NCERT Solutions for Class 10 History
|Subject:||Social Science – History|
NCERT Solutions for Class 10 History
NCERT Solutions for Class 10 History in PDF
NCERT Solutions for Class 10 History in PDF form to free download updated for new academic session 2020-2021. All Offline Apps and revision books are based on latest N?CERT Books following the new CBSE Syllabus. Ask your doubts in Discussion Forum and reply to other also.
Class 10 History Important Questions for Exams
How many chapters are there in History for Class 10?
There are total 5 chapters in Class 10 History for session 2020-21. These chapters are 1. The Rise of Nationalism in Europe, 2. Nationalism in India, 3. The Making of a Global World, 4. The Age of Industrialization and 5. Print Culture and The Modern World.
What are the learning objectives of Chapter 1 – The Rise of Nationalism in Europe?
The learning objective of class 10 history chapter 1 is to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. Establish the relationship and bring out the difference between European nationalism and anti-colonial nationalisms. Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.
What are the learning objectives of Chapter 2 – Nationalism in India?
The learning objective of class 10 history chapter 2 is to recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement and Analyze the nature of the diverse social movements of the time. Familiarize with the writings and ideals of different political groups and individuals.
What are the learning objectives of Chapter 3 – The Making of a Global World?
The learning objective of class 10 history chapter 3 is to show that globalization has a long history and point to the shifts within the process and Analyze the implication of globalization for local economies. Discuss how globalization is experienced differently by different social groups.
What are the learning objectives of Chapter 4 – The Age of Industrialisation?
The learning objective of class 10 history chapter 4 is to Familiarize with the Pro- to- Industrial phase and Early – factory system and Familiarize with the process of industrialization and its impact on labour class.
What are the learning objectives of Chapter 5 – Print Culture and The Modern World?
The learning objective of class 10 history chapter 5 is to Identify the link between print culture and the circulation of ideas and Familiarize with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.
More to know
Who was Mazzini?
Mazzini is known for his noble efforts to achieve the unification of Italy. he is regarded as the spiritual force behind the Italian unification. he started the movement known as the Young Italy. He inspired the
youths of not only Italy but of whole Europe to fight for freedom.
What do you know about Garibaldi?
Garibaldi is known as the physical force or the Sword of Italy. He, with Mazzini launched the young Italy movement for the unification of Italy. He involved The Sardinian sailors to Revolt in 1835 A.D.
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Important Questions on Class 10 History
What was the Greek war of independence?
This was a successful war of independence waged by Greek revolutionaries between 1821 and 1829 against the Ottoman Empire. The Greeks were supported by the West European countries, while poets and artists hailed Greece as the cradle of European civilisation. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.
Briefly trace the process of German unification.
The process of German unification was continued by Prussia after the defeat of the liberal, middle-class Germans at the hands of the aristocrats and the military in 1848. Its chief minister Otto von Bismarck carried out this process with the help of the Prussian army and bureaucracy. Over seven years, Prussia fought three wars with Austria, Denmark and France. These wars culminated in Prussian victory and German unification. William I, the Prussian king, was proclaimed German Emperor in January 1871, at Versailles.
How was the history of nationalism in Britain unlike the rest of Europe?
The history of nationalism in Britain was unlike that in the rest of Europe in the sense that it was forced down upon the masses. There was no concept of a British nation prior to the eighteenth century. The region was in fact inhabited by different ethnic groups (English, Welsh, Scot, Irish). Each group had its own cultural and political tradition. However, as the English state grew in terms of wealth, importance and power, it was able to extend its influence over the other states of the islands. The English parliament, which had seized power from the monarchy, played a crucial role in doing away with the ethnic distinctions and uniting the different groups into a British nation-state, with England at its centre. The ethnic nationalities were, directly or indirectly, forced to join the English state to form the United Kingdom of Great Britain. The symbols of new Britain—the British flag, the national anthem and the English language were widely popularised, while the distinctive identities of the other joining states were systematically suppressed. English culture dominated the British nation, while the other states became mere subsidiaries in the Union. Thus, nationalism in Britain did not come about as a result of the people’s desire to unite or countrywide movements for the same, but from the decisions of the people in power.
Why Indians were outraged by the Rowlatt Act.
The Rowlatt Act was passed hurriedly through the Imperial Legislative Council despite opposition from Indian members. It gave the government autocratic powers to repress political activities besides allowing it to detain political prisoners without a trial, for two years. The Indian were outraged by this act as it was clearly undemocratic and oppressive, and hurt national sentiments and dignity.
Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter 1.
The image of Bharat Mata as painted by Abanindranath Tagore shows her as bestowing learning, food and clothing. She bears aesthetic quality as denoted by the mala held by her. This is similar to the image of Germania as painted by Philip Veit, where she holds a sword, but looks more feminine. The other painting of Bharat Mata is more manly in its representation. In it, she is shown as bearing power and authority as denoted by the lion and elephant beside her. The latter image is more akin to the image of Germania by Lorenz Clasen, where she wields a sword and shield, and looks ready to fight.
Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas.
The global transfer of disease in the pre-modern world helped in the colonisation of the Americas because the Native American Indians were not immune to the diseases that the settlers and colonisers brought with them. The Europeans were more or less immune to small pox, but the Native Americans, having been cut off from the rest of the world for millions of years, had no defence against it. These germs killed and wiped out whole communities, paving the way for foreign domination. Weapons and soldiers could be destroyed or captured, but diseases could not be fought against.
Explain the causes of the Great Depression.
The Great Depression was a result of many different factors. The post-war global economy was weak. Also, agricultural over-production proved to be a nuisance, which was made worse by falling food grain prices. To counter this, farmers began to increase production and bring even more produce to the markets to maintain their annual incomes. This led to such a glut of food grains that prices plummeted further and farm produce was left to rot. Most countries took loans from the US, but American overseas lenders were wary about the same. When they decreased the amount of loans, the countries economically dependent on US loans faced an acute crisis. In Europe, this led to the failure of major banks and currencies such as the British pound sterling. In a bid to protect the American economy, USA doubled import duties. This worsened the world trade scenario. All these factors contributed to the Great Depression. It affected USA the worst on account of its being a global loan provider and the biggest industrial nation.
Why was Martin Luther in favour of print and spoke out in praise of it?
Martin Luther was in favour of print and spoke out in praise of it because print media helped popularise and spread his ideas. In 1517, he wrote the Ninety Five Theses, criticising the practices and rituals of the Roman Catholic Church. These writings were immediately reproduced in vast numbers and read widely. His translation of the New Testament was also accepted and read by thousands. This was only possible due to the improvements in print technology which had allowed even the working classes to gain access to books.
Write short notes to show what you know about The Vernacular Press Act.
The Vernacular Press Act: Modelled on the Irish Press Laws, it was passed in 1878. This law gave the government tyrannical rights to censor reports and editorials in the vernacular press.
If a seditious report was published and the newspaper did not heed to an initial warning, then the press was seized and the printing machinery confiscated. This was a complete violation of the freedom of expression.
Why did some people fear the effect of easily available printed books? Choose one example from Europe and one from India.
The people who feared the effect of easily available printed books were the ones who held some power, whether in terms of religion, caste, class or politics. The fear was that their power and authority would get eroded if ideas questioning their power and authority gained mass popularity. In Europe, for example, the Roman Catholic Church conveyed its sense of apprehension for the print medium by stating that the promotion of new “printed” readings of faith would lead to blasphemous questionings of faith and encourage heretical ideas. It considered itself to be the sole authority for interpreting religion. Hence, it set up the Index of Prohibited Books in 1558 to repress any published material that it felt corroded this authority.
In India, apart from the colonial government which did its bit in regulating and suppressing newspapers and books that questioned and criticised colonial authority, the religious leaders and the upper castes also displayed their fear of the print medium. They understood that their religious and social superiority was in danger due to the easily accessible “printed” ideas contradicting their systems of beliefs. They knew that the popularisation of such ideas would incite people to rebellion.