NATIONALISM IN INDIA

1. Introduction
• The chapter discusses how nationalism spread in India during the early 20th century.

• Unlike Europe, where nationalism grew around common culture, in India it was tied to the
freedom struggle against colonial rule.

2. The First World War, Khilafat and Non-Cooperation

(a) Impact of the First World War (1914–1918)

• War created new political & economic conditions in India:

◦ Prices of goods increased → hardships for common people.

◦ Villages forced to supply soldiers → many deaths.

◦ Crop failures and in uenza epidemic → widespread suffering.

• Result: People’s anger against colonial rule deepened.

(b) Mahatma Gandhi’s Return (1915)

• Gandhi returned from South Africa in 1915.

• He introduced Satyagraha:

◦ Truth (Satya) + Non-violence (Ahimsa).

◦ Struggle through mass participation but without violence.

◦ Belief: Oppressor can be won over by appealing to his conscience.

(c) Early Satyagraha Campaigns

1. Champaran (1917, Bihar) – against indigo planters exploiting peasants.

2. Kheda (1917, Gujarat) – against high taxes during crop failure.

3. Ahmedabad (1918, Gujarat) – against low wages for mill workers.

(d) Rowlatt Act (1919)

• Gave government power to detain political prisoners without trial.

• Gandhi called for Hartal (strike).

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 • Nationwide protests, rallies, and clashes broke out.

(e) Jallianwala Bagh Massacre (13 April 1919)

• Protesters gathered in Amritsar.

• General Dyer ordered ring → hundreds killed.

• Shocked the nation → loss of trust in British justice.

(f) Khilafat Movement (1919–1924)

• Muslims felt hurt after defeat of Ottoman Turkey in WW1.

• Ottoman Sultan (Khalifa) removed → anger among Muslims.

• Leaders: Muhammad Ali and Shaukat Ali.

• They launched the Khilafat Committee (1919).

• Gandhi supported it → wanted Hindu-Muslim unity.

(g) Non-Cooperation Movement (1920–22)

• Gandhi’s plan: Non-violent non-cooperation with British.

• Adopted at Congress Session, Nagpur (1920).

Programme of Non-Cooperation:

• Boycott foreign goods, schools, councils, courts.

• Promote Khadi, national schools, swadeshi industries.

• Resign from government jobs.

3. Different Social Groups Join the Movement

(a) The Movement in Towns

• Students left government schools.

• Lawyers (C.R. Das, Motilal Nehru) gave up practice.

• Council elections boycotted (except by Justice Party in Madras).

• Boycott of foreign cloth (sales dropped).

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But: Movement slowed down by 1922 due to lack of alternative institutions and need for khadi
(expensive).

(b) The Movement in Countryside

• Peasants and tribals joined.

• Awadh (UP):

◦ Led by Baba Ramchandra.

◦ Against landlords demanding high rents, forced labour, illegal taxes.

◦ “No Rent” campaigns.

• Tribal areas (Andhra):

◦ Led by Alluri Sitaram Raju.

◦ Fought against British laws restricting grazing & forest use.

◦ Inspired by Gandhi but used guerilla warfare.

(c) Workers in Plantations (Assam)

• Plantation workers left estates demanding freedom to move.

• Many joined the movement but were suppressed.

4. The Chauri Chaura Incident (1922)

• Protesters clashed with police in Chauri Chaura (UP).

• Police station set on re, 22 policemen killed.

• Gandhi withdrew the Non-Cooperation Movement → feared it was turning violent.

5. Swaraj Party and Civil Disobedience Movement

(a) Swarajists

• Some Congress leaders (C.R. Das, Motilal Nehru) formed Swaraj Party (1923).

• Belief: Enter councils to voice demands inside.

(b) Simon Commission (1927)

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 • Appointed to review constitutional reforms.

• No Indian members → led to protests: “Simon Go Back!”

(c) Demand for Purna Swaraj (1929)

• At Lahore Session of Congress, Nehru declared Poorna Swaraj (complete independence)

as the goal.

• Independence Day observed on 26 Jan 1930.

6. The Salt March and the Civil Disobedience Movement

(a) Salt March (March 1930)

• Gandhi chose Salt Tax as issue (affecting rich & poor alike).

• Marched from Sabarmati Ashram to Dandi (240 miles).

• Made salt illegally → broke colonial law.

(b) Civil Disobedience Movement

• Mass refusal to obey British laws.

Features:

• Boycott of foreign goods, cloth.

• Non-payment of taxes, refusal to pay revenue.

• Women participated (e.g., Sarojini Naidu).

(c) Limits of the Movement

• Dalits (Depressed Classes) felt Congress did not represent them.

• Dr. B.R. Ambedkar demanded separate electorates for Dalits.

• Gandhi opposed → fasted in protest.

• Result: Poona Pact (1932) – reserved seats for Depressed Classes in provincial legislatures.

• Muslim League wanted separate electorates too.

• Result: Growing differences between Hindus & Muslims.

 7. The Sense of Collective Belonging
• Nationalism became stronger when people felt united as one nation.

• Common cultural symbols created this feeling.

(a) Role of Culture

• Use of folk songs, folklore to spread nationalism.

• Example: Rabindranath Tagore collected folk tales.

(b) National Symbols

• Bharat Mata paintings (by Abanindranath Tagore) → symbolised nation as mother.

• Revival of Indian mythology, history, religion to inspire unity.

(c) National Flag

• Designed during Swadeshi movement.

• Later modi ed with tricolour and spinning wheel (Charkha).

8. Conclusion
• The freedom struggle was not uniform; different groups interpreted Swaraj differently.

• Yet, the common aim of ending British rule united Indians.

Q1. How did the First World War create new economic and political conditions
in India?

Ans:

• Defence expenditure increased → taxes were raised.

• Prices of food and essentials doubled → common people suffered.

• Crop failure in 1918–19 and 1920–21 → acute food shortage.

• In uenza epidemic killed millions.

• Villages forced to supply soldiers → heavy casualties.

➡ Overall, the war created hardships and resentment against British rule.
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Q2. What was Mahatma Gandhi’s idea of Satyagraha?

Ans:

• Introduced after his return in 1915.

• Satya = Truth, Agraha = Firmness.

• Believed that oppression could be fought through truth and non-violence.

• No physical force → aim to win over oppressor’s conscience.

• First tested in Champaran (1917), Kheda (1917), Ahmedabad (1918).

Q3. What was the Rowlatt Act (1919)? Why did Indians oppose it?

Ans:

• Allowed the government to detain political prisoners without trial for 2 years.

• Seen as unjust and repressive.

• Indians opposed because:

◦ Took away freedom.

◦ Violated basic rights.

➡ Gandhi called for a nationwide hartal; protests and clashes broke out.

Q4. Describe the Jallianwala Bagh massacre.

Ans:

• 13 April 1919, Amritsar (Baisakhi day).

• Large peaceful crowd gathered → protesting against Rowlatt Act.

• General Dyer blocked exits and ordered ring without warning.

• Hundreds killed, thousands injured.

➡ Shocked India, created anger and loss of faith in British justice.
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Q5. What was the Khilafat Movement? Why did Gandhi support it?

Ans:

• After WW1, Ottoman Sultan (Khalifa) was removed → hurt sentiments of Muslims.

• Ali brothers (Muhammad Ali, Shaukat Ali) formed Khilafat Committee (1919).

• Aimed to defend the powers of Khalifa.

• Gandhi supported it to bring Hindu–Muslim unity into the freedom struggle.

Q6. What was the Non-Cooperation Movement?

Ans:

• Launched in 1920 by Gandhi.

• Programme:

◦ Boycott govt. schools, law courts, councils.

◦ Resign from govt. jobs.

◦ Boycott foreign cloth and promote Khadi.

• Adopted at Congress Session, Nagpur (1920).

Q7. How did different social groups participate in the Non-Cooperation

Movement?

Ans:

• In towns: Students left schools; lawyers gave up practice; foreign cloth boycotted.

• In countryside (Awadh): Led by Baba Ramchandra, peasants fought against landlords for
high rents, illegal taxes, begar (forced labour).

• Tribal areas (Andhra): Led by Alluri Sitaram Raju, tribals protested against forest laws
using guerrilla warfare.

• Plantation workers (Assam): Demanded freedom to move outside plantations.

Q8. Why did the Non-Cooperation Movement slow down in towns?

Ans:

• Khadi was more expensive than foreign cloth.

 • Alternative schools and institutions were limited.

• Council elections and law courts were eventually needed.

➡ Movement gradually lost momentum.

Q9. What happened at Chauri Chaura in 1922?

Ans:

• Protesters clashed with police at Chauri Chaura (UP).

• Police station set on re → 22 policemen killed.

• Gandhi immediately called off the movement → feared it was becoming violent.

Q10. What was the Simon Commission? Why was it boycotted?

Ans:

• Set up in 1927 by British to suggest constitutional reforms.

• All members were British → no Indian representative.

• Indians saw it as insult → protested with slogan “Simon Go Back”.

Q11. What was the signi cance of the Lahore Session of Congress in 1929?

Ans:

• Presided by Jawaharlal Nehru.

• Declared Purna Swaraj (Complete Independence) as the goal of Congress.

• 26 January 1930 was celebrated as Independence Day for the rst time.

Q12. Why did Gandhi choose salt to launch the Civil Disobedience Movement?

Ans:

• Salt was consumed by rich and poor alike.

• Salt tax was seen as oppressive.

• It was a simple, relatable issue that united all sections of society.

➡ Salt became a symbol of resistance.
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 Q13. Describe the Dandi March.

Ans:

• March 1930: Gandhi marched 240 miles from Sabarmati Ashram to Dandi with 78
followers.

• Broke the salt law by making salt from sea water.

• Marked the beginning of the Civil Disobedience Movement.

Q14. What were the main features of the Civil Disobedience Movement?

Ans:

• Refusal to obey British laws.

• Boycott of foreign goods and cloth.

• Non-payment of taxes (land revenue, salt tax).

• Women participated actively.

Q15. Why did Dalit leaders like Dr. B.R. Ambedkar criticise the national
movement?

Ans:

• Felt that Congress and upper-caste leaders did not support Dalit rights.

• Demanded separate electorates for Dalits.

• Gandhi opposed this → feared division of Hindus.

• Poona Pact (1932): Compromise, reserved seats for Dalits in legislatures.

Q16. How did the idea of “collective belonging” develop in India?

Ans:

• Through cultural symbols, folklore, and history.

• Folk songs, tales collected to revive pride in Indian culture (Tagore, Sastri).

• Bharat Mata paintings by Abanindranath Tagore.

• National ag with charkha (spinning wheel) became symbol of unity.

➡ These created a sense of shared identity as Indians.
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 THE MAKING OF A GLOBAL WORLD

🔹 Introduction
• “Global world” = world interconnected by trade, migration, people, goods, and culture.

• In the pre-modern world (before the 19th century), distant regions were already linked by
trade routes, cultural exchanges, and people’s movement.

• This laid the base for modern globalization.

🔹 1. The Silk Routes

• Silk routes = ancient trade routes connecting Asia, Europe, Africa.

• Named after Chinese silk, which was a major item of trade.

• Trade was two-way:

◦ From China → silk, porcelain, spices.

◦ From Europe/Africa → wool, gold, silver.

• But not just goods:

◦ Ideas, cultures, and knowledge also spread.

◦ Example: Buddhism spread from India to China, Japan, Korea through these routes.
➡ Silk routes show how early globalization existed through exchange of goods +
cultures.

🔹 2. Food Travels: Spaghetti and Potato

• Movement of food crops also linked distant regions.

• Example 1:

◦ Noodles in China → Pasta in Italy (cultural borrowing).

• Example 2:

◦ Potatoes, maize, tomatoes, chillies came to Europe from America (after discovery
of the New World in 15th century).

◦ These crops became central to European and Asian diets.

 ◦ Potato helped reduce famines in Europe (high calorie food).
➡ Food was a powerful symbol of cultural exchange and global contact.

🔹 3. Conquest, Disease and Trade

(a) European Conquest of Americas

• In the 15th–16th century, European powers (Spain, Portugal) discovered and conquered the
Americas.

• Gold and silver mines in America made Europe rich.

• Colonization started → resources and wealth from Americas owed into Europe.

(b) Role of Disease

• Europeans carried germs (smallpox, measles) to the New World.

• Natives had no immunity → millions died.

• This depopulation helped Europeans conquer Americas easily.

(c) Precious Metals and Trade

• Silver from mines of Peru and Mexico → shipped to Europe and Asia.

• Used to buy goods from China, India (like silk, spices, cotton).

• Trade connected continents on a massive scale.

🔹 Conclusion
• The pre-modern world (before 19th century) was not isolated.

• Long-distance trade, cultural exchange, spread of crops, disease, conquest → all linked
different regions.

• This was the foundation of the modern global world

Q1. Why are the Silk Routes considered the “lifeline” of pre-modern trade?

Ans:

• They connected distant regions of Asia, Europe, and Africa.

• Allowed continuous ow of goods (silk, spices, gold, silver).

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 • Spread religion, culture, and ideas (like Buddhism).
➡ They created an early form of globalization by linking economies and societies.

Q2. How did food items like potato and maize change the lives of people in
Europe?

Ans:

• Potato became staple food due to high calories.

• Helped reduce famines and malnutrition.

• Maize and tomato enriched diets and cuisine.

• However, dependency also caused tragedies (e.g., Irish famine in 19th century when potato
crop failed).
➡ Shows how one global food transfer could transform entire societies.

Q3. How did diseases become a “weapon” for European colonisers in the
Americas?

Ans:

• Europeans carried smallpox, measles, in uenza to the Americas.

• Natives lacked immunity → millions died.

• With declining population, natives could not resist conquest.

• This made colonisation easier for Europeans.

➡ Disease unintentionally became a tool of domination.

Q4. Explain how conquest, disease and trade were interlinked in the 16th
century.

Ans:

• Conquest of Americas by Europeans opened new lands.

• Diseases like smallpox killed natives, enabling colonisation.

• Colonisers used land + labour to mine silver and grow crops.

• Silver from mines became the basis of global trade (Europe ↔ Asia).
➡ Conquest, disease, and trade worked together to reshape global connections.
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Q5. What do you understand by the statement: “The pre-modern world was
interconnected”?

Ans:

• People were linked through trade routes (Silk Routes).

• Food crops like potato, maize, tomatoes travelled across continents.

• Conquest and colonisation connected Europe and Americas.

• Precious metals from America were traded with Asia.

➡ Even before modern globalization, the world was already interdependent and
connected.

Q6. “Food is a strong indicator of cultural exchange.” Justify.

Ans:

• Chinese noodles → Italian pasta.

• American crops (potato, maize, chillies) → became staples in Europe/Asia.

• Local cuisines across the world changed due to imported food.

➡ Food habits reveal how cultures borrowed, adapted, and exchanged traditions.

Q7. How did conquest and disease shape the pre-modern world?

Ans:

• In the 15th–16th centuries, European powers (Spain, Portugal) conquered the Americas.

• The Americas were seen as “El Dorado” (land of fabulous wealth).

• Europeans carried germs like smallpox, measles → natives had no immunity → millions
died.

• Massive depopulation allowed Europeans to conquer and colonise easily.

➡ Conquest and disease reshaped societies and boosted European control.
 Q8. What role did precious metals like silver play in global trade?

Ans:

• European conquest opened huge silver mines in Peru and Mexico.

• Silver owed into Europe and Asia.

• Used to buy goods like silk, spices, and porcelain from China and cotton textiles from
India.

• Connected America–Europe–Asia into one global trading system.

➡ Precious metals became the basis of intercontinental trade.

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📘 Chapter 4: The Age of Industrialisation

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