social science - kopykitabunderstanding economics development 22 22 5. disaster management - only...

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TERM II

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10 India and the Contemporary World–II Contemporary India–II Democratic Politics–II Understanding Economic Development

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CBSE_GR_SOS_G10_T2_FM.indd 2 12/26/2015 5:42:33 PM

SYLLABUSSOCIAL SCIENCE–X

TERM IITime: 3 Hrs. Marks: 90

No. Units Term 1 Term I1

1. India and the Contemporary World–II 23 23

2. Contemporary India–II 23 23

3. Democratic Politics-II 22 22

4. Understanding Economics Development 22 22

5. Disaster Management - only through project work and assignment – –

Total 90 90

The formative assessment will comprise of Projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the schools. The Summative assessment will comprise of Theory Paper as per the prescribed design of the Question Paper.

UNIT 1: INDIA AND THE CONTEMPORARY WORLD–II

Themes Objectives

In sub-unit 1.1 students are required to choose any two themes. In that sub-unit, theme 3 is compulsory and for second theme students are required to choose any one from the first two themes.

Sub-unit 1.1: Events and Processes:

Any two of the following themes: 1. The Rise of Nationalism in Europe: (a) The growth of nationalism in Europe after the 1830s.

(b) The ideas of Giuseppe Mazzini etc.

(c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)

2. The Nationalist Movement in Indo-China: Factors Leading to growth of Nationalism in India: (a) French colonialism in Indo-China.

(b) Phases of struggle against the French.

(c) The ideas of Phan Dinh Phung, Phan Boi Chau, Nguyen Ac Quoc.

(d) The Second World War and the Liberation struggle.

(e) America and the Second Indo-China War. (Chapter 2)

• The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.

• Discuss the relationship/difference between European nationalism and anti-colonial nationalisms.

• Point to the way the idea of the nation states became generalized in Europe and elsewhere.

• Discuss the difference between French colonialism in Indo-China and British colonialism in India.

• Outline the different stages of the anti-imperialist struggle in Indo-China.

• Familiarize the students with the differences between nationalist movements in Indo-China and India.

3. Nationalism in India : (a) First World War, Khilafat, Non-Cooperation and Civil

Disobedience movement.

(b) Salt Satyagraha.

(c) Move- ments of peasants, workers, tribals.

(d) Activities of different political groups. (Chapter 3) 4. Mapwork based on theme 3 only. (3 Marks)

• Discuss the characteristics of Indian nationalism through a case-study of Civil Disobedience Movement.

• Analyze the nature of the diverse social movements of the time. • Familiarize students with the writings and ideals of different

political groups and individuals, notably Mahatama Gandhi.

CBSE_GR_SOS_G10_T2_FM.indd 3 12/24/2015 10:47:05 AM

UNIT 2: CONTEMPORARY INDIA–II

Themes Objectives

5. Minerals and Energy Resources: Types of minerals, distribution, use and economic importance of minerals, conservation, types of power resources: conventional and non-conventional, distribution and utilization and conservation. (Chapter 5)

6. Manufacturing Industries: Types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. (One case study to be introduced) (Chapter 7)

7. Life lines of National Economy (Chapter 8)

9. Map Work (3 marks)

• Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation.

• Discuss various types of conventional and non-conventional resources and their utilization.

• Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.

• Discuss the need for a planned industrial development and debate over the role of government towards sustainable development.

• To explain the importance of transport and communication in the ever shrinking world.

• To understand the role of trade in the economic development of a country.

Project/Activity: • Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether they

reflect any relationship with climatic conditions and relief of the area. • Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.

Posters: • Pollution of water in the locality. • Depletion of forests and the greenhouse effect.

Note: Any similar activities may be taken up.

UNIT 3: DEMOCRATIC POLITICS–II

Themes Objectives

5&6. Popular Struggles and Movements of Political Parties: How do struggles shape democracy in favour of ordinary

people? What role do political parties play in competition and contestation? Which are the major national and regional parties in India? Why have social movements come to occupy large role in politics? (Chapter 5 & 6)

7. Outcomes of Democracy: Can or should democracy be judged by its outcomes? What

outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India? (Chapter 7)

8. Challenges to Democracy: Is the idea of democracy shrinking? What are the major

challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy? (Chapter 8)

• Analyse federal provisions and institutions.

• Understand the working of spatial and social power sharing mechanisms.

• Understand the vital role of struggle in the expansion of democracy.

• Analyse party systems in democracies.

• Introduction to major political parties in the country.

• Analyse the role of social movements and non-party political formations.

• Introduction to the difficult question of evaluating the functioning of democracies.

• Develop the skills of evaluating Indian democracy on some key dimensions : development, security and dignity for the people.

• Understand the causes for continuation of democracy in India.

• Distinguish between sources of strength and weaknesses of Indian democracy.

• Reflect on the different kinds of measures possible to deepen democracy.

• Promote an active and participatory citizenship.


UNIT 4: UNDERSTANDING ECONOMIC DEVELOPMENT

Themes Learning Objectives

3. Money and Credit: Role of money in an economy : Historical origin; Formal and Informal financial institutions for Savings and Credit – General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, self–help groups, chit funds and private finance companies. (Chapter 3)

4. Globalisation and the Indian Economy: **What is Globalisation (through some simple examples); How India is being globalised and why; Development Strategy prior to 1991. State Control of Industries: Textile goods as an example for elaboration; Economic Reforms 1991; Strategies adoped in Reform measures (easing of capital flows; migration, investment flows); Different perspectives on globalisation and its impact on different sectors; Political Impact of globalisation. (Chapter 4)

5. Consumer Rights: ***How consumer is exploited (one or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection. (Chapter 5)

• To make aware of a major employment generating sector.

• Sensitise the learner of how and why governments invest in such an important sector.

• Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.

• Making the child aware of his or her rights and duties as a consumer.

• Familiarizing the legal measures available to protect from being exploited in markets.

Suggested Activities

Theme 4**:

Provide many examples of service sector activities. Use numerical examples, charts and photographs.

Theme 5***:

Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.


Suggested Question Paper DesignSocial Science (Code No. 087)

Class XTime: 3 Hours Max Marks: 90

S. No. Typology of Questions

Very Short

Answer (VSA)

(1 Mark)

Short Answer-II

(SA)(3 Marks)

Long Answer

(LA)(5 Marks)

Total Marks

%Weightage

1Remembering (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information).

2 2 2 18 20%

2

Understanding (Comprehension—to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information). 2 1 2 15 17%

3Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem).

2 4 2 24 26%

4

High Order Thinking Skills (Analysis & Synthesis—Classify, compare, contrast, or differentiates between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources).

2 2 2 18 20%

5

Creating, Evaluation and Multi-Creating, Evaluation and Multi-Disciplinary (Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values).

– 3* – 9 10%

6 Map – 2 – 6 7%

Total 8 × 1 = 8 14 × 3 = 42 8 × 5 = 40 90 100%

* Map work in history in term–II only.

* One question of 3 marks will be included to assess the values inherent in the texts.


PART A: HISTORY

(INDIA AND THE CONTEMPORARY WORLD-II)

1 The Rise of Nationalism in Europe H-2 – H-22

2 The Nationalist Movement in Indo-China H-23 – H-40

3 Nationalism in India H-41 – H-66

PART B: GEOGRAHY

(CONTEMPORARY INDIA-II)

1 Minerals and Energy Resources G-2 – G-24

2 Manufacturing Industries G-25 – G-49

3 Lifelines of National Economy G-50 – G-67

PART C: POLITICAL SCIENCE

(DEMOCRATIC POLITICS-II)

1 Popular Struggles and Movements P-2 – P-16

2 Political Parties P-17 – P-35

3 Outcomes of Democracy P-36 – P-52

4 Challenges to Democracy P-53 – P-66

PART D: ECONOMICS

(UNDERSTANDING ECONOMIC DEVELOPMENT)

1 Money and Credit E-2 – E-22

2 Globalisation and the Indian Economy E-23 – E-40

3 Consumer Rights E-41 – E-59

Model Test Papers M-1 – M-9

CONTENTS


Part A

History

The Rise of Nationalism in Europe

The Nationalist Movement in Indo-China

Nationalism in India

CBSE_GR_HIS_G10_T2_C01.indd 1

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H-2


CONCEPTS The French Revolution and the Idea of the Nation

The Making of Nationalism in Europe The Age of Revolutions: 1830–1848 The Making of Germany and Italy Nationalism and Imperialism

CHAPTER IN A NUTSHELLOO Nationalism emerged as a dominant force which brought drastic changes in the political and intellectual

atmosphere of 19th century Europe.OO The French Revolution took place in 1789 and led to radical transformation. It led to the transfer of

sovereignty from monarchy to a body of French citizens, known as the Estates General.

OO Napoleon introduced many reforms in France and other regions under French control. The reforms

introduced by him are collectively known as the Civil Code of 1804. He aimed at making the administrative

machinery more efficient.OO The idea of national unity was closely linked to liberal ideology. The word ‘liberalism’ stood for freedom in

the political, social and economic spheres.

OO In 1815, the collective forces of Britain, Prussia, Russia and Austria defeated Napoleon in the Battle of

Waterloo. Thereafter, the Treaty of Vienna was signed to decide the future of Europe.

OO After the Congress of Vienna in 1815, there were conservative and autocratic regimes in many countries

of Europe. They did not tolerate criticism and dissent. As a result, several liberal-nationalist groups went

underground.OO Secret societies were set up in some regions in order to spread revolutionary ideas. Most of the revolutionary

groups saw the formation of nation-states as a prerequisite to freedom struggles.

OO The Greek War of independence inspired the liberal-nationalists to a large extent. In many regions of

Europe, the liberal-nationalists belonging to the educated middle-class society.

OO The growth of nationalism did not come through only wars or territorial expansion. Culture played an

important role forming the idea of the nation.

OO Nationalism in Germany rose in mid-1800s when an attempt was made to unite various regions of the

German Confederation into a nation-state governed by an elected parliament. However, it was suppressed

by the combined forces of monarchy and military. From then on, the state of Prussia assumed the leadership

of the movement for national unification.

OO In Britain, the formation of the nation-state was not a consequence of a sudden turbulence or revolution. It

took place after a much elongated process.

OO Nationalism in Europe went hand in hand with the establishment of imperial power. This finally led to a

disaster when Europe was engulfed in a major war in 1914. Many European countries had started resisting

imperial dominance.

Section 1 – Events and Processes


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Super Refresher

All chapters are based on NCERT Syllabus and Textbook

Every chapter includes major Concepts

Chapter in a Nutshell provides a complete and comprehensive summary of the chapter

Part Opener page signifies major segments of the book and list of chapters



H-25

Republic: A form of government based on popular consent and representation

Syncretic: Characterised by syncretism or aiming to bring together different beliefs and practices

Young Annan: A political party formed in 1920s by the Vietnamese students

IMPORTANT DATES

551 b.c.e. — The Chinese thinker, Confucius was born

39–43 c.e. — Trung sisters fought against Chinese domination

1802 — Nguyen Anh became the emperor of Nguyen dynasty

1858 — French troops landed in Vietnam

1887 — Indo-China union was formed, comprising Cochinchina, Annam, Tonkin, Cambodia and

Laos

1902–03 — Modern Hanoi was struck by plague and mission ‘rat hunt’ was started

1930 — Formation of Vietnamese Communist Party by Ho Chi Minh

1945 — Democratic Republic of Vietnam was formed

1961 — US decided to increase military aid to South Vietnam

1975 — American troops began to withdraw from Vietnam

1976 — North and South Vietnam formally united into a single nation

NCERT TEXTBOOK QUESTIONS (Solved)

Write in brief

Q.1. Write a note on:

(a) What was meant by the ‘civilising mission’ of the colonisers

Ans. The colonisers considered themselves as superior to the people of the colonies. They thought that it was their

duty to ‘civilise’ the backward people. Europe had developed the most advanced civilisation. Hence, it became

the duty of the Europeans to introduce modern ideas into the colony.

(b) Huynh Phu So

Ans. Huynh Phu So was the founder of a religious movement called Hoa Hao. This movement drew on religious

ideas popular in the anti-French uprisings of the 19th century. Huynh Phu So performed miracles and helped

the poor. He criticised the useless expenditures. He also opposed the sale of child brides, gambling and the use

of alcohol and opium.

The French tried to suppress the Hoa Hao Movement. They declared Huynh Phu So as mentally ill, and put

him in a mental asylum. They also sent many of his followers to concentration camps.

Q.2. Explain the following:

(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.

Ans. The French wanted to impart education to the Vietnamese so that they could understand the modern ideas

of Europe. But, the French authorities were in a dilemma. They needed an educated local labour force.

However, the French citizens living in Vietnam feared that they might lose their jobs if the Vietnamese were

educated. So, they opposed the policies that would give the Vietnamese full access to French education. The

French authorities followed a deliberate policy of failing Vietnamese students, particularly in the final year, so

that they could not qualify for better-paid jobs.


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H-28

MBD Super Refresher Social Science-X

Q.4. Write an evaluation of the Vietnamese war against the US from the point of:

(a) a porter on the Ho Chi Minh trail (b) a woman soldier

Ans. (a) A porter on the Ho Chi Minh trail: The Ho Chi Minh trail was an immense network of footpaths and

roads. It was used to transport men and materials from the North to the South. The porters working on

this trail were mainly women. They carried about 25 kilos of supplies on their backs, or about 70 kilos on

their bicycles. They always faced the danger of the US bombing on the trail. But, the porters cared little

and continued sending the supplies. In this way, they served their nation heroically.

(b) A woman soldier: The Vietnamese women served as brave fighters in the Vietnamese war against the US.

They joined the Vietnamese army and guarded the Ho Chin Minh trail day and night. They built six airstrips,

neutralised tens of thousands of bombs and shot down fifteen planes. It is estimated that there were

1.4 million women in the regular army, the militia, the local forces and professional teams.

Q.5. What was the role of women in the anti-imperial struggle in Vietnam? Compare this with the role of women

in the nationalist struggle in India.

(CBSE 2010)

Ans. The role of women in the anti-imperial struggle in Vietnam was praiseworthy. They joined the Vietnamese

army and fought bravely against the imperialist powers. They helped in nursing the wounded and constructing

underground rooms and tunnels. They served as porters on the Ho Chi Minh trail. They kept open several

strategic roads and guarded several key-points. They built six airstrips, neutralised tens of thousands of bombs,

transported tens of thousands of kilograms of cargo weapons and food, and shot down fifteen planes.

Like the Vietnamese women, the Indian women too fought bravely against the imperialist powers. There were

several women in India’s struggle for independence who suffered hardships and were jailed many times. Some

of them even sacrificed their lives. They successfully carried out their struggle against the British. The names of

Rani Lakshmibai, Vijaylakshmi Pandit, Annie Besant, Aruna Asaf Ali, Sarojini Naidu, etc. are prominent amongst

such women.

NCERT IN-TEXT QUESTIONS

Q.1. What does the 1903 plague and the measures to control it tell us about French colonial attitude towards

questions of health and hygiene?

Ans. The French built the modern city of Hanoi in 1903. In this task, they employed several skilled architects and

engineers. The modern part of Hanoi was struck by bubonic plague due to an increasing number of rats in

large sewers.

To control this disease, the French hired Vietnamese workers who were paid for every rat caught. It financially

benefitted the workers who were paid for showing the tail of each rat they killed. This depicted that the

French attitude towards health and hygiene of Vietnamese was hypocritical.

In the modern city of Hanoi, sewerage was made only in those areas where the French lived, neglecting the

old city where the Vietnamese lived.

Q.2. What ideas did Phan Boi Chau and Phan Chu Trinh share in common? What did they differ on?

Ans. Both Phan Chu Trinh and Phan Boi Chau were nationalists who wanted to overthrow the monarch. But, both

suggested different methods to achieve this objective.

Phan Chu Trinh wanted to overthrow monarchy and promote popular rights by establishing a democratic

republic. He was not in favour of the idea of resisting the French with the help of the court. Although he was

against foreign domination, he did not want to completely reject the ideas of the Western civilisation.

Phan Boi Chau was deeply under the influence of Confucian tradition and wanted to drive out the French with

the help of monarchy.


12/1/2015 4:37:28 PM


H-35

(ii) The women of Vietnam played a great role in the anti-imperial struggle. They joined the Vietnamese army

and fought bravely against the imperialist powers.

(iii) The French wanted to spread their culture and civilisation in Vietnam. So, they adopted western education

in the schools. It was resisted by Vietnamese teachers and students.

(iv) Teachers changed the curriculum of schools and taught the students according to the Vietnamese tradition.

In this way, they evoked the sentiments of nationalism among the pupils.

Q.6. How did the battle against French colonial education become a part of the battle against colonialism and

for independence in Vietnam? Explain.

Ans. In Vietnam, the French language was introduced by the French. Some policy-makers were of the view that

French language should be the medium of instruction in schools.

(i) The policy-makers wanted to establish an Asiatic France, which would have strong ties with France.

They wanted that Vietnamese people should know about the superiority of French culture and respect

French sentiments. (ii) The French people tried to propagate that Vietnamese were backward people. They were capable of

doing only manual labour. So, they introduced French curriculum and the modern system of education

in schools, but it was opposed by teachers and students.

(iii) Most of the teachers did not follow the French curriculum blindly. Some openly opposed it while the others

silently opposed it. Some modified the curriculum themselves and criticised what was written in the books.

(iv) The French authorities followed a deliberate policy of failing Vietnamese students, particularly in the final

year, so that they could not qualify for better-paid jobs. It was resented by the Vietnamese.

(v) In this way, the battle against French colonial education system became a part of the battle against

colonialism and for independence in Vietnam.

Q.7. How did the French gain their control over Vietnam or Indo-China?

Ans. (i) The British and Dutch started to acquire colonies in Asia. That is why, the French also started to do the

same. In Europe, Germany started to become a powerful force. That’s why England and France also

started to strengthen their position.

(ii) Britain and France became friends and in 1860 C.E., they both defeated China. They took advantage of

Chinese weakness and started to take their imperial steps towards Vietnam or Indo-China. There was no

strong opposition against colonial power.

(iii) Within a span of five years between 1862 and 1867, they captured Vietnam and in 1864, Cambodia was

also occupied. In 1883-85, the French defeated China and captured central and northern Vietnam.

(iv) In 1887, they formed the Union of China, which included all the captured colonies of Indo-China.

(v) France also captured Thailand and Laos in 1893 and established a powerful empire in Asia. In this way,

they established their control over Vietnam or Indo-China.

HOTS CORNER Q.1. How did the French try to strengthen their superiority through western education?

Ans. (i) They tried to change the values, norms and perceptions of the Vietnamese students.

(ii) They tried to make the Vietnamese students believe in the superiority of the French civilisation and the

inferiority of the Vietnamese. Q.2. What decisions were taken with regard to Vietnam in the Geneva Conference?

Ans. (i) It was agreed to divide Vietnam temporarily into North Vietnam and South Vietnam.

(ii) It was decided to hold elections all over Vietnam within two years to unify the country under a single

government.


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H-36


Q.3. Why were the French colonisers in a dilemma on the issue of giving education to the Vietnamese?

Ans. The French colonisers were in a dilemma on the issue of giving education to the Vietnamese because on one

hand, they wanted that Vietnamese should be educated so that the French could get educated local labour.

But, they also feared that the educated Vietnamese would oppose colonial domination.

Q.4. Why did a protest erupt in the Saigon Native School? How did this protest come to an end?

Or

Describe the major protest which erupted in Saigon Native School in 1926 in Vietnam. (CBSE 2015)

Ans. In 1926, a major protest erupted in the Saigon Native Girls School. When a Vietnamese girl sitting in one

of the front seats was asked to move to the back of the class and allow a local French student to occupy

the front bench, she refused. The Principal, who was also a French, expelled her from the school. When

other students protested against this, they too were expelled. This led to the spread of an open protest.

Seeing the situation getting out of control, the government ordered the school to take back all the expelled

students. Q.5. What was the impact of Great Depression on Vietnam?

Ans. The impact of the Great Depression on Vietnam can be discussed as follows:

(i) Prices of rubber and rice fell,

(ii) Rural debt increased, and (iii) Unemployment rose which lead to rural uprisings.VALUE BASED QUESTIONS Q.1. Why do think that writers like Paul Bernard believed in the development of economy of Vietnam? Do you

agree with his views? Ans. Writers like Paul Bernard believed that the economy of Vietnam should be developed because:

(i) If the economy will develop, the living standard of the people would also improve.

(ii) If the economy will improve, it would fetch more profit to French businessmen.

Yes, I agree with the ideas of Paul Bernard became the development of a nation depends on the development

of its economy. Q.2. Which social, cultural and religious efforts of the French society contributed to the emergence of

nationalism in Indo-China? Ans. Religious groups contributed a lot in the emergence of nationalism in Vietnam. When French missionaries

tried to spread Christianity in Vietnam, they faced severe resistance. When the French tried to spread their

culture and civilisation in Vietnam, the Vietnamese resisted it. Teachers changed the school curriculum and

taught the students according to the Vietnamese traditions.

Q.3. What is your opinion about the contribution made by the French in the development of agriculture in

Vietnam? Do you agree with this? Justify your answer.

Ans. Yes, I agree with the development made by the French in agriculture in Vietnam due to the following reasons:

(i) Due to agricultural development, the rice production began to increase and its exports also rose.

(ii) The economy of Vietnam was largely dependent on agriculture. Hence, to increase output from these

sectors, rail and port facilities were set up in Vietnam.


12/1/2015 4:37:28 PM


H-39

They have built more prisons than schools. They have mercilessly slain our patriots; they have drowned

our uprisings in rivers of blood.‘They have fettered public opinion; they have practiced obscurantism against our people …

‘For these reasons, we members of the Provisional Government, representing the entire population of

Vietnam, declare that we shall henceforth have no connection with imperialist France; that we abolish all

the privileges which the French have arrogated to themselves on our territory …

‘We solemnly proclaim to the entire world: Vietnam has the right to be free and independent, and in fact

has become free and independent.’ (i) What is the meaning of ‘obscurantist’?

Ans. Being obscurantist means deliberately hiding facts from the public.

(ii) How did the declaration of new republic begin?

Ans. The declaration of new republic began by reaffirming the principles of the declaration of independence of

United States in 1771 and of the French Revolution of 1791.

(iii) When was the Democratic Republic of Vietnam formed?

Ans. In 1945, the Democratic Republic of Vietnam was formed.

(iv) How were the Vietnamese people oppressed by the French?

Ans. The French acted contrary to the principles of humanity and justice in Vietnam. They deprived them of all

liberties and imposed several repressive laws. They tortured and killed many Vietnamese patriots. By doing so,

they wanted to suppress the public opinion.C. Picture InterpretationLook at the following picture and answer the questions that follow:

(i) What does this cartoon depict? Ans. It is a nationalist cartoon which shows the Vietnamese nationalists chasing the French imperial troops.

(ii) What was the aim of the artist behind sketching this cartoon?

Ans. By sketching this cartoon, the artist wanted to inspire the Vietnamese nationalists to drive out the imperial

forces. He also tried to motivate the people of Vietnam to build up their confidence in their struggle against

the imperialist forces.


12/1/2015 4:37:28 PM


H-37

MAP SKILLS Q.1. On the map of Indo-China, locate and mark the Ho-Chi Minh’s Trail.

Ans.

FORMATIVE ASSESSMENTA. Multiple Choice Questions (MCQs)

Tick the correct option from the choices provided:

Q.1. When did France occupy Vietnam? (a) 1862–67 C.E.

(b) 1867–72 C.E.

(c) 1872–77 C.E.

(d) 1857–62 C.E.

Ans. (a) 1862–67 C.E. Q.2. Which of these modern countries comprise Indo-China?

(a) Vietnam

(b) Laos

(c) Cambodia

(d) All of these

Ans. (d) All of these


12/1/2015 4:37:28 PMH-40


SELF ASSESSMENTTime: 40 Minutes

Max. Marks: 25

Very Short Answer Type Questions 1. When did France occupy Vietnam?

1

2. Which modern countries comprise Indo-China?

1

3. When did Japan occupy Vietnam?

1

4. Who was the founder of a religious movement called Hoa Hao?

1

Short Answer Type Questions 5. What is meant by the Ho Chi Minh Trail?

3

6. Why did the French develop infrastructure in Vietnam?

3

Long Answer Type Questions 7. What were the various opinions on the question of medium of instruction in Vietnam?

5

8. State the negative aspects of the US policy in Vietnam.

5

9. Discuss the role of religious groups in the development of anti-colonial feeling in Vietnam. 5

qOqOqOq


12/1/2015 4:37:29 PM

Social Science

Important Dates help in

understanding a concept

in chronological order

NCERT Textbook Exercises with answers

NCERT In-Text Questions

are provided with answers

Variety of

Value Based and HOTS

questions with answers

in every chapter

Formative Assessment

at the end of each chapter

to focus upon CCE pattern

Picture Interpretation

helps visual learner to

understand the concept

Self Assessment at the

end of each chapter


Part A

History (India and the Contemporary World-II)



Nationalism in India

CBSE_GR_HIS_G10_T2_C01.indd 1 12/24/2015 10:45:28 AM

H-2


(NCERT Chapter-1)

CONCEPTS

The French Revolution and the Idea of the Nation The Making of Nationalism in Europe The Age of Revolutions: 1830–1848 The Making of Germany and Italy Nationalism and Imperialism

CHAPTER IN A NUTSHELL

OO Nationalism emerged as a dominant force which brought drastic changes in the political and intellectual atmosphere of 19th century Europe.

OO The French Revolution took place in 1789 and led to radical transformation. It led to the transfer of sovereignty from monarchy to a body of French citizens, known as the Estates General.

OO Napoleon introduced many reforms in France and other regions under French control. The reforms introduced by him are collectively known as the Civil Code of 1804. He aimed at making the administrative machinery more efficient.

OO The idea of national unity was closely linked to liberal ideology. The word ‘liberalism’ stood for freedom in the political, social and economic spheres.

OO In 1815, the collective forces of Britain, Prussia, Russia and Austria defeated Napoleon in the Battle of Waterloo. Thereafter, the Treaty of Vienna was signed to decide the future of Europe.

OO After the Congress of Vienna in 1815, there were conservative and autocratic regimes in many countries of Europe. They did not tolerate criticism and dissent. As a result, several liberal-nationalist groups went underground.

OO Secret societies were set up in some regions in order to spread revolutionary ideas. Most of the revolutionary groups saw the formation of nation-states as a prerequisite to freedom struggles.

OO The Greek War of independence inspired the liberal-nationalists to a large extent. In many regions of Europe, the liberal-nationalists belonging to the educated middle-class society.

OO The growth of nationalism did not come through only wars or territorial expansion. Culture played an important role forming the idea of the nation.

OO Nationalism in Germany rose in mid-1800s when an attempt was made to unite various regions of the German Confederation into a nation-state governed by an elected parliament. However, it was suppressed by the combined forces of monarchy and military. From then on, the state of Prussia assumed the leadership of the movement for national unification.

OO In Britain, the formation of the nation-state was not a consequence of a sudden turbulence or revolution. It took place after a much elongated process.

OO Nationalism in Europe went hand in hand with the establishment of imperial power. This finally led to a disaster when Europe was engulfed in a major war in 1914. Many European countries had started resisting imperial dominance.

Section 1 – Events and Processes


The Rise of Nationalism in Europe H-3

IMPORTANT CONCEPTS AND TERMS

Absolutist: A government or system of rule that has no restraints on the power exercised, or, a government that is highly centralised and repressiveAllegory: When an abstract idea (for instance, greed, envy or freedom) is expressed through a person or a thing; an allegorical story has two meanings—literal and symbolicConservatism: A political philosophy that stressed the importance of traditions, customs and established institutions, or, a way of thinking that resists quick changes Ethnic: Relating to a common racial, tribal, or cultural origin that a community identifies withFeminist: Awareness of women’s rights and interests based upon the idea of gender equalityIdeology: System of ideas reflecting a particular social and political vision Imperialism: The practice of extending political and economic power over areas outside one’s own bordersLiberalism: A philosophy which stood for the freedom for the individual and equality of all before lawNation-state: A state where the majority of its citizens develop a sense of common identity and shared history or descentPlebiscite: A direct vote by which all the people in a region are asked to accept or reject a proposalSuffrage: The right to voteUtopian: An ideal vision of a society that can never exist in real

IMPORTANT DATES

1714 — George I became the ruler of Britain.

1715 — Louis XV became the French emperor.

1740–48 — War of Austrian succession took place.

1789 — French Revolution took place.

1797 — Napoleon invaded Italy.

1801 — Ireland was forcibly incorporated in the United Kingdom.

1814 — First Treaty of Paris was signed.

1815 — Napoleon was defeated.

1821 — Napoleon had died, Greek struggle for independence begins

1832 — Greece gained freedom from the Ottoman Empire.

1834 — The zollverein was formed in Prussia.

1859–1870 — Unification of Italy took place.

1861 — Victor Emmanuel II of Sardinia-Piedmont became the ruler of Italy.

1870–71 — Franco-Prussian War took place.

1866–71 — Unification of Germany took place.

1905 — Slav nationalists gather force in the Ottoman and Habsburg Empires.


H-4 MBD Super Refresher Social Science-X

NCERT TEXTBOOK QUESTIONS (Solved)

Write in brief Q.1. Write a note on: (a) Giuseppe Mazzini Ans. Giuseppe Mazzini was an Italian revolutionary. He was born in Genoa in 1807. He joined the secret society of

the Carbonari. He was only 24 years old when he was exiled in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies namely, Young Italy in Marseilles and Young Europe in Berne. Members of these societies were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had planned nations to be natural units of mankind. Therefore, Italy should not remain a ‘patchwork’ of small states and kingdoms. It had to be united into a single, unified republic within a wider alliance of nations. This unification should become the basis of Italian liberty. Following his ideas, secret societies were also set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democracy made the conservatives nervous.

(b) Count Camillo di Cavour Ans. Count Camillo di Cavour was the Chief Minister of Italy. He led the movement to unify the regions of Italy.

He was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French better than Italian. Through a tactful and diplomatic alliance with France, which was engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(c) The Greek War of independence Ans. Greece was a part of the Ottoman Empire since the 15th century. The growth of revolutionary nationalism in

Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many Western Europeans sharing sympathies for ancient Greek culture. Poets and artists elevated Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against an Islamic empire. Finally, the Treaty of Constantinople was signed in 1832 which recognised Greece as an independent nation. This war inspired nationalist feelings among the educated elites of Europe.

(d) Frankfurt parliament Ans. Elections for an all-German National Assembly were held on the basis of universal adult franchise. Its first

meeting was convened in the Church of St. Paul at Frankfurt in 1848. It aimed at enacting a constitution for unified Germany. It was decided to form a legislative assembly consisting of nearly six hundred elected members of different states and a cabinet. The Prussian King, Friedrich Wilhelm IV, was appointed as its head. Friedrich, however, rejected it and joined other monarchs to oppose the elected assembly. The parliament was dominated by the middle classes who resisted the demands of workers and artisans and consequently, lost their support. In the end, troops were called in and the assembly was forced to disband. Consequently, autocratic and despotic governments were formed in several German states.

(e) The role of women in nationalist struggles Ans. Women played a vital role in the national struggles of Europe. They participated actively in the liberal movement.

They formed their own political associations, started several newspapers and took part in political meetings and demonstrations. For example, Madame Roland always opposed the rights of the French monarchy in her articles. She was the chairperson of the Girondin Party of France.

Q.2. What steps did the French revolutionaries take to create a sense of collective identity among the French people? (CBSE 2012)

Or Mention any three measures adopted by the French revolutionaries to create a sense of collective identity

among French people. (CBSE 2013)


MBD Super Refresher Social ScienceClass-X Term-II CBSE /NCERT

Publisher : MBD GroupPublishers

ISBN : 9789385905605Author : S. Anand, Puri,Neera Sharma

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