(13.1)

The place marked as (A) on the map is Calcutta (Kolkata).

The Special Session of the Indian National Congress was held in Calcutta in September 1920, where Gandhiji's Non-Cooperation Movement was adopted.

(13.2)

(On the actual map, the student must locate and label the place(s) asked with the correct symbol — a dot (•) for a city/town or a star (☆) for a capital, as instructed in the question.)

> Note: Sub-part 13.2 requires marking on the physical map sheet. Perform the labelling accurately using the appropriate symbol as directed by your exam question paper.

Source: Nationalism in India, Chapter 2, History (India and the Contemporary World – II)

---

• The key fact to recall: Calcutta (September 1920) — the special/emergency session of the INC where the Non-Cooperation Movement was formally launched under Gandhi's leadership.
• On the map, Calcutta is located in West Bengal, in the eastern part of India — which matches the map visual where point A is marked near that region.
• For map questions, examiners award 1 mark for correct identification (13.1) and 1 mark each for correct location + correct symbol in 13.2.
• Always use a dot (•) for towns/cities and write the name neatly beside it. Spelling must be correct.

(11.1) Gandhiji organised an active movement in South Africa, not a passive one. It called for intense activity.

(11.2) Satyagraha is considered pure soul-force because truth is the very substance of the soul. The soul is informed with knowledge and burns with the flame of love, with no ill-will towards the adversary.

(11.3) Gandhiji described passive resistance as the weapon of the weak. He distinguished satyagraha from it, stating that satyagraha can be used only by the strong. Unlike passive resistance, satyagraha calls for intense activity. A satyagrahi does not inflict pain, seeks no destruction of the adversary, and harbours no ill-will — making it an active, positive force, not merely passive.

Source: The Story of Non-Cooperation Movement / Gandhiji's writings on Satyagraha

---

• 11.1 is 1 mark — one direct line from the passage suffices.
• 11.2 is 1 mark — quote the key phrase "truth is the very substance of the soul" and link it to soul-force.
• 11.3 is 2 marks — needs two distinct points: (i) passive resistance = weapon of the weak, and (ii) satyagraha differs — it is for the strong and demands intense/active effort. Examiners look for the contrast Gandhiji draws between the two concepts.

The First World War created a new economic situation in India in the following ways:

1. Rise in defence expenditure: The war led to a huge increase in defence expenditure, financed through war loans and higher taxes. Customs duties were raised and income tax was introduced.

1. Rising prices: Prices doubled between 1913 and 1918, causing extreme hardship to common people.

1. Forced recruitment: Villages were forced to supply soldiers, causing widespread anger in rural areas.

1. Food shortages and epidemic: Crop failures in 1918–19 and 1920–21 led to acute food shortages, accompanied by an influenza epidemic. Around 12–13 million people perished due to famines and the epidemic.

Source: The First World War, Khilafat and Non-Cooperation, Chapter 2

---

• This is a 3-mark "explain" question, so examiners expect 3 distinct points — each clearly stated.
• All four points above come directly from the source passage; stick to these.
• Avoid writing lengthy descriptions — one sentence per point is sufficient.
• Key terms like "war loans," "customs duties," "income tax," "forced recruitment," and "influenza epidemic" fetch marks, so use them precisely.

Mahatma Gandhi decided to withdraw the Non-Cooperation Movement in February 1922 due to the following reasons:

1. Violence in the movement: The movement was turning violent in many places. Since satyagraha was based on non-violence, Gandhi felt satyagrahis needed to be properly trained before participating in mass struggles.

1. Dissatisfaction within Congress: Some leaders like C. R. Das and Motilal Nehru were tired of mass struggles and wanted to participate in elections to provincial councils to oppose British policies from within.

1. Demand for radical action: Younger leaders like Jawaharlal Nehru and Subhas Chandra Bose pressed for more radical agitation and full independence, creating internal conflict.

Source: Towards Civil Disobedience, Chapter 2

---

• The examiner primarily wants violence as the main reason — mention it first and clearly.
• The internal divisions within Congress are a secondary supporting reason; mentioning C. R. Das / Motilal Nehru forming the Swaraj Party adds a specific detail examiners reward.
• For 3 marks, 3 distinct points work well. Avoid padding with unrelated events (like the Simon Commission, which came later).

Mahatma Gandhi travelled to Champaran in Bihar in 1917 to inspire the peasants to struggle against the oppressive plantation system. The peasants there were forced to grow indigo and other crops under harsh conditions imposed by British planters, and Gandhiji used satyagraha — non-violent resistance — to support their cause.

The source directly states: "In 1917 he travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system." Examiners expect you to mention (1) the reason — oppressive plantation system — and (2) the method — satyagraha/non-violent resistance. Do not confuse Champaran with Kheda (Gujarat) or Ahmedabad (mill workers), which were separate movements.

11.1 People understood the nation in terms of who they were and what defined their identity and sense of belonging. New symbols, icons, songs, and ideas forged new links and redefined the boundaries of communities.

11.2 The growth of modern nationalism was intimately connected to the anti-colonial movement because people began discovering their unity in the process of their struggle against colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together.

11.3 People in India developed a sense of collective belonging through the anti-colonial movement. The shared experience of oppression under colonialism acted as a common bond uniting different classes and groups. The Congress under Mahatma Gandhi tried to forge these diverse groups into one movement. New symbols, ideas, and songs also helped redefine community boundaries and create a common national identity.

Source: Chapter 1 – Nationalism in India, Introduction

---

• 11.1 is 1 mark — one line defining the people's understanding of nationhood (identity + symbols).
• 11.2 is 1 mark — directly quote/paraphrase the passage: unity discovered through anti-colonial struggle; shared bond of oppression.
• 11.3 is 2 marks — needs two distinct points: (i) shared colonial oppression as a unifying bond, and (ii) role of Congress/Gandhi + new symbols/ideas. Examiners look for both points clearly stated.
• Answers must stay within the passage — do not bring outside information for a passage-based question.

The Non-Cooperation Movement had a dramatic impact on the economic front:

1. Boycott of foreign goods: People refused to buy foreign cloth and other imported goods, causing a sharp decline in their imports.
2. Bonfire of foreign cloth: Foreign cloth was burnt publicly. The value of British cloth imports fell from ₹102 crore to ₹57 crore.
3. Promotion of Indian goods: People began using Indian-made goods like khadi, boosting local industries and handloom weavers.
4. Boycott of liquor shops: Liquor shops were picketed, reducing government revenue from excise duty.

These actions directly hurt British economic interests in India.

Source: The Nationalist Movement in India, Chapter 2

---

• The examiner expects specific economic examples — not political ones like surrendering titles or boycotting courts.
• Key facts to remember: the import figures (₹102 crore → ₹57 crore) add precision and score marks.
• Three well-labelled points are sufficient for 3 marks; do not write about Chauri Chaura or civil disobedience here.
• The word "dramatic" in the question signals you must show visible, measurable impact — hence figures and concrete actions matter.

Two causes that led to the Civil Disobedience Movement:

1. Falling prices and high revenue demands: Rich peasants producing commercial crops were badly hit by the trade depression. Their cash incomes disappeared, yet the government refused to reduce revenue demands, causing widespread resentment.

1. Colonial restrictions on business: Indian industrialists wanted protection against foreign imports and resented colonial policies that restricted business activities and controlled the Indian economy.

This question asks for causes, so name them clearly and support each with one brief reason — don't just list vague points. Examiners look for specific factors: economic hardship on peasants (falling prices + rigid revenue demand) and business grievances (colonial trade restrictions). Either two of these are acceptable; you could also mention the Simon Commission or the Lahore Congress's Purna Swaraj demand if you recall them, but ground your answer in what the passage provides. At 2 marks, two distinct points with brief explanation is sufficient — no need for lengthy elaboration.

Mahatma Gandhi broke the Salt Law at Dandi, a coastal town in Gujarat, on 6 April 1930, by manufacturing salt from seawater.

Source: The Salt March and the Civil Disobedience Movement, Chapter 2

The examiner expects just the place name — Dandi — along with one supporting detail (date/method) to show understanding. Writing the full march route (Sabarmati to Dandi) is a bonus but not required for 1 mark. Do not confuse the starting point (Sabarmati Ashram) with the destination where the law was actually broken.

The Indian National Congress Session in 1927 was held at Madras (present-day Chennai).

The 1927 Madras Session of the INC is significant because it passed a resolution boycotting the Simon Commission (before it even arrived in India). On map-based questions, identify the correct city and write its name clearly. CBSE map questions award 1 mark for correct identification.

Plantation workers in Assam had their own unique interpretation of Mahatma Gandhi and the concept of Swaraj, quite different from the Congress programme.

Freedom of Movement: Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, which was rarely granted. For them, Swaraj meant the right to move freely in and out of the confined space of the plantations.

Link with Native Villages: They also understood Swaraj as the right to retain a link with the villages from which they had come. They believed that Gandhi Raj was coming and everyone would be given land in their own villages.

Defiance: When they heard of the Non-Cooperation Movement, thousands of workers defied authorities and left the plantations to head home. They were stranded mid-way by a railway and steamer strike, caught by police and brutally beaten up.

Thus, they interpreted Swaraj as an end to all their suffering, imagining it as a time when all troubles would be over.

Source: Chapter 2, Section 2.3 — Swaraj in the Plantations

---

• Examiners expect specific examples: the Inland Emigration Act, defiance of authorities, and the brutal crackdown — all from the passage.
• Note the contrast: workers' idea of Swaraj (freedom of movement + land in villages) vs. the Congress programme (political independence). This distinction earns key marks.
• For 5 marks, 4–5 clear points with brief elaboration each is ideal. Avoid vague general statements about nationalism.

Indian business classes had a significant but complex relationship with the Civil Disobedience Movement.

Support for the Movement:

• During World War I, Indian merchants and industrialists earned huge profits and became powerful. They now opposed colonial policies that restricted their business activities.
• They wanted protection against imports of foreign goods and a favourable rupee-sterling exchange ratio.
• To organise their interests, they formed the Indian Industrial and Commercial Congress (1920) and FICCI (1927).
• Led by industrialists like Purshottamdas Thakurdas and G. D. Birla, they attacked colonial economic control, gave financial assistance to the movement, and refused to buy or sell imported goods.
• They saw swaraj as freedom from colonial restrictions, where trade and industry would flourish.

Withdrawal of Support:

• After the failure of the Round Table Conference, business groups became less enthusiastic.
• They feared prolonged disruption of business, spread of militant activities, and growing socialist influence among younger Congress members.

Source: Chapter 2, Section 3.2 — How Participants saw the Movement

---

Examiners look for: (1) reasons for initial support with named organisations and leaders, (2) specific actions taken (financial help, boycott), (3) what swaraj meant to them, and (4) why they withdrew. Five marks = roughly 5 distinct points. Avoid vague statements — use names like Birla, Thakurdas, FICCI to score full marks.

Folklore, symbols, and cultural processes played a key role in spreading nationalism in late 19th-century India:

1. Folk Revival: Nationalists began recording folk tales, ballads, and legends sung by bards. Rabindranath Tagore collected ballads, nursery rhymes, and myths in Bengal. Natesa Sastri published a four-volume collection of Tamil folk tales. These traditions were seen as the true picture of Indian culture, helping people reconnect with their national identity.

1. Symbol of Bharat Mata: Bankim Chandra Chattopadhyay composed 'Vande Mataram' in the 1870s, portraying the nation as a mother figure. Abanindranath Tagore later painted Bharat Mata (1905) as a calm, divine, ascetic figure. Devotion to this image became a symbol of nationalism.

1. Flags and National Symbols: During the Swadeshi movement, a tricolour flag with lotuses and a crescent moon united Hindus and Muslims. These symbols inspired collective identity and defiance against colonial rule.

---

Examiners expect three to four clearly labelled points covering: folk revival (with specific names like Tagore, Natesa Sastri), the Bharat Mata imagery, and national symbols/flags. Mentioning specific examples (names, works, years) earns full marks. Avoid writing a general essay — crisp, factual points score better in CBSE.
Source: The Sense of Collective Belonging, Chapter 2 — India and the Contemporary World II.

Economic Implications:

1. Industrial Growth in India: While Britain was preoccupied with war, industries developed in India, allowing Indian manufacturers to fill the gap in domestic markets.

1. Britain's Weakened Hold: After the war, Britain struggled to recapture its dominant position in the Indian market, reducing colonial economic control.

1. War Boom followed by Unemployment: The war created an economic boom (high demand, production, employment), but once it ended, production contracted and unemployment rose sharply.

1. Rise in Prices and Debt: War expenditures were financed through heavy borrowing, leading to economic instability and inflation.

Political Implications:

1. Nationalist Pressure: Under pressure of nationalist opinion, the colonial government extended tariff protection to Indian industries — a political concession to Indian demands.

1. Women's Role Expanded: As men went to war, women entered the workforce, gradually shifting social and political dynamics.

These transformations deepened India's desire for self-governance and contributed to growing anti-colonial sentiment.

Source: Chapter 3, Section 3.1 – Wartime Transformations; Section 3.2 – Post-war Recovery

---

• Examiners expect both economic and political dimensions clearly addressed — label them.
• Key points from the textbook: industrial development in India, Britain's weakened market position, war boom → post-war unemployment, tariff protection as a political concession, and women entering workforce.
• Avoid writing about the Great Depression here — that is a separate topic (Section 3.5).
• Stick to about 5 crisp points for a 5-mark answer; avoid lengthy elaboration on any single point.

(i) Identification of Places:

(a) Place A — Dandi
Mahatma Gandhi marched from Sabarmati Ashram to Dandi (Gujarat coast) and broke the salt law on 6 April 1930, marking the beginning of the Civil Disobedience Movement.

(b) Place B — Madras (Chennai)
The session of the Indian National Congress was held at Madras in 1927.

(ii) Locate and Label on Map (any three):

Students should mark the following with correct symbols:

• Dandi — star/dot on Gujarat coast
• Madras/Chennai — dot on south-east coast
• Any three from the given list (e.g., Jallianwala Bagh/Amritsar, Chauri Chaura, etc.) with appropriate symbols

(Actual marking is done on the physical map; symbols and names must be written clearly near the correct locations.)

Source: The Nationalist Movement in Indo-China / Chapter 2 (History); Political outline map of India

---

• A = Dandi is confirmed by the passage: Gandhi reached Dandi on 6 April and "ceremonially violated the law, manufacturing salt by boiling sea water."
• B = Madras (Chennai) — The 1927 INC session was held at Madras; this is standard factual content from the chapter.
• For Part (ii), examiners award marks for correct location + correct symbol + legible name on the map. No written description is needed — all work is on the map itself.
• In board exams, map questions are assessed on the physical map sheet, not written paragraphs. Write only what is asked.

Three causes of the Civil Disobedience Movement:

1. Peasant grievances: Rich peasants like the Patidars of Gujarat were badly hit by the trade depression and falling prices. Their cash incomes vanished, yet the government refused to reduce revenue demands, causing widespread resentment.

1. Business class opposition to colonial policies: Indian industrialists wanted protection against foreign imports and freedom from colonial restrictions on trade. They supported the movement hoping swaraj would allow trade and industry to flourish without constraints.

1. Salt Law and Purna Swaraj demand: The Congress adopted the demand for complete independence (Purna Swaraj) in December 1929. In March 1930, Gandhiji launched the movement by breaking the unjust salt law at Dandi, making salt a powerful symbol of resistance.

Source: Chapter 2, Sections 3.2 and 1.3

---

The examiner expects three distinct, well-labelled causes — one point per mark. Each cause needs a brief reason, not just a heading. The most commonly expected causes from this chapter are: peasant economic hardship (revenue/depression), business class resentment of colonial economic policies, and the political demand for Purna Swaraj/salt law as trigger. Avoid listing participants alone — state why they joined or what caused the movement.

Three causes that led to the Non-Cooperation Movement:

1. Rowlatt Act (1919): The British passed this repressive act, which allowed detention without trial. This, along with the Jallianwala Bagh massacre, angered Indians deeply.

1. Khilafat Issue: The British had dealt harshly with the Ottoman Caliph after World War I. Indian Muslims were outraged, and Gandhi linked this cause with the Non-Cooperation Movement to unite Hindus and Muslims.

1. Gandhi's belief in non-cooperation: Gandhi argued in Hind Swaraj that British rule survived only because of Indian cooperation. If Indians withdrew cooperation — by boycotting courts, schools, councils, and foreign goods — British rule would collapse and Swaraj would be achieved.

Source: Chapter 2, Section 1.3 – Why Non-cooperation?

---

• The examiner expects three distinct causes, clearly labelled or separated — one point per mark.
• The Rowlatt Act/Jallianwala Bagh and the Khilafat issue are standard factual causes; Gandhi's philosophical reasoning from Hind Swaraj is the third key cause from the passage.
• Avoid writing long explanations for each point — one or two supporting sentences per cause is enough for a 3-mark answer.
• The word "Non-Cooperation-Khilafat Movement" signals that the Khilafat grievance is always expected as a cause.

(d) Jawaharlal Nehru : Oudh Kisan Sabha

Jawaharlal Nehru was associated with the Oudh Kisan Sabha, formed to organise peasant grievances in Uttar Pradesh.

• Bhagat Singh founded the Hindustan Socialist Republican Army (HSRA), not Sardar Patel.
• C.R. Das founded the Swaraj Party, not Bhagat Singh.
• Bardoli Satyagraha was led by Sardar Vallabhbhai Patel, not C.R. Das.
• Nehru helped form the Oudh Kisan Sabha (1920) to voice peasant demands — this is the only correctly matched pair.

Ahmedabad

In 1918, Mahatma Gandhi went to Ahmedabad to organise a satyagraha movement amongst cotton mill workers.

Source: Chapter 2, Section 1.1 – The Idea of Satyagraha

The examiner expects just the place name — Ahmedabad — supported by a brief identifying statement. The source passage directly states this fact. Do not confuse this with Champaran (peasants) or Kheda (revenue/peasants); Ahmedabad is specifically linked to cotton mill workers.

The session of the Indian National Congress held in 1927 took place at Madras (present-day Chennai).

On the map, students must identify Madras (Chennai) as the site of the 1927 INC session. This session is significant because it passed a resolution boycotting the Simon Commission even before it arrived in India. For map-based questions, mark the correct location clearly and write the place name.

(35.1) Swaraj was considered an inalienable right because every people has the right to freedom, to enjoy the fruits of their toil, and to have full opportunities of growth.

(35.2) The source supports a democratic/people-centred government — one that does not oppress people. If any government deprives people of their rights, the people have the right to alter or abolish it.

(35.3)

• Economic ruin: The British Government exploited the masses and ruined India economically, denying people the necessities of life.
• Political, cultural and spiritual destruction: British rule deprived Indians of their freedom and damaged India politically, culturally, and spiritually, leaving no opportunities for growth.

Source: The Nationalist Movement in Indo-China / The Age of Nationalism — Independence Day Pledge, 26 January 1930

---

• (35.1) Quote directly from the passage — "freedom," "fruits of toil," "full opportunities of growth."
• (35.2) The passage implicitly supports a government accountable to the people; use the clue "right to alter or abolish."
• (35.3) The passage lists four effects (economic, political, cultural, spiritual) — pick any two and elaborate briefly (1 mark each). Don't just list; add a line of explanation.
• Keep answers text-bound; examiners reward accuracy to the source.

When news of the Jallianwala Bagh massacre spread, crowds took to the streets in many north Indian towns. There were strikes, clashes with the police, and attacks on government buildings. The government responded with brutal repression — people were flogged, forced to crawl on streets, and villages near Gujranwala were bombed.

Source: Chapter 2, Section 1.2 – The Rowlatt Act

---

The question asks specifically about the Indian reaction, so focus on: (1) public outrage — strikes, protests, attacks on government buildings, and (2) government's brutal counter-response (which is part of the chain reaction). Examiners expect both the people's reaction and the repressive response as they are presented together in the textbook. Avoid writing about Dyer's action — that's the cause, not the reaction.

The correct option is B: IV, II, III and I

Chauri Chaura (1922) → Simon Commission (1928) → Dandi March (1930) → Second Round Table Conference (1931).

Memorise these key dates: Chauri Chaura – Feb 1922; Simon Commission – 1928; Dandi March – March 1930; Second Round Table Conference – Sept 1931. Questions on chronological order are common; learn events with years.

Champaran (Bihar) — Mahatma Gandhi organised Satyagraha here in 1917 to inspire peasants to struggle against the oppressive indigo plantation system.

Source: Chapter 2, Section 1.1 – The Idea of Satyagraha

For map-skill questions asking to identify a place, name the location clearly and add one supporting fact (what happened there). Examiners expect "Champaran" as the answer; mentioning Bihar and the indigo/plantation context confirms you know the historical context, which secures full marks.

On the given outline map of India, mark and label the place where a session of the Indian National Congress was held — for example, Calcutta (1885), Lahore (1929), or Karachi (1931), as specified in the question.

This is a map-based question. The examiner expects you to correctly identify and mark the specific city on the outline map of India. Common INC session cities asked in CBSE exams include Lahore (1929 — Poorna Swaraj resolution), Calcutta, and Karachi (1931 — Fundamental Rights resolution). Mark the location accurately and write the city name legibly beside it.

The Non-Cooperation Movement began slowing down in cities due to the following reasons:

1. Khadi was expensive — Most urban poor could not afford khadi cloth as a substitute for cheap mill-made or foreign cloth.

1. Boycott of institutions was difficult to sustain — Students and lawyers gradually returned to government schools and courts, as they could not afford to give up education or livelihood for long.

1. Alternative Indian institutions were not established in sufficient numbers — Without adequate Indian schools and courts to replace the boycotted ones, people had no choice but to return to British institutions.

Source: Chapter 2, Non-Cooperation Movement section

---

The examiner expects three distinct, clearly stated causes — ideally with brief explanation of each. The textbook specifically mentions that khadi was expensive, boycott of schools and courts was hard to sustain, and alternative institutions were insufficient. Avoid listing causes without explaining them. Each point earns 1 mark. Keep sentences crisp — one or two lines per cause is enough for a 3-mark answer.

The three main economic impacts of the Non-Cooperation Movement were:

1. Boycott of foreign goods: People refused to buy British-made cloth and other goods, severely affecting British trade and commerce in India.

1. Promotion of swadeshi: Indians adopted indigenous goods, especially hand-spun khadi, boosting local industries and reducing dependence on British products.

1. Burning of foreign cloth: Foreign cloth was publicly burnt as a symbol of resistance against Western economic domination, causing significant loss to British textile imports.

Source: Chapter 2, Section 1.3 — Why Non-cooperation?

---

The examiner expects three distinct, labelled points — one per mark. The source passage references the boycott of foreign goods and Fig. 4 (burning of foreign cloth). Swadeshi promotion is the logical complementary economic impact taught in this chapter. Avoid repeating the same idea in different words. Each point should name the impact and briefly explain its economic significance in one line.

The colonial government used brutal repressive measures to suppress the Civil Disobedience Movement. It arrested thousands of peaceful satyagrahis, imposed harsh laws, and used police violence. Leaders including Gandhiji were jailed. The government refused to concede key demands such as reducing revenue rates, which led to widespread resentment and eventual weakening of the movement.

Source: Chapter 2, The Nationalist Movement in India

The question asks specifically about suppression of the Civil Disobedience Movement. Note that the source passages don't give detailed methods of suppression directly, but examiners expect students to mention arrests, repression, jailing of leaders, and refusal to meet demands — all implied by the passages (e.g., movement being "called off," government using "repression"). Keep the answer concise and factual. Avoid listing social group participation, which is a different aspect.

Salt became a powerful symbol to unite the nation during the Civil Disobedience Movement for two reasons:

1. Universal consumption: Salt was consumed by both the rich and the poor alike. Being one of the most essential food items, it connected every section of Indian society.

1. Symbol of British oppression: The salt tax and the government monopoly over its production revealed the most oppressive face of British rule, thus uniting all classes against colonial exploitation.

Source: Chapter 2, Section 3.1 – The Salt March and the Civil Disobedience Movement

---

• The question asks for two causes, so two distinct points are mandatory. Each point earns 1 mark.
• Examiners look for: (i) universality of salt — rich and poor alike, and (ii) oppressive nature of the salt tax/government monopoly.
• Avoid writing a lengthy narrative; two clear, labelled points are sufficient for 2 marks.
• Always use textbook language (e.g., "oppressive face of British rule") to score full marks.

The Civil Disobedience Movement became a mass movement because various social groups joined it with their own grievances and aspirations:

1. Rich peasants (Patidars of Gujarat, Jats of UP) joined because falling prices and the refusal to reduce revenue demands caused hardship. For them, swaraj meant an end to high revenues.

1. Poor peasants/small tenants wanted unpaid rents remitted. They joined radical movements led by Socialists and Communists.

1. Business classes like Purshottamdas Thakurdas and G.D. Birla gave financial support and boycotted foreign goods, seeing swaraj as freedom from colonial economic restrictions.

1. Industrial workers in Nagpur region participated; railway workers (1930) and dock workers (1932) went on strike; Chotanagpur tin mine workers wore Gandhi caps.

1. Women participated in huge numbers — they marched, manufactured salt, picketed foreign cloth and liquor shops, and went to jail, seeing service to the nation as a sacred duty.

Thus, diverse groups with varied aspirations united against colonial rule, making it a true mass movement.

Source: Chapter 2, Section 3.2 — How Participants saw the Movement

---

Examiners expect five distinct social groups with a specific example or reason for each. The key is to show why each group joined (their specific grievance) and how they participated. Avoid writing generically — name specific groups like Patidars, Jats, FICCI, and mention concrete examples like Nagpur workers or women picketing shops. End with a linking conclusion sentence to show it became a mass movement. Do not exceed ~120 words.

Significance of the Non-Cooperation Movement:

1. Theoretical Basis: Gandhiji argued in Hind Swaraj that British rule survived only because of Indian cooperation. If Indians refused to cooperate, British rule would collapse and swaraj would come.

1. Mass Participation: The movement (January 1921) united diverse social groups — peasants, tribals, workers, and the middle class — under one national struggle, showing the breadth of anti-colonial feeling.

1. Boycott of British Institutions: Indians surrendered titles, boycotted civil services, courts, legislative councils, schools, and foreign goods, directly weakening colonial authority.

1. Workers and Tribals: Plantation workers in Assam defied the Inland Emigration Act and left tea gardens; tribals linked their local struggles to the national movement, widening its social base.

1. National Unity: It forged emotional and organisational unity among people with varied aspirations, all responding to the call of swaraj.

Source: Chapter 2, Sections 1.3 and 2

---

• Examiners expect named examples (Assam plantation workers, Chauri Chaura, etc.) — not just general statements.
• Cover: Gandhi's idea behind non-cooperation → stages of the movement → who participated → impact/significance.
• Mention Hind Swaraj for theoretical grounding; it shows conceptual understanding.
• Avoid writing lengthy descriptions of one point at the expense of others — spread marks across distinct points.
• 5 marks = roughly 5 crisp points with supporting detail, which this answer provides.

A. Madras (Chennai) — The session of the Indian National Congress was held here in 1927.

B. Dandi — Gandhiji marched over 240 miles from Sabarmati Ashram to this Gujarati coastal town, where he broke the Salt Law on 6 April 1930 by manufacturing salt from sea water.

Source: The Salt March and the Civil Disobedience Movement, Chapter 2

---

• Point A (Madras/Chennai): The 1927 INC session at Madras is a standard map-skill fact for this chapter. Note it on the map in the southern peninsular region.
• Point B (Dandi): The textbook explicitly names Dandi as the Gujarati coastal town where Gandhiji ceremonially violated the salt law. This is the most frequently tested map point from Chapter 2.
• In the exam, write the name clearly on the line near the arrow on the map — that is what earns the mark. A one-line identification per point is sufficient; no elaborate explanation needed on the map itself.

(9.1) The main aim of the Quit India Movement was to demand the immediate transfer of power to Indians and the complete withdrawal of the British from India.

(9.2) Gandhiji delivered the famous 'Do or Die' speech in Bombay on 8 August, 1942, when the All India Congress Committee endorsed the Quit India resolution.

(9.3) The Quit India Movement saw widespread forms of protest across India. People observed hartals and took part in demonstrations. Processions were carried out accompanied by national songs and slogans. The movement brought thousands of ordinary people — students, workers, and peasants — into its fold. Leaders like Jayaprakash Narayan, Aruna Asaf Ali, and women like Matangini Hazra also participated actively. The movement nearly brought the state machinery to a standstill.

Source: Quit India Movement (printed extract)

---

• (9.1) Direct 1-mark fact — one crisp line is enough. Do not write lengthy background.
• (9.2) Another direct recall — "Bombay" and the date/event context is sufficient for full marks.
• (9.3) For 2 marks, mention at least 3–4 distinct forms of protest from the passage: hartals, demonstrations, processions with national songs/slogans, and mass participation. Examiners look for evidence that you read the passage; do not add outside information that contradicts it. Naming participants adds value but is not strictly required for the forms question.

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

Bankim Chandra Chattopadhyay wrote Vande Mataram; Abanindranath Tagore painted Bharat Mata; Sardar Vallabhbhai Patel led Bardoli Satyagraha; Dr. B.R. Ambedkar signed the Poona Pact.

• The question is from Chapter 2 (Nationalism in India), Class 10 History.
• Key facts to remember: Vande Mataram → Bankim Chandra Chattopadhyay (written in Anandamath); Bharat Mata painting → Abanindranath Tagore; Bardoli Satyagraha (1928) → Sardar Vallabhbhai Patel; Poona Pact (1932) → signed between Gandhi and Dr. B.R. Ambedkar regarding reserved seats for depressed classes.
• Note: The source passages provided do not directly contain this content, but the answer is grounded in the NCERT Class 10 History textbook (Chapter 2).

The revival of Indian folklore played a significant role in strengthening nationalism. The following arguments support this:

1. Recording folk traditions: In late-nineteenth-century India, nationalists began recording folk tales sung by bards and toured villages to collect folk songs and legends, reconnecting people with their roots.

1. Preserving national identity: Nationalists believed these tales gave a true picture of traditional culture corrupted by colonial forces. Preserving them helped people discover their national identity and restore pride in the past.

1. Rabindranath Tagore's contribution: In Bengal, Tagore himself collected ballads, nursery rhymes and myths, leading the movement for folk revival.

1. Natesa Sastri's work: In Madras, he published a four-volume collection, The Folklore of Southern India, calling folklore "the most trustworthy manifestation of people's real thoughts and characteristics."

1. Unifying effect: These shared cultural traditions created a common bond among people across regions, inspiring collective national consciousness.

Source: The Sense of Collective Belonging, Chapter 2

---

• The examiner expects 5 distinct points for a 5-mark answer — each point linked directly to how folklore revival built nationalism.
• Always name specific examples: Tagore (Bengal), Natesa Sastri (Madras) — these fetch marks.
• The quote from Natesa Sastri is a scoring detail worth including.
• Avoid vague generalizations; stay grounded in the textbook passage.

Women played a significant role in the Civil Disobedience Movement in the following ways:

1. Participation in protests: During Gandhiji's salt march, thousands of women came out of their homes to listen to him and join the movement.

1. Active contribution: They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops.

1. Sacrifice: Many women courted arrest and willingly went to jail for the national cause.

1. Social diversity: In urban areas, women from high-caste families participated, while in rural areas, women from rich peasant households joined the movement.

1. Sense of duty: Moved by Gandhiji's call, women began to see service to the nation as a sacred duty.

However, despite their large-scale participation, the Congress was reluctant to give women positions of authority and was keen only on their symbolic presence.

Source: Chapter 2 (Nationalism in India), Section 3.2 — How Participants saw the Movement

---

• The question is directly from the passage on Civil Disobedience Movement (Section 3.2).
• Examiners expect 5 distinct points for 5 marks — each point earns 1 mark.
• Always include the limitation/contrast point (Congress wanted only symbolic presence) — it shows analytical depth and is explicitly mentioned in the source.
• Do not add outside information; stick to what the passage states.

Option A — Bhimrao Ambedkar and Mahatma Gandhi

The Poona Pact (1932) was signed between B.R. Ambedkar and Mahatma Gandhi, dropping separate electorates for Dalits in favour of reserved seats in general electorates.

The examiner expects you to recall that Gandhi went on a fast-unto-death opposing the Communal Award's separate electorates for Depressed Classes, leading Ambedkar to negotiate the Poona Pact with him. Options C and D refer to different agreements (Gandhi-Irwin Pact 1931; Gandhi-Jinnah talks), so eliminate them quickly.

(i) The place marked A is Amritsar (Punjab) — the site of the Jallianwala Bagh massacre (13 April 1919).

(ii) On the outline map of India, locate and label:

• Singrauli Thermal Power Plant — mark it in Madhya Pradesh / Uttar Pradesh border region (Singrauli district, MP).
• Kolkata (Netaji Subhash Chandra Bose) International Airport — mark it at Kolkata, West Bengal with the symbol for an airport (✈ or ⊙).

(Note: If the question asks for Mumbai Software Technology Park instead of Singrauli, mark it at Mumbai, Maharashtra.)

---

• Map questions are purely identification and labelling — no explanation needed in the answer.
• Write the correct name neatly near the marked symbol.
• For airports, use the standard dot/star symbol and write the full name.
• Jallianwala Bagh (1919, Amritsar) is a standard History map item (Chapter — Nationalism in India).
• Singrauli is a major thermal power station (Geography — Energy Resources); Kolkata airport is a standard transport map item (Geography — Lifelines of National Economy, Ch. 7).
• Examiners award marks for correct location + correct label; one error = one mark lost.

(11.1) The nation became a reality in the minds of people when its identity was symbolised in a figure or image with which people could identify themselves.

(11.2) Nationalism captured the imagination of the people through a variety of cultural processes — fiction, folklore and songs, popular prints and symbols all played a part in the making of nationalism.

(11.3) People belonging to different groups developed a sense of collective belonging through:

• United struggles — participating together in national movements created a shared sense of identity.
• Cultural processes — fiction, folklore, songs, and popular prints spread nationalist ideas widely.
• Symbols and icons — the image of Bharat Mata, created by Bankim Chandra Chattopadhyay and painted by Abanindranath Tagore, gave people a common figure to identify with; devotion to this mother figure became a sign of nationalism.

Source: Chapter 2 – Nationalism in India, Section: The Sense of Collective Belonging

---

• (11.1) is 1 mark — one line about symbolising the nation through a figure/image is enough.
• (11.2) is 1 mark — just list the cultural processes (fiction, folklore, songs, prints, symbols). Don't elaborate.
• (11.3) is 2 marks — examiners expect two distinct points: united struggles + cultural processes/symbols. Mentioning Bharat Mata with Bankim Chandra and Abanindranath Tagore adds value and shows text knowledge. Keep it concise — 3 bullet points covering both marks is ideal. Never go beyond what the passage says for a case-study question.

Mahatma Gandhi considered salt a powerful symbol that could unite the nation because:

1. Universal consumption: Salt was consumed by the rich and the poor alike, so the demand to abolish the salt tax could unite all classes of Indian society.

1. Essential commodity: It was one of the most essential items of food, making the issue relevant to every Indian regardless of region or community.

1. Symbol of British oppression: The tax on salt and the government monopoly over its production revealed the most oppressive face of British rule, giving Indians a common grievance to rally against.

Source: The Salt March and the Civil Disobedience Movement, Chapter 2

---

The examiner expects three distinct, well-labelled points — one per mark. The passage directly provides all three reasons: universality of use, essential nature of salt, and its role in exposing British oppression. Avoid copying large chunks; paraphrase neatly. Each point should be one clear sentence. Do not add information not in the passage.

According to Mahatma Gandhi, Satyagraha emphasized the power of truth. He believed that if the cause was just, physical force was not necessary to fight the oppressor. A satyagrahi could win through non-violence by appealing to the conscience of the oppressor, without seeking vengeance. He described it as pure soul-force, not passive resistance, requiring intense moral strength. He believed non-violence was the supreme dharma and could unite all Indians.

Source: Chapter 2, Section 1.1 – The Idea of Satyagraha

---

• Examiners look for three to four key points: truth, non-violence, soul-force, appealing to conscience.
• Avoid writing a long essay — two to three sentences with clear points are enough for 2 marks.
• The phrase "soul-force" (from Source A) is a good exam keyword to include.
• Do not confuse Satyagraha with passive resistance — Gandhi explicitly distinguished the two.

13(a)
A — Chauri Chaura (Uttar Pradesh)
The Non-Cooperation Movement was called off by Mahatma Gandhi in 1922 after a violent incident at Chauri Chaura, where a mob set fire to a police station.

---

13(b) (To be marked on the outline map of India)

(a) Option I — Narora Nuclear Power Plant:
Locate and label Narora in Uttar Pradesh (on the Ganga plains, Bulandshahr district).

OR

Option II — Bengaluru Software Technology Park:
Locate and label Bengaluru in Karnataka (southern India).

(b) Indira Gandhi International Airport:
Locate and label New Delhi (marked with the airport symbol ✈) in the National Capital Territory of Delhi.

---

• 13(a): The key fact is Chauri Chaura (February 1922, UP) — Gandhi suspended the Non-Cooperation Movement after violence there. Write the name clearly on the line near the marked point on the map.
• 13(b): Map questions are purely locating + labelling. Examiners check correct position and correct name/label. Narora (UP) and Bengaluru (Karnataka) are standard NCERT Geography map items. IGI Airport at New Delhi is always asked. Practice these fixed NCERT map points before the exam.

(11.1) Freedom was considered an inalienable right because every people has the right to enjoy the fruits of their toil, have the necessities of life, and have full opportunities of growth.

(11.2) Purna Swaraj was considered essential because the British Government had deprived Indians of their freedom, exploited the masses, and ruined India economically, politically, culturally, and spiritually. Therefore, severing the British connection was the only solution.

(11.3) The Lahore Session of Congress (December 1929), presided over by Jawaharlal Nehru, formally declared Purna Swaraj (complete independence) as the goal of the Indian National Congress. It resolved to celebrate 26 January 1930 as Independence Day and authorised the launch of the Civil Disobedience Movement. This session marked a turning point in India's freedom struggle.

Source: The Nationalist Movement in Indo-China / The Age of Industrialisation — Nationalism in India, NCERT Class 10 History

---

• 11.1 & 11.2 must be answered strictly from the passage — use the exact phrases given (inalienable right, fruits of toil, ruined economically/politically/culturally/spiritually).
• 11.2 demands a reason, so quote the exploitation + ruin argument from the passage as justification for Purna Swaraj.
• 11.3 is a textbook-based 2-mark answer (not directly in the passage). Examiners expect: Nehru's presidency, Purna Swaraj resolution, Independence Day pledge on 26 Jan 1930, and launch of Civil Disobedience Movement. Two clear points earn full marks.

To build a national identity in India, preserving folk traditions and glorifying the past were essential steps:

1. Folk Traditions: Nationalists toured villages to record folk tales, songs, and legends, believing they reflected the true traditional culture corrupted by colonial rule. Rabindranath Tagore collected ballads, nursery rhymes, and myths in Bengal; Natesa Sastri published a four-volume collection of Tamil folklore, calling it "the most trustworthy manifestation of people's real thoughts."

1. Glorious Past: Indians reinterpreted history to counter the British claim that Indians were backward. They highlighted ancient achievements in art, science, philosophy, and trade to instil pride and inspire people to struggle against colonial rule.

Both processes helped create a sense of collective belonging and national identity among diverse groups.

Source: The Sense of Collective Belonging, Chapter 2 (India and the Contemporary World – II)

---

• Examiners expect two clear points for a 3-mark answer — one on folk traditions and one on glorifying the past — with brief examples.
• Specific names (Tagore, Natesa Sastri) and a short quote add value without padding.
• Avoid writing an essay; stick to the word limit (~70–80 words for the answer body).
• The question asks you to "justify," so link each point back to why it helped build national identity.

Indian merchants and industrialists supported the Civil Disobedience Movement because they wanted to expand their businesses free from colonial restrictions. They opposed colonial policies that limited business activities, sought protection against imports of foreign goods, and desired a favourable rupee-sterling exchange ratio. They gave financial assistance to the movement and refused to buy or sell imported goods, seeing swaraj as a time when trade and industry would flourish without constraints.

Source: Chapter 2, Section 3.2 – How Participants saw the Movement

For a 2-mark answer, examiners look for two clear reasons — colonial restrictions on business and opposition to import policies (or the desire for protection) — plus the key actions taken (financial aid, boycott of imported goods). Avoid lengthy background; stay focused on why they supported it. Mentioning FICCI or names like G.D. Birla is a bonus but not required for full marks.

The Rowlatt Act (1919) was opposed through a nationwide non-violent satyagraha called by Gandhiji. Three examples of opposition are:

1. Hartal on 6 April – People observed a nationwide hartal; shops closed down and workers went on strike in railway workshops.

1. Rallies and strikes – Rallies were organised in various cities across India, and workers stopped work as a mark of protest.

1. Jallianwalla Bagh protests – After the massacre, crowds took to the streets in many north Indian towns; there were strikes and clashes with the police against British repression.

Source: The Nationalist Movement in Indo-China, Chapter 2, Section 1.2

---

• The question asks specifically for three examples — give exactly three, clearly labelled or listed.
• Examiners expect specific facts: hartal date (6 April), railway/workshop strikes, city rallies, and post-Jallianwalla Bagh protests all count as valid examples.
• Do not spend marks describing the Act itself — that answers a different question ("Why were Indians outraged?"). Focus on how it was opposed.
• Avoid padding; three crisp points with brief explanation each is the ideal format for 3 marks.

The Non-Co-operation Movement had the following effects on the Indian economy:

1. Boycott of foreign goods: People boycotted imported foreign cloth and goods, which reduced the demand for British products and hurt British trade.

1. Revival of Indian industries: The boycott of foreign cloth encouraged the use of khadi and Indian-made goods, giving a boost to Indian cottage industries and handloom weavers.

1. Disruption of trade: Merchants and traders refused to trade in foreign goods and boycotted British firms, disrupting normal economic activity and causing financial losses to British businesses in India.

Note: This question is from History (Chapter 3 – Nationalism in India), but the source passages provided are from Economics chapters and are unrelated. The answer above is based on standard CBSE textbook content for this topic.

Key examiner expectations:

• Name three distinct effects clearly.
• Use terms like boycott, khadi, cottage industries — these fetch marks.
• Each point should be concise (one sentence explanation after the heading).
• Avoid mixing up the Non-Co-operation Movement with economic reforms/globalisation.

(d) Vallabhbhai Patel

Vallabhbhai Patel led the peasant movement in Bardoli in 1928, known as the Bardoli Satyagraha, against enhancement of land revenue.

Source: Chapter 2, Section 2.2 – Rebellion in the Countryside

---

The passage clearly states: "In 1928, Vallabhbhai Patel led the peasant movement in Bardoli, a taluka in Gujarat, against enhancement of land revenue." Note that Baba Ramchandra led peasants in Awadh (UP) in 1918–19, not Bardoli — a common confusion point in exams. Always link Bardoli Satyagraha with Vallabhbhai Patel; this is how he earned the title "Sardar".

(a) Champaran — Mahatma Gandhi travelled to Champaran in Bihar in 1917 to organise satyagraha for indigo peasants struggling against the oppressive plantation system.

(b) Nagpur — The session of the Indian National Congress held in December 1920 took place at Nagpur, where the Non-Cooperation Movement was adopted.

---

• (a) The textbook explicitly states Gandhi went to Champaran, Bihar in 1917 for indigo peasants — this is a frequently asked map point.
• (b) The Nagpur Session (December 1920) is a standard CBSE map item. The Non-Cooperation Movement was formally launched here. Ensure you mark and label both places correctly on the map — spelling counts for full marks.
• No lengthy explanation needed; simply identify and name the place correctly on the map and in the answer line.

Source: Chapter 2 – Nationalism in India, Section 1.1 – The Idea of Satyagraha

People of different communities developed a sense of collective belonging through the following ways:

1. United Struggles: The shared experience of fighting against colonial rule brought diverse groups together under a common bond of oppression.

1. Symbols and Icons: The image of Bharat Mata, first created by Bankim Chandra Chattopadhyay and painted by Abanindranath Tagore, gave people a visual identity to unite around. Flags like the Swaraj flag with the spinning wheel also fostered unity.

1. Folk Revival: Nationalists collected folk tales, songs, and legends to revive a shared cultural tradition. Rabindranath Tagore led this movement in Bengal.

1. Reinterpretation of History: Indians began highlighting India's glorious past in art, science, and philosophy to instil national pride.

1. History, Fiction, and Popular Prints: These cultural tools captured people's imagination and spread nationalist ideas widely.

Source: Chapter 2, Section — The Sense of Collective Belonging

---

Examiners expect 5 distinct points for a 5-mark question, each briefly explained. The key terms here are: united struggles, symbols/icons (Bharat Mata, flags), folk revival, reinterpretation of history, and cultural processes (fiction/prints/songs). Avoid writing only one or two points in essay form — list clearly with short explanations. Note that the passage also mentions problems with Hindu-centric imagery alienating other communities; mentioning this briefly can earn bonus appreciation from the examiner.

Progress of the Civil Disobedience Movement in the Countryside:

1. Rich Peasants (Patidars of Gujarat, Jats of UP): Hit hard by trade depression and falling prices, their cash income vanished, making revenue payment impossible. They enthusiastically joined the movement, organising boycott programmes. For them, swaraj meant relief from high revenues. When the movement was called off in 1931 without revenue revision, they felt betrayed and refused to participate in 1932.

1. Poor/Small Peasants: Burdened by rent to landlords, they wanted rent remission. They joined radical movements led by Socialists and Communists. The Congress, unwilling to upset landlords, refused to support 'no rent' campaigns, leaving the relationship between poor peasants and Congress uncertain.

1. Tribal Peasants (Gudem Hills, Andhra Pradesh): Angered by forest restrictions and forced begar, they launched a militant guerrilla movement under Alluri Sitaram Raju, who was inspired by Gandhi but believed in armed struggle. Raju was captured and executed in 1924.

1. Awadh Peasants: Led by Baba Ramchandra against high rents, begar, and insecure tenancy. The Oudh Kisan Sabha was formed; peasants organised social boycotts of landlords. The movement turned violent — houses were attacked and bazaars looted — which troubled Congress leadership.

Source: Chapter 2, Section 2.2 (Rebellion in the Countryside) and Section 3.2 (How Participants saw the Movement)

---

• Examiners expect you to cover at least 3–4 social groups in the countryside: rich peasants, poor peasants, tribal peasants, and Awadh peasants.
• For each group, mention: who they were → why they joined → what swaraj meant to them → any disappointment or outcome.
• Specific names (Patidars, Jats, Baba Ramchandra, Alluri Sitaram Raju) fetch marks.
• Keep each point concise — do not over-explain any single group at the cost of missing others.

(i) Place A — Nagpur
The session of the Indian National Congress was held in December 1920 at Nagpur.

(ii) Place B — Amritsar
The Jallianwala Bagh incident occurred on 13 April 1919 at Amritsar (Punjab), where General Dyer opened fire on a peaceful crowd, killing hundreds.

Source: The Nationalist Movement in Indo-China, Chapter 2, Section 1.2

---

• For map-skill questions, you must write the correct name on the line near the marked point on the map and also state it in writing.
• The Nagpur session (December 1920) is where the Non-Cooperation Movement was formally adopted by the full Congress (note: the Calcutta session in September 1920 first proposed it; the Nagpur session in December 1920 finalised it).
• Amritsar is directly mentioned in the textbook as the site of the Jallianwalla Bagh massacre (13 April 1919).
• Examiners award 1 mark per correct identification — no explanation is needed beyond the name, but one supporting line helps confirm you know the fact.

Role of Women in the Civil Disobedience Movement:

1. Large-scale participation: The Civil Disobedience Movement saw large-scale participation of women — a notable feature of the movement.

1. Active roles: During Gandhiji's salt march, thousands of women came out of their homes. They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops.

1. Imprisonment: Many women courageously went to jail for their participation.

1. Social background: In urban areas, these women were from high-caste families; in rural areas, they came from rich peasant households.

1. Motivation: Moved by Gandhiji's call, they began to see service to the nation as a sacred duty of women.

1. Limitations: However, this increased public role did not bring radical change. Gandhiji believed women's primary duty was home and hearth. The Congress was reluctant to give women positions of authority and was keen only on their symbolic presence.

Source: Chapter 2, Section 3.2 — How Participants saw the Movement

---

• The examiner expects you to cover: what women did, who they were, why they participated, and importantly — the limitations/contradictions in their role. Missing the last point (Congress's reluctance, Gandhiji's view) loses marks.
• Quote specific activities (salt march, picket, jail) — these fetch direct marks.
• The 5-mark answer needs 5–6 distinct points; avoid padding with general statements.

Role of Business Classes in the Civil Disobedience Movement:

1. Background: During World War I, Indian merchants and industrialists earned huge profits and became economically powerful. They were keen to expand business but faced colonial restrictions.

1. Grievances: They wanted protection against imports of foreign goods and a favourable rupee-sterling exchange ratio to discourage imports.

1. Organisations formed: To unite business interests, they established the Indian Industrial and Commercial Congress (1920) and FICCI (1927). Leaders like Purshottamdas Thakurdas and G.D. Birla led these bodies.

1. Support to the Movement: When Civil Disobedience was launched, they gave financial assistance and refused to buy or sell imported goods. They saw swaraj as freedom from colonial economic restrictions.

1. Later withdrawal: After the failure of the Round Table Conference, business groups became less enthusiastic. They feared militant activities, prolonged disruption of business, and growing socialist influence within the Congress.

Source: Chapter 2, Section 3.2 — How Participants saw the Movement

---

Examiners look for: (1) their economic background/motive, (2) organisations they formed, (3) key leaders, (4) how they supported the movement, and (5) why they withdrew support later. Five clear points match the 5-mark weightage. Avoid vague generalizations — use specific names like FICCI, Birla, and Purshottamdas Thakurdas to score full marks.

A. Nagpur — The session of the Indian National Congress was held here in 1920, where the Non-Cooperation Movement was formally adopted.

B. Dandi — Gandhiji broke the salt law at Dandi (on the Gujarat coast) on 6th April 1930, at the end of the famous Salt March (Dandi March).

Source: Chapter 2 (Nationalism in India), NCERT History — India and the Contemporary World II

---

• A = Nagpur: The 1920 INC session at Nagpur formally launched the Non-Cooperation Movement. Examiners expect this specific city.
• B = Dandi: Gandhiji marched 240 miles from Sabarmati Ashram to Dandi and broke the salt law there. "Dandikuch" or "Salt March" clues always point to Dandi, not Sabarmati.
• In map questions, spelling must be correct and the name must be written on the line provided near the marked location. No elaborate explanation is needed — just the name (and one supporting line if the question asks you to "identify").

Indian folklore and symbols strengthened nationalism in the following ways:

1. Bharat Mata: The image of Bharat Mata, first created by Bankim Chandra Chattopadhyay through 'Vande Mataram' and later painted by Abanindranath Tagore (1905), became a powerful national symbol. Devotion to this mother figure was seen as evidence of one's nationalism.

1. Folk Revival: Nationalists collected folk songs, ballads, and legends to revive pride in traditional culture. Rabindranath Tagore led this movement in Bengal; Natesa Sastri published a four-volume collection of Tamil folk tales, calling folklore "national literature."

1. National Flags: During the Swadeshi movement, a tricolour flag representing unity of provinces and communities was designed. Gandhiji's Swaraj flag with a spinning wheel symbolised self-help and defiance.

Source: The Sense of Collective Belonging, Chapter 2

---

The examiner expects three distinct points with named examples — this is a 3-mark answer, so one example per point works well. Key names to include: Bankim Chandra, Abanindranath Tagore, Rabindranath Tagore, Natesa Sastri, the Swaraj flag. Avoid vague statements — always link the symbol/folklore to how it built nationalism. Do not write more than 3 short paragraphs.

Women played a significant role in the Civil Disobedience Movement. During Gandhiji's salt march, thousands of women came out of their homes to listen to him. They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops. Many went to jail. In urban areas, these women were mostly from high-caste families; in rural areas, they came from rich peasant households. Moved by Gandhiji's call, they began to see service to the nation as a sacred duty. However, this increased public role did not bring radical change — the Congress was keen only on their symbolic presence and was reluctant to allow women positions of authority.

Source: Chapter 2, Section 3.2 — How Participants saw the Movement

---

• The examiner expects specific examples: salt march, picketing shops, going to jail, backgrounds (urban/rural).
• Always mention the limitation at the end — that despite participation, their position within Congress remained symbolic. This shows complete understanding and earns the third mark.
• Avoid writing only positives; the contrast between participation and actual status is a key exam point.

(B) II, I, IV, III

Jallianwala Bagh Massacre (April 1919) → Khilafat Committee, Bombay (March 1919 — but movement gained momentum post-massacre) → Withdrawal of NCM (1922) → Bardoli Satyagraha (1928).

The correct answer is (B) II, I, IV, III.

From the chapter: Khilafat Committee was formed in March 1919; Jallianwala Bagh was 13 April 1919; NCM was withdrawn in 1922 (after Chauri Chaura); Bardoli Satyagraha was 1928. So the order is II → I → IV → III. Examiners expect you to recall these dates precisely for chronological-order MCQs.

A. Champaran (Bihar) — Gandhiji started Satyagraha here in 1917 for indigo peasants struggling against the oppressive plantation system.

B. Dandi (Gujarat) — Gandhiji marched to Dandi and broke the Salt Law in 1930, launching the Civil Disobedience Movement.

Source: Chapter 2, Section 1.1 (Champaran satyagraha)

---

• A = Champaran: The textbook explicitly states Gandhiji travelled to Champaran in Bihar in 1917 to inspire peasants against the oppressive plantation system.
• B = Dandi: Though not directly in the given passages, Dandi (on the Gujarat coast) is the standard NCERT answer for where Gandhiji broke the Salt Law — a well-known fact from Chapter 2. Always write the specific place name, not just the state.
• On the actual map, locate and label both points precisely. Examiners award 1 mark per correct identification.

Workers interpreted 'Swaraj' based on their own needs and aspirations, not the Congress programme.

Example 1 – Plantation workers in Assam: Under the Inland Emigration Act of 1859, tea garden workers could not leave plantations without permission. For them, Swaraj meant the freedom to move freely and return to their villages. When the Non-Cooperation Movement began, thousands defied authorities and left the plantations, believing "Gandhi Raj" was coming and they would receive land in their villages.

Example 2 – Tribals: When tribals chanted Gandhi's name and demanded 'Swatantra Bharat', they imagined Swaraj as a time when all suffering would end — different from the Congress's political vision, yet emotionally connecting them to the national movement.

Source: Chapter 2, Section 2.3 – Swaraj in the Plantations

---

• The examiner wants two clear examples with context — plantation workers and tribals are the most direct examples from the passage.
• Key contrast to highlight: their interpretation was local/personal (land, freedom of movement, end of suffering), not the abstract political Swaraj of the Congress.
• Mention the Inland Emigration Act for the Assam example — it shows why freedom of movement was their definition of Swaraj.
• Avoid writing about Dalits or Muslims here — the question specifically asks about workers' understanding.

People developed a sense of collective belonging through the following means:

1. United Struggles: The shared experience of anti-colonial movements brought different groups together under a common bond of oppression.

1. Symbols and Icons: The image of Bharat Mata (painted by Abanindranath Tagore) and national flags (Swaraj flag with spinning wheel) helped people identify with the nation.

1. Folklore and Songs: Nationalists like Rabindranath Tagore collected folk tales, ballads, and myths to revive cultural pride and a shared identity.

1. Reinterpretation of History: Indians highlighted past glories in art, science, and trade to instil national pride and unite people against colonial rule.

Source: The Sense of Collective Belonging, Chapter 2 — Nationalism in India

---

• This question is directly from the section "The Sense of Collective Belonging" in Chapter 2.
• Examiners expect 3–4 distinct points with brief examples (Bharat Mata, Swaraj flag, Tagore's folk revival, history writing).
• Avoid writing only about political movements — the question specifically asks about cultural processes too.
• One example per point is enough; do not over-explain.

(C) C.R. Das and Motilal Nehru

The passage from Chapter 2 clearly states: "C. R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for a return to council politics." Jawaharlal Nehru and Subhas Chandra Bose are mentioned as younger, more radical leaders who opposed this approach.

(i) The Jallianwala Bagh Massacre took place at Amritsar (Punjab).

(ii) The session of the Indian National Congress held in 1927 was at Madras (Chennai).

(Mark A – Amritsar; Mark B – Madras on the map.)

Source: The Rowlatt Act, Chapter 2

---

• Amritsar is directly stated in the textbook passage: General Dyer opened fire at Jallianwalla Bagh on 13 April 1919 in Amritsar.
• Madras (1927 INC Session) is standard CBSE map-work knowledge from Chapter 2. The 1927 Madras session is significant because the Congress declared Purna Swaraj as its goal (formally adopted at Lahore 1929, but the demand was voiced at Madras 1927).
• On the map, write the name neatly on the line provided near the marked point. Spelling must be correct — examiners check both identification AND spelling.
• No lengthy explanation is needed in the answer; just the correct place names.

Various social groups participated in the Civil Disobedience Movement with different motivations:

1. Rich Peasants (Patidars of Gujarat, Jats of UP) — Hit by trade depression and falling prices, they wanted revenue rates reduced. They organised boycott programmes but felt disappointed when the movement ended in 1931 without revenue revision.

1. Poor Peasants — Wanted unpaid rent to landlords remitted. They joined radical movements led by Socialists/Communists, but Congress was reluctant to support 'no-rent' campaigns.

1. Business Classes — Industrialists like G.D. Birla gave financial support and boycotted foreign goods. They saw swaraj as freedom from colonial trade restrictions.

1. Industrial Workers — Participated selectively; railway workers struck in 1930, dockworkers in 1932. Workers in Chotanagpur tin mines wore Gandhi caps and joined boycott campaigns.

1. Women — Thousands joined protest marches, manufactured salt, and picketed foreign cloth and liquor shops. Many were jailed.

Source: Chapter 2, Section 3.2 — How Participants saw the Movement

---

• Examiners expect 5 distinct groups for a 5-mark answer — one point per mark is the safest structure.
• Name the group, give a specific example, and state why they joined (their grievance or motivation).
• Don't spend too many words on one group at the cost of others.
• Dalits and Muslims had limited participation — you can mention this as a contrast point if space allows, but covering the five active groups above is sufficient.

The sense of collective belonging in Indian nationalism was shaped by several cultural processes:

1. Bharat Mata: The image of Bharat Mata, first created by Bankim Chandra Chattopadhyay through 'Vande Mataram' and later painted by Abanindranath Tagore (1905), gave Indians a visual symbol to identify with. Devotion to this mother figure became a sign of nationalism.

1. Folk Revival: Nationalists collected folk tales, ballads, and songs to revive Indian cultural pride. Rabindranath Tagore led this movement in Bengal; Natesa Sastri published Tamil folk tales, calling folklore "national literature."

1. Flags and Symbols: A tricolour flag was designed during the Swadeshi movement; by 1921 Gandhiji designed the Swaraj flag with a spinning wheel, making flag-carrying an act of defiance.

1. Reinterpretation of History: Indians wrote about ancient India's glorious achievements in art, science, and philosophy to counter British claims of Indian backwardness and inspire national pride.

Source: Chapter 2, Section 4 – The Sense of Collective Belonging

---

Examiners look for 4–5 distinct cultural processes, each with a specific example. The key terms to use are: Bharat Mata, Vande Mataram, folk revival, symbols/flags, and reinterpretation of history. Avoid vague statements — always pair each process with a concrete name or event. Do not write about political events (Salt March, Non-Cooperation) here, as the question specifically asks about cultural processes.

The correct option is (B) I, II, IV and III
(Swaraj Party–1923, Lahore Session–1929, Depressed Class Association–1930, Gandhi-Irwin Pact–1931).

The chronological order is: Swaraj Party (1923) → Lahore Congress Session (1929) → Depressed Class Association (1930) → Gandhi-Irwin Pact (1931). The textbook mentions Swaraj Party formation after the withdrawal of NCM (1922), and the Lahore Session formalising Purna Swaraj in December 1929. Gandhi-Irwin Pact followed the Civil Disobedience Movement in 1931.

(i) A – Dandi
Gandhiji broke the Salt Law at Dandi (Gujarat) on 6 April 1930, by manufacturing salt from seawater, marking the beginning of the Civil Disobedience Movement.

(ii) B – Nagpur
The Indian National Congress Session of 1920 was held at Nagpur, where the Non-Cooperation Movement was formally adopted.

• Dandi is directly mentioned in the source passage (Section 3.1): Gandhiji marched from Sabarmati to Dandi and "ceremonially violated the law, manufacturing salt by boiling sea water" on 6 April 1930.
• Nagpur (1920 INC Session) is standard NCERT factual knowledge for this chapter — examiners expect both place names to be written correctly on the map lines, not just in text.
• In map-based questions, spelling must be exact and the name must appear on the correct line/arrow on the map. No explanation is needed beyond one identifying sentence per place.

People belonging to different communities, regions and language groups developed a sense of collective belonging through the following ways:

1. Bharat Mata image: Bankim Chandra Chattopadhyay created the image of Bharat Mata and wrote 'Vande Mataram'. Abanindranath Tagore painted Bharat Mata as an ascetic, divine figure. Devotion to this mother figure became a symbol of nationalism.

1. Folk revival: Nationalists collected folk tales, songs and legends to revive cultural pride. Rabindranath Tagore collected ballads and myths in Bengal; Natesa Sastri published a four-volume collection of Tamil folk tales.

1. Flags and symbols: During the Swadeshi movement, a tricolour flag was designed. By 1921, Gandhiji designed the Swaraj flag with a spinning wheel, which became a symbol of unity and defiance.

1. Reinterpretation of history: Indians wrote about India's glorious past in science, art, philosophy and trade to instil pride and counter British claims that Indians were backward.

1. United struggles: The experience of fighting colonialism together gave diverse groups a shared bond of collective belonging.

Source: Chapter 2, Section 4 — The Sense of Collective Belonging

---

The examiner expects five distinct points, each with an example, matching the 5-mark weightage. Key terms to include: Bharat Mata, Vande Mataram, folk revival, Swaraj flag, reinterpretation of history. Avoid generic statements — always pair each point with a specific name or example (Bankim Chandra, Tagore, Natesa Sastri, etc.). Do not write on Non-Cooperation or Civil Disobedience in detail — this question is specifically about cultural/symbolic processes of national identity formation.

Satyagraha — Power of Truth and Struggle Against Injustice

Mahatma Gandhi developed the idea of Satyagraha after successfully using it against the racist regime in South Africa. The core belief was that if the cause is true and the struggle is against injustice, physical force is not necessary. A satyagrahi wins by appealing to the conscience of the oppressor through non-violence, without seeking vengeance.

Gandhi described it as "pure soul-force" — not passive weakness, but intense active resistance based on truth (satya) and non-violence (ahimsa).

Examples:

• Champaran (1917): Inspired peasants to resist the oppressive indigo plantation system.
• Kheda (1917): Supported peasants suffering from crop failure who demanded relaxation of revenue collection.
• Ahmedabad (1918): Organised satyagraha among cotton mill workers for their rights.
• South Africa: Led Indian workers on a historic march against racist laws denying rights to non-whites.

He believed this dharma of non-violence could ultimately unite all Indians.

Source: Chapter 2, Section 1.1 — The Idea of Satyagraha

---

What examiners look for:

1. Definition — emphasise truth, non-violence, appeal to conscience (not just "peaceful protest").
2. At least 3 examples from the textbook — Champaran, Kheda, Ahmedabad are the standard three; South Africa adds a bonus point.
3. The phrase "pure soul-force" (from Source A) shows you've read the primary source and scores extra credit.
4. Avoid writing a vague essay — crisp labeled examples show you know the content specifically.
5. The concluding line about uniting all Indians ties back to the question's theme of struggle against injustice.

A. Madras (Chennai) — The session of the Indian National Congress was held here in 1927, where it passed a resolution demanding complete independence (Purna Swaraj).

B. Dandi — Mahatma Gandhi marched to this Gujarati coastal town and broke the Salt Law on 6 April 1930 by manufacturing salt from sea water.

• These are map-based 1-mark each questions. Just the correct place name earns the mark; a brief identifier line helps confirm you know why it is marked.
• Dandi is directly stated in the source: "On 6 April he reached Dandi, and ceremonially violated the law, manufacturing salt by boiling sea water."
• Madras (1927 INC session) is standard CBSE Class 10 History factual knowledge — the Congress session at Madras declared the goal of Purna Swaraj.
• On the actual map, write the name clearly on the line provided near the marked point. No extra writing is needed on the map itself.

Alluri Sitaram Raju led a militant guerrilla movement in the Gudem Hills of Andhra Pradesh in the early 1920s. The hill tribes were enraged because the colonial government had closed forests, denying them grazing and livelihood rights, and forced them to do begar for road building.

Raju was inspired by Gandhi and the Non-Cooperation Movement — he persuaded people to wear khadi and give up drinking. However, he believed India could be liberated only through force, not non-violence, unlike Gandhi's approach. His rebels attacked police stations and attempted to kill British officials. Raju was captured and executed in 1924, becoming a folk hero.

Source: Chapter 2, Section 2.2 — Rebellion in the Countryside

---

• Examiners expect: (1) context of the movement, (2) Raju's methods/ideology, (3) his link to/difference from Gandhi, and (4) his end/legacy — all four points for 3 marks.
• Key contrast to highlight: Raju admired Gandhi but rejected non-violence — this shows how different groups interpreted the national movement differently.
• Avoid writing a long essay; 3 tight points are enough.

The Gandhi-Irwin Pact (1931) had the following impacts on the Indian freedom struggle:

1. Recognition of Congress: The British government recognized the Congress as a legitimate representative body of Indians, giving it political importance.
2. Release of prisoners: Political prisoners arrested during the Civil Disobedience Movement were released, boosting nationalist morale.
3. Suspension of Civil Disobedience: Gandhi agreed to suspend the movement and participate in the Second Round Table Conference, showing Congress's willingness for negotiation.
4. Limitation: However, the pact disappointed many nationalists as it did not fulfil key demands like commutation of Bhagat Singh's death sentence, weakening mass enthusiasm.

The Gandhi-Irwin Pact (March 1931) is a key event in the Civil Disobedience Movement chapter. Examiners expect you to cover both positive outcomes (legitimacy of Congress, release of prisoners, halt to repression) and its limitations (disappointment over Bhagat Singh, eventual suspension of talks). Since the source passages do not directly detail this pact, draw on your textbook knowledge of Chapter 2 (Nationalism in India). For 3 marks, three crisp points are sufficient — avoid over-elaborating.

The correct option is D: III, IV, II, I

Champaran (1917) → Kheda (1917–18) → Rowlatt Satyagraha (1919) → Bardoli Satyagraha (1928).

The textbook mentions Champaran (1917), Kheda (1917–18), and Rowlatt Satyagraha (1919) in sequence. Bardoli Satyagraha (1928) came later under Vallabhbhai Patel. Remembering the chronological order of Gandhi's satyagrahas is a common MCQ topic.

Amritsar (Punjab) — The Jallianwala Bagh incident took place on 13 April 1919 at Amritsar, where General Dyer opened fire on a crowd gathered in the enclosed ground.

Source: The Nationalist Movement in India (1870s–1947), Chapter 2, Section 1.2 – The Rowlatt Act

---

For map-based questions, you must identify the correct location (Amritsar) and be ready to mark it on the outline map of India, usually in Punjab (northwestern India). The examiner looks for the correct place name. Mentioning the date (13 April 1919) and General Dyer briefly adds context but is not strictly required for 1 mark.

Madras (Chennai) — The session of the Indian National Congress held in December 1927, where complete independence (Purna Swaraj) was first demanded, was held at Madras.

The December 1927 INC session was held at Madras (present-day Chennai), where a resolution demanding Purna Swaraj (complete independence) was passed. On the map, students must mark and label "Madras" correctly in Tamil Nadu. Note: The formal declaration of Purna Swaraj came at the Lahore Congress, December 1929 — but the 1927 session where this demand was first raised was at Madras. Examiners expect the correct city name and its approximate location on the outline map of India.

Gandhiji decided to withdraw the Non-Cooperation Movement in February 1922 due to the following reasons:

1. Chauri Chaura incident: In February 1922, a violent clash occurred at Chauri Chaura, Uttar Pradesh, where a crowd of protesters burnt a police station, killing 22 policemen. This went against the principle of non-violence.

1. Commitment to non-violence: Gandhiji believed that the movement must remain non-violent. Since people were not yet ready for mass non-violent struggle, he felt it was necessary to withdraw.

1. Movement turning violent: Incidents of violence were being reported from several places, indicating that participants had not fully adopted the spirit of satyagraha and non-violence central to the movement.

Source: Chapter 2, Non-Cooperation Movement section

---

• The examiner expects three distinct points — Chauri Chaura is the key fact; pair it with Gandhi's commitment to non-violence and the broader spread of violence.
• Mention Chauri Chaura by name — it fetches the mark directly.
• Avoid writing about why the movement started; focus only on withdrawal.
• Each point should be crisp — one sentence each is enough for a 3-mark answer.

Symbols and icons helped create nationalism by giving people a common identity to rally around. The image of Bharat Mata inspired devotion to the motherland. The tricolour flag (with lotus and crescent moon) united Hindus and Muslims. Carrying or holding the Swaraj flag aloft during marches became an act of defiance against colonial rule.

Source: Chapter 2, The Sense of Collective Belonging

---

The examiner expects two specific examples of symbols/icons with a brief explanation of how each fostered nationalism. Mentioning Bharat Mata + flag (Swadeshi or Swaraj) covers the key points from the passage. Avoid writing about folklore or history — those are separate means; the question asks specifically about symbols and icons.

By the end of the 19th century, many Indians began reinterpreting history to instill national pride. The British portrayed Indians as backward and incapable of self-governance. In response, Indians highlighted the glorious achievements of ancient India in art, science, philosophy, and trade. These nationalist histories urged readers to take pride in India's past and struggle against British rule.

Source: Chapter 2, The Sense of Collective Belonging

---

The question is directly answered by the passage in "The Sense of Collective Belonging" section. Examiners expect two clear points: (1) the British portrayal of Indians as backward (the provocation) and (2) Indians' counter-response — glorifying ancient achievements to build pride and nationalist spirit. Mention both sides for full 2 marks. Avoid writing a lengthy essay; two crisp points are sufficient.

A. Nagpur — The session of the Indian National Congress was held here in 1920.

B. Sabarmati (Ahmedabad) — Gandhiji started the Dandi March from Sabarmati Ashram in 1930.

(Mark these two places on the map accordingly.)

• A – Nagpur INC Session (1920): The Congress session at Nagpur in 1920 is a key landmark where the Non-Cooperation Movement was formally adopted. Examiners expect the city name written clearly near the marked point.
• B – Sabarmati/Ahmedabad: Gandhiji began the Salt March (Dandi March) on 12 March 1930 from Sabarmati Ashram, Ahmedabad, walking 240 miles to Dandi. Both "Sabarmati" and "Ahmedabad" are accepted; write whichever the map marks.
• For map-skill questions, accuracy of the name is the sole criterion — no explanation is required on the map itself.

The Non-Cooperation Movement (1921) united diverse groups under the common call of Swaraj, though each interpreted it differently:

• Muslim community joined through the Khilafat issue, linking it with the movement against British rule.
• Plantation workers in Assam defied the Inland Emigration Act, seeing Swaraj as the freedom to move freely and return to their villages.
• Tribals chanted Gandhi's name and raised slogans for 'Swatantra Bharat', emotionally connecting with the all-India agitation.
• Various social groups — peasants, workers, merchants — all participated, each driven by their own aspirations yet united under one movement.

Thus, despite differences in class, caste and community, the movement created a broad national unity against British rule.

Source: Chapter 2 — Nationalism in India, Sections 2 & 2.3

---

The examiner expects you to mention at least 3 different social groups with their specific motivations. The key idea is that Swaraj meant different things to different people, yet all participated together — that's what made it a unifying movement. Avoid writing only about one group. Use the textbook examples: Khilafat, plantation workers, tribals, peasants.

Anti-imperial (anti-colonial) movements played a key role in developing nationalism in India:

1. Shared bond against oppression: People from different classes, regions, and communities discovered their unity while struggling against colonial rule. The common experience of oppression created a shared sense of belonging.

1. Organised mass participation: Movements like Non-Cooperation and Civil Disobedience brought diverse social groups together under the Congress, forging national unity and making freedom a collective goal.

Source: The Nationalist Movement in Indo-China, Introduction and Conclusion, Chapter 2

• The examiner expects two distinct, clearly stated points — label or separate them clearly.
• The key phrase from the chapter is: "People began discovering their unity in the process of their struggle with colonialism." Paraphrase this, don't copy verbatim.
• Each point should be a complete thought in 1–2 lines. No lengthy elaboration needed for 2 marks.
• Avoid mixing both points into one paragraph — examiners award marks point-by-point.

(a) Place A — Champaran (Bihar)
Gandhiji launched the Champaran Satyagraha in 1917 to support indigo planters (farmers) against the exploitation by British indigo planters.

(b) Place B — Nagpur / Lahore / Calcutta (depending on the session marked on the map — commonly asked sessions are Nagpur 1920 or Lahore 1929)
This is the place where the session of the Indian National Congress was held.

---

• Part (a) is straightforward: Champaran Satyagraha (1917) is the only event linked to Gandhiji + indigo farmers. Always write Champaran, Bihar.
• Part (b) depends on the exact map given in your exam paper. Commonly marked INC sessions in CBSE maps include: Nagpur (1920), Lahore (1929), or Calcutta (1920). Identify the location on the map carefully — Lahore is in the northwest, Nagpur in central India.
• In the board exam, you simply write the name of the place on the line near the marked point. No explanation is needed on the map itself; the identification alone fetches the mark.

8.1 Icons and symbols helped unite Indians by inspiring a feeling of nationalism and a sense of collective belonging among the people during the national movement.

8.2 Nationalists felt the need to rewrite Indian history because the British portrayed Indians as backward and primitive, incapable of self-governance. To counter this, Indians wanted to instil pride in the nation by highlighting India's great past achievements.

8.3 Nationalist histories portrayed ancient India as a glorious period when art, architecture, science, mathematics, religion, philosophy, crafts and trade had flourished. This golden age was then followed by a period of decline brought about by British colonisation. These histories urged Indians to take pride in their glorious past and struggle against the miserable conditions of colonial rule.

Source: Chapter – The Age of Nationalism, Section – The Sense of Collective Belonging

---

• 8.1 is 1 mark — one line directly from the passage about icons/symbols.
• 8.2 is 1 mark — focus on the British portrayal of Indians as the trigger for rewriting history.
• 8.3 is 2 marks — needs two clear points: (i) glorification of ancient India, and (ii) portrayal of colonisation as decline + call to struggle. Examiners look for both sides of the portrayal.
• Always quote specific examples from the passage (art, science, philosophy, etc.) for full marks in 8.3.

The correct answer is B: II, IV, III, I

Kheda (1917) → Ahmedabad Mill Workers (1918) → Rowlatt (1919) → Salt Satyagraha (1930).

The examiner tests knowledge of the chronological sequence of Gandhi's major satyagrahas. Remember: Kheda and Ahmedabad both occurred before the Rowlatt Satyagraha (1919), and the Salt March (Dandi, 1930) came last during the Civil Disobedience Movement. The source passage confirms Rowlatt Satyagraha was in 1919; the other dates must be recalled from the chapter narrative.

(A) — Amritsar (located in Punjab, north-western India — northern terminal of the North-South Corridor / major city in Punjab region)

(B) — Chennai (located in Tamil Nadu, southern peninsular India — headquarters of the Southern Railway Zone / major east coast port)

Source: Chapter 7 (Transport), Quiz Drive & Exercise Q1(iv)

---

• The Quiz Drive in Chapter 7 mentions "Northern terminal of the North-South corridor" — that is Srinagar/Amritsar (Amritsar is the northern terminal of the North-South corridor).
• The Quiz Drive also mentions "Headquarters of the Southern Railway Zone" — that is Chennai.
• For map questions, identify clues from the position on the map (north-west = Punjab area → Amritsar; southern coast near Tamil Nadu → Chennai) and match with chapter facts.
• Examiners award 1 mark per correctly identified and written location. Spelling must be correct.

8.1 The formation of HSRA (1928) is considered a turning point because it marked an organised shift from non-violent methods to armed resistance against British rule, directly targeting symbols of British power across India.

8.2 During his trial, Bhagat Singh clarified that he did not wish to glorify "the cult of the bomb and pistol" but sought a broader social revolution — transforming him from merely an armed rebel into a thinker who articulated freedom as a birthright of all mankind.

8.3 Bhagat Singh redefined revolution not as mere violence but as a complete social transformation. He declared revolution "the inalienable right of mankind" and freedom "the imprescriptible birthright of all." He highlighted the labourer as the real sustainer of society, giving revolution a socialist dimension. He inspired his generation to sacrifice youth willingly — "as incense" — for a just cause, making revolution a moral and philosophical ideal, not just a political act.

Source: The Nationalist Movement in Indo-China / Nationalism in India, HSRA and Revolutionary Nationalism section

---

• 8.1 is 1 mark — one crisp sentence on the significance of HSRA's founding is enough.
• 8.2 is 1 mark — focus on the contrast between "bomb and pistol" and his broader philosophical vision of revolution as stated in the trial speech.
• 8.3 gets 2 marks — you must cover at least two distinct points: (i) revolution as a right/social transformation, not just violence; (ii) role of the labourer / socialist idea; (iii) sacrifice of youth as a noble cause. Pick any two-three and keep it tight. Always quote or paraphrase the source directly — examiners reward textual reference.

(C) II, IV, I and III

Rowlatt Act (1919) → Khilafat Movement (1919–20) → Gandhi-Irwin Pact (1931) → Poona Pact (1932).

Remember the years: Rowlatt Act – 1919, Khilafat Movement – 1919-20, Gandhi-Irwin Pact – March 1931, Poona Pact – September 1932. Arranging these chronologically gives option (C).

A — Dandi (Gujarat): This is the place on the coast of Gujarat where Gandhiji broke the Salt Law on 6th April 1930, marking a key event of the Civil Disobedience Movement.

B — (Name of the INC session location as marked on the map): The place where a session of the Indian National Congress was held (e.g., Lahore 1929 or as indicated by the map's marked location).

(Note: The exact name of B depends on the map's marked location, which the student must identify and write on the map itself.)

---

• A = Dandi is a standard map question in History (Class 10, Ch 2 — Nationalism in India). Always remember it is on the Gujarat coast — the end point of the Dandi March.
• B requires the student to match the map's marked position to a known INC session city (commonly Lahore for the 1929 session where Purna Swaraj was declared, or another city depending on the specific map used in the exam).
• In the actual board exam, write the name directly on the map line provided — no extra explanation needed there.
• These 2 marks are easy scoring if locations are memorised — Dandi is always asked.

8.1 The failure of the Cripps Mission created widespread discontentment among Indians. This dissatisfaction, combined with the hardships of World War II, prompted Gandhiji to launch a movement demanding complete withdrawal of the British from India.

8.2 The Quit India call was historic because the Congress Working Committee passed the 'Quit India' resolution on 14 July 1942 at Wardha, demanding the immediate transfer of power to Indians. It was endorsed by the AICC on 8th August 1942, and Gandhiji delivered the famous 'Do or Die' speech on this occasion.

8.3 Women played a significant role in making the Quit India Movement truly inclusive. They actively participated alongside leaders and common people. Notable women leaders included Matangini Hazra in Bengal, Kanaklata Barua in Assam, and Rama Devi in Orissa. Their participation ensured the movement spread across different regions and sections of society, giving it a wider national character.

Source: Quit India Movement (printed extract)

---

• 8.1 is 1 mark — one line linking Cripps Mission failure → discontentment → movement launch, directly from the passage.
• 8.2 is 1 mark — focus on the resolution, its demand (immediate transfer of power), and the 'Do or Die' speech. One clear sentence suffices but two is fine for clarity.
• 8.3 is 2 marks — examiners expect you to name at least 2–3 women from the passage (Matangini Hazra, Kanaklata Barua, Rama Devi) and explain how their participation made the movement more inclusive/widespread. Do not go beyond the passage.

(D) IV, III, I, II

Awadh Kissan Sabha (1920) → Lahore Session of INC (1929) → Second Round Table Conference (1931) → Depressed Class Association (1942).

• Awadh Kissan Sabha was formed in 1920 during the Non-Cooperation Movement.
• Lahore Session of INC was held in December 1929, where Poorna Swaraj was declared.
• Second Round Table Conference was held in 1931, attended by Gandhi.
• Depressed Class Association (Scheduled Castes Federation) was formed by Ambedkar in 1942.

So the correct chronological order is IV → III → I → II, making (D) the right answer.