Previous Year Questions 2025

Q1: Read the following characteristics of ‘Jikji’ of Korea carefully and choose the correct option:   (1 Mark)
I. It is one of the oldest existing printed books in the world. 
II. It contains the main beliefs of Christianity. 
III. Its second volume is available in the National Library of France. 
IV. It was inscribed on the UNESCO Memory of the World Register in 2001.
(a) Only I, II, and III are correct. 
(b) Only II, III, and IV are correct. 
(c) Only I, III, and IV are correct. 
(d) Only I, II, and IV are correct.

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Ans: (c) Only I, III, and IV are correct.

• Jikji of Korea is among the world’s oldest existing books printed with movable metal type (I – correct).
• It contains the essential features of Zen Buddhism, not Christianity (II – incorrect).
• Its second volume is available in the National Library of France (III – correct).
• It was inscribed on the UNESCO Memory of the World Register in 2001 (IV – correct).

Q2: Read the given source and answer the questions that follow:  (4 marks)
Print Culture and the French Revolution

Many historians have argued that print culture created the conditions within which French Revolution occurred. Some arguments have been usually put forward in this context.
First: print popularised the ideas of the Enlightenment thinkers. Collectively, their writings provided a critical commentary on tradition, superstition and despotism. They 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, thus eroding the legitimacy of a social order based on tradition. The writings of Voltaire and Rousseau were read widely; and those who read these books saw the world through new eyes, eyes that were questioning, critical and rational.
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.
(i) What impact did the ideas of Enlightenment thinkers have on society?  (1 Mark)

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Ans: Their writings provided a critical commentary on tradition, superstition and despotism, encouraging people to use reason and rationality instead of custom, and to question the authority of the Church and the state.

(ii) How did print culture affect religion in France?  (1 Mark)

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Ans: Print attacked the sacred authority of the Church, eroding its legitimacy and weakening the social order based on religious tradition.

(iii) How did print culture contribute to the social revolution in France?  (2 Marks)

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Ans: Print created a culture of dialogue and debate where people re-evaluated all norms, values and institutions. This public culture made people aware of the power of reason and questioning, which gave rise to new ideas of social revolution and helped prepare the ground for the French Revolution.

Q3: “Not everyone welcomed the printed book.” Explain the statement with examples from sixteenth century Europe.  (5 Marks)

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Ans: Not everyone in sixteenth-century Europe welcomed the printed book. While many saw it as a means of spreading knowledge, others feared its consequences.

1. Apprehension of authorities and elites: Religious leaders, monarchs, writers and artists worried that uncontrolled printing would spread rebellious and irreligious ideas, weakening the authority of valuable literature.
2. Fear of spreading dissent: In 1517, Martin Luther’s Ninety Five Theses against the practices of the Roman Catholic Church spread rapidly due to print, leading to the Protestant Reformation. The Church feared further divisions and loss of control.
3. The case of Menocchio: A miller in Italy, Menocchio, used printed books to reinterpret the Bible and form his own views of God and Creation. The Church saw this as dangerous and eventually executed him for heresy.
4. Strict controls by the Roman Church: To repress heretical ideas, the Church maintained an Index of Prohibited Books from 1558, restricting what people could read.
5. Scholars’ anxieties: Erasmus, a Catholic reformer, warned that the glut of printed books included many “ignorant, scandalous, irreligious and seditious” writings, which could harm true scholarship.

Thus, the arrival of print provoked deep anxieties, as people feared it could spread dissenting, heretical and subversive ideas, undermining existing authorities and traditions.

Q4: “By the seventeenth century, the flourishing of urban culture in China also led to diversity in the use of printing.” Explain the statement with examples.  (5 Marks)

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Ans: By the seventeenth century, China’s urban culture flourished and this led to greater diversity in the use of printing:

• Beyond scholars and officials: Earlier, print was mainly used by scholar-officials for civil service examinations. But with urban growth, its use spread widely.
• Merchants and trade: Merchants began using printed material for collecting trade information in their everyday business.
• Leisure reading: Reading turned into a popular leisure activity. People read fictional narratives, poetry, autobiographies, anthologies of literary works, and romantic plays.
• Women as readers and writers: Rich women started reading, and many published their own poetry and plays. Wives of scholar-officials and even courtesans wrote about their lives.
• Technological advancement: This cultural change was accompanied by new printing technology — in the late nineteenth century, Western mechanical presses were imported, and Shanghai became the hub of new print culture.

Thus, urbanisation in China gave rise to a vibrant print culture, where printing served trade, entertainment, personal expression, and women’s voices, beyond its earlier official role.

Q5: Explain the measures taken by the colonial government to censor the press in India and analyse their effects on the nationalist movement.  (5 Marks)

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Ans: The colonial government in India imposed strict censorship on the press, especially when it criticised British rule.

1. Early phase: Before 1798, censorship was directed at Englishmen in India who attacked the Company’s misrule. By the 1820s, laws were passed to restrict press freedom, though Macaulay’s rules of 1835 briefly restored it.
2. After 1857: The government grew harsher. The Vernacular Press Act of 1878 gave officials power to warn newspapers, seize presses, and confiscate printing machinery if reports were judged “seditious.”
3. 20th century controls: During World War I and II, under the Defence of India Acts, many newspapers were forced to shut down and reports on nationalist movements like Quit India (1942) were heavily censored.

Effects:
Despite restrictions, nationalist newspapers expanded, reported colonial misrule, and mobilised opinion. Repressive laws provoked stronger protests, such as Tilak’s imprisonment in 1908, and Gandhi in 1922 declared that the fight for Swaraj was also a fight for liberty of speech, press and association.
Thus, censorship could not silence nationalism; instead, it strengthened the struggle for freedom.

Q6: “How did easy access to books develop a new culture of reading during the 18th century?” Analyse.  (5 Marks)

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Ans: During the eighteenth century, easy access to books created a new culture of reading:

• Cheaper books: With printing, the cost of books reduced. Multiple copies could be produced quickly, making them available to larger sections of society.
• Shift from oral to reading culture: Earlier, knowledge was shared orally through recitations, ballads and performances. Now, books reached common people and a reading public emerged alongside the older hearing public.
• Blurring oral and print traditions: Since literacy rates were still low, printers produced ballads, folk tales and illustrated books that could be read aloud in villages and taverns. Thus, oral culture entered print, and both traditions overlapped.
• Wider audiences: Pedlars carried books to villages, and gatherings where books were read aloud helped even the illiterate enjoy printed material.
• Resulting change: Reading became a collective as well as individual activity. It created curiosity, dialogue, and wider participation in cultural life.

Hence, the easy availability of books transformed people’s relationship with knowledge, giving rise to a vibrant new reading culture in eighteenth-century Europe.

Q7: Analyse the contribution of Johann Gutenberg in the development of the printing press.  (5 Marks)

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Ans: Johann Gutenberg made a revolutionary contribution to the development of the printing press in the 1430s at Strasbourg, Germany.

• Background and skills: He was the son of a merchant and grew up on an agricultural estate. He had seen wine and olive presses, learnt polishing stones, became a master goldsmith, and could make lead moulds.
• Innovation: Drawing on these experiences, he designed the first printing press. The olive press inspired the press mechanism, and moulds were used to cast metal types for letters.
• Moveable type machine: Gutenberg developed metal types for each of the 26 Roman alphabet characters. These could be rearranged to compose words, making printing flexible and efficient.
• First printed book: By 1448, he perfected the system. His first major printed work was the Bible (about 180 copies), which took only three years to produce — fast by the standards of that time.
• Impact: His press could print 250 sheets per hour. Between 1450 and 1550, printing presses spread across Europe, producing millions of books. This marked the beginning of the print revolution.

Thus, Gutenberg’s innovations in adapting existing technology and inventing moveable type laid the foundation of modern printing.

Q8: Analyse the development journey of print culture in India.  (5 Marks)

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Ans: The development of print culture in India passed through several stages:

• Manuscripts before print: India had a rich tradition of handwritten manuscripts in Sanskrit, Persian, Arabic and vernacular languages, written on palm leaves or handmade paper. These were expensive, fragile, and not easy to use.
• Arrival of print: The first printing press came with Portuguese missionaries to Goa in the mid-sixteenth century. They printed in Konkani, Kanara, Tamil and Malayalam. By 1710, Dutch missionaries had also printed many Tamil texts.
• English press: From 1780, James Augustus Hickey started the Bengal Gazette, the first English weekly. It published advertisements and gossip about Company officials but faced persecution by Governor-General Hastings.
• Indian language press: Soon, Indian newspapers appeared. Gangadhar Bhattacharya brought out an Indian Bengal Gazette. By the early nineteenth century, newspapers in Persian, Gujarati and other languages were also published.
• 19th century onwards: Print expanded rapidly, used in religious reform debates, nationalist struggles, and social reforms. Cheap lithographic presses printed religious texts, newspapers, novels, tracts, cartoons and calendars, reaching wider audiences.

Thus, print culture in India grew from fragile manuscripts to a vibrant, diverse print world that shaped public opinion, reform, and nationalism.

Q9: How did the British East India Company use Print Culture to promote its interests in India? Choose the correct option from the following:  (1 Mark)
(a) By censoring the Indian newspapers, 
(b) By funding the regional language newspapers, 
(c) By encouraging the development of independent Press, 
(d) By using print media to spread eastern culture

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Ans: (a) By censoring the Indian newspapers
The East India Company encouraged only officially sanctioned newspapers that praised British rule and imposed press regulations to control criticism. Later, strict censorship laws like the Vernacular Press Act (1878) were used to suppress Indian newspapers that opposed colonial policies.

Q10: Read the source given below and answer the questions that follow:  (4 marks)
New Forms of Publication
By the end of the nineteenth century, a new visual culture was taking shape. With the setting up of an increasing number of printing presses, visual images could be easily reproduced in multiple copies. Painters like Raja Ravi Varma produced images for mass circulation. Poor wood engravers who made woodblocks set up shop near the letterpresses, and were employed by print shops. Cheap prints and calendars, easily available in the bazaar, could be bought even by the poor to decorate the walls of their homes or places of work. These prints began shaping popular ideas about modernity and tradition, religion and politics, and society and culture. By the 1870s, caricatures and cartoons were being published in journals and newspapers, commenting on social and political issues. Some caricatures ridiculed the educated Indians’ fascination with Western tastes and clothes, while others expressed the fear of social change. There were imperial caricatures lampooning nationalists, as well as nationalist cartoons criticising imperial rule.

(i) How did the development of printing technology impact visual culture?  (1 Mark)

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Ans: Printing technology allowed easy reproduction of visual images in multiple copies, making art and illustrations widely accessible.

(ii) How did Raja Ravi Varma contribute to the mass circulation of art in India? (1 Mark)

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Ans: He produced mythological paintings which were printed at the Ravi Varma Press and circulated widely as cheap prints and calendars, reaching even the poor.

(iii) How did visual culture shape the memory of the 19th century social landscape? Explain.  (2 Mark)

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Ans: Cheap prints, calendars, caricatures, and cartoons influenced people’s ideas about modernity, tradition, religion, politics, and culture. They commented on social issues, ridiculed Westernised tastes, expressed fears of social change, and even criticised imperial rule. This visual culture reflected and shaped the 19th-century social and political landscape.

Q11: Identify the appropriate reason for the slow growth of the English Language Press during the 18th century from the following options:  (1 Mark)
(a) Restriction of British government on the regional press, 
(b) English Press worked on commercial perspectives, 
(c) Increase in the demand for the regional press in the market, 
(d) Reason and rationality were not prominent in press

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Ans: (b) English Press worked on commercial perspectives.
Although the East India Company imported presses in the late seventeenth century, the English language press did not grow rapidly in the eighteenth century because it focused mainly on commercial purposes and remained limited, while regional and missionary presses were more active.

Q12: Read the given source and answer the questions that follow: (4 Marks)
Pages of Gutenberg’s Bible, the first printed book in Europe.
Gutenberg printed about 180 copies, of which no more than 50 have survived.
Look at these pages of Gutenberg’s Bible carefully. They were not just products of new technology. The text was printed in the new Gutenberg press with metal type, but the borders were carefully designed, painted and illuminated by hand by artists. No two copies were the same. Every page of each copy was different. Even when two copies look similar, a careful comparison will reveal differences. Elites everywhere preferred this lack of uniformity: what they possessed then could be claimed as unique, for no one else owned a copy that was exactly the same.
In the text you will notice the use of colour within the letters in various places. This had two functions: it added colour to the page, and highlighted all the holy words to emphasise their significance. But the colour on every page of the text was added by hand. Gutenberg printed the text in black, leaving spaces where the colour could be filled in later.

(i) Mention the contribution of Gutenberg in the field of printing.  (1 Mark)

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Ans: Gutenberg developed the first moveable type printing press in the 1430s and printed the Bible, marking the beginning of the print revolution in Europe.

(ii) How were the books borders painted and illuminated?  (1 Mark)

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Ans: Though the text was printed with metal type, the borders were designed, painted, and illuminated by hand by artists

(iii) Describe any two benefits of colouring in the letters.  (2 Marks)

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Ans: 

• It added beauty and colour to the page, making the book visually attractive.
• It highlighted holy words, emphasising their religious importance.

Thus, Gutenberg’s Bible combined new printing technology with traditional artistic decoration, making each copy unique.

Q13: Match the Column-I with Column-II and choose the correct option from the following:   (1 Mark)

(a) a-i, b-ii, c-iii, d-iv, 
(b) a-ii, b-iii, c-iv, d-i, 
(c) a-ii, b-iv, c-i, d-iii, 
(d) a-iv, b-i, c-ii, d-iii

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Ans: (c) a-ii, b-iv, c-i, d-iii

• Bengal Gazette (a) – James Hickey (ii): First English newspaper in India (1780), published by Hickey.
• Kesari (b) – Bal Gangadhar Tilak (iv): Marathi newspaper advocating nationalism.
• Ramcharitmanas (c) – Tulsidas (i): 16th-century epic poem, not a print publication but listed here.
• Samvad Kaumudi (d) – Ram Mohan Roy (iii): Bengali newspaper promoting social reforms.

Q14: Analyze the significant changes in printing technology during 19th century in the world.  (5 Marks)

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Ans: The nineteenth century witnessed major innovations in printing technology that transformed the speed and scale of production:

• Metal presses: By the late eighteenth century, presses began to be made of metal, improving durability and efficiency compared to wooden ones.
• Power-driven cylindrical press: Richard M. Hoe of New York perfected this press by the mid-nineteenth century. It could print about 8,000 sheets per hour, making it especially useful for newspapers.
• Offset press: Developed in the late nineteenth century, it could print in multiple colours (up to six at a time), enhancing visual quality.
• Electrically operated presses: From the early twentieth century, electrically driven machines further accelerated printing operations, replacing manual labour.
• Other improvements: Automatic paper reels, better quality plates, and photoelectric controls of colour register increased accuracy and speed.

These changes made books, newspapers, and periodicals cheaper, faster to produce, and widely available, thereby deepening mass literacy and expanding reading audiences globally.

Q15: How did printing technology affect the lives of Indian women? Analyse.  (5 Marks)

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Ans: Printing technology had a deep impact on the lives of Indian women in the nineteenth and early twentieth centuries:

• Access to education: Liberal families began educating women at home, and journals published reading material and syllabi for women’s schooling.
• Autobiographies and writings: Women themselves started writing. For example, Rashsundari Debi wrote Amar Jiban (1876), the first full-length autobiography in Bengali, while writers like Kailashbashini Debi, Tarabai Shinde, and Pandita Ramabai highlighted women’s hardships and social injustices.
• Journals and magazines: Many journals carried writings by women and discussed issues such as education, widowhood, and remarriage. In the early twentieth century, women edited their own journals, making their voices more visible.
• Conservative resistance: Some orthodox families opposed women’s literacy, fearing it would corrupt them or bring misfortune. Yet, many women defied restrictions and learnt secretly, showing the empowering effect of print.
• Cultural influence: Through novels, tracts, and periodicals, women’s experiences, emotions, and social concerns entered public debate, shaping the discourse on reform and gender roles.

Thus, print culture opened new avenues for women’s education, expression, and participation in social reform, despite opposition from conservative sections of society.

Q16: Explain the features of manuscripts found in India before the advent of printing culture.  (5 Marks)

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Ans: Before the advent of printing, India had a long tradition of producing manuscripts with distinctive features:

• Languages: Manuscripts were written in Sanskrit, Persian, Arabic and various regional vernaculars.
• Materials used: They were copied on palm leaves or handmade paper, often pressed between wooden covers or sewn together for preservation.
• Illustrations and calligraphy: Many manuscripts were beautifully illustrated and decorated with fine calligraphy and artistic designs.
• Expensive and fragile: Manuscripts were highly costly, delicate, and had to be handled with care. They were not easily accessible to ordinary people.
• Limited use in education: Since scripts differed in styles and were hard to read, manuscripts were not widely used in everyday teaching. In Bengal, for example, teachers often dictated from memory while students wrote, meaning many became literate without reading printed texts.

Thus, manuscripts preserved India’s rich literary and cultural heritage, but their fragility, cost, and limited accessibility created barriers that print later helped to overcome.

Q17: How did the advent of print culture affect the poor people in India? Explain.  (5 marks)

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Ans: The advent of print culture had a significant effect on the poor people in India in the nineteenth and early twentieth centuries:

• Access to cheap books: Very small, inexpensive books were sold at crossroads and in markets, especially in towns like Madras. This allowed even poor travellers and villagers to buy reading material.
• Public libraries: From the early twentieth century, public libraries were set up in towns and prosperous villages. For poor people, these libraries provided free access to books and knowledge.
• Social protest: Print gave voice to movements against caste discrimination. Writers like Jyotiba Phule (Gulamgiri, 1871), B.R. Ambedkar, and E.V. Ramaswamy Naicker (Periyar) used print to highlight injustices, and their writings were widely read by poor and marginalised groups.
• Workers’ expression: Some factory workers began to write about their own struggles. For example, Kashibaba, a Kanpur millworker, wrote Chhote Aur Bade Ka Sawal (1938), linking caste and class exploitation. Others like Sudarshan Chakr composed poems later collected as Sacchi Kavitayan.
• Self-improvement and literacy: Workers and reformers set up libraries (e.g., in Bombay and Bangalore) to spread literacy, discourage drinking, and promote nationalism among the poor.

Thus, print culture gave the poor access to knowledge, tools for social protest, and opportunities for self-expression, helping them participate in debates about justice and reform.

Previous Year Questions 2024

Q1: Who among the following published ‘Samvad Kaumudi’?    (1 Mark) (CBSE 2024)
(a) Rashsundari Debi
(b) Tarabai Shinde
(c) Raja Rammohan Roy
(d) Ram Chaddha

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Ans: (c)
‘Samvad Kaumudi’ was published by Raja Ram Mohan Roy. Ram Mohan Roy started publishing the Bengali weekly newspaper Samvad Kaumudi in Kolkata around the beginning of the nineteenth century.

Q2: Read the following passages and answer the questions that follow:    (4 & 5 marks )(CBSE 2024)
WHY NEWSPAPERS?
‘Krishnaji Trimbuck Ranade, inhabitant of Poona, intends to publish a News Paper in the Marathi Language with a view of affording useful information on every topic of local interest. It will be open for free discussion on subjects of general utility, scientific investigation and the speculations connected with the antiquities, statistics, curiosities, history and geography of the country and of the Deccan especially… the patronage and support of all interested in the diffusion of knowledge and Welfare of the People is earnestly solicited.’ Bombay Telegraph and Courier, 6 January, 1849
“The task of the native newspapers and political associations is identical to the role of the Opposition in the House of Commons in Parliament in England. That is of critically examining government policy to suggest improvements, by removing those parts that will not be to the benefit of the people, and also by ensuring speedy implementation.
These associations ought to carefully study the particular issues, gather diverse relevant information on the nation as well as on what are the possible and desirable improvements, and this will surely earn it considerable influence.
Native Opinion, 3 April, 1870

(i) Analyse the primary objective proposed by Ranade for publishing Marathi Language newspaper.

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Ans: In order to educate the people, Krishnaji intended to publish important information regarding developments in society in the fields of science, politics, and other subjects.

(ii) Why did the Bombay Telegraph emphasize the role of newspaper in promoting welfare of Deccan region?

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Ans: The deccan region is geographically separated from Bombay by western ghats so, Bombay telegraph could have acted as a bridge, informing the people of the deccan about relevant developments and bring attention to the specific problems faced by deccan people.

(iii) What were the key responsibilies attributed to native newspapers? Mention any two.

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Ans: The following were the key responsibilities attributed to newspapers during 19th-century:
(1) Newspapers were instrumental in shaping public opinion and creating a sense of shared identity which was important during the rise of the Indian national movement.
(2) Newspapers often serves as a watcher on the british colonial government, criticise policies, exxposed corruptions and highlight injustice faced by Indians.

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Previous Year Questions 2023

Q3: “The shift from hand printing to mechanical printing led to the print revolution in Europe.” Explain the statement with examples. (3 Marks) (2023)

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Ans: The shift from hand printing to mechanical printing brought about the print revolution in Europe. This revolution was characterized by the following:

• With the invention of the printing press, books started to be printed on a large scale, reaching wider sections of people. This led to the emergence of a new reading public.
• The printing press enabled the production of books in larger numbers and at a faster pace, making them more accessible and affordable.
• Publishers began printing popular ballads and folk tales, accompanied by beautiful pictures and illustrations, further attracting readers.
• The spread of new ideas and knowledge became easier with the print revolution. For example, Martin Luther’s translation of the New Testament sold thousands of copies within a short period, contributing to the spread of the Protestant Reformation.

Q4: Who was Menocchio?   (1 Mark) (2023)

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Ans: Menocchio was an Italian miller and self-educated philosopher who was put on trial by the Inquisition for his unorthodox beliefs and interpretations of religious texts.

Q5: Which one of the following aspects was common between the writings of B.R. Ambedkar and E.V. Ramaswamy Naicker?  (1 Mark) (2023)
(a) Wrote on the caste system in India
(b) Highlighted the experiences of woman
(c) Raised awareness about cultural heritage
(d) Motivated Indians for their national freedom   

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Ans: (a)
Both B.R. Ambedkar and E.V. Ramaswamy Naicker (also known as Periyar) focused on the issues related to the caste system in India. They criticized the discrimination faced by lower castes and worked towards social justice and equality for all.

Q6: Which one of the following aspects was common among the writings of Kailashbashini Debi, Tarabai Shinde and Pandita Ramabai? (1 Mark) (2023)
(a) Demanded economic equality for masses
(b) Highlighted the experiences of women
(c) Raised awareness about cultural heritage
(d) Motivated Indians for their national freedom

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Ans: (b)
Kailashbashini Debi, Tarabai Shinde, and Pandita Ramabai all wrote about the struggles and experiences of women in society. They focused on issues like women’s rights, education, and social reform, advocating for better treatment and opportunities for women in India.

Previous Year Questions 2020

Q7: Fill in the blank. Buddhist missionaries from China introduced hand printing technology into ______ around A.D. 768-770.  (2020)

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Ans: Japan
Buddhist missionaries from China brought hand printing technology to Japan around A.D. 768-770. This technology allowed for the production of printed texts, which helped spread Buddhist teachings and literature throughout Japan.

Ancient printing techniques
Q8: ‘Vellum’ is 
(a) Printing on palm leaves
(b) Printing on paper
(c) A parchment made from the skin of animals
(d) Printing on cloth.

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Ans: (c)
‘Vellum’ is a high-quality writing material made from the prepared skin of animals, usually calves or goats. It was commonly used in the past for important documents, manuscripts, and books because of its durability and smooth surface for writing.

Q9: Who invented the Printing Press?  (CBSE 2020)

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Ans: Johannes Gutenberg is credited with inventing the Printing Press.

Q10: Who brought the knowledge of the woodblock printing technique to Italy during the 13th century?  (2020)

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Ans: Marco Polo is believed to have brought the knowledge of woodblock printing technique to Italy during the 13^th century.

Q11: By 1448, Gutenberg perfected the system of printing. The first book he printed was the ______.  (2020)

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Ans: The first book printed by Gutenberg was the Bible.

Q12: Wooden or Metal frames in which types are laid and the text composed for printing was known as?  (2020)

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Ans: The frames in which types are laid and the text composed for printing are known as printing plates or printing blocks.

Q13: Name the first book printed by Gutenberg Press.   (2020)

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Ans: The first book printed by Gutenberg Press was the Gutenberg Bible or the 42-line Bible.

Q14: Who were called ‘Chapmen?  (2020)
(a) Bookseller
(b) Paper seller
(c) Workers of the printing press
(d) Seller of penny chapbooks

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Ans: (d)
‘Chapmen’ were itinerant traders or peddlers who sold cheap books known as chapbooks, often for just a penny. These chapbooks included stories, poems, and other entertaining content, making literature accessible to a wider audience in earlier times.

Q15: Which one of the following was NOT the reason for the popularity of scientific ideas among the common people in eighteenth century Europe?  (2020)
(a) Printing of ideas of Isaac Newton
(b) Development of printing press
(c) Interest of people in science and reason
(d) Traditional aristocratic groups supported it 

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Ans: (d)
In the eighteenth century, traditional aristocratic groups often resisted scientific ideas because they threatened their authority and long-standing beliefs. Instead, the popularity of scientific ideas among common people was mainly driven by the printing press, the works of thinkers like Isaac Newton, and a growing interest in science and reason.

Q16: Why was reading of manuscript not easy in India ? Choose the appropriate reason from the following options:  (CBSE 2020, 15)
(a) Manuscripts were highly cheap
(b) Manuscripts were widely spread out
(c) Manuscripts were written in English and Hindi
(d) Manuscripts were fragile. 

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Ans: (d)
Manuscripts in India were often made from materials like palm leaves or handmade paper, which made them delicate and prone to damage. This fragility made it difficult to read and handle them frequently, limiting access for many people.

Q17: Select the correct pair from the following Column A and Column B.  (2020)

(a) a
(b) b
(c) c
(d) d

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Ans: (b)
Sol: Raja Ram Mohan Ray – Sambad Kaumudi

• The Sambad Kaumudi was a significant publication.
• It was founded by Raja Ram Mohan Roy in 1821.
• This newspaper played a crucial role in the reform movements of the time.

Q18: Read the source given below and answer the questions that follow: 
From the early nineteenth century, there were intense debates around religious issues. Different groups confronted the changes happening within colonial society in different ways, and offered a variety of new interpretations of the beliefs of different religions. Some criticised existing practices and campaigned for reform, while others countered the arguments of reformers. These debates were carried out in public and in print. Printed tracts and newspapers not only spread the new ideas, but they shaped the nature of the debate. A wider public could bow participate in these public discussions and express their views. New ideas emerged through these clashes of opinions. This was a time of intense controversies between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatry. In Bengal, as the debate developed, tracts and newspapers proliferated, circulating a variety; of arguments. To reach a wider audience, the ideas were printed in the everyday, spoken language of ordinary people.  (2020)
(i) Analyse any one issue of intense debate around religious issues. (1 mark)
(ii) Examine the role of print media in these debates. (2 marks)

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Ans: (i) Issue of intense debate around religious issues – widow immolation.
(ii) Role of print media:
(a) Print spread the new ideas as well as shaped these ideas.
(b) It increased public participation in public discussions.
(c) Public discussions and expression of views
(d) Argumentative ideas were circulated

Q19: Read the sources given below and answer the questions that follows:   (2020)
Source – (i): Religious Reform and Public Debates 
There were intense controversies between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, brahmanical priesthood and idolatry. In Bengal, as the debate developed, tracts and newspapers proliferated, circulating a variety of argument.
Source – (ii): New Forms of Publication 
New literary forms also entered the world of reading lyrics, short stories, essays about social and political matters. In different ways, they reinforced the new emphasis on human lives and intimate feelings, about the political and social rules that shaped such things.
Source – (iii): Women and Print 
Since social reforms and novels had already created a great interest in women’s lives and emotions, there was also an interest in what women would have to say about their own lives.

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Ans: 
Source – (i): Religious Reform and Public Debates
(i) Evaluate how did the print shape the nature of the debate in the early nineteenth century in India.
Ans: Print played a significant role in shaping the nature of debate in early 19th century India. Here are some points to consider:

• The print culture facilitated intense controversies between social and religious reformers and the Hindu orthodoxy on various issues like widow immolation, monotheism, brahmanical priesthood, and idolatry.
• Tracts and newspapers proliferated, circulating a variety of arguments and allowing for a wider dissemination of ideas.
• The print medium provided a platform for individuals and groups to express their opinions and challenge established authorities.
• The emergence of new literary forms, such as lyrics, short stories, and essays about social and political matters, reinforced the new emphasis on human lives, intimate feelings, and the rules that shaped them.
• The print culture also reflected a great interest in women’s lives and emotions, giving them a voice to express their own experiences and perspectives.

Source – (ii): New Forms of Publication
(ii) To what extent do you agree that print opened up new worlds of experience and gave a vivid sense of diversity of human lives?
Ans: Print indeed opened up new worlds of experience and provided a vivid sense of diversity of human lives. Here’s why:

• The print revolution enabled the wide circulation of ideas and knowledge, allowing people to gain exposure to different perspectives and experiences.
• Through printed literature, individuals were exposed to various cultures, societies, and historical events, expanding their understanding of the world.
• The emergence of new literary forms, such as lyrics, short stories, and essays, explored diverse themes and provided insights into different aspects of human lives.
• Print publications portrayed the political and social rules that shaped human lives, shedding light on various social issues and inequalities.
• By printing popular ballads, folk tales, and illustrations, publishers catered to a diverse readership, engaging them in different narratives and experiences.

 Source – (iii): Women and Print
(iii) To what extent did the print culture reflect a great interest in women’s lives and emotions? Explain.
Ans: The print culture did reflect a great interest in women’s lives and emotions. Here’s why:

• Social reforms and novels had already created a significant interest in women’s lives and emotions, and the print culture further amplified this interest.
• With the emergence of the print medium, women were given a platform to express their own experiences, thoughts, and emotions.
• Women’s issues and perspectives were addressed and discussed in newspapers, tracts, and novels.
• Female authors emerged during this period, writing about women’s lives and advocating for their rights and empowerment.
• The print culture allowed women to voice their concerns, challenge societal norms, and contribute to public debates on various topics.
• This reflected a growing recognition of women’s agency and their role in shaping society.

Q20: Why was ‘Gulamgiri’ book written by Jyotiba Phule in 1871?  (2020)

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Ans: The book ‘Gulamgiri’ was written by Jyotiba Phule in 1871 to criticize the caste system and advocate for the rights and upliftment of lower-caste and oppressed individuals in Indian society.

Q21: Name the book published by Raja Ram Mohan Roy.  (2020)

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Ans: Raja Ram Mohan Roy published the book ‘Tuhfat-ul-Muwahhidin’ (A Gift to Monotheists).

Q22:  Name the author of ‘Amar Jiban’.  (2020)

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Ans: The author of ‘Amar Jiban’ is Rassundari Devi.

Q23: Why was the Vernacular Press Act passed in 1878?  (2020)

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Ans: The Vernacular Press Act was passed in 1878 by the British colonial government in India to control and regulate the vernacular press, which was seen as a threat to their rule and criticized British policies.

Q24: Examine the steps taken by the British under the Vernacular Press Act, 1878. (2020 C)

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Ans: 

• The Vernacular Press Act provided the government with extensive rights to censor reports and editorials in the Vernacular press.
• The government kept regular track of the Vernacular newspapers published in different provinces.
• When a report was judged as seditious, the newspaper was warned.
• If the warning was ignored, the press was liable to be seized and the printing machinery could be confiscated.

Also read: Mnemonics: Print Culture and the Modern World

Previous Year Questions 2019

Q25: Which one of the following was the oldest Japanese book printed in 868 AD? 
(a) Bible 
(b) Diamond Sutra 
(c) Kokoro 
(d) Kojiki (CBSE 2019, 15)

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Ans: (b)
The Diamond Sutra is considered the oldest known printed book, dated to 868 AD. It is a Buddhist scripture and was printed in China using woodblock printing techniques. Although it is a Chinese text, the Diamond Sutra is significant in Japanese and East Asian Buddhism as well. The book is recognized for its historical importance as an early example of printed literature.
Thus, the correct answer is (b) Diamond Sutra.

Japanese BooksQ26: Which one of the following was NOT the reason for the popularity of scientific ideas among the common people in eighteenth-century Europe? 
(a) Printing ideas of Isaac Newton 
(b) Development of printing press 
(c) Interest of people in science and reason 
(d) Traditional aristocratic group supported it   (CBSE 2019)

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Ans: (d)
In eighteenth-century Europe, scientific ideas became popular among the common people due to several factors:
(a) Printing ideas of Isaac Newton: The spread of Newton’s ideas through printed materials made scientific knowledge more accessible.
(b) Development of printing press: The printing press played a crucial role in distributing scientific ideas widely and quickly.
(c) Interest of people in science and reason: The Enlightenment period sparked curiosity and an interest in science, logic, and rational thought among the general populace.
Thus, the correct answer is (d) Traditional aristocratic group supported it.

Q27:  Explain the meaning of the term ‘Calligraphy’.    (Al 2019,2014)

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Ans: Calligraphy is the art of decorative handwriting or lettering.

Q28: How had the Imperial State in China been the major producer of printed material for a long time? Explain with examples.     (Delhi) 2019)

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Ans: The Imperial State in China had been the major producer of printed material for a long time due to the following reasons:

• China had a large bureaucracy, and the Chinese civil services examinations required the use of a large number of textbooks for preparation. These textbooks were printed under the sponsorship of the Imperial state.
• The production of books and study materials increased as the number of examination candidates went up. This led to the rapid printing of books all over the nation.
• Authors and rich merchants also sponsored the printing of books, further contributing to the production of printed material.

Q29: “Print Revolution in the sixteenth-century Europe transformed the lives of people.” Support the statement with suitable arguments.    (AI 2019)

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Ans: The Print Revolution in sixteenth-century Europe had a significant impact on the lives of people. The following arguments support this statement:

• Access to printed books became easier and more affordable, leading to the emergence of a new reading public. Previously, reading was restricted to the elites, while the common people relied on oral culture. The print revolution enabled a wider section of the society to access and engage with written texts, thereby transforming their relationship to information and knowledge.
• The print revolution facilitated the spread and dissemination of ideas, leading to the questioning of traditional beliefs and practices. This led to social and intellectual transformations, such as the Protestant Reformation, which challenged the authority of the Catholic Church.
• Printing helped in the preservation and transmission of knowledge. It ensured the accuracy and uniformity of texts, reducing errors and variations that were common in handwritten manuscripts.
• The print revolution also contributed to the growth of literacy rates as more people learned to read and write. This, in turn, led to increased social mobility and the democratization of knowledge.

Q30: How had a large number of new readers among children, women and workers increased in nineteenth century Europe? Explain with examples. (CBSE 2019)

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Ans: Primary education was made compulsory in the 19th century. 
(1) In 1857, a children’s press was set up in France. 
(2) One such publishing company was the Grimm Brothers who collected several folktales and poems and eventually edited them which proved unsuitable for the readers and thus published in 1812. 
(3) For women many penny magazines were being written. 
(4) For workers libraries were devoted where the tired workers from their daily chores can come and even write about their life. 
(5) They wrote political tract and autobiographies too.

Q31: ‘‘Printing brought the reading public and hearing public closer.’’ Substantiate the statement with appropriate argument. (CBSE 2019)

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Ans: New reading and hearing public intermingled because: 
(1) Large numbers of books were printed and available. These books were written with every class and group in mind and hence it attracted every section. 
(2) Books were available at ease and at cheap cost. 
(3) Text was recited and narrated which made the illiterate interested in knowing the subject and matter of the books.
(4) Knowledge was transferred orally or through performances. The books were filled with pictures for the hearing public to relate to. 
(5) The hearing public began formally educating themselves through schools to read these books.

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Previous Year Questions 2018

Q32: Why did Roman Catholic church impose control over publishers and booksellers?     (CBSE 2018)

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Ans: The Roman Catholic church imposed control over publishers and booksellers to maintain control over the spread of information and to ensure that religious teachings were not challenged or misrepresented.

Q33: Print created the possibility of wide circulation of ideas and introduced a new world of debate and discussion.” Analyse the statement in the context of religion in Europe. (CBSE 2018)

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Ans: Print created the possibility of wide circulation of ideas and introduced a new world of debate and discussion. (1) Even the dissenting authors could now publish and present their ideas. This would further lead to debates and discussions. (2) Through the printed message, they could persuade people to think differently, and move them to action. (3) Various ideas could be widely accessed by common people which made them consider other options as this widened their perspectives.

Q34:  Why could not manuscripts satisfy the increasing demand of books in Europe during the fourteenth century? (CBSE 2018)

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Ans: Manuscripts could not satisfy the increasing demand for books in Europe during the fourteenth century because they were fragile, difficult to handle and could not be carried around or read easily.

Previous Year Questions 2017

Q35: Mention any three reasons for the limited circulation of manuscripts in Europe before Marco Polo introduced the printing technology.    (2017)

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Ans: The limited circulation of manuscripts in Europe before the introduction of printing technology can be attributed to the following reasons:

• The production of handwritten manuscripts could not satisfy the ever-increasing demand for books.
• Copying manuscripts was an expensive, laborious, and time-consuming process.
• Manuscripts were fragile, awkward to handle, and could not be easily carried around or read.

Q36: What are the factors that lead to the reading mania in the seventeenth and eighteenth centuries in Europe?     (2017)

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Ans: The reading mania in the seventeenth and eighteenth centuries in Europe can be attributed to the following factors:

• The demand for books increased significantly as literacy spread among peasants and artisans. In some parts of Europe, the literacy rate rose as high as 60 to 80 percent. This created a need for more books, leading to a reading frenzy.
• The belief that books were a means of spreading progress and enlightenment became widespread. Many people believed that books could bring about positive social change and liberation from despotism and tyranny.
• The power of print to disseminate ideas and knowledge was recognized and appreciated. People started to realize the potential of books in shaping public opinion and influencing society.
• The availability of a wide range of books on various subjects and genres further fueled the reading mania. The publishing industry flourished, catering to the diverse interests of readers.

Also read: Mnemonics: Print Culture and the Modern World

Previous Year Questions 2016

Q37: What is a manuscript? Mention any two limitations of it during the nineteenth century.    (2016)

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Ans: A manuscript is a handwritten document, typically written on palm leaves or handmade paper. During the nineteenth century, manuscripts had the following limitations:

• Manuscripts were highly expensive and fragile, making them inaccessible to the common people.
• The script used in manuscripts was written in different styles, making it difficult to read and understand.

Q38: How had the earliest printing technology developed in the world? Explain with an example.   (2016)

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Ans: The earliest printing technology in the world developed in China, Japan, and Korea. In China, woodblocks were used for hand printing. This technology was initially used exclusively by scholar officials. However, it later became common and widespread. The Buddhist missionaries introduced hand printing technology from China to Japan, and Marco Polo brought the knowledge of woodblock printing from China to Italy.

Q39: How did a new reading public emerge with the printing press? Explain.     (2016)
OR
‘With the printing press, a new public emerged in Europe.’ Justify the statement.

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Ans: The printing press played a crucial role in the emergence of a new reading public in Europe. The following points explain how this happened:

• The printing press reduced the cost of producing books, making them more affordable and accessible to a wider section of society. As a result, a larger number of people could afford to purchase and own books, leading to an increase in the reading public.
• The availability of printed books in larger numbers and at a faster pace allowed for a greater dissemination of knowledge and information. This led to the spread of literacy and the growth of reading habits among the common people.
• The printing press enabled the production of books in various languages, catering to the linguistic diversity of Europe. This further expanded the reading public as people could now read in their native languages.
• The printing press also facilitated the standardization of texts, ensuring accuracy and consistency in the content of books. This made reading and understanding easier for the new reading public.

Q40: Why did British Government curb the freedom of the Indian press after the revolt of 1857?   (2016)

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Ans: After the revolt of 1857, the attitude towards freedom of the press changed. Enraged English officials clamped down on the Indian press because of their nationalist activities. In 1887, the Vernacular Press Act was passed, providing the government with extensive rights to censor reports. The government kept regular track of the Vernacular newspapers, and when a report was judged as seditious, the newspaper was warned. If the warning was ignored, the press was liable to be seized and the machinery could be confiscated.

Q41: Print culture created the conditions within which the French Revolution occurred. Give any three suitable arguments to support the statement.    (2016)

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Ans: Print culture played a significant role in creating the conditions for the French Revolution. The following arguments support this statement:

• Print culture popularized the ideas of enlightened thinkers who advocated reason and criticized traditional beliefs, superstitions, and despotism. Writers such as Voltaire and Rousseau disseminated their ideas through printed works, influencing public opinion and creating a sense of intellectual awakening.
• Print culture facilitated dialogue and debate among the people. It provided a platform for the exchange of ideas and the dissemination of revolutionary thoughts. Newspapers, pamphlets, and other printed materials became mediums for political discussions and the questioning of authority.
• Print literature mocked the royalty and exposed the corruption and inequalities of the Ancient Régime. Underground publications circulated widely, creating awareness and mobilizing the masses against the existing social and political order. This contributed to the revolutionary sentiment that eventually led to the French Revolution.

Q42: Describe the impact of the print revolution in Europe during the 15th and 16th century.  (2016)

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Ans: The impact of the print revolution in Europe during the 15th and 16th century was significant. Here are some key points:

• Printing reduced the cost of books, making them more affordable and accessible to a larger population.
• The time and labor required to produce each book decreased, allowing for multiple copies to be produced with greater ease.
• Books flooded the market, reaching out to an ever-growing readership.
• Publishers started printing popular ballads and folk tales with beautiful pictures and illustrations, making them more visually appealing.
• Print created the possibility of wide circulation of ideas, introducing a new world of debate and discussion.
• Even those who disagreed with established authorities could now print and circulate their ideas, leading to the emergence of new perspectives and challenging existing beliefs.
• One notable example is Martin Luther, a German monk, priest, professor, and church reformer, who challenged the Church and sparked the Protestant Reformation.

Q43: Explain with example how print culture catered to the requirement of children.     (2016)

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Ans: Print culture catered to the requirement of children by producing literature specifically for them. Here is an example:

• In Europe, primary education became compulsory in the late 19th century, resulting in children becoming an important category of readers.
• The publishing industry recognized this demand and started producing textbooks for schools.
• In France, a children’s press devoted solely to literature for children was established in 1857.
• This press published new works as well as old fairy tales and folktales, providing children with a variety of reading material.
• The Grimm brothers in Germany spent years compiling traditional folk tales gathered from peasants, which were edited and published in a collection in 1812.
• The published versions of these tales excluded anything considered unsuitable or vulgar for children, ensuring their appropriateness.
• The print culture not only recorded old tales but also transformed them, giving children access to stories that entertained and educated them.

Q44: Explain briefly the initial efforts made by foreigners to introduce printing press in India.    (2016)

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Ans: Foreigners made initial efforts to introduce the printing press in India. Here are some key points:

• The Portuguese missionaries were the first to introduce the printing press in India in the mid-16th century.
• Jesuit priests learned local languages such as Konkani and printed several texts in those languages.
• By 1674, about 50 books had been printed in Konkani and Kannada languages.
• Catholic priests published the first printed books in Tamil in Cochin, and in 1713, the first Malayalam book was printed.
• Dutch Protestant missionaries also printed around 32 texts in Tamil, which were later translated.
• The English language press did not grow in India until much later, despite the East India Company importing presses from the late 17th century.
• In 1780, James Augustus Hickey started editing the Bengal Gazette, a weekly magazine that was a private English enterprise free from colonial influence.
• Hickey’s publication included various advertisements, including those related to the import and sale of slaves.
• By the end of the 18th century, several newspapers and journals appeared in print, contributing to the growth of print culture in India.

Q45: “Print not only stimulated the publication of conflicting opinions amongst communities but it also connected communities and people in different parts of India”. Examine the statement.    (2016)

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Ans: The statement is accurate as print indeed stimulated the publication of conflicting opinions and connected communities and people across different parts of India. Here’s an examination of the statement:

• Publication of conflicting opinions: The print revolution provided a platform for individuals and groups to express their opinions freely and without censorship. This led to the proliferation of newspapers, tracts, and other printed materials that presented diverse viewpoints and perspectives. Conflicting opinions on social, religious, and political matters were published, sparking debates and discussions among communities.
• Connection between communities: The wide circulation of printed materials facilitated the exchange of ideas and information between communities in different parts of India. People could access and read publications from various regions, fostering a sense of interconnectedness. This helped in disseminating knowledge, promoting cultural exchange, and creating awareness about social issues and reform movements across the country.
• Bridging regional and linguistic barriers: Print played a crucial role in bridging regional and linguistic barriers by enabling the translation and dissemination of texts in different languages. Publications in regional languages reached a wider audience, allowing for the sharing of ideas and experiences among communities speaking different languages.
• Strengthening national consciousness: The print culture played a significant role in fostering national consciousness and unity. Nationalist newspapers and publications grew in numbers, reporting on colonial misrule and advocating for independence. These publications connected people from different regions of India, fostering a shared sense of identity and purpose.

In conclusion, the print revolution in India not only provided a platform for conflicting opinions to be published but also connected communities and people across different parts of the country, contributing to the growth of knowledge, awareness, and national consciousness.

Previous Year Questions 2023

Q1: Who among the following improved the steam engine?    [2023]
(a) James Watt
(b) Thomas Edison
(c) Benjamin Franklin
(d) Alexander Fleming  

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Ans: (a)
James Watt improved the steam engine in the late 18th century by making it more efficient, which played a crucial role in the Industrial Revolution by powering machines and factories.

Q2: Who of the following set up the first Iron and Steel industry in India?   [2023]
(a) J.R.D. Tata
(b) Purushotam Das
(c) R.G. Saraiya
(d) Thakur Das  

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Ans: (a)
J.R.D. Tata established the first iron and steel industry in India, called Tata Steel, in 1907 at Jamshedpur. This industry was a significant step in India’s industrial development and marked the beginning of large-scale steel production in the country.

Q3: Read the given case and answer the questions that follow.   [2023]
Market for Goods
One way in which new consumers are created is through advertisements. As you know, advertisements make products appear desirable and necessary. They try to shape the minds of people and create new needs. Today we live in a world where advertisements surround us. They appear in newspapers, magazines, hoardings, street walls, television screens. But if we look back into history, we find that from the very beginning of the industrial age, advertisements have played a part in expanding the markets for products, and in shaping a new consumer culture. When Manchester industrialists began selling cloth in India, they put labels ‘MADE IN MANCHESTER’ on the cloth bundles. The label was needed to make the place of manufacture and the name of the company familiar to the buyer. The label was also to be a mark of quality. When buyers saw written in bold on the label, they were expected to feel confident about buying the cloth.

(i) How was the marketing of goods done in India by the British? 

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Ans:  Marketing of goods done in India by the British through advertisements.

(ii) How were the new consumers created through advertisement during colonial India?

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Ans: Advertisements through newspapers, magazines, hoarding were the most important method used by the producers to expand the market. It played a major role in expanding the markets and shaping a new consumer culture. Advertisements make products appear desirable and necessary.

(iii) Identify the messages conveyed through advertisements during industrialization.

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Ans: During industrialization, advertisements conveyed messages of modernity, convenience, quality, patriotism, and social status of consumers. These messages helped to promote and sell products to a growing consumer market and also shape up minds of people and create new needs in them.

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Previous Year Questions 2022

Q4: Read the following extract and answer the questions that follow:
Will Thorne Is one of those who went In search of j seasonal work, loading bricks and doing odd jobs. He describes how job-seekers walked to London in search of work:
I had always wanted to go to London, and my desire …… was stimulated by letters from an old workmate ….. who was now working at the Old Kent Road Gas Works …. I finally decided to go … In November, 1881. With two friends I started out to walk the Journey, j filled with the hope that we would he able to obtain j employment, when we gel there, with the kind assistance nee of my friend… we had little money when we i started, not enough to pay for our food and lodgings j each night until we arrived in London. Some days we  walked as much as twenty miles, and other days less,  Our money was gone at the end of the third day…… For  two nights we slept out – once under a haystack, and once in an old farm shed … On arrival in London we tried to find … my friend … but… were unsuccessful. Our money was gone, so there was nothing far us to do but to walk around until late at night, and then try to find some place to sleep. We found an old building and slept In it that night. The next day, Sunday, late in the afternoon, we got lo the Old Kent Gas Works, and applied for work. To my great surprise, the man we had been looking for was working aL the lime. He spoke lo the foreman and I was given a job.’
Quoted in Raphael Samuel. ‘Comer* and Goers’, in HJ. Dyosand Michael Wolff, eds, The Victorian City:
Images and Realities, 1973.
(i) Analyse the major factor which led London become an a ttractive pi ace for the j ob see kers.
(ii) Analyse the reason for the appointment of Will Thorne by the Old Kent Gas works.
(iii) Examine the preference of hand labour over machines by the industrialists of the Victorian Britain.    (CBSE SQ 2022-23)

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Ans: 
(i) Due to the industrial revolution and availability of job opportunities in factories of London.
(ii) Gas work was the seasonal Industry and they were In need to low wage workers.
(iii) (a) Machines needed huge capital investments.
(b) Machines were costly, ineffective, difficult to repair.
(c) Labour was available at low wages.
(d) In seasonal industries, only seasonal labour was required.

Also read: Unit Test: The Age of Industrialisation

Previous Year Questions 2020

Q5: Define the term ‘Carding’.    [2020]

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Ans: Carding is a mechanical process used to prepare fibres for spinning. It involves:

• Disentangling fibres, such as cotton or wool.
• Cleaning the fibres to remove impurities.
• Intermixing the fibres to create a uniform web.

This process is essential for producing a continuous web of material that can be spun into yarn.

Q6: Name the two industrialists of Bombay who built huge industrial empires during the nineteenth century.     [2020]

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Ans: Dinshaw Petit and Jamsetjee Nusserwanjee Tata were two prominent industrialists from Bombay who established significant industrial empires during the nineteenth century.

Q7: Why did the elite of Britain prefer hand-made goods in the mid-nineteenth century? Explain.  [2020]

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Ans: The elite of Britain preferred hand-made goods in the mid-nineteenth century for several key reasons:

• Quality and Craftsmanship: Hand-made items were often better finished and individually crafted, reflecting a higher standard of quality.
• Symbol of Status: These goods symbolised refinement and class, distinguishing the elite from the masses.
• Unique Designs: Hand-made products could feature intricate designs and specific shapes that machines could not replicate.
• National Pride: Hand-made goods were viewed as a mark of British craftsmanship, while machine-made items were often exported.

This preference highlighted the elite’s desire for exclusivity and a connection to traditional craftsmanship.

Q8: Why did the export of Indian textile decline at the beginning of the nineteenth century? Explain any three reasons.     [2020]

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Ans: The export of Indian textiles declined at the beginning of the nineteenth century for several reasons:

• Duties on Cotton Textiles: The British government imposed duties on Indian cotton textiles, making them more expensive and less competitive in the export market.
• Increased British Imports: The influx of cheap, machine-made goods from Britain flooded Indian markets, significantly reducing demand for Indian textiles.
• Decline of Weaving Regions: By the mid-nineteenth century, many traditional weaving areas in India struggled to compete with the lower prices and efficiency of British textiles, leading to a sharp decline in exports.
  
  

Q9: Explain the impact of Industrialisation on the Indian weavers during the eighteenth century.    [2020 C]

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Ans: The impact of industrialisation on Indian weavers during the eighteenth century was largely negative, resulting in significant changes to their lives and livelihoods:

• Loss of bargaining power: Weavers could no longer negotiate prices for their goods, forcing them to sell at lower rates. This led to a decline in their income.
• Clashes with gomasthas: Gomasthas, who were agents hired to manage weavers, often exploited them, causing conflicts and disputes.
• Protests and punishment: Many weavers protested against the British government’s detrimental policies, facing punishment for delays or other issues.
• Migration and desertion: In regions like Carnatic and Bengal, weavers left their villages, some closing their workshops and refusing to work for the British.
• Overall decline: The industry faced a steep decline, leading to economic hardships and a loss of traditional livelihoods.

Q10: Explain the ways through which British manufacturers attempted to take over the Indian market.    [2020]

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Ans: British manufacturers made several attempts to take over the Indian market during the colonial period. Some of the methods they employed include:

• Imposition of import duties: British manufacturers pressured the government to impose import duties on Indian cotton textiles. This made Indian products relatively more expensive in comparison to British goods.
• Influence on the East India Company: British manufacturers convinced the East India Company to sell British manufactured goods in the Indian market. This gave them a significant advantage over Indian producers.
• Advertisement: British manufacturers used advertisements to create interest in their products among Indian consumers. They employed various strategies to promote their goods and establish their brands.
• Use of labels: When Manchester industrialists started selling cloth in India, they put labels on the cloth bundles. These labels helped in branding and marketing their products as well as differentiating them from Indian textiles.
• Cultural appropriation: British manufacturers sometimes used images of Indian Gods and Goddesses in their advertisements and packaging to appeal to the religious sentiments of Indian consumers.

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Previous Year Questions 2019

Q11: Explain any three causes which led to the decline of Indian cotton textiles in the early nineteenth century.     [2019, 2016]

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Ans: The decline of Indian cotton textiles in the early nineteenth century can be attributed to several causes:

• Introduction of cheaper British textiles: British machine-made cotton goods were cheaper, making it hard for Indian hand-made cotton textiles to compete in price. As a result, British products flooded the Indian market, causing a drop in demand for Indian textiles.
• Disruption in cotton supply: When the American Civil War broke out, the supply of raw cotton from the US to Britain was interrupted. This forced Britain to buy cotton from India, which created a shortage of cotton for Indian weavers.
• Growth of cotton factories in India: By the end of the nineteenth century, cotton factories were set up in India, which further hurt traditional handloom cotton textiles.

Q12: “Series of changes affected the pattern of industrialisation in India by the early twentieth century.” Analyse the statement.    [Delhi 2019]

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Ans: The statement highlights that a series of changes influenced the pattern of industrialisation in India by the early twentieth century. 
These changes can be analyzed as follows:

• Shift to heavy industries: In the early twentieth century, India began focusing more on heavy industries. Sectors like steel, chemicals, and machinery grew significantly with more investment.
• Infrastructure development: This period also saw the development of key infrastructure like railways, ports, and power plants. These improvements were important for industrial growth and helped industries expand.
• Impact of World War I: World War I had a big impact on industrialisation in India. The war created new demands for industrial goods, leading to higher production and the expansion of industries.
• Role of Indian entrepreneurs: Indian business owners played an important role in this industrial growth. They started businesses in different sectors and helped industries grow successfully.
• Rise of national movements: The early twentieth century also saw the rise of movements for self-rule in India. These movements influenced industrialisation by shaping policies and creating a sense of unity, which helped industries grow.

Q13: Explain any five factors responsible for the decline of the cotton textile industry in India in the mid-nineteenth century.     [2019 C]

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Ans: The cotton textile industry in India witnessed a decline in the mid-nineteenth century due to the following factors:

• Imposition of duties: The British government put taxes on Indian exports to Britain, under pressure from British manufacturers. This made Indian textiles more expensive and less competitive in the international market.
• East India Company’s influence: The East India Company, influenced by British manufacturers, started selling British-made goods in India. This led to a drop in demand for Indian textiles.
• Competition from machine-made textiles: British machine-made cotton textiles were cheaper than hand-made Indian textiles. As a result, Indian weavers lost a large share of the market.
• Raw cotton shortage: When the Civil War broke out in the United States in the 1860s, cotton supplies from the US to Britain were cut off. Britain turned to India for cotton, creating a shortage of raw cotton for Indian weavers.
• Rise of Indian cotton factories: By the end of the nineteenth century, cotton factories began to appear in India. This further weakened the traditional handloom industry as machine-made textiles became more popular.

Q14: Describe the role of early entrepreneurs of India in the development of industries.   [2019]

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Ans: Early entrepreneurs in India played a significant role in the development of industries. Some examples of their contributions include:

• Dwarkanath Tagore: Dwarkanath Tagore was one of the first people to start industries in India in the 1830s and 1840s. While his business faced difficulties and closure in the 1840s, he laid the groundwork for future industrial development.
• Parsi industrialists: In the late nineteenth century, Parsi businessmen like Dinshaw Petit and Jamsetjee Nusserwanjee Tata became successful industrialists. They built large industrial empires and made money by exporting goods to China and sending raw cotton to England.
• Seth Hukumchand: Seth Hukumchand, a Marwari businessman, set up the first Indian jute mill in Calcutta in 1917. This marked the beginning of the jute industry in India.
• Birla Group: The Birla Group, founded by successful traders from China, also played an important role in India’s industrial development. They expanded into various industries and became well-known industrialists.

Q15: Describe the conditions of workers in Europe after the Industrial Revolution.    [Al 2019]

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Ans: The conditions of workers in Europe after the Industrial Revolution were generally poor and marked by several challenges:

• Long working hours: Workers had to work for 12 to 16 hours a day, six days a week. They had very little free time and were often tired because of the heavy workload.
• Low wages: Women and children earned much lower wages than men. This created unfair pay differences and inequality in the workforce.
• Lack of job security: Finding a job was tough, and workers without employment often had to sleep on bridges or in shelters. Many industries were seasonal, which led to periods of unemployment and financial instability.
• Poor working conditions: Factories were dusty, dirty, and lacked proper lighting. They only had sunlight through a few windows. The machines ran on steam, creating smoke-filled air and health risks for workers.
• Lack of safety regulations: There were no safety rules or measures, and accidents happened often. Workers faced the risk of injuries and illnesses due to the absence of protective equipment.
• Housing and living conditions: Workers lived in small, crowded homes with poor sanitation and hygiene. They struggled to access basic services and had poor living conditions.

Assertion & Reason Test: The Age of Industrialisation

2018 & Rest of Years Questions

Q16: Why were merchants from towns in Europe began to move to countryside in seventeenth and eighteenth century?     [2018]

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Ans: Merchants from towns in Europe began to move to the countryside in the seventeenth and eighteenth centuries because they wanted to expand their production for the international market. However, they were unable to do so within the towns due to the power of urban crafts and trade guilds, which prevented the entry of merchants. Moving to the countryside allowed them to supply money to peasants and artisans and persuade them to produce goods for the growing demand. 

Q17:  What is proto-industrialisation? Explain the conditions in 18th century English countryside that created conditions for proto-industrialisation.    [2017]

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Ans: Proto-industrialisation refers to the early phase of industrialisation in Europe, before the establishment of factories. In the eighteenth century English countryside, certain conditions created favorable circumstances for proto-industrialisation. These conditions include the expansion of world trade and the acquisition of colonies, which led to an increased demand for goods. Merchants from towns in Europe began moving to the countryside, providing financial support to peasants and artisans and encouraging them to produce for the international market. This shift allowed for large-scale production and the emergence of a proto-industrial system.

Q18: How did the East India Company procure regular supplies of cotton and silk textiles from Indian weavers?      [2017]

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Ans: The East India Company procured regular supplies of cotton and silk textiles from Indian weavers by implementing certain strategies:

• Elimination of existing traders: The East India Company removed the middlemen and appointed “Gomasthas” as supervisors. These Gomasthas were in charge of overseeing the production of textiles and making sure the company received regular supplies.
• System of advances: The company introduced a system where they gave money in advance to the weavers. In exchange, the weavers had to agree to produce textiles only for the company. This gave the company more control over the weavers and helped ensure a constant supply of textiles.
• Control over prices: The weavers were forced to accept the prices set by the company. This allowed the company to control both the pricing and the production of textiles.

Q19: In the eighteenth century Europe, why did the peasants and artisans in the countryside readily agree to work for the merchants? Explain any three reasons.      [2016]

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Ans: In the eighteenth century Europe, peasants and artisans in the countryside readily agreed to work for merchants for several reasons:

• Loss of open fields and limited income: In the eighteenth century, the closure of open fields and common lands meant that peasants had fewer ways to earn money. Merchants offered them work, which provided an extra source of income to help make up for the lower earnings from farming.
• Small plots of land: Many peasants had small pieces of land that couldn’t provide enough work for the entire family. Working for merchants allowed them to use their skills and labor to earn money.
• Advance payments from merchants: Merchants offered financial support to the peasants and artisans by giving them advances. This allowed the peasants to produce goods since they lacked the money to expand their production on their own.

Q20: Describe any three conditions that were favorable for the continuing growth of industries in 18th-century India.     [2016]

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Ans: Three conditions that were favorable for the continuing growth of industries in 18th-century India are as follows: 

• Abundant natural resources: India had a lot of coal and iron-ore, which are key resources needed for industrial production.
• Presence of perennial rivers: Many rivers that flow throughout the year made transportation easier and supported irrigation, which helped industries grow.
• Access to raw materials: India had a large supply of raw materials like cotton, silk, and spices. These were in high demand both in India and abroad.
• Infrastructure and large market: A vast network of roads and railways, along with a large market, also helped industries develop in 18th-century India.

Q21: Industrialization gave birth to imperialism. Justify the statement with three arguments.   [2016]

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Ans: The statement that industrialization gave birth to imperialism can be justified with the following arguments: 

• Need for raw materials: Industrialization created a constant demand for raw materials to keep production going. Industrialized countries like Britain looked for new sources of raw materials, which led to the colonization of resource-rich areas.
• Protective tariffs and new markets: To protect their own industries, industrialized nations imposed high import duties on goods. This made it necessary for them to find new markets for their products, which led to colonizing regions that hadn’t industrialized yet.
• Colonies as sources and markets: Colonies became important both as suppliers of cheap raw materials and as easy markets for the finished goods from industrialized countries. The economic need for raw materials and markets drove the race for colonies, making imperialism a direct result of industrialization.

Q22: How was foreign trade from India conducted before the age of machine industries? Explain.     [2016]

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Ans: Before the age of machine industries, foreign trade from India was conducted through several key methods:

• Textile Dominance: India was renowned for its silk and cotton goods, which were highly sought after in the international market. While coarser cotton was made in various countries, India’s finer varieties were preferred.
• Merchant Networks: Merchants, including Armenian and Persian traders, transported goods from regions like Punjab to Afghanistan, Eastern Persia, and Central Asia.
• Land Transport: Bales of fine textiles were carried on camelback through mountain passes and across deserts, linking different areas.
• Sea Trade: A vibrant maritime trade flourished through major pre-colonial ports such as Surat, Masulipatnam, and Hooghly, connecting India to the Gulf, Red Sea, and Southeast Asian ports.

These trade routes and networks facilitated the exchange of goods and helped establish strong commercial ties with various regions.

Q23: Explain any three reasons for the clashes between the weavers and the gomasthas.     [2016]

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Ans: Clashes between the weavers and the gomasthas, who were appointed supervisors by the East India Company, arose from several key issues:

• Local Relationships: Weavers had previously worked with local merchants, creating strong community ties. The introduction of gomasthas, who were outsiders, disrupted these relationships and led to conflict.
• Authoritarian Behaviour: Gomasthas often entered villages with sepoys and peons, using intimidation and punishment against weavers for any delays or mistakes, which escalated tensions.
• Restricted Bargaining: The Company limited weavers’ ability to negotiate prices or sell to other buyers. Low wages and lack of alternatives caused significant discontent, resulting in clashes and revolts.

Q24: How did the abundance of labor in the market affect the lives of the workers in the nineteenth century? Explain with examples.    [2017]

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Ans: The abundance of labour in the market during the nineteenth century significantly impacted workers’ lives:

• Lower wages: With many workers available, employers could pay lower wages. This reduced workers’ purchasing power and worsened their economic conditions.
• Unemployment and job insecurity: High competition for jobs led to increased unemployment. Many workers waited weeks for employment and often took odd jobs to survive.
• Increased exploitation: Employers exploited the surplus of labour by paying less and demanding longer hours, further deteriorating workers’ living conditions.
• Social unrest and protests: The situation led to social unrest, with workers organising strikes and movements to demand better wages and working conditions.
• Migration and displacement: Many workers migrated to cities for jobs, but the surplus often left them unemployed, forcing some to return to their villages.

Q25: What was ‘Proto-industrialisation’? Explain the importance of proto-industrialisation.    [2016]

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Ans: Proto-industrialisation refers to the system of industries that existed in Europe before modern factories emerged. This system involved large-scale production aimed at an international market, primarily based in rural areas rather than urban factories.

The significance of proto-industrialisation can be summarised as follows:

• Alternative income: It provided rural populations with a way to earn money, especially as agricultural incomes declined. Cottage industries allowed families to supplement their earnings.
• Workforce development: Proto-industrialisation created a skilled workforce and fostered a culture of entrepreneurship, laying the groundwork for the later industrial revolution.
• Technological innovation: It spurred the development of new technologies and production methods, contributing to the growth and diversification of various industries.
• Trade expansion: The system enhanced trade and commerce, both locally and internationally, establishing a network of merchants, traders, and producers.
• Social changes: It altered social structures and labour divisions, allowing women and children to participate in production, which challenged traditional gender roles.

Q26: Why were the British industrialists not keen to introduce modern machinery in the nineteenth century? Explain any five reasons.      [2016]

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Ans: British industrialists in the nineteenth century were hesitant to adopt modern machinery for several reasons:

• Seasonal demand for labour: Many industries experienced fluctuating demand, making a constant workforce costly during off-peak times.
• Product variety: Some goods could only be made using traditional hand techniques, which modern machinery could not replicate, limiting product diversity.
• Skill requirements: Certain products needed specific human skills that machines could not mimic. Handmade items were often viewed as superior in quality.

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• Upper-class preferences: The upper class favoured handmade goods, associating them with refinement and quality, while machine-made items were seen as cheap.
• Cultural resistance: There was significant opposition to modern machinery due to fears of job losses and the decline of traditional crafts, threatening workers’ livelihoods.

Q27: Explain with examples the importance of advertisement in the marketing of goods.     [2016]

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Ans: Advertisement plays a crucial role in the marketing of goods. Some examples highlighting its importance include:

• Creating awareness: Advertisement helps in creating awareness about products or services among potential consumers. It provides information about the features, benefits, and availability of the goods, attracting the attention of the target audience.
• Brand promotion: Advertisement plays a vital role in promoting brands and establishing their identity in the market. Companies use various advertising techniques to differentiate their products from competitors and build brand recognition.
• Influencing consumer behavior: Effective advertisement campaigns can influence consumer behavior and generate demand for specific products. By highlighting the unique selling points and benefits, advertisements can persuade consumers to make a purchase.
• Expanding market reach: Advertisement enables companies to reach a wider audience and expand their market reach. Through various media channels, companies can target different demographics and geographical areas, increasing their customer base.
• Enhancing sales: Well-executed advertisement campaigns can lead to increased sales and revenue. By attracting customers and persuading them to buy products, advertisements contribute to the overall success of businesses.

Previous Year Questions 2025

Q1: Read the following reasons of migration of people from Europe to America till the 19th century and choose the correct option:   (1 Mark)

I. Poverty and hunger, 
II. Slaves for sale, 
III. Wide spread of diseases, 
IV. Religious conflicts and persecution.

(a) Only I, II, and III are correct. 
(b) Only II, III, and IV are correct
(c) Only I, III, and IV are correct. 
(d) Only I, II, and IV are correct.

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Ans: (c) Only I, III, and IV are correct.

People from Europe migrated to America in the nineteenth century mainly because of poverty and hunger (I) and religious conflicts and persecution (IV). They were also escaping widespread diseases (III). But slaves for sale (II) refers to Africans being taken forcibly to America, not Europeans migrating voluntarily.

Q2: The author of ‘Book of Marvels’ is:  (1 Mark)
(a) Marco Polo, 
(b) Columbus, 
(c) Vasco da Gama, 
(d) Alfred Crosby

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Ans: (a) Marco Polo
Explanation:

• Book of Marvels was written by Marco Polo in the fifteenth century, describing trade exchanges between Venice and the Orient.

Q3: Two statements are given below. Read both the statements carefully and choose the correct option:  (1 Mark)
Statement I: Rapid improvement in technology has been one major factor to stimulate the globalisation process. 
Statement II: This has made much faster delivery of goods across long distances possible at lower costs.
(a) Both statements I and II are correct and statement II is the correct explanation of statement I. 
(b) Both statements I and II are correct, but statement II is not the correct explanation of statement I. 
(c) Statement I is correct, but statement II is incorrect. 
(d) Statement I is incorrect, but statement II is correct.

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Ans: (a) Both statements I and II are correct and statement II is the correct explanation of statement I.

Technological improvements such as railways, steamships, and refrigerated ships reduced costs and allowed faster, long-distance transport of goods, directly stimulating globalisation.

Q4: ‘Potato famine’ was related to which of the following countries?  (1 Mark)
(a) England, 
(b) Ireland, 
(c) Finland,
(d) Scotland

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Ans: (b) Ireland
In the mid-1840s, a disease destroyed potato crops in Ireland, leading to the Great Irish Potato Famine in which around one million people died of starvation and many emigrated.

Q5: In the mid-16th century, diseases like smallpox reached America through which of the following?  (1 Mark)
(a) Spanish soldiers, 
(b) French merchants, 
(c) Portuguese sailors, 
(d) British tourists

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Ans: (a) Spanish soldiers

In the mid-16th century, Spanish conquerors carried germs such as smallpox to America. The native population, with no immunity, was devastated by the disease.

Q6: The germs of which disease paved the way for Europe’s conquest of America in the later half of the sixteenth century? (1 Mark)
(a) Cholera, 
(b) Smallpox, 
(c) Jaundice, 
(d) Malaria

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Ans: (b) Smallpox

Smallpox spread rapidly among America’s original inhabitants, killing and decimating communities, and thus clearing the way for European conquest.

Q7: “Globalisation is the process of rapid integration and interconnection between countries.” Explain the statement with examples.  (2 Marks)

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Ans: Globalisation is the process in which countries become more connected with each other through trade, movement of people, and sharing of ideas and culture. For example, the Silk Routes joined Asia, Europe and Africa, carrying goods like silk, spices, gold and even religions like Buddhism. Later, new foods such as potatoes, maize and chillies travelled from the Americas to Europe and Asia, which changed the way people lived and ate.

Q8: Why was the silk route considered a good example of vibrant pre-modern trade? Choose the most appropriate option from the following:  (1 Mark)
(a) Due to movement of silk cargoes, 
(b) Due to flow of silver and gold, 
(c) Due to linkage of China with Australia, 
(d) Due to trade and cultural exchange

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Ans: (d) Due to trade and cultural exchange
The silk routes carried not only silk, pottery, spices, gold and silver but also spread religions and ideas, making them a good example of vibrant pre-modern trade and cultural exchange.

Q9: Why was the Indian subcontinent significant to trade networks before European intervention? Explain.  (2 Marks)

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Ans: The Indian subcontinent was central to trade networks before European intervention because it was the hub of the Indian Ocean trade. Goods, people, customs and knowledge regularly moved through its ports. India exported textiles and spices, and in return received precious metals like gold and silver, making it a crucial point in global trade flows.

Q10: For which of the following markets were cotton and sugar primarily exported from America in the 18th Century?  (1 Mark)
(a) For American Market, 
(b) For European Market, 
(c) For Asian Market, 
(d) For Australian Market

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Ans: (b) For European Market

By the eighteenth century, plantations in America, worked by African slaves, produced cotton and sugar mainly for export to European markets.

Q11: In the early years of the 19th century the production of which of the following food items brought about a fundamental change in the lives of poor people in Europe?  (1 Mark)
(a) Tomato,
(b) Potato, 
(c) Soya,
(d) Groundnut

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Ans: (b) Potato

The potato became a staple food for Europe’s poor, helping them eat better and live longer, but over-dependence led to disaster during the Irish Potato Famine.

Q12: In the 17th century the city El Dorado in South America became famous as which one of the following?  (1 Mark)
(a) City of Diversity, 
(b) City of Gold, 
(c) Smallpox City, 
(d) Trading City

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Ans: (b) City of Gold

In the seventeenth century, legends spread in Europe about South America’s fabled wealth, and expeditions set out in search of El Dorado, the mythical city of gold.

Previous Year Questions 2024

Q1: “Buddhism emerged from eastern India and spread in several directions.” Read the following reasons for its spread and choose the correct option. 
(I) Due to Cultural exchange 
(II) Due to Silk route 
(III) Due to trade & travellers 
(IV) Due to European efforts (CBSE 2024)

Options: 

(a) Only (I) (II) and (IV ) are correct.
(b) Only (II) (III) and (IV ) are correct.
(c) Only (I) (II) and (III) are correct.
(d) Only (I) (III) and (IV ) are correct.

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Ans: (c)

• Buddhism spread due to cultural exchange, connecting with various cultures and belief systems.
• The Silk Route facilitated the sharing of ideas and practices across different regions.
• Trade and travellers played a significant role in propagating Buddhism, carrying its teachings to distant places.

Thus, the correct option is (c): Only (I), (II), and (III) are correct.

Q2: How did Europeans help in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century? Explain.    (CBSE 2024)

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Ans: Europeans helped in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century in the following ways:

(1) New wealth sources: In an effort to discover new wealth sources, nations engaged in mercantilism and colonialism.

(2) Discovery and colonisation: The 16thcentury discovery and colonisation of the Americas generated an era of economic growth known as the Commercial Revolution.

(3) Sea routes: European traders found a sea-route to Asia and an ocean-route to the Americas in the 16th century. South American mines producing silver and other precious metals made Europe’s trade with Asia feasible.

(4) New trade routes: Trade shifted from the Mediterranean and Italy to the nations bordering Europe’s Atlantic coast as trade routes between the colonies of the New World and Old World Europe expanded.

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Previous Year Questions 2023

Q3: How did the ‘smallpox’ prove as the most powerful weapon of the Spanish conquerors in the mid-sixteenth century? Explain. (CBSE 2023)

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Ans: Smallpox proved to be a deadly weapon for the Spanish conquerors in the mid-sixteenth century. This can be highlighted through the following points:

• Once introduced, smallpox spread rapidly across the continent.
• It decimated entire communities, making it easier for the Spanish to conquer.

Q4: There were three important developments that greatly shrank the pre-modern world. Identify the incorrect one from the following options:    (2023)  
(a) The flow of trade 
(b) The flow of labour 
(c) The flow of capital 
(d) The flow of technology

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Ans: (d)

In the pre-modern world, the main factors that connected different regions were the flow of trade, labor, and capital. Technology was not yet a major global influence in shrinking distances and connecting the world at that time. Hence, the flow of technology is the incorrect option.

Q5: State the names and countries of the two hostile groups that turned against each other in the First World War.   (2023)

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Ans: The two hostile groups in the First World War were:

• Allies: This group included Britain, France, and Russia.
• Central Powers: This group consisted of Germany, Austria-Hungary, and Ottoman Turkey.

Q6: Arrange the following in chronological order and choose the correct option.

I. The Bretton Woods conference established the International Monetary Fund.
II. The Second World War broke out between the Axis and Allied groups.
III. A car manufacturer Henry Ford adopted the ‘Assembly Line Method’ for production.
IV. The Western economic organised themselves as a group – “The Group of 77”.    (2023) 
(a) III, II, I and IV
(b) I, II, III and IV 
(c) IV, III, II and I
(d) IV, II, III and I 

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Ans: (a)

1. Henry Ford adopted the Assembly Line Method for production in 1913.

2. The Second World War broke out in 1939.

3. The Bretton Woods Conference, which established the International Monetary Fund (IMF), was held in 1944.

4. The Group of 77 was formed by developing countries in 1964 to promote their economic interests.

Q7: Differentiate between Fixed and Floating exchange rate.     (2023)  

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Ans: Fixed exchange rates mean that two currencies will always be exchanged at the same price, while floating exchange rates mean that the prices between each currency can change depending on market factors, primarily supply and demand.

Previous Year Questions 2020

Q8: Explain any three effects of population growth in England in the later eighteenth century.     (2020) 

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Ans: 

• Due to pressure from industrialists, the government was forced to remove corn laws, leading to the import of food in Britain.
• The demand for food grains increased as urban centres expanded, putting pressure on the food supply.
• The government restricted the import of corn by enacting corn laws, due to pressure from landed groups.

Q9: Explain the impact of the Great Depression on Indian weavers during the early twentieth century.    (2020) 

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Ans: The Great Depression had a profound impact on Indian weavers in the early twentieth century. 

Key effects included:

• Increased conflict between weavers and Gomasthas (agents of British companies), as weavers protested against unfair practices and sought improved working conditions.
• Weavers faced punishments for delays in delivering goods, which included fines and other penalties, worsening their financial struggles.
• They lost the ability to bargain for prices and sell to various buyers, becoming more reliant on British companies that exploited their situation by offering low prices.
• The prices paid by British companies for weavers’ products were extremely low, leading to a significant decline in their income and worsening economic conditions.
• Many weavers, particularly in regions like Carnatic and Bengal, left their villages in search of better job opportunities.
• Some weavers, along with local traders, revolted against the exploitative practices of British companies.
• Due to these economic hardships, many weavers had to close their workshops, contributing to the decline of the traditional handloom industry.

Overall, the Great Depression severely impacted Indian weavers, intensifying their economic difficulties and leading to a decline in their industry.

Q10: Explain the role of Bretton Woods institutions in the post-Second World War settlement.    (2020) 

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Ans: The Bretton Woods institutions, including the International Monetary Fund (IMF) and the World Bank, played a crucial role in the post-Second World War settlement.

Some key roles of these institutions are:

• The Bretton Woods conference, held in 1944, aimed to establish a stable international monetary system after the war. The IMF and the World Bank were created as part of this effort.
• The IMF was tasked with promoting global monetary cooperation, exchange rate stability, and providing financial assistance to member countries facing balance of payment problems.
• The World Bank, officially known as the International Bank for Reconstruction and Development (IBRD), was established to provide financial and technical assistance for the reconstruction and development of war-torn countries.
• The IMF and the World Bank provided financial support to war-devastated countries, helping them rebuild their economies and infrastructure.
• These institutions played a crucial role in facilitating international trade and economic growth by providing financial stability and promoting cooperation among member countries.
• The IMF, through its surveillance and lending programs, helped stabilize exchange rates and provided financial assistance to member countries facing economic crises.
• The World Bank provided long-term loans and technical assistance for infrastructure development, agriculture, and industrial projects in developing countries, contributing to their economic development.

Overall, the Bretton Woods institutions played a vital role in post-World War II settlement, supporting economic reconstruction, stability, and development in member countries.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2019

Q11: Explain any five effects of the abolition of the Corn Laws.    (2019C)  

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Ans: The abolition of the Corn Laws in Britain led to significant changes in the economy. 

Here are five key effects:

• It resulted in cheaper grain imports, making food more affordable for consumers.
• British farmers struggled to compete with these low-cost imports, leading to large areas of land becoming uncultivated and many people losing their jobs.
• Increased industrialisation in Britain boosted food imports, with production rising in regions like Eastern Europe, Russia, America, and Australia.
• The demand for food imports enhanced revenues and political power associated with land ownership.
• As food prices fell, overall consumption in Britain increased, contributing to economic growth.

Q12: Indian trade had played a crucial role in the late nineteenth-century world economy.” Analyze the statement.    (2019) 

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Ans: Indian trade indeed played a crucial role in the late nineteenth-century world economy. Some key points to consider are:

• India was a major exporter of raw materials to Britain, such as cotton, spices, and indigo. This trade helped fuel the British Industrial Revolution and supported the growth of British industries.
• British companies flooded the Indian markets with their manufactured goods, leading to huge profits for the British. This trade relationship created a trade surplus for Britain while trading with India.
• The trade surplus was used by Britain to pay for private remittances by British officials and to fund their colonial administration in India.
• India also had significant trade with China, mainly in opium. This trade contributed to the global economy and played a role in the Opium Wars between Britain and China.
• Additionally, thousands of Indian laborers migrated as indentured laborers to work on plantations, mines, and construction projects around the world. Their labor contributed to the economic development of various countries.

Overall, Indian trade had a significant impact on the global economy during the late nineteenth century, benefiting Britain and other countries involved in trade with India.

Q13: Describe the impact of ‘Rinderpest’ in Africa in the 1890s.    (AI 2019)  

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Ans: Rinderpest, also known as cattle plague, had a devastating impact on Africa in the 1890s. Some key impacts of Rinderpest in Africa are:

• Rinderpest arrived in Africa in the late 1880s, carried by infected cattle imported from British Asia to feed Italian soldiers invading East Africa.
• The disease spread rapidly across Africa, moving from east to west like a forest fire. By 1892, it had reached Africa’s Atlantic coast.
• Rinderpest killed approximately 90% of the cattle it infected. This led to a massive loss of cattle, which was a vital source of livelihood for many Africans.
• The loss of cattle destroyed African livelihoods, as people who relied on cattle for milk, meat, and transportation were left without these essential resources.
• As a result of the loss of their cattle-based livelihoods, many Africans were forced to work for wages in order to survive. This had a significant impact on the economy and labor dynamics in Africa.
• The colonial government took advantage of the situation and forced Africans into the labor market, providing cheap labor for colonial needs.

In summary, Rinderpest had a devastating impact on Africa, leading to the loss of cattle-based livelihoods and the forced entry of Africans into the labor market.

Q14: Describe the condition of indentured labour that migrated from India during the nineteenth century.    (2019)  

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Ans: The condition of indentured laborers who migrated from India during the nineteenth century was characterized by various hardships and exploitative practices. Some key aspects of their conditions are:

• Indentured laborers were often recruited through deceptive practices. Agents would provide false information about the nature of work, living conditions, final destinations, and modes of travel, tempting poor individuals into migrating.
• In some cases, less willing workers were forcibly abducted by the agents and taken to the plantations against their will.
• Once on the plantations, the working conditions were harsh, and the laborers had few legal rights. They were subjected to long working hours, physical labor, and poor living conditions.
• Punishments, including beatings and imprisonment, were common for laborers who failed to meet the demanding tasks or attempted to escape their jobs.
• Medical attention provided to the laborers was often nominal, and wages were deducted for absences or failure to fulfill tasks.
• The laborers faced various forms of exploitation, including low wages, debt bondage, and limited opportunities for social mobility.

Overall, the indentured laborers faced challenging conditions characterized by exploitation, deception, and harsh working and living conditions.

Previous Year Questions 2018

Q15: Why did big European powers meet in Berlin in 1885?    (2018)  

Hide Answer  

Ans: They met in Berlin in 1885 to partition Africa among themselves. 

Q16: “Food offers many examples of long-distance cultural exchange.” Support your answer with three examples.    (CBSE 2016-17,2018)

Hide Answer  

Ans: 

• Travellers and traders introduced new crops to the lands they travelled. For example, noodles travelled west from China to become spaghetti.
• Arab traders took pasta to fifth century Sicily (Italy). Similar foods were known to the Indians and Japanese people. Thus, there was long-distance cultural contact even in the premodern world.
• Potatoes, maize, tomatoes, chillies etc., were not known in India until about five centuries ago. These were introduced in Europe and Asia after the discovery of the Americas by Christopher Columbus.

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Previous Year Questions 2017

Q17: Describe any three economic hardships faced by Europe in the 1830s.    (2017)  

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Ans: 

• A rise in food prices due to a year of bad harvest left the country poorer.
• The ratio of the rise in population was larger than that of employment generation, leading to overcrowded slums.
• Peasants suffered under the burden of feudal dues and obligations in some regions of Europe.
• Unhappy with high food prices, urban dwellers and industrialists forced the abolition of the Corn Laws.

Q18: Elucidate any three factors that led to the Great Depression.    (2017, 2016)  

Hide Answer  

Ans: 

• Agricultural overproduction remained a problem, which was made worse by falling agricultural prices.
• As prices slumped and agricultural incomes declined, farmers tried to expand production, leading to a large volume of produce flooding the market and pushing down prices.
• Many countries financed their investments through loans from the US in the mid-1920s, but the withdrawal of these loans led to a crisis, including the failure of small major banks and the collapse of currencies such as the British Pound Sterling.

Q19: Describe the contribution of indentured labourers towards the cultural fusion in the emerging global world.   (2017, 2014)

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Ans: 

Indentured laborers made significant contributions towards cultural fusion in the emerging global world. Their experiences and interactions with different cultures led to the blending of various cultural forms. Some examples of their contributions are:

• Indentured laborers lived and worked in harsh conditions, which forced them to seek avenues of comfort and relaxation. This resulted in the blending of different cultural forms, creating new cultural expressions.
• In Trinidad, for example, the annual Muharram procession was transformed into a riotous carnival called ‘Hosay,’ in which workers of all races and religions participated.
• The development of “Chutney music” in Trinidad and Guyana is another creative expression of the post-indenture experience, blending Indian musical traditions with Caribbean influences.
• The protest religion of Rastafarianism is also said to reflect social and cultural links with Indian migrants to the Caribbean, suggesting a fusion of Indian and Afro-Caribbean cultural elements.

These examples highlight how the indentured laborers’ experiences and interactions contributed to the fusion of different cultural forms in the emerging global world.

Previous Year Questions 2016

Q20: Why did Europeans flee to America in the 19th century? Give three reasons. (CBSE 2016) 

Hide Answer  

Ans: Europeans fled to America in the 19th century because: 

(1) Europeans were facing problems of poverty and hunger. Economic opportunities were limited to a very high population. America had lesser competition. 

(2) Hunger, deadly diseases and religious conflicts were causing a lot of deaths. Europeans fled to America to save their lives. 

(3) Since America was not developed by the time, hungry Europeans fled to assert their power over Americans to earn more money.

Q21: Explain the three impacts of the First World War on the British economy.    (2016)  

Hide Answer  

• After the war, Britain found it difficult to recapture its earlier position of dominance in the colonial market.
• The war resulted in huge external debts for Britain as it had borrowed money from the US to finance its war expenditures.
• The increase in demand, production, and employment during the war was followed by a reduction in bloated war expenditures, leading to job losses. In 1921, one in every five British workers was unemployed.

Q22: Why do multinational companies (MNCs) choose China as an alternative location for investment? Explain the statement.    (2016) 

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Ans: 

• Since the revolution in 1949, China gradually emerged in the field of world economy and attracted foreign MNCs due to its economic structure.
• Wages in China are relatively low compared to other countries, making it an attractive location for investment.
• China has the largest population, providing a larger consumer base for multinational companies.

Q23: Why did the industrialists and people living in cities of Britain force the government to abolish Corn Laws in the 18th century? Give two reasons.    (AI 2016) 

Hide Answer  

Ans:

• Most industrialists and landlords did not support Corn Laws as they hindered free trade.
• The population in Britain was growing, leading to increased demand for food grains. The rising food prices caused social unrest and forced the government to abolish the Corn Laws.

Q24: “Trade and cultural exchange always went hand in hand.” Explain the statement in the light of silk routes.    (2016) 

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Ans: 

• The silk routes are a good example of vibrant premodern trade and cultural links between distant parts of the world.
• The name ‘silk routes’ points to the importance of west-bound Chinese silk cargoes along this route, as well as the flow of precious metals from Europe to Asia.
• Chinese potteries, textiles from China, and spices from India were traded along the silk routes.
• Various food items also offer very good examples of long-distance cultural exchanges, as Christian missionaries, Muslim preachers, and Buddhist monks traveled through this route.

Q25: After the 19th century, how did the indentured labourers discover their own ways of survival? Explain.     (2016) 

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Ans: After the 19th century, indentured labourers found various ways to survive in difficult conditions. 

Their adaptations included:

• Developing new forms of self-expression, blending traditional and modern cultural elements.
• Transforming the Muharram procession in Trinidad into a lively carnival known as ‘Hosay’, which included participants from all races and religions.
• Creating the protest religion of Rastafarianism, reflecting cultural connections between Indian migrants and Afro-Caribbean communities.
• Learning new skills and utilising their existing knowledge to adapt to their new environments and economic conditions.
• Establishing businesses or engaging in small-scale entrepreneurship to enhance their economic prospects.
• Forming close-knit communities that provided mutual support, fostering a sense of belonging and shared cultural identity.

These strategies enabled indentured labourers to navigate their challenging circumstances and create new opportunities in the post-indenture period.

Q26: Describe any five factors that led to the end of the Bretton Woods System and the beginning of globalisation.     (2016) 

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Ans: Several factors contributed to the end of the Bretton Woods System and the beginning of globalization. 

Here are five key factors:

• Decline in the economic power of the United States: The US dollar, which was central to the Bretton Woods System, lost its value in relation to gold. This decline eroded confidence in the US dollar and the fixed exchange rate system, leading to the collapse of fixed exchange rates and the shift towards floating exchange rates.
• Change in international finance: The creation of the International Monetary Fund (IMF) and the World Bank under the Bretton Woods System significantly transformed the international financial system. However, by the 1970s, the international financial landscape had changed, and developing countries were increasingly forced to borrow from western commercial banks rather than relying solely on the IMF and World Bank. This shift in international finance had implications for the Bretton Woods System.
• Unemployment in industrialized countries: Industrialized countries faced a rise in unemployment during the 1970s. This increased unemployment led to social and economic problems and contributed to a loss of confidence in the Bretton Woods System.
• Shifting production enterprises: Multinational corporations (MNCs) began shifting their production units to Asian countries, attracted by abundant labor and low wages. This shift in production contributed to the decline of industrialized countries’ economies and the emergence of new economic centers in Asia.
• Changes in China: China’s economic reforms and opening up to the global market had a profound impact on the global economy. China became an attractive destination for foreign investment, and its economic rise contributed to the transformation of the global economic landscape.

These factors, among others, led to the end of the Bretton Woods System and marked the beginning of globalization, characterized by a shift in economic power, changing financial dynamics, and the emergence of new global economic players.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2015

Q27: The Spanish conquest and colonisation in America were decisively underway by the mid-sixteenth century. Explain with examples. (CBSE 2015)

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Ans: The Portuguese and the Spanish conquered America through the introduction of a lethal biological weapon in the form of germs of smallpox. 

This can be explained as follows: 

(1) Smallpox was carried to America on their person and introduced among the nonimmune Americans. 

(2) The Americans caught the disease which led to the destruction of most of their community. 

(3) The European and the Spanish invaders were both immune to this disease. 

(4) Americans could not turn this weapon back upon their invaders unlike the conventional weapons.

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Previous Year Questions 2025
Previous Year Questions 2024
Previous Year Questions 2023
Previous Year Questions 2020
Previous Year Questions 2019
Previous Year Questions 2018

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Previous Year Questions 2025

Q1: Read the following reasons of migration of people from Europe to America till the 19th century and choose the correct option:   (1 Mark)

I. Poverty and hunger, 
II. Slaves for sale, 
III. Wide spread of diseases, 
IV. Religious conflicts and persecution.

(a) Only I, II, and III are correct. 
(b) Only II, III, and IV are correct
(c) Only I, III, and IV are correct. 
(d) Only I, II, and IV are correct.

Hide Answer  

Ans: (c) Only I, III, and IV are correct.

People from Europe migrated to America in the nineteenth century mainly because of poverty and hunger (I) and religious conflicts and persecution (IV). They were also escaping widespread diseases (III). But slaves for sale (II) refers to Africans being taken forcibly to America, not Europeans migrating voluntarily.

Q2: The author of ‘Book of Marvels’ is:  (1 Mark)
(a) Marco Polo, 
(b) Columbus, 
(c) Vasco da Gama, 
(d) Alfred Crosby

Hide Answer  

Ans: (a) Marco Polo
Explanation:

• Book of Marvels was written by Marco Polo in the fifteenth century, describing trade exchanges between Venice and the Orient.

Q3: Two statements are given below. Read both the statements carefully and choose the correct option:  (1 Mark)
Statement I: Rapid improvement in technology has been one major factor to stimulate the globalisation process. 
Statement II: This has made much faster delivery of goods across long distances possible at lower costs.
(a) Both statements I and II are correct and statement II is the correct explanation of statement I. 
(b) Both statements I and II are correct, but statement II is not the correct explanation of statement I. 
(c) Statement I is correct, but statement II is incorrect. 
(d) Statement I is incorrect, but statement II is correct.

Hide Answer  

Ans: (a) Both statements I and II are correct and statement II is the correct explanation of statement I.

Technological improvements such as railways, steamships, and refrigerated ships reduced costs and allowed faster, long-distance transport of goods, directly stimulating globalisation.

Q4: ‘Potato famine’ was related to which of the following countries?  (1 Mark)
(a) England, 
(b) Ireland, 
(c) Finland,
(d) Scotland

Hide Answer  

Ans: (b) Ireland
In the mid-1840s, a disease destroyed potato crops in Ireland, leading to the Great Irish Potato Famine in which around one million people died of starvation and many emigrated.

Q5: In the mid-16th century, diseases like smallpox reached America through which of the following?  (1 Mark)
(a) Spanish soldiers, 
(b) French merchants, 
(c) Portuguese sailors, 
(d) British tourists

Hide Answer  

Ans: (a) Spanish soldiers

In the mid-16th century, Spanish conquerors carried germs such as smallpox to America. The native population, with no immunity, was devastated by the disease.

Q6: The germs of which disease paved the way for Europe’s conquest of America in the later half of the sixteenth century? (1 Mark)
(a) Cholera, 
(b) Smallpox, 
(c) Jaundice, 
(d) Malaria

Hide Answer  

Ans: (b) Smallpox

Smallpox spread rapidly among America’s original inhabitants, killing and decimating communities, and thus clearing the way for European conquest.

Q7: “Globalisation is the process of rapid integration and interconnection between countries.” Explain the statement with examples.  (2 Marks)

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Ans: Globalisation is the process in which countries become more connected with each other through trade, movement of people, and sharing of ideas and culture. For example, the Silk Routes joined Asia, Europe and Africa, carrying goods like silk, spices, gold and even religions like Buddhism. Later, new foods such as potatoes, maize and chillies travelled from the Americas to Europe and Asia, which changed the way people lived and ate.

Q8: Why was the silk route considered a good example of vibrant pre-modern trade? Choose the most appropriate option from the following:  (1 Mark)
(a) Due to movement of silk cargoes, 
(b) Due to flow of silver and gold, 
(c) Due to linkage of China with Australia, 
(d) Due to trade and cultural exchange

Hide Answer  

Ans: (d) Due to trade and cultural exchange
The silk routes carried not only silk, pottery, spices, gold and silver but also spread religions and ideas, making them a good example of vibrant pre-modern trade and cultural exchange.

Q9: Why was the Indian subcontinent significant to trade networks before European intervention? Explain.  (2 Marks)

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Ans: The Indian subcontinent was central to trade networks before European intervention because it was the hub of the Indian Ocean trade. Goods, people, customs and knowledge regularly moved through its ports. India exported textiles and spices, and in return received precious metals like gold and silver, making it a crucial point in global trade flows.

Q10: For which of the following markets were cotton and sugar primarily exported from America in the 18th Century?  (1 Mark)
(a) For American Market, 
(b) For European Market, 
(c) For Asian Market, 
(d) For Australian Market

Hide Answer  

Ans: (b) For European Market

By the eighteenth century, plantations in America, worked by African slaves, produced cotton and sugar mainly for export to European markets.

Q11: In the early years of the 19th century the production of which of the following food items brought about a fundamental change in the lives of poor people in Europe?  (1 Mark)
(a) Tomato,
(b) Potato, 
(c) Soya,
(d) Groundnut

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Ans: (b) Potato

The potato became a staple food for Europe’s poor, helping them eat better and live longer, but over-dependence led to disaster during the Irish Potato Famine.

Q12: In the 17th century the city El Dorado in South America became famous as which one of the following?  (1 Mark)
(a) City of Diversity, 
(b) City of Gold, 
(c) Smallpox City, 
(d) Trading City

Hide Answer  

Ans: (b) City of Gold

In the seventeenth century, legends spread in Europe about South America’s fabled wealth, and expeditions set out in search of El Dorado, the mythical city of gold.

Previous Year Questions 2024

Q1: “Buddhism emerged from eastern India and spread in several directions.” Read the following reasons for its spread and choose the correct option. 
(I) Due to Cultural exchange 
(II) Due to Silk route 
(III) Due to trade & travellers 
(IV) Due to European efforts (CBSE 2024)

Options: 

(a) Only (I) (II) and (IV ) are correct.
(b) Only (II) (III) and (IV ) are correct.
(c) Only (I) (II) and (III) are correct.
(d) Only (I) (III) and (IV ) are correct.

Hide Answer  

Ans: (c)

• Buddhism spread due to cultural exchange, connecting with various cultures and belief systems.
• The Silk Route facilitated the sharing of ideas and practices across different regions.
• Trade and travellers played a significant role in propagating Buddhism, carrying its teachings to distant places.

Thus, the correct option is (c): Only (I), (II), and (III) are correct.

Q2: How did Europeans help in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century? Explain.    (CBSE 2024)

Hide Answer  

Ans: Europeans helped in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century in the following ways:

(1) New wealth sources: In an effort to discover new wealth sources, nations engaged in mercantilism and colonialism.

(2) Discovery and colonisation: The 16thcentury discovery and colonisation of the Americas generated an era of economic growth known as the Commercial Revolution.

(3) Sea routes: European traders found a sea-route to Asia and an ocean-route to the Americas in the 16th century. South American mines producing silver and other precious metals made Europe’s trade with Asia feasible.

(4) New trade routes: Trade shifted from the Mediterranean and Italy to the nations bordering Europe’s Atlantic coast as trade routes between the colonies of the New World and Old World Europe expanded.

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Previous Year Questions 2023

Q3: How did the ‘smallpox’ prove as the most powerful weapon of the Spanish conquerors in the mid-sixteenth century? Explain. (CBSE 2023)

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Ans: Smallpox proved to be a deadly weapon for the Spanish conquerors in the mid-sixteenth century. This can be highlighted through the following points:

• Once introduced, smallpox spread rapidly across the continent.
• It decimated entire communities, making it easier for the Spanish to conquer.

Q4: There were three important developments that greatly shrank the pre-modern world. Identify the incorrect one from the following options:    (2023)  
(a) The flow of trade 
(b) The flow of labour 
(c) The flow of capital 
(d) The flow of technology

Hide Answer  

Ans: (d)

In the pre-modern world, the main factors that connected different regions were the flow of trade, labor, and capital. Technology was not yet a major global influence in shrinking distances and connecting the world at that time. Hence, the flow of technology is the incorrect option.

Q5: State the names and countries of the two hostile groups that turned against each other in the First World War.   (2023)

Hide Answer  

Ans: The two hostile groups in the First World War were:

• Allies: This group included Britain, France, and Russia.
• Central Powers: This group consisted of Germany, Austria-Hungary, and Ottoman Turkey.

Q6: Arrange the following in chronological order and choose the correct option.

I. The Bretton Woods conference established the International Monetary Fund.
II. The Second World War broke out between the Axis and Allied groups.
III. A car manufacturer Henry Ford adopted the ‘Assembly Line Method’ for production.
IV. The Western economic organised themselves as a group – “The Group of 77”.    (2023) 
(a) III, II, I and IV
(b) I, II, III and IV 
(c) IV, III, II and I
(d) IV, II, III and I 

Hide Answer  

Ans: (a)

1. Henry Ford adopted the Assembly Line Method for production in 1913.

2. The Second World War broke out in 1939.

3. The Bretton Woods Conference, which established the International Monetary Fund (IMF), was held in 1944.

4. The Group of 77 was formed by developing countries in 1964 to promote their economic interests.

Q7: Differentiate between Fixed and Floating exchange rate.     (2023)  

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Ans: Fixed exchange rates mean that two currencies will always be exchanged at the same price, while floating exchange rates mean that the prices between each currency can change depending on market factors, primarily supply and demand.

Previous Year Questions 2020

Q8: Explain any three effects of population growth in England in the later eighteenth century.     (2020) 

Hide Answer  

Ans: 

• Due to pressure from industrialists, the government was forced to remove corn laws, leading to the import of food in Britain.
• The demand for food grains increased as urban centres expanded, putting pressure on the food supply.
• The government restricted the import of corn by enacting corn laws, due to pressure from landed groups.

Q9: Explain the impact of the Great Depression on Indian weavers during the early twentieth century.    (2020) 

Hide Answer  

Ans: The Great Depression had a profound impact on Indian weavers in the early twentieth century. 

Key effects included:

• Increased conflict between weavers and Gomasthas (agents of British companies), as weavers protested against unfair practices and sought improved working conditions.
• Weavers faced punishments for delays in delivering goods, which included fines and other penalties, worsening their financial struggles.
• They lost the ability to bargain for prices and sell to various buyers, becoming more reliant on British companies that exploited their situation by offering low prices.
• The prices paid by British companies for weavers’ products were extremely low, leading to a significant decline in their income and worsening economic conditions.
• Many weavers, particularly in regions like Carnatic and Bengal, left their villages in search of better job opportunities.
• Some weavers, along with local traders, revolted against the exploitative practices of British companies.
• Due to these economic hardships, many weavers had to close their workshops, contributing to the decline of the traditional handloom industry.

Overall, the Great Depression severely impacted Indian weavers, intensifying their economic difficulties and leading to a decline in their industry.

Q10: Explain the role of Bretton Woods institutions in the post-Second World War settlement.    (2020) 

Hide Answer  

Ans: The Bretton Woods institutions, including the International Monetary Fund (IMF) and the World Bank, played a crucial role in the post-Second World War settlement.

Some key roles of these institutions are:

• The Bretton Woods conference, held in 1944, aimed to establish a stable international monetary system after the war. The IMF and the World Bank were created as part of this effort.
• The IMF was tasked with promoting global monetary cooperation, exchange rate stability, and providing financial assistance to member countries facing balance of payment problems.
• The World Bank, officially known as the International Bank for Reconstruction and Development (IBRD), was established to provide financial and technical assistance for the reconstruction and development of war-torn countries.
• The IMF and the World Bank provided financial support to war-devastated countries, helping them rebuild their economies and infrastructure.
• These institutions played a crucial role in facilitating international trade and economic growth by providing financial stability and promoting cooperation among member countries.
• The IMF, through its surveillance and lending programs, helped stabilize exchange rates and provided financial assistance to member countries facing economic crises.
• The World Bank provided long-term loans and technical assistance for infrastructure development, agriculture, and industrial projects in developing countries, contributing to their economic development.

Overall, the Bretton Woods institutions played a vital role in post-World War II settlement, supporting economic reconstruction, stability, and development in member countries.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2019

Q11: Explain any five effects of the abolition of the Corn Laws.    (2019C)  

Hide Answer  

Ans: The abolition of the Corn Laws in Britain led to significant changes in the economy. 

Here are five key effects:

• It resulted in cheaper grain imports, making food more affordable for consumers.
• British farmers struggled to compete with these low-cost imports, leading to large areas of land becoming uncultivated and many people losing their jobs.
• Increased industrialisation in Britain boosted food imports, with production rising in regions like Eastern Europe, Russia, America, and Australia.
• The demand for food imports enhanced revenues and political power associated with land ownership.
• As food prices fell, overall consumption in Britain increased, contributing to economic growth.

Q12: Indian trade had played a crucial role in the late nineteenth-century world economy.” Analyze the statement.    (2019) 

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Ans: Indian trade indeed played a crucial role in the late nineteenth-century world economy. Some key points to consider are:

• India was a major exporter of raw materials to Britain, such as cotton, spices, and indigo. This trade helped fuel the British Industrial Revolution and supported the growth of British industries.
• British companies flooded the Indian markets with their manufactured goods, leading to huge profits for the British. This trade relationship created a trade surplus for Britain while trading with India.
• The trade surplus was used by Britain to pay for private remittances by British officials and to fund their colonial administration in India.
• India also had significant trade with China, mainly in opium. This trade contributed to the global economy and played a role in the Opium Wars between Britain and China.
• Additionally, thousands of Indian laborers migrated as indentured laborers to work on plantations, mines, and construction projects around the world. Their labor contributed to the economic development of various countries.

Overall, Indian trade had a significant impact on the global economy during the late nineteenth century, benefiting Britain and other countries involved in trade with India.

Q13: Describe the impact of ‘Rinderpest’ in Africa in the 1890s.    (AI 2019)  

Hide Answer  

Ans: Rinderpest, also known as cattle plague, had a devastating impact on Africa in the 1890s. Some key impacts of Rinderpest in Africa are:

• Rinderpest arrived in Africa in the late 1880s, carried by infected cattle imported from British Asia to feed Italian soldiers invading East Africa.
• The disease spread rapidly across Africa, moving from east to west like a forest fire. By 1892, it had reached Africa’s Atlantic coast.
• Rinderpest killed approximately 90% of the cattle it infected. This led to a massive loss of cattle, which was a vital source of livelihood for many Africans.
• The loss of cattle destroyed African livelihoods, as people who relied on cattle for milk, meat, and transportation were left without these essential resources.
• As a result of the loss of their cattle-based livelihoods, many Africans were forced to work for wages in order to survive. This had a significant impact on the economy and labor dynamics in Africa.
• The colonial government took advantage of the situation and forced Africans into the labor market, providing cheap labor for colonial needs.

In summary, Rinderpest had a devastating impact on Africa, leading to the loss of cattle-based livelihoods and the forced entry of Africans into the labor market.

Q14: Describe the condition of indentured labour that migrated from India during the nineteenth century.    (2019)  

Hide Answer  

Ans: The condition of indentured laborers who migrated from India during the nineteenth century was characterized by various hardships and exploitative practices. Some key aspects of their conditions are:

• Indentured laborers were often recruited through deceptive practices. Agents would provide false information about the nature of work, living conditions, final destinations, and modes of travel, tempting poor individuals into migrating.
• In some cases, less willing workers were forcibly abducted by the agents and taken to the plantations against their will.
• Once on the plantations, the working conditions were harsh, and the laborers had few legal rights. They were subjected to long working hours, physical labor, and poor living conditions.
• Punishments, including beatings and imprisonment, were common for laborers who failed to meet the demanding tasks or attempted to escape their jobs.
• Medical attention provided to the laborers was often nominal, and wages were deducted for absences or failure to fulfill tasks.
• The laborers faced various forms of exploitation, including low wages, debt bondage, and limited opportunities for social mobility.

Overall, the indentured laborers faced challenging conditions characterized by exploitation, deception, and harsh working and living conditions.

Previous Year Questions 2018

Q15: Why did big European powers meet in Berlin in 1885?    (2018)  

Hide Answer  

Ans: They met in Berlin in 1885 to partition Africa among themselves. 

Q16: “Food offers many examples of long-distance cultural exchange.” Support your answer with three examples.    (CBSE 2016-17,2018)

Hide Answer  

Ans: 

• Travellers and traders introduced new crops to the lands they travelled. For example, noodles travelled west from China to become spaghetti.
• Arab traders took pasta to fifth century Sicily (Italy). Similar foods were known to the Indians and Japanese people. Thus, there was long-distance cultural contact even in the premodern world.
• Potatoes, maize, tomatoes, chillies etc., were not known in India until about five centuries ago. These were introduced in Europe and Asia after the discovery of the Americas by Christopher Columbus.

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Previous Year Questions 2017

Q17: Describe any three economic hardships faced by Europe in the 1830s.    (2017)  

Hide Answer  

Ans: 

• A rise in food prices due to a year of bad harvest left the country poorer.
• The ratio of the rise in population was larger than that of employment generation, leading to overcrowded slums.
• Peasants suffered under the burden of feudal dues and obligations in some regions of Europe.
• Unhappy with high food prices, urban dwellers and industrialists forced the abolition of the Corn Laws.

Q18: Elucidate any three factors that led to the Great Depression.    (2017, 2016)  

Hide Answer  

Ans: 

• Agricultural overproduction remained a problem, which was made worse by falling agricultural prices.
• As prices slumped and agricultural incomes declined, farmers tried to expand production, leading to a large volume of produce flooding the market and pushing down prices.
• Many countries financed their investments through loans from the US in the mid-1920s, but the withdrawal of these loans led to a crisis, including the failure of small major banks and the collapse of currencies such as the British Pound Sterling.

Q19: Describe the contribution of indentured labourers towards the cultural fusion in the emerging global world.   (2017, 2014)

Hide Answer  

Ans: 

Indentured laborers made significant contributions towards cultural fusion in the emerging global world. Their experiences and interactions with different cultures led to the blending of various cultural forms. Some examples of their contributions are:

• Indentured laborers lived and worked in harsh conditions, which forced them to seek avenues of comfort and relaxation. This resulted in the blending of different cultural forms, creating new cultural expressions.
• In Trinidad, for example, the annual Muharram procession was transformed into a riotous carnival called ‘Hosay,’ in which workers of all races and religions participated.
• The development of “Chutney music” in Trinidad and Guyana is another creative expression of the post-indenture experience, blending Indian musical traditions with Caribbean influences.
• The protest religion of Rastafarianism is also said to reflect social and cultural links with Indian migrants to the Caribbean, suggesting a fusion of Indian and Afro-Caribbean cultural elements.

These examples highlight how the indentured laborers’ experiences and interactions contributed to the fusion of different cultural forms in the emerging global world.

Previous Year Questions 2016

Q20: Why did Europeans flee to America in the 19th century? Give three reasons. (CBSE 2016) 

Hide Answer  

Ans: Europeans fled to America in the 19th century because: 

(1) Europeans were facing problems of poverty and hunger. Economic opportunities were limited to a very high population. America had lesser competition. 

(2) Hunger, deadly diseases and religious conflicts were causing a lot of deaths. Europeans fled to America to save their lives. 

(3) Since America was not developed by the time, hungry Europeans fled to assert their power over Americans to earn more money.

Q21: Explain the three impacts of the First World War on the British economy.    (2016)  

Hide Answer  

• After the war, Britain found it difficult to recapture its earlier position of dominance in the colonial market.
• The war resulted in huge external debts for Britain as it had borrowed money from the US to finance its war expenditures.
• The increase in demand, production, and employment during the war was followed by a reduction in bloated war expenditures, leading to job losses. In 1921, one in every five British workers was unemployed.

Q22: Why do multinational companies (MNCs) choose China as an alternative location for investment? Explain the statement.    (2016) 

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Ans: 

• Since the revolution in 1949, China gradually emerged in the field of world economy and attracted foreign MNCs due to its economic structure.
• Wages in China are relatively low compared to other countries, making it an attractive location for investment.
• China has the largest population, providing a larger consumer base for multinational companies.

Q23: Why did the industrialists and people living in cities of Britain force the government to abolish Corn Laws in the 18th century? Give two reasons.    (AI 2016) 

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Ans:

• Most industrialists and landlords did not support Corn Laws as they hindered free trade.
• The population in Britain was growing, leading to increased demand for food grains. The rising food prices caused social unrest and forced the government to abolish the Corn Laws.

Q24: “Trade and cultural exchange always went hand in hand.” Explain the statement in the light of silk routes.    (2016) 

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Ans: 

• The silk routes are a good example of vibrant premodern trade and cultural links between distant parts of the world.
• The name ‘silk routes’ points to the importance of west-bound Chinese silk cargoes along this route, as well as the flow of precious metals from Europe to Asia.
• Chinese potteries, textiles from China, and spices from India were traded along the silk routes.
• Various food items also offer very good examples of long-distance cultural exchanges, as Christian missionaries, Muslim preachers, and Buddhist monks traveled through this route.

Q25: After the 19th century, how did the indentured labourers discover their own ways of survival? Explain.     (2016) 

Hide Answer  

Ans: After the 19th century, indentured labourers found various ways to survive in difficult conditions. 

Their adaptations included:

• Developing new forms of self-expression, blending traditional and modern cultural elements.
• Transforming the Muharram procession in Trinidad into a lively carnival known as ‘Hosay’, which included participants from all races and religions.
• Creating the protest religion of Rastafarianism, reflecting cultural connections between Indian migrants and Afro-Caribbean communities.
• Learning new skills and utilising their existing knowledge to adapt to their new environments and economic conditions.
• Establishing businesses or engaging in small-scale entrepreneurship to enhance their economic prospects.
• Forming close-knit communities that provided mutual support, fostering a sense of belonging and shared cultural identity.

These strategies enabled indentured labourers to navigate their challenging circumstances and create new opportunities in the post-indenture period.

Q26: Describe any five factors that led to the end of the Bretton Woods System and the beginning of globalisation.     (2016) 

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Ans: Several factors contributed to the end of the Bretton Woods System and the beginning of globalization. 

Here are five key factors:

• Decline in the economic power of the United States: The US dollar, which was central to the Bretton Woods System, lost its value in relation to gold. This decline eroded confidence in the US dollar and the fixed exchange rate system, leading to the collapse of fixed exchange rates and the shift towards floating exchange rates.
• Change in international finance: The creation of the International Monetary Fund (IMF) and the World Bank under the Bretton Woods System significantly transformed the international financial system. However, by the 1970s, the international financial landscape had changed, and developing countries were increasingly forced to borrow from western commercial banks rather than relying solely on the IMF and World Bank. This shift in international finance had implications for the Bretton Woods System.
• Unemployment in industrialized countries: Industrialized countries faced a rise in unemployment during the 1970s. This increased unemployment led to social and economic problems and contributed to a loss of confidence in the Bretton Woods System.
• Shifting production enterprises: Multinational corporations (MNCs) began shifting their production units to Asian countries, attracted by abundant labor and low wages. This shift in production contributed to the decline of industrialized countries’ economies and the emergence of new economic centers in Asia.
• Changes in China: China’s economic reforms and opening up to the global market had a profound impact on the global economy. China became an attractive destination for foreign investment, and its economic rise contributed to the transformation of the global economic landscape.

These factors, among others, led to the end of the Bretton Woods System and marked the beginning of globalization, characterized by a shift in economic power, changing financial dynamics, and the emergence of new global economic players.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2015

Q27: The Spanish conquest and colonisation in America were decisively underway by the mid-sixteenth century. Explain with examples. (CBSE 2015)

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Ans: The Portuguese and the Spanish conquered America through the introduction of a lethal biological weapon in the form of germs of smallpox. 

This can be explained as follows: 

(1) Smallpox was carried to America on their person and introduced among the nonimmune Americans. 

(2) The Americans caught the disease which led to the destruction of most of their community. 

(3) The European and the Spanish invaders were both immune to this disease. 

(4) Americans could not turn this weapon back upon their invaders unlike the conventional weapons.

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Previous Year Questions 2025
Previous Year Questions 2024
Previous Year Questions 2023
Previous Year Questions 2020
Previous Year Questions 2019
Previous Year Questions 2018

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Previous Year Questions 2025

Q1: Read the following reasons of migration of people from Europe to America till the 19th century and choose the correct option:   (1 Mark)

I. Poverty and hunger, 
II. Slaves for sale, 
III. Wide spread of diseases, 
IV. Religious conflicts and persecution.

(a) Only I, II, and III are correct. 
(b) Only II, III, and IV are correct
(c) Only I, III, and IV are correct. 
(d) Only I, II, and IV are correct.

Hide Answer  

Ans: (c) Only I, III, and IV are correct.

People from Europe migrated to America in the nineteenth century mainly because of poverty and hunger (I) and religious conflicts and persecution (IV). They were also escaping widespread diseases (III). But slaves for sale (II) refers to Africans being taken forcibly to America, not Europeans migrating voluntarily.

Q2: The author of ‘Book of Marvels’ is:  (1 Mark)
(a) Marco Polo, 
(b) Columbus, 
(c) Vasco da Gama, 
(d) Alfred Crosby

Hide Answer  

Ans: (a) Marco Polo
Explanation:

• Book of Marvels was written by Marco Polo in the fifteenth century, describing trade exchanges between Venice and the Orient.

Q3: Two statements are given below. Read both the statements carefully and choose the correct option:  (1 Mark)
Statement I: Rapid improvement in technology has been one major factor to stimulate the globalisation process. 
Statement II: This has made much faster delivery of goods across long distances possible at lower costs.
(a) Both statements I and II are correct and statement II is the correct explanation of statement I. 
(b) Both statements I and II are correct, but statement II is not the correct explanation of statement I. 
(c) Statement I is correct, but statement II is incorrect. 
(d) Statement I is incorrect, but statement II is correct.

Hide Answer  

Ans: (a) Both statements I and II are correct and statement II is the correct explanation of statement I.

Technological improvements such as railways, steamships, and refrigerated ships reduced costs and allowed faster, long-distance transport of goods, directly stimulating globalisation.

Q4: ‘Potato famine’ was related to which of the following countries?  (1 Mark)
(a) England, 
(b) Ireland, 
(c) Finland,
(d) Scotland

Hide Answer  

Ans: (b) Ireland
In the mid-1840s, a disease destroyed potato crops in Ireland, leading to the Great Irish Potato Famine in which around one million people died of starvation and many emigrated.

Q5: In the mid-16th century, diseases like smallpox reached America through which of the following?  (1 Mark)
(a) Spanish soldiers, 
(b) French merchants, 
(c) Portuguese sailors, 
(d) British tourists

Hide Answer  

Ans: (a) Spanish soldiers

In the mid-16th century, Spanish conquerors carried germs such as smallpox to America. The native population, with no immunity, was devastated by the disease.

Q6: The germs of which disease paved the way for Europe’s conquest of America in the later half of the sixteenth century? (1 Mark)
(a) Cholera, 
(b) Smallpox, 
(c) Jaundice, 
(d) Malaria

Hide Answer  

Ans: (b) Smallpox

Smallpox spread rapidly among America’s original inhabitants, killing and decimating communities, and thus clearing the way for European conquest.

Q7: “Globalisation is the process of rapid integration and interconnection between countries.” Explain the statement with examples.  (2 Marks)

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Ans: Globalisation is the process in which countries become more connected with each other through trade, movement of people, and sharing of ideas and culture. For example, the Silk Routes joined Asia, Europe and Africa, carrying goods like silk, spices, gold and even religions like Buddhism. Later, new foods such as potatoes, maize and chillies travelled from the Americas to Europe and Asia, which changed the way people lived and ate.

Q8: Why was the silk route considered a good example of vibrant pre-modern trade? Choose the most appropriate option from the following:  (1 Mark)
(a) Due to movement of silk cargoes, 
(b) Due to flow of silver and gold, 
(c) Due to linkage of China with Australia, 
(d) Due to trade and cultural exchange

Hide Answer  

Ans: (d) Due to trade and cultural exchange
The silk routes carried not only silk, pottery, spices, gold and silver but also spread religions and ideas, making them a good example of vibrant pre-modern trade and cultural exchange.

Q9: Why was the Indian subcontinent significant to trade networks before European intervention? Explain.  (2 Marks)

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Ans: The Indian subcontinent was central to trade networks before European intervention because it was the hub of the Indian Ocean trade. Goods, people, customs and knowledge regularly moved through its ports. India exported textiles and spices, and in return received precious metals like gold and silver, making it a crucial point in global trade flows.

Q10: For which of the following markets were cotton and sugar primarily exported from America in the 18th Century?  (1 Mark)
(a) For American Market, 
(b) For European Market, 
(c) For Asian Market, 
(d) For Australian Market

Hide Answer  

Ans: (b) For European Market

By the eighteenth century, plantations in America, worked by African slaves, produced cotton and sugar mainly for export to European markets.

Q11: In the early years of the 19th century the production of which of the following food items brought about a fundamental change in the lives of poor people in Europe?  (1 Mark)
(a) Tomato,
(b) Potato, 
(c) Soya,
(d) Groundnut

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Ans: (b) Potato

The potato became a staple food for Europe’s poor, helping them eat better and live longer, but over-dependence led to disaster during the Irish Potato Famine.

Q12: In the 17th century the city El Dorado in South America became famous as which one of the following?  (1 Mark)
(a) City of Diversity, 
(b) City of Gold, 
(c) Smallpox City, 
(d) Trading City

Hide Answer  

Ans: (b) City of Gold

In the seventeenth century, legends spread in Europe about South America’s fabled wealth, and expeditions set out in search of El Dorado, the mythical city of gold.

Previous Year Questions 2024

Q1: “Buddhism emerged from eastern India and spread in several directions.” Read the following reasons for its spread and choose the correct option. 
(I) Due to Cultural exchange 
(II) Due to Silk route 
(III) Due to trade & travellers 
(IV) Due to European efforts (CBSE 2024)

Options: 

(a) Only (I) (II) and (IV ) are correct.
(b) Only (II) (III) and (IV ) are correct.
(c) Only (I) (II) and (III) are correct.
(d) Only (I) (III) and (IV ) are correct.

Hide Answer  

Ans: (c)

• Buddhism spread due to cultural exchange, connecting with various cultures and belief systems.
• The Silk Route facilitated the sharing of ideas and practices across different regions.
• Trade and travellers played a significant role in propagating Buddhism, carrying its teachings to distant places.

Thus, the correct option is (c): Only (I), (II), and (III) are correct.

Q2: How did Europeans help in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century? Explain.    (CBSE 2024)

Hide Answer  

Ans: Europeans helped in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century in the following ways:

(1) New wealth sources: In an effort to discover new wealth sources, nations engaged in mercantilism and colonialism.

(2) Discovery and colonisation: The 16thcentury discovery and colonisation of the Americas generated an era of economic growth known as the Commercial Revolution.

(3) Sea routes: European traders found a sea-route to Asia and an ocean-route to the Americas in the 16th century. South American mines producing silver and other precious metals made Europe’s trade with Asia feasible.

(4) New trade routes: Trade shifted from the Mediterranean and Italy to the nations bordering Europe’s Atlantic coast as trade routes between the colonies of the New World and Old World Europe expanded.

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Previous Year Questions 2023

Q3: How did the ‘smallpox’ prove as the most powerful weapon of the Spanish conquerors in the mid-sixteenth century? Explain. (CBSE 2023)

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Ans: Smallpox proved to be a deadly weapon for the Spanish conquerors in the mid-sixteenth century. This can be highlighted through the following points:

• Once introduced, smallpox spread rapidly across the continent.
• It decimated entire communities, making it easier for the Spanish to conquer.

Q4: There were three important developments that greatly shrank the pre-modern world. Identify the incorrect one from the following options:    (2023)  
(a) The flow of trade 
(b) The flow of labour 
(c) The flow of capital 
(d) The flow of technology

Hide Answer  

Ans: (d)

In the pre-modern world, the main factors that connected different regions were the flow of trade, labor, and capital. Technology was not yet a major global influence in shrinking distances and connecting the world at that time. Hence, the flow of technology is the incorrect option.

Q5: State the names and countries of the two hostile groups that turned against each other in the First World War.   (2023)

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Ans: The two hostile groups in the First World War were:

• Allies: This group included Britain, France, and Russia.
• Central Powers: This group consisted of Germany, Austria-Hungary, and Ottoman Turkey.

Q6: Arrange the following in chronological order and choose the correct option.

I. The Bretton Woods conference established the International Monetary Fund.
II. The Second World War broke out between the Axis and Allied groups.
III. A car manufacturer Henry Ford adopted the ‘Assembly Line Method’ for production.
IV. The Western economic organised themselves as a group – “The Group of 77”.    (2023) 
(a) III, II, I and IV
(b) I, II, III and IV 
(c) IV, III, II and I
(d) IV, II, III and I 

Hide Answer  

Ans: (a)

1. Henry Ford adopted the Assembly Line Method for production in 1913.

2. The Second World War broke out in 1939.

3. The Bretton Woods Conference, which established the International Monetary Fund (IMF), was held in 1944.

4. The Group of 77 was formed by developing countries in 1964 to promote their economic interests.

Q7: Differentiate between Fixed and Floating exchange rate.     (2023)  

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Ans: Fixed exchange rates mean that two currencies will always be exchanged at the same price, while floating exchange rates mean that the prices between each currency can change depending on market factors, primarily supply and demand.

Previous Year Questions 2020

Q8: Explain any three effects of population growth in England in the later eighteenth century.     (2020) 

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Ans: 

• Due to pressure from industrialists, the government was forced to remove corn laws, leading to the import of food in Britain.
• The demand for food grains increased as urban centres expanded, putting pressure on the food supply.
• The government restricted the import of corn by enacting corn laws, due to pressure from landed groups.

Q9: Explain the impact of the Great Depression on Indian weavers during the early twentieth century.    (2020) 

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Ans: The Great Depression had a profound impact on Indian weavers in the early twentieth century. 

Key effects included:

• Increased conflict between weavers and Gomasthas (agents of British companies), as weavers protested against unfair practices and sought improved working conditions.
• Weavers faced punishments for delays in delivering goods, which included fines and other penalties, worsening their financial struggles.
• They lost the ability to bargain for prices and sell to various buyers, becoming more reliant on British companies that exploited their situation by offering low prices.
• The prices paid by British companies for weavers’ products were extremely low, leading to a significant decline in their income and worsening economic conditions.
• Many weavers, particularly in regions like Carnatic and Bengal, left their villages in search of better job opportunities.
• Some weavers, along with local traders, revolted against the exploitative practices of British companies.
• Due to these economic hardships, many weavers had to close their workshops, contributing to the decline of the traditional handloom industry.

Overall, the Great Depression severely impacted Indian weavers, intensifying their economic difficulties and leading to a decline in their industry.

Q10: Explain the role of Bretton Woods institutions in the post-Second World War settlement.    (2020) 

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Ans: The Bretton Woods institutions, including the International Monetary Fund (IMF) and the World Bank, played a crucial role in the post-Second World War settlement.

Some key roles of these institutions are:

• The Bretton Woods conference, held in 1944, aimed to establish a stable international monetary system after the war. The IMF and the World Bank were created as part of this effort.
• The IMF was tasked with promoting global monetary cooperation, exchange rate stability, and providing financial assistance to member countries facing balance of payment problems.
• The World Bank, officially known as the International Bank for Reconstruction and Development (IBRD), was established to provide financial and technical assistance for the reconstruction and development of war-torn countries.
• The IMF and the World Bank provided financial support to war-devastated countries, helping them rebuild their economies and infrastructure.
• These institutions played a crucial role in facilitating international trade and economic growth by providing financial stability and promoting cooperation among member countries.
• The IMF, through its surveillance and lending programs, helped stabilize exchange rates and provided financial assistance to member countries facing economic crises.
• The World Bank provided long-term loans and technical assistance for infrastructure development, agriculture, and industrial projects in developing countries, contributing to their economic development.

Overall, the Bretton Woods institutions played a vital role in post-World War II settlement, supporting economic reconstruction, stability, and development in member countries.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2019

Q11: Explain any five effects of the abolition of the Corn Laws.    (2019C)  

Hide Answer  

Ans: The abolition of the Corn Laws in Britain led to significant changes in the economy. 

Here are five key effects:

• It resulted in cheaper grain imports, making food more affordable for consumers.
• British farmers struggled to compete with these low-cost imports, leading to large areas of land becoming uncultivated and many people losing their jobs.
• Increased industrialisation in Britain boosted food imports, with production rising in regions like Eastern Europe, Russia, America, and Australia.
• The demand for food imports enhanced revenues and political power associated with land ownership.
• As food prices fell, overall consumption in Britain increased, contributing to economic growth.

Q12: Indian trade had played a crucial role in the late nineteenth-century world economy.” Analyze the statement.    (2019) 

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Ans: Indian trade indeed played a crucial role in the late nineteenth-century world economy. Some key points to consider are:

• India was a major exporter of raw materials to Britain, such as cotton, spices, and indigo. This trade helped fuel the British Industrial Revolution and supported the growth of British industries.
• British companies flooded the Indian markets with their manufactured goods, leading to huge profits for the British. This trade relationship created a trade surplus for Britain while trading with India.
• The trade surplus was used by Britain to pay for private remittances by British officials and to fund their colonial administration in India.
• India also had significant trade with China, mainly in opium. This trade contributed to the global economy and played a role in the Opium Wars between Britain and China.
• Additionally, thousands of Indian laborers migrated as indentured laborers to work on plantations, mines, and construction projects around the world. Their labor contributed to the economic development of various countries.

Overall, Indian trade had a significant impact on the global economy during the late nineteenth century, benefiting Britain and other countries involved in trade with India.

Q13: Describe the impact of ‘Rinderpest’ in Africa in the 1890s.    (AI 2019)  

Hide Answer  

Ans: Rinderpest, also known as cattle plague, had a devastating impact on Africa in the 1890s. Some key impacts of Rinderpest in Africa are:

• Rinderpest arrived in Africa in the late 1880s, carried by infected cattle imported from British Asia to feed Italian soldiers invading East Africa.
• The disease spread rapidly across Africa, moving from east to west like a forest fire. By 1892, it had reached Africa’s Atlantic coast.
• Rinderpest killed approximately 90% of the cattle it infected. This led to a massive loss of cattle, which was a vital source of livelihood for many Africans.
• The loss of cattle destroyed African livelihoods, as people who relied on cattle for milk, meat, and transportation were left without these essential resources.
• As a result of the loss of their cattle-based livelihoods, many Africans were forced to work for wages in order to survive. This had a significant impact on the economy and labor dynamics in Africa.
• The colonial government took advantage of the situation and forced Africans into the labor market, providing cheap labor for colonial needs.

In summary, Rinderpest had a devastating impact on Africa, leading to the loss of cattle-based livelihoods and the forced entry of Africans into the labor market.

Q14: Describe the condition of indentured labour that migrated from India during the nineteenth century.    (2019)  

Hide Answer  

Ans: The condition of indentured laborers who migrated from India during the nineteenth century was characterized by various hardships and exploitative practices. Some key aspects of their conditions are:

• Indentured laborers were often recruited through deceptive practices. Agents would provide false information about the nature of work, living conditions, final destinations, and modes of travel, tempting poor individuals into migrating.
• In some cases, less willing workers were forcibly abducted by the agents and taken to the plantations against their will.
• Once on the plantations, the working conditions were harsh, and the laborers had few legal rights. They were subjected to long working hours, physical labor, and poor living conditions.
• Punishments, including beatings and imprisonment, were common for laborers who failed to meet the demanding tasks or attempted to escape their jobs.
• Medical attention provided to the laborers was often nominal, and wages were deducted for absences or failure to fulfill tasks.
• The laborers faced various forms of exploitation, including low wages, debt bondage, and limited opportunities for social mobility.

Overall, the indentured laborers faced challenging conditions characterized by exploitation, deception, and harsh working and living conditions.

Previous Year Questions 2018

Q15: Why did big European powers meet in Berlin in 1885?    (2018)  

Hide Answer  

Ans: They met in Berlin in 1885 to partition Africa among themselves. 

Q16: “Food offers many examples of long-distance cultural exchange.” Support your answer with three examples.    (CBSE 2016-17,2018)

Hide Answer  

Ans: 

• Travellers and traders introduced new crops to the lands they travelled. For example, noodles travelled west from China to become spaghetti.
• Arab traders took pasta to fifth century Sicily (Italy). Similar foods were known to the Indians and Japanese people. Thus, there was long-distance cultural contact even in the premodern world.
• Potatoes, maize, tomatoes, chillies etc., were not known in India until about five centuries ago. These were introduced in Europe and Asia after the discovery of the Americas by Christopher Columbus.

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Previous Year Questions 2017

Q17: Describe any three economic hardships faced by Europe in the 1830s.    (2017)  

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Ans: 

• A rise in food prices due to a year of bad harvest left the country poorer.
• The ratio of the rise in population was larger than that of employment generation, leading to overcrowded slums.
• Peasants suffered under the burden of feudal dues and obligations in some regions of Europe.
• Unhappy with high food prices, urban dwellers and industrialists forced the abolition of the Corn Laws.

Q18: Elucidate any three factors that led to the Great Depression.    (2017, 2016)  

Hide Answer  

Ans: 

• Agricultural overproduction remained a problem, which was made worse by falling agricultural prices.
• As prices slumped and agricultural incomes declined, farmers tried to expand production, leading to a large volume of produce flooding the market and pushing down prices.
• Many countries financed their investments through loans from the US in the mid-1920s, but the withdrawal of these loans led to a crisis, including the failure of small major banks and the collapse of currencies such as the British Pound Sterling.

Q19: Describe the contribution of indentured labourers towards the cultural fusion in the emerging global world.   (2017, 2014)

Hide Answer  

Ans: 

Indentured laborers made significant contributions towards cultural fusion in the emerging global world. Their experiences and interactions with different cultures led to the blending of various cultural forms. Some examples of their contributions are:

• Indentured laborers lived and worked in harsh conditions, which forced them to seek avenues of comfort and relaxation. This resulted in the blending of different cultural forms, creating new cultural expressions.
• In Trinidad, for example, the annual Muharram procession was transformed into a riotous carnival called ‘Hosay,’ in which workers of all races and religions participated.
• The development of “Chutney music” in Trinidad and Guyana is another creative expression of the post-indenture experience, blending Indian musical traditions with Caribbean influences.
• The protest religion of Rastafarianism is also said to reflect social and cultural links with Indian migrants to the Caribbean, suggesting a fusion of Indian and Afro-Caribbean cultural elements.

These examples highlight how the indentured laborers’ experiences and interactions contributed to the fusion of different cultural forms in the emerging global world.

Previous Year Questions 2016

Q20: Why did Europeans flee to America in the 19th century? Give three reasons. (CBSE 2016) 

Hide Answer  

Ans: Europeans fled to America in the 19th century because: 

(1) Europeans were facing problems of poverty and hunger. Economic opportunities were limited to a very high population. America had lesser competition. 

(2) Hunger, deadly diseases and religious conflicts were causing a lot of deaths. Europeans fled to America to save their lives. 

(3) Since America was not developed by the time, hungry Europeans fled to assert their power over Americans to earn more money.

Q21: Explain the three impacts of the First World War on the British economy.    (2016)  

Hide Answer  

• After the war, Britain found it difficult to recapture its earlier position of dominance in the colonial market.
• The war resulted in huge external debts for Britain as it had borrowed money from the US to finance its war expenditures.
• The increase in demand, production, and employment during the war was followed by a reduction in bloated war expenditures, leading to job losses. In 1921, one in every five British workers was unemployed.

Q22: Why do multinational companies (MNCs) choose China as an alternative location for investment? Explain the statement.    (2016) 

Hide Answer  

Ans: 

• Since the revolution in 1949, China gradually emerged in the field of world economy and attracted foreign MNCs due to its economic structure.
• Wages in China are relatively low compared to other countries, making it an attractive location for investment.
• China has the largest population, providing a larger consumer base for multinational companies.

Q23: Why did the industrialists and people living in cities of Britain force the government to abolish Corn Laws in the 18th century? Give two reasons.    (AI 2016) 

Hide Answer  

Ans:

• Most industrialists and landlords did not support Corn Laws as they hindered free trade.
• The population in Britain was growing, leading to increased demand for food grains. The rising food prices caused social unrest and forced the government to abolish the Corn Laws.

Q24: “Trade and cultural exchange always went hand in hand.” Explain the statement in the light of silk routes.    (2016) 

Hide Answer  

Ans: 

• The silk routes are a good example of vibrant premodern trade and cultural links between distant parts of the world.
• The name ‘silk routes’ points to the importance of west-bound Chinese silk cargoes along this route, as well as the flow of precious metals from Europe to Asia.
• Chinese potteries, textiles from China, and spices from India were traded along the silk routes.
• Various food items also offer very good examples of long-distance cultural exchanges, as Christian missionaries, Muslim preachers, and Buddhist monks traveled through this route.

Q25: After the 19th century, how did the indentured labourers discover their own ways of survival? Explain.     (2016) 

Hide Answer  

Ans: After the 19th century, indentured labourers found various ways to survive in difficult conditions. 

Their adaptations included:

• Developing new forms of self-expression, blending traditional and modern cultural elements.
• Transforming the Muharram procession in Trinidad into a lively carnival known as ‘Hosay’, which included participants from all races and religions.
• Creating the protest religion of Rastafarianism, reflecting cultural connections between Indian migrants and Afro-Caribbean communities.
• Learning new skills and utilising their existing knowledge to adapt to their new environments and economic conditions.
• Establishing businesses or engaging in small-scale entrepreneurship to enhance their economic prospects.
• Forming close-knit communities that provided mutual support, fostering a sense of belonging and shared cultural identity.

These strategies enabled indentured labourers to navigate their challenging circumstances and create new opportunities in the post-indenture period.

Q26: Describe any five factors that led to the end of the Bretton Woods System and the beginning of globalisation.     (2016) 

Hide Answer  

Ans: Several factors contributed to the end of the Bretton Woods System and the beginning of globalization. 

Here are five key factors:

• Decline in the economic power of the United States: The US dollar, which was central to the Bretton Woods System, lost its value in relation to gold. This decline eroded confidence in the US dollar and the fixed exchange rate system, leading to the collapse of fixed exchange rates and the shift towards floating exchange rates.
• Change in international finance: The creation of the International Monetary Fund (IMF) and the World Bank under the Bretton Woods System significantly transformed the international financial system. However, by the 1970s, the international financial landscape had changed, and developing countries were increasingly forced to borrow from western commercial banks rather than relying solely on the IMF and World Bank. This shift in international finance had implications for the Bretton Woods System.
• Unemployment in industrialized countries: Industrialized countries faced a rise in unemployment during the 1970s. This increased unemployment led to social and economic problems and contributed to a loss of confidence in the Bretton Woods System.
• Shifting production enterprises: Multinational corporations (MNCs) began shifting their production units to Asian countries, attracted by abundant labor and low wages. This shift in production contributed to the decline of industrialized countries’ economies and the emergence of new economic centers in Asia.
• Changes in China: China’s economic reforms and opening up to the global market had a profound impact on the global economy. China became an attractive destination for foreign investment, and its economic rise contributed to the transformation of the global economic landscape.

These factors, among others, led to the end of the Bretton Woods System and marked the beginning of globalization, characterized by a shift in economic power, changing financial dynamics, and the emergence of new global economic players.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2015

Q27: The Spanish conquest and colonisation in America were decisively underway by the mid-sixteenth century. Explain with examples. (CBSE 2015)

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Ans: The Portuguese and the Spanish conquered America through the introduction of a lethal biological weapon in the form of germs of smallpox. 

This can be explained as follows: 

(1) Smallpox was carried to America on their person and introduced among the nonimmune Americans. 

(2) The Americans caught the disease which led to the destruction of most of their community. 

(3) The European and the Spanish invaders were both immune to this disease. 

(4) Americans could not turn this weapon back upon their invaders unlike the conventional weapons.

Previous Year Questions: The Making of a Global World

Table of contents
Previous Year Questions 2025
Previous Year Questions 2024
Previous Year Questions 2023
Previous Year Questions 2020
Previous Year Questions 2019
Previous Year Questions 2018

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Previous Year Questions 2025

Q1: Read the following reasons of migration of people from Europe to America till the 19th century and choose the correct option:   (1 Mark)

I. Poverty and hunger, 
II. Slaves for sale, 
III. Wide spread of diseases, 
IV. Religious conflicts and persecution.

(a) Only I, II, and III are correct. 
(b) Only II, III, and IV are correct
(c) Only I, III, and IV are correct. 
(d) Only I, II, and IV are correct.

Hide Answer  

Ans: (c) Only I, III, and IV are correct.

People from Europe migrated to America in the nineteenth century mainly because of poverty and hunger (I) and religious conflicts and persecution (IV). They were also escaping widespread diseases (III). But slaves for sale (II) refers to Africans being taken forcibly to America, not Europeans migrating voluntarily.

Q2: The author of ‘Book of Marvels’ is:  (1 Mark)
(a) Marco Polo, 
(b) Columbus, 
(c) Vasco da Gama, 
(d) Alfred Crosby

Hide Answer  

Ans: (a) Marco Polo
Explanation:

• Book of Marvels was written by Marco Polo in the fifteenth century, describing trade exchanges between Venice and the Orient.

Q3: Two statements are given below. Read both the statements carefully and choose the correct option:  (1 Mark)
Statement I: Rapid improvement in technology has been one major factor to stimulate the globalisation process. 
Statement II: This has made much faster delivery of goods across long distances possible at lower costs.
(a) Both statements I and II are correct and statement II is the correct explanation of statement I. 
(b) Both statements I and II are correct, but statement II is not the correct explanation of statement I. 
(c) Statement I is correct, but statement II is incorrect. 
(d) Statement I is incorrect, but statement II is correct.

Hide Answer  

Ans: (a) Both statements I and II are correct and statement II is the correct explanation of statement I.

Technological improvements such as railways, steamships, and refrigerated ships reduced costs and allowed faster, long-distance transport of goods, directly stimulating globalisation.

Q4: ‘Potato famine’ was related to which of the following countries?  (1 Mark)
(a) England, 
(b) Ireland, 
(c) Finland,
(d) Scotland

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Ans: (b) Ireland
In the mid-1840s, a disease destroyed potato crops in Ireland, leading to the Great Irish Potato Famine in which around one million people died of starvation and many emigrated.

Q5: In the mid-16th century, diseases like smallpox reached America through which of the following?  (1 Mark)
(a) Spanish soldiers, 
(b) French merchants, 
(c) Portuguese sailors, 
(d) British tourists

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Ans: (a) Spanish soldiers

In the mid-16th century, Spanish conquerors carried germs such as smallpox to America. The native population, with no immunity, was devastated by the disease.

Q6: The germs of which disease paved the way for Europe’s conquest of America in the later half of the sixteenth century? (1 Mark)
(a) Cholera, 
(b) Smallpox, 
(c) Jaundice, 
(d) Malaria

Hide Answer  

Ans: (b) Smallpox

Smallpox spread rapidly among America’s original inhabitants, killing and decimating communities, and thus clearing the way for European conquest.

Q7: “Globalisation is the process of rapid integration and interconnection between countries.” Explain the statement with examples.  (2 Marks)

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Ans: Globalisation is the process in which countries become more connected with each other through trade, movement of people, and sharing of ideas and culture. For example, the Silk Routes joined Asia, Europe and Africa, carrying goods like silk, spices, gold and even religions like Buddhism. Later, new foods such as potatoes, maize and chillies travelled from the Americas to Europe and Asia, which changed the way people lived and ate.

Q8: Why was the silk route considered a good example of vibrant pre-modern trade? Choose the most appropriate option from the following:  (1 Mark)
(a) Due to movement of silk cargoes, 
(b) Due to flow of silver and gold, 
(c) Due to linkage of China with Australia, 
(d) Due to trade and cultural exchange

Hide Answer  

Ans: (d) Due to trade and cultural exchange
The silk routes carried not only silk, pottery, spices, gold and silver but also spread religions and ideas, making them a good example of vibrant pre-modern trade and cultural exchange.

Q9: Why was the Indian subcontinent significant to trade networks before European intervention? Explain.  (2 Marks)

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Ans: The Indian subcontinent was central to trade networks before European intervention because it was the hub of the Indian Ocean trade. Goods, people, customs and knowledge regularly moved through its ports. India exported textiles and spices, and in return received precious metals like gold and silver, making it a crucial point in global trade flows.

Q10: For which of the following markets were cotton and sugar primarily exported from America in the 18th Century?  (1 Mark)
(a) For American Market, 
(b) For European Market, 
(c) For Asian Market, 
(d) For Australian Market

Hide Answer  

Ans: (b) For European Market

By the eighteenth century, plantations in America, worked by African slaves, produced cotton and sugar mainly for export to European markets.

Q11: In the early years of the 19th century the production of which of the following food items brought about a fundamental change in the lives of poor people in Europe?  (1 Mark)
(a) Tomato,
(b) Potato, 
(c) Soya,
(d) Groundnut

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Ans: (b) Potato

The potato became a staple food for Europe’s poor, helping them eat better and live longer, but over-dependence led to disaster during the Irish Potato Famine.

Q12: In the 17th century the city El Dorado in South America became famous as which one of the following?  (1 Mark)
(a) City of Diversity, 
(b) City of Gold, 
(c) Smallpox City, 
(d) Trading City

Hide Answer  

Ans: (b) City of Gold

In the seventeenth century, legends spread in Europe about South America’s fabled wealth, and expeditions set out in search of El Dorado, the mythical city of gold.

Previous Year Questions 2024

Q1: “Buddhism emerged from eastern India and spread in several directions.” Read the following reasons for its spread and choose the correct option. 
(I) Due to Cultural exchange 
(II) Due to Silk route 
(III) Due to trade & travellers 
(IV) Due to European efforts (CBSE 2024)

Options: 

(a) Only (I) (II) and (IV ) are correct.
(b) Only (II) (III) and (IV ) are correct.
(c) Only (I) (II) and (III) are correct.
(d) Only (I) (III) and (IV ) are correct.

Hide Answer  

Ans: (c)

• Buddhism spread due to cultural exchange, connecting with various cultures and belief systems.
• The Silk Route facilitated the sharing of ideas and practices across different regions.
• Trade and travellers played a significant role in propagating Buddhism, carrying its teachings to distant places.

Thus, the correct option is (c): Only (I), (II), and (III) are correct.

Q2: How did Europeans help in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century? Explain.    (CBSE 2024)

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Ans: Europeans helped in the expansion of trade, knowledge and customs across European countries during mid-sixteenth century in the following ways:

(1) New wealth sources: In an effort to discover new wealth sources, nations engaged in mercantilism and colonialism.

(2) Discovery and colonisation: The 16thcentury discovery and colonisation of the Americas generated an era of economic growth known as the Commercial Revolution.

(3) Sea routes: European traders found a sea-route to Asia and an ocean-route to the Americas in the 16th century. South American mines producing silver and other precious metals made Europe’s trade with Asia feasible.

(4) New trade routes: Trade shifted from the Mediterranean and Italy to the nations bordering Europe’s Atlantic coast as trade routes between the colonies of the New World and Old World Europe expanded.

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Previous Year Questions 2023

Q3: How did the ‘smallpox’ prove as the most powerful weapon of the Spanish conquerors in the mid-sixteenth century? Explain. (CBSE 2023)

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Ans: Smallpox proved to be a deadly weapon for the Spanish conquerors in the mid-sixteenth century. This can be highlighted through the following points:

• Once introduced, smallpox spread rapidly across the continent.
• It decimated entire communities, making it easier for the Spanish to conquer.

Q4: There were three important developments that greatly shrank the pre-modern world. Identify the incorrect one from the following options:    (2023)  
(a) The flow of trade 
(b) The flow of labour 
(c) The flow of capital 
(d) The flow of technology

Hide Answer  

Ans: (d)

In the pre-modern world, the main factors that connected different regions were the flow of trade, labor, and capital. Technology was not yet a major global influence in shrinking distances and connecting the world at that time. Hence, the flow of technology is the incorrect option.

Q5: State the names and countries of the two hostile groups that turned against each other in the First World War.   (2023)

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Ans: The two hostile groups in the First World War were:

• Allies: This group included Britain, France, and Russia.
• Central Powers: This group consisted of Germany, Austria-Hungary, and Ottoman Turkey.

Q6: Arrange the following in chronological order and choose the correct option.

I. The Bretton Woods conference established the International Monetary Fund.
II. The Second World War broke out between the Axis and Allied groups.
III. A car manufacturer Henry Ford adopted the ‘Assembly Line Method’ for production.
IV. The Western economic organised themselves as a group – “The Group of 77”.    (2023) 
(a) III, II, I and IV
(b) I, II, III and IV 
(c) IV, III, II and I
(d) IV, II, III and I 

Hide Answer  

Ans: (a)

1. Henry Ford adopted the Assembly Line Method for production in 1913.

2. The Second World War broke out in 1939.

3. The Bretton Woods Conference, which established the International Monetary Fund (IMF), was held in 1944.

4. The Group of 77 was formed by developing countries in 1964 to promote their economic interests.

Q7: Differentiate between Fixed and Floating exchange rate.     (2023)  

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Ans: Fixed exchange rates mean that two currencies will always be exchanged at the same price, while floating exchange rates mean that the prices between each currency can change depending on market factors, primarily supply and demand.

Previous Year Questions 2020

Q8: Explain any three effects of population growth in England in the later eighteenth century.     (2020) 

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Ans: 

• Due to pressure from industrialists, the government was forced to remove corn laws, leading to the import of food in Britain.
• The demand for food grains increased as urban centres expanded, putting pressure on the food supply.
• The government restricted the import of corn by enacting corn laws, due to pressure from landed groups.

Q9: Explain the impact of the Great Depression on Indian weavers during the early twentieth century.    (2020) 

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Ans: The Great Depression had a profound impact on Indian weavers in the early twentieth century. 

Key effects included:

• Increased conflict between weavers and Gomasthas (agents of British companies), as weavers protested against unfair practices and sought improved working conditions.
• Weavers faced punishments for delays in delivering goods, which included fines and other penalties, worsening their financial struggles.
• They lost the ability to bargain for prices and sell to various buyers, becoming more reliant on British companies that exploited their situation by offering low prices.
• The prices paid by British companies for weavers’ products were extremely low, leading to a significant decline in their income and worsening economic conditions.
• Many weavers, particularly in regions like Carnatic and Bengal, left their villages in search of better job opportunities.
• Some weavers, along with local traders, revolted against the exploitative practices of British companies.
• Due to these economic hardships, many weavers had to close their workshops, contributing to the decline of the traditional handloom industry.

Overall, the Great Depression severely impacted Indian weavers, intensifying their economic difficulties and leading to a decline in their industry.

Q10: Explain the role of Bretton Woods institutions in the post-Second World War settlement.    (2020) 

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Ans: The Bretton Woods institutions, including the International Monetary Fund (IMF) and the World Bank, played a crucial role in the post-Second World War settlement.

Some key roles of these institutions are:

• The Bretton Woods conference, held in 1944, aimed to establish a stable international monetary system after the war. The IMF and the World Bank were created as part of this effort.
• The IMF was tasked with promoting global monetary cooperation, exchange rate stability, and providing financial assistance to member countries facing balance of payment problems.
• The World Bank, officially known as the International Bank for Reconstruction and Development (IBRD), was established to provide financial and technical assistance for the reconstruction and development of war-torn countries.
• The IMF and the World Bank provided financial support to war-devastated countries, helping them rebuild their economies and infrastructure.
• These institutions played a crucial role in facilitating international trade and economic growth by providing financial stability and promoting cooperation among member countries.
• The IMF, through its surveillance and lending programs, helped stabilize exchange rates and provided financial assistance to member countries facing economic crises.
• The World Bank provided long-term loans and technical assistance for infrastructure development, agriculture, and industrial projects in developing countries, contributing to their economic development.

Overall, the Bretton Woods institutions played a vital role in post-World War II settlement, supporting economic reconstruction, stability, and development in member countries.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2019

Q11: Explain any five effects of the abolition of the Corn Laws.    (2019C)  

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Ans: The abolition of the Corn Laws in Britain led to significant changes in the economy. 

Here are five key effects:

• It resulted in cheaper grain imports, making food more affordable for consumers.
• British farmers struggled to compete with these low-cost imports, leading to large areas of land becoming uncultivated and many people losing their jobs.
• Increased industrialisation in Britain boosted food imports, with production rising in regions like Eastern Europe, Russia, America, and Australia.
• The demand for food imports enhanced revenues and political power associated with land ownership.
• As food prices fell, overall consumption in Britain increased, contributing to economic growth.

Q12: Indian trade had played a crucial role in the late nineteenth-century world economy.” Analyze the statement.    (2019) 

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Ans: Indian trade indeed played a crucial role in the late nineteenth-century world economy. Some key points to consider are:

• India was a major exporter of raw materials to Britain, such as cotton, spices, and indigo. This trade helped fuel the British Industrial Revolution and supported the growth of British industries.
• British companies flooded the Indian markets with their manufactured goods, leading to huge profits for the British. This trade relationship created a trade surplus for Britain while trading with India.
• The trade surplus was used by Britain to pay for private remittances by British officials and to fund their colonial administration in India.
• India also had significant trade with China, mainly in opium. This trade contributed to the global economy and played a role in the Opium Wars between Britain and China.
• Additionally, thousands of Indian laborers migrated as indentured laborers to work on plantations, mines, and construction projects around the world. Their labor contributed to the economic development of various countries.

Overall, Indian trade had a significant impact on the global economy during the late nineteenth century, benefiting Britain and other countries involved in trade with India.

Q13: Describe the impact of ‘Rinderpest’ in Africa in the 1890s.    (AI 2019)  

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Ans: Rinderpest, also known as cattle plague, had a devastating impact on Africa in the 1890s. Some key impacts of Rinderpest in Africa are:

• Rinderpest arrived in Africa in the late 1880s, carried by infected cattle imported from British Asia to feed Italian soldiers invading East Africa.
• The disease spread rapidly across Africa, moving from east to west like a forest fire. By 1892, it had reached Africa’s Atlantic coast.
• Rinderpest killed approximately 90% of the cattle it infected. This led to a massive loss of cattle, which was a vital source of livelihood for many Africans.
• The loss of cattle destroyed African livelihoods, as people who relied on cattle for milk, meat, and transportation were left without these essential resources.
• As a result of the loss of their cattle-based livelihoods, many Africans were forced to work for wages in order to survive. This had a significant impact on the economy and labor dynamics in Africa.
• The colonial government took advantage of the situation and forced Africans into the labor market, providing cheap labor for colonial needs.

In summary, Rinderpest had a devastating impact on Africa, leading to the loss of cattle-based livelihoods and the forced entry of Africans into the labor market.

Q14: Describe the condition of indentured labour that migrated from India during the nineteenth century.    (2019)  

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Ans: The condition of indentured laborers who migrated from India during the nineteenth century was characterized by various hardships and exploitative practices. Some key aspects of their conditions are:

• Indentured laborers were often recruited through deceptive practices. Agents would provide false information about the nature of work, living conditions, final destinations, and modes of travel, tempting poor individuals into migrating.
• In some cases, less willing workers were forcibly abducted by the agents and taken to the plantations against their will.
• Once on the plantations, the working conditions were harsh, and the laborers had few legal rights. They were subjected to long working hours, physical labor, and poor living conditions.
• Punishments, including beatings and imprisonment, were common for laborers who failed to meet the demanding tasks or attempted to escape their jobs.
• Medical attention provided to the laborers was often nominal, and wages were deducted for absences or failure to fulfill tasks.
• The laborers faced various forms of exploitation, including low wages, debt bondage, and limited opportunities for social mobility.

Overall, the indentured laborers faced challenging conditions characterized by exploitation, deception, and harsh working and living conditions.

Previous Year Questions 2018

Q15: Why did big European powers meet in Berlin in 1885?    (2018)  

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Ans: They met in Berlin in 1885 to partition Africa among themselves. 

Q16: “Food offers many examples of long-distance cultural exchange.” Support your answer with three examples.    (CBSE 2016-17,2018)

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Ans: 

• Travellers and traders introduced new crops to the lands they travelled. For example, noodles travelled west from China to become spaghetti.
• Arab traders took pasta to fifth century Sicily (Italy). Similar foods were known to the Indians and Japanese people. Thus, there was long-distance cultural contact even in the premodern world.
• Potatoes, maize, tomatoes, chillies etc., were not known in India until about five centuries ago. These were introduced in Europe and Asia after the discovery of the Americas by Christopher Columbus.

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Previous Year Questions 2017

Q17: Describe any three economic hardships faced by Europe in the 1830s.    (2017)  

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Ans: 

• A rise in food prices due to a year of bad harvest left the country poorer.
• The ratio of the rise in population was larger than that of employment generation, leading to overcrowded slums.
• Peasants suffered under the burden of feudal dues and obligations in some regions of Europe.
• Unhappy with high food prices, urban dwellers and industrialists forced the abolition of the Corn Laws.

Q18: Elucidate any three factors that led to the Great Depression.    (2017, 2016)  

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Ans: 

• Agricultural overproduction remained a problem, which was made worse by falling agricultural prices.
• As prices slumped and agricultural incomes declined, farmers tried to expand production, leading to a large volume of produce flooding the market and pushing down prices.
• Many countries financed their investments through loans from the US in the mid-1920s, but the withdrawal of these loans led to a crisis, including the failure of small major banks and the collapse of currencies such as the British Pound Sterling.

Q19: Describe the contribution of indentured labourers towards the cultural fusion in the emerging global world.   (2017, 2014)

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Ans: 

Indentured laborers made significant contributions towards cultural fusion in the emerging global world. Their experiences and interactions with different cultures led to the blending of various cultural forms. Some examples of their contributions are:

• Indentured laborers lived and worked in harsh conditions, which forced them to seek avenues of comfort and relaxation. This resulted in the blending of different cultural forms, creating new cultural expressions.
• In Trinidad, for example, the annual Muharram procession was transformed into a riotous carnival called ‘Hosay,’ in which workers of all races and religions participated.
• The development of “Chutney music” in Trinidad and Guyana is another creative expression of the post-indenture experience, blending Indian musical traditions with Caribbean influences.
• The protest religion of Rastafarianism is also said to reflect social and cultural links with Indian migrants to the Caribbean, suggesting a fusion of Indian and Afro-Caribbean cultural elements.

These examples highlight how the indentured laborers’ experiences and interactions contributed to the fusion of different cultural forms in the emerging global world.

Previous Year Questions 2016

Q20: Why did Europeans flee to America in the 19th century? Give three reasons. (CBSE 2016) 

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Ans: Europeans fled to America in the 19th century because: 

(1) Europeans were facing problems of poverty and hunger. Economic opportunities were limited to a very high population. America had lesser competition. 

(2) Hunger, deadly diseases and religious conflicts were causing a lot of deaths. Europeans fled to America to save their lives. 

(3) Since America was not developed by the time, hungry Europeans fled to assert their power over Americans to earn more money.

Q21: Explain the three impacts of the First World War on the British economy.    (2016)  

Hide Answer  

• After the war, Britain found it difficult to recapture its earlier position of dominance in the colonial market.
• The war resulted in huge external debts for Britain as it had borrowed money from the US to finance its war expenditures.
• The increase in demand, production, and employment during the war was followed by a reduction in bloated war expenditures, leading to job losses. In 1921, one in every five British workers was unemployed.

Q22: Why do multinational companies (MNCs) choose China as an alternative location for investment? Explain the statement.    (2016) 

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Ans: 

• Since the revolution in 1949, China gradually emerged in the field of world economy and attracted foreign MNCs due to its economic structure.
• Wages in China are relatively low compared to other countries, making it an attractive location for investment.
• China has the largest population, providing a larger consumer base for multinational companies.

Q23: Why did the industrialists and people living in cities of Britain force the government to abolish Corn Laws in the 18th century? Give two reasons.    (AI 2016) 

Hide Answer  

Ans:

• Most industrialists and landlords did not support Corn Laws as they hindered free trade.
• The population in Britain was growing, leading to increased demand for food grains. The rising food prices caused social unrest and forced the government to abolish the Corn Laws.

Q24: “Trade and cultural exchange always went hand in hand.” Explain the statement in the light of silk routes.    (2016) 

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Ans: 

• The silk routes are a good example of vibrant premodern trade and cultural links between distant parts of the world.
• The name ‘silk routes’ points to the importance of west-bound Chinese silk cargoes along this route, as well as the flow of precious metals from Europe to Asia.
• Chinese potteries, textiles from China, and spices from India were traded along the silk routes.
• Various food items also offer very good examples of long-distance cultural exchanges, as Christian missionaries, Muslim preachers, and Buddhist monks traveled through this route.

Q25: After the 19th century, how did the indentured labourers discover their own ways of survival? Explain.     (2016) 

Hide Answer  

Ans: After the 19th century, indentured labourers found various ways to survive in difficult conditions. 

Their adaptations included:

• Developing new forms of self-expression, blending traditional and modern cultural elements.
• Transforming the Muharram procession in Trinidad into a lively carnival known as ‘Hosay’, which included participants from all races and religions.
• Creating the protest religion of Rastafarianism, reflecting cultural connections between Indian migrants and Afro-Caribbean communities.
• Learning new skills and utilising their existing knowledge to adapt to their new environments and economic conditions.
• Establishing businesses or engaging in small-scale entrepreneurship to enhance their economic prospects.
• Forming close-knit communities that provided mutual support, fostering a sense of belonging and shared cultural identity.

These strategies enabled indentured labourers to navigate their challenging circumstances and create new opportunities in the post-indenture period.

Q26: Describe any five factors that led to the end of the Bretton Woods System and the beginning of globalisation.     (2016) 

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Ans: Several factors contributed to the end of the Bretton Woods System and the beginning of globalization. 

Here are five key factors:

• Decline in the economic power of the United States: The US dollar, which was central to the Bretton Woods System, lost its value in relation to gold. This decline eroded confidence in the US dollar and the fixed exchange rate system, leading to the collapse of fixed exchange rates and the shift towards floating exchange rates.
• Change in international finance: The creation of the International Monetary Fund (IMF) and the World Bank under the Bretton Woods System significantly transformed the international financial system. However, by the 1970s, the international financial landscape had changed, and developing countries were increasingly forced to borrow from western commercial banks rather than relying solely on the IMF and World Bank. This shift in international finance had implications for the Bretton Woods System.
• Unemployment in industrialized countries: Industrialized countries faced a rise in unemployment during the 1970s. This increased unemployment led to social and economic problems and contributed to a loss of confidence in the Bretton Woods System.
• Shifting production enterprises: Multinational corporations (MNCs) began shifting their production units to Asian countries, attracted by abundant labor and low wages. This shift in production contributed to the decline of industrialized countries’ economies and the emergence of new economic centers in Asia.
• Changes in China: China’s economic reforms and opening up to the global market had a profound impact on the global economy. China became an attractive destination for foreign investment, and its economic rise contributed to the transformation of the global economic landscape.

These factors, among others, led to the end of the Bretton Woods System and marked the beginning of globalization, characterized by a shift in economic power, changing financial dynamics, and the emergence of new global economic players.

Also read: NCERT Summary: The Making of Global World

Previous Year Questions 2015

Q27: The Spanish conquest and colonisation in America were decisively underway by the mid-sixteenth century. Explain with examples. (CBSE 2015)

Hide Answer  

Ans: The Portuguese and the Spanish conquered America through the introduction of a lethal biological weapon in the form of germs of smallpox. 

This can be explained as follows: 

(1) Smallpox was carried to America on their person and introduced among the nonimmune Americans. 

(2) The Americans caught the disease which led to the destruction of most of their community. 

(3) The European and the Spanish invaders were both immune to this disease. 

(4) Americans could not turn this weapon back upon their invaders unlike the conventional weapons.

Previous Year Questions 2025

Q1: Explain the role of anti-colonial movement in the rise of ‘modern nationalism’ in India.  (2 Marks)

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Ans: The rise of modern nationalism in India was linked to the anti-colonial movement, as people discovered their unity in the struggle against British oppression. The shared sense of being exploited tied many diverse groups together, and though their experiences and ideas of freedom were different, this collective struggle gave birth to the feeling of nationalism.

Q2: Why did Gandhiji say ‘Satyagraha is pure soul-force’? Explain by giving two arguments.  (2 Marks)

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Ans: Gandhiji said “Satyagraha is pure soul-force” because it emphasised the power of truth and non-violence. First, a satyagrahi does not use physical force or seek to harm the adversary but appeals to the conscience of the oppressor. Second, it is based on truth, love and non-violence, which Gandhiji believed was the supreme dharma that could unite all Indians.

Q3: “Tribal peasants interpreted the message of Mahatma Gandhi and the idea of ‘Swaraj’ in yet another way.” Explain the statement in the context of Non-Cooperation Movement.  (3 Marks)

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Ans: Tribal peasants interpreted Gandhiji’s message of swaraj in their own way during the Non-Cooperation Movement:

1. In the Gudem Hills of Andhra Pradesh, they opposed restrictions on entering forests, grazing cattle, and collecting fuelwood and fruits, and resisted begar for road building.
2. Alluri Sitaram Raju led them, claiming divine powers, and inspired people to wear khadi and give up drinking, but he believed swaraj could only be achieved through force.
3. The tribals carried out guerrilla warfare, attacking police stations and officials, showing that for them swaraj meant regaining their traditional rights and livelihoods, not strictly Gandhiji’s non-violence.

Q4: “Workers too had their own understanding of Mahatma Gandhi and the notion of Swaraj.” Support the statement in context of plantation workers of Assam.  (3 Marks)

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Ans: Plantation workers in Assam understood Gandhiji and swaraj in their own way:

1. For them, freedom meant the right to move freely in and out of the plantations and to keep contact with their villages.
2. Bound by the Inland Emigration Act of 1859, they were not allowed to leave without permission, which was rarely granted.
3. When they heard of the Non-Cooperation Movement, thousands left the plantations believing that Gandhi Raj was coming and they would get land in their villages, but most were stranded, caught by the police, and beaten up.

Q5: Two places ‘A’ and ‘B’ have been marked on the given political outline map of India. Identify them with the help of the following information and write their correct names on the lines drawn near them:  (2 Marks)

A. The place where the session of Indian National Congress was held in 1920.

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Ans: A is Nagpur

The Indian National Congress held its session in Nagpur in December 1920, where the Non-Cooperation Movement was formally adopted, and Gandhi’s resolution for Swaraj was passed.

B. The place where Gandhiji started Dandi March.

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Ans: B is Sabarmati (Ahmedabad)
Gandhi began the Dandi Salt March on March 12, 1930, from his Sabarmati Ashram in Ahmedabad, Gujarat, to protest the British salt monopoly by marching to Dandi to make salt.

Q6: How did reinterpretation of history become a means of creating a sense of nationalism by the end of the 19th century in India? Explain.  (2 Marks)

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Ans: By the end of the nineteenth century, Indians began to reinterpret history to instill pride and a sense of nationalism. They highlighted India’s glorious achievements in ancient times in fields like art, science, religion and trade, and contrasted this with the decline under colonial rule. This reinterpretation helped people see themselves as part of a great civilisation and inspired them to struggle against British domination.

Q7: How did symbols and icons contribute to creating a feeling of nationalism among the people in the national movement of India? Explain.  (2 Marks)

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Ans: Symbols and icons helped people identify with the nation and feel united. The image of Bharat Mata, created first by Bankim Chandra Chattopadhyay and later painted by Abanindranath Tagore, became a symbol of devotion to the motherland. Similarly, the tricolour flag with the spinning wheel designed by Gandhiji represented self-help and defiance. Carrying these symbols in processions inspired collective belonging and strengthened the feeling of nationalism.

Q8: Why did Mahatma Gandhi decide to withdraw the Non-Cooperation Movement? Analyse any three reasons.  (3 Marks)

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Ans: Mahatma Gandhi decided to withdraw the Non-Cooperation Movement because:

1. The movement had begun to turn violent in many places, which went against the principle of non-violence.
2. At Chauri Chaura in Gorakhpur (1922), a peaceful demonstration turned violent when protesters clashed with police and set a police station on fire.
3. Gandhiji felt that satyagrahis needed to be properly trained in non-violence before launching such mass struggles again.

Q9: Analyse the role of women in the ‘Civil Disobedience Movement’.  (3 Marks)

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Ans: Women played an active role in the Civil Disobedience Movement:

1. During Gandhiji’s Salt March, thousands of women came out of their homes, joined protest marches, manufactured salt, and picketed foreign cloth and liquor shops.
2. Many women, both from high-caste urban families and rich peasant households in rural areas, went to jail for participating.
3. They viewed service to the nation as a sacred duty, though the Congress largely limited their role to symbolic presence and did not allow them positions of real authority.

Q10: Analyse the role of peasant communities in the ‘Civil Disobedience Movement’.  (3 Marks)

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Ans: Peasant communities played a significant role in the Civil Disobedience Movement:

1. Rich peasants like the Patidars of Gujarat and Jats of Uttar Pradesh supported it enthusiastically, as they were badly hit by the Depression and unable to pay high revenue demands.
2. They organised their communities and joined boycott programmes, but were disappointed when revenue rates were not revised, so many withdrew when the movement restarted in 1932.
3. Poorer peasants, mostly small tenants, wanted unpaid rent to landlords remitted; they often joined radical movements, but the Congress avoided full support to ‘no rent’ campaigns, leading to an uncertain relationship with them.

Q11: “The ideas of nationalism developed through a movement to revive Indian folklore.” Explain the statement in the context of the national movement.  (3 Marks)

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Ans: The ideas of nationalism were strengthened through the revival of Indian folklore:

1. Nationalists believed that folk tales, songs, and legends reflected the true culture of the people, which had been corrupted by foreign rule.
2. Leaders like Rabindranath Tagore collected ballads, nursery rhymes and myths in Bengal, while Natesa Sastri in Madras published The Folklore of Southern India, preserving Tamil tales.
3. This revival helped restore pride in India’s past, created a sense of shared culture, and inspired unity in the struggle for freedom.

Q12: Arrange the following historical events in chronological order and choose the correct option:  (1 Marks)
I. Bardoli Satyagraha, 
II. Rowlatt Satyagraha, 
III. Champaran Satyagraha, 
IV. Kheda Satyagraha.
(a) I, II, III, IV, 
(b) III, II, I, IV, 
(c) II, I, IV, III, 
(d) III, IV, II, I

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Ans: (d) III, IV, II, I

• III. Champaran Satyagraha (1917) → IV. Kheda Satyagraha (1917) → II. Rowlatt Satyagraha (1919) → I. Bardoli Satyagraha (1928).

Q13: Mention any two economic impacts of the First World War on India.  (2 Marks)

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Ans: The First World War created a new economic situation in India:

1. There was a huge increase in defence expenditure, financed by war loans and higher taxes, including customs duties and income tax.
2. Prices doubled between 1913 and 1918, leading to extreme hardship for common people.

Q14: Analyse the impacts of Gandhi-Irwin Pact on the Indian freedom struggle.  (3 Marks)

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Ans: The Gandhi-Irwin Pact of 1931 had important impacts on the freedom struggle:

1. Gandhiji agreed to participate in the Round Table Conference in London, ending the boycott of constitutional discussions by the Congress.
2. The government, in return, released political prisoners and relaxed certain restrictions, giving temporary relief to the national movement.
3. However, the negotiations in London broke down, and on returning, Gandhiji found renewed repression; though the pact gave recognition to Congress, it also showed the limits of British willingness to grant real concessions.

Q15: Analyse the role of Alluri Sitaram Raju in the Indian National Movement.  (3 Marks)

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Ans: Alluri Sitaram Raju played a remarkable role in mobilising tribal peasants during the Non-Cooperation Movement:

1. He led the Gudem Hills tribal revolt in Andhra Pradesh against forest restrictions and forced begar for road building.
2. Raju inspired the tribals by claiming special powers like healing, predicting, and surviving bullet shots, and was seen as an incarnation of God.
3. While he praised Gandhiji and urged people to wear khadi and give up drinking, he believed swaraj could only be achieved by armed struggle. He led guerrilla warfare, attacking police stations and officials, before being captured and executed in 1924, becoming a folk hero.

(The Following Question is for Visually Impaired Candidates)
Q16: Who amongst the following organised the ‘Depressed Class Association’ in 1930?  (1 Mark)
(a) B.L. Yadav, 
(b) C.R. Das, 
(c) M.R. Jayeker, 
(d) B.R. Ambedkar

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Ans: (d) B.R. Ambedkar

• The Depressed Classes Association in 1930 was organised by B.R. Ambedkar.

Q17: Explain with examples the significance of the Non-Cooperation Movement in the Indian national movement.  (5 Marks)

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Ans: The Non-Cooperation Movement (1920–22) was highly significant in the Indian national movement as it marked the first mass struggle under Gandhiji’s leadership and brought diverse groups together.

1. Mass participation in towns: Students left government schools, teachers resigned, lawyers gave up practice, and foreign cloth was boycotted. The import of foreign cloth fell drastically, and Indian production increased.
2. Peasant struggles: In Awadh, peasants led by Baba Ramchandra demanded reduction of rent, abolition of begar, and attacked landlords. The Oudh Kisan Sabha was formed under Jawaharlal Nehru and Baba Ramchandra to channelise their grievances.
3. Tribal revolts: In the Gudem Hills, Alluri Sitaram Raju mobilised tribals against forest restrictions and forced labour, blending Gandhiji’s message with guerrilla warfare.
4. Plantation workers: In Assam, workers defied the Inland Emigration Act, left plantations, and believed Gandhi Raj would give them land and freedom.
5. National impact: Though Gandhiji withdrew the movement after Chauri Chaura violence, it had already spread nationalism to the countryside, involving peasants, tribals, workers and urban middle classes, making the struggle against British rule truly broad-based.

Thus, the Non-Cooperation Movement united Indians from different sections of society and gave the national movement its first real mass character.

Q18: How did the Civil Disobedience Movement become a mass movement? Explain with examples.  (5 Marks)

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Ans: The Civil Disobedience Movement (1930) became a mass movement as it drew participation from different social groups across the country, each linking their struggles to the larger cause of swaraj.

1. Salt March and breaking of colonial laws: Gandhi’s Dandi March turned salt into a symbol of resistance. People across India broke the salt law, boycotted foreign cloth, picketed liquor shops, and refused to pay revenue and chaukidari taxes.
2. Rich peasants: Communities like the Patidars of Gujarat and Jats of Uttar Pradesh, badly hit by the Depression and unable to pay high revenue, became enthusiastic supporters and organised their communities.
3. Poor peasants: Small tenants demanded the remission of unpaid rent to landlords. Although Congress did not fully support them, many joined radical movements during the campaign.
4. Business classes: Industrialists like G.D. Birla and Purshottamdas Thakurdas supported the movement, providing funds and backing the boycott of foreign goods, hoping for protection from colonial restrictions.
5. Women’s participation: Thousands of women came out of homes for the first time, joined marches, manufactured salt, picketed foreign shops, and many went to jail, seeing service to the nation as a sacred duty.

Thus, the Civil Disobedience Movement became a truly mass movement by uniting peasants, workers, women, and business groups in the fight against colonial rule.

Q19: Explain the role of Gandhiji in the Non-Cooperation Movement with examples.  (5 Marks)

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Ans: Mahatma Gandhi played the central role in shaping and leading the Non-Cooperation Movement, making it the first nationwide mass struggle.

1. Introduction of Satyagraha: After returning from South Africa, Gandhiji introduced satyagraha, emphasising truth and non-violence as powerful weapons against injustice. He had already led successful movements at Champaran (1917) for indigo peasants, Kheda (1917) for revenue reduction, and Ahmedabad (1918) among mill workers, which gave him credibility.
2. Rowlatt Satyagraha: In 1919, Gandhiji organised a satyagraha against the Rowlatt Act, which led to protests and culminated in the Jallianwala Bagh massacre. This convinced him of the need for a broader movement.
3. Alliance with Khilafat Movement: Gandhiji saw the Khilafat issue as an opportunity to unite Hindus and Muslims, and at the Calcutta Session of Congress in 1920, he convinced leaders to adopt Non-Cooperation.
4. Programme of Non-Cooperation: Gandhiji urged surrender of titles, boycott of foreign goods, schools, law courts, legislative councils, and government institutions, while promoting swadeshi, khadi, and village industries.
5. Leadership during unrest: When violence broke out, such as at Chauri Chaura (1922) where protesters burnt a police station, Gandhiji immediately withdrew the movement, showing his commitment to non-violence.

Thus, Gandhiji’s vision of non-violent struggle, his ability to mobilise diverse groups, and his insistence on discipline made him the guiding force of the Non-Cooperation Movement.

Q20: How did the Civil Disobedience Movement able to bring all communities together in India? Explain with examples.  (5 Marks)

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Ans: The Civil Disobedience Movement became a broad-based struggle that drew in different communities, each relating swaraj to their own needs, thereby creating a united national movement.

1. Salt March as a unifying symbol: Gandhiji chose salt, an item used by both rich and poor, to launch the movement, making it a powerful symbol of resistance against British rule.
2. Peasants: Rich peasants like the Patidars of Gujarat and Jats of Uttar Pradesh supported the movement against high revenue demands, while poorer peasants wanted remission of rent to landlords.
3. Business classes: Industrialists such as G.D. Birla and Purshottamdas Thakurdas backed the movement, hoping swaraj would end colonial restrictions on trade and industry.
4. Women: Thousands of women, both from urban high-caste families and rural peasant households, came out in large numbers, joining marches, manufacturing salt, picketing shops, and even going to jail.
5. Workers and tribals: Though industrial workers did not participate in large numbers, some joined strikes and protests. Tribals and forest people broke forest laws, relating swaraj to regaining traditional rights.

Thus, by addressing the grievances of peasants, workers, business groups, women and tribals, the Civil Disobedience Movement was able to bring all communities together into a common struggle against colonial rule.

Q21: How did Gandhiji’s Salt March mobilize people across different strata against British rule? Explain with examples.  (5 Marks)

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Ans: Gandhiji’s Salt March of 1930 turned into a powerful movement that mobilised Indians from diverse social backgrounds against British rule.

1. Symbol of salt: By choosing salt, a basic necessity consumed by all, Gandhiji made the struggle relatable to both the rich and the poor, showing the most oppressive face of colonialism.
2. Mass participation: After Gandhiji’s symbolic act of making salt at Dandi, thousands across India broke the salt law, manufactured salt, and demonstrated before government salt depots.
3. Peasants: Many refused to pay revenue and chaukidari taxes, while village officials resigned, linking their economic hardships to the demand for swaraj.
4. Workers and tribals: Forest people violated forest laws by entering Reserved Forests to collect wood and graze cattle; in cities like Sholapur, workers attacked symbols of British authority after Gandhiji’s arrest.
5. Women: Thousands of women came out of their homes for the first time, joined marches, made salt, and picketed foreign cloth and liquor shops, seeing participation as a sacred duty.

Thus, the Salt March successfully united people across different strata of society—peasants, tribals, workers, women, and business classes—making the Civil Disobedience Movement a truly nationwide struggle against British rule.

Q22: “History, fiction, folklore, songs, popular prints and symbols developed the sense of collective belonging in Indians during the 19th century.” Explain the statement with examples.  (5 Marks)

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Ans: In the 19th century, Indians began to feel a sense of unity and belonging through history, songs, stories, symbols and prints which made them think of themselves as one nation.

1. Bharat Mata: Bankim Chandra wrote Vande Mataram and Abanindranath Tagore painted Bharat Mata as a mother figure. Later, many prints showed her with symbols of power, and people saw devotion to her as proof of nationalism.
2. Folk traditions: Leaders collected folk tales, songs and legends to protect Indian culture. Rabindranath Tagore collected ballads in Bengal, and Natesa Sastri published The Folklore of Southern India.
3. Nationalist flag: During the Swadeshi movement a tricolour flag was designed, and later Gandhiji made another flag with a spinning wheel to show self-reliance.
4. History writing: Indians rewrote their history to highlight the greatness of ancient India in art, science and trade, and to oppose the British view that Indians were backward.
5. Popular prints and songs: Pictures of leaders like Tilak and Nehru with Bharat Mata and patriotic songs helped spread nationalist feelings among ordinary people.

So, through history, folklore, songs, symbols and images, Indians developed a common feeling of belonging to one nation.

Q23: How did ‘salt’ become a powerful weapon to unite the country in the ‘Civil Disobedience Movement’? Explain any two causes.  (2 Marks)

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Ans: Salt became a powerful weapon in the Civil Disobedience Movement because:

• Common need: Salt was used by everyone, rich or poor, so the tax on it showed the unfairness of British rule and touched all sections of society.
• Symbol of oppression: The government’s monopoly on salt production and its tax became a clear sign of colonial exploitation, making it an easy symbol to unite people against the British.

Q24: Analyse three main impacts of Non-Cooperation Movement on the economic front.  (3 Marks)

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Ans: The Non-Cooperation Movement had important effects on the economic front:

1. Boycott of foreign goods: People stopped using foreign cloth, liquor shops were picketed, and foreign goods were burnt in public bonfires.
2. Fall in imports: The import of foreign cloth was reduced by half, from Rs. 102 crore to Rs. 57 crore between 1921 and 1922.
3. Rise in Indian production: As people shifted to Indian products, the demand for khadi, handloom and Indian mill cloth increased, boosting local industries.

Q25: Why did the Non-Cooperation Movement start slowing down in the cities? Analyse three causes.  (3 Marks)

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Ans: The Non-Cooperation Movement in cities began to slow down because:

1. High price of khadi: Khadi cloth was costlier than mill cloth, so poor people could not afford it for long.
2. Lack of alternatives: To replace British institutions, new Indian schools and courts were needed, but these came up very slowly, making it hard for students and lawyers to continue the boycott.
3. Return to government institutions: As a result, many students and teachers went back to government schools and lawyers resumed work in British courts.

Q26: Arrange the following historical events in chronological order and choose the correct option:   (1 Mark)
I. Second Round Table Conference, 
II. Simon Commission arrives in India, 
III. Beginning of Dandi March, 
IV. Incident of Chauri-Chaura.
(a) I, II, III, IV, 
(b) IV, II, III, I, 
(c) IV, II, I, III, 
(d) I, II, IV, III

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Ans: (b) IV, II, III, I

IV. Chauri-Chaura (1922) → II. Simon Commission (1928) → III. Dandi March (1930) → I. Second Round Table Conference (1931).

Correct option: (b) IV, II, III, I

Q27: How did Indians react to the Jallianwala Bagh massacre? Explain.  (2 Marks)

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Ans: The Jallianwala Bagh massacre shocked and angered Indians deeply. People came out on the streets in many north Indian towns, went on strikes, clashed with police, and attacked government buildings. The British replied with brutal repression—satyagrahis were humiliated, flogged, and villages near Gujranwala were even bombed—showing how the massacre turned public resentment into widespread protest against colonial rule.

Q28: Read the following source and answer the questions that follow:  (4 Marks)
The Independence Day Pledge, 26 January 1930
“We believe that it is the inalienable right of the Indian people, as of any other people, to have freedom and to enjoy the fruits of their toil and have the necessities of life, so that they may have full opportunities of growth. We also believe that if any government deprives people of these rights and oppresses them, the people have a further right to alter it or abolish it. The British Government in India has not only deprived the Indian people of their freedom but based itself on the exploitation of the masses, and has ruined India economically, politically, culturally and spiritually. We believe, therefore, that India must sever the British connection and attain Purna Swaraj or Complete Independence.”

(i) Why was Swaraj considered as an inalienable right of the India?  (1 Mark)

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Ans: Swaraj was considered an inalienable right because Indians, like all people, had the natural right to enjoy freedom, the fruits of their labour, and opportunities for growth.

(ii) Which type of government is supported in the source?  (1 Mark)

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Ans: The source supports a democratic government where people have the power to alter or abolish an oppressive rule.

(iii) Explain any two effects of British rule in India.  (2 Mark)

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Ans: Two effects of British rule in India were:

• It led to economic exploitation, ruining India’s industries and agriculture.
• It also caused political, cultural and spiritual decline, by denying Indians freedom and imposing foreign control.

Q29: Why was the Rowlatt Act opposed in India? Explain.  (2 Marks)

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Ans: The Rowlatt Act (1919) was opposed because it gave the government enormous powers to repress political activities and allowed detention of political prisoners without trial for two years. Indians saw it as unjust and repressive, and Gandhiji called for a non-violent satyagraha against it.

Previous Year Questions 2024

Q1: Arrange the following events of Indian National Movement in chronological order and choose the correct option.

(I) Formation of Swaraj Party

(II) Lahore Session of the Indian National Congress

(III) Gandhi-Irwin Pact

(IV) Formation of Depressed Class Association     (CBSE 2024)

(a) (II), (III), (I) and (IV )

(b) (I), (II), (IV ) and (III)

(c) (I), (III), (II) and (IV )

(d) (IV ), (III), (II) and (I)

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Ans: (b)

(1) Formation of Swaraj Party: 1 January 1923 

(2) Lahore Session of the Indian National Congress: 31 December 1929 

(3) Formation of Depressed Class Association: August 1930 

(4) Gandhi-Irwin Pact: 5 March 1931

Q2: “There were variety of cultural processes through which Indian Nationalism captured people’s imagination.” Explain the statement with examples.     (CBSE 2024)

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Ans: Many cultural developments that caught the Indian people’s attention had an impact on the rise of Indian Nationalism in the late 19th and early 20th centuries were:

(1) Cultural Renaissance Movements: In an effort to challenge colonial cultural hegemony, a number of cultural revival movements have developed throughout India to support indigenous customs, languages, and creations of art.

(2) Poetry and Writing: Indian poetry and writing contributed significantly to the uprising against colonial rule and the advancement of nationalist ideas. Poets and writers like Subramania Bharati, Rabindranath Tagore, and Bankim Chandra Chattopadhyay used their writing to encourage a sense of solidarity among Indians as well as sentiments of patriotism and pride in Indian culture. For example, the song “Vande Mataram”.

(3) Historical Narratives: In an effort to invalidate colonial narratives that depicted Indians as inferior and backward, historians and intellectuals reinterpreted Indian history to emphasise the accomplishments and contributions of Indian civilisation.

(4) Popular Culture and Mass Mobilisation: Famous nationalists such as Bal Gangadhar Tilak and Mahatma Gandhi used public speeches, cultural events, and large-scale gatherings to gain popular support for their cause and stoke opposition to colonial rule.

(5) Religious and Social Reform Movements: The ideas of social equality, religious tolerance, and human dignity were highlighted by religious and social reform movements like the Arya Samaj, Brahmo Samaj, and the movements headed by personalities like Raja Ram Mohan Roy and Mahatma Gandhi.

Previous Year Questions 2023

Q3: Explain the implications of the ‘First World War’ on the economic and political situation of India.    (2023, Al 2019)

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Ans: The First World War had significant implications for India’s economic and political landscape:

• Increased defence budget: The war led to higher defence spending, which was financed through loans.
• Rising prices: Shortages caused prices to double between 1913 and 1918, resulting in hardship for many.
• Higher taxes: Customs duties and taxes were raised, contributing to the cost of living.
• Forced recruitment: Many were compelled to join the army, leading to widespread discontent.
• Food shortages: Crop failures resulted in acute shortages of food items.
• Epidemic spread: An influenza epidemic caused the death of millions.

These factors fostered a sense of anger and frustration among the Indian populace, setting the stage for future movements for independence.

Q4:  “Mahatma Gandhi found in salt a powerful symbol that could unite the nation.” Examine the statement in the context of the Civil Disobedience Movement.      (2023)

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Ans:

• Mahatma Gandhi found salt a powerful symbol that could unite the nation. On 31st January 1930, he sent a letter to Viceroy Irwin stating wide-ranging eleven demands.
• All classes of Indian society identified with the broad-ranging demands. The most stirring of all was the demand to abolish the salt tax.
• Salt was something consumed by the rich and the poor alike, and it was one of the most essential items of food. The tax on salt and the government monopoly over its production revealed the most oppressive face of British rule.
• In the Dandi march, the volunteers walked for 24 days, about 10 miles a day. Thousands came to hear Mahatma Gandhi wherever he stopped, and he told them what he meant by swaraj and urged them to peacefully defy the British.
• On 6th April, he reached Dandi and ceremonially violated the law by manufacturing salt from boiling seawater. This marked the beginning of the Civil Disobedience Movement.
• People were now asked not only to refuse cooperation with the British, as they had done in 1921-22, but also to break colonial laws.
• Thousands of people broke the salt law in different parts of the country, manufactured salt, and demonstrated in front of government salt factories.
• As the 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.

Q5:  Examine the progress of the Civil Disobedience Movement among different strata of society.    (2023)

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Ans: The following points analyse the progress made by different strata of society in the civil disobedience movement:

• Rich Peasants: Their demand for a reduction in revenue was refused. For them, the fight for Swaraj was the fight against high revenue.
• Poor Peasants: Economic depression made it very difficult for them to pay rent to the landlords. Congress did not support them in the rent campaign fearing that it would upset the rich farmers. 
• Business Community: Their demand was for protection against exports and a fixed exchange ratio. To protect their business interests, they formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.
• Workers: As the Congress was seen as close to the industrialists, the workers did not participate in the movement except in Nagpur. 
• Women: There was large-scale participation of women in the Civil Disobedience Movement. They participated in the Salt March and other protest marches. They participated in picketing of foreign cloth and liquor shops.

Q6: Analyse the role of folklore and symbols in the revival of nationalism in India during the late 19th century.     (2023)

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Ans: The role of folklore and symbols played a significant role in the revival of nationalism in India during the late 19th century. 

• Folklore, songs, popular prints, and symbols served as powerful tools to mobilize and unite the Indian masses against British colonial rule. They helped in creating a sense of collective identity, pride, and resistance among the people.
• Folklore, which includes folk tales, legends, and myths, played a crucial role in shaping the nationalist sentiment. These stories often highlighted the valour, bravery, and sacrifice of Indian heroes and warriors, instilling a sense of pride and nationalism among the people. 
• They also emphasized the rich cultural heritage and history of India, reinforcing the idea of an independent and glorious past.
• Songs and ballads, another form of folklore, were widely used to spread nationalist ideas and mobilize the masses. 
• Nationalist poets and musicians composed songs that expressed the aspirations and struggles of the Indian people. These songs not only served as a medium of protest but also helped in creating a sense of unity and solidarity among the diverse Indian population.
• Popular prints, such as posters and images, also played a significant role in shaping nationalist sentiment. These prints depicted iconic figures like Rani Lakshmibai, Bhagat Singh, and Mahatma Gandhi, who became symbols of resistance and inspiration for the people. They were widely circulated and displayed, serving as visual reminders of the nationalist struggle and invoking a sense of pride and determination.
• Symbols, such as the national flag, the spinning wheel, and the slogan “Vande Mataram,” became powerful representations of the nationalist movement. They were used to rally support and create a sense of collective identity among the people. The national flag, with its tricolour and the charkha, became a symbol of unity and freedom, while “Vande Mataram” became a rallying cry for the nationalist cause.

In conclusion, folklore and symbols played a crucial role in the revival of nationalism in India during the late 19th century. They helped in creating a sense of collective identity, pride, and resistance among the Indian masses, mobilizing them against British colonial rule. Folklore, songs, popular prints, and symbols served as powerful tools to spread nationalist ideas and inspire the people to fight for their independence.

Q7: Analyse the ways through which people of different communities developed a sense of collective belonging in India.  (CBSE 2023)

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Ans: People belonging to different communities, region and language groups in India develop a sense of collective belonging by the following ways: 

(1) The identity of the nation was allegorised and symbolised with the image of Bharat Mata. 

(2) Bankim Chandra Chattopadhyay wrote ‘Vande Mataram’ as a hymn to the motherland and was included in his novel Ananda Math. 

(3) Moved by the Swadeshi movement, Abanindranath Tagore painted Bharat Mata and portrayed it as an ascetic figure; in which she is calm, composed, divine and spiritual. 

(4) Ideas of nationalism also developed through a movement to revive Indian folklore. 

(5) Icons and literary symbols played a significant role in unifying people and inspired them with a feeling of nationalism.

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Previous Year Questions 2022

Q8: Mention any two causes that led to the Civil Disobedience Movement.   (Term-ll, 2021-22 C)

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Ans: The Civil Disobedience Movement was sparked by several key events. 

Two significant causes include:

• Simon Commission: The formation of the Simon Commission, which had no Indian members, was seen as a direct insult to the Indian people and their aspirations for self-governance.
• Lala Lajpat Rai’s Death: The brutal beating of Lala Lajpat Rai by police during a protest against the Simon Commission led to widespread outrage and intensified calls for mass civil disobedience.

Q9: “Mahatma Gandhi launched a more broad-based movement in India by joining Khilafat Andolan.” Explain the statement with any three arguments in the context of the Non-Cooperation Movement.    (Term-ll, 2021-22)

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Ans: Mahatma Gandhi’s decision to join the Khilafat Andolan played a crucial role in broadening the scope and appeal of the Non-Cooperation Movement in India. Here are three arguments explaining this statement:

• Unity among different religious communities: The Khilafat Andolan was launched by Indian Muslims to protest against the British government’s treatment of the Caliphate in Turkey. By supporting this movement, Gandhi aimed to create a united front of Hindus and Muslims against British rule. This helped in fostering communal harmony and strengthening the non-cooperation movement.
• Expansion of the movement to rural areas: The Khilafat Andolan had a significant impact in rural areas, where the influence of religious leaders was strong. By aligning with the Khilafat cause, Gandhi was able to mobilize support and participation from the rural population, thus expanding the reach of the non-cooperation movement beyond urban centres.
• Increased participation of youth and students: The Khilafat Andolan resonated strongly with the youth and students of India, who were deeply concerned about the fate of their fellow Muslims in Turkey. Gandhi’s association with the Khilafat cause attracted a large number of young people to join the non-cooperation movement, bringing fresh energy and enthusiasm to the protests.

Q10: “The effects of the Non-Cooperation Movement on the economic front were more dramatic’’. Support the statement with examples.  (Term-ll, 2021-22)

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Ans: The Non-Cooperation Movement had significant effects on the economic front in India. The statement that the effects were more dramatic can be supported by the following examples:

• Boycott of foreign goods: As part of the non-cooperation movement, there was a widespread boycott of foreign goods. This led to a significant decrease in the import of foreign clothes between 1921 and 1922. The value of imported foreign clothes dropped from Rs. 102 crores to Rs. 57 crores during this period.
• Picketing of liquor shops: The movement also involved the picketing of liquor shops, which were seen as symbols of British influence and exploitation. This led to a decrease in the consumption of foreign liquor, affecting the revenue generated from its sales.
• Promotion of Indian textiles and handlooms: As people boycotted foreign clothes, there was a shift towards the use of Indian textiles and handloom products. The production of Indian textiles and handlooms increased, providing a boost to the domestic economy and empowering local artisans.

These examples demonstrate that the Non-Cooperation Movement had a significant impact on the economic front, leading to a reduction in the consumption of foreign goods and the promotion of Indian industries.

Q11: Read the following source carefully and answer the questions that follow.   (Term-ll, 2021-22)

Modern nationalism in Europe came to be associated with the formation of nation-states. It also meant a change in people’s understanding of who they were 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 most countries, the making of this new national identity was a long process. How did this consciousness emerge in India?

In India and as in many other colonies, the growth of modern nationalism is intimately connected to the anti-colonial movement. People began discovering their unity in the process of their struggles with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. But each class and group felt the effects of colonialism differently, their experiences were varied, and their notions of freedom were not always the same. The Congress under Mahatma Gandhi tried to forge these groups together within one movement. But the unity did not emerge without conflict.

(i) What was people’s understanding of the nation?

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Ans: People’s understanding of nation was of modern states, having centralized powers exercising sovereign control over their own territory.

(ii) How was the growth of modern nationalism intimately connected to the anti-colonial movement?

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Ans: The growth of modern nationalism in India was intimately connected to the anti-colonial movement. The sense of being oppressed under colonialism provided a shared bond that tied different groups together. The Congress under Mahatma Gandhi tried to unite these groups within one movement.

(iii) How did people in India develop a sense of collective belonging? Explain.

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Ans: People in India developed a sense of collective belonging through their shared experiences and struggles with colonialism. The anti-colonial movement brought different groups together, despite their varied experiences and notions of freedom. The Congress under Mahatma Gandhi played a crucial role in forging these groups together within one movement, although there were conflicts along the way. Additionally, history, folklore, and new symbols and icons helped redefine the boundaries of communities and create a sense of collective belonging. 

Q12: Describe the spread of the Non-Cooperation Movement in the countryside.   (Term-ll, 2021-22 C, 2015)

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Ans: The spread of the Non-Cooperation Movementin the countryside involved several key developments:

• In Awadh, peasants were led by Baba Ramchandra against talukdars and landlords who imposed high rents and various cesses.
• Peasants faced begar (forced labour) and lacked security as tenants, often being evicted without notice.
• The movement called for a reduction in revenue, the abolition of begar, and a social boycott of oppressive landlords.
• Jawaharlal Nehru visited villages in Awadh to support the movement and understand local grievances.
• By October, the Oudh Kisan Sabha was established, rapidly expanding to over 300 branches in the region.
• However, the Congress leadership was concerned about the movement’s direction, as it led to violence against landlords and merchants.

Q13: Mention any two causes that led to the Civil Disobedience Movement.     (2022)

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Ans: The Civil Disobedience Movement was one of the most significant movements launched by Mahatma Gandhi in the course of India’s freedom struggle in 1930. The two main causes of the civil disobedience movement are: 

• The constitution of Simon’s commission with no Indians and the death of Lala Lajpat rai while protesting against the commission enraged the entire nation.
• In the Lahore session, the demand of Purna Swaraj was declared, thus the civil disobedience movement was launched as the first step to fulfil this goal.

Q14: Why did Mahatma Gandhi decide to call off the Civil Disobedience Movement in 1931?   (Term-ll, 2021-22)

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Ans: Mahatma Gandhi decided to call off the Civil Disobedience Movement in 1931 because he reached a pact, known as the Gandhi-Irwin Pact, with the British Viceroy, Lord Irwin. As part of this pact, the British agreed to release political prisoners, allow the participation of Congress in the Second Round Table Conference, and lift the ban on the salt satyagraha. Gandhi believed that this was a significant step forward and decided to suspend the movement to give negotiations a chance.

Q15: Read the given source below carefully and answer the questions that follow:    (Term-II,  2021-22)

The Independence Day Pledge, 26 January, 1930

‘We believe that it is the inalienable right of the Indian people, as of any other people, to have freedom and to enjoy the fruits of their toil and have the necessities of life, so that they may have full opportunities of growth. We believe also that if any government deprives people of these rights and oppresses them, the people have a further right to alter it or to abolish it. The British Government in India has not only deprived the Indian people of their freedom but has based itself on the exploitation of the masses, and has ruined India economically, politically, culturally and spiritually. We believe, therefore, that India must sever the British connection and attain Purna Swaraj or Complete Independence.’

(i) Why was freedom considered an inalienable right of the Indian people?

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Ans: Freedom was considered an inalienable right of the Indian people because, like any other people, they believed they had the right to enjoy the fruits of their labour, have the necessities of life, and have full opportunities for growth. They believed that if any government deprived them of these rights and oppressed them, they had the right to alter or abolish it.

(ii) Why was Purna Swaraj considered essential by the people of India?

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Ans: Purna Swaraj, or Complete Independence, was considered essential by the people of India because they believed that the British government in India had not only deprived them of their freedom but also based itself on the exploitation of the masses. They saw complete independence as the only way to free themselves from economic, political, cultural, and spiritual ruin caused by British rule.

(iii) Explain the significance of the Lahore Session of Congress (1930).

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Ans: The Lahore Session of Congress (1930) was significant because, during this session, the Congress decided to observe 26th January 1930 as the Purna Swaraj Day or the day of Complete Independence. This declaration marked a significant milestone in the Indian freedom struggle and set the stage for the future demand for complete independence from British rule.

Q16:  “It was essential to preserve folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past.” Support the statement in reference to India.       (Term-ll, 2021-22)

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Ans:

(i) The 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.

(ii) In the nineteenth century the Indian nationalists began recording folk songs sung by bards and they toured different villages to gather folk songs and legends.

(iii) They believe that tales give a true picture of traditional culture that has been corrupted and damaged by outsiders.

(iv) Indians began to look into the past to discover India’s greatest achievements.

(v) They wrote about the glorious developments in ancient times when art and architecture, science and mathematics, religion and culture, law and philosophy, crafts and trade flourished.

Q17: Read the case given below carefully and answer the questions that follow:   (Term-ll, 2021-22)

The Sense of Collective Belonging

This sense of collective belonging came partly through the experience of united struggles. But there were also a variety of cultural processes through which nationalism captured people’s imagination. History and fiction, folklore and songs, and popular prints and symbols, all played a part in the making of nationalism. The identity of the nation, as you know, is most often symbolised in a figure or image. This helps create an image with which people can identify the nation. It was in the twentieth century, with the growth of nationalism, that the identity of India came to be visually associated with the image of Bharat Mata. The image was first created by Bankim Chandra Chattopadhyay. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandamath and widely sung during the Swadeshi movement in Bengal. Moved by the Swadeshi movement, Rabindranath Tagore painted his famous image of Bharat Mata. In this painting. Bharat Mata is portrayed as an ascetic figure; she is calm, composed, diving and spiritual. In subsequent years, the image of Bharat Mata acquired many different forms, as it circulated in popular prints, and was painted by different artists. Devotion to this mother figure came to be seen as evidence of one’s nationalism.

(i) How did the ‘nation’ become a reality in the minds of people?

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Ans: The ‘nation’ became a reality in the minds of people through united struggles and various cultural processes. The experience of united struggles helped people develop a sense of collective belonging and identify themselves as part of a nation. Additionally, history, fiction, folklore, songs, popular prints, and symbols played a significant role in shaping the idea of the nation and capturing people’s imagination.

(ii) How did nationalism capture the people’s imagination?

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Ans: Nationalism captured the people’s imagination through cultural processes such as history, fiction, folklore, songs, popular prints, and symbols. These cultural elements created a sense of identity and pride in one’s nation. Nationalist leaders used these cultural tools to evoke emotions, inspire unity, and mobilize people for the cause of nationalism.

(iii) How did people belonging to different groups develop a sense of collective belonging?

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Ans: People belonging to different groups developed a sense of collective belonging through shared experiences of united struggles and cultural processes. The use of folklore, songs, popular prints, symbols, and other cultural elements helped bridge the gaps between different groups and create a sense of unity and belonging. These cultural expressions provided a common ground for people from diverse backgrounds to connect and identify themselves as part of a larger collective.

Previous Year Questions 2021

Q18: Describe any two Satyagraha movements launched by Gandhiji just after his return to India from South Africa.    (2021C)

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Ans: After returning to India, Mahatma Gandhi initiated several satyagraha movements:

• Champaran Movement (1917): Gandhi travelled to Champaran in Bihar to support peasants protesting against the harsh plantation system.
• Kheda Movement (1918): In Gujarat’s Kheda district, he organised a satyagraha for peasants affected by crop failure and a plague epidemic, who were unable to pay their taxes.
• Ahemdabad Movement (1918): Gandhi also led a satyagraha among cotton mill workers in Ahmedabad to address their grievances.

Also watch: Audio Notes: Nationalism in India

Previous Year Questions 2020

Q19: Why did Gandhiji support the ‘Khilafat’ issue? Write the main reason.   (2020)

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Ans: Gandhiji supported the ‘Khilafat’ issue as he saw it as an opportunity to bring Muslims under the umbrella of a unified national movement. He believed that by supporting the Khilafat cause, which aimed to protect the political and territorial rights of the Ottoman Caliphate, he could build a strong alliance between Hindus and Muslims and strengthen the fight for India’s independence.

Q20: Name the two main leaders of the ‘Khilafat Committee’ formed in the year 1919.   (2020)

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Ans: The two main leaders of the ‘Khilafat Committee’ formed in 1919 were Muhammad Ali and Shaukat Ali.

Q21: Read the source given below and answer the questions that follow:   (2020)

Why Non-cooperation? 

In his famous book Hind Swaraj (1909), Mahatma Gandhi declared that British rule was established in India with the cooperation of Indians and had survived only because of this cooperation. If Indians refused to cooperate, British rule in India would collapse within a year, and Swaraj would come.

How could non-cooperation become a movement? Gandhiji proposed that the movement should unfold in stages. It should begin with the surrender of titles that the government awarded and a boycott of civil services, the army, police, courts and legislative councils, schools, and foreign goods.

Then, in case the government used repression, a full civil disobedience campaign would be launched. Through the summer of 1920, Mahatma Gandhi and Shaukat Ali toured extensively, mobilizing popular support for the movement.

(i) What was the weapon of Gandhiji to fight against the British Empire in India?

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Ans: Satyagraha was the weapon of Gandhiji to fight peacefully against the British Empire in India.

(ii) How did the British survive in India?

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Ans: According to Mahatma Gandhi’s book Hind Swaraj, British rule in India was established with the cooperation of Indians and survived only because of this cooperation.

(iii) Explain Gandhiji’s idea for making non-cooperation a movement.

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Ans: Gandhiji proposed that non-cooperation should unfold in stages. It should start with the surrender of titles awarded by the government and a boycott of civil services, the army, police, courts, legislative councils, schools, and foreign goods. If the government responded with repression, a full civil disobedience campaign would be launched. This idea aimed to mobilize popular support and escalate the movement gradually.

Q22:  Certain events are given below. Choose the appropriate chronological order:    (2020)

I. Coming of Simon Commission to India

II. Demand of Purna Swaraj in Lahore Session of INC.

III. Government of India Act, 1919

IV. Champaran Satyagraha Choose the correct option:

(a) III – II- IV – I

(b) I-II- IV – III

(c) II – III – I – IV

(d) IV – III – I – II

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Ans: (d)

1. Champaran Satyagraha happened in 1917.

2. The Government of India Act was passed in 1919.

3. The Simon Commission came to India in 1928.

4. The Lahore Session of INC in 1929 demanded Purna Swaraj (complete independence).

Q23: Why was the Inland Emigration Act of 1859 troublesome for plantation workers?   (2020)

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Ans: The Inland Emigration Act of 1859 caused significant issues for plantation workers due to its strict limitations on their freedom of movement. 

Key points include:

• Workers needed a pass from their employers to leave the tea gardens.
• This restriction made it hard for them to visit their families.
• It also prevented them from seeking other job opportunities.
• As a result, many workers felt trapped in exploitative conditions.

Q24: Name the association formed by Dr. B.R. Ambedkar for Dalits in 1930.   (2020)

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Ans: The association formed by Dr. B.R. Ambedkar for Dalits in 1930 is the Depressed Class Association.

Q25: Read the extract given below and answer the questions that follow:    (2020)

Source – Swaraj in the Plantations 

Workers too had their own understanding of Mahatma Gandhi and the notion of Swaraj. For plantation workers in Assam, freedom meant the right to move freely in and out of the confined space in which they were enclosed, and it meant retaining a link with the village from which they had come. Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, and in fact, they were rarely given such permission. 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, never reached their destination. Stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up.

(i) Explain the understanding of Swaraj for plantation workers in Assam.

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Ans: For plantation workers in Assam, Swaraj (freedom) meant the right to move freely in and out of the confined space of the tea gardens where they were enclosed. It also meant retaining a link with their native village. These workers were restricted by the Inland Emigration Act of 1859, which prohibited them from leaving the tea gardens without permission. However, upon hearing about the Non-Cooperation Movement, thousands of workers defied the authorities, left the plantations, and headed home with the belief that Gandhi Raj (rule) was coming and everyone would be given land in their own villages.

(ii) Explain the Inland Emigration Act of 1859 as a barrier to the freedom of plantation workers.

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Ans: The Inland Emigration Act of 1859 served as a barrier to the freedom of plantation workers in Assam. This act prohibited them from leaving the tea gardens without permission, which was rarely granted. It confined the workers to the plantations and restricted their movement, denying them the freedom to return to their native villages or explore opportunities outside the gardens.

(iii) Explain the main outcome of the participation of workers in the Non-Cooperation Movement. 

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Ans: The participation of workers in the Non-Cooperation Movement had a significant outcome:

• Thousands of plantation workers in Assam defied colonial authorities.
• They left the tea gardens, believing that Gandhi Raj would grant them land in their villages.
• However, their journey was interrupted by a railway and steamer strike.
• Many were arrested by the police and faced brutal beatings.
• Despite not reaching their destination, their actions demonstrated their defiance against colonial rule.
• This participation reflected their aspirations for a better future.

Q26: Identify the appropriate reason from the following options, for the non-participation of industrial workers in the Civil Disobedience Movement.    (2020)

(a) Industrialists were close to the Congress

(b) Britishers offered them good salaries

(c) They were reluctant towards the boycott of foreign goods

(d) Growth of Socialism

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Ans: (a)

Industrialists had a good relationship with the Congress and did not support the strike or protests that could harm their businesses. As a result, many industrial workers did not actively participate in the Civil Disobedience Movement.

Q27: Why did the Simon Commission come to India? Identify the correct reason from the following options.    (2020)

(a) To control the campaign against the British in cities

(b) To look into the functioning of the British

(c) To initiate salt law in India

(d) To suggest changes in the functioning of the constitutional system in India

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Ans: (d)

The Simon Commission was established to examine the functioning of the constitutional system in India and to suggest necessary changes. Its primary aim was to address the growing demands for political reform in response to the nationalist movement.

Q28: Read the sources given below and answer the questions that follow:     (2020)

A. The Salt March and The Civil Disobedience Movement Mahatma Gandhi found in salt a powerful symbol that could unite the nation. On 31st January 1930, he sent a letter to Viceroy Irwin stating eleven demands. Some of these were of general interest; while others were specific demands of different classes, from industrialists to peasants.

B. In the countryside, rich peasant communities – like the Patidars of Gujarat and Jats of Uttar Pradesh – were active in the movement. Being producers of commercial crops, they were very hard hit by the trade depression and falling prices.

C. The limits of Civil Disobedience Movement –  When the Civil Disobedience Movement started there was an atmosphere of suspicion and distrust between communities.

(i) How did Gandhiji react to the Salt Law?

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Ans: Gandhiji opposed the British salt tax and its monopoly over its production. He demanded the abolition of the salt tax. To protest against this unjust law, he organized the famous Dandi March, where he and his followers marched to the Arabian Sea and made their own salt by evaporating seawater.

(ii) Why did the rich peasants become supporters of the Civil Disobedience Movement?

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Ans: The rich peasants supported the Civil Disobedience Movement due to several key reasons:

• They were hit hard by the trade depression and falling prices of commercial crops.
• As producers, they faced significant economic hardships.
• They viewed the movement as a way to combat the exploitation and oppression they experienced.
• The refusal of the government to reduce revenue demands led to widespread resentment.

These factors motivated them to actively participate and organise their communities in support of the movement.

(iii) Examine the limits of the Civil Disobedience Movement.

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Ans: The Civil Disobedience Movement had certain limitations, including:

(a) Lack of industrialists’ participation: The industrialists did not actively participate in the movement, which affected its economic impact.

(b) Limited demands of workers: The Congress was reluctant to include the demands of workers as part of its program of struggle, which limited the scope of the movement.

Q29: Who among the following wrote the Vande Mataram?     (2020)

(a) Rabindranath Tagore

(b) Bankim Chandra Chattopadhyay

(c) Abindranath Tagore

(d) Dwarkanath Tagore

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Ans: (b)

Bankim Chandra Chattopadhyay wrote the patriotic song Vande Mataram, which became a symbol of India’s struggle for independence. It was included in his novel Anandamath.

Q30: Read the following passages and answer the questions that follow: 

Case: The Movement in the Towns 

The movement started with the participation of the middle-class in the cities. Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. The council elections were boycotted in most provinces except Madras, where the Justice Party, the party of the non-Brahmins, felt that entering the council was one way of gaining some power something that usually only Brahmins had access to.

The effects of Non-cooperation movement on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from Rs. 102 crore to Rs. 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up. 

(i) Explain the role of the Justice Party in boycotting council elections. 

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Ans: The Justice Party in Madras (Chennai) wanted to contest the council elections to gain power and authority which was only available to Brahmans till then

(ii) How were the effects of ‘Non-cooperation movement on the economic front’ dramatic? 

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Ans: Merchants burnt foreign clothes in huge bonfires, refusing to buy foreign goods completely and even picketed liquor shops. Import of foreign goods reduced to half due to their dramatic reaction.

(iii) Explain the effect of the ‘boycott’ movement on ‘foreign textile trade’. (CBSE 2020)

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Ans: The boycott movement affected foreign trade negatively. 

(1) Imports of clothes were reduced to half in initial value. Businessmen refused to finance foreign trade or wear foreign goods. 

(2) People began discarding imported clothes and started wearing only Indian made fabrics from mills and handlooms.

Q31: Why did Mahatma Gandhi organise, Satyagraha in the Kheda district of Gujarat in 1917? Give the main reason. (CBSE 2020)

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Ans: Peasants affected from crop failure and plague epidemic wanted relaxation in revenue collection. Mahatma Gandhi organised a Satyagraha with these peasants against revenue collectors for the same in 1917.

Q32: Describe the implication of the First World War on the economic and political situation of India. (CBSE 2020)

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Ans:  The First World War had significant implications for India’s economic and political landscape:

• The war resulted in a dramatic increase in defence spending, funded by war loans and higher taxes.
• Customs duties were raised, and income tax was introduced.
• Prices soared, doubled between 1913 and 1918, causing severe hardship for ordinary people.
• Villages were required to supply soldiers, leading to widespread anger due to forced recruitment.
• Crops failed in many regions, resulting in acute food shortages.
• This crisis was exacerbated by an influenza epidemic, with 12 to 13 million people perishing from famines and disease.

Previous Year Questions 2019

Q33: Explain the implications of the ‘First World War’ on the economic and political situation of India.    (2023, Al 2019)

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Ans: The First World War had significant effects on the economic and political landscape of India:

• Increased defence expenditure: The war led to a rise in the defence budget, forcing the government to take out war loans.
• Rising prices: Shortages during the war caused prices to double between 1913 and 1918, resulting in hardship for many.
• Higher taxes: Customs duties and taxes were raised, contributing to the overall price increase.
• Forced recruitment: Many people were compelled to join the army, leading to widespread discontent.
• Food shortages: Crop failures resulted in acute shortages of food items.
• Epidemics: The spread of disease during this period caused the deaths of millions.

Q34: Who had organised the Dalits into the depressed classes association in 1930? Describe his achievements.    (CBSE Delhi 2019)

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Ans: Dr. B.R. Ambedkar was instrumental in organising the Dalits into the Depressed Classes Association in 1930. His achievements include:

• Ambedkar was a member of the Mahar caste, one of the untouchable or Dalit castes in India.
• He became a strong advocate against oppression, using both politics and writing to uplift the Dalits.
• His notable work, The Annihilation of Caste, was a powerful critique of the caste system.
• At the second Round Table Conference, he demanded separate electorates for Dalits, which led to a significant clash with Mahatma Gandhi.
• When the British government agreed to his demand, Gandhi began a fast, believing that separate electorates would hinder Dalit integration into society.
• Ultimately, Ambedkar accepted Gandhi’s position, resulting in the Poona Pact of September 1932.
• This pact provided reserved seats for the Depressed Classes (later known as the Scheduled Castes) in legislative councils, although they were to be voted in by the general electorate.
• Ambedkar believed in political empowerment as a solution to the issues faced by Dalits, contrasting Gandhi’s approach of seeking a change of heart among upper castes.

Ambedkar’s efforts were crucial in raising awareness and advocating for the rights of the Dalit community, laying the groundwork for future movements.

Q35: “Plantation workers had their own understanding of Mahatma Gandhi’s ideas and the notion of ‘Swaraj’.” Support the statement. (2019 C, Delhi 2017, Al 2016)

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Ans: (i) Plantation workers had their own understanding of Mahatma Gandhi and the notion of Swaraj. For plantation workers, freedom meant the right to move freely in and out of the confined space in which they were enclosed, and it meant retaining a link with the village from which they had come.

(ii) Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, and in fact they were rarely given such permission.

(iii) When they heard of the Non-Cooperation Movement, thousands of workers defied the authorities, left the plantations and headed home.

(iv) They believed that Gandhi Raj was coming and everyone would be given land in their own villages.

Q36: Define the term ‘Civil Disobedience Movement.’ Describe the participation of rich and poor peasant communities in the ‘Civil Disobedience Movement.’  (Delhi 2019)

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Ans: Civil Disobedience is the active, professed refusal of a citizen to obey certain laws, demands, orders or commands of a government. In India, it refers to the movement led by Gandhiji against the British rule.

Both the rich and the poor peasants did not participate in the Civil Disobedience movement because of varying reasons. Their reasons were as follows 

Rich Peasants: 

(i) They were hit by depressed prices of the food grains.

(ii) They were unable to pay the land revenue. Their demand for a reduction in revenue was refused.

(iii) For them fighting for Swaraj was the fight against high revenue.

(iv) They were disappointed with the calling off of the civil disobedience movement and were reluctant to join it back upon its relaunch.

Poor Peasants: 

(i) Economic depression made it very difficult for them to pay rent to the landlords

(ii) Congress did not support their no-rent campaign fearing that it would upset the rich farmers.

Q37: Explain the limitations of the ‘Civil Disobedience Movement’.   (AI 2019)

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Ans: The limitations of the Civil Disobedience Movement included:

• Neglect of Dalits: The Congress overlooked the needs of the Dalits and depressed classes to appease high-caste Hindus, resulting in limited participation from these groups.
• Muslim Participation: The Congress’s ties with Hindu nationalist groups led to reduced involvement from Muslims, who felt alienated.
• Community Distrust: Distrust between communities grew, causing many Muslims to refrain from joining the movement.
• Discontent Among Peasants: Wealthy peasants were dissatisfied when the movement ended in 1931 without changes to revenue rates, leading to poor participation from landless peasants.
• Industrial Workers: The Congress’s close relationship with the business class alienated the industrial working class, resulting in minimal involvement in the movement.

Q38: Identify the appropriate reason for the formation of the Swaraj party from the options given below. 

(a) Wanted members of Congress to return to Council Politics. 

(b) Wanted members of Congress to ask for Poorna Swaraj for Indians. 

(c) Wanted members of Congress to ask Dominion State for India. 

(d) Wanted members of Congress to oppose Simon Commission.   (CBSE 2019)

Hide Answer  

Ans: (a)

The Swaraj Party was formed in 1923 by prominent leaders like C.R. Das and Motilal Nehru. They believed that it was important for Congress members to participate in the legislative councils established by the British in order to voice Indian interests and obstruct colonial policies from within. This approach, called “Council Entry,” aimed to use the councils as a platform to demand reforms and fight colonial policies.

Thus, the correct answer is (a) Wanted members of Congress to return to Council Politics.

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Previous Year Questions 2018

Q39: Why was Congress reluctant to allow women to hold any position of authority within the organisation? How did women participate in the Civil Disobedience Movement? Explain.    (CBSE 2018)

Hide Answer  

Ans: 

Congress’s reluctance to allow women in authority:

• For a long time, Congress believed that women’s primary role was to care for the home and family.
• Gandhiji viewed women as essential as mothers and wives, limiting their roles in leadership.
• Congress was mainly interested in having women present for symbolic purposes.

Women’s participation in the Civil Disobedience Movement:

• During the Salt March, many women left their homes to listen to Gandhiji.
• Women took part in protest marches, made salt, and picketed foreign cloth and liquor shops.
• Some women even faced imprisonment for their involvement.

Q40: How did the Non-Cooperation Movement spread to the countryside and drew into its fold the struggles of peasants and tribal communities? Elaborate.    (CBSE 2018)

Hide Answer  

Ans: (a) Peasants of Awadh:

(i) They participated under the leadership of Baba Ramchandra – a Sanyasi.

(ii) Their demands were reduction of revenue, and abolition of begar.

(iii) Activities: Nai-dhobi bandhs were organised. Oudh Kisan Sabha was formed.

(iv) Results: As the struggle became violent, the Congress was unhappy

(b) Tribals in Gudem Hills of Andhra Pradesh:

(i) The causes were the closure of forest areas, restrictions on livelihoods, and begar.

(ii) Activities: They attacked police stations and killed British officials. They carried guerrilla warfare.

(iii) Their leader was Alluri Sitaram Raju. He was captured and executed in 1924.

(iv) Importance: Tribal people could not achieve their objectives as their violent activities were disapproved by Congress.

Q41: How did Non-Cooperation Movement start with the participation of middle-class people in the cities? Explain its impact on the economic front.    (CBSE 2018)

Hide Answer  

Ans: (a) In the towns, the middle classes participated in the movement in the following ways:

(i) Students left the schools and colleges. Headmasters and teachers resigned. Lawyers gave up their practice.

(ii) Elections were boycotted except in Madras.

(iii) Foreign goods were boycotted.

(iv) Liquor shops were picketed.

(v) Foreign clothes were burnt in huge bonfires.

(vi) Many traders refused to import foreign cloth or trade in foreign goods.

(b) The economic effects of the Non-Cooperation Movement are given below:

(i) The import of foreign cloth decreased from Rs. 102 crore to Rs. 57 crore between 1921 and 1922.

(ii) Merchants and traders refused to trade in foreign goods.

(iii) People started wearing only Indian clothes. This led to increased production by the Indian textile mills and handlooms.

Previous Year Questions 2017

Q42: What is the meaning of ‘Begar’?    (CBSE (AT) 2017)

Hide Answer  

Ans: Labour that villager was forced to contribute without any payment.

Q43: Name the writer of the novel ‘Anandamath’    (CBSE Delhi 2017)

Hide Answer  

Ans: Bankim Chandra Chattopadhyay

Q44: What is meant by Satyagraha?    (CBSE (AI) 2017)

Hide Answer  

Ans: The idea of Satyagraha emphasised the power of truth and the need to search for the truth.

Q45: Name the famous book written by Mahatma Gandhi.    (CBSE (AI) 2017)

Hide Answer  

Ans: ‘Hind Swaraj’.

Q46: Under which agreement did the Indian ‘Depressed Classes’ get reserved seats in the Provincial and Central Legislative Councils in 1932?    (CBSE Delhi 2017)

Hide Answer  

Ans: The Poona Pact was an agreement reached in September 1932, which provided reserved seats for the Depressed Classes (now known as Scheduled Castes) in both provincial and central legislative councils. 

Key points include:

• Dr. B.R. Ambedkar initially demanded separate electorates for dalits.
• Mahatma Gandhi opposed this, fearing it would hinder integration into society.
• After negotiations, Ambedkar accepted Gandhi’s position, leading to the Poona Pact.
• Reserved seats were to be filled by votes from the general electorate.

This pact was significant in the political empowerment of the dalit community, although apprehensions about the Congress-led national movement persisted.

Q47: Who wrote the song ‘Vande Mataram?    (CBSE (F) 2017)

Hide Answer  

Ans: Bankim Chandra Chattopadhyay wrote the song ‘Vande Mataram’.

Key points about the song:

• Written in the 1870s as a hymn to the motherland.
• Originally included in his novel Anandamath.
• Gained popularity during the Swadeshi movement in Bengal.

Q48: By what means does hand-spun khadi provide large-scale employment to weavers?    (CBSE Sample Question 2017)

Hide Answer  

Ans: Hand-spun khadi provides significant employment opportunities for weavers through the following means:

• It operates as a cottage industry, allowing weavers to work from home.
• This setup enables flexibility in work hours, making it accessible for many.
• By promoting local production, it creates a demand for skilled weavers.

Overall, hand-spun khadi supports the livelihood of numerous weavers by integrating them into the local economy.

Q49: How did the First World War create a new economic situation in India? Explain with examples.    (CBSE (F) 2017)

Hide Answer  

Ans: The First World War significantly altered the economic landscape in India:

• Defence expenditure surged due to the war, leading to increased financial demands on the government.
• Taxes were raised, putting additional pressure on the populace.
• Custom duties were increased, affecting trade and prices.
• The introduction of income tax marked a new financial obligation for many Indians.
• Villages were compelled to supply soldiers, resulting in forced recruitment that caused widespread discontent.

These changes contributed to economic hardship, with prices doubling between 1913 and 1918, leading to severe struggles for ordinary people.

Q50: Why was the Non-Cooperation Movement launched by Gandhiji? Explain any three reasons.    (CBSE (Comp.) 2017)

Hide Answer  

Ans: Reasons for the launching of the Non-Cooperation Movement:

(i) To support Khilafat agitation.

(ii) To protest against the Rowlatt Act.

(iii) To redress the wrong done in Punjab.

(iv) The dissatisfaction with the Government of India act of 1919.

(v) Demand for Swaraj

Q51: “Gandhiji’s idea of Satyagraha emphasized the Power of truth and the need to search for truth.” In light of this statement assess the contribution of Gandhiji towards Satyagraha.    (CBSE (Comp.) 2017)

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Ans: 

Contribution of Gandhiji towards Satyagraha:

• The concept of satyagraha highlighted the power of truth and the importance of seeking it.
• It proposed that if a cause is just and the struggle is against injustice, physical force is unnecessary.
• A satyagrahi could achieve victory through non-violence, appealing to the conscience of the oppressor.
• Persuasion, rather than coercion, was key to making oppressors recognise the truth.
• Gandhi believed that this principle of non-violence could unite all Indians.

After returning to India, Gandhi led several successful satyagraha movements:

• In 1917, he inspired peasants in Champaran, Bihar, to resist oppressive plantation practices.
• He organised a movement in Kheda, Gujarat, where peasants faced crop failure and were unable to pay taxes.
• In 1918, he initiated a satyagraha among cotton mill workers in Ahmedabad.

Gandhi’s approach was rooted in the belief that non-violence is the supreme duty, and he demonstrated this through his actions and teachings.

Q52: How was the sense of collective belonging developed during the freedom movement? Explain.    (CBSE (AI) 2017)

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Ans: A sense of collective belonging developed during the freedom movement through various means:

• It emerged from the experience of united struggles against colonial rule.
• Cultural processes, such as history, fiction, folklore, and songs, played a significant role in shaping nationalism.
• Popular prints and symbols contributed to the creation of a national identity.
• The figure of Bharat Mata symbolised the identity of the nation.
• The song Vande Mataram became popular during the Swadeshi movement in Bengal.
• Icons and symbols helped unify people and foster a sense of nationalism.
• Reviving Indian folklore also contributed to the development of nationalist ideas.
• Folk tales sung by bards in villages depicted traditional culture, enhancing national pride.
• Reinterpretation of history instilled a sense of nationalism.
• Nationalist histories encouraged pride in India’s past achievements and motivated the struggle against British oppression.

Q53: Why did Gandhiji decide to launch a nationwide Satyagraha against the proposed Rowlatt Act 1919? Explain any three reasons.    (CBSE (Delhi) 2017, 2016)

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Ans: Nationwide Satyagraha was decided to be launched against the proposed Rowlatt Act 1919 because:

(i) This act had been hurriedly passed through the Imperial Legislative Council despite the united opposition of the Indian members.

(ii) It gave the government enormous powers to repress political activities.

(iii) Allowed detention of political prisoners without trial for two years.

Q54: How had the First World War created economic problems in India? Explain.    (CBSE (Comp.) 2017)

Hide Answer  

Ans: The First World War significantly impacted India’s economy, creating numerous challenges:

• Increased Defence Expenditure: The war led to a substantial rise in defence spending, funded by war loans and higher taxes.
• Rising Prices: Prices surged during the war, doubling from 1913 to 1918, which caused severe hardship for ordinary people.
• Forced Recruitment: Villages were compelled to supply soldiers, resulting in widespread anger due to forced recruitment in rural areas.
• Crop Failures: Between 1918-1920 and 1920-21, many regions faced crop failures, leading to acute food shortages, exacerbated by an influenza epidemic.

According to the 1921 census, approximately 12 to 13 million people died from famines and the epidemic during this period.

Q55: Why did Gandhiji relaunch the Civil Disobedience Movement after the Second Round Table Conference? Explain any three reasons.    (CBSE (F) 2017)

Hide Answer  

Ans: Reasons for Gandhiji relaunching of Civil Disobedience Movement

(i) The negotiations with regard to India’s freedom broke down in the Second Round Table Conference held in London.

(ii) Back in India, he discovered that the government had begun a new cycle of repression.

(iii) Ghaffar Khan and Jawaharlal Nehru were put to jail.

(iv) The Congress had been declared illegal.

(v) A series of measures had been imposed to prevent meetings, demonstrations and boycotts. In such a situation he decided to relaunch the Civil Disobedience Movement.

Q56: Evaluate the ‘Satyagraha Movement’ of Gandhiji against the proposed Rowlatt Act, 1919.    (CBSE (F) 2017)

Hide Answer  

Ans: Satyagraha Movement Against The Rowlatt Act:

(i) Gandhiji in 1919 decided to launch a nationwide satyagraha against the proposed Rowlatt Act (1919).

(ii) Mahatma Gandhi wanted non-violent civil disobedience against such unjust laws, which would start with a hartal on 6 April.

(iii) Rallies were organised in various cities.

(iv) Workers went on strike in railway workshops, and shops closed down.

(v) lines of communication such as the railways and telegraph would be disrupted.

(vi) The British administration decided to clamp down on nationalists.

(vii) Local leaders were put to jail.

(viii) On 13 April the Jallianwalla Bagh incident took place.

(ix) Crowds took to the streets in many towns.

(x) The government started brutal repression.

(xi) At the Calcutta session of the Congress in September 1920, he felt the need to start a Non- non-cooperation movement in support of Khilafat as well as for Swaraj.

Q57: Evaluate the contribution of folklore, songs, popular prints etc., in shaping the nationalism during freedom struggle.    (CBSE Delhi 2017)

Hide Answer  

Ans: Role of folklore:

• Folklore, songs, and popular prints significantly contributed to the rise of nationalism.
• The identity of India became closely linked with the image of Bharat Mata.
• In the 1870s, Bankim Chandra Chattopadhyay wrote ‘Vande Mataram’, a hymn celebrating the motherland.
• Nationalists sought to revive Indian folklore to strengthen national identity.

These elements helped foster a sense of pride and unity among the people during the freedom struggle.

Q58: How did the salt Satyagraha become an effective tool of resistance against British colonialism in India during 1930? Explain.    (CBSE Sample Question 2017)

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Ans: The Salt Satyagraha became an effective tool of resistance against British colonialism in India during 1930 due to several key factors:

• Universal Appeal: Salt was a basic necessity consumed by both the rich and the poor, making it a unifying issue.
• Salt March: Mahatma Gandhi led a 240-mile march to Dandi with 78 volunteers, symbolising defiance against British laws.
• Ceremonial Violation: On 6th April, Gandhi made salt by boiling seawater, openly breaking the law.
• Widespread Participation: Thousands across India joined the movement, breaking the salt law and protesting at government factories.
• Broader Boycotts: The movement also involved boycotting foreign cloth and picketing liquor shops.
• Government Response: The colonial government arrested Congress leaders, including Gandhi, leading to increased public anger.
• Brutal Repression: The government’s harsh measures highlighted the oppressive nature of British rule, galvanising further resistance.

These elements combined to demonstrate the effectiveness of the Salt Satyagraha as a powerful form of resistance against colonialism.

Q59: Evaluate the role of business classes in the ‘Civil Disobedience Movement’.    (CBSE (AI) 2017)

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Ans: Role of business classes in the ‘Civil Disobedience Movement’:

(i) The business classes reacted against colonial policies that restricted business activities.

(ii) They wanted protection against imports of foreign goods and a rupee sterling foreign exchange ratio that would discourage imports.

(iii) In order to organise business interests, they formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.

(iv) They gave financial assistance for the movement.

(v) They refused to buy and sell imported goods.

Q60: What action did the British government take after the famous Dandi March?

OR How did the Colonial Government repress the ‘Civil Disobedience Movement’? Explain.    (CBSE (AI) 2017)

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Ans: The colonial government took several actions in response to the Dandi March and the subsequent Civil Disobedience Movement:

• The government began arresting Congress leaders one by one, which caused violent clashes in many areas.
• When Mahatma Gandhi was arrested, industrial workers in Sholapur attacked police posts and other symbols of British rule.
• In response to the unrest, the government adopted a policy of brutal suppression.
• Peaceful satyagrahis faced violence, with many women and children beaten, and around 100,000 people arrested.
• Abdul Ghaffar Khan, a close associate of Gandhi, was also arrested in April 1930.
• Angry protests erupted in Peshawar, leading to police firing and numerous casualties.

Q61: Explain the importance of the ‘Salt March’ of Gandhiji as a symbol to unite the nation.    (CBSE (F) 2017)

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Ans: The Salt March led by Mahatma Gandhi was a significant event that united the nation for several reasons:

• Inclusivity: It brought together all classes of Indian society in a common cause.
• Defiance: Gandhi openly broke the salt law by marching from Sabarmati to Dandi.
• Widespread Participation: Thousands across the country also broke the salt law, made salt, and protested at government factories.
• Boycotts: The movement encouraged the boycott of foreign clothes and the picketing of liquor shops.
• Tax Resistance: Peasants refused to pay taxes, including revenue and chaukidari taxes.
• Resignations: Many village officials resigned in protest.
• Forest Law Violations: Forest communities defied laws by collecting wood and grazing cattle in protected areas.
• Social Unity: Various social groups, including rich and poor peasants, actively participated.
• Women and Workers: Business class workers from Nagpur and women also joined the movement.

Q62: Why did Gandhiji launch the Civil Disobedience Movement? Explain any three reasons.    (CBSE (Comp) 2017)

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Ans: Reasons for launching the Civil Disobedience Movement:

• Economic depression of 1930 impacted many Indians.
• The Simon Commission arrived without any Indian representatives.
• The British offered vague Dominion status, which did not satisfy Indian demands.
• Decisions made at the Lahore session of the Congress in 1929 called for action.
• The British imposed a salt tax, which angered many Indians.

Q63: What were the effects of the Non-cooperation Movement on the economic front?    (CBSE Delhi 2017)

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Ans: The effects of the Non-cooperation Movement on the economic front were significant:

• Foreign goods were boycotted, liquor shops were picketed, and foreign cloth was burned in large bonfires.
• The import of foreign cloth halved between 1921 and 1922, with its value dropping from Rs 102 crore to Rs 57 crore.
• In many areas, merchants and traders refused to trade in foreign goods.
• As the boycott spread, people began to discard imported clothes and wear only Indian ones, leading to an increase in production at Indian textile mills and handlooms.

Q64: Why were men from Indian villages forcefully recruited to the British army during the first world war? (CBSE 2017)

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Ans: During the First World War, many men from Indian villages were forcefully recruited into the British army for several reasons:

• Most British soldiers were already engaged in combat.
• India had a large population, providing a strong workforce.
• Indian soldiers required less maintenance and were paid significantly less.
• This made it financially easier for the British to recruit them.

As a result, many Indian men were compelled to join the British army during the war.

Also watch: Audio Notes: Nationalism in India

Previous Year Questions 2016

Q65: Trace the reason because of which Gandhiji started Satyagraha in 1919.    (2016)

Hide Answer  

Ans: Mahatma Gandhi initiated the concept of satyagraha in 1919 in response to several injustices faced by Indians under British rule. 

The key reasons include:

• His successful experience in South Africa, where he fought against racist laws using non-violent methods.
• The belief that truth and non-violence could effectively challenge oppression.
• Growing discontent among Indians due to oppressive measures, including the Rowlatt Act, which allowed for detention without trial.
• The need to unite Indians against injustice and promote civil disobedience.

Gandhi’s approach aimed to appeal to the conscience of the oppressor, encouraging a struggle based on moral strength rather than physical force.

Q66: What did the British do to repress the Rowlatt Satyagrahis?   (2016)

Hide Answer  

Ans: To repress the Rowlatt Satyagrahis, the British colonial government employed harsh tactics:

• Many satyagrahis, including Mahatma Gandhi, were arrested and detained.
• Armed forces were deployed to suppress protests.
• Violence was used against peaceful demonstrators, culminating in the Jallianwala Bagh massacre in Amritsar.

Q67: Who had designed the ‘Swaraj Flag’ by 1921? Explain the main features of this ‘swaraj flag’ ?    (CBSE Delhi 2016)

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Ans: Mahatma Gandhiji designed the “Swaraj Flag” by 1921.

Features:

(i) It had tricolours-Red, Green and White

(ii) It had a spinning wheel in the centre.

(iii) It represents the Gandhian idea of self-help.

(iv) It had become a symbol of defiance.

Q68: “The Civil Disobedience Movement was different from the Non-Cooperation Movement.” Support the statement with examples.    (CBSE Delhi 2016)

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Ans: The Civil Disobedience Movement was different from the Non-Cooperation Movement:

Non-Cooperation Movement:

(i) The people were asked not to cooperate with the government.

(ii) Foreign goods were boycotted.

(iii) Liquor shops were picketed.

(iv) Foreign cloth burnt in huge bonfires.

(v) In many places merchants and traders refused to trade on foreign goods or finance foreign traders.

(vi) Students left the government-owned schools and colleges.

(vii) Lawyers gave up legal practices.

Civil Disobedience Movement:

(i) People were asked to break colonial laws.

(ii) The countrymen broke the salt law.

(iii) Peasants refused to pay revenue and chaukidari tax.

(iv ) Village officials resigned from their jobs.

(v) Forest people violated forest rules and laws.

Q69: What type of flag was designed during the ‘Swadeshi Movement’ in Bengal? Explain its main features.   (CBSE (AI) 2016)

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Ans: During the Swadeshi Movement in Bengal the flag designed was the Tricolour flag.

The three features of the flag were:

(i) The colour of the flag was — Red, Green and Yellow.

(ii) It represented eight provinces in British India.

(iii) It had a crescent moon representing Hindus and Muslims.

Q70: Describe the participation of the industrial working class in the Civil Disobedience Movement.

Or “The Congress was reluctant to include the demands of industrial workers in its programme of struggle.” Analayse.    (CBSE 2016)

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Ans: (A) (i) They did not participate in the movement in large numbers except in the Nagpur region.

(ii) As the industrialists came closer to Congress, the workers stayed aloof.

(iii) Some workers did participate in the Civil Disobedience Movement in the following activities :

(а) Boycott of foreign goods as part of their own movements against low wages and poor working conditions.

(b) Railway strikes in 1930.

(c) Dock workers strike in 1932.

Q71: “The plantation workers in Assam had their own understanding of Mahatma Gandhi and the notion of Swaraj”. Support the statement with arguments.    (CBSE (AI) 2016)

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Ans: The plantation workers in Assam had their own understanding of Mahatma Gandhi and the notion of Swaraj.

(i) For plantation workers in Assam, freedom meant the right to move freely in and out of the confined space in which they were enclosed.

(ii) Swaraj meant relating a link with the village from which they had come.

(iii) Under the Inland Emigration Act of 1859 plantation workers were not permitted to leave the Tea Gardens without permission.

(iv) When they heard of the Non-Cooperation movement thousands of workers defined the authorities, left plantations and headed home.

(v) They believed that Gandhi Raj was coming and everyone would be given land in their own village.

Q72: How did people belonging to different communities, regions or language groups develop a sense of collective belonging?    (CBSE Sample Question 2016)

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Ans: (i) This sense of collective belonging came partly through the experience of united struggles and growing anger among people against the colonial government.

(ii) But there were also a variety of cultural processes through which nationalism captured people’s imagination:

(a) The identity of the nation is symbolised in a figure or image of Bharat Mata created through literature, songs, paintings, etc.

(b) Movement to revive Indian folklore to enhance nationalist sentiments.

(c) Role of icons and symbols in unifying people and inspiring in them a feeling of nationalism.

(d) Creating a feeling of nationalism was through reinterpretation of history.

Q73: Why did Gandhiji decide to launch a nationwide satyagraha against the proposed Rowlatt Act 1919? How was it organised? Explain.    (CBSE Delhi 2016)

Hide Answer  

Ans: Satyagraha against the proposed Rowlatt Act 1919:

(i) The Rowlatt Act was hurriedly passed through the Imperial Legislative Council.

(ii) Indian members unitedly opposed it.

(iii) It gave the government enormous powers to repress political activities.

(iv) It allowed the detention of political prisoners without trials for two years.

Organization of Satyagrah:

(i) Mahatma Gandhi wanted non-violent civil disobedience against such unjust laws.

(ii) It was started with a ‘Hartal’ on 6th April.

(iii) Rallies were organized in various cities.

(iv) Workers went on strike in railway workshops.

(v) Shops closed down.

Q74: Why did Mahatma Gandhi find in ’salt’ a powerful symbol that could unite the nation? Explain.    (CBSE Delhi 2016)

Hide Answer  

Ans: Mahatma Gandhi viewed salt as a powerful symbol to unite the nation. On 31 January 1930, he wrote to Viceroy Irwin, outlining eleven demands, with the most significant being the abolition of the salt tax.

• Salt was a basic necessity for both the rich and the poor.
• The tax on salt represented the oppressive nature of British rule.
• Irwin refused to negotiate, prompting Gandhi to initiate the famous salt march.
• The march covered over 240 miles from Sabarmati to Dandi.
• Gandhi was joined by 78 volunteers and thousands of supporters along the way.
• On 6 April, he reached Dandi and publicly defied the law by making salt from seawater.

This act marked the beginning of the Civil Disobedience Movement, encouraging widespread participation in resisting British laws.

Q75:  How did a variety of cultural processes play an important role in the making of nationalism in India? Explain with examples.    (CBSE Delhi 2016)

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Ans: Role of cultural processes in making of nationalism in India;

(i) The sense of collective belonging came partly through the experience of united struggles.

(ii) There were also a variety of cultural processes through which nationalism captured people’s imagination.

(iii) History, fiction, folklore and songs, popular prints and symbols played a part in the making of nationalism.

(iv) The identity of the nation is most often symbolised in a figure or an image.

(v) This helped to create an image with which people could identify the nation.

Q76: Why did Mahatma Gandhi decide to call off the Civil Disobedience Movement? Explain.    (CBSE (Al) 2016)

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Ans: Mahatma Gandhi decided to call off the civil Disobedience Movement because:

(i) Worried by the development of the civil Disobedience movement the colonial government began arresting the congress leaders one by one.

(ii) This led to violent clashes in many places.

(iii) When Khan Abdul Ghaffar Khan, a devoted disciple of Mahatma Gandhi was arrested (April 1930) angry crowds demonstrated in the street of Peshawar, facing armoured cars and police firing. Many were killed.

(iv) A month later, when Mahatma Gandhi was arrested, industrial workers in Sholapur attacked police force municipal buildings, law courts, railway stations and all other structures that symbolised British rule.

(v) A frightened government responded with the policy of brutal repression.

(vi) The peaceful satyagrahi were attacked, women and children were beaten and about 1 lakh people were arrested.

Under these circumstances, Mahatma Gandhi called off the Civil Disobedience Movement.

Q77: Why did Mahatma Gandhi relaunch the Civil Disobedience Movement with great apprehension? Explain.    (CBSE (Al) 2016)

Hide Answer  

Ans: Mahatma Gandhi relaunched the Civil Disobedience Movement with great apprehension:

(i) In December 1931, Gandhiji went to London for the Round Table Conference, but the negotiations broke down and he returned disappointed.

(ii) In India, he discovered that the government had begun a new cycle of repression.

(iii) Abdul Ghaffar Khan and Jawahar Lai Nehru were both in jail.

(iv) The Congress had been declared illegal.

(v) A series of measures had been imposed to prevent meetings, demonstrations and boycotts.

Q78: How had the Non-cooperation Movement spread in cities? Explain.    (CBSE (F) 2016)

Hide Answer  

Ans: Non-cooperation movement in cities:

(i) The movement started with middle-class participation in the cities.

(ii) Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices.

(iii) The council elections were boycotted in most provinces except Madras.

(iv) Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved.

(v) In many places, merchants and traders refused to trade in foreign goods or finance foreign trade.

(vi) As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up.

Q79: How did the ‘First World War’ create a new economic and political situations in India? Explain with examples.    (CBSE (F) 2016)

OR

How had the ‘First World War’ created economic problems in India? Explain with examples.

Hide Answer  

Ans: First World War created a new economic and political situation in India

(i) It led to huge increases in defence expenditure which was financed by war loans and increasing taxes.

(ii) Custom duties were raised

(iii) Income tax introduced.

(iv) Through the war years prices increased-doubling between 1913 and 1918 – leading to extreme hardship for the common people.

(v) Villagers were called upon to supply soldiers.

(vi) Forced recruitment in rural areas caused widespread anger.

(vii) Crops failed in many parts of India resulting in an acute shortage of food. This was accompanied by influenced evidence.

Q80: “The plantation workers in Assam had their own understanding of Mahatma Gandhi and the nation of Swaraj.” Support the statement with arguments.    (CBSE 2016)

Or

How did the plantation workers of Assam interpret Mahatma Gandhi’s notion of Swaraj?

Or

Why did plantation workers join the Non-Cooperation Movement? What were its results?

Hide Answer  

Ans: (a) Reasons:

(i) Under the Inland Emigration Act of 1859, plantation workers in Assam were not permitted to leave the tea gardens without permission. So they wanted freedom to move freely.

(ii) To retain a link with their village.

(iii) To own land in their own village.

(b) Events:

(i) During the non-cooperation movement, thousands of workers defied the authorities. They left the plantations and headed home.

(ii) They, however, never reached their destination. Stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up.

(c) Interpretation of Swaraj:

(i) The workers of Assam interpreted Swaraj in their own manner for them it was to break the ties of British bondage.

(ii) For them it also meant, freedom of movement from plantation areas of their own villages.

Q81: Simon Commission was greeted with the slogan “Go Back Simon” at arrival in India. Support this reaction of Indians with arguments.    (CBSE 2016)

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Ans: (a) In 1928, the Simon Commission under Sir John Simon was constituted by the Tory government in Britain in response to the nationalist movement.

(b) The main aim of the Commission was to look into the functioning of the constitutional system in India and suggest changes.

(c) Arguments in favour of Indian reaction:

(i) The commission did not have a single Indian member.

(ii) All members were British.

(iii) Not to include an Indian was against the spirit of nationalists in India. Hence demonstration against the commission was justified.

Q82: Describe the various activities that took place during the first phase of the Civil Disobedience Movement. Why was it withdrawn in March 1931?     (CBSE 2016)

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Ans: (a) The various activities that took place during the first phase of the movement were as mentioned below:

(i) Violation of salt laws by manufacturing salt.

(ii) Boycott of foreign cloth.

(iii) Picketing of liquor shops.

(iv) Refusal of peasants to pay revenue and chaukidari taxes.

(v) Resignation of village officials.

(vi) Violation of forest laws and going to Reserved forests to collect wood and grazing cattle.

(b) Policy of the government:

(i) The government adopted a repressive policy.

(ii) It arrested the Congress leaders.

(iii) Abdul Gaffar Khan, a devout disciple of Gandhiji, was arrested in April 1930.

(iv) In police firing many people were killed.

(v) In Sholapur, people attacked lawcourts, railway stations and the structures that symbolised British rule.

(vi) About 100,000 people were arrested.

(c) As a result of the government’s repressive policy, Gandhiji once again decided to call off the movement. Gandhi-Irwin Pact was signed on 5th March 1931.

Q83: Why did the different social groups join the Civil Disobedience Movement?    (CBSE 2016)

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Ans: (a) Rich peasants:

(i) The rich communities like the Fatidars of Gujarat and the Jats of Uttar Pradesh were producers of commercial crops. They were very hard hit by the trade depression and falling prices.

(ii) They were not in a position to pay revenue to the government. They joined the movement in order to reduce revenue.

(b) Poor peasantry: Poor peasantry joined the movement in the hope that their unpaid rent to the landlord would be remitted because due to the Depression, they were not in a position to pay the rent.

(c) Business classes:

(i) They wanted protection against imports of foreign goods and a rupee-sterling foreign exchange ratio that would discourage imports.

(ii) They formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.

(iii) They refused to sell or buy imported goods.

(d) Workers:

(i) The participation by the workers in Civil Disobedience was limited. They participated in the Civil Disobedience Movement against low wages and deplorable working conditions.

(ii) There were strikes by railway workers, dock workers and mine workers in the Chota Nagpur regions.

(iii) Women: They participated in Protest Marches, manufactured salt and picketed foreign cloth and liquor shops.

Q84: State the slogan with which Simon Commission was greeted in 1928 in India. (CBSE 2016)

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Ans: Simon Commission was greeted with the slogan ‘Simon Go back’ in 1928 in India. 

Q85: Explain any two provisions of the Rowlatt Act and its impact. (CBSE 2016)

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Ans: Provisions of the Rowlatt Act:

• Repression of Political Activities: The Act empowered the government to suppress any political demonstrations or activities.
• Detention Without Trial: It allowed for the detention of political prisoners for up to two years without trial.
• Arrest and Search Without Warrant: The British government could arrest individuals and search properties without needing a warrant.

Impact of the Rowlatt Act:

• The Act sparked widespread outrage among Indians, leading to protests and civil disobedience.
• It intensified the struggle for independence and unified various groups against colonial rule.

Previous Year Questions 2015

Q86: “Nationalism spreads when people begin to believe that they are all part of the same nation.” Support the statement.    (CBSE 2015)

Or

How did people belonging to different communities, regions or language groups in India develop a sense of collective belonging ? Elucidate.

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Ans: It is true to say that 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. In India sense of collective belonging came through the experience of united struggles. Cultural processes history, fiction, folklore and songs, popular prints and symbols all played a part in the making of nationalism as mentioned below:

(i) Symbol of a figure or image:

(a) The identity of India was visualised with the image of Bharat Mata.

(b) The image was first created by Bankim Chandra Chattopadhyay.

(c) Abinindranath Tagore painted his famous image of Bharat Mata.

(ii) Revival of Indian folklore: In the late nineteenth century, the revival of folklore helped in the development of nationalism. Folk songs and legends gave a true picture of traditional culture. It helped in discovering national identity and restoring a sense of pride. Rabindra Nath Tagore collected ballads, nursery rhymes and Myths. Similarly, Natesa Sastri wrote folklore of Southern India.

(iii) Icons and symbols: The design of a tricolour flag during Swadeshi, swaraj flag by Gandhiji in 1921 helped in unifying people and inspire a feeling of nationalism. During demonstrations, the carrying of a Swaraj flag became a symbol of defiance.

(iv) Interpretation of history: The interpretation of history also helped in raising the sense of nationalism among the Indians. Nationalist history drew the attention of the Indians to the great achievements of the past as was done by the extremists like Lok Manya Tilak.

Q87: Evaluate the Satyagraha movement of Mahatma Gandhi against the proposed Rowlatt Act, 1919. (CBSE 2015, 14, 10)

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Ans: The Satyagraha Movement of Mahatma Gandhi against the proposed Rowlatt Act, 1919 can be described using the given points: 

(1) Mahatma Gandhi in 1919, decided to launch a nationwide satyagraha against the proposed Rowlatt Act in 1919. 

(2) Gandhi wanted non-violent civil disobedience against such unjust laws, which started with a hartal (strike) on 6th April. 

(3) Rallies were organised in various cities and workers went on strike in railway workshops, and shops were closed down.