case study questions on nationalism in india class 10

Case Study Questions Class 10 History -Nationalism In India

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Case study Questions in Class 10 Social Science History Chapter 2 are very important to solve for your exam. Class 10 Social Science Chapter 2 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving Case Study Questions Class 10 History Chapter 2 Nationalism in India

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In CBSE Class 10 Social Science Paper, Students will have to answer some questions based on Assertion and Reason . There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Nationalism in India Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 10 Social Science Chapter 2 Nationalism in India

Case Study/Passage-Based Questions

Case Study 1: To the altar of this revolution, we have brought our youth as incense’. Many nationalists thought that the struggle against the British could not be won through non-violence. In 1928, the Hindustan Socialist Republican Army (HSRA) was founded at a meeting in Feroz Shah Kotla ground in Delhi. Amongst its leaders were Bhagat Singh, Jatin Das, and Ajoy Ghosh. In a series of dramatic actions in different parts of India, the HSRA targeted some of the symbols of British power. In April 1929, Bhagat Singh and Batukeshwar Du3 threw a bomb in the Legislative Assembly. In the same year, there was an a3empt to blow up the train that cord Irwin was traveling in. Bhagat Singh was 2: when he was tried and executed by the colonial government. During his trial, Bhagat Singh stated that he did not wish to glorify ‘the cult of the bomb and pistol’ but wanted a revolution in society ‘Revolution is the inalienable right of mankind. Freedom is the imprescriptible birthright of all. The laborer is the real sustainer of society Z To the altar of this revolution we have brought our youth as incense, for no sacrifice is too great for so magnificent a cause. We are content. We await the advent of the revolution. Inquilab Zindabad

Why Hindustan Socialist Republican Army was formed? With reference to the above context, infer the appropriate option. (a) To fight against the British colonial rule with the principle of non-violence (b) To fight against British colonial rule in India (c) To achieve independence for the country through an armed rebellion

(d) Both (b) and (c)

Answer: (d) Both (b) and (c)

(ii) Consider the following statements and find the incorrect from the given options. I. Bhagat Singh and Batukeshwar Dutta threw a bomb in the Central Legislative Assembly. II. Hindustan Socialist Republican Army was based on the principles given by Mahatma Gandhi. III. Bhagat Singh wanted a revolution in the society.

Codes (a) Only I (b) Only II (c) Only III (d) Both II and III

Answer: (b) Only II

What lessons does Bhagat Singh’s life have for modern-day India? Identify the correct option. (a) He emphasised on socio-economic changes rather than changing political leaders. (b) He inspired the masses to break social barriers of casteism. (c) He taught people to shed away the fear of British rulers. (d) All of the above

Answer: (d) All of the above

The HSRA and Bhagat Singh focussed on which section of the society to bring a revolution? Identify the correct option. (a) Labourers (b) Leaders (c) Youth (d) Merchants

Answer: (c) Youth

During whose tenure as the Viceroy of India were the great martyrs Bhagat Singh, Sukhdev and Rajguru hanged? Choose the best suitable option. (a) Lord Canning (b) Lord Irwin (c) Lord Minto (d) Lord Curzon

Answer: (b) Lord Irwin

Which of the following were the Revolutionary activities of HSRA? Choose the correct option. (a) Central Assembly Bombing Case. (b) An attempt to blow up the train that Lord Irwin was travelling in. (c) Both (a) and (b) (d) Involved in Lahore Conspiracy Case

Answer: (c) Both (a) and (b)

Case Study 2: The chapter “Nationalism in India” in Class 10 History explores the growth of nationalism in India during the colonial period and the various movements and leaders that shaped the Indian independence struggle. It delves into the impact of British colonial rule, the emergence of the Indian National Congress (INC), the role of Mahatma Gandhi, and the significance of the non-cooperation and civil disobedience movements. Additionally, it examines the role of various social and religious movements, such as the Rowlatt Satyagraha and the Khilafat Movement, in mobilizing the masses and fostering a sense of unity among Indians.

MCQ Questions:

Which chapter in Class 10 History focuses on the growth of nationalism in India?

a) Chapter 1: The Rise of Nationalism in Europe

b) Chapter 3: Nationalism in India

c) Chapter 5: The Age of Industrialization

d) Chapter 7: Print Culture and The Modern World

Answer: b) Chapter 3: Nationalism in India

What is the significance of the Indian National Congress (INC) in the nationalist movement?

a) It promoted violent resistance against British rule.

b) It advocated for the continuation of British colonial rule.

c) It provided a platform for nationalist leaders to voice their demands.

d) It focused solely on religious reforms in India.

Answer: c) It provided a platform for nationalist leaders to voice their demands.

Who is considered as the leader of the non-cooperation and civil disobedience movements in India?

a) Jawaharlal Nehru

b) Bhagat Singh

c) Subhash Chandra Bose

d) Mahatma Gandhi

Answer: d) Mahatma Gandhi

Which movements played a significant role in mobilizing the masses and fostering unity during the Indian independence struggle?

a) The Rowlatt Satyagraha and the Khilafat Movement

b) The Swadeshi Movement and the Quit India Movement

c) The Non-Aligned Movement and the Dandi March

d) The Green Revolution and the White Revolution

Answer: a) The Rowlatt Satyagraha and the Khilafat Movement

Hope the information shed above regarding Case Study and Passage Based Questions for Class 10 Social Science History Chapter 2 Nationalism in India with Answers Pdf free download has been useful to an extent. If you have any other queries about the CBSE Class 10 Social Science Nationalism in India Case Study and Passage-Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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Nationalism in India Case Extract Based Questions Class 10 History CBSE

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Case study-based questions on the chapter ‘Nationalism in India’ are given here for class 10 History students. these questions would help students get practice in case study-based questions.

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Case Study-Based Questions

Q. read the given case and answer the questions that follow: [od, 2022].

Mahatma Gandhi’s thoughts on Satyagraha

‘Satyagraha is not physical force. A satyagrahi does not inflict pain on the adversary; he does not seek his destruction … In the use of satyagraha, there is no ill-will whatever.’

‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love… Non-violence is the supreme dharma …’

‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own …’ ( NCERT Textbook Page 31)

(1) What type of movement Gandhiji organised in South Africa? [1 mark] (2) Why is satyagraha considered as pure soul-force? [1 mark] (3) How has Gandhiji described passive resistance? [2 marks] (4). What did the idea of satyagraha mean? [1 mark]

A. Power to awaken the conscience of the oppressor
B. Power to defeat falsehood
C. Power of fasting and praying
D. Power of truth and the need to search for it

(1) Gandhiji successfully fought against the racist regime with a novel method of mass agitation, which he called satyagraha.

(2) Satyagraha is considered as a pure soul-force because the idea of satyagraha emphasised the power of truth and the need to search for truth. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge.

(3) Satyagraha is said of “passive resistance”, that is it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed, it calls for intense activity. Without seeking vengeance or being aggressive, a satyagrahi could win the battle through non-violence. This could be done by appealing to the conscience of the oppressor.

Q. Read the extract and answer the questions given below:

The Congress Working Committee, in its meeting in Wardha on 14 July 1942, passed the historic Quit India resolution demanding that the British immediately transfer power to Indians and leave India. On 8 August 1942 in Mumbai, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech. The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the movement. People observed hartals, and demonstrations and processions were accompanied by national songs and slogans. The movement was truly a mass movement which brought into its ambit thousands of ordinary people, namely students, workers and peasants. It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women leaders such as Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Odisha. The British responded with force, yet it took more than a year to suppress the movement. ( NCERT Textbook Page 49 )

1. Where did Gandhiji give his famous do or die speech?

2. Which of the following was a demand of the ‘Quit India’ resolution?

A. Separate nation for Hindus
B. Freedom of Speech
C. Freedom to observe hartals and demonstrations
D. Immediate transfer of power to Indians

3. Name the famous female leader from Odisha who participated in the Quit India Movement

A. Kanaklata Barua
B. Aruna Asaf Ali
C. Rama Devi
D. Matangini Hazra

1. D. Mumbai

On 8 August 1942 in Mumbai, the All India Congress Committee endorsed the resolution that called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous Do or Die speech.

2. D. Immediate transfer of power to Indians

The main demand of the Quit India movement was the immediate transfer of power to Indians and the British leaving India. The demand was accompanied by non-violent mass protest. In his speeches, M K Gandhi asked people to participate in the movement and fight for the freedom of the country.

3. C. Rama Devi

Rama Devi was a famous revolutionary leader from Odisha who participated in the Quit India Movement, in 1942.

Q. Read the extract and answer the questions given below.

On 6 January 1921, the police in United Provinces fired at peasants near Rae Bareli. Jawaharlal Nehru wanted to go to the place of firing but was stopped by the police. Agitated and angry, Nehru addressed the peasants who gathered around him. This is how he later described the meeting:

‘They behaved as brave men, calm and unruffled in the face of danger. I do not know how they felt, but I know what my feelings were. For a moment, my blood was up, non-violence was almost forgotten – but for a moment only. The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, and I saw the kisans seated and standing near me, less excited, more peaceful than I was – and the moment of weakness passed, I spoke to them in all humility on non-violence – I needed the lesson more than they – and they heeded me and peacefully dispersed.’

Quoted in Sarvapalli Gopal, Jawaharlal Nehru: A Biography, Vol. I. (NCERT Textbook Page 35)

1. “The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, …” Jawaharlal Nehru is referring to which great leader?

A. Baba Ramchandra
B. Sarvapalli Gopal
C. Alluri Sitaram Raju
D. MahatmaGandhi

2. Who behaved as brave men?

3. ‘ and the moment of weakness passed, ‘ What was the moment of weakness?

4. Jawahar Lal Nehru felt angry at the action of the police. State True or false:

5. I needed the lesson more than they – and they heeded me and peacefully dispersed.’ What lesson is talked about here?

1. D. Mahatma Gandhi

2. the farmers

3. the moment when Jawahar Lal Nehru felt angry and agitated almost forgetting the lesson the non-violence.

5. The lesson of non-violence that emphasised on passive resistance

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Case Study Questions on Nationalism in India Class 10

Read the following passage and answer the questions:

Mahatma Gandhi’s thoughts on Satyagraha

‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of the article can be used only by the strong. This power is not passive resistance; indeed, it calls for intense activity. The movement in South Africa was not passive but active….’ Satyagraha is not physical force. A Satyagrahi does not inflict, pain on the adversary; he does not seek his destruction…. In the use of Satyagraha, there is no ill-will whatever.’

‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called Satyagraha. The soul is informed with knowledge. In it burns the flame of love … Nonviolence is the supreme Dharma …’

Difficulty Level: Medium

Q. 1. What type of movement Gandhiji organised in South Africa? Ans. Gandhiji organised his first campaign of Satyagraha or mass civil disobedience movement in South Africa to fight against injustice and class division.

Q. 2. Why is Satyagraha considered as pure soul-force? Ans. In the use of Satyagraha, there is no ill-will. One could win the battle through non-violence and this could be done by appealing to the conscience of the oppressor. Also, the people had to be persuaded to see the truth instead of being forced to accept truth through the soul-force.

Q. 3. How has Gandhiji described passive resistance? Ans. Gandhiji described passive resistance as a weapon of the weak and did not exclude the use of physical force or violence for the purpose of gaining one’s end. He explained passive resistance as the concept to fight against something evil but never hurting the opponent.

Nationalism in India

Modern nationalism in Europe come to be associated with the formation of nation-states. It also meant a change in people’s understanding of who they were and what defined their identity and sense of belonging. New symbols and icons, new songs and ideas forged new links and redefined the boundaries of communities. In most countries the making of this new national identity was a long process. How did this consciousness emerge in India?

In India and as in many other colonies, the growth of modern nationalism is intimately connected to the anti-colonial movement. People began discovering their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. But each class and group felt the effects of colonialism differently, their experiences were varied and their notions of freedom were not always the same. The Congress under Mahatma Gandhi tried to forge these groups together within one movement. But the unity did not emerge without conflict.

Q. 1. What was people’s understanding of nation? Ans. People understood the nation as a community of people formed on the basis of a combination of shared features such as language, history, ethnicity. culture and/or territory. Thus, a nation refers to the collective identity of a group of people understood as defined by those features.

Q. 2. How was the growth of modern nationalism intimately connected to the anti-colonial movement? Ans. The growth of modern nationalism intimately connected to the anti-colonial movement in the following ways: (i) Colonisation affected people’s freedom. (ii) The sense of oppression and exploitation become a common bond for people of different groups that resulted in the growth of nationalist ideals. (iii) People began discovering their unity in the process of their struggle with colonialism.

Q. 3. How did people in India develop a sense of collective belonging? Explain. Ans. People in India developed a sense of collective belonging in the following ways: (i) The creation of the image of Bharat Mata by Bankim Chandra Chattopadhyay created a sense of oneness among the people. (ii) The creation of the India flag by Gandhiji created the nationalism feel among the citizens.

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The rise of nationalism in europe class 10 case study social science history chapter 1, topics from which case study questions may be asked.

Explore various facets of Nationalistic movements that ushered in the sense of Collective Belonging
Discuss the impact of the first world war on triggering two defining movements (Khilafat & Non-cooperation Movement) in India.
Assess/ appraise the role of Mahatma Gandhi and other leaders in the two movements (NCM & CDM)

Nationalism spreads when people begin to believe that they are all part of the same nation and bounded together by a sense of belongingness. The First World War, the Khilafat and the Non-cooperation Movement were instrumental in shaping the nationalist movement in India. In 1914, First World War broke out in Europe and Britain was an active participant in it.

In India, the growth of nationalism is closely related to anti-colonial movement like that of Vietnam and many other colonies .

Frequently Asked Questions (FAQs) on Nationalism in India Class 10 Case Study

Q1: what are case study questions.

A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.

Q2: How should I approach case study questions in exams?

A2: To approach case study questions effectively, follow these steps: Read the case study carefully: Understand the scenario and identify the key points. Analyze the information: Look for clues and relevant details that will help you answer the questions. Apply your knowledge: Use what you have learned in your course to interpret the case study and answer the questions. Structure your answers: Write clear and concise responses, making sure to address all parts of the question.

Q3: What are the benefits of practicing case study questions from your website?

A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.

Q4: What are the important keywords in this chapter “Nationalism in India”?

A4: Important keywords for CBSE Class 10 Nationalism in India are given below: Forced Recruitment: A process by which the colonial state forced people to join the army. Boycott: The refusal to deal and associate with people, or participate in activities, or buy and use things; usually a form of protest. Picket: A form of demonstration on protest by which people block the entrance to a shop, factory or office. Begar: Labour that villagers were forced to contribute without any payment.

Q5: What are the important date line in CBSE Class 10 History “Nationalism in India”?

A5: Important date line given below: 1918–19: Distressed UP peasants organised by Baba Ramchandra. April 1919: Gandhian hartal against Rowlatt Act; Jallianwala Bagh massacre. January 1921: Non-Cooperation and Khilafat movement launched. February 1922: Chauri Chaura: Gandhiji withdraws Non-Cooperation movement. May 1924: Alluri Sitarama Raju arrested ending a two-year armed tribal struggle. December 1929: Lahore Congress; Congress adopts the demand for ‘Purna Swaraj’. 1930: Ambedkar establishes Depressed Classes Association. March 1930: Gandhiji begins Civil Disobedience Movement by breaking salt law at Dandi. March 1931: Gandhiji ends Civil Disobedience Movement. December 1931: Second Round Table Conference. 1932: Civil disobedience re-launched.

Q6: What do you mean by Forced Recruitment?

A6: It is a process by which the colonial state forced people to join the army.

Q7: What was the idea of Satyagraha?

A7: The idea of Satyagraha emphasised the power of truth and the need to search for truth.

Q8: Why did Mahatma Gandhi organise a Satyagraha in Kheda district of Gujarat?

A8: In 1917, Mahatma Gandhi organised a Satyagraha to support the peasants of Kheda. The peasants of Kheda could not pay the revenue because of the crop failure and plague epidemic and were demanding that revenue collection to be relaxed.

Q9: What do you mean by Boycott?

A9: The refusal to deal and associate with people or participate in activities or buy and use things usually a form of protest.

Q10: Who was Alluri Sitaram Raju?

A10: Alluri Sitaram Raju was the leader of revolt in the Guden Hills of Andhra Pradesh. He claimed that he had a variety of special powers. He could make correct astrological predictions and heal people, and he could survive even bullets.

Q11: Are there any online resources or tools available for practicing “ Nationalism in India” case study questions?

A11: We provide case study questions for CBSE Class 10 Social Science on our website . Students can visit the website and practice sufficient case study questions and prepare for their exams.

Nationalism in India Class 10 Case Study Social Science History Chapter 2

case study questions on nationalism in india class 10

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Case Study Questions for Class 10 Social Science History Chapter 2 Nationalism in India

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Here we are providing case study questions for Class 10 Social Science History Chapter 2 Nationalism in India.

Case Study Question 1:

Emboldened with this success, Gandhiji in 1919 decided to launch a nationwide satyagraha against the proposed Rowlatt Act (1919). This Act had been hurriedly passed through the Imperial Legislative Council despite the united opposition of the Indian members. It gave the government enormous powers to repress political activities, and allowed detention of political prisoners without trial for two years. Mahatma Gandhi wanted non-violent civil disobedience against such unjust laws, which would start with a hartal on 6 April.

Answer the following MCQs by choosing the most appropriate option:

(i) Name the act which is being described in the passage. (a) Satyagraha Act (b) Rowlatt Act (c) Government of India Act (d) East India Company Act

(ii) Who opposed this Act? (a) Gandhiji (b) Lord lrwin (c) Pt. Jawaharlal Nehru (d) Subhas Chandra Bose

(iii) ______ was not a provision of this act. (a) Organisation of Rallies (b) Detention of Political prisoners (c) Curb political activities (d) All of these

(iv) This act was initiated through the efforts of (a) Imperial Legislative council (b) Indian members (c) East India company (d) Gandhiji

Tips to prepare for case study questions for class 10 social science.

Preparing for case study and passage-based questions in class 10 social science can be challenging, but it is important to remember that with the right approach, you can effectively tackle these types of questions. Here are some steps you can take to prepare for case study questions for class 10 social science:

Understand the format of case study questions: Case study questions for class 10 social science usually require you to read a scenario or a passage and answer a set of questions based on it. These questions can be based on various topics like history, geography, economics, or civics.
Read and analyze the case study or passage carefully: The first step in answering case study questions is to read the scenario or passage carefully. Try to identify the main idea or theme of the passage and note down any important details that you think are relevant. Pay attention to any maps, graphs, or charts that are included as they can be helpful in answering the questions.
Identify the type of questions being asked: After reading the case study or passage, you should analyze the questions being asked. Try to identify the type of question, whether it is a factual question or an analytical question. Factual questions require you to provide specific details from the passage, while analytical questions require you to use your critical thinking skills to analyze the information presented in the passage.
Use your textbook and notes: To prepare for case study questions for class 10 social science, it is important to have a thorough understanding of the topics covered in your textbook. Go through your notes and textbook to revise the relevant topics and concepts. This will help you to answer the questions more accurately.
Practice sample questions: One of the best ways to prepare for case study questions is to practice answering sample questions. Try to find sample questions online or in your textbook and practice answering them. This will help you to get comfortable with the format of the questions and improve your speed and accuracy.

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Case Study on Nationalism in India Class 10 Social Science

Nationalism in India is a lesson in Class 10 Social Science from which case study questions are often asked in the Class 10 Social Science exam. There are several possible questions that can be asked from this alone chapter and therefore, for the practice purpose here we provide Case Study on Nationalism in India Class 10 Social Science.

Practising the case study questions on Class 10 Social Science Nationalism in India can benefit students in a variety of ways as well as enable them to feel confident in answering such questions. Continue reading to learn more about the Nationalism in India Case Study for Class 10 Social Science .

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Nationalism in India (Case Based Questions)

1. Read the source given below and answer the questions that follow. (Previously asked question)

Source-A :Idea of Satyagraha

‘ Satyagraha is not physical force. A satyagrahidoes not inflict pain on the adversary; he does not seek his destruction … In the use of satyagraha, there is no ill-will whatever.‘ Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love. … Nonviolence is the supreme dharma … ‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own …’

Source-B: Great leader-Jawaharlal Nehru

On 6 January 1921, the police in United Provinces fired at peasants near Rae Bareli. Jawaharlal Nehru wanted to go to the place of firing, but was stopped by the police. Agitated and angry, Nehru addressed the peasants who gathered around him. This is how he later described the meeting: ‘They behaved as brave men, calm and unruffled in the face of danger. I do not know how they felt but I know what my feelings were. For a moment my blood was up, non-violence was almost forgotten – but for a moment only. The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, and I saw the kisans seated and standing near me, less excited, more peaceful than I was – and the moment of weakness passed, I spoke to them in all humility on non-violence – I needed the lesson more than they – and they heeded me and peacefully dispersed.

Source-C: The Independence Day Pledge,26 January 1930 ‘We believe that it is the inalienable right of the Indian people, as of any other people, to have freedom and to enjoy the fruits of their toil and have the necessities of life, so that they may have full opportunities of growth. We believe also that if any government deprives a people of these rights and oppresses them, the people have a further right to alter it or to abolish it. The British Government in India has not only deprived the Indian people of their freedom but has based itself on the exploitation of the masses, and has ruined India economically, politically, culturally, and spiritually. We believe, therefore, that India must sever the British connection and attain Purna Swaraj or Complete Independence.’

Q.1 What do the British worship? (1)

Q.2 What is the source of the above passage? (1)

Q.3 What do you mean by Purna Swaraj? (1)

2. Read the source given below and answer the questions that follow. (Previously asked question)

Some of the Muslim political organisations in India were also lukewarm in their response to the Civil Disobedience Movement. After the decline of the Non-Cooperation-Khilafat Movement, a large section of Muslims felt alienated from the Congress. From the mid-1920s the Congress came to be more visibly associated with openly Hindu religious nationalist groups like the Hindu Mahasabha. As relations between Hindus and Muslims worsened, each community organised religious processions with militant fervour, provoking Hindu-Muslim communal clashes and riots in various cities. Every riot deepened the distance between the two communities. The Congress and the Muslim League made efforts to renegotiate an alliance, and in 1927 it appeared that such a unity could be forged. The important differences were over the question of representation in the future assemblies that were to be elected. Muhammad Ali Jinnah, one of the leaders of the Muslim League, was willing to give up the demand for separate electorates, if Muslims were assured reserved seats in the Central Assembly and representation in proportion to population in the Muslim-dominated provinces (Bengal and Punjab). Negotiations over the question of representation continued but all hope of resolving the issue at the All Parties Conference in 1928 disappeared when M.R. Jayakar of the Hindu Mahasabha strongly opposed efforts at compromise.

Q.1 Mention the condition on which Muhammad Ali Jinnah, was willing to give up the demand for separate electorates. (1)

Q.2 Why did all hopes of resolving the issue at the All Parties Conference in 1928 disappear? (1)

Q.3 What important difference had occurred between Congress and the Muslim League in the late 1920s? (2)

3. Read the given extract and answer the following questions. (Previously asked question)

To the altar of this revolution we have brought our youth as incense’ Many nationalists thought that the struggle against the British could not be won through non-violence. In 1928, the Hindustan Socialist Republican Army (HSRA) was founded at a meeting in Ferozeshah Kotla ground in Delhi. Amongst its leaders were Bhagat Singh, Jatin Das and Ajoy Ghosh. In a series of dramatic actions in different parts of India, the HSRA targeted some of the symbols of British power. In April 1929, Bhagat Singh and Batukeswar Dutta threw a bomb in the Legislative Assembly. In the same year there was an attempt to blow up the train that Lord Irwin was travelling in. Bhagat Singh was 23 when he was tried and executed by the colonial government. During his trial, Bhagat Singh stated that he did not wish to glorify ‘the cult of the bomb and pistol’ but wanted a revolution in society: ‘Revolution is the inalienable right of mankind. Freedom is the imprescriptible birthright of all. The labourer is the real sustainer of society … To the altar of this revolution we have brought our youth as incense, for no sacrifice is too great for so magnificent a cause. We are content. We await the advent of revolution. Inquilab Zindabad!’

Q.1 When was HSRA founded? (1)

Q.2 Why was Bhagat Singh put on trial? (1)

Q.3 What were the reasons behind formation of HSRA? (2)

4. Read the given source and answer the questions that follow: (Previously asked question)

‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed it calls for intense activity. The movement in South Africa was not passive but active … ‘ Satyagraha is not physical force. A satyagrahi does not inflict pain on the adversary; he does not seek his destruction … In the use of satyagraha, there is no ill-will whatever. ‘ Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love. … Nonviolence is the supreme dharma … ‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own …’

Q.1 Why did Gandhiji say that passive resistance is not the weapon of the weak? (1)

Q.2 ”Satyagraha is pure soul-force.” Substantiate this statement in 20 words. (1)

Q.3 What according to Mahatma Gandhi is the best weapon to use to collapse British rule in India? (2)

5. Read the text carefully and answer the questions: (Previously asked question)

Mahatma Gandhi returned to India in January 1915. As you know, he had come from South Africa where he had successfully fought the racist regime with a novel method of mass agitation, which he called satyagraha. The idea of satyagraha emphasised the power of truth and the need to search for truth. It suggested that if the cause was true, if the struggle was against injustice, then physical force was not necessary to fight the oppressor. Without seeking vengeance or being aggressive, a satyagrahi could win the battle through nonviolence. This could be done by appealing to the conscience of the oppressor. People – including the oppressors – had to be persuaded to see the truth, instead of being forced to accept truth through the use of violence. By this struggle, truth was bound to ultimately triumph. Mahatma Gandhi believed that this dharma of non-violence could unite all Indians. After arriving in India, Mahatma Gandhi successfully organised satyagraha movements in various places. In 1917 he travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system.Then in 1917, he organised a satyagraha to support the peasants of the Kheda district of Gujarat. Affected by crop failure and a plague epidemic, the peasants of Kheda could not pay the revenue, and were demanding that revenue collection be relaxed. In 1918, Mahatma Gandhi went to Ahmedabad to organise a satyagraha movement amongst cotton mill workers.

i) ___________ and ___________ method were used by Gandhiji to fight against the Britishers. (1)

a. Strike, Vengeance

b. Civil war, Vengeance

c. Non-violence, Satyagraha

d. None of these

ii) Describe the Kheda Movement. (1)

a. Peasants wanted better wages

b. Peasants wanted relaxation in revenue

c. Peasants wanted a ‘no rent’ campaign

d. Peasants wanted remission of rent

iii) Which of the following is incorrect with regard to ”Satyagraha”? (1)

a. A novel method of mass agitation

b. Struggle against justice

c. Physical force was not necessary

d. Truth is bound to ultimately triumph

iv) Which of the following title best describes the given extract? (1)

a. Notion of Truth

b. Struggle for Justice

c. Vengeance wins

6. Read the source given below and answer the question that follows: (Previously asked question)

Mahatma Gandhi found in salt a powerful symbol that could unite the nation. On 31 January 1930, he sent a letter to Viceroy Irwin stating eleven demands. Some of these were of general interest; others were specific demands of different classes, from industrialists to peasants. The idea was to make the demands wide-ranging, so that all classes within Indian society could identify with them and everyone could be brought together in a united campaign. The most stirring of all was the demand to abolish the salt tax. Salt was something consumed by the rich and the poor alike, and it was one of the most essential items of food. The tax on salt and the government monopoly over its production, Mahatma Gandhi declared, revealed the most oppressive face of British rule.

Q.1 What was the salt tax? (1)

Q.2 What was the idea behind the demands mentioned in Gandhi’s letter to Viceroy? (1)

Q.3 Why did Gandhi ji find salt to be a powerful symbol to unite the nation? (2)

Class X SOCIAL SCIENCE CASE STUDY

Class 10 th social science chapter case study, cbse class 10 social science case study questions.

Enhance your exam preparation with CBSE Class 10 Social Science Case Study Questions . These questions are designed to test your understanding of real-world scenarios related to history, geography, civics, and economics. Practicing case study based questions will help you develop critical thinking and analytical skills essential for success in your board exams.

Download our chapter-wise case study question PDFs for comprehensive practice, including MCQ-based case studies and detailed solutions. With our resources, you’ll be well-equipped to tackle the Class 10 Social Science syllabus effectively. Start your journey to exam success today!

Class X Social Science Case Study

Unit 1 : india and the contemporary world-ii.

Chapter 1 The Rise Of Nationalism In Europe Chapter 3 Nationalism In India Chapter 4 The Making Of A Global World Chapter 5 The Age Of Industrialisation Chapter 6 Work, Life And Leisure Chapter 7 Print Culture And The Modern World

Unit 2 : CONTEMPORARY INDIA -II

Chapter 1 Resources And Development Chapter 2 Forest And Wildlife Resources Chapter 3 Water Resources Chapter 4 Agriculture Chapter 5 Minerals And Energy Resources Chapter 6 Manufacturing Industries Chapter 7 Life Lines Of National Economy

Unit 3 : DEMOCRATIC POLITICS -II

Political science.

Chapter 1 Power Sharing Chapter 2 Federalism Chapter 3 Democracy And Diversity Chapter 4 Gender, Religion And Caste Chapter 5 Popular Struggles And Movements Chapter 6 Political Parties Chapter 7 Outcomes Of Democracy

Unit 4 : UNDERSTANDING ECONOMIC DEVELOPMENT

Chapter 1 Development Chapter 2 Sectors Of The Indian Economy Chapter 3 Money And Credit Chapter 4 Globalisation And The Indian Economy Chapter 5 Consumer Rights

S. CHAND SOLUTION NCERT SOLUTION NOTES EXEMPLAR SOLUTION ASSIGNMENTS IMPORTANT QUESTIONS MCQs CASE STUDY TEST PAPER ONLINE TEST CLASS 12 STUDY MATERIAL CBSE CLASS 10 STUDY MATERIAL CBSE CLASS 9 STUDY MATERIAL

CBSE Class 10 Social Science Case Study Questions: Practice, Solutions, and PDF Downloads

Case Study Questions have become an integral part of the CBSE Class 10 Social Science exam pattern. These questions aim to assess students' ability to analyze real-world scenarios using their knowledge of social, political, historical, and economic concepts. In this article, we’ll guide you through the importance of Class 10 Social Science Case Study Based Questions , along with practice resources, solutions, and PDF downloads .

What Are Case Study Questions in Class 10 Social Science?

Case Study Questions for Class 10 Social Science involve scenarios or situations drawn from history, geography, economics, and political science. Students are required to apply their knowledge of the subject to analyze and answer these questions. These questions are designed to test students' understanding of core concepts, as well as their ability to think critically and relate theoretical knowledge to real-life contexts.

Importance of Case Study Questions in CBSE Class 10 Social Science

The CBSE Social Science Case Study Class 10 questions help students move beyond rote memorization. They promote a deeper understanding of the subject and develop critical thinking skills, which are essential for scoring well in the board exams. Practicing Class 10 Social Science Case Study Questions also helps students improve their ability to connect textbook knowledge with practical situations.

Chapter-wise Case Study Questions for Class 10 Social Science

Each chapter of Class 10 Social Science may include Case Study Based Questions . These questions can be drawn from various topics such as:

History : Nationalism in India, Industrial Revolution, and the Rise of Imperialism.
Geography : Agriculture, Water Resources, and Mineral Resources.
Civics (Political Science) : Democracy, Federalism, and Gender Issues.
Economics : Sectors of the Indian Economy, Globalization, and Poverty.

Students should focus on practicing Chapter-wise Case Study Questions for Class 10 Social Science to cover the wide range of topics that might appear in the exam.

How to Solve Class 10 Social Science Case Study Questions

Solving CBSE Class 10 Social Science Case Study Questions requires a strategic approach:

Understand the Scenario : Read the case study carefully and identify the main concepts.
Apply Relevant Knowledge : Relate the situation to the topics covered in your syllabus.
Analyze the Problem : Break down the case study to understand its core components and answer accordingly.
Practice Regularly : Use our Class 10 Social Science Case Study Questions with Answers to get familiar with the question format.

Download PDF of Case Study Questions for Class 10 Social Science

We provide chapter-wise PDFs of Case Study Questions for CBSE Class 10 Social Science . These free PDFs are designed to give you an extensive range of practice questions, helping you prepare effectively for the exams. Each PDF contains:

Important Case Study Questions for Class 10 Social Science

Detailed Answers and Solutions to help you understand the right approach.

CBSE Class 10 Social Science Case Study Solutions

Understanding the solutions to Case Study Questions for Class 10 Social Science is crucial for your exam preparation. Our detailed CBSE Social Science Case Study Class 10 Solutions provide step-by-step explanations, ensuring you know the right methods to answer each question. Reviewing these solutions will help you gain clarity on how to tackle similar questions in your exams.

CBSE Class 10 Social Science Case Study Practice Worksheets

We also offer Class 10 Social Science Case Study Practice Worksheets . These worksheets include a variety of Case Study Based Questions covering all chapters and topics. Regular practice using these worksheets will enhance your confidence and boost your performance in the board exams.

Social Science Case Study Class 10 MCQ Questions

In addition to descriptive questions, Class 10 Social Science Case Study questions may also include MCQ-based questions . Practicing these MCQ Case Study Questions is a great way to quickly assess your understanding of the topics and improve your speed during exams. These Class 10 Social Science Case Study MCQ Questions are designed to test your grasp of the core concepts in a time-efficient manner.

Some of the most Important Case Study Questions for Class 10 Social Science come from high-weightage chapters like Nationalism in India , Sectors of the Economy , and Agriculture . Solving these key questions will give you a solid foundation and ensure you're prepared for the types of case studies likely to appear in your exams.

How to Excel in Class 10 Social Science Case Study Questions

To excel in CBSE Class 10 Social Science Case Study Based Questions :

Download and Practice PDFs : Regularly use our Case Study Questions PDF to practice and review.
Understand the Format : Make sure you're comfortable with the different question formats, including descriptive and MCQ questions.
Study Solutions : Use our CBSE Social Science Case Study Solutions to refine your approach.
Time Management : Practice solving MCQ-based case study questions to improve your speed and accuracy.

CBSE Class 10 Social Science Case Study Questions are essential for a comprehensive understanding of the subject and exam preparation. By practicing chapter-wise case study questions , downloading our free PDFs, and using detailed solutions, you'll be well-prepared to ace the Social Science board exams. Start practicing today for success!

CBSE CLASS 10 STUDY MATERIAL CBSE CLASS 9 STUDY MATERIAL CBSE CLASS 12 STUDY MATERIAL CBSE CLASS 11 STUDY MATERIAL CLASS 12 PHYSICS CLASS 12 PHYSICS NOTES CLASS 10 ENGLISH GRAMMAR CLASS 10 HINDI GRAMMAR CLASS 9 SOCIAL SCIENCE NOTES

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What is Case Study Question / Paragraph Based Question? A case study is a scenario in a particular academic / professional context which students are expected to analyse and respond to, guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or problems that must be dealt with in a academic / professional workplace.

Why Case Study Questions are included in academics? Case study assignments usually require students to identify problems and issues in a scenario, to demonstrate their developing knowledge of theories and academic / professional policies and to make decisions and recommendations based on these to either prevent or solve some of the issues in that scenario.

How to solve Case Study Questions? There are several steps to writing an answer to a case study assignment:

STEP 1: Read the case study and questions carefully.

Read the case and associated questions carefully.
Highlight the main points of the case and any issues that you can identify.
Read the questions closely and analyse what they are requiring you to do.
Read the case again, linking the information that is relevant to each question you have been asked.

STEP 2: Identify the issues in the case study. Case studies describe a situation which may arise in a particular profession or social context. They often involve a number of people in a complex situation. They will often describe a situation which is problematic, possibly in how it is dealt with, or in its complexity. An important part of your answer is to analyse the situation and to identify the issues/actions described in the case which may be problematic. The following questions may help you to do this:

What actions were taken in the case?
Were these actions the most appropriate and why?
Were there any consequences of the actions taken?
Was anything omitted or not considered?
Were actions/procedures in line with existing codes of practice, policy or theories?

STEP 3: Link theory to practice. Use your knowledge of existing codes of practice, theories and/or other academic / professional documents and behaviours to decide what was done appropriately and what was not.

STEP 4: Plan your answer. It can be useful to use the questions you have been set as headings and to answer each part in turn, reducing the chance of omitting set questions. You can always take out the headings before you submit if you wish. Lecturers usually set questions in a logical order, so answer in the order they are written in your question.

STEP 5: Start writing your case study answer (for theory only) Like any assignment, you will need an introduction, body sections in which you answer the questions put to you regarding the case study, and a conclusion.

STEP 6: Edit and proofread. Read through your paper yourself to detect and correct other errors and omissions. Check you have answered all questions and backed up your answer with relevant passage.

Types of Case Study Questions / Paragraph Based Questions Case Study Questions / Paragraph Based Questions can be broadly classified into two types:

MCQs type: In this type, student has to tick the correct option from various options.
Theory type: In this type, student has to write proper solution / answer in cotext to the case study.

Case Study/ Passage Based Questions Chapter 2 Nationalism in India

Type 1: MCQ type

Case Study Question 01

Read the text given below and answer the questions that follow:

In February 1922, Mahatma Gandhi decided to withdraw the Non-Cooperation Movement. He felt the movement was turning violent in many places and satyagrahis needed to be properly trained before they would be ready for mass struggles. Within the Congress, some leaders were by now tired of mass struggles and wanted to participate in elections to the provincial councils that had been set up by the Government of India Act of 1919. They felt that it was important to oppose British policies within the councils, argue for reform and also demonstrate that these councils were not truly democratic. C.R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for a return to council politics. But younger leaders like Jawaharlal Nehru and Subhas Chandra Bose pressed for more radical mass agitation and for full independence.

On 31 January, 1930, Mahatma Gandhi sent a letter to Viceroy Irwin stating eleven demands. Some of these were of general interest; others were specific demands of different classes, from industrialists to peasants. The idea was to make the demands wide-ranging, so that all classes within Indian society could identify with them and everyone could be brought together in a united campaign. The most stirring of all was the demand to abolish the salt tax. Salt was something consumed by the rich and the poor alike, and it was one of the most essential items of food. The tax on salt and the government monopoly over its production, Mahatma Gandhi declare, revealed the most oppressive face of British rule.

Answer the following MCQs by choosing the most appropriate option:

Question.1. Which of the following options was the reason for suspension of the Non cooperation Movement?

(a) Chauri-Chaura incident (b) Jallianwala Bagh Massacre (c) Kakori conspiracy case (d) All of the above

Question.2. This marked the beginning of the Civil Disobedience Movement :

(a) Simon Commission (b) Lahore Congress (c) Kheda Satyagraha (d) Dandi March

Question.3. In which of the following years the Swaraj Party was formed?

Question.4. _____________ and the government monopoly over its production, Mahatma Gandhi declare, revealed the most oppressive face of British rule.

(a) Tax on cotton (b) Tax on salt (c) Tax on crop (d) Tax on property

Ans.1. (a) Chauri-Chaura incidence. Ans.2. (d) Dandi March. Ans.3. (b) 1923. Ans.4. (b) Tax on salt

Case Study Question 02

Read the source given below and answer the questions that follow:

While the Rowlatt Satyagraha had been a widespread movement, it was still limited mostly to cities and towns. Mahatma Gandhi now felt the need to launch a more broad-based movement in India. But he was certain that no such movement could be organised without bringing the Hindus and Muslims closer together. One way of doing this, he felt, was to take up the Khilafat issue. The First World War had ended with the defeat of Ottoman Turkey. And there were rumours that a harsh peace treaty was going to be imposed on the Ottoman emperor – the spiritual head of the Islamic world (the Khalifa). To defend the Khalifa’s temporal powers, a Khilafat Committee was formed in Bombay in March 1919. A young generation of Muslim leaders like the brothers Muhammad Ali and Shaukat Ali, began discussing with Mahatma Gandhi about the possibility of a united mass action on the issue. Gandhiji saw this as an opportunity to bring Muslims under the umbrella of a unified national movement. At the Calcutta session of the Congress in September 1920, he convinced other leaders of the need to start a non-cooperation movement in support of Khilafat as well as for Swaraj.

Question.1. Which of the following was the main objective of Rowlatt Act of 1919?

(a) To curb the growing nationalist up surge in the country (b) To put control on radical elements. (c) To put control on Gandhi’s political activities. (d) To stop Satyagrahis to take part in Non-Cooperation Movement.

Question.2. During World War I, Ottoman Empire was the part of:

(a) Allies Powers (b) Central Powers (c) Axis Powers (d) None of these

Question.3. Which of the following was the main reason behind launching of Non-Cooperation Movement?

(a) Suppression by the British government. (b) Defeat of Ottoman Empire in World War I. (c) Now Gandhiji was popular enough to launch a nationwide movement. (d) First time both major Indian communities were against the government.

Question.4. Find out the incorrect statement from the following:

(a) At the end of World War II, Gandhiji became an important leader in Indian politics. (b) Gandhiji toured India with Shaukat Ali to show Hindu-Muslim unity. (c) In Nagpur session, Gandhiji succeeded to convince the Congress leaders to support Khilafat issue. (d) Some of the leaders in Congress were not happy to take Khilafat issue.

Ans.1. (a) To curb the growing nationalist up surge in the country Ans.2. (b) Central Powers. Ans.3. (d) First time both major Indian communities were against the government. Ans.4. (a) At the end of World War II Gandhiji became an important leader in Indian politics.

Case Study Question 03

Read the extract given below and answer the questions that follow:

This sense of collective belonging came partly through the experience of united struggles. But there were also a variety of cultural processes through which nationalism captured people’s imagination. History and fiction, folklore and songs, popular prints and symbols, all played a part in the making of nationalism. The identity of the nation is most often symbolized in a figure or image. This helps create an image with which people can identify the nation. It was in the twentieth century, with the growth of nationalism, that the identity of India came to be visually associated with the image of Bharat Mata. The image was first created by Bankim Chandra Chattopadhyay. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandamath and widely sung during the Swadeshi movement in Bengal. Moved by the Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata. In this painting Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual. In subsequent years, the image of Bharat Mata acquired many different forms, as it circulated in popular prints, and was painted by different artists. Devotion to this mother figure came to be seen as evidence of one’s nationalism.

Question.1. Find out the real meaning of the nationalism from the following:

(a) To mobilize people to make a change in society. (b) To develop a sense within Indians that British government in not good for them. (c) To ignite the feeling that all Indians are one. (d) To revive the glory which has been destroyed by colonial rulers.

Question.2. Which of the following played important role to ignite feelings of nationalism?

(a) Anandmath (b) Collection of folklore and folktale (c) Image of Bharat Mata (d) All of the above

Question.3. The main motive behind the launching of Swadeshi Movement was:

(a) To promote Gandhian idea of self dependency. (b) To oppose the arrest of nationalists by the government. (c) To oppose the division of Bengal into two parts. (d) To promote ‘Vande Mataram’ to unite Indians.

Question.4. Which of the following statement is not correct about the image of Bharat Mata?

(a) The image was drawn by several artists at different times. (b) Bharat Mata carries same symbols in all images. (c) French and German allegories inspired to draw the image of Bharat Mata. (d) Different artists used different symbols to show collective belongings.

Ans.1. (c) To ignite the feeling that all Indians are one. Ans.2. (d) All of the above. Ans.3. (c) To oppose the division of Bengal into two parts. Ans.4. (b) Bharat Mata carries same symbols in all images.

Type 2: Theory Type

Case Study Question 04

Read the source given below and answer the question that follows:

Source: The Movement in the Towns The movement started with middle-class participation in the cities. Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned and lawyers gave up their legal practices. The council elections were boycotted in most provinces except Madras, where the Justice Party, the party of the non-Brahmans, felt that entering the council was one way of gaining some power-something that usually only Brahmans had access to. The effects of non-cooperation on the economic front were more dramatic. Foreign goods were boycotted. The import of foreign cloth halved between 1921 and 1922, its value dropping from 102 crore to 57 crore. In many places, merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up.

Question.1. Explain the role of ‘Justice Party in boycotting of Council elections’.

Question.2. How was the effect of ‘non-cooperation on the economic front dramatic’?

Question.3. Explain the effect of ‘Boycott Movement on foreign textile trade’.

Ans.1. The Justice Party members were non-Brahmans and so far had not been able to win elections, as the Brahman candidates always won. They thought it was a golden opportunity for them to enter the councils. So, they decided not to boycott council elections. Ans.2. The effects of Non-Cooperation on the economic front were more dramatic because the movement was started with middle class participation in the cities. Thousands of students left government schools and colleges, headmasters and teachers resigned and lawyers gave up their legal practice. Ans.3. Effect of Boycott Movement on foreign textile trade: 1. The import of foreign cloth halved. 2. Merchants and traders refused to trade in foreign good or finance foreign trade. 3. Indian textile mill and handloom wentup.

Case Study Question 05

Read the extract and answer the questions that follow:

In his famous book Hind Swaraj (1909) Mahatma Gandhi declared that British rule was established in India with the cooperation of Indians, and had survived only because of this cooperation. If Indians refused to cooperate, British rule in India would collapse within a year, and swaraj would come. How could non-cooperation become a movement? Gandhiji proposed that the movement should unfold in stages. It should begin with the surrender of titles that the government awarded, and a boycott of civil services, army, police, courts and legislative councils, schools, and foreign goods. Then, in case the government used repression, a full civil disobedience campaign would be launched. Through the summer of 1920 Mahatma Gandhi and Shaukat Ali toured extensively, mobilising popular support for the movement. Many within the Congress were, however, concerned about the proposals. They were reluctant to boycott the council elections scheduled for November 1920, and they feared that the movement might lead to popular violence. In the months between September and December there was an intense tussle within the Congress. For a while there seemed no meeting point between the supporters and the opponents of the movement.

Finally, at the Congress session at Nagpur in December 1920, a compromise was worked out and the Non-Cooperation programme was adopted. The Non-Cooperation-Khilafat Movement began in January 1921. Various social groups participated in this movement, each with its own specific aspiration. All of them responded to the call of Swaraj, but the term meant different things to different people. The movement started with middle-class participation in the cities. Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. The council elections were boycotted in most provinces except Madras, where the Justice Party, the party of the non-Brahmans, felt that entering the council was one way of gaining some power — something that usually only Brahmans had access to. The effects of non-cooperation on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from Rs 102 crore to Rs 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up.

Question.1. What was the declaration of Mahatama Gandhi in his famous book Hind Swaraj (1909 AD)?

Question.2. How was the Non-Cooperation movement started?

Ans.1. (i) Mahatma Gandhi declared that British rule was established in India with the cooperation of Indians. (ii) It had survived only because of this cooperation. Ans.2. (i) The Non-Cooperation movement began with the surrender of titles that the government awarded. (ii) A boycott of civil services, army, police, courts and legislative councils, schools, and foreign goods.

Case Study Question 06

In 1930, Sir Muhammad Iqbal, as president of the Muslim League, reiterated the importance of separate electorates for the Muslims as an important safeguard for their minority political interests. His statement is supposed to have provided the intellectual justification for the Pakistan demand that came up in subsequent years. This is what he said:

I have no hesitation in declaring that if the principle that the Indian Muslim is entitled to full and free development on the lines of his own culture and tradition in his own Indian home lands is recognized as the basis of a permanent communal settlement, he will be ready to stake his all for the freedom of India. The principle that each group is entitled for free development on its own lines is not inspired by any feeling of narrow communalism. A community which is inspired by feelings of ill-will towards other communities is low and ignoble. I entertain the highest respect for the customs, laws, religions and social institutions of other communities. Nay, it is my duty according to the teachings of the Quran, even to defend their places of worship, if need be. Even though I love the communal group which is the source of life and behavior and which has formed me what I am by giving me its religion, its literature, it’s thought, its culture and thereby its whole past as a living operative factor in my present consciousness. Communalism in its higher aspect, is indispensable to the formation of a harmonious whole in a country like India. The units of Indian society are not territorial as in European countries. The principle of European democracy can-not be applied to India without recognising the fact of communal groups. The Muslim demand for the separate electorates are contrary to the spirit of true nationalism, because he understands the word ‘nation’ a kind of universal amalgamation in which no communal entity ought to retain its private individuality. Such a state of things, however, does not exist. India is a land of racial and religious variety. Add to this the general economic inferiority of the Muslims, their enormous debt, especially in the Punjab, and their insufficient majorities in some of the provinces, as at present constituted and you will begin to see clearly the meaning of our anxiety to retain separate electorates.

Question.1. Do you agree with the Iqbal’s idea of communalism?

Question.2. Can you define communalism in a different way?

Ans.1. No, I do not agree with Iqbal’s notion of communalism. He thought that it was the search for a community to develop along its own lines. He felt that religion is the basis on which thought process is based. He felt that religion binds people in one thread. It gives person a unified culture and literature. In his opinion, Hindus and Muslims should live as separate entities in the country. This line of thought support separatism and subsequently led to the partition of the country. Ans.2. In the modern period, communalism spawns a negative implication. It is projected as conflict between people of varied religions and ethnicities, leading to violence between them. In these days, it starts to influence politics and governmental relations.

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CBSE 10th Social Science Nationalism In India Chapter Case Study Question with Answers

By QB365 on 06 Jan, 2024

CBSE Class 10th Social Science Sample Model Question Papers. CBSE Class 10th Social Science Sample Case Study Questions with Answer Keys. CBSE 10th Social Science Model Question Papers Case Study Questions CBSE 10th Social Science CBSE Case Study Question and Answers CBSE 10th Social Science CBSE Question Papers with Answer Keys Model Question Paper 10th Social Science with Answer Keys Sample 10th CBSE Social Science Question Papers with Answer Keys. Model Question Paper for 10th Social Science CBSE CBSE Model Question Papers Class 10th 2024 Model Question Paper 10th Social Science

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Case Based Questions Test: Nationalism in India - Class 10 MCQ

10 questions mcq test - case based questions test: nationalism in india, answer the following mcqs by choosing the most appropriate option q. what was the purpose of the justice party to contest elections to the council in madras select the appropriate option:.

It wanted to contest elections to the council as it was one of the ways to gain some Money that usually only Brahmans had access to.

It wanted to contest elections to the council as it was one of the ways to gain some power that usually only Brahmans had access to.

It wanted to contest elections to the council as it was one of the ways to take revenge from Brahmans.

None of these

Read the source given below and answer the questions that follows: The movement started with middle-class participation in the cities. Thousands of students left government- controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. The council elections were boycotted in most provinces except Madras, where the Justice Party, the party of the non- Brahmans, felt that entering the council was one way of gaining some power-something that usually only Brahmans had access to. The effects of non- cooperation on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from ₹ 102 crore to ₹ 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up. But this movement in the cities gradually slowed down for a variety of reasons. Khadi cloth was often more expensive than mass produced mill cloth and poor people could not afford to buy it. How then could they boycott mill cloth for too long? Similarly the boycott of British institutions posed a problem. For the movement to be successful, alternative Indian institutions had to be set up so that they could be used in place of the British Ones. These were slow to come up. So students and teachers began trickling back to government, schools and lawyers joined back work in government courts. Answer the following MCQs by choosing the most appropriate option Q. The import of foreign cloth between 1921 and 1922 saw changes because:

A. Its value dropped from ₹ 100 crore to ₹ 97 crore
B. Its value dropped from ₹ 201 crore to ₹ 150 crore
C. Its value dropped from ₹ 102 crore to ₹ 57 crore
D. Its value dropped from ₹ 102 crore to ₹ 75 crore

Read the source given below and answer the questions that follows: The movement started with middle-class participation in the cities. Thousands of students left government- controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. The council elections were boycotted in most provinces except Madras, where the Justice Party, the party of the non- Brahmans, felt that entering the council was one way of gaining some power-something that usually only Brahmans had access to. The effects of non- cooperation on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from ₹ 102 crore to ₹ 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up. But this movement in the cities gradually slowed down for a variety of reasons. Khadi cloth was often more expensive than mass produced mill cloth and poor people could not afford to buy it. How then could they boycott mill cloth for too long? Similarly the boycott of British institutions posed a problem. For the movement to be successful, alternative Indian institutions had to be set up so that they could be used in place of the British Ones. These were slow to come up. So students and teachers began trickling back to government, schools and lawyers joined back work in government courts. Answer the following MCQs by choosing the most appropriate option Q. Thousands of ______ left government controlled schools and colleges and _ gave up their legal practices.

A. Teachers, Judges
B. Headmasters, Clerks
C. Students, Advocates
D. Students, lawyers

Read the source given below and answer the questions that follows:

The movement started with middle-class participation in the cities. Thousands of students left government- controlled schools and colleges, headmasters and teachers resigned, and lawyers gave up their legal practices. The council elections were boycotted in most provinces except Madras, where the Justice Party, the party of the non- Brahmans, felt that entering the council was one way of gaining some power-something that usually only Brahmans had access to. The effects of non- cooperation on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from ₹ 102 crore to ₹ 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up. But this movement in the cities gradually slowed down for a variety of reasons. Khadi cloth was often more expensive than mass produced mill cloth and poor people could not afford to buy it. How then could they boycott mill cloth for too long? Similarly the boycott of British institutions posed a problem. For the movement to be successful, alternative Indian institutions had to be set up so that they could be used in place of the British Ones. These were slow to come up. So students and teachers began trickling back to government, schools and lawyers joined back work in government courts.

Answer the following MCQs by choosing the most appropriate option

Q. How was the effects of ‘Non- Cooperation on the economic front’ dramatic?

A. Merchants refused to trade in foreign goods or finance foreign trade.
B. The merchants imported goods from other countries.
C. The neighbouring countries were offering the same goods at cheaper prices.
D. Public was not interested in buying foreign goods.

As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up.

The identity of the nation, as you know, is most often symbolised in a figure or image. This helps create an image with which people can identify the nation. It was in the twentieth century, with the growth of nationalism, that the identity of India came to be visually associated with the image of Bharat Mata. The image was first created by Bankim Chandra Chattopadhyay. In the 1870s he wrote ‘Vande Mataram’ as a hymn to the motherland. Later it was included in his novel Anandamath and widely sung during the Swadeshi Movement in Bengal. Moved by the Swadeshi movement, Abanindranath Tagore painted his famous image of Bharat Mata. In this painting Bharat Mata is portrayed as an ascetic figure; she is calm, composed, divine and spiritual. In subsequent years, the image of Bharat Mata acquired many different forms, as it circulated in popular prints and was painted by different artists. Devotion to this mother figure came to be seen as evidence of one’s nationalism.

Q. Means of creating a feeling of nationalism was through:

A. Reinterpretation of Astronomy
B. Reinterpretation of Philosophy
C. Reinterpretation of Mythology
D. Reinterpretation of History

Q. Bharat Mata was first created by:

Bankim Chandra Chattopadhyay

Natesa Sastri

Rabindranath Tagore

Abanindranath Tagore

Bharat Mata is a work painted by the Indian painter Abanindranath Tagore in 1905. However, the painting was first painted by Bankim Chandra Chattopadhyay in the 1870s.

Q. As Bharat Mata is to India, ___________, is to Italy and ____________ is to Germany.

Statue of Liberty, Mother Mary

Italia Turrita, Germania

Germania, Marianne

Statue of Liberty, Germania

As Bharat Mata is to India, Italia Turrita is to France and Germania is to Germany. Bharat Mata is the national personification of our Nation and was painted by Abanindranath Tagore in 1905. She is also called the Mother India.

In the countryside, rich peasant communities – like the Patidars of Gujarat and the Jats of Uttar Pradesh – were active in the movement. Being producers of commercial crops, they were very hard hit by the trade depression and falling prices. As their cash income disappeared, they found it impossible to pay the government’s revenue demand. And the refusal of the government to reduce the revenue demand led to widespread resentment. These rich peasants became enthusiastic supporters of the Civil Disobedience Movement, organising their communities, and at times forcing reluctant members to participate in the boycott programmes. For them the fight for swaraj was a struggle against high revenues. But they were deeply disappointed when the movement was called off in 1931 without the revenue rates being revised. So, when the movement was restarted in 1932, many of them refused to participate. The poorer peasantry were not just interested in the lowering of the revenue demand. Many of them were small tenants cultivating land they had rented from landlords. As the Depression continued and cash incomes dwindled, the small tenants found it difficult to pay their rent. They wanted the unpaid rent to the landlord to be remitted. They joined a variety of radical movements, often led by Socialists and Communists. Apprehensive of raising issues that might upset the rich peasants and landlords, the Congress was unwilling to support ‘no rent’ campaigns in most places. So, the relationship between the poor peasants and the Congress remained uncertain.

Q. Patidars and Jats are rich Peasants of which State?

A. Gujarat and Uttar Pradesh
B. Gujarat and Himachal Pradesh
C. Uttar Pradesh and Rajasthan
D. Punjab and Haryana

Q. Who led the Peasants Movement in Awadh?

A. Baba Ramnath
B. Baba Ramchandra
C. Baba Ramdev
D. Baba Ram Mohan

Q. Congress was unwilling to support_________ campaigns in most places.

A. High Rent
C. Low Rent
D. Equal Rent

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Case Study Questions Class 10 History -Nationalism In India
Case Study 2: The chapter “Nationalism in India” in Class 10 History explores the growth of nationalism in India during the colonial period and the various movements and leaders that shaped the Indian independence struggle. It delves into the impact of British colonial rule, the emergence of the Indian National Congress (INC), the role of ...
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Case study-based questions on the chapter 'Nationalism in India' are given here for class 10 History students. these questions would help students get practice in case study-based questions. Click here for more class 10 History study materials Case Study-Based Questions…
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Sep 2, 2024 · Case Study Questions on Nationalism in India Class 10. Questions. Passage 1: Read the following passage and answer the questions: Mahatma Gandhi’s thoughts on Satyagraha ‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of the article can be used only by the strong.
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May 3, 2023 · Here we are providing case study questions for Class 10 Social Science History Chapter 2 Nationalism in India. Case Study Question 1: Emboldened with this success, Gandhiji in 1919 decided to launch a nationwide satyagraha against the proposed Rowlatt Act (1919).
Case Study on Nationalism in India Class 10 Social Science
The answer to this question is very subjective because every individual has their own pace of learning and ability to process information; However, the amount of time students should spend on Class 10 Nationalism in India Social Science Case Study Questions will depend on the specific question.
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Nov 10, 2024 · that India must sever the British connection and attain Purna Swaraj or Complete Independence.’ Q.1 What do the British worship? (1) Q.2 What is the source of the above passage? (1) Q.3 What do you mean by Purna Swaraj? (1) 2. Read the source given below and answer the questions that follow. (Previously asked question)
CLASS 10 SOCIAL SCIENCE CASE STUDY QUESTIONS - routera.in
Some of the most Important Case Study Questions for Class 10 Social Science come from high-weightage chapters like Nationalism in India, Sectors of the Economy, and Agriculture. Solving these key questions will give you a solid foundation and ensure you're prepared for the types of case studies likely to appear in your exams.
Case Study Questions Chapter 2 Nationalism in India - Rankers ...
Jun 3, 2024 · What is Case Study Question / Paragraph Based Question? A case study is a scenario in a particular academic / professional context which students are expected to analyse and respond to, guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or problems that
CBSE 10th Social Science Nationalism In India Chapter Case ...
Jan 6, 2024 · By QB365 on 06 Jan, 2024 . CBSE 10th Social Science Nationalism In India Chapter Case Study Question with Answers. CBSE Class 10th Social Science Sample Model Question Papers.
Case Based Questions Test: Nationalism in India - Class 10 MCQ
The Case Based Questions Test: Nationalism in India questions and answers have been prepared according to the Class 10 exam syllabus.The Case Based Questions Test: Nationalism in India MCQs are made for Class 10 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for Case Based Questions ...

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