it.
(drawbacks)
2) Students and teachers went back to government schools and colleges as no
alternative of the British institutions were available. Similarly, lawyers joined back work
in government courts.
The Justice Party, the party of the non-Brahmans, fought The Council Election in
Madras province.
In the countryside it drew into its fold the struggles of peasants and tribals.
The peasants movement was against talukdars and landlords who demanded
NCM extremely high rents from peasants. Peasants had to do begar at landlords’ farms. As
&
tenants they had no security of tenure, were regularly evicted from the leased land.
Rebellion in
the
Demands:
Countryside They demanded reduction of revenue, abolition of begar, and social boycott of
oppressive landlords (nai – dhobi bandh).
In October 1920, the Oudh Kisan Sabha was set up headed, by Jawaharlal Nehru.
Within a month, over 300 branches had been set up in the villages around the region.
Dissatisfaction:
The Congress leadership was unhappy with the peasant movements. In many places
local leaders told peasants that Gandhi had declared that no taxes were to be paid and
land was to be redistributed among the poor.
* In Awadh, peasants were led by Baba Ramchandra.
In the Gudem Hills of Andhra Pradesh, for instance, a militant guerrilla movement
spread in the early 1920s – but not approved by the Congress leaders.
NCM Here the colonial government had closed large forest areas, preventing people from
&
entering the forests to graze their cattle, or to collect fuelwood and fruits. This enraged
The Tribes of
Andhra
the hill people. They felt that their traditional rights were being denied. When the
government began forcing them to contribute begar for road building, the hill people
revolted.
* Alluri Sitaram Raju came to lead the tribals of Andhra. He claimed that he had a
variety of special powers: he could make correct astrological predictions and heal
Alluri Sitaram people, and he could survive even bullet shots. Captivated by Raju, the rebels
Raju
proclaimed that he was an incarnation of God.
* Raju talked of the greatness of Mahatma Gandhi and followed him. But at the same
time he asserted that India could only be liberated by the use of force and not by
non-violence.
* The Gudem rebels attacked police stations, attempted to kill British officials and
carried on guerrilla warfare for achieving swaraj.
* Raju was captured and executed in 1924, and over time became a folk hero.
Under the Inland Emigration Act of 1859, plantation workers were not permitted to
leave the tea gardens without permission, and they were rarely given such permission.
NCM For plantation workers in Assam, swaraj or freedom meant the right to move freely in
&
and out of the plantations, and to retain a link with the village from which they had
Swaraj in the
Plantations
come.
When they heard of the Non-Cooperation Movement, thousands of workers defied the
authorities, left the plantations and headed home. They believed that Gandhi Raj was
coming and everyone would be given land in their own villages. They, however,
were stranded on the way by the railway and steamer strike. They were caught by the
police and brutally beaten up.

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'Facts in History' Class-10 CH-2 Nationalism in India

At Chauri Chaura in Gorakhpur, a peaceful demonstration in a bazaar turned into a

Chauri violent clash with the police. Hearing of the incident, Mahatma Gandhi called a halt to
Chaura, 1922 the Non-Cooperation Movement.
Mahatma Gandhi felt the movement was turning violent and satyagrahis needed to be
properly trained before they would be ready for mass struggles.
The Government of India Act of 1919, provided electoral representation in Provincial
Swaraj Party Councils.
C. R. Das and Motilal Nehru formed the Swaraj Party within the Congress to fight
provincial council elections. They felt that it was important to oppose British policies
within the councils, argue for reform and also demonstrate that these councils were not
truly democratic.
The new Tory government in Britain constituted a Statutory Commission under Sir
John Simon. The commission was to look into the functioning of the constitutional
Simon system in India and suggest changes.
Commission
When the Simon Commission arrived in India in 1928, it was greeted with the slogan
'Go Back
‘Go back Simon’.
Simon' In an effort to win them over, the viceroy, Lord Irwin, announced in October 1929, a
vague offer of ‘Dominion Status’ for India and a Round Table Conference to discuss
the future constitution.
Bardoli In 1928, Vallabhbhai Patel led a successful peasant movement in Bardoli, a taluka in
Satyagraha Gujarat, against enhancement of land revenue. Known as the Bardoli Satyagraha.
The Lahore Session (December 1929) and Purna Swaraj:
Lahore On 26 January 1930, Congress declared Purna Swaraj and celebrated the
Session Independence Day in Lahore session, presided by Jawaharlal Nehru.
&
But this attracted little attention. So Mahatma Gandhi decided to launch a movement.
Purna Swaraj
On 31 January 1930, Mahatma Gandhi sent a letter to Viceroy Irwin stating eleven
demands. One of the demand was to abolish the salt tax. If the demands were not
fulfilled by 11 March, the letter stated, the Congress would launch a civil disobedience
campaign. Irwin was unwilling to negotiate.
So Mahatma Gandhi started his famous Salt March accompanied by 78 of his trusted
Salt March volunteers. The march was over 240 miles, from Gandhi’s ashram in Sabarmati to
& Dandi, a coastal town in Gujarat. The volunteers walked for 24 days, about 10 miles a
The Civil
day. Thousands came to hear Mahatma Gandhi wherever he stopped, and he told them
Disobdience
Movement
what he meant by swaraj and urged them to peacefully defy the British. On 6 April he
(CDM) reached Dandi, and ceremonially violated the law, manufacturing salt by boiling sea
water. This marked the beginning of the Civil Disobedience Movement.
People were now asked not only to refuse cooperation with the British but also to break
How was CDM colonial laws. Thousands in different parts of the country broke the salt law,
different from manufactured salt and demonstrated in front of government salt factories. As the
NCKM?
movement spread, foreign cloth was boycotted, and liquor shops were picketed.
Peasants refused to pay revenue and chaukidari taxes, village officials resigned, and in
many places forest people violated forest laws – going into Reserved Forests to collect
wood and graze cattle.
When Abdul Ghaffar Khan, also known as the Frontier Gandhi, was arrested in April
1930, angry crowds demonstrated in the streets of Peshawar.
Mahatma Gandhi entered into a pact with Irwin on 5 March 1931 and decided to call off
Gandhi-Irwin the movement and. By this Gandhi-Irwin Pact, Gandhiji consented to participate in the
Pact 1931 Second Round Table Conference in London and the government agreed to release
&
the political prisoners.
2nd RTC
In December 1931, Gandhiji went to London for the conference, but the negotiations
broke down and he returned disappointed.

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'Facts in History' Class-10 CH-2 Nationalism in India

The Rich Peasant Communities:

CDM The rich peasant communities – like the Patidars of Gujarat and the Jats of Uttar
& Pradesh – were active in the movement. They were very hard hit by the trade
the Country
depression and falling prices. As their cash income disappeared, they found it
Side
impossible to pay the government’s revenue demand. For them the fight for swaraj
was a struggle against high revenues. But they were deeply disappointed when the
movement was called off in 1931 without the revenue rates being revised.
The Poorer Peasantry and the Small Tenants:
As the Depression continued and cash incomes dwindled, the small tenants found it
difficult to pay their rent. They wanted the unpaid rent to the landlord to be remitted.
They joined a variety of radical movements, often led by Socialists and Communists.
Congress was unwilling to support ‘no rent’ campaigns in most places. So the
relationship between the poor peasants and the Congress remained uncertain.
During the First World War, Indian merchants and industrialists had made huge profits
CDM and become powerful.
& Keen on expanding their business, they now reacted against colonial policies that
the Business
restricted business activities. They wanted protection against imports of foreign goods,
Classes
and discourage imports.
The industrialists attacked colonial control over the Indian economy, and supported the
Civil Disobedience Movement when it was first launched. They gave financial
assistance and refused to buy or sell imported goods. Most businessmen came to
see swaraj as a time when colonial restrictions on business would no longer exist
and trade and industry would flourish without constraints.
But after the failure of the Round Table Conference, business groups were no longer
enthusiastic.

The industrial working classes did not participate in the Civil Disobedience Movement in
large numbers, except in the Nagpur region.
Another important feature of the Civil Disobedience Movement was -
CDM The large-scale participation of women. During Gandhi’s salt march, thousands of
& women came out of their homes to listen to him. They participated in protest marches,
Women
manufactured salt, andpicketed foreign cloth and liquor shops. Many went to jail.
Participation
In urban areas these women were from high-caste families; in rural areas they came
from rich peasant households. Moved by Gandhiji’s call, they began to see service to
the nation as a sacred duty of women.
Dr B.R. Ambedkar, who organised the dalits into the Depressed Classes Association
The Poona in 1930, demanded separate electorates for dalits.
Pact 1930 Gandhiji believed that separate electorates for dalits would slow down the process of
their integration into society.
Ambedkar and Gandhi agreed on the Poona Pact in September 1932. It gave the
Depressed Classes reserved seats in provincial and central legislative councils.
Muhammad Ali Jinnah, was the prominent leader of the Muslim League.
At the All Parties Conference in 1928, negotiations over the question of representation
with Muslim League disappeared when M.R. Jayakar of the Hindu Mahasabha
strongly opposed the efforts.
In 1930, Sir Muhammad Iqbal, as president of the Muslim League, reiterated the
importance of separate electorates for the Muslims as an important safeguard for their
minority political interests.

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'Facts in History' Class-10 CH-2 Nationalism in India

The failure of the Cripps Mission and the effects of World War II created widespread
The Quit India discontentment in India.
Movement Gandhiji launched 'Quit India' movement calling for complete withdrawal of the
1942
British from India and the immediate transfer of power to Indians.
The Congress Working Committee, in Wardha, passed the historic ‘Quit India’
resolution, on 14 July 1942.
'DO or DIE' by On 8 August 1942 in Bombay, Gandhiji delivered the famous ‘Do or Die’ speech and
Gandhiji called for a non-violent mass struggle throughout the country.
People observed hartals, and demonstrations and processions were accompanied by
national songs and slogans. The movement was truly a mass movement which brought
into its ambit thousands of ordinary people, namely students, workers and
peasants.The British responded with much force to suppress the movement.
1) Nationalism spreads when people begin to believe that they are all part of the same
nation, when they discover some unity that binds them together.
The Sense of This sense of collective belonging came partly through the experience of united
Collective
struggles. History and fiction, folklore and songs, popular prints and symbols, all
Belonging
played a part in the making of nationalism.
2) With the growth of nationalism, India as a nation associated with the image of Bharat
Mata, created by Bankim Chandra Chattopadhyay. He also wrote ‘Vande Mataram’,
widely sung during the Swadeshi movement in Bengal.
The image of Bharat Mata acquired many different forms, as it circulated in popular
prints.
3) Ideas of nationalism also developed through Indian folklore. Nationalists began
recording folk tales and they toured villages to gather folk songs and legends.
These tales preserved one’s national identity and restore a sense of pride in one’s
past.
Nationalist 4) Nationalist icons and symbols unified people and inspired them with a feeling
Icons & of nationalism.
Symbols During the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was
designed. It had eight lotuses representing eight provinces of British India, and a
crescent moon, representing Hindus and Muslims.
By 1921, Gandhiji had designed the Swaraj flag. It was again a tricolour (red, green and
white) and had a spinning wheel in the centre, representing the Gandhian ideal of
self-help.
Carrying the flag, holding it aloft, during marches became a symbol of defiance.
5) Many Indians began feeling that to instill a sense of pride in the nation, Indian
history had to be reinterpreted, other than the British version. Indians began looking
into the past to discover India’s great achievements. These nationalist histories urged
the readers to take pride in India’s great achievements in the past and struggle to
change the miserable conditions of life under British rule.

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11
'Facts in History' Class-10 CH-3 The Making of a Global World

CH-3 The Making of a Global World

Topic Content
The making of the global world has a long history – of trade, of migration, of people
in search of work, the movement of capital, and much else.
All through history, human societies have become steadily more interlinked. From
ancient times, travellers, traders, priests and pilgrims travelled vast distances for
knowledge, opportunity and spiritual fulfilment, or to escape persecution. They carried
goods, money, values, skills, ideas, inventions, and even germs and diseases.
Silk Routes -- The 'Silk Routes' are a good example of pre-modern trade and cultural links between
Trade and distant parts of Asia with Europe and northern Africa. Chinese silk cargoes travelled
Cultural this route to the West. Historians have identified several silk routes, over land
exchange
and by sea. These routes have existed since before the Christian Era till the fifteenth
between Asia
Africa and
century. Chinese pottery also travelled the same route, as did textiles and spices from
Europe India and Southeast Asia. In return, precious metals, gold and silver, flowed from
Europe to Asia.
Trade and cultural exchange always went hand in hand. Early Christian
missionaries and Muslim preachers almost certainly travelled this route to Asia.
Buddhism emerged from eastern India and spread in several directions through
intersecting points on the silk routes.
Food Travels: Food offers many examples of long-distance cultural exchange. Traders and
Spaghetti and travellers introduced new crops to the lands they travelled.
Potato -- * Take spaghetti and noodles. It is believed that noodles travelled west from China to
long-distance
become spaghetti.
cultural
exchange.
* Similarly, Arab traders took pasta to fifth-century Sicily, in Italy.
* Many of our common foods such as potatoes, soya, groundnuts, maize, tomatoes,
chillies, sweet potatoes etc. were introduced in Europe and Asia after Christopher
Columbus accidentally discovered the Americas.
* Europe’s poor began to eat better and live longer with the introduction of the 'potato'.
Ireland’s poorest peasants became so dependent on potatoes that when disease
destroyed the potato crop in the mid-1840s, hundreds of thousands died of starvation.
American America was cut off from the rest of the world for millions of years. European
Conquest conquest, the Portuguese and Spanish conquest, and colonisation of America in
and 16th century, was not just a result of superior firepower. In fact, the most powerful
Diseases
weapon of the Spanish conquerors was the germs such as smallpox that they carried
on their person. Because of their long isolation, America’s original inhabitants had no
immunity against these diseases. Smallpox proved a deadly killer. Once introduced, it
spread deep into the continent, even before any Europeans reached there. It killed and
decimated whole communities, paving the way for conquest.
(for Until the nineteenth century, poverty and hunger were common in Europe. Cities were
understanding) crowded and deadly diseases were widespread. Religious conflicts were common, and
religious dissenters were persecuted. Thousands therefore fled Europe for America.
(for From the fifteenth century, China had restricted overseas contacts and retreated into
understanding) isolation. China’s reduced role and the rising importance of the Americas gradually
moved the centre of world trade westwards. Europe now emerged as the centre of
world trade.

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12
'Facts in History' Class-10 CH-4 Print Culture and the Modern World

CH-4 Print Culture and the Modern World

Topic Content
Calligraphy Calligraphy – The art of beautiful and stylised writing
Woodblock From AD 594 onwards, books in China were printed by rubbing paper – also invented
printing there – against the inked surface of woodblocks.
China started first Civil Services Exams in the world. Textbooks for this examination
were printed in vast numbers under the sponsorship of the imperial state.
* Merchants used print in their everyday life, as they collected trade information.
By the 17th * Reading increasingly became a leisure activity. The new readership preferred
century in fictional narratives, poetry, autobiographies, anthologies of literary masterpieces, and
China, the
romantic plays.
uses of print
diversified.
* Rich women began to read, and many women began publishing their poetry and
plays. Wives of scholar-officials published their works and courtesans wrote about
their lives.
* Shanghai became the hub of the new print culture, catering to the Western-style
schools.
The oldest Japanese book, printed in AD 868, is the Buddhist Diamond Sutra,
containing six sheets of text and woodcut illustrations.
Belonging to the mid-13th century, printing woodblocks of the Tripitaka Koreana are a
Korean collection of Buddhist scriptures.
In 1295, Marco Polo, returned to Italy after many years of exploration in China. He
bought back the technology of woodblock printing.
* Copying was an expensive, laborious and time-consuming business.
Difficulties * Manuscripts were fragile, awkward to handle, and could not be carried around or read
with easily. Their circulation therefore remained limited.
handwritten
* They could not be read easily as the script was written in different styles. So these
manuscripts
were not widely used in everyday life.
* By the early fifteenth century, woodblocks were being widely used in Europe to print
textiles, playing cards, and religious pictures with simple, brief texts.
Gutenberg's Press: The olive press provided the model for the printing press, and
Gutenberg moulds were used for casting the metal types for the letters of the alphabet.The first
book he printed was the Bible or the Gutenberg's Bible.
This method was known as the Casting-Metal type printing press.
With the printing press, a new reading public emerged. Printing reduced the cost of
Advantages of books. The time and labour required to produce each book came down, and multiple
Printing Press copies could be produced with greater ease. Books flooded the market, reaching out to
an ever-growing readership.
Books could be read only by the literate.To increase readership printers began
Books for publishing popular ballads and folk tales, and such books would be profusely illustrated
illitrates with pictures. These were then sung and recited at gatherings in villages and in taverns
in towns.
Even those who disagreed with established authorities could now print and circulate
their ideas. Through the printed message, they could persuade people to think
Religious differently, and move them to action.
Debates and
the Fear of It was feared that if there was no control over what was printed and read then rebellious
Print and irreligious thoughts might spread. If that happened the authority of ‘valuable’
literature would be destroyed.

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'Facts in History' Class-10 CH-4 Print Culture and the Modern World

In 1517, the religious reformer Martin Luther wrote Ninety Five Theses criticising
many of the practices and rituals of the Roman Catholic Church.This lead to a division
within the Church and to the beginning of the Protestant Reformation.
Luther said, ‘Printing is the ultimate gift of God and the greatest one.’
The Roman Church, was troubled by the effects of popular readings and questionings
of faith, that it began to maintain an Index of Prohibited Books from 1558.
As literacy and schools spread in European countries, there was a virtual reading
mania. People wanted books to read and printers produced books in ever increasing
The Reading numbers. New forms of popular literature appeared in print, targeting new audiences.
Mania
* Booksellers employed pedlars who roamed around villages, carrying little books for
sale.
* Then there were the romances, printed on four to six pages, and the more substantial
‘histories’ which were stories about the past.
* Books were of various sizes, serving many different purposes and interests.
* The periodical press combined information about current affairs with entertainment.
* Newspapers and journals carried information about wars and trade, as well as news
of developments in other places.
* Ancient and medieval scientific texts were compiled and published, and maps and
scientific diagrams were widely printed.
* When scientists like Isaac Newton began to publish their discoveries, they could
influence a much wider circle of scientifically minded readers. Thus the ideas about
science, reason and rationality found their way into popular literature.
Louise-Sebastien Mercier declared: ‘The printing press is the most powerful engine of
Mercier progress and public opinion is the force that will sweep despotism away.’
Mercier proclaimed: ‘Tremble, therefore, tyrants of the world! Tremble before the virtual
writer!’
Many historians have argued that print culture created the conditions within which
French Revolution occurred.
Print Culture Three types of arguments have been usually put forward.
&
* First: print popularised the ideas of the Enlightenment thinkers. Collectively, they
the French
Revolution
argued for the rule of reason rather than custom, and demanded that everything be
judged through the application of reason and rationality. They attacked the sacred
authority of the Church and the despotic power of the state. The writings of Voltaire and
Rousseau were read widely;
* Second: print created a new culture of dialogue and debate. All values, norms and
institutions were re-evaluated and discussed by a public that had become aware of the
power of reason, and recognised the need to question existing ideas and beliefs. Within
this public culture, new ideas of social revolution came into being.
* Third: by the 1780s there was a lage number of literature that mocked the royalty
and criticised their morality. It raised questions about the existing social order.
Cartoons and caricatures typically suggested that the monarchy remained absorbed in
sensual pleasures while the common people suffered immense hardships. This
literature led to the growth of hostile sentiments against the monarchy.
No doubt that print helps the spread of ideas that changed the world.

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14
'Facts in History' Class-10 CH-4 Print Culture and the Modern World

As primary education became compulsory from the late nineteenth century, children
Printing and became an important category of readers.
Children, * Production of school textbooks became critical for the publishing industry.
* A children’s press, devoted to literature for children alone, was set up in France.
primary
education
This press published new works as well as old fairy tales and folktales.
became * The Grimm Brothers in Germany compiled traditional folk tales gathered from
compulsory peasants and published in a collection.
* Rural folk tales thus acquired a new form. In this way, print recorded old tales but
also changed them.
Women became important as readers as well as writers.
* Penny magazines were especially meant for women, as were manuals teaching
Printing proper behaviour and housekeeping.
&
* When novels began to be written, women were seen as important readers.
women
readers
* Some of the best known novelists were women: Jane Austen, the Bronte sisters,
George Eliot.
* Their writings became important in defining a new type of woman: a person with
will, strength of personality, determination and the power to think.
Richard M. Hoe of New York had perfected the power-driven cylindrical press. This
was capable of printing 8,000 sheets per hour and was useful for printing newspapers.
* The printing press first came to Goa with Portuguese missionaries in 16th century.
* From 1780, James Augustus Hickey began to edit the Bengal Gazette, from
Calcutta. It was private English language press.
Printed tracts and newspapers not only spread the new ideas, but they shaped the
nature of the debate.
Religious * This was a time of intense controversies between social and religious reformers and
Reform
the Hindu orthodoxy over various religious practices.
&
Public
* In Bengal, as the debate developed, tracts and newspapers proliferated, circulating a
Debates variety of arguments.
* Rammohun Roy published the Sambad Kaumudi and the Hindu orthodoxy
commissioned the Samachar Chandrika to oppose his opinions.
* The Deoband Seminary, published thousands upon thousands of fatwas telling Muslim
readers how to conduct themselves in their everyday lives, and explaining the meanings
of Islamic doctrines.
* The Naval Kishore Press at Lucknow and the Shri Venkateshwar Press in Bombay
published numerous religious texts in vernaculars. The first printed edition of the
Ramcharitmanas of Tulsidas came out from Calcutta in 1810.
* Religious texts reached a very wide circle of people, encouraging discussions and
debates and controversies within and among different religions.
* Newspapers conveyed news from one place to another, creating pan-Indian identities
and connecting people and communities.
* Prints began shaping popular ideas about modernity and tradition, religion and politics,
and society and culture.
* Raja Ravi Varma produced innumerable mythological paintings that were printed at
the Ravi Varma Press.

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15
'Facts in History' Class-10 CH-4 Print Culture and the Modern World

Lives and feelings of women began to be written in particularly vivid and intense ways.
* Liberal husbands and fathers began educating their womenfolk at home, and sent
Indian women them to women’s schools.
&
* Many journals began carrying writings by women, and explained why women should
printing
be educated.
* They also carried a syllabus and attached suitable reading matter which could be used
for home-based schooling.
* From the 1860s, a few Bengali women wrote books about how women were
imprisoned at home, kept in ignorance, forced to do hard domestic labour and treated
unjustly by the very people they served.
* In the 1880s,some women wrote with anger about the miserable lives of upper-caste
Hindu women, especially widows and how women were so greatly confined by social
regulations.
* Journals, written for women became extremely popular. They discussed issues like
women’s education, widowhood, widow remarriage and the national movement.
* Some of journals offered household and fashion lessons to women and brought
entertainment through short stories and serialised novels.
* Pedlars took the Battala publications to homes, enabling women to read them in their
leisure time.
* Soon, a large segment of prints was devoted to the education of women.
Rashsundari Debi wrote her autobiography Amar Jiban, published in Bengali.
* Very cheap small books were brought to markets, allowing poor people buy them.
* Public libraries in cities and towns were set up, expanding the access to books.
Print * Issues of caste discrimination began to be written about.
&
* Jyotiba Phule wrote about the injustices of the caste system in his Gulamgiri (1871).
the Poor
People
* B.R. Ambedkar in Maharashtra and E.V. Ramaswamy Naicker in Madras wrote
powerfully on caste and their writings were read by people all over India.
* Local protest movements and sects also created a lot of popular journals and tracts
criticising ancient scriptures and envisioning a new and just future.
* Kashibaba, a Kanpur millworker, wrote and published Chhote Aur Bade Ka Sawal to
show the links between caste and class exploitation.
* By the 1930s, Bangalore cotton millworkers set up libraries to educate themselves,
following the example of Bombay workers.
* Social reformers tried to bring literacy among them and to propagate the message of
nationalism.
* After the revolt of 1857, the vernacular newspapers became assertively nationalist.
The The colonial government attitude to freedom of the press changed.
Vernacular * In 1878, the Vernacular Press Act was passed. It provided the government with
Press Act,
extensive rights to censor reports and editorials in the vernacular press. From now on
1878
the government kept regular track of the vernacular newspapers. When a report was
judged as seditious, the newspaper was warned, and if the warning was ignored, the
press was liable to be seized and the printing machinery confiscated.
* Despite repressive measures, nationalist newspapers grew in numbers in all parts of
India. They reported on colonial misrule and encouraged nationalist activities.
* When Punjab revolutionaries were deported in 1907, Bal Gangadhar Tilak wrote with
great sympathy about them in his Kesari. This led to his imprisonment in 1908,
provoking in turn widespread protests all over India.

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16