Samacheer Class 10 Social Science - Nationalism: Gandhian Phase

1. a. (i) and (ii) are correct
2. b. (ii) and (iii) are correct
3. c. (iv) is correct
4. d. (i), (ii) and (iii) are correct

(i), (ii) and (iii) are presented as correct in the textbook exercise. Statement (iv) is incorrect — many socialists were active in the Quit India period and the statement that they did not participate is false. Hence option (d) is the correct choice for this textbook item.

On 13 April 1919, in Jallianwala Bagh, Amritsar, Brigadier-General Reginald Dyer ordered troops to fire on an unarmed crowd gathered for a public meeting and festival; firing continued without warning until ammunition was exhausted. Official inquiries recorded hundreds killed and many more wounded (Hunter Commission figures: about 379 dead, over 1,200 wounded). The atrocity caused nationwide outrage, radicalised Indian opinion, and strengthened the demand for self-rule.

The Khilafat Movement (1919–1924) was a pan-Islamic movement in British India to protect the Ottoman Caliphate after World War I. Led by the Ali brothers (Maulana Mohammad Ali Jauhar and Maulana Shaukat Ali), it sought to mobilize Indian Muslims and allied with Gandhi and the Congress to broaden anti-British struggle. The movement lost momentum after the abolition of the Caliphate in Turkey (1924) and due to differences between religious and political leaders, but it had temporarily strengthened Hindu–Muslim cooperation and boosted mass political mobilization.

The Non-Cooperation Movement (1920–22) aimed to achieve Swaraj through non-violent non-cooperation. In February 1922, at Chauri Chaura (U.P.) a mob attacked and burnt a police station, killing policemen. Distressed by the outbreak of violence and believing that the nation was not yet ready for a purely non-violent struggle, Gandhi called off the movement in February 1922 to prevent further bloodshed and to re-establish discipline and moral foundations of the freedom movement.

The Simon Commission (1927–28) was appointed by the British to review constitutional reforms in India but included no Indian members. Indians of all political shades protested its exclusionary nature, arguing that Indians should frame their own constitutional reforms. The Congress, Muslim League and other groups organized boycotts and demonstrations with slogans like "Simon Go Back." The boycott reflected the demand for Indian participation and control over constitutional discussions.

Poorna Swaraj (Complete Independence) was the goal adopted by the Indian National Congress at its Lahore session in December 1929 under the presidency of Jawaharlal Nehru. The Congress resolved to demand full independence rather than dominion status and set 26 January 1930 as the day for observing Independence (Purna Swaraj) and for a pledge of struggle for complete freedom.

Bhagat Singh was a prominent young revolutionary from Punjab. Motivated by the Jallianwala Bagh and the death of Lala Lajpat Rai, he joined anti-British revolutionary groups. In 1928 he was involved in the plan that led to the death of Saunders (intended to avenge Lajpat Rai). In April 1929, Bhagat Singh and Batukeshwar Dutt threw a non-lethal bomb in the Central Legislative Assembly and courted arrest to use the trial for propaganda. While imprisoned he undertook a hunger strike demanding better conditions for political prisoners. He was convicted in the Lahore Conspiracy Case and executed on 23 March 1931 along with Sukhdev and Rajguru. He became a symbol of youthful patriotism and sacrifice.

Terms of the Poona Pact (between Gandhi and Dr. B.R. Ambedkar, September 1932):

• Separate electorates for the Depressed Classes (scheduled castes) were abandoned.
• Instead, reserved seats for the Depressed Classes were provided in provincial legislatures and in central bodies, but these seats would be filled through a joint (general) electorate.
• A system of primary elections was provided: members of the Depressed Classes would hold primary elections to select a panel of candidates from which the general electorate would elect the reserved-seat representatives.
• The Pact aimed to ensure representation for the depressed classes while maintaining a single, joint electorate to encourage social unity.

Note: Exact seat allocations and numbers were part of the detailed agreement and later implementation; this answer summarizes the principal political terms.

Factors that transformed Gandhi into a mass leader:
- Return from South Africa (1915) and early work in Champaran (1917) and Kheda (1918) where his successful non-violent campaigns won popular trust.
- His method of satyagraha (non-violent resistance) was morally appealing and easily communicable to peasants, artisans and urban workers.
- Simplicity of life, use of khadi, and identification with rural India broadened his appeal across class and caste lines.
- Skillful alliances (e.g., with the Khilafat leaders) and willingness to nationalize local grievances into national campaigns (Non-Cooperation, Civil Disobedience) mobilised large sections of society.
- Effective use of symbols (Salt March, hartals), mass communication and moral authority gained from personal austerity and sacrifice.
- Organizational ability within Congress and the use of constructive programmes (village uplift, promotion of khadi, eradication of untouchability) kept movements grounded and widespread.
Together these factors made Gandhi the focal point for a wide popular movement against British rule.

Civil Disobedience Movement (1930–34) as a typical Gandhian movement:
- Typical Gandhian features: mass non-violent protest (Salt Satyagraha), moral appeal, symbolic actions (breaking salt laws), constructive work (promotion of khadi), emphasis on self-discipline and non-cooperation with authority.
- Mobilisation: attracted peasants, workers, students and women; spread from urban centres to rural areas and across regions.
- Strengths: demonstrated the power of non-violent mass action, exposed British inability to fully suppress widespread civil resistance, forced political negotiations (e.g., Gandhi–Irwin Pact), legitimised Congress as representative of masses.
- Limitations/Criticisms: participation uneven across regions and classes; economic impact limited; sometimes local leaders resorted to violence; British repression and arrests weakened momentum; communal tensions and provincial autonomous concessions limited political gains.
- Conclusion: The Civil Disobedience Movement epitomized Gandhian methods and ideals — mass-based, non-violent, symbolic and constructive — while also revealing practical limitations when confronting entrenched colonial power and social divisions.

Key reasons behind the partition of India:

• Rise of communal politics: Over time politics in India became increasingly communal. Religious identities were mobilized by some leaders and groups, creating deep mistrust between communities.
• Two-Nation Theory and Muslim League demand: Muhammad Ali Jinnah and the Muslim League argued that Muslims and Hindus were distinct nations with incompatible political interests; the demand evolved from safeguards to a separate Muslim homeland (Pakistan), especially after the Lahore Resolution (1940).
• Failure of political negotiations: Multiple proposals for a united, federated India with safeguards (e.g., Cabinet Mission Plan, provincial grouping) failed to satisfy all parties. The Congress and the Muslim League could not agree on power-sharing, minority safeguards, or the structure of the post-colonial state.
• British policies and timing: British imperial strategy of 'divide and rule' had earlier widened communal differences. During the final transfer of power, mounting administrative difficulties, British desire for an orderly withdrawal, and reluctance to impose a solution led to acceptance of partition as a practical option.
• Communal violence and breakdown of law: Widespread communal riots (Direct Action Day 1946, Calcutta and Bihar violence, etc.) created a climate of fear and mistrust, making coexistence appear increasingly difficult.
• Political expediency and leadership choices: By 1946–47, leaders on both sides hardened positions; communal mobilization and insistence on maximal aims made compromise difficult. Mountbatten’s plan and the INC’s unwillingness to accept league demands in full, coupled with League’s insistence, culminated in partition.

These combined political, social and administrative factors led to the decision to partition British India into two independent dominions — India and Pakistan — in 1947.

Activity instructions for teachers/students:
- Provide students with a blank map of India.
- Ask them to mark and label key places: Champaran (1917—peasants' satyagraha), Kheda (1918—peasant agitation), Ahmedabad (Sabarmati Ashram; salt march start), Dandi (1930—Salt March), Bardoli (1928—Satyagraha led by Patel), Wardha (constructive programme), Amritsar (Jallianwala Bagh, 1919).
- For each place students should write 1–2 lines explaining the event and its significance (date, Gandhi's role, outcome).

Activity format and guidance:
- Divide class into groups, each assigned a leader/personality (Gandhi, Jinnah, B.R. Ambedkar, Revolutionaries, Communists).
- Each group researches their leader's viewpoint on methods of struggle, goals (constitutional reforms vs. full independence vs. separate nation), social policies, and use of violence/non-violence.
- Hold a structured debate: opening statements (3 minutes per group), rebuttals, and a Q&A round.
- Assessment: clarity of arguments, historical accuracy, use of facts, ability to represent the assigned viewpoint.
- Learning outcome: students will understand differing perspectives within India’s freedom movement and the reasons for disagreements on strategy and objectives.