NCERT Solutions for Class 10 History Chapter 2 Nationalism in India

The chapter Nationalism in India is one of the most important topics in class 10 history. It explains how the feeling of unity and pride in being Indian grew during the struggle for freedom. Students who read this lesson learn about the role of leaders like Mahatma Gandhi, the impact of movements like Non-Cooperation, Civil Disobedience, and how ordinary people contributed to the fight for independence. To understand it better, practicing class 10 history chapter 2 questions and answers is very helpful.

The history class 10 chapter 2 question answer section focuses on events, movements, and ideas that shaped modern India. These class 10 history ch 2 question answer solutions make it easier for students to revise and prepare for exams. The solutions explain the causes, main events, and outcomes of different movements in simple words, which is why they are useful for all students.

By going through class 10th history chapter 2 question answer, students understand not just the facts but also the importance of unity, sacrifice, and courage shown by Indians. The class 10 nationalism in india question answer part of the lesson highlights how people from different regions, languages, and backgrounds came together for one common goal — freedom. This is also why ch 2 history class 10 is considered a key lesson for exam preparation.

The class 10 history chapter 2 question answer practice helps students remember important terms, timelines, and events. For example, questions may ask about the role of salt in the freedom struggle, the importance of Non-Cooperation, or why Gandhiji believed in non-violence. Having clear nationalism in india class 10 questions and answers makes revision faster and more effective.

The NCERT Solutions are designed to give step-by-step answers that match the CBSE exam pattern. They also guide students in writing answers in a structured way. With the help of these history chapter 2 class 10 solutions, students can score well in exams and also develop a deeper interest in India’s history.

In short, class 10 history chapter 2 is more than just a lesson. It tells the story of how Indians, despite differences, stood together against colonial rule. Practicing class 10 history chapter 2 questions and answers not only prepares students for exams but also inspires them with the values of courage, unity, and sacrifice.

Do Check: NCERT Solutions for Class 10 History

Class 10 History Chapter 2 Questions and Answers

a) Why growth of nationalism in the colonies is linked to an anti-colonial movement.

Ans.

1. Colonisation affected people’s freedom.
2. The sense of oppression and exploitation became a common bond for people of different groups which resulted in the growth of nationalist ideals.
3. People began discovering their unity in the process of their struggle with colonialism.

b) How the First World War helped in the growth of the National Movement in India.

Ans.

1. During the First World War, the British army forcibly recruited people from the rural areas of India.
2. To finance the defense expenditure, custom duties were raised and income taxes were imposed.
3. During 1918-19 and 1920-21, crops failed in many parts of India which resulted in acute food shortages. All this caused extensive anger and opposition against the British colonial rule, and the national movement of India headed towards a stronger and more definitive direction.

c) Why Indians were outraged by the Rowlett 

Ans. 

1. The Rowlatt Act was passed hurriedly through the Imperial Legislative Council despite opposition from Indian members.
2. It gave the government autocratic powers to repress political activities and allowed the detention of political prisoners without a trial for two years.
3. It was clearly injustice and oppressive for Indians.

d) Why Gandhiji decided to withdraw the Non-Cooperation Movement. 

Ans. 

1. The movement was turning violent a few places. In 1922, at Chauri-Chaura in Gorakhpur, a peaceful demonstration turned into a violent clash in which more than 20 policemen were killed.
2. Gandhiji felt that the Safyagrah is needed to be properly trained before they would be ready for mass struggle.
3. Within the Congress, some leaders were tired of mass struggles and wanted to participate in elections to the provincial councils.

Q2. What is meant by the idea of satyagraha?

Ans. The idea of satyagraha implies a unique method of mass agitation that emphasizes the power of truth and the need to search the truth. It supports the belief that if the cause is true and the struggle is against injustice, then there is no need for physical force to fight the oppressor. In this, people-including the oppressors have to be persuaded to see the truth instead of being forced to accept truth through the use of violence. By this struggle, the truth was bound to be victorious.

Q3. Write a newspaper report on:

a) The Jallianwala Bagh massacre 

Ans. The Jallianwala Bagh massacre- On 13th April 1919, a public meeting was announced, at Jallianwala Bagh, Amritsar to protest against the Rowlatt Act. The people were allowed to assemble there. Thousands of people gathered in the Jallianwala Bagh. Suddenly, General Dyer marched there with armored troops.

They blocked the exit points from the Bagh and opened fire upon the innocent citizens. Hundreds of innocent people including women and children were killed on this day. Dyer’s purpose in doing so was to ‘produce a moral effect’ and terrorize the Satyagrahis. This massacre of innocent people in thousands led to large-scale strikes, clashes with police, and attacks on government buildings by the enraged Indian people.

b) The Simon Commission

Ans. The Simon Commission was appointed in India in 1928. This commission consisted of seven members and its Chairman was Sir John Simon. The objective of the Commission was to look into the functioning of the constitutional system in India and suggest some constitutional changes. But nationalists in India opposed the Commission because it had no Indian member. The Congress and the Muslim League jointly demonstrated against it. When the Simon Commission arrived in India, it was greeted with the slogan “Go Back, Simon”.

Ans.

1. The image of Germania symbolizes the German nation whereas the image of Bharat Mata represents the Indian nation.
2. The image of Bharat Mata is different from that of Germania in the sense that the former reflects the religious basis of its making.
3. The image of Bharat Mata painted by Abanindranath Tagore is bestowed with learning, food, clothing, and some ascetic quality also. In another painting, we find Mata holding Trishul and standing beside a lion and an elephant – symbols of power and authority. Germania as a female figure is standing against a background of the tricolor fabric of the national flag. She is wearing a crown of oak leaves, as the German oak stands for heroism.

Do Check: CBSE Class 10 Social Science Syllabus

Discuss

Q1. List all the different social groups which joined the Non-Cooperation Movement of 1921. Then choose any three and write about their hopes and struggles to show why they joined the movement. 

Ans. The different social groups that joined the Non-Cooperation Movement of 1921 were the urban middle class comprising lawyers, teachers, headmasters, students, peasants, tribals, and workers.

1. Peasants, tribals and workers joined the movement with hopes of self-emancipation. Peasants hoped that they would be saved from the oppressive landlords, high taxes taken by the colonial government.
2. Plantation workers, on the other hand, desired freedom to move about and get land in their own villages.
3. The middle class joined the movement because the boycott of foreign goods would make the sale of their textiles and handlooms go up.

Q2. Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.

Ans. Salt March was an effective symbol of resistance against colonialism because

1. All classes could identify with salt as it was a cheap and essential food item.
2. Tax on salt and the monopoly over its manufacturing was a sign of the oppression of British Rule.
3. It would affect the British Economy. Gandhiji reached Dandi on 12th March 1930 and violated salt law by manufacturing salt from seawater. Breaking the salt law was apparent defiance of British authority and was a direct challenge to British Rule in India. It had a far-reaching repercussion on the whole structure of colonialism.

Q3. Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life.

Ans.

1. As a woman, it was a proud moment for me to participate in Gandhiji's Civil Disobedience Movement. It was a time when women were kept inside walls.
2. Though I had got a good education, I was not allowed to take part in social or political activities. At the call of Gandhiji, I couldn't resist myself. Revolting against my family traditions, I became an active member of the movement.
3. I organized the women of my locality and began the activities of the movement. I was full of nationalistic fervor. It was the most memorable and proud phase of my life.

Q4. Why did political leaders differ sharply over the question of separate electorates?

Ans. Political leaders differed, sharply over the question of separate electorates because

1. The Nationalist Congress leaders saw in it the seeds of 'Divide and Rule', which would weaken the National Movement.
2. The Muslim leaders pretended that their interest could only be protected in a Muslim state and in a Hindu majority state they would be at the mercy of the Hindus.
3. Dr. BR Ambedkar, the leader of the depressed classes, was in favor of separate electorates, but Gandhiji believed that a separate electorate for Dalits would slow down the process of their integration into society. Ambedkar later accepted the Gandhiji position and signed the 'Poona Pact'.

Do Check: CBSE Class 10 Social Science Notes

Nationalism in India Class 10 Questions and Answers

Question 1: Explain the steps taken by the French to develop the economy of Vietnam.

Answer: The French took several steps to develop the economy of Vietnam:

• Infrastructure Development: They built roads, railways, and ports to facilitate the movement of goods and raw materials.
• Agricultural Reforms: The French introduced modern agricultural practices and set up large plantations for rubber, coffee, and tea.
• Industrial Development: They established factories for processing agricultural products and mining industries for extracting coal and minerals.
• Education and Training: The French set up schools and technical institutes to train the Vietnamese in modern skills and techniques.

Question 2: What was the role of religious groups in the development of anti-colonial feelings in Vietnam?

Answer: Religious groups played a significant role in the development of anti-colonial feelings in Vietnam:

• Buddhist Monks: They protested against the French repression and religious policies, mobilizing people against colonial rule.
• Hoa Hao Movement: This Buddhist reform movement, started by Huynh Phu So, emphasized anti-French sentiments and social reform.
• Christian Missionaries: Although some were aligned with the French, others criticized colonial exploitation and supported nationalist movements.

Question 3: Describe the influence of China on Vietnam’s culture and resistance movements.

Answer: China had a profound influence on Vietnam’s culture and resistance movements:

• Cultural Influence: Confucianism, Chinese language, and administrative practices deeply influenced Vietnamese society.
• Resistance Strategies: Vietnamese nationalists adopted guerrilla warfare techniques inspired by Chinese rebels.
• Political Inspiration: The success of the Chinese Revolution in 1911 inspired Vietnamese nationalists to fight for independence and adopt similar ideologies.

Question 4: What were the main features of the ‘Tonkin Free School’?

Answer: The ‘Tonkin Free School’ was established to provide a modern education to Vietnamese youth:

• Curriculum: The school taught science, hygiene, and French, along with Vietnamese.
• Teaching Methods: Emphasized practical knowledge and modern skills rather than traditional Confucian education.
• Objective: Aimed to promote Western ideals and create a new class of educated Vietnamese who could support the colonial administration.

Question 5: Explain the impact of the Great Depression of the 1930s on Vietnam.

Answer: The Great Depression had severe effects on Vietnam:

• Economic Crisis: The prices of rubber and rice, Vietnam’s main exports, plummeted, leading to widespread poverty.
• Unemployment: Many plantation and factory workers lost their jobs, causing social unrest.
• Political Mobilization: The economic hardship intensified anti-colonial sentiments and led to increased support for the nationalist movements.

Question 6: How did the education policy of French colonial rule affect Vietnamese society?

Answer: The French education policy had both positive and negative effects on Vietnamese society:

• Western Education: Introduced Western-style education, which created a small class of educated Vietnamese.
• Limited Access: Education was accessible to only a small elite, widening the gap between the educated and the masses.
• Cultural Influence: Promoted French culture and language, undermining traditional Vietnamese culture and identity.
• Nationalist Movements: Educated Vietnamese began to question colonial rule and played crucial roles in nationalist movements.