Nationalism in India – Case-based Questions with Answers
CBSE Class 10 Social Science – History
Book: India and the Contemporary World – II
Chapter 2: Nationalism in India
Topics Covered: The First World War, Khilafat, and Non-Cooperation | Differing Strands within the Movement | Towards Civil Disobedience | The Sense of Collective Belonging
Note: These Case-Based Questions with Answers are designed strictly as per the NCERT syllabus, making them ideal for CBSE Class 10 board exam preparation.
Topic 1 – The First World War, Khilafat and Non-Cooperation
Case Study 1 – War, Taxes and Growing Discontent
During the First World War, India was made to support the British war effort in several ways. Taxes were increased sharply and war loans were compulsorily raised. Prices of basic commodities rose steeply, making life difficult for ordinary people. At the same time, many young men from villages were recruited into the army, often against their wishes. An influenza epidemic added to the suffering, killing a large number of people. These developments created a feeling among Indians that they were bearing the burden of a war which was not theirs, while having no real say in the decisions of the colonial government.
- How did the First World War affect the economic life of the people in India?
- Why did forced recruitment during the war cause resentment in rural areas?
- How did these war-time experiences contribute to the growth of nationalist feelings?
Ans (1):The war led to heavy military expenditure. Taxes and customs duties were increased and war loans were collected. As a result, prices of essential goods rose sharply, reducing the real income of common people and causing severe hardship.
Ans (2):In many villages, young men were compelled to join the army, sometimes through pressure from officials and local leaders. Families lost earning members and farmers feared losing help in the fields. This created anger against the colonial government.
Ans (3):People began to associate their suffering with British rule. They felt that they were exploited and had no control over decisions affecting their lives. This disappointment and anger prepared the ground for the acceptance of Gandhiji’s ideas and the rise of mass nationalism.
Case Study 2 – Gandhiji’s Early Satyagrahas
After returning from South Africa in 1915, Mahatma Gandhi travelled widely in India to understand the conditions of the people. He soon led three important Satyagraha campaigns. In Champaran (Bihar), he supported indigo cultivators against the oppressive plantation system. In Kheda (Gujarat), he fought for peasants suffering from crop failure who were still forced to pay high revenue. In Ahmedabad, he led a mill workers’ strike demanding better wages. In all these struggles, he used non-violent methods and insisted on the power of truth and moral courage.
- What was common in the method adopted by Gandhiji in these three Satyagraha campaigns?
- How did the Kheda Satyagraha reflect the problems of peasants?
- Why were these early Satyagrahas important for Gandhiji’s later national role?
Ans (1):In all three campaigns, Gandhiji used Satyagraha – a non-violent struggle based on truth, persuasion and self-suffering instead of violence. He mobilised people peacefully and put moral pressure on the authorities to accept just demands.
Ans (2):In Kheda, peasants had lost their crops due to drought but were still asked to pay full revenue. Gandhiji supported their demand for remission of revenue and organised a non-violent refusal to pay, highlighting the burden of unfair tax policies on peasants.
Ans (3):These Satyagrahas gave Gandhiji practical experience in leading different groups of Indians and strengthened his reputation as a mass leader. They also showed that non-violent methods could bring results, preparing the country for larger national movements.
Case Study 3 – The Rowlatt Act and Jallianwala Bagh
In 1919, the British government passed the Rowlatt Act which gave the authorities the power to arrest people without trial and detain them for up to two years. Gandhiji called this a “black law” and launched a nationwide Satyagraha against it. In Amritsar, people gathered peacefully at Jallianwala Bagh to protest against the Act and the arrest of local leaders. General Dyer, considering this an act of defiance, ordered his troops to fire at the crowd without warning. The narrow exits were blocked and hundreds of innocent people were killed and injured. The incident shocked the country and destroyed the image of British rule as fair and just.
- What were the main provisions of the Rowlatt Act?
- Why did Gandhiji oppose this Act?
- How did the Jallianwala Bagh incident affect the national movement?
Ans (1):The Rowlatt Act allowed the government to detain people without trial, hold secret trials without jury and curtail basic civil liberties on mere suspicion of “terrorist” activities.
Ans (2):Gandhiji opposed it because it violated basic principles of justice. It denied people the right to a fair trial and legal defence, and could be used to silence political opposition.
Ans (3):The Jallianwala Bagh massacre caused nationwide anger and grief. Many moderates lost faith in gradual constitutional reforms and turned towards more radical and mass forms of protest. It convinced people that the British government could use extreme violence to retain power.
Case Study 4 – The Khilafat Question and Hindu–Muslim Unity
After the First World War, harsh terms were imposed on Turkey, the seat of the Caliphate. Indian Muslims were deeply worried because the Caliph was regarded as their spiritual leader. The Ali brothers, Muhammad Ali and Shaukat Ali, started a movement in India to defend the Caliph’s position. At the same time, Gandhiji was looking for an issue which could unite Hindus and Muslims in a common struggle against colonial rule. He decided to support the Khilafat demands and urged the Congress to join hands with the Khilafat leaders. This cooperation led to the decision to launch a joint Non-Cooperation Movement against the British government.
- Why were Indian Muslims concerned about the future of the Caliph after the war?
- How did the Khilafat Movement begin in India?
- How did Gandhiji use the Khilafat issue to broaden the national movement?
Ans (1):The peace terms imposed on Turkey threatened to reduce the powers of the Turkish Sultan, who was also the Caliph, the spiritual head of Muslims. Indian Muslims feared loss of an important religious authority.
Ans (2):The Ali brothers mobilised support among Indian Muslims and formed a Khilafat Committee. Meetings and conferences were held to press the British government to treat Turkey more leniently and protect the Caliph.
Ans (3):Gandhiji persuaded the Congress to support the Khilafat cause. By linking the Khilafat question with the demand for Swaraj, he built Hindu–Muslim unity and turned the anti-colonial struggle into a wider, more inclusive mass movement.
Case Study 5 – The Launch of Non-Cooperation
At the Calcutta Congress Session of 1920, and later at Nagpur, the Non-Cooperation Programme was adopted. Gandhiji argued that British rule in India could not continue without Indian cooperation. If Indians refused to cooperate in a peaceful and disciplined manner, the Raj would collapse. The programme included surrender of titles, boycott of government schools and law courts, boycott of foreign cloth and the promotion of khadi and national schools. People were also encouraged to take up constructive work such as spinning, promoting Hindu–Muslim unity and removing untouchability.
- What was the basic idea behind the Non-Cooperation Movement according to Gandhiji?
- Mention any three main items included in the Non-Cooperation Programme.
- How did constructive work form an important part of this movement?
Ans (1):Gandhiji believed that British rule existed because Indians cooperated with it. If this cooperation was withdrawn through non-violent non-cooperation, the British government would not be able to function and would have to leave.
Ans (2):Three items included: (i) surrender of titles and honours, (ii) boycott of government schools, colleges and law courts, and (iii) boycott of foreign cloth and use of khadi instead.
Ans (3):Constructive work like spinning, promoting khadi, Hindu–Muslim unity and removal of untouchability was meant to strengthen Indian society from within. It prepared people for self-reliance and moral discipline, which were necessary for successful non-violent struggle.
Case Study 6 – Non-Cooperation in Towns
In the early phase of the Non-Cooperation Movement, towns and cities witnessed energetic participation. Students left government schools and colleges; teachers resigned from their posts. Many lawyers, including well-known figures like Motilal Nehru and C.R. Das, gave up their practices in British courts. Foreign cloth shops were picketed and large quantities of imported clothes were burnt in public bonfires. The use of khadi increased, and national schools and colleges were set up. However, after some time, the movement in the cities began to slow down due to practical difficulties faced by the middle classes.
- Give any two examples of how people in towns participated in Non-Cooperation.
- How did the movement affect the import of foreign cloth?
- Why did the enthusiasm of the urban middle class decrease after some time?
Ans (1):Students left government educational institutions, and many teachers resigned. Lawyers gave up their practices in British law courts, and people picketed foreign cloth and liquor shops.
Ans (2):The picketing and boycott campaigns reduced the sale of imported textiles. The import of foreign cloth fell significantly as people turned to khadi and Indian-made cloth.
Ans (3):Running alternative national institutions was difficult and expensive. Many students needed recognised degrees for jobs, and lawyers and professionals found it hard to support their families without regular income. These pressures reduced their ability to continue the boycott.
Topic 2 – Differing Strands within the Movement
Case Study 7 – Peasants of Awadh
In the countryside of Awadh, peasants suffered from high rents and a variety of illegal cesses imposed by talukdars and landlords. They were also forced to do begar, or unpaid labour, and were threatened with eviction. Under the leadership of Baba Ramchandra, a sanyasi who had worked in Fiji, peasants formed associations and organised protests. They demanded reduction of rent, abolition of begar and an end to oppressive practices. They often used social boycotts such as “nai-dhobi bandhs”, where barbers and washermen refused their services to landlords.
- What were the main grievances of Awadh peasants against landlords?
- Who led the peasant movement in Awadh and how was he associated with the people?
- How did peasants in Awadh express their protest?
Ans (1):They faced high rents, many illegal cesses, forced labour (begar) and the constant fear of being evicted from their land.
Ans (2):Baba Ramchandra, a sanyasi who had earlier worked in plantations in Fiji, led the movement. He lived among the peasants, understood their problems and became a trusted leader.
Ans (3):They organised meetings and sabhas, refused to do begar and carried out social boycotts like nai-dhobi bandhs against oppressive landlords.
Case Study 8 – Different Meanings of Swaraj for Peasants
Many peasants in Awadh and other regions heard about Gandhiji and the Non-Cooperation Movement. However, their understanding of “Swaraj” was shaped by their own experiences. They believed that Gandhiji would abolish landlordism and reduce taxes. Some peasants stopped paying rent and attacked grain shops and houses of landlords. For them, freedom meant relief from local oppression, not just the end of British rule.
- How did peasants interpret the idea of Swaraj in their own context?
- Give one example of the actions taken by peasants based on their understanding of Swaraj.
- How was this peasant interpretation different from the Congress leadership’s view of Swaraj?
Ans (1):Peasants saw Swaraj as an end to high rents, landlordism and all types of local exploitation. They expected immediate changes in their economic and social conditions.
Ans (2):In some areas, peasants stopped paying rents and occasionally attacked grain shops or houses of landlords whom they saw as oppressors.
Ans (3):Congress leaders mainly associated Swaraj with self-government and freedom from British rule. They were cautious about encouraging no-rent campaigns or violent actions, whereas peasants focused directly on their landlords and local grievances.
Case Study 9 – Tribals and the Forest Laws
In the Gudem Hills of Andhra Pradesh, tribal peasants were angered by British forest laws. These laws restricted their traditional rights to graze cattle, collect fuelwood and practise shifting cultivation. They were forced to work as labourers for road construction. A leader named Alluri Sitarama Raju emerged among them. He admired Gandhiji and spoke of non-cooperation, but he believed that violence was necessary to drive out the British. His followers attacked police stations and tried to wage guerrilla warfare against the colonial state.
- What problems did tribals face because of the new forest laws?
- Who was Alluri Sitarama Raju and why did he become popular among tribals?
- In what way was his interpretation of non-cooperation different from Gandhiji’s?
Ans (1):They lost access to forests for grazing, collecting wood and practising shifting cultivation. They were also forced into unpaid or low-paid labour for government projects.
Ans (2):Alluri Sitarama Raju was a charismatic tribal leader in the Gudem Hills. He became popular because he understood tribal grievances, promised to restore their rights and bravely challenged the British authorities.
Ans (3):While he invoked Gandhiji’s name and spoke of non-cooperation, he believed in using armed rebellion and attacks on police stations. Gandhiji, in contrast, insisted on strictly non-violent methods.
Case Study 10 – Plantation Workers of Assam
Tea plantation workers in Assam worked under harsh conditions. The Inland Emigration Act prevented them from leaving the plantations without permission. When they heard about the Non-Cooperation Movement and Gandhiji, many workers believed that the new “Gandhi Raj” would give them freedom to go back to their villages. Inspired by this hope, they left the plantations in large numbers. However, many were caught by the police, beaten or forced to return. Their actions showed how differently the message of the national movement could be understood at the local level.
- What restrictions were imposed on plantation workers in Assam by the Inland Emigration Act?
- How did plantation workers interpret the idea of “Gandhi Raj”?
- What does their experience tell us about the nature of the national movement?
Ans (1):The Act bound workers to the plantations and did not allow them to leave or move elsewhere without the permission of the plantation owners.
Ans (2):They believed that under Gandhi Raj they would be free from the control of planters, could leave the plantations and return to their home villages.
Ans (3):It shows that the national movement had many local meanings. While leaders at the top talked about Swaraj and constitutional reforms, workers linked the movement to their immediate desire for personal freedom and better living conditions.
Case Study 11 – Differing Strands within Non-Cooperation
Under the banner of Non-Cooperation, different social groups participated with different expectations. Students hoped for a new national education system. Peasants wanted relief from rent and landlord oppression. Tribals demanded forest rights, and plantation workers wanted the freedom to move. The Congress leadership, however, tried to keep the movement non-violent and focused on ending colonial rule rather than solving every local problem. This created gaps between local interpretations of Swaraj and the national leadership’s strategy.
- Why do we say that there were “differing strands” within the Non-Cooperation Movement?
- Give one example each of expectations from peasants and tribals.
- Why was the Congress leadership cautious about certain local movements?
Ans (1):Because various groups joined the movement with different aims and ideas of Swaraj, not all of which matched the Congress leadership’s political goals.
Ans (2):Peasants expected reduction of rent and end of landlordism. Tribals demanded restoration of forest rights and an end to forced labour.
Ans (3):Congress leaders feared that radical actions like no-rent campaigns or violent attacks could lead to loss of control, provoke severe repression and damage the image of a disciplined, non-violent struggle.
Topic 3 – Towards Civil Disobedience
Case Study 12 – The Simon Commission and “Simon Go Back”
In 1927, the British government appointed the Simon Commission to look into the working of the Government of India Act of 1919 and suggest further constitutional reforms. The Commission had no Indian members; all seven were British. This angered Indian political leaders who felt that Indians were capable of framing their own constitution. When the Commission arrived in India, it was greeted everywhere with protests, black flags and the slogan “Simon Go Back”.
- What was the purpose of the Simon Commission?
- Why did Indian leaders oppose it even before it started its work?
- How did people express their protest against the Commission?
Ans (1):The Simon Commission was appointed to review the functioning of the Government of India Act, 1919, and to suggest changes for future constitutional reforms.
Ans (2):They opposed it because it had no Indian members. This insulted Indian opinion and suggested that British officials did not trust Indians to participate in decisions about their own country.
Ans (3):People held demonstrations, strikes and hartals. They showed black flags and shouted the slogan “Simon Go Back” wherever the Commission went.
Case Study 13 – The Lahore Session and Purna Swaraj
At the Lahore Session of the Indian National Congress, held in December 1929 under the presidentship of Jawaharlal Nehru, an important decision was taken. The Congress declared that its ultimate goal was Purna Swaraj or complete independence, rejecting dominion status within the British Empire. It also decided that 26 January 1930 would be observed as Independence Day. People all over the country were asked to take a pledge to struggle for freedom.
- Who presided over the Lahore Session of 1929?
- What major resolution regarding the goal of the national movement was passed there?
- How was 26 January 1930 observed according to the Congress decision?
Ans (1):Jawaharlal Nehru presided over the Lahore Session of the Congress in 1929.
Ans (2):The Congress declared Purna Swaraj or complete independence as its ultimate goal, rejecting the earlier demand for dominion status.
Ans (3):It was observed as Independence Day. People across India hoisted the tricolour, held meetings and took a pledge to fight for complete freedom from British rule.
Case Study 14 – Salt and the Dandi March
Gandhi chose salt as the central symbol of protest for launching the Civil Disobedience Movement. Salt was a basic necessity used by all, and the colonial government had imposed a tax on it and controlled its production. On 12 March 1930, Gandhiji started his historic march from Sabarmati Ashram to the coastal village of Dandi in Gujarat, covering about 240 miles in 24 days. At Dandi, he broke the salt law by making salt from seawater, inspiring people across India to do the same.
- Why did Gandhiji select salt as the symbol of his protest?
- From where to where did the Dandi March take place, and how long was it?
- How did the act of breaking the salt law lead to the Civil Disobedience Movement?
Ans (1):Salt was a common article used by everyone, especially the poor. The salt tax symbolised the unjust nature of British rule. By protesting against it, Gandhiji could unite people from different classes in a simple and understandable way.
Ans (2):The Dandi March began from Sabarmati Ashram and ended at Dandi, a coastal village in Gujarat. Gandhiji and his followers walked about 240 miles over 24 days.
Ans (3):After Gandhiji broke the salt law, people all over India started making and selling salt illegally, refused to pay taxes and boycotted foreign goods. This widespread non-violent defiance of laws became the Civil Disobedience Movement.
Case Study 15 – Participation of Different Social Groups in Civil Disobedience
The Civil Disobedience Movement saw participation from many sections of Indian society. Rich peasant communities in provinces like Uttar Pradesh and Gujarat enthusiastically supported the movement because they were angry about high land revenue. Poor peasants joined with the hope that rent would be reduced and debts would be lessened. Businessmen and industrialists supported the movement to gain protection from foreign competition and to press for favourable economic policies. Women stepped out of their homes to join processions, picket foreign cloth and liquor shops, and make salt. However, the levels of participation and expectations differed among these groups.
- Why did rich peasants support the Civil Disobedience Movement?
- What were the main expectations of poor peasants from the movement?
- How did women contribute to the Civil Disobedience Movement?
Ans (1):Rich peasants resented high land revenue which they had to pay even in times of poor harvests. They joined the movement hoping for reduction in revenue and greater economic relief.
Ans (2):Poor peasants were burdened by debts and high rents. They expected that the movement would lead to remission of rent and relief from moneylenders.
Ans (3):Women participated by taking part in protest marches, picketing liquor and foreign cloth shops and making salt. Many faced lathi charges and arrests, showing great courage and commitment.
Case Study 16 – Limits of Civil Disobedience
While many groups joined the Civil Disobedience Movement, not everyone felt fully included. Dalits, or “Depressed Classes”, led by Dr B.R. Ambedkar, felt that political freedom alone would not solve the deep social inequalities they faced. They demanded separate electorates so that they could choose their own representatives. Many Muslim leaders were worried that in a future democratic system they might be dominated by the Hindu majority, and they felt that the Congress did not adequately address their concerns. These factors limited the extent to which Civil Disobedience could unite all sections of Indian society.
- Why did many Dalit leaders feel that the national movement did not fully represent their interests?
- What political safeguard did Ambedkar demand for the Depressed Classes?
- Why were some Muslim leaders hesitant to join the Civil Disobedience Movement?
Ans (1):They felt that the Congress focused mainly on political independence and did not do enough to fight caste discrimination or ensure equal social rights for Dalits.
Ans (2):Ambedkar demanded separate electorates for the Depressed Classes so that they could elect their own representatives who would truly speak for their interests.
Ans (3):Some Muslim leaders feared that in an independent India they might be overshadowed by the Hindu majority. They believed that their political and cultural rights might not be adequately protected, so they were cautious about fully supporting Congress-led movements.
Topic 4 – The Sense of Collective Belonging
Case Study 17 – The Image of Bharat Mata
Nationalist artists in the early twentieth century tried to personify the Indian nation in the form of a woman. One of the most famous images was that of Bharat Mata, painted by Abanindranath Tagore. In his painting, Bharat Mata is shown as a calm, divine figure, holding objects like cloth, food and scriptures which symbolise material and spiritual blessings. The image became a powerful symbol of the nation and was carried in processions and posters, inspiring people to think of India as a mother to be loved and served.
- Who painted one of the most famous images of Bharat Mata?
- How was Bharat Mata usually depicted in this image?
- Why did such images become important for the national movement?
Ans (1):Abanindranath Tagore painted one of the most famous images of Bharat Mata.
Ans (2):She was shown as a calm, divine and motherly figure carrying objects like cloth, food and scriptures, symbolising the nation’s abundance and spiritual strength.
Ans (3):Such images helped people imagine the nation as a concrete person and created emotional attachment. They inspired people to love, protect and serve the country just as they would honour their mother.
Case Study 18 – National Songs and Slogans
Songs and slogans played an important role in spreading nationalist ideas. “Vande Mataram”, composed by Bankim Chandra Chattopadhyay, became a powerful national song. It was sung in political meetings and processions, and its words praised the motherland. Slogans like “Inquilab Zindabad” and “Swaraj is my birthright” inspired people to join the struggle. These songs and slogans were easy to remember and helped in reaching people who could not read newspapers or books.
- Who composed the song “Vande Mataram” and why did it become popular?
- How did songs and slogans help in spreading nationalism?
- Why were these especially effective among people who were not literate?
Ans (1):“Vande Mataram” was composed by Bankim Chandra Chattopadhyay. It became popular because it praised the motherland and gave people a common song to sing in meetings and processions.
Ans (2):Songs and slogans conveyed nationalist ideas in simple, emotional language. They united people around common messages and created enthusiasm and courage during protests.
Ans (3):People who could not read could still listen, learn and repeat these songs and slogans. This allowed nationalist ideas to reach a much wider audience beyond the educated classes.
Case Study 19 – Folklore and the Idea of a Nation
Nationalist thinkers believed that to truly understand the spirit of the nation, it was important to look at folk traditions rather than only at the culture of the educated elite. They began collecting folk tales, folk songs and legends from different regions. These collections showed that people from various parts of India shared common themes of courage, sacrifice and devotion. This helped to build a sense that despite differences of language and region, there was a shared cultural heritage binding the people together.
- Why did nationalists pay attention to folk tales and folk songs?
- What did the collected folklore reveal about the people of India?
- How did this effort contribute to the feeling of collective belonging?
Ans (1):They believed that folk traditions expressed the true culture and feelings of ordinary people and were therefore closer to the “real” spirit of the nation.
Ans (2):The folklore revealed common themes of bravery, sacrifice, devotion and love for the land among people from different regions, suggesting a shared cultural background.
Ans (3):By highlighting common cultural elements, this effort helped people see themselves as part of a larger Indian community, strengthening the sense of collective belonging and national identity.
Case Study 20 – Rewriting Indian History
British writers often portrayed Indian history as a story of constant defeat and division, suggesting that Indians were unfit to rule themselves. In response, Indian historians and writers began to reinterpret the past. They highlighted the achievements of ancient India in fields such as science, mathematics, art and architecture. They also emphasised the cultural unity of the subcontinent over long periods. This new way of writing history gave Indians pride in their heritage and challenged colonial claims of superiority.
- How did colonial writers usually describe India’s past?
- What changes did Indian writers bring in their reinterpretation of history?
- How did this new interpretation support the growth of nationalism?
Ans (1):Colonial writers often portrayed India’s past as one of constant defeat, backwardness and internal division, implying that Indians were incapable of self-rule.
Ans (2):Indian writers stressed the achievements of ancient India in many fields and pointed out the long-standing cultural links among different regions, presenting a more positive and unified picture of the past.
Ans (3):This gave Indians a sense of pride and self-confidence, encouraging them to believe that they deserved independence and were capable of building a strong, modern nation once foreign rule ended.