State Council of Educational Research and Training (SCERT), Kerala2019

Government of KeralaDepartment of General Education

SOCIAL SCIENCE I

Standard X

Part-1

NT-

479-

1-S

OC

.SC

I.-I-1

0-E

-VO

L.1

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THE NATIONAL ANTHEM

Jana-gana-mana-adhinayaka, jaya heBharata-bhagya-vidhata.

Punjab-Sindh-Gujarat-MarathaDravida-Utkala-Banga

Vindhya-Himachala-Yamuna-GangaUchchala-Jaladhi-taranga.Tava shubha name jage,Tava shubha asisa mage,

Gahe tava jaya gatha,Jana-gana-mangala-dayaka jaya he

Bharata-bhagya-vidhata.Jaya he, jaya he, jaya he,Jaya jaya jaya, jaya he!

PLEDGE

India is my country. All Indians are my brothersand sisters. I love my country, and I am proud ofits rich and varied heritage. I shall always strive tobe worthy of it.

I shall give my parents, teachers and all elders re-spect, and treat everyone with courtesy.

To my country and my people, I pledge my devo-tion. In their well-being and prosperity alone liesmy happiness.

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Dear students,

Social Science is the comprehensive study of society. It dis-cusses the progress of human civilization. Social Scienceshould be able to analyse facts with broad social, political,cultural, and ecological perspectives and provide a vivid pictureof multifaceted human progress.

Though evolved as different branches of Social Science,History, Political Science and Sociology have much in commonwhen it comes to their approaches and perspectives. History isan unending dialogue between the present and the past. Thoughit narrates the past, it sheds light on the present and points tothe future. Political Science and Sociology offer ample scopeto experience the realities of contemporary life and helpdevelop civic consciousness and social responsibility.

This textbook is based on the vision that the study of SocialScience is indispensable to inculcate values like fraternity,universal outlook, secularism, and democracy. The learnerswill find this textbook simple and attractive, for, it properlyblends various themes from History, Political Science, andSociology.

The Social Science textbook and the learning activitiesincorporated in it will help you evaluate social facts in a creativeand critical manner. It will definitely inspire you to make thestudy of Social Science a fascinating experience and guide youthroughout life.

With regards,

Dr. J. PrasadDirector, SCERT

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State Council of Educational Research and Training (SCERT)Poojappura, Thiruvananthapuram 695 012, Kerala

Website : www.scertkerala.gov.ine-mail : scertkerala@gmail.com

Phone : 0471 - 2341883, Fax : 0471 - 2341869Typesetting and Layout : SCERT; Printed at : KBPS, Kakkanad, Kochi-30

© Department of Education, Government of Kerala

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ContentsContentsContentsContentsContents

01. Revolutions that Influenced the World 09-30

02. World in the Twentieth Century 31-54

03. Public Administration 55-68

04. British Exploitation and Resistance 69-86

05. Culture and Nationalism 87-104

06. Struggle and Freedom 105-120

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Icons used for the convenienceof the learners

Extended activities

Let us assess

Questions for assessing the progress

For further reading (Need not besubjected to assessment)

Learning activities

Scope of ICT

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About the book

The Part I of Social Science Textbook consists of eleven chapters related toHistory, Political Science, and Sociology. Among them, seven chapters dealwith History. The first two chapters are related to world history and thesubsequent four chapters discuss themes from Indian history. One chapter isrelated to Kerala history. Incorporating maximum historical sources, thesechapters are designed widely, utilizing the scope of thematic presentation.They are the extension of lessons presented in the seventh standard. Theentire chapters have been planned ensuring continuity and extension of thecontents discussed in the previous classes. The seventh standard textbookemphasises on chronological presentation of personalities, movements, facts,etc. On the other hand the textbook for standard X introduces the historicalprocess by giving prominence to the analysis of concepts rather thanpresenting mere facts and events.

The ideals like liberty, democracy, secularism, and nationalism-inevitablefor the human life in modern era-were evolved as part of freedom strugglesand revolutions that took place in various continents. The development andprogress of such modern ideologies are introduced and analysed in the firstchapter, 'The revolutions that influenced the world'. The major events inthe world during the twentieth century and its impact are discussed in thesecond chapter , 'World in the twentieth century'. It focuses on the impactsrather than the mere description of facts and events. Wars evolve from humanmind, hence naturally the resistance against war should also come from within.This is the underlying theme of this chapter.This is followed by chapters onhistory of modern India, dealing with the nationalist movement as a reactionto the imperialistic exploitation of the British.

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'British exploitation and resistance' discusses how the British exploitationled different sections of people to develop anti-colonial sentiment andeconomic nationalism.

The impact of nationalism on Indian cultural life is described in the chapter,'Culture and Nationalism'. The chapter, 'Struggle and Freedom' discusseshow the national movement, initially limited to the upper class and theeducated, became a mass movement. The challenges faced by the post-independent India and its journey towards progress are discussed in thechapter, 'India after Independence'.

The subject matter of ‘Kerala Towards modernity’ is various socio-politicalmovements that led to the formation of kerala, and its march towardsmodernity.

As a part of Political Science, the features and structure of publicadministrative system, and the administrative reforms in India are introducedin the chapter, 'Public administration'. The chapter, 'The State and Politicalscience' describes the elements of a state, and the rights and duties of acitizen. It points towards the relevance of Political Science as a discipline.

The chapter, 'Civic Consciousness', discusses the significance of civicconsciousness in a democratic society. The last chapter 'Sociology: What?Why?' discusses the importance of Sociology as a discipline and introducesvarious sociological methods to study social phenomena.

The themes, learning activities, reflective questions, questions for selfevaluation, and extended activities that facilitate the knowledge constructionprocess are included in all the chapters. We hope you would be able to extendthe scope of the contents in this textbook by proper exploration of theseavenues and make construction of knowledge more effective and activity-based.

A few lines from the poem 'Oru Udbodhanam' by

Kumaranasan can be seen on the plate in the picture.

These lines remind us of the importance of freedom

in human life. Think about the freedom that we

enjoy in day-to-day life. Did the people everywhere

enjoy freedom like this?

In several places the common people did not have

as much freedom as we have today. The people who

were deprived of freedom had to fight for it. Some

adopted peaceful means, whereas others preferred

armed rebellion. All these struggles tried to change

the system that denied freedom and rights and to

establish a new one. Therefore they are known as

revolutions.

The major factor that stimulated earlier revolutions

was the Renaissance. Do you remember the

Renaissance discussed in the previous classes?

Renaissance made significant changes in human

thought, views, and life. Let us examine them.

• Humanism • Scientific temper

• •

Kumaranasan Memorial -Kayikkara

Revolutions that Influenced the WorldSocial Science IXStandard

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No taxation withoutNo taxation withoutNo taxation withoutNo taxation withoutNo taxation withoutrepresentationrepresentationrepresentationrepresentationrepresentation

These noval ideas motivated people toquestion irrational beliefs and traditions.The progress in the field of science broughtabout by the Renaissance gave birth to'Enlightenment' in the eighteenth century.Thinkers of this movement propagated theideas like freedom, democracy, equality, andnationalism. It encouraged the people in

different parts of the world to protest against the autocratic systemprevailing then. These protests developed into revolutions in manyplaces. Let's discuss some of these revolutions and their impact.

EnlightenmentIt was the scientific invention inEurope that moulded Enlightenment,an intellectual and cultural movement.The thinkers of this movement gaveimportance to reasoning and opinedthat society is always progressing.

THE AMERICAN WAR OFINDEPENDENCE

This was a slogan that thundered along different parts of NorthAmerica in the second half of the 18th century. What did peopledemand through this slogan, framed by James Ottis?

• Representation in government

•

This slogan was raised by the people ofAmerica as part of a powerful agitation.Let us discuss the circumstances that ledto the agitation.

From the sixteenth century onwards theEuropeans began to migrate to NorthAmerica. The major aim of the migrationwas to exploit the resources. By theeighteenth century, England hadestablished thirteen colonies in the easterncoast of North America. Can you locatethem in the map?The thirteen

colonies inNorth America Observe the map and list out the

thirteen British colonies in NorthAmerica.

Social Science IRevolutions that Influenced the World XStandard

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The British treated the American colonies as centers for collecting

raw materials for their industry and as market for selling their

products. This policy implemented by the British merchants with

the help of their motherland in the American colonies, is known as

Mercantilism. As part of Mercantilism, several laws were implemented

in the British colonies. Let's discuss a few of them.

Migration to America

Christopher Columbus, a sailor of the Spanish Government,reached North America in 1492. He called the indigenouspeople as 'Indians'. He thought that the place he reachedwas India. Later, they were known as the 'Red Indians'.The earlier colonies in America were established by a groupof people, who exiled to America from the religiouspersecution of the King of England in the seventeenthcentury on a ship called 'Mayflower'. They were known asthe 'Pilgrim Fathers'. With the increase in Europeanmigration, the Red Indians were displaced to the interiors.The Europeans seized their land and flock of sheep.

Mercantilist Laws

The goods to and from thecolonies must be carriedonly in British ships or shipsbuilt in the British colonies.

Products of the colonies likesugar, wool, cotton, tobacco,etc. could only be exportedto England.

Colonies must provide foodand quarters for the Britishtroops which weremaintained in the colonies.

British stamp must beaffixed on all the legaldocuments, newspapers,pamphlets, license, etc.

Import tax must be paid for the import of tea,glass, paper, etc.

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"The mercantilist laws turned the American colonial people against theirmother land '' Assess the statement

John LockeEveryone has some fundamental rights. No government has the right tosuspend them.

Thomas PaineThere is something absurd, in supposing a continent (North America) beperpetually governed by a foreign power (England).

The entire continent assemblesThe delegates of all the colonies except Georgia met at Philadelphiain 1774 to protest against the policies and rules imposed by England.

It is known as the First ContinentalCongress. Subsequently, people of thecolonies submitted a petition to the Kingof England. They demanded the revocationof the regulations enforced on industry andcommerce and not to impose tax withoutthe approval of the people. But the kingsent a military force to suppress the people.This led to the war between England andthe colonies. The Second ContinentalContinental

Congress

The ideologies of some thinkers also stimulated the people of the

colonies to fight against the exploitative laws of the British. Let's

familiarize with those thinkers and their ideologies.

Boston Tea PartyThe high tax levied by the British government on tea fired up strongprotest in America. On 16 December 1773, a group of people disguisedas the Red Indians, boarded the ships at night in the Boston Harbourand threw 342 chests of tea into the sea. This protest is known as theBoston Tea Party.

Social Science IRevolutions that Influenced the World XStandard

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Congress held at Philadelphia in 1775 electedGeorge Washington as the commander-in-chief of the Continental Army. During thistime, through the pamphlet titled 'CommonSense', Thomas Paine declared that it waswise for the Americans to break the ties withBritain. TheA m e r i c a nC o n t i n e n t a lCongress issued the

famous Declaration of Independence on 4July 1776. The declaration was prepared byThomas Jefferson, and Benjamin Franklin.An extract from it is given.Regarding human rights and freedom, whatall can you find in this declaration?

• All are equal• Everyone has certain rights•

•The war between England and the coloniesin North America that began with theDeclaration of Freedom, ended in 1781. According to the Treaty ofParis in 1783, England ratified the freedom of thirteen colonies. TheConstitution Convention held at Philadelphia under the leadershipof James Madison, framed the American Constitution. GeorgeWashington became the first president of the United States ofAmerica, formed in accordance with the new constitution.

Declaration of American Independence

Prepare a flow chart illustrating the various events that led to the formation ofthe United States of America.

George Washington

The American War of Independence transformed the system existedthere. It greatly influenced the later history of the world in differentways. Let's see them.

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• Gave direction and motivation to the later freedom struggles andrevolutions all over the world

• Put forward the concept of republican form of government• Prepared the first written constitution.• Contributed to the concept of federal system that ensured freedom and

authority of states in the union.

Prepare a note on the ideologies of the American War of Independence thatare reflected in the Constitution of India.

The statements made by the rulers of France in the seventeenthand the eighteenth centuries and the picture of Versailles Palace,which was the centre of their power, are given. What all informationdo you gather from these statements on the system of rule thatexisted in France then?

• Autocratic rule • Rulers were squandersWhat could be the plight of the people under such rule? The followinglines point towards it. "In France, nine-tenths of the population died of hunger and onetenth of indigestion".It is clear from this that while the majority in France lived in miserya minority, including the rulers, led a life of luxury and extravagance.This situation was the result of the social and economic inequalitythat existed in France. The French society was divided into threestrata and they were known as the Estates. You can find moreinformation on the French society from the chart given.

THE FRENCH REVOLUTION

The Palace ofVersailles

"After me, the deluge."

Louis XV"I am the state."God has given absolute powerto the King over his subjectsand only god has the authorityto question him.

Louis XIV

"If they can't eat bread, letthem eat cake."

Mary Antoinette

Prepare a digitaltimeline on the variousevents related to the

American War ofIndependence

Social Science IRevolutions that Influenced the World XStandard

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Analyze the chart and give answers for the following questions.

• Which estate enjoyed higher social privilege and status, and led aluxurious life in France?

• To which estate did the majority of the people belong?

• Which estate exploited the common people and accumulatedwealth?

• Which estate desired a change in the system? Why?

Ideologies inspireVarious thinkers and streams of thought in France played an

important role in making the people aware of the inequalities and

exploitation. Let's learn more about these thinkers and their ideologies.

Revolutions that Influenced the WorldSocial Science IXStandard

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The Third Estate takes the leadThe luxurious life and squander of the Bourbon kings, clergy andlords and the frequent wars they waged, along with the frequent spellsof drought and crop failure, brought France to the brink ofbankruptcy. The financial and military assistance given to American

colonies in the American Warof Indepen-dence alsoaggravated the financialcrisis in France. To levy newtaxes upon commoners,Louis XVI summoned theStates General, thelegislative assembly of therepresentatives from all thethree estates, in 1789.Similar to the French society,the States General also hadthree estates. Traditionally,each Estate would vote as agroup and had one vote. As

a result, the nobility and the clergy could always overrule the ThirdEstate. The first two Estates argued for Estate-wise single votingsystem, while the Third Estate (the Commons) demanded individualvote for each member of all the three estates.

The States General

Montesquieu• Suggested division of powers of the government into

legislature, executive, and judiciary

• Encouraged democracy and the Republic.

• Spelled out the importance of freedom with the statement,'Man is born free, but everywhere he is in chains'.

• Declared that the people are the sovereign.

Rousseau

• Ridiculed the exploitation of clergy.• Promoted rational thinking, ideals of equality and humanism.

Voltaire

Social Science IRevolutions that Influenced the World XStandard

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Examine the membership strength of each Estate given in the table below.Relate it with their demand regarding the voting system.

States GeneralStates GeneralStates GeneralStates GeneralStates GeneralThe First Estate 285

The Second Estate 308

The Third Estate 621

While the arguments went on, the members of the Third Estatedeclared themselves as the National Assembly of France. Theyassembled in the tennis court nearby, and swore not to leave untilthey had framed a constitution of France. This event is known asthe 'Tennis Court Oath'. Let's discuss the subsequent events withthe help of the chart below.

October, 1789 Thousands of women marched from Paris to thePalace of Versailles with the slogan 'Give us bread'.

September, 1792 The National Convention, formed as per the newconstitution, proclaimed France as a republic.

14 July 1789 Revolutionaries stormed with the slogan 'liberty,equality, and fraternity', demolished the Bastille prison, the symbol ofBourbon monarchy. This event is considered as the commencementof the French Revolution.

12 August 1789 The National Assembly passed the Declaration ofthe Rights of Man and of the Citizen.

Reign of TerrorIn July, 1793 a Committee of Public Safety wasconstituted to control the internal affairs of France.Robespierre led the committee in which leaders likeMirabeau, Danton, etc. were members. Using guillotinethey did mass executions of suspected enemies of therevolution. A lot of nobles and clergy, including LouisXVI and his wife Marie Antoinette, were killed. At lastRobespierre was also executed. The reign lasted untilJuly 1794 and is known as the Reign of Terror. Guillotine

Revolutions that Influenced the WorldSocial Science IXStandard

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Declaration of the Rightsof Man and of the Citizen

From France to other nations

French Revolutionand India

The French Revolutioninfluenced Tipu Sultan, theruler of Mysore. He treated thealliance with the French as astrategy to fight against theBritish rule in India. He adoptedthe name Citizen Tipu andplanted the Tree of Liberty atSreerangapattanam, his capital.He also took membership in theFrench Club, Jacobin.

Analyze the events related to the French Revolution and evaluate how farit could attain the goals of liberty, equality and fraternity.

A part of the Declaration ofthe Rights of Man and of theCitizen passed by the FrenchNational Assembly is givenbelow. Discuss how far theaims and slogans of theFrench Revolution arereflected in it.

Influenceof French

Revolution

When France sneezes,When France sneezes,When France sneezes,When France sneezes,When France sneezes,the rest of Europe catches coldthe rest of Europe catches coldthe rest of Europe catches coldthe rest of Europe catches coldthe rest of Europe catches cold

This is the remark made by Metternich,the Austrian Chancellor, on the impactof the French Revolution. Why did heremark so? Observe the chart belowthat describes the impact of the FrenchRevolution.

Social Science IRevolutions that Influenced the World XStandard

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Analyze the aims and influence of theFrench Revolution.

Napoleon and the FrenchRevolutionThe French who revolted for noble aims had

to survive under the autocratic rule of

Napoleon Bonaparte for a short period.

Napoleon played a crucial role in defeating the

European alliance which was formed under the

leadership of Britain against France in the

post-revolution period. He seized the power in France in 1799.

Though an autocrat, he instituted several reforms in France. Those

reforms were stimulated by the ideas and aims of the French

Revolution. Let's take a took at them.

Rousseau and theDeclaration of the

Human RightsIt is the ideology of Rousseauthat is reflected in theDeclaration of the Rights ofMan and of the Citizenprepared by the FrenchNational Assembly. 'SocialContract' is the famous work ofRousseau. According to himthe government is the outcomeof the contract between theruler and the ruled.

a

Farmers were made theowners of land Exercised state's

control over the clergy

Established Bank ofFrance to centralize

finance

Constructed severalroads for transportation

Prepared a new code oflaw by codifying the

existing lawsNapoleon

Formed 'sinking fund'with the aim to avoid

public debt

In France, nationalism strengthened during the reign of Napoleon.One by one, he invaded the other European countries. The Europeancountries feared that the reforms of Napoleon would spread all overEurope. They organized themselves under the leadership of England.It was the ideals of the French Revolution and not Napoleon thatthey were afraid of. Napoleon was defeated by the European Alliancein the battle of Waterloo and lost his power in 1815.

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• Rise of the middle class •• End of feudalism •• Nationalism •

The concepts of Policies and reforms ofFrench Revolution Napoleon

"This was"This was"This was"This was"This was the dwelling, this is the place: the dwelling, this is the place: the dwelling, this is the place: the dwelling, this is the place: the dwelling, this is the place:

here the broad grains of maize rose up here the broad grains of maize rose up here the broad grains of maize rose up here the broad grains of maize rose up here the broad grains of maize rose up

and fell again like red hail.and fell again like red hail.and fell again like red hail.and fell again like red hail.and fell again like red hail.

Here gold thread came off the vicuñaHere gold thread came off the vicuñaHere gold thread came off the vicuñaHere gold thread came off the vicuñaHere gold thread came off the vicuña

to clothe lovers, tombs, and mothers,to clothe lovers, tombs, and mothers,to clothe lovers, tombs, and mothers,to clothe lovers, tombs, and mothers,to clothe lovers, tombs, and mothers,

King and prayers and warriors....King and prayers and warriors....King and prayers and warriors....King and prayers and warriors....King and prayers and warriors....

Give me back the slave you buried!"Give me back the slave you buried!"Give me back the slave you buried!"Give me back the slave you buried!"Give me back the slave you buried!"

Pablo Neruda

'Heights of Macchu Picchu'

THE LATIN AMERICAN REVOLUTION

Pablo Nerudha the Latin American Poet portraits the sights ofMacchu Picchu, one of the centres of ancient South AmericanCivilizations. What all can you find out from this poem.

• Abundance of resources• Cultivated Maize• Reared sheaps• Acquired wealth through trade

The Spanish and Portuguese colonized the Latin America to exploitthis economic richness. Let us examine how the colonial rule affectedthe life of natives of Latin America.

Examine the reforms and policies of Napoleon and identify the ideologiesof French Revolution reflected in them. Complete the following tablebased on your conclusions.

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The Spanish and Portuguesepropagated their language, religionsand customs. They build houses andChurches in Spanish style, severalschools were established forimparting Spanish system ofeducation. The Spanish farmingmethods and crops were introduced.New diseases spread fromEuropeans to the Latin Americans.Racial discrimination was enforcedtowards the natives in all walks of life. They looted the resources andwealth of the Latin American people. Enslaved the natives to work.The revolutions lead by Jose De Sannartin, Fransico Miranda and SimonBoliver etc., lead Latin American Countries to be independent.

Macchu Picchu - Peru

"We are workers, people by whose labour all things are made, from"We are workers, people by whose labour all things are made, from"We are workers, people by whose labour all things are made, from"We are workers, people by whose labour all things are made, from"We are workers, people by whose labour all things are made, from

children's toys to massive machines, yet we are people deprived ofchildren's toys to massive machines, yet we are people deprived ofchildren's toys to massive machines, yet we are people deprived ofchildren's toys to massive machines, yet we are people deprived ofchildren's toys to massive machines, yet we are people deprived of

the right to defend our human dignity. Anyone can exploit us forthe right to defend our human dignity. Anyone can exploit us forthe right to defend our human dignity. Anyone can exploit us forthe right to defend our human dignity. Anyone can exploit us forthe right to defend our human dignity. Anyone can exploit us for

their interest. At present we want to achieve a degree of freedomtheir interest. At present we want to achieve a degree of freedomtheir interest. At present we want to achieve a degree of freedomtheir interest. At present we want to achieve a degree of freedomtheir interest. At present we want to achieve a degree of freedom

which will eventually enable us to take all power into our ownwhich will eventually enable us to take all power into our ownwhich will eventually enable us to take all power into our ownwhich will eventually enable us to take all power into our ownwhich will eventually enable us to take all power into our own

hands. Our slogans are simple. 'Down with private property'. 'Allhands. Our slogans are simple. 'Down with private property'. 'Allhands. Our slogans are simple. 'Down with private property'. 'Allhands. Our slogans are simple. 'Down with private property'. 'Allhands. Our slogans are simple. 'Down with private property'. 'All

means of production in the hands of people.' 'All power in the handsmeans of production in the hands of people.' 'All power in the handsmeans of production in the hands of people.' 'All power in the handsmeans of production in the hands of people.' 'All power in the handsmeans of production in the hands of people.' 'All power in the hands

of the people'. 'No one exempt from work'. Now you can understandof the people'. 'No one exempt from work'. Now you can understandof the people'. 'No one exempt from work'. Now you can understandof the people'. 'No one exempt from work'. Now you can understandof the people'. 'No one exempt from work'. Now you can understand

that we are not just rioters". "We are revolutionaries and will go onthat we are not just rioters". "We are revolutionaries and will go onthat we are not just rioters". "We are revolutionaries and will go onthat we are not just rioters". "We are revolutionaries and will go onthat we are not just rioters". "We are revolutionaries and will go on

being revolutionaries as long as some people do nothing but givebeing revolutionaries as long as some people do nothing but givebeing revolutionaries as long as some people do nothing but givebeing revolutionaries as long as some people do nothing but givebeing revolutionaries as long as some people do nothing but give

orders and the others do nothing but work"orders and the others do nothing but work"orders and the others do nothing but work"orders and the others do nothing but work"orders and the others do nothing but work"

The Mother - Maxim Gorky

THE RUSSIAN REVOLUTION

These are the words of one of the characters in 'The mother', the novelwritten by world famous Russian writer Maxim Gorky. The plight ofworkers and farmers in Russia and their aims are reflected in them. Whatelse can you make out from these words about the then Russian society?What were the demands of the workers?

• Abolish the private property system• Everyone has to work•

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Maxim Gorky LeoTolstoy

KarlMarx

FrederickEngels

Writers like Maxim Gorky, Leo Tolstoy, IvanTurgenev, and Anton Chekov depicted the plightof the workers and farmers in their works. TheMarxist ideologies formulated by Karl Marx andFrederick Engels stirred the workers. They calledfor establishing the supremacy of the workersinstead of that by the capitalists. Trade unionswere formed to find remedies for the plight ofthe workers. Based on the Marxist ideologies,the Social Democratic Workers Party was formed.Later, this party was split into the Mensheviks(minority) and the Bolsheviks (majority). Themain leaders of the Bolsheviks were Lenin andTrotsky. Alexander Kerensky led theMensheviks.

The crisis reached its worst when Russia wasdefeated in the Russia-Japan war in 1905. Theworkers organized a huge march at Petrograd on9 January 1905 demanding political rights andeconomic reforms. The march was fired at by thesoldiers and hundreds of demonstrators weremassacred. This event is known as the BloodySunday. Workers' organizations called "theSoviets" were formed all over Russia to conductstrikes . When the strikes gained massivestrength, the emperor was compelled to form a

Battleship Potemkin

A famous film of SergeiEisenstein, a Russiandirector. It is a silent moviebased on an event duringthe Tsarist regime inRussia. It depicts thepolitical rebellion of thedissatisfied navigators inthe battleship Potemkin.He also directed a filmbased on 'The Ten Daysthat Shook the World', thefamous work of John Reed.

Russian revolution was greatlymotivated by the despotic rule oftzar'' Discuss

Let's find the circumstances that led them to demand so.• Farmers and factory workers in Russia led a tragic life under the autocracy

of the Tzartist emperors, who ruled Russia.• The low agricultural production affected the farmer's income. Moreover,

the landless farmers had to pay huge tax.• Though Russia was rich in natural resources, their industrial production

was meagre. It was the foreigners who controlled majority of the industriesthat existed there.

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legislative assembly called Duma. Ignoring theprotest from Duma, Nicholas II, the then Tsardecided to participate in the First World Warthat started in 1914. A lot of Russian soldierswere killed in this war. Food shortage becamesevere by 1917. Thousands of womenmarched along the streets of Petrograd on 8March 1917 clamouring for bread. Theworkers organized protest march inPetrograd. Though the soldiers clashed withthe demonstrators in the beginning, later theyjoined the workers. It was the tragicexperience during the First World War thatinduced them to do so. The workers capturedPetrograd and Nicholas II was thrown out of power. A provisionalgovernment was formed under Alexander Kerensky, the Menshevikleader. Since the Russian calendar was a few days behind theinternational calendar, this revolution that took place in Marchcame to be known as the February Revolution.

Marxism

Marxism is an ideologyfounded by Karl Marx andFrederick Engels. The core ofthis ideology is that thechanges in society are basedon the prevailing mode ofproduction. They exhortedthat the dictatorship of theproletariat should beestablished, for labour is themost important factor ofproduction.

Analyze the circumstances that led to form a provisionalgovernment in Russia

Prepare a presentationthat includes both

international calendarand Russian calendar

A group of soviets did not approve ofthe provisional government. VladimirLenin, who had been in Switzerland,came to Russia and strongly opposed theprovisional government. He argued thatthe entire power should be transferredto the Soviets if they were to realize theaims of the revolution. The Bolsheviksand the Soviets supported him. They propagated that onlyproletarians' (workers) government could eradicate centuries oldeconomic backwardness and inequality. They put forwardseveral demands like:

Lenin

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Discuss the role of the October Revolution in establishing the proletariatgovernment in Russia.

• Withdraw Russia from the First World War

• Seize the lands owned by the lords and distribute them among thefarmers

• Make factories public property

In October 1917, the Bolsheviks organized an armed rebellionagainst the provisional government. Kerensky fled from thecountry and Russia came under the control of the Bolsheviks.This event, through which the Bolsheviks attained power, isknown as the October Revolution (as per Russian Calendar).Subsequently, a convention of the Soviets was held and acabinet was formed with Lenin as its head.

Let us examine the results of Russian Revolution.

• Russia withdrew from the first World War• Seized out the land and distributed among the peasants• Gave importance to public sector• Introduced centralized planning

• Achieved develops in the field of Science, Technology and Economy.

• New constitution came to force in 1924.

• Union of Soviet Socialist Republic was formed by consolidating differentSoviet Republics.

• Spread the Socialist ideas all over the world.

Prepare a timelineshowing the important

events of RussianRevolution on a postar.

THE CHINESE REVOLUTION

In the twentieth century China witnessed revolutions against theforeign rule and monarchy. The colonial powers of Europe andAmerica adopted policies in China, different from the ones they hadimplemented in the colonies of other parts of the world. They were

opium trade and open door policy. Let's discuss them.

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OPIUM TRADEChinese silk, tea, and earthenware were in great demand all overEurope. China gained huge profit through the export of theseitems. There was nothing to import to China from Europe. As aresult the European traders suffered a great loss. As a remedyfor this loss, the British traders imported opium, an intoxicant toChina. This affected the Chinese trade and its consumption madethe Chinese people mentally imbalanced. It resulted in economicand mental subjugation of the Chinese.

Open Door PolicyBy the end of the nineteenth century several European countriesacquired trade privileges in China. America could not acquire theprivilege as it was not concerned about China at that time. Toacquire the privilege, John Hey, the then State Secretary of theUSA proclaimed 'the open door policy'. As per this policy, Americaargued for equal rights and opportunities for all countries inChinese market. China was divided into different regions to becontrolled by various countries. The aim of this policy was to createan opportunity for the USA to interfere in China.

The Manchu dynasty in China favoured the foreign interferenceand domination. Some secret organizations in China revolted againstit in 1900. The emblem of these organizations was the Boxer's fist.So this is known as the Boxer Rebellion. Though this rebellion wasa failure, it stimulated the revolutions that came up later.In 1911, another revolution took place under the leadership of Dr.Sun Yat-Sen. against the Manchu Dynasty This ended monarchyin China. After the revolution, Kuomintang party established arepublican government in Southern China under the leadership ofSun Yat-Sen. He gave importance to ideologies like nationalism,democracy, and socialism.

Ideologies of Sun Yat-SenNationalism - To expel the Manchu dynasty and the

imperial powersDemocracy - To establish democratic ruleSocialism - To control capital and distribute land

equallyDr. Sun Yat-Sen

Compare the strategies of colonial powers in China with the strategies thatthey adopted in other colonies.

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Mao Zedong

Prepare a note on the role played by Mao Zedong to makeChina a peoples republic

"Chinese Revolution of 1911 led to the liberation of China from foreignpowers and monarchy'' Examine the statement

He decided to nullify the unjust treaties signed with the foreigncountries and wanted to maintain equality with western countries.The Kuomintang republic adopted measures for the progress ofagriculture and industry. China received assistance from Russia invarious fields and the Chinese Communist Party was formed. In thebeginning, the Kuomintang and the communists co-operated witheach other. But this co-operation was disturbed when Chiang Kai-Shek became the head of the republic following the death of SunYat- Sen.

Republic becomes popularChiang Kai-Shek ascertained military autocracy in China. He gaveopportunity for foreign powers including America to freely interferein China and did not co-operate with the Communists. Coal and ironindustries, banking, and foreign trade were all controlled by foreigncountries. The Communists protested against the policy of ChingKai-Shek. They were brutally suppressed. At that time Mao Zedongrose to the leadership of the Communist party. In 1934, under theleadership of Mao Zedong, a journey started from Kiangsi in SouthChina. The adventurous trip ended at Yanan in North WesternChina. Throughout the journey they seized out agricultural landand villages from lords and distributed them among the farmers.The journey covered around 12000 kms. So it is known as the 'LongMarch'. Hence Mao Zedong and the Communist Party became thesymbol of struggle of the Chinese against foreign power. Chiang

Kai-Shek had to seek political asylum in Taiwan, when the Red Armyof Mao Zedong captured the centre of Kuomintang rule. Chinabecame the People's Republic of China on 1st October 1949 underthe leadership of Mao Zedong.

We discussed the revolutions carried out by the people in differentparts of the world, who were deprived of freedom. The ideologiesput forward by these revolutions were significant in moulding themodern world. The declarations made by the revolutionaries stillexist as a record of human progress.

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Collect information on important revolutions of the world and prepare amagazine.

Compare the revolutions that took place in America, Europe, and Asia and completethe table below.

RevolutionsThe American The French The Latin The Russian The Chinese

War of Revolution American Revolution RevolutionIndependence Revolution

Period

Leaders

Major aims

Ideologies/Thinkers

Major impact

GeorgeWashington,

Thomas Jefferson,Thomas Paine

Voltaire,Rousseau,

Montesquieu

FranciscoMiranda,

Simon Bolivar,Jose De San

Martin

Kerensky,Lenin,

TrotskySun Yat- Sen,Mao Zedong

Revolutions that Influenced the World

Against thecolonialism of

England

Againstautocracy andfeudal system

Against thedomination of

Spain andPortugal

Againstmonarchy and

feudalism

Against Foreignpower, feudalsystem, andManchu rule

American War ofIndependence

FrenchRevolution

Latin AmericanRevolution

RussianRevolution

ChineseRevolution

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• Collect the works of the thinkers and writers who influenced variousrevolutions and prepare a note,.

• Collect information on important revolutions in the world and prepare amagazine.

• 'American War of Independence was a movement of the English againstEngland'. Substantiate the statement

• How did the resentment of the middle class lead to the FrenchRevolution?

• Arrange the following events in chronological order.i. February revolutionii. Long Marchiii. American Declaration of Independenceiv. Tennis Court Oath

• How did the French Revolution influence the reforms of Napoleon?• How did the colonial rule influence the Latin American countries?• 'Russian Revolution helped the progress of the working class'. Do you

agree with this statement? Why?• How did China become a people's republic? Analyse

The map of the continent of Africa is given. Find out the speciality of the boundaries

of African countries. You will see that most of the borderlines are straight.

Why do the African countries share straight borderlines?

The Europeans, who reached Africa in search of natural resources, partitioned the

continent at the beginning of the 20th century. On the basis of some agreements

among the European countries, they divided the African nations amongst themselves

by just drawing straight lines on the map.

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Why did the European nations partition Africa?

This is a part of exploitation of resources by the European countries.

Similar process occured in other parts of the world.

From Capitalism to ImperialismIn the previous classes, we have discussed the Industrial Revolutionthat began in the eighteenth century. It gradually spread from

England to other countries of Europe.Capitalists invested in factories and productionwas increased . This increased their profit.The economic system in which production anddistribution are controlled by the capitalists withthe aim to increase profit is known as Capitalism.The advent of large-scale industries enhancedcapital investment. Many nations produced morethan they needed and more than they couldaccommodate in their domestic markets. This

over-production forced them to search for markets. The searchfor markets by the industrialized countries in Europe led to

competition among them.The Europeans had already established trade relationship with Asian,African and Latin American nations. Using political power and militaryforces, the European countries economically exploited these nations.Later, they became the colonies of European countries. This processis called Colonization.

A factory inEngland of the 1800s

How did Industrial Revolution cause colonization? Prepare a flow chartand explain.

Trade unions were formed to protest against capitalist

exploitation. Constant agitations of trade unions and the resultant

increase in their wages diminished the profit of the capitalists.

European countries had considered the colonies as the source of

raw materials and the market for their industrial products. Later

on, colonial masters started to invest capital in the colonies. Let's

find the factors that induced them to do so.

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The First World WarThe conflicts among the imperialist powers ultimately led theentire world to a war. Let's find out the reason behind this.The European nations vied with each other in establishingcolonies. This competition led to conflicts among them and causedmutual distrust and enmity. This further drove the nations tothe signing of military alliances. The Triple Alliance and the Triple

Entente were examples of such military alliances.

How did Industrial Revolution cause conflicts among nations?

How does imperialism differ from colonization?

How did imperialism affect the colonies?• Traditional economic system of the colonies was destroyed• Administrative and judicial systems were replaced.• People in colonies were forced to cultivate cash crops in lieu of traditional

food crops.• Poverty and unemployment increased• Natural resources were widely exploited• Indigenous arts, literature, language, culture and education system were

destroyed.Competition and conflict among imperialist nations for coloniesand markets led to the outbreak of wars.

The distinctive phase of flow of finance capital to colonies isknown as Imperialism. Imposing a nation's political, economicand cultural dominance on another nation is a fundamental featureof imperialism. Colonialists imposed their dominance using legalsystem, administrative measures, military force, etc.

Availability of raw materials

Cheap labour

Low cost involved in manufacturing and selling goods in colonies

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Triple Alliance

Germany Austria-Hungary Italy

Triple Entente

England France Russia

The formation of such alliances created a war atmosphere in Europe.

They started manufacturing and buying lethal weapons.

The European nations resorted to various strategies to succeed in

their imperialistic competitions. Aggressive nationalism was one

among them. The European nations used aggressive nationalism to

invade other countries. Aggressive nationalists considered their

own nations as the supreme and justified whatever be the actions

of their nations. Various movements in Europe such as Pan-slave ,

Pan-German, Revenge movement were an offshoot of aggressive

nationalism.

Pan-SlavMovement

Russia wanted to unite

the Slavic people of

Serbia, Bulgaria, Greece,

etc. in Eastern Europe

under her leadership.

For this the Pan-Slav

Movement was formed

with the help of Russia.

Pan-GermanMovement

To establish itsdominance in CentralEurope and BalkanProvinces, Germanyplanned to unite theTeutonic people. ThisPan-German movementcame into being under theleadership of Germany.

RevengeMovement

In 1871, Germanyoccupied Alsace-Lorraine, the territoriesthat were under thecontrol of France. Toregain these territories,the Revenge Movementwas formed under theleadership of France.

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Imperialist rivalry drove the European countries into several crisis,

among which the Moroccan crisis and the Balkan crisis are considered

to be important.

Imperialist Crisis

Moroccan CrisisA secret treaty was signed betweenBritain and France in 1904.According to this Britain recognizedthe claim of France over Morocco.The French claim over Morocco wasopposed by Germany which sentbattleships to the Moroccan port,Agadir. France agreed to transfer apart of French Congo to Germanyand Germany agreed to concedeMorocco to France in return. Thusthe problem was solved temporarily.However, their rivalry continued.

Balkan CrisisThe Balkan region is situated inEurope, close to the Aegean Sea andthe Black Sea. It was a part of theOttoman Empire. In 1912, BalkanLeague (Greece, Bulgaria, Serbia andMontenegro) defeated Turkey.However, the conflict among theallied nations in sharing the benefitsof war led to the break-up of theLeague and resulted in wars amongthem.

When Austria laid its claim over the Balkan region with thesupport of Germany, Serbia claimed this region with the supportof Russia. During this time, a Serbian youth Gaverilo Prinsep,assassinated Francis Ferdinand, the heir to the throne of Austriaat the Bosnian capital Sarajevo in July 1914. Austria held Serbiaresponsible for it and declared war on Serbia on 28 July 1914.The allied nations rushed to help their allies. Almost all the nationsof the world directly or indirectly were involved in it. Therefore thiswar is known as the First World War.

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'Grand Illusion', one of thebest war films directed byJean Renoir tells the storyof French prisoners duringfirst World War. The printsof 'Grand Illusion' weredestroyed by the Nazis butwere discovered later. 'AllQuiet on the Western Front'directed by Lewis Milestoneand Stanley Kubrick's 'Pathsof Glory' are visualmanifestations of theFirst World War.

War on Celluloid

Aftermath of the war

How did the competitions among the imperialist nations lead the world to awar? Discuss

'The Treaty of Versailles was an example of the vengeance against the defeatednations ' - Discuss.

The First World War ended in 1918. It

produced far reaching impact across the

world.

• Over 10 million people lost their lives or were injuredin the war.

• Agriculture, industry and communication system weredestroyed.

• Poverty, unemployment and inflation increased.• Economic dominance of Europe diminished.• Liberation movements in Asia and Africa

strengthened.• In a bid to bring about peace in the world, the League

of Nations was formed.

Peace EffortsA peace conference was convened at Paris in 1919 to discuss post-war situation, under the leadership of the winning allies, Britain andFrance. They signed different treaties with the defeated nations.Among these treaties, the Versailles Treaty signed with Germany in1919 was the most important one. According to this treaty, Germancolonies were divided among the victorious powers and Germany wasforced to pay a huge amount as war indemnity. The allies occupiedthe rich mines of Germany. Above all war guilt was imposed on

Germany and was disarmed.

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Economic DepressionThe United States of America was not

affected by the war. Hence, the European

nations managed to get loans from the USA.

Consequently, American dollar overtook

British pound as the basis of foreign

exchange holding. As a result, the United

States of America emerged as a new economic

power outside Europe.

The economic growth of the USA did not

last long. The world was thrown into

economic crisis in 1929, which originated in

the USA.

Let's look at the impacts of this economic

depression.

• People who became pauper because of thewar, couldn't afford the commodities.

• Goods were kept unsold in factories• European nations failed to repay their debts

to the USA• Banks collapsed• Inflation became uncontrollable• Acute unemployment and poverty

To overcome this crisis, the European nations adopted a strategy of

imposing heavy taxes on the colonies. Therefore, the economic crisis

of imperialist nations became a burden to the colonies.

Black Thursday

The Stock market crash inNew York Stock Exchange on24 October 1929 is known asthe 'Black Thursday'. Thecrash wiped out in a singleday the entire economicgrowth till then. In panic,investors rushed to sell theirstocks, which led to a massivevolume of stock trade.Ultimately, this led to abruptand dramatic price decline.The Great Depression thatleft disastrous impact on bothAmerica and Europeannations followed the crash.Many lost their wealth andthose who couldn't bear theloss, committed suicide. Theproduction rate plunged;unemployment became graveand world trade completelycollapsed.

Find out how the economic depression in the United States of Americaaffected the economy of other nations and prepare a short note.

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Fascism and NazismTo those who can hear me, I say - do not despair. The misery that is nowupon us is but the passing of greed - the bitterness of men who fear the wayof human progress. The hate of men will pass, and dictators die, and thepower they took from the people will return to the people. And so long asmen live, liberty will never perish.

From Charlie Chaplin's film 'The Great Dictator'This was Charlie Chaplin's view on the dictatorship that becameprevalent in some European nations after the First World War. Let's

see the circumstances which led to the formationof such governments.

The First World War devastated both the allies.Many European governments lost their power.People were in misery. Unemployment, poverty andinflation gnawed their entire system. Fascism inItaly and Nazism in Germany rose to power,capitalizing on the political and economic chaosprevailing then. Economic destruction, rivalry

against the victors, aimlessness etc. facilitated these forces to grabpower. Here are the characteristics of Fascism.

FascismThe term 'fascism' is derivedfrom the Latin word 'faces'which means 'a tied bundleof rods, with a protrudingaxe'. It was the symbol ofcollectivism and power inancient Rome.

Antagonism todemocracy

Glorifying the nation

Justifying war

Deifying the past

Opposition to socialism

Adoring the purity of race

Diffusion of aggressivenationalism

Indoctrination of ideologiesthrough arts, literature and

education

Fascism

Military dictatorship Destruction of political rivals

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Mussolini and Fascism"War is to man what maternity is to woman."

Mussolini

These are the words of Benito Mussolini, who led Fascist

reign in Italy. Let's discuss the circumstances under which

the Fascist party came to power in Italy.• Italy got nothing, though she was with the victors in the

First World War.• Post-war destruction of industries, unemployment,

increase in tax, inflation etc. kept people away from thegovernment.

• Industrialists, in fear of Italy moving tosocialism, were prompted to supportfascism.

Mussolini resorted to despotic measuresin the political and economic fields ofItaly. Violence and ferocity were thestrategies of the Fascists. Socialists andleaders of peasants and workers wereproclaimed as enemies of the nation. Those who opposed the FascistParty were executed. Theaim of Mussolini was torestore ancient RomanEmpire. As part of this,he adopted severalsymbols of ancient Romanadministration. Using hismilitary force the 'BlackShirts', Mussolini suppressed the opponents through Fascist policies.His aggressive foreign policy led him to conquer nations like Ethiopia,Albania etc. Italy's run for dictatorship paved the way for the outbreakof another war.

"Fascism was a product of the First World War"- Discuss.

Benito Mussolini

Victorious ItalyWhen the First World Warbroke out, Italy withdrewfrom the Triple Alliance andjoined the British-FrenchAlliance. Hence by the end ofthe war, Italy was with thevictors.

MatteottiMatteotti was an eminent socialist thinkerof Italy. He elucidated fascist activities tocommon people and openly spoke outagainst Mussolini and Fascism. Thisprovoked the fascists, which ultimately ledto his murder on the street.

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Hitler and Nazism"First they came for the Socialists, and I did not speak out-

Because I was not a Socialist.Then they came for the Trade Unionists, and I did not speak out-

Because I was not a Trade Unionist.Then they came for the Jews, and I did not speak out-

Because I was not a Jew.Then they came for me-and there was no one left to speak for

me."

Adolf Hitler

Anne Frank's Diary

Anne Frank's diary entriesare the testament of theassault and cruelty of Nazirule. Anne Frank, alongwith her family, went intohiding during the war, but,were caught later. AnneFrank and her sister weredetained in the Auschwitzconcentration camp. Bothof them died in the samecamp.

Gernam paster - Pastor Martin NiemollerNazism is the German version of fascism. Let's lookat the factors that helped Hitler, the leader of Naziparty come to power in Germany

• The Treaty of Versailles imposed by the victoriousallies on Germany after the First World War.

• Economic destruction and inflation.• Failure of German government and the resultant

political uncertainty.

With his oratory skills and organizational abilities,Hitler easily succeeded in gaining popular support.He dismissed the government and captured power.Socialists, Communists, Jews and Democrats wereexecuted. Hitler held the Jews responsible forGermany's ruin and humiliation. Jews were

massacred enmasse in specially builtconcentration camps. This is knownas the Holocaust. A military force'Brown Shirts' and a secret policetroop 'Gestapo' were in charge ofassaulting and massacring the Jews.Hitler projected the purity of theAryan race and argued that Aryansshould rule the world. He deified theAryans ancestry of the Germans.All other political parties, except theNazi Party, were banned. Tradeunions also were banned.

Chempakaraman Pillai and the NazisChempakaraman Pillai was a Malayaliactivist and revolutionary, who fought forthe freedom of India until his death. Hewas the foreign minister of the ProvisionalGovernment of India set up in Kabul underRaja Mahendra Pratap. He had theprivilege of being the only foreign memberin Pan German Nationalist party. As heraised his views against Hitler and Naziparty, he became their enemy. His assetswere confiscated. It is reported that theNazis, under orders from Hitler, killedChempakaraman Pillai.

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Military service was madecompulsory. Hitler incited a spirit ofrevenge among the Germans againstthe terms of the Treaty of Versailles.He used newspapers, radio, cinema,and education systems widely topropagate the ideologies of Nazism.Taking advantage of the feeling ofrevenge among Germans, Hitler adopted an aggressive foreign policy.He attacked Austria and Czechoslovakia. Germany formed alliancewith Italy and Japan. It was opposed by other countries. Ultimatelythis led to the outbreak of another world war.

Pictures of the concentration camp whereJews and Communists were massacred

How did Fascism in Italy and Nazism in Germany defy world peace?Conduct a seminar on this topic.

The ideologies put forth by both Fascists and Nazis had several similarities.Find some examples from the textbook and complete the table.

••••

••••

• Purity of race•••

Ideology Fascism Nazism

The Second World WarTwenty years after the end of the First World War, the worldwitnessed another war. Let's look at the backdrop of the SecondWorld War that lasted from 1939 to 1945.Following the Peace Treaty at Paris in 1919, the victorious nationsshared the colonies of the defeated nations. Neither Germany norItaly had any colony or market. Therefore, for enhancing theirpolitical-economic stability, Italy and Germany planned to conquercolonies and attack weak nations. In an effort to extend this policy ofaggression, Italy and Germany along with Japan formed an alliancecalled the Axis Powers. Countering this alliance, Britain, France andChina formed the Allied Powers.

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Axis Powers

Germany Italy Japan

Allied Powers

England France China

Munich Pact

Munich Pact can be cited asthe best example of thePolicy of Appeasement. Hitlerput forth the claims over theprosperous Sudetenlandregion of Czechoslovakia. Todiscuss the issue, therepresentatives of Britain,France, Germany and Italymet in the German city ofMunich. They approved theclaim of Germany overSudetenland withoutconsulting Czechoslovakia.

'The reasons behind the outbreak of First World Warand Second World War had several similarities'.Analyze the statement.

Given below are some of the outcomes of theFirst World War. Discuss how they resultedin the Second World War.

• The Treaty of Versailles

• Formation of the League of Nations

• The emergence of Fascism and Nazism

Later America and Soviet Union also joined theanti-fascist alliance.The League of Nations failed to stall the attacksof the Axis Powers. When Germany, Italy andJapan attacked other nations, capitalistcountries like Britain and France did notprevent the attacks. They considered SovietUnion, being a socialist country, as their chiefenemy. This policy which encouraged Facsistattacks is known as the Policy of Appeasement.On 1st September 1939, Germany attackedPoland. This prompted the allied nations todeclare war against Germany that ultimatelyresulted in the outbreak of the Second World

War.

Non-AggressionPact

In 1939, Germany signeda Non-Aggression Pactwith Soviet Union.According to this pact,both the countries agreednot to attack each otherand to partition Poland.However, the pact came toan end when Hitlerattacked Soviet Union in1941.

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Effects of the WarThe entry of Soviet Union and America changed

the complexion of the Second World War. Italy

and Germany could not withstand the attack and

surrendered immediately. Mussolini was killed by

the local partisans. Hitler committed suicide. The

Soviet army moved towards Japan through trans-

Siberia. But before it could reach Japan, the United

States of America dropped two atom bombs in

Japan- 'Little Boy' in Hiroshima on 6 August 1945

and 'Fat Man' in Nagasaki on 9 August. Soon, Japan surrendered.

Pearl Harbour AttackIn 1941, Japan attackedPearl Harbour, theAmerican naval base in theislands of Hawaii. Whatprompted Japan was theeconomic interest of thesecountries in the Pacificregion. This directlyresulted in the Americanentry into the SecondWorld War.

Given are the pictures related to the atomicbombings in Japan. Far reaching consequencesof Second world war are given below:

• Over 10 million people died• Economic system of European countries was

destroyed• European dominance in world diminished• Freedom movements in Asia and Africa

intensified• America and Soviet Union emerged as global

powers• In a bid to preserve and maintain world peace, the United

Nations Organization (UNO) was formed.

Prepare a digital albumon Japan's miseries

followed by America'satomic bombings.

A clock that stoppedat the moment of

bombing

Atom bombexplosion

Hiroshima after

bombing

Hibakusha

'Hibakusha' is the Japaneseword for the survivingvictims of the atomicbombings of Hiroshima andNagasaki. The word literallytranslates as "explosion-affected people" There aremany of them in Japan,battling against the terribleafter-effects of the radiationfrom bombings.

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Make a short filmincluding the pictures

and news of thecatastrophes of two

World Wars.

U.N. Emblem

U.N. Flag

Sadaco

Sadaco Sasuki, a Japanese girl,was a victim of the radiationfrom atomic bombing atHiroshima. The paper cranesshe made when bed-riddenbecame the symbol of anti-warfeeling.

On the Wings of PeaceDo you observe this day in yourschool? What is the significanceof the day?October 24 is observed as UnitedNations (UN) Day.

Although the League of Nations was establishedfollowing the First World War, it failed to maintainworld peace. After the Second World War, effortswere taken to set up an organization for preservingglobal peace. This resulted in the establishmentof the United Nations Organization on 24October 1945. The headquarters of the UN is inNew York, United States of America. Some ofits objectives are to save the succeedinggenerations from the scourge of war to protectinternational treaties and laws and to foster socialand economic development of countries.

War affects both innocents and culprits. Preparea note on the lessons that we can imbibe from theFirst and Second World Wars.

Pablo Picasso's famouspainting 'Guernica' andErnest Hemingway's novel'For Whom the Bell Tolls'are considered as theartistic outburst towardsthe Second World War.Polish director AndrzejWajda's trilogy of war films'A Generation', 'Canal' and'Ashes and Diamonds',David Lean's 'The Bridgeon the River Kwai', CharlieChaplin's 'The GreatDictator', Alain Resnais''Hiroshima Mon Amour'and Steven Spielberg's'Schindler's List' arenoteworthy films on theSecond World War.

War in Artworks

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Colonies become freePost- Second World War, dominance of imperial powers wasquestioned. European countries could not suppress the intensifiednationalist movements in colonies. The USA and the USSR, whichemerged as super powers after the Second World War, supportedfreedom movements in various European colonies. Gradually, coloniesstarted to secure freedom from the imperialist control. This processis called Decolonization.Look at the pictures given below. These are the pictures of the leaderswho fought for freedom for their countries.

Nelson Mandela -South Africa

Quami Nkrumah -Ghana

Jomo Kenyatta -Kenya

Mahatma Gandhi -India

Prepare a magazine on the liberated nations and their leaders inAsia and Africa.

Cold WarThe USA and the USSR that formed anti-fascist

alliance during the Second World War parted from

each other after the war. The USA floated a new

alliance of capitalist countries while the USSR led

socialist nations. These two blocs- capitalist bloc and

socialist bloc that represented contradictory ideas-

continued their political and diplomatic wars. This

enmity based on ideological conflict and diplomatic confrontations

was called the cold war.

Cold War

American economistBernard Baruch firstused the word 'Coldwar'. Walter Lippmanngave the term widecurrency with his book'The Cold War'.

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It was the conflicting ideologies that led to 'Cold war'? Evaluate

Military Pacts during Cold War

• North Atlantic Treaty Organization(NATO)- America and allies

• South East Asia Treaty Organization(SEATO)- America and allies

• Central Treaty Organization (CENTO)-America and allies

• WARSAW PACT- Soviet Union andallies

Non-Aligned Movement: An Alternative toBipolar BlocsThese are the pictures of the leaders who introduced the concept of

Non-alignment in lieu of the Capitalist Bloc and the Socialist Bloc.

Bipolar WorldThough the USA and theUSSR were in the same allyduring the Second World War,differences among thecountries led them to lead theCapitalist Bloc and SocialistBloc respectively. HistorianArnold Toynbee had describedthis ideological division as'bipolar world'.

Gamal Abdul NasserEgypt

Marshal TitoYugoslavia

Ahmed SukarnoIndonesia

Jawaharlal NehruIndia

What is non Aligned Movement?Following the Second World War, many Asian, African and LatinAmerican countries became independent. They realized that the ColdWar was yet another face of imperialism and that it would threatenworld peace. The liberated nations decided not to join any of the blocsand formed the Non-Aligned Movement. They understood that therace of super powers for weapons and a stronger military force wouldpose harm to them. They realized that only a world sans wars andconflicts accelerates economic and social development.

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The idea of the Non-Aligned Movement was mooted at a meetingheld Bandung in Indonesia in 1955. The first conference of the non-aligned countries was held in Belgrade in 1961. "Non alignmentdoesn't mean to keep aloof from world affairs. Rather, it is to facemany issues we confront," Jawaharlal Nehru said, indicating theobjectives of the movement.

How did decolonization and cold war lead to the formation of Non-AlignedMovement?

Conduct a seminar on the topic "The impacts of the Second World War onWorld History". Areas to be considered:• Liberation of Asian and African countries• Non-Aligned Movement• Cold war

West Asia""Today I came bearing an olive branch in one hand, and the freedom fighter'sgun in the other. Don't let the olive leaves fall from my hand."

This is an extract from the speech delivered bythe Chairman of the Palestine LiberationOrganization (PLO), Yasser Arafat in the UNAssembly, 1974. What would be the circumstancesthat prompted him to deliver such a speech?

Until the First World War, the territory includingPalestine was part of the Turkish Empire. AsTurkey was defeated in the war, Britain took overthe region. Since the Jews helped Britain in the war,the then British foreign secretary Arthur Balfourdeclared the establishment of a Jewish nation inWest Asia as a reward. It is known as Balfour Declaration.

Zionism is an international movement with an objective of theestablishment of a homeland for the Jews. We have already discussedthe assault and cruelty of Hitler towards the Jews. This intensifiedthe demand for a separate Jewish state. In 1948, the nation Israel wasformed. Consequently, many wars broke out between Israel and theArab nations. Israel seized Palestine, expelling the Palestinians fromtheir homeland. The Palestinian refugees migrated to various Arab

Yasser Arafatin U.N Assembly

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countries. In this context, with anobjective of establishing a nationfor the Palestinians, a movementcalled Palestine LiberationOrganization (PLO) was foundedwith Yasser Arafat as thePresident. After a series ofbloodsheds and massacres, Israelagreed in principle to recognizePalestine as a free nation. This

agreement mediated by the US is called the Oslo Pact (1993). But,the provisions in the pact are yet be implemented.

Images of the conflict in West Asia

Examine how imperialist interests caused the unrest in West Asia.

Prepare a news bulletin incorporating news on current events inWest Asia.

Oil as a Political Weapon

West Asia holds half of the world's totaloil reserves. Following the Arab-Israeliwar, an organization (Organization ofPetroleum Exporting Countries- OPEC)of oil exporting countries was formed. Arabnations used oil export as a strategy toresolve Palestine issue. They executedthis strategy by reducing oil productionand hiking the price

ZionismAn International movementto establish a Jewish state.The idea of establishing aJewish homeland was firstmooted by the writerTheodor Herzl. He proposedhis idea of Jewish homelandin his book 'The JewishState'.

Disintegration of the Soviet UnionThe disintegration of the Soviet Union is one of the significantevents in the last decade of the 20th century.

Let's see what led to the disintegration of Soviet Union:

• The administrative measures of Mikhail Gorbachev (Glasnost andPerestroika)

• Deviation from the basic principles of socialismGorbachev

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• Corruption and inefficiency of the bureaucracy.• Failure in bringing about changes in economic sector

With the resignation ofGorbachev as President in1991, Soviet Union formallyceased to exist. Naturally, thisended cold war. Thedisintegration of the SovietUnion had a wide impact oninternational relations. Aunipolar world has emergedunder the leadership of the USAin the place of a bipolar one.

Unipolar World- American DominanceAmerica emerged as a global power and centreof world politics following the disintegrationof Soviet Union. This is called unipolar worldorder.

Several strategies were adopted by America toestablish its dominance over the world. Let's seewhat they are:

• Utilizing international agencies, Americaprovided financial and military aids to countriesof the world.

• Extended military alliances• Media were used to promote America's vested

interestsIt was America's imperialist policy that paved the way for the GulfWar. America utilized their military facilities and technologicalprogress in these wars. However, movements have taken roots indifferent parts of the world to protest against the supremacy ofAmerica.

Glasnost and PerestroikaGlasnost and Perestroika were MikhailGorbachev's two administrative reforms inSoviet Union. Glasnost was to implementopenness in political processes. Accordingly,regulation on media and civil rights wastaken off. Perestroika was implemented torestructure the economic system of SovietUnion. Perestroika called for ending theprice controls on production sectorestablished by the government and abatingcentralization.

Gulf War

Gulf wars of 1991 and 2003were two important eventsthat post-World War II periodwitnessed. The War broke outfollowing the invasion ofSaddam Hussein, ruler ofIraq, on Kuwait. The militaryalliance of America andBritain attacked Iraq andemancipated Kuwait. Thewar was the outbreak of thedisputes over dominance onregulating petroleumproducts.

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Neo ImperialismIn the post-war period, a new kind of imperialism emerged.Multinational companies, which are registered in a country andfunctioning in many countries, began to interfere in the economic,social and cultural sectors of the latter for serving the interests ofthe capitalist countries. It is known as neo imperialism.

The multinational companies competed with one another to controlthe resources and assets of the third world countries. They promotedconsumerism in third world countries to sell their products.Developing nations were considered as the markets for themultinational companies. In fact, the products of developed nationsstarted reaching even the villages of developing nations. Due to thepressure from multinational products and marketing strategies, theeconomy of many countries started to collapse.

How does neo imperialism affect the economy of Third World countries?

New Economic PolicyGlobalisation, liberalisation and privatisation are the concepts of new

imperialism Globalization posed some challenges to the developingcountries.

• Adoption of liberal regulations and taxation systems to facilitate theimport of multinational products to domestic markets.

Liberalisation

• Privatisation of public sector undertakings in an attempt to promoteprivate sector.

Privatisation

• Economic system of the country linked to global economy.• The interests and motives of the multinational companies protected.• Competition driven market came into existence.• Trans-border flow of products, services, raw materials, capital, latest

technology and human resources facilitated.

Globalisation

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Prepare a digitalcollage of events

of the20th century

World in the Twentieth Century

Triple Alliance,Triple Entente

BenitoMussolini,

Adolf HitlerAxis Powers,

Allied Powers

United NationsOrganization, ColdWar, Liberation ofAsian and Africancountries, Non-

Aligned Movement,Neo imperialism

The FirstWorld War

Fascism andNazism

The SecondWorld War

Post-warWorld

International organizations such as the World Bank, InternationalMonetary Fund, World Trade Organization, etc. are devising andexecuting various policies in favour of globalization. Globalizationopend up many opportunities and possibilities around the world. Thetransfer of goods, products and services beyond boundaries and thedissemination of information technology shaped the concept of GlobalVillage. However, globalization posed some challenges to thedeveloping countries.

• The intervention of multinational companies challenged the concept ofnation state.

• Led to the destruction of indigenous culture.• Price of agricultural products plunged• Public sector undertakings were destroyed• Government withdrew from social service sectors• Natural resources were looted

How far does globalization influence our everyday life? Discuss.

We have discussed how various incidents and events during

the 20th century in different parts of the world influenced

the history of the world. The circumstances that led to the

beginning of imperialism, the challenges faced by imperialism

and the impact of imperialism had a crucial role in shaping

the history of the 20th century.

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• Prepare an essay on 'the Impact of multinational companies on ourdaily life.'

• Organize an exhibition collecting anti-war pictures, photos, news, poems,quotes, etc.

• Conduct a 'UN Day quiz programme' on the occasion of UN dayobservance.

• What is meant by imperialism?• How does colonization differ from imperialism?• ''Paris Peace Conference led to the outbreak of the Second World

War.'' Do you agree with this comment? Why?• What are the factors that led America into economic crisis?• List the features of Fascism.• Match column A with column B

A B

• Adolf Hitler • World War I• Treaty of Versailles • Gestapo• Disintegration of the • Italy

Soviet Union• Benito Mussolini • Mikhail Gorbachev

• Elucidate the political circumstances that resulted in Palestine-Israelconflict.

• Examine the relevance of Non-alignment,• What are the changes that the disintegration of the Soviet Union brought

to the world?

FromSureshkumarAnaswara, VazhuthacaduThiruvananthapuram

ToThe Public Information OfficerGovernment Higher Secondary SchoolKaramana, Thiruvananthapuram

Sir,

I request you to furnish information regarding the following questions

about the school library functioning in your school under Right to Information

Act 2005.

1. Does a school library function in your school? If yes, specify the working

hours.

2. Is there a librarian in charge of the library?

3. How many books are there in the school library as per the stock register?

4. What are the periodicals subscribed in the school library?

Thiruvananthapuram (Sd-)25/08/15 Sureshkumar

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You have familiarised with an application submitted under the Rightto Information Act. The main function of the school is to providelearning opportunities to students. School libraries play a prominentrole in this.Like the school there are a number of government institutions aroundus related to our day to day life. Some of these institutions and theirfunctions are given below. Expand the table by writing more.

The definition of a western administrative thinker, Gladden whoanalysed public administration, is given above. From this definitionwe can understand that the important area of public administrationis governmental administration. Public administration is the effectiveutilization of men and materials for the implementation of existinglaws, governmental policies, programmes and developmental projects.Governmental institutions are part of public administration. Theyfunction for the welfare of the people.

Institutions Functions

• Primary health centre • Provides treatment facilities

• Krishi Bhavan • Promotes agriculture

• Police station • Maintains law and order

• •

From the table we can understand that every institution performsdistinct functions. It is the duty of these institutions to implement

the rules and development programmes formed by the government.

Public Administration

Public Administration is concerned withthe administration of the government.

N. Gladden

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An administrative system is needed for governments to exist andfunction.The history of public administration begins with the formation ofstate. Based on differences in the form of government we can finddifferences in public administration also. During monarchy, theinterests of the monarch was the basis of public administration. Butin democratic system, importance is given to the interests of thepeople. Democratic administration becomes more effective and efficientthorugh public administration.

Discuss and list out the changes in the objectives of public administrationin monarchy and democracy.

Importance of Public AdministrationObserve the news titles given. Some

services that people receive through

government institutions are stated in

them. Governments try to find solutions

to various problems and ensure the welfare

of the people through public

administration. Find out the significance

of public administration from the chart

given below.

Ensurewelfare of the

people

Findout solutions to public issues

Provide goods andservices

Formulate governmental policies

Significance of publicadministration

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What is the message of Gandhiji’s words? According to him, whoshould get the benefits of administration?Gandhiji expected the protection of the interests of all through publicadministration. But there are a number of persons in our society whorequire special consideration and protection. He opined that publicadministration should consider them specially and protect them.

Whom do you wish to get the services of public administration? Discuss inyour class and write your conclusion.

Gandhiji’s concept of Grama Swaraj influenced India’s outlook ofpublic administration to a great extent. Local government institutionswere constituted on this basis. We have discussed local selfgovernments in previous classes.

BureaucracyThe news titles refer to the decisions of the government for publicwelfare. Who provide these services to people?Bureaucracy is constituted to help and advise the government and toexecute the programmes. A public administrative system from the

local to the national level is constitutedfor this. Several employees have beenappointed for the day-to-dayfunctioning of these institutions. Thebureaucrats make the publicadministration system dynamic. All theservices of government reach thepeople through them. The employees

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who work under public administrative system and administer thecountry are together known as ‘bureaucracy’.

A country develops when human and material resources are utilisedto the maximum. It is the bureaucracy which prepares plans for their

scientific utilisation and implements them effectively. Bureaucracy

has certain basic features. Let’s examine them.

Hierarchical organisationBureaucracy is organised in such a way that there is one employeeat the top and the number increases when it reaches the lowerlevels. This is known as hierarchical organisation.

PermanencePersons appointed will continue in service till the age of retirement.

Appointment on the basis of QualificationEmployees are recruited and appointed on the basis ofeducational qualification.

Political NeutralityBureaucrats are liable to implement the policies of whicheverparty comes to power. Party interests should not reflect in theirwork. They should act neutrally.

Professionalism

Every government employee must be skilled in their work.

Feat

ures

of

Bur

eauc

racy

Visit a nearby government office and prepare a report on the featuresof bureaucracy there.

The above mentioned features of bureaucracy makes administration

easy and effective. In all democratic countries bureaucracies will have

these features.

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Indian Civil Service

All IndiaServices

• Recruits atnational level

• Appoints incentral or stateserviceEg: IndianAdministrativeService, IndianPolice Service

CentralServices

• Recruits atnational level

• Appoints incentralgovernmentdepartments onlyEg: Indian ForeignService, IndianRailway Service

StateServices

• Recruits at statelevel

• Appoints in stategovernmentdepartments onlyEg : Sales tax officer.

Bureaucracy in IndiaHave you notice the notification of the Kerala Public ServiceCommission for recruitment to the government service. This is theinitial step for the recruitment of employees to various departmentsof the government. Then persons are selected on the basis of meritafter screening test/interview and appointed in different governmentoffices. All those who are appointed in this way are part of the civilservice of India.

All the employees who work under the central and the stategovernments and the employees under the public sector undertakingsare part of India’s civil service. Observe the chart showing the

classification of India’s civil service.

Candidates to all India services andcentral services are recruited by theUnion Public Service Commission(UPSC). The chairman and themembers of this commission areappointed by the President of India.The UPSC has elaborate mechanismsfor the recruitment of candidatesbased on qualification.

UPSC

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At the state level, candidates arerecruited by the Public ServiceCommission (PSC) of the State. TheGovernor appoints the Chairman andthe members of the State PublicService Commission. UPSC and StatePSC’s are constituted on the basis ofconstitutional provisions. So they arecalled constitutional institutions.

Hierarchical organisation, one of thesignificant features of bureaucracycreates delay in taking decision in administrative field.

To solve this and provide better service easily, the government hastaken certain steps. Let us examine them.

Administrative ReformsA number of steps are taken by the government for increasing theefficiency of the services and to provide service to people in a timebound manner. They are known as administrative reforms. Theintention is to make administration people friendly and efficient. Forthis government constitutes administrative reform commissions atnational and state levels.

Let’s familiarise with some steps taken for administrative reforms inour country.

You can become collector

The highest administrative officer of the district is the Collector.Persons in IAS cadre are appointed as Collectors. Theexamination conducted by UPSC for this is known as the CivilService Examination. The basic qualification for submittingapplication is a degree in any subject from a university.Candidates having the highest ranks are placed in IAS cadreand is given training. Candidates to IPS are also recruited fromthe same examination.

Kerala PSC

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Discuss and prepare a note on the changes to be made in the administrativesystem.

The observation of APJ Adbul Kalam, former President of India,about e-governance is given above.

Developments attained in the field of science and technology shouldbe utilised in the administrative sector also. E-governance is the useof electronic technology in administration. This helped to obtaingovernment services easily in a speedy manner. The single window

system for admission toHigher Secondary courses,online applications for variousscholarships, etc. are examplesfor E-governance. Let’sexamine the benefits of E-

governance:• Can receive service with the help

of information technology.• Need not to wait in government

offices for services.• Government services offered

speedily and with less expense.• Efficiency of the offices and

quality of the service getenhanced.

E-Governance

Akshaya Centre

For the benefit of people Akshya centreshave been constituted to make use ofGovernment service delivered through E-governance. It also aims at making peopleE-literate. E-literacy is the awareness aboutbasic information about Internet technology.

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These facilities are now available in all government offices. The basicfacilities are ensured to all through the Akshaya Centres in Kerala.People can receive the services of E-governance at home with thespread of E-literacy.

Right to Information

Reply to application for right to InformationFrom

Public Information OfficerGovernment Higher Secondary SchoolKaramana, Thiruvanthapuram.

ToSri. SureshkumarAnaswara, Vazhuthacaud, Thiruvananthapuram.

SirSub : The right to information Act 2005 - Information - regRef : Your application dated 25/08/2015.

The information you demanded through the application under Right to Informationis furnished below. Answers are given in order of questions.

Answer 1 : Yes, 10 am to 4 pmAnswer 2 : No special librarian. One teacher of this school is given charge.Answer 3 : As per the stock register there are, 6216 books in the library.Answer 4 : Newspapers, Weeklies, Monthlies.

If you have any complaint about the reply you can approach the Appellate Authoritywithin 3 days.Address of the Appeal authorityName :Appeal Authority, DEO, Thiruvananthapuram

Yours faithfully

Thiruvananthapuram (Sd/-)Date : 08/09/2015 Public Information Officer.

The reply to the the application you have seen at the beginning of

the chapter is given above. You can collect information from any

government office about its working. People got this opportunity

under the Right to Information Act 2005.

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The efforts of Mazdoor Kisan Shakti Samghathan of Rajasthan hasled to the legislation of Right to Information Act. The interventionsof several organisations and social activists also helped the passingof the Right to Information Act 2005. This ensures the right of allcitizens of India to receive information.

How far the Right to Information Act make the general administrationsystem efficient. Evaluate

The main objectives of this Act are to prevent corruption, createresponsibility and make the functioning of the governmenttransparent. The citizens will get copies of public documents if theyapply for them.

Information CommissionTo perform the functionsunder the Right toInformation Act, InformationCommissions are constitutedat the national and state levels.There will be a ChiefInformation Commissionerand not more than tenmembers in the InformationCommission.If the authorities do not give,or refuse to give theinformation or gave wrongand unsatisfactory replies,one can approach theInformation Commission andcan file an appeal. If thecommission is convinced, afine of Rs. 250 per day can

be imposed on the employee concerned till the information is given.

Public Information

Files, documents, circulars, memos, advice,orders, agreements, statistics, reports, logbooks, press notes, samples, models,information in the form of electronic data,e-mail, etc in government offices andinformation on private institutions underthe custody of public offices are consideredas public information. The Right toInformation is the right to examine anddemand copies of the above informationunder the disposal of governmentinstitutions and institutions which receivegovernment funds.But information relating to the securityand integrity of the nation, matters underthe consideration of court, and those whichendanger the life and liberty of individualsshould not be released.

What are the situations in our society where the Right to Information Actcan be positively used? Discuss and prepare a note.

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Right to ServiceA board exhibited in agovernment office is given.From this we can identifythe services given from thegovernment office. Rightto Service Act is a lawwhich ensures services tothe people. This lawdetermines the time limitfor every service given bya government office. If thedeserved service is notgiven within this timelimit, the responsibleemployee should pay a fine. As per the Right to Service Act, an officeris appointed in every government office to give guidance and properhelp to the applicants. Due to the continued interventions of the civilsociety, the governments have also taken some other steps to make

administration more efficient. Let’s look at some of them.

Lokpal and LokayukthaLokpal and Lokayukta are institutions constituted to preventcorruption at administrative, bureaucratic and political levels. Theinstitution constituted at the national level to prevent corruption isLokpal. Lokpal has the power to register cases on issues of corruptionagainst employees and public workers and can suggest necessaryactions. Lokayukta is the institution constituted at the state level to

hear the corruption cases. Both of them follow judicial procedures.

Discuss whether the Right to Service Act is helpful for the peopleto get the service they should obtain from government offices.

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Central Vigilance CommissionObserve the board given below. You can see such boards in all governmentoffices. It states what you should do if you find corruption.The Central Vigilance Commission is the institution constituted at

the national level to prevent corruption. It came into effect in 1964. It

is formed to prevent corruption in the central government offices.

The Central Vigilance Commissioner is the head of the Central

Vigilance Commission.

In every department

there will be a Chief

Vigilance Officer. The

duty of the commission

is to enquire into

vigilance cases and take

necessary actions.

Based on the model ofthe Central VigilanceCommission state

vigilance commissions have been constituted at state level. The StateVigilance Commission inquires into corruption in the stategovernment offices. Vigilance courts are also constituted to trackvigilance cases.

OmbudsmanElected representatives and bureaucrats are part of public

administration. Complaints can be filed against their corruption,

nepotism or financial misappropriation or negligence of duties.

Ombudsman is constituted for this purpose.

A retired Judge of the High Court is appointed as the Ombudsman.

People can directly approach the Ombudsman with complaints. On

receiving complaints, the Ombudsman has the power to summon

anyone and can order enquiry and recommend actions. Ombudsman

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Prepare a digitalassignment clearly

highlighting the relevanceand the importance of public

administration

What is the use of Ombudsman to the public? Prepare a note.

Can we make government services transparent and corruption-free throughthe above mentioned systems? Conduct a debate.

All India Service

Public Administration

Bureaucracy inIndia

Significance of publicadministration Bureaucracy

AdministrativeReforms

Central Service

E-govern-

ance

Rightto

Infor-mation

Rightto

Service

CentralVigilanceCommi-

ssion

Lokpal

State Service

InformationCommission Ombudsman

Lokyukta

has its beginning in banking sector to hear the complaints of clients

and rectify them.

Delayed service, denial of right to service or making

service as favour is considered as corruption in

modern society. Our public administration tries to

impliment the outllook that government service is

not a favour, but right of the people.

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• Prepare an application for getting information from an office under theRight to Information Act.

• Collect the news and pictures related to anti-corruption activities andprepare a collage. Exhibit it in the class.

• Prepare a chart on the importance of the All India Services.• Prepare a questionire to conduct an interview with your district collector.

• Explain the need of public administration in a country.

• How are employees selected in a public administrative system?

• What are the features of bureaucracy?

• Classify the bureaucracy in India and explain.

• What are the measures taken for administrative reforms in India? Preparea note.

• How is E-governance helpful to the public?

• Right to Information and Right to Service helps to make publicadministration popular. Substantiate this statement.

• List out the steps taken to prevent corruption in administration in India?

A day in January, 1907: It was on that day the wedding ofA day in January, 1907: It was on that day the wedding ofA day in January, 1907: It was on that day the wedding ofA day in January, 1907: It was on that day the wedding ofA day in January, 1907: It was on that day the wedding ofGangul's daughter was solemnized. Gangul was a farmerGangul's daughter was solemnized. Gangul was a farmerGangul's daughter was solemnized. Gangul was a farmerGangul's daughter was solemnized. Gangul was a farmerGangul's daughter was solemnized. Gangul was a farmer

from a village near Calcutta. A lot of guests gathered in thefrom a village near Calcutta. A lot of guests gathered in thefrom a village near Calcutta. A lot of guests gathered in thefrom a village near Calcutta. A lot of guests gathered in thefrom a village near Calcutta. A lot of guests gathered in themarriage. They all were received by offering sweets. But themarriage. They all were received by offering sweets. But themarriage. They all were received by offering sweets. But themarriage. They all were received by offering sweets. But themarriage. They all were received by offering sweets. But the

sweets were without sugar! Instead, it contained jaggery.sweets were without sugar! Instead, it contained jaggery.sweets were without sugar! Instead, it contained jaggery.sweets were without sugar! Instead, it contained jaggery.sweets were without sugar! Instead, it contained jaggery.When someone asked about it, Gangul responded with pride,When someone asked about it, Gangul responded with pride,When someone asked about it, Gangul responded with pride,When someone asked about it, Gangul responded with pride,When someone asked about it, Gangul responded with pride,"The British are responsible for all our miseries. Hadn't we"The British are responsible for all our miseries. Hadn't we"The British are responsible for all our miseries. Hadn't we"The British are responsible for all our miseries. Hadn't we"The British are responsible for all our miseries. Hadn't we

decided to boycott their products? So I preferred Indiandecided to boycott their products? So I preferred Indiandecided to boycott their products? So I preferred Indiandecided to boycott their products? So I preferred Indiandecided to boycott their products? So I preferred Indianjaggery to British sugar".jaggery to British sugar".jaggery to British sugar".jaggery to British sugar".jaggery to British sugar".

What could be the reason for the people to boycott the British products? In

what ways did the British rule affect the Indians? How did they respond to the

British rule? Let's examine them.

In the previous classes we have discussed the establishment of the British

rule by subjugating princely states. The British conquered princely states using

military forces, and diplomatic strategies. It was during the span of one hundred

years, between the battle of Plassey in 1757 and the First War of Indian

Independence in 1857, that a major part of India came under the British rule

(see the map). Around 63% of the regions in the Indian subcontinent had

come under the direct control of the British. The rest of the regions were

ruled by the native kings who had been subjugated to the British.

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Impact of the British policiesFarmers were one of the immediate victims of the British rule. It wasthe land revenue system implemented by the British that destroyedthe backbone of the farmers. The aim of their tax policy was tomaximize the income. The land revenue system implemented invarious regions under the British rule was different. The followingtable shows the British land revenue systems in India.

Land Revenue regionsSystem

• Permanent land • Bengal, Bihar andrevenue settlement Orissa regions

• Ryotwari system • South Indian regions

• Mahalwari system • North West regions

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Features of permanent land revenue settlement:• In the permanent land revenue settlement the tax was collected by

zamindars.• Zamindar was the owner of the entire land where he had the jurisdiction

to collect tax.• While the zamindars became the owners of the land, the actual farmers

became tenants.• Farmers were to pay up to 60% of the yield as tax.• Tax was to be paid even at the time of poor yield.• The tax was to be paid in cash strictly before the cut-off date. (Before

introducing this system, tax could be paid in kind).

Lord Convalis British Governor General introduced this system. Inthe Ryotwari system introduced in South India, the land revenue wascollected directly from the farmers (Ryots). Though ownership ofland was vested with the farmers, excessive tax impoverished them.Furthermore, the tax rates were frequently increased. In theMahalwari system, the village headman was assigned the responsibilityto collect tax. The tax rate was excessive in this system too. The entirevillage (Mahal) was considered as a single unit for tax collection.

Prepare diagram that depicts the features of the Permanentsettlement, the Ryotwari, and the Mahalwari land revenue systems.

The land revenue policies implemented by the British affected theagricultural sector. When they were unable to pay tax in the form ofmoney before the deadline, they had to take loan from moneylendersat a high rate of interest. The loans were obtained by mortgagingagricultural land. The agricultural land of the farmers, who could notpay back the loan and interest, was seized by the money lenders.

How did the British land revenue policy make the peasantry fall easy preyto the exploitation of moneylenders? Explain

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Commercialization of agricultureTraditionally the peasants in India were engaged in agriculture mainlyto produce things only to meet the needs of their family and the village.During the British rule they were compelled to cultivate cropsaccording to the market needs. As a result, commercial crops werelargely cultivated instead of food crops. This transformation is termed

as commercialization of agriculture. We have seen that farmers had

to pay high rate of tax in the form of cash before the deadline. To

meet this, they cultivated the crops that had higher market price. The

products that had demand in the European markets were given higher

price. Thus, the Indian lands became the cultivating field of Europe.

From the table below, identify the major crops that were widely

cultivated in that period.

Crops Region

• Indigo • Bengal, Bihar• Cotton • Maharashtra, Punjab• Sugar cane • Uttar Pradesh• Tea • Assam, Kerala• Jute • Bengal• Wheat • Punjab

Indigo revoltIndigo had high price in the market during that period. It was usedfor dyeing, for, no artificial colours were used then. With the industrialrevolution in the 18th century in England, textile industry gatheredmuch momentum and the demand for indigo further increased. Itwas necessary for the British industrialists to get indigo plantationspread to more regions in India. They gave the farmers a good amount

Conduct a discussion on 'British policies and commercialization of agriculture'

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Harvestingindigo

Indigo factory -an illustration

Collectingindigo - an illustration

as advance for the cultivation of indigo. Thefarmers succumbed to the temptation of theCompany owners and widely planted indigoas they were in trouble with no other meansto pay the heavy land tax. Each farmer whoaccepted the advance amount from theBritish was liable to plant indigo in a fixedportion of his land. The farmers were alsocompelled to cultivate it at the most fertilepart of the agricultural land. So the land usedfor the cultivation of food grains was to bereserved for indigo plantation. Due to theinterference of the British agents in theharvesting season, the farmers received onlya lower price for indigo. Later when artificialcolours were invented, indigo became obsolete. This made the plightof the farmers more miserable, for they had used much of their land

for indigo cultivation.

Imagine yourself as a journalist.Prepare a news report on theplight of the indigo farmers of thenineteenth century.

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In 1859 the farmers of Bengal organized themselves and declared

that they were giving up indigo cultivation. They attacked indigo

factories with bows, arrows, swords and spears. Several women also

participated in the revolt. The rioters excommunicated the British

supporters and those who worked for the British. Hearing the news,

several educated people from Calcutta reached the revolt areas and

extended their support. The revolt had a strong effect on the

government. The government immediately appointed a commission

to study the problems of the indigo farmers. The commission found

that the indigo farming was uneconomic and proposed to stop it.

Analyse the circumstances that led to the Indigo Revolt.

Peasant Revolts in KeralaBritish Malabar witnessed many peasant struggles. It was the

exploitation and suppression of the landlords and the British that led

to the revolt in Malabar. The British treated the Janmis (landlords) as

owners of the land. The revolt was against

the atrocities of the landlords including

eviction of tenants. Such atrocities were

carried out with the support of the British.

Farmers of South Malabar were tenants

who cultivated the land obtained on lease

from landlords. Most of these tenants were

Mappilas (Muslims in Malabar are known as Mappilas). So these

struggles that happened in the nineteenth century are known as the

Mappila Rebellions.

ConollyDuring Mappila riots, theinsurgents murderedConolly, the then DistrictMagistrate of Malabar, at hisresidence in West hill,Calicut.

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Around twenty two peasant revolts took place in Malabar. To suppress

these revolts the British raised a special armed police battalion named

Malabar Special Police (MSP). To enquire about the frequent revolts,

the British government appointed William Logan Commission. The

Commission pointed out that the cause of the struggle was the unfair

land revenue system of the British.

Struggles storms junglesThe Santhal is a tribe inhabiting the valleys ofRajmahal Hills, stretching across the presentBengal, Jharkhand, and Bihar. They lived closelywith nature and earned a living by farming andcollecting forest produce. They were sturdy andhardworking, and had their own unique culture.The rhythm of their life was disturbed with theestablishment of the British rule.Zamindars and moneylenders captured their land.The British officers made them work as slaves inlaying railway lines. When their life becameunbearable, they decided to take up arms against the British under theleadership of Sido and Kanhu. The Rajmahal Hills became a battle field againstthe British. The British were shocked at their fighting spirit. But the Santhalscould not keep it going for long. Thousands of Santhals were killed in thestruggle.The above description is about the resistance of the Santhals againstthe British in 1855.The tribes became the victims ofthe British rule. Gathering forestproduce, cattle rearing, shiftingcultivation, and hunting weretheir major means of livelihood.The Forest Acts imposed by theBritish made their life miserable.

The Postal stamp issued byGovt of India to honour Sido and Kanhu,

who led the Santhal Rebellion

SanthalVillage - an illustration

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They were prohibited to enter forest when the British declared forestsas protected. The forests that were abundant with trees required bythe British were declared as protected forests. The British widely felledtrees from forests to lay railway lines and build ships, and for plantation.The British levied tax at higher rates on the forest produce collectedby the tribes. These situations led the tribes to fight against the British.

How did the British rule make the Tribal life miserable. Examine?

Kurichya RevoltKurichiya Revolt was another tribal insurgency against the British.It was organized by the Kurichya and the Kurumba tribes of Wayanadin 1812.Let's examine the reasons of this revolt.

• Imposition of excessive tax by the British• Compulsion for paying tax in cash• Seizing of agricultural land for nonpayment of tax

The revolt was led by the Kurichya leader Rama Nambi. Several peopleother than the tribes also joined the struggle. The British governmentsuppressed the struggle and killed Rama Nambi. T H Baber, the thensub collector of Thalssery recorded: "If the rioters could resist onemore month, they could control the entire state".Besides the Santhal and the Kurichya revolts, several other tribalinsurgencies broke out in different parts of India. The importantamong them are:

• Pahariya Rebellion • Bhil Rebellion• Kol Rebellion • Munda Rebellion• Khasi Rebellion

Listen to the words of K Suresh Singh, a historian, about the tribalstruggles in India. " The anti-British struggles of illiterate tribalcommunities were more aggressive, intense and continuous than anyother sects including peasants."

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Present a skit based on the tribal rebellion in Wayanad

"The misery hardly finds a parallel in the history of"The misery hardly finds a parallel in the history of"The misery hardly finds a parallel in the history of"The misery hardly finds a parallel in the history of"The misery hardly finds a parallel in the history ofcommerce. The bones of the cotton weavers arecommerce. The bones of the cotton weavers arecommerce. The bones of the cotton weavers arecommerce. The bones of the cotton weavers arecommerce. The bones of the cotton weavers are

bleaching the plains of India"bleaching the plains of India"bleaching the plains of India"bleaching the plains of India"bleaching the plains of India"William Bentinck (1834-35)

The extract given above is the observation made by William Bentinck,the Governor General of India, on the decline of textile industrythat was world famous once. The British policies completely ruinednot only the agricultural sector, but also the handicrafts in India.

Let's examine the causes for theirdecline.

Large scale import of machine-madeBritish textiles was the major reasonfor the ruin of Indian textileindustry.

The machine-made textiles importedfrom Britain could be sold easily, forthey were cheap.

The expansion of railway was alsoresponsible for the decline of the Indian textile industry. Ithelped the British to carry the imported fabrics from port towns tointerior villages and the cotton collected from villages to the ports forexporting to Britain. Thus Indian weavers lost their business in villagemarket too.

Due to the higher tax levied, the price of Indian textiles exported toBritain increased. So it lost the British market too.

The British officers forced the weavers to work at meagre wages andto exchange the products to them at cheaper rate. Weavers gave uptheir work massively due to the exploitation and torture of the Britishofficers. So they searched for other jobs.

Decline of traditional industries

The train during theBritish period

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Village Industries Cause of decline

• Pottery • Import of aluminum vessels

• Tanning • Export of raw leather to Europe

• Carpentry • Use of machines made of metals

Analyse the reasons for the decline of the Indian textile industryand complete the diagram below.

export of rawmaterials

Decline of Indiantextile industry

The immediate reflection of the decline of the textile industry wasfound in urban areas. The textile centers like Murshidabad and Dhakathat were thickly populated once, became least inhabited. The people,who had been working in textile industry, migrated to villages andengaged in agriculture related works. As a result the number ofpeople, who engaged in agriculture to earn a living, increased. Itfragmented the agricultural fields and the production be fell to bestagnant. The state of handicrafts in villages was not different.Observe the following table.

The ruins of agriculture sector and handicraft industry led India tofamine and deaths due to starvation. Lakhs of people died of famine.

The advent of modern industries and the plightof the workersBritish industrialists started modern industries in India in thenineteenth century. But their number was limited. The plantationindustry was the first among them. Later, industries like textile, jute,steel, and paper were established. The labourers in these industries

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were exploited. Their condition was extremelypathetic. The following were the major problemsfaced by them.

• Prolonged working hours• Meagre wages• Unhealthy accommodation

There was no trade union in India at that time.However, the workers agitated whenever theysuffered extreme exploitation. Great BombayTextile Strike and Calcutta Jute Mill strike areexamples for such agitations.We have discussed the suffering of differentsections of people and their agitations against the British ruleas a result of the economic exploitation of the British. Theseagitations were limited to the respective regions and were notwell organised. But in the second half of the nineteenthcentury, different sections of oppressed people mobilizedagainst the British and launched organized agitations.

Prepare a digital magazineby collecting the news

clippings and pictures ofresistance of different

sections of people againstthe British rule in India.

Life ofthe working class

The Indian working class whodoes not have enough foodto sustain and who lead abeastly life in a totallyunhygienic surroundings issomeone who is exploited tothe maximum in theindustrial capital world.

Jürgen Kuczynski(German economic

historian)

Prepare an article on the problems faced by different sections ofpeople due to the British policies in India.

Dawn of 11 May 1857People of Delhi woke up to a tumult.Thousands of armed rioters were reaching Delhi from Meerut crossing theRiver Yamuna. The rioters included Sepoys (Indian soldiers) and commonpeople. In the previous night, they had assassinated some British officersand set fire to their offices. They declared the Mughal Emperor BahadurShah II as the Emperor of India. Soon the riot spread to other parts ofNorth India.

The above description is about the Revolt of 1857. Historians termedthe revolt as India's Fist War of Independence. The rebellion wasstarted by the sepoys of Meerut. What led them to the riot?

Poor salary and abuse by the British officers were the major reasonsfor their resentment. The rumour that the cartridge in the newly

First War of Indian Independence, 1857

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Prepare and present theprofiles of the leaders ofthe First War of Indian

Independence

supplied Enfield rifles were greased with the fat of cows and pigsprovoked them. It wounded the religious sentiments of the Hinduand Muslim soldiers. The soldiers who were unwilling to use thenew cartridges were punished by the officers. In Barrackpore inBengal, Mangal Pandey, an Indian soldier, shot at a British officer,who forced him to use the new cartridge. He was arrested andhanged to death.

People from all walks of life including kings, farmers, craftsmen,etc took part in the rebellion.

The British rule had adversely affected the kings too. In additionto the Doctrine of Lapse, the princely states were convicted ofinefficient rule and were annexed by the British. This made thekings to lead the rebellion.

Mangal Pandey

Discuss the causes of the Revolt of 1857 based on the hints below.• miseries of farmers • poverty of the craftsmen• dissatisfaction of kings • miseries of the sepoys

Along with the kings and the sepoys, commonpeople also took part in the revolt. Theyattacked the British and moneylenders and setfire to their account books, deeds anddocuments of transactions. The salientfeature of this rebellion was the activeparticipation of the common people likefarmers and craftsmen. Out of one and a halflakhs of people who were killed in the riots atAwadh, a princely state, one lakh were thecommon people.

The real strength of the rebellion was theHindu-Muslim unity. A spirit of co-operationexisted among the soldiers, common peopleand the leaders. The rioters captured Delhiand declared Bahadur Sha II as the emperorof India. The table below shows the majorcenters of the revolt and the leaders .

Thantia Thopi

Begum Huzret Mahal

Bahadur Sha II

Rani Lakshmi Bai

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The rioters could not overcome the superior military power ofthe British and the rebellion was completelysuppressed. Though the revolt could notsucceed completely, it was marked as theforemost massive resistance of the Indiansagainst the British. It brought aboutseveral changes in the policies andadministration of the British. The BritishParliament took over India from the BritishEast India Company. However, theeconomic exploitation of the British reached itsextreme level in the post-1857 phase. It is evident in the starvationdeaths at that time. In the second half of the nineteenth century,around two crores of people died spread over twenty four greatfamines.

Realising the exploitationThe economic exploitation of the British created an anti-Britishfeeling among different sections of people. This attitude was amajor factor that led to the emergence of Indian nationalismin the ninteenth century.Nationalism is the sense of unity among the people of a countryirrespective of caste, creed, religion and region. IndianNational Congress was an example for such an organised formof nationalism. Indian National Congress was formed inDecember, 1885 in Bombay. Seventy two delegates fromdifferent parts of India attended its first session. The Indian

Centres of Revolt Leaders• Delhi • Bahadur Shah II• Jhansi • Rani Lakshmi Bai• Lucknow • Begum Hazret Mahal• Kanpur • Nana Saheb,

Thantia Thopi• Faizabad • Maulavi Ahammedullah Nana Saheb

The picture of faminevictims in Bengal

Dadabai Naoroji

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National Congress led the anti-British struggle from 1885till India attained independence in 1947. Dadabai Naoroji was the person who studied about the factson the determination of Indian economy under the BritishRule. The drain of wealth to England was the root cause ofpoverty and starvation in India based on the study he putforward 'Drain Theory' and said that How did the Indianwealth flow to Britain?• Export of Indian raw materials• Salary and pension to the British officers in India• Profit gained through the sale of the British products in India• Tax from IndiaThe earlier leaders like Dadabai Naoroji, Romesh Chandra Duttand Gopal Krishna Gokhale had a pivotal role in making thecommon people aware of the economic policy of the British

that impoverished India. The common people realized that thepoverty and exploitation they faced had been the creation of theBritish. It reinforced their anti-British attitude. The nationalism,grown out of such awareness, is termed by some historians, as'Economic Nationalism'

Prepare a note on Drain Theory.

Romesh ChandraDutt

Gopal KrishnaGokhale

Nursery of IndianNational Movement

Majority of the earlier leadersof Indian National movementwere Bengalis. So Bengalwas called the Nursery ofIndian National Movement.Lord Curson divided Bengalin 1905 to weaken the IndianNational Movement.

Swadeshi Movement: New method of resistanceTo check economic drain, the early national leaders pleaded with the

people to boycott foreign goods and strengthenIndian industry by consuming Indian products.The major strategy adopted for the anti-partition movement in Bengal in 1905 was theboycott of foreign goods and consumption ofindigenous products. As part of the agitation,foreign goods were collected and burnt publicly.The extensive use of indigenous products bydiscarding foreign items rejuvenated Indianindustry. As a result, a number of textile mills,

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soap factories, matchbox companies,national banks, and insurancecompanies were established. It wasduring the Swadeshi Movement, thatthe Bengal Chemical Store in Bengal,the Tata Iron and Steel Plant inMaharashtra and the Swadeshi SteamNavigation Company in Tamil Nadu,were established. Import of Britishgoods to India steadily went downduring this period.

Participation of women, labourers, and students were anotherremarkable feature of this movement.Washermen avow thatthey would not wash foreign cloths. The priests swore thatthey would not perform rituals and prayers using foreign items.Woman boycotted foreign bangles and utensils. Students quitthese schools to take part in the movement.

Indian nationalism attained further strength from SwadeshiMovement. The leaders like Bala Gangadara Tilak, Lala Lajpat Ray,and Bipin Chandra Pal emphasized the necessity of overthrowing theforeign rule. These leaders were together known as Lal-Bal-Pal."Freedom is my birth right. I shall have it" - This proclamation ofBal Gangadhar Tilak inspired the national movement.

We have seen how the protest of people against the British policythat exploited and impoverished Indians attained an organised form.It was these protests that were transformed asIndian nationalism. Boycott offoreign goods and consumptionof indigenous goods acted as apowerful weapon in the anti-British movement. LaterGandhiji made this movementstrong and popular.

The Tamil HelmsmanV. O. Chidambaran Pillai wholed the Swadeshi movementin TamilNadu establishedSwedeshi Steam NavigationCompany in Tuticorin in1906. So he is called the'Helmsman of Tamilnadu' (KapplottiyaTamizhan). The initial capital of sixlakh rupees to start the company wascollected from local traders.

Bala Gangadara TilakLala Lajpat RayBipin Chandra Pal

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Prepare a blog on thetheme 'Britishexploitation

and resistance'

Indigo revolt

Mappila rebellion

Santhal rebellion

Kurichya rebellion

emergence ofnationalism

British exploitation and Resistance

Decline ofvillage

industriesswadeshi

movement

Declineof textileindustry

Earliernational leaders

drain theory

Permanentsettlement

Ryotwari system

Mahalwarisystem

Land revenuesystem

poverty ofindustriallabourers

causes

The revolt of1857

Conduct a seminar on 'How the economicexploitation of the British caused the emergence ofnationalism.'

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• What were the circumstances that led to the commercialization ofagriculture during the British period?

• Analyze the causes of the Indigo Revolt

• 'Kurichya rebellion was a resistance by the tribes against the Britishexploitation'. What were the circumstances that led to the Kurichyarebellion?

• What were the causes of the decline of the Indian textile industry?

• Do you think that the famines in India were the creation of the British?Why?

• Evaluate the role of Drain Theory by Dadabhai Naoroji in stimulatingnational feeling among the Indian masses.

• Analyzes the causes of the Revolt of 1857

• What were the sources of economic drain from India to Britain?

• Do you think that the Swadeshi Movement was a mass movement?Why?

A B

• Santhal rebellion• Mappila rebellion• Kurichya rebellion• Drain Theory

• Malabar• Dadabhai Naoroji• Rajmahal Hills• Wayanad

• 'The revenue policy of the British was the major cause for the decline ofagricultural sector in India'. Examine this statement by analysing thefeatures of the permanent settlement.

• Match column A with column B

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• Collect news and pictures on peasant and tribal rebellions that tookplace in different parts of India during the British rule and prepare analbum.

• Prepare a magazine featuring the centres and leaders of the First Warof Indian Independence in 1857.

The observations of Jawaharlal Nehru clearly reflect the unity in diversity

existing in India. As a nation, unity in diversity is the solid foundation of

India. Several factors contributed to the formation of Indian nationalism.

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Nationalism is the sense of unity that exists among the people of anation irrespective of caste, creed, region and religion. We havealready discussed how economic exploitation of the British arousednationalism among the Indians. Similarly, radical changes in socialand cultural spheres helped to cherish nationalism among the people.In this unit, we discuss the various socio-cultural factors thatreinforced nationalism in India.The nineteenth century India witnessed two types of protests inideological and cultural spheres.

Socio-cultural activities and agitations at various levels positivelyinfluenced social life, the press, education, literature, art, etc. Theconsequent changes in these fields paved the way for national unity inIndia.

Colonial Rule and NationalismThe British colonialists realized the fact that an in-depthunderstanding of the socio-cultural life of the Indians was essentialto strengthen their rule. They learned about Indian society from theworks in Sanskrit and Persian and by translating them. Theyestablished several institutions to study more about India, to interferein Indian education system, and to train their own officers. Some ofthese institutions are:

1 Protest against inequality, violations of rights and social evilswhich existed in the Indian society.

2 Protest against the economic exploitations of the colonial forces

Institution Founder

•Asiatic Society of Bengal • William Jones

•Calcutta Madrasah • Warren Hastings

•Banaras Sanskrit College • Jonathan Duncan

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Asiatic Societyof Bengal -

an illustration

This is the statement made by Lord Macaulaywhen English education was introduced in Indiain 1835. Can you find out the objectives ofEnglish education in India from his statement?

• To prepare a generation that favours English lifestyles

••

By the 19th century, English culture andideologies began to intrude into Indian society.Some Indian leaders found it necessary to resistthis cultural invasion. Most of them were Englisheducated Indians who internalized the conceptslike democracy, liberty, rationalism, equality,scientific temper, socialism, civil rights, etc. Theyventured to reform the social customs and ritualsprevailed in the country, thereby to defend theinvasion of English culture. They tried to reformIndian society, language, art and literature. It motivated to protestagainst inequalities and violation of rights and created a sense ofunity among the people.

Did the British rule lead to the growth of Indian nationalism? Evaluate.

Later, the British rulers realised that itwas not possible to know India wellthrough these efforts alone. To ensurecommercial growth, the British thinkerswho favoured free trade argued for strongBritish intervention in Indian society. But,it was not possible to bring about reformswithout popular support. Hence, theystarted English education to nurture a fraction of Indiansociety that would support Britain.

Scientific SocietiesIn the nineteenth century,many scientific societieswere formed in India fortranslating science books,holding discussions andpopularizing scientifictemper .• 1825- Calcutta- Society

for translating Europeansciences

• 1838 - Calcutta - Societyfor acquiring generalknowledge

• 1876 - Indian Association,Bengal, founded byMahendra Lal Sarkar

• 1861 : Banaras - BanarasSamvad Club

• 1864 :Aligarh : AligarhScientific Society foundedby Sir Syed Ahmad Khan

• 1868 : Bihar: BiharScientific Society

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Social ReformsLiberal outlook, passion for modernization and rationalism nurturedin Indian society in the 19th century paved the way for the emergenceof various social reform movements. They had two main objectives:

• To eradicate evils and superstitions that existed in the Indian society.

• To ensure equal civil rights to education, travel and dress code

The socio-economic situation in India was not favourable to achievethese goals. So the reformers aimed at bringing about fundamentalchanges in the society. For this, they advanced the following proposals:

• Eradicate caste system• Protect the rights of all• Eliminate discrimination against women• Provide education to all• Promote widow remarriage• Abolish child marriage and eliminate the supremacy of the clergy

Raja Rammohun Roy was the pioneer among thesocial reformers who strived for the modernisationof Indian society. He opposed caste system and'Sati', social evils prevailed in the Indian societyand established the Brahma Samaj in Bengal. Hepropagated the idea of a unified Indian society inthe place of a society fragmented over caste lines.This idea prompted patriotism among the people.Thus, the concept of a unified nation became oneof the objectives of social reform. To improve thestatus of women, he advocated for the right ofwomen to own property. Taking cue from hisideologies, many leaders from various parts ofIndia ventured to reform the society. In Bengal,Ishwar Chandra Vidyasagar argued forremarriage of widows. As a result, the Britishgovernment passed the Hindu Widow

Raja Rammohun Roy

Ishwar ChandraVidyasagar

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Remarriage Act in 1856. He established educational institutionsfor women education. Such centres for women education werefounded in other parts of the country. Sarada Sadan in Bombayestablished by Padita Ramabai was one of the importantinstitutions among them. The major social reform movementsin this period and their leaders are given in the table below.

Pandita Ramabai

Movements Reformers Ideologies

• Arya Samaj • Swami Dayanand Saraswati • Campaigned against idolworship and child marriage.

• Ramakrishna Mission • Swami Vivekananda • Opposed caste system andsocial evils.

• Propagated the concepts ofliberty, equality and freedomof thought.

• Aligarh Movement • Sir Syed Ahmad Khan • Advocated for social andeducational uplift of IndianMuslims.

• Prarthana Samaj • Atmaram Pandurang • Campaigned for interdining, inter caste marriage,widow remarriage and theuplift of women andbackward calsses.

• Theosophical Society • Annie Besant • Resurgence of Hindureligion.

• Hitakarini Samaj • Viresalingam • Campaigned for widowremarriage and womeneducation.

• Satya Shodak Samaj • Jyotiba Phule • Opposed social evils anddomination of priests.

• Started educationalinstitutions for backwardclasses.

• Self Respect Movement • E.V. Ramaswami Naicker • Opposed Brahmanicalsupremacy and caste system.

• Sree Narayana Dharma • Sree Narayana Guru • Opposed caste system andParipalanaYogam evil practices.

• Advocated for social andeconomic progress of thebackward classes.

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Prepare a digitalposter including the

table depicting Indiansocial reformers and

their movements.

As a result of the activities of the social reformers and theirmovements, the British were forced to abolish many social evils that

existed in various parts of the country. They are as follows:

"An Indian citizen haslost his naturalness. Hislifeblood has dried up. Heis half starved and halfdressed. No delicious food

is available to him. Hisdress is ragged and torn.His condition is verypathetic".

How did the ideologies put forward by Indian reform movements createnationalism among Indians? Discuss on the basis of the hints given:

• Opposition to caste system

• Advocating for equal rights

• Defending the intrusion of foreign ideas and culture

• Protest against social evils

• Educational development

• Protest against the discriminations imposed upon women.

The Press and Unity of India

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This is a news item that appeared in Sulabh Samachar, an earlier

newspaper from Bengal. This news covers the plight of the Indians

under the British rule. The newspapers in that period reported many

such issues in the society.

Let us see what did the newspapers do during freedom movement.

Examine the role of newspapers in making people aware of exploitationand violation of rights they faced.

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Indian leaders mostly depended on newspapers to propagate their

nationalistic ideologies. They considered journalism as a social service.

Their newspapers criticized the British policies and motivated national

movement. Raja Rammohan Roy was the first to start newspaper with

a national perspective. His Sambad Kaumudi in Bengali and Mirat-ul-

Akbar in Persian focused on social reformation, democracy and

nationalism. Following his path, many reformers and national leaders

published newspapers in regional languages.

Realising the power of the Press, the British imposed stringent

measures to control them. The Vernacular Press Act enacted by Lord

Lytton in 1878 was one of them. It curbed freedom of press in regional

languages. The British withdrew the Act after a massive protest.

Find out the names of Malayalam newspapers published during the timeof independence movement and list them.

Major newspapers during the freedom struggle and their Leaders

•The Hindu, Swadeshi Mitram • G. Subrahmania Iyer•Amrit Bazar Patrika • Sisir Kumar Ghosh,

Motilal Ghosh•Bombay Samachar • Fardourji Marsban•Kesari, Maratha • Bal Gangadhar Tilak•Bengali • Surendranath Banerji•Voice of India • Dadabhai Naoroji•Shome Prakash • Ishwar Chandra Vidyasagar•New India, Common Wheel • Annie Besant•Young India, Harijan • Mahatma Gandhi•Al Hilal • Maulana Abul Kalam Azad•Vandematharam • Lala Lajpat Rai•Nation • Gopalakrishna Gokhale

Newspapers Leaders

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During those days, protection, circulation and reading newspapers

were considered to be a part of freedom struggle.

Fergussan college in Pune establishedby Deccan Education Society.

Emblem of DeccanEducation Society

Prepare a speech on the role of the Press in fostering nationalunity and social reformation in India.

Education for the Nation

These are the visions of various social

reformers on the importance and

necessity of education. Identify the role

of education from these observations.

• To bring about changes in society.• To maintain unity.•

Establishing national educationalinstitutions was the main means adopted for inculcatingnationalism. They imparted secular education to all sections ofthe society. The Deccan Education Soceity founded in 1884 inPune by G.G.Agarkar, Bal Gangadhar Tilak and MahadevGovinda Ranade was one of such educational institutionsestablished with a nationalistic perspective. The founders werewell aware that education was inevitable in the socio-economicand cultural progress of the country.

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Statue ofD.K. Karve

Gandhiji and Tagore atVisva Bharati

Kerala Kalamandalam

Jamia Millia Islamia

Gandhiji in Wardha educationalconference

The Swadeshi Movement which started after the partition ofBengal in 1905 influenced to found many educational institutionsfor the propagation of national education. D.K. Karve startedthe first Indian Women University in Maharashtra in 1916. Hewas motivated by the concept that education had a pivotal role inwomen empowerment. Following this many educationalinstitutions were founded in various parts of India. Their majorobjectives were promotion of nationalism, opposition to socialevils, and rejection of western education.

Visva Bharati, the university founded byRabindranath Tagore in Bengal, focusedon universal brotherhood. With thisuniversity, Tagore aimed at a system ofeducation that would bridge western andeastern cultures.Similarly, when the national movementbecame strong under the leadership ofMahatma Gandhi, a team led by Maulana

Mohamed Ali, Shoukath Ali, Dr. Zakir Husain andM.A. Ansari founded the Jamia Millia Islamia inAligarh. Its objective was to strengthen nationalmovement through secular education.Intrusion of western arts and education ruinedIndian traditional arts. Many initiatives were takento defend the cultural invasion and promote

traditional art. Kerala Kalamandalam in theCheruthuruthy village of Thrissur, founded byMahakavi Vallathol Narayana Menon was one ofsuch initiatives.In 1937, Mahatma Gandhi proposed a special

education plan. This is called WardhaEducation Plan. Its major objective wasvocational education. He thought thatvocational training during education would helpbuild up a good future. Gandhiji believed that

such a generation could defend the British.

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Nai Talim

Gandhiji proposed that education should be related to someproductive occupation. He recommended free and compulsoryeducation in mother tongue for all children between 8 and 14 years.This perspective of education is known as Nai Talim (New education).In 1937, the Wardha conference of the Indian National Congressappointed a committee headed by Dr. Zakir Husain to study thissystem of education.

Following are some ideas envisioned in national education. Readcarefully. List the institutions that worked for materializing theseideas.

• Secularism •• Nationalism •• Women empowerment •• Internationalism •• Revival of traditional •

arts• Protest against foreign •

rule and caste system

Ideas of National InstitutionsEducation

How did the advancement in education help nurture Indian nationalism?

Literature and NationalismThe protest against the British rule as well as social evils existedin the Indian society reflected in Indian literature. Writers invarious parts of India illustrated the agonies and atrocities facedby the people The readers in other parts experienced thesesorrows as theirs and ventured to fight them collectively.Writers shared their resentments with the people through

Bankim Chandra

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poetry, tales, novel, drama, etc. This developed among the peoplea sense of patriotism and dissent towards the foreigndominance. Patriotic songs in regional languages bridged thegap between the upper class literates and the illiterate mass.

The concept of Bharat Mata was first presented in pubicthrough a play written by Sisir Kumar Ghosh, andSatyendranath Tagore. Bankim Chandra Chatterji, a famousBengali writer adopted novel, a western form of literature, asa medium to portray the plight of Indian society. Of his novels,the most notable is Anandamath, based on the Sanyasi Revoltof Bengali peasants. He could well illustrate the agonies ofBengali farmers and disparity between rich and poor in theBengali society. Thus, Indian society came to know about thepredicaments of the Bengalis. The song 'Bandemataram' is takenfrom this novel.

Nil Darpan, a play written by the Bengali writer DinabandhuMitra, depicted the severe exploitation suffered by the indigofarmers in Bengal. It was staged in many places and greatlyinfluenced the people. Indian Association, a political movementfloated by Surendranath Banerjee, campaigned for the welfareof the Bengali farmers taking cue from the issues depicted inNil Darpan. This play triggered farmers' unrests in variousparts of the country.

Urdu poet Allama Muhammad Iqbal, who penned the famouspatriotic song ' Sare Jahan Se Accha, Hindustan Hamara' praisedthe beauty of India's nature and unity of its people. Creativeexpressions of Indian writers helped to inculcate the concept of aunified India among the public. Many writers from differentlanguages of India contributed patriotic and nationalistic works

to Indian literature.

How did literature in various languages motivate Indiannationalism? Discuss.

Dinabandhu Mitra

Nil Darpan

Muhammad Iqbal

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Works Authors Languages

• Ghora • Rabindranath Tagore • Bengali• Gitanjali

• Sevasadan • Prem Chand • Hindi• Premasram• Rangabhumi• Godan

• Panchalisapadham • Subrahmanya Bharati • Tamil• Kali paattu• Kannan paattu• Kuyil paattu

• Hayat-e-Sahi • Altaf Husain Hali • Urdu• Hayat e- Javeed

• Nibandha Mala • Vishnu Krishna MarathiChiplunkar

• Ente Gurunathan • Vallathol Narayana • Malayalam• Bappuji Menon• Indiayude Karachil

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Come.. friend.. Come ForwardMany poems and songs which strengthened the nationalistmovement were written in Malayalam. The most famousamong them is "Varika Varika Sahachare" written byAmshi Narayana Pillai.

Varika varika sahajare - valiya sahana samaramaiKaralurachu kaikal korthu kalnadayku pokanaam!

Kanthurannu nokuvin - kaikal korthiranguvinKapadakudila bharanakoodamikshanam thakarka naam!

Britaine virattuvin - chattamokke mattuvinDhushtaneethivishtapathilottume nilachida!

Vijayamenkil vijayavum - maranamenkil maranavumBhayaviheenamakhilajanavum aagrahichiranganaam.

Nationalism in ArtThis is a water colour painting by Abanindranath

Tagore. It depicts Bharat Mata giving food, cloth and

knowledge to Indian masses. This painting helped to

inculcate patriotism in Indian minds. Under the influence

of this painting artists from various parts of the country

pictured Bharat Mata in various fashions, embedded with

the map of India. Abanindranath Tagore tried to free

Indian painting from western style and to promote oriental

painting based on Indian culture and tradition. For this,

he started Indian Society of Oriental Arts in Calcutta.

Following the western style, Raja Ravi Varma from Kerala

visualized various scenes from Indian epics and literature. Nandalal

Bose, another artist portrayed scenes from Indian literature and events

in history. His famous painting is 'Sati', which visualized the dilemma

Bharat Mata

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Sati - a painting ofNandalal Bose

of a woman who was forced to commit Sati, a social evil

prevailed in India. This painting touched Indian hearts and

stimulated protest against this social evil. His another

painting 'Village Drummer' was exhibited in the Haripura

session of the Indian National Congress in 1938 and was

adopted as the picture for the poster of the Congress.

Amrita Sher-Gil, a famous woman artist of India, painted

the sufferings of Indian villagers in dark shades ably

reflecting their predicaments. Her paintings also motivated

people to think about a unified India.

Did you notice the pictures? These are the national symbols

that helped to nurture nationalism in Indian minds. Along

with these, the national anthem written by Rabindranath

Tagore also helped to create national consciousness. The

tricolour flag was first designed during the time of the

Swadeshi movement. The earlier version of the flag contained

eight lotuses representing eight provinces in British India

and a crescent representing Hindu-Muslim fraternity. The

team led by Gandhiji designed the national flag with Charkha,

a domestic cotton spinning wheel used in Indian villages.

Charkha resembled the self dependence of Indians and their

defiance to colonial rule. The present tricolour flag of India

was officially adopted in 1947. You have studied about the

National emblem adopted from the lion capital of Asoka at

Saranath. Patriotic songs, symbols and pictures were used

throughout our freedom struggle. They played a crucial role

in developing nationalist spirit among Indians.Village Drummer -

a painting ofNandalal Bose

Painting of Raja RaviVarma - A scene from

Sakuntahalam of Kalidasa

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Prepare an essay on the factors that contributed to theemergence of Indian nationalism.

National flag and national emblem

Prepare a digitalAlbum consisting ofArt forms, National

symbols andpersonalities which

promoted Nationalism

Madame Cama and Tricolour Flag

Madame Bhikaji Cama is one of the boldwomen fighters of Indian freedom struggle.She was the first person to hoist Indiantricolour flag in an international forum. Shehoisted the flag in the conference of theSecond International held in Stuttgart,Germany, in 1907.

Though Indian nationalism emerged in the

19th century, Indians had the concept of a

nation even before the beginning of the

national movement. They wished to

implement their visions of modernization on

the soil under their sovereignty. The passion

of Indian society for freedom, equality and

sovereignty were reflected in the art,

literature, education, journalism and social reform and it

motivated Indian nationalism.

Village life - a painting of Amrita Sher-Gil

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Culture and Nationalism

Socialreform

movementsNewspapers Education Literature Art

Opposed thesocial evils andsuperstitions

Advocatedfor

modernizationof Indian society

Propagated thenature of

Britishexploitation

in India

Formedindigenouseducationsystem to

combat theforeign rule

Contributedworks depictingpredicaments of

the people ofIndia in various

fields

Visualized theplight of the

people of India.Drew paintingsviewing India as

one nation

• 'Indian nationalism was a form of protest against and dissent to the Britishcolonialism'. Substantiate

• The newspapers have a major role in unifying the people of a country.Evaluate the significance of this statement in Indian context.

• Evaluate how changes in education influenced the emergence of Indiannationalism.

• Identify the correlation between the items in section A and completesection B in the same way.i. A) Vallathol Narayana Menon : Malayalam

B) Altaf Husain Hali : .............................................

ii. A) Bharath Mata : Abanindranath Tagore

B) Sati : .............................................

iii. A) Anandamath : Novel

B) Nil Darpan : ...........................................

iv. A) Arya Samaj : Swami Dayananda Saraswati

B) Rama Krishna Mission : ...........................................

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• Prepare a magazine collecting literary works and newspapers andpictures that contributed to the national unity of India.

• Prepare a magazine collecting Malayalam poems that ignited nationalism.

The stain of IndigoThe stain of IndigoThe stain of IndigoThe stain of IndigoThe stain of IndigoI must confess that I did not then know even the name, much lessthe geographical position, of Champaran and I had hardly anynotion of indigo plantations. I had seen packets of indigo, but littledreamed that it was grown and manufactured in Champaran atgreat hardship to thousands of agriculturists. Rajkumar Shuklawas one of the agriculturists who had been under this harrow andhe was filled with a passion to wash away the stain of indigo forthe thousands who were suffering as he had suffered. This mancaught hold of me at Lucknow where I had gone for the Congressof 1916.... Brij Babu Kishore Prasad moved a resolution expressing

sympathy for the people of Champaran and it wasunanimously passed... Rajkumar followed me toCawnpore and Ashram. Finally I told him I have to bein Calcutta and from there take me to Champaran.

My Experiments with Truth-Mahatma Gandhi

Through these words in his autobiography, Gandhiji details the circumstances thatmade him participate in the indigo farmers' protest at Champaran in Bihar in 1917.He started his social activities in India intervening in the problems faced by theindigo farmers in Champaran. Soon he could gain the trust and recognition of thecommon people of India.Let us see the reasons for this;

• The agitations he conducted in South Africa• His life style as a common man (food, clothing, language)• Methods of struggle based on non violence.• They found in Gandhiji a saviour, who could solve their problems.

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Early Struggles of Mahatma GandhiGiven below are some of the regional struggles in which Gandhijiwas involved after returning to India from South Africa:

Gandhiji and South AfricaGandhiji reached South Africa as an advocate of an industrialist namedDada Abdulla from Gujarat. As he was travelling from Durban toPritoria, he was pushed out of the first class compartment saying thathe had no right to travel along with the British. Within no time hecame to know the intensity of the racial discrimination experiencedby the Indians in South Africa. He stayed for 21 years in South Africaand all this time he was trying to solve the problems of the non-Europeans in South Africa.

Gandhiji addressing the public

Struggle Area Year

• The Struggle of indigo farmers in Champaran • Bihar • 1917• Ahmedabad cotton mill strike • Gujarat • 1918• Peasant struggle in Kheda • Gujarat • 1918

In Champaran, Gandhiji resorted todisobedience of the British rules andSatygraha and his involvement compelledthe authorities to pass laws in favour of theindigo farmers. After his struggle inChamparan, Gandhiji worked for theprogress of Champaran region byestablishing primary schools, initiatingmedical aids and involving in cleaningactivities.

Cotton mill workers in Ahmedabad started their strike in 1918 whenthey were denied 'Plague Bonus'. Gandhiji got involved in this strikeand adopted the same method of protest that he used in Champaran.Following his Satygraha, the authorities agreed to hike the wages ofthe employees and the strike came to an end.Due to drought and crop failure farmers in Kheda were living in uttermisery. The rulers decided to collect tax from these poor villagers.

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Starting Satygraha in (1918) Gandhiji protestedagainst the decision. He advised people not topay tax. Consequently, the authorities wereforced to reduce tax rates. His early strugglesbased on Satyagraha and Ahimsa made Gandhijia popular leader.

Let's find the results of the early struggles thatGandhiji took up in India.

• The struggles he took up popularised his ideologiesand method of protest.

• Till his entry into the political scenario, nationalmovement was confined to the educated section ofthe society. His methods of protest attractedthe laymen to the movement.

• The city centric national movement spreadto rural areas.

• Gandhiji became a national leader acceptable to allstrata of the society.

Examine the early struggles led byGandhiji and discuss his method ofprotest.

How did Gandhiji become the leaderof Indian society?

Prepare adocumentary basedon Gandhijis earlystruggles and life

Eight Oscar award-winningfilm 'Gandhi' directed byRichard Attenborough is avisual depiction of theGandhian period in ourfreedom struggle. Similarly,the movie 'Making ofMahatma' by ShyamBenegal visualises the SouthAfrican life of Gandhiji. Apartfrom these, a number ofdocumentaries and filmsrelated to Gandhiji had beenproduced.

Gandhiji on the Screen

Plague Bonus

Plague outbreak of 1917 inAhmedabad killed 10% ofthe city population. Duringthis time, the labourers weregiven a bonus upto 80% oftheir wages to preventlabourers from quitting thejob for fear of Plague. Thissystem was helpful for thelabourers to survive theinflation due to the FirstWorld War. When the plaguethreat was over, this bonuswas withdrawn and thelabourers started agitationagainst it.

Towards the NationalMovementGandhiji entered Indian national movement with

his protest against the RowlattAct. In the pretext of preventing extremist activities,the British Parliament passed the Rowlatt Act in 1919limiting the civil rights. As per this Act any person

could be arrested and imprisoned without trial.

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Jallianwala Bagh - an illustration

The massacre at Jallianwala Bagh intensified the

protests at the national level. Gandhiji said: ''If

the Battle of Plassey laid the foundation for the

British rule, Jallianwala Bagh shook the

foundation."

How did the Jallianwala Bagh massacre influence Indiannational movement? Discuss.

People gathered at Jallianwala Bagh in Amritsaron 13 April, 1919 to protest against the arrestof Saifuddin Kitchlew and Satyapal who ledthe anti-Rowlatt Act agitations in Punjab. Thecity was under the control of the army.Accusing that the protesters violated hisinstructions, the army chief General Dyerordered to shoot without warning. The innocentarmless people were trapped as the ground wassurrounded by buildings and the only entrancewas blocked by the armed British soldiers. Asper the British records, the shooting of tenminutes killed 379 protesters. In fact, the deathtoll was actually double this.

Jallianwala Bagh Masscre

Non-cooperation and the Khilafat MovementsThe first national level struggle by the Indian National Congress underthe leadership of Mahatma Gandhi was the non-cooperationmovement. The confidence gained from the anti- Rowlatt protestmotivated Gandhiji to declare non-cooperation against the British.

Let's see the characteristics of non-cooperation policy adopted byMahatma Gandhi.

Given below are some of the examples of how the Indian societyresponded to Gandhiji's appeal for non-cooperation.

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Charka used by Gandhiji - from a collection ofSabarmati Ashram

Ali Brothers - Mohamad Ali,Shaukath Ali

• Farmers in Awadh refused to pay taxes.• The tribal groups in northern Andhra

entered the forests and collected theforest produces violating the forestlaws.

• Farmers in Uttar Pradesh refusedto carry the luggage of the colonialofficials

• Workers struck work.• Lawyers boycotted courts.• Students quitted colleges and schools

run by the British.• The public, including women, burnt foreign clothes on

the streets.In addition to his appeal for non-cooperation, Gandhiji motivated the peopleto participate in constructive programmes.Inspired by this, people began to makeindigenous products, spin khadi cloth usingcharka, establish national schools andpopularise Hindi. Kashi Vidya Pith GujaratVidya pith, Jamia Millia, etc. are some ofthe national educational institutions startedduring this time. Students who boycotted Englisheducation were attracted to national educationalinstitutions.

During the same period Maulana Mohamad Ali andMaulana Shoukath Ali intensified the activities ofthe Khilafat Movement. By declaring the KhilafatMovement as a part of Indian national movement,Gandhiji ensured active participation of Muslims

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in the freedom struggle. He travelled across India with Khilafat leadersand propagated his ideologies. As a result :

• Anti-British feeling spread to the nook and corner of the nation.

• Hindu-Muslim unity was intensified

Gandhiji breaking the Salt Law - an illustration

Explain the circumstance that ledGandhiji to support the Khilafat Movement

The KhilafatMovement

After the First World War,Britain tried to limit thepower of Khalifa, the ruler ofTurkey and the spiritualleader of world Muslims. Theworld wide protest againstthis is called the KhilafatMovement.

In response to the police firing at a mob, atChouri Choura in Uttar Pradesh the villagersset ablaze the police station and 22 policemendied. This incident disappointed Gandhiji. So,he called for stopping the non-cooperationmovement.

Poorna Swaraj and Civil DisobedienceThe Lahore session of the Indian National Congress held in 1929under the chairmanship of Jawaharlal Nehru was a turning point inthe history of freedom movement in India.

• The session declared that the ultimate aim of Indian freedom strugglewas to attain complete freedom (Poorna Swaraj) for the country

• It also resolved to start the civil disobedience movement under theleadership of Mahatma Gandhi.

With the civil disobedience Gandhiji meant to disobey all anti-popularand anti-democratic civil laws made by the British government. As apart of this movement, Gandhiji proposed the following:

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Let's examine the reasons why heselected salt as a powerful weapon againstthe British.

• Salt tax constituted two fifth portion of theincome collected by the British throughtaxes.

• This tax was a heavy burden for the poorpeople.

• The British government banned smallscale indigenous salt production.

• There was three fold hike on salt price.• The demand for lifting salt tax was a slogan suitable to inspire all segments

of the society. Explaining the strength of the civil disobedience movement he said,

" Supposing ten persons from each of the seven lakh villages in India comeforward to manufacture salt and disobey the Salt Act, what do you thinkthe Government can do? Even the worst autocrat you can imagine wouldnot dare to blow regiments of peaceful civil resisters out of a Canon's mouth.If only you will bestir yourselves just a little, I assure you we shall be ableto tire the Government out in a very short time. '

Gandhiji

Gandhiji in London

How far the demands of Gandhiji are appropriate to attain the freedomof India?

Pro

posa

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ut f

orw

ard

by

Gan

dhiji

To lift salt tax

To declare 50% tax relaxation for farmers

To increase the tax on imported foreign clothes

To release political prisoners

To cut short military budget and high salary of top officials

To dissolve the secret surveillance wing formed to watch Indians

To start coastal shipping service

To implement prohibition of liquor

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Inspired by the call of Gandhiji, people in various partsof the country started to produce salt on their own,violating the British regulations. Payyannur in Kerala,Vedaranyam in Tamil Nadu, Bombay in Maharashtra,Noakhali in Bengal and North West Frontier Provincewere some of the centres of this protest. As part ofthe protest, volunteers made salt and distributed it tothe public, hoisted national flag and chanted anti-Britishslogans. The British police severely tortured a team ofvolunteers led by Sarojini Naidu who had set out toDharasana salt field in Gujarat. Gandhiji was arrestedand the movement was suppressed callously.Sarojini Naidu

The Salt Sathyagraha played a major role in making nationalmovement a mass movement - Substantiate.

Round Table Conferences

The British government convened at James Palace in London three RoundTable conferences in 1930, 1931 and 1932 to discuss the administrativereforms to be implemented in India. Representing Indian National CongressGandhiji attended the Second Round Table Conference.

The British Quit India""Here is a Mantra, a short one that I give you, you may imprint it onyour hearts and let every breath of yours give expression to it. The Mantrais 'Do or Die' - We shall either free India or die in the attempt. We shallnot live to see the perpetuation of our slavery.''

Gandhiji

This was the call of Gandhiji in the conference of the NationalCongress held in Bombay in 1942. The Quit India movement wasthe last popular protest organized by the Indian National Congressunder the leadership of Gandhiji.

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Prepare a digital albumincluding the

pictures of the variousstruggles led by Gandhiji in

India

Quit India was yet another popularmovement like the Civil DisobedienceMovement. It was a mass movementbased on the ideology of non-violence(Ahimsa) meant to force the British toleave the country offering completefreedom to Indians.Let us examine some factors that causedQuit India Movement.

• Reluctance of the British to implement constitutional reforms in India• Public disgust with price hike and famine• The assumption that the British would be defeated in the Second World

WarAs part of this movement, Gandhiji called for the following:

• Princely states shall recognise the sovereignty of theirpeople

• Farmers shall not pay land tax• Government officials shall disclose their loyalty to Indian

National Congress without resigning their positions• Without quitting their positions in the army, soldiers shall

disobey orders to shoot and kill Indians• If possible, students shall boycott education till attaining freedom

Mahatma Gandhi with Moulana AbulKalam Azad and J. B. Kripalani at the

Quit India Conference.

• 'The Quit India movement was a turning point in India's freedomstruggle' Discuss.

• Conduct a quiz competion on 'Gandhiji and the freedom struggleof India.'

The British government suppressed the movement very severelyand arrested leaders including Mahatma Gandhi. In protest, theuncontrolled mob demolished government offices, electric lines andtransportation facilities. At the end of 1942, India was under the fireof popular unrest. The Quit India movement was a clear indicationof the people's determination to grab freedom for their country.

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Alternative Paths"To sound the order of retreat just when public enthusiasm was reachingthe boiling point was nothing short of a national calamity. The principallieutenants of the Mahatma, Deshabandhu Das, Pandit Motilal Nehru andLala Lajpat Rai, who were all in prison, shared the popular resentment. Iwas with the Deshabandhu at that time and I could see that he was besidehimself with anger and sorrow at the way Mahatma Gandhi was repeatedlybungling."

Subhash Chandra Bose

This is how Subhash Chandra Bose responded to Gandhiji'sdecision to withdraw the non-cooperation movement followingthe Chauri Chaura incident. Many such movements andpersons who had difference of opinion towards the Gandhianapproach to the struggle for independence also played crucialroles in attaining freedom for our country. Their objective wasalso nothing but India's freedom from colonial clutches.

C.R.Das and Motilal Nehru, who opposed Gandhian idea ofboycott movement, formed the Swaraj Party in 1923. Theyargued for making legislative assemblies as platforms for raisingour voices instead of boycotting them and they contestedelections. Gradually, the opposition to Gandhian method ofstruggle intensified. Revolutionaries from Punjab, Rajasthan,Uttar Pradesh and Bihar gathered in Delhi and formed theHindustan Socialist Republican Association in 1928. BhagatSingh, Chandra Sekhar Azad, Raj Guru and Sukh Dev were atthe helm of thismovement. Theyfloated a military wingcalled ' RepublicanArmy' for armedrevolution. Their planwas to overthrow thecolonial governmentthrough military actionand establish a federal

Bhagat Singh

Sukh Dev

Raj Guru

Chandra Sekhar Azad

Newspaper report on the executionof Bhagath Singh and his comrades

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republic of Indian states. InLahore Bhagat Singh, RajGuru and Sukh Dev shot tokill Saunders, the policeofficer who was responsiblefor the lathi charge that hadled to the death of nationalleader Lala Lajpat Rai.Bhagat Singh andBatukeshwar Dutt threwbombs at the CentralLegislative Assembly toprotest against the attemptto pass laws curtailing civilrights. They were arrestedand sent to jail.

On March 23, 1931, BhagatSingh, Raj Guru and SukhDev were hanged to deathby the British government.

Given below are the names of some revolutionary organisations andtheir leaders who dedicated their life to attaining freedom for India.

Taking cue from theRussian revolution,socialist ideologies startedto spread in India in1930s and these ideasinfluenced a section ofCongress activists.Jawaharlal Nehru,Subhash Chandra Bose,

Jai Prakash Narayan and Aruna Asaf Ali led the CongressSocialist fraction within the Indian National Congress.

At a meeting held under the chairmanship of Jai Prakash Narayan inBombay in 1934, the Congress Socialist Party was formed. This neworganisation played a decisive role in the Quit India Movement. WhenGandhiji and other top leaders of the Congress were arrested,

The postal stamp issued bythe Government of India

honouring Aruna Asaf Ali

Abhinav Bharat Society V.D. Savarkar

Anuseelan Samithi Bareender Kumar Ghose,

Pulin Bihari DasGhadar Party

Lala HardayalIndian Republican Army

Surya Sen

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Socialist Party leaders like Jai Prakash Narayan and Aruna AsafAli led the movement from their hideouts.

At various stages of the national movement, Subhash ChandraBose expressed his difference of opinion on Gandhian ideas ofstruggle. Quitting the Congress he formed a political partycalled Forward Bloc. He took the charge of the Indian National

Army (INA) formed by Rash Bihari Boseto attain freedom for India . He formed aprovisional government for free India inSingapore, with the aim of forcing theBritish to quit India. The Indian NationalArmy had a women wing called the JhansiRegiment. Captain Lekshmi, a Keralite, wasin-charge of this regiment.

With the support of the Japanese army theIndian National Army marched to the east west border of India andhoisted Indian flag in Imphal.

Jai Prakash Narayan

Subhash Chandra Bose and hiscabinet ministers in Singapore

Conduct a seminar on the organisations which were formedas an alternative to Gandhian way of struggle for the freedom of India.

Movements of workersand peasantsThe socialist ideology spread amongthe Indians after the Russianrevolution led to the formation ofvarious labour and peasantmovements in India. Following arethe earliest labour unions in India.• Ahmedabad Textiles Association• Madras Labour UnionIn 1920, the All India Trade UnionCongress (AITUC) was formed

Vanchi Iyer

Vanchi Iyer is the first martyr offreedom struggle in south India. Heshot Thirunelveli district collectorRobert William Descourt Ashe, on 17July, 1911 in Maniachi railway stationin Tamil Nadu in retaliation of thecollector's callous torturing of freedomfighters. Iyer committed suicide onthe same spot to escape from theBritish police. Praising Iyer, MadameCama wrote in her publication ''Vandematharam' of July 1911: Theshots that Vanchi fired did help arousea slave nation from the century - oldslumbering".

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under the leadership of N.M. Joshi and Lala Lajpat Rai. The AITUChad three main objectives:

• To organise and act as a working class.• To facilitate Indian working class to cooperate with the working class out

side India• To participate actively in the Indian freedom struggle

Because of the tax laws of the British, severe exploitation of thezamindars and the low price of agricultural produces, Indian farmersrealized the importance of an organised struggle and started peasantmovements. The All India Kisan Congress, which was later called theAll India Kisan Sabha, was formed in Lahore by the efforts of theleaders like N.G. Ranga. A farmers' manifesto, which included all thebasic demands of Indian peasants, was prepared in the All India KisanSamiti conference held in Bombay. Given below are some of thedemands included in the manifesto.

• Reduce 50% of land tax and lease charge

• Write off debts

• Cancel feudal taxes

• Ensure minimum wage for agricultural workers

• Recognise peasant unions

Organisation of labourers and farmers and their subsequent protestsenergised Indian National Movement. Their policy of equallyopposing the imperialist policies of the British government as wellas the feudal system that existed in India triggered agitations andrevolts in various parts of the country.

Agitations Places

• Tebhaga struggle • Bengal• Telengana struggle • Andhra Pradesh• Naval mutiny • Bombay

Discuss the role of labourers and farmers in the struggle for Indianindependence.

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Towards IndependenceThe Second World War led to the collapseof imperialism the world over.Consequent to financial crisis Britain lostits capacity to maintain colonies.Intensified freedom struggles in thecontinents of Asia and Africa on onehand and American and Soviet policyagainst colonialism on the other, forcedthe British to free India from theirclutches. The new British governmentthat came to power under the Labourparty led by Clement Attlee, sympathiserto India, also expedited our independencefrom colonial rule. Meanwhile, the All

India League under the leadership of Mohammed Ali Jinnah raisedclaims for a separate country called Pakistan. Following this, LordMountbatten was appointed as the Viceroy of India to deliver freedomto India addressing the question of partition. He argued that freedomfor India was impossible without partition and to support thisargument he prepared a strategy called " Mountbatten Plan'. Hisproposals were as follows:

Khan Abdul Ghaffar Khan

Khan Abdul GaffarKhan was a nationalleader who stronglyopposed the dualnation theory andpartition. The Partitionhurt Khan who led countlessagitations in the northwestfrontiers. This stalwart of Indianfreedom struggle, who tried hisbest for Hindu-Muslim unity, isfamously known as FrontierGandhi. Government of Indiahonoured him with Bharat Ratna.

Jawaharlal Nehru addressing thepublic at RedFort

• To form a separate country in Muslimmajority area as per the Muslimswish.

• To divide Punjab and Bengal

• To conduct a referendum todetermine whether to add NorthWest Frontier province to Pakistanor not

• To appoint a commission to determine the borders in Punjab and BengalWhile the Congress and the All India League approved this plan thenationalists like Khan Adbul Ghaffar Khan vehemently opposed it. In

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Struggle and Freedom

Regionalstruggles

Nationalstruggle

Alternativepaths

Cotton millworkers'strike at

Ahmedabad

Indigofarmers'strike at

Champaran

Farmers'strike atKheda

CivildisobedienceMovement

Non-cooperationMovement

SocialistmovementSwaraj

PartyRevolutionarymovements

Labourunions

andpeasant

movements

SaltSatyagraha

DharasanStrike

QuitIndia

Movement

• What are the regional agitations in which Gandhiji participated after hisarrival in India?

• What are the strategies of strike used in the peasant struggle in Kheda?• Analyse the outcomes of Ghandhiji's earlier struggles.

Prepare a projectincluding the details of

leaders andorganisations thatfought for Indian

independence.

1947, when the British Parliament passed the IndianIndependence Act, two free nations - India and Pakistan- cameinto existence. Jawaharlal Nehru became the first Prime Ministerof independent India.So far we have discussed how Indian freedom struggle becamea popular national movement. Gandhian ideas played a majorrole in this process. Alternatives to his method of struggle alsosignificantly contributed to our independence. In short, thefreedom we attained on 15 August, 1947 is the outcome of IndianNational Movement inspired by various streams of ideas andideologies.

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• Prepare a short note on the life of Gandhiji in South Africa.

• Prepare a digital album of the postal stamps brought out by theGovernment of India or governments of other countries in memory ofGandhiji or their pictures.

• Name the law made by the British in the pretext of preventing extremistactivities.

• Write a short note on Jallianwala Bagh massacre.• List out the outcomes of the Non-cooperation Movement under Gandhiji.• Which incident forced Gandhiji to withdraw the Non-cooperation

Movement?• Which session of the Congress declared Poorna Swaraj as the ultimate

aim of Indian freedom struggle?• Prepare a seminar paper on the significance of the Civil Disobedience

Movement in the freedom struggle.• Prepare a note on the Quit India Movement.

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Notes

• Right to freedom of speech andexpression.

• Right to life and liberty.

• Right to maximum survival anddevelopment.

• Right to be respected and acceptedregardless of caste, creed and colour.

• Right to protection and care againstphysical, mental and sexual abuse.

• Right to participation.

• Protection from child labour andhazardous work.

• Protection against child marriage.

• Right to know one’s culture and liveaccordingly.

• Protection against neglect.

• Right to free and compulsoryeducation.

• Right to learn, rest and leisure.

• Right to parental and societal care,and protection.

Major Responsibilities

• Protect school and public facilities.

• Observe punctuality in learningand activities of the school.

• Accept and respect schoolauthorities, teachers, parents andfellow students.

• Readiness to accept and respectothers regardless of caste, creed orcolour.

Dear Children,

Wouldn’t you like to know about your rights? Awareness about your rights will inspireand motivate you to ensure your protection and participation, thereby making socialjustice a reality. You may know that a commission for child rights is functioning in ourstate called the Kerala State Commission for Protection of Child Rights.

Let’s see what your rights are:

Contact Address:

CHILDREN'S RIGHTS

CONSTITUTION OF INDIAPart IV A

FUNDAMENTAL DUTIES OF CITIZENS

ARTICLE 51 A

Fundamental Duties- It shall be the duty of every citizen of India:

(a) to abide by the Constitution and respect its ideals and institutions,the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national strugglefor freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) to promote harmony and the spirit of common brotherhood amongst all thepeople of India transcending religious, linguistic and regional or sectionaldiversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers,wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activityso that the nation constantly rises to higher levels of endeavour andachievements;

(k) who is a parent or guardian to provide opportunities for education to his child or,as the case may be, ward between age of six and fourteen years.

Kerala State Commission for Protection of Child Rights'Sree Ganesh', T. C. 14/2036, Vanross Junction

Kerala University P. O., Thiruvananthapuram - 34, Phone : 0471 - 2326603Email: childrights.cpcr@kerala.gov.in, rte.cpcr@kerala.gov.in

Website : www.kescpcr.kerala.gov.in

Child Helpline - 1098, Crime Stopper - 1090, Nirbhaya - 1800 425 1400

Kerala Police Helpline - 0471 - 3243000/44000/45000

Online R. T. E Monitoring : www.nireekshana.org.in

• Right to freedom of speech andexpression.

• Right to life and liberty.

• Right to maximum survival anddevelopment.

• Right to be respected and acceptedregardless of caste, creed and colour.

• Right to protection and care againstphysical, mental and sexual abuse.

• Right to participation.

• Protection from child labour andhazardous work.

• Protection against child marriage.

• Right to know one’s culture and liveaccordingly.

• Protection against neglect.

• Right to free and compulsoryeducation.

• Right to learn, rest and leisure.

• Right to parental and societal care,and protection.

Major Responsibilities

• Protect school and public facilities.

• Observe punctuality in learningand activities of the school.

• Accept and respect schoolauthorities, teachers, parents andfellow students.

• Readiness to accept and respectothers regardless of caste, creed orcolour.

Dear Children,

Wouldn’t you like to know about your rights? Awareness about your rights will inspireand motivate you to ensure your protection and participation, thereby making socialjustice a reality. You may know that a commission for child rights is functioning in ourstate called the Kerala State Commission for Protection of Child Rights.

Let’s see what your rights are:

Contact Address:

CHILDREN'S RIGHTS

CONSTITUTION OF INDIAPart IV A

FUNDAMENTAL DUTIES OF CITIZENS

ARTICLE 51 A

Fundamental Duties- It shall be the duty of every citizen of India:

(a) to abide by the Constitution and respect its ideals and institutions,the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national strugglefor freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) to promote harmony and the spirit of common brotherhood amongst all thepeople of India transcending religious, linguistic and regional or sectionaldiversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers,wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activityso that the nation constantly rises to higher levels of endeavour andachievements;

(k) who is a parent or guardian to provide opportunities for education to his child or,as the case may be, ward between age of six and fourteen years.

Kerala State Commission for Protection of Child Rights'Sree Ganesh', T. C. 14/2036, Vanross Junction

Kerala University P. O., Thiruvananthapuram - 34, Phone : 0471 - 2326603Email: childrights.cpcr@kerala.gov.in, rte.cpcr@kerala.gov.in

Website : www.kescpcr.kerala.gov.in

Child Helpline - 1098, Crime Stopper - 1090, Nirbhaya - 1800 425 1400

Kerala Police Helpline - 0471 - 3243000/44000/45000

Online R. T. E Monitoring : www.nireekshana.org.in

Security Features of a Genuine Indian Currency Note

Printing and circulation of forged notes are offences underSections 489A to 489E of the Indian Penal Code and are punishable

in the courts of law by fine or imprisonment or both.

PaperBanknotes are printed on special watermarked paper with substrate cottonand cotton rag. This gives the banknotes a unique “touch feel” and“crackling sound”.

WatermarkThe portrait of Mahatma Gandhi, the multi-directional lines and anelectrolyte mark showing the denomination value appear in this sectionand these can be viewed better when the banknote is held against light.

Security ThreadAll banknotes carry a security thread, partially exposed and partiallyembedded, with readable window. The security thread of notes up to Rs500 denomination contains “Bharath” in Hindi and “RBI” in Englishalternately. Rs 1000 denomination notes additionally contain “1000” as anumeral in the security thread.

Micro letteringThe letters “RBI” and the denomination value as a numeral can be viewedwith the help of a magnifying glass in the zone between the portrait ofMahatma Gandhi and the right vertical band. (However, only letters “RBI”is seen in Rs. 10 denomination).

Intaglio PrintingThe name Reserve Bank of India, the Guarantee Clause, the PromiseClause, the Signature of RBI Governor, the Portrait of Mahatma Gandhi,the Reserve Bank Seal, the Ashoka Pillar Emblem, the CentralDenomination Value in words and figures are printed in intaglio, i.e., inraised prints which can be felt by touch.

FluorescenceThe number panels of banknotes are printed in fluorescent link.

Optically Variable InkThe colour of the denomination in numeral appears green when the noteis held flat and changes to blue when the note is held at an angle. The fontsize also appears reduced. This feature is available only on notes of Rs.500 and Rs. 1000 denominations.

Latent ImageThe vertical band contains the denomination in numeral. This can be seenby keeping the note flat on the palm of your hand at eye level and viewingit against the light.

We have to know more about currency notes used for financialtransactions. Genuine currency notes have certain security features.Awareness of those features can save us from being duped.CONSTITUTION OF INDIA

Part IV A

FUNDAMENTFUNDAMENTFUNDAMENTFUNDAMENTFUNDAMENTAL DUTIES OF CITIZENSAL DUTIES OF CITIZENSAL DUTIES OF CITIZENSAL DUTIES OF CITIZENSAL DUTIES OF CITIZENS

ARTICLE 51 A

Fundamental Duties- It shall be the duty of every citizen of India:

(a) to abide by the Constitution and respect its ideals and institutions,the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national strugglefor freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) to promote harmony and the spirit of common brotherhood amongst allthe people of India transcending religious, linguistic and regional orsectional diversities; to renounce practices derogatory to the dignity ofwomen;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes,rivers, wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry andreform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collectiveactivity so that the nation constantly rises to higher levels of endeavourand achievements;

(k) who is a parent or guardian to provide opportunities for education to hischild or, as the case may be, ward between age of six and fourteen years.