Sikandar Baig Sir History Sa-2 PDF

10 TH CBSE
SOCIAL SCIENCE
NOTES
HISTORY
SA-II
2016
SIKANDAR BAIG SIR
[email protected]
Chapter 1
The Rise of Nationalism in Europe
Frederic Sorrieu
He was a French artist famous for prints prepared in 1948 that visualized the dream of a
world consisting of Democratic and Social Republics.
Nineteenth Century
Associated with the rise of nationalism and nation states.
Nationalism
A feeling of oneness with the society or the state, love and devotion for the motherland and
belief in the political identity of one‟s country are the basic attributes of nationalism.
Nation State
A state that establishes itself as a separate political and geographical entity and functions as
acomplete and sovereign territorial unit. This concept emerged in 19th century Europe as a
result of the growth of nationalism.
Modern State
A state in which sovereignty is exercised by a centralized power over a specific territory and
population.
Absolutist Government
A system of government wherein limitless powers are vested in a single person or body. It is
a monarchical form of government in which the ruler is the absolute authority and is not
answerable to anybody.
French Revolution (1789) “The purpose of education is not to make
 It marks the beginning of nationalism. a machine, but to make the human being”
 Salient features of the French Revolution were: -Sheikh Sayed Abdul Qadir Jilani r.a.
o France was under absolute monarchy in
1789.
o The Revolution transferred the sovereignty from the monarch to the French people.
Ideas of La patrie (the fatherhood) and Le citoyen (the citizen) adopted.
o New French Flag, the tricolour, adopted replacing the royal standard.
o Estates General elected by citizens and renamed the National Assembly.
o A centralized political system established.
o Internal custom dues abolished.
o Uniform weights and measures adopted.
o French became the language of the nation.
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o French armies moved into Holland, Belgium, Switzerland and Italy in the 1790s with
a promise of liberating the people from their despotic rulers.
Napoleon (1769-1821)
 Ruled France from 1799 to 1815.
 Assumed absolute powers in 1799 by becoming the First Consul.
 Civil Code/Napoleonic Code (1804)
 Established equality before law.
 Abolished all privileges based on birth.
 Granted the right to property to French citizens.
 Simplified administrative divisions.
 Abolished feudal system and freed peasants from serfdom.
 Removed restrictions on guilds in towns.
 Improved transport and communication.
 Militarily, Napoleon proved to be an oppressor for the people of the conquered territories.
Taxation and censorship were imposed and military services were made mandatory.
""Oh! Dear friends, seek knowledge, learn knowledge and practice on that knowledge"-Sheikh
Sayed Data Ganj Baksh Ali hajwiri R.A.
Europe in the mid-18th Century

 No nation states because Europeans never saw themselves as sharing a common identity or
culture.
E.g., The Habsburg Empire of Austria–Hungary comprised French, Italian and German-
speaking people.
 Europe was broadly divided into two classes during this period namely:
 Aristocracy
o The land owning class.
o Numerically small, but dominated Europe, both socially and politically.
o Spoke French which was considered the language of the high society.
o Families were connected through marriage.
o Peasantry
o Tenants and small land owners who worked as serfs.
o Cultivated the lands of the aristocratic lords.
The growth of trade and industrial production facilitated the growth of towns and rise of a
commercial class of traders. Consequently, the new conscious, educated, liberal middle class
emerged and popularized nationalism and stood for the abolition of aristocracy.
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 Liberal Nationalism
 Means:
o Individual freedom
o Equality before law
o Government by consent
o Freedom of markets
 Abolition of state-imposed restrictions on the movement of goods and capital Liberalism
became the main concern in Europe after the French Revolution because:
o Universal Adult Suffrage was not granted to the people by the Napoleonic Code.
Men without property and women were denied the right to vote.
o Women were made subject to the authority of men.
o Markets were not free as the 39 confederacies of France had their own laws which
posed problems for the free movement of goods.
o There were no standard weights and measures and no fixed rates of custom duties,
which greatly affected the trade.
o Liberalism fused with the French Revolution envisaged the End of autocracy and
clerical privileges
o Introduction of a constitution and representative government
o Inviolability of private property
o Removal of trade restrictions
o Freedom of markets
Zollverein
 A customs union formed in 1834 at the initiative of Prussia. It abolished tariff barriers and
reduced the number of currencies to two from over thirty.
Conservatism
 Stands for the preservation of the traditional institutions of state and society such as the
monarchy, the church, social hierarchies and family along with the modern changes
introduced by Napoleon. Conservatism as a political ideology arose after the defeat of
Napoleon in 1815 at the Battle of Waterloo. The conservative regimes Were autocratic Were
intolerant to criticism and dissent Adopted the censorship of press for curbing the liberal
ideals Discouraged any questions that challenged their legitimacy Congress of Vienna (1815)
For drawing a new settlement for Europe and restoring the monarchies that were
overthrown by Napoleon for creation of a new conservative order.
 The salient features of the treaty were as follows:
o The Bourbon dynasty restored to power in France.
o France was disposed of its conquered territories.
o Kingdom of Netherlands, which included Belgium, was set up in the North and
Genoa was set up in the South for preventing French expansion in future.
o Prussia was given new territories, including a portion of Saxony.
o Austria got control over Northern Italy.
o Russia got Poland.
o Napoleon‟s confederation of 39 states was not changed.
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The Revolutionaries
 Upholders of the idea of liberalism and against the conservative regimes of the 19th century.
 Many secret societies were formed whose main aims were:
 Training the revolutionaries and spreading their ideas throughout Europe.
 Opposing monarchical governments established after the Vienna Congress of 1815.
 Fighting for liberty and freedom from autocratic rule.
 Emphasizing the idea of creation of nation states.
Giuseppe Mazzini
 Italian revolutionary
 Born in 1807.
 Became a member of the secret society of the Carbonari.
 1831: Sent into exile for attempting an upsurge in Liguria.
 Founder of Young Italy at Marseilles and Young Europe at Berne, the two secret societies.
 Believed in the unification of Italy into a republic.
 Most vociferous enemy of monarchical form of government and conservative regimes.
 Metternich described him as “The most dangerous enemy of our social order”.
The Age of Revolutions (1830-1848)

 The consolidation of power by the conservative regime made liberalism and nationalism
associated with revolution in many regions of Europe.
 Italian and German states, the provinces of the Ottoman Empire, Ireland and Poland
experienced such revolutions.
 The revolutionaries comprised professors, school teachers, clerks and members of the
commercial middle class.
 July Revolution, France (1830)
o The Bourbon Kings, coronated after the Vienna Congress of 1815 were overthrown
by liberal revolutionaries.
o Louis Philippe was installed as a constitutional monarch.
o Belgium broke away from the United Kingdom of Netherlands.
 Greek Revolution (1830)
o Greek War of Independence
o Greece was part of the Ottoman Empire since 15th century.
o Growth of nationalism in Europe started Greek‟s struggle for independence from
the Ottoman rule in 1821.
o Support from West European countries.
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o Poets and artists, who were inspired by the ancient Greek culture and literature,
also supported the revolution. E.g., Lord Byron, the famous English Poet.
o 1832: The Treaty of Constantinople recognized Greece as an independent nation.
Romanticism (1830s)
 A cultural movement that rejected science and reason and introduced heart and emotions.
 The concern of the romantics was to create a sense of shared collective heritage and a
common cultural past for arousing nationalism.
 German philosopher and romanticist Johann Gottfried Herder (1744-1803) believed that
true German culture can be discovered only among common people (das volk) through their
practice of flock traditions.
 Emphasized on vernacular languages and folklore for conveying their ideas to illiterate
masses.
Nationalistic Feeling (1830s)

 The sense of recognizing the society and nation as “we” and the sharing of many traits by its
members. Culture with art and poetry, stories and music played a major role in the shaping
and expression of nationalistic feelings and nation.
Economic Condition of Europe after

1830
 Great economic hardships were experienced in Europe.
 The ratio of the rise of population was larger than that of employment generation.
 Migration of rural population to cities led to overcrowded slums.
 Small producers in towns (especially textile producing industries) were often ousted by the
import of cheap machine-made goods from England.
 Peasants still suffered under the burden of feudal dues and obligations in some regions of
Europe.
 Rise in food prices or a year of bad harvest left the country poorer.
1848, France
o Widespread food shortages and widespread unemployment experienced in Paris.
Barricades were made and Louis Philippe was forced to flee.
o National Assembly proclaimed a Republic.
o Suffrage to all males above 21 was granted.
o The right to work was guaranteed.
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o National workshops for providing employment were set up.
1845, Silesia
o Weavers revolted against contractors for the drastic reduction in their payments.
o This revolution received scorns and threats alternately and resulted in the death of
eleven weavers.
1848: The Revolution of the

Liberals
 A revolution led by the educated middle classes.
 Germany, 1848
 Large number of political associations whose members were professionals, businessmen and
prosperous artisans decided to vote for an all-German
 National Assembly in Frankfurt.
o 18th May 1848: 831 elected representatives marched to take their places in the
Frankfurt Parliament.
o They drafted a Constitution for a German nation based on constitutional monarchy.
o Their demands were rejected by the Prussian King Friedrich Wilhelm IV as he
opposed the elected assembly along with the other monarchs.
o The parliament functioned to evade the larger interests of the workers and artisans
as it was largely dominated by middle class members.
o Ultimately, troops forcibly disbanded the assembly.
Liberal Movement and Women

Rights
 In spite of all these efforts by the women, they still were only allowed to observe the
functioning of the Frankfurt parliament.
 Women opposed this by founding newspapers, forming political associations and organizing
public meetings and organizations.
 They were denied the right to vote.
 Consequences of Liberal Movement
o Liberal movements were crushed by the powerful conservative forces. However, old
order could not be restored. Monarchs realized the importance of granting
concessions to the liberal nationalist revolutionaries for preventing unrest in the
society.
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o Serfdom and bonded labour were abolished both in Habsburg dominions and in
Russia.
o Hungarians were granted more autonomy in 1867.
Unification of Germany (1866-1871)

 In 1848, middle-class Germans tried to unite the different regions of the German
confederation into a nation state under an elected parliament.
 In Prussia, nation building acts were repressed by the combined forces of the monarchy and
the military and were supported by the landowners (“Junkers”).
 Prussia took over the leadership of the movement for national unification.
 Otto Von Bismark, chief minister of Prussia, was the architect of the leading role of Prussia in
the process of nation-building.
 Prussia emerged victorious after fighting three wars over seven years against the combined
forces of Austria, Denmark and France and the process of unification of
 Germany was completed.
 18th January 1871: The new German empire headed by the German Emperor Kaiser William
I was declared in the Hall of Mirrors in the Palace of Versailles.
 The unification of Germany established Prussian dominance in Europe.
 The New German Empire focused on modernizing the currency, banking, legal and judicial
systems.
Unification of Italy
 A long history of political fragmentation was experienced in Italy.
 Italy during the middle of the nineteenth century
 Was divided into seven states.
o Only Sardinia-Piedmont was ruled by an Italian princely house.
o The North was under Austrian Habsburgs.
o The centre was under Pope.
o The South was under the Bourbon Kings of Spain.
 Italian language had varieties of dialects; therefore, it was not stable in its form.
 During the 1830s
o Giuseppe Mazzini formed a coherent program for uniting the Italian Republic.
o Also, formed a secret society called Young Italy.
o Failure of the 1831 and 1848 revolutionary uprisings prompted King Victor
Emmanuel II from Sardinia-Piedmont to unify the Italian states.
o Chief Minister of Sardinia-Piedmont, Count Cavour, led the movement for the
unification of Italy.
 1859: Sardinia-Piedmont with an alliance with France defeated the Austrian forces.
 Large number of people under the leadership of Giuseppe Garibaldi joined the movement.
 1860: Sardinia-Piedmont‟s forces marched into south Italy and the Kingdom of the Two
Scillies and drove out the Spanish rulers.
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 1861: Victor Emanuel was declared as the king of united Italy and Rome was declared the
capital of Italy.
Britain as a Nation
 Britain was not a nation state prior to 18th century. The primary identities were based on
ethnicity such as English, Welsh, Scot or Irish.
 The steady growth of power made the English nation extend its influence over the other
nations and islands.
 1688: England established as a nation state. English parliament seized power from the
monarchy.
 1707: The United Kingdom of Great Britain formed with the Act of the Union between
England and Scotland.
 England dominated Scotland and Ireland in all spheres. British Parliament was dominated by
English members.
 1801: Ireland was forcibly taken by the British after the failed revolution led by Wolfe and
his United Irishmen (1798).
 A new „British Nation‟ was formed with her various symbols such as the British flag (Union
Jack), the national anthem (“God Save Our Noble King”) and the English language.
Visualising the Nation

 Nation was personified in the female form by the artists of the 19th century.
 Female allegories such as that of liberty, justice and republic were invented.
 In France, the idea of a people‟s nation was the christened Marianne. She was characterized
by the ideas of liberty and republic.
 In Germany, Germania became the allegory of the nation.
 Different Allegories
 Symbols
 Broken chains
 Breastplate with eagle
 Crown of oak leaves
 Significance
 Liberty
 Strength
 Heroism
 Sword
 Readiness to fight
 Olive branch around the sword
 Willingness to make peace
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 Rays of the rising sun
 Beginning of a new era
 Black, red and gold tricolour
 Flag of the liberal nationalists
Nationalism and Imperialism

 Nationalism culminated into imperialism in the last quarter of the 19th century.
 The Balkans in Europe after 1871
o The Balkans comprised modern-day Romania, Bulgaria, Albania, Greece, Macedonia,
Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.
o The disintegration of the ruling Ottoman Empire and the spread of the ideas of
romantic nationalism made this area explosive.
o The European subject nationalities started breaking from its control to declare
independence.
o The Balkan revolutionaries‟ acts were directed to gain back the long-lost
independence.
o The Balkan States were fiercely jealous of each other and wanted to gain more
territory at the expense of the other.
o There was intense rivalry among the European powers over trade, colonies, naval
might and military might. European powers such as Russia, Germany, England and
Austro-Hungary were keen on opposing the hold of other powers over the Balkans
for extending their own area of control.
o All these events ultimately triggered the First World War (1914).
o Nationalism stained with imperialism led Europe to disaster.
o Many colonized countries in the world started to oppose imperial domination.
o The anti-imperialist movements developed as nationalist movements.
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Chapter 2
The Nationalist Movement in Indo-China
Indo-China
 Indo-China comprises the modern countries of Vietnam, Laos and Cambodia under the
Chinese rule.
Vietnam
 Gained formal independence in 1945.
 The Republic of Vietnam was formed after three decades of their independence.
 Even after independence, Chinese culture and systems of government were maintained in
Vietnam.
 Vietnam functioned as the maritime silk route that brought in goods, ideas and people.
Colonial Domination of Vietnam

 1858: French troops landed in Vietnam.
 Mid-1880s: France had established a firm grip over the other regions of Vietnam.
 Post Franco-Chinese War: French assumed control over Tonkin and Anaam.
 1887: French Indo-China was formed.
 Realisation of sufferings experienced under the French rule mobilised nationalist resistance
in Vietnam.
 The French built canals and drainage lands in the Mekong delta to increase cultivation. This
benefitted production and export of rice.
 1931: Vietnam was the third largest exporter of rice in the world.
 A trans-Indo-China rail network was built in order to adjoin the Northern and Southern parts
of Vietnam and China. Vietnam was connected with other parts of China and Southeast Asia
through railways.
Benefits of Colonies for French

 Colonies were important for supplying natural resources and other essential goods.
 Like all advanced European nations, France also thought of spreading the benefits of
civilization to the backward people.
Economy of Vietnam
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 Depended on rice cultivation and rubber plantations owned by the French and small
Vietnamese elite.
 Rail and port facilities provided services to this economy.
 Indentured Vietnamese labour was used in the rubber plantations.
 France did not industrialize the economy.
 Rural areas experienced landlordism and decline in the standard of living.
Barriers in Economic Development of Vietnam

 High population levels
 Low agricultural productivity
 Extensive indebtedness among the peasants
Colonial Education
 French colonialist in Vietnam believed that only they can civilize the local people by bringing
modern education in the country.
 French started a “Civilizing Mission” in Vietnam. It was carried out at the cost of local
cultures, religions and traditions.
 French administration required educated local labour force.
 At the same time, they also feared that educated Vietnamese might ask questions to
colonial domination.
 French citizens living in Vietnam were scared of losing their jobs to the educated Vietnamese
mass. Therefore, educational policies concerning the Vietnamese were opposed and
challenged by the French population.
 The elites in Vietnam were powerfully influenced by the Chinese culture. The French
administration had to consolidate their power by countering the Chinese influence over
culture, language and society. This was done by dismantling the traditional education system
and establishing French schools in Vietnam.
 French education was seen as a means of knowing the foreign culture and literature by
some, while others rejected the use of French as the medium of instruction in Vietnam.
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 The few people who acquired French culture and learnt their language were to be rewarded
with French citizenship.
 Education was limited to a few classes. Only the Vietnamese elite could enrol in the schools
and only a handful of them passed the final exams.
 School textbooks glorified the French and degraded the Vietnamese.
 1907: The Tonkin Free School was started for providing Western-style education.
 Schools introduced and encouraged the adoption of western ideas to be modern and also
look modern.
Resistance in School
 Vietnamese teachers and students who were rapidly increasing in numbers opposed the
curriculum either through open opposition or silent resistance.
 The Vietnamese teachers subtly modified and criticized the texts.
 Students fought against the colonial government‟s efforts in providing the posts of white-
collar jobs only for the French.
 1920s: Students were forming various political parties such as the Party of Young Annan and
publishing nationalist journals (“Annanese student”).
 Schools became the hubs of the formation of political ideas and revolutions.
 The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture.
 They believed that the native culture and customs were being devalued and the
development of a master–slave mentality was on the progress in the country.
 Colonial education and its resistance ultimately added to the larger picture of the entire
revolution.
Health and Hygiene

 In the colonies, health and hygiene of the natives was neglected by the colonialist powers,
which resulted in the outbreak of many fatal diseases.
 1903: The modern part of Hanoi was struck by Bubonic Plague. The French hired Vietnamese
workers and paid them for each rat they caught. Thousands of rats were caught. The
Vietnamese caught the rats, clipped off the tail and let the rat go free again. This way, the
rats continued to stay and the Vietnamese gained both economical and political advantage.
The rat-hunt also provided an early lesson in the success of collective bargaining for the
Vietnamese. The French authorities could not prevent the bubonic plague due to the many
anti-French actions by the Vietnamese people.
Religion and Anti-Colonialism

 Religion played an important role in fighting colonialism in Vietnam.
 The French introduced Christianity in Vietnam. This was resented by Vietnamese people who
practiced Buddhism and Confucianism.
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 The French believed that the flaw of worshipping supernatural forces by the Vietnamese
needs to be corrected.
 The Scholars Revolt (1868) took place as a movement against the spread of Christianity and
French power. This revolt was led by the officials at the imperial court.
 The Vietnamese led a general uprising in the provinces of Ngu and Ha Tein and over a
thousand Catholics missionaries were killed. This inspired other patriots to rise against the
French government.
 The revolt was finally suppressed by the French.
Hoa Hoa Movement (1939)

 Occurred in the fertile Mekong delta area
 Founder: Huynh Phu So
 Opposed useless expenditure, sale of child brides, gambling and also the use of alcohol and
opium.
 The French tried to suppress the Hoa Hoa Movement by putting Huyng Phu So in a mad
asylum. They called him „Mad Bonze‟.
 The doctors became followers of his words and declared him sane as opposed to the
expectation of the French government.
 Huynh Phu So was exiled to Laos and his followers were sent to the concentration camps.
This further aroused anti-colonial sentiments in the Vietnamese people.
The Vision of Modernisation

 Late 19th century: The resistance to French domination was led by Confucian scholars and
activists.
 1903: Phan Boi Chau (1867-1940) formed the Revolutionary Society Duy Tan Hoi and
became a major anti-colonial revolutionary figure. Prince Cuong De headed the society.
Phan‟s most influential book “The History of the Loss of Vietnam” focuses on the loss of
sovereignty and severance of ties with China.
 Phan Chu Trinh (1871-1926): A nationalist, he strongly differed with Phan Boi Chau. He
opposed monarchy and the idea of resisting the French with the help of the court. He
wanted to establish a democratic republic. He was immensely influenced by the democratic
ideals of the West. He criticized the French for not resorting to liberty. He demanded the
French to set up legal and educational institutions and develop agriculture and industries.
Relations with Japan and China

 Vietnamese nationalists had a close relationship with Japan and China.
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 China and Japan were the places where a wider Asian network of revolutionaries existed.
They also acted as the places of refuge for the early Vietnamese nationalists.
 Go East Movement was popularized in the first decade of the 20th century.
 1907-08: 300 Vietnamese went to Japan for acquiring modern education.
 The concerns of these students were:
o Ending the French rule
o Re-establishing the Nguyen Dynasty
 The Vietnamese looked for foreign arms and aid from Japan.
 The Vietnamese students established a branch of the Restoration Society in Tokyo.
 1907: Japan‟s victory over Russia
 1908: The Japanese Ministry of Interior clamped down the Restoration Society.
 Many including Phan Boi Chau were deported and exiled to China and Thailand.
 Viet-Nam Quan Phuc Hoi: The Vietnamese students organized the Association for the
Restoration of Vietnam. They were inspired by the establishment of a
 Republic in China in 1911 by Sun Yat Sen.
 The Vietnamese now wanted a Democratic Republic over a Constitutional Monarchy.
Communist Movement and

Vietnamese Nationalism
 The Great Depression of 1930 had greatly affected Vietnam. Prices of rice and rubber fell,
which generated rural debts, rural uprising and unemployment.
 February 1930: The Vietnamese Communist Party (Vietnamese Cong San Dang), later
renamed as the Indo-Chinese Communist Party established by Ho Chi Minh.
 1940: Japan occupied Vietnam for achieving its imperial aspiration of controlling Southeast
Asia.
 September 1945: The League for the Independence of Vietnam (Viet Nam Doc Lap Dong
Minh) fought the Japanese and recaptured the lost territory of Hanoi. It came to be known
as the Vietminh.
 The Democratic Republic of Vietnam with Ho Chi Minh as its Chairman was formed.
The New Republic of Vietnam

 The new Republic of Vietnam faced many challenges.
 The French used the Emperor, Bao Dai, as their puppet in order to regain their rule.
 1954: Finally, the French troops led by General Vo Nguyan Glap were finally defeated after
eight years of fighting at Dien Bien Phu by the Vietminh.
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 Peace negotiations in Geneva after the French defeat led to the spilt of Vietnam into North
Vietnam and South Vietnam.
 North Vietnam: Ho Chi Minh and the communist took control of North Vietnam.
 South Vietnam: Bao Dai‟s regime was established in South Vietnam.
 The Bao Dai regime was overthrown by a coup led by Ngo Dinh Diem.
 Diem built a repressive and authoritarian government. People who opposed him were
branded as communists and were jailed and killed.
 This dictatorial regime was opposed by the people united under the banner of the National
Liberation Front (NLF).
 NLF received help from North Vietnam with which they fought for the unification of the
country.
 The Entry of the U.S. into the War (1965-1972)
o The US feared communists gaining power in South Vietnam; therefore, they
intervened by sending in their troops.
o Thousands of US troops arrived with heavy weapons and tanks. Chemical weapons
such as Napalm, Agent Orange and Phosphorus were used for destroying
Vietnamese villages.
o Many criticised the U.S. government for entering into an indefensible war.
o Service in the armed forces was made compulsory for all the US citizensexcept for
university graduates.
 The war arose because of the fear of the establishment of a communist rule in South
Vietnam and other countries in the area.
 The Vietnamese were ready to sacrifice anything for their independence. This determination
gave them the courage to fight with the most technologically advanced country in the world.
Ho Chi Minh (1890-1969)

 His real name was Nguyen Van Thanh.
 Born in Central Vietnam.
 Became an active member of the Commintern and met Lenin.
 May 1940: Returned to Vietnam after spending time in Europe, Thailand and China.
 1943: Took the name of Ho Chi Minh.
 Became President of the Vietnam Democratic Republic and served the party for 40 years.
 Died on 3rd September, 1969.
Ho Chi Minh Trail

 An immense network of footpaths and roads (“the trail”) was used for transporting man and
material from North to South Vietnam.
 The trail had support bases and hospitals along the way. Supplies were mainly transported
by porters who were mainly women. However, in some places trucks were used for the
same.
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 Most of the trail was in Laos and Cambodia with branch lines extending into South Vietnam.
 The US bombed these trials regularly but to no avail as they were built again very quickly by
the Vietnamese.
 By these trails, the Vietnamese showed how meagre resources can be used to great
advantage.
Women As Rebels
 In Vietnam, women enjoyed greater equality than in China, especially among the lower
classes.
 However, they had no say when it came to determining their future and role in public life.
 The status of women gained prominence along with the rise of the nationalist movement.
 Writers and political thinkers idealized women who rebelled against the social norms.
 1930: Nhat Linh, a writer, dealt with the scandalous issue of rejecting the forced arranged
marriage of a girl. His novel portrays a women character who marries a person involved in
the national politics out of her own choice.
Heroes of the Past

 1913: Phan Boi Chau wrote a play on the lives of the Trung sisters who had fought against
the Chinese domination in 39-43CE.
 Trung sisters came to be idealized and glorified in paintings, plays and novels representing
the indomitable will of the Vietnamese nationalists.
 Trung sisters are said to have gathered 30000 forces in order to resist the Chinese for two
years. When ultimately defeated by the Chinese, they committed suicide instead of
surrendering to the enemy.
 Trieu Au (3rd century CE): She was an orphan and lived with her brother. She left home,
went into the jungles, organized a large army and resisted the Chinese rule. Ultimately, she
was defeated by the Chinese forces after which she drowned herself. She became a sacred
figure and not only a martyr.
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Women as Warriors
 1960s: Various photographs and stories portrayed women as brave, young and dedicated.
 The women were equally represented as a worker along with their warrior image. Therefore,
they were shown with a rifle in one hand and a hammer in the other.
 The casualties of war increased as a result of which many women were urged to join the
struggle.
 The women helped in nursing the wounded, constructing underground rooms and tunnels
and fighting the enemy. They kept open 2,195 km of strategic roads and guarded 2,500 key
points along the Ho Chi Minh trail.
 They also built 6 airstrips, neutralized tens of thousands of kilograms of cargo, weapons and
food and shot down 15 planes. There were 1.5 million
 women in the regular army, the militia, the local forces and professional teams in Vietnam.
The End of the War

 Consequences
o The US failed to crush the Vietnamese resistance.
o Thousands of young US soldiers and Vietnamese civilians lost their lives.
o Many were disillusioned by the actions of the US.
o Noam Chomsky called the war “the greatest threat to peace, to national
selfdetermination and to international cooperation”.
o This was called the first television war as battle scenes were shown on news
programmes.
o January 1974: A peace settlement with the US was signed in Paris for ending the
war.
o 30th April 1975: The NLF occupied the presidential palace in Saigon to end the
conflict between them (NLF) and the Saigon regime.
o Ultimately, Vietnam was united.

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17 | P a g e
Chapter 3
Nationalism in India
Nationalism
 It involves a strong identification of a group of individuals with a political entity defined in
national terms, i.e., a nation.
 Modern nationalism was associated with the formation of nation-states.
 In India, as in many other colonies, the growth of nationalism is connected to the anti-
colonial movement under the leadership of Mahatma Gandhi.
"Education is most powerful weapon against social evils"

-Sikandar Baig Sir
The First World War, Khilafat and

Non-Cooperation Movement
 The war played an important role in shaping India‟s freedom struggle.
 Increase in defence expenditure due to the war led to the increase in taxes, custom duties,
prices and the introduction of war loans.
 Extreme hardships, poverty and forced recruitments in the army made people hostile to the
British rule.
 During 1918–19 and 1920–21, food shortages due to the failure of crops and famines and
epidemics, that took a heavy toll of life, created resentment among the people of India
against the foreign rule.
Satyagraha
 Satyagraha means appeal for truth. Mahatma Gandhi introduced this concept during his stay
in South Africa. It is based on the ideals of truth and non- violence.
 January, 1915: Mahatma Gandhi returned to India from South Africa.
 Champaran Satyagraha, 1916: First Gandhian mass-movement in India against the
oppressive plantation system in Champaran (Bihar).
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 Kheda Satyagraha, 1917: Gandhiji led the movement in Kheda district of Gujarat,
demanding relaxation of the revenue tax owing to the poverty experienced by the farmers
because of the outbreak of plague and crop failure.
 Ahmedabad Mill Strike, 1918: Gandhiji organised a Satyagraha against the cotton mill
owners demanding an increase in the workers‟ wages and bonus.
The Rowlatt Act (1919)

 Passed by the British Government.
 The Act gave the government enormous powers for repressing political activities and
allowed detention of political prisoners for two years without any trail.
 6th April, 1919: Gandhi started the non-violent civil disobedience movement for opposing
the Rowlatt Act with a nation-wide hartal.
 Shops were closed down, rallies were organised and rail workshop workers went on strike.
Widespread attacks on banks, post offices and railway stations took place.
 Government brutally repressed the nationalists. Martial law was imposed and General Dyer
took command.
Jallianwala Bagh Massacre, 13th

April, 1919
A number of people had assembled at Jallianwala Bagh in Amritsar for attending the annual
Baisakhi fair.
 General Dyer surrounded the park and opened fire on the crowd, killing hundreds of people.
 Aftermath of Jallianwala Bagh Massacre
o Crowds took to the streets in many north Indian towns. Strikes, clashes with the
police and attacks on government buildings were extensively witnessed.
o The British used brutal repression, seeking to humiliate and terrorise people. People
were flogged and villages were bombed.
o This violence forced Gandhi to stop the movement.
 Criticism: The Rowlatt Satyagraha was limited mostly to cities and towns.
Non-Cooperation Movement
 Began in January 1921
 Causes
19 | P a g e
 Khilafat issue: After the First World War, the British sought to overthrow the Khalifa,
the spiritual head of the Islamic world and the Turkish Emperor.
o This was deeply resented by Muslims all over the world, including the Indian
Muslims.
 Rowlatt Act: The dissatisfaction from the Rowlatt Act and the failure of the Rowlatt
Satyagraha.
 Jallianwala Bagh: The atrocious killing of hundreds of innocent people by the British
at Jallianwala Bagh had made the Indian masses resentful towards the British rule.
 Gandhiji wanted to launch a mass movement encompassing the entire nation and all
communities.
 Methods: Surrendering of government titles, boycott of civil services, army, police, courts
and legislative councils, school, and foreign goods; and a full civil disobedience campaign.
 Disagreements
o Few Congress members were not in support of the idea of boycotting the council
elections as they wanted to bring about changes in the system by being in power.
C.R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for
a return to council politics.
o Some leaders feared the movement to turn violent.
 Events
o March, 1919 (Bombay): Khilafat Committee was formed with leaders such as
Muhammad Ali and Shaukat Ali.
o September, 1920: Gandhi, in the Calcutta session of the Congress convinced other
leaders of the need to start a non-cooperation movement in support of Khilafat as
well as for Swaraj.
o December, 1920 (Nagpur): Non-cooperation programme adopted by the Congress.
o The Movement in the Towns: The students left government schools and colleges,
headmasters and teachers resigned, lawyers gave up their legal practices and the
council elections were boycotted in most provinces except Madras. Foreign goods
were boycotted, liquor shops picketed and foreign cloth burnt in huge bonfires.
o 1921 and 1922: The import of foreign cloth dropped. Merchants and traders refused
to trade in foreign goods or finance foreign trade.Production of Indian textile mills
and handlooms went up.
o Rebellion in the Countryside: The peasants had to do begar and work without pay in
the farms of oppressive landlords. The peasant movement demanded reduction of
revenue, abolition of begar and social boycott of oppressive landlords. In Awadh, the
peasants were led by Baba Ramchandra.The houses of talukdars and merchants
were attacked, bazaars were looted and grain hoards were taken over in many
places. Local leaders told the peasants that Gandhiji had declared that no taxes were
to be paid and land was to be redistributed among the poor.Nai-dhobi bands were
organised by the panchayats for depriving landlords of the services of even barbers
and washer men.
20 | P a g e
o October, 1920: The Oudh Kisan Sabha was set up headed by Jawaharlal Nehru, Baba
Ramchandra and few others.
o Revolt by Tribals: The government had closed large forest areas, preventing people
from entering the forest to graze their cattle or to collect fuel wood and fruits. Alluri
Sitaram Raju led the guerrilla warfare in the Gudem Hills of Andhra Pradesh. The
rebels attacked police stations,attempted to kill British officials and carried on
guerrilla warfare for achieving swaraj.
o Swaraj in the Plantations: Under the Inland Emigration Act of 1859,the plantation
workers were not allowed to leave the tea gardens without permission. Thousands
of workers defied the authorities, left the plantations and headed home. They
believed that Gandhi raj was coming and everyone would be given land in their own
villages.
 Impediments
o Movement slowed because khadi cloth was often more expensive than
massproduced mill cloth and therefore, expensive for the poor people.
o Indian educational institutions were slow to come in place of the boycotted British
ones.
 February, 1922: Mahatma Gandhi decided to withdraw the Non-Cooperation
 Movement because of its violent face in many places.
Simon Commission
Constituted by the Tory government of Britain under pressure of mass movements in India.
 Sir John Simon was the Chairman.
 Sought to look into the demands of the nationalists and suggest changes in the
constitutional structure of India.
 Arrived in India in 1928.Congress and the Muslim League along with the other parties
received the commission with black flags and slogans such as “Go back Simon”.
 October, 1929: The Commission recommended a „dominion status’ for India in
coming future and a Round Table Conference for discussing a future constitution for India.
Effects of Simon Commission

 December, 1929: Under the presidency of Jawaharlal Nehru, the Lahore session of Congress
formalized the demand of “Purna Swaraj”. 26th January, 1930 was celebrated as the
Independence Day.
 1930: Dr. B. R. Ambedkar established the Depressed Classes Association.
21 | P a g e
Civil Disobedience Movement
 Medium: Gandhiji chose salt as the medium for protesting against the British rule.
 31st January, 1930: Gandhi sent a letter to Viceroy Irwin stating eleven demands ranging
from industrialists to peasants. The most important of the demands was the abolition of salt
tax as salt was the most essential commodity for the common man.
 The government was asked to accept the demands by 11th march, failing which a civil
disobedience movement would be started.
 Salt March
o Marked the beginning of the Civil Disobedience Movement.
o Started from Gandhi‟s ashram in Sabarmati to the Gujarati coastal town of Dandi,
spanning a distance of 240 miles.
o 6th April, 1930: Gandhi reached Dandi with thousands of followers and ceremonially
violated the law by manufacturing salt from sea water.
 Spread
o Soon, the movement spread to the entire nation.
o Colonial laws were violated, salt was manufactured in numerous places,foreign
clothes were burnt and liquor shops were picketed.
o Peasants refused to pay revenue and chaukidari taxes.
o Village officials resigned and at many places people violated forest laws by going
into reserved forests for collecting wood.
 Government’s Response
o April, 1930: Abdul Ghaffar Khan was arrested
o May, 1930: Gandhiji was arrested
o Women and children were beaten by the government and peaceful satyagrahis were
attacked.
o About 100,000 people were arrested.
 Gandhi-Irwin Pact and End of Movement
o 5th March, 1931: Gandhiji called off the movement entering into a pact with Viceroy
Lord Irwin. He consented to participate in the Round Table Conference and the
government agreed to release the political prisoners.
o December, 1931: Gandhiji went to London for the Second Round Table Conference.
The conference was a futile exercise as nothing fruitful came out of it for India.
o The Civil disobedience movement was re-launched but by 1934 it lost momentum.
 Participation by People
o Rich peasant communities such as the Patidars of Gujarat and the Jats of Uttar
Pradesh took part in the movement. Trade depression and falling prices caused a
decrease in the cash income of these rich peasant communities.They decided to
oppose the high revenue demands of the government through their participation in
the Civil Disobedience Movement.
22 | P a g e
o The poorer peasantry found difficulties in paying their rent due to the depression
and the decrease in the cash income. They wanted the unpaid rent to the landlord
to be remitted.
o The business class wanted protection against imports of foreign goods and a rupee-
sterling foreign exchange ratio that would discourage imports. They also opposed
the colonial policies that restricted business activities.
o The business class, under the leadership of prominent industrialists such as
Purshottamdas Thakurdas and G.D. Birla, attacked colonial control over the Indian
economy, gave financial assistance and refused to buy or sell imported goods.
 Causes of Failure
o The Civil Disobedience Movement was called off without the fulfilment of the
demand of the rich peasant communities. Many rich peasant communities decided
not to join the restarted Civil Disobedience Movement.
o The Congress was unwilling to support the „no rent‟ campaigns due to the fear of
upsetting the rich peasants and landlords.
o The spread of militant activities, worries of prolonged business disruptions, growing
influences of socialism amongst the young Congress members and the failure of the
Round Table Conference led to the withdrawal of support to the movement by the
business class.
o Industrial workers did not participate in the Civil Disobedience Movement except in
Nagpur.
o The dalits (untouchables) did not participate as the Congress sided with the
conservative high-caste Hindus.
o Muslim organizations and communities also sparsely participated in the movement.
The Muslims alienated from the movement due to the fear of the dominance of the
Hindu majority
 1920: Formation of the Indian Industrial and Commercial Congress
 1927: Formation of the Federation of the Indian Chamber of Commerce and Industries
(FICCI).
 Demands of Dalits
o During the course of the civil- disobedience movement, many dalit leaders
separately demanded reservation of seats in the educational institutions and
separate electorate for the legislative council elections.
o 1930: Dr B.R. Ambedkar organised the dalits into the Depressed Classes Association
Gandhiji began a fast unto death for opposing the demand of separate electorates
for dalits because he believed that this would disunite the Indian masses.
 Poona Pact (September, 1932)
o Signed between Ambedkar and Gandhiji.
o It gave the depressed classes reserved seats in provincial and central legislative
councils, which were to be voted in by the general electorate.
 Upsurge of Nationalism
23 | P a g e
o A sense of unity and nationalism was inspired by history and fiction, folklore and
songs, popular prints and symbols.
o Abanindranath Tagore‟s image of Bharat Mata and Bankim Chandra
Chattopadhyay‟s song Vande Mataram united many people and communities.
o During the Swadeshi Movement, a tri-colour (red, green and yellow) flag was
designed. It had eight lotuses representing eight provinces of British India and a
crescent moon, representing Hindus and Muslims.
o 1921: Gandhiji had designed the tri-colour Swaraj flag (red, green and yellow) with
the spinning wheel at the centre. This flag represented the Gandhian ideal of
selfhelp.
o The glorious developments in the ancient times when art and architecture, science
and mathematics, religion and culture, law and philosophy, and crafts and trade
flourished were discovered with the help of history. This instilled pride and united
the Indians.
“The purpose of education is not to make a machine, but to make the

human being”
-Sheikh Sayed Abdul Qadir Jilani r.a.

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24 | P a g e

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10 TH CBSE

The Rise of Nationalism in Europe

Europe in the mid-18th Century

The Age of Revolutions (1830-1848)

Nationalistic Feeling (1830s)

Economic Condition of Europe after

1848: The Revolution of the

Liberal Movement and Women

Unification of Germany (1866-1871)

Visualising the Nation

Nationalism and Imperialism

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The Nationalist Movement in Indo-China

Colonial Domination of Vietnam

Benefits of Colonies for French

Barriers in Economic Development of Vietnam

Health and Hygiene

Religion and Anti-Colonialism

Hoa Hoa Movement (1939)

The Vision of Modernisation

Relations with Japan and China

Communist Movement and

The New Republic of Vietnam

Ho Chi Minh (1890-1969)

Ho Chi Minh Trail

Heroes of the Past

The End of the War

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"Education is most powerful weapon against social evils"

The First World War, Khilafat and

The Rowlatt Act (1919)

Jallianwala Bagh Massacre, 13th

Effects of Simon Commission

“The purpose of education is not to make a machine, but to make the

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